SCHOOL LEADERSHIP 2014 PROGRAMSCommitment. A Prerequisite

for suCCess .

THE PRInCIPALS’ CEnTER

“ The grass only looks greener in someone else’s school yard.

Principals need space and time to reflect. Our institutes provide best practices, deep resources and the support you need. ”

PAMELA MASOnLecturer on Education; Director, Language and Literacy Master’s Program, HGSE

Whether you are a new leader or an experienced veteran, one thing is certain: you need

support beyond your own school walls. in this age of accountability, you are expected

to solve a mounting list of challenges — from overcrowding to underachievement — while

providing the inspiration your school needs. But implementing effective change is not

easy. You must inspire and motivate your teachers and your students. You must be a

champion for learning. And you must have a strong support network.

the Harvard Graduate school of education offers a variety of professional development

programs for school leaders to strengthen their leadership skills for greater impact.

no matter where you are from — a small rural district, a large urban one or somewhere

in between — you will connect with peers who face similar challenges and build a

lasting professional network that will help support you throughout your career. our

institutes provide you with the time you need to reflect, refocus and recharge. You

will leave inspired, with new ideas, skills and frameworks that you can put into practice

the day you return home.

JOIn OuR COMMunITy Of LEARnERSsuCCessful leAdersHiP in todAY’s sCHools

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“ new and Aspiring School Leaders provided key insight

into what it means to be an educational leader. This has been

the most well organized, timely, insightful and high-powered institute I’ve ever attended.

Outstanding! ” RObERT LAnE Middle School Dean, Woodlawn Secondary School, university of Chicago Charter School

WHAT yOu WILL LEARn Gain the tools, frameworks and leadership techniques needed

to step into a leadership role, build and sustain effective learning

environments, and improve instructional excellence.

PROGRAM OVERVIEW new school leaders must be ready and able to assume the role of

instructional champion — working on many fronts to improve and

sustain student achievement. At the same time, they need to manage

the academic development of a changing school population and

accelerate the development of teachers. these initiatives require

school leaders to focus on the management of resources as well

as the ongoing renewal of school culture.

new and Aspiring school leaders will prepare you for the many

leadership challenges of American schools today. You will examine

these challenges from the ground up, and clarify your vision of

an effective school and your role in leading it. Working closely with

faculty and seasoned practitioners, you will define your core

values and understand how they can help you promote educational

excellence.

PROGRAM ObJECTIVES • Assume a leadership position with a vision for success

• improve instruction through effective teacher supervision

and evaluation

• foster curriculum collaboration among the faculty

• utilize resources and time to maximize student achievement

• discover ways to support all learners in your classrooms

• Achieve community support for your school’s mission

WHO SHOuLD ATTEnD • school leaders in the first one to two years of the principalship

• educators anticipating a leadership position over the next

one to two years

• members of the school community who are entering or plan

to enter leadership roles, including teacher-leaders, department

heads, assistant principals, assistant heads, division heads,

curriculum coordinators and other members of the school

community interested in expanding their leadership skills

fACuLTy CHAIRPamela Mason, lecturer on education; director, language

and literacy master’s Program; director, Jeanne Chall reading

lab, HGse

see page 11 for detailed faculty chair biographies.

To apply or for more information, visit

www.gse.harvard.edu/ppe/asl

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neW And AsPirinG sCHool leAdersmArCH 23–26 or fAll 2014 | $1,995 0–2 YeArs of leAdersHiP exPerienCe

WHAT yOu WILL LEARn expand your leadership skills, explore new ways to enhance

student learning and create success for yourself and your school.

PROGRAM OVERVIEW today’s school leaders struggle to balance their roles as instructional

leaders with the many other demands of the job. through

improving schools: the Art of leadership, participants will develop

their leadership skills, efficacy and ability to support teacher

development and student achievement. Participants will also expand

their understanding of leadership and explore multiple approaches

for addressing leadership challenges.

the institute will help you identify areas of school improvement,

establish priorities, develop strategies and build a base of support

around a change initiative. You will explore successful models

for school improvement, learn how to lead and manage change,

and understand how to implement curriculum innovation.

through a research-based curriculum, you will focus on effective

supervision and evaluation, approaches to solving leadership

challenges with an emphasis on u.s. settings, and proven strategies

that support teaching and learning. upon completion of the

program, you will have examined your own leadership challenges

in the context of instructional improvement and learned how

to lead and manage your school more effectively.

PROGRAM ObJECTIVES • Apply research and best practices in developing school

improvement efforts focused on increasing student achievement

• develop an understanding of how adult learning and teacher

development contribute to school improvement

• shape a school culture that supports learning for all

• implement an effective process for supervision and evaluation

of teachers and other instructional staff

• learn techniques for managing change

WHO SHOuLD ATTEnD • school leaders in the early years of their careers who are

seeking improved leadership skills and a more focused approach

to classroom practice

• new principals or educators in leadership positions with five or

fewer years of experience in their roles, including assistant principals,

teacher-leaders, instructional leaders and curriculum specialists

fACuLTy CHAIRPamela Mason, lecturer on education; director, language

and literacy master’s Program; director, Jeanne Chall reading

lab, HGse

see page 11 for detailed faculty biographies.

To apply or for more information, visit

www.gse.harvard.edu/ppe/aol

imProVinG sCHools: tHe Art of leAdersHiPJune 22–28, 2014 | $3,4951–5 YeArs of leAdersHiP exPerienCe

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WHAT yOu WILL LEARn strengthen your leadership and management skills and revitalize

your personal vision of leadership. learn new methods for improving

individual, group and organizational performance.

PROGRAM OVERVIEW leadership: An evolving Vision provides experienced school leaders

with an opportunity to reflect, learn and stretch—and so to

strengthen—the leadership skills needed to address key challenges

and raise student achievement. Participants work with Harvard

faculty and experts on school leadership and education reform to

examine effective strategies for building successful schools. You

will return to your school revitalized and prepared to tackle your

leadership challenges.

the program includes a unique opportunity to interact with and

learn from colleagues from across the united states and around

the world. through plenary sessions, expertly facilitated group

discussions and personal reflection, you will connect theory to

practice—and develop a customized improvement agenda for

yourself and your organization.

PROGRAM ObJECTIVES • examine leadership styles and practices that enhance

organizational performance and enable sustainable change

• develop skills to manage schools and districts entrepreneurially

• implement specific strategies for leading instruction, valuing

diversity, fostering a positive school culture and communicating

effectively with a variety of constituencies

• respond to the expectations of a wide variety of stakeholders

• learn proven techniques for enabling personal growth and for

improving relationships with colleagues and staff members

• lead a systematic process of improving the learning, happiness,

and life chances of children and young people

WHO SHOuLD ATTEnD • experienced school leaders responsible for thinking strategically

about their schools and districts

• experienced principals, heads of school, assistant principals,

assistant heads of school and department heads

fACuLTy CHAIR Joseph blatt, senior lecturer on education; director, technology,

innovation and education Program, HGse

see page 11 for detailed faculty biographies.

To apply or for more information, visit

www.gse.harvard.edu/ppe/lev

leAdersHiP: An eVolVinG VisionJulY 6–12, 2014 | $3,4953+ YeArs of leAdersHiP exPerienCe

WHAT yOu WILL LEARn develop a theory of action for successfully turning around

underperforming schools. understand how to use an accelerated

timeline to create learning environments that support high levels of

achievement for all students and full engagement of all stakeholders.

PROGRAM OVERVIEW together with Harvard faculty, expert practitioners and a cohort of

fellow turnaround leaders, you will analyze elements critical to your

school’s turnaround plan. You will gain key leadership skills and learn

strategies for successful implementation.

specific topics include understanding the importance of high

instructional quality and expectations, translating data into action,

developing effective teams, leading a change effort, and creating

meaningful engagement with community and external partners.

school turnaround efforts require highly effective leaders able

to create the conditions for rapid and sustained change. to

successfully impact student outcomes, leaders in turnaround

contexts must drive a fundamental shift in school culture and

instructional practice that results in early gains and ongoing high

performance. the demands are great, but the need to improve

the opportunities for our children in failing schools is even greater.

By the end of the program you will understand how to:

• transform school culture

• identify and achieve early success

• measure your results

• understand how to best align school-level efforts with district

and state goals

• implement your new theory of action

CAPSTOnE PROJECT: THEORy Of ACTIOn the program’s capstone project is where you will develop a theory

of action, specific to your school or district turnaround efforts.

the plan will focus on establishing priorities to achieve rapid and

meaningful improvement. once drafted, you will present your

plan and receive direct feedback from peers and faculty through a

facilitated consultancy exercise. By the end of the program you will

have a defined plan that you can put into action right away.

PROGRAM ObJECTIVES • develop a theory of action—wherever you may be in the

turnaround effort—focusing on establishing priorities to achieve

rapid and meaningful improvement

• lead effective transformation of school culture

• understand how to use data effectively to set strategy and drive

integrated decision-making at the classroom and school levels

• drive high-quality instruction and instructional leadership

• determine how best to track and assess progress and success

• learn strategies for communicating your vision to the press and

stakeholders in the school and community

sCHool turnAround leAdersJune 2–6, 2014 | $2,295

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WHO SHOuLD ATTEnD • K-12 educators and change agents directly responsible for leading

or overseeing school turnaround efforts

• school-level teams composed of principals, assistant principals,

educators in leadership roles, school administrators, instructional

leaders, teacher-leaders

• teams composed of school- and district-level leaders are also

encouraged

• Administrators at the state level and individual educators are also

welcome to apply

ATTEnDInG AS A TEAM educators who attend as part of a team are able to increase the

impact of their learning both while on campus and once they have

returned home. free from the usual distractions of the work setting,

your team will benefit from additional opportunities to focus on your

specific turnaround plan. teams are able to collectively work on their

theory of action, build a shared vision for moving forward and be

better prepared to implement the plan as soon as they return home.

fACuLTy CHAIR Katherine Merseth, senior lecturer on education;

director, teacher education Program, HGse

see page 11 for detailed faculty chair biographies.

To apply or for more information, visit

www.gse.harvard.edu/ppe/stl

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WHAT yOu WILL LEARn refine your leadership skills and broaden your understanding of

effective teaching and learning. You will examine successful practices

from urban settings, set high expectations for achievement and

explore strategies that promote student engagement.

PROGRAM OVERVIEW in today’s high-stakes environment of accountability and limited

resources, school leaders must be able to address urgent

challenges from multiple constituencies. research on effective

schools continually points to the important role leaders play

in creating the right conditions to increase student achievement.

national institute for urban school leaders brings educators

from urban contexts together with Harvard faculty and top

experts in the field to examine best practices and research-based

techniques that support student achievement. it provides an

in-depth exploration of the leadership skills necessary to enhance

and sustain learning outcomes.

You will examine schools in relation to the broader community

contexts — exploring race, culture, equity, socioeconomic status

and social justice in today’s diverse urban classrooms. You will

focus on strategies for improving teaching and learning, and building

community support for the work of schools. When you leave,

you will be better prepared to transform your learning landscape

to support higher student achievement and successful outcomes

for all students.

PROGRAM ObJECTIVES • identify leadership roles and styles required to improve teaching

and learning in the instructional core

• examine the beliefs, cultural changes, and teaching and

learning strategies required to promote high student achievement

• Consider the effects of race, class and culture on the

learning community

• learn effective approaches for ensuring the inclusion

of all students

• explore practice-based techniques for closing the achievement gap

WHO SHOuLD ATTEnD • school leaders and teams working in urban settings

• Principals, assistant principals, department heads, directors of

curriculum and instruction, and other central-office administrators

fACuLTy CHAIR Deborah Jewell-Sherman, Professor of Practice, HGse

see page 11 for detailed faculty chair biographies.

To apply or for more information, visit

www.gse.harvard.edu/ppe/usl

nAtionAl institute for urBAn sCHool leAdersJulY 14–19, 2014 | $2,695

“ The Art of Leadership was amazing. I am returning to my district more informed to help

not only my students — but also

my community. ” STAnLEy DObbS Assistant Superintendent, Hayward unified School District, Hayward, CA

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JosePH Bl At t is senior lecturer on education and

director of the technology, innovation and education

Program at HGse . Blatt’s work focuses on the effects of

media content and technology on young people’s devel-

opment, learning and civic behavior. He has created television

series and websites for many types of learning environments,

and he is now helping to renew the historic relationship

between HGse and sesame Workshop. Blatt is a recipient

of the morningstar Award, HGse ’s highest honor for

teaching excellence, and also created the usable Knowledge

website, which makes HGse faculty research available

and accessible to practitioners.

deBor AH Je Well-sHermAn is Professor of

Practice at HGse. Jewell-sherman is a graduate of the

school’s urban superintendents Program and has built a

reputation over the past decade as one of the most

successful urban district superintendents in the country.

she served as superintendent of the richmond, VA

schools from 2002 to 2008. during her tenure, 95 percent

of richmond’s lowest-performing schools achieved full

accreditation under Virginia’s standards of learning

legislation, and the district as a whole improved from

18 to 91.7 percent. Jewell-sherman was named Virginia

superintendent of the Year 2009 by the Virginia

Association of school superintendents.

PAmel A mAson is lecturer on education, director

of the master’s Program in language and literacy, and

director of the Jeanne Chall reading lab at HGse . mason

served for 10 years as a reading/language arts curriculum

director and for 19 years as an elementary school principal

in the Boston area. she is president of the massachusetts

Association of College and university reading educators

(mACure) and was president of the massachusetts reading

Association. she collaborates with colleagues nationally

and internationally on preparing reading specialist teachers,

implementing literacy coaching, developing school leaders

and evaluating school-wide literacy programs.

K AtHer ine mersetH is senior lecturer on education

and director of the teacher education Program at HGse .

merseth has more than 40 years of experience in instruction,

administration and research in public education in the

united states and internationally. Her work concentrates

on charter schools, teacher education, mathematics education

and the case method of instruction. most recently she

was the principal investigator for a study researching high-

performing charter schools, the results of which are

presented in the award-winning book, Inside Urban Charter

Schools: Promising Practices and Strategies in Five High-

Performing Charter Schools. merseth is also a recipient of

the morningstar Award, HGse ’s highest honor for

teaching excellence.

for a complete list of program faculty, visit the individual program Web page at www.gse.harvard.edu/ppe

AdditionAl 2014 ProGrAmsdesigned for public, charter and independent school leaders, our goal is to help you make the most of

your role—whether it’s preparing you for a new challenge or providing fresh insight and strategies for

successful leadership. our professional development programs not only let you recharge and connect

with like-minded individuals who face similar issues, but they also show you how to apply what you learn

directly to your work for years to come.

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Leadership Institute for Superintendents

march 2–5

Women in Education Leadership

march 6–8

Instructional Rounds: Spring

march 30–April 3

Learning Environments for Tomorrow:

next Practices for Educators and Architects

April 8–10

The Transformative Power of Teacher Teams

may 4–6

new Tools for School Success: Three-Day

Learning Lab on School-Improvement Teams

may 7–9

Think Tank on Global Education

may 14–16

Data Wise: using Assessment Results

to Improve Teaching and Learning

June 16–20

Enhancing Teacher Effectiveness in High Schools

June 23–27

Closing the Achievement Gap

June 30–July 3

universal Design for Learning

July 7–11

Project Zero Classroom

July 21–25

future of Learning

July 29–August 1

for a complete listing of 2014 programs, visit www.gse.havard.edu/ppe/k12

REquEST bROCHuRES AT WWW.GSE.HARVARD.EDu/PPE/GREEn

the Principals’ Center, 44 Brattle street, fifth floor, Cambridge, mA 02138 www.gse.harvard.edu/ppe | 800.545.1849