Training Leaders to Meet the Educational Challenges of the 21 st Century

Transcription

1 Training Leaders to Meet the Educational Challenges of the 21 st Century Hirokazu Yoshikawa, Ph.D. Academic Dean and Professor of Education, Harvard Graduate School of Education Co-sponsored by: Harvard University s DRCLAS Brazil Studies Program & Fundação Lemann October 2011 São Paulo, Brasil, Centro Ruth Cardoso

2 Overview I. The Education Challenge II. Theory of Change of the Harvard Graduate School of Education III. Working at the Nexus of Policy, Practice and Research 2

3 The Education Challenge The future of learning in an era of demographic and technological change High levels of inequality (US and Brazil) Decentralized education systems (US and Brazil) Recruiting and Developing Talent and Leadership in Education Sectors Bridging the Gap Between What we Know and What We Do How to Create Impact at Scale 3

4 PISA Reading improvement from 396 in 2000 to 412 in 2009 Peru 370 Panama 371 Argentina 398 Brazil 412 Colombia 413 Mexico 425 Uruguay 426 Chile 449 OECD Average PISA 2009: Overall Reading Scale 4

5 PISA Math improvement from 356 in 2003 to 386 in 2009 Peru 365 Panama 360 Argentina 388 Brazil 386 Colombia 381 Mexico 419 Uruguay 427 Chile 421 OECD Average PISA 2009: Overall Mathematics Scale 5

6 Graduation Rate (%) Detroit Indianapolis Baltimore Columbus Dallas New York Los Angeles Milwaukee Philadelphia Jacksonville Chicago San Antonio Houston Fort Worth Boston Austin Washington, D.C. Phoenix Charlotte El Paso San Diego Memphis Seattle San Francisco San Jose Graduation Rate (%) The Education Challenge in the United States The high school graduation rate in the 50 largest U.S. cities is only 52%. Substantial racial and ethnic gaps in educational attainment persist. 100 Low Graduation Rates in the Largest Cities All but two of the 25 most populous cities in the U.S. have graduation rates below the national average of 70%. About 1 in 2 children in cities like New York, Chicago, and Los Angeles will drop out or fail to graduate on time Racial / Ethnic Gaps in Achievement Are Wide Overall nationwide graduation rates of Black and Hispanic students are significantly below those of White and Asian-American students All Students Native Black Hispanic White Asian American American Source: Editorial Projects in Education Research Center (2008) based on data from the U.S. Department of Education. City graduation rates are for the principal school district serving the city. 6

7 Can a Leading Education School Make a Difference? 7

8 Theory of Change of the Harvard Graduate School of Education Creating Impact At Scale Recruit Talent to Education Offer Distinctive Programs Focused on Leadership Link Research, Practice, and Policy Partnerships for Maximum Impact Offer fellowship funding and innovative programs to attract the best and brightest to education Remake program offerings to match the needs of the field and maintain the school s competitive edge Produce usable knowledge to inform practice and policy Collaborate with internal and external partners to magnify our impact and shape practice and policy 8

9 HGSE Degree Program Emphases: Leadership in the Context of Learning and Policy Learning and Development: The HGSE faculty conducts research in human development, cognition, and curriculum to understand and strengthen teaching and learning processes. Overview Leadership and Organizations: The HGSE faculty works at the intersection of research and practice to advance systemic school reform, linking change leadership and management with improvement of instructional practice. Policy Analysis: The HGSE faculty informs and influences education policymaking by analyzing the consequences of federal, state, and local policies on student learning and educational equity. CONFIDENTIAL DO NOT SHARE OR COPY 9 9

10 Doctor of Education (Ed.D.) Programs Preparing Leaders in Educational Research Human Development and Education Culture, Communities and Education Education Policy, Leadership, and Instructional Practice Higher Education Quantitative Policy Analysis in Education 10

11 Doctor of Education Leadership (Ed.L.D.) First of its kind Prepares graduates to lead system-level transformation of the education sector 3-year practice-based degree Year 1: Integrated curriculum Year 2: Core seminar and electives Year 3: Paid residency 11

12 Doctor of Education Leadership Integrated Curriculum Year 1 and Core Seminar in Year 2 Education Sector History Structure Policy and Politics Levers for Change Leadership and Management Strategy Entrepreneurial Leadership Managing Organizational Performance Leading the Learning Organization Learning and Teaching How Different Young People Learn Meaningful and Worthy Content in Schools Teaching and Assessment Improving Learning at Scale 12

13 Overview Master s Programs: Confronting Challenges of Learning, Leadership and Policy Learning and Development: Human Development and Psychology; Language and Literacy; Mind, Brain and Education; Prevention Science and Practice; Teacher Education; Technology, Innovation and Education; Arts in Education. Leadership and Organizations: School Leadership; Higher Education Policy Analysis: Education Policy and Management; International Education Policy CONFIDENTIAL DO NOT SHARE OR COPY 13 1

14 Lemann Fellows at the Harvard Graduate School of Education Ana Gabriela Pessoa ( ) Carlos Eduardo de Sousa ( ) Heloísa Micheletti Alvarez ( ) Isabel Schwartzman ( ) Mariana Simões ( ) Teresa Pontual ( ) Valeria Rocha ( ) For more information, see:

15 Recent Graduates Consultant, UNESCO and Brazil Scientific Forum on Early Childhood Development; Site Manager, Raising a Reader (Mariana Simoes) CEO, ezlearn Educacional, Rio de Janeiro (Ana Gabriela Pessoa) Lead Educator Chicago Children s Museum Superintendent Stamford Public Schools (CT) Policy Advisor U.S. Department of Education Director of Graduate Legal Studies Columbia University Manager Nickelodeon Undersecretary of Teaching and School System Management, Rio de Janeiro State (Teresa Pontual) Doctoral Candidate, Management and Organizational Behavior (Carlos Eduardo DeSousa, Lemann Fellow ) Regional Program Manager, Raising a Reader (Heloisa Alvarez) Assistant Professors University of Illinois at Chicago Brown University Principal Democracy Prep Charter School (NY) Associate McKinsey and Company 15

16 Working at the Nexus of Practice, Policy, and Research Practice-Based Research Research-Based Policy Work Research-Based Practice Type of Work Conducting rigorous research and creating new knowledge about issues that are fundamental to the improvement of learning Translating research and discipline-based knowledge so that it has an influential role in shaping public policy at all levels Translating research and discipline-based knowledge so that it has widespread impact on educational practice and leadership 16

17 17

18 18

19 Emerging Initiatives in Brazil Scientific Forum on Early Childhood Development First meeting of scientific partners October Partners: Harvard Center on the Developing Child; Faculdade de Medicina da Universidade de São Paulo, Fundação Maria Cecilia Souto Vidigal, INSPER, and Harvard University s DRCLAS Brazil Studies Program 19

20 Emerging Initiatives in Brazil Education Leadership Program Based at Universidade Federal Juiz de Fora; agreements with 5 States Led by Prof. Fernando Reimers, HGSE Educational leaders ranging from municipal secretaries of education to school principals Masters program in education leadership: Online distance learning + in person education 2 cohorts of 150 leaders 20

21 Initiatives in Latin America Un Buen Comienzo: An initiative to improve the quality of public preschool education in low-income areas of Chile Santiago de Chile and 6 th Region of Chile Partners: Fundación Educacional Oportunidad; Ministry of Education of Chile (6 th Region); Harvard DRCLAS Regional Office, Santiago de Chile 21

22 Initiatives in Latin America 2-year teacher professional development program to improve teacher capacity to improve language and health outcomes 4-year impact evaluation (64 preschools; 1,868 children) measuring classroom quality, multiple domains of child development, and family practices First school-level randomized evaluation in preschool education in Latin America 22

23 Initiatives in Latin America Aprender Mas y Mejor: Políticas, Programas y Oportunidades por Aprendizaje en Educación Basica en México 8 faculty from HGSE (Reimers, PI) providing evaluation of 4 education policies in preschool education, primary and secondary education, and technology, for the Fox Administration in Mexico: Student involvement in research and reports Dissemination to policy makers and the public briefing for the President and ministers; edited volume (Reimers, ed., 2006); UNICEF report 23

24 24

25 The Application Process Standard Requirements Online Form application résumé statement of purpose three letters of recommendation Official Transcripts GRE (GMAT option - Ed.L.D. only) TOEFL Interviews Ed.L.D. only: by invitation Deadlines Ed.D. Program December 14, 2011 Ed.L.D. Program December 14, 2011 Master s Program/C.A.S. January 4, 2012 Notification Online for All Programs March