Admissions Office

111 Longfellow Hall

13 Appian Way

Cambridge, MA 02138

Phone: 617–495–3414

Fax: 617–496–3577

E-mail: gseadmissions@harvard.edu

www.gse.harvard.edu/admissions

Financial Aid Office

061 Longfellow Hall

13 Appian Way

Cambridge, MA 02138

Phone: 617–495–3416

Fax: 617–496–0840

E-mail: finaid@gse.harvard.edu

www.gse.harvard.edu/financialaid

the worldimpactthe world

COVER 1A: USE 3 PHOTOS IDENTIFIED FROM TWO OLDER VIEBOOKS

Harvard Graduate ScHool of education

Message from the Dean 2

Passion for Practice 4

ProMise that Transforms Policy 6

PoTenTial realized Through research 8

learning at the nexus 10

extraordinary Faculty 12

living the Harvard University advantage 16

an exceptional location 18

after Harvard 20

academic ProGramS

Master of education (ed.M.)

Arts in Education 24

Education Policy and Management 26

Higher Education 28

Human Development and Psychology 30

International Education Policy 32

Language and Literacy 34

Learning and Teaching 36

Mind, Brain, and Education 38

Prevention Science and Practice/Certificate of Advanced Study (C.A.S.) in Counseling 40

School Leadership 42

Special Studies 44

Teacher Education 46

Technology, Innovation, and Education 48

Doctor of education leadership (ed.l.D.) 50

Doctor of education (ed.D.) 52

detailS and numberS

applying for admission 56

Harvard Graduate school of education — at a Glance 57

impactthe world

Will you be a hero to children beginning their adventures through life?

Will you be the wisdom that brings calm to teenage years?

Will you inspire a college dream that revolutionizes the way we think?

Will you be the first to recognize a leader of humankind?

Will you be a movement that demands justice and social equality?

Will you be a ray of hope for a forgotten community?

Will you be the science that revolutionizes the way we learn?

Will you be the spark that illuminates a mind?

Will you be the PaSSion that rejects the status quo?

Will you be the PromiSe that transforms education across the globe?

Will you be the pursuit of Potential waiting to be realized?

How will your future unfold? How will you impact the world?

2

2

To Our Prospective Applicants,

Education is the foundation of a just society.

Global competitiveness, scientific discoveries,

and engaged active citizenship all rest on this

foundation. Our Ed.D., Ed.M., and doctorate

in education leadership (Ed.L.D.) programs

are designed to prepare and inspire a new

generation of education leaders. HGSE

graduates are practice-based researchers

and research-based practitioners who are

committed to improving the lives of learners.

Education is the civil rights issue of our time —

join us in this meaningful work.

Dean Kathleen McCartney

To prepare

leaders in

education and

to generate

knowledge to

improve student

opportunity,

achievement,

and success.

The Harvard Graduate School of Education regularly creates

history as one of the world’s leading institutions in education

practice, policy, and research. Its achievements include:

■■ Pioneering the first Master of Arts in Teaching program in the United States in 1920

■■ Establishing such innovative programs throughout the 1950s and 1960s as the Laboratory of Human Development, the Administrative Career Program, and Project Zero, founded in 1967 to improve education in the arts

■■ Initiating several unique programs in the 1980s and 1990s, including the nationally renowned MidCareer Math and Science Program

■■ Creating the Doctoral Program in Education Leadership (Ed.L.D.) in 2009 — the only program of its kind in the nation — in collaboration with faculty from the Harvard Business School and the Harvard Kennedy School

studying the relationship between social

inequality and educational opportunity

led associate Professor John Diamond

to a four-year study of distributed

leadership in an urban school. He

hopes that thinking of leadership as a

contextual, distributed activity rather

than a singular, individual quality will

help future school leaders be more

effective. a sociologist of education,

Diamond continues active research on

leadership, change, race, and opportunity

in urban and suburban schools.

3

for practiceMark Hecker started as a teacher in Washington, D.C.; eventually, he

became an award-winning social worker. As he worked with teens,

he discovered that many struggled to read and that there were few

literacy programs for them. He arrived at the Harvard Graduate School

of Education with a goal: learn how to build a nonprofit organization to

improve teen literacy.

At HGSE, Hecker found teachers, other students, and connections to

people outside the school who were already working on the problem. He

soaked it all up. By the time he spoke to his fellow graduates at the HGSE

convocation in June 2009, he had a simple message: “Get to work.”

Hecker followed his own advice. He returned to D.C. to found Reach, Inc.,

a nonprofit that gives struggling teen readers an opportunity to tutor

in high-need elementary schools. “This is a unique model where the

teenagers are accountable for real outcomes that aren’t all about them.

They are social beings, so when we make it about other people, then you

have a chance at making an actual change.”

Hecker reflects on starting Reach, Inc., “I’m happy with how things are

going, but there’s still a long way to go.”

mark Hecker, ed.m.’09 / executive director, reach, inc.

passion

A school of education that consistently ranks among the nation’s best.

A university that is among the best in the world. A historic city recognized

as a global center of education and innovation. A faculty of world-renowned

scholars, teachers, researchers, policymakers, and leaders in their fields.

since 1920, those with a passion to impact the world as educators have found

an almost unlimited breadth and depth of opportunities at the Harvard

Graduate school of education. Whether you are a recent college graduate,

an experienced educator eager to make a bigger impact in your field, or a

successful professional seeking a change of career, here you will receive an

education that does nothing less than open the doors of your mind. So you

may translate your passion into practice and achievement. So you may develop

the knowledge, skills, confidence, and commitment you need to be an inspiring

teacher, counselor, educator, and leader. So you may impact the lives of learners

in any corner of the globe, whether it is in a refugee camp in sub-Saharan

Africa, within a high school classroom in Boston, across a school district in

Atlanta, or at one of California’s college and universities.

4

a political theorist and philosopher of education,

associate Professor Meira levinson draws on insights

from a variety of disciplines, as well as from her years

of teaching experience. Widely published on such

subjects as civic achievement, political theory, and

multicultural education, her work delves deeply into how

race, ethnicity, immigration status, and class unjustly

affect individuals’ civic and political engagement.

for practicepassion

At HGSE, you’ll belong to a

community of practitioners

whose passion for education

extends far beyond campus

and deep into communities

across the nation and around

the world. HGSE develops and

delivers programs and

publications that connect the

innovative research of our

faculty with practitioners and

policymakers in the field,

including:

■■ Programs in Professional education (PPe), including The Principals’ Center, provides

numerous opportunities

for educators to expand

their skills. Faculty-led

programs are delivered on-

site and online for teachers,

principals, administrators,

and policymakers. Each year,

PPE offers 30-40 professional

education opportunities for

preK–12, higher education,

and international educators

and administrators.

■■ WiDe World, an innovative

professional development

program, builds on more than

30 years of leading research

to offer interactive, online

experiences that teach and

model effective education

practices for educators all

over the world.

■■ The Harvard education Publishing Group seeks

to contribute to the greater

understanding of educational

issues of central importance

to society, as well as serve

as a forum for different

perspectives within education.

It publishes the Harvard

Educational Review, Harvard

Education Letter (newsletter

on preK–12 research and

practice), and books through

the Harvard Education Press.

5

that transformspromisesenior lecturer Judith Mclaughlin, director of the

Higher education Program, has been finding different

ways to impact the world as an expert on higher

education leadership. as chair of the Massachusetts

Public education nominating Council, she identifies

potential trustees for the state’s universities. For 20

years, she has chaired the annual Harvard seminar for

new Presidents, which helps prepare first-time college

presidents for the challenges of their position.

6

Perhaps your passion for education also extends beyond the classroom.

Maybe your dream is to help the world fully realize the transformative

promise of education. By analyzing the consequences of federal, state, and

local policies on student learning and educational equity. By inspiring,

transforming, and implementing policy within different socioeconomic

and cultural contexts. This is the place. After all, HGSE has long been

at the forefront in negotiating the challenges posed by the rapidly

changing landscape of modern education. By connecting theory,

research, and practice in order to create more effective policy.

By contributing to national and global conversations on the future of

education. By collaborating with leaders across Harvard University,

and around the globe, to seek innovative, multidisciplinary solutions to

educational problems. We may be a community defined by an uncommon

diversity of intellectual, professional, cultural, and ethnic backgrounds

and perspectives, but what brings us together is a single, shared belief

that education is the most powerful force toward a just society.

7

“I’ve wanted to be a developmental psychologist since middle school. I am interested

in how people think, how they make sense of things, and how they make decisions.

While doing my dissertation on upward mobility in African-American women, I

realized we can actually help kids and families through research. At HGSE, I found

a thrilling interdisciplinary context to do my work and highly engaged students

who come to the classroom with experience in the world and a drive to take what

they’re learning back into the world to improve it. Ethnic and economic gaps in

achievement are not just things to wring our hands about. Our health as a nation

is dependent on our ability to fully educate every child in the U.S. You cannot be

innovative if you’re not educated. Education is the issue of our time.”

Professor Nancy Hill sees HGSE students as problem-solvers, motivated in class, in

the lab, and in the world. She brings practicum students into her lab to interview

parents and develop solutions for families trying to create upward mobility for their

children. Her research focuses on variations in the parenting and family socialization

practices across ethnic, socioeconomic status, and neighborhood contexts.

nancy Hill / Professor of education / Suzanne murray Professor, radcliffe institute

that transformspromise

being realizedpotential“You don’t find a program like MBE at most education schools, but the reality is that

biology can really help you create a more effective environment for learners, which

may be why we attract students and visiting scholars from across the nation, as

well as from universities in China, Japan, Argentina, the Netherlands, England, and

Germany,” says Fischer, who has spent a lifetime studying human development and

behavior. “For example, about 25 percent of our students and faculty in the MBE

Program have an interest in learning disabilities, such as dyslexia and attention

deficit hyperactivity disorder (ADHD). Well, to understand biology is to understand

that kids with dyslexia have a lot of specific talents. This allows you, in turn, to figure

out how best to create effective learning strategies to help them focus on the talents

they have.”

The author of several defining books and numerous groundbreaking scientific

articles in the field, Fischer heads an active group of collaborators at the Ed School’s

Dynamic Development Laboratory that draws on a variety of fields ranging from

psychology, pedagogy, and neuroscience, to philosophy, anthropology, linguistics,

and computer science to study development and change in such diverse areas

of school-related skills as reading, arithmetic, and social interaction. If you’re

interested in research that impacts the world of education in profound ways, he’s

the kind of teacher and researcher you’re likely to collaborate with at the Ed School.

Kurt fischer/ charles bigelow Professor of Human development & Psychology/ director, mind, brain, and education (mbe) Program/ director, dynamic development laboratory

Professor Kurt Fischer leads an

active group of collaborators in the

Dynamic Development laboratory

working to explore, understand,

and explain the order behind

variations in people’s behavior.

Explore fundamental questions about early childhood learning and

development. Study youth negotiation programming in Latin America.

Help identify effective leadership practices toward large-scale organizational

change within urban school districts in the United States. if your quest

is to help create the kind of new, breakthrough knowledge that enables

humanity to better realize its own potential, this is where you want to be.

Few institutions offer you as many opportunities to inform, influence, and

impact the world of education by conducting relevant and usable research in

human development, cognition, and curriculum to understand and strengthen

teaching and learning processes. Fewer still offer you access to so many

distinguished leaders in diverse fields, ranging from education, neuroscience,

molecular biology, genetics, medicine, and public health, to psychology,

sociology, economics, public policy, law, business, and communications.

And none can unlock opportunities to develop your potential better than

Harvard University and its affiliated institutions and organizations.

8

being realizedpotential

Coming from diverse professional and

academic backgrounds, our students find

numerous opportunities to collaborate in

meaningful research with their peers, their

professors, and the larger community of

educators. Examples of current research

programs and initiatives at HGSE include:

■■ The Center for education Policy research (CePr) works with university-based researchers and policymakers to bring student achievement data to bear in evaluating policies and drawing implications for reform. CEPR engages stakeholders in the field in a collaborative way to ensure that research questions are addressing real, high-priority challenges for education leaders.

■■ The Center on the Developing Child (CDC) is a multidisciplinary initiative that draws upon the breadth of intellectual resources across Harvard University’s schools and affiliated hospitals to leverage science to enhance child well-being through innovations in policy and practice. CDC views healthy child development as the foundation of economic prosperity, strong communities, and a just society.

■■ Project Zero enhances learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels. This research group creates communities of reflective, independent learners to enhance deep understanding within disciplines and to promote critical and creative thinking.

■■ The Harvard Family research Project strives to increase the effectiveness of public and private organizations and communities as they promote child development, student achievement, healthy family functioning, and community development. Their work addresses the interests of policymakers, practitioners, researchers, evaluators, philanthropists, teachers, administrators, and concerned individuals.

■■ The Collaborative on academic Careers in Higher education (CoaCHe) is a consortium of colleges and universities committed to making the academic workplace more attractive and equitable for early-career faculty — the cohort most critical to the long-term future of their institutions.

9

neXUs

learning at the nexus

The next generation of practitioners, counselors, thinkers, researchers, and policymakers. The next generation of educators who

impact the world. HGSE graduates leaders capable of meeting the complex educational challenges of a world increasingly characterized

by unprecedented social, economic, cultural, ethnic, and technological change. A primary reason for this is our ability to influence

the world’s approach to the study of education through flexible curricular and programmatic offerings that serve as national models,

and, above all, by constantly reflecting upon, and making innovative changes to, our own approach to education. We lead the way by

integrating practice, policy, and research in distinctive, powerful, and multidisciplinary ways across our curriculum, so we may equip our

graduates to transform the lives of learners in the new century.

at HGse, we believe that working at the nexus of practice, policy, and research is the most powerful way to improve education.

This means that irrespective of your programs or fields of interest, or of the work and life experiences you bring with you to the Ed School,

you will receive an education here that is guided in fundamental ways by cutting-edge research and deeply informed by a rich variety of

interdisciplinary perspectives, current educational policies, contemporary pedagogical challenges, and educational philosophies.

You will live, learn, and collaborate within a community where practice-based researchers, research-based policymakers, and

research-based practitioners routinely interact in innovative ways: to strengthen current teaching and learning practices by

drawing on the latest research into human cognition; to link change leadership and management with improvement of instructional

practice; and to improve student access to educational opportunities by analyzing the consequences of current education policies.

On the ground floor of Larsen Hall, the Jeanne

Chall Reading Lab has become the nexus for the

Language and Literacy Program at HGSE. Master’s

and doctoral students gather here to collaborate,

prepare for practica, and conduct research.

The lab houses children’s books and magazines,

literacy assessments, instructional programs, and

reference resources on the research and practice of

reading instruction. Researchers also have access

to technology, such as video-capturing and editing

equipment, and students looking for professional

development resources will find reading and

writing instruction footage. Lecturer Pamela Mason,

director of the Language and Literacy Program

and the Jeanne Chall Reading Lab, declares, “Our

program is grounded in the belief that language

and literacy skills are essential to every aspect

of an individual’s life and that literate individuals

contribute positively to our social, cultural, and

economic well-being. Our work focuses on the

many factors that influence the development of

language and literacy skills across the life span,

with particular emphasis on improving instruction,

research, and policy nationally and internationally.”

10

Director of HGse’s

Prevention science and

Practice Program, Mandy

savitz-romer has a passion

for helping her students link

research to practice in the

field of school counseling.

a lecturer on education, she

brings extensive experience

as a former urban counselor,

director of enrichment

programs in Boston Public

schools, and current

researcher on a variety of

educational issues.

Working at the nexus

Our vision at HGSE is simple: to leverage partnerships with education

stakeholders — from across disciplines and from around the globe — in

profound and productive ways to ensure that every child may reach her or his

potential as a learner. As a student at the Ed School, you will find working at

the nexus of education practice, policy, and research to be an increasing part of

our effort to achieve this goal. Examples of current projects and initiatives that

exemplify our community’s commitment to working at the nexus include:

Practice-Based Research

■■ Conducting longitudinal studies of language and literacy skills among low-income children, including the vocabulary of first- and second-language learners

■■ Investigating the development of flexibility in mathematical problem solving

■■ Exploring the relationships between the economy and education, teacher labor markets, determinants of children’s achievement, and strategies for making schools more effective

Research-Based Policy Work

■■ Evaluating the politics of preK–12 education policy in the United States and the effectiveness of reform strategies in improving student achievement

■■ Studying the impact of federal policies on child development and health

■■ Informing policy changes to restructure the field of teaching, as well as teacher retention and compensation

Research-Based Practice

■■ Seeking to help schools and districts use student assessment data to improve learning and teaching

■■ Creating and assessing learning environments based on modeling and visualization, online teacher professional development, wireless mobile devices, and multiuser virtual environments

■■ Incorporating the use of multiple intelligences theory to achieve more personalized curriculum, instruction, and pedagogy

11

inspiration isn’t hard to find at HGSe.

You’ll find it in almost every professor you interact with, both within our own community and across the

university. After all, our faculty includes nationally renowned authorities on every aspect, and in every field,

of education. Imagine being able to learn and collaborate with such luminaries as Howard Gardner, whose

multiple intelligences theory has transformed educational thinking around the world; Vanessa Fong, an

anthropologist whose work is helping shed light on the long-term impact of China’s one-child policy; Jack

Shonkoff, a medical doctor who attracts interest from lawmakers across the nation for his work on the effects

of early stimulation on babies and infants; Thomas Kane, an economist whose research into the effectiveness

of test scores as a measure of student achievement leads him to testify before the House-Senate conference

committee charged with reconsidering the No Child Left Behind act; Sara Lawrence-Lightfoot, a sociologist

who explores parent-teacher conferences as the stage for a complex playing-out of major societal and cultural

issues which shape the socialization and learning of children in our society … the list goes on and on.

teachers and mentors, colleagues and friends

Few institutions offer you as much opportunity to interact with distinguished, nationally recognized authorities

in their fields than HGSE. As a student here, you’ll get to know them as inspiring teachers, as colleagues

eager for you to collaborate with them on their own research programs and policy initiatives, and as mentors

who encourage and guide you as you prepare to impact the world.

For more on our extraordinary faculty, visit: www.gse.harvard.edu/faculty_research.

extraordinary faculty

12

Professor of Practice Thomas Hehir

testified before the U.S. House Committee

on Education and Labor on legislation

designed to expand and replicate

successful charter schools to serve

additional students, particularly those

from low-income backgrounds and those

currently enrolled in schools with low

graduation rates or in need of improvement.

“The transition from high school to college is among the most important factors determining

positive outcomes for individuals and their families, and whether it’s examining the effects

of financial aid programs on this transition or the impact of postsecondary remediation

on degree completion, HGSE allows me to straddle multiple worlds, from education and

economics to government and policy,” explains Professor Bridget Terry Long. “Here, I’m

surrounded by an extraordinary community of students and faculty passionate about

addressing the same issues of inequality that I am, and who believe in finding solutions

through strong, heavily-applied, cutting-edge research that works in collaboration with

schools, districts, nonprofits, and other stakeholders.”

As an economist specializing in education, Long exemplifies the extraordinary ability of

HGSE faculty to infuse interdisciplinary insight, innovation, and inspiration into their work

both within and beyond the classroom. Not surprisingly — from being recognized as a

“Rising Star” in the Academy by Black Issues in Higher Education to being selected by The

Chronicle of Higher Education as one of 11 scholars in a feature titled “New Voices: A Look

at the New Generation of Higher-Education Thinkers” — Long’s contribution toward better

understanding issues related to college access and choice has not gone unnoticed either

by her students or by her peers.

bridget terry long/ Professor of education and economics

13

Professor of education Hirokazu Yoshikawa is a developmental and

community psychologist whose current work examines how public policies,

parental employment, and transnational contexts influence very young children’s

development in Chinese, Mexican, Dominican, and african american

families. in addition to teaching and mentoring students at the ed school, he regularly advises government agencies,

foundations, and educational and nongovernmental organizations in the

United states and abroad.

An advocate of public-

policy changes to

restructure education,

Katherine Boles spent

25 years as a classroom

teacher. “We have an

amazing opportunity right

now. Everyone my age is

retiring. The potential of

shifting teaching so these

younger people come

into something that they

are willing to stay in for

longer is there,” Boles

says. “Policymakers

need to realize and take

seriously the truth that

the most important

resource in education is a

high-quality teacher.”

Katherine C. Boles

Senior Lecturer on

Education

Director, Learning and

Teaching Program

1414

Felipe Barrera-osorio, Assistant Professor. International education policy, quantitative research methods.

Joseph Blatt, Senior Lecturer. Educational media, technology and schools, science education.

Katherine Boles, Senior Lecturer. Professional development for educators, teacher careers.

Christopher Dede, Professor. Technology in education, science education.

David Deming, Assistant Professor. Educational equity, economics of education, quantitative research methods.

John Diamond, Associate Professor. Sociology of education, educational equity, urban schooling.

eleanor Duckworth, Professor. Cognitive development, curriculum development, alternative schooling.

Catherine elgin, Professor. Philosophy of education, language, science, and art.

richard elmore, Professor. Effects of education policy on schools and classrooms.

ronald Ferguson, Senior Lecturer. Education policy, achievement gap.

Kurt Fischer, Professor. Cognitive development, the brain and education.

Vanessa Fong, Associate Professor. China’s one-child policy, ethnography, immigration and education.

Howard Gardner, Professor. Cognitive development, intelligence, neuroscience.

Hunter Gehlbach, Assistant Professor. Adolescence, cognitive development, social perspective-taking.

Tina Grotzer, Associate Professor. Cognition and instruction, science education, curriculum development.

Paul Harris, Professor. Early childhood development, cognitive development, emotional development.

Thomas Hehir, Professor of Practice. School leadership, learning disorders, special education.

Monica Higgins, Professor. Leadership development and organizational change.

Heather Hill, Associate Professor. Measurement of instruction, mathematics instruction, education policy.

nancy Hill, Professor. Parenting and socialization practices, family dynamics and student performance.

andrew Ho, Assistant Professor. Educational assessment and measurement.

ilona Holland, Lecturer. Curriculum development, technology in education, evaluation.

James Honan, Senior Lecturer. Higher education administration, financial management, professional development for educators.

Vicki Jacobs, Lecturer. Teacher education, teaching of English.

Deborah Jewell-sherman, Senior Lecturer. Urban superintendency, school principalship.

susan Moore Johnson, Professor. Effects of education policy on schools, teacher career, teacher quality.

stephanie Jones, Assistant Professor. Evaluation of school-based interventions, poverty and children, social-emotional learning and development.

Matthew Jukes, Associate Professor. Health and education in developing countries.

Thomas Kane, Professor. Education policy, program evaluation, economics of education.

robert Kegan, Professor. Adult education, adult development, leadership.

James Kim, Assistant Professor. Education policy, evaluation, middle school literacy.

Josephine Kim, Lecturer. At-risk youth, counseling and clinical psychology, immigration.

Daniel Koretz, Professor. Educational assessment as a tool of education policy.

sara lawrence-lightfoot, Professor. Sociology of education, culture and schools.

Holly lem, Lecturer. At-risk children and adolescents, counseling, child development.

nonie lesaux, Associate Professor. Reading development, bilingual education, learning disorders.

Meira levinson, Associate Professor. Civic education, curriculum development, multicultural education, political theory.

richard light, Professor. Assessment, higher education curriculum, policy analysis and evaluation.

Bridget Terry long, Professor. Economics of higher education, higher education policy.

Vivian shuh Ming louie, Associate Professor. Immigrants and education, culture and identity.

Gigi luk, Assistant Professor. Language development, bilingual education, cognitive neuroscience.

Karen Mapp, Lecturer. Educational leadership, school and community partnerships.

Pamela Mason, Lecturer. Reading comprehension, literacy learning for diverse student populations, school literacy programs.

Katherine Masyn, Assistant Professor. Quantitative research methods.

Kathleen McCartney, Professor and Dean. Public policy and child development, parenting and day care, poverty and children.

eileen McGowan, Lecturer. Mentoring relationships in educational settings.

Judith Block Mclaughlin, Senior Lecturer. Higher education leadership and governance.

Jal Mehta, Assistant Professor. Education policy and politics, accountability, education reform.

Katherine Merseth, Senior Lecturer. Teacher education, professional development for educators, math education.

Mark Moore, Professor. Public management and leadership, community mobilization.

richard Murnane, Professor. Teacher labor markets, education and the economy, quantitative research methods.

Thomas Payzant, Professor of Practice. Urban education, achievement gap, systemic school reform.

Fernando reimers, Professor. Reform of education policy and practice in developing countries.

Julie reuben, Professor. History of American education.

s. Paul reville, Senior Lecturer. School reform, state education policy analysis and evaluation, educational equity and standards.

Melinda savitz-romer, Lecturer. School counseling, college access and retention for urban students.

robert schwartz, Professor of Practice. Education policy, politics of school structure and governance, school reform.

steven seidel, Lecturer. Arts in education, assessment, curriculum development.

robert selman, Professor. Adolescence, child development, at-risk youth.

Jack shonkoff, Professor. Intersection of science, policy, and practice related to the developing child.

Judith singer, Professor. Quantitative research methods.

Catherine snow, Professor. Bilingual education, cognitive development, early childhood development, language development.

Jon star, Associate Professor. Math education, teacher education, cognitive development.

lee Teitel, Lecturer. School structure and governance, school leadership, professional development for educators.

Jennifer Thomson, Assistant Professor. Language development, learning disorders, neuroscience, reading development.

shari Tishman, Lecturer. Arts in education, learning in museums, curriculum development.

Terrence Tivnan, Lecturer. Quantitative research methods.

Paola Uccelli, Assistant Professor. Language and literacy development, reading comprehension, English language learners.

natasha Warikoo, Assistant Professor. Immigration, race, youth cultures.

Mark Warren, Associate Professor. Diversity, educational equity, politics of school structure and governance.

richard Weissbourd, Lecturer. At-risk youth, family issues, moral development.

Martin West, Assistant Professor. Education policy and politics, education reform.

John Willett, Professor. Quantitative research methods.

Martha stone Wiske, Lecturer. Teaching and curriculum, technology in education.

Hirokazu Yoshikawa, Professor. Public policy and child development, immigration and education, communities and schools.

Jacqueline Zeller, Lecturer. Prevention and intervention, resiliency in children, professional development of teachers and counselors.

Faculty www.gse.harvard.edu/directory/faculty

a Sampling of current collaborationsA flexible curriculum and a friendly,

collegial learning environment ensure

that both students and faculty at

HGSE find many opportunities to

collaborate — in both formal and

informal ways — with colleagues

within and beyond Harvard University.

In addition to opportunities to cross-

register for courses offered by other

schools, students may also take

advantage of numerous formally

established projects, centers, and

other initiatives, including:

■■ The Public education

leadership Project, a

collaboration with the Harvard

Business School that strives

to identify effective leadership

and management practices

to support large-scale

organizational change in urban

school districts that strengthens

teaching and learning.

■■ The achievement Gap initiative,

a collaboration with the Harvard

Kennedy School that brings

together scholars, nationwide,

to produce and disseminate

research aimed at improving

performance for all children while

narrowing racial, ethnic, and

socioeconomic achievement gaps.

■■ The strategic education

research Partnership, a

coalition of school districts,

universities, and local

communities that develops,

tests, and mobilizes effective

programs and practices to

address problems of student

achievement.

15

Professor Robert Kegan

believes that educational

leaders will need to change

themselves in order to bring

about the school- and district-

level changes necessary to

prepare K–12 students for the

global knowledge economy.

“It’s going to require something

more than uploading new

skills, just as students need

more than mere training,” he

says. “It’s going to require

that everyone in a school

system — children and adults,

as well — be supported to

keep growing and developing.”

This assessment is based

on over 30 years of teaching,

researching, writing, and

consulting about adult learning

and development.

Robert Kegan

William and Miriam Meehan

Professor in Adult Learning

and Professional Development

living the Harvard university advantagea life of the mind

As a student at HGSE, you’ll live and learn at Harvard University’s

headquarters for education enterprise. But what does it really mean

to be a student at a university that has long understood the central

role of education in creating vibrant economies, caring communities,

and productive, ethical, and global citizens? It means being part of a

community like no other. From world-class programs and facilities to

the world’s largest library system, from a premier faculty conducting

cutting-edge research to an alumni network that includes leaders from

every field and in every walk of life, here you will connect to people,

ideas, possibilities, and a rich tapestry of viewpoints, interests,

backgrounds, experiences, and creative talents that truly transform

your life. Everywhere, every day, you will discover a fierce sense of

urgency about the life of the mind. A curiosity about the world.

A desire to get at the root of complex ideas, to discover new interests,

to develop new talents. And, above all, a deep commitment to making

an impact on the world in profound ways.

a Student life experience of endless Possibilities

While academics always take priority, HGSE encourages students to fully

participate in the social life of the university. Interact with visiting

speakers who include educators, politicians, authors, scientists, and

artists of national and international repute. Recent guests have included

His Holiness the Dalai Lama; Bill Gates, Microsoft chairman and co-chair

of the Gates Foundation; Arne Duncan, U.S. Secretary of Education;

Supreme Court Justice Ruth Bader Ginsburg; Yo-Yo Ma, Silk Road Project

founder/artistic director and acclaimed cellist; Eric Carle, award-

winning children’s author and illustrator; and Wendy Kopp, chief

executive officer and founder of Teach For America. Volunteer for

community service initiatives organized by the Office of Student

Affairs. Attend a Harvard-Yale football game. As an Ed School student,

you will find an abundance of extracurricular opportunities and an

experience alive with unlimited possibilities when it comes to having

fun; developing intellectual, cultural, and professional interests; and

forging lifelong friendships with some of the smartest and brightest

minds in the world.

16

Harvard university facts■■ Established: 1636

■■ Motto: Veritas (Latin for “Truth”)

■■ Faculty: Approximately 2,100

faculty members and more than

10,000 academic appointments

in affiliated teaching hospitals

■■ Schools and colleges: 10

principal academic units and

the Radcliffe Institute for

Advanced Study

■■ Library collection:

Approximately 16

million volumes

living the Harvard university advantage

an amazing adventure

As you’d expect from a school ranked among the best in the field, graduate study at HGSE is

exceptionally rigorous. Our master’s program combines traditional coursework, field placements,

project-based learning activities, case discussion, onsite school consultations, cohort

activities, and job placement services into a single year of excitement and intensity. But talk to

our graduates and they’ll tell you that the academic experience we offer is also a life-defining

adventure — one that will not only transform your future as an educator, but also empower you to

impact your field, and the world around you, in meaningful and lasting ways.

the World is Your classroom

Intense debates. Illuminating discussions. The fascinating perspectives of classmates from an

uncommon array of work settings, professional fields, and cultural backgrounds. Revolutionary

insights into every aspect, every dimension of the world of education — from student

assessment to the achievement gap, from urban education to the projected, nationwide

teacher shortages. One-on-one conversations with faculty who are as passionate about

teaching and mentoring you as they are about their own research and publications. You’ll find

your classes at HGSE to be highly engaging, friendly, and supportive environments that give

you the knowledge and the confidence you need to channel your passion for education in ways

that result in creative solutions to real and critical problems.

beyond campus

But that’s not all. Your HGSE education is also likely to extend far beyond the classroom

and our campus. You may analyze retention rates for a local afterschool science program for

girls, for example. Or help shape education policy at the mayor’s office in Boston. Or work

with artists and writers from the television show Sesame Street, originally developed in

collaboration with our faculty and students. Or teach middle schoolers within economically

disadvantaged, rural communities across the nation. While internships are not a requirement,

more than 50 percent of our students find internships before they graduate. From the

resources, databases, and connections provided by the Ed School’s Field Experience

Program (FEP), to the large number of opportunities to be found across Harvard University, to

the extensive possibilities offered by Boston’s schools, colleges, public agencies, museums,

private corporations, and nonprofit organizations, our students discover many exciting ways

to put their theoretical knowledge to the test, to develop a comprehensive set of practical

skills and qualifications, to forge invaluable career networks and professional relationships,

and to begin to impact the world even before they graduate.

From creating an original

curriculum for a school-wide

counseling program targeted

at low-income first-generation

students to assisting high

school seniors in preparing

college admission applications,

sara Kratzok, ed.M.’10, made a

significant impact at the Prospect

Hill academy Charter school, a

nationally recognized public

school in somerville, Mass.

ed.D. student anjali

adukia’s research

in development

economics is geared

toward providing

children in rural india

with increased access

to education. as part

of her fieldwork, she

conducted interviews

at more than 100

primary schools.

after inspiring troubled new

York City teens to remain in

school and teaching in Thailand

as a Fulbright scholar,

Chike aguh, ed.M.’10, became

an education and Policy

Management student upon

realizing that “our education

system needs a radical

reinvention if all students are

to compete on the global

economic stage.” Chike gained

invaluable experience as an

intern at the Massachusetts

executive office of education

that focuses on improving

student achievement, closing

persistent achievement gaps,

and creating a 21st century

public education system. 17

Radiating intellectual vitality and

exuberance, the city of Cambridge is

an ideal location for the extraordinary

community of thinkers, doers, and

dreamers you will meet as an HGSE

student. You’ll be surrounded by people

who value education (70 percent of

Cambridge residents 25 or older have a

bachelor’s degree or higher). Whether

you are interested in history, art, music,

theater, or science, opportunities to

partake in all are within reach — either

by walking (this is a tremendous place

to walk) or by rail, bus, subway, or boat.

The Harvard Square area, for example,

is rated among the highest in the U.S.

for density of bookstores per square

mile. The Square is also brimming

with restaurants, coffee and tea shops,

sidewalk cafes, and other places to

continue stimulating conversations.

The opportunities for recreation and

fun are numerous — from running

along the Charles River, to enjoying

street performers, musicians, and wine

tastings; to attending such events as

the famous Cambridge Science Festival,

featuring lectures, debates, exhibitions,

concerts, plays, and workshops.

An Extraordinary Community

an exceptional location

18

In addition to everything from the telephone to the sewing machine, paper

money to the public library, Boston is also the birthplace of American public

education. The city’s tradition of innovation and education continues to this

day. The Boston Public Schools — the nation’s oldest public school system —

earned the prestigious Broad Prize for its innovative reform efforts to increase

student achievement. And Boston and its surrounding communities are home

to more than 60 acclaimed colleges and universities.

Boston, the seat of American history, is located just across the Charles River and is known as

one of the most livable cities in the country. You’ll benefit from vibrant and diverse

neighborhoods, exceptional medical facilities, and dynamic business districts, parks,

community centers, and libraries. Boston hosts more than 12 million visitors from all over the

world, drawn by the area’s educational institutions, history, arts, culture, and national sports

teams. Greater Boston is home to Red Sox baseball, New England Patriots football, Celtics

basketball, and Bruins hockey. The Boston Marathon, held each April, is the world’s oldest

annual marathon and attracts approximately 20,000 runners from around the world.

A City of Opportunity

What to do in boston?

As a student at HGSE, you’ll discover ample

opportunity to take in all that the Cambridge/

Boston area has to offer. Here are a few places to

visit, once you’re settled in:

■■ Freedom Trail: one of the nation’s first

walking tours; provides an introduction to

Colonial and Revolutionary Boston

■■ Fenway Park: home of the Boston Red Sox

and the oldest ballpark in the Major League

■■ Faneuil Hall Marketplace: adjacent to

the historic Faneuil Hall, these converted

18th century warehouses house

boutiques, eateries, pushcart vendors,

and street performers

■■ Museums: The Museum of Fine Arts,

Isabella Stewart Gardner Museum,

Children’s Museum, Museum of Science,

Museum of African American History,

Museum of Natural History, and Peabody

Essex Museum

■■ Boston Common: the starting point for the

Freedom Trail and one of the nation’s oldest

parks; serves as anchor for the Emerald

Necklace, a system of parks that wind

through such Boston neighborhoods as the

charming Back Bay

■■ Harbor islands: swim, boat, tour the 34

islands, hike, fish, and bird-watch at this

national park

■■ Theater District: Opera House, Colonial

Theatre, Wilbur Theatre, Shubert Theatre,

and the Citi Performing Arts Center.

Outside the district: The Huntington, The

American Repertory Theatre, The Lyric

Stage, The Calderwood Pavilion, and the

Emerson Majestic Theatre

■■ Chinatown: The third largest Chinese

neighborhood in the nation; famous for its

many excellent restaurants

■■ Cambridge Multicultural arts Center: experience world diversity through the

visual and performing arts in programs

presented to the community

■■ Black Heritage Trail: a walking tour

through the largest area of pre-Civil War

black-owned buildings in the nation

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How far Will You Go after HGSe?

How will your future unfold? That depends on you, your dreams

about tomorrow, and how you seek to impact the lives of

others around you. As a graduate of the Ed School, you will

quickly discover that the scale and scope of your professional

achievements are limited only by your imagination. From the

theoretical knowledge and practical skills necessary to inspire

learners at all levels; to the comprehensive understanding

needed to bring about deep, systemic changes to contemporary

learning and teaching strategies; to the essentials of leadership

education, our students find everything they need to pioneer

their own pathway to transforming the world.

every day, in every Walk of life, You’ll find

our Graduates making a difference.

Pushing the frontiers of the world of education. Innovating,

inspiring, and improving student opportunity, achievement,

and success. Preparing communities to face the educational

challenges of tomorrow. You’ll find them making a difference

in classrooms and boardrooms; in small community schools;

at the largest schools, colleges, and universities in the world;

in afterschool programs; within community organizations; in

high-tech companies; within international organizations;

and in the hallways of Congress. In fact, over 25,000 HGSE

graduates continue to make an impact in the world — as

national and international educational leaders, practitioners,

researchers, and policymakers.

after Harvard

20

mary Helen immordino-Yang, ed.m.’98, ed.d.’05, applied to HGSE’s Mind, Brain, and

Education Program when she realized,

while teaching seventh graders, that what

really fascinated her was the relationship

between language and cognition in her

students. And the first few weeks of classes

were enough to convince her to pursue

her doctoral studies here as well. But

Immordino-Yang never imagined that her

research into how social emotions shape

and reflect brain development across

cultures would have the power to impact

education globally. Or that she would, 10

years later, receive the first “Transforming

Education through Neuroscience” award

from the Learning and the Brain Conference

and the International Mind, Brain, and

Education Society. Today, Immordino-

Yang works as an assistant professor at

the University of Southern California,

building upon the work she began at the

Ed School. “I definitely use my qualitative

and quantitative skills from HGSE,” she

says, “as well as the constructivist,

contextualized approach to understanding

neurological, socio-emotional, and

psychological dimensions of learning.”

It was discovering China’s

tremendous need for quality

early childhood education

on a 2001 visit that led

Morgan Huang to his goal of

creating an effective early

education program there.

After his undergraduate

studies, Morgan arrived at

the Ed School, where he

found, “the methods and

materials to formulate the

foundation of my education

philosophy.” His search

for “angel investors” for

the Morgan Rothschild

Academy — the Chinese/

English preschool in

Shanghai established and

managed by him — began

shortly thereafter. “I came to

HGSE to prepare to achieve

my dream of establishing my

own school,” says Huang. “I

left with a treasure that I will

never exhaust.”

Morgan Huang Ed.M.’04

molly Shaw, ed.m.’08, came to HGSE after serving as a fundraiser for her alma mater, Davidson College. She planned to study higher education administration, yet found herself drawn more and more to higher education policy. She realized that colleges and universities must work closely with the K–12 systems that feed them. After HGSE, she landed what she describes as her dream job as the Planning Director of the Charlotte Teachers Institute, a K–16 partnership among the Charlotte public school system, UNC Charlotte, and Davidson College. Public school teachers turn to the institute for professional development opportunities.

“I am thrilled to blend my interests in education with my commitment to three outstanding institutions and the greater Charlotte community. HGSE helped me identify my passion for educational policy.”

21

HGSE enjoys a global reputation for transforming

students and educators into leaders, so they may, in turn,

transform education the world over. Not surprisingly, our

graduates are in high demand within organizations both

in the public and the private sector.

■■ More than 3,700 employers, including schools,

nonprofits, government agencies, consulting firms,

social service providers, and media developers,

actively pursue our students every year.

■■ Through on-campus events and job fairs, approximately

200 companies regularly visit our campus to interest

students in, and inform them about, opportunities

in such fields as technology, government, media,

healthcare, education, and consulting.

In addition to HGSE’s relationships with research centers,

private and public organizations and institutions, and

school districts around the world, one of the most

valuable benefits we offer is access to our global alumni

network of leaders and educators. The Crimson

Compass — an online career advising service available

to our students and alumni — connects you to more

than 17,000 Harvard graduates from across the nation

and around the world committed to helping one another

explore professional interests and career alternatives.

Why education?Why do our programs attract students from every professional and academic background? Because few fields

offer you more meaningful opportunities to shape minds and transform people’s lives than education. And

few schools empower you to make a more powerful, more immediate impact on the world than HGSE. Recent

HGSE graduates have launched meaningful and rewarding careers in a variety of fields, including academia,

adult education, art, business, counseling, curriculum development, educational technology, higher

education administration, human services, international development/relations, preK–12 teaching, preK–12

administration, media, nonprofit administration, public relations/communications, and research/evaluation.

education licensureConsider these facts. Currently, only about 70 percent of U.S. students graduate from high school. Given the

challenges in attracting, supporting, and retaining high quality educators, in addition to the changing student

demographics in this decade alone, U.S. schools will need to hire over 2 million new education professionals.

As a community committed to improving the human condition by confronting and resolving the educational

challenges facing us today, HGSE offers students a variety of programs, resources, and services to assist them

in becoming licensed educators in the state of Massachusetts, as well as in other states across the nation.

HGSE students may pursue licensure in the following programs:

■■ teacher education (Teaching & Curriculum or MidCareer Math and Science): Middle/High School Teacher

■■ language and literacy: Reading Specialist

■■ Prevention Science and Practice: School Guidance Counselor/School Adjustment Counselor

■■ School leadership: Principal

For answers to your licensure questions, please visit: www.gse.harvard.edu/licensure.

career PlanningThrough faculty mentoring, collaborative research projects, practical teaching experiences,

internships, student cohort group activities, and alumni connections, our students think about,

and plan for, successful careers through every stage of their education here. Further, through the

comprehensive array of orientations, workshops, information sessions, job postings, and small

group advising offered by our Career Services Office, they are able to build individual career

strategies to fully realize their leadership potential.

The Career Services Office organizes a number of events throughout the academic year, including:

■■ Career Days: Scheduled during spring break and hosted by alumni in their places of employment in such major cities as New York City and Washington, D.C., Career Days provides students an opportunity to connect and converse with industry leaders within a variety of education organizations — nonprofits, for-profits, media, policy, research, and international

■■ PreK–12 schools expo: An on-campus event where visiting public, charter, and private schools engage with students and alumni directly, in a more informal setting than offered by information sessions and scheduled interviews

■■ social impact expo: An on-campus event during which visiting nonprofit, media, international, consulting, and policy firms interact with students and alumni in an informal setting

■■ MerC education Career Fair: HGSE’s Career Services Office, as a member of the Massachusetts Educational Recruitment Consortium, enables our students and alumni to take advantage of this off-campus event — held during public school spring break — which brings together a nationwide selection of public, charter, and private school systems with licensed and license-eligible job seekers in a range of educational fields

■■ internship expo: Scheduled during orientation week, this event offers students and employers a convenient way to meet and find mutually beneficial internship opportunities for the upcoming academic year

■■ Associated Early Care and Education

■■ Boston Arts Academy

■■ Brookline/Greater Boston Community Center for the Arts

■■ Buckingham, Browne, and Nichols School

■■ Charlestown Working Theater

■■ Citizen Schools

■■ Community Charter School of Cambridge

■■ DeCordova Museum and Sculpture Park

■■ Education Development Center, Inc.

■■ Eduventures

■■ Facing History and Ourselves

■■ Gabrieli Lab, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology

■■ Graham and Parks Alternative School

■■ Harvard University■■ Harvard Business School

■■ Harvard Family Research Project

■■ Harvard Green Campus Initiative

■■ Harvard University Art Museums (HUAM)

■■ Harvard University Bridge to Learning and Literacy Program

■■ Harvard University Lab for Developmental Studies

■■ Harvard University, Center for Workplace Development

■■ Harvard University, Office of Work/Life Resources

■■ HGSE Development and Alumni Relations Office

■■ HGSE Office of Student Affairs

■■ HGSE Project Zero

■■ HGSE WIDE World

■■ Jobs for the Future

■■ King Open Extended Day School

■■ Match Charter Public School

■■ Monument High School (Boston Public Schools)

■■ Museum of Fine Arts

■■ Primary Source

■■ Progressive Asset Management

■■ Project for School Innovation

■■ RedKey Education, LLC

■■ Science Club for Girls

■■ Step Into Art, Inc.

■■ Teachers21

■■ The Steppingstone Foundation

■■ Tom Snyder Productions

■■ Tufts University

■■ WGBH

■■ Young Audiences of Massachusetts

entrepreneurDeborah Bial, ed.M.’96, ed.D.’04

Deborah Bial is founder of the Posse Foundation, which has provided more than $265 million in scholarships to more than 2,600 promising high school students in seven major urban areas.

At the Ed School, Bial used a $1.9 million grant from the Andrew W. Mellon Foundation to fund her doctoral dissertation work and to co-develop the Bial Dale Adaptability Index, which predicts college achievement for students who might not score well on standardized tests. Bial also received a $500,000 MacArthur Genius Grant in 2007.

economistemiliana Vegas, ed.M.’96, ed.D.’01

When Emiliana Vegas, a senior education economist for The World Bank’s Human Development Department, was asked to advise top Chilean government officials after a student protest, she turned to her Ed School colleagues for help.

“Improving teachers is a key lever for improving student outcomes,” she says. “We developed a way to look at education quality assurance systems and how government systems are arranged to ensure quality, to make sure that all standards are met and that all kids are learning.”

What will your impact be?What will your impact be?

a Sampling of recent internship Sites

22

23

Teacher leader Jason Kamras, ed.M.’00

Doubling time for math instruction is just one of the changes Kamras made at the Washington, D.C. middle school where he taught. The result? A dramatic improvement of his students’ performance on the math portion of the Standard 9, a biannual achievement test given in the D.C. public schools.

In 2005, Kamras was named the 55th National Teacher of the Year. Today, he serves as director of human capital strategy for teachers in the D.C. public schools.

Community organizerGeoffrey Canada, ed.M.’75

For Geoffrey Canada, president and chief executive officer of the Harlem Children’s Zone (HCZ), reforming education in his community has been informed both by HGSE and his own troubled upbringing in a South Bronx tenement.

The New York Times Magazine called HCZ “one of the most ambitious social experiments of our time.” Canada has earned a lengthy list of awards and honors that speak to the success of the program and the improved lives of the children who share his disadvantaged beginnings.

What will your impact be?What will your impact be?

The Harvard Graduate School of Education offers degree programs that not only place you at

the nexus of practice, policy, and research as a student, but also prepare you to impact the

world as educators and leaders — however you choose to improve education and the world.

master of education (ed.m.)

These yearlong programs offer uncommon theoretical, practical, and professional

experiences, culminating in a degree that will open doors to numerous opportunities within

the field of education and beyond.

■■ Arts in Education

■■ Education Policy and Management

■■ Higher Education

■■ Human Development and Psychology

■■ International Education Policy

■■ Language and Literacy

■■ Learning and Teaching

■■ Mind, Brain, and Education

■■ Prevention Science and Practice/C.A.S.

■■ School Leadership

■■ Special Studies

■■ Teacher Education

■■ Technology, Innovation, and Education

doctor of education leadership (ed.l.d.)

In 2009, HGSE launched this innovative practice-based degree aimed at developing

leaders who will transform the American preK–12 education system.

doctor of education (ed.d.)

In addition, HGSE offers a rigorous research-based program to prepare scholars and

leaders to have broad impact in policy and practice. Students focus their studies on one

of five concentrations:

■■ Culture, Communities, and Education

■■ Education Policy, Leadership, and Instructional Practice

■■ Higher Education

■■ Human Development and Education

■■ Quantitative Policy Analysis in Education

Harvard Graduate School of education Programs

DescriptionStudents in the yearlong Arts in Education (AIE) Program explore the multiple

roles for the arts in education — from nurturing the creativity of individuals to

the creation of healthy schools, communities, and a more civil society.

Through the study of arts learning and the challenges of implementing arts

education broadly, students expand and deepen their understanding of this

evolving field. AIE embraces all serious efforts to support the arts and artistic

learning, both in and out of schools.

Why HGse?Learning at the intersection of practice, policy, and research, you will draw on

the finest thinking from all three of these aspects of arts education, gaining

insights that only a school with the reach and reputation of the Harvard

Graduate School of Education can offer. And, from collaborating with nationally

renowned faculty members to interacting with visiting national and

international artists, researchers, and educators, you’ll find inspiration,

opportunities, and connections that will help you have an impact on the

practices and possibilities — even the purposes — for the arts in schools,

communities, and other learning environments.

internship sites for recent aie students include:■■ Museum of Fine Arts, Boston

■■ VSA Massachusetts (state organization on arts and disability), Boston

■■ Young Audiences of Massachusetts, Somerville, Mass.

■■ ZUMIx Community Music Center, Boston

Why Harvard?Tapping into the extraordinary resources of Harvard University, you will be

able to select courses not only from the Ed School, but also from the Harvard

Business School, Harvard Kennedy School, Harvard Graduate School of Design,

and Harvard Law School. In the Boston area, you will have access to renowned

arts organizations, innovative preK–12 schools, and government and nonprofit

agencies for internships and career opportunities. And, both in and beyond the

Boston area, you will have access to our close-knit network of alumni.

Whether your goal is to advance your career in the field or to change career

direction, AIE program faculty and the Ed School’s Career Services Office will

work with you to find your place among the recent students who have built

successful careers across the nation and around the globe — as arts

education program coordinator at Americans for the Arts in Washington, D.C.;

education curator at the Dallas Museum of Art; project officer at the

Singapore Ministry of Education; and executive director of Inside Out

Community Arts in Los Angeles, for example.

Frequently asked QuestionsWhat is the program’s class profile?

Your classmates will bring a rich variety of experiences to the AIE cohort. Many come to the program as accomplished playwrights, musicians, dancers, actors, and other artists, as well as teachers and administrators, whose bond is a passion for improving arts education. Some are seasoned practitioners in education who want to incorporate the arts into their practice. Others use their AIE experience to prepare for new careers as program directors, outreach managers, administrators, teachers, or other active contributors to arts education.

What do graduates of this program do?

AIE graduates go on to influence the world in broad and varied ways — through museum education, research, teaching, administration, arts program development, and in other ways that are as diverse as the arts themselves.

recent aie graduates serve in such positions as:

■■ Arts education specialist, National Endowment for the Arts, Washington, D.C.

■■ English teacher, alternative public high school program, Minneapolis, Minn.

■■ Director of programming, in-school nonprofit arts education organization, Los Angeles

■■ Director of research and evaluation, nonprofit school organization, San Francisco

■■ Assistant professor of arts education, education school, Toronto

■■ Curriculum planning officer, Ministry of Education, Singapore

■■ Education specialist, Museum of the Royal Baths, Warsaw, Poland

■■ Visual arts teacher, International School of Ulaanbaatar, Mongolia

■■ Theater arts teacher, public high school, Harlem, N.Y.

■■ Art professor, University of Massachusetts, Amherst, Mass.

■■ Staff director, municipal public arts program, Boston

■■ Curator of education, university art museum, Durham, N.C.

For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Natalie Van Kleef

e-mail: asknatalie@gse.harvard.edu

faculty director: Steve Seidel

Program coordinator: Scott Ruescher

mailing address:

Arts in Education Program

Harvard Graduate School of Education

13 Appian Way, 300 Longfellow Hall

Cambridge, MA 02138

Web address: www.gse.harvard.edu/aie

arts in education (ed.m.)

This year at HGSE has been life-changing. I’ve taught in the Bronx;

created and implemented a curriculum on Cuban music; participated

in developing an arts education program for New York City’s public

schools with renowned cellist Yo-Yo Ma; and, through Harvard’s Office

for the Arts, explored my own research interest in how to make the

arts more central within university curricula. Eric Oberstein

24

Exactly why does a professional saxophone and drum player who

has worked as assistant producer on Grammy Award-winning artist

Arturo O’ Farrill’s Risa Negra (ranked among the top jazz albums of

2009 by the Wall Street Journal) choose to attend the AIE Program?

“I think my road to HGSE probably began when, as an undergraduate

student, I was mentored by a truly amazing professor who helped me

discover my passion both for Cuban music, as well as for nonprofit

arts management,” says Eric Oberstein, the son of a Cuban exile.

Subsequently, Eric spent several years composing original jazz

pieces; attending Duke, Columbia University’s business school, and

Teachers College; and working, among other organizations, with Jazz

at Lincoln Center, the Alvin Ailey American Dance Theater, and finally,

the Afro Latin Jazz Orchestra led by Farrill. But then he became

involved in Creative Campus, an initiative sponsored by American

Assembly, a national, nonpartisan public affairs forum. “Soon, I grew

deeply interested in the role of the arts in higher education settings.

And given my ultimate goal of running a nonprofit arts organization,

whether in a university or in a public setting, I thought what better

complement to my arts management training than the AIE Program?

“The sense of possibility HGSE evokes in you is truly incredible,”

continues Eric. “I’ve discovered a unique program and a uniquely

warm culture; amazing, and amazingly accessible, faculty;

extraordinary classmates, from teaching artists, to classroom

teachers, to arts administrators; and a community and a campus that

allow you to interact with leaders in their fields every single day.”

eric oberstein

Bellerose Village, new York

ed.M., arts in education

arts in education (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

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DescriptionThe Education Policy and Management (EPM) Program is designed to prepare

graduates to assume challenging policy and management positions in a variety

of governmental, intermediary, nonprofit, school, and other educational

organizations. This yearlong program introduces students to the world of policy

and the intergovernmental systems that provide “public education” in the

United States. EPM students grapple with the strengths and weaknesses of

policy as a tool for school improvement. They delve into contemporary policy

and management issues utilizing research skills and evidence, political

analysis, and organizational knowledge.

Why HGse?In addition to learning from and working with a faculty comprising some of the

foremost thinkers, scholars, and practitioners in the field, exceptional hands-

on experiences at the Ed School will complement your academic experience for

an education rich with practical knowledge and meaning. Recently, for instance,

a student spent the year interning at the Massachusetts Department of

Elementary and Secondary Education working with the charter school

accountability team, enabling her to go on site visits and utilize school data.

Meanwhile, another student worked at The Achievement Network through the

Field Experience Program, where she helped build the online Coaching Hub to

share materials, codify practices, and train new staff.

internship sites for recent ePM students include:■■ Boston Public Schools

■■ Center for Law and Education, Boston

■■ Codman Academy Charter School, Dorchester, Mass.

■■ Commonwealth Corporation, Boston

■■ Education Development Center, Inc., Newton, Mass.

■■ Massachusetts 2020 Foundation, Boston

■■ Massachusetts Business Alliance for Education, Boston

■■ Massachusetts Teachers Association, Boston

■■ Rennie Center for Education Research and Policy, Cambridge, Mass.

Why Harvard?Whether you are an experienced educator, education activist, or a fresh

college graduate seeking an exciting and impactful career in education,

Harvard University can open doors to a whole world of exciting new

opportunities to help shape the policies and practices that ultimately

impact schools and the lives of learners across the nation and beyond. Here,

you’ll find incomparable opportunities to expand your understanding of

policy and management through courses at the other schools, such as the

Harvard Kennedy School, Harvard Business School, and Harvard Law

School, among others. As a graduate, you may also take advantage, both of

the resources offered through the Career Services Office, as well as the

professional connections of the global alumni network.

Frequently asked QuestionsWhat is the program’s class profile?

Students come to the EPM Program from a broad range of backgrounds. Some are veteran practitioners in policymaking and management looking for ways to be more effective. Others are preparing to embark on new careers in education-related roles and want to begin with the fullest understanding of how their efforts can best improve the lives of children. All share a dedication to the ideals of social justice and a desire to effect a more equitable environment by working within the existing system or endeavoring to change it.

What do graduates of this program do?

EPM graduates learn about the potential power and proper application of policy to set high expectations, spur innovative practice, advance student learning, and provide incentives and models to inspire continuous educational improvement. They work in federal, state, and local government; national foundations; advocacy organizations; professional associations; policy think tanks; school improvement organizations; and local schools and districts.

recent ePm graduates serve in such positions as:■■ Director of external relations for public school

system, Chicago

■■ Associate director, The College Board, New York

■■ Co-founder/co-principal, Success Preparatory Academy, New Orleans

■■ Legislative correspondent, senator’s office, Washington, D.C.

■■ Director of planning & operations, national charter school organization, Houston

■■ Site manager, new teacher training program, Miami

■■ Richard G. Polanco Fellow, California Latino Legislative Caucus Institute, California

■■ Senior project manager for state policy development and advocacy, Jobs for the Future, Boston

■■ Presidential liaison for special initiatives and governmental relations, The Cleveland Foundation, Ohio

■■ National program director, After-School All-Stars, California

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

education Policy and management (ed.m.)

I wanted a flexible program that prepared me to create better

educational programs and opportunities for low-income youth by

offering me access both to nationally recognized faculty, policymakers,

and practitioners, and to the professional insights of talented classmates

across every aspect of education. I heard about HGSE’s EPM Program

from a friend and it has been everything I wanted and more. Preeya Pandya

26

Contact informationadmissions liaison: Natalie Van Kleef

e-mail: asknatalie@gse.harvard.edu

faculty director: Karen Mapp

Program coordinator: Omolola Irele

mailing address:

Education Policy and Management Program

Harvard Graduate School of Education

Gutman Library, 4th Floor

Cambridge, MA 02138

Web address: www.gse.harvard.edu/epm

t

It wasn’t until a freshman volunteer experience tutoring African

American youth at an afterschool center in Chicago’s South

Side that Preeya Pandya discovered her passion for education.

“My goal until then was to specialize in international relations

and join the United Nations,” explains Preeya. “But that

experience was a real awakening — it made me aware that the

opportunities I’d taken for granted throughout my own public

school education were simply unavailable to so many. And

that while I cared deeply about global issues, I was even more

passionate about addressing one of the most urgent problems

we face right here at home.”

Since then, Preeya has taught and developed curricula for

children from low-income rural communities through Teach For

America. She has implemented interactive lessons, through

the Project HOPE afterschool program, to help prevent

alcohol and drug use and violence among middle schoolers in

Palmetto, La. And, having relocated to Boston, she currently

works as a teacher-counselor for the Cambridge Housing

Authority’s Work Force Program.

“I feel very fortunate to be here,” Preeya admits. “This program,

this community, and my professors and classmates here have

been a revelation. I was becoming increasingly interested in

how school-community partnerships could impact students

and address achievement gap issues and the opportunities

I’ve found here to explore these interests have been incredible.

Every day, I’m able to apply what I learn here to how I teach

and develop curricula for 13–18-year-old low-income students

living in public housing.”

Preeya Pandya

rochester, new York

ed.M., education Policy and Management

education Policy and management (ed.m.) for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

27

DescriptionThe Higher Education Program (HEP) is designed for students interested in

working as college and university administrators or in roles in policy and

planning at an educational association or agency. During their time at HGSE,

students learn how to effectively navigate the political, cultural, and structural

terrain of colleges and universities. They explore the historical origins and

contemporary dimensions of critical issues in higher education and develop the

leadership, analytical, and management skills necessary for future success.

Why HGse?At the Ed School, you will engage in an intense year of study alongside

outstanding students and world-class faculty. The Higher Education Program

is known for its strong cohort identity and active alumni network. The

innovative “president-in-residence” program brings a former college

president to Harvard each year to attend classes, meet with you over coffee or

lunch, and advise on everything from course assignments to career choices.

As a complement to coursework, most students pursue custom-designed,

paid internships. The HEP faculty director and program coordinator will help

match you with an internship that provides professional development in your

chosen area or allows you to test possible new career interests.

In addition, you have the opportunity to interact with faculty whose work

extends far beyond the classroom. HEP faculty advise state and federal policy

leaders; consult with leaders of colleges and universities, schools, and

not-for-profit organizations; serve on boards of trustees; and are active in

national associations. At HGSE, you’ll find exceptional support from faculty

and staff who make sure you’re making the most of your time here.

Why Harvard?With a Harvard education, you’re well positioned for success. Faculty from the

Harvard Business School, Harvard Kennedy School, and Harvard Graduate

School of Arts and Sciences, among others, lend their expertise as teachers,

advisers, and mentors to HGSE students. And you certainly will want to take

advantage of Harvard’s vast network of alumni connections for career

conversations and job connections. HEP graduates stay in touch with each

other and with the program, and serve as an extraordinary resource to students.

Frequently asked QuestionsWhat is the program’s class profile?

HEP students bring remarkably diverse academic,

professional, and life experiences into the classroom. They

come from such backgrounds as academic and student

services, government and nonprofit organizations, faculty

positions, policy design, and leadership. Once here, they

form exceptionally close ties, finding a variety of ways to

support each other and share newfound insights in their

discipline. Creative, intelligent, and enthusiastic, they are

quick to capitalize on opportunities to take their learning

beyond the Harvard campus and into the larger community.

What do graduates of this program do?

The Higher Education Program offers ideal preparation

for a variety of careers. Graduates go on to assume roles

of increasing leadership and influence in such fields as

student affairs, academic affairs, enrollment management,

institutional research, finance and planning, institutional

advancement, and policy analysis.

recent HeP graduates serve in such positions as:

■■ Director of student affairs, public university, Berkeley, California

■■ Manager of precollegiate programs, State Commission of Higher Education, Colorado

■■ Director of assessment and strategic planning, public university, Washington

■■ College counselor, charter school, Boston

■■ Dean of undergraduate admissions, private university, Pasadena, Calif.

■■ Institutional research analyst, private university, New York

■■ Assistant dean for academic advising, public university, San Diego

■■ Director of freshman programming, private university, Cambridge, Mass.

■■ Director of policy and research, higher education association, Boston

■■ Assistant director, Office of Global Affairs, private university, Waltham, Mass.

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

Higher education (ed.m.)

Contact informationadmissions liaison: Shirley Greene

e-mail: askshirley@gse.harvard.edu

faculty director: Judith McLaughlin

Program coordinator: Caron Yee

mailing address:Higher Education Program

Harvard Graduate School of Education

Gutman Library, 4th Floor

Cambridge, MA 02138

Web address: www.gse.harvard.edu/highered

I arrived at HGSE with what I now realize was an extremely

narrow view of higher education. By opening my mind to new

insights and different points of view, this program has given

me a deep, as well as an exceptionally broad, view of the field.

I feel prepared to impact higher education in significant ways,

regardless of the type of position I pursue. Lauren Contreras

28

“My mom and three of my aunts are teachers, so the last thing I

thought I’d become was an educator,” admits Lauren Contreras.

But as a top-ranked student at a large Dallas high school, Lauren

soon began to observe that counselors seemed only to have

the resources to focus on their very best students. And as a

freshman at a small, private liberal arts college in Austin, Texas,

she couldn’t help but notice that many of her high school peers —

most, from minority communities — did not go on to college. Not

surprisingly, upon graduation, Lauren found herself working with

the AmeriCorps Service as part of a program focused on helping

low-income and first-generation students gain access to college.

“But I was soon full of questions,” Lauren says. “Why were so

many being denied the kind of college experience I’d enjoyed?

How do you build better partnerships with universities? I realized

that to make a real difference, I needed to learn more about the

intricacies of how higher education actually worked … both the

theoretical and historical issues, as well as the real impact of

these issues on real students.

“It still feels like a dream to have been accepted into this program —

whether it’s the quality of my professors and classmates and

their experiences as practitioners, researchers, and policymakers

or simply the incredible access to internships, professional

opportunities, and resources. Where else can you attend a class

on the economics of higher education by [Professor] Bridget Terry

Long; another on education leadership by [Senior Lecturer] Judith

McLaughlin, who has served as chair of the Massachusetts Public

Education Nominating Council; and round it all off with a talk on

policy by Secretary of Education Arne Duncan?”

lauren Contreras

Dallas, Texas

ed.M., Higher education

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

29

DescriptionThe Human Development and Psychology (HDP) Program enables students to

explore the cognitive, emotional, communicative, and relational development

of the individual from birth through adulthood. Through a strong emphasis on

applied research, this yearlong program seeks to bridge traditional divisions

between academic disciplines, building on developmental thinking and

incorporating an understanding of diversity.

Why HGse?Some of the best educational research in the world is happening at HGSE. From

Professor Paul Harris’ work on children and imagination to Associate Professor

Vivian Louie’s research on immigration, you will be pushed to challenge your

assumptions and deepen your understanding. In addition to courses that

expose you to the latest ideas and research, some students choose to

participate in the Ed School’s Field Experience Program. These internships

enable you to observe and assess human development and psychology in

real-world settings. You may also use this opportunity to assess potential

careers and determine if they match your specific interests and goals.

internship sites for recent HDP students include:■■ Center for Child and Adolescent Development, Medford, Mass.

■■ Center on Media and Child Health, Children’s Hospital Boston

■■ Codman Academy Charter School, Dorchester, Mass.

■■ Disability Rights Fund, Boston

■■ Education Development Center, Inc., Newton, Mass.

■■ Harvard University

■■ Center for Public Interest Careers

■■ Center for Workplace Development

■■ International Negotiation Initiative, Harvard Law School

■■ Lab for Developmental Studies

■■ Museum of Natural History

■■ WGBH, Boston

Why Harvard?Because HDP is one of the longest running programs at the Ed School, you will

benefit from its distinguished history within Harvard University. The work of

HGSE faculty in studying human development and psychology for

approximately 90 years has added tremendously to the knowledge of these

fields. This shows in the HDP curriculum. You will find a range of courses,

particularly in the areas of cultural, social, cognitive, and language

development. In addition, you can take courses offered by nationally renowned

faculty at the other graduate schools, such as the Harvard Kennedy School and

the Harvard Business School. And once you graduate, you will discover that

your Harvard degree opens doors to some of the most exciting and rewarding

careers in the world of education.

Frequently asked QuestionsWhat is the program’s class profile?

From new college graduates who seek a rigorous and intensive master’s program, to experienced educators seeking to connect their own work to the latest research findings, the HDP Program attracts students from a broad range of backgrounds. Some students enter with an undergraduate degree in psychology. Others have degrees that range from business to literature and have developed their interest in human development and psychology through their work with children, personal experience, or independent research. What they all share, however, is a passion for education; a keen interest in combining theory and research on child, adolescent, and adult development; and a deep desire to impact the world by reflecting and acting upon potential applications to education.

can i get my teacher certification or counseling licensure through the HdP Program?

The HDP Program does not offer licensure. Individuals interested in licensure are encouraged to consider the Prevention Science and Practice/Certificate of Advanced Study in Counseling Program. Details for this program may be found on page 40. Please also consult the licensure information found on page 21.

What do graduates of this program do? Many work for a broad range of organizations where they address a variety of developmental and psychological issues that affect learners. They begin or expand careers in public health, social services, child advocacy, and social policy, among many other areas. Some graduates go on to doctoral programs in education, in developmental psychology, or clinical psychology. Others work in research-related settings.

recent HdP graduates currently serve in such positions as:

■■ Program coordinator, parenting/family nonprofit, California

■■ Associate director, early childhood nonprofit, Boston

■■ Research associate, policy organization, Washington, D.C.

■■ Dean of students, independent school, Fort Lauderdale, Fla.

■■ Education program manager, nonprofit, Westport, Conn.

■■ Associate director of admissions, private K–12 school, Chicago

■■ Lead teacher, university children’s center, Boston

■■ Producer, public television, Boston

For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Shirley Greene

e-mail: askshirley@gse.harvard.edu

faculty director: Richard Weissbourd

Program coordinator: Mary Kiesling

mailing address:

Human Development and Psychology Program

Harvard Graduate School of Education

14 Appian Way, Larsen Hall 515

Cambridge, MA 02138

Web address: www.gse.harvard.edu/hdp

Human development and Psychology (ed.m.)

The faculty is truly amazing — as teachers, as scholars and

practitioners, and as mentors. Also, one of the best things about

the HDP Program is that it’s flexible. You have freedom to pursue a

customized course load to explore exactly what you are passionate

about in ways that are specifically relevant to you. Laura Greer

30

“I guess I’ve always been interested in human nature, in connecting

with people and with their stories,” says Laura Greer, reflectively,

when asked about her interest in the HDP Program. “It’s one reason

why I majored in history as an undergraduate. But I also always

knew, even as a five-year-old, that my life would involve teaching

in some way, shape, or form. So it was really exciting to find an

opportunity with Teach For America after graduation.

“Teaching kindergarten for two years within low-income

communities — first in Phoenix and then in my hometown of

Miami — was a transformative experience. I saw that, although

the students were capable of learning at the highest levels, their

behavior and social emotional skills were preventing them from

achieving. I soon realized that what I really wanted to do was not

just teach my students, but create a classroom that enabled them

to develop both academically and emotionally.

“I became really passionate about early childhood education,

because I felt that if we could get the foundation right in their

initial years, we’d be setting students on the path to success.

I looked at several different programs, but HDP was unique. It

was interdisciplinary in that it covered every aspect of child

development and psychology, but it was also flexible in allowing

you to pursue your own interests in the context of all these

offerings. Plus, I knew of HGSE’s reputation for blending research,

theory, and practice. And, given the incredible faculty mentoring

and opportunities I’ve discovered at HGSE, I know that, soon, I’ll

be doing exactly what I want to do — lead an outstanding school

for low-income students in Miami.”

laura Greer

Miami, Florida

ed.M., Human Development and Psychology

Human development and Psychology (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

31

DescriptionThe International Education Policy (IEP) Program provides students the knowledge, perspective, and experience to lead global education reform efforts that empower low-income and marginalized children and improve equity through education. Graduates are recognized for their deep understanding of important education problems; solid knowledge of the field of international education, policy, and development; strong analytical training; well-developed communication skills; and a commitment to social justice. Over the course of the yearlong program, students study the field of international and comparative education, while developing policy analysis and research skills to improve education systems and implement and manage programs.

Why HGse? As an IEP student, your education will focus on how policy decisions affect the accessibility and quality of classroom instruction, always with the end recipient — the learner — in mind. In addition to offering you access to a distinguished faculty of renowned scholars and practitioners, the program also holds regular seminars to introduce you to some of the field’s leading practitioners. Further, the Field Experience Program enables you to find internships and gain real-world experience even before you graduate. So you may effectively incorporate empirical evidence in the analysis of policies and policy alternatives as you seek to improve the relevance, quality, effectiveness, efficiency, and equity of education systems worldwide.

Even before you begin your formal IEP studies, you can immerse yourself in the program’s methodologies, review basic skills, delve into cases, and bond with others in your cohort by taking the Ed School’s three-week, noncredit summer course called the Intensive Preparation for the Study of International Education (IPSIE).

internship sites for recent ieP students include:■■ Ministry of Education, Jamaica■■ Room to Read, California■■ Save the Children, Westport, Conn.■■ Small Bean, Massachusetts■■ UNICEF, Switzerland■■ World Education, Massachusetts■■ World Teach, Cambridge, Mass.

Why Harvard?You will find extensive opportunities to enrich your IEP education at Harvard University. Choose courses offered by nationally renowned faculty at the other graduate schools, such as the Harvard Business School and the Harvard Kennedy School. Enlarge your understanding of specific cultures by participating in the many seminars, lectures, and other activities at such Harvard area studies centers as the David Rockefeller Center for Latin American Studies, the Asia Center, the Minda de Gunzburg Center for European Studies, the Center for Middle Eastern Studies, and the Committee on African Studies. And connect to the opportunities offered by our influential, close-knit, and global network of alumni.

Frequently asked QuestionsWhat is the program’s class profile?

Students come to IEP having earned degrees in a range of

subjects, from political science, psychology, international

relations, and history, to anthropology and physics.

Professionally, they have held positions such as research

analyst, Peace Corps volunteer, elementary school teacher,

operations analyst, World Bank staffer, and director

of institutional development, in industries ranging

from government and nonprofits to public and private

education and research.

What do graduates of this program do?

Graduates of IEP bring innovative change to learners,

and lives, around the world. Combining their previous

academic, professional, multicultural, and life

experiences with the knowledge, skills, field experiences,

faculty and alumni connections, and career opportunities

offered by the Ed School, our graduates go on to

serve as education-focused leaders in development

organizations, government, consulting firms, research,

and nongovernmental organizations. What drives them is

the desire to achieve the ideal of education and make it

available to all as a basic human right.

You’ll find recent ieP graduates serving in such roles as:

■■ Consultant, World Bank

■■ Consultant, Inter American Development Bank

■■ Academic dean/history teacher, School for Ethics and Global Leadership

■■ Education support coordinator, Innovations for Poverty Action

■■ Program manager, International City/County Management Authority, Washington, D.C.

■■ Program analyst, U.S. Agency for International Development

■■ Education specialist, UNESCO

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Gregg Glover

e-mail: askgregg@gse.harvard.edu

faculty director: Fernando Reimers

Program coordinator: Omolola Irele

mailing address:

International Education Policy Program

Harvard Graduate School of Education

Gutman Library, 4th Floor

Cambridge, MA 02138

Web address: www.gse.harvard.edu/iep

international education Policy (ed.m.)

I’ve learned from respected scholars; attended seminars at other

Harvard schools; and had a whole team of faculty mentors from

across the Business School, the Kennedy School, and HGSE help

me create a proposal to impact education in Chile. The best part

of this program is that I feel prepared to enable change both at

the macro level and at the micro level. Paula Cruzat

32

For Paula Cruzat, it was a startling statistic: 40 percent of the

low-income children in her home country of Chile were unable

to read in the fourth grade. “I had spent 10 successful years in

engineering and management positions within the private sector,”

says Paula, “but nothing had prepared me for the absolute shock

I felt. The more I thought about it, the more determined I grew to

do something about it. Because, to me, education is more than

a pedagogic issue; it’s a basic right and it’s society’s collective

responsibility to ensure that everyone has that right.”

Soon, as deputy director of education in a district in Santiago,

Paula was working closely with the mayor to make a difference.

“But, as I got to meet families, parents, teachers, and students, I

discovered the enormous disconnect between policymakers and

the reality of what was happening in schools. And I realized that,

in order to make a real impact, I needed to know more, much

more, about the world of education.

“But I didn’t want to apply to just any program. If I were going to

put my career on hold, I wanted it to be worth it. I wanted one that

was rigorous, flexible, and applied; one that would truly empower

me, but allow me to return quickly to my development work and

my goal of helping connect policy better to the day-to-day reality

in Chile. And most of all, I wanted a school that could not only

open doors for me by connecting me to the best researchers,

practitioners, and policymakers in the field, but one where

everyone shared my passion for education and social change.

Well, HGSE’s IEP Program has been all that and so much more.”

Paula Cruzat

santiago, Chile

ed.M., international education Policy

international education Policy (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

33

DescriptionCombining the field’s best theories and research with practical experiences in

educational settings, the Language and Literacy (L&L) Program enables

students to explore, understand, and impact the ways in which children

(preK–12) learn language in all its forms. The program takes the broad view that

literacy benefits the individual, but ultimately society, in a variety of ways. L&L

students gain a wide perspective on literacy development, including the role of

English language learning, sociocultural influences, and ethnic backgrounds.

They study literacy through the lenses of policy and practice, and through

research that deepens knowledge of the discipline to the level of

neuroscience, all with an emphasis on how students can use the knowledge

to become a force for positive change in education.

Why HGse?In addition to learning from and collaborating with a faculty of leading

authorities in the field, students enjoy access to the considerable resources of

the Ed School’s Jeanne Chall Reading Lab, where they may conduct research,

as well as train as a reading specialist or literacy coach by working with

mentors in local schools. As part of the L&L curriculum, you may choose

classes that fall into the broad categories of research, practice, and policy,

representing an interdisciplinary course of studies.

Further, as a Reading Specialist licensure student, you will take two

practicum courses that will give you the chance to gain valuable practical

experience tutoring and teaching in a local public school. As a Literacy Coach

student, you will do a Field Experience Program internship working closely

with a coach in a local public school. Other internships for students in the

generalist strand have included working at the WGBH Educational

Foundation on educational materials to accompany Martha Speaks and

Between the Lions. You can also conduct research through the Ed School’s

research group, Project Zero, as well as at the Jeanne Chall Reading Lab.

Why Harvard?

In addition to taking advantage of the rich resources and abundant

academic and professional opportunities offered by Harvard University, you

may also choose to take courses offered by the other graduate schools.

Explore language, for instance, at the Harvard Graduate School of Arts and

Sciences. Or enrich your understanding of government policymaking

through a course at the Harvard Kennedy School. Your Harvard education

will prepare you for a rewarding career in literacy, and it will provide you

with incomparable professional connections through faculty, members of

your cohort, alumni, and field experiences.

Frequently asked QuestionsWhat is the program’s class profile?

L&L students come to the program with degrees in subjects as wide-ranging as English literature, elementary education, child development, history, sociology, and linguistics. Professionally, members of the cohort have been lead reading teachers, ESL instructors, speech-language specialists, foreign language instructors, marketing associates, and classroom teachers. Their prior employment represents industries such as public and private schools, higher education, and the business sector. They also bring a passion for literacy as one of society’s most powerful and transforming elements. Ambitious and focused, L&L students enter the program with a variety of goals, including beginning a new career, enhancing an existing one, or continuing on to doctoral study.

can i get state licensure through the l&l Program?

Yes. If you have completed an initial or professional teaching license and have at least one year of classroom experience as a preK–12 teacher, you can take courses and exams that can qualify you for Massachusetts licensure as a reading specialist teacher.

What do graduates of this program do?

They help give children and adults the key to unlock the written world by applying a comprehensive understanding of the field’s theory and research to individual lives. L&L graduates work in diverse settings, including public and private schools, educational publishing, adult literacy programs, hospitals, and research organizations.

recent l&l graduates currently serve in such positions as:

■■ Associate editor, educational publishing, Boston

■■ Literacy coach, Boston

■■ ESL teacher, Taiwan

■■ Assistant director, peer services, private university, Boston

■■ Reading specialist, San Diego

■■ Senior curriculum associate, nonprofit organization, New Haven, Conn.

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Natalie Van Kleef

e-mail: asknatalie@gse.harvard.edu

faculty director: Pamela Mason

Program coordinator: Kera Street

mailing address:

Language and Literacy Program

Harvard Graduate School of Education

14 Appian Way, Larsen Hall 321

Cambridge, MA 02138

Web address: www.gse.harvard.edu/langlit

language and literacy (ed.m.)

Maybe it’s because of the people I’ve met here; perhaps it’s simply the

strong sense of community; but for me, the most exciting part has not only

been to learn exactly how language and literacy works (the science behind

how language is acquired, for example), but also the bridges I’ve built

across research, policy, practice, and with people from amazingly diverse

backgrounds and life experiences. Noah Mackert

34

t

It was his undergraduate volunteering experiences at a prison, as

well as teaching English to Mexican immigrants, that led Noah

Mackert to one of his most significant “aha” moments: “The

realization that education truly is the civil rights issue of our time.”

Having spent the next six years working with such organizations

as Teach For America (working with students with learning

and emotional disabilities in the Bronx, N.Y., and even writing

about his experiences in a New York Times column), Noah soon

“discovered that being an educator was fulfilling in a way nothing

else was. Soon, I was looking for schools where people were as

passionate about it as I had become. And here I am.

“HGSE often talks about its own mission in terms of developing

leaders who can empower students everywhere,” continues

Noah. “Well, I think this school does an incredible job of

empowering its own students. The powerful connections created

between scholarship and policy to all levels of practice, as well

as the sheer caliber of teaching is what attracted me to this

program and this school. I feel extremely well-prepared to return

to the classroom as the kind of instructional leader who can also

take on policy or legal roles whenever necessary.

“Not surprisingly, the opportunities I’ve discovered here have

been amazing. My field experience component has me currently

teaching at a Catholic high school in the South End. I’ve been able

to take a fascinating course at the Kennedy School, attend talks

by global leaders in their fields almost every day, and explore

Boston, its rich history; the city is such a great laboratory of ideas

for anyone passionate about large-scale educational reform.”

noah Mackert

rice, Minnesota

ed.M., language and literacy

language and literacy (ed.m.) for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

35

DescriptionThe yearlong Learning and Teaching (L&T) Program offers two distinct strands,

general and instructional leadership, that serve students from a variety of

backgrounds who wish to explore fundamental learning theories, best

practices, and enduring issues in the field of learning and teaching.

General Strand

The flexible nature and interdisciplinary approach of the General Strand encourages students to develop a customized program of study. Students are required to take eight courses, five of which are selected from an extensive list that includes curriculum development; new technologies; the history and philosophy of education; learning theory; classroom culture; adult learning; the arts; and the impact of race, class, gender, and identity on education.

instructional leadership Strand

The Instructional Leadership (IL) Strand is designed for individuals who have taught in preK–12 schools for at least three years. The carefully constructed curriculum focuses on four specific areas — curriculum; instruction; leadership, organization, and politics; and practice — to prepare teachers to assume new leadership roles, both formal and informal, within schools. Such roles include content coach, data analyst, peer evaluator, teacher researcher, induction coordinator, technology specialist, professional developer, department chair, or curriculum developer.

For more information about the IL Strand, please visit: www.gse.harvard.edu/lt/instructional_leadership.html.

Why HGse?As a student at the Harvard Graduate School of Education, you have the opportunity to study in classes taught by some of the nation’s leading scholars and practitioners in the field of education. Moreover, you may choose to participate in the Field Experience Program as part of your academic work. This experiential learning program enables you to gain practical work experience while exploring new career paths and professional networks.

internship sites of recent l&T students include:■■ Public and independent schools

■■ Prominent charter schools

■■ Education Development Center, Inc., Newton, Mass.

■■ Project Zero, Harvard Graduate School of Education

■■ New England Aquarium, Boston

Why Harvard?From its vast resources and facilities to a vibrant intellectual community to the unparalleled achievements and accomplishments of its faculty and alumni, Harvard University offers a broad, exciting, and transforming educational experience. As a graduate student, for example, you will have the chance to take courses in any Harvard graduate school, including the Harvard Kennedy School, the Harvard Graduate School of Arts and Sciences, the Harvard Business School, and the Harvard Law School.

Frequently asked QuestionsWhat is the program’s class profile?

Dedicated to making a difference to learners, our students

represent a wide range of backgrounds, from early- or

mid-career education professionals to those beginning

new careers. They come from across the U.S. and the world,

and offer a variety of learning and teaching perspectives.

Furthermore, the L&T program supports teaching and

learning in multiple contexts. For example, environmental

educators and medical professionals have been able to

improve their work as a result of the knowledge and skills

acquired in the program.

can i get a teaching license through the l&t Program?

The L&T Program does not lead to certification or licensure.

For more information about programs that offer licensure,

please turn to page 21.

What do graduates of this program do?

L&T graduates gain the diverse skills that allow them to

join the private and public sectors as teachers, tutors,

mentors, advisors, research associates, curriculum

developers, and educational specialists in settings such

as the sciences, museums, community-based programs,

and environmental education.

recent l&t graduates currently serve in such positions as:

■■ Curriculum specialist, private secondary school, Seattle

■■ Director of strategic operations, national educational think tank

■■ Teacher team leader, public middle school, Boston

■■ Professional development specialist, public schools, Washington, D.C.

■■ Teacher union president, public school, Cambridge, Mass.

■■ Assistant principal and teacher, elementary school, Bangkok, Thailand

■■ Research biologist, National Oceanic Atmospheric Administration, California

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Gregg Glover

e-mail: askgregg@gse.harvard.edu

faculty director: Katherine Boles

Program coordinator: Rilda Kissel

mailing address:

Learning and Teaching Program

Harvard Graduate School of Education

13 Appian Way, 326 Longfellow Hall

Cambridge, MA 02138

Web address: www.gse.harvard.edu/lt

learning and teaching (ed.m.)

This program is about so much more than brilliant and supportive

professors and classmates brought together by their shared

passion for education. It’s about understanding every single aspect

of how to translate that passion into making a real and visible

difference in the lives of learners, regardless of whether it is as a

teacher, a curriculum advisor, a mentor, or a school leader. Paviter Singh

36

t

He still recalls his first day as a teacher. “It was surreal, like a

scene from a movie,” chuckles Paviter Singh. “The Ministry of

Education had assigned me to a school in one of the roughest

and poorest neighborhoods in Singapore. I spent the entire day

just trying to get my students to stop flinging paper missiles or

chairs and tables around.” Eventually, Paviter decided to throw

away the established curriculum and connect with students by

incorporating everything from music lyrics to technology to their

individual resumes in every class. The strategy worked and he

was soon appointed to head the English department.

“That was when I began to think about teaching and learning being,

to quote Professor [Richard] Elmore at HGSE, much more about

what students are actually doing rather than about what teachers

ask them to do,” he says. Soon, after success at other schools

and developing, along the way, an expertise in instructional

technologies that enabled him to become Singapore’s first Apple

Distinguished Educator (one of only 1,000 worldwide), Paviter

found himself at HGSE, funded by a Fulbright award.

“My goal is to return to head a school in Singapore,” continues Paviter.

“But I was more interested in returning as an instructional leader, a

teacher leader, and this program was perfect. What I’ve been most

impressed by is the amazing faculty, being part of a community

that lives and breathes passion for education, and by the incredible

opportunities I’ve discovered here, from my current internship

with a local nonprofit to such leadership opportunities outside the

classroom as serving as vice president of the student government.”

Paviter singh

singapore

ed.M., learning and Teaching

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

37

DescriptionThe only one of its kind in the nation, the Mind, Brain, and Education (MBE)

Program takes students on a yearlong scientific journey of how thinking happens

within the complex structure of the brain, and then relates that understanding to

issues of pedagogy. This intersection of biology and cognitive science with

education is a new focus in the world of education and an emerging field that

holds exciting possibilities for changing not only the way we teach, but also

what we must consider in making educational or public policy. Because MBE is

affiliated with Harvard’s Mind/Brain/Behavior Interfaculty Initiative, students

will have the added advantage of a strong interdisciplinary course of study that

explores the connections of cognitive neuroscience with anthropology,

linguistics, computer science, philosophy, and other fields.

Why HGse?There’s no better choice for students whose passion for education relates to

any or a combination of such topics as cognitive neuroscience, learning and

instruction, cognitive development, emotional development, learning

disabilities, uses of technology for education, and diversity in education.

Your work as an MBE student at the Ed School will do more than inform you.

It also will help create new knowledge and advance the progress of this

young and developing field. You can participate in research projects with

Ed School faculty who are leaders in the science of learning. These and

other hands-on applications will transform your education by adding the

crucial element of knowledge gained through real-world work experience.

Many of our students emphasize the practical application of cognitive

principles to pressing problems with the intention of promoting a reciprocal

integration of research with practice.

Why Harvard?With its vast and broad array of resources, facilities, and faculties and its rich

history of pioneering intellectual breakthroughs, Harvard University forms the

perfect setting for an interdisciplinary program like MBE. Whether it is

immersing yourself in educational issues related to government policymaking

through a course at the Harvard Kennedy School or studying children’s brain

chemistry at the Harvard Medical School, here you will find remarkable

opportunities to expand your education by pursuing research and coursework

with the other graduate schools. Further, you may also choose to supplement

your Harvard education with courses at the Massachusetts Institute of

Technology. And, as a graduate, you will also gain the professional advantages

and support of our close-knit, global alumni network.

Frequently asked QuestionsWhat is the program’s class profile?

Students with a wide range of backgrounds, including the

liberal arts, will join you in the MBE Program. Some will

be experienced educators or researchers; others will have

done undergraduate or professional work in psychology,

cognitive science, brain science, child development, or

philosophy. About half our students end up translating their

MBE degree into meaningful and successful careers at a

variety of academic and professional educational settings,

while many others use the program to strengthen their

backgrounds as they prepare for doctoral study.

What do graduates of this program do?

Many graduates return to the classroom and incorporate

their knowledge of biology, cognitive science, and

pedagogy into the curriculum. MBE graduates shape

successful careers within research organizations,

children’s and science museums, child intervention

programs, children’s television programming, education-

related publishing, or go on to doctoral study.

You’ll find recent mbe graduates serving in such positions as:

■■ Presidential management fellow, Washington, D.C.

■■ Learning specialist, private university, Camden, N.J.

■■ Research assistant, private university, Cambridge, Mass.

■■ Marketing research associate, Korea

■■ Instructional designer, nonprofit R&D, Wakefield, Mass.

■■ Math specialist, state department of education, Boston

■■ Visiting Fulbright Scholar, Bristol, United Kingdom

■■ Curator of education for adult and family programming, art museum, Mobile, Ala.

■■ Educational content specialist, educational software company, Concord, Mass.

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Shirley Greene

e-mail: askshirley@gse.harvard.edu

faculty director: Kurt Fischer

Program coordinator: Mary Kiesling

mailing address:

Mind, Brain, and Education Program

Harvard Graduate School of Education

14 Appian Way, Larsen Hall 515

Cambridge, MA 02138

Web address: www.gse.harvard.edu/mbe

mind, brain, and education (ed.m.)

There’s no program in the world that helps you understand the

interdisciplinary connections between such fields as cognitive

neuroscience, biology, linguistics, philosophy, and education,

like the MBE Program does. And there’s no school that offers

you a richer mix of opportunity, resources, incredible faculty

and classmates, research, practical and leadership experiences,

and understanding of policymaking than HGSE. Ryan Masa

38

Growing up in a residential neighborhood of Cleveland,

ryan Masa was always aware of the acute disparity between

school districts. “But then I read Kozol’s Savage Inequalities:

Children in America’s Schools, which ignited a sense of outrage,

passion, and purpose in me,” says Ryan. Over the summers of 2003

and 2004, through two different organizations, Ryan found himself

counseling children with cognitive and physical disabilities, as well

as learners diagnosed with Severe Emotional Disturbances (SED).

After adding a B.S. in education to his B.A. in history, he joined

the Lawrence School in Ohio, rising up to become its Upper School

codirector in a few transformative years.

“Serving students ‘orphaned’ by the traditional educational system

was life-changing. It taught me that labeling children as ‘disabled’

completely ignores their multitude of skills and talents. If a child’s

unable to learn, it’s our instruction that is ‘disabled.’ Plus, Lawrence

allowed me to interact with several brilliant HGSE graduates and

such innovative educators as [Professor] Kurt Fischer. They’re why

I’m here. They made me aware of the urgency of finding a graduate

program that would specifically develop my cognitive skills in order

to become a more effective leader for change.

“I truly believe that ‘the future’s in the margins,’” concludes

Ryan, borrowing a phrase from Lecturer David Rose, one of

the numerous professors at HGSE to have deeply inspired and

informed his thinking. “The students currently marginalized by the

educational system are the ones who will drive the creation of new

methodologies, curriculums, and policies of benefit to all students.

To me, there’s no work more urgent, exhausting, or spiritually

rewarding, than helping make this happen.”

ryan Masa

Parma, ohio

ed.M., Mind, Brain, and education

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

39

DescriptionThe yearlong Prevention Science and Practice (PSP) Program is designed to

prepare students to make a lasting impact on children/adolescents and

families, the contexts in which they live, and the institutions that shape

their development. Through research and fieldwork, students study risk and

protective influences on development at both the ecological and individual

levels, as well as interventions to promote healthy social and emotional

well-being. Using an interdisciplinary approach, students learn about

contemporary prevention-related issues, direct services and counseling,

applied research, and program and policy development.

The program offers two paths of study:

core Strand

This strand trains students in prevention science and research in education,

child and family advocacy, child/youth development, program development

and leadership, and service coordination. It is intended for students who

wish to apply prevention science and research to a variety of settings.

counseling Strand

This is an option for those students who may wish to pursue licensure. In addition

to the concepts developed in the core strand, students will focus their courses

and fieldwork in school-based preventative and developmental counseling. This

strand may additionally be used as a foundation for a second year of HGSE

graduate study toward a Certificate of Advanced Study (C.A.S.) in Counseling.

Why HGse?The PSP Program includes a yearlong practice or research experience that

enables you to apply the knowledge and skills acquired through

interdisciplinary coursework. Our extensive network of partnerships with

schools and community-based agencies provides invaluable opportunities

for you to gain real-world experience in prevention education, intervention,

counseling, and program development. Students with an interest in policy,

program development and evaluation, educational research, or preparation

for doctoral study may participate in the research experience with a PSP

faculty member.

Why Harvard?Harvard University, with its world-class faculties, facilities, and resources,

offers students many additional benefits, both expected and unexpected. As

part of our vibrant and diverse intellectual community, you will find many

opportunities, for example, to cross-register for courses offered by various

schools at the university, including the Harvard Law School, Harvard Kennedy

School, Harvard School of Public Health, and Harvard Graduate School of Arts

and Sciences. In addition, you will also enjoy access to a global alumni network

that includes thinkers, scholars, practitioners, and leaders both in the world of

education, as well as in health and human services.

Frequently asked QuestionsWhat is the program’s class profile?

You’ll experience the master’s program with a cohort of colleagues who come from a variety of personal, academic, and professional backgrounds. Some students have recently earned their bachelor’s degree, while many others come with years of experience working as teachers, counselors, program developers, and researchers.

Will the program prepare me to become a licensed school counselor/social worker?

Graduates of the PSP Program are eligible to apply for the Certificate of Advanced Study (C.A.S.) in Counseling, which consists of two additional semesters of full-time coursework. The C.A.S. is specifically structured to meet either school guidance counselor or school adjustment/school social worker licensure requirements.

What do graduates of this program do?

The program’s two strands prepare students for distinctive paths to careers and further study. Graduates accept positions in support services, nonprofit organizations, teaching, research, or policy that advance the social, emotional, and academic development of children and adolescents. The gainful employment disclosure for C.A.S. graduates can be found on the PSP website.

recent PSP graduates serve in such positions as:

■■ School counselor, Boston Public Schools

■■ Director, Posse Program

■■ Targeted student support specialist, District of Columbia Public Schools

■■ Program manager, Massachusetts Department of Youth Services, Boston

■■ Family services coordinator, Center for Families, City of Cambridge, Mass.

■■ Assistant professor in psychology, private university, Charlottesville, Va.

■■ Adjustment counselor, Medford Public Schools, Mass.

For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Natalie Van Kleef

e-mail: asknatalie@gse.harvard.edu

faculty director: Mandy Savitz-Romer

Program coordinator: Karen Bottari

mailing address:

Prevention Science and Practice Program

Harvard Graduate School of Education

14 Appian Way, Larsen Hall 602

Cambridge, MA 02138

Web address: www.gse.harvard.edu/psp

Prevention Science and Practice (ed.m.)/certificate of advanced Study (c.a.S.) in counseling

40

I know of no other program that focuses so directly on developing

you into a leader who can prepare students for crises before

they occur by immersing you in cutting-edge research based on

practical, real-world issues, and in cutting-edge practices founded

on such advanced research. And I doubt any program can match

the sheer passion and quality of faculty here. Jennifer Sohn

Prevention Science and Practice (ed.m.)/certificate of advanced Study (c.a.S.) in counselingfor more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

41

From volunteering at teaching camps as a high school student

on the West Coast to getting involved in a children’s community

center as an English and cinema studies major on the East Coast,

Jennifer sohn always knew she enjoyed teaching. But it was

feeling utterly helpless while observing a national tragedy unfold

that led her to discover her true calling in life.

“Thanks to a Fulbright scholarship, I had just started working at a

vocational high school in Taegu, South Korea, when the terrible

shooting at Virginia Tech occurred,” explains Jennifer. “Television

gave me the American perspective, but I also got the Korean

perspective because of where I was. It left me heartbroken about

the pressures Korean Americans faced as a ‘model’ minority and our

socio-cultural taboos against discussing mental health issues. But it

also made me decide to spend my life doing something about it.”

Upon returning home, Jennifer found an exciting opportunity with

the Broad Foundation, a nonprofit focused on urban K–12 public

education. “I enjoyed helping students deal with the complex

academic, social, and emotional challenges of urban learning.

However, I soon realized that to make a real impact, I needed to

know much more and develop other skill sets. I applied to several

programs, but the Prevention Science and Practice program at

HGSE was extremely attractive, particularly because of the blend

of research and practice, the different areas of concentration,

the internship opportunities, and the fact that you are placed

in a practicum site in your very first week. I’ve found incredible

opportunities here. And I’m surrounded by some of the brightest,

friendliest, most inspiring people, teachers, and mentors I’ve

ever met.”

Jennifer sohn

Granada Hills, California

ed.M., Prevention science and Practice

DescriptionThe School Leadership Program (SLP) uses an innovative leadership model

to prepare students to assume dynamic roles leading transformative change

in schools. It offers a coherent sequence of courses and practicum

experiences that grounds students in the centrality of teaching and learning,

and helps them understand and navigate the different structures and

cultures of charter, pilot, and district schools, as well as the systems that

support them. The program focuses on the levers of improvement — how

school leaders create conditions in start-up schools or transform them in

existing settings to support high-quality teaching and learning for all

students. At the same time, the program is intensely personal, focusing on

the leadership development of each participant — his or her sense of

purpose and commitment, skills in working effectively with other adults,

and courage in tackling one of the biggest challenges we face — providing

the knowledge, skills, and social development our students need.

Why HGse?The School Leadership Program enables students to develop expertise in

curriculum, instruction, assessment, peer collaboration, organizational

leadership, and learning, as well as in the tools and techniques of

effective management. It incorporates extensive real-world learning

experiences through a yearlong half-time practicum in a school focused

on improving its outcomes for all students. All students begin their time at

HGSE by registering for a summer session, consisting of leadership

development and pre-practicum work.

Why Harvard?As one of the world’s leading universities, Harvard has extensive academic

and professional opportunities within its unique and diverse intellectual

community led by a world-class faculty. As a student, you may hone your

leadership knowledge with a course at the Harvard Kennedy School, the

Harvard Law School, or the Harvard Business School. In fact, the SLP

curriculum allows students to opt for courses from any school across campus.

Finally, as a graduate, you will enjoy access to a powerful global network of

faculty and alumni who passionately advocate for educational excellence.

Frequently asked QuestionsWhat is the program’s class profile?

Most SLP students come with experience as administrators or

educators in schools, nonprofits, and for-profit organizations

and agencies. Four years of full-time teaching experience are

required to enter the Principal Licensure Strand, while three

years of experience in educational settings are required for

the School Development Strand. Our graduates consistently

and frequently report back from the field that the program has

prepared them well for leadership.

Will the School leadership Program prepare me for state licensure?

All students take a strong common core of classes and

enroll in a half-time practicum in a local district, pilot, or

charter school. Those interested in obtaining Massachusetts

licensure as a school principal enroll in the Principal

Licensure Strand, while those who seek leadership roles

that do not require licensure (for example, in charter schools)

enroll in the School Development Strand.

What do graduates of this program do?

SLP graduates lead school-level improvement efforts at

district, pilot, and charter schools as principals, directors,

department heads, and curriculum coordinators.

recent SlP graduates serve in such positions as:

■■ Founder and principal, charter school, New York

■■ Principal, charter school, Los Angeles

■■ Curriculum planner and developer, charter school, Somerville, Mass.

■■ Principal, public elementary school, New York

■■ Principal, public international high school, Columbus, Ohio

■■ Founding president, Catholic high school, Houston

■■ Assistant principal, charter school, Denver

For more information, please visit the Ed School’s Career

Services Office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Julie Vultaggio

e-mail: askjuliev@gse.harvard.edu

faculty director: Lee Teitel

Program coordinator: Caron Yee

mailing address:

School Leadership Program

Harvard Graduate School of Education

Gutman Library, 4th Floor

Cambridge, MA 02138

Web address: www.gse.harvard.edu/slp

School leadership (ed.m.)

As an SLP student, I’ve been able to view education

leadership through multiple lenses. I’ve learned more than

I ever thought I would; interacted with the best minds on

every aspect of both education and leadership; found

opportunities to apply my knowledge in real classrooms;

and developed relationships across Harvard I know I can

depend on throughout my career and life. Marcus Williams

42

“I still love hearing and telling stories, especially of people who’ve

traditionally had difficulty getting their stories heard; I just

happened to find that teaching was more challenging and infinitely

more rewarding,” says Marcus Williams, a first-generation college

student and Chicago native who began as a broadcast journalism

major before switching to education. “But what I realized working

with diverse student populations across various public and private

schools was that you’ve got to develop big shoulders to learn and

succeed in a city like Chicago and so many simply weren’t finding

the opportunities to do so. And while I could see the impact I was

making as an educator, I could also see that my contribution needed

to be much bigger.”

That’s when Marcus discovered the SLP’s Principal Licensure Strand

designed to produce instructional leaders. “I never ever thought I’d

get in, but I couldn’t help but apply,” grins Marcus. “Barack Obama

had just become president. Everyone I knew was talking about hope.

And here was an opportunity to spend a year at Harvard, learn from

some of the world’s best educators, scholars, and policymakers,

and bring all of that knowledge back home.

“For me, SLP has been one incredible year of unbelievable learning,

professional development, and leadership training. But the most

important thing HGSE’s given me is self-confidence — the belief that

I can not only dream of transformation in the lives of my students,

but actually enable that change to occur in significant ways.”

Marcus Williams

Chicago, illinois

ed.M., school leadership

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

43

DescriptionThe Special Studies Program (SSP) is the most flexible of all the Ed School

programs, because students are able to design their own specialized,

interdisciplinary course of study. In consultation with a faculty advisor,

students choose eight courses that will move them closer to their professional

and academic goals. While four are required to be courses offered by the Ed

School and could include a field experience or independent study, students

may complete the remaining four courses through a combination of electives at

the Ed School or at other Harvard graduate schools.

Why HGse?The flexibility of the Special Studies Program makes it an ideal choice for

students who seek to acquire a broad and strong theoretical foundation to

maximize the impact they can achieve or to develop the specific skills they

need for success and leadership in education. As an SSP student, you will learn

from, and work with, a wide range of faculty members who can offer advice and

connections to help you achieve your unique academic or career objectives.

You’ll take advantage of extraordinary Ed School resources such as the Career

Services Office. Depending on your specific goals, you’ll also discover a large

number of practicum and internship opportunities within schools, colleges, and

education-focused companies and organizations within the greater Boston area

through the Field Experience Program.

internship sites for recent ssP students include:■■ Buckingham, Browne, & Nichols School, Cambridge, Mass.

■■ Appalachian Mountain Club Youth Opportunities Program, Boston

■■ CAST (Center for Applied Special Technology), Wakefield, Mass.

■■ Education Development Center, Inc., Newton, Mass.

■■ Massachusetts Audubon Society, Lincoln, Mass.

■■ RedKey Education LLC, Cambridge, Mass.

■■ Project Zero, Harvard Graduate School of Education

■■ Office of Work/Life, Harvard University

Why Harvard?The SSP curriculum allows you to shape your own academic journey by

choosing courses from across disciplines and schools campus-wide. And few

universities offer a more extensive, more meaningful range of academic

choices or access to world-renowned authorities in every area of study

imaginable than Harvard University. Depending on your specific interests, you

could take policy courses at the Harvard Kennedy School, study management at

the Harvard Business School, or combine medicine and education with courses

at the Harvard Medical School. Students may even opt for courses offered at

the Massachusetts Institute of Technology. Best of all, as a graduate, you will

also enjoy the professional benefits of being connected to a network of alumni

that extends across the nation and around the globe.

Frequently asked QuestionsWhat is the program’s class profile?

SSP is ideal for students who have a specific career or educational plan in mind and want to pursue it in a highly individualized way. This is why, while they are all independent and innovative thinkers and focused, goal-oriented learners, our students represent a range of diverse backgrounds and come to the program for a variety of different reasons. Recent students have come to HGSE with work experience earned in positions ranging from medical doctors, psychologists, and business consultants, to science teachers, researchers, and technology consultants. They hold degrees in subjects as varied as psychology, public administration, English literature, architecture, fine arts, and the classics.

What do graduates of this program do?

The customizable nature of the Special Studies Program allows students to prepare for an almost limitless variety of education-related careers.

recent SSP graduates serve in such positions as:

■■ Dean of students, private elementary school, Charlotte, N.C.

■■ Director, business school, Buenos Aires, Argentina

■■ Faculty, independent school, Baltimore

■■ Associate, research company, Boston

■■ Managing director, private tutoring company, Cambridge, Mass.

■■ Consular officer, U.S. State Department, Washington, D.C.

■■ Program coordinator, national museum, Washington, D.C.

■■ Assistant coach, Harvard University, Cambridge, Mass.

For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Julia Deland

e-mail: askjulia@gse.harvard.edu

faculty director: John Collins

Program coordinator: Karen Bottari

mailing address:

Special Studies Program

Harvard Graduate School of Education

Gutman Library 102

Cambridge, MA 02138

Web address: www.gse.harvard.edu/special

Special Studies (ed.m.)

I came in with a great background in clinical research.

What I’ve gained through this program is an expertise in

social science research; in-depth knowledge of the field of

education; a whole world of amazing new mentors, friends,

ideas, and possibilities; and the ability to incorporate the

best pedagogical methods into creating better surgeons

and, ultimately, offering patients better medical care. Gi Soo Lee

44

For Gi soo lee, being admitted to the Special Studies Program

was a once-in-a-lifetime opportunity to keep a promise he’d

made himself in another life. “I met some of the most influential

teachers of my life as an undergraduate specializing in marine

biology and promised myself to spend some time learning to

teach, regardless of whatever else I did in life,” says the surgeon,

who comes to HGSE through a clinical fellowship in pediatric

medicine with the Children’s Hospital Boston.

“Through all my years of medical school training in Minnesota and

Seattle, I kept wondering: am I being taught the right way? Are

there more effective ways of teaching and learning when it comes

to a clinical education, especially in a world of medicine that’s

changing rapidly and in significant ways? After all, my professors

were teaching me the same way they’d been taught. And none of

them had formal training in education or in dealing with widely

differing learning styles.”

It was the flexibility of the Special Studies Program, combined with

the quality of faculty, course offerings, and classmates that drew Gi

Soo to HGSE. “You can tailor this program so it specifically matches

your own goals, whether it’s becoming an education leader in your

field, gaining expertise in a specific niche of education, or applying

the most cutting-edge pedagogical practices into your own

alternate career. Just consider my classmates: they include a U.S.

Marine and helicopter pilot who wants to revamp ROTC (Reserve

Officers’ Training Corps) programs in colleges, an attorney who

is also a full-time mom, even a Hollywood actor-screenwriter who

wants to create new, more integrated ways of teaching acting!”

Gi soo lee

edina, Minnesota

ed.M., special studies

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

45

DescriptionThe Teacher Education Program (TEP) offers students world-class preparation

to change the course of the lives of middle- and high-school aged

adolescents. It is an ideal choice for those who seek to meet the unique

challenges and opportunities of teaching in urban settings and strive to be

leaders in creating systemic school changes that will inspire new levels of

success in adolescent learners.

The Ed School offers two 11- month options in Teacher Education:

The MidCareer Math and Science (MCMS) Program is designed for students

with undergraduate or graduate degrees in math or the sciences who have

also had a minimum of five years of work experience in applied math- or

science-related fields.

The Teaching and Curriculum (TAC) Program is intended for students with

undergraduate or graduate degrees in math, science, or the humanities who

have a passion for the liberal arts and social justice.

Why HGse?

In addition to its faculty comprised of world-renowned scholars,

policymakers, and practitioners, HGSE offers a number of additional benefits.

TEP students begin their practical experience immediately during the summer

following their acceptance into the program. Guided by a master teacher, they

will spend mornings planning and team-teaching middle- and high-school

students enrolled in the Cambridge-Harvard Summer Academy. They then will

continue teaching throughout the fall and spring terms at a partnership

school in Cambridge or Boston. Students attend biweekly advisory sessions,

designed to enhance their internship experiences, by bridging theory and

practice through exploration of and reflection on teaching and learning. In

addition, they complete a yearlong portfolio project that supports their

examination of the program’s overarching question, “What does it mean to be

an effective teacher of urban youth?”

Why Harvard?As students at the Ed School, they enjoy access to all of the incredible

intellectual and professional opportunities, choices, and resources offered by

one of the world’s leading institutions of higher education. Imagine being

able to enrich your education by collaborating with faculty in your specific

field of interest or discovering new intellectual passions as you pursue

electives offered at any of the other Harvard graduate schools. Best of all,

as a TEP graduate, you become part of a dynamic, close-knit, and influential

network of alumni who are passionate about making an impact in their

classrooms and in the world of education.

Frequently asked Questions

What is the program’s class profile?

TEP students represent a broad variety of academic

and professional backgrounds — from those who have

recently earned their undergraduate degrees, to those

with substantial work experience in math- or science-

related fields, to others who are mid-career professionals

from such diverse fields as scientific research, business,

law, technology, the military, engineering, and medicine.

Cohort members hold bachelor’s and/or master’s degrees

in subjects such as biology, chemistry, physics, English,

mathematics, computer science, economics, history,

sociology, and political science.

does the program lead to teacher licensure?

Yes. With a passing score on the Massachusetts state

licensure test and with the program’s endorsement, TEP

candidates qualify for initial licensure at the middle- and high-

school levels in biology, chemistry, earth science, general

science, physics, English, history, political science/philosophy,

and mathematics. Massachusetts licenses are reciprocal with

approximately 46 other states.

What do graduates of this program do?

TEP graduates go on to make significant contributions in

urban middle- and high-school classrooms across the nation.

recent teP graduates serve in such positions as:

■■ Seventh-grade humanities teacher, charter school, Cambridge, Mass.

■■ Eighth-grade English language arts teacher, charter school, Boston

■■ High school social studies teacher, Denver

■■ Middle school math teacher, Atlanta

■■ High school English teacher, New York

■■ Upper school physics teacher, San Jose, Calif.

For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Shirley Greene

e-mail: askshirley@gse.harvard.edu

faculty director: Katherine Merseth

Program coordinator: Susan Kandel

mailing address:Teacher Education ProgramHarvard Graduate School of Education13 Appian Way, 309 Longfellow Hall Cambridge, MA 02138

Web address: www.gse.harvard.edu/tep

teacher education (ed.m.)

This program has given the knowledge, practical experiences,

and mentors I needed to develop into an effective and

influential educator in an urban classroom. But more

importantly, it has provided me with the competence,

confidence, and connections I need to be a leader. Melissa Aguirre

46

“I’ve always been interested in education; in fact, I was particularly

inspired by a service experience helping design HIV education

workshops,” says Melissa Aguirre, the daughter of immigrants

from Argentina and the Dominican Republic. “But I realized it

was my life’s calling when, after graduating with a degree in

Latin American studies and journalism and finding an exciting

opportunity with a nonprofit, I became a guardian to my 14-year-old

cousin who’d moved to New York from the Dominican Republic. She

did not speak English, had language issues even with Spanish, and

I had to help her navigate the New York City public school system. I

still remember how overwhelmed I felt at the complete lack of good

choices and options for learners like her in a major U.S. city.”

Soon, Melissa had relocated to Philadelphia to work with a

nonprofit specializing in providing afterschool services to young

people from minority backgrounds. “That made me realize how

much more I needed to learn in order to make a real impact. Soon, I

was looking at several graduate programs.

“But I wanted a program that would not only give me access to

the most advanced scholarship and the best faculty mentors in

education, but also place me at carefully chosen sites where I could

apply my learning in intentional and powerful ways, and be flexible

enough so I could focus on my goal of becoming an effective

educator and mentor to students in urban classrooms. I was in

shock when I learned I’d been admitted to this program. The course

offerings, the people, the opportunities, and all the resources of

Harvard — it’s been everything I wanted and much more.”

Melissa aguirre

Queens, new York

ed.M., Teacher education

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

47

DescriptionThe Technology, Innovation, and Education (TIE) Program prepares students to excel in the design, implementation, and assessment of educational media and technology. TIE courses put learning and teaching at the center, with technology as the means, not the mission. The faculty combines internationally recognized researchers with industry-leading professionals. From social networking sites to smartphone software, in major media companies and start-ups, and throughout K–12, university, and informal learning environments, TIE graduates exercise creativity and leadership. The program prepares students to excel in the design, implementation, and assessment of educational media and technology.

The yearlong program emphasizes three core areas:

Design: create software, networks, digital video and television, handheld applications, and multiuser virtual environments that will enhance learning.

implementation: explore the latest technologies and assess their potential to transform educational practice.

research: formulate rigorous, practical ways to evaluate the appeal and effectiveness of media and technology for learning.

Many students choose to deepen their program experience with an internship, taking advantage of the rich variety of research projects, educational technology firms, and media production organizations in the Boston area.

Why HGse?To be a TIE student is to combine your passion for innovative technologies with a deep understanding of the contemporary practices, policies, and research shaping the future of education. Here, you can deepen your learning through such HGSE initiatives as WIDE World, a global network for professional development. You will be at the center of diverse fields of inquiry at the Ed School, participating in and sharing discoveries from cutting-edge research, such as multiuser virtual environments and online, real-time assessment. And you will find extensive opportunities to connect theory and practice. For example, the Informal Learning for Children course is part of the Ed School’s collaboration with Sesame Workshop, the nonprofit educational organization behind Sesame Street. The course brings visiting Sesame Workshop lecturers, internships, and research opportunities to TIE students. Similarly, students worked with NASA’s Public Engagement Program to evaluate the effectiveness of its Mars Student Imaging Project.

TIE courses also give students the chance to learn through local educational institutions. Recently, students evaluated Wild Kratts, a children’s television series, and presented their findings to the producers for use in program planning and website development.

Why Harvard?Harvard University, with its rich history of pioneering intellectual and interdisciplinary breakthroughs in every field, offers students an ideal learning environment. Here, you’ll find numerous opportunities to opt for elective courses at any of the university’s other world-class graduate schools, or to take advantage of the many additional learning opportunities available at the Massachusetts Institute of Technology. For example, students have opportunities to learn about entrepreneurship at the Harvard Business School, leadership at the Harvard Kennedy School, and nutrition and wellness at the Harvard School of Public Health.

Frequently asked QuestionsWhat is the program’s class profile?

TIE students come to HGSE from almost everywhere — from

across the U.S. and many other countries, and from widely

varied career backgrounds. The program attracts students

from teaching and school administration, software design

and educational publishing, and television production,

management consulting, higher education, and research

firms. Students also vary in their familiarity with technology,

and the program has no specific technology requirements.

What do graduates of this program do?

TIE graduates launch rewarding and meaningful careers in

virtually every area where technology supports learning,

such as teaching and managing from preschools to

universities, designing educational software, creating

public and commercial television programs, developing

museum exhibits, and conducting research and evaluation

on new projects and products.

recent tie graduates serve in such positions as:

■■ Associate producer, public television, Boston

■■ Product manager, high-tech education company, Washington, D.C.

■■ Technology integration coordinator, Hawaii

■■ Instructional designer, public university, Minnesota

■■ Exhibit network manager, science museum, Ithaca, N.Y.

■■ Manager, animation development, children’s television network, Los Angeles

■■ Software engineer, global computer company, Redmond, Wash.

■■ Medical simulation coordinator, teaching hospital, Boston

For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.

Contact informationadmissions liaison: Gregg Glover

e-mail: askgregg@gse.harvard.edu

faculty director: Joseph Blatt

Program coordinator: Rilda Kissel

mailing address:

Technology, Innovation, and Education Program

Harvard Graduate School of Education

13 Appian Way, 321 Longfellow Hall

Cambridge, MA 02138

Web address: www.gse.harvard.edu/tie

technology, innovation, and education (ed.m.)

As a TIE student, I have learned from the world’s best minds in

both education and education-related technologies. I have learned

to apply cutting-edge education research in finding cutting-edge,

technology-driven learning solutions. And I know the connections

and mentors I’ve found at Harvard will open professional doors for

me back home in ways no other school ever can. Jennifer Cottle

48

“I knew I’d found my calling the first time I saw a little girl’s face

light up in an elementary classroom as she finally understood

a math problem she was tackling,” smiles Jennifer Cottle, who

began her undergraduate education as a psychology major,

before switching to education. “But after seven years of teaching

and designing curricula in many different classroom settings

with different populations of learners across Peru, I found myself

becoming increasingly frustrated.

“The entire system seemed to be stuck in a rut where the rich

continued to get educated, while the poor continued to be denied

access to high-quality education. To me, it seemed obvious that

technology could play a critical role in changing this equation;

that technological solutions were the future in preparing different

kinds of learners for success. But everyone seemed so afraid of

change. So I simply quit my job one day and began to look around

for a graduate program. Not just any program, but one that would

prepare me to lead the way in using innovative technologies to

impact education across Peru.

“The TIE Program has been life-changing. I’m surrounded by bright,

talented classmates from every possible background — musicians,

doctors, TV producers — all as passionate about impacting their

communities and their professions through education as I am. I’ve

learned about every aspect of education from professors who’re

not just the best in their fields, but incredibly focused on helping

me with my individual goals. And every day, I get to interact with

leaders from different fields who are successfully using new

technologies to create innovative learning and teaching solutions.”

Jennifer a. Cottle

lima, Peru

ed.M., Technology, innovation, and education

technology, innovation, and education (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

49

50

The ProgramThe Ed.L.D. program integrates the thought-provoking

insights, leading-edge practices, and world-renowned

scholarship from three notable schools — the Harvard

Graduate School of Education, the Harvard Business

School, and the Harvard Kennedy School . This three-

year, full-time, cohort-based program delivers the

conceptual framework, practical skills, and professional

experiences necessary to positively transform American

educational communities at the system level. You will

engage in an ambitious and rigorous curriculum,

multi-disciplinary in design and collaborative in

character, which will empower you to clarify, refine, and

realize your vision as an educational leader.

The program’s innovative and integrated core curriculum

is guided by state-of-the-art professional principles. In

addressing the overarching question — “How does one

positively transform education at the system level?”— the

Doctoral Program in Education Leadership not only

enables you to develop a deep understanding of how the

U.S. education sector functions, but also a sense of the

modes by which it can be reshaped in the future,

including an in-depth knowledge of the history,

structures, policies, politics, and levers for change. The

program emphasizes learning and teaching, as well as

leadership and management; it also incorporates analysis

of comparative examples of best practices from other

countries. During the second year, you will work closely

with advisors to select electives offered at HGSE and

other schools within Harvard University. And, you will

experience a variety of pedagogies that place you in the

role of an education leader, as well as meet the major

players currently involved in enabling sectoral-level

change. In addition, you will be expected to transform

yourself through a variety of experiences in the year one

curriculum, including individualized executive coaching

and yearlong learning teams.

The program culminates with one of the most distinctive

aspects of the Ed.L.D. program: a paid residency in a

substantive leadership role at a practice site offered by our

extensive nationwide network of partnering organizations,

combined with intensive workshops at HGSE. This

opportunity will form a critical part of your preparation to

impact the field as a change agent, an educator, and a

leader who helps transform complex education institutions

into organizations equipped for continuous improvement.

The CommunityAmong the many distinctive strengths of the program is

the unparalleled community of faculty and peers. You will

work closely with faculty, such as Monica Higgins,

acclaimed for her insights in the areas of leadership

development and organizational change. At the same

time, you will discover the powerful insights of program

faculty outside of HGSE, such as Marshall Ganz of the

Harvard Kennedy School, a national leader in community

and issue organizing and voter mobilization strategies for

political campaigns.

You will also learn from — and develop enduring professional

relationships and friendships with — other talented students

and leaders who have worked inside and outside of schools

and school districts, improved educational opportunities for

underserved students, and more.

after HGseAfter the program, you will be prepared for a variety of long-term, system-level leadership responsibilities in organizations such as school districts, departments of education, policy organizations, nonprofits or mission-based for-profits, and foundations.

doctor of education leadership (ed.l.d.)

Frequently asked QuestionsWhat kinds of academic and/or work experience is required for admission to the ed.l.d. program?

The strongest candidates will demonstrate a commitment to the transformation of

the American preK–12 education sector and readiness for senior-level work in the

field. We expect that applicants will come from a variety of prior work experiences

that include significant demonstrated leadership.

We do not require a minimum number of years or a specific type of work experience

for admission to the program. Neither a degree in education nor a master’s degree

is required.

How competitive is admission to the ed.l.d program?

The HGSE Doctor of Education Leadership, the only program of its kind, is of particular

interest to leaders from a wide range of education-related fields, including schools,

business, government, research, and the policy, nonprofit, and corporate sectors.

Admission to this innovative, full-time program is highly selective.

How is the third year residency determined?

Students will work closely with Ed.L.D. program faculty during their second year to

determine the best match with a partner organization for their third year residency.

We will take a number of factors into account, including students’ career goals and

geographic preferences. In addition, we expect that the current list of partners will

continue to grow based on organizational and student interest.

What kind of financial aid is available to ed.l.d. students?

All Ed.L.D. students will receive a full tuition funding package, which includes support

for living expenses in years one and two, as well as a paid residency in year three. For

more information on Ed.L.D. funding, please visit www.gse.harvard.edu/financialaid.

Contact information

admissions liaison: Julie Vultaggio

e-mail: askjuliev@gse.harvard.edu

executive director: Elizabeth City

Program coordinator: Amanda Wellum

mailing address:

Ed.L.D. Admissions

Harvard Graduate School of Education

13 Appian Way, 112 Longfellow Hall

Cambridge, MA 02138

Web address: www.gse.harvard.edu/edld

sample Partner (residency) sites

■■ Achieve, Inc.

■■ Aspire Public Schools

■■ Boston Public Schools

■■ Chicago Public Schools

■■ Education Trust

■■ National Center on Education and the Economy

■■ The New Teacher Project

■■ New York City Department of Education

■■ Public Education Network

■■ Uncommon Schools

51

doctor of education leadership (ed.l.d.)

If the words “risk-taker” and “education” don’t go together in your

vocabulary, perhaps you’ve never met susan Cheng. Susan, who

describes herself as a “courageous risk-taker for reform,” is part of

Harvard’s first Ed.L.D. Program cohort. “I believe education reform

is the civil rights issue of our day that I will spend my life’s talents

tackling,” says Susan.

Susan played a critical role in Chancellor Michelle Rhee’s efforts

to reform the Washington, D.C. Public Schools (DCPS). She also

created and ran the district’s Urban Education Leaders Internship

Program and developed strategies for integrating teacher input

within the central office.

Prior to joining DCPS, Susan volunteered with Partners in Health

in Rwanda, worked in the D.C. Mayor’s office, and managed a

portfolio of education and environmental justice programs for the

Greenlining Institute in California.

“As a social entrepreneur at heart, the prospect of both experiencing

and shaping the Ed.L.D. Program as part of the first cohort is

exciting. I’m most interested in exploring how lasting education

reform can sustain itself beyond changing political administrations

and agendas,” Susan says. “And I’d like to determine what type

of central office professional development and training education

systems should provide.”

susan Cheng

Washington, D.C.

ed.l.D. candidate

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

doctor of education (ed.d.)The ProgramIf you aspire to make an impact on the

lives of learners by playing a critical

role in the education, government,

policy, nonprofit, or corporate sectors,

then HGSE’s Ed.D. program will

equip you with the knowledge and

research skills to improve educational

outcomes in the United States and

around the world. It is particularly

relevant to individuals seeking

careers in academia and research, as

well as those interested in scholarly

approaches to developing effective

education practice in both preK–12

and higher education. The program

blends academic rigor, flexibility, and

autonomy with an emphasis on gaining

deep knowledge about the education

field and about how education

research influences policy and practice.

There is a rich and proven history of

developing scholars and leaders —

Harvard originated the Ed.D. in 1921;

today, we continue to offer doctoral

students an outstanding academic

atmosphere, mentorship by leading

faculty, and unparalleled training

that combines rigorous research with

a deep understanding of the field to

solve complex problems in education.

Why HGSe?HGSE prepares you to be a leader who

will contribute solutions to education’s

most pressing challenges. By joining a

community of scholars who work at the

nexus of practice, policy, and research,

your experience at HGSE equips you

with the skills and perspectives to

make a difference. You will forge

a personal network of meaningful,

lasting relationships with fellow

students and faculty. Our premier

faculty, experts in their fields, pursue

research and practice in areas such as

school reform, education policy, early

childhood development, math and

science education, teacher quality

and development, learning, cognition

and the brain, language and

literacy development, learning disabilities, and educational assessment.

To complement your chosen area of study, you can take advantage of the rich resources available at HGSE and across Harvard. Doctoral students have the opportunity to join faculty-led projects that investigate and contribute to our knowledge of educational research and policy or studies that inform and improve educational practice. Recent examples include:

■■ a U.S. Department of Education I3 grant to promote summer reading and close the achievement gap for low-income children,

■■ a comparative study of test-based educational accountability systems in different countries,

■■ a project on second-stage teachers,

■■ an examination of the consequences for high school students who fail state exit examinations,

■■ the development of a Multi-User Virtual Environment (MUVE)-based ecosystems science curriculum, and

■■ a program evaluation of the efficacy of vocabulary instruction in urban middle schools.

Ed.D. students have also been very successful in attaining prestigious national fellowships such as the Spencer Dissertation Fellowship, Fulbright Fellowship, Elizabeth Munsterberg Koppitz Fellowship, Adolescent Literacy Predoctoral Fellowship, and AAUW American Fellowship. For students at HGSE, the network of support and opportunities even extends beyond the Ed School campus to the university, where doctoral students can choose to enhance their course of study by taking electives at any of Harvard’s other graduate schools.

Program concentrationsIn order to provide students with the flexibility and independence required for them to shape their own individualized courses of study, HGSE offers a choice of five concentrations

within the Ed.D. program. While each

concentration focuses on a specific area

of study, all of the concentrations are

interdisciplinary in nature. This ensures

that regardless of your specialization,

you will gain the knowledge and

skills you need reflect upon diverse

other perspectives as well as lead

in the world’s efforts to resolve the

multidimensional challenges facing

educators today.

Culture, Communities, and education

focuses on addressing a wide range

of increasingly complex issues — from

shifts in cultural practices and racial,

ethnic, and linguistic diversity to the

implications of these shifts for human

development, social development, and

education. Central to the concentration

is research on the factors that put

children or youth at a disadvantage,

and those assets — family, community,

or cultural — that support high levels

of academic, social, and moral

development; healthy individuals; and

effective schools. The concentration

prepares students to examine these

issues from multiple perspectives

and through multiple stages: at the

level of the individual; at the school

and the neighborhood/community

levels in which schools are embedded;

and at the national and international

levels, where crosscultural concerns,

including globalization, immigration,

multiculturalism, and citizenship, are of

paramount importance.

education Policy, leadership, and instructional Practice examines learning among children, adolescents, and adults and its connections to the organizations, institutions, and policy settings in which it occurs. Focusing on the broad and critical role of leaders in shaping learning strategies and environments within different educational organizations, this concentration helps develop researchers and practitioners with strong methodological and theoretical skills whose main interest is the development of knowledge useful to the improvement of learning. As a graduate, you will make a significant impact toward transforming the conditions that support the learning of children, adolescents, and adults through the systematic application of research to practice.

Higher education is an ideal

concentration for those who seek

to assume leadership positions

as researchers, faculty members,

administrators, and policy analysts

in colleges and universities, research

institutes, and state and federal

organizations. A comprehensive

exploration of historical and

contemporary issues within higher

education, the curriculum emphasizes

leadership, administration, and

governance; policymaking and

decision making; planning and

finance; and diversity. This

concentration will prepare you as

a leader by enabling you to fully

study and reflect upon the course of

American education.

Human Development and education

looks at development throughout the

life span, from infancy through

adulthood. Special consideration is

given to how issues of cognitive, social,

and emotional development intersect

with community and cultural contexts.

The strengths of the faculty include the

following broad topics: language and

literacy; mind, brain, and education;

early childhood development; and

children at risk. As a graduate, you

will be able to apply developmental

research to address issues in education

policy and practice.

Quantitative Policy analysis in

education is highly structured course of

study and incorporates three distinctive

strands of coursework: rigorous

training in quantitative research

methods, in-depth disciplinary study,

and substantive study of educational

institutions and policies. In addition to

the core curriculum, you will complete

an acceptable course sequence

appropriate to your specific academic

interests, as well as a minimum of one

intensive research apprenticeship.

Enabling you to gain a broad and deep

theoretical foundation, even as you

develop your own individual research

focus, this concentration will prepare

you for meaningful, rewarding research

careers within academia, research

institutes, and various other education

related organizations.

52

If you’re looking for a graduate school with a heart, where you can not only

work with the world’s best scholars and put your theoretical ideas and research

to the test in rigorous ways, but also remain powerfully connected to the real-

world impact of your work and its ability to transform actual learning strategies

and environments, there’s simply no better choice in the world than HGSE. Flossie Chua

“To be an HGSE student is to embrace a deeply rigorous,

refreshing, and satisfying process of deliberation, discussion,

and challenge,” declares Flossie Chua passionately. Clearly,

Flossie thrives on such vigor. After all, her own story is the kind

that can inspire entire communities to challenge themselves

to dream bigger and achieve more. Her father, a bus driver in

Singapore, was the sole provider for a family of six and Flossie’s

high school education, alone, came at great cost. However,

Flossie not only proved to be a brilliant student, but a star athlete

who was chosen to represent her nation in field hockey at the

Junior World Cup. Later, having won a public service commission

university scholarship, Flossie earned an undergraduate degree in

literature, a master’s degree in education, and began working for

Singapore’s Ministry of Education as an educator.

“I worked with gifted students and with those who had difficulty

learning, with students from affluent backgrounds and with those

who could barely afford lunch every day,” she explains. “It made

me think hard about pedagogy, curriculum, learning, and teaching

in ways I never ever had before. It’s why I came to HGSE. I wanted

an answer to a single, all-important question: what makes a

great teacher?”

Having earned an Ed.M. in Learning and Teaching, Flossie was

invited to do an internship at Project Zero, and, subsequently,

admitted to the Ed.D. program. Why HGSE? “Because of the

incredible faculty here and their focus on connecting research to

practice and policymaking, as well as the unmatched resources

Harvard offers toward interdisciplinary work. But most of all,

because this is a community that shares my passion for finding

the most effective ways to enable students to transform their

lives through education.”

Flossie Chua

singapore

ed.D. Candidate

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

53

doctor of education (ed.d.)

The CommunityThe breadth and quality of our course offerings and our world-class faculty may be the primary factors that attract students to the Ed.D. program, but talk to some of our graduates and they’ll tell you that what they remember most about their HGSE experience is the extraordinary sense of community that they discovered here. As a doctoral student, you’ll form professional relationships, networks, and friendships — with fellow students from an array of backgrounds, with faculty from across the Ed School, as well as across the university, perhaps even with our alumni across the nation and beyond — that will last long after you graduate.

In addition to learning to understand one another’s diverse perspectives in class, students often form informal study groups — within and across cohorts — to support, encourage, and sometimes challenge one another as they deal with their coursework and dissertation work. And whether it is being assigned an individual librarian to help you with your information needs at the Gutman Library or having access to the invaluable counselors and resources of the Career Services Office, everywhere, you’ll find a culture of support that makes it easier for you to achieve your academic and professional goals.

after HGseThe Doctor of Education (Ed.D.) program is designed to enable students to draw upon resources — both at the Ed School and across Harvard University — in order to understand education research, policy, and practice, as well as the connections and relationships among them. Not surprisingly, our graduates go on to become scholars and leaders who impact the world of education, often in profound ways. You’ll find them serving students across the globe, as university faculty members, senior-level educational advisors, researchers, and policymakers.

recent ed.D. graduates serve in such positions as:

■■ Faculty

■■ Bates College

■■ Brown University

■■ Columbia University

■■ Michigan State University

■■ University of California, Davis

■■ University of Texas, Austin

■■ Vanderbilt University

■■ Wellesley College

■■ Assistant dean/faculty, Tufts University School of Medicine

■■ Provost, Teacher U, Hunter College

■■ Deputy Director of Education, Bill and Melinda Gates Foundation

■■ Senior early childhood care and development specialist, Save the Children

■■ Associate policy researcher, RAND Corporation

■■ Researcher, Mathematica Policy Research

■■ Research associate, MDRC

■■ Postdoctoral fellow, University of Connecticut

■■ Postdoctoral fellow, University of Michigan, Ann Arbor

For more information, visit the ed school’s Career services

office or online at www.gse.harvard.edu/careers.

General requirementsWith a requirement of two years of full-time coursework (16

courses), a qualifying paper, and a dissertation, the Ed.D.

program takes from four to seven years to complete. In

consultation with their faculty advisors, students design

their own programs of study incorporating required and

recommended courses. Offering an understanding of the

interrelatedness of education practice, policy, and research,

the core curriculum is comprised of rigorous training in both

qualitative and quantitative methods, as well as a team-

taught interdisciplinary course on the major concepts in

education. The recommended courses include those offered

by HGSE, as well as by the faculty of Arts and Sciences

(departments of anthropology, economics, linguistics,

psychology, sociology, and statistics, among others); the

Harvard School of Public Health; the Harvard Kennedy

School; and the Massachusetts Institute of Technology.

as an ed.D. student, you will be required to take:

■■ The first-year core course S-460, Integrating Perspectives on Education

■■ Five research methods courses, including:

s-040 Introduction to Quantitative Research, Data

Analysis, and Statistical Modeling

s-504 Introduction to Qualitative Research, or

s-710B Observation and Participation in Qualitative

Research, and s-710C, Interviewing in

Qualitative Research (taken in combination)

In addition, Ed.D. students must take at least three

advanced research methods courses.

Contact informationadmissions liaison: Julia Deland or Gregg Glover

e-mail: askjulia@gse.harvard.edu or askgregg@gse.harvard.edu

assistant dean: Shu-Ling Chen

Program coordinator: Stacy Peazant

mailing address:

Ed.D. Admissions

Harvard Graduate School of Education

13 Appian Way, 114 Longfellow Hall

Cambridge, MA 02138

Web address: www.gse.harvard.edu/edd

Frequently asked QuestionsHow competitive is admission to the ed.D. program?

The HGSE Ed.D. program, a research-intensive degree comparable to the Ph.D. in

education offered by other institutions, is highly sought-after by aspiring scholars,

researchers, policymakers, and leaders across a wide range of education-related fields,

including education research, schools, government, and the policy, nonprofit, and

corporate sectors. Admission to this rigorous, full-time program is highly selective.

Do i need to have a master’s degree and/or related work experience to be considered for admission?

Neither a master’s degree nor related work experience are requirements. However,

perhaps because of the competitive nature of the program, successful applicants are

those who possess a strong academic profile, including GRE scores, work experience,

and demonstrated research and leadership potential. Many also have graduate degrees

in education or in related fields, and most have an average of five to six years of relevant

work and/or research experience in the fields that interest them.

Do you accept transfer credits from other universities?

The Ed School does not accept transfer credits from other universities. However,

students who have graduated from the Ed School within three years of enrolling as

Ed.D. students will receive academic credit for four courses (16 credits) completed

during their Ed.M. or C.A.S. course of study.

What kind of financial aid is available for ed.D. students?

All Ed.D. students receive a five-year funding package, covering full tuition and health

fees. It also includes stipend support in year one and guaranteed income through work

(e.g., teaching fellowships and research assistantships) in years two through five. Select

Ed.D. students receive the Harvard University Presidential Scholarship, which provides

additional stipend support to doctoral students who show exceptional promise. For

complete information on available fellowships and scholarships, please visit

www.gse.harvard.edu/financialaid.

54

doctor of education (ed.d.)

“If your goal is to make a significant impact in the field of education,

there’s no better step toward that goal than HGSE’s Ed.D. program,”

says Marc Johnson. “It’s a unique intersection of research, policy,

and practice where your ambition, imagination, and dreams can

both thrive and be transformed into real achievement. And while the

faculty are some of the biggest, most renowned authorities in their

fields, they are incredibly generous with their time, always open to

new ideas, and always supportive of your work.”

Born in Atlanta, Marc spent much of his childhood in Colón in the

Republic of Panama where his father, a teacher, was posted by the

U.S. Department of Defense. “I returned home as an undergraduate

thinking of a career in teaching. But as a junior, I stumbled upon

a magazine review about a book they said all college presidents

should read. I still can’t quite explain why, but I tracked that book

down, read it in one sitting, and knew, after, that I would be a

college president myself someday. Perhaps it was just that a college

presidency represented an opportunity to be the kind of leader who

could transform careers and lives.

“I earned my master’s degree in higher education almost 10 years

ago and only decided to pursue a doctoral degree after working in a

variety of roles across higher education within different institutions,”

continues Marc. “I looked at several programs, but frankly, I just

couldn’t find another school that offered the unique combination

of sheer rigor and quality, opportunity, resources, flexibility,

connections, and sense of community that HGSE does.”

Marc Johnson

Palmyra, Missouri

ed.D. Candidate

55

for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.

Step i: introduce Yourself

Just as you desire to learn more

about HGSE, we would like to know

more about you. You’re invited to fill

out a form at www.gse.harvard.edu/

admissions/prospect. By introducing

yourself in this way, we can make

certain that you receive the information

that is most pertinent to you and your

interests and needs.

Step ii: visit our campus

You are drawn to HGSE’s mission, to

the idea of collaborating with faculty, to

the opportunity to connect theory with

research and practice. As you continue

to gather information, we encourage

you to visit campus or attend one of

the many admissions events we host

throughout the year, such as:

■■ On-campus open house events in

the fall

■■ Annual Diversity Recruitment

Program in October

■■ Information sessions in cities

across the U.S. and online

■■ Informal small group sessions

offered weekday mornings from

May to early December

■■ Saturday morning sessions

scheduled once a month in

October and November

■■ Individual half-hour appointment

with an admissions representative

■■ Class observations during the fall and spring semesters

All of these opportunities are intended

to provide you with the information

you need about the Ed School,

academic programs, student life,

and application process. To view a

complete list of ways to connect with

HGSE and to sign up, please visit www.

gse.harvard.edu/admissions/events.

If you are planning a visit to campus

and would like guidance, we ask that

you contact the Admissions Office in

advance at gseadmissions@harvard.

edu or 617–495–3414.

ready to impact the World?

By applying to HGSE, you will be taking

a step toward joining other bright,

talented, and experienced students

who have the desire to transform lives

through education. Our student body

is made up of individuals from around

the world who seek an education that

prepares them to impact not only the

world of education, but also the lives

of the communities in which they live,

learn, and lead.

While our admissions process

is highly selective, it is also

personalized, comprehensive, and

fair. There is no single formula or

criterion for admission. What the Ed

School looks for are students with a

passion for education, diverse life

and work experiences, and a deep

commitment to making an impact in

the world — as educators, researchers,

policymakers, and service-minded

leaders of character and integrity. If

that describes you, we look forward to

hearing from you soon.

if you’re ready to apply, please note

that a completed application consists of

the following:

■■ Application form (available online)

■■ $85 application fee (paid via credit card through the online application)

■■ Statement of purpose

■■ Three letters of recommendation (submitted online)

■■ Resume

■■ Official transcript(s) from each postsecondary institution attended

■■ International transcript request form for each institution outside the United States (available online)

■■ Standardized test score(s):

■■ GRE (mandatory for all applicants; GMAT may be submitted instead for Ed.L.D. only)

■■ TOEFL (for applicants whose native language is not English or whose baccalaureate is not from a college or university where English is the language of instruction)

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directions to campus HGSE, located in the heart of Harvard Square on

Appian Way, is just a short distance from the Harvard Square subway station and

is accessible by various modes of transportation. For detailed directions, please

visit www.gse.harvard.edu/directions.

56

applying for admission■■ Any additional requirements as

specified by the program

Interviews are not a part of the Ed.D.

or Ed.M. admissions process. For the

Ed.L.D., a select number of the most

promising candidates will be invited

to campus for required interviews with

members of the admissions committee.

For all of the information you need

regarding admissions and financial aid,

visit www.gse.harvard.edu/admissions.

deadlines

For the 2012–13 academic year, the

deadlines for submission of the online

application form and receipt of all other

materials are:

ed.D. and ed.l.D. December 14, 2011

ed.M. January 4, 2012

For more information, please refer to

www.gse.harvard.edu/admissions/apply.

fellowships and financial aid

HGSE offers a number of fellowship opportunities for students, with many featuring full

tuition support. Individuals considering master’s studies may apply for programs such as

the urban Scholars program (experienced urban educators) and the leadership in education

program (individuals with strong leadership potential) at the time they apply for admission. In

addition, need-based grant, loan, and employment support is available. At the doctoral level,

all students are eligible to receive a multiyear full-tuition funding package. The Harvard

University Presidential fellowship provides additional support to selected Ed.D. students

who show exceptional promise.

We encourage you to complete the financial aid application by the February 3, 2012, deadline to

be considered for all sources of financial aid. For more information, visit our website at

www.gse.harvard.edu/financialaid.

tuition for the 2011–2012 academic Year* ■■ Full-time students (per academic year): $36,992

■■ Part-time students (per course/per term): $4,624

*Tuition is determined each year and is subject to change. Please visit our website for a complete,

up-to-date list of all tuition costs.

Who Studies at HGSe?

2010–2011 Entering Class

■■ Doctor of Education (Ed.D.) Students: 29

■■ Doctor of Education Leadership (Ed.L.D.) Students: 25

■■ Master of Education (Ed.M.) Students: 629

rate of Study

■■ Full-time: 96 percent Part-time: 4 percent

Gender ratio

■■ Female: 74 percent Male: 26 percent

Geographical distribution

■■ 44 states, D.C., and 35 countries

international Students

■■ 12 percent of student body

Students of color

■■ 31 percent of student body

age breakdown

■■ Ed.D. Students Range: 24–41 Average: 30

■■ Ed.L.D. Students Range: 28–48 Average: 35

■■ Ed.M. Students Range: 21–61 Average: 29

Years of Work experience

■■ Ed.D. Students Range: 0–14 Average: 6

■■ Ed.L.D. Students Range: 6–26 Average: 11

■■ Ed.M. Students Range: 0–37 Average: 5

2011–2012 Admitted Class

General Record Test (GRE)

■■ Ed.D. Averages Verbal: 650 Quantitative: 700 Analytical Writing: 5

■■ Ed.M. Averages Verbal: 600 Quantitative: 660 Analytical Writing: 5

Harvard Graduate School of education — at a Glance

Mission: To prepare leaders in education and to generate knowledge to improve student opportunity, achievement, and success.

Programs: HGSE offers 13 master’s (Ed.M.) degree programs (Arts in Education; Education Policy and Management; Higher Education; Human Development and Psychology; International Education Policy; Language and Literacy; Learning and Teaching; Mind, Brain, and Education; Prevention Science and Practice; School Leadership; Special Studies; Teacher Education; and Technology, Innovation, and Education); a Doctor of Education (Ed.D.) program with five concentrations (Culture, Communities, and Education; Education Policy, Leadership, and Instructional Practice; Human Development and Education; Higher Education; and Quantitative Policy Analysis in Education); a Doctor of Education Leadership (Ed.L.D.) program; and a Certificate of Advanced Study (C.A.S.) in Counseling.

students: Prior to enrolling at the Ed School, Ed.M. students average five years of professional experience; Ed.D. students, six; and Ed.L.D. students, 11. They have served as teachers, school and district administrators, policymakers, counselors, researchers, program directors, and college and university administrators in public and private schools, nonprofit organizations, international organizations, and corporations.

Faculty: More than 100 faculty members guide approximately 900 students in degree programs and provide training through professional development and executive outreach programs.

Graduates: Our 25,000 graduates have gone on to impact the world by holding national and international educational roles. They are practitioners, policymakers, and researchers dedicated to improving the field of education. During the 2010–2011 academic year, the Ed School granted 47 Ed.D. degrees and 649 Ed.M. degrees.

Admissions Office

111 Longfellow Hall

13 Appian Way

Cambridge, MA 02138

Phone: 617–495–3414

Fax: 617–496–3577

E-mail: gseadmissions@harvard.edu

www.gse.harvard.edu/admissions

Financial Aid Office

061 Longfellow Hall

13 Appian Way

Cambridge, MA 02138

Phone: 617–495–3416

Fax: 617–496–0840

E-mail: finaid@gse.harvard.edu

www.gse.harvard.edu/financialaid

At the Harvard Graduate School

of Education, our faculty and

students work at the nexus of

practice, policy, and research,

because we believe that this

is the most powerful way to

improve education. The litmus

test for everything we do is

whether the activity adds

value to student opportunity,

achievement, and success.

Dean Kathleen McCartney