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We developed the PELP Coherence Framework to help leaders recognize the interdependence of various aspects of their school district – its culture, systems and structures, resources, stakeholder relationships, and environment – and to understand how they reinforce one another to support the implementation of an improvement strategy. Recognizing forces in the environment that have an impact on the implementation of strategy. Theory of Change: The organization's belief about the relationships between certain actions and desired outcomes, often phrased as an "if… then…" statement.
Strategy: A coherent set of actions a district deliberately undertakes to strengthen the instructional core with the objective of raising student performance district-wide. Stakeholders: The people and groups inside and outside of the district - district and school staff, governing bodies, unions and associations, parents and parent organizations, civic and community leaders and organizations.
Culture: The predominant norms, values, and attitudes that define and drive behavior in the district.
Systems: School districts manage themselves through a variety of systems, which are the processes and procedures through which work gets done. Resources: Managing the flow of financial resources throughout the organization is important, but resources also include people and physical assets such as technology and data. I am so thrilled that I was accepted into the National Institute for Urban School Leaders for this summer. Refine your leadership skills and broaden your understanding of effective teaching and learning. In today’s high-stake environment of accountability and limited resources, school leaders must be able to address urgent challenges from multiple constituencies. National Institute for Urban School Leaders brings educators from urban contexts together with Harvard faculty and top experts in the field to examine best practices and research-based techniques that support student achievement.
You will examine schools in relation to the broader community contexts—exploring race, culture, equity, socioeconomic status and social justice in today’s diverse urban classrooms. At Harvard College Class Day, the actress urges students to create their own lives, and always choose love.
An HBS graduate describes life after her husband's death, and an alumnus recounts the moments that defined his career. Gardens soften the stark look of the Colonial-era House of the Seven GablesPhotograph courtesy of Frank C. Readers respond to articles on eugenics, the Overseers’ election, the Law School shield, and more. A finalist for the second year in a row, Jimmy Vesey won this year's Hobey Baker Memorial Award. To access Class Notes or Obituaries, please log in using your Harvard Magazine account and verify your alumni status.
Your donation today ensures that Harvard Magazine can continue to provide high-quality content and remain an editorially independent source of news about the Harvard community. Second, after two years of work on campus, each student will enter a field placement, at venues ranging from large urban school districts to nonprofit organizations such as the New Teacher Project, the New Schools Venture Fund, and Teach For America (TFA).

At the same time, previous HGSE collaborations have opened the way to apply those findings to effect change in large school systems.
Since 2006, the Wallace Foundation (see below) has supported a separate Executive Leadership Program for Educators (ExEL), to provide training on campus and in the field for teams of school-district leaders and the leaders of their state education departments (two states each year). Now, the content and techniques of the executive-education programs are being extended into a regular degree course of study. School systems are “easily pulled in a thousand directions,” Spence said: like the leaders of other public institutions, education executives spend 80 percent of their time on politics and administration, and only 20 percent on improving practice and the services delivered. Heretofore, making education schools’ curriculums pertinent to the real problems of improving teaching and learning has been its own intractable problem. The job of contemporary school principals has changed dramatically, DeVita said—but their preparation has not. Arthur Levine—past president of Teachers College at Columbia University, now president of the Woodrow Wilson National Fellowship Foundation—has been a harsh critic of prevailing practices. Elmore and Spence imagine that the applicants will have at least several years of experience working in the “education sector,” broadly defined, who have demonstrated leadership in effecting some significant change or reform, and who come from diverse backgrounds and interests. A final check on the program’s design and aspirations is its executive director, lecturer on education Elizabeth City—herself a former teacher, principal, instructional coach, and doctoral student at HGSE. Until now, City said, it has been up to prospective leaders to accumulate these needed skills on their own. This theory links the mission of increased performance for all students to the strategy the organization will use to achieve that goal. Gaining coherence among actions at the district, school, and classroom levels will make a district's chosen strategy more scalable and sustainable.
It includes how people are organized, who has responsibility and accountability for results, and who makes or influences decisions. Systems are built around such important functions as career development and promotion, compensation, student assignment, resource allocation, organizational learning, and measurement and accountability.
When school districts carefully manage their most valuable resource--people--and understand what investments in technology and data systems are necessary to better support teaching and learning, the entire organization is brought closer to coherence.
You will examine successful practices from urban settings, set high expectations for achievement and explore strategies that promote student engagement.
Research on effective schools continually points to the important role leaders play in creating the right conditions to increase student achievement. It provides an in-depth exploration of the leadership skills necessary to enhance and sustain learning outcomes. You will focus on strategies for improving teaching and learning and building community support for the work of schools. During that on-site, final year, the doctoral candidates will lead an education-reform project, prepare a “capstone” product, and gain hands-on experience building and leading a team—and evaluating its members’ performance as their own is assessed. The Public Education Leadership Project, an HGSE-HBS venture, developed a case-based executive-education curriculum for superintendents and principals from large urban school systems.

The joint approach aimed to combine state-level policy with practice and application in operating districts and schools.
From 1991 to 1995, he was receiver for Chelsea, Massachusetts, where restructuring the school system was a principal priority. For the past decade, the Wallace Foundation has focused its education philanthropy (to the tune of $300 million) “exclusively around the notion that to make school reform work for kids, we need to spend much more time and attention on leadership,” said foundation president M. Their most critical tasks are “leading organizational change, creating cultures of learning for the adults in the building, and leading instructional improvement for the children”—and “none of those sophisticated organizational changes and management issues are things they’ve been prepared for.” Principals, the key actors in effecting school-level improvements, are thrown into their jobs without mentors (or whatever mentoring they get is passive and episodic), and subjected to inadequate or irrelevant performance assessments.
They will do so tuition-free, and with stipends for living expenses, thanks to the gift for fellowships from the Wallace Foundation, among others. Structures can be both formal (deliberately established organizational forms) and informal (the way decisions get made or the way people work and interact outside of formal channels). Most practically, systems help people feel like they do not have to "reinvent the wheel" when they need to get an important, and often multi-step, task done. When you leave, you will be better prepared to transform your learning landscape to support higher student achievement and successful outcomes for all students.
The unusual curriculum—based in part on current HGSE-led executive-education programs for superintendents, principals, and other K-12 leaders—suggests the rationale for the school’s first new degree in 74 years.
Thereafter, he was deputy chancellor for operations of the New York City board of education, and then commissioner of the Massachusetts department of social services. Those deficiencies are particularly disturbing, Levine said, “given the enormous changes that need to happen” in response to changed demographics, the growth in student populations, new skills required for students to compete economically, and the rapid evolution of technology. He cited the multidisciplinary curriculum as “unique and critical to the kinds of leadership training required today.” He also pointed to the substantive third-year placement “in organizations known for their accomplishments” in school reform, and with “incomparable” attention to the quality and rigor of the experience.
Throughout its development, the framework has been informed by our interactions with senior leaders of large urban districts who face unique managerial challenges because of the size and complexity of their school systems, and often because of the poverty of the communities they serve as well. First, it aims to equip graduates with expertise not only in teaching and learning, but also in organizational management and leadership, and command of policy and politics. Secretary of Education.) Week-long campus sessions and field consultations by faculty members introduced training in strategic alignment, executing a strategy, managing human capital, and designing systems for resource allocation and accountability measures. That is the only way, he said, to boost lagging student achievement overall, and to address effectively issues of race and identity that lie at the heart of urban systems’ achievement gaps.
Putting a district-wide strategy into practice requires building a coherent organization that connects to teachers’ work in classrooms and enables people at all levels to carry out their part of the strategy. The framework identifies the organizational elements critical to high performance and poses a series of diagnostic questions about each element, all in an effort to bring them into coherence with the strategy and with each other.

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