EDU 600: Core Values and Design Principles
This course is designed upon a simple premise: in order to lead for equity, deeper learning, and innovation, we must start with ourselves. We must seek to deeply understand how our experiences, values, beliefs, culture, and identities shape and impact the way we show up as leaders. This course will also introduce seminal topics, foundational texts, and scholarly routines as we begin to build a community of learners together.
EDU 600 My presentation of learning
This course is designed upon a simple premise: in order to lead for equity, deeper learning, and innovation, we must start with ourselves. We must seek to deeply understand how our experiences, values, beliefs, culture, and identities shape and impact the way we show up as leaders. This course will also introduce seminal topics, foundational texts, and scholarly routines as we begin to build a community of learners together.
EDU 600 My presentation of learning
EDU 605: Leading for Diversity ,Equity & Integration
EDU 655D: Leadership Fieldwork 1
The Leadership Fieldwork course supports part-time students’ leadership development, as they explore what it means to be an effective leader and analyze the intersection of theory and practice in their schoolThe Leadership Fieldwork course supports part-time students’ leadership development, as they explore what it means to be an effective leader and analyze the intersection of theory and practice in their school settings. In particular, students examine how effective school leaders keep student learning and issues of equity at the center of their work, while cultivating a shared vision and purpose and observing and coaching teachers for deeper learning and equity. Once per term, students have the opportunity to shadow and observe the various skills and dispositions needed for effective leadership through a 1-3 day “immersion” experience with a veteran school leader. Each term, students complete a “leadership fieldwork project” aligned with knowledge and dispositions outlined in the California Administrator Performance Expectations and then document reflections of their learning in their final project (three projects are completed each year, for a total of six over the two-year program).
The Leadership Fieldwork course supports part-time students’ leadership development, as they explore what it means to be an effective leader and analyze the intersection of theory and practice in their schoolThe Leadership Fieldwork course supports part-time students’ leadership development, as they explore what it means to be an effective leader and analyze the intersection of theory and practice in their school settings. In particular, students examine how effective school leaders keep student learning and issues of equity at the center of their work, while cultivating a shared vision and purpose and observing and coaching teachers for deeper learning and equity. Once per term, students have the opportunity to shadow and observe the various skills and dispositions needed for effective leadership through a 1-3 day “immersion” experience with a veteran school leader. Each term, students complete a “leadership fieldwork project” aligned with knowledge and dispositions outlined in the California Administrator Performance Expectations and then document reflections of their learning in their final project (three projects are completed each year, for a total of six over the two-year program).
EDU 655 Reflection.pdf
EDU 610: Cultivating Conditions for Deeper learning
This course explores practices that lead to conditions for Deeper Learning. EDU 610 participants will use an antiracist lens to focus on cultural and instructional strategies that lead schools to cultivate authentic, collaborative, iterative, and responsive classroom and school environments. The course will be grounded in leveraging the experiences and voices of collective communities, including GSE participants, internal to HTH and external educators, and students, to inform understandings of how to cultivate conditions for specific community needs. Each EDU 610 participant will design a resource for the Signature Assignment that will begin the process of cultivating conditions for teachers and students to practice Deeper Learning.
EDU 610 Signature Assignment.pdf
This course explores practices that lead to conditions for Deeper Learning. EDU 610 participants will use an antiracist lens to focus on cultural and instructional strategies that lead schools to cultivate authentic, collaborative, iterative, and responsive classroom and school environments. The course will be grounded in leveraging the experiences and voices of collective communities, including GSE participants, internal to HTH and external educators, and students, to inform understandings of how to cultivate conditions for specific community needs. Each EDU 610 participant will design a resource for the Signature Assignment that will begin the process of cultivating conditions for teachers and students to practice Deeper Learning.
EDU 610 Signature Assignment.pdf
EDU 615: Facilitating Adult Learning
This course examines the multiple levers that school leaders utilize to support adult learning in their schools. Students will critically analyze the learning system and culture at their school sites and explore ways that school leaders can leverage the environmental architecture of these learning systems to foster the growth of their teachers. At the same time, students will investigate the art of engaging in and leveraging the common elements of systems found in schools, namely one-on-one coaching, small team work, and whole staff learning. Special attention will be paid to the ways that the coaching of adults can support schoolwide goals of equitable access and challenge for all students.
This course examines the multiple levers that school leaders utilize to support adult learning in their schools. Students will critically analyze the learning system and culture at their school sites and explore ways that school leaders can leverage the environmental architecture of these learning systems to foster the growth of their teachers. At the same time, students will investigate the art of engaging in and leveraging the common elements of systems found in schools, namely one-on-one coaching, small team work, and whole staff learning. Special attention will be paid to the ways that the coaching of adults can support schoolwide goals of equitable access and challenge for all students.
EDU 615 Reflection.pdf
EDU 655E: Leadership Fieldwork II
This course is designed to support candidates in developing and deepening their practice as anti-racist educators working in culturally and linguistically diverse learning environments. Candidates will have an opportunity to experience capacity building exercises in culture building, conflict comprehension, and engaging in courageous conversations.
This course is designed to support candidates in developing and deepening their practice as anti-racist educators working in culturally and linguistically diverse learning environments. Candidates will have an opportunity to experience capacity building exercises in culture building, conflict comprehension, and engaging in courageous conversations.
EDU 655E Reflection.pdf
EDU 620: Positive School Culutre and School Law
The course will focus on how a school leader can develop a positive school culture where students and staff feel both safe and supported. The major goals of this course are to:
EDU 620 Case Summary Scenario.pdf |
EDU 625: Financial Resourcing for Equity in Public Schools
This course provides students with insight into both the political aspects of public school finance and practical application of best practices to managing school budgets. The course intertwines public school funding history, theory, and practice-based application. In the course, we will address the history and trends of public school funding, the issues of equity and adequacy, the current funding issues facing districts and schools (particularly in the COVID-19 context), along with the role of our legal and justice systems in funding. Throughout the course, students will apply their learning in order to create a budget with real financial constraints and craft a position paper representing their understanding of financial resourcing for issues or equity. The lens through which students and instructors will view our work in class and on the final projects is one of equity in financial resourcing of public schools and districts, especially public charter schools. For the purposes of this work, we are using the National Equity Project’s definition of equity: “Educational equity means that each child receives what he or she needs to develop to his or her full academic and social potential. Working towards equity involves:
EDU 625 Final Paper.pdf |
EDU 655F: Leadership Field Work III
During the Spring term, students will engage in a
performance-based assessment that is designed to be both formative and summative. The formative purpose is to allow the candidate to receive feedback from a support team (two peers and one GSE faculty member), using evidence from practice to determine specific focus areas for future coaching and support. The summative purpose is to allow the candidate’s support team to gauge the candidate’s progression toward the Leadership Competencies outlined in the HTH GSE Leadership Competency Framework, particularly those that align with the Leadership Fieldwork course content from the past year (Cultivating Shared Vision and Culture, Conflict and Conversation).
During the Spring term, students will engage in a
performance-based assessment that is designed to be both formative and summative. The formative purpose is to allow the candidate to receive feedback from a support team (two peers and one GSE faculty member), using evidence from practice to determine specific focus areas for future coaching and support. The summative purpose is to allow the candidate’s support team to gauge the candidate’s progression toward the Leadership Competencies outlined in the HTH GSE Leadership Competency Framework, particularly those that align with the Leadership Fieldwork course content from the past year (Cultivating Shared Vision and Culture, Conflict and Conversation).
EDU 630: Leading Innovation in Schools: Innovate, Design & Create
This course is designed for current and emerging creators, disruptors, doers and change makers. We will explore the beliefs, mindsets, tools & dispositions of creatives across industries. We will apply design thinking processes and principles throughout the course and make iterative connections between theory and practice. This course is designed to draw the connection between and among innovative school leadership, culture, deeper learning, and equity.
This course is designed for current and emerging creators, disruptors, doers and change makers. We will explore the beliefs, mindsets, tools & dispositions of creatives across industries. We will apply design thinking processes and principles throughout the course and make iterative connections between theory and practice. This course is designed to draw the connection between and among innovative school leadership, culture, deeper learning, and equity.
EDU 630 Final Paper.pdf
EDU 670: Inquiry into Practice I: Developing a Theory of Action
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EDU 645: Examined Leadership (Transform Yourself to Transform Schools
The central focus, or fulcrum, of “Examined Leadership” is on developing transformational leaders. At their core, transformational leaders are self-aware, can understand systemic problems, set new directions, lead change and learn quickly from mistakes made in the process. They create a culture that supports others’ development to engage complex work effectively as well. The successful enactment of these competencies calls on leaders to exercise complex psychological capacities. In Bob Kegan’s developmental language, they create a demand for leaders to be “self-authoring.” In Dr. Cornel West’s language, they have the courage to engage in a “painful quest for truth,” a quest that is also self critical and starts with the task of creating an inventory of the self. A main goal of “Examined Leadership” is to support you in your continued development towards, deepening self awareness, furthering the ownership of the self, and activating courageous leadership. This course is designed with the guiding principle that as aspiring "transformational leaders," students must include themselves in the "change equation."
EDU 645 Reflection.pdf
EDU 675 Inquiry into Practice II: Iterative Learning Cycle to Guide Improvement
EDU 675 Insect Diagram Slides.pdf |
EDU 680 Inquiry into Practice III: Synthesis and Dissemination
This 12-week portion of the course is all about synthesis, reflection and dissemination of the leadership improvement project. Students will finish the inquiry cycles started in the previous 12 weeks and engage in the process of synthesizing their learnings to derive key findings. Students will share their learnings in two impactful ways: writing the Methods, Findings and Conclusion sections to add to their Theory of Action paper from fall, AND choosing a second option from the menu below:
This 12-week portion of the course is all about synthesis, reflection and dissemination of the leadership improvement project. Students will finish the inquiry cycles started in the previous 12 weeks and engage in the process of synthesizing their learnings to derive key findings. Students will share their learnings in two impactful ways: writing the Methods, Findings and Conclusion sections to add to their Theory of Action paper from fall, AND choosing a second option from the menu below:
- Write a journal article for future publication, focusing on a key finding, perspective, opinion, or policy implication that emerges from the Capstone work
- Create an improver’s guide, consisting a useful tool or resource guide for others who are interested in engaging with the work
- Submit a conference proposal to present at an educational conference