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Leading for Transformative Change in U.S. School Systems: Navigating through Complexity
EDU A302

Course Information

Description

What does it take to design and implement transformation strategies within a traditional PK-12 public school system? In this course, we will focus on how to enact meaningful, system-wide change with clear purpose and intentionality. We will explore the leadership actions necessary to drive innovation, foster change, and build capacity for school-centered transformation. The course is centered on school systems—not individual classroom instruction—yet is anchored in the vision of excellent teaching and learning for every student. Through a detailed analysis of school district efforts to revamp human capital systems, decision-making processes, stakeholder engagement, resource allocation, and cultural norms, we will leverage live cases to unpack how districts are reimagining education systems to create environments that support vibrant, high-quality instruction for all learners. In addition to understanding what must change at the system level, we will examine how leaders can strategically implement these changes over time, paying attention to personal identity, the stages of change, and the political landscape. This course moves beyond theory, offering lively, real-time conversations rooted in actual district practice and authentic challenges.

There are no prerequisites, but it is recommended that participants have already done some personal exploration of their racial and intersecting identities and have grappled with issues of racism, anti-racism, and racial equity in schools. Students will be asked to fill out a pre-class survey. 

School Graduate School of Education
Credits 4
Cross Reg

Available for Harvard Cross Registration

Department Education
Course Component Regular Course
Instruction Mode In Person
Subject Education
Grading Basis HGSE Letter Graded
Learning Goals Students will -- Be grounded in and utilize principles of decision making and system level transformation as a lens for analysis. Be able to construct and articulate a theory of change for strategic academic progress in school systems. Deepen awareness of the multiple dimensions of school systems—specifically, the human capital systems, decision-making structures, resource allocation approaches, stakeholder engagement strategies, and cultural norms that can propel or obstruct enactment of a theory of change — and how they interact so as to create a coherent strategy Analyze current school district efforts to transform systems identify opportunities to improve those efforts Learn the importance of leading this work with attention to personal identity, predictable stages of change, and local historical/political contexts.
Career Focus This course will help prepare future system-level leaders who are charged with systemic transformation at the local/state level in U.S. public school districts, including future superintendents, central office leaders, and school principals. It will also benefit those who work in support of local school districts, like non-profit or state-level leaders, so that they can support school districts’ continuous improvement efforts.