CE Summer Instititue


Leading Schools in A Demanding & Rapidly Changing World: Applying Innovations from Organizational Psychology 

Dates: Monday, July 31- Wednesday, August 2
Location: William James College, One Wells Avenue, Newton, MA 02459

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About the Program

This Institute will provide models and tools to help leaders manage key elements of organizational culture and develop their own leadership capacity to shape the conditions that impact adult learning. The intense impact of the organizational culture on individuals supersedes all other elements in human systems.  Organizational culture is often underestimated in terms of leadership and intervention. When seeking to solve problems we typically look to build capacity within individuals without also influencing the context. Consequently, this Institute will focus on “systems thinking” by drawing from the works of seminal organizational thinkers such as David Kantor, William Isaacs, Amy Edmonson, Richard Boyatzis, Bob Kegan, Lisa Lahey, and Anthony Bryk, and applying their ideas to timely problems of school practice. 

Program Format

In this three-day Institute, we will explore cutting edge leadership tools, assessment models, self-reflection, and dialogue practices and learn how to apply these strategies and approaches to the challenges leaders face in promoting vibrant learning organizations. The faculty for this workshop are experts in educational leadership and organizational systems psychology and development.

Who Should Attend

Superintendents, Assistant Superintendents, Directors, Principals, Teacher Leaders, Building Based Leaders, and Aspiring Educational Leaders

Program Pre-Work

Before the workshop, participants will take a scientifically validated, online self-assessment- the Kantor Baseline Instrument- to begin understanding their communication style. This highly regarded instrument is widely used in organizations like the World Bank and Johns Hopkins University. Following the workshop, lead faculty will hold two webinars in late fall and early spring to assist participants with their application of ideas and principles to their contexts.

Learning objectives 

Participants will be able to:

  1. Learn the importance and the powerful impact of organizational culture on adult and student learning 
  2. Create and sustain organizational cultures that support agile adult learning in order to navigate the rapid pace of change
  3. Balance the use of authority and influence to overcome resistance to change
  4. Learn a powerful model of interpersonal communication (Kantor’s Model of Structural Dynamics)
  5. Harness the power of perspective-taking and dialogue to increase team effectiveness
  6. Identify and create a plan to address a persistent problem of practice

Program Partners

This Institute is a unique collaboration between Teachers21, an innovator in school improvement and leadership development and William James College, a pioneer in graduate psychology and leadership education.  We hope this will be the first of many exciting projects emanating from this partnership.

Discount: $1,250 per participant
3 participants from same organization or district/4th free
18CE/PDP Credits
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Faculty:

John D-Auria

John  D'Auria moved from directing the Canton Public Schools as Superintendent to becoming President of Teachers21. In a career that has spanned four decades as a math teacher, guidance counselor, principal and superintendent, John has worked with hundreds of school leaders around sharpening the academic focus of school teams, developing a vibrant school culture, and managing conflict in the workplace. He was recently appointed to the Rennie Center Condition of Education Advisory Committee.  John’s research focuses on the ways in which the assumptions that people hold about intelligence significantly influence their learning.  His newest book, School Systems That Learn, was co-authored with Paul Ash (Corwin Press, 2012).  John is also the author of Ten Lessons in Leadership and Learning (2010), a helpful resource to new and experienced leaders, as well as “The DNA of Leadership”—a curriculum for aspiring school leaders.  Additionally, John co-authored with Jon Saphier,  How To Bring Vision to School Improvement (Research for Better Teaching, 1993). Numerous other articles include “The Superintendent as Teacher,” Phi Delta Kappan Online Edition, Fall, 2009; “A Principal’s Dilemma,” jointly with Matt King in Schools: Studies in Education, University of Chicago Press, Spring, 2009; and “3 Strands Form Strong School Leadership,” jointly with Jon Saphier and Matt King, National Staff Development Council, Spring, 2006.  He is a frequent speaker at national and regional educational conferences. You can follow John on twitter @jdauria.

Matt King

Matt King is a consultant at Teachers 21 and a coach in the Massachusetts New Superintendents’ Induction Program. Previously he led three Massachusetts school districts for 28 years: superintendent of the Wellesley Public Schools (1996-2007), superintendent/principal of Lincoln-Sudbury Regional High School (1989-1996), and superintendent/principal of the Carlisle Public Schools (1979-1989).  He has published numerous articles and consulted with school administrators throughout the country on school leadership and strengthening school culture. Matt has taught graduate courses at the Harvard Graduate School of Education and Wheelock College and currently teaches in the Leadership Licensure Program, a statewide program for teachers seeking to become principals run by Teachers 21. He has served on the boards of numerous organizations including Outward Bound and the Regional Anti-Defamation League. A graduate of Colgate University, Matt received an M.A.T. from Smith College and an Ed.D. from Harvard University.

Arlene Silva

Arlene Silva, a Nationally Certified School Psychologist and Licensed Educational Psychologist, is Chair of the William James College School Psychology Department, Director of the MA/CAGS School Psychology Program, and an Associate Professor. A graduate of Amherst College, Dr. Silva received her MA, CAGS, and PhD in School Psychology from the University of Maryland, College Park. Prior to joining William James College, Dr. Silva garnered a broad range of professional experiences in public school, university, and clinical settings. Dr. Silva’s research interests include consultee-centered consultation, supervision, and culturally responsive practice. She has presented at national conventions (NASP and APA) and co-authored chapters in the Handbook of Research in School Consultation and in Best Practices in School Psychology. Dr. Silva has been involved in NASP Leadership since 2006, serving as Chair of the Student Development Workgroup (2007-09) and the inaugural Chair of the Early Career Workgroup (2009-13). She continues to serve as a Member of the NASP Professional Growth Workgroup.

Kathryn Stanley

Kathryn has 20 years of organizational development and change leadership work at Fortune 500 companies including Bose, Yahoo!, GeoCities, XDrive, DRS Technologies, Toyota, Avery Dennison, and Raytheon Company as well as nonprofits and schools such as Johns Hopkins Medicine, John Winthrop pre-school, Thompson Island Outward Bound, Goodwill Industries and DiscoverE. Kathryn works with leaders, teams and whole organizations to effect positive change. Kathryn designs and leads customized executive development retreats for higher team performance. She is an expert organizational assessor applying qualitative and quantitative methodologies to help clients get perspective on the most complex and perplexing organizational dilemmas to ensure that she provides accurate diagnostic data, helps her clients make free and informed choice and then helps them to implement changes that are sustainable on the client side. She aims to work herself out of a job by ensuring her clients reach higher levels of functioning required to adapt to ongoing challenges. 

Kathryn is the coauthor of the management fable, Which Bird Gets Heard? How to Have Impact Even In a Flock and the creator of the Authentic Presence Inventory (API©), self and 360, that has helped hundreds of leaders enhance their executive presence. She has presented at the Academy of Management and International Leadership Association on her research on Leadership and Mindfulness. She has presented on her innovation research at the American Society of Training and Development and the New England Psychology Association. She presented at Inside NGO on effective remote workforce relationships to a packed house.

Kathryn is the Chair of the Organizational and Leadership Psychology department at William James College in Newton, MA where she created the curriculum and courses for the Masters of Organizational Psychology degree and the Leadership Psychology PsyD. She has been a Professor of organizational and leadership studies since 2008.

Kathryn holds a Ph.D. and M.S. in Organizational Psychology, a B.A. in Philosophy, and a B.F.A. in Fine Arts. Her doctoral research produced the Radical Innovation Readiness Inventory (RIR©) that assesses an organization’s capacity to innovate. She is a Lore International trained Executive Coach. Kathryn is a Level Two Kantor/Dialogix certified Training Provider of Structural Dynamics and dialogue practices. She in certified in FIRO-B, Social Styles Inventory, and the Phillips Teamwork Assessment Inventory (TAI) and Thomas Kilmann Conflict Styles Inventory (TKI).

Visit Kathryn’s Blog: innovationphd.blogspot.com
Email: Kathryn_stanley@williamjames.edu

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