phd programs in education massachusetts

Doctor of Education (EdD)

Advance your education in an edd program at bu wheelock.

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The Doctor of Education (EdD) at Boston University Wheelock College of Education and Human Development is a post-master’s program that combines rigorous academic coursework and practical, field-based experiences.  The EdD is designed specifically for students who seek an advanced degree to support their work as practitioners in PK–12 and other educational settings.  The focus is on preparing leaders to take on important challenges in the profession, in the everyday life of schools and communities.

EdD Degree Overview

Students in BU Wheelock’s EdD program will study education leadership and policy in a sequenced set of courses that develop the key knowledge and skills that graduates will need in order to make a real difference in the lives of children, educators and families.  Utilizing scaffolded instruction in research methodology, doctoral students will also complete a dissertation that examines a problem of practice drawn from the current education landscape.

What Is a Doctor of Education Degree?

A Doctor of Education degree is a graduate program that prepares master’s degree holders for advanced positions in the field of education. The rigorous curriculum of an EdD program has students working hands-on in research and teaching positions. The Boston University EdD program allows students to complete six semester-long apprenticeships where they will work alongside BU Wheelock faculty experts. 

How Long Is a Doctor of Education Program?

The doctor of education program at BU Wheelock includes 14 core courses and three Leadership Seminars.  Coursework for the program takes place in a two-week summer institute as well as on eight weekends (Friday/Saturday) throughout the academic year.  This part-time, executive education format allows students to maintain their regular full-time jobs as they pursue their degree.  Most students complete the program in three years; work on the dissertation may extend this period for some students.  New cohorts are admitted every other calendar year.

What Can You Do with an EdD Degree?

The EdD supports graduates in attaining leadership positions in practice, including in education settings such as schools and districts, charter and independent schools, and other community-based or nonprofit settings.  Employers view an EdD degree as a sign that an individual has worked hard to gain experience and expertise in the field.

Degree holders may hold positions such as superintendent (or assistant superintendent) of schools, principal, assistant principal, dean, head of school, program director, department chair,  curriculum leader, DEI administrator, etc.  Students who seek administrative licensure from the Massachusetts Department of Elementary and Secondary Education (DESE) can participate in a BU-sponsored practicum that meets state requirements for certification.

Is a Doctor of Education Worth It?

In a word, yes.  A BU Wheelock EdD will allow you to compete for the highest level leadership positions in the profession.  The return on investment is real—both in terms of the impact graduates make in the field as well as the salaries they are able to earn in advanced administrative positions in educational and other organizational settings.

Discover the EdD Program at BU Wheelock

• EdD in Educational Leadership & Policy Studies

Learn more about the EdD Program

Gain expertise and experience in your field through comprehensive coursework and research opportunities. Learn more about the EdD at Boston University Wheelock College of Education by requesting more information .

University of Massachusetts--Boston

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University of Massachusetts--Boston Graduate Programs

University of Massachusetts--Boston is one of more than 800 institutions with graduate schools surveyed by U.S. News on an annual basis. University of Massachusetts--Boston confers degrees through various schools, such as: the College of Management, the College of Nursing & Health Sciences, and the College of Education and Human Development.

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Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

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EdDPrograms.org

Ed.D. Programs in Massachusetts

The road to a doctoral education degree in Massachusetts is paved with challenges. Our practical Ed.D. guide can help you avoid the potholes! In addition to school listings (with links to curricula & tuition costs), you'll discover a comparison of online Ed.D. programs, info about Ed.D. discounts & fellowships, and a rundown of ESE licensure requirements. There's even an extensive career & networking section, so you can head into your first job interview with all the facts at hand.

Earning a Doctor of Education Degree in Massachusetts

Massachusetts doesn’t have the largest amount of Ed.D. programs in the country—but what it does have is variety. In our school listings , you’ll see options for STEM leaders, urban educators, language & literacy experts, professional counselors, superintendent licensure candidates, and more. Harvard’s Graduate School of Education has an outstanding national ranking , but Boston College isn’t far behind.

To help you whittle these options down to a manageable shortlist, we’ve done some research. Interested in distance learning? Check out our assessment of online Ed.D. programs . Looking for an Ed.D. that will lead you to Administrator Licensure ? Learn why Boston College matches up for superintendents. Searching for the best Ed.D. fellowships? Browse through our school-by-school section on Internal Funding .

Or you can skip ahead to the extensive Career section. In addition to data on Massachusetts employment levels & administrative salaries, we’ve amassed links to useful MA job boards, info about important state associations (e.g. MASS, MSAA, etc.), and ideas for conferences & professional development programs (e.g. NSIP).

Online Doctor of Education Programs in Massachusetts

Online ed.d. providers in massachusetts, bay path university, boston college, boston university, northeastern university, regis college.

• University of Massachusetts – Lowell

What to Know About Massachusetts Online Ed.D. Programs

You’ve got a number of sturdy choices for online doctorates in education in Massachusetts: one public school (UMass Lowell) and all kinds of private options (Northeastern, Regis, BC, BU, and Bay Path). UMass Lowell, Regis, and Northeastern—plus the on-campus program at Boston College—are taking part in the Carnegie Project on the Education Doctorate (CPED) . This is a quality marker we like to see.

Thanks to state funding and a streamlined calendar, UMass Lowell is going to be your cheapest option; private schools will be pricier. Keep in mind, too, that MA online Ed.D. programs include occasional on-campus residencies or Saturday classes. So you’ll need to allow for time & travel in the budget.

Note: For more options, see our overview of online Doctor of Education programs . This contains rankings of the 23 best online Ed.D. programs, a full listing of all schools offering online Ed.D. programs, and additional advice.

Online Ed.D. Programs at Massachusetts Public Universities

UMass Lowell’s 42-credit Online Ed.D. in Leadership in Schooling has a lot going for it. It’s part of a school that often earns a top 20 ranking in Best Online Graduate Education Programs . It’s eligible for fellowships and tuition discounts (see our Funding section). And it’s an affordable full-time program for the PreK-12 field—there’s even a STEM Education option if your interested in leading a STEM department or program.

We should also point out that it includes an annual one-week summer residency and does not lead to licensure. Think of it more as a way to expand your instructional leadership horizons—UMass Lowell is looking for Ed.D. candidates with at least three years experience as a teacher and/or instructional leader.

Online Ed.D. Programs at Massachusetts Private Universities

Multiple ed.d. specialties.

Looking for an online option from a CPED member? Northeastern has developed a 60-credit Online Doctor of Education with concentrations in Higher Education Administration; Curriculum, Teaching, Learning and Leadership; and Organizational Leadership Studies. It takes around 3-4 years to complete and includes two residencies in Boston, Charlotte, or Seattle. This is a program that can be completed on a part-time or full-time basis.

PreK-12 Leadership

If you live in New England, you could also consider Boston University’s 60-credit Hybrid Ed.D. in Educational Leadership & Policy Studies: Leadership in Early Childhood Education-Grade 12 . This cohort-based doctoral program involves monthly campus visits in the spring & fall semesters and two-week institutes in the summer. It takes 3 years to complete on a part-time basis.

Higher Education Leadership

Aiming for a college or university position? Check out Regis’s 51-credit Hybrid Ed.D. in Higher Education Leadership . As the name suggests, this program is for folks who live in the area—students meet on Saturdays four times per semester. All of Regis’s Ed.D. students work full-time while completing this degree; some finish in as little as 3 years.

You can compare it with Bay Path University’s 54-credit Online Ed.D. in Higher Education Leadership & Organizational Studies , which is also available in a 30-credit ABD Option . This flexible program contains 100% online coursework and three “Immersive Weekends” (one per year). Collaboration is encouraged—you’ll take part in online, faculty-guided cohorts called Communities of Practice (COPs) and be able to participate in group work, Leader-Scholar Communities, and shared workplace research.

Or you could consider Boston College’s Online Executive Ed.D. in Higher Education with an option to concentrate in Catholic Higher Education. This is a part-time, 3-year program for experienced administrators—candidates must have a minimum of 5-10 years of experience in higher education. You’ll take part in online coursework during the academic year and attend in-person week-long residencies in the summer.

No Dissertation Ed.D. Programs in Massachusetts

Doctoral research projects & capstones.

When you’re looking at our MA listings , you’ll notice that a number of Ed.D. programs include a “Dissertation in Practice” (DiP) or capstone. We favor universities who have adopted these models, since they give seasoned administrators a chance to apply their research and skills to an immediate educational challenge. For example:

• In Northeastern’s Doctor of Education (either in Charlotte , Seattle , or Online ), students work on identifying a problem of practice and developing an action plan at the very start of their program. A faculty advisor is there to mentor and advise as Ed.D. students initiate cycles of data collection and analysis, collaborate with stakeholders, and reflect on their progress.
• Bay Path University’s Online Ed.D. in Higher Education Leadership & Organizational Studies has a DiP that includes a series of four sequential dissertation courses that will engage you in action research. You’ll choose an educational problem to analyze, develop an improvement plan, act to implement the plan, observe the effects, and then reflect on results as a basis for further efforts.
• Boston College’s Online Executive Ed.D. in Higher Education —with an option to concentrate in Catholic Higher Education—culminates in a group-based capstone project that takes place at a partner institution. In collaboration with your fellow Ed.D. students, you’ll tackle pressing questions & challenges facing that higher education organization. BC will help your group find an institution that aligns with your interests.
• Boston University’s Hybrid Ed.D. in Educational Leadership & Policy Studies: Leadership in Early Childhood Education-Grade 12 contains a group-based Dissertation in Practice (DiP). In the final years of the program, your team will be challenged to address problems of practice that are specific to your own schools and districts.
• In Regis’s Hybrid Ed.D. in Higher Education Leadership , students are asked to take an in-depth look at a critical issue in higher education, research the challenge, and find ways to create positive change. A primary advisor provides guidance. Examples of past dissertation in practice projects have included “Developing Partnerships: Strengthening Parent Engagement in a Title I School,” “An Investigation of the Relationships Among Life Experiences and Resilience With First-Year College Students,” and “A Quasi-Experimental Evaluation of Training for Social Workers and Health Care Providers in Managing Challenging or Potentially Violent Client Behaviors.”

Doctoral Education Funding in Massachusetts

Internal scholarships, fellowships & awards.

Massachusetts universities often hide funding information for doctoral students. To save you time, we’ve tried to source every single website that may be of use (e.g. tuition breaks, internal fellowships, assistantships, etc.). If you’re interested in external awards, grants, and loans, the Office of Financial Assistance is the place to go.

American International College

AIC’s section on Types of Financial Aid only lists external opportunities—AIC does not offer merit-based scholarships for graduate students. However, the college does have a Monthly Payment Plan and a limited number of graduate assistantships are available.

Financial Aid is available for online Ed.D. students. Most of this will be in the usual form of graduate loans and grants. Bay Path scholarships are reserved for MS students. Military families should check out the section on Military Benefits & Services .

The Lynch School of Education and Human Development has a separate section on Graduate Tuition & Financial Aid , with details on scholarships (i.e. merit-based awards), assistantships, and federal aid. Named scholarships are for master’s students. You may also want to take a look at the general advice given in Graduate Financial Aid .

BU’s Ed.D. programs are run by the Wheelock College of Education & Human Development. Wheelock has an entire section devoted to Financial Assistance , with a rundown of:

• Scholarships & Fellowships
• Grants, Loans & Work Study
• Graduate Assistantship Positions

And more. Be sure to check out the sub-section on Doctoral Fellowships —there are some excellent awards that are aimed at Ed.D. students.

Endicott College

The college’s Ed.D. programs are part of the Van Loan School, so doctoral students are advised to contact the Assistant Director of Financial Aid with any questions on the financial aid process. Endicott also has an interest-free monthly Tuition Payment Plan .

Harvard University

On the Ed.D.L. program page, it states that all students receive a full tuition & student health fee funding package, plus stipends, work opportunities, and a paid third-year residency at a partner organization. Harvard is a well-endowed school, so we’ll believe this incredible deal. Learn more on the Ed.D.L. Applicants page.

If you need extra funding (e.g. for family expenses), the Harvard Graduate School of Education (HGSE) has a comprehensive section on Financial Aid , with sub-sections on Fellowships & Grants , Student Work , and external student loans. Be sure to check out the Saul Zaentz Fellowship for Ed.D.L. students in the section on Merit-Based Grant Awards .

For the Ed.D, start with the College of Professional Studies (CPS)’s section on Financial Aid . Doctoral students are eligible for the MacFarland Scholarship , which is open to incoming students who are working—or have the intention of working—as an educator in a public school, at the elementary or secondary level, within an urban area.

The university also has a Northeastern Monthly Payment Plan , administered through Tuition Management Systems (TMS).

The Ed.D. in Higher Education Leadership site contains a section on Financing Your Ed.D. , with details on Graduate Assistantships . Unfortunately, the Presidential Catholic Leadership Scholarship was discontinued in 2019.

University of Massachusetts-Boston

The College of Education and Human Development lists Scholarships for Education Students ; most of the awards are for teachers. UMass Boston’s section on Graduate Student Aid has more general info about assistantships (stipends & tuition credits), grants, and loans.

Full-time employees of the Commonwealth of Massachusetts are eligible for tuition credits. UMass Boston recommends that you contact the HR office at your workplace for more information.

University of Massachusetts-Dartmouth

Graduate Studies has a section on Fellowships & Funding that’s worth investigating; doctoral fellows are eligible for a couple of awards. UMass Dartmouth also has a proximity tuition program in place for Rhode Island residents who are in graduate programs, though it’s best to check if the Ed.D. qualifies.

University of Massachusetts-Lowell

The Ed.D. in Leadership in Schooling has a separate section on Tuition & Financing . It states that Ed.D. students are eligible for the College of Education Dean’s Fellowship (not to be confused with the general Dean’s Graduate Fellowship, which is only for master’s students). In addition:

• Ed.D. students in the STEM concentration who live in neighboring states (CT, ME, NH, RI, VT) may be eligible for reduced tuition through the New England Regional Student Program (NERSP) because Math & Science Education doctoral programs qualify for the discount.
• Full-time, out-of-state graduate students who live in Southern New Hampshire can also check out the Proximity Regional Rates Program .

Note: If a university name is missing from the list, we didn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

School Administrator License Requirements in Massachusetts

Administrator licensure.

Massachusetts’s Office of Educator Licensure handles licensure for Academic PreK-12 administrators in Massachusetts public schools and Vocational Technical Education administrators. Licenses are issued by the Massachusetts Department of Elementary and Secondary Education (ESE) .

There are five relevant Administrator Fields in the Academic PreK-12 Administrator category:

• Principal/Assistant Principal – Grades: PreK-8, 5-12
• School Business Administrator – Grades: All Levels
• Special Education Administrator – Grades: All Levels
• Superintendent/Assistant Superintendent – Grades: All Levels
• Supervisor/Director – Grade level depends on prerequisite license; educators applying for a supervisor/director license must specify a particular role.

In addition, administrator licenses come in a variety of types, which are outlined in the PreK-12 section Administrator License Types and General Requirements . Those types are:

• Professional
• Provisional (Superintendent/Assistant Superintendent License Only)

The standard progression for licensure is Initial -> Professional (after a few years of job experience). However, the type is going to depend upon your education, experience, license(s) already held, whether you have taken the Massachusetts Tests for Educator Licensure (MTEL) , whether you have completed any required performance assessments (e.g. PAL ), and whether you hold the Sheltered English Immersion (SEI) Endorsement (only if applicable).

Administrator Licensure Requirements for Each Field

The simplest way to find requirements for each Administrator Field is to use the ESE’s Licensure Requirements Tool . For example, you’ll notice that PreK-12 administrators can go down one of three preparation routes to licensure:

• Completing a state-approved educator preparation program (e.g. Boston College’s PSAP Ed.D. in Educational Leadership for Superintendent Licensure)
• OR Completing an administrative apprenticeship/internship
• OR Submitting to a panel review of your education & professional experience

There are plenty of other stipulations for licensure, which are covered in the Licensure Requirements Tool. A few other important things to note:

• All PreK-12 educators seeking a Provisional or Initial license in Massachusetts are required to take and pass the Communications and Literacy Skill MTEL .
• As of September 1, 2014, all educators seeking their first administrator license—principal/assistant principal at the Initial level—must complete the Performance Assessment for Leaders (PAL).
• To qualify for a first Initial license in Massachusetts as a principal/assistant principal or supervisor/director, an educator must hold a Sheltered English Immersion (SEI) Endorsement .
• As far as we can determine, many educator preparation programs are not at the Ed.D. level—prep programs tend to be at the Ed.S. or master’s level. (Boston College is an exception.)

The ESE also has entire section devoted to information for Out-of-State Applicants , including details on earning a Temporary or Provisional license while you work on fulfilling requirements for full licensure.

Note: Anxious about investing in the right preparation program? The ESE’s section on Statewide Reports contains a slew of accountability reports on Educator Preparation Programs, including MTEL pass rates and post-graduation employment rates!

Vocational Technical Administrator Licensure Requirements

There are only two types of license for Vocational Technical Education administrators: Initial and Professional. You can find a full rundown of requirements for both types in the section on the VocTech Administrator License .

Under the education requirements, you’ll see that Vocational Technical Administrators only have to hold a bachelor’s degree. But they still must complete one of the three preparation routes (i.e. educator prep program, apprenticeship/internship, or panel review).

Educational Leadership Jobs in Massachusetts

Educational leadership career outlook.

For a bird’s eye overview of the MA administrative landscape, begin with the Bureau of Labor Statistics (BLS)’s employment & salary data for elementary & secondary school education administrators and postsecondary education administrators . As you might expect from its national reputation, Massachusetts is way out in front.

• The Boston-Cambridge-Nashua, MA-NH metropolitan area has one of the highest employment levels for elementary & secondary school education administrators in the country. Employment across the state is also high.
• Massachusetts is often in the top three of states with the highest employment levels of postsecondary education administrators , right up there with California. It also has one of the highest concentration levels.

Higher education accounts for a large chunk of the Massachusetts’s economy, and the state is packed with 100+ colleges & universities. However, there has been some discussion about whether the phenomenon can last with shrinking student populations . Something to bear in mind if you’re looking at small private colleges.

Are you focusing on an administrative career in the PreK-12 arena? The ESE’s section on Data & Accountability is a treasure trove of information for this sector. It posts School and District Profiles and annual Statewide Reports , with data on average teacher salaries, student enrollment numbers, and more. You may find these sources helpful for your dissertation research, as well as your job prep.

Educational Leadership Salaries

BLS statistics show that Massachusetts elementary & secondary school education administrators are some of the highest paid professionals in the country. You’ll find exact salary numbers in BLS’s section on State Occupational Employment and Wage Estimates for Massachusetts . In addition, the ESE’s data on Teacher Salaries will give you ballpark educator salary averages for each MA district.

Postsecondary education administrators are also paid well, though Massachusetts is not among the top states for wages in this category. You can compare these numbers to the Comptroller of the Commonwealth of Massachusetts’s Statewide Payroll , which includes salaries of higher education administrators in MA public universities & colleges.

One caveat—Massachusetts (and the Greater Boston area in particular) is notorious for its high cost of living and housing. So wage numbers are likely to reflect the neighborhood.

Educational Leadership Job Boards

National job sites will have plenty of MA educational leadership jobs on their books (e.g. SchoolSpring, HigherEd, LinkedIn, etc.). However, there are some useful MA-specific job boards to consult, including:

• MASC Superintendent Searches , with postings for in-state and out-of-state jobs for superintendents (including assistant & interim), directors, presidents, and more.
• MASS Job Postings , with openings for superintendents, school business managers, directors, and more.
• MASSLive , with postings for local jobs in education administration (all levels).
• Boston Public Schools TalentEd , which features job listings for principals, directors, superintendents, deans, and more.
• AISNE Job Board , which features openings in member schools of the Association of Independent Schools in New England.

Educational Leadership Organizations in Massachusetts

Educational leadership associations.

• Boston Association of School Administrators and Supervisors (BASAS) : BASAS provides educational and administrative services for schools in Boston, Massachusetts. It is the Local 6 American Federation of School Administrators™ (AFSA).
• Massachusetts Association of School Committees (MASC) : MASC is a member-driven association supporting Massachusetts school leaders (it often conducts superintendent searches). It also acts as a voice of MA school committees, representing their perspective to outside agencies and governmental bodies.
• Massachusetts Association of School Superintendents (MASS) : MASS is a statewide organization dedicated to the professional and advocacy concerns of school superintendents and assistant superintendents.
• Massachusetts School Administrators’ Association (MSAA) : MSAA is a membership organization serving the needs of elementary level, middle level, and high school administrators in Massachusetts. MSAA used to be the Massachusetts Secondary School Administrators’ Association, which is why you may see it referred to as MSSAA. It merged with MESPA (the elementary association) in 2017.
• Massachusetts Teachers Association (MTA) : MTA represents 110,000+ members throughout Massachusetts, including teachers, faculty, support professionals, and administrators at public schools, colleges, and universities. It has a higher education arm.

Educational Leadership Professional Groups

• MassPartners for Public Schools : This is a coalition/advocacy group of teacher, parent, school committee, principal, and superintendent organizations in Massachusetts. It shares a commitment to improving public schools and education standards.

Note: Remember that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in Massachusetts

Educational leadership conferences.

• MASC Day on the Hill : This is a legislative advocacy day that brings school committee members, superintendents and student leaders to the State House in Boston to meet with executive and legislative leadership, as well as local senators and representatives.
• MASC/MASS Joint School Leadership Conference : This is billed as the largest annual gathering of education leaders in Massachusetts, with a program of speakers, panel sessions, exhibits, demonstrations, and networking opportunities.
• MASSCue/MASS Annual Technology Conference : This October event aims to provide MA educators and administrators with exciting ways to enhance teaching and learning with technology.
• MASS Executive Institute : This 3-day conference/professional development program is for superintendents, assistant superintendents and district administrators. It’s held during the second or third week of July.
• MASS Midwinter Meeting : This one-day event for superintendents includes a keynote address and a panel of practitioners. It takes place in the third or fourth week of January, in close proximity to the release of Chapter 70 State Aid figures. MASS also hosts a similar Spring Meeting .
• MSAA Summer Institute : MSSA’s 3-day professional development event in July includes pre-conference workshops, sessions, and exhibits.
• Women’s Educational Leadership Network (WELN) Conference : Hosted by MASS, this one-day event features presentations, panels, and networking opportunities.

Educational Leadership Training

• Assistant Superintendent Leadership Seminars : Organized by MASS, these one-day sessions take place throughout the year.
• EDE-Sponsored PD Offerings : The Department of Elementary and Secondary Education (ESE) offers a number of professional development, training, and/or technical assistance opportunities for educators through its offices (e.g. Curriculum and Instruction: STEM).
• MSAA Leadership Licensure Program : MSAA runs a one-year licensure program that prepares aspiring administrators for Initial Licensure as Principals/Assistant Principals (PreK-6; 5-8; 9-12), and Supervisors/Directors.
• New Superintendent Induction Program (NSIP) : This 3-year professional development program is a collaboration between the Department of Elementary and Secondary Education (ESE) and MASS.

School Listings

11 Schools Found

School of Education

Springfield, Massachusetts

Doctor of Education in Leadership and Supervision

• Curriculum Info
• How To Apply

Doctor of Education in Teaching and Learning

Doctor of education in teaching and learning - adult learning, doctor of education in teaching and learning - alternative education, doctor of education in teaching and learning - elementary education, doctor of education in teaching and learning - global education, doctor of education in teaching and learning - middle education, doctor of education in teaching and learning - secondary education, doctor of education in teaching and learning - special education.

Longmeadow, Massachusetts

EdD in Higher Education Leadership & Organizational Studies

Offered Online

Lynch School of Education

Chestnut Hill, Massachusetts

EdD in Educational Leadership

Executive doctor of education (ed.d.) in higher education, executive doctor of education (ed.d.) in higher education - catholic education.

Boston, Massachusetts

Doctor of Education in Educational Leadership and Policy Studies - Educational Policy

Doctor of education in educational leadership and policy studies - higher education administration, doctor of education in educational leadership and policy studies - pk-12 school and district leadership, edd in educational leadership & policy studies: leadership in early childhood education-grade 12, msw/edd dual degree program.

Van Loan School

Beverly, Massachusetts

Doctor of Education in Educational Leadership in Higher Education

Doctor of education in educational leadership prek-12.

Graduate School of Education

Cambridge, Massachusetts

Doctor of Education Leadership

College of Professional Studies

Doctor of Education

Online doctor of education - curriculum, teaching, learning and leadership, online doctor of education - higher education administration, online doctor of education - organizational leadership studies.

School of Arts and Sciences

Weston, Massachusetts

EdD in Higher Education Leadership

Department of Leadership in Education

Doctor of Education in Higher Education

Edd in urban education, leadership, and policy studies, edd in urban education, leadership, and policy studies - administration and leadership, edd in urban education, leadership, and policy studies - teaching, learning, and leadership.

College of Arts and Sciences

North Dartmouth, Massachusetts

Doctor of Education in Educational Leadership

Lowell, Massachusetts

Doctor of Education in Leadership in Schooling

Doctor of education in leadership in schooling - stem.

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Programs & Degrees

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Master's programs.

Master's programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry and foster individual contact with faculty and fellow students.

Education Data Science (EDS)

Sep 15, 2023

Sep 23, 2024

The EDS program combines modern data science analyses and computational methods with a deep understanding of learning, schools, and education policy. With rigorous academics and real-world experience, the program prepares the first generation of education data science leaders.

Learn about EDS

Individually Designed MA (for current Stanford doctoral students)

The Individually Designed MA in Education is intended for doctoral students at Stanford who would like to earn a master's in education while studying for their PhD outside of the GSE. Students develop their individual program of study in consultation with a GSE advisor and must finish in three years. 

Learn about the Individually Designed MA

International Comparative Education / International Education Policy Analysis (ICE/IEPA)

ICE/IEPA addresses educational practice in a rapidly changing global context, in both less-developed and industrialized countries. Students examine such problems as the political economy of underdevelopment and educational planning in comparative perspective. The major research project requirement provides students the opportunity to develop excellent research skills.

Learn about ICE/IEPA

Learning Design and Technology (LDT)

Sep 15, 2023

LDT integrates powerful contemporary ideas about learning with emergent technologies to design and evaluate learning environments, products, and programs. LDT graduates bring their skills to bear in a variety of settings, including schools, museums, research institutions, and educational technology companies.

Learn about LDT

Policy, Organization, and Leadership Studies (POLS)

POLS emphasizes the knowledge, theory, and skills necessary for effective leadership in a variety of education-focused organizations. Students design their own programs of study focused on pre-K-12 education, non-profit leadership, policy analysis, higher education, or a combination of these broad areas.

Learn about POLS

Stanford Teacher Education Program (STEP)

June 24, 2024

MA + teaching credential

STEP offers both an elementary and secondary route. Both programs lead to teacher certification in the state of California, and both require intensive, supervised practice at school sites as well as academic course work that focuses on cutting-edge, school-based research.

Learn about STEP

Curriculum and Teacher Education (CTE)

CTE is an individualized, research-intensive program intended for students with prior professional experience in education. 

Learn about CTE

Joint MA programs

Joint ma/jd in law and education.

The joint MA/JD degree combines study for the JD degree in law with an individualized program in education.

Learn more about the joint MA/JD

Joint MA/MBA in education and business administration

The joint MA/MBA allows students to pursue an MA in education at the GSE and an MBA at the Graduate School of Business. Students complete both degrees in two years.

Learn more about the joint MA/MBA

Joint MA in public policy and education

The MA/MPP joint degree allows students in the POLS program to simultaneously pursue a master's in public policy from the School of Humanities and Sciences. Students complete both degrees in two years.

Learn more about the joint MA/MPP

"Many of the classes I've taken have helped me connect the dots on various educational issues and understand how institutions and education leaders have a role to play in improving the educational opportunities of all students, especially those from underserved populations."

Master’s graduates were employed (full time or part time)

STEP graduates hired as teachers

For more information about GSE admissions and to see upcoming events and appointments:

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When the PhD path leads to career struggles

A doctoral degree is a major commitment. Think carefully.

I appreciated reading Kara Miller’s The Big Idea column “PhD: Pretty heavily disappointed” (Business, May 22), about people with doctoral degrees struggling to build careers in academia. It made me think back to a conversation I had when I was about to graduate from high school.

I happened to run into a former track coach of mine, and as we were reminiscing he asked me what I planned as a major in college. “History,” I responded. He said, “Why don’t you take some computer classes also? It never hurts to be able to do something useful.”

I did not reflect on his motivation at the time, but my track coach was a young guy, and he was probably giving me advice straight from his own life, as a parent trying to raise his own young children. I did take computer classes in college and ultimately received a PhD in chemical engineering. I always remember that conversation as being a kind of turning point.

Earning a doctoral degree is a life commitment of great proportion. It can take, as Miller notes, between four and seven years. If we think of working life as roughly between the ages of 22 and 65, then a PhD requires more than 10 percent of a person’s working life. People need to think carefully about that investment.

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Two powerful arguments in favor of the path of science, technology, engineering, and math are that there tend to be more STEM jobs for PhDs, and many universities’ STEM departments are generous in covering their PhD students’ tuition and cost of studies, including a stipend toward food, rent, and other expenses.

Stuart Gallant

Not much has changed in 30 years

As I prepared to graduate in 1995 with a doctor of education degree from the Harvard Graduate School of Education, my mother memorably said to me, “Of my four children, you are the one with the most education and the smallest salary.” Apparently not much has changed in 30 years.

I must congratulate these students, however, on following their passion rather than following the money. I can’t help but think that their lives, though stressful, may contain greater happiness.

Peggy Clark

Lawyers & electricians & philosophers, oh my!

Kara Miller’s column on the career challenges for people with doctoral degrees generated more than 260 comments on Boston.Globe.com. The following is an edited sample of readers’ reactions:

Lots of law school grads are underemployed as well. (PL)

So true, PL. The market in Massachusetts is flooded with talented lawyers seeking work. (Roforma)

Supply and demand, the market at work. (guk)

Investing in education and research in all fields is the hallmark of a society with staying power. Disinvesting from these endeavors signals decline and decay. (Massachusetts citizen)

Electricians, plumbers, mechanics, and other skilled technical professions have no problems getting $100k jobs with great benefits. (ramsen)

Not enough turnover from tenured professors, leaving little space for new faculty. Although the tenured, well-established professors are needed, it’s the junior faculty who are hungry and with new ideas that help build new programs. The whole graduate program model is a bad model. I worked two jobs, had my tuition and some type of minimal student health insurance and could barely cover the rent with my stipend, and the second job paid for everything else. Though I was working on many faculty projects, it was the faculty who said this would be good for me. Never did they say it was also good for them. (TravelerofNJ2)

I just retired from a tenured faculty position in science. I’m in my early 70s. I have colleagues who are still doing what they do well into their 70s, a couple approaching 80. There is no active incentive from the university to move the older faculty on, to make way for a new generation. (Lola-lola)

The next step is for adjuncts to go on strike across the nation and hold colleges and universities accountable. The current system is completely absurd. (Wordsmith2358)

Universities should be required to release disclosure data about the fate of their PhD graduates. (davidman820)

I knew an attorney who managed a Cheesecake Factory. She had worked in food services through school. As an attorney, she really did not make that much money and was not doing the field of law of her choice. How many real estate closings can you do without dying of boredom? She went into management in the food industry and makes the same salary. (Antietem)

It was always a question and puzzling to me why people study philosophy. (Blazer27)

Globe Opinion

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James hunter, ph.d., associate professor of teacher education.

I am an English as a Second Language (ESL) teacher and teacher-trainer. For the past 20 years, I have worked at Gonzaga University, with leaves of absence in 2000 and 2009 to teach at Mukogawa Women's University (Nishinomiya, Japan) and Abu Dhabi Women's...

Contact Information

Fall 2022 To be Announced

• (509) 313-6564
• [email protected]

Education & Curriculum Vitae

Courses taught.

TESOL courses developed & taught

MTSL 501 : Theory & Practice of Language Teaching MTSL 502 : Pedagogical Grammar MTSL 504 : Introduction to Sociolinguistics MTSL 508 : Principles of Second Language Acquisition MTSL 510 : Course Design, Assessment MTSL 516 : Technology in Second Language Education MTSL 550 : Language Awareness (online) MTSL 580 : TESL Language Camp Practicum MTSL 600 : Research Perspectives in Second Language Education MTSL 610 : Practicum in TESL MTSL 604 : Master’s Research Project MTSL 602 : Thesis

• Publications

I am an English as a Second Language (ESL) teacher and teacher-trainer. For the past 20 years, I have worked at Gonzaga University, with leaves of absence in 2000 and 2009 to teach at Mukogawa Women's University (Nishinomiya, Japan) and Abu Dhabi Women's College (Abu Dhabi, UAE). I have also taught at International House, Mataró and the Lake School in Oxford, UK. I am the current director of the MA/TESOL program.

In my free time I play traditional Irish music with Floating Crowbar. I play whistles, flute, uilleann pipes, and bodhran.

Courses taught

• MTSL 501: Theory & Practice of Language Teaching
• MTSL 502: Pedagogical Grammar
• MTSL 504: Introduction to Sociolinguistics
• MTSL 508: Principles of Second Language Acquisition
• MTSL 510: Course Design, Assessment
• MTSL 516: Technology in Second Language Education
• MTSL 550: Language Awareness (online)
• MTSL 580: TESL Language Camp Practicum
• MTSL 600: Research Perspectives in Second Language Education
• MTSL 610: Practicum in TESL
• MTSL 604: Master’s Research Project
• MTSL 602: Thesis
• Hunter, J. (2002). Business Explorer 1 & 2 Teacher’s Books. Cambridge: Cambridge University Press
• Jeannot, M. & Hunter, J. (2009). The discussion doesn’t end here: the online discussion board as a reflective writing forum. in Jill Burton, Phil Quirke, Carla L. Reichmann, and Joy Kreeft Peyton (eds) Reflective Writing: A Way to Lifelong Teacher Learning . TESL–EJ Publications.

Peer-Reviewed Articles

• Hunter, J. (Under Review). Can language learners hear their own errors? The identification of grammaticality in one's own production. Teaching and Teacher Education .
• Hunter, J. (Forthcoming). Do you hear what I hear? How teacher trainees respond to learners’ oral language. System .
• Griffith, S., Hanson-Lynn, S., Hayes, A., Hunter, J., Jeannot, M., and Scott, A. (2022) Invention and Reciprocity: The GECO program. WAESOL Educator 47(2) Summer 2022.
• Hunter, J. (2021). Student fluency and teacher authority. Journey: Journal of English Language and Pedagogy , 4(2), 75-81.
• Hunter, J. (2021). The Very Model of a Modern Teacher-training Program. WAESOL Educator 47(1) Winter 2021.
• Hunter, J. (2021). Comsem.net: An Online Platform for Providing and Tracking Delayed Corrective Feedback. WAESOL Educator 46(2) Summer 2021.
• Hunter, J. (2021). How to Provide Oral Corrective Feedback in the Zoomscape. WAESOL Educator 46(1) Winter 2021, 31-3.
• Hunter J. & Hanson-Lynn, S.* (2021). H5P and Weebly: The Best Thing Since Peanut Butter and Jelly. WAESOL Educator 46(1) Winter 2021, 37-8.
• Hunter, J., Green, B., Case, A. (2019) The Essential Elements of Language Learning. WAESOL Educator .
• Hunter, J. (2016). Let’s get SIRIous! Voice recognition in language learning.” Tri-TESOL Conference Proceedings .
• Kurpis, L. H., & Hunter, J. (2016). Developing Students’ Cultural Intelligence Through an Experiential Learning Activity A Cross-Cultural Consumer Behavior Interview. Journal of Marketing Education , 0273475316653337.
• Hunter, J. (2012). ‘Small Talk’: developing fluency, accuracy, and complexity in speaking. ELT journal , 66(1), 30-41.
• Cheng, B. & Hunter, J. (2008). Practicing grammar through focused tasks: a theoretical background. Teaching of Grammar . Seri Kembangan, Malaysia: SASBADI–MELTA ELT Series.
• Cheng, B. & Hunter, J. (2008). Before and after: using the passive to show change. Teaching of Grammar , Seri Kembangan, Malaysia: SASBADI–MELTA ELT Series.
• Jeannot, M. & Hunter, J. (2004). Oral communication in Japanese English classes: active listening and active speaking. Studies on Communication Vol. 3, Kansai University of International
• Hunter, J. (1997). English language teaching: Linguistic & cultural imperialism? Revista De Estudos Da Lenguagem , Belo Horizonte, Brazil

Published Book Reviews

• Momono, A. & Hunter, J. Review of A New English Grammar by Andrew Rossiter (Linguapress 2021). WAESOL Educator 47(2) Summer 2022.

Invited Evaluations/Reviews of Professional Work

• Hunter, J. (2012). [Review of Lightbown, P. and Spada, N. (2014). How Languages are Learned , 4th edition]. Oxford University Press, ELT Division.
• Hunter, J. (2010). [Review of proposal for Oxford Introductions to Language Learning Study series]. Oxford University Press, ELT Division.
• Hunter, J. (2008). [Review of Carr, N. (2009). Language Assessment for Teachers .] Bedford/St. Martin’s
• Hunter, J. (2008). [Review of O’Grady, et al. (2008). Contemporary Linguistics , 5th edition.] Bedford/St. Martin’s

Professional Presentations

National & international.

• Hunter, J. (2022). How to Provide Oral Corrective Feedback in the Zoomscape. Paper given at the TESOL International Conference, Pittsburgh, PA, March 24, 2022.
• Case, A. and Hunter, J. (2022) Deepening Teachers’ Critical Awareness through Dialogue with Indigenous Educators. Paper given at the TESOL International Conference, Pittsburgh, PA, March 25, 2022.
• Hunter, J. (2021, March). Providing Delayed Corrective Feedback on Students’ Spoken Production . Paper presented at TESOL International Convention and English Language Expo, 24-27 March 2021.
• Green, B. and Hunter, J. (2018, March). Engaging Learners with technology . Paper presented at TESOL International Conference, Chicago IL.
• Hunter, J. (2018, March). Delayed Corrective Feedback . Paper presented at TESOL International Conference, Chicago IL.
• Hunter, J. (2017, March). Delayed corrective feedback for speaking: tracking learner output . Paper presented at TESOL International Conference, Seattle WA.
• Hunter, J. (2015, March). Delayed corrective feedback in the acquisition of oral fluency, accuracy, and complexity . Paper presented at the American Association of Applied Linguistics, Toronto, Canada.
• Hunter, J. (March, 2007). A minimal approach to feedback in writing . TESOL Convention, Seattle.
• Hunter, J. and Jeannot, M. (February, 2004). Oral Communication in Japanese English classes . JALT Kobe, JALT Osaka.

Regional & Local

• Hunter, J., Aviles-Baquero, M-E., Henderson, E., Hollier, A., Ottens, J. (2022) What can we learn from learners' spoken errors? Paper presented at Regional ESL Conference, Spokane, WA., February 26, 2022.
• Hunter, J. (2022) Do you hear what I hear? How teachers respond to errors. Paper presented at Regional ESL Conference, Spokane, WA., February 26, 2022.
• Hunter, J. (2021, March). The End of Grammar as We Know It . Paper presented at First Friday Forum, Gonzaga University, March 5th, 2021.
• Hunter, J. (2020). How to Provide Oral Corrective Feedback in the Zoomscape . Paper presented at WAESOL 2020: Saturday October 24, 2020
• Hunter, J. (2019, October). Do You Hear What I Hear? Responding to Learner Errors . WAESOL Conference, Renton, WA.
• Hunter, J. (2019, September). Delayed Corrective Feedback as a Means of Developing and Assessing Complexity, Accuracy, and Fluency . Paper presented at the Classroom Assessment in Language Teaching 2019 Regional Conference, University of Montana in Missoula.
• Hunter, J. and Hayes, A. (2019, April) Near-peer, Cascading Mentorship in a Student-Run ESL Program . Paper presented at the Palouse Language and Culture Symposium, University of Idaho.
• Hunter, J. and Green, B. (2019, February) Top Ten Tech Tips. Paper presented at Regional ESL Conference, Spokane, WA.
• Girtz, S., Hunter, J., Case, A., Jeannot, M., Nitta, K., Dieter, C. (2019, March) Help Us Build It: Creating Higher Education Programming for Culture, Language, and Advocacy . Panel Discussion at Globalization, Diversity & Education Conference, Spokane WA.
• Hunter, J. (2016, February). Let’s get SIRIous! Voice recognition in language learning . Paper presented at Tri-TESOL conference, Des Moines, WA.
• Kurpis, L. and Hunter, J. (2015, February). Partnering for Intercultural Learning . CTA Workshop: Gonzaga University.
• Hunter, J. (2013, February). Usage-based approaches to language learning . Paper presented at Regional ESL Conference, Spokane, WA.
• Hunter, J. and Colver, A. (2013, February). What is that DO doing in my questions? Another look at the non-lexical ‘do’ auxiliary . Paper presented at Regional ESL Conference, Spokane, WA.
• Hunter, J. (2011, February). TED.com: teaching ideas worth sharing . Paper presented at Regional ESL Conference, Spokane, WA.
• Hunter, J. (February, 2005). The Whys and Hows of teaching pronunciation . Regional ESL Conference, Spokane, WA.

Nursing Professional Development Specialist, 40 Hours (Days)

Clinical instructors.

• 840 Harrison Avenue, Boston, Massachusetts

Position: Nursing Professional Development Specialist

Department: Nursing Education

Schedule: Full-Time, 40 hours, Days

POSITION SUMMARY:

The role of the Nursing Professional Development Specialist encompasses employee orientation, development, coordination and implementation of a variety of education programs; assessment and maintenance of staff competency and involvement in quality improvement and research utilization to enhance patient care.

JOB REQUIREMENTS

Graduate of an accredited baccalaureate nursing program required; Master's Degree in Nursing required. Professional certification required. Licensed to practice professional nursing as a registered nurse in the Commonwealth of Massachusetts required.

EXPERIENCE:

Demonstrated expertise in clinical nursing practice and three to five years of progressively responsible clinical experience.

Previous teaching experience strongly preferred; demonstrated ability to apply principles of adult learning required.

Analytical ability to solve clinical nursing issues and conduct quality improvement / research utilization projects.

Advanced interpersonal and writing skills in order to develop and conduct educational programs, presentations, communicate with interdisciplinary team, and perform leadership responsibilities.

National certification in Staff Development strongly preferred.

Basic computer proficiency inclusive of ability to access and enter data from computerized information systems

Organizational skills to set priorities and efficiently complete assigned work.

Ability to effectively supervise and evaluate the clinical competence of probationary employees.

Effective written and verbal communication skills appropriate to the patient and staff populations served.

Physical ability to meet the core job responsibilities in accordance with practice setting demands for the patient populations regularly served.

Multilingual skills (beyond that of English) appropriate to the patient populations served by the medical center preferred.

Ability to manage frequent stress due to critical patient issues, changing organizational climate, and personnel issues.

Committed to evidence-based practice.

Expert Med/Surg clinical skills

IMCU experience strongly preferred.

Previous experience as a Clinical Nursing Instructor strongly preferred.

Basic Cardiac Life Support certification required; BCLS/ACLS instructor certification preferred.

Equal Opportunity Employer/Disabled/Veterans

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To Really Use Your Data, Think Outside Your School

• Posted May 30, 2024
• By Lory Hough
• Career and Lifelong Learning
• K-12 System Leadership
• Organizational Change

When the Ed School’s Data Wise Project decided to publish a book nearly 20 years ago offering a step-by-step process for using data to improve teaching and learning in schools, their target audience was clear: educators in schools. The project had no intention of scaling the work beyond that group.

But eventually, something else became clear: While the Data Wise book and the initial data-related course they offered were huge hits, educators wanted — and needed — more guidance as they worked toward better serving students. Additional books followed, plus a group of professional learning offerings , ranging from a massive open online course (MOOC) to a coach certification program. 

“We put Data Wise out into the world and were very heartened by the reception of school-based people feeling like, oh, this is a model that can help me do my work better,” says Kathy Boudett , director of the Data Wise Project and a senior lecturer at the Ed School. “But pretty quickly, people at the system level who were supporting schools started asking, ‘What’s our role in modeling this work and supporting schools in doing it well?’”

To help answer these questions, the Data Wise Project staff decided it was time to capture what they’ve learned from working with systems, not just educators in schools, in a new book, out this month through Harvard Education Press called System Wise: Continuous Educational Improvement at Scale . Written by Adam Parrott-Sheffer, Ed.M.’09, Ed.L.D.’20; Carmen Williams, Ed.L.D.’22; David Rease, Jr., Ed.L.D.’14; and Boudett, System Wise extends the Data Wise process from individual classrooms and schools to broader educational contexts for educators at any level. Plans are also underway to launch the first System Wise Leadership Institute, which will take place in May 2025. 

One of the challenges that all system-level leaders face is how to think about scale. The Data Wise team was no different. When they attended the Scaling for Impact institute at the Ed School, “It was like someone turned on the lights,” they write in System Wise . “Until then, we had understood scaling to be about getting bigger, and we were hesitant to embrace growth for growth’s sake. Discovering that scaling could involve depth, sustainability, spread, shift, and evolution helped us to see that scaling didn’t mean we needed to water down our model in an effort to serve more people. In System Wise , we share this learning.”

That original model includes allowing educators to build the skills necessary for looking at data, identifying a problem, coming up with an action plan, and then assessing how well the plan is working to improve student learning. It lets educators dig deep and look not just at numbers, but also teaching practices. Team leaders, principals, and district administrators become “system wise” when, as the book points out, they cultivate the “ACE habits of mind” around action, collaboration, and evidence.

Williams, a school assistant superintendent of instruction and innovation and co-chair of the Data Wise in Action Program , says the ACE habits come from the Data Wise book, but they have evolved.

"What we’ve been able to do is talk about how critical practicing those [habits] are to building a culture around data,” she said in an interview with Harvard Education Press, the publisher of Data Wise and System Wise . “It’s not just doing Data Wise, it's being Data Wise. The Ace Habits of Mind help us to shift our mindsets, but also our orientation to the work of improvement cycles. I think that’s a game changer when you're at the system level because, typically, a system leader gives a directive and someone else follows it. If there's going to be a culture change, everyone is going to be rowing in the same direction. By committing to the Ace Habits of Mind, that's kind of the anchor for how we can all move together and have a rhythm. If we’re speaking the same language and we have the same mindsets, then at every level of the organization we’re deepening our practice around data.”

Each chapter of System Wise starts out with a question, such as, “What counts as data?” and “Do we see each learner first through their strengths?” which are designed to support taking an equity lens. Chapters also include case studies, planning checklists, implementation templates, and a discussion of what the approach looks like at each step. Parrott-Sheffer says the book allows readers to jump in at any point.

“We really think as you read System Wise, you’ll be like, ‘Hey, I'm at a stage where I'm trying to figure out what to focus on, so I might start at the beginning.’ You might already have a strategic plan you’ve built and you’re going to start with step six and seven, more towards the middle of the book, because that’s going to be most applicable. The nice thing about continuous improvement is you can join the carousel anywhere and it’s going to get you into the feedback loop.”

The work is also very student centered. Rease, director of equity, diversity, and belonging in Prince George’s County Public Schools in Maryland, points to chapter two of the book, where Jorge, an educator in Illinois, talks about how they were not setting high expectations for immigrant students in their district. As his system engaged in the improvement process, they realized they had “been doing school in the same way” and, with this new group of students, what they were doing might be harmful. “The System Wise approach created an opportunity for that reflection to happen,” Rease says, “so that people could start behaving differently and really assess their values.”

Another key aspect of the System Wise book, Williams says, is its focus on community.

“There are going to be people who pick this book up and feel affirmed because they’re already doing some of the practices,” she says. “The missing piece, though, might be how do you know to what level? To what end are you producing what you really want to produce? That’s where the value of reading this book and doing this book in community comes in. It’s just like a workout with a trainer. You can walk on the treadmill at a pace, but you might need someone else to say, ‘I bet you can go faster. I bet we can go longer.’ Reading this book and living this book in community is where you’re going to get the best results.”

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HEC Law GAT 2024 Registration Schedule Announced

HEC has announced the schedule of the LAW GAT test LAW Graduate Assessment Test 2024. The Law GAT test is scheduled to be held on June 30, 2024. Law Graduate Assessment Test is compulsory for all LLB graduates who wish to seek Bar Council Registration. Applications for LAW-GAT 2024 can be submitted online at the HEC portal latest by June 04, 2024. 

Candidates who have passed a Bachelor's degree in Law or equivalent from a university recognized by HEC/PBC can register themselves online through http://etc.hec.gov.pk Applications can be submitted online at the HEC website. HEC LAE-GAT is compulsory for all LLB graduates before entering the legal profession for practicing law.

The test will consist of Multiple Choice Questions (MCOs). Applicants who have registered through HEC online registration process will download their Roll Number Slip through http://etc.hec.gov.pk a week before the test date. Email/SMS will be sent to registered applicants regarding the test date time, and venue. Candidates are required to provide a valid email/mobile number while filling out the online application form. A print of the Roll Number Slip and original CNIC will be required to enter Test Centre. The Last date to apply for HEC Law GAT 2024 is June 04, 2024.

Eligibility Criteria for HEC Law GAT 2024

• Persons having passed a Bachelor's degree in Law from a university recognized by HEC and PBC are eligible to apply.

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The Test will be conducted in the following Centers:

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Applicants may select any test Centre from the list available in the application form. The test will only be held at any of the above Centers if a minimum of 250 applicants will select that Centre. Test Centre once selected will not be changed after registration.

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• Please visit the following link: http://etc.hec.gov.pk for online registration In case of any difficulty during online registration, please visit onlinehelp.hec.gov.pk or visit HEC Secretariat or HEC Regional Centers for guidance. Application submission comprises two steps: profile completion using the "My Profile" section and application submission using the "Law Graduate Assessment Test" link on the menu panel at the left-hand side bar of the online portal. Only SUBMITTED applications will be considered for the Law-GAT Test and applications in SAVE or INCOMPLETE mode will not be entertained.
• Test Fee is to be deposited via 1Link 1Bill invoice payment services with generated consumer numbers.
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