Students in the School Leadership Pathway (SLP) strand of ELOE share their experiences as educators and their evolution as leaders.
Gloria Hee Young Jung (she/her)
An international student coming to the US for the first time, Gloria has found excitement in navigating multiple layers of change by joining HGSE with a passion for educational leadership.
Coming into the program, I knew that I wanted to branch out and expand my career beyond the classroom. I was a full-time teacher in a Hong Kong girls’ independent primary school for 3 years and much of my work in the later years of teaching started to connect with professional and curriculum development. I was the head of year for two grade levels, took lead on an internal critical thinking project related to Project Zero and took initiatives for whole school literacy programs. My leadership experience was very much within the internal school ecosystem, building trust and recognising potential gaps that the school could fill.
I chose the School Leadership Pathway because I wanted to get into system-level leadership that focused on collaboration and building trust amongst people. I truly enjoy the energy I get back from working with others, especially when there are synergy sparks flying as we discuss, solve and push each other towards a new direction of change. This pathway aims to prepare those to elate and lead members of a community and I knew that was how I wanted to create an impact to bring change. The depth of the pathway through a practicum and mentorship with in-service principal also seemed to be an invaluable experience as an international student coming to the US education space for the first time.
Initially, there was some stress matching with a mentor because we had to take initiative and reach out as though we were applying for jobs. There was an interview process, but it was very encouraging because the in-service principals were very warm and welcoming and wanted to get to know us beyond the application process. The internship and mentoring I’ve received through the program is the most valuable experience of SLP. I get to not only observe and shadow the daily life of a principal and leadership team but become part of bringing in and working around change on multiple layers of systems from the school to the district and state. It’s eye-opening to see the groundwork of being a leader, especially when bringing in new goals to tackle underlying injustices related to equity.
One memorable moment of my internship was when I assisted the reorganising of the Main Office Secretarial Team. It was my first project in the school where there were grey areas in terms of work distribution, organisation and team communication that was stalling work efficiency across the office. I had multiple reflections and meetings with the principal and assistant principals to find resolutions on how best to go about this reorganisation. Together, we interviewed and carried out a SWOT analysis with each team member then gathered our data back together to come up with clear title of roles, list of duties and expectations. This brought clarity and understanding of the team’s direction, and also gave room for appreciation on how much had been accomplished. My favourite part was sitting down with different stakeholders, hearing their stories and perspectives, then implementing shifts in protocols to meet their needs. This enabled me to self-grow in terms of how I view what builds a strong team and how much influence you can have when you find a sense of belonging and trust with other team members.
One piece of advice I would share to HGSE/SLP applicants is to think about what your strengths are, where your passions lie, and how you want to bring about impact through education. Think of the program as giving you insight to the life of being a leader in action, less about the title. There are still multiple career pathways you can go from this program so if you see yourself wanting to continue work in schools to lead change, this is a great option for you.
Lakeisha Reed (she/her)
Lakeisha Reed was born the eldest daughter of eight children, a setting that naturally cultivated leadership and nurturing qualities within her. Growing up in a busy household, she often found her happy place in reading and getting lost in the words of a book, a hobby that remains a lifelong passion. For five years, she was a special education teacher who has worked with families, educators, and other educational institutions to create inclusive, equitable, and effective learning environments for all students.
Imagine you’ve just finished your final session of Foundation courses, and your brain is exhausted from all the comprehensive case studies. Yet, it is still filled with endless ideas and lingering questions. Nonetheless, at least for now, the hard work is done, and it’s time to unwind! You head to Felipe’s in Harvard Square with new friends you’ve met from around the world; conversations are filled with laughter and shared experiences, and you all cheers to new beginnings and a year of magical experiences to come. This was my introduction to the Harvard Graduate School of Education.
I have always dreamed of becoming a school leader. Since joining the School Leadership pathway through ELOE, I know I’m on the right path. Before HGSE, I spent five years as a special education teacher for 2nd, 3rd, and 5th grade. In my first year, I joined the School Decision-Making Team (SCDM), collaborating with administrators and educators for two years on school operations, curriculum, and overall improvement.
My interest in policy reform and equitable education led me to the ELOE program. I was eager to dive into the five core competencies, take the Individualized Self-assessment, and learn about institutional change in school organizations. I chose the School Leadership pathway within ELOE to become an educational leader who positively impacts both students and teachers, particularly those from marginalized communities. My goal is to lead schools and advocate for equitable policy reform. I am confident this pathway, and earning a principal’s license, will equip me with the skills to achieve my professional goals and lead an educational institution.
Before choosing my internship, I could select a principal mentor from experienced leaders in Cambridge and nearby areas, ultimately choosing a K-8 school in Boston. Collaborating with an experienced principal and three assistant principals has been invaluable. They have pushed me beyond my comfort zone and deepened my understanding of the principal’s role in operations, budgeting, staffing, and professional development. Additionally, Harvard has provided excellent coaches who inspire me to achieve my goals and challenge me to think critically about my leadership. One of the most impactful moments of my internship was interviewing candidates for a teaching position. I learned the importance of selecting qualified candidates who align with the school’s mission and gained skills in asking thoughtful questions and providing feedback. Additionally, I have met excellent staff, parents, and community members who make me feel accepted.
However, the Harvard experience isn’t just about its fantastic courses and internships. A highlight of my time came when I attended the Hutchins Center Honors, W. E. B. Du Bois Medal Ceremony. The event celebrated extraordinary Black leaders and emphasized the ongoing work of social justice, impact, and transformational leadership. Recognizing that you are part of a larger mission to create change worldwide is something amazing!
Amidst all this, I also found a loving community in the Black Student Union. From the first meeting, it felt like home, a space where I could be myself and collaborate with people who support me. Whether organizing events or discussing issues impacting the Black community, BSU became a safe place during my time at Harvard, and you will find yours, too! With so many affinity groups to choose from, HGSE fosters a sense of belonging and provides diverse spaces for students to connect and build supportive communities.
For prospective students considering HGSE/ELOE-SLP, embrace discomfort as an opportunity for growth. This program will challenge you to become your best self, requiring overcoming your fears to drive change. You’ll enhance your professional development and trailblaze in educational best practices by stepping outside your comfort zone. Your time at HGSE will transform your life, so seize the opportunity and start your journey NOW!
Nada Siddiqui (she/her)
Nada is a current part-time HGSE student pursuing the SLP pathway within ELOE. She is also a mother to four young children, a child advocate, and a writer, with professional experiences ranging from investment management to philanthropy. As a co-founder of an innovative elementary faith-based school for the Muslim community in Boston, Nada hopes to contribute to an evidence-based, culturally sensitive approach to education.
In many ways, I am not who comes to mind when one thinks about a ‘typical’ HGSE student. I am a mom who has spent nearly two decades in investment management, business strategy, and philanthropy focused on healthcare. But when I became a co-founder of an innovative K-12 school, I decided to do all I could to maximize the impact of my role. I applied for the School Leadership Pathway at HGSE.
In a cohort of educators with a range of professional experiences who shared a commitment to leadership in education, I expanded my horizons beyond what I had imagined was possible. I interned at a Catholic school serving inner city children and then at an independent school serving Cambridge and the surrounding suburbs. They were different and humbling learning experiences. Every day, I engaged in conversations, interactions, and projects that challenged my assumptions and taught me what it takes to build a school worthy of the children it served. I developed respectful relationships with my mentors whose advice and friendship I value as I continue in my school building endeavor.
Although I was one of few in our cohort who chose not to pursue licensure, I benefited immensely from understanding the data-informed decision making, teacher development and support, and family engagement which are the focus of evidence-based approaches to school leadership. I am now in my second and final year of pursuing the Ed.M part-time and am constantly inspired by my professors and courses, each of which I have intentionally chosen to develop specific skill sets and expertise.
For any prospective Ed.M students, I offer the reassurance that there is no such thing as a ‘typical’ HGSE student. Your unique experiences and talents have a place at HGSE and you can forge a path tailored to your dreams. For those considering the SLP program in particular, I would encourage you to think about what your goals in education leadership are and how you would leverage the specific depth of expertise and knowledge you will gain to ensure you make the most of the amazing opportunity the program offers.
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