Student Testimonials

Kenneth Salim

"Through extensive coursework and the six-month internship, the Urban Superintendents Program has prepared me to better understand and think critically about how to bring about instructional improvement and increased student learning across an urban school system. The intensive year of coursework provided me with a broad academic foundation in educational research, best practices, and theoretical frameworks relevant to K-12 education and leadership. Studying on campus as a first year doctoral student also allowed me to engage intellectually and personally with Harvard faculty members who are leading researchers in their respective fields.

The six-month USP internship gave me the phenomenal opportunity to apply this knowledge and learn from an experienced and effective urban schools superintendent. By participating as a member of the district's senior leadership team and conducting regular one-on-one debrief meetings with my mentor superintendent, I was able to significantly contribute to the work of the school district, learn from my mentor's candid reflections, and develop and expand my skills as an educational leader. These learnings have greatly influenced my professional work supporting teachers and school leaders, my research interests in district accountability and support systems, and my own vision and theory of change for improving academic outcomes at scale."

Ann Nkiruka Ifekwunigwe

"The USP coursework provided an extremely firm foundation for the work I conducted during my internship. Proseminar provided practical applications for the theories acquired in our other core courses, and forced us to clarify and articulate the vision for education that would guide and drive our future work. The internship united all of the pieces of our learning into a clear and coherent picture of the role of the urban superintendent. My mentor superintendent, Dr. Marcus Newsome, placed me in charge of a dozen projects spanning the full range of responsibilities of a superintendent. My internship provided myriad opportunities to put to work the knowledge and skills I had acquired at Harvard. At the end of the internship, I was hired by the district to continue working on the projects I had managed during my internship.

For my Qualifying Paper research, I am currently exploring ways education can more directly benefit from strategic management models designed for business. My concurrent pursuit of an Ed.D. and an MBA reflects my belief that tapping and blending the best practices of education and business can help schools and school systems provide what each child deserves: the very highest quality education possible, most efficiently, effectively, and equitably delivered."

Greg Baker

"The 18 months of coursework and internship provided me an incredibly deep, challenging and rewarding experience. The intense pace during the first year created long nights, intense finals and near intellectual overload. What I lost in sleep, though, I gained in knowledge/skills that will help me in future leadership positions, as survival in the USP program depends on not only individual achievement but teamwork and collaboration. I was challenged academically like no other time in my life, continuously reading, analyzing, synthesizing, writing and presentingÑall which will help prepare me for the superintendency.

My internship was in the Boston Public Schools with Dr. Tom Payzant. The theory I had just learned at school was brought alive in practice. I was able to observe, participate and process with Dr. Payzant the many aspects of the superintendency. I was given a task of studying the instructional coaching model used in Boston and then recommending and implementing a set of policy changes. This has since developed into my research topic for my dissertation.

The USP experience is a once-in-a-lifetime, world-class educational opportunity. It has done for me what I believe education should do for all studentsÑset high expectations, provide strong support, and ensure success."

Shonda Hurey

The best written textbook on the life of a superintendent could have never prepared me for what I experienced first-hand while serving as an intern. I witnessed Dr. Carol Johnson tackle monumental tasks in her efforts to ensure that the success of 118,000 students remained at the forefront of the minds of school board members, city politicians, principals, teachers, parents, and executive staff.

I learned that every step you take towards your goal of student achievement is often met with the utmost opposition. However, because of the skillfulness of Dr. Carol Johnson, I learned that although opposition may be great, you must work relentlessly to ensure that academic achievement remains your number one priority as a Superintendent.

The internship, my current position as a principal, as well as my work at Harvard has led me to strongly believe the following:

1. Relationships you build with people are the most important element in the process of getting people to support your efforts.
2. Effective leaders must work tirelessly at getting people to trust them. This trust will influence the ability of people to believe in your vision.
3. Effective teachers are the most important factor in our efforts to build great schools and school systems.