Change is a complex process, requiring leaders who understand its stages and ways to overcome obstacles and seize opportunities to achieve outcomes.

In this module, you will examine research and best practices related to the school change process, exploring how effective change management strategies can be used to generate support and momentum at all levels of an organization. From setting benchmarks to communicating more effectively, you will gain tools to build goodwill and keep all constituents moving toward a common mission.


By completing this program, you will be able to:

  • Explore how leaders, authorizers, and constituents at all levels of an organization experience change
  • Learn how to communicate effectively and build consensus for your organization’s change agenda
  • Understand how enacted beliefs can diverge from espoused beliefs and how to create greater alignment between your organization’s mission and its daily actions
  • Develop benchmarks leading toward excellence so you can continuously evaluate effectiveness


The Certificate in Advanced Education Leadership (CAEL) provides education leaders with the skills to create transformational, system-level change. Completion of this module can be applied towards the CAEL certificate.

Meet The Faculty

Andrés Alonso

Andrés Alonso

Professor of practice at the Harvard Graduate School of Education

Andres A. Alonso began his tenure as professor of practice at the Harvard Graduate School of Education, where he received his doctorate as part of the former Urban Superintendents Program. Alonso teaches a course on urban and systemic reform, and contributes to leadership programs such as the Doctorate in Educational Leadership (Ed.L.D.) and the Public Education Leadership Project (PELP).

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Before Baltimore, he was chief of staff and then deputy chancellor for Teaching and learning during the first phase of New York's Children First reforms. He spent 12 years as a teacher of English Language Learners and students with disabilities in Newark, N.J.

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