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I think it allows flexibility on the part of the student and helps the student get what they need from the program and decide for themselves how much to invest. Also appreciate the ability to fix anything that is "not pass"

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Connections to the HTH network of schools to see ideas coherently put into action. Related to this is the shared and coherent framework shared with HTH schools (design principles).

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1. Instructors are willing to be flexible with assignments, due dates, expectations based on what the cohort is needing.
2. Opportunities to meet with instructors via office hours and email.
3. Critical friend was essential the second year during capstone

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As a part time teacher, a lot of the work grounded me in my position as a school/teacher leader.

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contextual relevance

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Human-centeredness. This translates to flexibility and relevance for the students in the program, and to relevance and human-focus in research projects.

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Orientation of (or differentiation for) folks from outside network

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Orientation of (or differentiation for) folks from outside network

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As someone from outside HTH, CA, USA I took some more time to get use to the vocab and customs compared to most others.

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Oftentimes instructor feedback was not very timely, specific, or actionable. (Also, sometimes the value of the feedback was questionable if the person wasn't necessarily experienced in that area or didn't model what they were teaching).

Lastly, it would be nice to hear what was a result of the feedback (whether sharing a pivot or explaining why some ideas wouldn't work this time around)

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I questioned the trajectory of some courses: cultivating deeper learning, innovation, and facilitate adult learning. The deliverables did not feel authentic.

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1.Instructors giving more feedback throughout the capstone -- felt like mostly my critical friend or writing group was the only source of feedback.
2. Allow for more opportunities for partners or groups to conduct research together
3. More critical friend/small group opportunities

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While I am not looking for a grade, I would have loved to connect with instructors more during each class.

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I am curious about the trajectory of courses and some did not seem to build off others. Sometimes it felt like there was a lack of alignment with the courses (except for the fieldwork classes)

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I feel like I was invited to take part in  or observed different design thinking and big endeavors this year (like the Grad school SWOT thing)... but I wonder if it's at the expense of curating a quality program. I wonder if there could be a more intentional and specific trajectory to the program -- especially for folks who are not HTH-specific.

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1. Differentiate the capstone based on what individuals or groups want to present -- meaning, you could do a paper to get published OR create a workshop OR collaborate on paper, etc.
2. The Leadership Immersion experiences could be much more meaningful -- this year was particularly difficult, but it feels like a box to check off right now

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A program that encourages folks who are already on leadership positions to be part of the program somewhat like Columbia TC's Klingenstein program for school heads does it. Some core courses, lots of elective choice for curses to join or not. Ditto the residency part. And even perhaps some interesting mentorship possibilities.

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Better alignment of courses, to reduce redundancy and improve the possibilities for spiraling of learning.

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Better practices or protocols for instructors to check with students to determine what students already know, understand and are able to do.

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How does the GSE create the arch of the classes/positive school leader? I am wondering how we can apply more family elements to school leadership courses. I appreciated the school law and school finance class, and I am wondering how a course on working with families can fir into the schedule, or, how it can be applied to another class.

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Electives! or more choices, generally.

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Loved it when students or guest speakers joined us.

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I was pretty disappointed with the lack of depth that some courses had and/or the lack of preparation when it came to the classes (not in terms of responsiveness/pivoting to meet needs but just the basics of having an updated syllabus ready and/or helping us gain real discrete skills).

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Felt like I learned a LOT from the classmates I met here. It was super valuable and I am grateful to have met them.

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I am not looking for endless hours of work, however, oftentimes I wasn't challenged. I received my teaching credential here at HTH and sometimes I felt that some GSE courses were an extension of those foundational teacher 101 classes.

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Reduce clutter generally to allow students to focus on developing ideas. This is especially important for any student whose attendance requires language or cultural acclimation.

It would be better to become masterful with a few protocols, for example, than to be continually wrestling with a new one.

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ability for students to modulate effort to get "pass" - connects with feedback not being specific or rigorous. allows for self differentiation in depth.

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syllabi with CLEAR outcomes and deliberables

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syllabi with CLEAR outcomes and deliberables

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also include exemplars of work

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deeper relationships, clear assignments

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deeper learning course, innovative schools (these felt very similar) facilitating adult learning (felt all over the place, too many empathy interviews) how to ensure courses build/flow into one another

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read byrk over summer!

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Develop the summer reading assignments, to front-end some of the stuff from courses.  This would allow for some kinds of differentiation --  there would be more time for digging deeper during the year, and students who needed more time for reading would have it, for example.

There was little opportunity to really use or challenge the reading we did do, this year.

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In general, it would have been good for me, at least, to have more access to current, cutting-edge ideas, research and practice. I'd like to have had a reading list from all our instructors, including the best, most current and most challenging writers and thinkers in their area. And I would have liked to play with those people's ideas more, in our courses.

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Some kind of process whereby  instructors talk to one another, and to the students in their courses, to improve relevance, sequencing and spiraling, and eliminate redundancy. (Don't know if that's actually a change idea, since I expect it happens already. But something to be done here, to increase coherence.)