7 April 2003 Draft
An Invitation to Apply for the Position of
Dean, School of Education
Lesley University
Cambridge, MA
The School of Education at Lesley University, the flagship among Lesley’s five schools, seeks a new
Dean to lead it through a period of dramatic growth. The new Dean will be responsible for continuing the
school’s innovative history that has made the School of Education the largest Masters in Education degree
granting institution in the United States. The new Dean will be a visionary, building on the current
successes serving educators nationwide while working internally to fine-tune the administrative structure
and functions to ensure high quality programs. The School of Education takes seriously the challenge and
opportunity of preparing an excellent corps of teachers in Massachusetts and nationwide that will have a
dramatic impact on American education.
To fulfill these expectations, the role requires an experienced and innovative academic administrator, with
a proven track record of building an infrastructure to support a large-scale academic program. She or he
will also need to be a thoughtful academic leader, who can provide increasing opportunities for scholarly
activity amongst faculty and provide continued opportunity for academic inquiry by continuing to
evaluate and strengthen the international structure. Attention to the growth of on-site and off-site
programs is integral to this position, as is a proven commitment to diversity, fairness, and equal
opportunity. Inquiries, referrals, and curricula vitae should be directed to Dr. Mario R. Borunda or Erin
DeCurtis, Isaacson, Miller, 334 Boylston Street, Suite 500, Boston, MA 02116; telephone (617) 2626500; fax (617) 262-6509; e-mail 2628.LUSED@imsearch.com.
Lesley University
Renowned from its inception, Lesley University has gained an increasingly substantial national reputation
as an educational leader. From its beginnings, the College has prided itself on its ability to offer high
quality, experientially based education relevant to the needs of students and society that bridges the gap
between theory and practice in the professions Lesley graduates choose to pursue. The President and
faculty are themselves leaders, many of them of national and international stature within their fields of
specialization. As notable scholars, they play an active role in creating the academic innovations that a
Lesley education has come to represent. As professionals, the faculty members are engaged in shaping the
course of education, which will have an impact well into the twenty-first century. The faculty members
are equally committed to the personal and professional development of the students under their tutelage.
Their expertise and dedication are two crucial components of the Lesley experience. A Lesley University
degree has truly become a respected badge of academic accomplishment distinguished by experience,
vision, and commitment.
Lesley University Mission Statement
Lesley University prepares women and men for professional careers in education, human services,
management, and the arts. Since 1909, when the school was founded to train early childhood educators,
Lesley University has been a leader and innovator in educating for the professions that put people first. A
commitment to the liberal arts, scholarly inquiry, and life-long learning forms the foundation of the
University’s educational philosophy.
Lesley University offers a variety of graduate programs and undergraduate programs on its Cambridge
campus and in regional, national, and international locations. Lesley University graduate programs
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include doctoral programs in Educational Studies and Expressive Therapies. Central to the mission of all
of these programs is a commitment to diversity, excellence, creative instruction, the integration of
academic and field-based learning, and responsiveness to the needs of society and the student. The
University began as a professional school for women and remains committed to providing equal
educational opportunities to those historically underserved by higher education.
An Urban University
Lesley University is in many ways an urban academic village within the bustling community of
Cambridge. Like a village, Lesley can be a self-contained place in which to work, with the special warmth
and informality that one finds only in a small community. Yet, it also has the unparalleled advantages of
being located in the midst of a major political, technological, business, and cultural center. The Boston
metropolitan area is the site of the largest concentration of colleges and universities in the United States.
Lesley shares Cambridge with Harvard and MIT. Other neighboring institutions include Tufts, Brandeis,
Wellesley, Northeastern, Boston College, and Boston University. These institutions form a world-class
intellectual community in which Lesley students and faculty can participate. The city’s cultural life is one
of great distinction and variety, offering museums, theatres, concert halls, galleries, cafes, bookstores,
libraries, restaurants, clubs, lectures, and sports events for every taste and inclination. The rolling hills and
spectacular mountains to the north and the breathtaking shoreline of Cape Cod to the south give Lesley a
context of great natural beauty and seasonal diversity. Lesley’s own campus life is immeasurably
enhanced by the riches of Cambridge and Boston, and Lesley faculty and students have always enjoyed
and profited from moving back and forth between their own close-knit community and the exciting urban
world around them.
In a Unique Tradition
Lesley’s reputation for educational innovation began in 1909 with founder Edith Lesley’s vision of
schools transformed by teachers trained to be dedicated, committed, and creative professionals. A
successful, determined teacher in an emerging educational institution, the kindergarten, Miss Lesley
founded a school of her own, the Lesley Normal School, dedicated to providing professional training for
kindergarten teachers. She guided her school well into the 1930s, aided first by her sister Olive, and later
by the woman who succeeded her as principal, Gertrude Malloch.
The school was a continuing success. As professional teacher education was recognized as having great
importance, Lesley College was incorporated in 1942 as a nonprofit institution of higher education under
the direction of a board of trustees. In 1943 the name Lesley College was adopted. Guided by its first
president, Dr. Trentwell Mason White, the College received its undergraduate accreditation and
established a graduate school in 1954.
Starting in the 1970’s, the College began to develop other programs to educate women for professional
careers. All programs continued to be based on Lesley College’s long tradition of creative instruction,
integration of academic and field-based learning, and commitment to excellence. In September 2000,
Lesley changed its name to Lesley University to more accurately reflect the variety and scope of its
academic programs.
Structure
Lesley University is comprised of five schools: Lesley College, The Adult Baccalaureate College, The
School of Education, The Graduate School of Arts & Social Sciences, and The Art Institute of Boston at
Lesley University.
SCHOOL OF EDUCATION
As part of an overall University restructuring, the School of Education emerged as its own separate entity
in 1995. This School of Education is marked by its commitment to educational reform, action research,
and a philosophy of providing lifelong learning for educators. Throughout the Commonwealth of
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Massachusetts, the New England region and beyond, Lesley has long been identified with success in these
areas. The professional contributions of the graduates and faculty of the School of Education continue to
have an impact on the lives and futures of children and adults, from inner city schools to rural and
suburban school districts, in human service agencies and in universities.
The School of Education offers its students a superior education through challenging coursework,
classroom-based reflection, research, and clinical experiences that model a strong commitment to and
belief in cultural pluralism, inclusive communities, and the integration of technology in education. These
experiences, in turn, lead graduates to assume the important work of educating all children. Additionally,
Lesley graduates help to initiate reform in their schools and to contribute to the restructuring of education
for future generations.
The education faculty assume many roles: teacher-mentors, facilitators, researchers, consultants, writers,
conference speakers, and members of educational boards, commissions, and focus groups. In these roles,
they set high academic standards and continue to re-envision the goals of the School of Education. Many
continue their direct participation in K-12 schools in different communities across the state and the
country.
School of Education programs
There are three major strands that run through all of Lesley's education programs. They are:
 Inclusion-meeting the diverse needs of a broad range of learners
 Multicultural education-serving children from different racial, ethnic and linguistic groups
 Technology in Education-using technology to enhance teaching and learning
These three components serve as the foundation for Lesley’s teacher preparation and other related
programs. Lesley University School of Education has graduate programs in the following areas: Early
Childhood Education, Elementary Education, Special Education, Consulting Teacher of Reading, Middle
School Education, Secondary Education, Technology in Education, Educational Leadership, Creative
Arts in Learning, Expressive Therapies, Counseling Psychology, and Conflict Resolution. The School of
Education also offers a Ph.D. in Educational Studies.
Over the last five years, an average of 95% of students in Lesley certification programs who were seeking
jobs in education found jobs in the field of education. Lesley graduates find teaching positions in public
and private schools locally, regionally, nationally, and internationally. Over the last five years, school
districts employing Lesley graduates were located in: California, Colorado, Connecticut, District of
Columbia, Florida, Georgia, Illinois, Maine, Maryland, Massachusetts, Michigan, Mississippi, New
Hampshire, New Jersey, New York, Ohio, Oklahoma, Pennsylvania, Rhode Island, Texas, Vermont,
Virginia, Washington, Wisconsin, Puerto Rico, England, and Belgium.
Off-Campus Programs in New England and Across the United States
Over the past two years, there has been a greater emphasis on developing the School of Education’s offcampus programs through an approach called the National Initiative. The National Initiative is a
promising work in progress. Currently, it facilitates Master's degree study in Technology in Education,
Curriculum and Instruction and several programs leading to licensure offered at more than 35 regional
sites in New England and in 14 states across the country. The long-range vision of the National Initiative
includes plans for continued growth, with strong on-campus programs serving as its foundation. All
national programs are accredited by the New England Association of Schools and Colleges and approved
by the appropriate state agencies.
There are two distinct populations of graduate students in Lesley’s off-campus programs: licensed
teachers, many of whom have a number of years of classroom experience, and pre-service teachers who
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are seeking initial licenses. The off-campus programs meet in an intensive weekend learning format
approximately once a month - a feature highly attractive to working professionals. Classes meet Friday
evening and all day Saturday and Sunday. Each course takes two weekends to complete, and programs are
tailored to ensure that they correspond with specific state certification requirements.
Off-campus programs mirror on-campus offerings, and are taught by faculty from the School of
Education as well as other experienced educators who may come from the same part of the country or
region where the program is offered. Students in these programs, like their on-campus counterparts, use
their own professional settings to implement and evaluate the theories and practices addressed in these
programs.
A particular characteristic of off-campus programs is that students form a close-knit group that progresses
through the same sequence of courses together. Graduates of these off-campus programs often cite the
professional support and exchange of educational expertise as one of the great advantages of this model of
graduate teacher education.
School of Education and Centers at Lesley University
Centers at Lesley University provide opportunities for faculty and students to explore innovative ideas
and be involved in policy development as well as to conduct research and evaluation. Centers that work
closely with the School of Education are:
Center for Children, Families and Public Policy: dedicated to promoting the well-being of all children
and improving early childhood care and education
The Center for Peaceable Schools: provides training, resources and information to educators and
community workers interested in learning principles and practices that create positive change in our
schools and communities
The Center for Reading Recovery and Literacy Collaborative: serves as a regional Reading Recovery
university training site and offers a comprehensive literacy program for educators in grades K-8
Center for Special Education: dedicated to understanding and promoting the knowledge needed by
educators to improve the teaching of learners with disabilities
The Program Evaluation and Research Group (PERG): engages in a wide range of foundation-and
government-sponsored research and evaluation activities
THE DEAN OF THE SCHOOL OF EDUCATION
The new Dean of the School of Education at Lesley University will be the public face of an institution
with education at its core. She or he will serve as a mentor and catalyst for scholarship and faculty
development, towards the end of ensuring the continued quality of the on-campus experience for faculty,
staff, and students. Simultaneous to reinforcing this firm foundation, the Dean will develop plans for
growth of off-campus programs that provide educators nationwide the opportunity to benefit from the
experience and knowledge that distinguishes the faculty of the School of Education.
Given the prominence and scope of the School of Education programs, the new Dean will also serve as an
ambassador for Lesley to members of the education community nationwide. In this role, she or he will
continue to enhance the presence of the institution on the national stage while paying close attention to
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developments in the world of education reform and how the School of Education faculty, staff, and
students can take advantage of promising trends towards the end of improving the educational
experiences of students in classrooms nationwide.
CHALLENGES FOR THE NEW DEAN
The search for the new Dean is principally driven by the challenges that she or he will face in the first 1824 months of her or his tenure. The search committee’s selection will reflect our confidence that the
successful candidate has the proven capacity to:
Facilitate the development of a vision for the future of the School of Education
Given its unique role as a national university, there is tremendous opportunity for the School of Education
to have a dramatic impact on education on a scale that is unparalleled by any other school of education.
To have such an impact of the kind that Lesley University administrators, faculty and staff would be
proud of, however, requires ensuring a dedication to students as individuals and maintaining a high
standard of quality with a program of this magnitude. Working closely with School of Education faculty,
staff and Lesley University administrators, the new Dean will be responsible for facilitating the
development and implementation of a vision for the School that has high quality and personal attention to
students at its core, while serving the needs of a broad population of dedicated and passionate educators
nationwide.
Develop a comprehensive strategic plan that translates the vision into reality
Once she or he has facilitated the development of an overall vision for the School of Education, the new
Dean will work closely with School of Education administrators and faculty to develop a strategic plan
that translates the vision into reality. This plan will need to seek opportunities for managed and realistic
growth of programs and staff to prevent stretching programs, faculty and staff beyond reasonable
workloads that could compromise the quality of the teaching and learning experiences of faculty and
students.
Examine and refine the internal structure for the School of Education to support programmatic
growth
In order to support and facilitate the creation of new programs and the growth of existing programs to
date, the administrative structure of the School of Education has developed organically. This has provided
for structural flexibility at the cost of overall administrative balance among the various programs. The
new Dean will need to evaluate the current structure and work with Division/Program Directors as well as
School of Education faculty and administrators to develop a more balanced structure that will create more
realistic workloads for faculty, allow for greater opportunities for faculty research, and ensure that the
personal attention afforded students that is a trademark of Lesley University remains central to the student
experience.
Develop and support increased opportunities for scholarship within the School of Education,
fostering applied research and dissemination
The School of Education faculty are a rich resource for practical and applied knowledge of education in
the United States. To date, however, the extent to which scholarly research has been pursued and shared
with educators nationwide has been limited. The new Dean will need to serve as a catalyst for change in
this area by fostering increased support for and continuing the development of scholarly inquiry and
dissemination in the School of Education.
Develop greater communication and integration between the School of Education and the
University’s other schools, as well as its Centers and Institutes
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Lesley University prides itself on its tradition of collaboration and innovation. To ensure that this
tradition continues as individual programs, schools, centers, and institutes grow and flourish, the new
Dean will need to work closely with the other Deans and leaders of Lesley University centers and
institutes to provide greater opportunities for communication and integration of programs.
Work with the National Initiative to ensure greater coherence, while guiding the continuous
development of national education programs
The National Initiative approach to off campus programs has led to the development of a separate
administrative structure parallel to that of the School of Education. This has allowed for rapid growth and
expansion of programs, but has contributed to a lack of coherence between on-campus and off-campus
programs. It has also increased the complexity of administering programs, including ensuring that
coursework and School of Education program requirements coincide with certification requirements in
the states where off-campus programs are located. The new Dean will need to guide the development of
greater coherence and improved communication between the National Initiative and the School of
Education to ensure programmatic consistency as the scale of programs changes.
PROFESSIONAL EXPERIENCES AND PERSONAL QUALITIES
The challenges outlined lend themselves to a highly skilled, innovative academic leader with the capacity
to view the overall landscape of American education and the impact that a program of Lesley University
School of Education’s size and scope can have in individual classrooms and schools across the country.
This is a demanding position that will require a seasoned, creative, and energetic individual who
possesses a wide range of professional experiences and personal qualities. While no one candidate will
personify all of the following, successful candidates will possess a preponderance of the following:

A deep commitment to teacher education and quality urban education, and the leadership ability to
ensure continued prominence for the School of Education;

A proven track record of developing and implementing a broad based strategic vision for an academic
program of significant size and scope;

A significant level of experience in leading organizational change at a senior level in an academic
setting;

A history of proactive leadership on issues of race, gender, and cultural diversity, demonstrating a
commitment to diversity, fairness, and equal opportunity;

Proven success supporting and increasing the level of scholarship in an institute of higher education;

An outstanding record as a scholar/teacher with a terminal degree;

The ability to work effectively with the University’s administration, both as a key member of the
leadership team, and as an advocate for the goals and needs of the School of Education;

The capacity to work creatively and collegially with fellow Lesley University Deans,
Division/Program Directors, and faculty, in order to support and promote new ideas and programs, to
inspire a dedication to excellent teaching;

Strong administrative skills and experience, ideally including development of long-range and
strategic plans;
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
Excellent communication and listening skills, with an interest in talking about ideas as well as
practical strategies for implementing projects;

Facility with technology and its capacity to enhance the administration and delivery of distance
learning opportunities;

A strong capacity for objective self-assessment and self-evaluation that enables her or him to seek out
individuals that complement the strengths and weaknesses in her or his own skill set;

An ease in engaging a diverse community of students, faculty and staff, both personally and
intellectually;

Honesty, integrity, openness, and a healthy sense of humor.
TO APPLY
All inquiries, nominations, and applications should be directed in strict confidence to:
Dr. Mario R. Borunda or Erin DeCurtis
Isaacson, Miller
334 Boylston Street, Suite 500
Boston, MA 02116
(617) 262-6500
(617) 262-6509 fax
2628.LUSED@imsearch.com
Excellence requires all points of view. Lesley University proudly values diversity. Candidates of all
backgrounds are encouraged to apply.