Certificate in Early Education Leadership (CEEL)

Nonie K. Lesaux, Roy E. Larsen Professor of Education and Human Development, is the interim dean of the Harvard Graduate School of Education (HGSE). Lesaux assumed the role of interim dean on July 1, 2024. She served as academic dean at HGSE from 2017 to 2021. She was previously named the Juliana W. and William Foss Thompson Professor of Education and Society before her appointment to the Larsen chair in 2021. A member of the HGSE faculty since 2003, Lesaux’s research focuses on strategies and innovations to improve learning opportunities and literacy outcomes for children and youth. Her teaching focuses on literacy development and reform, early learning, and leading system-level change. Lesaux works largely through partnerships with school districts, states, and communities. In school districts, Lesaux investigates language, reading, and social-emotional development; classroom quality and academic growth; and strategies to accelerate language and reading comprehension. In states and communities, she brings tools and concepts from improvement science to strengthen literacy plans and policy initiatives, grade-level reading campaigns, and birth-to-eight early learning initiatives. Her research-practice partnerships with large urban school districts, to improve literacy rates, include seven years with San Diego Unified and ten years with the New York City Department of Education. With Stephanie Jones, Lesaux leads the Saul Zaentz Early Education Initiative at HGSE, which addresses the pervasive global challenge of simultaneously scaling and improving the quality of early education. Anchored by a first-of-its-kind large-scale study to inform a new era of science and policymaking in early education, and a new model of capacity-building for leaders, the Initiative’s network and partnerships represent all 50 U.S. states and 92 countries. Lesaux’s research appears in numerous scholarly publications, and its practical applications are featured in several books for school leaders and educators. She is co-editor of the Handbook of Reading Research (2022) and wrote a widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that inspired a third-grade reading proficiency bill passed in Massachusetts. Lesaux has earned the William T. Grant Scholars Award and the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the U.S. government to young professionals beginning their independent research careers. She served on the U.S. Department of Education’s Reading First Advisory Committee and the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8. From 2015 to 2022, Lesaux chaired the Massachusetts Board of Early Education and Care, which oversees the state agency that licenses and supports childcare and community-based public programs for young children. Lesaux is a member of the National Academy of Education and the board of the Spencer Foundation. She is expert consultant to the U.S. Department of Justice, Civil Rights Division, Educational Opportunities Section.

Stephanie Jones' research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on children and youth's social, emotional, and behavioral development. Over the last ten years her work has focused on both evaluation research addressing the impact of preschool and elementary focused social-emotional learning interventions on behavioral and academic outcomes and classroom practices; as well as new curriculum development, implementation, and testing. Jones is a recipient of the Grawemeyer Award in Education for her work with Zigler and Walter Gilliam on A Vision for Universal Preschool Education (Cambridge University Press, 2006) and a recipient of the Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning. Jones' research portfolio emphasizes the importance of conducting rigorous scientific research, including program evaluation, that also results in accessible content for early and middle childhood practitioners and policymakers. Her developmental and experimental research investigates the causes and consequences of social-emotional problems and competencies; strategies for altering the pathways that shape children's social-emotional development; and programs, interventions, and pedagogy that foster social-emotional competencies among children, adults, and environments. Her policy-driven research with colleague Nonie Lesaux focuses on the challenge of simultaneously expanding and improving the quality of early childhood education, at scale (The Leading Edge of Early Childhood Education, Harvard Education Press, 2016). Jones serves on numerous national advisory boards and expert consultant groups related to social-emotional development and child and family anti-poverty policies, including the National Boards of Parents as Teachers and Engaging Schools. She consults to program developers, including Sesame Street, and has conducted numerous evaluations of programs and early education efforts, including Reading, Writing, Respect and Resolution, Resolving Conflict Creatively, SECURe, and the Head Start CARES initiative. Across projects and initiatives, Jones maintains a commitment to supporting the alignment of preK-3 curricula and instructional practices.