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New Leaders: A New Paradigm in Educational Leadership

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• Case Studies & Research Notes

PELP case studies illuminate systems-level leadership challenges in large urban districts and education-related organizations. Together with research notes and teaching notes for instructors, the PELP case library is an extensive body of working knowledge for academics and practitioners alike.

• Case Library at HBS Publishing
• Research Notes on Frameworks & Strategy

Case Library at Harvard Ed Press

• Teaching Notes

The Case Library at Harvard Business School Publishing

The following cases are publicly available to access below. For the multimedia cases (PEL-097, PEL-098, PEL-099), when redirected to Harvard Business Press, make a free educator's account, create a coursepack, select "institution pay" (cost remains free), add the multimedia case to the coursepack, add an enrollment number, and publish the coursepack to access the multimedia case link that you can share with students/participants. Harvard Business Publishing can answer additional questions about accessing multimedia cases. For the multimedia cases, printer-friendly accessible versions are available upon request by emailing  [email protected] .

• PEL-099:  BMore Me: Empowering Youth Through Learning in Baltimore City Schools, Multimedia Case
• PEL-098:  The Cure is in the Culture: Systems Change for Black Boys in the Oakland USD, Multimedia Case
• PEL-097:  The HR Life Cycle: Human Capital Systems in the Madison Metropolitan School District, Multimedia Case
• PEL-093:  Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (B) Case Supplement Note on Governance
• PEL-092:  Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (A)
• PEL-091:  Baltimore City Public Schools (City Schools): The [Entry] of a New Chief Executive Officer
• PEL-090:  Metro Nashville Public Schools (MNPS): The [Entry] of a New Director of Schools
• PEL-089: PLIE: Improving the Capacity of School Leaders in Argentina
• PEL-087:  The Nike School Innovation Fund: Scaling for Impact in Oregon Public Schools
• PEL-085:  Decentralization in Clark County School District: Strategy is Everyone's Job
• PEL-080:  Uncommon Schools (B): Seeking Excellence at Scale through Standardized Practice
• PEL-079:  Uncommon Schools (A): A Network of Networks
• PEL-084:  Denver Public Schools (B): Innovation and Performance?
• PEL-076:  Denver Public Schools 2015 (A): Innovation and Performance?
• PEL-074:  Organizing for Family and Community Engagement in the Baltimore City Public Schools
• PEL-073:  Between Compliance and Support: The Role of the Commonwealth in District Takeovers
• PEL-071:  Career Pathways, Performance Pay, and Peer-Review Promotion in Baltimore City Public Schools
• PEL-070:  Baltimore City Public Schools: Implementing Bounded Autonomy (B)
• PEL-063:  Baltimore City Public Schools: Implementing Bounded Autonomy (A)
• PEL-068:  Central Falls High School
• PEL-067:  Meeting New Challenges at the Aldine Independent School District (B)
• PEL-030:  Meeting New Challenges at the Aldine Independent School District (A)
• PEL-062:  The Parent Academy: Family Engagement in Miami-Dade County Public Schools
• PEL-061:  The Turn-Around at Highland Elementary School
• PEL-055:  Taking Human Resources Seriously in Minneapolis
• PEL-054:  Focusing on Results at the New York City Department of Education
• PEL-053:  Managing Schools for High Performance: The Area Instruction Officer at Chicago Public Schools
• PEL-047:  Using Data to Improve Instruction at the Mason School
• PEL-044:  Race, Accountability, and the Achievement Gap (B)
• PEL-043:  Race, Accountability, and the Achievement Gap (A)
• PEL-041:  Managing at Scale in the Long Beach Unified School District
• PEL-039:  The STAR Schools Initiative at the San Francisco Unified School District
• PEL-033:  Managing the Chicago Public Schools
• PEL-029:  Reinventing Human Resources at the School District of Philadelphia
• PEL-028:  Differentiated Treatment at Montgomery County Public Schools
• PEL-027:  Memphis City Schools: The Next Generation of Principals
• PEL-026:  New Leadership at Portland Public Schools
• PEL-024:  Staffing the Boston Public Schools
• PEL-013:  Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (B)
• PEL-008:  Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (A)
• PEL-009:  The Campaign for Human Capital at the School District of Philadelphia
• PEL-007:  Long Beach Unified School District (B): Working to Sustain Improvement (2002-2004)
• PEL-006:  Long Beach Unified School District (A): Change That Leads to Improvement (1992-2002)
• PEL-005:  Pursuing Educational Equity at San Francisco Unified School District
• PEL-004:  Aligning Resources to Improve Student Achievement: San Diego City Schools (B)
• PEL-003:  Aligning Resources to Improve Student Achievement: San Diego City Schools (A)
• PEL-002:  Compensation Reform at Denver Public Schools
• PEL-001:  Bristol City Schools (BCS)

Research Notes on Frameworks and Strategy

• PEL-096: Note on Racial Equity in School Systems
• PEL-095:  Successfully Restarting Schools in the Face of COVID-19: A Framework
• PEL-082:  Superintendents of Public School Districts as Sector Level Leaders
• PEL-081:  Creating Public Value: School Superintendents as Strategic Managers of Public Schools
• PEL-078:  Principals as Innovators: Identifying Fundamental Skills for Leadership of Change in Public Schools
• PEL-083:  A Problem-Solving Approach to Designing and Implementing a Strategy to Improve Performance
• PEL-011:  Note on Strategy in Public Education
• PEL-010:  Note on the PELP Coherence Framework

The following case studies are available for purchase from Harvard Ed Press. If you are interested in receiving the teaching note(s) for the KC-designated cases listed below, please email [email protected] .

• KC37CHA:  Challenges to Implementing Innovation and Accountability in Denver
• KC36INVE:  Investing in Teachers: The Lawrence Public Schools Respond to State Receivership
• KC39SCAL:  Scaling Up Data Wise in Prince George's County Public Schools
• KC40NAV: Navigating Governance Changes and District Improvement: Strategic Leadership in St. Louis Public Schools
• KC41LEAD: Leaders Change, Policies Evolve: The Lawrence Public Schools Respond to State Receivership (Act II)

Teaching Notes (available upon email request)

• PEL-094: Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (A) & (B)
• PEL-088: The Nike School Innovation Fund: Scaling for Impact in Oregon Public Schools
• PEL-086: Denver Public Schools: Innovation and Performance?
• PEL-075: Organizing for Family and Community Engagement in the Baltimore City Public Schools
• PEL-072: Career Pathways, Performance Pay, and Peer-Review Promotion in Baltimore City Public Schools
• PEL-069: Central Falls High School
• PEL-066: Managing Schools for High Performance: The Area Instruction Officer at Chicago Public Schools
• PEL-065: Baltimore City Public Schools: Implementing Bounded Autonomy
• PEL-060: Learning to Manage with Data in Duval County Public Schools: Using the Case in an Education Entrepreneurship Course
• PEL-059: Taking Human Resources Seriously in Minneapolis
• PEL-058: Memphis City Schools: The Next Generation of Principals
• PEL-057: Focusing on Results at the New York City Department of Education
• PEL-052: Southwest Airlines: Using Human Resources for Competitive Advantage (A) - Using the Case with Education Administrators
• PEL-049: Bristol City Schools
• PEL-048: Using Data to Improve Instruction at the Mason School
• PEL-046: Race, Accountability, and the Achievement Gap (A) and (B)
• PEL-042: Managing at Scale in the Long Beach Unified School District
• PEL-040: The STAR Schools Initiative at the San Francisco Unified School District
• PEL-036: Meeting New Challenges at the Aldine Independent School District
• PEL-035: Reinventing Human Resources at the School District of Philadelphia
• PEL-034: Managing the Chicago Public Schools
• PEL-032: New Leadership at Portland Public Schools
• PEL-031: Staffing the Boston Public Schools
• PEL-023: Long Beach Unified School District (B): Working to Sustain Improvement (2002-2004)
• PEL-022: The Campaign for Human Capital at the School District of Philadelphia
• PEL-021: Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (A) and (B) Series
• PEL-020: Long Beach Unified School District (A): Change That Leads to Improvement (1992-2002)
• PEL-019: Pursuing Educational Equity at San Francisco Unified School District
• PEL-018: Aligning Resources to Improve Student Achievement: San Diego City Schools Case Series
• PEL-017: Compensation Reform at Denver Public Schools
• PEL-016: Bristol City Schools
• Coherence Framework
• Video Library

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Case Studies for Educational Leadership: Solving Administrative Dilemmas, 1st edition

Published by Pearson (January 28, 2010) © 2011

• Stephen F. Midlock

Price Reduced From: $126.65

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Bibliographic information.

The Ethical Leadership Case Study Collection

The Ted Rogers Leadership Centre’s Case Collection, developed in collaboration with experienced teaching faculty, seasoned executives, and alumni, provides instructors with real-life decision-making scenarios to help hone students’ critical-thinking skills and their understanding of what good leaders do. They will be able to leverage the theories, models, and processes being advanced. Students come to understand that workplace dilemmas are rarely black and white, but require them to think through and address competing claims and circumstances. Crucially, they also appreciate how they can, as new leaders and middle managers, improve decisions by creating realistic action plans based on sound stakeholder analysis and communication principles. These case studies are offered free of charge to all instructors.

Cases come in both long and short forms. The long cases provide instructors with tools for delving deeply into subjects related to a variety of decision making and organizational development issues. The short cases, or “minis,” are quick in-class exercises in leadership.

For both the long cases and the minis, teaching-method notes are provided, which include not only recommended in-class facilitation methods, but also grading rubrics, references, and student feedback.

Testimonials

“I have been invited to judge the Leadership Centre’s Annual Ethical Leadership National Case Competition since its inception. Each year, competitors are given a Centre’s case to analyze and present. These cases are like nothing else. They bring the student into the heart of the situation. To excel, students must not only be able to cogently argue the options, but also demonstrate how to implement a decision based on a clear-eyed stakeholder analysis and an understanding of the dynamics of change.” Anne Fawcett, Special Advisor, Caldwell Partners

“I have worked with the Ted Rogers Leadership Centre to both develop and pilot test case materials. Feedback consistently shows that the Centre’s cases resonate with students, providing them with valuable learning experiences.” Chris Gibbs, BComm, MBA, PhD, Associate Professor

"As a judge in the recent national Ted Rogers Ethical Leadership Case Competition, I was very impressed with the quality of the case study prepared by the Leadership Centre. It was brief but well-composed. It exposed the students to ethical quandaries, of the sort they may well face in their business careers. It not only tested their reasoning, but it challenged them to develop a plan of action when faced with incomplete information and imminent deadlines.” Lorne Salzman, Lawyer

We value your feedback

Please inform us of your experience by contacting Dr. Gail Cook Johnson, our mentor-in-residence, at [email protected] .

ORIGINAL RESEARCH article

This article is part of the research topic.

Building the Future of Education Together: Innovation, Complexity, Sustainability, Interdisciplinary Research and Open Science

Developing the Skills for Complex Thinking Research: A Case Study Using Social Robotics to Produce Scientific Papers Provisionally Accepted

• 1 Institute for the Future of Education, Monterrey Institute of Technology and Higher Education (ITESM), Mexico
• 2 University of Cienfuegos, Cuba

The final, formatted version of the article will be published soon.

The development of university students' skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its subcompetencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students' perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students' skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.

Keywords: higher education, research skills, Educational innovation, complex thinking, scientific thinking, Critical Thinking, Innovative thinking, social robotics

Received: 16 Oct 2023; Accepted: 17 May 2024.

Copyright: © 2024 Lopez-Caudana, George-Reyes and Avello-Martínez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Edgar O. Lopez-Caudana, Institute for the Future of Education, Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, Mexico

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Bob Bordone

J.D., Harvard Law School A.B., Dartmouth College

Robert C. Bordone (Bob) is an internationally recognized expert, author, speaker, and teacher in negotiation, conflict resolution, mediation, and facilitation. Currently a Senior Fellow at Harvard Law School and the Founder and Principal of The Cambridge Negotiation Institute , he served on the full-time faculty at Harvard Law School for more than 20 years as the Thaddeus R. Beal Clinical Professor of Law, Director, and Founder of the Harvard Negotiation & Mediation Clinical Program before launching his consulting practice.  He teaches as an adjunct professor at Georgetown University Law Center, and he has been a Visiting Professor of Clinical Practice at the Boston University School of Theology.

As a professional facilitator and conflict resolution consultant, Bob works with individual, non-profit, governmental, and corporate clients across many sectors. He specializes in assisting individuals and groups seeking to manage conflicts in highly sensitive, emotional, or difficult situations. He has also trained professionals from virtually every governmental, corporate, educational, and non-profit sector in skills of negotiation, conflict resolution, and handling challenging conversations.

His clients include major law firms such as Clifford Chance, LLP and Shearman & Sterling, LLP; corporations such as Microsoft, Delta Airlines, and Nestlé; governmental bodies such as the U.S. Department of Justice and the Centers for Disease Control and Prevention (CDC); and non-profits such as the Boston Symphony Orchestra, Massachusetts General Brigham (MGB), and the United Way.

Bob is the co-author of two books:  Designing Systems and Processes for Managing Disputes , 2d. Edition (Wolters-Kluwer, 2019) and  The Handbook of Dispute Resolution  (Jossey-Bass, 2005) and is currently writing  Conflict Resilience: How to Change When You Can’t Change People  (HarperCollins Business 2025) with Joel Salinas. He has also published articles in leading business and dispute resolution journals including the Harvard Business Review, the Harvard Law Review, the Journal of Dispute Resolution, Dispute Resolution Magazine, and Negotiation Journal.

Bob currently serves on the Board of Directors for Seeds of Peace, on the Advisory Board for the Catholic Common Ground Initiative, on the Pastoral Council of The Paulist Center in Boston, on the Board of Advisors for the Center for Empathy in International Affairs, as Senior Advisor to the National Institute for Civil Discourse, and on the LGBTQ+ Commission for the City of Cambridge, MA.

You can follow him on X with the handle @bobbordone, on his YouTube channel, https://tinyurl.com/3kvtpvhu , or on his website:  www.bobbordone.com .

Programs Bob Teaches

LGBTQ+ Leadership Program: Leading with Pride

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

• Graduate Education
• Graduate Student Experience

Graduate Student Life at CWRU

Biomedical graduate student organization.

The Biomedical Graduate Student Organization (BGSO) seeks to unite biomedical graduate students pursuing master's and doctoral degrees in various biomedical graduate programs in the Case Western Reserve University School of Medicine, with the ultimate goal of enriching the student experience and promoting career and professional development.

BGSO was created by biomedical graduate students to represent and address the unique needs of all biomedical graduate students at Case Western Reserve University. In discussions with students, we have identified many important issues affecting student quality of life and educational training. We are committed to ensuring there is strong communication from the administration. BGSO will work with students and administrators to improve awareness about issues via newsletters, social media, and relevant seminars. 

BGSO is committed to creating social opportunities to allow students to create a supportive peer network. We are in regular communication with graduate department leadership and are committed to sharing student concerns whether they regard equity in academia, curriculum, training opportunities, or university resources. We hold regular general assembly meetings and social events. 

• Promote social and professional interaction between graduates and professionals of the School of Medicine
• Ease the transition into graduate school
• Connect students with appropriate university resources
• Advocate for the ever-changing needs of students

Alliance for Advancing Diverse Initiatives of Graduate Students

The underrepresented minority (URM) graduate students’ representative body of Case Western Reserve University, School of Medicine is in development and is known as the Alliance for Advancing Diverse Initiatives of Graduate Students (AADIGS). 

With a goal to foster and elevate student identity groups, as well as promote, engage, and advance initiatives that build upon graduate students in the various social, racial, ethnic and cultural interests with others within the Case Western Reserve University community.

If you're interested in building your community, reach out to Isaac Anaya to get started!

SACNAS Chapter

The Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) is a society of scientists dedicated to fostering the success of Chicano/Hispanic and Native American scientists — from college students to professionals — to attain advanced degrees, careers, and positions of leadership in science.

The SACNAS Chapter here at CWRU is dedicated to helping diverse students with professional development and mentoring resources in STEM and other fields.

Graduate Student Council

The Graduate Student Council (GSC) is the university-wide governing body from all graduate students at CWRU. They have a variety of ways to get involved, and have many programs throughout the year dedicated to the experience and development of graduate students.

University-Wide Offices

The departments of the Division of Student Affairs meet the academic and co-curricular needs of CWRU students and the university. Explore the following offices.

Graduate Student Life

The Office of Graduate Student Life's goal is to provide resources and detailed information that will assist graduate students during their time at CWRU, and provide the resources they need to be successful personally, professionally and academically.

Explore the Office of Graduate Student Life.

Student Activities and Leadership 

The Office of Student Activities and Leadership provides a variety of programs, events, organizations, and leadership opportunities for both undergraduate and graduate students.

View the Office of Student Activities and Leadership.

Dean of Students

The Dean of Students Office serves in an advocacy role for all students. The office assists students, parents, faculty and staff with all matters related to student life for academic success at CWRU, and provides support of students experiencing a range of challenges.

Explore the Dean of Students Office.

Disability Resources

Disability Resources is committed to assisting all CWRU students with disabilities by creating opportunities to take full advantage of the University's educational, academic, and residential programs.

Learn more about Disability Resources.

Flora Stone Mather Center for Women

The Flora Stone Mather Center for Women empowers all women and promotes gender equity and inclusion throughout the Case Western Reserve University community.

Explore the Flora Stone Mather Center for Women.

LGBT Center 

The Lesbian Gay Bisexual Transgender Center exemplifies Case Western Reserve University’s commitment to serving its diverse student, staff, faculty, and alumni.

Learn about the LGBT Center.

Multicultural Affairs

The Office of Multicultural Affairs (OMA) works to develop an inclusive CWRU community, one that supports all students, respects and celebrates their identities, and facilitates their success.

Explore the Office of Multicultural Affairs.

Student Centers 

Thwing Center is a central gathering place for students, faculty, and staff at Case Western Reserve University, housing several student and staff organizations, outside community institutions, and space for campus and community events in meeting rooms or the Thwing Ballroom.

Learn about Student Centers.

University Health and Counseling Services 

The mission of UH&CS is to advance the success of our diverse student body through integrated medical, mental health, and wellness services, and to promote a culture of safety, respect, and global citizenship that fosters lifelong resilience.

Learn more about University Health and Counseling Services.