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The Harvard Team
Tony Wagner
Director, School Change Consulting
Tony Wagner served as Co-Director of the Change Leadership Group (CLG) at the Harvard Graduate School of Education since its inception in 2000 and currently works as a consultant on school reform and transformation through his own company. He is also on the faculty of the Executive Leadership Program for Educators, a joint initiative of Harvard’s Graduate School of Education, Business School, and Kennedy School of Government. Tony consults widely to public and independent schools, districts, and foundations around the country and internationally and has been Senior Advisor to the Bill & Melinda Gates Foundation for the past nine years. Tony has worked for more than thirty-five years in the field of school improvement, and he is a frequent keynote speaker and widely published author on education and society. Prior to assuming his current position at Harvard, Tony was a high school teacher for twelve years; a school principal; a university professor in teacher education; co-founder and first executive director of Educators for Social Responsibility; project director for the Public Agenda Foundation in New York; and President and CEO of the Institute for Responsive Education. He earned his a Masters of Arts in Teaching and Doctorate in Education at Harvard University. Tony’s publications include numerous articles and four books. Tony's latest book, The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need—And What We Can do About It has just been published by Basic Books. His other titles include: Change Leadership: A Practical Guide to Transforming Our Schools, Making the Grade: Reinventing America’s Schools, and How Schools Change: Lessons from Three Communities Revisited.
Robert Kegan
Co-Founder, Minds at Work
The recipient of numerous awards and honors, including four honorary doctorates and the Massachusetts Psychological Association's Teacher of the Year award, he is also co-director of a joint program undertaken by the Harvard Medical School and the Harvard Graduate School of Education to bring principles of adult learning to the reform of medical education; and Educational Chair of Harvard's Institute for Management and Leadership in Education.
Lisa Lahey
Co-Founder, Minds at Work
Lisa is Co-Founder of Minds at Work located in Boston, Massachusetts. Her current professional interests focus on adult development within school districts, and tightly connecting individual development with district-wide goals for improved student performance. Lisa coaches leaders on how to create, facilitate and maintain conditions to support individual, group and organizational development. She also coaches individuals and groups on transforming communications for improved collaboration, work performance and decision-making. She has extensive experience in designing and facilitating processes that promote deep adult learning that serve organizational goals.
Lisa's clients have included: Lexington Public Schools; Acton Public Schools; The Fleet Initiative for Boston Public Schools; The Winsor School; McKinsey & Company; Columbia University Center for New Media Teaching and Learning; and The Dalton School. She is co-founder and senior consultant at MINDS AT WORK, a consulting firm specializing in school and workplace learning in the U.S. and Europe. A former principal and high school teacher, Lisa has also taught extensively in graduate school programs in several Boston area schools and professional development programs. Co-author of numerous articles on adult development, Lisa's first book, How The Way We Talk Can Change The Way We Work: Seven Languages for Transformation (co-authored with Robert Kegan,) was published by Jossey Bass in 2001. She earned her M.Ed. and Ed.D. in human development from the Harvard Graduate School of Education.
Deborah Helsing
Senior Program Associate, Minds at Work
Deborah is a post-doctoral fellow at Minds at Work, having completed her doctoral degree in the area of Learning and Teaching at the Harvard Graduate School of Education. In her dissertation, she considered how teachers experience uncertainties in their work, examining the ways that teachers' internal characteristics and their school contexts contribute to their stances toward and strategies for addressing uncertainty. Recently, she has been involved in several projects related to promoting teachers' and school administrators' professional development: she has taught an Adult Development and Learning course as part of the Educational Leadership program at Framingham State University; she has written and co-taught a curriculum on the teaching of reading and writing for ABE/ESOL instructors as part of the Massachusetts Department of Education's pilot certification program; and she has worked for the Harvard Graduate School of Education's Writing, Research and Teaching Center to support the training, teaching, and career development of the school's teaching fellows. Deborah's background in teaching includes primary school TESOL instruction and teacher training in the Kingdom of Tonga, as well as images/secondary/English literature and writing instruction at an alternative high school in Kansas City.