CE Summer Institute

William James College offers continuing education programs throughout the summer.  Our courses and workshops this summer are designed to provide psychologists, counselors, social workers, educators, and other mental health and business professionals with in-depth knowledge on a variety of topics.

Some courses are multi-day, while others can be completed in one day.  We encourage attendees to visit the Boston area and make time for professional development.

At William James College, we’re here to help you gain the skills and knowledge you need to succeed, and there’s no better time to get started than now! 

Please explore our 2017 Summer Institute offerings below.

If you have any questions, please contact ce@williamjames.edu.

JULY - Making Change Happen

Making Change Happen

Dates: Tuesday-Friday, July 11-13, 2017, 9:00 am–5:30 pm and Friday, July 14, 2017, 9:00 am–3:00 pm
Location: William James College
24.5 CE Credits (These courses are accredited by the International Coach Federation for 24.5 CCE credits)
Limited to 30 attendees
Tuition: $2,500

Co-Sponsors: Dialogix, the Kantor Institute and the Organizational and Leadership Psychology Department at William James College

Making Change Happen is a foundation level course in using Structural Dynamics and Dialogue Practice for enabling transformational change in organizations and beyond. It offers a unique opportunity for those who are committed to changing their organizations; calling for people to think and act in fundamentally new ways.  The course combines theory with experiential and applied learning.

Learning Objectives:

By participating in this program participants will:

  • Apply and understand Dr David Kantor’s models on Structural Dynamics enabling greater communicative competency in self and in others
  • Debrief individuals and teams using the Kantor Baseline Instrument (BI)
  • Code conversations using the Kantor Action Modes
  • Facilitate dialogue in relation to the BI to explore what arises out of individual and team profiles
  • Facilitate and apply Dialogue Practices and associated exercises
  • Discuss Structural Traps and be able to design and lead interventions to address fundamental dilemmas of leadership and change stuck patterns of behavior


‘Making Change Happen’ is suitable for practitioners, coaches and facilitators who work with groups/teams and is open to those already using Structural Dynamics and Dialogue concepts and practices as well as those learning these concepts and practices for the first time. The course attracts a mix of Independent consultants and heads of organizational development working within corporate and public sector environments.

Additional Note: The cost to get certified in the Kantor Baseline Instrument is $1050 (Cost for follow-on certification includes 8 Kantor Baseline Instruments to use with your clients and 6 one-to-one coaching sessions with a certified Structural Dynamics Practitioner.) Once you become certified in the Kantor Baseline Instrument you are also eligible to join the practitioner community via Kantor Institute/Dialogix.


Kathryn Stanley, PhD, enjoys working with leaders and teams to help them to strategically respond to and positively thrive in today’s volatile market environment. She specializes in building capacity for collaborative teaming through dialogue, creating structures and cultures that engender innovation, and coaching leaders to be more authentic. Her ability to work with international teams across organizational silos has ensured the success of large-scale change initiatives including mergers and acquisitions, culture change, strategic realignment and organizational redesign. Kathryn’s Ph.D. is in Organizational Psychology. Her research includes the creation of two psychometric instruments including the Authentic Presence Inventory (API©) that has helped hundreds of leaders enhance their executive presence and the Radical Innovation Readiness Inventory (RIR©) that assesses an organizations capacity to radically innovate. She has presented at the Academy of Management on her research on Mindfulness. She is Co-Principal Investigator with David Kantor on the Reading the Room project to test Structural Dynamics in high performance teams.  She also co-authored the popular management book, Which Bird Gets Heard? How to Have Impact Even In a Flock.

Gillien Todd, MEd, JD, is an organizational consultant, coach, trainer, and teacher, with a background in interest-based negotiation and managing difficult conversations. Gillien has worked in a variety of organizations ranging from small charities to large institutions such as the Massachusetts General Hospital. Gillien is on the faculty of Harvard Law School, where she has taught negotiation and interpersonal communication skills to law students and executives for more than fifteen years. She has more recently developed expertise in consulting to groups and teams using the Structural Dynamics framework. She has designed team-level interventions using Structural Dynamics for executive teams, business partnerships, and long-term cross-organizational collaborations. Gillien is currently the Principal Interventionist for the Kantor Institute / Massachusetts School of Professional Psychology research project, which aims to quantify the efficacy of a Structural Dynamics approach within an executive team. She believes in the importance of having direct and honest conversations, and she strives to create a calm and a non-judgmental learning atmosphere. She is recognized for her creative problem solving, skillful listening, and directness.

JULY-AUGUST - Leading Schools in a Demanding and Rapidly Changing World

Leading Schools in a Demanding and Rapidly Changing World: Applying Innovations from Organizational Psychology 

Dates: Monday, July 31- Wednesday, August 2
Location: William James College, One Wells Avenue, Newton, MA 02459

About the Program

This Institute will provide models and tools to help leaders manage key elements of organizational culture and develop their own leadership capacity to shape the conditions that impact adult learning. The intense impact of the organizational culture on individuals supersedes all other elements in human systems.  Organizational culture is often underestimated in terms of leadership and intervention. When seeking to solve problems we typically look to build capacity within individuals without also influencing the context. Consequently, this Institute will focus on “systems thinking” by drawing from the works of seminal organizational thinkers such as David Kantor, William Isaacs, Amy Edmonson, Richard Boyatzis, Bob Kegan, Lisa Lahey, and Anthony Bryk, and applying their ideas to timely problems of school practice. 

Program Format

In this three-day Institute, we will explore cutting edge leadership tools, assessment models, self-reflection, and dialogue practices and learn how to apply these strategies and approaches to the challenges leaders face in promoting vibrant learning organizations. The faculty for this workshop are experts in educational leadership and organizational systems psychology and development.

Who Should Attend

Superintendents, Assistant Superintendents, Directors, Principals, Teacher Leaders, Building Based Leaders, and Aspiring Educational Leaders

Program Pre-Work

Before the workshop, participants will take a scientifically validated, online self-assessment- the Kantor Baseline Instrument- to begin understanding their communication style. This highly regarded instrument is widely used in organizations like the World Bank and Johns Hopkins University. Following the workshop, lead faculty will hold two webinars in late fall and early spring to assist participants with their application of ideas and principles to their contexts.

Learning objectives 

Participants will be able to:

  1. Learn the importance and the powerful impact of organizational culture on adult and student learning 
  2. Create and sustain organizational cultures that support agile adult learning in order to navigate the rapid pace of change
  3. Balance the use of authority and influence to overcome resistance to change
  4. Learn a powerful model of interpersonal communication (Kantor’s Model of Structural Dynamics)
  5. Harness the power of perspective-taking and dialogue to increase team effectiveness
  6. Identify and create a plan to address a persistent problem of practice

Program Partners

This Institute is a unique collaboration between Teachers21, an innovator in school improvement and leadership development and William James College, a pioneer in graduate psychology and leadership education.  We hope this will be the first of many exciting projects emanating from this partnership.

Discount: $1,250 per participant
3 participants from same organization or district/4th free
18CE/PDP Credits
Register Online


John  D'Auria moved from directing the Canton Public Schools as Superintendent to becoming President of Teachers21. In a career that has spanned four decades as a math teacher, guidance counselor, principal and superintendent, John has worked with hundreds of school leaders around sharpening the academic focus of school teams, developing a vibrant school culture, and managing conflict in the workplace. He was recently appointed to the Rennie Center Condition of Education Advisory Committee.  John’s research focuses on the ways in which the assumptions that people hold about intelligence significantly influence their learning.  His newest book, School Systems That Learn, was co-authored with Paul Ash (Corwin Press, 2012).  John is also the author of Ten Lessons in Leadership and Learning (2010), a helpful resource to new and experienced leaders, as well as “The DNA of Leadership”—a curriculum for aspiring school leaders.  Additionally, John co-authored with Jon Saphier,  How To Bring Vision to School Improvement (Research for Better Teaching, 1993). Numerous other articles include “The Superintendent as Teacher,” Phi Delta Kappan Online Edition, Fall, 2009; “A Principal’s Dilemma,” jointly with Matt King in Schools: Studies in Education, University of Chicago Press, Spring, 2009; and “3 Strands Form Strong School Leadership,” jointly with Jon Saphier and Matt King, National Staff Development Council, Spring, 2006.  He is a frequent speaker at national and regional educational conferences. You can follow John on twitter @jdauria.

Matt King is a consultant at Teachers 21 and a coach in the Massachusetts New Superintendents’ Induction Program. Previously he led three Massachusetts school districts for 28 years: superintendent of the Wellesley Public Schools (1996-2007), superintendent/principal of Lincoln-Sudbury Regional High School (1989-1996), and superintendent/principal of the Carlisle Public Schools (1979-1989).  He has published numerous articles and consulted with school administrators throughout the country on school leadership and strengthening school culture. Matt has taught graduate courses at the Harvard Graduate School of Education and Wheelock College and currently teaches in the Leadership Licensure Program, a statewide program for teachers seeking to become principals run by Teachers 21. He has served on the boards of numerous organizations including Outward Bound and the Regional Anti-Defamation League. A graduate of Colgate University, Matt received an M.A.T. from Smith College and an Ed.D. from Harvard University.

Arlene Silva, a Nationally Certified School Psychologist and Licensed Educational Psychologist, is Chair of the William James College School Psychology Department, Director of the MA/CAGS School Psychology Program, and an Associate Professor. A graduate of Amherst College, Dr. Silva received her MA, CAGS, and PhD in School Psychology from the University of Maryland, College Park. Prior to joining William James College, Dr. Silva garnered a broad range of professional experiences in public school, university, and clinical settings. Dr. Silva’s research interests include consultee-centered consultation, supervision, and culturally responsive practice. She has presented at national conventions (NASP and APA) and co-authored chapters in the Handbook of Research in School Consultation and in Best Practices in School Psychology. Dr. Silva has been involved in NASP Leadership since 2006, serving as Chair of the Student Development Workgroup (2007-09) and the inaugural Chair of the Early Career Workgroup (2009-13). She continues to serve as a Member of the NASP Professional Growth Workgroup.

Kathryn Stanley has 20 years of organizational development and change leadership work at Fortune 500 companies including Bose, Yahoo!, GeoCities, XDrive, DRS Technologies, Toyota, Avery Dennison, and Raytheon Company as well as nonprofits and schools such as Johns Hopkins Medicine, John Winthrop pre-school, Thompson Island Outward Bound, Goodwill Industries and DiscoverE. Kathryn works with leaders, teams and whole organizations to effect positive change. Kathryn designs and leads customized executive development retreats for higher team performance. She is an expert organizational assessor applying qualitative and quantitative methodologies to help clients get perspective on the most complex and perplexing organizational dilemmas to ensure that she provides accurate diagnostic data, helps her clients make free and informed choice and then helps them to implement changes that are sustainable on the client side. She aims to work herself out of a job by ensuring her clients reach higher levels of functioning required to adapt to ongoing challenges. 

Kathryn is the coauthor of the management fable, Which Bird Gets Heard? How to Have Impact Even In a Flock and the creator of the Authentic Presence Inventory (API©), self and 360, that has helped hundreds of leaders enhance their executive presence. She has presented at the Academy of Management and International Leadership Association on her research on Leadership and Mindfulness. She has presented on her innovation research at the American Society of Training and Development and the New England Psychology Association. She presented at Inside NGO on effective remote workforce relationships to a packed house.

Kathryn is the Chair of the Organizational and Leadership Psychology department at William James College in Newton, MA where she created the curriculum and courses for the Masters of Organizational Psychology degree and the Leadership Psychology PsyD. She has been a Professor of organizational and leadership studies since 2008.

Kathryn holds a Ph.D. and M.S. in Organizational Psychology, a B.A. in Philosophy, and a B.F.A. in Fine Arts. Her doctoral research produced the Radical Innovation Readiness Inventory (RIR©) that assesses an organization’s capacity to innovate. She is a Lore International trained Executive Coach. Kathryn is a Level Two Kantor/Dialogix certified Training Provider of Structural Dynamics and dialogue practices. She in certified in FIRO-B, Social Styles Inventory, and the Phillips Teamwork Assessment Inventory (TAI) and Thomas Kilmann Conflict Styles Inventory (TKI).

Visit Kathryn’s Blog: innovationphd.blogspot.com
Email: Kathryn_stanley@williamjames.edu

AUGUST - Team Coaching

Team Coaching: Toolkit to Help Organizations Thrive

Date: Thursday, August 3, 2017, 9:00 am-4:30 pm
Location: William James College
6 CE Credits
Tuition: $250

In any organization, results rely on relationships. Whatever the business or change strategy, its success depends on people working together effectively. Companies rely on team, peer, and supervisor-subordinate relationships to generate ideas, develop and share knowledge, and deliver sustainably strong performance.

Good working relationships require awareness and skill. Team coaching is the art and science of building awareness and developing skill, helping teams create and maintain strong, strategic and flexible working relationships. It is different than coaching a group of individuals who happen to work together, and different than “team building” events. Team coaching provides a sound container that holds up a mirror to how the team is functioning, unveils its potential, helps it choose direction, and provides support for change.

In this one-day course, participants will learn the basics of effective team coaching.

  • The team as a system
  • Holding the system as an inherently intelligent and generative client
  • Revealing the system to itself
  • Articulating and working with the emotional field
  • Designing the alliances: team, leader-team, and coaching
  • Creating alignment during conflict
  • Identifying and shifting toxic behavior
  • Team decision-making

The content in this course is based on several key areas of research, as described by Anne Rod and Marita Fridjohn in their book Creating Intelligent Teams (2016).

  • “Research has conclusively found that, while IQ is the best indicator for educational status, Emotional Social Intelligence or Relationship Intelligence (the basis of team coaching) seems to be the best determinant of one’s level of achievement and success in most professions and in marriage; (Goleman 2006, Shoda, Mishel, & Peake 1990, Durlak & Weissberg 2007, Gottman 2002).
  • Fortunately, research indicates that Relationship Intelligence can be learned (Durlak & Weissberg 2007).
  • It has long been established that high levels of positivity and low levels of toxicity create high performance teams a host of studies linking positive cultures and work performance see Primal Leadership
  • Teams with high social/emotional intelligence create empathetic positive cultures, which in turn increase performance. Toxic teams experience much higher levels of poor performance, and employee turnover.For this reason it important to evaluate the toxic communication “load” teams may be carrying and to help them find more constructive ways to
  • A compelling study that looks at the relationships among team performance, positivity, and connectivity provides empirical support for the use of team coaching tools (Losada & Heaphy, 2004). It explores the positive performance effects on teams of flexible and spacious use of the polarities of positivity-negativity, inquiry-advocacy, and self-other, leading to enhanced emotional space and connectivity within the team.”

The practices that will be taught are based on general systems theory, process work, emotional and social intelligence, organizational development, psychology, empirical research, interest-based bargaining, and co-active coaching.

Team coaching is a broad and deep area of study and practice. This one-day course will provide participants with an overview, and teach basic tools that trained coaches can easily begin using. However, there is much more to learn and experience in order to be an effective team coach. Participants with no previous training in coaching, psychology, organizational systems, or team leadership should treat this course as an introduction to one of the many applications that make coaching an important tool for professional and organizational development.

Having said this, there is little potential risk involved in using the basic ideas and tools that will be introduced, provided that they are used in reasonably high-functioning systems such as most corporate and nonprofit organizations.

Learning objectives:

Upon completion of this course, participants will:

  • Understand what a human system is and how it functions in an organizational context;
  • Know what the role of a coach is in interacting with teams as human systems;
  • Understand the differences and similarities between working with individuals and working with systems;
  • Have developed basic skills that will enable them to do core coaching work with teams.

Upon completion of the program the student will be able to:

  • Facilitate designed-alliance conversations among team members, between the team and leader, and between themselves as coach and the team system;
  • Notice and articulate what is happening in the team, both in the moment and in general, in a way that team members can understand, relate to, and take action on;
  • Read the emotional field in a team and help team members work with it;
  • Identify toxic behavior, raise the team’s awareness of it, and help the team diffuse or “antidote” it, as well as make agreements about how to handle it in the future;
  • Work with polarities of opinion or emotion to create alignment in the team;
  • Help teams use a productive method to efficiently make good decisions together.


Beth Shapiro, MPA, is the Co-Founder and principal of Power in the Middle which specializes in improving performance and creating sustainable change for mid-level managers, leaders, teams, and organizations. Her work focuses on building capacity to create and maintain strong, strategic, effective relationships. Beth holds a Master in Public Administration from Harvard's Kennedy School and is a Certified Professional and Relationship Systems Coach (PCC, ORSC). Her background includes 20+ years of management and leadership in both the private and non-profit sectors. She has provided coaching and training in a variety of settings including federal and state government, higher education, nonprofits, and a number of private sector industries.

CE Catalog

CE Catalog Spring 2018