Home > Duration > 10 Weeks

Program Overview:

This Sales Operations Science certificate program will teach you how to make operations more effective, which is essential to growing a team’s sales performance. Learn to improve key processes in each stage of the selling cycle and motivate teams to achieve success. Delivered online, this 10-week comprehensive program is taught by industry experts and supplemented with live/online mentor-led classes.

What You Will Learn:

Our online Sales Operations Science certificate program can teach you industry-relevant skills you can apply immediately to help advance your career.

  • Salesforce Fundamentals
  • Reporting and Data Integrity
  • Sales Strategy & Metrics
  • Salesforce Automation and Business Case and Requirements
  • Career Planning
  • Strategic Sales Operations Playbook

This Pearson Advance Program is offered in partnership with Maryville University’s workforce development initiative. This is a non-credit program to enable learners to rapidly gain new skills, enrich knowledge, and/or experience online learning to better prepare for credit education.

Meet Your Instructors:

Rodney Toy

VP, WW Sales and Planning at Forescout Technologies.
As a Sales Operations executive, Rodney has led sales, sales operations and go-to-market teams for more than 25 years in some of the most notable publicly traded and private technology companies in Silicon Valley

Irina Petkova

CRM Manager,  Clever
As a data-driven & sales enablement-focused professional, Irina is passionate about Salesforce automation, learning new integrations and enterprise tools, demystifying tech stacks for sales teams, and contributing to a positive corporate culture. She currently manages all aspects of Clever's Salesforce instance.

Erik Charles

Vice President, Solutions Evangelism at Xactly 
As the Vice President, Solutions Evangelism at Xactly, Erik serves as a subject matter expert in the area of Sales Performance Management to ensure that Xactly’s marketing, sales and product teams have the necessary strategic input for industry leading messaging, positioning, and future direction. His experience in technology includes several start-ups plus positions at Canon, Sun Microsystems, and Apple. Erik has an extensive consulting and research background focusing on key measures for Sales and Marketing roles, identification of focal points for improvement in customer acquisition, and retention, as well as design and communication of improved incentive plans with strong line-of-sight metrics.

Kevin Raybon

Chairman, Global Sales Operations Association (SOPSA)
For 15+ years, Kevin has been building healthy Sales Operations functions within high tech enterprises. Throughout his career, he has focused his energy and broad background to build Sales Operations functions that build key capabilities into Sales teams.
Hana Jacover - Pearson Advance

Hana Jacover

Director, Demand Generation at Mad Kudu Hana is a technical demand generation marketer with a proven track record of strategies and programs that accelerate revenue. She has deep experience in the optimization of high-performance tactics and marketing automation technologies that build and measure pipeline. With a strong history of client loyalty and retention with marketing and sales executives at B2B tech companies, Hana has a thorough understanding of marketing strategy, the importance of data and attribution, and execution.

Program Overview:

This Digital Marketing Science certificate program can transform you into a complete digital marketer with expertise in the most in-demand marketing domains. Fast track your career in digital marketing with practical training and technical certifications you can apply on the job. Delivered online, this 10-week comprehensive program is taught by industry experts and supplemented with live/online mentor-led classes.

What You Will Learn:

When you complete our online Digital Marketing certificate program, in addition to the industry-relevant skills you’ll learn below, you will have created a strategic digital marketing playbook, refined by industry expert feedback, to use as your portfolio.

  • Web Analytics
  • Search Engine Optimization
  • Email Marketing
  • Online Reputation Management
  • Search Engine Marketing
  • Social Media Marketing
  • Digital Marketing Strategy

This Pearson Advance Program is offered in partnership with Maryville University’s workforce development initiative. This is a non-credit program to enable learners to rapidly gain new skills, enrich knowledge, and/or experience online learning to better prepare for credit education.

Meet Your Instructors:

Steph Parker

Head of Digital, Simon/Myers This is Steph, and marketing is her passion. She’s a digital strategist, but she especially loves social media.

Damaris Lasa

Google Analytics Certified Expert Do you like data? Great! This is Damaris, and she is a Google Analytics expert (and nerd). She will help you become a data-driven marketer and an Analytics pro.

Tim Sullivan

VP of Growth, Greenfig
Tim is a product and marketing veteran focused on Search Engine Optimization. He's going to show you the ropes in week 2!

Ryder Meehan

CEO, Upgrow Since 2004, Ryder has been growing companies (from startup to Fortune 500) using Search Engine Marketing. He currently runs a digital marketing agency.

Program Endorsements

Don’t waste your time wondering if you should make the switch. Having these skills will only improve your odds of being a vital hire now and in the future

Katie Gomez, Digital Marketing Science grad

Don’t waste your time wondering if you should make the switch. Having these skills will only improve your odds of being a vital hire now and in the future

Katie Gomez, Digital Marketing Science grad

Course Overview:

All of us carry explicit or implicit theories of learning. They manifest themselves in the ways we learn, the ways we teach, and the ways we think about leadership and learning.

In Leaders of Learning, you will identify and develop your personal theory of learning, and explore how it fits into the shifting landscape of learning. This isn’t just about schools, it’s about the broader and bigger world of learning.

The education sector is undergoing great transformation, and in the coming decades will continue to change. How we learn, what we learn, where we learn, and why we learn; all these questions will be reexamined. In Leaders of Learning we will explore learning, leadership, organizational structure, and physical design.

What You’ll Learn:

  • How to define your personal theory of learning
  • What leadership looks like in different learning environments
  • How an organization’s structure reflects its theories of learning
  • How physical and digital design shape learning
  • How neuroscience will affect the future of learning

Meet Your Instructor:

Richard Elmore - Pearson Advance

Richard Elmore

The Gregory R. Anrig Research Professor of Educational Leadership at Harvard University Richard Elmore is the The Gregory R. Anrig Research Professor of Educational Leadership at the Harvard Graduate School of Education. For the past fifteen years his research and clinical practice has concentrated on the improvement of instructional practice in schools and classrooms, and the development of organizational systems to support those improvements. His current work focuses on the fundamental re-design of learning environments, and the development of leaders and entrepreneurs to create and sustain those environments, all in light of dramatic changes in our understanding of the neuroscience of learning and the exponential growth of digital culture. He was founding faculty director of the Doctor of Educational Leadership (EdLD) program at Harvard.

Program overview

Education systems around the world face the central challenge of finding innovative solutions and techniques for improving student performance. This challenge is shared by teachers, teacher-leaders, and principals who are responsible for improving opportunities to learn, with two goals: raising average levels of student performance and reducing achievement gaps between students.

Beyond schools, leaders in district offices, government agencies, professional associations, and other non-governmental enterprises also share the challenge of improving student performance at scale across entire schools, districts, and systems.

What will you learn

  • To envision new possibilities for the work of students and teachers in classrooms.
  • To understand alternative logics and strategies for organizing the practice of educational innovation.
  • To examine the application of the emerging field of improvement science to the practice of educational innovation.
  • To explore innovation and improvement in large-scale educational reform initiatives in the US and around the world.
  • To improve your own practice as an educator, innovator, and/or reformer.
  • To develop and manage teams that use disciplined, evidence-based methods of educational innovation and improvement.
  • To employ disciplined, evidence-based methods of educational innovation and improvement to manage collaborations among schools, districts, and systems.

Program Class List

1
Leading Ambitious Teaching and Learning

Course Details
Learn why ambitious teaching and learning may be the key to global educational improvement and how to put it into practice.

Course Duration

6 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

2
Designing and Leading Learning Systems

Course Details
Learn leading strategies for educational innovation to improve practice, raise student performance, and reduce achievement gaps.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

3
Improvement Science in Education

Course Details
Learn how to apply principles and practices of improvement science to improve educational practice, raise student performance, and reduce achievement gaps.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

4
Case Studies in Continuous Educational Improvement

Course Details
Learn about leading approaches to continuous educational improvement through case studies of educational innovation.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

5
Leading Educational Innovation and Improvement Capstone

Course Details
Apply your knowledge and demonstrate mastery, personal growth, and competency along dimensions central to leading educational innovation and improvement.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$249.00

Meet Your Instructors

Deborah Loewenberg Ball

The William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at University of Michigan Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan, and the founding director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Ball serves on the National Science Board and the Mathematical Sciences Research Institute Board of Trustees, chairs the Spencer Foundation Board of Directors, and is the president-elect of the American Educational Research Association. She completed eleven years as dean of the U-M School of Education in June 2016. Ball's research focuses on the practice of mathematics instruction and on the improvement of teacher training and development. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for responsible practice. Ball has authored or co-authored more than 150 publications and has lectured and made numerous major presentations around the world.

Nell Duke

Professor in the School of Education at The University of Michigan Nell Duke is a Professor in the School of Education at the University of Michigan. Her work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is the recipient of the P. David Pearson Scholarly Influence Award from the Literacy Research Association and the American Educational Research Association Early Career Award, as well as awards from the National Reading Conference, the National Council of Teachers of English, and the International Reading Association. She has served as co-principal investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has served as an advisor for many education and policy organizations. She has also served as author and consultant on a number of educational programs and speaks widely on literacy education. Among her books is Inside information: Developing powerful readers and writers of informational text through project-based instruction and Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5, now in its second edition.

Liz Kolb

Clinical Assistant Professor in the School of Education at University of Michigan Liz Kolb is a Clinical Assistant Professor in the School of Education at the University of Michigan. She authored Toys to Tools: Connecting Student Cell Phones to Education (published by ISTE, 2008), Cell Phones in the Classroom: A Practical Guide for the K-12 Educator (ISTE, 2011), and Unleash the Learning Power of Your Child's Cell Phone (ISTE, 2013). In addition, she has published numerous articles and book chapters on new technologies and education in prominent publications such as Education Leadership, Scholastic, Edutopia, ISTE's Edtekhub, and Learning and Leading with Technology. Kolb has done consulting work and has been a featured and keynote speaker at conferences all over the United States and Canada. She is an elected board member to MACUL, the state of Michigan organization for teaching with technology. She is a member of the COSN advisory board for mobile learning and emerging technologies. She is passionate about engaging students in education and educational opportunity through their own technologies. Kolb is also the creator and coordinator of the 4T Virtual Conference, which is a free conference for practitioners that occurs every May. Kolb is a former social studies and computer technology teacher.

Elizabeth Birr Moje

Dean of the School of Education at University of Michigan Elizabeth Birr Moje is the Dean of the School of Education, the George Herbert Mead Collegiate Professor of Education, and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan. She is also a faculty associate in the Institute for Social Research and in the Latino/a Studies program. Moje began her career teaching history, biology, and drama at high schools in Colorado and Michigan. In her current research and community engagement work, Moje uses an array of methods to study and support young people’s literacy learning in Detroit, Michigan. She is particularly interested in the intersections between disciplinary literacies of school and the literacy practices of youth outside of school. She also studies how youth draw from home, community, ethnic, popular, and school cultures to make cultures and to enact identities. In related work focused on teacher learning, Moje developed and co-directs Teaching and Learning the Disciplines through Clinical Practice Rounds, with colleague Robert Bain. The Rounds Project, which advances discipline-based literacy teacher education in urban settings, was awarded the provost’s Teaching Innovation Prize at the University of Michigan in 2010.

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Gretchen Spreitzer

The Keith E. and Valerie J. Alessi Professor of Business Administration at University of Michigan
Gretchen M. Spreitzer is the Keith E. and Valerie J. Alessi Professor of Business Administration and Professor of Management and Organizations in the Ross School of Business at the University of Michigan. Her research focuses on employee empowerment and leadership development, particularly within a context of organizational change and decline. Her most recent work is looking at positive deviance and how organizations enable employees to thrive. This work fits within a larger effort at Ross to develop a Scholarship of Positive Organizing. She is the co-author of several books including How to be a Positive Leader (2014) with Jane Dutton, Handbook of Positive Organizational Scholarship with Kim Cameron, The Leader's Change Handbook: An Essential Guide to Setting Direction and Taking Action (1999) with Jay Conger and Edward Lawler, The Future of Leadership: Speaking to the Next Generation (2001) with Warren Bennis and Thomas Cummings, and A Company of Leaders: Five Disciplines for Unleashing the Power in Your Workforce (2001) with Robert Quinn.

Anthony S. Bryk

President at Carnegie Foundation for the Advancement of Teaching Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners in networked improvement communities to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. He is one of America's most noted educational researchers. His 1993 book, Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volumes, Trust in Schools (2002) and Organizing Schools for Improvement: Lessons from Chicago (2010). In his most recent work, Learning to Improve (2015), Bryk argues improvement science combined with the power of networks offers the field a new approach to reach ever increasing educational aspirations. Bryk holds a B.S. from Boston College and an Ed.D. from Harvard University.

Paul LeMahieu

Senior VP for Programs and Operations at Carnegie Foundation Paul LeMahieu is the senior vice president for programs and operations at the Carnegie Foundation. At Carnegie, he directs all of its programmatic efforts as well as the work of the Center for Networked Improvement (comprised of groups dedicated to collaborative technology, analytics, improvement science, as well as network initiation and development). LeMahieu served as superintendent of education for the state of Hawaii, the only state in the nation that is a unitary school district with annual budgets totaling over $1.8 billion. He was President of the National Association of Test Directors and Vice President of the American Educational Research Association. He served on the National Academy of Sciences' Board on International Comparative Studies in Education, Mathematical Sciences Education Board, the National Board on Testing Policy, and the National Board on Professional Teaching Standards. His current professional interests focus on the adaptation of improvement science tools and methodologies for application in networks in education. He is a co-author of the recent book Learning to improve: How America’s schools can get better at getting better, and lead author of the forthcoming Working to improve: Seven approaches to quality improvement in education. LeMahieu has a doctorate from the University of Pittsburgh, a master’s from Harvard University, and a bachelor’s from Yale College.

Alicia Grunow

Senior Fellow, Improvement Science at Carnegie Foundation for the Advancement of Teaching Alicia Grunow is a Senior Fellow, Improvement Science, at the Carnegie Foundation for the Advancement of Teaching.

Amanda Meyer

Associate, Improvement Science at Carnegie Foundation for the Advancement of Teaching Amanda Meyer is an Associate, Improvement Science, at the Carnegie Foundation for the Advancement of Teaching.

About This Course:

This course is part of the Leadership in Global Development MicroMasters program. In order to get the most out of this course, we recommend that you have experience working in the development sector or a strong interest in this area. We also recommend that you complete the other three courses that make up the Leadership in Global Development MicroMasters program: Leaders in Global Development, The Science and Practice of Sustainable Development and Critical Development Perspectives.

Being a leader in development means working in complex and challenging contexts. Projects rarely run as planned, and managers need to be flexible and adaptive in their approach.

This course will teach you the skills to tackle complex problems in developing – and developed – countries. You will learn how problems in development contexts are always complex – no matter how simple they may appear at first. You will learn strategies for how to dig deeper into the problem and come up with solutions that address the real issues. You will learn techniques and practical tools for understanding local context, and ways to lead effectively. This course will also expose you to the disconnect between policy and practice.

To complement our lecture videos, and enhance your learning, we have included interviews with real world, experienced and development practitioners. Some of the practitioners we interview include: David Booth, Alina Rocha Menocal, Arnaldo Pellini and Louise Shaxton from the Overseas Development Institute; Scott Guggenheim (AusAID-Indonesia Partnership Program); and Jaime Faustino (The Asia Foundation).

Uncertainty is a way of life in development, and leaders need the skills to adapt and excel in this space. Join us to learn effective strategies for being an adaptive leader in development.

 

What You’ll Learn:

  1. To appreciate the fundamental mismatch between policy and practice in development
  2. To understand the importance of having context, and in finding local solutions to local problems
  3. Skills in adaptive development practice, in the cycles of experimentation, learning, iteration and adaptation
  4. To discern strategies to overcome political challenges and broker new collaborations
  5. To comprehend how to measure progress and manage performance when working adaptively
  6. To diffuse results from practice, by taking them to scale and influencing policy

Meet Your Instructors:

Mark Moran - Pearson Advance

Mark Moran

Professor and Chair of Development Effectiveness, Institute for Social Science Research at The University of Queensland Mark has a unique background of technical and social science research with a degree in civil engineering and a PhD in geography and planning. He is closely affiliated with the Aboriginal Environment Research Centre. His career spans across academia, nonprofits, government and consultancy.
Jodie Curth-Bibb - Pearson Advance

Jodie Curth-Bibb

Teaching and Research Fellow, Institute of Social Science Research at The University of Queensland Dr Jodie Curth-Bibb is an experienced program manager with The University of Queensland International Development with a 10-year track record in research and evaluation in development programs.
Sarah Glavey - Pearson Advance

Sarah Glavey

Research Manager, Global Health Projects at Trinity College Dublin Sarah Glavey is research manager of global health projects at Trinity College Dublin including NOURISH a multidisciplinary consortium of researchers investigating the intersection and impact of nutrition, food security and HIV treatment outcome in Uganda.
Tim Grice - Pearson Advance

Tim Grice

Honorary Senior Fellow, Sustainable Minerals Institute at The University of Queensland Dr Tim Grice is an Honorary Senior Fellow at The University of Queensland’s Sustainable Minerals Institute and Founding Director at Leapfrog International, a social impact company working for sustainable prosperity.