Carnegie Project on the Education Doctorate AACTE, Atlanta, GA February 19, 2010

1. Carnegie Project on the Education DoctorateAACTE, Atlanta, GAFebruary 19, 2010

2. Goals & Agenda Our meeting will have three goals: • To establish the R & D agenda for CPED Phase II. • Learn about FIPSE insights- Jackie Edmonson • Examine institutional research statements • Discussion of successes and challenges of working with PPDEs • Gather input on governance structures and membership criteria. • Learn about and allow time for collaboration on current research projects

3. Inspiration as we headinto phase II Setting the Course CPED=Communal Boat Trip “We are going starting out in different places, ending up in different places, but we need to stay in touch and to learn from the discoveries that we make.” - Lee Shulman, October 2007 Becoming forefathers/foremothers “The education doctorate offers opportunity of outcomes with new innovations in modeling and learning. This new, improved education doctorate can be a national inspiration and motivation to rethink education across the disciplines.” -Camilla Benbow, October 2007

4. Charter for Phase II of CPED  We, the members of CPED, believe “The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.” With this understanding, we have identified the following statements that will focus a research and development agendas to test, refine, and validate principles for the professional doctorate in education. The Professional doctorate in education: Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. Emphasizes the generation, transformation, and use of professional knowledge and practice.

5. Research Designs Examples WSU: to evaluate impact of program according to principles 1, 2, & 4 on the graduates from their perspectives UKY: PI & IV: to evaluate the dissertation process and the students’ ability to demonstrate their ability to define a problem, investigate that problem, and develop evidence based recommendations for positive change. USC: to examine where our graduates began, what their experiences have been here with respect to our goals (which we believe are highly consistent with the CPED principles), and how their professional careers have been impacted by their educational experience. How are we going to establish CPED as the EdD authority? Test our good ideas? Put forth proofing sites with empirical evidence?

6. Success & Challenges Successes Challenges WSU: complex, multi-campus system creates many challenges for coordinating the program around common objectives and policies Rutgers: Cultural and organizational structures USC: Maintain consistency PSU: Institutionalize this area of doctoral study in immediate context • WSU: successfully incorporated the study of equity, ethics, and social justice as a major emphasis in our Ed.D. programs; successfully developed a model for the action research dissertation as a capstone requirement for the Ed.D. degree • UNLTE: first cohort admitted Spring 2009 • PSU: collaborative advisory panel

7. Governance Ideas Governance Structures Current and new members would be invited based on a set of criteria which might include: Status of redesign Commitment of the Dean--Number of faculty, amount of funds, and time committed to redesign Commitment of institutional representative to research, development, and publication of results within Phase II timeframe. Commitment of institutional representatives to serve on Advisory Committee and website team Once new membership has been determined, members could be divided accordingly*: by status of redesign: three groups beginners, in process, completed/active by focus—Teacher education, Ed Leadership, Organizational/HE Leadership by design principles Members would also get assigned to Website groups to support the research, development, and communication agendas of CPED. • Formal membership with rotating leadership structure of CADREI members • Advisory Committee with representative from all institutions—to review direction and outcomes of CPED • Steering Committee of 6-8 ppl elected by AC to make recommendations, decisions and advise leadership

8. What Next? Meetings • AERA- date & local TBA • June- date & local TBA • October 6-8, 2010: University of Houston Funding: • FIPSE • Lumina • Dues