Welcome The Carnegie Project on the Education Doctorate October 2011 Convening

1. WelcomeThe Carnegie Project on the Education DoctorateOctober 2011 Convening

2. CPED New Member Orientation

3. When? CPED Bi-annual ConveningsSignature activity of Carnegie Foundation programs Central feature=coming together Mix of Pedagogies Idea Centered CPED Convening Unstructured Conversations Multiple Voices High Expectations

4. Common Commitment to Distinguishing and Differentiating Between the Doctorates in Education (142 Colleges & Universities) Research Scholars vs. Scholarly Practitioners Practical and Narrative Knowledge vs. Analytic Knowledge Guided by a Set of Shared Principles Work Based on a Shared Language (Shulman) Capstones and Decathlons and Signature Pedagogies Work funded by the Carnegie Foundation The Carnegie Project on theEducation Doctorate

5. The Professionalization Project Strengthening Professions by Strengthening Doctoral Education Fostering the Stewardship of a Profession vis a vis Stewardship of a Discipline Lee S. Shulman

6. Why the Professional Practice Doctorate (PPD)? • Dissatisfaction with the PhD for Practitioners (Lack of Fit, TCD, Cost-Benefits) • Need for a More Practice Oriented Degree • Need for Alignment with NBPTS Certification • New Focus on Clinical Practice (NCATE) • Alignment with Other ProfDs in Graduate Schools & Professional Schools (DSW Clinical, DM, PsyD, DPT) • Competition from Alternative Providers

7. Ed.D. = The Degree of Choice • Directed at Real Problems and Real Solutions • Emphasis is on Preparing TransformationalLeaders to Change Schools and Colleges & Other Learning Organizations • Enabling Doctoral Programs to Meet the Needs of Practitioners (Part Time Students with Full Time Responsibilities) • Doing So in a Rigorous, Responsible, Practical, Transparent, and Ethical Manner

8. Getting to know you…. Michael Neel • TELL ME ABOUT… • your name • your program • TELL ME ABOUT… • three words that describe • your EdD program redesign • After one person goes, • the other person says TELL ME ABOUT... • Each person must share in 90 seconds or less.

9. University of Vermont Convening October 5-7, 2011

10. CPED Membership Phase I Members Continuing = 22 Arizona State University, California State Fresno, Duquesne University, Lynn University, Northern Illinois University, Rutgers University, The College of William & Mary, University of Central Florida, University of Colorado-Denver, University of Connecticut, University of Houston, University of Kentucky, University of Louisville, University of Maryland, University of Missouri-Columbia, University of Nebraska-Lincoln, University of Oklahoma, University of Vermont, University Southern California, Virginia Commonwealth University, Virginia Tech, Washington State University Additional CSUs= 8 Long Beach, Fullerton, Pomona, San Diego, San Marcos, San Francisco, Sacramento, San Bernardino 2nd Wave= 27 Baylor University, Boston College, Florida State University, Fordham University, Illinois State University, Indiana University, Kansas State University, North Carolina State University, North Dakota State University, NYU Steinhardt, Portland State University, Texas Southern University, Texas Tech University, University of Akron, University of Alabama, University of Alaska Anchorage, University of Arkansas, University of Dayton, University of Hawaii, University of Idaho, University of Massachusetts Amherst, University of Mississippi, University of Missouri, University of Pittsburgh, University of San Francisco, University of Tennessee, Kent State University Total = 57

11. Expanding Our Impact

12. Wednesday

13. Only Child Prompts- Michael Neel If different than your program: “Interesting.” If similar to your program: Men: “No, no, I am your bro.”Women: “what’s this, I’m your sis.” Then explain the similarity.

14. How To Panels30 minute Rotations Incorporating CPED Principles –Val Storey (Lynn Univ), Jeni Hart (Missouri-Col),Susan Wunder (Nebraska-Lincoln) Designing Capstones—Rick McCown (Duquesne Univ), Henry Clark and CharolShakeshaft (Virginia Commonwealth), Lori Mueller (Research Fellow), Deidre Reid-Thomas (Research Fellow), Jaime Stacy (Research Fellow) Role of Inquiry—Debby Zambo (Arizona State Univ), Jane Jensen (Kentucky), Anysia Mayer (Connecticut) Designing Labs of Practice— Teresa Wasonga (Northern Illinois U)Sharon Brown-Welty (CSU-Frenso), Nancy Shanklin, (Colorado-Denver)

15. University of VermontEd.D. Development

16. Thursday

17. Rick Sawyer, Washington State University Marsha Levine, NCATE David Imig, CPED Sit with your FRUIT CLINICAL PRACTICE &

18. How do we go about program assessment? Debby Zambo, Arizona State University, Robert Rueda, University of Southern California, Sharon Brown-Welty, California State University – Fresno, Robert Gabriner, San Francisco State University SEATING: Ed Leadership 1-10 Higher Ed/Organizational leadership 11-15 Teacher leadership 16-20

19. Working Principles for the Professional Practice 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.

20. CPED-FIPSE research agenda = documenting change • Document and evaluate change in the organizational structures of graduate schools to accommodate new professional practice degrees for school and college leaders. (Institution) • Document and evaluate change in the signature learning processes, learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs that participate in CPED. (Program and individual) • Document and evaluate fidelity to the set of guiding principles developed in Phase I. (Program) • Disseminate lessons learned and best practices for the design and implementation of professional practice degrees to a new cohort of graduate schools of education. (Field)

21. CPED-FIPSE Research Update *External Evaluation

22. Two hats– What did we learn? CPED member/ FIPSE Researcher • Experiencing another member’s program Ed.D. student/ FIPSE researcher • Experiencing the research as a current/former student Receiving a research team… what was THAT like??

24. Mentor Match-up List

25. Friday

26. *Website*UCEA & AACTE events -UCEA, Saturday -AACTE, Forthcoming -AERA, Forthcoming*Next steps FIPSE: -Call for researcher -Questionnaires*Facebook – Calling all alumni!*Forthcoming publications*2012 Convenings-Fresno and William&Mary* Evaluations UPDATES

27. Looking forward…. June 27-29th, 2012 Wednesday – Friday California State University Fresno

28. 2008 DEED Model McCown & Perry SAC Bryk et al NIC Empirical Design experiment Empirical Design experiments PELA Statway-CC PDSA Tool Problem-Solution Space=Network HCEF Hazelwood DDS= Investment, training Problem-Solution space = democratic engagement Current: Improvement Science

29. Network Improvement CommunitiesRick McCown, Duquesne University Sit with your SMILEY COLOR

30. Network Improvement Communities con’t…

31. High Leverage Problems • “high leverage” problem, if addressed, would likely leverage other positive change within the organization. • A central component of a high leverage problem is that there is agreement across stakeholders that the investment of time, energy and other resources to address the problem is worthwhile.

32. I have ENERGY to improve…..

33. Thank you for joining us…. See you in June!