CPED MeetingCPED MeetingAt aera Denver, CoAt aera Denver, Co

May 2, 2010May 2, 2010

10:00am-2:00pm10:00am-2:00pm

David Imig& Jill PerryDavid Imig& Jill Perry

AgendaAgenda

Time Activity

10:00am

WelcomeUnderstanding FIPSE & CPEDDavid Imig

10:10am

Rationale for CPED as distinctJill Perry

10:25am

Whyis our work important?Group Work

11:00am

Report out

11:15am

How are we developing new programs?Group Work

12:00-1:30pm

Working LunchWhat are our research questions?

1:30pm Report out & next steps

Understanding fipse& Understanding fipse& how cped fitshow cped fits

• Jackie Edmondson (PSU) & David Imig have Jackie Edmondson (PSU) & David Imig have discussed CPED with Ralph Hines, Director FIPSEdiscussed CPED with Ralph Hines, Director FIPSE

• 36 grants at $750K each36 grants at $750K each

• Looking for innovationLooking for innovation how do our programs how do our programs show student improvement? What models and show student improvement? What models and outcomes can we demonstrate?outcomes can we demonstrate?

• Interested in evaluation & dissemination as part of Interested in evaluation & dissemination as part of studystudy

• May cover protocol developmentMay cover protocol development

• Deadline mid-late June; Awards in SeptemberDeadline mid-late June; Awards in September

• It is a Problem of National SignificanceIt is a Problem of National Significance

• It is an Unsolved ProblemIt is an Unsolved Problem

• It is a Widely Felt ProblemIt is a Widely Felt Problem

• It is an Emerging ProblemIt is an Emerging Problem

• It is a Practical Problem It is a Practical Problem

• It is a Problem Shared by Many Colleges & It is a Problem Shared by Many Colleges & UniversitiesUniversities

• It is a Problem Demanding Bold ThinkingIt is a Problem Demanding Bold Thinking

What is the Problem?What is the Problem?

• Common Commitment to Distinguishing and Common Commitment to Distinguishing and Differentiating Between the Doctorate in Differentiating Between the Doctorate in Education Education (154 Colleges & Universities)(154 Colleges & Universities)• Research Scholars vs. Scholarly PractitionersResearch Scholars vs. Scholarly Practitioners• Practical and Narrative Knowledge vs. Analytic Practical and Narrative Knowledge vs. Analytic

KnowledgeKnowledge

• Guided by a Set of Shared PrinciplesGuided by a Set of Shared Principles

• Work Based on a Shared Language (Shulman)Work Based on a Shared Language (Shulman)• Capstones and Decathlons and Signature Capstones and Decathlons and Signature

PedagogiesPedagogies

The CPED InitiativeThe CPED Initiative

• Directed at Real Problems and Real SolutionsDirected at Real Problems and Real Solutions

• Emphasis is on Preparing Transformational Emphasis is on Preparing Transformational Leaders to Change Schools and Colleges & Leaders to Change Schools and Colleges & Other Learning OrganizationsOther Learning Organizations

• Enabling Doctoral Programs to Meet the Enabling Doctoral Programs to Meet the Needs of Practitioners (Part Time Students Needs of Practitioners (Part Time Students with Full Time Responsibilities)with Full Time Responsibilities)

• Doing So in a Rigorous, Responsible, Practical, Doing So in a Rigorous, Responsible, Practical, Transparent, and Ethical MannerTransparent, and Ethical Manner

Making the EdD The Making the EdD The Degree of ChoiceDegree of Choice

• Changes in Knowledge, Skills, Behaviors Changes in Knowledge, Skills, Behaviors and/or Attitudesand/or Attitudes

• Changes in Organizational Structures to Changes in Organizational Structures to Promote Such Learning and Behavioral Promote Such Learning and Behavioral ChangeChange

• Changes in the Cost of Preparing LeadersChanges in the Cost of Preparing Leaders

• Ways of Using Quasi-Experimental Designs to Ways of Using Quasi-Experimental Designs to Document Such ChangesDocument Such Changes

• Readiness of CPED to Use Multiple Data Readiness of CPED to Use Multiple Data Gathering Procedures Across InstitutionsGathering Procedures Across Institutions

What We Want to KnowWhat We Want to Know

• An Established Network of +25 Colleges and An Established Network of +25 Colleges and UniversitiesUniversities

• 3 Years of Shared Effort in Building Pilots or Proofing 3 Years of Shared Effort in Building Pilots or Proofing Sites Sites (Some Cross Institutional Data & (Some Cross Institutional Data & Information)Information)

• A Common Set of PrinciplesA Common Set of Principles

• An Agreed Upon Set of OutcomesAn Agreed Upon Set of Outcomes

• A Shared LanguageA Shared Language

• Institutional Resources and Institutional “Change Institutional Resources and Institutional “Change Agents”Agents”

What We Have to OfferWhat We Have to Offer

The ChallengesThe Challenges

Different Purposes: Different Purposes: Different ClientsDifferent Clients

• Finding a HomeFinding a Home

• Identifying a Project EvaluatorIdentifying a Project Evaluator

• Staffing the ProjectStaffing the Project

• Building a BudgetBuilding a Budget

• Creating a Shared Governance DesignCreating a Shared Governance Design

• Building a Cross Institutional Commitment to Data Building a Cross Institutional Commitment to Data Gathering and Data SharingGathering and Data Sharing

• Getting Everything Completed SOON!Getting Everything Completed SOON!

Organizational & Organizational & Governance ConcernsGovernance Concerns

• Demographic Data on Applicants & Admitted Students, Demographic Data on Applicants & Admitted Students, Graduates & Successful PractitionersGraduates & Successful Practitioners

• Cohort Data on Knowledge & Skills, Beliefs & Attitudes - Across Cohort Data on Knowledge & Skills, Beliefs & Attitudes - Across Program Data Program Data

• Information on Course Designs, Labs of Practice, Internships, Information on Course Designs, Labs of Practice, Internships, ApprenticeshipsApprenticeships

• Candidate Course Grades, Portfolios, Other ArtifactsCandidate Course Grades, Portfolios, Other Artifacts

• Candidate Success on Comps, Proposals & Capstones (Shared Candidate Success on Comps, Proposals & Capstones (Shared Rubrics)Rubrics)

• Candidate Success in Appointments, Promotions, Supervisor Candidate Success in Appointments, Promotions, Supervisor Evaluations, etc.Evaluations, etc.

• Candidate Success on Certifying Examinations Candidate Success on Certifying Examinations

Data – What Do We Data – What Do We Want?Want?

WHERE WE HAVE ARRIVEDWHERE WE HAVE ARRIVED

Phase I of CPED:Phase I of CPED:

• WhyWhy- Belief Statements = Scholarly - Belief Statements = Scholarly PractitionerPractitioner

• HowHow- Design Decisions (signature - Design Decisions (signature pedagogies, labs, capstones)pedagogies, labs, capstones)

• WhatWhat- 6 principles of the professional - 6 principles of the professional practice doctoratepractice doctorate

WHYWHY: Scholarly : Scholarly PractitionersPractitioners

From institutional From institutional documentsdocuments

• Need for critical consumers of research

• Need for action research, applied research skills

• Need for research literary, systematic inquiry, effective data analysis for data-driving decision making

• Need for combining inquiry and content

• Need to develop students’ knowledge, competencies, and skills applicable to disciplined inquiry

• Need to focus on research in action

• Need for more deliberate and developmental scaffolding for students as they plan for and actually conduct research on problems of practice

From October From October ConveningConvening

We, the members of CPED, We, the members of CPED, believe believe

““The professional The professional doctorate in education doctorate in education prepares educators for prepares educators for the application of the application of appropriate and specific appropriate and specific practices, the generation practices, the generation of new knowledge, and of new knowledge, and for the stewardship of for the stewardship of the profession.”the profession.”

HowHow: our : our accomplishmentsaccomplishments

Key program structuresKey program structures: cohorts, three year : cohorts, three year completion, innovative assessments, attention to completion, innovative assessments, attention to adult learners, engagement of workplace,adult learners, engagement of workplace,

Key featuresKey features: signature pedagogies, labs, : signature pedagogies, labs, capstones that emphasize inquiry and define capstones that emphasize inquiry and define cohesive leadership preparation that engages cohesive leadership preparation that engages learner and scholar in solving problems of learner and scholar in solving problems of practicepractice

Key outcomesKey outcomes: scholarly decisions and solutions : scholarly decisions and solutions to high leverage problems, scholarly products to high leverage problems, scholarly products aimed at research and practice, rethinking of aimed at research and practice, rethinking of doctoral preparation in SOEsdoctoral preparation in SOEs

WhatWhat: 6 principles: 6 principles

1.1. Is framed around questions of equity, ethics, and social justice to bring Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.about solutions to complex problems of practice.

2.2. Prepares leaders who can construct and apply knowledge to make a Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, positive difference in the lives of individuals, families, organizations, and communities.and communities.

3.3. Provides opportunities for candidates to develop and demonstrate Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse collaboration and communication skills to work with diverse communities and to build partnerships. communities and to build partnerships.

4.4. Provides field-based opportunities to analyze problems of practice and Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.use multiple frames to develop meaningful solutions.

5.5. Is grounded in and develops a professional knowledge base that Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. systemic and systematic inquiry.

6.6. Emphasizes the generation, transformation, and use of professional Emphasizes the generation, transformation, and use of professional knowledge and practice.knowledge and practice.

Why—Why—Justify our claim Justify our claim

that that Scholarly Practitioner Scholarly Practitioner is important?is important?

In inter-institutional groups:In inter-institutional groups:Discuss & record resultsDiscuss & record results

How How are we preparing are we preparing Scholarly Practitioners?Scholarly Practitioners?

In inter-institutional groups:In inter-institutional groups:

Describe your institutional efforts around one of the following Describe your institutional efforts around one of the following CPED design concepts—CPED design concepts—

Signature pedagogiesSignature pedagogies

Laboratories of PracticeLaboratories of Practice

CapstonesCapstones

MOVING FORWARD TO PHASE MOVING FORWARD TO PHASE II:II:

•WE HAVE LOTS TO DEMONSTRATE •NEED EMPIRICAL EVIDENCE ACROSS

INSTITUTIONS

WhatWhat——questions to launch questions to launch

Phase II &Phase II &attract resourcesattract resources

------------In inter-Institutional groups, In inter-Institutional groups, CONSIDER THE RESEARCH CONSIDER THE RESEARCH

questions &ANSWER:questions &ANSWER:

a. What do we think of these as research questions?

 B. how can we word-smith

them? C. what are some

subquestions?

D. What are our hypotheses around these?

• How has CPED How has CPED changed Higher changed Higher Ed/programs?Ed/programs?

• How have CPED grads How have CPED grads changed their settings?changed their settings?

• How does program How does program change impact change impact schools? schools? 

• How have grads How have grads transformed their transformed their notions of leadership?notions of leadership?

• How are we faithful in How are we faithful in our programs to our programs to principles?principles?

Next stepsNext steps

TimelineTimelineAERA: AERA:

Evaluate RQsEvaluate RQs

Add sub-questionsAdd sub-questions

Ideas on how we might collect data (will warrant tool Ideas on how we might collect data (will warrant tool development)development)

  

May-June:May-June:

Send out AERA results to all teamsSend out AERA results to all teams

Develop two-page description for potential protocol Develop two-page description for potential protocol developmentdevelopment

Write narratives for grantWrite narratives for grant

Assemble proposal writing teamAssemble proposal writing team

At UCF June Convening:At UCF June Convening:

Question development teamsQuestion development teams

Protocol development teamsProtocol development teams

Discuss division of consortium for research-- inter-institutionalDiscuss division of consortium for research-- inter-institutional

  June-SeptemberJune-September

Establish institution commitmentsEstablish institution commitments

Work as if we have grant—develop design, products due, Work as if we have grant—develop design, products due, conveningsconvenings

  

Questions to consider:Questions to consider:

••Size, scope, how to group?Size, scope, how to group?

••Products, outcomes, evidenceProducts, outcomes, evidence

••Types of Evaluation Types of Evaluation

••How disseminate our products/results?How disseminate our products/results?

••Inclusion of new members as critical Inclusion of new members as critical friends?friends?

Thanks for participatingThanks for participating

Share ideas with your home team Share ideas with your home team members members

We’ll see ya’llWe’ll see ya’ll

at the University of Central Floridaat the University of Central Florida

June 9-11thJune 9-11th