David Imig and Jill Perry American Association of Colleges

for Teacher Education (AACTE)60th Annual Meeting New Orleans, LA

February 7, 2008

Envisioning a New Professional Practice Doctorate in Education

Drawing Distinctions: Building Confidence

Strengthening Professions:

Strengthening Doctoral

Education

Stewardship of a Discipline

Stewardship of a Profession,

New conceptions/models for professional doctoratesDemonstration proofs

Candidate criteriaCapstone experiences

Core curriculaSignature pedagogies

Laboratories of practice

Institutional change strategies

CARNEGIE PROJECT ON THE EDUCATION DOCTORATES

2007-2010

Participating CPED Institutions

California State University System

ConnecticutDuquesne (PA)FloridaHouston (TX)KansasKentuckyLouisvilleLynn (FL)MarylandMissouriNebraska

Northern IllinoisOklahomaPennsylvania StateRutgers (NJ)South FloridaSouthern CaliforniaVanderbilt (TN)VermontVirginiaVirginia

CommonwealthVirginia TechWashington State

A Gathering Storm – Qualitative Concerns & Doctoral Education

Quality Considerations (Students) FT Study/FT Support GRE Scores TCD Expectations (3-5 Years) Research Opportunities/Presentations Publications Placement at Research Extensive Institutions

Quality Considerations (Program) Student Mentoring/Faculty Advisement Employer Satisfaction Faculty Publications and Citations Candidate Satisfaction

Where Our Doctoral Students Go

PK-12 School

Leadership/

Teaching

Agency/Organization

Community College/

Liberal Arts/Comprehensive

CollegeFaculty &

Leaders

For Profit Providers/BusinessesOther/

International

Graduate School ofEducation

ResearchExtensive

Areas of Consensus

The PhD and PPD should be different – maybe! “Coursework-only” doctorates are unacceptable –

professional practice experiences are essential.The PPD is dependent upon “engaged research” – with

questions derived from external entities.There is need for explicit criteria for professional

accreditation, including national standards.There is the need for the PPD to be as rigorous as the

PhD in EducationStandards of excellence must be more than credit hours

earned.

CPEDSeek Two, Clear,

Distinct, Different

Approaches to

Doctoral Education

(PhD and EdD)

Work Across

CADREI Institutions;

Collaboratively Develop New Professional

Practice Doctorates

(Engage CSUInstitutions)

Use NBPTS

Assessment Model:

Outcomes/ Expectations

Focused(Where

Applicable)

Appreciate Efforts of Others:

University of Southern

California & Peabody College,

Vanderbilt University

Tripartite Foci

School Leadership

Teacher Education

Organizational

Leadershipschool principals teacher leaders Curriculum specialistssuperintendents

college & university situated facultyclinical and school-based teacher educators community college teaching faculty

professional &managerial staff of agencies & organizationsCommunity college leadership

Resources to Guide the Work

Shulman, L.S., et.al. (2006) Reclaiming Education’s Doctorates. (ER)

Walker, G.E., et.al. (2008) The Formation of Scholars: Rethinking Doctoral Education for the 21st Century. (CF)

Golde, C.M., et.al. (2005) Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline. (CF)

Lynch, C. & Hulse, C. (2007) Task Force Report on the Professional Doctorate. (CGS)

Shulman, L.S. (2000) Rethinking the Doctorate. (CF)Sullivan, W. (2005) Work and Integrity: The Crisis &

Promise of Professionalism in America. (CF)

Seeking Professional Formation

Emphasizing the Scholarship of

Practice

Creating New Capstone

Experiences

Creating Engaging

Intellectual Communities

Creating Signature

Pedagogies

Using Common Performance Assessments

Establishing a Curricular Core

Documenting the Process

Requiring Candidates to be

in a Current Practice

How? Design ProjectsA. Design Principles

Supporters/Sponsors

AACTEAERACFCADREICGSUCEAUniversity of Maryland – College Park

Issues and Concerns

Faculty qualifications & advisement considerations

Admission criteria (GRE scores) & prior work experience considerations

Group (team) products vs. individual candidate contributions

Early decision re: degree of choiceStatus perceptions & qualitative concernsResource considerations

When? CPED Calendar How? Design Principles,

Components, Strategies & Outcomes How? Bi-annual Convenings In-between: Communication &

Progress Reports Creating Demonstration Proofs

Organizing the Project

February Initial Introduction At AACTE

June Scholarship of Teaching & Laboratories of Practice

At Carnegie

October Assessment/Capstones & Signature Pedagogies

At Peabody

2008: Experimental Phase: Incorporation, Implementation, Documentation

2007: Conceptual & Design Phase: Introduction to concepts and ideas

2009-10: Deliberation & Dissemination

When?

The CPED Calendar

February Documentation & Updates At AACTE June Modeling Successful Practices At CarnegieSeptember Impacting Other Programs At USC

ExpectationsAdmissionsThemes“Signature Pedagogy”

Habits of the Mind Habits of the Heart Habits of the Hand

Core CurriculumSpecialty CurriculumFaculty Qualifications

Mentoring DesignsRole of AssessmentsLaboratories of PracticeMethodological Components (Qualitative & Quantitative)

Theoretical Components (Epistemological & Ethical)

Assessments (NBPTS)

Capstone Experiences

How? Continued

B. Redesign Components

Build on CID Experiences Focus on the PPD ComponentsRedesign the PhD as Companion WorkPosition Assessments as Prime Driver of PPD

DesignsFocus on “Value-Added” vs. ReplacementFocus on Practice Sites vs. Program Emphases Appreciate Standards and Accreditation

Implications

How? Continued

C. Strategies and Expected Outcomes

When? CPED Bi-annual Convenings

Signature activity of Carnegie Foundation programs Central feature=coming together

CPED Convenin

g

Idea Centered Mix of Pedagogies

Multiple Voices

High Expectations

Unstructured Conversations

June 2007 Example of Pre-work Group work during Convening

3. Investigate clinically-based professional practice degrees & Identify key elements of their of laboratories of practice.

•Structure?•Expectations of preparation?•Laboratory of practicecourse/dissertation•How do faculty interact to define or discuss relationship?•Assessment?•Staging process in the laboratory of practice/fieldwork/internship? •Advantages/disadvantages of the laboratory of practice?

Utilizing Assignment 3, please discuss the following questions:

1.What are some good examples of fields that utilize laboratories of practice to promote scholarship of practice as well as prepare future professionals?2.Why is the laboratory a key part of the training received?3.Describe some key components that comprise these laboratories of practice?4.What are the benefits of these laboratories for Faculty or Students (depending on your group)?5.How is this laboratory integrated into the program to enhance both faculty and student work?6.Create a list of the 5 most important outcomes of your group discussion that will inform and help direct the incorporation of laboratories of practice into EdD or PPD programs in Education.

2: Investigating Learning Outcomes with Assessment DataWhat are the outcomes of your pilot/model program? Bring examples of the data you gather and use regarding student performance and be prepared to answer the following questions:

1.How do you know whether the program outcomes are met? Who analyzes them and how they used? What measures of student performance are most valued in program assessment and review? How are the performance data used to strengthen and redesign courses and experiences?

2.How does this information inform your consideration of capstone courses and experiences? How do your students address substantive problems collectively and individually? What is the artifact that they produce that demonstrates mastery of concepts that span several topic areas in education policy and practice and require interaction with other disciplines and fields of study? What oral and written reports are expected?

3.What research questions do the data generate that will further your institution’s work and inform consideration of the capstone properties?

Assessing Outcomes

Utilizing your pre-work, create a rubric to judge the quality of your program using student performance data -What are some program assessment ideas that will serve your research design?- How will your program collect data about a cohort or group of students?- What will that collection look like?

October 2007 Example ofPre-work Group work during Convening

In between ….

Communication: On-line CommunityReporting Out: Progress Reports

Documenting CPEDProgress Reports

Using logic model elements as reporting categories

Submit Progress Reports a month before convenings

InputsActivitiesOutputs

OutcomesImpact

What have we learned thus far?Processes, Trends & Challenges

Processes: “bottom up” Shulman et al (2005)

•Campus deliberations/discussion– engaging intellectual communities of stakeholders to define themes, directions and processes

•Information gathering—surveys of stakeholders, institutional data

•Teams engaging in project design around a central themes, notions, ideas, identity that give context to change and set project apart from other reforms

Trends Program Design

Trends Program Design

Student cohorts On-line delivery of programsCatering to part-time students = community

TrendsIncorporating Design Concepts

TrendsIncorporating Design Concepts

Signature pedagogiesHabits of the mind: consumers

of research, cognitive apprentices, talking papers

Habits of the hand: mentoring, apprenticeship, arts of the practice

Habits of the heart: social justice, diversity, cultural leadership

Scholarship of teaching • Faculty self-reflection• Map curriculum to learning

outcomes• Team teaching

Laboratories of practice• Target districts• Face-to-face meetings with

professionals• Contextual rotations• Internships• Current work place

Capstones• Backward mapping• Use of state standards• Program design &

leadership analysis

Institutional examples of progress

University of Nebraska-Lincoln Teaching, Learning, & Teacher Education •field-testing a selection of “arts of the practical” course offerings •a core doctoral seminar experience

University of Nebraska-Lincoln Teaching, Learning, & Teacher Education •field-testing a selection of “arts of the practical” course offerings •a core doctoral seminar experience

University of Connecticut cohort of 10 students, newly designed, six-credit course sequence focused: •how to read quantitative research articles, •how to interpret and understand the findings,•how to apply the findings to address problems of practice

University of Connecticut cohort of 10 students, newly designed, six-credit course sequence focused: •how to read quantitative research articles, •how to interpret and understand the findings,•how to apply the findings to address problems of practice

Washington State University•designation of core research courses & experiences

•Incorporated into plan of study-- Ed.D.s in Educational Leadership, Teaching and Learning, and Community College Leadership

Washington State University•designation of core research courses & experiences

•Incorporated into plan of study-- Ed.D.s in Educational Leadership, Teaching and Learning, and Community College Leadership

Duquesne University•framed around identity= “Scholarship for Schools”

•design proposals, test prototypes and study process and products

Duquesne University•framed around identity= “Scholarship for Schools”

•design proposals, test prototypes and study process and products

AVOID perception of

“mission creep” or “degree

inflation”

AVOID perception of

“mission creep” or “degree

inflation”

AVOID

“PhD-lite” tag

ARRIVE at a set

of standard

s for doctoral

programs

ARRIVE at a set

of standard

s for doctoral

programs

GAIN credibility for

the EdD as the degree of

choice for professional practitioners

On-going understanding

of design concepts: What

are they?

On-going understanding

of design concepts: What

are they?

How to create institutional buy-in and change?

CPED Initiative & Institutional Challenges

Quality Considerations

Responding to Demonstrated Need Contributing to Communities Advancing Professional Practice Transforming P-12 Schools & Colleges

Meeting Accreditation StandardsEnsuring Consistency with GSE Mission & GoalsUsing Markers of Program SuccessHolding to Equivalency Expectations with PhD in EducationEnsuring Intellectual & Material Resources

Can We Change?

“….despite…repeated calls for reform, resistance to change has been strong.Major problems persist and some areworsening.”

“…given the inertia of academic depart-ments and the spotty results of past

reform efforts, widespread successmay be elusive.”

The Real ScienceCrisis, CHE, Septem-

Ber 21, 2007

Thank You!Thank You!For further information contact:

David Imig: dimig@cpedinitiative.orgJill Perry: jperry5@cpedinitiative.org

Compelling Demands on Education Schools

Reliance on Scientifically Based Evidence/Education as Science (IES-NICHD-NRC)

Focus on PK-12 Student Learning as Core for Teacher Education (APA, CADREI)

Congressional Accountability Expectations (Ed Trust, AACTE, APA) in the 110th Congress

ED Advocacy for Assessment & Accountability (Miller & Spellings’ Report/Barnes & Thompson Report) (Hickok, NYT, 10/11 Op.Ed.)

Impact of the Levine Reports (ESP) and the RAND Study of TNE (Carnegie)

Competition from Alternative Providers (Fordham & NCTQ, PPI & AEI)

Historical ConsiderationsPhD in Education – 1893 – TCCU (William

Russell)EdD – 1920 – Harvard (Henry Holmes)Professionalization of Preparation & Practice

(William Bagley & CF)AACTE Studies of the Doctorate (1960s)Doctoral Granting Sites: 300+ (?)Only 25-30% of Degree Recipients Teach or Do

Research in Higher Education