David Imig and Jill Perry

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Envisioning a New Professional Practice Doctorate
in Education
The Carnegie Project on the Education Doctorate

• David Imig and Jill Perry
• American Association of Colleges
• for Teacher Education (AACTE)
• 60th Annual Meeting New Orleans, LA
• February 7, 2008

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Drawing Distinctions Building Confidence
Strengthening Professions Strengthening
Doctoral Education Stewardship of a
Discipline Stewardship of a Profession,
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CARNEGIE PROJECT ON THE EDUCATION
DOCTORATES2007-2010

• New conceptions/models for professional
  doctorates
• Demonstration proofs
• Candidate criteria
• Capstone experiences
• Core curricula
• Signature pedagogies
• Laboratories of practice
• Institutional change strategies

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Participating CPED Institutions

• California State University System
• Connecticut
• Duquesne (PA)
• Florida
• Houston (TX)
• Kansas
• Kentucky
• Louisville
• Lynn (FL)
• Maryland
• Missouri
• Nebraska

• Northern Illinois
• Oklahoma
• Pennsylvania State
• Rutgers (NJ)
• South Florida
• Southern California
• Vanderbilt (TN)
• Vermont
• Virginia
• Virginia Commonwealth
• Virginia Tech
• Washington State

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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

STEM Initiatives International Competition
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Where Our Doctoral Students Go
PK-12 School Leadership/ Teaching

• Community College/
• Liberal Arts/
• Comprehensive College
• Faculty Leaders

Research Extensive
Agency/Organization
Graduate School of Education
Other/ International
For Profit Providers/ Businesses
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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 Education
• Standards of excellence must be more than credit
  hours earned.

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Intent of Initiative
Appreciate Efforts of Others University of
Southern California Peabody College, Vanderbilt
University
Seek Two, Clear, Distinct, Different
Approaches to Doctoral Education (PhD and EdD)

• CPED

Work Across CADREI Institutions
Collaboratively Develop New Professional Practice
Doctorates (Engage CSU Institutions)
Use NBPTS Assessment Model Outcomes/
Expectations Focused (Where Applicable)
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Tripartite Foci
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Resources to Guide the Work

• Shulman, L.S., et.al. (2006) Reclaiming
  Educations 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)

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How? Design Projects A. Design Principles
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Supporters/Sponsors

• AACTE
• AERA
• CF
• CADREI
• CGS
• UCEA
• University of Maryland College Park

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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 choice
• Status perceptions qualitative concerns
• Resource considerations

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Organizing the Project

• When? CPED Calendar
• How? Design Principles, Components, Strategies
  Outcomes
• How? Bi-annual Convenings
• In-between Communication Progress Reports
• Creating Demonstration Proofs

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When? The CPED Calendar
2007 Conceptual Design Phase Introduction to
concepts and ideas
2008 Experimental Phase Incorporation,
Implementation, Documentation
February Documentation Updates
At AACTE June
Modeling Successful Practices At
Carnegie September Impacting
Other Programs At USC
2009-10 Deliberation Dissemination
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How? Continued B. Redesign Components

• Expectations
• Admissions
• Themes
• Signature Pedagogy
• Habits of the Mind
• Habits of the Heart
• Habits of the Hand
• Core Curriculum
• Specialty Curriculum
• Faculty Qualifications

• Mentoring Designs
• Role of Assessments
• Laboratories of Practice
• Methodological
• Components (Qualitative
• Quantitative)
• Theoretical Components
• (Epistemological Ethical)
• Assessments (NBPTS)
• Capstone Experiences

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How? Continued C. Strategies and Expected
Outcomes

• Build on CID Experiences
• Focus on the PPD Components
• Redesign the PhD as Companion Work
• Position Assessments as Prime Driver of PPD
  Designs
• Focus on Value-Added vs. Replacement
• Focus on Practice Sites vs. Program Emphases
• Appreciate Standards and Accreditation
  Implications

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When? CPED Bi-annual ConveningsSignature
activity of Carnegie Foundation programs Central
featurecoming together
Mix of Pedagogies
Idea Centered
CPED Convening
Multiple Voices
Unstructured Conversations
High Expectations
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June 2007 Example of Pre-work Group work
during Convening
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October 2007 Example of Pre-work
Group work during Convening
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In between .

• Communication On-line Community
• Reporting Out Progress Reports

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(No Transcript)
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Documenting CPEDProgress Reports
Using logic model elements as reporting
categories Submit Progress Reports a month before
convenings Inputs Activities Outputs Outcomes Impa
ct
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What have we learned thus far?Processes, Trends
Challenges
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• Processes bottom up Shulman et al (2005)
• Campus deliberations/discussion engaging
  intellectual communities of stakeholders to
  define themes, directions and processes
• Information gatheringsurveys 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

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Trends Program Design

• Student cohorts
• On-line delivery of programs
• Catering to part-time students community

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TrendsIncorporating Design Concepts

• Signature pedagogies
• Habits 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

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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 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

• Duquesne University
• framed around identity Scholarship for Schools
  
• design proposals, test prototypes and study
  process and products

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GAIN credibility for the EdD as the degree of
choice for professional practitioners
CPED Initiative Institutional Challenges
AVOID PhD-lite tag
ARRIVE at a set of standards for doctoral
programs
On-going understanding of design concepts What
are they?
AVOID perception of mission creep or degree
inflation
How to create institutional buy-in and change?
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Quality Considerations

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

• Meeting Accreditation Standards
• Ensuring Consistency with GSE
• Mission Goals
• Using Markers of Program Success
• Holding to Equivalency Expectations with
• PhD in Education
• Ensuring Intellectual Material Resources

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Can We Change?
.despiterepeated calls for reform, resistance
to change has been strong. Major problems persist
and some are worsening. given the inertia of
academic depart- ments and the spotty results of
past reform efforts, widespread success may be
elusive.
The Real Science Crisis, CHE, Septem- Ber 21, 2007
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Thank You!

• For further information contact
• David Imig dimig_at_cpedinitiative.org
• Jill Perry jperry5_at_cpedinitiative.org

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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)

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Historical Considerations

• PhD 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