CPED Convening at the University of Central Florida June 9-11, 2010

WEDNESDAY

AGENDA WELCOME, David Imig WELCOME TO UCF, Dean Sandra Robinson OVERVIEW OF CONVENING, Jill Perry SYLLABUS EXERCISE, Jill Perry BOOK DISCUSSION, Val Storey FREE EVENING -- WINTER PARK

About the convening… Theme: ◦ How do you do it? Understanding how we design the elements of scholarly-practitioner programs Goals: ◦ Share ideas ◦ Gain a better understanding of how each institution has developed their program ◦ Enhance our own programs ◦ Align our CPED thinking Activities: ◦ Syllabus exercise ◦ How do you rotations ◦ Book discussion ◦ Evaluation discussion

Syllabus Exercise How our course work shapes our goals and our teaching? In Groups of 2 ppl, one syllabus per person (grad students can follow their faculty member if they don’t have a course) Discuss & Plan to report out What is the overall story or narrative you want to tell with this course? How does your syllabus contribute to preparing someone for practice—consider definition of profession, habits, etc How does this course foster a scholarly practitioner identity? How does this course connect your student to a scholarly practitioner community? What is the reading list? How does it differ from traditional EdD programs? What does this course say about you as a faculty member teaching it? Or the program as whole?

KEY READINGS FOR PREPARING SCHOLARLY PRACTITIONERS -VAL STOREY What readings define our programs and our graduates?

6:00 PM SHUTTLE TO WINTER PARK (FROM HOTEL) 9:00PM SHUTTLE TO HOTEL (FROM PARK AVE, WINTER PARK) Evening in Winter Park, FL

THURSDAY

Agenda Morning: Update on October Convening at the University of Houston FIPSE Update and Planning Break Presentation by UCF Lunch Afternoon: How do you Rotations UCF Reception and Dinner

Hilton University of Houston Hilton University of Houston 4800 Calhoun Road, Houston, Texas, United States Airports: Houston Hobby (south) or George Bush Intercontinental (north) October Convening at the University of Houston October 6-8, 2010 Hilton University of Houston 4800 Calhoun Road, Houston, Texas, United States Airports: Houston Hobby (south) or George Bush Intercontinental (north) Hilton University of Houston

Understanding FIPSE & how CPED fits Jackie Edmondson (PSU) & David Imig have discussed CPED with Ralph Hines, Director FIPSE 36 grants at $750K each Looking for innovation  how do our programs show student improvement? What models and outcomes can we demonstrate? Interested in evaluation & dissemination as part of study May cover protocol development Deadline mid-late June; Awards in September

It is a Problem of National Significance It is an Unsolved Problem It is a Widely Felt Problem It is an Emerging Problem It is a Practical Problem It is a Problem Shared by Many Colleges & Universities It is a Problem Demanding Bold Thinking What is the Problem?

Common Commitment to Distinguishing and Differentiating Between the Doctorate in Education (154 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 The CPED Initiative

Directed at Real Problems and Real Solutions Emphasis is on Preparing Transformational Leaders 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 Making the EdD The Degree of Choice

Changes in Knowledge, Skills, Behaviors and/or Attitudes Changes in Organizational Structures to Promote Such Learning and Behavioral Change Changes in the Cost of Preparing Leaders Ways of Using Quasi-Experimental Designs to Document Such Changes Readiness of CPED to Use Multiple Data Gathering Procedures Across Institutions What We Want to Know

An Established Network of +25 Colleges and Universities 3 Years of Shared Effort in Building Pilots or Proofing Sites (Some Cross Institutional Data & Information) A Common Set of Principles An Agreed Upon Set of Outcomes A Shared Language– Signature Ped, Scholarly Practitioner Institutional Resources and Institutional “Change Agents” What We Have to Offer

Beginners Agreed Program Design Student Recruitment In Process Imminent Launch Implementers Program Cohorts Admitted Courses Offered Capstone Defined In Progress Program Graduates Practicing Professionals The Challenges

School Leaders Leaders for PK-12 Schools Teacher Educators Leaders for Schools and Colleges Organizational Leaders Learning Organization Leaders Different Purposes: Different Clients

Finding a Home Identifying a Project Evaluator Staffing the Project Building a Budget Creating a Shared Governance Design Building a Cross Institutional Commitment to Data Gathering and Data Sharing Incorporating new institutions as critical friends/partners Getting Everything Completed SOON! Organizational & Governance Concerns

Demographic Data on Applicants & Admitted Students, Graduates & Successful Practitioners Cohort Data on Knowledge & Skills, Beliefs & Attitudes - Across Program Data Information on Course Designs, Labs of Practice, Internships, Apprenticeships Candidate Course Grades, Portfolios, Other Artifacts Candidate Success on Comps, Proposals & Capstones (Shared Rubrics) Candidate Success in Appointments, Promotions, Supervisor Evaluations, etc. Candidate Success on Certifying Examinations Data – What Do We Want?

MOVING FORWARD TO PHASE II: WE HAVE LOTS TO DEMONSTRATE NEED EMPIRICAL EVIDENCE ACROSS INSTITUTIONS

 How has CPED changed the policies, practices, structures, and culture of institutions of higher education?  What have been levers of change, constraints, and resources associated with CPED?  How has CPED changed EdD program design?  What is the context of the programs?  How have faculty attitudes changed?  What needs to be in place for change?  How have changes taken place in CPED colleges/schools of education affected other professional schools in university settings?  Anticipated outcomes= set of lessons learned for change in higher education  In what ways have CPED graduates impacted the policy, practices, structures, and cultures of their settings?  How do students in the program change their spear of influence (schools, community colleges, educational organizations)? (students in schools, school level, community).  What is the impact on the institution or community?  What is the impact of cohort preparation?  What is the impact of capstones?  What is the impact of the program cycle and growth?  Are the extent of these changes linked to graduates understanding of relating theory to practice in action and decision-making?  How have CPED gradates transformed their notions of their own leadership skills, responsibilities, and roles in their own practice?  How have they understood and utilized the tools gained from core program concepts?  How have they utilized these tools as leaders?  How closely are CPED programs aligned to the core CPED principles as originally defined (2007) and as refined over time? OUR RESEARCH QUESTIONS

Focus of data collection Focus across Consortium, Individual Programs, Individuals— graduates, faculty, community Focus on the Capstone (Document Analysis) Focus on Principles (Selected) Focus on Change (Programs, Candidates, Faculty and Community) Focus on Impact (Graduate Impact on PK-20)

How do you…… Rotations Count off in fives 25 minutes at each table Answer/discuss questions assigned to each table 3:00pm report out

UCF Reception & Dinner 3:30pm bus to hotel 5:00pm Pick up from hotel 8:15pm bus to hotel

FRIDAY

Agenda Discussion of CPED Final Report Break Evaluation discussion Box lunches

SO, WE’VE BUILT IT. Now how do we know it can fly? What is your institutional plan for evaluating this program? What are the goals of this evaluation? How will you know the program is successful? How will you know your graduates have changed/gained? How is your evaluation tied to your mission and program principles? Who contributes to this evaluation? What steps will be taken to improve your program if necessary?

Please fill out your evaluation