1. How to Frame an Ed.D. Program The following are a set of examples of how programs can be framed to make them unique and focused around the values of the institution and the abilities of the faculty

2. Example #1 for framing a program: Graduates Proficiencies Goal: To Act as Scholarly and Influential Practitioners 1. Collaborate effectively [harness human capital] Build communities of practice Distribute leadership Honor multiple perspectives 2. Utilize action research Utilize multiple theoretical frames and mixed methods to resolve issues Change through action 3. Utilize information wisely Critically consumer professional and research literature Apply professional knowledge base to problems of practice 4. Lead Enact a vision Change Improve Advance others' best interests 5. Promote access with excellence Embrace asset perspectives Work for social justice Celebrate diversity include all voices Equity Advocate for democratic schooling Agents for equity equitable opportunities for all learners

3. Example #2 for framing a program: Core Idea. Key Assumption: how students learn is as important as what they learn As adult learners with rich professional backgrounds, students learn best when their learning focuses on: – Enriching the mental models (habits of mind) they use to guide their practice – Engages them in rich experiences that add depth and breadth to these mental models – Places them in laboratories of practice where they can test the efficacy of these models From this perspective an effective instructional process: – Engages students directly inquiry about complex problems of practice – Enriches this inquiry with conceptual frameworks from the research literature – Builds students’ capacities (habits of mind) to formulate in-depth analyses that integrate primary data from their inquiry projects with perspectives based on the research literature – Requires students to formulate and defend recommendations to address complex problems of practice

4. Example 3 for Framing a Program: Signature Pedagogy Theory to Practice Inquiry THEORY&RESEARCHTHEORY&RESEARCH THEORY&RESEARCHTHEORY&RESEARCH RESEARCH SKILLS Capstone Project Capstone Project Theory and research on professional learning Theory and research on sociology of education Theory and research on policy analysis Theory and research on leadership TPI within a laboratory of practice IV TPI within a laboratory of practice III TPI within a laboratory of practice II TPI within a laboratory of practice I builds to builds into builds to Review 1 Review 2 Review 3 Review 4

5. Example #3 for framing a program: Mission Statement The mission of the Professional Doctorate in Educational Leadership program is to transform the practice of educational leadership to improve schools and to do so as a matter of social justice. To fulfill its mission, the program pursues the following goals: To prepare leaders who can collaborate effectively across school, academic, and community boundaries to (1) identify and understand real problems in real schools, and (2) to design and develop solutions to those problems of practice; To prepare leaders who can establish and grow intra- and inter- institutional capacity for continuous, evidence-based improvement of schools; and To prepare leaders who can advocate effectively for and drive efforts to achieve educational equity and excellence.

6. Example #3a for framing a program: Mission Statement Statement of Purpose The goal of the Ed.D. program is to create educational leaders who are agents of change. The professional doctorate in education helps future and current leaders develop the knowledge, skills, and dispositions to solve problems of practice in ways that improve instructional quality for all students. Program graduates will have the leadership capacity to have a positive impact on the lives of students, families, and communities. The Ed.D. program is specifically designed to enable participants to enhance their pedagogical, research, and leadership expertise. Through coursework, leadership apprenticeships, and individualized mentoring participants learn how to: Work with instructional staff to enact improvements Produce and use research efficiently and effectively to solve problems of practice Create networks and community partnerships to enact policy Cultivate their pedagogical skills to lead instructional improvements at the classroom and local levels Advocate on behalf of their educational community

7. From Discrete Solutions to Problems of Practice With Systemic Implications Measuring student outcomes: how will you know your program has “transformed” a current practitioner into a leader in education?

8. From Frame to Dissertation in Practice: What are the roles of each program component?

9. Operationalizing program design: to ensure goals and integration of program components