HOW TO EXECUTE OUR RESEARCH AGENDA FIPSE – CPED PHASE II

Fund for the Improvement of Post-Secondary Education (FIPSE) Innovation -- applicants to conceive, design, and manage projects in ways that promote sustained operations and growth, increase impact in other settings, and achieve other lasting and widespread effects. Significance--address problems of national significance – problems shared by postsecondary institutions across the country Grassroots reform--start with a good idea, try it to see how it works, and then share what you have learned with others. Dissemination--to create solutions to those problems that can be transferred to many additional settings

CPED RESPONSE Proven models for changing Ed Schools  Document and evaluate change in the organizational structures of a set of graduate schools to accommodate new professional practice degrees (Ed.D.) for school and college leaders. Proven models for changing Ed.D. programs  Document and evaluate change in the signature learning processes, learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs that participate in CPED.  Document and evaluate fidelity to a set of guiding principles developed in Phase I. Transferrable Results  Disseminate lessons learned and best practices for the design and implementation of professional practice degrees to a new cohort of graduate schools of education.  Rural and minority institutions

Research questions How has the CPED effort changed the organizational structures—policies, practices, structures— that govern the roles and responsibilities of faculty and candidates in preparation programs leading to the professional doctorate in education? How has the CPED effort changed the signature learning processes, learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs? What impacts have these programmatic changes had on the graduate school of education? How closely are new programs aligned to the core CPED principles for professional practice doctorate programs as established in 2009? What lessons learned and best practices for Ed.D. programs can be derived from the efforts of the initial CPED institutions?

CPED AGENDA YEARTASKDELIVERABLERESPONSIBILITY IInstitutional agreements Signed commitment for data gathering and sharing CPED leadership Doctoral Fellows3 students to support data organization and analysis CPED leadership Review of existing data Initial data on institutional change, program design, principle fidelity CPED leadership + doc fellows Protocol development Instruments for data gathering during on-site visits CPED PIs Identify 2 nd wave25 new institutions—rural & minority; members, critical friends CPED Leadership + Advisory Board Website developmentResearch and advocacy; learning community CPED Leadership Begin data collectionTeams visit sites and collect dataCPED PIs External evaluationBegin evaluation of Phase II for FIPSE External Evaluator

CPED AGENDA CON’T YEARTASKDELIVERABLERESPONSIBILI TY IIInvite 2 nd waveNew members join & serve as critical friends to Phase II research CPED leadership Data gatheringContinued site visits for data collection CPED PIs Data analysisBegin data analysis of newly collected data CPED PIs External evaluation Continued evaluation of Phase II for FIPSE External Evaluator

CPED AGENDA CON’T YEARTASKDELIVERABLERESPONSIBILITY IIIWrite up research findings Case studies of institutional change, program development and fidelity CPED PIs Dissemination of findings Share results with broader Ed community CPED leadership and PIs External evaluation Final evaluation of Phase II for FIPSE External Evaluator

HOW DO WE…. 1) Document and evaluate change in the signature learning processes, learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs that participate in CPED. 2) Document and evaluate fidelity to a set of guiding principles developed in Phase I. CPED is the largest effort in US history to distinguish the Ed.D. and to make it the professional degree in education.

WHAT ARE OUR EXPECTATIONS? WHAT GUIDELINES CAN WE DEVELOP FOR ASSESSING ED.D. CANDIDATE WRITING? Scholarly Practitioner Writing

ACTION STEPS Design team– develop strategic plan for implementing agenda in strands and levels across consortium Protocol development Website development Need:  Consortium members