Program 1) includes multiple andequitable admission criteria, 2) includes timely and transparent admissionprocesses, and 3) relies on continuous quality evaluation and improvement.

Identifies applicants who meet/exceedthe academic capacity, life experience, and commitment to rigorous study thatsupports student learning and continuous educational improvement.

Need to come with leadershipexperience. The program is not about "training" people to be leaders,but taking people who are already leaders and building on their skills. As partof the application process, provide examples of leadership. Provide examples ofleadership that addresses the needs of under-represented groups. Only useadmission criteria that are related to the goals of the program and can predictor identify potential for leadership growth.

May include students from broaderorganizational settings and positions, rather than PK-12 or schooladministrators only.

Doctoral education emphasizes aninter-professional cohort model which recognizes the inherent value ofcollaboration and of the diverse knowledge, skills, dispositions, andexperience that contribute to group efficacy and individual learning.

Doctoral education emphasizes aninter-professional cohort model which recognizes the inherent value ofcollaboration and of the diverse knowledge, skills, dispositions, andexperience that contribute to group efficacy and individual learning.

A program that immerses students incase studies of applicable K-12 issues and leadership demands...

Ed.D. program components will beassessed by monitoring and collecting data related to time-to-degree, degreecompletion rates, academic progress each semester, and student satisfaction.

Class assessment that is broad innature, including authentic/performance-based.

Ed.D. projects will investigate ways inwhich social, cultural, political, and economic processes shape inequalities ineducation.

Ed.D. students should conduct appliedresearch studies that address real problems in authentic-work settings; suchstudies should involve collaboration with setting stakeholders and shouldresult in findings that are useful to the stakeholders.

High stakes, summative, group projectthat demonstrates competencies addressed in the program and is of sufficientquality that could be immediately implemented.

Response: By group, do you mean that students in the cohort are working with each other or are they working with others at their worksite?

Begins with clear definitions of thegoals for the experience and includes processes contextualized to the localsetting, created in collaboration with participating stakeholders and reflexiveto societal challenges.

Ed.D. programs include summative,authentic, contextualized experience(s) that provide opportunities for studentsto demonstrate competencies that address all program outcomes.

A significant portion of theculminating activities that are product/portfolio in nature.

Accountability for the process and resultswill be high because the audience is expanded beyond the university/program tothe larger educational community who will not only judge the student's work,but the university as well.

Dynamic reciprocal relationships withcommunity stakeholder. Build on multiple perspectives and knowledge that leadto continuous improvement for preparation program and stakeholders'organizations.

Instead of thinking about core courses,we might frame this in terms of core experiences and skills. In our program, wedon't have any electives.

Response: I like "core experiences and skills". Might we add...that prepare graduates for scholarship and research addressing critical problems in education to generate and disseminate ideas that inform and advance educational discourse, policy, and practice.

A set of core courses should bedesigned to provide a common experience for Ed.D. students across all programs.

Response: In our program at UCF all of our educational leadership students will have a common experience, but the experience will not be common to those in another program.

There should not be core courses; corecontent should be engaged in authentic, integrated and coherent learningexperiences across the curriculum.

An effective Ed.D. program shouldemphasize the attainment and honing of thinking, problem-solving, anddecision-making skills. A hallmark of this skill set is the practioner'sability to gather and analyze data using multiple lenses or frames.

Assessment of students should be"authentic" in relation to program goals. Students should have multipleopportunities to demonstrate the development of their inquiry and appliedresearch skills, as well as their development of leadership capacity.

An effective Ed.D. program shouldinclude a "laboratory of practice" within which candidates apply skill setshoned during classroom study to an actual problem of practice. This skill setincludes analytical skills and teamwork competencies.

Excellent doctoral programs providestudents with the tools they need to solve work-based problems, includingcritical thinking, reflection, the ability to work with diverse populations,and ways to effectively use all available resources.

An effective Ed.D. program engageslearners in settings that (a) engage individuals in ongoing inquiry intoproblems of practice.

The salient questions for practitionerinquiry arise from their own workplaces.

Doctoral students must be formedthrough experiences that produce dissonance.

Excellent doctoral programs preparestudents to rely on available research or theory when making decisions andsolving problems as opposed to intuition, tradition, or similar invalidsources.

An effective Ed.D. program engageslearners in settings that (a) engage individuals in ongoing inquiry intoproblems of practice.

An effective Ed.D. program (a) engageslearners in experiences that yield Change of Body State("attention-grabbing") reactions, (b) is structured so that theseexperiences have the qualities outlined in the research on deliberate practice.

Engage students in relevant andauthentic problems of practice that are complex (ambiguous, can be framed inmultiple ways, might involve issues of power, and so forth), relative tostandards, require multiple sources of information to determine action, andoffer alternative solutions to provide a feedback loop relevant to practice.

Embedded experiences in high performingenvironments across different contexts that socialize candidates to effectivepractice and equip candidates to engage in continuous improvement that leads tosignature educational outcomes.

An effective EdD program is designed tohelp learners build the analogical reasoning skills they will need to learnbest from the experiences they encounter in Laboratories of Practice.

An effective Ed.D. program engageslearners in LOP that (a) support collaboration among learners;(b) focus effortson a common performance goal, and (c) provide learners multiple opportunitiesto use the skills and knowledge gained in their courses.

Ed.D. students will be providedopportunities to practice: learning how to learn about students, theircultures, and environments as part of school transformation efforts.

Students matriculate through theprogram in a cohort as a community of learners guided by key faculty, but withopportunity to engage in the program through individual as well as collectiveexperiences.

Good teaching should enhance Ed.D.students' current thinking, their ability to self-reflective on action, and tobe self-directed learners.

Reflects and promotes mimetic andtransformative elements of teaching and leading.

An effective Ed.D. program (a) useslearners' experience-based mental models as a foundation for a program of studyand (b) helps learners to understand the limits of using these mental models intheir thinking, reasoning, and decision-making.

Programs should emphasize skillsnecessary to be adaptive and flexible in problem-solving rather than rely onstatic, step-by-step procedures. 

An effective Ed.D. program helpslearners become skilled at self-regulating their own learning

A good signature pedagogy will"assist and support students to conduct applied research in localeducational contexts."

Problem-based Learning

Team-based and collaborative-learningactivities.

A focus on both instruction &practice; the mix is important to offer multiple perspectives to learners.

Both tacit/explicit knowledge.

Contextual learning - i.e. takinglearning into a proper context for understanding.

Components that address the values,character and ethics (personal and professional) that are necessary forsuccessful leadership.

Integrating theory and empiricalevidence on the core knowledge in the field (e.g. leadership of schools socialsystem, leadership of teaching and learning, leadership of change and reformand disciplined inquiry) with practical experiences deepens practitioners'understanding of inquiry based-practice.

Field experiences embedded throughoutthe program of study develop practitioners' ability to apply technicalknowledge to problems of practice.

A course sequence based on the inquiryprocess enhances conceptual understanding and application, leadership acumen,and inquiry based practice.

Effective programs operate as part of alarger social network that includes school districts, local foundations,businesses and civic organizations.

Doctoral education emphasizes aninter-professional cohort model which recognizes the inherent value ofcollaboration and of the diverse knowledge, skills, dispositions, andexperience that contribute to group efficacy and individual learning.

Doctoral education examines criticalquestions of diversity, equity, and social justice in order to prepareeducational leaders who can construct and apply knowledge to make a positivedifference in the lives of individuals, families and communities.

Doctoral education is grounded in aprofessional knowledge system that directly links theory and rigorous researchinquiry to contextual problems of practice.

Accountability systems insure thatcandidates achieve high professional standards and develop habits forcontinuous improvement.

An effective professional practicedoctorate reflects the challenges of practicing education in the 21st century.

An effective professional practicedoctorate enables leaders to examine problems within complex systems.

An effective professional practicedoctorate promotes collaborative problem solving.

An effective professional practicedoctorate develops multidisciplinary expertise.

An effective professional practicedoctorate builds the capacity of leaders to engage in, interpret, and applyeducational research.

SchoolDistricts should be involved in recommending candidates for the doctorate.

Students in the Leadership Programqualifying for the Superintendent Certificate should have a master's degree andprincipal certification for admission.

Students should have some practicaladministrative experience for admission.

The students will be selected into a cohort.

The process for completing the thesisbegins at the start of the program with students working in teams of 3 to 6that will first consult with school district personnel on the appropriatenessof the research topic. The research topic needs to be supported by a schooldistrict.

The lab of practice will continue untilthe proposal is defended.

The program can be completed in twoyears with 39 hours of course work plus 6 hours of lab of practice and 6 hoursof thesis.

The cohort model facilitates learningcommunities.

The cohort model ensures thedevelopment of a supportive and influential network in local school districts.

The cohort model ensures that asprogram graduates move into different areas of the profession the establishednetwork extends the program's influence.

Signature pedagogies include-authentic,contextual problem-based inquiry into instruction. Learning, and leadershippractice; methods of inquiry; seminars; field study, capstone.

Instructional delivery should beunderpinned by leadership, accountability, equity and diversity, learning andinstruction.

Capstone projects should be identifieddistrict issues and capstone project ground program content and instructionaldelivery to enhance graduate's ability to conceptualize problems of practice.

Graduates of Ed.D. programs gain acommon language.

Graduates of Ed.D. programs develop acritical analysis processes that will impact local school districts.

Practioners emerging from an effectiveEd.D. program should demonstrate the collaboration, relationship building, andcommunication skills needed to work successfully with other educationalprofessionals, students, parents, and researchers. This skill set shouldreflect the practioner's knowledge of diversity issues and the skills needed towork effectively with diverse populations.

An effective Ed.D. program shouldinclude a "laboratory of practice" within which candidates apply the skill setshoned during classroom study to an actual problem of practice. This skill setincludes analytical skills, professional understandings, contextual knowledge,and teamwork competencies.

Practioners emerging from an effectiveEd.D. program should successfully complete a capstone project that affords eachcandidate an opportunity to synthesize the skills attained through both formalclassroom study and an internship experience. The capstone project should bringto bear this skill set in examining a challenging question or issue. Thefindings emerging from this scholarly investigation will provide a meaningful anduseful contribution to the field of education.