Reinventing an R&D Capacity

• How do we focus on the problems of practice?
• How do we access the resources to identify and understand these problems?
• How can our programs contribute to the understanding of the problems of practice in the field?
• As we move forward we must find ways to engage peoples of diverse perspectives.
• As educators and researchers we try to engage people to consider the problems of practice, but we must engage the social entrepreneurs.
• In many cases our graduates become social entrepreneurs...preparing these individuals in this capacity requires diverse inputs...attending the DED model of Design, Engineering, and Development

Achieving CommonVision - the CPED Consortium Charter

Interpreting the CGS Definition of Transforming Practice

IdentifyingPrinciples of Professional Doctorate in Education

Principle vs. Practice?

Thinking through Principles:

• Group 1
  • Nature of principles, essence of each principle, duplication: 1-6, not 7-10
  • Are these good principles?
  • One good one: Diversity, ethics, equity and social justice: fundamental part of any Ed.D.
  • Implications for preparation and policy focus
• Group 2
  • Nature of principles
  • Implication and counter implications
  • Rich discussion, but not able to speak across prep, policy, practice
  • How precise do principles have to be?
  • Language should be relatively flexible; settings and contexts will increase specificity
  • What is meant by inquiry? Implications for research?
• Group 3
  • Redundancies
  • What do we want to see? How is this articulated, pedagogy? Assessed?
  • Inquiry
  • Contextualized settings
  • Opportunities for students to engage in practice/policy outside of education context
  • Mixed methods in inquiry
  • What is collaboration? Creating opportunities? Cohorts, group projects, problem posing that confronts underlying values, pedagogies of case studies, role play, problem based learning
• Group 4
  • Multidisciplinary should be multiple frames
  • Stewardship will come forth in implications, eliminated from themes
  • A lot of duplication: 1 and 10
  • Principles for programs and individuals are different
  • Are impacts standards and indicators?
  • Principles should stand alone and portray connections between them
  • Admissions data should be aligned with principles: measuring entry and then growth, assessments embedded throughout curriculum
  • Problems of practice emerge from field
  • Impact: improving professional practice, but graduates also influence their own spheres of practice
• Group 5
  • Too many principles
  • Implication: way in which we teach will have to change to serve students according to PPDE: vehicle for delivery has to reflect what we want student sot do: practice joined with content knowledge: collaboration among faculty will encourage collaboration among students
  • Focused just on preparation
• What are the criteria by which we might design research agendas?

Reflections on Process:

• Confusion on:
  • Themes: stewardship, multidisciplinary
• Themes were constructed: commonalities through and across draft PPDEs; key concepts
• Can we agree on a set of principles?
• On process: whatever number of principles, more than 5 per group will result in massaging those principles...create cadres around each of the new principles and look deeper at each.
• How do these new principles reflect on Shulman et al research; specifically the original CPED principles?
• Are these principles connected to original theoretical work?
• Look at common themes through principles; form small task force and look at commonalities and flush out what these principles should look like...then larger group can focus deeper on the new foundational set.
• Parallel processes of identifying themes and principles...figure out what value the themes really have.
• Define meaning, agree, then define process.
• Is there consensus not only on what is there, but what is not there?
• What is the charge for the taskforce? Principles should be based on aspiration, not what we are already doing.
• Fundamental questions:
  • What do educational professionals need to know and be able to do?
  • How is this accomplished?
• Are we weighing what is there against what we think should be there? Where does the research frame of CPED come into play?
• Principles should be unique...

Principle Committees Rationale:

1.     Social Justice and Ethics   ✔

a.      Are we committed to: creating a socially just worldvia our programs?

2.     Inquiry related to problems of practice   ✔

3.     Collaborative effort, teaching collaboration,collaborative work teams   ✔

4.     Multidisciplinary work   X

5.     Multiple frames  ✔

6.     Stewardship of practice   ???

a.      A body of work, field of education, worthy of study -take what's best from past and build into the future

b.     Capacities that need to be formed: formation includescapacities to generate serve and transform knowledge; driven by a moral compass

7.     Authenticity in admissions, assessments, curriculum,experiences   ???

a.      Do admissions criteria authentically representpotential for leadership?

b.     Do assessments authentically related to mission?

8.     Knowledge base  X

9.     Scholarship of practice   X

a.      Is the delivery of this instruction scholarly andrigorous?

Framing:

• Principles, Themes, Observations, Essences, Tenets, Essential Things
• How is this degree going to be operationalized in new ways...the impacts on the field, policy, and practice?
• What is CPED role in the definition of the profession?