2. Rutgers EdD: Where We Were…
• Ed.D. Programs
Early Childhood/
Elementary
Literacy
Social Studies
Educational
Administration
and Supervision
Mathematics
Science
Language
Social and Philosophical
Foundations (2)
Special Education (2)
3. Design of Learning
Environments
The Core
of
Leadership
Educational
Leadership
Education, Culture,
and Society
What it is that we
expect leaders to be
able to know and
do
Teacher
Leadership
3
Dissertation
Where We are Now
4. Design Components
• Common Core
–
–
–
–
Learners and Learning
Leadership and Change
Inquiry
Broad Contexts for Educative Processes
• Concentrations that are Interdisciplinary
• Dissertation
• Administrative and Advising structure
– Student Centered
– Brings Faculty Together
• Cohort Model
• Intensive Time Frame
8. Lesson 4
• Use Data to Inform Decision Making
– Talk to students (before,
during and after)
– Have an evaluation
design in place
– Set up a program
structure that allows for
data to be used to
improve the program
10. For more information contact:
Sharon Ryan
Graduate School of Education
Rutgers University
sharon.ryan@gse.rutgers.edu
Editor's Notes
----- Meeting Notes (10/24/13 12:16) -----hi,We have two objectives for this session. First, I want to share some of what I have learned the hard way as a change agent. These are a series of succinct lessons that I hope you find helpful.Second, we will spend time on the issue you face in your own institutions and see if we can use our collective expereinces to help you find pathways forward.
----- Meeting Notes (10/24/13 12:16) -----Just t give you some background on our EdD program at RUtegrs so you have some context for the lessons I want to share. We began our new EdD program in 2010 but it was around 4 years prior to this that we began our redesign work.
Fourth cohort
Mention Bylaws, curriculum committee, and guiding principles The CoreLeadership, Organizations and ChangeFocuses on facilitating change at both an organizational and systems level as well at the individual and classroom level Social ContextsStudents learn how to critically analyze the factors (historical, economic, political, sociological, historical, epistemological) that contribute to shifts in educational theory, policy, and practice Learners and LearningUpdates student’s knowledge about learning, including contexts and technologies that mediate learning, so that educational leaders know what good learning looks likeBuilds on above principles as they specifically relate to adult learning Inquiry Will expose students to the range of inquiry tools that they can use to solve problems of practice and to provide opportunities for them to practice and test out these toolsStudents will get a deeper understanding of program evaluation, a design that often combines qualitative and quantitative methodologies Design Components-Design of Learning Environments-Educational Leadership-Education, Culture, and Society-Special Education-Teacher LeadershipDissertation-A culminating, year-long experience-The dissertation requires students to identify & investigate a problem of practice systematically using current literature and inquiry methodology-Students will have the option of working on their dissertation projects in groups organized around key topics of interest
The lone conquering hero is a myth when it comes to institutional change. Higher education institutions are particularly interesting as they are one of the last institutions in the educational landscape that has to deal with accountability, let alone show results. Academic freedom is often interpreted liberally so you have many individuals working in parallel and not always together or toward a common goal.And if you left academics to decide how to make the program go, well they’d still be debating their views of EdD versus Phd in 10 years time.It is crucial therefore that as the PI or leader of the initiative you have a good sense of where you want to go and what you want to achieve over a set period of time and that you get yourself adequate resources in terms of at least one enthusiastic smart student who gets what you want and does it as well as buy out and other administrative support. At first, I didn’t think I should ask for such things and I thought I was stupid to ask but I soon learned that without buyout, summer salary and people power I couldn’t get information to and from faculty fast enough. So first things first backward map what you want to achieve semester by semester including travel, brining key folks in and then align a budget to that action plan and think very seriously about what you will need to be able to do the job. Do not ask for too little. If your dean needs you to do this then they have to enable you to do this.
Every school of education has its own institutional history. For example the reason why social studies and special education are not in the dept of learning and teaching is because of faculty differences. ----- Meeting Notes (10/24/13 12:16) -----
(Click to make all of the communicates appear)Minutes of all meetings and monthly updates, open door policy, met with people in departmentsDifferent forums that included retreats, town hall meetings, design days,
