- The June 2014 CPED convening will take place at the University of Colorado Denver. - CPED membership has grown to include 88 schools of education, with new members from various public and private institutions across North America and abroad. - CPED is working to promote its initiatives on social media and through its recognition program. It is also exploring how to better promote member institutions. - The document discusses CPED's past initiatives through its FIPSE grant and outlines plans for its next phase of work, including establishing learning communities to implement and study the principles of the CPED framework.

1. June 2014 Convening!
!
@ university of
colorado - denver
Facebook: www.facebook.com/cpedinitiative
Twitter: #CPED_Denver14

3. Membership
• 34 new institutions + 4 new CSUs
• 11 Private, 27 Public
• 2 Canadian, 1 New Zealand
• PK20-Leadership (Ed Leadership
& Higher Ed), Teacher Leadership
• 88 Total SOEs
The Organization
• 501c3
• Incorporated & filed
• Bylaws & Dues
• Grants: IES, AERA, FIPSE
• Partner with CPEER
• Launch of Recognition

5. Promoting CPED’s
Work
Twitter: CPEDEdD
Convening: #CPED_Denver14

6. Promoting
Member
CPED-influence EdD
Programs
- Websites
- Ad targets
- Alumni
- MembershipàRecognition

7. Tweet:
#CPED_Denver14
How can we promote members?

9. Knowledge Forum on the EdD
A Blueprint for Phase III

10. Phase I

11. FIPSE (2010-2014) - Key Take Aways
Why CPED?
Solution for Internal
confusion
Means to address
External pressures
Cachet
What Changed?
Policies
• Time to degree
• Credits
• Dissertation format/
oversight
Programs
• Cohorts
• Prescriptive
sequence
Courses
• Practice-focused
Who Impacted?
Faculty
• Shift in workload, student relations,
pedagogy
• National network
• Not all open
• issues jr and clinical faculty
Students
• Clearer direction
• Focus on profession
• More engaged with
faculty
Dean
• Tool for bargaining
• Need support
Of note Context Matters
Need to learn
more about how
principles
enacted
Products
21 original CPED institutions
how CPED diffused through SOEs
Phase II

12. LC Principle 2
Senior &
Junior Fellows
+ Consortium
members
Each%group%will%use%the%improvement%process%to%
4 iden6fy%barriers%to%implementa6on%of%the%CPED%Principles%
4 create%targets,%metrics%(forma6ve%and%summa6ve),%and%6melines%for%
learning%cycles.%%
This%real46me,%data4based,%implementa6on%of%prac6ce%focus%is%provide%short4%
(forma6ve)%and%long4term%(summa6ve)%informa6on%that%can%be%shared%to%
further%improve%prac6ce%across%the%consor6um.%
LC Principle 3
Senior &
Junior Fellows
+ Consortium
members
LC Principle 4
Senior &
Junior Fellows
+ Consortium
members
LC Principle 5
Senior &
Junior Fellows
+ Consortium
members
LC Principle 6
Senior &
Junior Fellows
+ Consortium
members
LC Principle 1
Senior &
Junior Fellows
+ Consortium
members
HUB
Phase III

13. Learning Community
Research Fellows
Matt Militello, North Carolina State & Anne Marie Fitzgerald, Duquesne University
Rick Sawyer, Washington State University & Jennifer Fellabaum, Univ of Missouri Columbia
Kristina Hesbol, University of Denver & Chris Thomas, University of San Francisco
Debby Zambo, CPED & Xornam Apedeo, University of San Francisco
LC 1: Gary Crowe, Indiana University & Darius Prier, Duquesne Unviersity
Rick McCown, Duquesne University & Martin Reardon, East Carolina University

14. 1) Develop a common understanding/normative language of
each CPED principle
2) Set an AIM for each principle
3) Set realistic and measurable goals for achieving this aim
across the Consortium
4) Continue the work at your home institution with your
faculty to provide evidence the principles are being
incorporated into your programs by developing measurable
goals and data collection tools that show you are reaching the
aim

15. –Shulman, Golde, Bueschel, & Garabedian (2006)
“These challenges can be met only
by courageous new designs,
experimentation, and evaluation. ”