1. Phase III
New Member
Orientation
--WELCOME --
Tweet:#CPED_Denver14

2. CPED QUIZ
Prizes for 1st
FIVE
completed

3. AgendaThree Part Orientation
1)On-line
-Background, continuous reading, reference
2) Face-to-Face Part A – Monday 8:30-
12:00pm
-Intro to CPED work & culture
3) Face-to-Face Part B – Wednesday 12:45-
4:00pm
-Getting started at home & finding
support

4. What & Who is CPED?
Jill Perry, Executive Director &
Kristina Hesbol, Membership Committee Chair
What:
•An intellectual journey
•Set of shared
goals/expectations
•Distinguish PhD from EdD
•Strengthen EdD –
Professional Practice
Doctorate
•Guiding framework
•Honor local context
Who:
Phase I– 25 US
Phase II – 56 US
Phase III – 88
(US, Canada & New
Zealand)
Grassroots effort:
PI – Faculty member
Graduate Students
Deans/Administrators

5.
"You are creating a model that will become
the model for all doctoral work in education
in the future"
- Lee Shulman, April 2014

6. Where are CPED
members
currently?

7. More stuff can go here.
W o r k in g (
P r in c ip le s(& ( D e sig n (
Co n c e p t s
P h a se &II&P h a se &II&P h a se &I& P h a se &III&
Cr e a 4 n g (R u b r ic s(
f o r (t h e (
A sse ssm e n t (o f (
Ed D (Ca n d id a t e s((

8. CPED Accomplishments = Infrastructure for Change

9. FIPSE (2010-2014) - Key Take Aways
21 original CPED institutions, looked at how CPED diffused thru SOEs

10. Growth & Learning
Phase III
• Build capacity for change within institutions
and across the consortium
• Continue to develop an organizational
culture and identity
• Improve the way CPED works & achieves
outcomes
• Train members in improvement strategies
and provide tools to engage those strategies
• Collect, analyze, and share data across the
consortium, create a centralized repository
of findings documenting the quality,
efficacy, and efficiency of CPED-influenced
EdD programs
• Cointinued Grant Seeking
• Design and develop on-line work
environments, learning experiences at
convenings, and an on-line repository for
our products

11. Vision: transform EdD  degree for PK20
practitioners
Mission: improve efficacy & reliability of PPD
Action: on-going & continuous design,
implementation & testing
Recognitio
n Process

12. How do we do this?
CPED Bi-annual Convenings
Signature activity of Carnegie Foundation programs
Central feature=coming together
CPED Convening
Idea Centered Mix of Pedagogies
Multiple Voices
High Expectations
Unstructured
Conversations
Critical Friends

13. Plus….
Annual
meetings On-line: FB,
twitter, Blogging
Learning
Communities
Work at
home
Facebook
Twitter: CPEDEdD
Website/eblasts

15. Principles & Design Concepts:
Creating an Infrastructure for Change & Improvement
Honorine Nocon, University of Colorado-Denver &
Alan Tinkler, University of Vermont
The Professional doctorate in education:
•Is framed around questions of equity, ethics, and social justice to bring about
solutions to complex problems of practice.
•Prepares leaders who can construct and apply knowledge to make a positive
difference in the lives of individuals, families, organizations, and communities.
•Provides opportunities for candidates to develop and demonstrate collaboration and
communication skills to work with diverse communities and to build partnerships.
•Provides field-based opportunities to analyze problems of practice and use multiple
frames to develop meaningful solutions.
•Is grounded in and develops a professional knowledge base that integrates both
practical and research knowledge, that links theory with systemic and systematic
inquiry.
•Emphasizes the generation, transformation, and use of professional knowledge and
practice.

16. Activity: 3-2-1

18. Wifi network:
GUEST
(might have to click ‘ok’)

19. Activity:
Ways to Contribute & Take Back
Sheet
Panel I:
CPED as Professional Development
---
Sharing and learning as a CPED Member
Nancy Shanklin, University of Colorado-Denver,
Bryan Maughan, University of Idaho, &
Rick Sawyer, Washington State University

20. How to be a Change Agent at Home:
Lessons from one Institution on how to change your EdD program
Alisa Belzer, Rutgers University
At least I’m not managing
change in education

22. Panel II:
Strategies for Bringing CPED Home
---
Suggestions for ways to engage your home institution
and its members in CPED ideas and work
Jeff Moniz, University of Hawaii – Manoa, Ed Bengst, University of
Arkansas & Charlene Trovato, University of Pittsburgh
Activity: Strategies sheetActivity: Strategy
Sheet

23. Questions

24. Wednesday, June 4th
- 12:45-4:00pm
Phase III Member Orientation Part B

25. Q&A with Membership
Committee
Kristina Hesbol, University of Denver,
Gary Crow, Indiana University, Debby
Zambo, CPED

27. Mentoring Workshop:
What do you want to get out of a mentor?
Gary Crow, Indiana University

28. Overview
• Mentoring elements and research
– What is mentoring?
– What is the content of mentoring?
– What is the role of the mentor?
– What is the role of mentee?
– When is mentoring ineffective?
– How do you get the most from your mentor?
– What are CPED mentoring arrangements?
• Question/Answer; Group Discussion

29. What is mentoring?
Traditional
vs.
Transformational
Models

30. What is mentoring?
• Formal vs. informal
• Uni-directional vs. reciprocal
• Solo mentor vs. constellation of relationships

31. Content of mentoring
Technical: “How things are done”
CPED: What are the design elements?
Cultural: “How things are done around here”
CPED: How do we get others to buy into CPED design
elements?

32. Role of the mentor

33. Types of mentors (Sands, et al.)
Friend
Information source
Intellectual guide

34. Role of mentee

35. Mindset of mentee
• initiative
• learning orientation
• goal orientation
• relational
• reflective

36. Ineffective mentoring

37. Ineffective mentoring
• Mentors with
personal agenda
• Overly protective
and controlling
• Restrict problem
solving and decision
making
perspectives
• Mentors as either
experts or dunces
• Dependency
relationships
• Cloning

38. How to get the most out of mentoring
• Discuss expectations clearly and honestly:
– What do we need from CPED mentoring?
– How often do we need to meet/contact each other?
– What are the best ways to contact you?
• Intentionally seek advice
– Do not assume that advice will come without being solicited.
• Plan ahead for meetings
• Share concerns, problems, and successes
• Be active, not passive in the relationship
• Make only positive or neutral comments about mentor to others
• If mentoring is not working, change mentors (talk with Jill)

40. The CPED
Website:
A Resource for
Change
Jill Perry, CPED

41. Planning
Your
Next
Steps
Kristina Hesbol, University of Denver,
Gary Crow, Indiana University,
Debby Zambo, CPED
Activity: Parking lot