1. The Carnegie Project
on the Education Doctorate
Convening - June 2014
University of Denver
Principles to Practice:
Operationalizing CPED in the Local
Context
Kelly H. Summers, Assistant Professor
Patrick Roberts, Chair – Leadership, Educational Psychology
and Foundations Department
Jon G. Crawford, Associate Professor
2. NIU – Life Before
1899 - Northern Illinois Normal School opened its
doors to 173 aspiring classroom teachers.
NIU evolved into a nationally recognized research
university offering 78 graduate programs.
Over sixty percent of the 50,000 College of Education
alumni live in Illinois.
One in four of Illinois superintendents received their
training in NIU’s educational leadership program.
3. NIU’s Journey Begins …
MEMORANDUM (January 7, 2007)
TO: Education Dean and Principal Investigator
FROM: Lee Shulman, David Imig, Richard Schwab, &
Robert Yinger
SUBJECT: Carnegie Initiative on the Professional
Practice Doctorate
We are writing to invite you to become a part of the
Carnegie Initiative on the Professional Practice
Doctorate …
5. The Seeds for NIU’s Concept of an Extended,
Embedded, and Integrated Internship Model emerged
from the work of the Educational Leadership Faculty at
Vanderbilt University's Peabody College.
The work of colleagues at both Arizona State
University and the University of Houston also informed
and the Internship Model’s evolution.
October 2007 Convening
in Nashville, Tennessee
6. Seven semesters,
Integrated with program curriculum
Elbow Learning (Ryan, 1939)
Addresses an authentic problem of practice aligned
with school district vision and mission
School districts serve as “laboratories of practice”
(Shulman, 2007, p. 562)
Internship yields a tangible benefit to the school
district.
An Overview of NIU’s
Extended, Embedded, and
Integrated Internship
Model …
7. Summer 2008
Kildeer Doctoral Cohort – a consortium formed by
seven public school districts to sponsor a doctoral
program their district leaders including principals,
assistant principals, directors of student services,
curriculum leaders, and associate superintendents,
and
In addition to the doctorate (Ed.D), the eight-semester
program of study met the Illinois requirements for
superintendent licensure.
NIU’s First Carnegie
Influenced Doctoral
Cohort …
8. Kildeer Doctoral Cohort
Program of Study
Kildeer Doctoral Cohort Program of Study
Semester Course # Course Title
Summer
2008
LEEA 625 Education Law II
LEEA 645 Survey of Research in Ed.
Administration
Fall 2008 LEEA 720 Education Finance II
EPFE 715 Foundations of Educational Policy
Spring
2009
LEEA 700 Nature and Theory of Administration
EPS 713 Advanced Educational Psychology
Summer
2009
ETR 521 Educational Statistics I
LEEA 735 Admin. & Supervision of Ed. Personnel
Fall 2010 LEEA 754 Politics of Educational Administration
ETR 720 Ed. Research, Planning, and
Interpretation
Spring
2011
LEEA 786 Internship in Educational
Administration
LEEA 755 Planning and Decision-Making in
Educational Administration
Summer
2011
LEEA 710 The Superintendency
LEEA 736 Collective Bargaining
Fall 2011 LEEA 750 Seminar in Educational Administration
LEEA 798 Research Seminar in Ed. Administration
Summer
2011 …
LEEA 799 Dissertation Research (A minimum of 15
total semester hours required.)
9. Postscript to the Kildeer
Cohort …
“Working in the NIU cohort was a rewarding experience. The connections made
between cohort members were extremely beneficial to build networking
opportunities with other professionals in our field. Integrating new learning into
practical situations in my district was very useful. The tools and strategies learned in
class were quickly integrated into daily interactions in my role in the district.”
Paul Louis, Director of Curriculum and Instruction,
Kildeer Countryside Community Consolidated School 96
“The NIU doctoral cohort allowed us to participate in rigorous curriculum while
also contributing to our school districts through research and projects. Meeting
locally with educators from our area allowed us to make the experience relevant to
our current reality.”
Julie Schmidt, Superintendent, Kildeer Countryside
Community Consolidated School District 96
10. Duquesne University
Pittsburg, PA
October 21-23, 2009
Education Doctorate Definition & Working Principles
We, the members of CPED, believe
"The professional doctorate in education prepares educators for the application of
appropriate and specific practices, the generation of new knowledge, and for the stewardship
of the profession.” …
The Professional doctorate in education:
① Is framed around questions of equity, ethics, and social justice to bring about solutions to
complex problems of practice.
② Prepares leaders who can construct and apply knowledge to make a positive difference in
the lives of individuals, families, organizations, and communities.
③ Provides opportunities for candidates to develop and demonstrate collaboration and
communication skills to work with diverse communities and to build partnerships.
④ Provides field-based opportunities to analyze problems of practice and use multiple
frames to develop meaningful solutions.
⑤ Is grounded in and develops a professional knowledge base that integrates both practical
and research knowledge, that links theory with systemic and systematic inquiry.
⑥ Emphasizes the generation, transformation, and use of professional knowledge and
practice.
11. #2 – Fall 2011
Glencoe Doctoral Cohort
Program of Study
12. #3 – Summer 2012
Joliet Doctoral Cohort
Program of Study
13. #4 – Fall 2012
Hoffman Estates Doctoral
Cohort
Program of Study
14. #5 – Fall 2013
Naperville Doctoral Cohort
Program of Study
15. December 16, 2013
Problem of Practice Definition: A Problem of Practice is as a persistent,
contextualized, and specific issue embedded in the work of a professional practitioner,
the addressing of which has the potential to result in improved understanding,
experience, and outcomes.
Revised DiP definition: The Dissertation in Practice (DiP) provides evidence of the
scholarly practitioner’s ability to address a complex problem of practice to improve
understanding, experience, and outcomes.
This definition will be demonstrated thru:
Evidence of systematic scholarship
Impact on practice –
i. Intent of impact on professional practice clearly identified
ii. Outcomes clearly identified
iii. Shared with community partners
Problem of Practice and DiP
Definitions …
16. • Helping others at NIU to understand what a
CPED dissertation looks like
• Buy in
• Ensuring our students work through the
dissertation in a timely manner
• Selecting a problem of practice
• Taking another job leaves a void
• Ensuring capacity in our program areas
• Budget cuts, retirements, etc.
Issues we are working through
17. Questions or Comments?
• Kelly Summers: ksummers@niu.edu
• Jon Crawford: jcrawford@niu.edu
• Patrick Roberts: proberts1@niu.edu
Editor's Notes
Golde C.M., Bueschel A.C., L. Jones L., & Walker G.E. (2006 Draft) Apprenticeship and Intellectual Community: Lessons from the Carnegie Initiative on the Doctorate. The Carnegie Foundation for the Advancement of Teaching. at p. 1 n.9 citing Ryan, W. C. (1939). Studies in Early Graduate Education. The Johns Hopkins, Clark
University, the University of Chicago. New York, The Carnegie Foundation for the
Advancement of Teaching. (“The term “elbow learning” is how the first president of Clark University, Dr. G. Stanley Hall, a noted psychologist, described students and faculty working side by side in research labs. Hall was revered among his students for his seminars, as well as creating a vibrant intellectual atmosphere in Clark’s early years.”) (Ryan 1939).
