Aligning the professional doctorate with professional practice
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Aligning the Professional Doctorate With Professional Practice. Christopher M. Clark Arizona State University College of Teacher Education and Leadership. Doctor of Education in Leadership and Innovation. College of Teacher Education and Leadership

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Aligning the Professional DoctorateWith Professional Practice

Christopher M. ClarkArizona State University

College of Teacher Education and Leadership


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Doctor of EducationinLeadership and Innovation

College of Teacher Education and Leadership

h://ctel.asu.edu/programs/doctoral_ed/graduate


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PROGRAM GOAL

INQUIRY DRIVEN LEADERSHIP:To guide leaders in education in developing deep understanding, dispositions and skills to lead, study, and manage educational change for a better world.


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SIGNATURE FEATURES

Selective, Brief and Intense

• Action Research at the Core

Implementing change at your work place

Learning research skills as you conduct research

Learning through and with others


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Arizona State University

College of Teacher Education and Leadership

Ed.D. in Leadership and Innovation

Program Outcome: Leaders in Arizona education who become more thoughtful, systematic and intentional as they assess organizational needs, select and implement innovations informed by scholarship, and systematically study the results of their work for the benefit of their schools and communities.


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LEADER-SCHOLAR COMMUNITIES (LSC)

Form in Second Summer

A new form of doctoral advising and peer support

Proposal & dissertation support groups

Linked to field-based studies

Led by faculty scholars

Face-to-face and online


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COMPREHENSIVE EXAM--DISSERTATION PROPOSAL: Spring Year 2

Students are examined on their:

Description of the problem area in workplace

The basis for choosing the intervention

(connection to published literature)

The plan for implementation

The plan for evaluation (research methods)


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Year 3: DOCTORAL DISSERTATION

Action research design informed by scholarship; Act to improve and document impact of change

Presentation of lessons learned & better questions

Implications for policy, practice, and further study

Public presentation and oral defense Spring Year 3


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Develops high-level practitioners

Develops high level researchers

CTEL Ed.D. v. Usual Ph.D.

Goal of dissertation is local impact and spirit of inquiry

Goal of dissertation is generalizable theory or knowledge

Mostly prescribed curriculum

Mostly elective curriculum

Several iterations of research with culminating presentation

One big research project

(do or die)

Continuous support from courses and LSC

Individual work with faculty advisor

Most research skills learned just-in-time as needed

Research classes first, then dissertation


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A New Conception of Doctoral Study

REMEMBER: The goals of this doctoral program are to help you as a full-time professional and current leader in the field of education to:

Increase your capacity to Learn from Experience

Help your organization become a Learning Organization

Make Applied Inquiry a habit of mind and practice

This is not a career-change program;

this is a career-deepening program.


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Design Imperatives

I. Align Program Design with Needs of the Profession

II. Merge Theory and Practice at the BeginningIII. Coherent Theory of Professional LearningIV. Design for Maximum Student and Faculty SuccessV. Start Before Your Are Completely Ready


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