Phase III Orientation
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Transcript of Phase III Orientation
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Phase III New Member
Orientation
Phase III New Member
Orientation
--WELCOME --
Tweet: #CPED_Denver14
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CPED QUIZCPED QUIZ
Prizes for 1st FIVE
completed
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AgendaAgendaThree 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
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What & Who is CPED?Jill Perry, Executive Director &
Kristina Hesbol, Membership Committee Chair
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 USPhase II – 56 USPhase III – 88
(US, Canada & New Zealand)
Grassroots effort:PI – Faculty memberGraduate Students
Deans/Administrators
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"You are creating a model that will
become the model for all doctoral work in education in the future" - Lee Shulman, April 2014
"You are creating a model that will
become the model for all doctoral work in education in the future" - Lee Shulman, April 2014
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Where are CPED members
currently?
Where are CPED members
currently?
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More stuff can go here.
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CPED Accomplishments = Infrastructure for Change
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FIPSE (2010-2014) - Key Take AwaysFIPSE (2010-2014) - Key Take Aways
21 original CPED institutions, looked at how CPED diffused thru SOEs
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Growth & LearningPhase III
Growth & LearningPhase 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
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Vision: transform EdD degree for PK20 practitioners
Mission: improve efficacy & reliability of PPD
Action: on-going & continuous design, implementation & testing
Recognition
Process
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How do we do this?
CPED Bi-annual ConveningsSignature activity of Carnegie Foundation programs
Central feature=coming together
How do we do this?
CPED Bi-annual ConveningsSignature activity of Carnegie Foundation programs
Central feature=coming together
CPED Convening
Idea Centered Mix of Pedagogies
Multiple Voices
High Expectations
Unstructured Conversations
Critical Friends
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Plus….Plus….
Annual meeting
sOn-line: FB,
twitter, Blogging
Learning Communiti
es Work at
home
FacebookTwitter: CPEDEdDWebsite/eblasts
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Principles & Design Concepts: Creating an Infrastructure for Change & Improvement
Honorine Nocon, University of Colorado-Denver & Alan Tinkler, University of Vermont
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.
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Activity: 3-2-1
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Wifi network:
GUEST(might have to click
‘ok’)
Wifi network:
GUEST(might have to click
‘ok’)
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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
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
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How to be a Change Agent at Home:Lessons from one Institution on how to change your EdD programAlisa Belzer, Rutgers University
How to be a Change Agent at Home:Lessons from one Institution on how to change your EdD programAlisa Belzer, Rutgers University
At least I’m not managing change
in education
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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
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 sheet
Activity: Strategy Sheet
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QuestionsQuestions
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Wednesday, June 4th - 12:45-4:00pm Phase III Member Orientation Part BWednesday, June 4th - 12:45-4:00pm Phase III Member Orientation Part B
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Q&A with Membership Committee
Q&A with Membership Committee
Kristina Hesbol, University of Denver, Gary Crow, Indiana University, Debby
Zambo, CPED
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Mentoring Workshop: What do you want to get out of a
mentor?Gary Crow, Indiana University
Mentoring Workshop: What do you want to get out of a
mentor?Gary Crow, Indiana University
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OverviewOverview
• 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
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What is mentoring?What is mentoring?
Traditional vs.
Transformational Models
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What is mentoring?What is mentoring?
• Formal vs. informal
• Uni-directional vs. reciprocal
• Solo mentor vs. constellation of relationships
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Content of mentoringContent 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?
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Role of the mentorRole of the mentor
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Types of mentors (Sands, et al.)Types of mentors (Sands, et al.)
Friend
Information source
Intellectual guide
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Role of menteeRole of mentee
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Mindset of menteeMindset of mentee• initiative
• learning orientation
• goal orientation
• relational
• reflective
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Ineffective mentoringIneffective mentoring
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Ineffective mentoringIneffective 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
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How to get the most out of mentoringHow 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)
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The CPED Website:
A Resource for Change
Jill Perry, CPED
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Planning Your
Next Steps
Planning Your
Next Steps
Kristina Hesbol, University of Denver,
Gary Crow, Indiana University,
Debby Zambo, CPED
Activity: Parking lot