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Building University-district Partnerships: A Comprehensive Redesign of the EdD program in a Southwestern state

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Abstract:

A major vehicle for developing effective school leaders is the Doctor of Education (Ed.D.) degree; however, since 2001 many scholars (i.e. Chris Golde, Lee Schulman, George Walker, etc.) have been engaged in the task of revitalizing the doctorate in education for stronger connections between academic work and the wider world of public life (Murphy, 2006; Walker, Golde, Jones, Bueschel & Hutchings, 2008). Across the country, faculty and administrators at many research universities have begun to revamp the traditional approaches to preparing school leaders. In particular, many leadership preparation programs are aligning with the Carnegie Project on the Educational Doctorate (CPED) to provide a set of experiences that incorporates training, education and formation (Shulman, 2008) of 21st century school leaders. At the Southwestern university, faculty in the leadership preparation program have been engaged in a comprehensive redesigned of the EdD in Educational Administration which includes modifications of core components: program of study, delivery of instruction, district level internships, professional socialization experiences, and dissertation research options.

In addition to the alignment of the educational doctorate with CPED is a concerted effort to develop strong university-district partnerships to advise on the redesign of the program of study and the recruitment and selection of leadership candidates to develop well-prepared school leaders. As some scholars contend (i.e., LaPointe, Darling-Hammond & Meyerson, 2007; Olson, 2007), school districts are partnering with universities to offer innovative programs to develop contemporary school administrators to play a myriad of roles - educational visionaries, change agents, instructional leaders, community builders, budget analysts, curriculum and assessment experts, facility managers, and special program administrators. This has led to a new generation of leadership preparation programs that are deeply rooted in practice (Murphy; 2006; Murphy & Vriesenga, 2004; Olson, 2007). At this university, the university-district partnership is three fold: Ed.D. advisory board, grant-funded district scholarship, and theory-driven evaluation/research projects for local districts.

Redesigning of the EdD in educational administration to align with CPED, and forging partnerships with school districts to advise on the modification of the program of study, and recruitment and selection of leadership candidates include challenges and possibilities. This paper chronicles the evolution of an educational leadership program participating in CPED and building strong university-district partnerships in an effort to prepare 21st century school leaders who show promise for improving student achievement and quality teaching that helps students meet high standards. The authors also address the short and long term goals of the redesign initiative, including the development of evaluative criteria to gauge program impact, to have graduates in building level and central office leadership roles applying the lessons of their doctoral program to their professional practice.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378156_index.html
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MLA Citation:

Jean-Marie, Gaetane. and Garn, Gregg. "Building University-district Partnerships: A Comprehensive Redesign of the EdD program in a Southwestern state" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378156_index.html>

APA Citation:

Jean-Marie, G. and Garn, G. "Building University-district Partnerships: A Comprehensive Redesign of the EdD program in a Southwestern state" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378156_index.html

Publication Type: Symposium Paper
Abstract: A major vehicle for developing effective school leaders is the Doctor of Education (Ed.D.) degree; however, since 2001 many scholars (i.e. Chris Golde, Lee Schulman, George Walker, etc.) have been engaged in the task of revitalizing the doctorate in education for stronger connections between academic work and the wider world of public life (Murphy, 2006; Walker, Golde, Jones, Bueschel & Hutchings, 2008). Across the country, faculty and administrators at many research universities have begun to revamp the traditional approaches to preparing school leaders. In particular, many leadership preparation programs are aligning with the Carnegie Project on the Educational Doctorate (CPED) to provide a set of experiences that incorporates training, education and formation (Shulman, 2008) of 21st century school leaders. At the Southwestern university, faculty in the leadership preparation program have been engaged in a comprehensive redesigned of the EdD in Educational Administration which includes modifications of core components: program of study, delivery of instruction, district level internships, professional socialization experiences, and dissertation research options.

In addition to the alignment of the educational doctorate with CPED is a concerted effort to develop strong university-district partnerships to advise on the redesign of the program of study and the recruitment and selection of leadership candidates to develop well-prepared school leaders. As some scholars contend (i.e., LaPointe, Darling-Hammond & Meyerson, 2007; Olson, 2007), school districts are partnering with universities to offer innovative programs to develop contemporary school administrators to play a myriad of roles - educational visionaries, change agents, instructional leaders, community builders, budget analysts, curriculum and assessment experts, facility managers, and special program administrators. This has led to a new generation of leadership preparation programs that are deeply rooted in practice (Murphy; 2006; Murphy & Vriesenga, 2004; Olson, 2007). At this university, the university-district partnership is three fold: Ed.D. advisory board, grant-funded district scholarship, and theory-driven evaluation/research projects for local districts.

Redesigning of the EdD in educational administration to align with CPED, and forging partnerships with school districts to advise on the modification of the program of study, and recruitment and selection of leadership candidates include challenges and possibilities. This paper chronicles the evolution of an educational leadership program participating in CPED and building strong university-district partnerships in an effort to prepare 21st century school leaders who show promise for improving student achievement and quality teaching that helps students meet high standards. The authors also address the short and long term goals of the redesign initiative, including the development of evaluative criteria to gauge program impact, to have graduates in building level and central office leadership roles applying the lessons of their doctoral program to their professional practice.


Similar Titles:
Building Leadership Capacity for School Improvement: A School-District-University-State Department Partnership

Building Bridges Between Knowledge and Practice: A Case Study on The Development of a University-School District Leadership Preparation Program Partnership

Building Dual Degree Programs across the Pond: North Carolina State University and the University of Surrey


 
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