Transcript Slide 1

Ed.D. in Leadership
Capstone Phase
Preparation
Yr 1
Yr 2
Yr 3
• Summer
• Fall
• spring
• Summer
• Fall
• Spring
• Summer
• Fall
• Spring
Evidence-informed Perspectives on Practice I (Fall)
Evidence-informed Perspectives on Practice II (Spring)
Evidence-informed
Perspectives on Practice
• Fall
– Teams of 2 or 3
• Self-selected
– Conducted in local environment
• For Cohort I, local environment = school district
– Under auspices of school district “leader”
• e.g., Personnel Director, Director of Special Ed., Principal,
Assistant Superintendent
– Limited focus
• Existing documentation
• Some interviewing
Evidence-informed
Perspectives on Practice
• Spring
– Teams of 5
• Self-selected
– Contribute to on-going program evaluation research
project in another district
• “Honing Educational Leadership Practice” (HELP)
– Autonomy within teams
• Elect own Chair
• Devise focus group protocol to contribute to HELP
• Conduct 2 x focus groups and synthesize findings
– Limited focus
• Confined to HELP
Comment on
Preparation
• “Evaluation Standards” as guiding document
• Much “on-the-job” learning
– “Principal looked at us as if we were from Mars,
and mentally dismissed us”
– “’Ms. Salad’ arrived late & started to crunch
audibly while others were speaking”
– How do we handle the situation when we don’t
agree with the Chair’s interpretation?
RFP Solicitation
• Not from participants’ own school district
• RFPs solicited from
– state DOE
– other school districts
• Two teams secured RFPs themselves
– State-level organization
• Take “Evidence-informed” study to state level
– Large adjacent school district
• Implement “Evidence-informed” study
RFP “Contract”
Yr 1
Yr 2
Yr 3
• Summer
• Summer
• Summer
• FallCoalitions formed
• Fall
• Fall
around RFPs (3 or 4 participants)
Reading and response
cycles with potential
client
• spring
•
Spring
•
Spring
“Contract” signed by end of summer
(agreement to provide designated “deliverables”)
Faculty Director appointed (2 teams each Director)
Capstone Committees formed (Director + 2 faculty)
Implementation
Yr 1
Yr 2
Yr 3
• Summer
• Fall
• spring
• Summer
• Fall
• Spring
• Summer
• Fall
• Spring
Lit. Review → Interim Report & Data Plan (Nov)
Data Gathering & Analysis (Dec - Jan)
Final Report (Exec. Summ. & Full; April)
Exec. Summ.
• “professional”
Full Report
• “academic”
In Retrospect
• Separate Final Presentations Valuable
– Client Presentation preceded Faculty Presentation
• Key Role of Two “Evidence-informed” Courses
– Highly valued by participants
• Need to Emphasize Writing Early
– Now two courses are early in sequence
• one in fall, Year1; one in fall, Year 2
– NIC approach
In Prospect
• Investigate Action Research Capstone
– Cohort 2 has four participants not in schools
• Note: This is an Ed.D. in Leadership
– Action Research may imply more useful learning
for some
• Not just those who are not in schools
• Potential for blended mode
– Course materials being developed on-line for
Cohort 2, though still F2F delivery