EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
EdD PROGRAM FRAMEWORK
Strand
Construct
Product/ Evidence
Assessment/ Rubric
(What does one need to know or be
able to do?)
(What might this look like?)
Examples of products/evidence
(Product Quality)
Inquiry: Habits of Mind
In order to make the learning
relevant in this area, participants
must identify a job-embedded or
job-related issue, problem, trend,
program, etc. around which to
pursue the constructs.
Depending on small group
and/or individual interests,
possible questions to pursue
could be:
 Does teaming teachers
positively impact student
achievement?
 Do lead teachers positively
impact student achievement?
This strand is related to Signature Pedagogy #1
Identifying and solving the right problems
1. Critique existing qualitative and
Survey relevant research and produce a
quantitative research across
comprehensive lit review or annotated
disciplines.
bibliography
2. Frame problems and critical
questions regarding organizational
challenges disciplines
3. Collect, analyze and interpret
appropriate data to solve
organizational challenges
4. Analyze and evaluate educational
processes, programs, policies, and
institutions in order to lead
improvement initiatives
5. Provide recommendations and
solutions that are grounded and
that will lead to improved student
learning
Annotated bibliography or lit review must be
of correct format and style and analytical in
nature. Comprehensive in research consulted
Design, create, and/or modify survey
instruments aimed at different audiences relevant
to a common issue, problem, trend previously
identified. Provide written rationale for the
survey to intended respondents or identify and
collect appropriate data that will help frame and
analyze the problem
Instrument lacks bias or appropriate data is
collected
Design a study (or compile previously conducted
studies and research) to compare student
achievement between schools with similar
demographics who team teachers versus those
who do not team teachers. Data is collected and
then analyzed and published in a comprehensive
evaluation with recommendations based on the
findings or develop an investigative and
conceptual framework that guides the study and
analysis
Instrument yields data valid, reliable, and
relevant to original question
Conduct a program audit at a school or within a
district to determine things such as: efficacy of
programs across the district within various
schools; direct impact of programs on student
achievement; financial and instructional
implications regarding the reallocation of
resources from ineffective programs to more
effective programs (those not yielding
instructional gains to those yielding instructional
gains)
Develop a report (in an easy-to-understand
format) that can be digested and implemented by
appropriate audiences
Rationale is clear and easy to comprehend
regardless of audience (student, parent,
teacher, administrator, central office,
superintendent)
Consultation with university faculty to
determine quality of studies and validity of
findings. This is truly more a lab-based
practice model where participants “get their
hands dirty” in the area of data compilation
and analysis.
Again a more lab-based model of practice
requiring independent work in consultation
with and advisement of university faculty
Report format is easy to read and understand
(use of headings, bullets, quotes, tables, etc. –
not “dissertation” format)
EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Inquiry: Habits of Mind
This strand is related to Signature Pedagogy #1
Identifying and solving the right problems
Justification/ Literature Support
Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148. Retrieved March 2, 2007, from
http://www.ccsso.org/projects/SCASS/Projects/Formative_Assessment_for_Students_and_Teachers/Meetings/Oct06/webpages/readnresrc.htm
Friedman, T. (2006). The World is Flat: a Brief History of the Twenty-First Century. New York: Farrar, Strus, and Giroux.
Pink, D. (2006). A Whole New Mind: Why Right Brainers Will Rule the World. New York: Riverhead Books.
Pollock, Jane (2007) Improving student learning: One teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development.
Wagner, T. & Kegan, R. (2006), Change Leadership: A Practical Guide to Transforming Our Schools. San Francisco: Jossey-Bass.
EdD Program Framework
Strand
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Construct
Product/ Evidence
Assessment/ Rubric
(What does one need to know or
be able to do?)
(What might this look like?)
Examples of products/evidence
(Product Quality)
Action: Habits of Hands
Using skills and processes honed in
the Habits of Mind module the Habits
of Hands module requires the cohort
to move their research from theory to
practice by taking the newly acquired
knowledge and designing
implementation plans then actually
conducting “action research” based
on those plans.
Again, in order to make the learning
relevant in this area, participants
must identify a job-embedded or jobrelated issue, problem, trend,
program, etc. around which to pursue
the constructs.
This strand is related to Signature Pedagogy #2
Being able to get work done within a variety of communities
1. Understand theories and
Compilation of relevant theories related to
research of student contexts
student contexts and/or lit review. Cohort
(psychological, family,
experiences common readings and engage in
cultural) and implement them discussions relevant to those readings.
to impact student
achievement.
Action plan developed based on readings to
address the job-embedded issue selected by
2. Understand theories and
students. (construct 2,3)
research in teaching and
learning and implement them Cohort experiences common readings and
to impact student
engage in discussions relevant to those readings,
achievement.
as well. (construct 2,3)
3. Understand theories and
research of leadership and
organizational culture and
behavior (vision, instruction,
management, leadership) and
implement them to impact
student achievement.
4. Employ strategies of
engagement, supportbuilding, communication,
psychology, motivation, and
marketing to explain issues to
others and garner support
Action plan developed based on readings to
address the job-embedded issue selected by
students.(construct 2,3)
Cohort experiences common readings and
engage in discussions relevant to those readings,
as well. A book study from a different
discipline with implications for education could
be undertaken as a common read for the cohort.
(construct 3,4)
Action plan developed based on readings to
address the job-embedded issue selected by
students.(construct 1,2 and 3)
Action plan developed after consultation with
university faculty. Key to the plan would be
clearly articulated goals, ongoing evaluation,
and end of year comprehensive
(construct 1,2,3)
Reflection papers and/or “exit slips” could be a
way of assessing individual knowledge and/or
understanding of group discussion.
(construct 1,2,3)
Book study groups would meet in roundtables.
If multiple books are used the cohort could
“jigsaw” so that all cohort members were
exposed to the basic premise of all books.
(construct 3,4)
Presentation of findings to a group or audience
employing technology, marketing, writing,
presentation and speaking skills with an
interactive component leading to a formative
assessment of the work to date
EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Action: Habits of Hands
This strand is related to Signature Pedagogy #2
Being able to get work done within a variety of communities
Justification/ Literature Support
Avolia, Bruce J. (1997). The great leadership migration to a full range leadership development system. Kellogg Leadership Studies Project, Transformational Leadership Working
Papers, The James MacGregor Burns Academy of Leadership.
Bass, Bernard M. (1997). The ethics of transformational leadership. Kellogg Leadership Studies Project, Transformational Leadership Working Papers, The James MacGregor
Burns Academy of Leadership.
Bass, B.M., Waldman, D.A., Avolio, B.J. & Bebb, M. (1987). Transformational leadership and the falling dominoes effect. Group and Organizational Management, 12, 73-87.
Boje, D.(2000, December 25). Transform into super leaders: Transformational leadership. Retrieved February 15, 2008, from cbea.nmsu.edu Web site:
http://chae.nmsu.edu/~dboje/teaching/338/transformational_leadership.htm
Bolman, L.G., & Deal, T.E. (2001). Leading with soul. San Francisco, CA: Jossey-Bass.
Changing Minds. Bass’ transformational leadership theory [Electronic Version]. Retrieved January 11, 2008 from
http://changingminds.org/disciplines/leadership/styles/transformational_leadership.hm.
Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003) Middle School Improvement and Reform: Development and Validation of a School-level Assessment of
Climate, Cultural Pluralism, and School Safety. Journal of Educational Psychology. 95 (3).
Collins, J. (2001). Good to Great. New York: Harper-Collins.
Changingminds.org (n.d.). Transformational leadership. Retrieved January 27, 2008, from http://changingminds.org/disciplines/leadership/styles/transformational_leadership.hm.
Copland, M.A., & Knapp, M.S. (2006). Essential ideas and tasks for learning-focused leaders. Connecting leadership with learning: A framework for reflection, planning and
action. Retrieved January 9, 2008 from www.ascd.org/portal/site/ascd/template.chapter.
Cox, Richard, 2007-12-15, Mister Article, Where Transformation Leadership and Authenticity Meet, from
http://.isterarticle.clom/articledetainl.php?artid=17650&catid=171&title=where-Tran
Day, C. (2000). Beyond transformational leadership. Educational Leadership, 57 (7), 56-59.
Epitropaki, O. (2001). What is? Transformational Leadership [Electronic Version]. Retrieved January 11, 2008, from
http://esrccoi.group.shef.ac.uk/pdf/whatis/transformational.pdf
Felner, R., Seitsinger, A., Brand, S., Burns, A., & Bolton, N. Creating a Statewide Educational Data System for Accountability and Improvement: A Comprehensive Information
and Assessment System for Making Evidence-Based Change at School, District, and Policy Levels: Increasing Psychology’s Contribution to Education. Psychology in the Schools.
45 (3).
EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Felner, R., Ginter, M., & Primavera, J. (1987) Primary Prevention During School Transitions: Social Support and Environmental Structure. American Journal of Community
Psychology. 10 (3).
Felner, R., Kasak, D., Mulhall, P., & Flowers, N. (1997) The Project on High Performance Learning Communities: Applying the Land-Grant Model to School Reform. Phi Delta
Kappan. 78 (7).
Felner, R., Favazza, A., Shim, M., Brand, S., Gu, K., & Noonan, N. (2001) Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from STEP and
the Project on High Performance Learning Communities. Journal of School Psychology, 39 (2), 177-202.
Hannah, M. (2008). “Five symbolic roles of leadership: Jack Welch’s letters to GE shareholders.” Wharton Leadership Digest (Vol 12 #6)
http://leadership.wharton.upenn.edu/digest/index.shtml
Hay, I. (2007). Leadership of stability and leadership of volatility: Transactional and transformational leaderships compared. Retrieved February 4, 2008, from
www.academicleadership.org.
Hipp, K. (1997). Documenting the Effects of Transformational Leadership Behavior on Teacher Efficacy. Paper presented at the Annual Meeting of the American Educational
Research Association, Chicago, Illinois
Jacobs, K.D. (2007). Utilizing “the William allen kristonis balanced teeter-totter model” as a means to cultivate a legacy of transformational leaders in schools: A national focus.
Prairie View, TX: Prairie View A & M University. (ERIC Document Reproduction Service No. ED499651).
Kinkhead, J.C. (2006). Transformational leadership: A practice needed for first-year success. Dalton, GA: Dalton State College. (ERIC Document Reproduction Service No.
ED492009).
Leighton, M.S., (1996). The Role of Leadership in Sustaining School Reform: Voices from the Field. U.S. Department of Education, EA9478001.
Leithwood,K., & Jantzi, D. (1999). Transformational School Leadership Effects: A Replication. School Effectiveness and School Improvement, 10 (4), 451-479.
Leithwood, K., & Jantzi, D. (2000). The Effects of Transformational Leadership on Organizational Conditions and Student Engagement with School. Journal of Educational
Administration. 38 (2), 112-26.
Leithwood, K., & Jantzi, D. (2006). Transformational School Leadership for Large-Scale Reform: Effects on students, teachers, and their classroom practices. School Effectiveness
and School Improvement, 17 (2), 201-227.
Liontos, L.B., (1992), Transformational Leadership. Eugene Oregon: ERIC Clearinghouse. Liontos, Lynn Balster, 1992-08-00, ERIC: ED347636, ERIC Clearinghouse on
educational Management, from http://www.vtaide.com/png/ERIC/Transformational
Leadership.html.Eugene, OR.
Lucas, S., Valentine , J. (2002). Transformational Leadership: Principals, Leadership Teams, and School Culture. Paper presented at the Annual Meeting of the American
Educational Research Association. New Orleans, Louisiana.
Lundenburg, F. (2003). Emerging Perspectives: The Usefulness of the Construct of Transformational Leadership in Educational Organizations. Paper presented at the Annual
Meeting of the National Council of Professors of Educational Administration.
MacDonald, J. (2005). Transformational leadership – a different concept of change. Retrieved January 27, 2008, from
http://www.associatedcontent.com/article/14377/transformational_leadership_a_different.html.
EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Marzano, R., Waters, T., McNulty, Brian A.(2005), School Leadership that Works. Alexandria VA: ASCD.
Ross, J.A., & Gray, P., (2006). School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs. Canadian Journal of Education, 29, 3 789-822.Senge, P.M.
(1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
Schlechty, P. (1997). Inventing better schools. San Francisco: Jossey-Bass.
Senge, P. (1990). The Fifth Discipline. New York: Doubleday.
Verona, G., & Young, J. (2001). The influence of principal transformational leadership style on high school proficiency test results in New Jersey comprehensive and vocationaltechnical high schools. Seattle, WA: A paper presented at the annual meeting of the American Educational Research Association.
EdD Program Framework
Strand
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Construct
Product/ Evidence
Assessment/ Rubric
(What does one need to know
or be able to do?)
(What might this look like?)
Examples of products/evidence
(Product Quality)
Advocacy: Habits of Heart & Community
Graduates will demonstrate a
commitment to the educational
profession and apply the role of
educational leader by:
 implementing the code of
ethics
 promoting the value of the
profession
 Socializing new members in
the aforementioned
This strand is related to Signature Pedagogy #3
Being change agents for social justice
1. Use education to promote
An evaluation of current school, district or state
ethical decision making.
programs for efficacy issues(construct 1,2)
2. Use education to promote
social justice.
3. Demonstrate stewardship of
the profession
4. Demonstrate empathy and
understanding of various
points of view
5. Demonstrate the capacity for
lifelong learning through a
natural curiosity and
passion for educational
issues
An evaluation of alternative school placements
within a district for efficacy and student
achievement(construct 1,2)
Develop a plan for teacher mentorship within a
building or district around relevant topics
including student advocacy, teacher efficacy,
etc.(construct 2,3)
Cohort work is cognizant of issues addressing
ILPs, IEPs, SES, multiple intelligences, family
situations, drug addictions, social issues, etc.
(construct 1,2,4)
Develop and support a specific and meaningful
regional or statewide job-alike network to
support relevant topics such as student
advocacy, teacher efficacy, etc. (construct 2,3)
Cohort agrees to common “orientations” and
signs off with signatures(construct 3,4)
Cohort participates in a common read regarding
group dynamics such as Warren Bennis’
Organizing Genius or the DuFour work on
Professional Learning Communities
Work produced by the cohort reflects ethical
decision making in design, implementation and
evaluation.(construct 1,2,3)
Participate in potentially controversial discussions
related to educational issues with insight as well as
tolerance for differing views.(construct 1,4,5)
Participate in work teams and groups on various
projects throughout the Ed. D. experience.
(construct 1,4,5)
Collegial atmosphere in and among cohort.
Literature review related to organizational structures
Book study groups would meet in roundtables. If
multiple books are used the cohort could “jigsaw” so
that all cohort members were exposed to the basic
premise of all books.(construct 3,4)
Does the work transcend time? Are you engaged in
capacity building through the work? (construct 3,5)
EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Advocacy: Habits of Heart & Community
This strand is related to Signature Pedagogy #3
Being change agents for social justice
Justification/ Literature Support
Corrigan, R. (2007) Race, Poverty, and Social Justice. Sterling, VA: Stylus.
Gardner, H. (2007) Five Minds for the Future. Cambridge: Harvard Business School Press.
Gardner, H. (2000) Intelligence Reframed. Cambridge: Harvard Business School Press.
Gay, G. (2000) Culturally Responsive Teaching. New York: Teachers College Press.
Gurian, M. (2006) The Wonder of Boys. New York: Tarchaer
Gurian, M. (2003) Boys and Girls LearnDdifferently. San Fransico, Jossey-Bass
Howard, G. (2006) We can’t teach what we don’t know: White teachers, multiracial schools. New York: Teachers College Press.
Irvine, J. (2003) Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press
Kindlon, D. and Thompson, M. (2000) Raising Cain. New York: Ballentine Books.
Kozol, J. (1992) Savage Inequalities. New York: Crown.
Leadership and school results. In: Second International Handbook of Educational Leadership and Administration. Kluwer Academic, Norwell, MA, pp. 561-612.
Payne, R. (2005) A framework for understanding poverty. AHA Process.
Pipher, M., Ross, R. (2005) Reviving Ophelia. New York: Riverhead Trade.
Reiff, H. (2007) Self-advocacy skills for students with disabilities. Dude Publishing.
Roeder, Phillip W. (2002). School District Performance in Kentucky (1993-2001): Do Teaching and Financial Resources Moderate the Negative Effects of Poverty? (Report No.
RC023704). Lexington, KY: University of Kentucky. (ERIC Document Reproduction Service No. ED 469 136).
Sachs, L. (2006) Why Gender Matters. New York: Doubleday.
School District Performance in Kentucky (1993-2001): Do Teaching and Financial Resources Moderate the Negative Effects of Poverty?
Scott, T. M. (2007). Issues of personal dignity and social validity in school-wide systems of positive behavior support. Journal of Positive Behavior Interventions, 9(2), 102-112.
EdD Program Framework
4/25/08
Kim Banta, John Williamson, Debbie Powers, Brennon Sapp
Scott, T. M., & Kamps, D. (2007). The future of functional behavior assessment in public schools: Balancing Necessity and Sufficiency. Behavioral Disorders, 32(3), 146-157.
Scott, T. M., & Caron, D. (2006). Functional Behavior Assessment at the School-Wide Level: Determining Predictability and Function of Typical Problem Behaviors. Preventing
School Failure 50(1), 13-20.
Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.
Strike, K., Haller, E., & Soltis, J. (2002) The Ethics of School Administration. New York: Teachers College Press.