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
h://ctel.asu.edu/programs/doctoral_ed/graduate
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.
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
Arizona State University
College of Teacher Education and Leadership
Ed.D. in Leadership and Innovation
• First Research-inAction Study
embedded in
core/inquiry block
courses
• Public
Presentation at
Research Day
Year One
Year Two
•Second Research-in-Action
Study embedded in core/
inquiry block courses
•Public presentation at
research days (fall and
spring)
•Dissertation proposal defense
• Dissertation
research study
• Public defense of
dissertation
Year Three
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.
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
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)
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
CTEL Ed.D. v. Usual Ph.D.
Develops high-level
practitioners
Goal of dissertation is local
impact and spirit of inquiry
Mostly prescribed curriculum
Develops high level researchers
Goal of dissertation is
generalizable theory or
knowledge
Mostly elective curriculum
Several iterations of research One big research project
with culminating presentation (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
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.
Design Imperatives
I. Align Program Design with Needs of the Profession
II. Merge Theory and Practice at the Beginning
III. Coherent Theory of Professional Learning
IV. Design for Maximum Student and Faculty Success
V. Start Before Your Are Completely Ready