While CPED is providing a structure for this effort and some initial ideas to spark discussion, the member programs and their education schools are defining the content and direction of the efforts to improve their own education doctorate. By joining the consortium, member programs and their education schools are demonstrating a commitment to the core mission of CPED— to strengthen, improve, support, and promote the CPED Framework© through continued collaboration and investigation in order to build a stronger and more relevant degree for the advanced preparation of school practitioners, clinical faculty, academic leaders, and professional staff for the nation’s schools and colleges and the learning organizations that support them and to the CPED Framework©.

 

In addition to reforming the Education Doctorate, member programs and their education schools commit to empirically investigating their reform efforts and to: (1) transparently share what they have learned with the consortium, (2) invite and use critical review, and (3) expect others to build on what they have learned.

 

Institutional Leadership

The member programs and their education schools will designate a faculty member to serve as the Delegate to the CPED initiative. This person will ideally serve as the institutional representative at all CPED events, relaying information between the member programs, their education schools, and the CPED consortium. This person will generally be a key member in the institution’s EdD redesign.

Resources and Support

 The member education school will provide resources and support for the redesign of its Education Doctorate and participation in the CPED Consortium. Such support will include: payment of annual membership dues, travel funds to attend annual convenings, additional supports that will allow the CPED Delegate to participate in CPED on behalf of the institution, and might include a graduate assistant for the CPED Delegate, and support for redesign of EdD program at home campus

Data Collection

The CPED leadership team will regularly request data from all member programs and their education schools. Such data may include faculty size, doctoral cohort size, time to degree, attrition rates, degree program structure and requirements, teaching and advising load for faculty, career plans and placement of graduates, as well as more in-depth data about, and description of, the redesign process and its utilization of the CPED Framework. Programs and their education schools will be responsible for collecting requested data, providing them to CPED leadership, and answering questions that may be necessary to clarify the data and their comparability across member programs and education schools.

Information Sharing

In the spirit of collaboration, member programs and their education schools will share insights and lessons learned within the CPED consortium. In addition, member institutions will serve as “critical friends” to one another, providing constructive feedback to colleagues’ program designs in an effort to ensure the highest quality education doctorate degree programs.

Evidence of Progress

Member programs and their education schools will provide CPED with evidence that the institution has worked towards implementing the CPED Framework in order to create a record from which others can learn. Evidence of deliberations and resulting experiments can take a variety of forms (e.g., survey studies, cases, improvement efforts, self-studies, action research). This evidence should flow naturally from change efforts and further the work of the member programs and their education schools. It is not intended to create a time-consuming administrative artifact or an evaluation. The CPED leadership team will prompt for evidence on an annual basis and will provide guidelines to assist member programs and their education schools to easily provide requested evidence.

Pre-Convening Orientation

The CPED Delegate, and any other institutional representatives who wish to join, will participate in one on-line or in person orientation to take place before attendance at their first convening. This orientation will foster a better understanding of CPED membership. Its accompanying materials will complement the orientation and assist new members in understanding the history, mission, goals, and design-concepts of CPED.

Participation in Convenings and Other Events

Member programs and their education schools must be willing to send at least two representatives to the annual convenings. These representatives will be chosen by the member programs and their education schools. Ideally, the representatives should be key participants on the redesign team (including the CPED Delegate) within the education school. Registration fees, travel, and housing expenses associated with the convenings will be borne by the member education school. Convening registration fees include some meals and meeting space.

Commitment to Engage and Change

CPED membership requirements are outlined below. Upon admission, new members sign the Commitment to Engage and Change.This shared understanding is aimed at clarifying the interests of participants and will form the basis of on-going relationships of mutual trust and benefit. This commitment to engage and change contains three parts: mutual commitments, commitments by the CPED Consortium, and commitments by member programs and their host education schools  

Please review this Commitment to be sure your institution is willing and able to engage in this manner.   

Note: Membership is by institution, not by program. All EdD programs at the institution are considered members if admitted.   

Institutional and Program Requirements

INSTITUTIONAL REQUIREMENTS

Applying institutions must be: a) a not-for-profit institution, b) accredited by a U.S. regional accrediting agency and in good standing or for non-U.S. institutions, an equivalent evaluative body will be accepted, c) operating an Education Doctorate (EdD) program or have necessary approvals to design and implement a professional doctoral program housed within a school, college, or department of education. 

Institutions must also demonstrate that they have necessary resources, including: 

  1. Leadership: A Dean, chair, and faculty leader prepared to support and lead the EdD program. 

  1. Personnel:  Faculty and staff resources matched to program enrollment targets and EdD program demands.   

  1. Authority: Faculty governance that allows for and fully supports program changes. 

  2. Facilities: Adequate space and technology needed to redesign the program. 

  1. Budget: Adequate funding for: 

  • CPED dues of $2500/year for a minimum of three years. 

  • Faculty and student participation in annual CPED convenings. 

  • Program (re)design and implementation 

  • Supports to facilitate program developments (e.g., release time, graduate assistant).   

PROGRAM REQUIREMENTS

Program must be housed within a school, college, or department of education and be committed to the CPED Framework©. 

  • All programs must demonstrate strong Dean, Chair backing as well as sufficient faculty to deliver a quality EdD program.  

  • First-time EdD programs must demonstrate necessary approvals for granting doctoral degrees (institutional and state, if necessary) and provide clear information on design, implementation, and enrollment timelines in their application.   

ACTIVE PARTICIPATION

Member programs are expected to actively engage in the CPED consortium by:  

  • Sending at least two prepared individuals to annual convenings. 

  • Routinely sharing ideas, information, and plans with colleagues, Chairs and Deans. 

  • Engaging in continous program improvement and exchanges with CPED colleagues. 

  • Sharing updated program information and data with CPED. 

MEMBERSHIP FEE

An annual fee will be charged to each member institution upon acceptance and every year thereafter. The current annual membership fee is $2,500 USD.  

APPLICATION FEE:$300 USD (non-refundable)