carnegie project on the education doctorate

includes over 130 colleges and schools of education, which have committed resources to work together to undertake a critical examination of the doctorate in education (EdD) through dialog, experimentation, critical feedback and evaluation.

We envision a future where equity-minded educational professionals lead lasting and positive change for the learning and benefit of everyone.

transforms the advanced preparation of educational professionals to lead through scholarly practice for the improvement of individuals and communities.

We value every learner and the different perspectives, skills, histories, and voices of members of diverse communities.

We value continuous improvement, growth, practical application of knowledge, and inquiry.

We value solving authentic and critical problems of practice in partnership with others.

We value the professional expertise and lived experiences of every educational professional.

We value ethical, just, and inclusive practices.

We value the success of every student.

Through a collaborative, authentic process, members of CPED developed a that supports creating quality, rigorous practitioner preparation while honoring the local context of each member institution. The CPED Framework consists of three components—a new definition of the EdD, a set of guiding principles for program development and a set of design-concepts that serve as program building blocks. .

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PLANNING AND CHANGING SPECIAL ISSUE

With the prompting of a consortium member and a very gracious offer from the former Editor of Planning and Changing, this special issue focused on the Carnegie Project on the Education Doctorate (CPED) was developed and edited by me, Dr. Jill Perry. As the Co-Director of CPED, I welcomed the opportunity because it afforded me the chance to tell the story of the project and its accomplishments through the voice of the consortium. I often tell people that, while I have a birds-eye view that allows me to see the accomplishments of CPED across 56 U.S. schools of education, this opinion is rarely heard by everyone or accompanied by voices that speak to the influences CPED has had on individuals and programs. This special issue gave me the privilege and honor of collaborating closely with deans, faculty and graduates of CPED institutions to learn how the broader CPED work is transpiring at the institutional, programmatic and individual level. It is with the voices of varied individuals that I wish to present this issue outlining how CPED's reconceptualizing of the EdD has changed schools of education at these three levels.

To this end, this special issue serves three purposes. First, it provides a brief introduction to the Carnegie Project on the Education Doctorate, written by me. This article offers a historical overview of the project, a description of how it came to be the first action-oriented effort to distinguish the EdD as a professional practice degree, and a summary of the consortium's accomplishments. Second, through the stories of change presented by various authors, this issue will demonstrate how national level ideas, tested locally, are driving the way we think about the EdD as a professional practice degree. Finally, this issue supports the goals of CPED as a learning organization. The articles included are written so that all schools of education can leam from the experiences of those who are already walking the path of redesigning the EdD, of those who have faced and continue to face the many challenges that come with change in higher education, and of those who continue to improve professional preparation in education. This issue serves as a precursor to the publication of findings and lessons...

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The Carnegie Project On The Education Doctorate
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