Leading for Change: Designing a Model of Transformational Leadership Through the Carnegie Project on the Education Doctorate

Abstract

The purpose of this chapter was to describe how the School of Education at Duquesne initiated a school-wide, redesign of its doctoral program in educational leadership through its participation in the Carnegie Project on the Education Doctorate (CPED) – an initiative begun by Lee Shulman in 2006. The focus of CPED is to encourage colleges and schools of education that offer doctoral degrees in leadership, curriculum and instruction, or a similar area to rethink the program in ways that would enhance the learning opportunities and experiences of practitioners in the program. The intent of CPED is to generate more practitioner-leaders who are action researchers prepared to transform pre-kindergarten to secondary learning environments. In the chapter, the author discusses how Duquesne has redesigned its program and the concomitant opportunities and challenges for leadership. She also discusses how the redesigned programs have informed Duquesne's preparation of transformative research practitioners in educational leadership. Finally, the author operationally defines “traveling leadership theory” and what this theoretical concept means in terms of her leadership.

Citation

Welch, O.M. (2012), "Leading for Change: Designing a Model of Transformational Leadership Through the Carnegie Project on the Education Doctorate", Miller, F.S. (Ed.) Transforming Learning Environments: Strategies to Shape the Next Generation (Advances in Educational Administration, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 23-44. https://doi.org/10.1108/S1479-3660(2012)0000016005