The Educational Leadership Ed.D. Program at the University of Arkansas expects students to complete a study of a problem of practice to fulfill their dissertation requirement. We have identified five core dimensions that define problems of practice that are embedded in K-12 schools and the communities they serve. As with any complexity, there are no definite lines of separation between the dimensions. As a matter of fact, we feel strongly that the dimensions should not be considered separately. We do require that a problem of practice contains all five dimensions.
Focuses on instructional and/or systemic issues. Instructional or systemic issues are problems that involve the interactions of teachers, students, and content or the interactions of system leaders, schools, and communities that relate to school or system performance and/or community well-being.*
Is directly observable. A problem of practice must be empirical in nature not theoretical. While theory may be used to assist in the examination of the problem, the problem itself must be directly observable.
Is actionable. Actionable in the sense that the problem can be improved in real time. This dimension further defines the problem of practice as it extends the Directly Observable dimension; however, it is important to note all that not all problems that are directly observable are actionable from the standpoint of an educational leadership doctoral student.
Connects to a broader strategy of improvement and the school's or system’s action plan. We see problems of practice having a reciprocal relationship with broader improvement plans. Improvement plans might very well assist in defining problems of practice, while the in-depth study of a particular problem may enable a school or system realize its stated goals.
Is high-leverage. Solving a problem of practice would make a significant difference for student learning and/or community health. Being high-leverage is related to being actionable. Ideally, we want students to make a difference in the field as a result of their obtaining a degree.
It is our hope that through coursework, research, and ongoing practice in the field, students will develop the necessary skills, attributes, and dispositions that support strong educational leadership at either the building or system level. We feel strongly that the experience of working on a problem of practice with the above listed dimensions will play a integral role in our students’ development.
*While problems of practice for educational leaders are often defined solely in terms related to student achievement, we feel that schools have a much broader purpose than what is defined by the current educational reform policies that measure school success by student achievement on standardized tests. We agree that students’ mastery of certain cognitive skills is an important goal for schools; however, we also feel that schools have critical responsibility in the development of a host of other skills and attributed in addition to those cognitive skills measured by standardized tests.