Warehouse of work initiating documents
Title: "Connecting the dots: The role and range of theory connecting teaching, teacher preparation and K-12 learning." Spring, 2004, Unpublished manuscript. Authors: Del Schalock, Mark Schalock, Robert Ayres, Teaching Research Institute, Western Oregon University
Purpose served: A summary of findings from a literature search for theory and measures to guide a longitudinal study of teacher preparation program effects on the classroom performance of early career elementary teachers and the learning of their students. The study was designed to get beyond the "black box" studies of teacher preparation efforts so prominent at the time to a study that had explanatory power. The literature reviewed is critiqued in relation to lessons learned from designing and conducting the study.
INITIATING DOCUMENT 2.
Title: "An invitation to join in an important line of work." June, 2004. Unpublished manuscript. Authors: Del Schalock, Mark Schalock, Robert Ayres, Teaching Research Institute, Western Oregon University
Purpose served: An initial translation of Initiating Document 1 into a proposed "theory development initiative" for discussion in an ad hoc meeting of interested participants attending a Summer Conference on advances in teacher work sample methodology. The invitation was well received, and a follow-up discussion was set for a second ad hoc meeting during the 2005 AACTE Annual Conference.
INITIATING DOCUMENT 3. (A refinement and extension of Initiating Documents 1 and 2)
Title: "Connecting the dots: The role and range of theory connecting teaching, teacher preparation, and K-12 learning: An invitation to teacher educators to engage in an important line of work." October, 2004. Unpublished manuscript. Authors: Del Schalock, Mark Schalock, Robert Ayres, Teaching Research Institute, Western Oregon University
Purpose served: To refine, extend and place the initial draft of the invitation squarely within the context of teacher preparation, and to bring to the invitation a more complete and carefully crafted document for review within the teacher education practitioner, policy and research communities.
INITIATING DOCUMENT 4.
Title: "Western Oregon theory initiative connecting teaching, teacher preparation, and K-12 student learning." December, 2004. Unpublished manuscript. Authors: Del Schalock, Mark Schalock, Robert Ayres, Teaching Research Institute, Western Oregon University
Purpose served: To translate the work proposed and discussed briefly at the July, 2004 conference into a draft proposal that placed the ideas discussed into a formal plan of work for discussion during the follow-up meeting scheduled during the AACTE 2005 Annual Conference.
Title: "PROSPECTUS: Connecting teaching, teacher preparation and student learning: Education's equivalent in theory development and research to Biology's Genome Agenda." Spring, 2005. Unpublished manuscript. Authors: Del Schalock, Mark Schalock, Ella Taylor, Teaching Research Institute, Western Oregon University, and Mark Girod, WOU College of Education
Purpose served: To translate, elaborate and refine Initiating Document 4 into a PROSPECTUS FOR WORK that captured decisions and recommendations made during the 2005 AACTE review session. In addition to capturing those decisions and recommendations, the idea of establishing a Coalition of Institutions and Agencies to cooperatively carry out the work proposed was discussed. The document was written to be shared within the teacher education community generally.
INITIATING DOCUMENT 6. (A supporting document to the work proposed by the CTPL Coalition, and shared with its participants)
Title: "Scaling up research in teacher education: New demands on theory, measurement, and design." Journal of Teacher Education , Vol 57, No. 2, March-April, 2006. Pp 2-18. Authors: Del Schalock, Mark Schalock, Robert Ayres, Teaching Research Institute, Western Oregon University
Purpose served: To keep the empirical side of the Coalition's "theory development and testing" agenda clearly in focus, and provide both guidance and assistance from lessons learned in the longitudinal study of teacher preparation effects conducted at Western in addressing the complex issues involved in conducting CTPL related research.
INITIATING DOCUMENT 7. (Research Briefs reporting preliminary findings from the longitudinal study of early career teachers in Oregon on teacher preparation effects.)
Titles: Seventeen completed Briefs, ranging in length between 10 and 20 pages. The Briefs reported on all aspects of the study, including partial analyses of data collected in its first two years. Data collected in the study included a focus on teacher thinking, classroom performance, and impact on the learning. The classroom and school contexts in which teacher thinking and performance occurred. Unpublished reports, 2001 and 2002. Authors: Mark Schalock, Del Schalock, Bob Ayres, Laurel Cuthbertson, Teaching Research Institute, Western Oregon University
Purpose served: A means of adding further emphasis to and assistance in carrying out the empirical side of the Coalition's work once its conceptual and measurement aspects are to the point of permitting theory anchored research on agreed-to variables with agreed-to measures.
Title: "The Longitudinal Effects Of Teacher Preparation On The Practices And Beliefs Of New Teachers And The Learning Of Their Students." Unpublished final report on the study conducted, 2003. Authors: Mark Schalock, Del Schalock, Robert Ayres, Laurel Cuthbertson
Purpose served: An extension of the purposes served by Initiating Documents 6 and 7.
INITIATING DOCUMENT 9.
Title: "Teacher education policy through the eyes of a longitudinal study of preparation effects: Observations on teaching as a profession." In preparation for submission, to the Educational Policy Analysis Archives, Fall, 2006. Authors: Del Schalock, Mark Schalock, Robert Ayres, Teaching Research Institute, Western Oregon University
Purpose served: A starting point for articulating the policy context in which the CTPL theory development initiative will be pursued, the "policy anchors" we want to make explicit in contextualizing the initiative, and the vision of teaching as a profession we want the initiative to support and inform.
A collective effort by a voluntary assembly of teacher preparation institutions and agencies committed to establishing a scientific foundation for connecting teaching, teacher preparation, and P-12 learning, and developing means for translating that foundation into evidence-based teacher preparation programs. For convenience, those participaing in this work have referred to it as the "CTPL theory development initiative", and refer to themselves as "members of the CTPL Coalition", though as yet no formally constituted organization by that name exists.