Emporia State University Phil Bennett [email protected] 620-341-5367 (Some Slides by Dr. Larry Lyman) Teacher Work Sample The Teachers College.

Emporia State Emporia State UniversityUniversity

Phil BennettPhil [email protected]

620-341-5367620-341-5367(Some Slides by Dr. Larry Lyman)(Some Slides by Dr. Larry Lyman)

Teacher Work SampleTeacher Work Sample

The Teachers CollegeThe Teachers College

Current Status at ESU

• Required of all elementary and secondary

interns/student teachers beginning

Spring 2002

• “Practice” Teacher Work Sample completed

prior to Block 3/Student Teaching

• The Teacher Work Sample is a major part of

the final grade for the course EL/ED 431

• Elementary interns learn about the Teacher Work Sample process beginning in Block 1 classes.

• During Block 2 (first P. D. S. semester), interns prepare a reading practicum case study using elements of the Teacher Work Sample design.

• During Block 3 (student teaching semester), ESU supervisors will provide appropriate assistance to interns.

• Mentor teachers may provide assistance as provided by the TWS Assistance Policy.

Collaboration and Use

• Emporia and Olathe mentor teachers

• Emporia and Olathe elementary interns

• Emporia State University faculty

• Renaissance Group partner universities

• Oklahoma teachers and university

professors

• Kansas Performance Assessment to obtain

professional license

The Teacher Work Sample measures the ability to:• Construct and deliver an

instructional unit• Construct challenging and

meaningful assessments• Adapt instruction to meet student

needs• Measure learning gains• Analyze and reflect on teaching

decisions and results

General Structure of the TWS

• Contextual Information & Learning Environment Adaptations

• Unit Learning Goals and Objectives

•Instructional Design and Implementation

• Demonstration of Integration Skills

• Analysis of Classroom Learning Environment

• Analysis of Assessment Procedures

• Reflection and Self-Evaluation

Factor 1: Contextual Contextual Information & Learning Information & Learning EnvironmentEnvironment

Educational Purposes• Increase student’s concept of classroom diversity• Link information about diversity to instructional design

Factor 2: Unit Learning Factor 2: Unit Learning Goals & ObjectivesGoals & ObjectivesEducational Purposes• Promote use of more challenging instruction or all PK-12 pupils• Promote use, interpretation and application of local and state standards• Encourage student teachers/interns to avoid “knowledge only” targets unless appropriate

Factor 3: Instructional Design Factor 3: Instructional Design & Implementation& ImplementationEducational Purposes• Foster use of assessment & context data in planning instruction• Link instruction to learning objectives• Encourage student teachers/interns to design challenging lessons that: -impact learning for all students -incorporate technology -incorporate a range of reading abilities -use learning-centered environments

Factor 4: Demonstration of Integration Skills

Educational Purposes• Demonstrate the ability

to integrate across and within content fields

• Demonstrate the ability to teach thinking skills

Factor 5: Analysis of Classroom Factor 5: Analysis of Classroom Learning EnvironmentLearning EnvironmentEducational Purposes• Provide opportunity for student teachers/interns to link learning results to classroom efforts• Promote student teacher/interns reflection on the impact the unit had on individual, small group and whole group learning• Provide evidence of an appropriate classroom management plan• Provide evidence of appropriate motivational skills

Factor 6: Analysis of Factor 6: Analysis of Assessment ProceduresAssessment Procedures

Educational Purposes• Promote link between learning objectives and assessments• Encourage the use of different assessment formats• Encourage the use of challenging assessments

Factor 7: Reflection and Factor 7: Reflection and Self-evaluationSelf-evaluation

Educational Purposes•Promote analysis and synthesis of all activities•Promote professional development•Promote a better understanding of the implications of state assessment and accreditation process of the teacher’s classroom

Strengths identified by TWS

• Awareness of classroom context

• Ability to write outcomes and align instruction

• Use of collaboration

• Use of active learning and inquiry

Strengths (continued)

• Use of multiple learning strategies

• Use of formative assessments

• Use of assessment throughout instruction

• Use of technology

Strengths (continued)

• Reflection on successes and failures in the classroom

• High degree of reported impact on student learning

Challenges

• Reflection on professional development plan

• Alignment of objectives, instruction, and

assessment

• Time to complete during student teaching/internship

Student Teacher/Intern Surveys

Most important thing gained from the TWS:

– Planning and implementing units and lessons– Reflecting about my experience of teaching – Learning to evaluate students’ gain scores

Student Teacher/Intern Surveys

The one thing that would improve the TWS:

– Having more specific details and better examples– Reduce repetition– More training sessions

Spring 2005 Survey “Agree-disagree” questions

• The TWS accurately show-cased my knowledge/skills as a teacher.– 27% disagree; 73% agreed

• The TWS was a valuable experience to my professional training.– 21% disagree; 79% agree

Means for Candidate Scores, Learning Gain, Objective Mastery Index

Spring

2002

Fall 2002

Spring

2003

Fall 2003

Spring 2004

Fall 2004

Spring

2005

Candidate Mean Scores

82.24 82.39

83.89 82.46

86.16 89.55 89.32

Student Gain Scores are approximately Student Gain Scores are approximately 65%65%

Objective Masters are Objective Masters are approximatelyapproximately 77%77%

Mentor Teacher’s Responsibility #1

Become familiar with the goals and requirements of

the Teacher Work Sample

Mentor Teacher’s Responsibility #2

Help the student teacher identify an appropriate

goal for the instructional sequence which is linked

to a state or local outcome

Mentor Teacher’s Responsibility #3

Help the student teacher plan so that instruction can be completed

by required deadlines

(See The Teacher Work SampleFlowchart in the TWS Prompt and

Rubric)

Mentor Teacher’s Responsibility #4

Suggest resources which might be useful to the student teacher in planning and teaching the goal

Mentor Teacher’s Responsibility #5

Provide feedback to the student teacher about planning and

teaching

Mentor Teacher’s Responsibility #6

Alert the student teaching supervisor if planning and teaching is not going well

Mentor Teacher’s Responsibility #7

Sign Cover Sheet!(See instructions in the Prompt and Rubric)

Mentor Teacher’s Responsibility #8

Celebrate your student teacher’s success with the Teacher Work

Sample process

Things to Remember about the Teacher Work Sample #1

• Completed Teacher Work Sample cannot exceed 22 pages

• Supporting material can be included in appendices at the end of the Work Sample

Things to Remember about the Teacher Work Sample #2

• The student teacher needs to use the cover page included in the Prompt and Evaluation Rubric as their cover page.

Things to Remember about the Teacher Work Sample #3

• The student teacher/intern should be aware of the irregularities and penalties procedures and the integrity guidelines.

Things to Remember about the Teacher Work Sample #4

• Names of students in the classroom should not be included at any place in the Work Sample.

• Students can be identified by an alias or by an assigned student number.

Things to Remember about the Teacher Work Sample #5

• The pre- and post-assessments must use the same assessment device or the same rubric or observation device.

Things to Remember about the Teacher Work Sample #6

• The completed Teacher Work Sample must include low, middle, and high level objectives and two of the three Bloom domains (cognitive, affective, and psychomotor).

Things to Remember about the Teacher Work Sample #7

When completing the TWS, candidates must demonstrate the ability to use:• Descriptive writing skills• Analytical writing skills• Reflective writing skills

Things to Remember about the Teacher Work Sample #8

The Teacher Work Sample must demonstrate that the student teacher has made appropriate modifications and adaptations in teaching to meet the learning needs of all students.

• All Work Samples must be received in the Dean’s Office by the date indicated on the TWS Flow Chart

• Delivered by mail, in person or e-mail

• Any exceptions must be approved by the Dean’s Office and Department Chair

Things to Remember about the Teacher Work Sample # 9

Completed Teacher Work Samples will be assessed by

trained evaluators for:

• Quality

• Completeness

• Alignment

• Matches Checklists and Rubrics

What’s new• Candidate Assistance Policy

• Irregularities and Penalties Procedures and Integrity Guidelines

• Cover Page Signatures

• Increased page limit to 22

• Total points is now 134 (see score sheet)

What’s New (continued)

• Tables and charts are encouraged

• More examples of tables

• More examples, especially for Factor 2

• Major revisions to Factors 2 and 6

What’s New (continued)

• Organized differently

• Scoring is more objective

• Modeled After KPA

• Electronic submission is permitted/ encouraged

What’s New in Factor 2

• Requires low, middle and high level objectives

• Must include 2 of Bloom’s 3 domains

• Many examples of objectives (different levels and domains)

• Unit objectives and limitation of the number of TWS objectives

What’s New in Factor 6

• Much more information and explanations are provided

• A more detailed Assessment Plan Table is required

• A more detailed Mastery Learning Table is required

• More detailed assessment checklists and rubrics are provided