TWS Aids for Student Teachers & Interns

Overview of TWS

The Mission of the Teacher Work Sample

The TWS measures the ability to: Construct and deliver an instructional unit Construct challenging and meaningful assessments Adapt instruction to meet student needs Measure learning gains and achievement Analyze and reflect on teaching decisions and results

The TWS Vision

The TWS Vision is to:

Connect the performance of candidates to PK-12 student learning Assess candidate performance relative to national, state, and institutional standards Provide a framework for teacher professional development Develop self-assessment & reflection skills

TWS

The Renaissance Partnership

The information from Teacher Work Samples is used to advance the quality of teachers and K-12 student learning by the Renaissance Partnership , a five year initiative by eleven universities and their partner schools. The Renaissance Partnership is devoted to the pursuit of quality and best practices in teacher education.

“To become accountable for the impact of teacher candidates and graduates on the learning of P-12 students” A Paradigm Shift from Teaching to Learning

Preparation for the TWS

Completing a TWS became a requirement for all student teachers & interns beginning Spring 2002. Elementary interns learn about the TWS process beginning in Block 1 classes.

During Block 2 (first P. D. S. semester), interns prepare a sample reading TWS using elements of the TWS design.

Elementary (Block 3) complete a TWS as part of the EL431 Secondary (Phase 1) complete a “Practice” TWS (prior to student teaching).

Secondary (Phase 2) complete a TWS as part of the ED431 course.

Alternate Route interns complete a TWS as part of the ED894 Internship II course.

ESU supervisors will provide appropriate assistance to interns.

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

Bloom’s Taxonomy & Stenberg’s Triarchic Levels

Use Benjamin Bloom’s Taxonomy to classify and label your objectives. Robert Sternberg’s Triarchic Levels may also help you understand cognitive type objectives. Following are some web sites that will provide additional information.

Bloom http://itc.utk.edu/~jklittle/edsmrt521/cognitive.html

http://itc.utk.edu/~jklittle/edsmrt521/affective.html

http://itc.utk.edu/~jklittle/edsmrt521/psychomotor.html

http://www.humboldt.edu/~tha1/bloomtax.html

Sternberg http://www.wilderdom.com/personality/L2 2SternbergTriarchicTheory.html

http://tip.psychology.org/stern.html

Interns/student teachers should show:

A high level of questions and reflections Strong performance assessment Proficiency at implementing modifications and adaptations Sensitivity to student learning

TWS Scoring

Completed Teacher Work Samples will be assessed by trained evaluators for: Quality Completeness Alignment Checklists and rubrics (detailed in a later presentation) You will be challenged to show quality in Assessment design Reflection on professional development plan Alignment of objectives, instruction, and assessment

Overview of 7 Teacher Work Sample Factors

Contextual Demonstrates knowledge of: • community & school factors • characteristics of students • students’ varied approaches to learning • students’ skills & prior learning • QPA/NCA school improvement plan Information & Learning Environment Demonstrates implications for instruction & assessment Reflection & Self-Evaluation Demonstrate: • Effect on student learning • Implications for future teaching of this unit • Implications for professional development • Alignment among goals, instruction & assessment

Factors

Unit Learning Goals & Objectives Includes a variety that are significant & challenging Appropriates for students Aligned with standards Focused on student learning Classified according to level & domain Instructional Design & Implementation Aligned with learning goals & instruction Clarifies criteria for performance Includes multiple instructional strategies & approaches Includes adaptations on individual student needs Demonstrates appropriate use of technology Analysis of Assessment Procedures Interprets data Aligns assessments with TWS objectives Provides evidence of impact on student learning Demonstrates variety of assessments Justifies assessments & adaptations Analysis of Classroom Learning Environment Demonstrates: • motivation skills • communication skills • classroom management skills • how classroom environmental factors affect learning Demonstration of Integration Skills Demonstrates the ability to integrate instruction across and within subject matter fields

Checklist

Use the following checklist to help ensure that your TWS meets guidelines and recommendations:

Your completed work must not exceed 25 pages (12 point font, double-spaced with one-inch margins) with the numbering starting with content addressing Factor 1 You must use the cover page provided Do not include any names of your students anywhere in your completed Teacher Work Sample; instead refer to students by number or alias If you hand in a paper copy, do not put it into a notebook or folder; staple it in the upper left hand corner Be sure pages are numbered Include your name on the Cover Page only (not on every page) so that your TWS can be scored anonymously Classify Unit Objectives as low, middle, and high levels, and label each objective according to its domain (cognitive, affective, or psychomotor) The pre- and post-assessments should be related specifically to the TWS Objectives identified in Factor 2 Pre- and post-assessments need not be the same but must measure the same TWS Objectives in the same ways Demonstrates the ability to use Descriptive writing skills, Analytical writing skills, Reflective writing skills Demonstrates that the student teacher has made appropriate modifications and adaptations in teaching to meet the learning needs of all students Must be received in the Dean’s Office by the date indicated Delivered by e-mail, mail or in person All exceptions related to TWS must be approved by the Associate Dean and department chair If you are having problems, contact your university supervisor

KSDE Performance Assessment Flow Chart

Identify unit topic.

Deadlines to be announced Teaching and learning activities Conduct post assessment of learners.

Describe setting/ context of learning.

Use national, state, district, and/or school standards/ goals Develop well aligned goals/ outcomes for unit.

Specify Performance outcomes/ objectives for unit.

Develop assessment plan.

Design instruction needs (with as needed) to fulfill outcomes & meet students’ accommodations Analyze and record pre assessment data (individual & groups).

Conduct pre assessment of learners.

Analyze pre & post assessment data by individual, groups, & goals. Display student learning gain scores in graphic form.

Write a narrative interpretation of the data.

Design/align pre assessment with items for each goal. Write a reflective essay and self-evaluation (What have I learned from the experience).