TWS Aid for Supervisors & Mentor Teachers Background on the 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

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 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 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

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

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.

ESU supervisors will provide appropriate assistance to interns.

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

Partnerships

Designed in Collaboration with: Emporia and Olathe mentor teachers Emporia and Olathe elementary interns Emporia State University faculty Renaissance Group partner universities Oklahoma teachers and university professors The ESU TWS was used as a model for the development of the Kansas performance assessment

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

TWS Strengths and Benefits for Candidates

Awareness of classroom context Ability to write outcomes and align instruction Use of collaborative/multi-learner environments Use of “active learner/inquiry” models Employment of multiple learning strategies Use of formative assessments Use of assessment throughout instruction Ability to depict assessment data Use of technology Reflection on personal classroom successes & failures High degree of reported learning impact

Candidate Perceptions

Candidates report that the most important things gained from participating in the TWS are: Top Responses: Determining gain scores/student progress Being accountable for individual student learning Planning/using/pacing a unit Being aware of my teaching/how to improve Learning how to present/analyze data Improving time management/organization Increased knowledge of student’s competency level

Outcomes of the Use of TWS

Cooperating/Mentor teachers: Reflect more on their teaching Are more sensitive to assessments

Training for Teachers and Faculty

Basic information about TWS Congruence conceptual framework licensure standards “real life” Documentation of PK-12 student learning Role and responsibilities Seeking assistance University supervisor is primary contact Resource specialist also available Evaluation process Additional training opportunities

Mentor Teacher’s Responsibilities

Become familiar with the goals and requirements of the Teacher Work Sample Help the student teacher identify an appropriate goal for the instructional sequence which is linked to a state or local outcome Help the student teacher plan so that instruction can be completed by required deadlines Suggest resources which might be useful to the student teacher in planning and teaching the goal Provide feedback to the student teacher about planning and teaching Alert the university supervisor if planning and teaching is not going well Celebrate your student teacher’s success with the TWS process