Transcript Teacher Work Sample at - Emporia State University

Emporia State University
The Teachers College
Teacher Work Sample
Phil Bennett
[email protected]
620-341-5367
(Some Slides by Dr. Larry Lyman)
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
Information & Learning
Environment
Educational Purposes
• Increase student’s concept of
classroom diversity
• Link information about
diversity to instructional
design
Factor 2: Unit Learning
Goals & Objectives
Educational 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
& Implementation
Educational 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
Learning Environment
Educational 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
Assessment 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
Self-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
Candidate
Mean
Scores
Spring
2002
Fall
2002
Spring
2003
Fall
2003
Spring
2004
Fall
2004
Spring
2005
82.24
82.39
83.89
82.46
86.16
89.55
89.32
Student Gain Scores are approximately 65%
Objective Masters are approximately 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 Sample
Flowchart 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.
Things to Remember about the
Teacher Work Sample # 9
•
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
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