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Emporia State University Phil Bennett 620-341-5367 Teacher Work Sample Model The Teachers College.

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Presentation on theme: "Emporia State University Phil Bennett 620-341-5367 Teacher Work Sample Model The Teachers College."— Presentation transcript:

1 Emporia State University Phil Bennett Teacher Work Sample Model The Teachers College

2 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

3 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

4 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

5 Factor 1: Contextual Information & Learning Environment Educational Purposes Increase student’s concept of classroom diversity Link information about diversity to instructional design Measurement Purpose Provide information about student’s awareness of contextual factors and ultimately data to examine their ability to function as a professional in a diverse setting.

6 Factor 2: Unit Learning Goals & Objectives Educational Purposes Promote use of more challenging instruction for 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 Measurement Purpose Aid in interpretation of gain scores (i.e., what kind of learning does the gain score represent; type and concentration)

7 Factor 3: Instructional Design & Implementation Educational Purposes Foster use of assessment & context data in planning instruction Link instructional design to learning objectives Encourage student teachers/interns to design challenging lessons that: -impact learning for all students -address different learning styles, -incorporate technology -incorporate a wide range of reading abilities -use learning-centered environments Measurement Purpose Examine relationship between gain scores & teaching approaches Ensure that teachers understand and use a variety of appropriate instructional strategies

8 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 Measurement Purposes Ensure that teachers can facilitate all students’ abilities to understand relationships between subject areas

9 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 an appropriate motivational skills Measurement Purpose Ensure teachers provide a classroom environment supportive of student interaction in learning activities

10 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 Measurement Purposes Encourage student teachers/interns to avoid using simple knowledge based assessments unless appropriate Student Teachers/interns can present evidence of calculation of student gain scores

11 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 on the teacher’s classroom Measurement Purpose Estimate the degree to which the unit was successful Demonstrate that the student teacher/intern can successfully evaluate the effects of his or her choices and actions on student learning

12 Emporia State University Teacher Work Sample Survey of Student Teachers/Interns Spring of 2002, 2003, & 2005

13 Spring 2002 Open-ended responses Most important thing I gained doing the TWS: Most important thing I gained doing the TWS: Determining gain scores/student progress (13%) Determining gain scores/student progress (13%) Being accountable for individual student learning (11%) Being accountable for individual student learning (11%) Planning/using/pacing a teaching unit (10%) Planning/using/pacing a teaching unit (10%) Being aware of my teaching skills/instruction planning and how to improve (9%) Being aware of my teaching skills/instruction planning and how to improve (9%) Learning how to present/analyze assessment data (9%) Learning how to present/analyze assessment data (9%) Improving time management/organization (9%) Improving time management/organization (9%)

14 Spring 2002 Open-ended responses The one thing that would improve the TWS assignment: The one thing that would improve the TWS assignment: Decrease length (17%) Decrease length (17%) Make TWS less repetitive (12%) Make TWS less repetitive (12%) Provide examples of good Teacher Work Samples (9%) Provide examples of good Teacher Work Samples (9%)

15 Spring 2003 Open-ended responses Most important thing I gained doing the TWS: Most important thing I gained doing the TWS: Planning and implementing units and lessons (15%) Planning and implementing units and lessons (15%) Reflecting about my experience of teaching (9%) Reflecting about my experience of teaching (9%) Learning to evaluate students’ gain scores (9%) Learning to evaluate students’ gain scores (9%)

16 Spring 2003 Open-ended responses The one thing that would improve the TWS assignment: The one thing that would improve the TWS assignment: Having more specific details and better examples (16%) Having more specific details and better examples (16%) Reduce/shorten the number of requirements/amount of work (12%) Reduce/shorten the number of requirements/amount of work (12%) More training sessions (12%) More training sessions (12%)

17 Spring 2005 “Agree-disagree” questions The TWS accurately show-cased my knowledge/skills as a teacher. The TWS accurately show-cased my knowledge/skills as a teacher. 27% disagree; 73% agreed 27% disagree; 73% agreed The TWS was a valuable experience to my professional training. The TWS was a valuable experience to my professional training. 21% disagree; 79% agree 21% disagree; 79% agree

18 Crocker Validity Survey Results Response Percentages from TWS Raters

19 Who are TWS raters at ESU? Readers/scorers of TWSs Readers/scorers of TWSs Classroom teachers and university faculty Classroom teachers and university faculty Trained in TWS purpose and format Trained in TWS purpose and format Undergo anti-bias training and review before each scoring session Undergo anti-bias training and review before each scoring session

20 Crocker validity, Spring 2002 Does the TWS measure Knowledge/Skills necessary for beginning teachers? Not at all Yes, absolutely (1) (2) (3) (4) (1) (2) (3) (4) N=28, in %

21 How important to practice of beginning teachers? Unimportant Somewhat Important Critical important important (1) (2) (3) (4) (1) (2) (3) (4) N=28, in %

22 How often would a beginning teacher engage in each: In % NeverAnnuallyMonthlyWeeklyDaily Context to set goals and plan for instruction/ assessment Set significant/ challenging/ varied/ appropriate learning goals Use multiple assessment modes

23 In % NeverAnnuallyMonthlyWeeklyDaily Design instruction for specific learning goals Use analysis of student learning to make instruct decisions Use assessment data to profile student learn & community information Reflect on instruction and student learning

24 Extent that TWS tasks reflect following INTASC standards: In % Not at all Implicit- ly Direct -ly Knowledge of subject matter Knowledge of human development and learning Adapting instruction for individual needs Multiple instructional strategies 0793 Classroom motivation and management skills

25 In % Not at all ImplicitlyDirectly Communication skills Instructional planning skills 0793 Assessment of student learning Professional commitment and responsibility Partnerships

26 Crocker Validity, Spring 2003 Does the TWS measure Knowledge/Skills necessary for beginning teachers? Not at all Yes, absolutely (1) (2)(3)(4) (1) (2)(3)(4) N=36, in %

27 How important to practice of beginning teachers? Unimportant Somewhat Important Critical important important (1) (2) (3) (4) (1) (2) (3) (4) N=36, in %

28 How often would a beginning teacher engage in each In % NeverAnnuallyMonthlyWeeklyDaily Context to set goals and plan for instruction/ assessment Set significant/ challenging/ varied/ appropriate learning goals Use multiple assessment modes

29 In % NeverAnnuallyMonthlyWeeklyDaily Design instruction for specific learning goals Use analysis of student learning to make instructional decisions Use assessment data to profile student learn & community info Reflect on instruction and student learning

30 Extent that TWS tasks reflect following INTASC standards In % Not at all Implicit -ly Directly Knowledge of subject matter Knowledge of human development and learning Adapting instruction for individual needs Multiple instructional strategies Classroom motivation and management skills

31 In % Not at all ImplicitlyDirectly Communication skills Instructional planning skills Assessment of student learning Professional commitment and responsibility Partnerships

32 TWS-Specific Survey of Recent Graduates after at Least 1 Year of Teaching, Summer 2004 Emporia-area new teachers who completed a TWS during student teaching Emporia-area new teachers who completed a TWS during student teaching Telephone survey Telephone survey

33 Guiding question: What aspects of the Teacher Work Sample (TWS) do you do in your teaching job?

34 Do you… N=10 Yes % No%No%No%No% Identify classroom context factors such as prior knowledge, adaptations needed, etc Plan for and teach according to the context factors Teach different levels of outcomes, such as knowledge, skills, reasoning Teach to state or local curricular standards. 1000

35 Do you… Use pre-post tests 6040 Utilize an assessment plan 1000 Set a mastery level for minimum acceptable performance level 9010 Teach in multiple formats or strategies 1000 Use groups 1000 Use technology 9010 Evaluate individual or subgroup performance yes no % %

36 Do you… Calculate gain scores Revise instruction based on learning results Seek ways to teach better based on learning results 1000 yes no % %

37 Candidate Performance Data and Research

38 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 Student Gain Scores are around 65% Objective Masters are around 77%

39 Mean percentage scores for additional semesters Fall % Some major changes were made this semester for which candidates were not as prepared as in earlier years. This likely had some impact on scores the next two semesters as well. Fall % Some major changes were made this semester for which candidates were not as prepared as in earlier years. This likely had some impact on scores the next two semesters as well. Spring % Spring % Fall % Fall % Spring % Spring %

40 Descriptive Data (overall group) Strengths 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

41 Descriptive Data (overall group) Challenges Assessment design (planning is all right but needs more “rigor”) Reflection on professional development plan Alignment of objectives, instruction, and assessments

42 Comparison of TWS Scores by Subject Fall 03 SubjectMean ScoreMastery IndexGain Score Others Physical Sci Psych/MR Phys Ed ESL/For Lang Science Elem/EC Math Business Engl/Journal Soc Studies

43 Assessing The Benefits and Challenges of Completing A Teacher Work Sample During Student Teaching From The Perspective Of PK-12 Student Teachers/Interns and Cooperating Teachers

44 Background Dr. Darla Mallein, Emporia State Social Science faculty member and methods instructor Dr. Darla Mallein, Emporia State Social Science faculty member and methods instructor Spring 2003 Spring 2003 Descriptive study utilizing surveys of student teachers/interns and cooperating teachers Descriptive study utilizing surveys of student teachers/interns and cooperating teachers

45 Benefits of TWS According to Student Teachers/Interns Raised student teachers/interns’ awareness of the impact they have on students’ learning (30%) Raised student teachers/interns’ awareness of the impact they have on students’ learning (30%) Student teachers/interns specifically stated there were no benefits of completing the TWS (16%) Student teachers/interns specifically stated there were no benefits of completing the TWS (16%) Helped student teachers/interns reflect on teaching and learning (14%) Helped student teachers/interns reflect on teaching and learning (14%) Prepared student teachers/interns for real-life applications (14%) Prepared student teachers/interns for real-life applications (14%) Required student teachers/interns to create adaptations and activities to meet the needs of all their students (12%) Required student teachers/interns to create adaptations and activities to meet the needs of all their students (12%)

46 Benefits of TWS According to Cooperating Teachers Prepares student teacher/intern for Quality Performance Accreditation, NCLB, and other real-life applications (32%) Prepares student teacher/intern for Quality Performance Accreditation, NCLB, and other real-life applications (32%) Provides student teachers/interns opportunity to plan and teach a complete unit that aligns with standards, objectives, activities, and assessments (24%) Provides student teachers/interns opportunity to plan and teach a complete unit that aligns with standards, objectives, activities, and assessments (24%) Helps student teachers/interns reflect about teaching and learning (16%) Helps student teachers/interns reflect about teaching and learning (16%) Gives student teachers/interns the practice in administering and analyzing pre- and post-test assessments (15%) Gives student teachers/interns the practice in administering and analyzing pre- and post-test assessments (15%) Raises student teachers/interns’ awareness of their impact on student learning (15%) Raises student teachers/interns’ awareness of their impact on student learning (15%)

47 Problems with TWS According to Student Teachers/Interns The directions for completing the TWS were unclear or confusing (22%) The directions for completing the TWS were unclear or confusing (22%) Student teachers/interns had trouble finding the time to complete the TWS (16%) Student teachers/interns had trouble finding the time to complete the TWS (16%) Some requirements were difficult to complete (15%) Some requirements were difficult to complete (15%) Student teachers/interns had difficulty completing the TWS because of lack of training, lack of good examples, and lack of resource people to contact with questions (14%) Student teachers/interns had difficulty completing the TWS because of lack of training, lack of good examples, and lack of resource people to contact with questions (14%) Completing the TWS was time-consuming (14%) Completing the TWS was time-consuming (14%) The TWS detracted from other classroom duties (12%) The TWS detracted from other classroom duties (12%) The TWS was hard to adapt to grade level, subject area, unit topic, assigned classroom, or curriculum (10%) The TWS was hard to adapt to grade level, subject area, unit topic, assigned classroom, or curriculum (10%)

48 Problems with TWS According to Cooperating Teachers Student teacher/intern had a difficult time dealing with time constraints (19%) Student teacher/intern had a difficult time dealing with time constraints (19%) Completing the TWS was time-consuming (15%) Completing the TWS was time-consuming (15%) Completing the TWS generated stress, frustration, procrastination, and feelings that the project was not valuable (12%) Completing the TWS generated stress, frustration, procrastination, and feelings that the project was not valuable (12%) Directions for the TWS were unclear or confusing (11%) Directions for the TWS were unclear or confusing (11%) Student teacher/intern had difficulty adapting TWS to grade level, subject area, assigned students, or district curriculum (11%) Student teacher/intern had difficulty adapting TWS to grade level, subject area, assigned students, or district curriculum (11%) Creating, administering, and analyzing assessments were difficult for student teachers/interns (11%) Creating, administering, and analyzing assessments were difficult for student teachers/interns (11%)

49 Suggested Changes for TWS According to Student Teachers/Interns Provide better training and resources for student teachers/interns and cooperating teachers (35%) Provide better training and resources for student teachers/interns and cooperating teachers (35%) Simplify the TWS by shortening the requirements and making it more practical (31%) Simplify the TWS by shortening the requirements and making it more practical (31%)

50 Suggested Changes for TWS According to Cooperating Teachers Provide better training and resources for student teachers/interns and cooperating teachers (20%) Provide better training and resources for student teachers/interns and cooperating teachers (20%) Simplify the TWS by shortening the requirements and making it more practical (19%) Simplify the TWS by shortening the requirements and making it more practical (19%) Move the TWS requirements to a different semester other than the student teaching semester (11%) Move the TWS requirements to a different semester other than the student teaching semester (11%)

51 Recommendations 1. Explain the purpose and benefits of completing the TWS 2. Provide more training sessions and support concerning the TWS for student teachers/interns throughout the student teaching semester 3. Provide more contact people at the university level who can answer questions about the TWS 4. Make the TWS manual and rubric very clear and understandable 5. Simplify the TWS by shortening the requirements and taking out the repetitive sections.

52 Recommendations 6.Provide good examples of completed Teacher Work Samples 7.Allow flexibility in the format and design of the TWS to fit the student teachers/interns assigned grade levels and/or subject areas 8.Encourage students with split placements to complete the TWS during the first placement 9.Reinforce the positive aspects of the TWS 10.Require all cooperating teachers to attend training sessions and/or scoring sessions

53 Questions and Maybe Answers


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