Ohhhhh, Christopher Robin, I am not the right one for this job... The House on Pooh Corner, A.A. Milne
The Renaissance Group National consortium of institutions with a major commitment to the preparation of educators National consortium of institutions with a major commitment to the preparation of educators One in every 10 teachers in America is educated in Renaissance institutions. One in every 10 teachers in America is educated in Renaissance institutions.
Operating Principles ● Teacher education as an all-campus responsibility. ● Campus culture values and models quality teaching. ● Partnerships with practicing professionals. ● Extensive use of field placements in diverse settings.
Operating Principles ● Adherence to high standards and accountability. ● Focus on P-12 student learning. ● Effective use of technology. ● Development of teachers as creative and innovative leaders.
Title II grant to develop an evidence-based model of teacher preparation. 1999-2005 ● Engage candidates in using evidence of student learning to guide professional practice. ● Gather data to improve programs.
RTWS Characteristics ● Models assessment as learning (Alverno) ● Reflects the learning-teaching process ● Includes P-12 student performances ● Engages candidates, education and arts and sciences faculty, and school practitioners in the assessment process
RTWS Characteristics ● Generalizable across all content areas and grade levels, including special education ● Adaptable to individual institutions, programs, and P-12 school contexts ● Locally administered and scored ● Includes strategies for standard setting and gathering credibility evidence
The RTWS is.... ● An exhibit of teaching performance ● One method of documenting the candidate’s ability to design and implement standards- based instruction, assess student learning, and reflect on the learning-teaching process ● Designed to be used with classroom observations
The RTWS Task ● Describe contextual factors ● Set learning goals ● Design a unit of instruction, including an assessment plan ● Deliver and adjust instruction
The RTWS Task ● Assess student performance ● Analyze student learning ● Reflect on instruction and student learning Evidence = Written Product and Artifacts
RTWS Vision of Teaching ● Contextual Factors ● Learning Goals ● Assessment Plan ● Design for Instruction ● Instructional Decision- Making ● Analysis of Student Learning ● Reflection and Self- Evaluation Teaching Processes, Standards, Indicators
Washington Standard 5 ● How consistent is the RTWS with Standard 5 criteria? ● Will the instrument elicit student- based evidence? ● Does the instrument include opportunities for “student voice”?
Task Instructions ● Performance prompt aligned with targeted standards, indicators, and scoring rubric ● Manual for Student Teachers ● Manual for Mentors
Gathering Validity Evidence Do the tasks elicit performances that represent the standards? Do the tasks elicit performances that represent the standards? ● Process based on early work of the NBPTS (Crocker, 1997) ● Criticality, frequency, realism, balance ● “How To” Credibility Manual
Achieving Scoring Reliability What is the dependability of judgments across different raters and scoring occasions? What is the dependability of judgments across different raters and scoring occasions? ● Rater Training, Training, Training ● Evidence Roadmap and Scoring Guide
Determining Reliability To what extent is there consistency of scoring across raters? To what extent is there consistency of scoring across raters? ● Generalizability Theory (Shavelson & Webb, 1991). ● “How To” Credibility Manual
Usability ● Supervisor and Cooperating Teacher Support – Manual for Mentors ● Candidate Support – Student Teacher Manual ● Local and state standards & curriculum ● Compatible with P-12 policies
Costs ● No cost to candidates ● Cost to institution = Training and Credibility Studies + Data System ● No equipment costs ● Embedded in the work of schools
Data Management What systems are in place to ensure routine use of assessment results as part of a “culture of evidence.” What systems are in place to ensure routine use of assessment results as part of a “culture of evidence.” ● Assessment database ● Feedback to candidates and program ● Use of data for program improvement
● Shift to instruction based on P-12 student performance data ● University faculty accountable for their own teaching ● Evidence-based improvements to teacher education programs Study of RTWS consortium partners shows positive outcomes...
● Increased faculty conversations within and across departments ● Shared vision for teacher education and a common language for discussing program improvements ● Program accountability systems Cowley, Vokel, & Finch (2005) Appalachia Educational Laboratory
The application of TWS for high- stakes purposes is being tested in three states: ● Oregon ● Kentucky ● Oklahoma
We do not fully know the results of these applications. More consideration must be given to issues associated with high-stakes evaluation.
Access resources, exemplars, case studies, publications, and research http://edtech.wku.edu/rtwsc/