Slide1 l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 53

Emporia State University PowerPoint PPT Presentation


  • 81 Views
  • Uploaded on
  • Presentation posted in: General

Emporia State University. The Teachers College. Teacher Work Sample Model. Phil Bennett [email protected] 620-341-5367. Collaboration and Use. Emporia and Olathe mentor teachers Emporia and Olathe elementary interns Emporia State University faculty

Download Presentation

Emporia State University

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Slide1 l.jpg

Emporia State University

The Teachers College

Teacher Work SampleModel

Phil Bennett

[email protected]

620-341-5367


Collaboration and use l.jpg

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


Slide3 l.jpg

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


Slide4 l.jpg

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 ofAssessment Procedures

  • Reflection and Self-Evaluation


Factor 1 contextual information learning environment l.jpg

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.


Factor 2 unit learning goals objectives l.jpg

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)


Factor 3 instructional design implementation l.jpg

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


Factor 4 demonstration of integration skills l.jpg

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


Factor 5 analysis of classroom learning environment l.jpg

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


Factor 6 analysis of assessment procedures l.jpg

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


Factor 7 reflection and self evaluation l.jpg

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


Slide12 l.jpg

Emporia State University Teacher Work SampleSurvey ofStudent Teachers/InternsSpring of 2002, 2003, & 2005


Spring 2002 open ended responses l.jpg

Spring 2002 Open-ended responses

  • Most important thing I gained doing the TWS:

    • Determining gain scores/student progress (13%)

    • Being accountable for individual student learning (11%)

    • Planning/using/pacing a teaching unit (10%)

    • Being aware of my teaching skills/instruction planning and how to improve (9%)

    • Learning how to present/analyze assessment data (9%)

    • Improving time management/organization (9%)


Spring 2002 open ended responses14 l.jpg

Spring 2002 Open-ended responses

  • The one thing that would improve the TWS assignment:

    • Decrease length (17%)

    • Make TWS less repetitive (12%)

    • Provide examples of good Teacher Work Samples (9%)


Spring 2003 open ended responses l.jpg

Spring 2003 Open-ended responses

  • Most important thing I gained doing the TWS:

    • Planning and implementing units and lessons (15%)

    • Reflecting about my experience of teaching (9%)

    • Learning to evaluate students’ gain scores (9%)


Spring 2003 open ended responses16 l.jpg

Spring 2003 Open-ended responses

  • The one thing that would improve the TWS assignment:

    • Having more specific details and better examples (16%)

    • Reduce/shorten the number of requirements/amount of work (12%)

    • More training sessions (12%)


Spring 2005 agree disagree questions l.jpg

Spring 2005“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


Crocker validity survey results l.jpg

Crocker Validity Survey Results

Response Percentages from TWS

Raters


Who are tws raters at esu l.jpg

Who are TWS raters at ESU?

  • Readers/scorers of TWSs

  • Classroom teachers and university faculty

  • Trained in TWS purpose and format

  • Undergo anti-bias training and review before each scoring session


Crocker validity spring 2002 does the tws measure knowledge skills necessary for beginning teachers l.jpg

Crocker validity, Spring 2002Does the TWS measure Knowledge/Skills necessary for beginning teachers?

Not at all Yes, absolutely

(1) (2) (3) (4)

0 3.5 32.5 64

N=28, in %


How important to practice of beginning teachers l.jpg

How important to practice of beginning teachers?

Unimportant Somewhat Important Critical

important

(1) (2) (3) (4)

0 3.5 46.5 50

N=28, in %


How often would a beginning teacher engage in each l.jpg

How often would a beginning teacher engage in each:


Extent that tws tasks reflect following intasc standards l.jpg

Extent that TWS tasks reflect following INTASC standards:


Crocker validity spring 2003 l.jpg

Crocker Validity, Spring 2003

Does the TWS measure Knowledge/Skills necessary forbeginning teachers?

Not at all Yes, absolutely

(1) (2)(3)(4)

0 2.8 27.8 66.7

N=36, in %


How important to practice of beginning teachers27 l.jpg

How important to practice of beginning teachers?

Unimportant Somewhat Important Critical

important

(1) (2) (3) (4)

0 2.8 52.8 41.7

N=36, in %


How often would a beginning teacher engage in each28 l.jpg

How often would a beginning teacher engage in each


Extent that tws tasks reflect following intasc standards30 l.jpg

Extent that TWS tasks reflect following INTASC standards


Tws specific survey of recent graduates after at least 1 year of teaching summer 2004 l.jpg

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

  • Telephone survey


Guiding question what aspects of the teacher work sample tws do you do in your teaching job l.jpg

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


Do you l.jpg

Do you…


Do you35 l.jpg

Do you…

yes no % %


Do you36 l.jpg

Do you…

yes no

% %


Candidate performance data and research l.jpg

Candidate Performance Data and Research


Means for candidate scores learning gain objective mastery index l.jpg

Means for Candidate Scores, Learning Gain, Objective Mastery Index

Student Gain Scores are around 65%

Objective Masters are around 77%


Mean percentage scores for additional semesters l.jpg

Mean percentage scores for additional semesters

  • Fall 0587.8% 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 0689.88%

  • Fall 06 88.94%

  • Spring 0791.5%


Descriptive data overall group l.jpg

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


Descriptive data overall group41 l.jpg

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


Comparison of tws scores by subject fall 03 l.jpg

Comparison of TWS Scores by Subject Fall 03


Slide43 l.jpg

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


Background l.jpg

Background

  • Dr. Darla Mallein, Emporia State Social Science faculty member and methods instructor

  • Spring 2003

  • Descriptive study utilizing surveys of student teachers/interns and cooperating teachers


Benefits of tws according to student teachers interns l.jpg

Benefits of TWS According to Student Teachers/Interns

  • 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%)

  • Helped student teachers/interns reflect on teaching and learning (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%)


Benefits of tws according to cooperating teachers l.jpg

Benefits of TWS According to Cooperating Teachers

  • 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%)

  • 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%)

  • Raises student teachers/interns’ awareness of their impact on student learning (15%)


Problems with tws according to student teachers interns l.jpg

Problems with TWS According to Student Teachers/Interns

  • The directions for completing the TWS were unclear or confusing (22%)

  • Student teachers/interns had trouble finding the time to complete the TWS (16%)

  • 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%)

  • Completing the TWS was time-consuming (14%)

  • 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%)


Problems with tws according to cooperating teachers l.jpg

Problems with TWS According to Cooperating Teachers

  • Student teacher/intern had a difficult time dealing with time constraints (19%)

  • Completing the TWS was time-consuming (15%)

  • 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%)

  • 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%)


Suggested changes for tws according to student teachers interns l.jpg

Suggested Changes for TWS According to Student Teachers/Interns

  • 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%)


Suggested changes for tws according to cooperating teachers l.jpg

Suggested Changes for TWS According to Cooperating Teachers

  • 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%)

  • Move the TWS requirements to a different semester other than the student teaching semester (11%)


Recommendations l.jpg

Recommendations

  • Explain the purpose and benefits of completing the TWS

  • Provide more training sessions and support concerning the TWS for student teachers/interns throughout the student teaching semester

  • Provide more contact people at the university level who can answer questions about the TWS

  • Make the TWS manual and rubric very clear and understandable

  • Simplify the TWS by shortening the requirements and taking out the repetitive sections.


Recommendations52 l.jpg

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


Slide53 l.jpg

Questions and

Maybe Answers


  • Login