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TWS Aid for Supervisors & Mentor Teachers

TWS Aid for Supervisors & Mentor Teachers

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TWS Aid for Supervisors & Mentor Teachers

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  1. TWS Aid for Supervisors & Mentor Teachers Background on the TWS

  2. 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

  3. TWS 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

  4. Contextual Information & Learning Environment Includes a variety that are significant & challengingAppropriates for studentsAligned with standardsFocused on student learningClassified according to level & domain Unit Learning Goals & Objectives Demonstrates knowledge of:• community & school factors• characteristics of students• students’ varied approaches to learning• students’ skills & prior learning• QPA/NCA school improvement planDemonstrates implications for instruction & assessment Instructional Design & Implementation Reflection & Self-Evaluation Demonstrate: • Effect on student learning • Implications for future teaching of this unit• Implications for professional development • Alignment among goals, instruction & assessment Aligned with learning goals & instructionClarifies criteria for performanceIncludes multiple instructional strategies & approachesIncludes adaptations on individual student needsDemonstrates appropriate use of technology Factors Demonstration of Integration Skills Analysis of Assessment Procedures Demonstrates the ability to integrate instruction across and within subject matter fields Interprets dataAligns assessments with TWS objectivesProvides evidence of impact on student learningDemonstrates variety of assessmentsJustifies assessments & adaptations Analysis of Classroom Learning Environment Demonstrates:• motivation skills• communication skills• classroom management skills• how classroom environmental factors affect learning Overview of 7 Teacher Work Sample Factors

  5. 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. TWS

  6. 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

  7. The Renaissance Partnership “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 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.

  8. 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 STRENGTHS BENEFITS

  9. 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 PERCEPTIONS

  10. Outcomes of the Use of TWS Cooperating/Mentor teachers: • Reflect more on their teaching • Are more sensitive to assessments

  11. 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

  12. 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