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. The purpose of this training is to provide teacher candidates a description of the tasks to be completed to meet Teaching Work Sample criteria. . What is a Teaching Work Sample?. An instructional processA performance assessmentA way to measure if your teaching has a positive impact on K-12 learning
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1. Teaching Work Sample Training Session for ELED MajorsThursday, September 14, 2006 Presented by:
Dr. Tom Hawley, Dean
Dr. Crystal Pauli, Director of Field Services
College of Education
Dakota State University
2. The purpose of this training is to provide teacher candidates a description of the tasks to be completed to meet Teaching Work Sample criteria.
3. What is a Teaching Work Sample? An instructional process
A performance assessment
A way to measure if your teaching has a positive impact on K-12 learning
A teaching work sample demonstrates the connection between teacher candidate performance and student learning (p. 3).
4. Required Components: Contextual Factors
Goals and Objectives
Timeline and Lesson Plans (including technology)
Assessment
Data Analysis and Recommendations
Summary of Student Progress
5. Roles and Responsibilities
Teacher Candidates
Cooperating Teachers
University Supervisors
6. Sequence of TWS Requirements Preliminary Requirements
Draft of contextual factors
Outline of the unit
Short description of unit
Goals and objectives
Timeline
Description of data collection tool(s) and assessment procedures
Special needs accommodations
7. Sequence of TWS Requirements Prior to Teaching the Unit
Final version of contextual factors
Pre-assessment of students
Individual and group summary of pre-assessment
First two lesson plans and receive approval
8. Sequence of TWS Requirements During the Unit
For each university supervisor visit:
Review daily reflection log
Strategies for next lesson
Updated timeline
Review final assessment of students
9. Sequence of TWS Requirements After Unit is Taught
Complete data analysis and recommendations
From the data analysis, write the following:
A sample report which could be posted on a class web site for parents describing the unit and over-all results
A sample letter/report to one students parents describing results
CT and US complete Teaching Work Sample Scoring Rubric (pgs. 8-10)
Organize and facilitate a 3-way conference (or separate conferences) with the CT and US to present impact on student learning and recommendations for future instruction
10. Format for the TWS Cover Page Requirements
Teacher candidate name
Subject/unit title
School district
Grade level taught
Semester and year submitted
11. Format for the TWS Table of Contents
Contextual factors
Goals and objectives
Lesson plans (including the use of technology)
Assessment
Include samples of students work
Data analysis and recommendations
Summary of student progress
12. Format for TWS Entirely an electronic document
Samples of student work should be scanned and entered.
Teacher candidates will submit required documents via email to their university supervisor (e.g., contextual factors, lesson plans)
Upon completion, a CD of TWS will be submitted to the College of Education Office.
13. Format for TWS Contextual factors and summary of student progress reports must be written in APA format
Resources for APA
www.apastyle.com
www.stylewizard.com
14. Assessment of TWS Cooperating teachers and university supervisors assess the TWS using the Teaching Work Sample Scoring Rubric
Below Basic
Basic
Proficient
Distinguished
15. Levels of Performance for the Teaching Work Sample Below Basic
The teacher candidate does not appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.
16. Levels of Performance for the Teaching Work Sample Basic
The teacher candidate appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly that which is supported by a mentor) will enable the teacher to become proficient in this area.
17. Levels of Performance for the Teaching Work Sample Proficient
The teacher candidate clearly understands the concepts underlying the component and implements it well. Most capable teacher candidates will regard themselves, and be regarded by others as performing at this level.
18. Levels of Performance for the Teaching Work Sample Distinguished
Teacher candidates at this level produce exemplary work. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning.
19. Teaching Work Sample Scoring Rubric 0 or 1= TWS Criteria Not Met
2 or 3 = TWS Criteria Met
Teacher candidate must receive a minimum score of 2 in all categories. If a 0 or 1 is received in any section, the candidate must correct and resubmit the section for reevaluation. (See pages 8-10)
20. Teaching Work Sample Scoring Rubric
21. Required Components Contextual Factors
Goals and Objectives
Timeline and Lesson Plans (including technology)
Assessment
Data Analysis and Recommendations
Summary of Student Progress
22. Contextual Factors Teacher candidates need to consider contextual factors when planning instruction. For this paper, teacher candidates are required to research and analyze their understanding of environmental issues which will affect students and the design of instruction.
Community
School district
Classroom
23. Contextual Factors Tasks See Handbook, pages 11-12, for general items to address (not all inclusive)
Discuss instructional implications
Writing requirements
1-3 pages, double-spaced
Complete within first 2 weeks of student teaching
Analysis involves examination of the facts/data and drawing conclusions and implications.
Documentation APA format
24. Goals and Objectives Goals and objectives guide the planning, delivery and assessment of the unit.
Goals are fairly broad statements which reflect what students should learn and explain the focus of the unit.
Objectives are more specific statements describing expected actions or behaviors. Objectives must be measurable.
Goals and objectives are based on the assessment results and linked to SD K-12 Content Standards.
25. Goals and Objectives Tasks Write at least one goal statement for the unit.
Write appropriate number of objectives per lesson (usually 2-5) which are linked to K-12 content standards
After pre-assessment, refer back to goals and objectives and revise as appropriate.
26. Timeline and Lesson Plans A teacher candidate must be able to design instructional content which is logically sequenced, positively impacts student learning, and is appropriate for the grade level.
Lessons
Link goals, objectives, and K-12 content standards
Utilize assessment results that identify student knowledge (what was learned in your lesson)
Utilize daily reflection to document data from lesson, demonstrate ability to use the data for instruction, and to make adjustments to the next days lesson, if needed.
Utilize embedded technology as a natural part of lessons.
27. Timeline and Lesson Plan Tasks Pre-Assessment
What do they already know?
Timeline
Developed based on goals, objectives, standards, and results of pre-assessment
Overview of sequence of instruction
Daily Lesson Plans
Detailed enough so a sub could deliver!
CT and US review lesson plans prior to delivery
See pages 14-15 for specific information
28. Timeline and Lesson Plan Tasks Technology
Embedded in the less as a natural part of instruction.
Select and use technology to enhance presentation of lesson.
Daily Reflection Logs (see Appendix D)
What does data analysis show?
Were lesson objectives met?
Were students engaged in the content?
What instructional decisions were made to adjust the next lesson? (review, re-teach, remediate, accelerate)
What changes need to be made on the timeline and/or next lesson plan?
29. Timeline and Lesson Plan Tasks Remember, you may not begin teaching the lessons until your CT and US have checked your timeline. For future lesson plans, the cooperating teacher will review lesson plans prior to your teaching of the lesson. Email the lesson plans to the university supervisor.
30. Assessment Prior to teaching the unit, pre-assess students.
Pre-assessment shows you what your students already know and what they dont know.
Pre-assessment data will be compared to post-assessment data to judge student learning and to make recommendations for the future.
31. Assessment Tasks Pre-Assessment
Choose a standardized exam or create an assessment for the unit.
Include pre-skills and/or knowledge necessary to successfully complete the unit.
Keep in mind what students should know (based on the objectives) at the end of the unit so learning can be measured.
Submit the assessment to the US and CT for feedback
Administer pre-assessment.
After assessment, refer back to goals and objectives and revise as appropriate.
32. Assessment Tasks On-Going Assessment
Daily assessment should be done.
Assessment should be used as part of the evaluation of instruction and planning of future instruction.
Some forms of assessment can be used for pre- and post-assessment, while others are more suitable for ongoing assessment.
33. Assessment Tasks Post-Assessment
Choose a standardized exam, if available, create an assessment tool, or use the pre-assessment for the unit.
Submit the assessment to the US and CT for feedback
Administer post-assessment
Pre- and post-assessment evaluations must produce data to show change in student knowledge. (Simple observation will not produce discernible and quantifiable differences.)
Note: In addition to the above, include the following:
Examples of several students completed written work
Work from high, average, and low performers
A variety of students (not always the same ones)
Students work samples should be scanned and submitted electronically
34. Data Analysis & Recommendations Data collected from your assessments need to be analyzed
To use in developing the unit
To determine the effectiveness of the unit
Analysis of all assessments (pre-, on-going, and post-assessment) should be done for
Each individual student
The class as a whole
35. Data Analysis & Recommendations Pre-Assessment Analysis
Will help you identify what majority of students know
Will help you identify small groups or individuals who are learning differently than the majority (ahead or behind majority)
Will help you consider the needs of those who are significantly behind or ahead of the majority
When completed, the data of the pre-assessment and analysis of data must be emailed to the US.
36. Data Analysis & Recommendations On-Going Assessment
Daily assessment is required
Can be combination of informal and formal assessment tools
Used to help you prepare the next days lesson.
Results of daily analysis should be included as part of the daily lesson plan reflection.
37. Data Analysis & Recommendations Post-Assessment
Use the pre- and post-assessment data to show student learning took place as a result of your instruction of this unit.
Post-assessment data should be analyzed for individual students.
Post-assessment data should be analyzed for the entire class.
Use charts and graphs to illustrate.
38. Data Analysis & Recommendations Recommendations
Help drive future instruction of the class.
Should be based on the analysis of the data from the pre- and post-assessment of the unit.
Should consider the learning of the majority.
Should consider the learning of any individual or small groups identified through the pre-assessment.
Results of data analysis should be used in writing the report to parents of individual students, and in the meeting held with the CT and US.
39. Summary of Student Progress You must be able to disseminate information drawn from the data analysis to several stakeholders:
Students
Parents or guardians
Cooperating Teacher
University Supervisor
40. Summary of Student Progress Documentation used to relay this information may vary depending upon the intended use and the person for whom the information is intended.
Consider age-appropriateness of your documentation for students.
Consider the audience for written report.
41. Summary of Student Progress Tasks From your analysis of data, prepare the following:
A sample report which could be posted on a class web site for parents describing the unit and over-all results.
A sample letter/report to one students parents describing results.
Organize and facilitate a 3-way conference (or separate conferences) with the CT and US to present the impact on student learning and recommendations for future instruction.
42. Resources: Appendix A Writing Goals & Objectives
Appendix A Blooms Taxonomy of Cognition
Appendix B DSU Lesson Plan Format
Appendix C Timeline Examples
Appendix D Daily Reflection Log
Appendix E Assessment Methods
Appendix F Alignment of DSU Conceptual Framework Components to INTASC Principles
43. Things to remember... The TWS is an example of best practice in our profession.
The TWS is a small piece of student teaching.
Your CT and US are great resources!
The TWS shows your instruction had a positive impact on K-12 learning.
Good luck! Now is the time to show you can apply all you learned during the past 4+ years.