Teacher Work Sample Methodology at Western

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Teacher Work Sample Methodology at Western

• Del Schalock Mark Schalock
• Draft February, 2008

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Introduction

• A 40 year journey
• Not a simple, linear or uni-dimensional history
• Convergence of many factors
• Federal and state educational policy
• A long program of research and development
• A (in many ways) unique partnership
• A driven individual

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Precursors to TWSM 1960-1964

• Research (WOU and TRI)
• Early research on teacher-student interactions
  (1960-1964)
• Early research on predicting teacher behavior
  based on reactions in simulated classroom
  situations (1960-1964)
• Realization that work had a weak dependent
  measure

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Precursors to TWSM 1965-1974

• Model Development
• ComField (Competency Based and Field Centered)
  elementary teacher education program
• AACTE Award for best elementary education program
  in the country
• Faculty beginning to wonder so what not
  focusing on student learningpurpose of teaching

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Precursors to TWSM 1975-1986

• Fledgling TWSM efforts
• Beginning efforts to design a methodology to
  connect teaching and learning at WOU
• Focusing on lessons rather than units
• Serving ongoing research efforts and licensure
  decisions

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Precursors to TWSM 1975-1986

• Other Efforts in K-12 Schools
• Oregons adoption of a Goal-Based model of K-12
  schooling
• Valley Education Consortium
• Research on the variability in teacher
  effectiveness across students and content.
• Oregon Board of Higher Education requires
  follow-up studies on effectiveness of graduates
  in helping K-12 students progress in their
  learning

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The Birth of TWSM in Policy 1986

• Oregon adopts an outcome based, evidence driven
  approach to teacher licensure (away from GPA,
  courses, etc.)
• TWSM included as one source of evidence on a
  prospective teachers ability to foster learning
• Teacher education programs scramble to respond

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TWSM The early years (1986-1994)

• Development
• WOU takes the lead in translating new policy into
  practice
• Courses redesigned to support and accommodate the
  methodology
• Protocols and measures developed, tested and
  refined
• Methodology refined to address challenges and in
  response to growing sophistication in use

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TWSM The early years (1986-1994)

• Research and Evaluation
• University provides financial support
• A Research Design Team is established
• Replication studies on 1,000 plus student
  teachers and 10,000 plus K-12 students
• Focus on student learning, context and
  measurement
• Feedback to programs on outcomes
• Continued refinement

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National Invitational Conference 1994

• Subjected the methodology to rigorous external
  review
• Focused on the use of student learning from TWSM
  in a licensure decision
• Attracted national attention to secure external
  funding
• TWSM found promising, but of need of further
  development and validation

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The Teacher Effectiveness Study 1995-1998

• Funding from the Atlantic Philanthropies
• Four Goals
• Refine and Validate TWSM
• Develop a National network focused on student
  learning and teacher preparation licensure
• Develop replication materials to implement TWSM
• Contribute to the national debate on teacher and
  school effectiveness and productivity.

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A Good Idea Takes Flight 1999-2008

• Title-II and NCATE 2000 Standards
• States mandating TWSM
• AACTE endorsement
• The Renaissance Partnership
• TWSM adoption grows nationally