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Teacher Work Sample Methodology at Western

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Oregon adopts an outcome based, evidence driven approach to teacher licensure ... Development. WOU takes the lead in translating new policy into practice ... – PowerPoint PPT presentation

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Title: Teacher Work Sample Methodology at Western


1
Teacher Work Sample Methodology at Western
  • Del Schalock Mark Schalock
  • Draft February, 2008

2
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

3
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

4
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 learning…purpose of teaching

5
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

6
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

7
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

8
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

9
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

10
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

11
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.

12
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
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