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Teacher Work Sample Methodology

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Learning how to present/analyze assessment data (9%) Improving time management/organization (9 ... Make TWS less repetitive (12%) Provide examples of good ... – PowerPoint PPT presentation

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Title: Teacher Work Sample Methodology


1
Emporia State University
The Teachers College
Teacher Work Sample Model
Phil Bennett bennettp_at_emporia.edu 620-341-5367
2
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

3
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

4
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 of Assessment Procedures
  • Reflection and Self-Evaluation

5
Factor 1 Contextual Information Learning
Environment
  • Educational Purposes
  • Increase students concept of classroom
    diversity
  • Link information about diversity to
    instructional design
  • Measurement Purpose
  • Provide information about students awareness
    of contextual factors and ultimately data to
    examine their ability to function as a
    professional in a diverse setting.

6
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)

7
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

8
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

9
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

10
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

11
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
    teachers 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

12
Emporia State University Teacher Work
Sample Survey of Student Teachers/Interns Spring
of 2002, 2003, 2005
13
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)

14
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)

15
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)

16
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)

17
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

18
Crocker Validity Survey Results
  • Response Percentages from TWS
  • Raters

19
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

20
Crocker validity, Spring 2002 Does the TWS
measure Knowledge/Skills necessary for beginning
teachers?
  • Not at all Yes, absolutely
  • (1) (2) (3)
    (4)
  • 0 3.5 32.5 64
  • N28, in

21
How important to practice of beginning teachers?
  • Unimportant Somewhat Important
    Critical
  • important
  • (1) (2) (3)
    (4)
  • 0 3.5 46.5
    50
  • N28, in

22
How often would a beginning teacher engage in
each

23
(No Transcript)
24
Extent that TWS tasks reflect following INTASC
standards
25
(No Transcript)
26
Crocker Validity, Spring 2003
  • Does the TWS measure Knowledge/Skills necessary
    for beginning teachers?

Not at all Yes, absolutely
(1) (2) (3) (4) 0
2.8 27.8 66.7 N36, in
27
How important to practice of beginning teachers?
  • Unimportant Somewhat Important
    Critical
  • important
  • (1) (2) (3)
    (4)
  • 0 2.8 52.8
    41.7
  • N36, in

28
How often would a beginning teacher engage in each
29
(No Transcript)
30
Extent that TWS tasks reflect following INTASC
standards
31
(No Transcript)
32
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

33
Guiding question What aspects of the Teacher
Work Sample (TWS) do you do in your teaching job?
34
Do you…
35
Do you…
yes no
36
Do you…
yes no
37
Candidate Performance Data and Research
38
Means for Candidate Scores, Learning Gain,
Objective Mastery Index
Student Gain Scores are around 65 Objective
Masters are around 77
39
Mean percentage scores for additional semesters
  • Fall 05 87.8 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 06 89.88
  • Fall 06 88.94
  • Spring 07 91.5

40
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

41
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

42
Comparison of TWS Scores by Subject Fall 03
43
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
44
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

45
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)

46
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)

47
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)

48
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)

49
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)

50
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)

51
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.

52
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

53
  • Questions and
  • Maybe Answers
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