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The Use of Teacher Work Samples to Provide Data-based Evidence Teacher Candidates Can Produce P-12 Student Learning

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A set of performance exhibits relative to seven teaching processes believed to ... Cowley, K.S., Voelkel, S., Finch, N. L., & Holdzkom, David. ( 2005) ... – PowerPoint PPT presentation

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Title: The Use of Teacher Work Samples to Provide Data-based Evidence Teacher Candidates Can Produce P-12 Student Learning


1
The Use of Teacher Work Samples to Provide
Data-based Evidence Teacher Candidates Can
Produce P-12 Student Learning
  • Roger Pankratz
  • Sam Evans
  • David Lee
  • Western Kentucky University
  • TNE Network 2006 Fall Conference
  • Philadelphia, Pennsylvania

2
Presentation Overview
  • The Renaissance Teacher Work Sample
  • The Renaissance Partnership Project
  • Third Party Evaluation
  • Development, Implementation and
    Institutionalization
  • Continuing Credibility Challenges

3
The Renaissance Teacher Work Sample
What Teacher Candidates Produce
A set of performance exhibits relative to seven teaching processes believed to be critical for producing learning with all P-12 students
4
The Renaissance Teacher Work Sample
What is Addressed Teaching Processes
Attention to and use of teaching context Instructional focus of content standards Use of pre, post and formative assessments Data-based instructional design Data-based instructional decision making Analysis and reporting of learning results Reflection on teaching and learning
5
The Renaissance Teacher Work Sample
What is Required?
Teacher candidate completes seven teaching tasks and produces seven performance exhibits while designing, implementing and evaluating the results of a two- to four-week unit of instruction.
6
The Renaissance Teacher Work Sample
What is the Evaluation Process?
Teaching exhibits are scored by trained professionals using a prescribed rubric for both formative and summative evaluations
7
The Renaissance Teacher Work Sample
What are the credibility considerations?
Crockers six dimensions of validity 1 Shavelsons generalizability determination 2
8
The Renaissance Teacher Work Sample
Teacher Candidate and Educator Resources?
TWS Standards, Prompt Rubric TWS Scoring Guide TWS Mentoring Manual Teacher Candidate and Mentor versions
9
The Renaissance Teacher Work Sample
Teacher Candidate and Educator Resources?
Manual for Addressing Credibility Considerations3 Student Teaching Work Sample Exemplars Project Web Site ?http//fp.uni.edu
10
The Renaissance Partnership Project
Defining Characteristic The Renaissance Group The Renaissance Partnership
Number of institutions 35 11
Focus All university teacher preparation Six project objectives
Time Frame 1987 Present (ongoing) 1999 - 2005
Resources Institution dues and various external funding sources 5.8 million Title II Partnership Grant
11
Renaissance Partnership Institutions
  • California State University, Fresno
  • Eastern Michigan University
  • Emporia State University
  • Idaho State University
  • Kentucky State University
  • Longwood University (Virginia)
  • Middle Tennessee State University
  • Millersville University (Pennsylvania)
  • Southeast Missouri State University
  • University of Northern Iowa
  • Western Kentucky University

12
The Renaissance Partnership Project
Partners at Each Institution Site
Arts and Science Faculty Teacher Education School Practitioners
13
The Renaissance Partnership Project
Partnership Site Locations

14
The Renaissance Partnership Project
Long-term Goal
To become accountable for the impact of teacher education graduates on the learning progress of the P-12 students they teach
15
The Renaissance Partnership Project
Six Year Objectives (1-3)
Develop performance accountability and data management systems Develop and use teacher work samples as tools for instruction and performance accountability Develop and implement mentoring programs
16
The Renaissance Partnership Project
Six Year Objectives (4-6)
Redesign teacher preparation curricula Facilitate networking within and across institutions Conduct formative and summative research
17
The Renaissance Partnership Project
Results Across All Eleven Institutions Reported in the Fall of 2005
4,725 student teachers completed TWS in 2005 225 arts and science faculty, 560 teacher educators and 3,583 school practitioners trained to mentor student teachers in TWS 191 courses were significantly revised to address the seven teaching processes
18
The Renaissance Partnership Project
Results Across All Eleven Institutions Reported in the Fall of 2005
Processes were in place at each institution to establish validity and scorer reliability Training materials including more than 20 exemplars were provided on the project network for downloading Materials were available for downloading at the project website http//fp.uni.edu/itq
19
Renaissance Web Site http//fp.uni.edu/itq

20
Third Party Evaluation
  • AEL, Inc. (Edvantia, Inc.)
  • Charleston, WV
  • 2003 2005

21
Third Party Evaluation 2003
35 Provosts, Deans Program Chairs Interview
11 Site Project Coordinators Survey
12 Site Assessment Coordinators Survey
11 Site Work Sample Coordinators Survey
11 Site Mentoring Coordinators Survey
36 School/District Professionals Survey
83 Teacher Educators and Arts Science Faculty Survey
83 Student Teachers Survey

22
Third Party Evaluation 2003 Rating of the
Performance Level of Student Teachers Who
Completed Work Samples
Skill Area Percent of Student Teachers Rated Proficient or Above Percent of Student Teachers Rated Proficient or Above
Skill Area School Practitioner University Faculty
Mastery of Subject Matter 84 71
Learning Goals 75 70
Instructional Design 69 73
Contextual Factors 66 66
Providing Student Feedback 51 70
Using Assessments 69 51
Self-Evaluation/Reflection 63 56
Analyzing Learning 52 47
Test Construction 42 42
Classroom Management 41 41
Student Differences 39 31
23
Third Party Evaluation 2003
Strengths of Teacher Work Sample Strengths of Teacher Work Sample Strengths of Teacher Work Sample
School Practitioners University Faculty Student Teachers
Model for effective teaching 33 Assessment tool 25 Assessment tool 26
Improves performance (general) 18 Model for effective teaching 15 Reflection and evaluation 17
Reflection and evaluation 14 Improves performance (general) 15 Planning 13
Assessment tool 12 Contextual factors 12 Contextual factors 12
Planning tool 12 Improves performance (general) 11
Reflection and evaluation 11
24
Third Party Evaluation 2003
Weaknesses of Teacher Work Sample Weaknesses of Teacher Work Sample Weaknesses of Teacher Work Sample
School Practitioners University Faculty Student Teachers
Time consuming 37 Time consuming 31 Time consuming 25
Inadequate support 18 Not standards-based 18 Confusing 15
Overwhelming to candidates 12 Overwhelming to candidates 16 Overwhelming to candidates 15
Lack of communication 10 Unrealistic 11
25
Third Party Evaluation 2003
Conclusion of Researchers with Respect to Teacher Work Samples
The teacher work sample objective is clearly the most advanced. All of the work sample and institutional coordinators report using the Performance Prompt, Teaching Process Standards and Scoring Rubrics for the Teacher Work Sample product. Further, nearly all of these coordinators believe the work sample methodology is more effective when compared to prior preparation methods for student teachers. This component of the project seems to have tremendous faculty support across institutions. 4
26
Third Party Evaluation 2005
Case Studies of Work Sample Implementation at Four Institutions

Data Sources at Four Sites Data Sources at Four Sites Data Sources at Four Sites
18 University Administrators and Coordinators Protocol Interviews
79 Faculty Members Protocol Interviews
85 Teacher Candidates and Recent Graduates Protocol Interviews
27 Cooperating Teachers Protocol Interviews
27
Third Party Evaluation 2005
Report of Researchers
The concept of teacher work samples as a process and a product has become fully embedded in the culture of the four universities. 5
28
Third Party Evaluation 2005
Report of Researchers
All student teachers at three of the four universities were required to complete at least one teacher work sample. At the fourth university, work samples will become mandatory for all student teachers in the fall of 2005. 5
29
Third Party Evaluation 2005
Report of Researchers
Underlying these developments are the successes of each university in reshaping curriculum, laying a solid foundation to support TWS in the future and obtaining a critical mass of faculty willing and trained to include TWS in their courses. 5
30
Third Party Evaluation 2005
Key Contributing Factors to the Institutionalization of Teacher Work Samples
  • Strong commitment by university leadership
    backed by the efforts of involved individuals.
  • The right individuals were identified to form
    a stable core for shaping and shepherding the
    burgeoning effort. 5

31
Third Party Evaluation 2005
Key Contributing Factors to the Institutionalization of Teacher Work Samples
  • The provision of awareness and training
    opportunities for various stakeholders.
  • The connection of teacher work samples to other
    initiatives (i.e, accreditation requirements and
    statewide candidate assessments). 6

32
Development, Implementation and
Institutionalization Processes
The Key Driving Force for Project Initiatives
Three-day work sessions involving five to seven representatives from each of the eleven project sites twice each year from January 2000 until June 2005
33
Development, Implementation and
Institutionalization Processes
Description of Work Session Events Description of Work Session Events
Date Work Focus
January 2000 Western Oregon Visit
June 2000 Renaissance TWS Model Draft
January 2001 Revision of Prompts Rubrics
June 2001 Benchmarking and Scoring
January 2002 Advanced Scoring Training Inter-rater Reliability Check
June 2002 Sharing of Successes and Materials Development
34
Development, Implementation and
Institutionalization Processes
Description of Work Session Events Description of Work Session Events
Date Work Focus
January 2003 Sharing Successes Mentoring Manual Development Research Designs
June 2003 Sharing Successes Work on Mentoring and Credibility Manuals
January 2004 Sharing of Successes Revision of Manuals Selection of TWS Exemplars
June 2004 Development of Assessment Tools Manual Validity and Scorer Reliability Training
January 2005 Revision of Manuals Planning for Institutionalization
June 2005 Celebration of Successes Planning for Continued Networking
35
Development, Implementation and
Institutionalization Processes
Growth in the Production of TWS Across all Eleven Institutions Growth in the Production of TWS Across all Eleven Institutions
Spring 2001 198
Fall 2001 534
Spring 2002 964
Academic Year 2003 1,245
Academic Year 2004 2,734
Academic Year 2005 4,725
36
Development, Implementation and
Institutionalization Processes
  • Focus on P-12 Learning
  • Collective Talent from 11 Universities
  • User-friendly Materials
  • Networking Support System
  • Experienced Leadership

37
Teacher Work Samples in the Kentucky Teacher
Internship Program
Component I - Observation
Four live observations and one videotaped class session Standards Addressed I - Planning II - Learning Environment III - Instructional Implementation/Management V - Reflection Evaluation VIII - Application of Content Knowledge
38
Teacher Work Samples in the Kentucky Teacher
Internship Program
Component II Professional Package
Three Teaching Tasks Collaboration Professional Development Leadership Standards Addressed VII Collaboration VI Professional Development X - Leadership
39
Teacher Work Samples in the Kentucky Teacher
Internship Program
Component III Teacher Work Sample
Six Teaching Processes Context Unit Goals/Objectives Assessment Plan Instructional Design (Unit) Analysis of Learning Results Reflection Evaluation
40
Teacher Work Samples in the Kentucky Teacher
Internship Program
Component III Teacher Work Sample
Standards Addressed I Planning IV Assessment of Learning V Reflection VIII Application of Content Knowledge IX - Technology
41
Continuing Credibility Challenges
Challenge 1
  • How to obtain achievement data of students taught
    by recent graduates that links teacher
    performance to student learning?

42
Continuing Credibility Challenges
Challenge 2
  • How to structure performance requirements of
    teacher work samples to provide credible evidence
    candidates can produce learning with the students
    they teach?

43
Continuing Credibility Challenges
Challenge 3
  • How to maintain credibility of performance
    relative to standards across all faculty and
    aspects of the preparation program while
    encouraging creativity and providing flexibility?

44
References
  1. Crocker, L. (1997). Assessing content
    representativeness of performance assessment
    exercises. Applied Measurement in Education, 10,
    83-95.
  2. Shavelson, R. J., Webb, N. M. (1991).
    Generalizability theory A primer. Newbury Park,
    CA Sage.
  3. Denner, P. R., Norman, A. D., Salzman, S. A.,
    Pankratz, R. S., Evans, C. S. The Renaissance
    Partnership Teacher Work Sample Evidence
    supporting score generalizability, validity, and
    quality of student learning assessment, ATE
    Yearbook.

45
References
  1. Cowley, K.S., Finch, N.L., Meehan, M.L.,
    Holdzkom, David. (2003). Formative evaluation of
    the Title II Renaissance Partnership for
    Improving Teacher Quality project. Charleston,
    WV AEL., p. vi
  2. Cowley, K.S., Voelkel, S., Finch, N. L.,
    Holdzkom, David. (2005). Teacher work samples
    and accountability systems An in-depth study of
    successful implementation at four universities
    participating in the Title II Renaissance
    Partnership for Improving Teacher Quality
    Project. Charleston, WV AEL, p. vi

46
References
  1. Cowley, K.S., Voelkel, S., Finch, N. L.,
    Holdzkom, David. (2005). Teacher work samples
    and accountability systems An in-depth study of
    successful implementation at four universities
    participating in the Title II Renaissance
    Partnership for Improving Teacher Quality
    Project. Charleston, WV AEL, p. vii
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