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Connecting teaching, preparation, and P-12 student learning Western Oregon University Origins, validation, and extensions of teacher work sample methodology

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Title: Connecting teaching, preparation, and P-12 student learning Western Oregon University Origins, validation, and extensions of teacher work sample methodology


1
Connecting teaching, preparation, and P-12
student learning Western Oregon
University Origins, validation, and extensions
of teacher work sample methodology
2
  • As developed in Oregon, teacher work sampling
    serves multiple purposes (TEP-I)
  • A model for thinking about standards-based
    teaching and learning
  • A frame of reference for designing
    standards-based teacher preparation programs that
    prepare candidates to work effectively in
    standards-based schools
  • A vehicle for practicing and obtaining feedback
    upon ones effectiveness as a teacher in a
    standards-based classroom (FORMATIVE evaluation)
  • A source of evidence to be used in recommending
    and granting a license to teach (SUMMATIVE
    evaluation)
  • A meaningful and defensible measure of a
    pre-service teachers effectiveness as a
    facilitator of learning for use in related
    research.

3
Validation of TWS in a longitudinal study - TEP II
  • Longitudinal study of CTL preparation effects -
    valence levels
  • Preparation valence effects were prominent in
    year 1 but wash out
  • Within-group variability exceeded between group
    variability on measures of classroom performance
    and impact on P-12 learning
  • Role of mentoring bore out as having an impact on
    teacher behaviors and effectiveness but not
    necessarily the nature of that mentoring
  • Teacher ability to engage learners in nontrivial
    learning and in understanding explanation of
    meaning increased over time
  • The emotional load on new teachers was enormous
    making tracing of preparation effects challenging

4
Current innovations in CTPL RD Cook School
District Simulation
  • A web-based environment in which candidates can
    practice the skills necessary for connecting
    teaching and learning using the work sample
    framework
  • Candidates select grade level, outcomes,
    instructional strategies, assessment strategies,
    differentiate for individuals and groups
  • Simulation provides simulated students as well as
    achievement data and engagement data
  • Candidates can modify at any time to maximize
    achievement and engagement
  • Pilot testing suggests efficacy for real-world
    teaching

5
Current innovations in CTPL RD Statewide
partnerships exploring efficacy of TWS preparation
  • Oregon Collaborative Research Initiative
  • Evolution - exploring how a top-down mandate has
    been institutionalized and evolved across the
    last 20 years
  • Experience - perceptions of faculty and
    candidates regarding the degree to which the work
    sample is meaningful, useful, and applicable
  • Effect - impact on P-12 learning by kind and
    complexity of outcomes and student variables as
    well as candidate practices (namely instruction
    and assessment)

6
Additional innovations and activities
  • Within and between program planned variation
    studies
  • Codifying a pedagogy of TWS
  • Investigating literacy connections - Western
    Oregon Univ.
  • Investigating technology integration - Univ. N.
    Iowa
  • Investigating content/context specific TWS
  • Science work samples at Western Oregon University
  • Early childhood work samples at George Fox
    University
  • Use of TWS in administrator licensure programs -
    Univ. N. Iowa
  • Use of TWS with in-service teachers - Michigan
    State University
  • Additional information? See http//www.twsm.org
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