More Than a Baker s Dozen: What Teacher Educators in Four Institutions Have Learned in Three Years of Experience with T

1. More Than a Baker�s Dozen: What Teacher Educators in Four Institutions Have Learned in Three Years of Experience with Teacher Work Samples A Symposium Presented at the Annual Meeting of AACTE 2003 New Orleans

3. Symposium Panel Critic/Discussant Barbara Burch Western Kentucky University

4. A Flashback to Four Years AgoBecoming Accountable for the Impact of Graduate on Students and Schools: Making Operational the Shift from Teaching to Learning A Concept Paper for Discussion for a Symposium at the Annual Meeting of AACTE 1999 Washington, DC

5. The Renaissance Partnership Project for Improving Teacher Quality 1999 - 2004 A �temporary system� to facilitate and impact improvements in teacher preparation and quality

6. The Renaissance Partnership1999 � 2003A Small Stream That Has Deepened and Widened

7. Project Goals Become accountable for the impact of teacher candidates on P-12 student learning Improve teacher performance in key areas and show an increase in teacher�s ability to facilitate learning of all students

8. Project Objectives Accountability Systems Teacher Work Samples Team Mentoring Program Redesign Networking Across Project Sites Research that Links Teacher Performance to P-12 Student Learning

9. History of Renaissance TWS Development

10. History of Renaissance TWS Development

11. Year Four Work PlanTeacher Work Samples Five Year Objective: All eleven Renaissance institutions will develop and implement the use of teacher work samples in their teacher education programs as a means of improving teaching skills and increasing the teacher�s impact on student learning

12. Year Four Work PlanTeacher Work Samples Year Four Objectives: Institutions will expand the implementation of teacher work samples toward the inclusion of all teacher candidates Institutions will increase the performance levels of student teachers on teacher work samples

13. St. Louis Group Pix January 2001

14. St. Louis - June 2001

24. Teacher Work Samples Produced by Eleven Project Institutions

25. Candidate Performance on Teacher Work Samples

26. Some Places Where Renaissance Partners Have Shared Successes in 2002

27. The Renaissance Teacher Work Sample Was� selected by NCATE as one of seventeen teacher candidate assessments nationwide as an exemplar that meets criteria of quality established by the Assessment Examples Project Committee

28. Teacher Work Samples �You�ve come a long way baby�but you haven�t begun to reach your full potential�

29. University of Northern Iowa

30. Scoring of Teacher Work Samples

31. Breakdown of Scores for Each Individual Indicator

39. Millersville Universityof Pennsylvania Jane F. Rudden Donna H. Topping Sandra J. Hoffman

40. If You Want High Performance, Start Early What pre-student teachers need to know and do to impact P-12 student learning

41. Our Wish List Plan based on pre-assessment data Make informed decisions �as they teach� Evaluate pupil progress against learning goals and state standards Interpret post-evaluative data Reflect on the impact of their teaching on pupil learning, relevant to objectives and standards.

42. The TWS Template Facilitated Curriculum Changes @ MU Helped us organize our thinking Guided us in time-lining the changes needed Opened our eyes to what we were already doing that supported the direction we were going Facilitated early changes in the program and called out the �gaps�

43. Key Components of R-TWS and How our Program Stacked Up Four Years Ago Contextual Factors Learning Goals Assessment Plan Design for Instruction Instructional Decision-Making Analysis of Student Learning Reflection and Self-Evaluation N/A Throughout program Mainly post-assessing Standards-based Mainly strategy lessons Limited to simple pre- post comparisons Throughout program: assessment informs instruction

44. Key Components of R-TWS and How Our Program Stacks Up Today Contextual Factors Learning Goals Assessment Plan Design for Instruction Instructional Decision-Making Analysis of Student Learning Reflection and Self-Evaluation Frosh, Soph, Jr, Sr Frosh, Soph, Jr, Sr New course: required Context, Assessment Data, Standards Emphasis on including formative measures New required course Emphasis throughout program that assessment informs instruction

45. Linking Candidate Knowledge and Practice to Student Learning Candidate Candidate use Effect on knowledge ? of knowledge ? learning in in practice P-12 students

46. Target Performance Monitor student learning, Make appropriate adjustments to instruction, Analyze student learning, Have a positive effect on student learning

47. Showing Credible Evidence of Student Learning Steps taken to provide instruction and opportunity to plan, implement, and evaluate learning progress: Taking evaluation out of the �paper/pencil� mode

48. The HURDLE: Assessment and Analysis

49. Convincing Them That... assessment does not have to equal a paper and pencil test!

50. Instead... assessment and instruction should be seamless.

51. For Example: KWL = Semantic maps = Concept discussions = Writing = Hands-on = Drawing = Predict/Prove = Different ways to do pre- and post-assessment

52. For Example... Kidwatching = Field notes = Fist to Five = Thumbs up, Thumbs Down, Flat Line = Dot Voting = Daily work = Exit slips = Different ways to do formative assessment

53. Analyze Data??? Me??? REREADING corpus of data again and again RUBRICS to quantify the seemingly unquantifiable RANGE AND VARIATION tables VIGNETTES, richly described BE CREATIVE and develop new ways

54. Moving Toward Shared Responsibility in the Department New assessment course Matching of instruction/assessment terminology Consistency from ELED100 through Student Teaching

55. SCALING IT UP... � AND OUT

56. A View From the Professional Block II Coordinator Am responsible for coordinating Professional Block II Was not involved in R-TWS from the beginning Am able to give a view through �new eyes�

57. Immediate Plans Spring 2003 Pilot section of 25 students Placement in two school districts Reconfigured field work Context Factors, Learning Goals, Assessment Plan, Design for Instruction to be done before extended 3-week field placement through 3 extra days in the field early in the semester Hired readers

58. Future Plans Fall 2003 Required of all Professional Block II students (approximately 140) Reconfigured field work (based on the findings of Spring 2003) Use of full-range of school districts

59. Unanswered Questions Effect on placements? Training implications? Readers? Timeline for reading and grading by the end of the semester?

60. More Than a Baker�s DozenCritical Student Performances Western Kentucky University AACTE January 25, 2003 New Orleans, LA

61. Presenters Tabitha �Toby� Daniel tabitha.daniel@wku.edu Sam Evans sam.evans@wku.edu

62. Kentucky�s New Teacher Standards for Preparation and Certification Standard I: Designs/Plans Instruction Standard II: Creates/Maintains Learning Climates Standard III: Implements/Manages Instruction Standard IV: Assesses and Communicates Learning Results Standard V: Reflects/Evaluates Teaching/Learning Standard VI: Collaborates with Colleagues/Parents/Others Standard VII: Engages in Professional Development Standard VIII: Knowledge of Content Standard IX: Demonstrates Implementation of Technology

63. Western�s Performance Assessment System Aligned with Kentucky Teacher Standards Based on Four Levels of Critical Performance Uses Electronic Portfolios to record, store and manage performance data Uses Teacher Work Samples in student teaching as evidence of candidate�s ability to facilitate learning

64. What are Critical Performances? Specific descriptions about what teacher candidates must know and be able to do at different levels of growth and development toward one or more teaching standards.

65. Four Levels of Curriculum and Evaluation of Performance Level I Knowledge/Comprehension (classroom settings) Level II Application (simulated settings) Level III Analysis/Synthesis (controlled/limited real-life settings) Level IV Synthesis/Evaluation (real-life settings/student teaching) As a student progresses through the program, continuous assessments at progressively higher levels are experienced

66. Teacher Work Samples A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning and evaluating teaching and learning a standards-based instructional unit.

67. Key Processes of Teacher Work Samples Contextual Factors Learning Goals Assessment Plan Design for Instruction Instructional Decision Making Analysis of Student Learning Self-Evaluation and Reflection

68. Teacher Work Samples in Student Teaching A major source of data for Level IV critical performances that provide evidence of candidates� ability to facilitate learning of all students. Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources. Specific descriptions about what teacher candidates must know and be able to do at different levels of growth and development toward one or more teaching standards.

69. New Teacher Standards for Preparation and Certification New Teacher Standards

70. Backward Mapping Planning Form

71. Critical Performances Profile for an Elementary Education Major

75. Electronic Portfolio Data Screen (For Each Course�s Critical Performances) Record of completion of Critical Performances aligned with Kentucky�s New Teacher Standards that includes: Performance scores Performance exhibits Time of completion Number of attempts toward completion (being added)

77. Enhancing Critical Performances Faculty development, discussion, and adoption of Alignment Maps Filling �gaps� on Maps Re-evaluating alignment and purpose of existing critical performances Obtaining faculty feedback and student data to begin establishing reliability and validity

78. Western�s Progress on Performance Assessments Teacher Work Sample implemented Most critical performances identified Electronic portfolio operational Course/experience alignment in process

79. Experiences With Teacher Work Sampleat Longwood: What We Have Learned From Practice by Betty Jo Simmons

80. Presentation Overview What / Where is Longwood? What is the program like? How is Teacher Work Sample Used? How do teacher candidates view TWS? What has been learned from students? Presentation by Nicole Fahey from Longwood Student teacher survey

81. Candidates for the Teaching Profession Also Take: Practicum I (Freshman) Practicum II (Sophomore) Partnership Program (Junior) Student Teaching (Senior)

84. Presently Candidates for the Teaching Profession Are Expected to Complete

85. What We Are Learning from Practice: Good and Not Good Partnership School Feedback The Voice of TWS: Presentation from Nicole Fahey, Longwood Student Student Teaching Feedback The TWS Survey from Fall 2002

86. What Is Good? TWS is terrific in the partnership semester Assessment data is important Contextual information is essential TWS leads to improved teaching strategies

87. What Is Not So Good? The amount of work required Doing two TWS during student teaching Not having enough trained mentoring during student teaching Not having enough time to implement TWS fully during student teaching

88. Expectations for the Future Use one TWS during partnership and only one during student teaching Continue to provide training; adequacy of training cannot be taken for granted Emphasize TWS as teaching processes, not just an assignment/product Continue to capitalize upon TWS as the best vehicle for enhancing our NCATE model of �teachers as reflective leaders�

89. TWS: The Longwood Story Once upon a time, we were skeptics Today we are vocal TWS advocates It does promote best practice, reflection and accountability!!!!!

90. Reflections on Four Years Since Washington, DC 1999 Barbara Burch, Provost Western Kentucky University

91. Discussion Questions What do you think is the most important contribution of teacher work samples? What have you found to be the greatest challenge in implementing teacher work samples? What would you advise other teacher educators who are considering introducing teacher work samples as performance assessments for teacher candidates?