Teaching Work Sample Training Session for ELED Majors Thursday, September 14, 2006

1. Teaching Work SampleTraining Session for ELED MajorsThursday, September 14, 2006 Presented by: Dr. Tom Hawley, Dean Dr. Crystal Pauli, Director of Field Services College of Education Dakota State University

2. The purpose of this training is to provide teacher candidates a description of the tasks to be completed to meet Teaching Work Sample criteria.

3. What is a Teaching Work Sample? • An instructional process • A performance assessment • A way to measure if your teaching has a positive impact on K-12 learning “A teaching work sample demonstrates the connection between teacher candidate performance and student learning” (p. 3).

4. Required Components: • Contextual Factors • Goals and Objectives • Timeline and Lesson Plans (including technology) • Assessment • Data Analysis and Recommendations • Summary of Student Progress

5. Roles and Responsibilities • Teacher Candidates • Cooperating Teachers • University Supervisors

6. Sequence of TWS Requirements • Preliminary Requirements • Draft of contextual factors • Outline of the unit • Short description of unit • Goals and objectives • Timeline • Description of data collection tool(s) and assessment procedures • Special needs accommodations

7. Sequence of TWS Requirements • Prior to Teaching the Unit • Final version of contextual factors • Pre-assessment of students • Individual and group summary of pre-assessment • First two lesson plans and receive approval

8. Sequence of TWS Requirements • During the Unit • For each university supervisor visit: • Review daily reflection log • Strategies for next lesson • Updated timeline • Review final assessment of students

9. Sequence of TWS Requirements • After Unit is Taught • Complete data analysis and recommendations • From the data analysis, write the following: • A sample report which could be posted on a class web site for parents describing the unit and over-all results • A sample letter/report to one student’s parents describing results • CT and US complete Teaching Work Sample Scoring Rubric (pgs. 8-10) • Organize and facilitate a 3-way conference (or separate conferences) with the CT and US to present impact on student learning and recommendations for future instruction

10. Format for the TWS • Cover Page Requirements • Teacher candidate name • Subject/unit title • School district • Grade level taught • Semester and year submitted

11. Format for the TWS • Table of Contents • Contextual factors • Goals and objectives • Lesson plans (including the use of technology) • Assessment • Include samples of students’ work • Data analysis and recommendations • Summary of student progress

12. Format for TWS • Entirely an electronic document • Samples of student work should be scanned and entered. • Teacher candidates will submit required documents via email to their university supervisor (e.g., contextual factors, lesson plans) • Upon completion, a CD of TWS will be submitted to the College of Education Office.

13. Format for TWS • Contextual factors and summary of student progress reports must be written in APA format • Resources for APA • www.apastyle.com • www.stylewizard.com

14. Assessment of TWS • Cooperating teachers and university supervisors assess the TWS using the Teaching Work Sample Scoring Rubric • Below Basic • Basic • Proficient • Distinguished

15. Levels of Performance for the Teaching Work Sample • Below Basic • The teacher candidate does not appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.

16. Levels of Performance for the Teaching Work Sample • Basic • The teacher candidate appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly that which is supported by a mentor) will enable the teacher to become proficient in this area.

17. Levels of Performance for the Teaching Work Sample • Proficient • The teacher candidate clearly understands the concepts underlying the component and implements it well. Most capable teacher candidates will regard themselves, and be regarded by others as performing at this level.

18. Levels of Performance for the Teaching Work Sample • Distinguished • Teacher candidates at this level produce exemplary work. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning.

19. Teaching Work Sample Scoring Rubric • 0 or 1= TWS Criteria Not Met • 2 or 3 = TWS Criteria Met • Teacher candidate must receive a minimum score of 2 in all categories. If a 0 or 1 is received in any section, the candidate must correct and resubmit the section for reevaluation. (See pages 8-10)

20. Teaching Work Sample Scoring Rubric

21. Required Components • Contextual Factors • Goals and Objectives • Timeline and Lesson Plans (including technology) • Assessment • Data Analysis and Recommendations • Summary of Student Progress

22. Contextual Factors • Teacher candidates need to consider contextual factors when planning instruction. For this paper, teacher candidates are required to research and analyze their understanding of environmental issues which will affect students and the design of instruction. • Community • School district • Classroom

23. Contextual Factors Tasks • See Handbook, pages 11-12, for general items to address (not all inclusive) • Discuss instructional implications • Writing requirements • 1-3 pages, double-spaced • Complete within first 2 weeks of student teaching • Analysis involves examination of the facts/data and drawing conclusions and implications. • Documentation – APA format

24. Goals and Objectives • Goals and objectives guide the planning, delivery and assessment of the unit. • Goals are fairly broad statements which reflect what students should learn and explain the focus of the unit. • Objectives are more specific statements describing expected actions or behaviors. Objectives must be measurable. • Goals and objectives are based on the assessment results and linked to SD K-12 Content Standards.

25. Goals and Objectives Tasks • Write at least one goal statement for the unit. • Write appropriate number of objectives per lesson (usually 2-5) which are linked to K-12 content standards • After pre-assessment, refer back to goals and objectives and revise as appropriate.

26. Timeline and Lesson Plans • A teacher candidate must be able to design instructional content which is logically sequenced, positively impacts student learning, and is appropriate for the grade level. • Lessons • Link goals, objectives, and K-12 content standards • Utilize assessment results that identify student knowledge (what was learned in your lesson) • Utilize daily reflection to document data from lesson, demonstrate ability to use the data for instruction, and to make adjustments to the next day’s lesson, if needed. • Utilize embedded technology as a natural part of lessons.

27. Timeline and Lesson Plan Tasks • Pre-Assessment • “What do they already know?” • Timeline • Developed based on goals, objectives, standards, and results of pre-assessment • Overview of sequence of instruction • Daily Lesson Plans • Detailed enough so a sub could deliver! • CT and US review lesson plans prior to delivery • See pages 14-15 for specific information

28. Timeline and Lesson Plan Tasks • Technology • Embedded in the less as a natural part of instruction. • Select and use technology to enhance presentation of lesson. • Daily Reflection Logs (see Appendix D) • What does data analysis show? • Were lesson objectives met? • Were students engaged in the content? • What instructional decisions were made to adjust the next lesson? (review, re-teach, remediate, accelerate) • What changes need to be made on the timeline and/or next lesson plan?

29. Timeline and Lesson Plan Tasks • Remember, you may not begin teaching the lessons until your CT and US have checked your timeline. For future lesson plans, the cooperating teacher will review lesson plans prior to your teaching of the lesson. Email the lesson plans to the university supervisor.

30. Assessment • Prior to teaching the unit, pre-assess students. • Pre-assessment shows you what your students already know and what they don’t know. • Pre-assessment data will be compared to post-assessment data to judge student learning and to make recommendations for the future.

31. Assessment Tasks • Pre-Assessment • Choose a standardized exam or create an assessment for the unit. • Include pre-skills and/or knowledge necessary to successfully complete the unit. • Keep in mind what students should know (based on the objectives) at the end of the unit so learning can be measured. • Submit the assessment to the US and CT for feedback • Administer pre-assessment. • After assessment, refer back to goals and objectives and revise as appropriate.

32. Assessment Tasks • On-Going Assessment • Daily assessment should be done. • Assessment should be used as part of the evaluation of instruction and planning of future instruction. • Some forms of assessment can be used for pre- and post-assessment, while others are more suitable for ongoing assessment.

33. Assessment Tasks • Post-Assessment • Choose a standardized exam, if available, create an assessment tool, or use the pre-assessment for the unit. • Submit the assessment to the US and CT for feedback • Administer post-assessment • Pre- and post-assessment evaluations must produce data to show change in student knowledge. (Simple observation will not produce discernible and quantifiable differences.) • Note: In addition to the above, include the following: • Examples of several students’ completed written work • Work from high, average, and low performers • A variety of students (not always the same ones) • Students’ work samples should be scanned and submitted electronically

34. Data Analysis & Recommendations • Data collected from your assessments need to be analyzed • To use in developing the unit • To determine the effectiveness of the unit • Analysis of all assessments (pre-, on-going, and post-assessment) should be done for • Each individual student • The class as a whole

35. Data Analysis & Recommendations • Pre-Assessment Analysis • Will help you identify what majority of students know • Will help you identify small groups or individuals who are learning differently than the majority (ahead or behind majority) • Will help you consider the needs of those who are significantly behind or ahead of the majority • When completed, the data of the pre-assessment and analysis of data must be emailed to the US.

36. Data Analysis & Recommendations • On-Going Assessment • Daily assessment is required • Can be combination of informal and formal assessment tools • Used to help you prepare the next day’s lesson. • Results of daily analysis should be included as part of the daily lesson plan reflection.

37. Data Analysis & Recommendations • Post-Assessment • Use the pre- and post-assessment data to show student learning took place as a result of your instruction of this unit. • Post-assessment data should be analyzed for individual students. • Post-assessment data should be analyzed for the entire class. • Use charts and graphs to illustrate.

38. Data Analysis & Recommendations • Recommendations • Help drive future instruction of the class. • Should be based on the analysis of the data from the pre- and post-assessment of the unit. • Should consider the learning of the majority. • Should consider the learning of any individual or small groups identified through the pre-assessment. • Results of data analysis should be used in writing the report to parents of individual students, and in the meeting held with the CT and US.

39. Summary of Student Progress • You must be able to disseminate information drawn from the data analysis to several stakeholders: • Students • Parents or guardians • Cooperating Teacher • University Supervisor

40. Summary of Student Progress • Documentation used to relay this information may vary depending upon the intended use and the person for whom the information is intended. • Consider age-appropriateness of your documentation for students. • Consider the audience for written report.

41. Summary of Student Progress Tasks • From your analysis of data, prepare the following: • A sample report which could be posted on a class web site for parents describing the unit and over-all results. • A sample letter/report to one students’ parents describing results. • Organize and facilitate a 3-way conference (or separate conferences) with the CT and US to present the impact on student learning and recommendations for future instruction.

42. Resources: • Appendix A – Writing Goals & Objectives • Appendix A – Bloom’s Taxonomy of Cognition • Appendix B – DSU Lesson Plan Format • Appendix C – Timeline Examples • Appendix D – Daily Reflection Log • Appendix E – Assessment Methods • Appendix F – Alignment of DSU Conceptual Framework Components to INTASC Principles

43. Things to remember... • The TWS is an example of best practice in our profession. • The TWS is a small piece of student teaching. • Your CT and US are great resources! • The TWS shows your instruction had a positive impact on K-12 learning. • Good luck! Now is the time to show you can apply all you learned during the past 4+ years.