TWS Aids for Student Teachers & Interns

1. TWS Aids for Student Teachers & Interns Overview of TWS

2. TWS The Mission of the Teacher Work Sample The TWS measures the ability to: • Construct and deliver an instructional unit • Construct challenging and meaningful assessments • Adapt instruction to meet student needs • Measure learning gains and achievement • Analyze and reflect on teaching decisions and results

3. TWS The TWS Vision The TWS Vision is to: • Connect the performance of candidates to PK-12 student learning • Assess candidate performance relative to national, state, and institutional standards • Provide a framework for teacher professional development • Develop self-assessment & reflection skills

4. The Renaissance Partnership “To become accountable for the impact of teacher candidates and graduates on the learning of P-12 students” A Paradigm Shift from Teaching to Learning The information from Teacher Work Samples is used to advance the quality of teachers and K-12 student learning by the Renaissance Partnership, a five year initiative by eleven universities and their partner schools. The Renaissance Partnership is devoted to the pursuit of quality and best practices in teacher education.

5. Preparation for the TWS Completing a TWS became a requirement for all student teachers & interns beginning Spring 2002. • Elementary interns learn about the TWS process beginning in Block 1 classes. • During Block 2 (first P. D. S. semester), interns prepare a sample reading TWS using elements of the TWS design. • Elementary (Block 3) complete a TWS as part of the EL431 • Secondary (Phase 1) complete a “Practice” TWS (prior to student teaching). • Secondary (Phase 2) complete a TWS as part of the ED431 course. • Alternate Route interns complete a TWS as part of the ED894 Internship II course. • ESU supervisors will provide appropriate assistance to interns. • Mentor teachers/supervisors may provide assistance as provided by the TWS Assistance Policy. TWS

6. Bloom’s Taxonomy & Stenberg’s Triarchic Levels • Use Benjamin Bloom’s Taxonomy to classify and label your objectives. Robert Sternberg’s Triarchic Levels may also help you understand cognitive type objectives. Following are some web sites that will provide additional information. Bloom http://itc.utk.edu/~jklittle/edsmrt521/cognitive.html http://itc.utk.edu/~jklittle/edsmrt521/affective.html http://itc.utk.edu/~jklittle/edsmrt521/psychomotor.html http://www.humboldt.edu/~tha1/bloomtax.html Sternberg http://www.wilderdom.com/personality/L2-2SternbergTriarchicTheory.html http://tip.psychology.org/stern.html

7. DETAILS EXAMPLES Interns/student teachers should show: • A high level of questions and reflections • Strong performance assessment • Proficiency at implementing modifications and adaptations • Sensitivity to student learning

8. TWS Scoring • Completed Teacher Work Samples will be assessed by trained evaluators for: • Quality • Completeness • Alignment • Checklists and rubrics (detailed in a later presentation) • You will be challenged to show quality in • Assessment design • Reflection on professional development plan • Alignment of objectives, instruction, and assessment

9. Contextual Information & Learning Environment Includes a variety that are significant & challengingAppropriates for studentsAligned with standardsFocused on student learningClassified according to level & domain Unit Learning Goals & Objectives Demonstrates knowledge of:• community & school factors• characteristics of students• students’ varied approaches to learning• students’ skills & prior learning• QPA/NCA school improvement planDemonstrates implications for instruction & assessment Instructional Design & Implementation Reflection & Self-Evaluation Demonstrate: • Effect on student learning • Implications for future teaching of this unit• Implications for professional development • Alignment among goals, instruction & assessment Aligned with learning goals & instructionClarifies criteria for performanceIncludes multiple instructional strategies & approachesIncludes adaptations on individual student needsDemonstrates appropriate use of technology Factors Demonstration of Integration Skills Analysis of Assessment Procedures Demonstrates the ability to integrate instruction across and within subject matter fields Interprets dataAligns assessments with TWS objectivesProvides evidence of impact on student learningDemonstrates variety of assessmentsJustifies assessments & adaptations Analysis of Classroom Learning Environment Demonstrates:• motivation skills• communication skills• classroom management skills• how classroom environmental factors affect learning Overview of 7 Teacher Work Sample Factors

10. CHECKLIST Checklist Use the following checklist to help ensure that your TWS meets guidelines and recommendations: • Your completed work must not exceed 25 pages (12 point font, double-spaced with one-inch margins) with the numbering starting with content addressing Factor 1 • You must use the cover page provided • Do not include any names of your students anywhere in your completed Teacher Work Sample; instead refer to students by number or alias • If you hand in a paper copy, do not put it into a notebook or folder; staple it in the upper left hand corner • Be sure pages are numbered • Include your name on the Cover Page only (not on every page) so that your TWS can be scored anonymously • Classify Unit Objectives as low, middle, and high levels, and label each objective according to its domain (cognitive, affective, or psychomotor) • The pre- and post-assessments should be related specifically to the TWS Objectives identified in Factor 2 • Pre- and post-assessments need not be the same but must measure the same TWS Objectives in the same ways • Demonstrates the ability to use • Descriptive writing skills, Analytical writing skills, Reflective writing skills • Demonstrates that the student teacher has made appropriate modifications and adaptations inteaching to meet the learning needs of all students • Must be received in the Dean’s Office by the date indicated • Delivered by e-mail, mail or in person • All exceptions related to TWS must be approved by the Associate Dean and department chair • If you are having problems, contact your university supervisor

11. Identify unit topic. Describe setting/ context of learning. Conduct post- assessment of learners. Teaching and learning activities Design instruction to fulfill outcomes &meet students’needs (withaccommodationsas needed) Analyze pre & post assessment data by individual, groups, & goals. Analyze and record pre- assessment data (individual & groups). Display student learning gain scores in graphic form. Develop well aligned goals/ outcomes for unit. Conduct pre- assessment of learners. Specify Performanceoutcomes/ objectives for unit. Write a narrative interpretation of the data. Develop assessment plan. Design/align pre- assessment with items for each goal. Write a reflective essay and self-evaluation (What have I learned from the experience). KSDE Performance Assessment Flow Chart Use national,state, district,and/or schoolstandards/goals Deadlines to be announced