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Ohhhhh, Christopher Robin, I am not the right one for this job . . .

Ohhhhh, Christopher Robin, I am not the right one for this job. The House on Pooh Corner, A.A. Milne. The Renaissance Group. National consortium of institutions with a major commitment to the preparation of educators

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Ohhhhh, Christopher Robin, I am not the right one for this job . . .

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  1. Ohhhhh, Christopher Robin, I am not the right one for this job . . . The House on Pooh Corner, A.A. Milne

  2. The Renaissance Group • National consortium of institutions with a major commitment to the preparation of educators • One in every 10 teachers in America is educated in Renaissance institutions.

  3. Operating Principles • Teacher education as an all-campus responsibility. • Campus culture values and models quality teaching. • Partnerships with practicing professionals. • Extensive use of field placements in diverse settings.

  4. Operating Principles • Adherence to high standards and accountability. • Focus on P-12 student learning. • Effective use of technology. • Development of teachers as creative and innovative leaders.

  5. Title II grant to develop an evidence-based model of teacher preparation. 1999-2005 • Engage candidates in using evidence of student learning to guide professional practice. • Gather data to improve programs.

  6. RTWS Characteristics • Models assessment as learning (Alverno) • Reflects the learning-teaching process • Includes P-12 student performances • Engages candidates, education and arts and sciences faculty, and school practitioners in the assessment process

  7. RTWS Characteristics • Generalizable across all content areas and grade levels, including special education • Adaptable to individual institutions, programs, and P-12 school contexts • Locally administered and scored • Includes strategies for standard setting and gathering credibility evidence

  8. The RTWS is not a licensure test!!!!!

  9. The RTWS is . . . . • An exhibit of teaching performance • One method of documenting the candidate’s ability to design and implement standards-based instruction, assess student learning, and reflect on the learning-teaching process • Designed to be used with classroom observations

  10. The RTWS Task • Describe contextual factors • Set learning goals • Design a unit of instruction, including an assessment plan • Deliver and adjust instruction

  11. The RTWS Task • Assess student performance • Analyze student learning • Reflect on instruction and student learning • Evidence = Written Product and Artifacts

  12. RTWS Vision of Teaching • Instructional Decision-Making • Analysis of Student Learning • Reflection and Self-Evaluation • Contextual Factors • Learning Goals • Assessment Plan • Design for Instruction Teaching Processes, Standards, Indicators

  13. Washington Standard 5 • How consistent is the RTWS with Standard 5 criteria? • Will the instrument elicit student-based evidence? • Does the instrument include opportunities for “student voice”?

  14. Task Instructions • Performance prompt aligned with targeted standards, indicators, and scoring rubric • Manual for Student Teachers • Manual for Mentors

  15. Gathering Validity Evidence • Do the tasks elicit performances that represent the standards? • Process based on early work of the NBPTS (Crocker, 1997) • Criticality, frequency, realism, balance • “How To” Credibility Manual

  16. Achieving Scoring Reliability • What is the dependability of judgments across different raters and scoring occasions? • Rater Training, Training, Training • Evidence Roadmap and Scoring Guide

  17. Determining Reliability • To what extent is there consistency of scoring across raters? • Generalizability Theory (Shavelson & Webb, 1991). • “How To” Credibility Manual

  18. Usability • Supervisor and Cooperating Teacher Support – Manual for Mentors • Candidate Support – Student Teacher Manual • Local and state standards & curriculum • Compatible with P-12 policies

  19. Costs • No cost to candidates • Cost to institution = Training and Credibility Studies + Data System • No equipment costs • Embedded in the work of schools

  20. Data Management • What systems are in place to ensure routine use of assessment results as part of a “culture of evidence.” • Assessment database • Feedback to candidates and program • Use of data for program improvement

  21. Study of RTWS consortium partners shows positive outcomes . . . • Shift to instruction based on P-12 student performance data • University faculty accountable for their own teaching • Evidence-based improvements to teacher education programs

  22. Increased faculty conversations within and across departments • Shared vision for teacher education and a common language for discussing program improvements • Program accountability systems Cowley, Vokel, & Finch (2005) Appalachia Educational Laboratory

  23. The application of TWS for high-stakes purposes is being tested in three states: • Oregon • Kentucky • Oklahoma

  24. We do not fully know the results of these applications. More consideration must be given to issues associated with high-stakes evaluation.

  25. Access resources, exemplars, case studies, publications, and research http://edtech.wku.edu/rtwsc/

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