AACTE/NCATE Institutional Orientation April 3, 2008 Hilda Rosselli, Dean

1. Connecting Teaching and Learning in Teacher Preparation: A Closer Look at Teacher Work Samples AACTE/NCATE Institutional Orientation April 3, 2008 Hilda Rosselli, Dean Western Oregon College of Education rossellh@wou.edu

2. All of the faculty, staff, and administrators who have contributed over the years. Other colleagues and institutions who have adapted and furthered TWSMs. Acknowledgements Lead Developer and Advocate of the Teacher Work Sample Methodology (TWSM) H.Rosselli (AACTE/NCATE)

3. WOU Context Small, public comprehensive institution (Undergraduate, MAT, and MSinEd for SPED) Home of Teacher Work Sample Methodology H. Del Schalock, TRI mentor to the College (from 1966-2006) Leadership role in Oregon teacher preparation H.Rosselli (AACTE/NCATE)

4. Teacher Educators as Professionals • “…it is not sufficient for teacher educators to simply ‘teach’ prospective teachers about teaching, or about content to be taught.” • Teacher educators “are obliged…to be sure that teacher candidates can in fact apply what they have learned about teaching with sufficient skill and adaptation that all K-12 students taught by a candidate are able to make appreciable progress in their learning.” • Schalock & Imig (2000) Shulman’s Union of Insufficiencies +7: New Dimensions of Accountability for Teachers and Teacher Educators. H.Rosselli (AACTE/NCATE)

5. H.Rosselli (AACTE/NCATE)

6. H.Rosselli (AACTE/NCATE)

7. Our goal… “…assure that subject content knowledge, teaching skills,and dispositions will effectively advance student learning, not be ends in themselves.” (Elliot, 2005) H.Rosselli (AACTE/NCATE)

8. State Context • Proficiency based teacher preparation programs • Standards identified for both initial teacher licensure and continuing teacher licensure • Tied to PK-12 student standards • Two Teacher Work Samples are required for initial licensure H.Rosselli (AACTE/NCATE)

9. Teacher Work Sample Methodology (TWSM) Components • Work Sample Setting • Work Sample Goals and Objectives • Work Sample Unit Plan Rationale • Work Sample Lesson Plans • Work Sample Assessment Plan & Assessments • Analysis and Interpretation of Student Learning • Reflection H.Rosselli (AACTE/NCATE)

10. The Work Sample Setting Purpose: Analysis of contextual factors about the “community” that impact teaching and learning. Standard: The candidate analyzes contextual information to determine relevant factors that influence curriculum, instruction, learning goals and management decisions. H.Rosselli (AACTE/NCATE)

11. Setting Contextual Factors Affecting Teaching and Learning (Met = 11-12) H.Rosselli (AACTE/NCATE)

12. Goals and Objectives Purpose: The goals and objectives tell what learning outcomes are expected of students and how they relate toDistrict, State or National Content Standards and/or Common Curriculum Goals. Standard: The teacher setsdevelopmentally appropriate, challenging, varied learning goals and objectives that are derived from the District, State or National Content Standards and/or Common Curriculum Goals. H.Rosselli (AACTE/NCATE)

13. Unit Plan Rationale Purpose:To provide written documentation of the planning used to create a coherent unit. Standard: The teacher demonstrates the ability to plan a unit that connects learning goals and objectives, methods of teaching and assessment and the knowledge of students and their prior knowledge. H.Rosselli (AACTE/NCATE)

14. Work Sample Lesson Plans Purpose: To communicate in detail what the teacher will do and what the teacher will have students do for a specific period of time to meet the learning objective. Standard: The teacher develops lessons for a unit that includes activities using a variety of instruction and assessment strategies that help students meet learning outcomes. H.Rosselli (AACTE/NCATE)

15. Assessment Purpose: Assessment results, formative, summative and pre/post summative, help determine learning relative to the expected outcomes and influence planning and instruction. Standard: The teacher demonstrates the ability to design valid assessments and analyze assessment data to determine student learning relative to expected outcomes. H.Rosselli (AACTE/NCATE)

16. Candidate Reflection Purpose:To think about and communicate in writing insights into your teaching and learning during your field experience to help you improve your teaching and student achievement. Standard: The teacher thoughtfully reflects about the relationship between their own teaching and student learning. H.Rosselli (AACTE/NCATE)

17. Reflection Checklist • Reflects upon experiences and shows a developing understanding of the total teaching experience by identifying at least 2 ways to improve teaching • Identifies successful and unsuccessful goals and objectives, lessons, experiences, activities and assessments and H.Rosselli (AACTE/NCATE)

18. Reflection Checklist • Discusses what contributed to what went well, what was learned, and what could have been done differently to improve teaching and improve studentlearning. • Refers to own philosophy of education and educational research and theory if/when appropriate. H.Rosselli (AACTE/NCATE)

19. Lessons Learned

20. Separate TWS evaluation of content from format • Typed,neat, on a CD and binder, and on time. • Written clearly and concisely with appropriate professional language free of errors. • Cover page includes name, unit title, and dates taught. • All required components are included. • Organized in a coherent and logical fashion that provides clear indications of the various sections. • If not met work sample is returned to make changes. H.Rosselli (AACTE/NCATE)

21. When scoring is too holistic… H.Rosselli (AACTE/NCATE)

22. H.Rosselli (AACTE/NCATE)

23. Example: Assessment • Developing: creates pre and post assessment items generally aligned with goals and objectives and uses more that one type of assessment tool. Assessment adequately reflects the learning outcomes planned (1/2 to ¾ agreement) About ½ to ¾ of the questions/tasks are free of ambiguity. Good (adequate) alternative variety in assessment strategies. H.Rosselli (AACTE/NCATE)

24. Example: Assessment • Proficient: creates pre and post assessment items clearly aligned with goals and objectives and uses more than one type of assessment tool. Assessment adequately reflects the learning outcomes planned (3/4 to full agreement). More than ¾ of the questions/tasks are free of ambiguity. Excellent variety in alternative assessment instruments. H.Rosselli (AACTE/NCATE)

25. Multi-purposing of TWSM • Areas that TWSM can help assess • Some elements of content knowledge • Some elements of content pedagogy • Some elements of professional and pedagogical knowledge and skills • Student learning H.Rosselli (AACTE/NCATE)

26. Example: Pedagogical Content Knowledge RATIONALE: • Provides a conceptual overview of this topic. • Justifies instructional decisions based on the prior knowledge of the students, explains the sequence of lessons, and discusses the variety of methods used and why. H.Rosselli (AACTE/NCATE)

27. Example: Pedagogical Content Knowledge GOALS & OBJECTIVES: • Selects developmentally appropriate goals that are clearly written, and derived from the State Content Standards and/or Common Curriculum Goals. • Includes Objectives that are aligned with State, District and/or Common Curriculum Goals. H.Rosselli (AACTE/NCATE)

28. Example: Pedagogical Content Knowledge LESSON PLANS: • Lesson plans are detailed and clearly aligned with objectives. • Designs lessons that represent a cohesive unit rather than a collection of activities. H.Rosselli (AACTE/NCATE)

29. Meeting the Needs of ALL Students Candidates are asked to report on specific levels of student learning by IEP, Title I, and LEP status or achievement quartiles. Some use NCLB sub-populations. H.Rosselli (AACTE/NCATE)

30. Helping Candidates Become More Effective Developers and Users of Assessment Ability to: • Adjust instructional pace, • Change the sequence of skill development, • Select alternative modes of presentation, revisit a previously taught concept, or • Reconsider a means of motivating certain students H.Rosselli (AACTE/NCATE)

31. How do we assess this in TWSM prompts? • Why they selected a particular pre- and post-assessment, • How they determined criteria and scoring for each part of an assessment, • What adjustments were made to a post-assessment based on analysis of pre-assessment results, and • What flaws they discovered in the assessment instrument with ways to improve its usefulness in the future. H.Rosselli (AACTE/NCATE)

32. TWS as a Reflective Tool for Faculty No longer is it good enough for teacher education faculty at accredited institutions to say, “I taught the material.” H.Rosselli (AACTE/NCATE)

33. An Example • Ana may demonstrate successful conceptual understanding of course objectives on 3 to 6 assessments in the Adolescent Psychology class • But what if during student teaching, the candidate is unable to translate key principles of developmental psychology into effective instructional decisions useful in her 7th grade class. H.Rosselli (AACTE/NCATE)

34. TWS as a Basis for Reflective Learning Community Dialogue • Candidate with pk-12 Students • Candidate with Candidates • Candidate with Mentor Teacher • Candidates with Faculty • Faculty with Mentor Teachers • Faculty to Faculty H.Rosselli (AACTE/NCATE)

35. COE Dialogue TWS allows for the collection and aggregating of data to show that we have taught so that candidates learn. • Individual attainment of proficiencies • Program accountability • Program improvement • Context for research (ORCI) H.Rosselli (AACTE/NCATE)

36. Limited Capacity of TWSM Can candidates: • Work with families? • Integrate literacy? • Differentiate for 2nd language learners? • Integrate technology? • Demonstrate cultural competence? H.Rosselli (AACTE/NCATE)

37. Promising Practices • Content Specific Pedagogical Rubrics • NAEYC, Science, NCTM, Literacy, CEC • Standards-based Tutorials in Teacher Preparation • Student Learning as a Context for Continued Professional Development • New Teacher Center H.Rosselli (AACTE/NCATE)

38. Example: Literacy H.Rosselli (AACTE/NCATE)

39. Examination of candidates’ decision making in the context of authentic learning environments • More than ever teachers are expected to think and act systematically on the progress students make or don’t make, bringing into sharper focus the types of decision making required of teachers. • In the TWSM, sequencing of lesson plans and contextual information about their students or the level of understanding of their students’ prior knowledge based on pre-assessment information. H.Rosselli (AACTE/NCATE)

40. Student Learning as a Context for Professional Development When teachers start to grapple with tough questions about their teaching such as “who’s learning? why? who’s not? and why not?” they arrive at a reason for learning more and ultimately the true purpose of professional development: improving performance. H.Rosselli (AACTE/NCATE)

41. Principle 1 An instructional program needs to be aligned with and supportive of what candidates are asked to do, including the documentation and reporting that is required in completing a work sample. H.Rosselli (AACTE/NCATE)

42. Principle 2 School contexts that model and are supportive of what candidates are asked to do need to be available for practicum and student teaching placements. H.Rosselli (AACTE/NCATE)

43. Principle 3 A supervision, evaluation, and feedback system needs to be in place that provides guided practice in applying and carrying out the tasks teacher work sampling demands of candidates. H.Rosselli (AACTE/NCATE)

44. Principle 4 Judgments about a candidate’s effectiveness as a teacher need to take into account the gains in learning made by every student taught. H.Rosselli (AACTE/NCATE)

45. A moral question Can a teacher who has invested time and energy in examining the impact of her teaching simply ignore when the specified goals and objectives have not been achieved by some percentage of her students? H.Rosselli (AACTE/NCATE)

46. How Good is Good Enough? • What level of PK-12 student learning is considered acceptable for moving a candidate forward? • Should judgments about a candidate’s effectiveness as a teacher consider gains in learning made by every student taught? • What about in more challenging contexts? • What impact might these decisions have on fields experiencing teacher shortages? H.Rosselli (AACTE/NCATE)

47. Principle 5 Documentation of a candidate’s effectiveness as a teacher needs to be accompanied by observations of practice and descriptions of context, as well as evidence of learning gains by students. H.Rosselli (AACTE/NCATE)

48. Principle 6 Multiple lines of evidence need to be considered in reaching a recommendation for licensure, only some of which come through teacher work sampling. H.Rosselli (AACTE/NCATE)

49. Principle 7 Multiple reviewers of evidence need to be involved in preparing a recommendation for a license to teach, only some of whom represent a teacher education faculty. H.Rosselli (AACTE/NCATE)

50. Principle 8 Evidence needs to be assembled and reported by a teacher education faculty on the confidence that can be placed in all lines of evidence collected through teacher work sampling that inform a licensing decision (the reliability and validity of information used). H.Rosselli (AACTE/NCATE)