1. Emporia State University Phil Bennett bennettp@emporia.edu 620-341-5367 (Some Slides by Dr. Larry Lyman) Teacher Work Sample www.emporia.edu/teach/tws The Teachers College

2. Current Status at ESU Required of all elementary and secondary interns/student teachers beginning Spring 2002 “Practice” Teacher Work Sample completed during Block 2 or Phase I The Teacher Work Sample is a major part of the final grade for the course EL/ED 431 (2/3 of the grade)

3. Collaboration and Use Emporia and Olathe mentor teachers Emporia and Olathe elementary interns Emporia State University faculty Renaissance Group partner universities Oklahoma teachers and university professors Kansas Performance Assessment to obtain professional license

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

5. General Structure of the TWS Contextual Information & Learning Environment Adaptations Unit Learning Goals and Objectives Instructional Design and Implementation Demonstration of Integration Skills Analysis of Classroom Learning Environment Analysis of Assessment Procedures Reflection and Self-Evaluation

6. Contextual Information & Learning Environment Factor 1: Contextual Information & Learning Environment Educational Purposes Increase student’s concept of classroom diversity Link information about diversity to instructional design

7. Factor 2: Unit Learning Goals & Objectives Educational Purposes Promote use of more challenging instruction or all PK-12 pupils Promote use, interpretation and application of local and state standards Encourage student teachers/interns to avoid “knowledge only” targets unless appropriate

8. Factor 3: Instructional Design & Implementation Educational Purposes Foster use of assessment & context data in planning instruction Link instruction to learning objectives Encourage student teachers/interns to design challenging lessons that: -impact learning for all students -address different learning styles, -incorporate technology -incorporate a range of reading abilities -use learning-centered environments

9. Factor 4: Demonstration of Integration Skills Educational Purposes Demonstrate the ability to integrate across and within content fields Demonstrate the ability to teach thinking skills

10. Factor 5: Analysis of Classroom Learning Environment Educational Purposes Provide opportunity for student teachers/interns to link learning results to classroom efforts Promote student teacher/interns reflection on the impact the unit had on individual, small group and whole group learning Provide evidence of an appropriate classroom management plan Provide evidence of an appropriate motivational skills

11. Factor 6: Analysis of Assessment Procedures Educational Purposes Promote link between learning objectives and assessments Encourage the use of different assessment formats Encourage the use of challenging assessments

12. Factor 7: Reflection and Self-evaluation Educational Purposes Promote analysis and synthesis of all activities Promote professional development Promote a better understanding of the implications of state assessment and accreditation process on the teacher’s classroom

13. Strengths identified by TWS Awareness of classroom context Ability to write outcomes and align instruction and assessment Use of collaboration Use of active learning and inquiry Use of multiple Learning Strategies Use of formative assessments

14. Strengths Use of assessment throughout instruction Use of technology Reflection on successes and failures in the classroom High degree of reported impact on student learning

15. Challenges Reflection on professional development plan Alignment of objectives, instruction, and assessment Time to complete during student teaching/internship

16. Student Teacher/Intern Surveys Most important thing gained from the TWS: –Planning and implementing units and lessons –Reflecting about my experience of teaching –Learning to evaluate students’ gain scores The 0ne thing that would improve the TWS: –Having more specific details and better examples –Reduce repetition –More training sessions

17. Spring 2005 Survey “Agree-disagree” questions The TWS accurately show-cased my knowledge/skills as a teacher. –27% disagree; 73% agreed The TWS was a valuable experience to my professional training. –21% disagree; 79% agree

18. Means for Candidate Scores, Learning Gain, Objective Mastery Index Candidate mean scores have increased from about 82 % to 90% Student Gain Scores are approximately 65% Objective Mastery index is approximately77% Objective Mastery index is approximately 77%

19. Mentor Teacher’s Responsibility #1 Become familiar with the goals and requirements of the Teacher Work Sample

20. Mentor Teacher’s Responsibility #2 Help the student teacher identify an appropriate goal for the instructional sequence which is linked to a state or local outcomes

21. Mentor Teacher’s Responsibility #3 Help the student teacher plan so that instruction can be completed by required deadlines (See The Teacher Work Sample Flowchart in the TWS Prompt and Rubric)

22. Mentor Teacher’s Responsibility #4 Suggest resources which might be useful to the student teacher in planning and teaching the goal

23. Mentor Teacher’s Responsibility #5 Provide feedback to the student teacher about planning and teaching and check progress toward TWS completion

24. Mentor Teacher’s Responsibility #6 Alert the student teaching supervisor if planning and teaching is not going well

25. Mentor Teacher’s Responsibility #7 Sign Cover Sheet! Ask to see the TWS Before Signing (See instructions in the Prompt and Rubric)

26. Mentor Teacher’s Responsibility #8 Celebrate your student teacher’s success with the Teacher Work Sample Completion

27. Things to Remember about the Teacher Work Sample #1 Completed Teacher Work Sample cannot exceed 22 pages Supporting material can be included in appendices at the end of the Work Sample

28. Things to Remember about the Teacher Work Sample #2 The student teacher needs to use the cover page included in the Prompt and Evaluation Rubric as their cover page.

29. Things to Remember about the Teacher Work Sample #3 The intern/student teacher should be aware of the Irregularities and Penalties Procedures and Integrity Guidelines

30. Things to Remember about the Teacher Work Sample #4 Names of students in the classroom should not be included any place in the Work Sample. Students can be identified by an alias or by an assigned student number.

31. Things to Remember about the Teacher Work Sample #5 The pre- and post-assessments must evaluate the exact same objectives. Although the exact same assessment instrument (exam, rubric or observation) need not be used, there must be a method for calculating gain scores and mastery index.

32. Things to Remember about the Teacher Work Sample #6 The completed Teacher Work Sample must include low, middle, and high level objectives and the objectives must be classified according to Bloom’s three domains (cognitive, affective, and psychomotor).

33. Things to Remember about the Teacher Work Sample #7 When completing the TWS, candidates must demonstrate the ability to use: Descriptive writing skills Analytical writing skills Reflective writing skills

34. Things to Remember about the Teacher Work Sample #8 The Teacher Work Sample must demonstrate that the student teacher has made appropriate modifications and adaptations in teaching to meet the learning needs of all students.

35. All Work Samples must be received in the Dean’s Office by the date indicated on the TWS Flow Chart Delivered by mail, in person or e-mail (see prompt and rubric for instructions) Any exceptions must be approved by the Dean’s Office and Department Chair Things to Remember about the Teacher Work Sample # 9

36. Completed Teacher Work Samples will be assessed by trained evaluators for: Quality Completeness Alignment Matches Checklists and Rubrics

37. TWS Scoring Process All TWSs are scored during a single scoring session, usually on a Saturday Each TWS is scored separately by two trained scores The two scorers compare their scores If the scores are the same, that is the final score If scores are different, the two scorers review the TWS together and agree on a final score If the TWS score is below 70% (94), a session leader scores the TWS and arrives at a final scored based on the three scores. Candidates may appeal their score

38. Assessor Guidelines Avoiding Bias and Other Issues

39. Maintain the “Proper” Attitude Excellent teaching takes many faces Excellent teaching takes many faces Remember that teachers (particularly beginning ones) may not make the same choices you would make Remember that teachers (particularly beginning ones) may not make the same choices you would make Treat all performances confidentially Treat all performances confidentially If you recognize a candidates work, keep that information to yourself If you recognize a candidates work, keep that information to yourself

40. Scoring Subtleties Do not be fooled by writing ability, organization, or colorful and interesting materials Do not be fooled by writing ability, organization, or colorful and interesting materials Evidence should be explicitly linked to designated components of the TWS but you may have to look for it Evidence should be explicitly linked to designated components of the TWS but you may have to look for it Points should not be taken off because the candidate didn’t follow directions or put evidence where the guide calls for it Points should not be taken off because the candidate didn’t follow directions or put evidence where the guide calls for it Some TWS require more inference than others to score Some TWS require more inference than others to score You may need to combine multiple pieces of evidence to decide if a standard has been met You may need to combine multiple pieces of evidence to decide if a standard has been met

41. Pitfalls of Scoring Pitchfork effect Pitchfork effect A bad section should not cloud your view of later work A bad section should not cloud your view of later work Halo effect Halo effect Don’t allow one spectacular section to blur your vision regarding the remaining sections Don’t allow one spectacular section to blur your vision regarding the remaining sections Leniency/stringency Leniency/stringency The best way to avoid this is to constantly refer to the scoring guide and rubric The best way to avoid this is to constantly refer to the scoring guide and rubric Tending toward the center Tending toward the center Don’t take the easy way and rate everything down the middle Don’t take the easy way and rate everything down the middle

42. Caveats “Weird” stuff “Weird” stuff If it so poorly done, give it back to us. If it so poorly done, give it back to us. Personal biases Personal biases Don’t use personal experience, beliefs, or values to score the sample Don’t use personal experience, beliefs, or values to score the sample “I used cooperative learning once and it didn’t work” “I used cooperative learning once and it didn’t work”

43. Anti-Bias Training What to look for in my own opinions?

44. Bias Recording Sheets What would you consider to be the traits of an excellent teacher work sample in terms of content, format, organization, and style? What would you consider to be the traits of an excellent teacher work sample in terms of content, format, organization, and style? What would you consider to be the traits of a poor teacher work sample in terms of content, format, organization, and style? What would you consider to be the traits of a poor teacher work sample in terms of content, format, organization, and style?

45. What’s new  Candidate Assistance Policy  Irregularities and Penalties Procedures and Integrity Guidelines  Cover Page Signatures  Increased page limit to 25 and total points to 134 (see score sheet)  Tables and charts are encouraged and more examples of tables are provided

46. What’s New (continued)  Major revisions to Factors 2 and 6  Organized differently  Scoring is more objective  Modeled After KPA  Electronic submission is permitted/ encouraged

47. What’s New in Factor 2  Requires low, middle and high level objectives  Must use Bloom’s 3 domains  Many examples of objectives (different levels and domains)  Unit objectives and limitation of the number of TWS objectives

48. What’s New in Factor 6  Much more information and explanations are provided  A more detailed Assessment Plan Table is required (see example)  A more detailed Master Learning Table is required (see example)  More detailed assessment checklists and rubrics are provided