TWS Impact on Teacher Preparation Programs

1
TWS Impact on Teacher Preparation Programs

• Antony (Tony) D. Norman
• Western Kentucky University

2
Respondent Characteristics(Representing 10/11
Renaissance Institutions)
3
Familiarity with the TWS Process

• 37 (45) reported Very Much
• 28 (34) reported Quite a Bit
• 15 (18) reported Some
• 2 (2) reported Little or None

4
Seven TWS Standards

• Contextual Factors
• Learning Goals
• Assessment Plan
• Design for Instruction
• Instructional Decision-Making
• Analysis of Student Learning
• Self-Evaluation and Reflection

5
Three Questions Related to the Seven TWS Standards

• To what extent do you feel this process/standard
  is important to the preparation of new teachers
  who can facilitate the learning of all P-12
  students?
• To what extent do you believe this
  process/standard was addressed in your
  course/program prior to the effort to require
  teacher work samples from teacher candidates?
• To what extent do you believe the teacher
  preparation program at your site/institution has
  made changes to better address this teaching
  process?

6
Importance of TWS Standards
1 respondent (1) chose Not Important for
these standards.
7
Standards Addressed Prior to TWS
8
Institutional/Course Changes
9
Courses Reported as Changed
10
Three Final Survey Questions

• Are you aware of any plans for additional
  modifications of courses to address the seven
  teaching processes of the teacher work sample?
• List what you consider up to three strengths of
  teacher work samples.
• List what you consider up to three liabilities
  of/concerns about teacher work samples.

11
Aware of Plans for Additional Modifications?

• 38 (59) reported Yes
• 27 (41) reported No

12
Rank Ordered Categories of Strengths

• Student learning focus (22)
• Reflection (21)
• Structure (17)
• Models effective teaching (15)
• Assessment (13)
• Contextual factors (12)
• Students experience real teaching (11)

13
Rank Ordered Categories of Strengths (Cont.)

• Alignment of various processes (10)
• Faculty collaboration and program improvement
  (10)
• Analysis of student learning (9)
• Using data for instructional decision-making (7)
• Measures actual teaching ability (6)
• Exposure to variety of methods (3)
• Miscellaneous (3)
• Teacher accountability (2)
• Alignment with teacher standards (2)

14
Rank Ordered Categories of Liabilities/Concerns

• Amount of student time/work (35)
• Faculty training/involvement (16)
• Miscellaneous comments (15)
• Quality of assessments/learning goals (13)
• Student lack of knowledge/experience (9)
• Rubric/scoring problems (8)

15
Rank Ordered Categories of Liabilities/Concerns
(Cont.)

• TWS overshadows other program goals (7)
• Faculty work/time (7)
• TWS fails to capture all teacher qualities (7)
• TWS missing elements--e.g., management (7)
• How TWS will be used/its purpose (5)
• Getting students to see meaningfulness (3)
• Implementing TWS in courses/program (3)
• TWS length (3)
• TWS favors students who write well (2)