TWS Aid for Supervisors

1
TWS Aid for Supervisors Mentor Teachers

• Background on the TWS

2
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
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
Overview of 7 Teacher Work Sample Factors
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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.
• ESU supervisors will provide appropriate
  assistance to interns.
• Mentor teachers/supervisors may provide
  assistance as provided by the TWS Assistance
  Policy.

TWS
6
Partnerships

• Designed in Collaboration with
• Emporia and Olathe mentor teachers
• Emporia and Olathe elementary interns
• Emporia State University faculty
• Renaissance Group partner universities
• Oklahoma teachers and university professors
• The ESU TWS was used as a model for the
  development of the Kansas performance assessment

7
The Renaissance Partnership
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.

• 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

8
TWS Strengths and Benefits for Candidates

• Awareness of classroom context
• Ability to write outcomes and align instruction
• Use of collaborative/multi-learner environments
• Use of active learner/inquiry models
• Employment of multiple learning strategies
• Use of formative assessments
• Use of assessment throughout instruction
• Ability to depict assessment data
• Use of technology
• Reflection on personal classroom successes
  failures
• High degree of reported learning impact

STRENGTHS
BENEFITS
9
Candidate Perceptions

• Candidates report that the most important things
  gained from participating in the TWS are
• Top Responses
• Determining gain scores/student progress
• Being accountable for individual student learning
• Planning/using/pacing a unit
• Being aware of my teaching/how to improve
• Learning how to present/analyze data
• Improving time management/organization
• Increased knowledge of students competency level

PERCEPTIONS
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Outcomes of the Use of TWS

• Cooperating/Mentor teachers
• Reflect more on their teaching
• Are more sensitive to assessments

11
Training for Teachers and Faculty

• Basic information about TWS
• Congruence
• conceptual framework
• licensure standards
• real life
• Documentation of PK-12 student learning
• Role and responsibilities
• Seeking assistance
• University supervisor is primary contact
• Resource specialist also available
• Evaluation process
• Additional training opportunities

12
Mentor Teachers Responsibilities

• Become familiar with the goals and requirements
  of the Teacher Work Sample
• Help the student teacher identify an appropriate
  goal for the instructional sequence which is
  linked to a state or local outcome
• Help the student teacher plan so that instruction
  can be completed by required deadlines
• Suggest resources which might be useful to the
  student teacher in planning and teaching the goal
• Provide feedback to the student teacher about
  planning and teaching
• Alert the university supervisor if planning and
  teaching is not going well
• Celebrate your student teachers success with the
  TWS process