Teacher Work Sample at

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Emporia State University
The Teachers College
Teacher Work Sample
Phil Bennett bennettp_at_emporia.edu 620-341-5367
(Some Slides by Dr. Larry Lyman)
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Current Status at ESU

• Required of all elementary and secondary
  interns/student teachers beginning Spring
  2002
• Practice Teacher Work Sample completed
• prior to Block 3/Student Teaching
• The Teacher Work Sample is a major part of
• the final grade for the course EL/ED 431

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• Elementary interns learn about the Teacher
  Work Sample process beginning in Block 1
  classes.
• During Block 2 (first P. D. S. semester),
  interns prepare a reading practicum case study
  using elements of the Teacher Work Sample
  design.

4

• During Block 3 (student teaching semester),
  ESU supervisors will provide appropriate
  assistance to interns.
• Mentor teachers may provide assistance as
  provided by the TWS Assistance Policy.

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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

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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

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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

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Factor 1 Contextual Information Learning
Environment

• Educational Purposes
• Increase students concept of
• classroom diversity
• Link information about
• diversity to instructional
• design

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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

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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
• -incorporate technology
• -incorporate a range of reading abilities
• -use learning-centered environments

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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

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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 appropriate
• motivational skills

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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

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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 of the
• teachers classroom

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• Strengths identified by TWS
• Awareness of classroom context
• Ability to write outcomes and align
  instruction
• Use of collaboration
• Use of active learning and inquiry

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• Strengths (continued)
• Use of multiple learning strategies
• Use of formative assessments
• Use of assessment throughout instruction
• Use of technology

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• Strengths (continued)
• Reflection on successes and failures in the
  classroom
• High degree of reported impact on student
  learning

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

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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

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Student Teacher/Intern Surveys

• The one thing that would improve the TWS
• Having more specific details and better examples
• Reduce repetition
• More training sessions

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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

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Means for Candidate Scores, Learning Gain,
Objective Mastery Index
Student Gain Scores are approximately
65 Objective Masters are approximately 77
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Mentor Teachers Responsibility 1

• Become familiar with the goals and requirements
  of the
• Teacher Work Sample

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Mentor Teachers Responsibility 2

• Help the student teacher identify an appropriate
  goal for the instructional sequence which is
  linked to a state or local outcome

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Mentor Teachers 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)

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Mentor Teachers Responsibility 4

• Suggest resources which might be useful to the
  student teacher in planning and teaching the goal

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Mentor Teachers Responsibility 5

• Provide feedback to the student teacher about
  planning and teaching

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Mentor Teachers Responsibility 6

• Alert the student teaching supervisor if planning
  and teaching is not going well

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Mentor Teachers Responsibility 7

• Sign Cover Sheet!
• (See instructions in the Prompt and Rubric)

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Mentor Teachers Responsibility 8

• Celebrate your student teachers success with the
  Teacher Work Sample process

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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

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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.

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Things to Remember about the Teacher Work Sample
3

• The student teacher/intern should be aware of the
  irregularities and penalties procedures and the
  integrity guidelines.

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Things to Remember about the Teacher Work Sample
4

• Names of students in the classroom should not be
  included at any place in the Work Sample.
• Students can be identified by an alias or by an
  assigned student number.

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Things to Remember about the Teacher Work Sample
5

• The pre- and post-assessments must use the same
  assessment device or the same rubric or
  observation device.

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Things to Remember about the Teacher Work Sample
6

• The completed Teacher Work Sample must include
  low, middle, and high level objectives and two of
  the three Bloom domains (cognitive, affective,
  and psychomotor).

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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

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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.

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Things to Remember about the Teacher Work Sample
9

• All Work Samples must be received in the Deans
  Office by the date indicated on the TWS Flow
  Chart
• Delivered by mail, in person or e-mail
• Any exceptions must be approved by the Deans
  Office and Department Chair

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

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Whats new

• Candidate Assistance Policy
• Irregularities and Penalties Procedures and
  Integrity Guidelines
• Cover Page Signatures
• Increased page limit to 22
• Total points is now 134 (see score sheet)

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Whats New (continued)

• Tables and charts are encouraged
• More examples of tables
• More examples, especially for Factor 2
• Major revisions to Factors 2 and 6

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Whats New (continued)

• Organized differently
• Scoring is more objective
• Modeled After KPA
• Electronic submission is permitted/ encouraged

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Whats New in Factor 2

• Requires low, middle and high level objectives
• Must include 2 of Blooms 3 domains
• Many examples of objectives (different levels and
  domains)
• Unit objectives and limitation of the number of
  TWS objectives

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Whats New in Factor 6

• Much more information and explanations are
  provided
• A more detailed Assessment Plan Table is required
• A more detailed Mastery Learning Table is
  required
• More detailed assessment checklists and rubrics
  are provided