TWS Aids for Student Teachers & TWS Aids for Student Teachers & InternsInterns

Overview of TWS

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

TWS

The TWS Vision

TWS

The TWS Vision is to:

Connect the performance of candidates to PK-12 student learningAssess candidate performance relative to national, state, and institutional standardsProvide a framework for teacher professional developmentDevelop self-assessment & reflection skills

The Renaissance Partnership

“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

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.

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 EL431Secondary (Phase 1) complete a “Practice” TWS (prior to student teaching).Secondary (Phase 2) complete a TWS as part of the ED431 course.Alternate Route interns complete a TWS as part of the ED894 Internship II course.ESU supervisors will provide appropriate assistance to interns.Mentor teachers/supervisors may provide assistance as provided by the TWS Assistance Policy.

TWS

Bloom’s Taxonomy & Stenberg’s Triarchic Levels

Use Benjamin Bloom’s Taxonomy to classify and label your objectives. Robert Sternberg’s Triarchic Levels may also help you understand cognitive type objectives. Following are some web sites that will provide additional information. Bloomhttp://itc.utk.edu/~jklittle/edsmrt521/cognitive.htmlhttp://itc.utk.edu/~jklittle/edsmrt521/affective.htmlhttp://itc.utk.edu/~jklittle/edsmrt521/psychomotor.html

http://www.humboldt.edu/~tha1/bloomtax.html Sternberghttp://www.wilderdom.com/personality/L2-

2SternbergTriarchicTheory.htmlhttp://tip.psychology.org/stern.html

Interns/student teachers should Interns/student teachers should show:show:

A high level of questions and reflections Strong performance assessment Proficiency at implementing modifications and adaptations Sensitivity to student learning

DETAILS

EXAMPLES

TWS ScoringTWS Scoring

Completed Teacher Work Samples will be assessed by trained evaluators for:

Quality Completeness Alignment Checklists and rubrics (detailed in a later

presentation)

You will be challenged to show quality in Assessment design Reflection on professional development plan Alignment of objectives, instruction, and assessment

Overview of 7 Teacher Work Sample Overview of 7 Teacher Work Sample FactorsFactors

Demonstrates knowledge of:• community & school factors• characteristics of students• students’ varied approaches to learning• students’ skills & prior learning• QPA/NCA school improvement planDemonstrates implications for instruction & assessment

Contextual Information &

Learning Environment

Unit Learning Goals & Objectives

Includes a variety that are significant & challengingAppropriates for studentsAligned with standardsFocused on student learningClassified according to level & domain

Factors

Instructional Design & Implementation

Aligned with learning goals & instructionClarifies criteria for performanceIncludes multiple instructional strategies & approachesIncludes adaptations on individual student needsDemonstrates appropriate use of technology

Demonstration of Integration Skills

Analysis of Classroom Learning

Environment

Analysis of Assessment Procedures

Reflection & Self-Evaluation

Demonstrates the ability to integrate instruction across and within subject matter fields

Demonstrates:• motivation skills• communication skills• classroom management skills• how classroom environmental factors affect learning

Interprets dataAligns assessments with TWS objectivesProvides evidence of impact on student learningDemonstrates variety of assessmentsJustifies assessments & adaptations

Demonstrate: • Effect on student learning • Implications for future teaching of this unit • Implications for professional development • Alignment among goals, instruction & assessment

CHECKLIST

ChecklistChecklistUse the following checklist to help ensure that your TWS meets

guidelines and recommendations:

Your completed work must not exceed 25 pages (12 point font, double-spaced with one-inch margins) with the numbering starting with content addressing Factor 1You must use the cover page providedDo not include any names of your students anywhere in your completed Teacher Work Sample; instead

refer to students by number or aliasIf you hand in a paper copy, do not put it into a notebook or folder; staple it in the upper left hand cornerBe sure pages are numberedInclude your name on the Cover Page only (not on every page) so that your TWS can be scored anonymouslyClassify Unit Objectives as low, middle, and high levels, and label each objective according to its domain (cognitive, affective, or psychomotor)The pre- and post-assessments should be related specifically to the TWS Objectives identified in Factor 2Pre- and post-assessments need not be the same but must measure the same TWS Objectives in the same waysDemonstrates the ability to use

Descriptive writing skills, Analytical writing skills, Reflective writing skillsDemonstrates that the student teacher has made appropriate modifications and adaptations inteaching to meet the learning needs of all studentsMust be received in the Dean’s Office by the date indicated

Delivered by e-mail, mail or in personAll exceptions related to TWS must be approved by the Associate Dean and department chair

If you are having problems, contact your university supervisor

KSDE Performance Assessment Flow KSDE Performance Assessment Flow ChartChart

Identifyunit topic.

Develop well aligned goals/ outcomes for unit.

Specify Performanceoutcomes/objectives for unit.

Develop assessment plan.

Describesetting/ context oflearning.

Design instruction tofulfill outcomes &meet students’needs (withaccommodationsas needed)

Analyze and record pre-assessment data (individual & groups).

Conduct pre-assessment of learners.

Design/align pre-assessment with items for each goal.

Teaching and learning activities

Analyze pre & post assessment data by individual, groups, & goals.

Display student learning gain scores in graphic form.

Write a narrative interpretation of the data.

Write a reflective essay andself-evaluation (What have I learned from the experience).

Conduct post-assessmentof learners.

Deadlines to be announced

Use national,state, district,and/or schoolstandards/goals