Teacher Work Sample at

Emporia State Emporia State UniversityUniversity

Ken WeaverKen [email protected]

620-341-5367620-341-5367(Some Slides by Dr. Larry Lyman)(Some Slides by Dr. Larry Lyman)

Teacher Work SampleTeacher Work Samplewww.emporia.edu/teach/tws

The Teachers CollegeThe Teachers College

mailto:[email protected]

http://www.emporia.edu/teach/tws

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)

Collaboration in Its Development

• Emporia and Olathe mentor teachers• Emporia and Olathe elementary interns• Emporia State University faculty• Renaissance Group partner universities• Oklahoma teachers and university professors

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

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

Factor 1: Contextual Contextual Information & Learning Information & Learning EnvironmentEnvironmentEducational Purposes• Increase student’s concept of classroom diversity• Link information about diversity to instructional design

Factor 2: Unit Learning Factor 2: Unit Learning Goals & ObjectivesGoals & ObjectivesEducational Purposes• Promote use of more challenging instruction for 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

Factor 3: Instructional Factor 3: Instructional Design & ImplementationDesign & ImplementationEducational Purposes• Foster use of assessment and 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

Factor 4: Demonstration of Integration SkillsEducational Purposes• Demonstrate the ability

to integrate across and within content fields

• Demonstrate the ability to teach thinking skills

Factor 5: Analysis of Factor 5: Analysis of Classroom Learning Classroom Learning EnvironmentEnvironmentEducational 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

Factor 6: Analysis of Factor 6: Analysis of Assessment ProceduresAssessment Procedures

Educational Purposes• Promote link between learning objectives and assessments• Encourage the use of different assessment formats• Encourage the use of challenging assessments

Factor 7: Reflection and Factor 7: Reflection and Self-EvaluationSelf-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

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

Strengths continued• Use of assessment throughout

instruction• Use of technology• Reflection on successes and

failures in the classroom• High degree of reported impact

on student learning

Challenges• Reflection on professional development plan• Alignment of objectives,

instruction, and assessment• Time to complete during student teaching/internship

Student Teacher/Intern SurveysMost important thing gained from the TWS:

– Planning and implementing units and lessons– Reflecting about my experience of teaching – Learning to evaluate students’ gain scores

Changes to the TWS based on Feedback:

– Having more specific details and better examples

– Reduce repetition– More training sessions

In the last survey of Student Teachers/Interns about the TWS:

• The TWS accurately show-cased my knowledge/skills as a teacher.– 73% agreed; 27% disagreed

• The TWS was a valuable experience to my professional training.– 79% agreed; 21% disagreed

A reversal of opinion from the first survey!

Candidate Mean Scores, Student Gain Scores, and Objective Mastery IndexCandidate mean scores have increased Candidate mean scores have increased from 82% to 95%from 82% to 95%

Student Gain Scores are approximately Student Gain Scores are approximately 65%65%

Objective Mastery Index is approximatelyObjective Mastery Index is approximately 77%77%

Mentor Teacher’s Responsibility #1

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 state or local outcomes.


Help the student teacher plan so that instruction can be completed by

required deadlines.

(See The Teacher Work SampleFlowchart on last page of your

handout)


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 and check progress

toward TWS completion.


Alert the student teaching supervisors if planning and teaching are not going well.


Sign Cover Page! (see p. 6 of your handout)

Ask to see the TWS before signing(See p. 4 of your handout)


Celebrate your student teacher’s success with the completion of

the Teacher Work Sample.

Things to Remember about the Teacher Work Sample #1

• Completed Teacher Work Sample cannot exceed 25 pages

• Supporting material can be included in appendices at the end of the Work Sample


• The student teacher needs to use the cover page included in the Prompt and Evaluation Rubric as their cover page.


• The intern/student teacher should be aware of the Irregularities and Penalties Procedures and Integrity Guidelines (see p. 3 of your handout).

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.


• 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.


• 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).


When completing the TWS, candidates must demonstrate the ability to use:• Descriptive writing skills• Analytical writing skills• Reflective writing skills


• 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.

• 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 by e-mail (see Prompt and Rubric for instructions)

• Any exceptions must be approved by the Dean’s Office and Department Chair


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

• Quality• Completeness• Alignment• Matches Checklists and Rubrics

TWS Scoring ProcessTWS Scoring Process

• All TWSs are scored during a single scoring session, usually on a Saturday.

• Each TWS is scored separately by two trained scorers.

• 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.

Assessor GuidelinesAssessor GuidelinesAvoiding Bias and Other Avoiding Bias and Other

IssuesIssues

Maintain the “Proper” AttitudeMaintain the “Proper” Attitude Excellent teaching takes many facesExcellent teaching takes many faces

Remember that teachers (particularly Remember that teachers (particularly beginning ones) may not make the same beginning ones) may not make the same choices you would makechoices you would make

Treat all performances confidentiallyTreat all performances confidentially If you recognize a candidates’ work, keep If you recognize a candidates’ work, keep

that information to yourselfthat information to yourself

Scoring SubtletiesScoring Subtleties Do not be fooled by writing ability, organization, Do not be fooled by writing ability, organization,

or colorful and interesting materialsor colorful and interesting materials Evidence should be explicitly linked to Evidence should be explicitly linked to

designated components of the TWS, but you designated components of the TWS, but you may have to look for itmay have to look for it Points should not be taken off because the candidate Points should not be taken off because the candidate

didn’t follow directions or put evidence where the didn’t follow directions or put evidence where the guide calls for itguide calls for it

Some TWS require more inference than others Some TWS require more inference than others to scoreto score You may need to combine multiple pieces of evidence You may need to combine multiple pieces of evidence

to decide if a standard has been metto decide if a standard has been met

Pitfalls of ScoringPitfalls of Scoring Pitchfork effectPitchfork effect

A bad section should not cloud your view of later workA bad section should not cloud your view of later work Halo effectHalo effect

Do not allow one spectacular section to blur your vision Do not allow one spectacular section to blur your vision regarding the remaining sectionsregarding the remaining sections

Leniency/stringencyLeniency/stringency The best way to avoid this is to constantly refer to the The best way to avoid this is to constantly refer to the

scoring guide and rubricscoring guide and rubric Tending toward the centerTending toward the center

Do not take the easy way and rate everything down the Do not take the easy way and rate everything down the middle middle

CaveatsCaveats ““Weird” stuffWeird” stuff

If it is so poorly done, give it back If it is so poorly done, give it back to us.to us.

Personal biasesPersonal biases Do not use personal experience, Do not use personal experience,

beliefs, or values to score the beliefs, or values to score the samplesample

““I used cooperative learning once and I used cooperative learning once and it didn’t work”it didn’t work”

Anti-Bias TrainingAnti-Bias TrainingWhat to look for in my own What to look for in my own

opinions?opinions?

Bias Recording SheetsBias Recording Sheets What would you consider to be the What would you consider to be the

traits of an traits of an excellentexcellent teacher work teacher work sample in terms of content, format, sample in terms of content, format, organization, and style?organization, and style?

What would you consider to be the What would you consider to be the traits of a traits of a poorpoor teacher work sample teacher work sample in terms of content, format, in terms of content, format, organization, and style?organization, and style?

ReviewReview Candidate AssistanceCandidate Assistance PolicyPolicy

Irregularities and Penalties Procedures and Irregularities and Penalties Procedures and Integrity GuidelinesIntegrity Guidelines

Cover Page SignaturesCover Page Signatures

Page limit is a firm 25 pages and total points is Page limit is a firm 25 pages and total points is 134 (see score sheet)134 (see score sheet)

Tables and charts are encouraged and more Tables and charts are encouraged and more examples of tables are providedexamples of tables are provided

Review (continued)Review (continued) Electronic submission is permitted/ encouragedElectronic submission is permitted/ encouraged

Kansas Performance Teaching Kansas Performance Teaching PortfolioPortfolio

Task 1: Contextual Information & Learning Task 1: Contextual Information & Learning Environment FactorsEnvironment Factors

Task 2: Designing InstructionTask 2: Designing Instruction Task 3: Teaching and LearningTask 3: Teaching and Learning Task 4: Reflection and ProfessionalismTask 4: Reflection and Professionalism Videotaping of two lessons required and the Videotaping of two lessons required and the

basis for the reflection piecebasis for the reflection piece 35 pages35 pages KPTP currently being validatedKPTP currently being validated

NCATENCATE

The National Council for Accreditation of The National Council for Accreditation of Teacher Education is the accrediting body Teacher Education is the accrediting body for teacher education at Emporia State.for teacher education at Emporia State.

ESU’s next accreditation visit is fall of 2010.ESU’s next accreditation visit is fall of 2010. We rely on our mentor and cooperating We rely on our mentor and cooperating

teachers to partner with us in preparation for teachers to partner with us in preparation for the visit and participating in interviews with the visit and participating in interviews with the NCATE team. the NCATE team.

Documents

Teacher Work Sample at