TWS Aid for Supervisors & Mentor Teachers
Background on the 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
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
TWS
Overview of 7 Teacher Work Sample Factors
Contextual
Information &
Learning
Environment
Unit Learning
Goals & Objectives
Demonstrates knowledge of:
• community & school factors
• characteristics of students
• students’ varied approaches to learning
• students’ skills & prior learning
• QPA/NCA school improvement plan
Demonstrates implications for instruction & assessment
Instructional Design
& Implementation
Reflection &
Self-Evaluation
Demonstrate:
• Effect on student learning
• Implications for future teaching of this unit
• Implications for professional development
• Alignment among goals, instruction & assessment
Factors
Aligned with learning goals & instruction
Clarifies criteria for performance
Includes multiple instructional strategies & approaches
Includes adaptations on individual student needs
Demonstrates appropriate use of technology
Demonstration of
Integration Skills
Analysis of
Assessment
Procedures
Interprets data
Aligns assessments with TWS objectives
Provides evidence of impact on student learning
Demonstrates variety of assessments
Justifies assessments & adaptations
Includes a variety that are
significant & challenging
Appropriates for students
Aligned with standards
Focused on student learning
Classified according to level & domain
Analysis of
Classroom Learning
Environment
Demonstrates:
• motivation skills
• communication skills
• classroom management skills
• how classroom environmental factors affect learning
Demonstrates the ability to integrate
instruction across and within subject
matter fields
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.
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
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
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
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 student’s competency level
Outcomes of the Use of TWS
Cooperating/Mentor teachers:
Reflect more on their teaching
Are more sensitive to assessments
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
Mentor Teacher’s 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 teacher’s success with the TWS process