April 3-6, 2008 Rosselli, H. (AACTE/NCATE) 1 Teacher Work Sample Linkages to Oregon State Standards 1. Candidates plan instruction that supports student progress in learning and is appropriate for the developmental level and demonstrate they are able to: –a. Select or write learning goals for units of instruction that are consistent with the school's long-term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one's students; –b. Determine the current performance level of one's students with respect to the learning goals established for a unit of instruction; –c. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals; –d. Determine content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery; –e. Select and organize materials, equipment and technologies needed to teach a unit of instruction; –f. Adapt unit and lesson plans for exceptional learners, and for students with varying cultural, social, and linguistic backgrounds; and –g. Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and reteaching/problem solving. 4. Candidates evaluate, act upon, and report student progress in learning and demonstrate they are able to: –a. Select and/or develop tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures that are valid and reliable to determine the progress of all students including those from diverse cultural or ethnic backgrounds; TWS Linkage to State Standards –b. Document student progress in accomplishing State content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning; –c. Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate; –d. Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families if needed to promote student learning; and –e. Assemble, reflect upon, interpret, and communicate evidence of one's own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further intervention. OAR 584-017-0100 April 3-6, 2008 Rosselli, H. (AACTE/NCATE) 2 WOU TWSM Rubric for Setting Contextual Factors Affecting Teaching and Learning (Met = 11-12) Knowledge of communit y, district and school factors Knowledge of classroom factors Knowledge of student characteristics Overall April 3-6, 2008 3 Detail ed description and analysis of comm unity, district and school factors that are relevant to teaching and learning Detail ed description and accurate portrayal of relevant classroom clim ate and physical environment factors that may affect learning Explains im portant characteristics of students as learners Shows a clear abili ty to be selective in the data included, to interpret that data, and synthesize the information to accurately describe the context in which the work sample is taught. 2 Describes and analy zes comm unity, district and school factors that are relevant to teaching and learning 1 Little evidence of understanding the community, district and school factors that are relevant to teaching and learning Some description and fairly Little description and/or accurate portrayal of inaccurate portrayal of relevant classroom clim ate relevant classroom clim ate and physical environment and physical environment factors that may affect factors that may affect learning learning 0 No evidence of understanding the comm unity, district and school factors that are relevant to teaching and learning No evidence of understanding of what relevant classroom clim ate and physical environment factors are that could affect learning Explains some of the im portant characteristics of students as learners Most of the informational data included is selective, interpreted and synthesized in order to accurately describe the context in which the work sample is taught Minim al to no inclusion of student characteristics that affect learners Unable to be selective in the data included, interpret that data, and synthesize the information in order to accurately describe the context in which the work sample is taught Little explanation of the im portant characteristics of students as learners. Some of the informational data included is selective, interpreted and synthesized in order to accurately describe the context in which the work sample is taught Rosselli, H. (AACTE/NCATE) 3 Principles of Design for Teacher Preparation Programs that Wish to Incorporate with Integrity the Core Elements of Teacher Work Sampling Principle 1 An instructional program needs to be aligned with and supportive of what candidates are asked to do, including the documentation and reporting that is required in completing a work sample. Principle 2 School contexts that model and are supportive of what candidates are asked to do need to be available for practicum and student teaching placements. Principle 3 A supervision, evaluation, and feedback system needs to be in place that provides guided practice in applying and carrying out the tasks teacher work sampling demands of candidates. Principle 4 Judgments about a candidate’s effectiveness as a teacher need to take into account the gains in learning made by every student taught. Principle 5 Documentation of a candidate’s effectiveness as a teacher needs to be accompanied by observations of practice and descriptions of context, as well as evidence of learning gains by students. Principle 6 Multiple lines of evidence need to be considered in reaching a recommendation for licensure, only some of which come through teacher work sampling. Principle 7 Multiple reviewers of evidence need to be involved in preparing a recommendation for a license to teach, only some of whom represent a teacher education faculty. Principle 8 Evidence needs to be assembled and reported by a teacher education faculty on the confidence that can be placed in all lines of evidence collected through teacher work sampling that inform a licensing decision (the reliability and validity of information used). Principle 9 A conceptual map is needed to help inform and give meaning to candidates regarding the way in which the previous 8 principles inform the TWSM. Del Schalock (2006) April 3-6, 2008 Rosselli, H. (AACTE/NCATE) 4 When scoring is too holistic… Table XX: Academic and FSFE Competency Evaluations: Selected Items Special Education Program: SpEd II and SpEd II EI/ECSE from Spring 2004 and Spring 2005 Mean Scores and Standard Deviations 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.94 2.94 3.00 3.00 3.00 3.00 3.00 3.00 2.94 3.00 ( .0 0 )( .0 0 ) ( .0 0 )( .0 0 ) ( .0 0 )( .0 0 ) ( .0 0 )( .0 0 ) ( .0 0 ) ( .0 0 ) ( .2 4 ) ( .2 4 ) ( .0 0 ) ( .0 0 ) ( .0 0 ) ( .0 0 ) ( .0 0 ) ( .0 0 ) ( .2 4 ) ( .0 0 ) 3 2 1 0 Engaged Students in Learning Activities Engaged Students at Intellectual Level Engaged Students at Interest Level Provided Positive Reinforcement Selects Techniques for Cognitive Level (Acad: 4.2 and FSFE 4.3) (Acad: 4.3 and FSFE 4.2) (Acad: 2.2 and FSFE 2.1) (Acad: 4.5 and FSFE 4.5) (Acad: 1.8.4 and FSFE: 2.3) Academic Sp04 n =8 Academic Sp05 n = 21 April 3-6, 2008 FSFE Sp04 n = 12 FSFE Sp05 n = 20 0 = Not included 1 = Incomplete 2 = Emerging/Included but Needs Work 3 = Acceptable/Adequate Scores on Competency Evaluations Gates: Academic Term & FSFE Term n values based on selected teacher candidates Rosselli, H. (AACTE/NCATE) 5 Explanation of WOU Scoring for Term 3 Teacher Work Sample I. Met/Not Met Scores: Passing total score for Term is between 95 and 111. TWS Component Exceeds Setting Goals and Objectives Unit plan Rationale Lesson Plans Assessment Plan and Instruments Assessment Analysis Proficiency Analysis & Reflection Overall Reflection Total Possible 111 106-111 pts **109-114 Note: Exceeds refers to final point total only. Met 11-12 15-18 18-21 16-18 9-12 Partially Met 9-10 12-14 14-17 13-15 7-8 Not Met Below 9 Below 12 Below 14 Below 13 Below 7 11-12 or **13-15 8-9 8-10 6-7 Below 8 or **10 Below 6 7-9 95-105 **97-108 5-6 76-94 Below 5 Below 76 II. Met/Not met Criteria: Throughout the scoring guides there are some criteria that are simply designated as met/not met. These must all be met to receive a passing score. III. A passing score cannot include a score of 1 or 0 for any work sample criteria. IV. One partially met is allowed. IV. Evidence of successful Literacy integration is a requirement to pass. April 3-6, 2008 Rosselli, H. (AACTE/NCATE) 6 Example: Literacy Specific Rubric for Teacher Work Sample (based on work by Dauer, Rice, Schepige, and others) Oregon Literacy content standa rds: Are there Oregon English/Language Arts Content Standards or other Content area specifi c standards included as goals for the unit? It is possible for li teracy to be integrated without directly addressing the Oregon standards? We want t eacher candidates to understand that the Engli sh/Language Arts Standards are im portant for them to use in their planning and teaching as are li teracy related standards addressed in other content areas. A Level 3 score indicates that the teacher candidate is able to use the li teracy content standards in their teaching either through a focus on one standard in depth or by using several standards in a meaningful way. Objectives: Is the integration of li teracy merely an exercise in lower level recall /comprehension with outcomes that are sim pli stic and non-chall enging? Are performance levels all at a sim ple level or do they include some higher level outcomes that wil l all ow students to achieve the standard? Note that scoring a zero for objectives also means a score of zero for formative and pre/post assessments. Literacy Dimensions (media, visual, spatial, graphic, reading, writing, speaking, and li stening): Which dimension(s) of li teracy are included in the unit? Note that it is possible for li teracy dim ensions to be integrated into the unit without specifi cally including an Oregon Engli sh/Language Arts Content Standard (see above). TWS Rationa le: In the rationale, teacher candidates must justify instructional decisions and explain how and why li teracy is integrated. A level 3 score shows there is clear evidence in the rationale that the learning of content and performance im provement is directly supported by li teracy. A Level 2 score shows there is some evidence in the rationale that literacy is integrated and there is justif ication for the need for a particular dim ension, activity, assignment or objective as it relates to learning of content and performance. A Level 1 score shows little evidence in the rationale that clearly li nks li teracy integration to student learning o f content and performance. Level 1 may also include an explanation as to why literacy is not integrated into the unit. A Level 0 score means there is no explanation in the rationale as to why literacy is not integrated, which in turn indicates no awareness of the signifi cance of li teracy to student learning of content and performance. Activities, assignments in lessons: Is the integration of literacy merely an exercise in lower level recall/comprehension with activities or assignments that are not very supportive of student understanding? Are performance levels simpli stic? Or are they engaging, chall enging, using critical thinking skill s, and/or require higher performance levels? Formative Assessment: Is literacy assessed within the lessons or assignments? Are the li teracy objectives ali gned with the assessments? Are formative li teracy assessments used without having li teracy objectives (level 1). Pre/post or Summative Assessment: Is li teracy assessed on the pre and post assessment? Are the li teracy objectives ali gned with the assessments? Is there a summative assessment for li teracy objectives (e.g. scoring guides) that involve research projects, presentations, or other performance based targets? April 3-6, 2008 Rosselli, H. (AACTE/NCATE) 7 WOU Teacher Work Sample Resources Available from AACTE Available from AACTE 2nd book in progress www.wou.edu/provost/extprogram/tws_conference/tws2006conf.html Watch for 2009 Summer TWS Conference in Oregon April 3-6, 2008 Rosselli, H. (AACTE/NCATE) 8