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
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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)
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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)
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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)
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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
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Principles of Design for Teacher Preparation Programs