Emporia State University
The Teachers College
Teacher Work Sample
www.emporia.edu/teach/tws
Phil Bennett
bennettp@emporia.edu
620-341-5367
(Some Slides by Dr. Larry Lyman)
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 and Use
•
Emporia and Olathe mentor teachers
•
Emporia and Olathe elementary interns
•
Emporia State University faculty
•
Renaissance Group partner universities
•
Oklahoma teachers and university professors
•
Kansas Performance Assessment to obtain
professional license
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
Information & Learning
Environment
Educational Purposes
• Increase student’s concept of
classroom diversity
• Link information about
diversity to instructional design
Factor 2: Unit Learning
Goals & Objectives
Educational Purposes
• Promote use of more challenging instruction
or 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 Design
& Implementation
Educational Purposes
• Foster use of assessment & 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 Skills
Educational Purposes
• Demonstrate the ability
to integrate across and
within content fields
• Demonstrate the ability
to teach thinking skills
Factor 5: Analysis of Classroom
Learning Environment
Educational 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 an appropriate
motivational skills
Factor 6: Analysis of
Assessment 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
Self-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
• 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
Surveys
Most important thing gained from the TWS:
– Planning and implementing units and lessons
– Reflecting about my experience of teaching
– Learning to evaluate students’ gain scores
The 0ne thing that would improve the TWS:
– Having more specific details and better examples
– Reduce repetition
– More training sessions
Spring 2005 Survey
“Agree-disagree” questions
• The TWS accurately show-cased my
knowledge/skills as a teacher.
– 27% disagree; 73% agreed
• The TWS was a valuable experience to
my professional training.
– 21% disagree; 79% agree
Means for Candidate Scores,
Learning Gain, Objective
Mastery Index
Candidate mean scores have
increased from about 82 % to 90%
Student Gain Scores are
approximately 65%
Objective Mastery index is
approximately 77%
Mentor Teacher’s Responsibility #1
Become familiar with the goals
and requirements of the
Teacher Work Sample
Mentor Teacher’s Responsibility #2
Help the student teacher
identify an appropriate goal
for the instructional sequence
which is linked to a state or
local outcomes
Mentor Teacher’s Responsibility #3
Help the student teacher plan so that
instruction can be completed by
required deadlines
(See The Teacher Work Sample
Flowchart in the TWS Prompt and Rubric)
Mentor Teacher’s Responsibility #4
Suggest resources which might be
useful to the student teacher in
planning and teaching the goal
Mentor Teacher’s Responsibility #5
Provide feedback to the student
teacher about planning and
teaching and check progress
toward TWS completion
Mentor Teacher’s Responsibility #6
Alert the student teaching supervisor
if planning and teaching is not
going well
Mentor Teacher’s Responsibility #7
Sign Cover Sheet!
Ask to see the TWS Before Signing
(See instructions in the Prompt and Rubric)
Mentor Teacher’s Responsibility #8
Celebrate your student teacher’s
success with the Teacher Work
Sample Completion
Things to Remember about the
Teacher Work Sample #1
• Completed Teacher Work Sample
cannot exceed 22 pages
• Supporting material can be included in
appendices at the end of the Work
Sample
Things to Remember about the
Teacher Work Sample #2
• The student teacher needs to use the
cover page included in the Prompt and
Evaluation Rubric as their cover page.
Things to Remember about the
Teacher Work Sample #3
The intern/student teacher should be
aware of the
Irregularities and Penalties Procedures
and Integrity Guidelines
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.
Things to Remember about the
Teacher Work Sample #5
• 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.
Things to Remember about the
Teacher Work Sample #6
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).
Things to Remember about the
Teacher Work Sample #7
When completing the TWS, candidates
must demonstrate the ability to use:
• Descriptive writing skills
• Analytical writing skills
• Reflective writing skills
Things to Remember about the
Teacher Work Sample #8
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.
Things to Remember about the
Teacher Work Sample # 9
•
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 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 Process
• All TWSs are scored during a single scoring session,
usually on a Saturday
• Each TWS is scored separately by two trained scores
• 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 Guidelines
Avoiding Bias and Other Issues
Maintain the “Proper” Attitude

Excellent teaching takes many faces


Remember that teachers (particularly
beginning ones) may not make the same
choices you would make
Treat all performances confidentially

If you recognize a candidates work, keep that
information to yourself
Scoring Subtleties


Do not be fooled by writing ability, organization, or
colorful and interesting materials
Evidence should be explicitly linked to designated
components of the TWS but you may have to look for
it


Points should not be taken off because the candidate didn’t
follow directions or put evidence where the guide calls for it
Some TWS require more inference than others to
score

You may need to combine multiple pieces of evidence to
decide if a standard has been met
Pitfalls of Scoring

Pitchfork effect


Halo effect


Don’t allow one spectacular section to blur your vision
regarding the remaining sections
Leniency/stringency


A bad section should not cloud your view of later work
The best way to avoid this is to constantly refer to the scoring
guide and rubric
Tending toward the center

Don’t take the easy way and rate everything down the
middle
Caveats

“Weird” stuff


If it so poorly done, give it back to us.
Personal biases

Don’t use personal experience, beliefs,
or values to score the sample

“I used cooperative learning once and it
didn’t work”
Anti-Bias Training
What to look for in my own
opinions?
Bias Recording Sheets


What would you consider to be the traits
of an excellent teacher work sample in
terms of content, format, organization,
and style?
What would you consider to be the traits
of a poor teacher work sample in terms of
content, format, organization, and style?
What’s new
 Candidate Assistance Policy
 Irregularities and Penalties Procedures and
Integrity Guidelines
 Cover Page Signatures
 Increased page limit to 25 and total points to 134
(see score sheet)
 Tables and charts are encouraged and more
examples of tables are provided
What’s New (continued)
 Major revisions to Factors 2 and 6
 Organized differently
 Scoring is more objective
 Modeled After KPA
 Electronic submission is permitted/ encouraged
What’s New in Factor 2
 Requires low, middle and high level objectives
 Must use Bloom’s 3 domains
 Many examples of objectives (different levels
and domains)
 Unit objectives and limitation of the number of
TWS objectives
What’s New in Factor 6
 Much more information and explanations are
provided
 A more detailed Assessment Plan Table is
required (see example)
 A more detailed Master Learning Table is
required (see example)
 More detailed assessment checklists and
rubrics are provided