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Teacher Work Sample Methodology and Teacher Quality: Methods and Data
Unformatted Document Text:  Title: Teacher Work Sample Methodology and Teacher Quality: Methods and Data The teacher work sample focuses on the assessment of student learning and adapting assessment and instructional strategies to meet student needs. Methods, data, and lessons learned will be shared. SECTION I: CONTENT A. Statement of the issue: Clearly state the issue that focuses your presentation, provide relevant background, and place the problem in a broader academic context. The University is a recently completed part of the Renaissance Partnership teacher work sample (TWS) project. It was a five-year initiative by eleven teacher preparation institutions in ten states to improve the quality of their graduates and teachers in local partner schools by focusing attention on P-12 student learning. All eleven institutions are members of the Renaissance Group whose presidents, provosts and deans have collaborated on issues of teacher preparation. The goal of the TWS project is for institutions to become accountable for the impact of teacher graduates on student achievement by developing systems to measure and improve teacher candidates' ability to facilitate student learning. Methods used and data collected will demonstrate the effect use of the TWS methodology. B. Literature review: Provide a synthesis of the literature or knowledge base related to your topic; highlight competing hypotheses or major schools of thought. The University has identified seven performance areas that if improved will significantly increase the ability of teacher candidates and school practitioners to facilitate learning of all P-12 students. They include: Contextual Information and Learning Environment, 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. The seven performance areas are based on considerable review of the current literature by the Renaissance Partnership institutions and on examination of the use of the teacher work sample method by other institutions. In addition, significant changes occurred as a result of input from P-12 teachers and administrators, university faculty, and teacher education candidates. Recently the state has adopted the University’s teacher work sample model. As a result of the state adoption, additional changes have been made. The teacher work sample has been fully implemented since Spring 2003 and the new version was piloted Spring 2005. C. Contribution: Discuss how your work relates to the conference strand under which you are submitting the proposal. Educators and the public are seeking ways to assess teacher performance based on student learning. While the actual “value added” is important, it is essential that teachers analyze their teaching methods and decide why students have or have not learned. The teacher work sample method attempts to do both. In this way it will contribute to the advancement of the knowledge base on future thinking of the profession. A big part of the TWS projects is the focus on tracking the learning of each individual student (ensuring that every student is learning) and adapting assessment and instructional strategies to

Authors: Bennett, Phillip., Bland, Paul. and Neill, Steve.
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Title: Teacher Work Sample Methodology and Teacher Quality: Methods and Data
The teacher work sample focuses on the assessment of student learning and adapting assessment
and
instructional strategies to meet student needs. Methods, data, and lessons learned will be
shared.
SECTION I: CONTENT
A. Statement of the issue: Clearly state the issue that focuses your presentation, provide relevant
background, and place the problem in a broader academic context.
The University is a recently completed part of the Renaissance Partnership teacher work sample
(TWS) project. It was a five-year initiative by eleven teacher preparation institutions in ten
states to improve the quality of their graduates and teachers in local partner schools by focusing
attention on P-12 student learning. All eleven institutions are members of the Renaissance
Group whose presidents, provosts and deans have collaborated on issues of teacher preparation.
The goal of the TWS project is for institutions to become accountable for the impact of teacher
graduates on student achievement by developing systems to measure and improve teacher
candidates' ability to facilitate student learning. Methods used and data collected will
demonstrate the effect use of the TWS methodology.
B. Literature review: Provide a synthesis of the literature or knowledge base related to your
topic; highlight competing hypotheses or major schools of thought.
The University has identified seven performance areas that if improved will significantly
increase the ability of teacher candidates and school practitioners to facilitate learning of all P-12
students. They include: Contextual Information and Learning Environment, 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. The seven performance areas are based on considerable review of the
current literature by the Renaissance Partnership institutions and on examination of the use of the
teacher work sample method by other institutions. In addition, significant changes occurred as a
result of input from P-12 teachers and administrators, university faculty, and teacher education
candidates. Recently the state has adopted the University’s teacher work sample model. As a
result of the state adoption, additional changes have been made. The teacher work sample has
been fully implemented since Spring 2003 and the new version was piloted Spring 2005.
C. Contribution: Discuss how your work relates to the conference strand under which you are
submitting the proposal.
Educators and the public are seeking ways to assess teacher performance based on student
learning. While the actual “value added” is important, it is essential that teachers analyze their
teaching methods and decide why students have or have not learned. The teacher work sample
method attempts to do both. In this way it will contribute to the advancement of the knowledge
base on future thinking of the profession.
A big part of the TWS projects is the focus on tracking the learning of each individual student
(ensuring that every student is learning) and adapting assessment and instructional strategies to


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