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Teacher Work Sample Methodology and Teacher Quality: Methods and Data
Unformatted Document Text:  Analytic and holistic exemplars are being developed for future rater training sessions. Raters are selected and paid to assure participation of committed individuals. D. Relevance: Discuss how your proposal relates to at least two of the following perspectives: implications for policy; using qualitative or quantitative evidence to inform policy or practice; successful (exemplary) practices. The most significant impact on policy is that the state has developed a performance assess based on the University’s TWS. This assessment will be used to determine a whether a 2-year, conditionally licensed teacher is granted a 5-year, professional license. Faculty have developed course specific methods to introduce the TWS to their students, and tied it into what was being learned in the classroom. Student teaching supervisors and university faculty gathered to develop a series of research proposals involving the TWS. Participants identified links between PDS program learning/teaching outcomes and TWS indicators. In this way, the TWS has had a significant impact on practice within the university and PK-12 schools teacher work sample evaluation factors have been aligned with standards from the National Council for the Accreditation of Teacher Education, and TWS data is a part of the curriculum development process for accreditation. Faculty and project personnel met to identify links between TWS indicators and specific NCATE performance criteria. A number of universities have adopted a TWS model as an exemplary practice to document candidate impact on student learning. E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes can result from this work. The University is in the fourth year of data collection on the TWS. The data collected has not only been instrumental in driving the development of the TWS prompt and rubric, but it has led to classroom change. Even after several years, a summer committee is reviewing data to make plans for further improvement in the use of the TWS methodology. Faculty have been invited to present the TWS process to its state’s 22 teacher preparation institutions, to present at a state professional development schools alliance conference, and to help other states develop and implement the TWS process. The University conducted a study during Spring and Fall 2002 semesters to compare differences in TWS performance between PDS and “On-Campus” candidates. Candidates are just beginning to realize the true value of the TWS. In the third survey of candidates that was just complete for Spring 05, over 70% of the student teachers agreed that the TWS accurately show-cased their knowledge/skills as a teacher and was a valuable experience to their professional training. Overall, the impact of the TWS is that most methods courses will change, there is greater collaboration between education and arts and sciences, greater collaboration with PK-12 schools, and candidates see the “big picture” of what is involved in the teaching process. Candidates particular become more mindful of the importance of student learning. SECTION II: OUTCOMES AND METHODS

Authors: Bennett, Phillip., Bland, Paul. and Neill, Steve.
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Analytic and holistic exemplars are being developed for future rater training sessions. Raters are
selected and paid to assure participation of committed individuals.
D. Relevance: Discuss how your proposal relates to at least two of the following perspectives:
implications for policy; using qualitative or quantitative evidence to inform policy or
practice; successful (exemplary) practices.
The most significant impact on policy is that the state has developed a performance assess based
on the University’s TWS. This assessment will be used to determine a whether a 2-year,
conditionally licensed teacher is granted a 5-year, professional license.
Faculty have developed course specific methods to introduce the TWS to their students, and tied
it into what was being learned in the classroom. Student teaching supervisors and university
faculty gathered to develop a series of research proposals involving the TWS. Participants
identified links between PDS program learning/teaching outcomes and TWS indicators. In this
way, the TWS has had a significant impact on practice within the university and PK-12 schools
teacher work sample evaluation factors have been aligned with standards from the National
Council for the Accreditation of Teacher Education, and TWS data is a part of the curriculum
development process for accreditation. Faculty and project personnel met to identify links
between TWS indicators and specific NCATE performance criteria. A number of universities
have adopted a TWS model as an exemplary practice to document candidate impact on student
learning.
E. Implication for Action: Outline what concrete changes, activities, policies, research, or other
outcomes can result from this work.
The University is in the fourth year of data collection on the TWS. The data collected has not
only been instrumental in driving the development of the TWS prompt and rubric, but it has led
to classroom change. Even after several years, a summer committee is reviewing data to make
plans for further improvement in the use of the TWS methodology.
Faculty have been invited to present the TWS process to its state’s 22 teacher preparation
institutions, to present at a state professional development schools alliance conference, and to
help other states develop and implement the TWS process. The University conducted a study
during Spring and Fall 2002 semesters to compare differences in TWS performance between
PDS and “On-Campus” candidates.
Candidates are just beginning to realize the true value of the TWS. In the third survey of
candidates that was just complete for Spring 05, over 70% of the student teachers agreed that the
TWS accurately show-cased their knowledge/skills as a teacher and was a valuable experience to
their professional training.
Overall, the impact of the TWS is that most methods courses will change, there is greater
collaboration between education and arts and sciences, greater collaboration with PK-12 schools,
and candidates see the “big picture” of what is involved in the teaching process. Candidates
particular become more mindful of the importance of student learning.
SECTION II: OUTCOMES AND METHODS


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