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From Reflection To Meaning: One University's Journey Toward A Teacher Work Sample Accountability Model
Unformatted Document Text:  This presentation will address how our school of education teaches skills and strategies necessary to successfully prepare teachers to meet the needs of the growing diverse p-12 student population while responding to the public mandates by NCLB, our state, and NCATE. D. RelevanceTeacher Works Sampling (TWS) provides one option that answers a key NCLB question: Do university trained teacher candidates make a demonstrable difference in the learning of K-12 students? Through the data and teacher candidate outcomes our teacher education program can better meet the reforms mandated by No Child Left Behind (NCLB) legislation enacted in 2000. E. Conclusions The integration of the Portfolio and TWS has allowed teacher candidates to begin to develop their skills in the area of assessment, planning, teaching, and reflecting with the focus on its impact on p-12 learning. With the use of electronic medium teacher candidates are required to use technology in data management as they draw conclusions about student learning. Section II: Outcomes and Methods A. Learner/participant outcomes:It is anticipated that the participants in this session will understand better how the integration of the Portfolio and TWS using electronic format can impact teacher candidates’ skills, necessary to bring about a positive effect on P-12 student learning. We will share the process and implementation of this assessment piece through electronic format by sharing the process and development of the e-portfolio computer program to support our students’ learning. Participants will also consider this exemplary model as they examine their own programs and discuss the how teacher candidate’s skills can be assessed, documented, and archived. B. Methods:The session will begin with information about the process and procedure integrating the Portfolio and TWS using an electronic format and how it measures specific indicators prescribed by our state department which closely aligns with the National Council of Accreditation of Teacher Education’s (NCATE) standards for education program effectiveness. We will then discuss how assessments are used by participants and how the model might be used by those who are interested. We will finally discuss suggestions for our work and ideas about how we might modify our process.

Authors: Gordinier, Cynthia., Watkins, Paul. and Miller, Chris.
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background image
This presentation will address how our school of education teaches skills and strategies
necessary to successfully prepare teachers to meet the needs of the growing diverse p-12 student
population while responding to the public mandates by NCLB, our state, and NCATE.
D.
Relevance
Teacher Works Sampling (TWS) provides one option that answers a key NCLB question:
Do university trained teacher candidates make a demonstrable difference in the learning of K-12
students? Through the data and teacher candidate outcomes our teacher education program can
better meet the reforms mandated by No Child Left Behind (NCLB) legislation enacted in 2000.
E. Conclusions
The integration of the Portfolio and TWS has allowed teacher candidates to begin to
develop their skills in the area of assessment, planning, teaching, and reflecting with the focus on
its impact on p-12 learning. With the use of electronic medium teacher candidates are required to
use technology in data management as they draw conclusions about student learning.
Section II: Outcomes and Methods
A.
Learner/participant outcomes:
It is anticipated that the participants in this session will understand better how the
integration of the Portfolio and TWS using electronic format can impact teacher candidates’
skills, necessary to bring about a positive effect on P-12 student learning. We will share the
process and implementation of this assessment piece through electronic format by sharing the
process and development of the e-portfolio computer program to support our students’ learning.
Participants will also consider this exemplary model as they examine their own programs and
discuss the how teacher candidate’s skills can be assessed, documented, and archived.
B.
Methods:
The session will begin with information about the process and procedure integrating the
Portfolio and TWS using an electronic format and how it measures specific indicators prescribed
by our state department which closely aligns with the National Council of Accreditation of
Teacher Education’s (NCATE) standards for education program effectiveness. We will then
discuss how assessments are used by participants and how the model might be used by those who
are interested. We will finally discuss suggestions for our work and ideas about how we might
modify our process.


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