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• W387356443 abstract "INTRODUCTION The Teacher Work Sample (TWS) is an outgrowth of standards-based curriculum for teacher education (Girod, 2002). It was conceptualized as a means to connect teaching and learning meaningfully and to document teacher candidate and unit work systematically. presumes that teaching will lead to learning and that the knowledge and skills needed to help all children accomplish designated learning outcomes of importance are in place (Schalock, 2002, p. 51). Foundational to the TWS framework is that teacher candidates are responsible for bringing about learning gains in all pupils (Brodsky, 2002). This concept is a hallmark of Standards-Based Educational System and is in direct opposition to a Norm-Referenced System, which claims that some students are just smarter than others, and the groupings of students can vary the impact of content material (U.S. Department of Defense Education Activity, n.d.). The TWS is an exhibit providing evidence of a teacher candidate's ability to design, implement, and assess standards-based student learning and to reflect on that learning process in a meaningful manner (Renaissance Partnership Project, 2004). As with other systems for teacher candidate evaluation, it is a primary data source that grew from research on teaching (Danielson & McGreal, 2000). In addition, it can be used to screen out unqualified teacher candidates from certification (Haefele, 1993). It provides an opportunity for data-driven improvement of teacher candidates and their students (Schmoker, 1999). The TWS verifies that teacher candidates have mastered the knowledge and skills gained in the teacher education program and determines the extent to which students have made academic gains as a direct result of the candidate's teaching. The TWS can also provide evidence that a teacher candidate can establish scaffolds for complex skills and procedures and accommodate the current diversity in our classrooms (Glasgow & Hicks, 2003). Sam Houston State University (SHSU) teacher candidates develop a TWS around a 1-week unit of study to be completed in the first half of their student teaching semester. All of the information gathered for the work samples are based on each individual teacher candidate's school assignment and aligned with the following teaching processes: Contextual factors: A specific discussion addressing community, district, school, classroom factors, student characteristics and instructional implications. Learning Objectives: A discussion addressing the learning objectives, aligning them with state standards, types and levels of learning objectives, and their appropriateness in terms of development. Assessment Plan: An overview of the assessment plan, including how pre- and postassessment plans are aligned with learning objectives, how formative assessment will help determine students progress during the unit. Design for Instruction: A discussion of the result of a preassessment and how it will guide instruction or modifications of the learning objectives, a unit overview, what activities will be used and how technology will be integrated. Instructional Decision Making: Provide two examples of when a student's learning or response caused a modification of a portion of original design for instruction. Analysis of Student Learning: Provide a complete analysis of data to explain progress and achievement for the whole class, two subgroups and two individual students. Reflection and Self-Evaluation: A discussion of possible reasons for the student's success, nonsuccess and describe two professional learning objectives that emerged from insights and experiences with TWS. (See Appendix A.) Teacher candidates are given prompts for all sections of the TWS and rubrics are provided for scoring. No longer are teacher candidates equating how much their students learned by how much fun they had during the unit (Henning et al. …" @default.
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• W387356443 date "2010-01-01" @default.
• W387356443 modified "2023-09-24" @default.
• W387356443 title "The Power of TWS: Exploring the Impact of the Teacher Work Sample (TWS) on Teacher Candidates' Ability to Reflect on Teaching and Learning" @default.
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