Improving Teacher Quality: Using the Teacher Work Sample to Make Evidence-Based Decisions

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Overview

The teacher work sample (TWS) has increasingly become widely adopted as an end-of-program, performance-based assessment for student teachers. Improving Teacher Quality offers a comprehensive introduction to teacher work sample methodology for teacher educators, student teachers, student teacher supervisors, cooperating teachers, program coordinators, and school administrators. This well-organized and clearly written guide shows how implementation of the TWS can catalyze a series of widespread changes in assessment, teaching, and program improvement.

The authors use their extensive experience to describe how to implement the TWS in a carefully sequenced progression that includes creating a valid and reliable system of scoring, teaching reflective thinking skills, making program improvements, and conducting research with TWS data. Helpful suggestions are provided throughout for those interested in adopting the TWS as a performance-based assessment in their teacher education program, those interested in how the TWS can provide evidence of minimal competency, and those interested in how the TWS can provide data for making program improvements.

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Editorial Reviews

Rori Carson
This book is making an invaluable contribution as we revise the assessment being used in our teacher education program. It provides us with valuable guidance, helpful models, and timely suggestions at a critical time in the evolution of our program.
Karen Smith
Improving Teacher Quality is invaluable! Just as the teacher work sample methodology fills a unique need for programs, this rich resource provides singular insight advice for new adopters and for program faculty currently engaged in its use.
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Product Details

  • ISBN-13: 9781607091851
  • Publisher: R&L Education
  • Publication date: 1/16/2010
  • Edition description: New Edition
  • Pages: 240
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.90 (d)

Meet the Author

John E. Henning is professor and chair of the Department of Teacher Education at Ohio University. In addition to the teacher work sample, his research interests include classroom discourse, instructional decision making, and semiotics in education. Frank W. Kohler is professor and interim head of the Department of Special Education at the University of Northern Iowa. His research interests include preparing teachers to implement evidence-based practices and fostering teaming and collaboration in schools. Victoria L. Robinson is associate professor and interim department head of educational leadership at the University of Northern Iowa. She was part of the original Renaissance Teacher Work Sample team, has presented teacher work sample research at over fifty conferences, and has worked with universities to implement the teacher work sample. Barry Wilson is associate professor and director of assessment for the College of Education at the University of Northern Iowa. Research interests include program assessment and improvement in teacher education.

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Table of Contents

List of Figures vii

List of Tables ix

Preface xi

Acknowledgements xiii

Introduction 1

Part I The Rationale for Adoption

Chapter 1 An Overview of TWSM 7

Part II The TWS Prompt

Chapter 2 The TWS Prompt: Planning Processes 21

Chapter 3 The TWS Prompt: Assessment Processes 39

Part III Building a TWS Culture

Chapter 4 Building a TWS Culture 55

Chapter 5 Establishing a Sound and Rigorous Scoring Process 71

Part IV The Role of the TWS in Program Improvement

Chapter 6 Teaching to the TWS 87

Chapter 7 Conducting Research with TWS Data 105

Part V Future Directions

Chapter 8 Revising the TWS 119

Chapter 9 Future Directions for the TWS 129

Appendix A The University of Northern Iowa TWS: for the Student Teaching Level 137

Appendix B TWS Exemplar 165

Appendix C Adapted TWS Prompt 195

Appendix D Adapted TWS Exemplar 203

Appendix E Contextual Factors Paper Assignment 231

References 235

About the Authors 245

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