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Overview of Teacher Work Sample Methodology TWS Part : 1

Overview of Teacher Work Sample Methodology TWS Part : 1. The Vision. Successful teacher candidates support learning by designing a Teacher Work Sample What is it? It employs a range of strategies and builds on each student’s strengths, needs, and prior experiences.

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Overview of Teacher Work Sample Methodology TWS Part : 1

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  1. Overview of Teacher Work Sample MethodologyTWS Part : 1 Dr.Nesreen Al Homaid

  2. The Vision • Successful teacher candidates support learning by designing a Teacher Work Sample • What is it? • It employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. • Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards: Dr.Nesreen Al Homaid

  3. The Vision • The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. • The teacher sets significant, challenging, varied, and appropriate learning goals. • The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. • The teacher uses regular and systematic evaluations of student learning to make instructional decisions. Dr.Nesreen Al Homaid

  4. TEACHING PROCESSES OF TEACHER WORK SAMPLE Dr.Nesreen Al Homaid

  5. TEACHING PROCESSES OF TEACHER WORK SAMPLE Dr.Nesreen Al Homaid in order to improve teaching practice Reflection and Self-Evaluation

  6. The Vision • The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. • The teacher reflects on his or her instruction and student learning in order to improve teaching practice. Dr.Nesreen Al Homaid

  7. The Assignment • The TWS contains seven teaching processes identified by research and best practice as fundamental to improving student learning. • Each Teaching Process is followed by a TWS: • Standard, • the Task, • Requirements, • and a Rubric that defines various levels of performance on the standard. • The Standards and Rubrics will be used to evaluate the TWS. • The Requirements help document the extent to which each of the standards has been met. Dr.Nesreen Al Homaid

  8. Requirement and Procedures • Teaching a comprehensive unit is required. • Before teaching the unit, the contextual factors are to be described, • learning goals based on state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), • and plan for instruction. • After the unit has been taught, analyze and reflect on student learning. • Then evaluate the instruction and teaching as they relate to student learning. Dr.Nesreen Al Homaid

  9. FormatOwnership. • Complete a cover page that includes • (a) name, • (b) date submitted, • (c) grade level taught, • (d) subject taught, • (e) course number and title, supervisor, faculty and cooperating teacher, • and (g) name of school. Dr.Nesreen Al Homaid

  10. Table of Contents. • Provide a Table of Contents that lists the sections • and attachments in the TWS document with page numbers. Dr.Nesreen Al Homaid

  11. Charts, graphs and attachments • Charts, graphs and assessment instruments are required as part of the TWS document. • Other attachments may be provided such as student work. • However, please be very selective and make sure the attachments provide clear, concise evidence of teaching performance as related to TWS standards and students’ learning progress. Dr.Nesreen Al Homaid

  12. Narrative length. • A suggested page length for the narrative is given at the end of each component section. • There is some flexibility of length across components, but the total length of the written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, • double-spaced in 12-point font, with 1-inch margins, • not including charts, graphs and student work examples. Dr.Nesreen Al Homaid

  13. References and Credits • If another person’s ideas or material are referred to in the narrative, these should be cited in a separate section at the end of the narrative under References and Credits. • Any standard form for references may be used however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”). Dr.Nesreen Al Homaid

  14. Anonymity. • In order to insure the anonymity of students in the class, do not include any student names or identification in any part of the TWS. Dr.Nesreen Al Homaid

  15. TWS Part 1:Contextual Factors • TWS Standard • The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. Dr.Nesreen Al Homaid

  16. Task • Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Dr.Nesreen Al Homaid

  17. Requirements • In the discussion, include: • Community, district and school factors. Address geographic location, community and school population, and other environmental factors may also be addressed. Dr.Nesreen Al Homaid

  18. Classroom factors. • Address physical features, availability of technology equipment and resources and the extent of parental involvement. Also to be discussed are other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement. Dr.Nesreen Al Homaid

  19. Student characteristics. • Address student characteristics which must be considered as instruction design and learning assessed. • Include factors such as age, gender, race/ethnicity, special needs, inclusion, English Language Learners (ELL), achievement/developmental levels, culture, language interests, learning styles/modalities or students’ skill levels. • In the narrative, make sure to address student’s skills and prior learning that may influence the development of learning goals, instruction and assessment. Dr.Nesreen Al Homaid

  20. Instructional implications. • Address how contextual characteristics of the community, classroom and students have implications for instructional planning and assessment. • Include specific instructional implications for English Language Learners (ELL) and special needs inclusion students multiple intelligences and any other factors that will influence how a unit is planned and implemented. • Tell why this information is important to a teacher. Dr.Nesreen Al Homaid

  21. Checklist Dr.Nesreen Al Homaid

  22. Suggested Page Length • 2 – 4 pages. Dr.Nesreen Al Homaid

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