Assessing and Improving Technology Integration Skills for Preservice Teachers Using the Teacher Work Sample

2009 ◽  
Vol 41 (1) ◽  
pp. 39-62 ◽  
Author(s):  
Charles R. Graham ◽  
Tonya Tripp ◽  
Nancy Wentworth
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences

2005 ◽  
Vol 40 (3) ◽  
pp. 188-207 ◽  
Author(s):  
John E. Henning ◽  
Andrea DeBruin‐Parecki ◽  
Becky Wilson Hawbaker ◽  
Curtis P. Nielsen ◽  
Elana Joram ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Field Experiences ◽  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Early Field Experiences

Fairness of the Teacher Work Sample

2019 ◽  
Author(s):  
Christina Yuknis
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Teacher Preparation Program ◽  
High Stakes ◽  
Work Sample ◽  
Race And Gender ◽  
Hearing Status ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Teacher Workforce

This article presents the results of an evaluation of the fairness of the Teacher Work Sample (TWS), a performance assessment for preservice teachers as used at one university, for candidates in a general education or a deaf education teacher preparation program. The TWS is a high-stakes assessment, and as such, issues of fairness and reliability are critical, particularly when trying to promote increased diversity in the teacher workforce. Dimensions of ethnicity, gender, and hearing status are reviewed as part of this study. A brief overview of the TWS will be provided, followed by a discussion of the study and a discussion of the implications for practice and further research. Results indicated that all of the components of the TWS were fair along lines of hearing status, race, and gender, although the disparate impact assessment revealed that there is an overall impact for program completion based on candidates’ race. Possible reasons for this impact as well as suggestions for improvement are provided.

The Value of the Teacher Work Sample for Improving Instruction and Program

2007 ◽  
Vol 29 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Roberta Devlin-Scherer ◽  
Greer Burroughs ◽  
Jim Daly ◽  
William McCartan
Keyword(s):  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Improving Instruction

The Teacher Work Sample: A Professional Culminating Activity that Integrates General Studies Objectives

2012 ◽  
Vol 61 (4) ◽  
pp. 369-387
Author(s):  
Jean E. Benton ◽  
David Powell ◽  
Mary Ann DeLine ◽  
Alberta Sautter ◽  
Mary Harriet Talbut ◽  
...  
Keyword(s):  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
General Studies

scholarly journals Teacher Work Sample Methodology: Displaying Accountability Of U.S. Teacher Education Program Effectiveness

2011 ◽  
Vol 8 (10) ◽  
pp. 17
Author(s):  
Donna Cooner ◽  
Cerissa Stevenson ◽  
Heidi Frederiksen
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Program Effectiveness ◽  
Teacher Education Program ◽  
Field Research ◽  
Teacher Licensure ◽  
Work Sample ◽  
Teacher Work Sample ◽  
Teacher Work ◽  
Sample Methodology

Productive strategies for evaluating outcomes in teacher licensure programs are becoming increasingly important in the education field. Research data from 492 teacher licensure program completers from 2006-2009 in the School of Education, Colorado State University, Fort Collins, Colorado (USA) was compiled after accreditation by the Colorado Department of Higher Education (CDHE) and the Teacher Education Accreditation Council (TEAC). Three categories including subject matter knowledge, pedagogy, and caring teaching skills were acknowledged in accreditation. An important pedagogy experience for students during the licensure program was teacher work sample methodology. This article discusses teacher work sample methodology, explains the experience of building a teacher work sample (TWS) and presents data regarding students results from TWS rubrics. Findings demonstrate teacher education program effectiveness and highlight the effective use of TWSs to meet accreditation requirements.

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