Teacher Work Samples are increasingly being used by teacher preparation programs to quantify the complex set of tasks that comprise effective teaching on a daily basis and document the effectiveness of preservice teachers' impact on student learning. The featured case studies from 10 universities and insights from key policy leaders capture current knowledge on practice, research and policy linked to Teacher Work Samples. The book also includes Del Schalock's own description of the evolution of TWS as well as his thoughts about remaining theory development needed to effectively link teacher preparation and student learning.
As accountability in education has become an increasingly prominent topic, teacher preparation programs are being asked to provide credible evidence that their teacher candidates can impact student learning.
Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise effective teaching and documenting the effectiveness of preservice teachers' impact on student learning. Hilda Rosselli, Mark Girod, and Meredith Brodsky, editors of Connecting Teaching and Learning, have assembled case studies from ten universities and insights from key policy leaders. Now implemented in more than 200 colleges and universities across the country as well as in Scotland and Chile, a preponderance of new evidence is evolving from the use of Teacher Work Samples in various venues that is expanding the field's knowledge in areas of practice, research, and policy. This volume also includes a chapter by the forerunner of Teacher Work Sample theory, Del Schalock, with his thoughts about remaining theory development needed to effectively link teacher preparation and student learning. Furthermore, Connecting Teaching and Learning provides practical advice on implementing Teacher Work Samples and is a must-have resource for all educators alike.
Section 1. Context and Evolution
Chapter 1. Teacher Work Sample Methodology at Western Oregon University
Section II. Practice
Chapter 2. Answering the Call: How do we know they can teach?
Chapter 3. The Development, Implementation, and Institutionalization of The Renaissance Teacher Work Sample Model
Chapter 4. Preparing Principals to Use the Teacher Work Sample in Their Schools
Chapter 5. Connecting Teaching and Learning: Teacher Work Samples in a Partnership Context
Chapter 6. Practicing connecting teaching and learning using the Cook School District simulation
Chapter 7. Sowing the Seeds of Multi-institutional Collaborative Research: A Case Study
Section III. Research
Chapter 8. Using TWS Methodology to Establish Credible Evidence for Quality Teacher Preparation
Chapter 9. Generalizability of Teacher Work Samples Across Occasions of Development
Chapter 10. Research on First and Second Year Teachers Using the TWSM and Pathwise Observation Form B
Chapter 11. Contextualizing the Teacher Work Sample: An Evolving Early Childhood Perspective
Chapter 12. Using Teacher Work Sample Data for Program Improvement
Section IV. Policy
Chapter 13. "Student Learning" in Accreditation
Chapter 14. Teacher Work Samples in Louisiana's Teacher Assistance and Assessment Program
Chapter 15. The Performance Assessment for California Teachers: A Policy Case Study of Teacher Work Sampling
Chapter 16. Connecting Teaching, Teacher Preparation And Student Learning: Education's Equivalent In Theory Development And Research To Biology's Genome Agenda
About the Contributors