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Association: Name: American Association of Colleges for Teacher Education URL: http://www.aacte.org
Citation: URL: http://www.allacademic.com/meta/p207640_index.html Direct Link: HTML Code:

Everington, Caroline., Johnson, Lisa. and Green, Susan. "Winthrop University: The Impact of Work Samples for Assessment of P-12 Learning and Candidate Effectiveness" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2008-12-11 <http://www.allacademic.com/meta/p207640_index.html>

Everington, C. , Johnson, L. E. and Green, S. K. "Winthrop University: The Impact of Work Samples for Assessment of P-12 Learning and Candidate Effectiveness" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA <Not Available>. 2008-12-11 from http://www.allacademic.com/meta/p207640_index.html

Publication Type: Symposium Paper Abstract: The Winthrop University teacher education program has used work sample methodology to document the effectiveness of our candidate’s instruction on P-12 learners for five years. This assignment, the Internship Work Sample (IWS), is an instructional unit modeled on the Renaissance Group Teacher Work Sample (Pankrantz, 2004). The IWS is completed in the student teaching (internship) semester, and P-12 learning documented through candidate report of pre-post assessment scores and student mastery of instructional goals. These data are aggregated at the unit level to determine candidate impact. This assignment not only provides the documentation of P-12 learning impact, but, more importantly, it gives rich information for program improvement. The IWS is a very powerful tool for documenting many aspects of effective teaching, such as integration of technology, instructional modifications for diverse learners, and use of P-12 student performance for instructional improvement. To capture this information, faculty in the teacher education programs review the completed work samples each summer. This information is aggregated and shared with faculty in program areas each fall. This process has resulted in significant changes in instructional methods and pedagogy classes. In this session, we will describe (a) the IWS and scoring rubric, (b) methods used by faculty for analysis of the IWS assignments (and for capturing P-12 learning), (c) strategies for sharing these data with program faculty, and (d) the resulting impact on the teacher preparation programs over a five year time period.

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