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Improving Teacher Quality: Using the Teacher Work Sample to Make Evidence-Based Decisions, by John Henning, Frank Kohler, Victoria Robinso
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The teacher work sample (T.W.S.) has become increasingly 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 T.W.S. 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 T.W.S. 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 T.W.S. data. Helpful suggestions are provided throughout for those interested in adopting the T.W.S. as a performance-based assessment in their teacher education program, those interested in how the T.W.S. can provide evidence of minimal competency, and those interested in how the T.W.S. can provide data for making program improvements.
- Sales Rank: #4874397 in Books
- Published on: 2010-01-16
- Original language: English
- Number of items: 1
- Dimensions: 9.09" h x .79" w x 6.09" l, 1.10 pounds
- Binding: Paperback
- 240 pages
Review
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. (Rori Carson, assistant dean, Western Illinois University)
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. (Karen Smith, dean, Sam Houston State University)
About 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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