Predictors of Teacher Candidate Success in Developing a Capstone Project: The Teacher Work Sampling (TWS) Methodology
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| Title: | Predictors of Teacher Candidate Success in Developing a Capstone Project: The Teacher Work Sampling (TWS) Methodology |
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| Language: | English |
| Authors: | Watkins, Paul, Watkins, Shelley |
| Source: | Critical Questions in Education. Sum 2011 2(2):84-92. |
| Availability: | Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Predictor Variables, Preservice Teachers, Teacher Competencies, Summative Evaluation, Work Sample Tests, Preservice Teacher Education, Grade Point Average, Academic Achievement, Admission Criteria, Teacher Education Programs, Regression (Statistics) |
| Geographic Terms: | Missouri |
| ISSN: | 2327-3607 |
| Abstract: | Many university and college teacher education programs have adopted the Teacher Work Sample (TWS) as their capstone assessment demonstrating a teacher candidate's competencies in planning, assessing and reflecting on instructional practice. The TWS summative results submitted by students at a mid-size state university who were in their final semester of a teacher preparation program included participants from elementary, special education and early childhood majors, and were evaluated by teams of faculty, university supervisors (part-time faculty), and practicing classroom teachers who work with the university students in the field. Students were expected to meet all of the elements of the TWS with 70% accuracy or higher. In the case of this study students were admitted to the education program with a minimum 2.5 GPA. To assure the program is getting highly qualified students, universities should consider raising the GPA requirement to as much as 2.7. Consequently, teacher preparation programs must set high expectations for their graduates. These programs must select candidates who enter the program first as high performing undergraduates and finish as proficient, highly-qualified professional teachers. Success on the TWS relates more strongly to GPA than any other predictor considered in this study. More teacher preparation programs around the country who adopt the TWS assessment model should consider those dispositions and prerequisites that strengthen the teacher candidate's likelihood of success. |
| Abstractor: | ERIC |
| Number of References: | 28 |
| Entry Date: | 2014 |
| Accession Number: | EJ1047575 |
| Database: | ERIC |
| Abstract: | Many university and college teacher education programs have adopted the Teacher Work Sample (TWS) as their capstone assessment demonstrating a teacher candidate's competencies in planning, assessing and reflecting on instructional practice. The TWS summative results submitted by students at a mid-size state university who were in their final semester of a teacher preparation program included participants from elementary, special education and early childhood majors, and were evaluated by teams of faculty, university supervisors (part-time faculty), and practicing classroom teachers who work with the university students in the field. Students were expected to meet all of the elements of the TWS with 70% accuracy or higher. In the case of this study students were admitted to the education program with a minimum 2.5 GPA. To assure the program is getting highly qualified students, universities should consider raising the GPA requirement to as much as 2.7. Consequently, teacher preparation programs must set high expectations for their graduates. These programs must select candidates who enter the program first as high performing undergraduates and finish as proficient, highly-qualified professional teachers. Success on the TWS relates more strongly to GPA than any other predictor considered in this study. More teacher preparation programs around the country who adopt the TWS assessment model should consider those dispositions and prerequisites that strengthen the teacher candidate's likelihood of success. |
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| ISSN: | 2327-3607 |
