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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
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
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  Data: 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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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Summative Evaluation
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      – SubjectFull: Work Sample Tests
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Regression (Statistics)
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