Relationship of WTWS Teaching Processes and the WIU Conceptual Framework
The WIU Teacher Work Sample (WTWS) serves multiple functions. One function involves its
role as a unit assessment allowing the Unit to determine (a) how well the program is preparing
our candidates, and (b) how well our candidates are doing in their professional preparation.
The WTWS also integrates many aspects of the program of professional preparation that our
candidates are undergoing. Last, but not least, the WTWS is one mechanism whereby we
operationalize our conceptual framework.
The WIU Teacher and Professional Education Program’s Conceptual Framework is founded on
knowledge, commitment, action, and reflection. The ultimate aim of our professional
preparation programs is empowerment. All of these elements appear in the WTWS. In effect,
in order to successfully complete the WTWS, our candidates must demonstrate that they
possess requisite knowledge (both content and pedagogical), can transform that knowledge
into action, show commitment to the standards and dispositions of their profession, and
engage in reflection on their experiences with the ultimate aim of effectively impacting student
learning. In this sense, the WTWS serves to empower our candidates by helping them achieve
the skills and dispositions that will allow them to empower their own students and grow
professionally. This operationalization of the WIU Conceptual Framework in terms of the
WTWS is composed of three phases and seven teaching processes as described below.
Phase I – Pre-instruction
Teaching Process 1: Contextual Factors: The candidate uses information about the learning-teaching
context and student individual differences to set learning objectives and benchmarks and plan instruction and
assessment informed by their understanding of major schools of thought.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 1, the candidate must:
1.
Demonstrate a commitment to provide appropriate instruction given the learning context
of the classroom and characteristics of the students as informed by relevant schools of
thought.
2.
Demonstrate knowledge of the characteristics of all students and the diverse factors that
impact student learning as informed by relevant schools of thought.
3.
Take action to systematically observe learners and the classroom context and gather data
about the community, district, and school
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4.
Engage in reflection on the data gathered to identify and discuss the implications for
effective instruction for this group of students as informed by relevant schools of thought.
Teaching Process 2: Learning Objectives and Benchmarks: The candidate sets significant,
challenging, varied, and appropriate learning objectives and benchmarks.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 2, the candidate must:
1.
Demonstrate a commitment to teaching and assessing student learning, as guided by the
Illinois Learning Standards (ILS) and other relevant professional guidelines.
2.
Demonstrate knowledge of students’ current skills and content knowledge as informed by
pre-assessment data, the ILS, and other relevant professional guidelines.
3.
Take action by setting appropriate daily learning objectives that challenge students to
achieve the identified benchmarks.
4.
Engage in reflection on the relationship between the learning objectives and the ILS
benchmarks, as informed by the academic and developmental needs of the students and
the teacher’s understanding of learning theory.
Teaching Process 3: Assessment Plan: The candidate uses multiple assessment modes and approaches
to assess learning before, during, and after instruction.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 3, the candidate must:
1.
Demonstrate knowledge of varied assessments appropriate for all learners, before,
during, and following instruction, given the content and objectives of the unit.
2.
Take action to identify or create assessments that will provide consistent, timely, and
accurate data to determine student progress in achieving unit objectives.
3.
Demonstrate a commitment to adapting assessments so that all learners, including those
with diverse needs, have opportunities to demonstrate their knowledge and skills.
4.
Engage in reflection on the accuracy, consistency, and fairness of any and all assessments
used and their alignment with unit objectives.
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Teaching Process 4: Design for Instruction: Based upon previously identified benchmarks, objectives,
and assessment(s), the candidate designs a unit of instruction targeted at student needs and characteristics
(including behaviors) specific to the learning context.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 4, the candidate must:
1.
Demonstrate knowledge of research-based best practices in designing instruction as they
pertain to content, pedagogy, and technology in one’s field.
2.
Take action that displays knowledge and understanding of planning and instructional
delivery associated with one’s professional practice as informed by scientific research.
3.
Demonstrate a commitment to instruction that is socially just and serves the diverse
needs of students, the community, and an emerging global society.
4.
Engage in reflection on instruction that adheres to the ILS and effective research-based
teaching strategies in order to maximize student learning.
Phase II: Instruction
Teaching Process 5: Instructional Decision-Making: The candidate uses ongoing analysis of student
learning and student behaviors based upon daily assessments to make instructional decisions.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 5, the candidate must:
1.
Take action to modify or adapt lessons based on data and a well-supported rationale.
2.
Demonstrate the knowledge to make necessary changes based on an evaluation of the
effectiveness of one’s instructional strategies.
3.
Engage in reflection on changes that improve instruction for individuals, groups, and the
entire class.
4.
Demonstrate a commitment to making instructional changes based on ongoing
assessments of student performance.
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Teaching Process 6: Analysis and Interpretation of Student Learning and Performance: The
candidate uses assessment data collected from all students in the class to analyze student learning and
performance and communicate information about student progress and achievement.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 6, the candidate must:
1.
Demonstrate the requisite knowledge to use assessment data to analyze, summarize,
interpret, and discuss the implications of the findings.
2.
Demonstrate a commitment to making instructional decisions and conclusions based on
data derived from assessments that meet the standards of consistency, accuracy, and
fairness and that are designed to facilitate student learning.
3.
Take action to analyze and interpret assessment data and effectively communicate the
results to students, parents, colleagues, and/or administrators, as appropriate.
4.
Engage in reflection on student learning and performance in order to improve one’s
ability to make data-driven decisions and communicate the results effectively.
Phase III: Post-instruction
Teaching Process 7: Reflection and Self-Evaluation: The candidate reflects on his or her instruction
and student learning to improve his or her teaching.
To achieve the ultimate goal of self and student empowerment as described in Teaching
Process 7, the candidate must:
1.
Demonstrate sufficient knowledge to engage in skillful reflection and self-evaluation as
informed by relevant schools of thought.
2.
Engage in reflection on one’s knowledge, skills, and dispositions, informed by relevant
schools of thought, in order to improve student learning.
3.
Take action to improve the learning environment and one’s practice as a candidate as
informed by relevant schools of thought.
4.
Demonstrate the commitment to evaluate one’s own performance, as informed by
relevant schools of thought, in order to enhance content and pedagogical knowledge and
skills.
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