Teacher Work Samples: Preservice Teachers Assess their Impact on Student Learning of Mathematics

By Ernest Oluwole Pratt.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Higher standards and greater accountability for all – students as well as teachers has become a popular catchphrase in the United States, from the nation's capital in Washington DC to boardrooms of local school districts. With President George W. Bush signing the No Child Left Behind Act in 2002, attention has been refocused on teacher quality. As a result, colleges and universities around the nation are reevaluating their teacher preparation programs to better meet the needs of their teacher candidates, and in turn, address the mandates of the Act. The National Council for the Accreditation of Teacher Education (NCATE) in 2000 adopted the Teacher Work Sample as one of the tools that teacher candidates can use to demonstrate impact on student learning.

To investigate teacher candidates’ impact on student learning in a mathematics methods course, an analysis of 243 mathematics teacher work samples produced between fall 2002 and fall 2006 by early childhood teacher candidates at Mount Union College was conducted. Results indicate that majority of the teacher candidates demonstrated proficiency or acceptable impact (learning gains by students) on student learning.

Keywords: Teacher Work Sample

The International Journal of Learning, Volume 13, Issue 11, pp.99-106. Article: Print (Spiral Bound). Article: Electronic (PDF File; 857.604KB).

Dr. Ernest Oluwole Pratt

Asssistant Professor, Education Department, Mount Union College, Alliance, Ohio, USA

I am currently the mathematics teacher educator at Mount Union College in Alliance, Ohio, USA. My areas of interest include teacher preparation and impact on student learning, using manipulatives in teaching and learning of mathematics, assessment, and equity in mathematics education. In addition to supervising teacher candidates, I teach mathematics methods courses and general education courses. I assess first year classroom teachers who are going through their licensure requirements using the Praxis III assessment tool for the State of Ohio. I am also a mathematics program reviewer for NCATE/NCTM. My teaching career started in Sierra Leone, West Africa, where I taught mathematics and chemistry in a secondary school for six years before moving to Texas, USA, where I taught mathematics and physics for seven years in a high school. From Texas, I then moved to Tennessee, to pursue a Ph.D. in mathematics education. I have been the mathematics educator at Mount Union College since 2000.

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