Monday, 11:15-12:00


Room:  Indian Trail, 2nd floor Embassy

Strand:  Policy and Leadership 


Large-Scale Teacher Education Program Assessment at the Texas Education Research Center

Levi Johnson, Texas Tech University

Dr. Marcelo Schmidt, Texas Tech University


While teacher education program assessment and enhancement plans ubiquitously reference using data, the reality is that programs remain seriously limited in what data are accessible via direct collection. When it comes to answering questions that really matter such as, “how effective are our graduates,” leaders must get creative and often rely on inconsistent and potentially unreliable self-reporting from completers—or imprecise and critically delayed state reports. This session relates researcher experiences from their pursuit of the “Holy Grail of TEP data” at the Texas Education Research Center which hosts comprehensive datasets from the TEA, THECB, SBEC, and TWC.


Room:  Hamilton-Lebanon, 1st floor Conference Center

Strand:  Program Support


CAEP Standard 4: An Exploration of Measures used to Assess Teaching Effectiveness

Dr. Tracey Hasbun, Stephen F. Austin State University      

Dr. Susan Reily, Stephen F. Austin State University   

Dr. Deborah Williams, Stephen F. Austin State University      


This study adopted a case study research design, using qualitative methods to examine three types of data that a university might collect and apply to assess the effectiveness of their teacher education program (TPP). Based on the triangulation of data from three sources investigators determined how principals rated the 0-3 years teachers who participated in the study. Responses from the teacher and principal interviews revealed that the overall preparation of graduates was proficient as supported by results from the T-TESS and Charter School instrument ratings. However, graduates seemed indecisive regarding aspects of the learning environment such as student management and classroom community.


Room:  Frisco 5, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Empowering Teaching Candidates

Jahnette Wilson, University of Houston


This case study was designed to examine the impact of teacher candidates on mentor teachers’ practice. Hosting a student teacher appears to be a means of improving the quality of in-service teachers as there is evidence that the experience seems to become evident in the years that ensue after having been a mentor (Goldhaber, Krieg, & Theobald, 2018). Results of this study indicated teacher candidates had ownership in the school and were empowered as professionals.


Room:  Frisco 7, 1st floor Conference Center

Strand:  Diversity


Bullying Behaviors: Tempest in the Making

Dr. Dean Culpepper, Texas A&M University-Kingsville

Dr. Lorraine Killion, Texas A&M University-Kingsville


Bullying is a complex behavior involving a myriad of contributing factors and often goes unreported. A CDC nationwide survey found 20% of high school students reported being bullied on school property and approximately 15% of those students reported being bullied electronically. Places, where students congregate (classroom, gym, cafeteria), are identifiable locations where bullying occurs and individuals (obese, special needs, LGBTQ) are often the target. Bullying can threaten students’ physical and emotional safety and negatively impact their ability to learn. Schools should provide a safe environment where learning can occur. This presentation will discuss the prevalence and growing issue of bullying in public schools.


Room:  Frisco 3, 1st floor Conference Center

Strand:  Program Support


Minding the Gaps: A Comparative Analysis of Stakeholder Voices Through Two TEA Evaluations

Aimee Myers, Texas Woman's University


This session will discuss a comparative analysis of two different TEA evaluations: the EPP Candidate Exit Survey and the Teacher Effectiveness Principal’s Survey. This comparative analysis was developed in the hopes of guiding EPP action steps for revisions and improvement. Comparison of data assisted in understanding how preservice teacher perspectives of our EPP differ from principal perspectives and how the data assisted in identifying the largest gap in perspectives of preparedness. The session will focus on the benefits of comparing perspectives but also the difficulties of using institutional or governmental data.


Room:  Frisco 2, 1st floor Conference Center

Strand:  Program Support


Enhancing STEM Teacher Preparation and Field Experiences: Infusing Teacher Education with High-Engagement Instructional Practices

Tim Sears, The University of Texas Rio Grande Valley


This session will provide an overview of how The University of Texas Rio Grande Valley’s UTeach teacher preparation program for mathematics and science majors has infused high-engagement instructional practices into its field experiences. A partnership with AVID for Higher Education’s Teacher Preparation program supports STEM teacher preparation with a framework, methodologies, and strategies designed to help teacher candidates support K-12 students’ development of writing to learn, inquiry, collaboration, organization, and reading to learn. We will share best practices that benefit STEM preservice teachers, mentor teachers and their students in early field experiences and clinical teaching, and higher education faculty.


Room:  Frisco 1, 1st floor Conference Center

Strand:  Program Support


Collaboration and Continuous Improvement Efforts of a GYO Partnership Between Higher Education, K-12 and a For-Profit Organization

Gina Anderson, Ed.D., Texas Woman's University

Brandon Bush, Ph.D., Texas Woman's University

Karen Dunlap, Ed.D., Texas Woman's University

Diann Huber, Ed.D., ITeachTexas

Sarah McMahan, Ph.D., Texas Woman's University

Roxanne Del Rio, Ph.D., North Central Texas College

Rebecca Fredrickson, Ed.D., Texas Woman's University


 Grow-Your-Own program partnerships have tremendous power to uplift the profession and support the mutual goals of diverse candidate recruitment, quality educator preparation, and retention in the field. Understanding and appreciating the different contexts and realities between higher education and K-12 education as well as non-profit and for-profit organizations can be challenging as well. In order for long-term, stakeholder partnerships to be sustainable, relationships, communication, and commitment must be fostered, and the effectiveness of the partnership should be periodically assessed. The presenters will share brief details about a GYO partnership between a school district, university-based Educator Preparation Program, community college, and an Alternative Certification Program. They will also share the results of the Partnership Effectiveness Continuum, a formative assessment that will help determine the strengths and weaknesses of the partnership as well as ways to improve it moving forward.


Room:  Ranger-Sea Biscuit, 2nd floor Conference Center

Strand:  Program Support


EPP Leaders and Faculty Self-Assess Current Programming and Develop Data-Informed, Continuous Improvement Goals using a Development Framework

Nicole Aveni, Texas Tech University

 Shelly Franco-Westacott, Texas Tech University


EPP leaders and faculty, across the nation, are working to transform educator preparation through data-informed, continuous improvement efforts. Data provided by states, students, district partners, and external evaluations (such as TPI-US or CAEP) motivate EPPs to strategically and continually self-assess programming. In this session, learn about a developmental framework, co-authored by multiple EPPs that is used for program self-assessment and leveraged to create Individualized Transformation Plans (ITPs) which guide goal setting and progress monitoring.


Room:  Bass-Bush School, 1st floor Conference Center

Strand:  Program Support


Aggie Teacher Education Residency Model: Best Practices of School-University Partnerships for Developing a Clinical Teacher Residency

Dr. Valerie Hill-Jackson, Texas A&M University, College Station


The presenters are at the initial stage of a renewed school-university partnership titled “The Good Neighbor Partnership” (GNP). In the 45-minute session, they describe the relationship that is re-forming between a Tier 1 university and a neighboring school district. Outlining the partnership through the Aggie Teacher Education Residency Model (aggieTERM), a TEA grow your own clinical teaching residency project, the presenters discuss the extent to which decision-making with integrity can be realized, and the means by which decisions are communicated by the partners. The contributions of relationship-building and effective communication for the GNP, through shared goals and ethical decision-making, will be explored.


Room:  Gallant Fox, 2nd floor Conference Center

Strand:  Policy and Leadership


Session Title:  South Texas Novice Teachers Survey: Perceptions of Job Readiness, Job Requirements, and Working Conditions

Mike F. Desiderio, Texas A&M University-Kingsville

Daniella G. Varela, Ed.D., Texas A&M University-Kingsville


Texas A&M University-Kingsville (TAMUK) has developed a 70-question survey, adopted with permission from the U.S. Department of Education Teacher Questionnaire Schools and Staffing Survey. The survey is designed to reveal the perceptions of novice teachers in South Texas schools in the areas of job readiness, job requirements, and working conditions. Preliminary survey data will be available in October 2019 and will serve to inform educator preparation programs, employing school districts and policymakers alike about the perceptions of novice educators from the TAMUK program. (This project has received TAMUK IRB approval.)


Room:  Frisco 6, 1st floor Conference Center


Fireside Chat with Rebecca Burns

Dr. Rebecca Burns, University of South Florida


Come meet Dr. Rebecca West Burns, the keynote speaker, to discuss issues and challenges in enacting high quality, clinically based teacher education.

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