BREAKOUT SESSION II

Monday, 1:30-2:20

The full conference program (complete with Zoom links) can be downloaded from the home page.

SESSION:  2A

Facilitator: Sylvester Solorio

Strand: Program Support  

 

#Teachers Can! Be Retained in the Profession…With a Little Help from Their Clinical Teaching Experience 

Trisha Gerrish Ray & Rebeca Cooper

As our profession continues the ongoing quest to re-establish the teacher pipeline, this presentation highlights the needs of clinical teachers in a virtual environment by demonstrating a connection between the clinical teacher, principal, university partnership, and a first-year teacher’s sense of self-efficacy. Quantitative data from a medical-model professional development school suggest that clinical teachers who train in a relationship-rich, nurturing environment develop first-year ready competency in specific high-leverage skills. Key components of partnership needs will be presented including extended time in authentic teaching, inclusion in campus activities, immersion in the professional community, and access to a quality mentor teacher.

PRESENTATION MATERIALS

SESSION:  2B

Facilitator: Shelbee Nguyen

Strand: Pedagogy/Curriculum

 

#Teachers Can:  Adapting Instruction and Utilizing Technology Tools during the Pandemic

Lucinda M. Juarez, Jerrie Jackson, Alycia Maurer, Belinda Shouten, & Belinda Granados

                                             

Providing field-based instructional courses that supported undergraduate and graduate students' learning while making a difference for individual PK-12 students encompassed daunting challenges during this Summer’s pandemic. In reflecting this year’s theme of #Teachers Can, field-based teachers/candidates demonstrated ingenuity as they faced the challenges in a virtual learning environment by incorporating traditional tools, as well as technological apps, to build teacher-student relationships, and to engage, and support learning in virtual environments. University professionals can guide students throughout the year by structuring and designing, the delivery of research-based instruction to build on their strengths and address the needs of individual children.

SESSION:  2C

Facilitator: Sara Gibson

Strand: Pedagogy/Curriculum

 

Best Practice in Curriculum ReDesign

Marcia L. Montague, Samantha Shields, Wendi K. Zimmer, & Emily M. Jimenez

               

In this session, Special Education faculty and Center for Teaching Excellence staff will discuss the process and collaboration utilized to overhaul program curriculum to align and stay relevant with newly revised certification requirements. The workshop's goals are to introduce the Program (Re)Design process which was developed to influence the culture of learning across programs at Texas A&M University. Presenters will highlight the process’ steps used to update curriculum at the programmatic level, involving participants in activities to better recognize the approach’s applicability to their disciplinary context and the holistic education of students currently within their program.      

SESSION:  2D

Facilitator: Ranchel Alvarado 

Strand: Program Support

Creating Advisory Committees for Advanced Certification

Tia Agan & Lesley Casarez

 

Thomas Edison once said, “Good fortune is what happens when opportunity meets with planning.” This quote captures the essence of how educator preparation program (EPP) faculty can create opportunities for teams of experts to provide quality feedback for continuous improvement. As state and national standards encourage the creation of advisory boards for clinical preparation of advanced certification candidates, one EPP implemented these committees with the mindset that these experts would provide the experience and expertise necessary for planning quality graduate certification programs. The presenters will share an overview of how the advisory boards were formed and utilized.

SESSION:  2E

Facilitator: Natalie Weisbach

Strand: Pedagogy/Curriculum  

Creating Critical Assignments from the Ground Up

Jennifer Dyer, Laura Isbell, & April Sanders

                                                           

This session will explain and describe the process for creating critical assignments in Educator Preparation Program coursework that align with edTPA© rubrics and prepare to write commentary for portfolios. Critical assignments provide an avenue to practice or prepare for edTPA© in such a way that provides preservice teachers an opportunity to ask questions, make mistakes, and try new ideas. Presenters will discuss the process they followed at their institution to create a full curriculum map of critical assignments and arrange assignments at appropriate milestones in course progression to support students.

SESSION:  2F

Facilitator: Caleb Peters 

Strand: Implications of COVID-19  

 

Creative and Collaborative Solutions: Teachers CAN and DO Fieldwork in Online Environments

Jennifer Swoyer, Claudia Treviño García, Lisa Santillan, Lucinda Sohn, Tiffany Farias-Sokoloski, Rebecca Stortz, & Jenny Yim

                

The sudden shift to online learning initially raised concerns of what teacher candidates would miss: face-to-face interactions with students, observing classroom management in action, and experiencing the unique culture of a school and district; as well as fears of how state requirements could still be met. However, every challenge presents opportunities. This session outlines the collaborative work conducted among our EPP faculty, teacher candidates, and district partners to maintain the integrity of our clinically-embedded teacher residency program in an online environment by leveraging available resources and maximizing synergy led by our teacher candidates who CAN and DO the real work.                                           

SESSION:  2G

Facilitator: LaMoya Burks

Strand: Program Support 

           

Does the Mission Match the Outcome? A Model to Actually Retain Black Teachers

Calago Hipps & Nick Gesualdi

Volumes of research highlight the intrinsic and extrinsic benefits of students of color having Black teachers (Driessen, 2015; Egalite et al., 2015; Yarnell & Bohrnstedt, 2017), however, the mentoring and retention of these Black educators have traditionally been abysmal (Carter Andrews et al., 2018; Lynch-Alexander, 2017), and research on high-performing programs has been limited. By reviewing the literature on industries that have demonstrated a better intentionality towards mentoring and retaining Black employees -- chiefly nursing and STEM fields -- turnkey recommendations for educator preparation programs to be better able to support their new Black teachers will be offered.

SESSION:  2H

Facilitator: Kayla Corpus

Strand: Diversity 

 

Does Where a Teacher Works Impact Their Perception of Diversity?

Louis Charles Glover & LaDonna Monson-Gulley

The presenters attempted to determine if geographic locations impact a teacher’s perception of diversity. Teachers were asked three questions: Does your school district have an official definition of diversity? Do you feel that students benefit when there is racial, ethnic, and gender diversity among the faculty? Have you included diversity training in your professional development? The presenters determined that a significant relationship exists between geographic location, however, when it comes to in-depth diversity training, its impact, and relevance for urban, rural, and suburban locations there is evidence to support the need for further teacher training programs and professional development in campuses and school districts in every locale in order to incorporate relevant diversity programming at all levels of an organization.

SESSION:  2I

Facilitator: Kathryn Fazi

Strand: Pedagogy/Curriculum 

Integrative Learning: Bringing the Class to the Field and the Field to Class

Jalene P. Potter, Lautrice Nickson, & Amy Ray

Field experiences at Sam Houston State University are an integral component of our teacher preparation program. The Field 1 semester is an opportunity for public school educators, university professionals, and pre-service teachers to work collaboratively to strengthen both the profession of teaching and the opportunities for university students to engage in exceptional learning experiences in K-6 classrooms. At SHSU, Field 1 consists of three content courses and one full day per week of field experience. Join us as we discuss the different ways that we have integrated the field experience component with our Field 1 course content and course assignments.

SESSION:  2J

Facilitator: John Fredrickson

Strand: Program Support 

           

Promoting and Employing Quality Teacher Educator Practices in Virtual Formats 

Calvin J. Stocker, Lynda Scott, & Sarah Beal

Participants in this session will gain best practices in promoting and employing high-quality, rigorous, and sustainable practices in a virtual format. The session will focus on four sub-tenants of development and practice sharing, integrating voices and experiences from Texas-based educator preparation program leaders, faculty, and district staff that have implemented these practices in the field with students, candidates, and mentor teachers. Each of the sub-tenants is based on the immediate needs identified by twenty-one colleges of education, technical assistance staff, and state-level leaders as areas of development most needed for those in teacher educators supporting candidates.        

SESSION:  2K

Facilitator: Jeremiah Porter

Sponsor Session

GoReact: Virtually Amazing

Tom Kilgore

                     

Using cloud-based video to provide high quality, interactive feedback and assessment in teacher education. Join a conversation on how GoReact can impact student outcomes using simple, easy to learn features that enable faculty and field supervisors to maintain high levels of quality and effectiveness as they shift to teaching and learning online.  Attendees to this session will be entered to win a $100 Amazon gift card.                                   

SESSION:  2L

Facilitator: Colin Trudell

Strand: Implications of COVID-19

 

Teaching from a Social Distance: Lived Experiences and Remote Teaching During COVID-19 

Daniella G. Varela & LaVonne Fedynich

This session offers a summary of the study on the experiences of current K-12 teachers in South Texas school districts during the COVID-19 pandemic. This qualitative study transcribed and coded participant interviews to reveal several themes: teachers work hard and adapt, teachers need students, parents, each other, and our trust and confidence, teachers worry, and yet, teachers persevere. The findings of this study tell of teachers’ impressive tenacity to persist in the face of multiple adversities and confirm the intricacies of the teaching profession and its added complexities in times of crisis. 

SESSION:  2M

Facilitator: Bekah Guess 

Strand: Implications of COVID-19  

 

Trauma Effects on Learning

Gary Audas, Jr.

                                                           

Trauma affects the processes used by both adult and adolescent students to learn. How trauma raises barriers, and how teachers can work to remove those barriers for learners is a critical research question addressed here. There are multiple trauma-informed practices associated with the literacy acquisition process. Among them, creating safe spaces for learning, reducing emotional triggers that retraumatize the student, and perhaps most prominently, the student-teacher relationship. Children from all races and socioeconomic backgrounds experience and are impacted by trauma. Trauma results in learners having feelings of vulnerability, helplessness, and fear affecting the fundamental beliefs about themselves and others Trauma is not specific to one event or trauma type. Sadly, its diversity-abuse, neglect, homelessness, poverty, physical and emotional violence-make it almost assured that at one point in time a learner will be faced with its detrimental effects. Learners recently exposed to these elements cannot start to grow intellectually without first experiencing basic security. Trauma-informed education techniques equip the helpers (teacher, administrator, volunteer) to create safe-spaces, learn cross-cultural nuance, identify deep emotional injuries, and manage strong emotion and conflict, among other critical skills necessary in a classroom.

SESSION:  2N

Facilitator: Nathan Graham

Strand: Program Support  

 

Using a Multi-Tiered Systems of Support Framework to Mentor Novice Teachers in an Innovative Teacher Preparation Program

Mae Lane, Jaime Coyne, Christina Ellis, Tori Hollas, & Abigail Winard

                                                           

Problems with teacher recruitment and retention continue to plague school districts throughout the country. In an attempt to address this situation, the authors created a non-traditional teacher preparation program that allows its participants (residents) to earn a bachelor’s and master’s degree within 5 years and complete an internship as teacher of record. Residents are supported by full-release mentors (FRMs), who are completely released from classroom teaching duties, have a minimum of ten years of teaching experience, and are passionate about supporting and helping novice teachers improve. FRMs use multi-tiered systems of support coaching model to coach their mentees.

SESSION:  2O

Facilitator: Meredith Sutton

Strand: Policy/Leadership 

 

Who will Teach Tomorrow?  Examining Texas District Strategies for Implementing High School Grow Your Own Programs

Doug Hamman, Shirley Matteson, & The Nguyen

Teacher shortages increase each year. Texas policymakers are beginning to see value in Grow Your Own teacher programs in high schools. Using SCCT, district applications to a statewide GYO grant were evaluated to examine implementation plans. Overall, strategies reflecting Systems Aspects were most prominent. Even with explicit guidance from the Agency, applications often did not reflect best practices aimed at addressing hard-to-staff teaching positions, transitioning graduates to post-secondary teacher education, or implementing in a way that avoids a gendered and racial perspective on who might become a teacher. These results may foretell negative impacts on efforts to address teacher shortages.

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