BREAKOUT SESSION III

Monday, 2:30-3:20

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

SESSION:  3A

Facilitator: Sylvester Solorio

Strand: Program Support 

 

Lessons Learned from Implementing edTPA Cross-Country:  The Do’s and Don’ts

Sarah R. Hartman

        

While Dr. Sarah Hartman, Dean of the School of Education at Wayland Baptist University, is new to Texas, she is certainly not new to edTPA. Dr. Hartman first began piloting edTPA in Georgia in 2014, and has continued to train Teacher Candidates, faculty, and educator preparation programs on how to pilot and prepare for the full implementation of edTPA. Join Dr. Hartman’s session and learn ideas from her experiences, related to training Teacher Candidates and faculty, organization of documents, aligning curricula, developing seminars, bringing stakeholders on the journey, and moving towards the full implementation of edTPA.                                                             

SESSION:  3B

Facilitator: Shelbee Nguyen

Strand: Program Support  

 

Aggie Teacher Education Residency Program: Advanced Clinical Training for Pre-Service Candidates in a Grow-Your-Own Program

Valerie Hill-Jackson & Alex Salazar

Teacher education residencies are an innovative but underutilized clinical teaching practice to stem teacher attrition and improve teacher quality. To address this issue, we begin the 45-minute presentation with a brief history on teacher residencies. Second, a typology is offered to help demystify the teacher residency as a type of advanced field experience. We demonstrate the similarities and differences between a traditional clinical teaching and a residency for Teacher Preparation Programs, and then frame the two foremost residency models: conventional and urban. Third, we highlight the Aggie Teacher Education Residency Model (aggieTERM) as an example of an aspirant urban residency model in action by unpacking the Comprehensive Community Induction Framework (CCIF©). Lastly, the overarching motivation for the use of residencies by TPPs cannot be mislaid, as teaching quality for high-need schools remains the foremost rationale for any innovation that seeks to improve field experiences and enhance the teaching pipeline.                 

SESSION:  3C

Facilitator: Sara Gibson

Strand: Diversity  

 

Black Teachers and Principals in Texas: A Detailed Analysis of Placement, Retention, Mobility, and Promotion 
Toni Templeton, Sherri Lowrey, Chaunte White, Catherine Horn, & April Peters-Hawkins    

 

Synthesizing previous literature on the shortage of Black educators and the role of educator preparation programs in mitigating that shortage, the purpose of this paper is to provide data and analysis integral to understanding the Black educator landscape in Texas. Specifically, this proposed presentation seeks to 1) describe the Black educator landscape in Texas and 2) understand the characteristics associated with placement, retention, mobility and promotion of Black educators. In addition to the data and analysis proposed, this presentation seeks to provide implications for policy and practice in educator preparation programs to increase the Black educator workforce in Texas.          

SESSION:  3D

Facilitator: Ranchel Alvarado

Strand: Implications of COVID-19  

 

Challenges in Acculturation and Second Language Acquisition among Newcomer English Language Learners in the Age of COVID-19

Melinda Cowart

The active consideration of the possible cognitive, academic, affective, and linguistic impact of the Covid 19 pandemic on newcomer English Language Learners may serve to prevent school failure by supporting second language acquisition and acculturation for a vulnerable segment of the student population with appropriate strategies and protocol for teaching English as a second language and content area courses when schooling is disrupted.​

SESSION:  3E

Facilitator: Natalie Weisbach 

Strand: Implications of COVID-19

 

COVID-19 Virtual Dilemma: Parents Perspectives on Math At-Home Learning 

Melanie Fields, Julie Williams Mills, & Julie Quast

                                                           

Join us to explore the results of a parent survey about mathematics instruction during the required Covid-19 remote learning. The roles, successes, and challenges parents faced during remote instruction will be shared, as well as how these findings will help teacher education programs better prepare teachers for remote learning and parent collaboration. We will share recommendations for keeping parents involved.

SESSION:  3F

Facilitator: Caleb Peters 

Strand: Policy/Leadership  

 

Data Use, Analysis and Collaboration Across a University Education Preparation Program: A Self-Study

Jennifer Swoyer, Kristen Lindahl, & Sarah Saltmarsh

Teacher education programs are under great pressure from policy makers, professional organizations, and national accreditation agencies to create “cultures of evidence” that feature the regular and strategic “use of data for program improvement” (CCSSO, 2016; CAEP, 2013). The field currently has a limited empirical knowledge base to guide efforts to implement these policies. Faculty from the University of Texas - San Antonio engaged in a collaborative effort across six universities to use a common theoretical perspective and methodology to study and improve their data use practices. Based on their results, changes to their program’s data use practices were proposed, and follow up action plans were designed. 

SESSION:  3G

Facilitator: LaMoya Burks

Strand: Program Support  

 

Mentorship of Future Teachers: The Power of the Mentor/Mentee Relationship

Marcia L. Montague, Elisabeth Pugliese, & Beverly Irby

This presentation will share information regarding a partnership between a school district, university faculty, and undergraduate preservice teachers to mentor future educators at two levels. This partnership represents a unique arrangement where students in a transfer learning community take part in the mentorship of high school juniors and seniors in an Education high school course. The undergraduate future teachers also receive mentorship from University faculty leaders of the group and from former first-semester transfer students who continue to participate in twice-monthly FAM meetings. Strategies to implement a similar program will be discussed, as will lessons learned.

SESSION:  3H

Facilitator: Kayla Corpus

Strand: Program Support  

 

Preparing and Supporting Future Education Leaders: We Teach Texas Leader Fellow Scholarship

Moderator:  Shonda Gibson

Panel:  Manuel Alvarado, Megan Horn, Alicia Bazan, & Simone Jarmon

 

In this session a panel of current teachers, who have been selected for the Texas A&M University System We Teach Texas Leadership Fellow scholarship, will share their experiences and insights. Each university in the system has worked with a local education agency to identify a high-quality teacher from an underrepresented group to participate in this inaugural group. Eleven candidates were awarded a full scholarship, and have engaged in expanded mentoring and a highly engaged graduate studies program. The candidates will share how this program has prepared them to be future education leaders.

SESSION:  3I

Facilitator: Kathryn Fazi

Strand: Program Support 

 

Ready for Remote? Teacher Candidates’ Experiences Using Technology for Remote Instruction--Lessons Learned from the Field 

Karyn Miller, Jacqueline Riley, & Laura Slay

In this presentation, we present preliminary results from a study that explores teacher candidates’ technology preparedness for remote instruction as they participate in their internships and residencies during the continuing covid-19 pandemic. This research contributes to the theme of #teachersCAN in two important ways: 1) it provides teacher candidates with an opportunity for self-reflection on their preparation process and developing practice and 2) by identifying gaps in teacher candidates’ knowledge and experience, it can help to inform EPPs’ targeted programmatic improvements and provide insight into ways we might reconsider field experiences.

SESSION:  3J

Facilitator: John Fredrickson 

Strand: Pedagogy/Curriculum

           

Start of Something New-  edTPA Pilot: A Year in Review

Lisa Brown, Karla Hamilton, Becky Hampton, Jessica McLoughlin, & DeMarco Pitre

                    

In reflection of Texas’ first year of the edTPA pilot, educator preparation programs, teacher candidates, and P-12 partners exploring and/or piloting the assessment have identified key takeaways. To this end, Texas’ edTPA Regional Coordinators and the Texas Education Agency will share data trends, positive outcomes, barriers, and how edTPA was and can continue to be used as a lever for change.

PRESENTATION MATERIALS

SESSION:  3K

Facilitator: Jeremiah Porter

Strand: Pedagogy/Curriculum 

 

Teaching Teacher Candidates and Novice Teachers how to Continuously Improve: The Teacher Preparation Program Role

Maria Peterson-Ahmad & Theresa Garfield

                                                           

Evaluating the quality and effectiveness of the multifaceted aspects of teaching is vital for continuous improvement in student growth and learning, though it is not always something that comes naturally to teacher candidates and novice teachers. This presentation will provide ways in which teacher preparation programs can support teacher candidates and novice teachers in learning how to develop strategies that utilize continuous improvement for their planning and teaching.

SESSION:  3L

Facilitator: Colin Trudell

Strand: Practitioners 

 

The School Principal’s role for Today’s Migrant children

Velma Menchaca & Alejandro Garcia

The following study identifies the role of the school principal in working with today’s migrant students. School principals must be able to: identify all migrant students, provide support where needed,  create a climate hospitable to education, shape a vision of academic success based on high standards, and engage parents and the community.

SESSION:  3M

Facilitator: Bekah Guess

Strand: Pedagogy/Curriculum

 

TIER Materials to Enhance the Pre-Service Teaching Curriculum 

Le M. Tran & Sarah R. Powell

  

Tiered Interventions using Evidence-Based Research (TIER), presents a series of Texas Education Agency funded modules related to Multi-Tiered Systems of Support. TIER content has been created to provide appropriate evidence-based practices, lectures, and activities to assist faculty in Special Education teacher preparation programs prepare our future teachers. These materials include a combination of presentations, handouts, and videos. During this presentation, we will provide examples of how to implement TIER modules within a variety of class structures from face-to-face to asynchronous. In addition, we will provide a roadmap of how the modules fit into different program’s coursework.                                                         

SESSION:  3N

Facilitator: Nathan Graham

Strand: Pedagogy/Curriculum

 

To Google or Not to Google, That is the Question!

Anna Fox, Melissa Becker, Erin Pearce, Amber Lynn Diaz, Melissa Roberts, Lisa Colvin, Julie Howell, & Robin Pate

                                                        

More than ever, technology should be a significant component of an Educator Preparation Program. However, with multiple technologies available for every need, informed selection of specific technology to increase digital literacy for teacher candidates is necessary. Google Classroom has become a staple in many school districts across the state. In the recent COVID-19 pandemic, it is imperative that teacher candidates have experience designing and using technology to deliver instruction. This session will discuss best practices for ISTE standards 1 and 5 to aid teacher candidates in learning and implementing Google Classroom to prepare them for an unpredictable future.

SESSION:  3O

Facilitator: Meredith Sutton

Strand: Policy/Leadership 

 

Using Empirical Evidence to Evaluate Teacher Preparation Programs: A Case Study for CAEP Accreditation

Tingting Xu & Tracey Covington Hasbun 

Guided by Standards 4 and 5 of the Council for the Accreditation of Educator Preparation (CAEP), the intent of the study was to provide a comprehensive evaluation of the quality of one teacher preparation program (TPP) in rural East Texas. A case study with a mixed method design was used to examine empirical data from a broad set of measures. Based on feedback from mentor teachers, recent graduates, and school principals, strengths and weaknesses of the TPP were identified. Valuable directions for improvement of the TPP were also established.                                                     

SESSION:  3P

Facilitator: Tim Sutton

Sponsor Session


How to Tackle and Teach for the STR Using 240 Tutoring's Guaranteed Approach

Nacole Whittington   

 

Are you trying to figure out how to best prepare your students for the new Science of Teaching Reading (STR) exam? We at 240 Tutoring are here to help!  

Join us in this session to: (1) Take a deeper dive into the STR Framework and exam structure; (2) Examine the requirements of the constructed response question (CRQ); (3) Learn what our 240 Tutoring study guide has to offer and how it will best prepare your students; (4) Ask questions with our curriculum, workshop and EPP support team.  

Our goal is to help your candidates pass their exams!

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