Tuesday, 9:30-10:20

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


Facilitator: Sylvester Solorio

Strand: Program Support


Addressing the Hiring Needs of Rural Districts

Donna Brasher

Teachers have the power to change the lives of their students. Despite this widespread belief in the value of teachers, there is a crippling shortage of teachers in the U.S. The teacher shortage is not limited to one state or region. The issue exists across all types of school districts (urban, suburban, and rural) and affects all types of children. Children in high-poverty schools, and in particular, rural high poverty schools, however, are disproportionately affected by the teacher shortage issue (Garcia & Weiss, 2019). The mounting public opinion about the failure of public education and shortcomings of teachers, accompanied by the stress created by working in under-resourced schools has encouraged some to examine root causes of the current situation.                        


Facilitator: Shelbee Nguyen

Strand: Program Support


Community College-University Partners in Teacher Preparation

Erika Mein, Isela Castanon Williams, Alyse Hachey, Joyce Asing-Cashman & Haley Richardson


This presentation will highlight the emerging partnership between the teacher preparation programs at the El Paso Community College (EPCC) and the University of Texas at El Paso (UTEP) College of Education, which has the aligned goal of high-quality preparation for the shared students who attend our respective institutions. Key partnership efforts have been focused on the seamless transition of students between our institutions and include the following: alignment of our degree plans to facilitate transfer, co-organization of trainings for counselors/advisors, joint participation in edTPA workshops, and joint implementation of information and recruitment sessions for prospective students seeking to pursue education.       


Facilitator: Sara Gibson

Strand: Diversity

Culturally Relevant Teaching: Bridging the Gaps for ALL Students

Kristina Sterling

This presentation will provide professionals with the tools to create lessons and provide feedback on practices, in order to support growth in classrooms and embrace cultural diversity among learners, as well as, learning how to embrace different learning needs and styles. Participants will engage in planning techniques that serve the needs of learners at all levels and support teacher practices. The goal is to walk away with the knowledge to create a climate of collaboration, engagement, and authentic learning.


Facilitator: Ranchel Alvarado

Strand: Policy/Leadership

Establishing a Quality Assurance System in a Teacher Preparation Program

James A. Telese & Alma Rodriguez

This session will present the components of an assessment system designed to determine the quality of a teacher preparation program at a Hispanic Serving Institution. A recently established university is seeking CAEP accreditation and will present the design aspects of its quality assurance system.


Facilitator: Natalie Weisbach

Strand: Program Support

Field Supervisor Training: Making Sure Teachers CAN Succeed

Angela Schroeder

New rules implemented by the TEA requires all field supervisors to complete observation training intended to instruct field supervisors in best practices for providing in-classroom support and coaching to novice teachers. TEA 2014-2015 and 2018-2019 Exit Survey data was used to examine candidates’ perceptions of field supervisors in order to examine the impact of the recently implemented field supervisor training. Results show an improvement in the areas of conferences and feedback, and there was a slight increase in the mean rating for relationships suggesting that field supervisors may need to look for more opportunities to build relationships with teacher candidates.   


Facilitator: Caleb Peters 

Strand: Curriculum/Pedagogy


Transforming Teacher Education: Establishing a Practice-Based Community Engaged Teacher Preparation Program at a Hispanic Serving Institution (HSI)

Veronica Estrada & Sandra Musanti


Transforming teacher preparation entails a complex and integrated set of initiatives. In this dialectical and interactive conference presentation, presenters will describe a project initiative that seeks to engage Hispanic Serving Institution (HSI) teacher educators, experienced and novice teachers, and teacher candidates in the Rio Grande Valley to collectively develop a model of practice-based community engaged pedagogy that bridges school and university cultures, an initiative critical to a sustainable and equitable approach to transforming teacher preparation.


Facilitator: LaMoya Burks

Strand: Curriculum/Pedagogy


Intertwining Pedagogy and Best Practices to Effectively Engage in Virtual Spaces

Karen Dunlap

During the CoVID19 era, teachers across the nation at all levels have been asked to offer instruction in a variety of formats utilizing multiple pedagogical tools and approaches. Traditional high leverage practices have been both utilized and visualized in new and different ways. As the foundation of effective instruction, high leverage practices span across all subject areas, grade levels, and contexts. When used consistently, high leverage practices are critical to helping students learn in a manner supportive of their social and emotional development. Therefore, throughout it all, the basis of effective teaching remains unchanged.  However, virtual spaces require unique synchronous and asynchronous technologies to facilitate interaction among students.


Facilitator: Kayla Corpus

Strand: Curriculum/Pedagogy


Navigating Pre-Service Teacher Field Experience in Uncharted Waters: 2020

Cynthia Savage, Heather Doyle, & Karrabi W. Malin

We are all navigating uncharted waters in education during this time of COVID-19 to prepare effective educators in Texas public schools. This session will provide an overview of how one university-based educator preparation program is discovering new pathways to provide authentic, virtual and online field experiences to prepare future educators. Structured as both a presentation and a panel discussion, participants will review current TAC, learn of strategies that have been successful for one EPP, and view video-recordings from survey data collected from students, parents, teachers, administrators and pre-service teachers in area independent school districts.


Facilitator: Kathryn Fazi

Strand: Pedagogy/Curriculum

Prepared for the Petrifying P’s: Principals, Parents, Programming, and Politics

Cynthia S. Woody & Jennifer Bailey

Supporting new and aspiring teachers goes beyond coaching them for pedagogical efficacy. These novices may express uncertainty in how to deal with the “petrifying P’s,” which include principals, parents, programming, and politics. In this practitioner-focused session, two experienced school principals share user-friendly tips and resources designed to assist instructors, field supervisors, and mentors in building capacity and confidence in the novice educators they support.


Facilitator: John Fredrickson

Strand: Curriculum/Pedagogy


Rehearsal in Teacher Preparation: Advancing Candidates’ Instructional Practice through Explicit Coaching

Sherre Heider & Doug Hamman

The theory-practice gap is often identified as a primary reason many new teachers feel unprepared. Use of the rehearsal strategy may be one way to improve preparation. Rehearsal is often used in the context of coursework, but some point to its utility in clinical settings. To date, little evidence exists that it improves instructional practice. This session will define the rehearsal strategy, look at supporting research and discuss the relation between the use of rehearsal in a clinical setting and the impact on candidate general instructional competency and competency in a specific refinement area.


Facilitator: Jeremiah Porter

Strand: Curriculum/Pedagogy


Soft Skills Do Not Have to Be Hard to Teach: Explicitly Teaching Professional Dispositions to Pre-Service Teachers

Mary Rose Sallese & Melissa Fogarty

This presentation reports on our program’s systematic approach to meaningfully integrating instruction on professional dispositions into our coursework sequence. We will discuss how we specifically define, teach, regularly assess, and then reinforce the “unwritten rules” or “soft skills” (i.e., professional dispositions) of becoming a highly effective teacher that will be able to thrive and remain in the field. After beginning with a short summary of the research literature and the significance of professional dispositions, the presenters will focus on how to explicitly integrate professional disposition instruction into a teacher preparation program, offer recommendations for implementation, and share program-specific professional disposition videos and training documents.


Facilitator: Colin Trudell

Strand: Program Support


Teacher Workforce and Student Population Characteristics

Chaunte White, Christopher Burnett, Catherine Horn, & Sherri Lowrey


Because teachers play an essential role in ensuring equity in the Texas education system and progress in the state’s economic future, it is important to understand the state’s professional teacher landscape. This presentation aims to illuminate statewide and regional trends and demographic shifts in the Texas teaching workforce and the students they teach. Particular emphasis is placed on teacher workforce characteristics compared to the student population including placement trends in bilingual and special education populations as well as teacher movement between high and low need schools. 


Facilitator: Bekah Guess

Strand: Curriculum/Pedagogy


Teachers CAN: Advocating for Connection and Self-Awareness in Teacher Preparation Programs

Amy Barrios & Deborah Banker             


This paper session will feature a review of challenges of teacher education programs that aim to produce culturally competent, urban educators and ways we can promote advocacy and self-awareness in teacher preparation.                                            


Facilitator: Nathan Graham

Strand: Curriculum/Pedagogy


The Use of a STEM Toolbox and Content Vocabulary 

Puneet Gill & Pamela Mills Wallace

This presentation will discuss how the integration of the STEM (science, technology, science, and mathematics) toolbox and content vocabulary can help decrease disparities which are associated with gender and ethnicity in STEM achievement. The STEM toolbox contains mathematics and science manipulatives that students use within science demonstrations. This STEM toolbox was used in STEM discrepant event demonstrations (STEM-DEDs) during a service-learning experience on the US-Mexico border, called Puerto Educativo. The STEM toolbox manipulatives were also translated into Spanish in order for children to identify cognates.


Facilitator: Meredith Sutton

Strand: Curriculum/Pedagogy


Tips for Successful Online Teaching for Teacher Educators
Burcu Ates & Helen Berg       


In March 2020, due to spread of COVID-19, educators were suddenly forced to move from face to face to online teaching platforms. This transition has not been easy. Some educators are still not comfortable with teaching online in the new yet uncertain academic year. This presentation will focus on providing successful and meaningful online teaching tips and strategies for teacher educators such as creating interactive lectures, discussion boards to assignments, assessments, user-friendly applications/software for communication and engaging students, and much more. 


Facilitator: Tim Sutton

Sponsor Session


Pearson:  edTPA for Beginners
Pam Wetherington


In the session, edTPA for Beginners, participants will learn about the purpose, development, and structure of edTPA. Additionally, participants will have opportunities to identify what candidates provide as evidence for each of the edTPA tasks and engage in a review of the scoring process, score reports, and data reporting.


©2020 by CSOTTE Conference 2020. Proudly created with