BREAKOUT SESSIONS II

Monday, 1:45-2:30

SESSION:  2A

Room:  Indian Trail, 2nd floor Embassy

Strand:  Pedagogy and Curriculum

 

Building Bridges: Strengthening New Teacher Induction through Digital Means

Karen Dunlap, Texas Woman’s University

Amanda Hurlbut, Texas Woman’s University

Sarah McMahan, Texas Woman’s University

Rebecca Fredrickson, Texas Woman’s University

 

Digital teacher induction is gaining momentum as a way to foster community among new teachers. This presentation focuses on how to support new teacher graduates who have entered the classroom through written blogs, podcasts, and other digital tools. Targeted blog posts and content center specifically on the content of most use to the new teacher in the first one-three years of teaching. Suggestions for the creation and implementation of the blogsite, and recruitment of author participants will be shared in addition to working posts, challenges, and future goals.

SESSION:  2B

Room:  Hamilton-Lebanon, 1st floor Conference Center

Strand:  Pedagogy and Curriculum

 

Ethical Celebrations and Challenges: Best of Times, Worst of Times

Dr. Lisa Colvin, Tarleton State University

Dr. Melissa Roberts Becker, Tarleton State University       

Dr. Erin Pearce, Tarleton State University     

Dr. Anna Fox, Tarleton State University       

  

Participants will briefly review Texas Administrative Code (TAC), chapter 247.2, Educators’ Code of Ethics. Current news stories/statistics of Texas teacher violations illustrated. In small teams, case studies presented, discussed and resolved in an interactive format. Each case study will relate to specific parts of the TAC Educators’ Code of Ethics. Participants will leave the session with interactive strategies to guide teacher candidates toward ethical behavior through college classroom experiences and clinical teaching seminars.

SESSION:  2C

Room:  Frisco 5, 1st floor Conference Center

Strand:  Program Support

 

Transforming the Role of the Student Teaching Supervisor

Shea Culpepper, University of Houston, Central

Jahnette Wilson, University of Houston, Central

Amber Thompson, University of Houston, Central

                                   

This case study focuses on the story of the transformation work around the role of the student teaching supervisor at a large urban university. Transforming the role of the student teaching supervisor was a game changer and a catalyst for quality change in this teacher preparation program. Results indicated the role of the site coordinator to be more deeply involved in the growth and development of teacher candidates.

SESSSION:  2D

Room:  Frisco 7, 1st floor Conference Center

Strand:  Pedagogy and Curriculum

 

Preservice Teachers Exploring Culturally Responsive Classroom-Ready Practices in an After-School Academic Program

Dr. Burcu Ates, Sam Houston State University     

Dr. Helen Berg, Sam Houston State University     

Dr. Benita R. Brooks, Sam Houston State University  

Dr. Jannah Nerren, Sam Houston State University      

                     

It is well documented in the United States that culturally competent educators improve the success of diverse students in K-12 classrooms. Yet, newly minted teachers feel unprepared for cultivating relationships with their students’ families and other adults in their students’ lives. The primary goal of this after-school academic program for grades 5-12 is to provide preservice teachers with opportunities to develop characteristics of a culturally responsive classroom-ready teacher. This study examines the ways preservice teachers define classroom readiness before and after volunteering as tutors. Findings reveal preservice teachers acquired the knowledge, skills and mindset to foster educational equity in the classroom.

SESSION:  2E

Room:  Frisco 3, 1st floor Conference Center

Strand:  Diversity

 

Students as Researchers: Supporting Student Empirical Research Through a Community-Based Understanding of Diversity

Aimee Myers, Texas Woman’s University

                                                           

In this session, participants will engage with a research-based framework that is used to guide students’ understanding of culturally responsive teaching in a course focused on diversity. We will discuss how students used Web 2.0 tools to engage in digital collaboration, collect data from teachers in the field, and present data.

SESSION:  2F

Room:  Frisco 2, 1st floor Conference Center

Strand:  Pedagogy and Curriculum

 

Intentional Practices at the Community College Level to Prepare Pre-EPP

Fay Lee, Lone Star College

Denise McKown, Midland College

                                      

How are community colleges responding to the new teacher performance assessment? This session will discuss how two community colleges, Lone Star College (LSC) and Midland College, are preparing teacher education students at the freshman and sophomore levels for either edTPA or T-TESS. As the TACCTEP President and Vice President, the presenters would like to set the tone for community college partnerships across the state and how universities can work with CC programs to prepare all students for these new assessments. Both community colleges will share ways in which they will be implementing introductory aspects of the teacher performance assessments.

SESSION:  2G

Room:  Frisco 1, 1st floor Conference Center

Strand:  Pedagogy and Curriculum

 

High Impact Practices (HIPS): Experiential Learning Opportunities Uniting University Pre-Service Teacher Candidates and K-12 School Partners

Dr. Beth Garcia, West Texas A&M University

                                                           

This presentation focuses on High Impact Practices (HIPS) considering an experiential learning project from conception to implementation. The presenter will highlight the implementation of experiential learning into the college curriculum for pre-service teacher candidates beginning with direct teaching, providing an overview of the course purpose, illustrating the needs of the partnering organization, and highlighting student learning goals. The presenter will demonstrate how reciprocal relationships between university and K-12 partners mutually benefit both entities and will highlight how to apply these elements in experiential learning settings that allow students to gain hands-on experience, debrief about individual learning, and reflect on personal experiences.

SESSION:  2H

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

Strand:  Program Support

 

Linking New Teacher Mobility to Educator Preparation Pathway

Toni Templeton, University of Houston, Central

Sherri Lowrey, University of Houston, Central

 

The successful preparation of effective teachers has important ramifications for public schools. In Texas, there are multiple pathways to becoming a teacher through university-based, not-for-profit, and for-profit providers (SBEC, 2018). Understanding the influence of each type of program on shaping the teacher workforce is vital to meeting the demand for skilled educators. The questions this presentation will address are part of a larger research project regarding educator accountability and continuous program improvement of Texas EPPs. This presentation will focus on the mobility patterns of new teachers prepared through different certification pathways.

SESSION:  2I

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

Strand:  Program Support

 

Governance Meeting Structures that Continuously Improve High-Quality Clinical Experiences for the Next Generation of Teachers

Sherre Heider, US Prep - Texas Tech University

Dr. Tami Jenkins, US Prep - Texas Tech University

Dr. Sarah Saltmarsh, US Prep - Texas Tech University

Dr. Dedra Lee-Collins, US Prep - Texas Tech University

                                                           

In what ways are teacher preparation programs and school district partners equally responsible for teacher preparation outcomes and the quality of clinical experiences? US PREP provides university and district leaders a framework for developing partnerships that are: Mutually beneficial, involve shared decision-making, responsive to the K-12 student and school needs, and share data that accelerates programmatic changes. This session will enhance participants’ understanding of how university and district partners work together to develop consistent, engaging, and impactful partnership meetings called “governance.” Participants will also gain access to university leaders prepared to share both their successes and lessons learned while establishing strong, mutually beneficial partnerships.

SESSION:  2J

Room:  Gallant Fox, 2nd floor Conference Center

Strand:  Policy and Leadership

           

Establishing Reliability and Validity of Instruments used for CAEP Accreditation

Joseph Strahl, Stephen F. Austin State University

Tingting Xu, Stephen F. Austin State University

                        

This presentation will demonstrate ways to establish reliability and validity for two instruments developed and implemented in our teacher education programs for program quality assurance as well as CAEP accreditation.

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