Tuesday, 9:00-9:45


Room:  Indian Trail, 2nd floor Embassy

Strand:  Pedagogy and Curriculum


Culturally Responsive Teaching (CRT): Professional Development to Classroom Practice

Helen Berg, Ph.D., Sam Houston State University

Stacey Edmonson, Ed.D., Sam Houston State University

Jannah Nerren, Ph.D., Sam Houston State University

Sandra Stewart, Ed.D., Sam Houston State University


This session will focus on an 18-month research project between one university and two district partners on CRT professional development and transferability into the classroom. Phase I of the project focused on professional development for year-long residence teacher candidates and their classroom mentors. Phase II will focus on following the year-long teacher candidates into the first year of teaching. Data will be presented on the impact of professional development for both the mentor teachers and teacher candidates. In addition, current data will be presented on the transferability of CRT practices in the novice teachers’ classrooms.


Room:  Hamilton-Lebanon, 1st floor Conference Center

Strand:  Program Support


Multi-Step Mentor Teacher Selection Process Moves the Needle in Teacher Preparation

Alyson Mitchell, M.Ed., Texas Tech University

Jody Dennis, M.Ed., Texas Tech University


As many teacher preparation programs face pressure to improve, and studies show that the performance of student teachers, once they have their own full-time classrooms, corresponds to the quality of the mentor teacher they trained under, it makes practical sense to invest in finding the most effective possible teachers to mentor pre-service teachers in their field placements. Research has identified that being an effective teacher does not make one an effective mentor teacher; therefore, our program has developed a multi-step process to identify the strongest mentor teachers to mentor pre-service teachers in their field placements.


Room:  Frisco 5, 1st floor Conference Center

Strand:  Program Support


Providing Early and Frequent Reading Field-Based Opportunities Through an In-School Tutorial Program

Rochelle Cortino, Texas A&M University-Corpus Christi

Bethanie Pletcher, Texas A&M University-Corpus Christi


Islanders Helping the Early Acceleration of Readers Together (iHEART) is a tutorial initiative at a primary school. The mission of the program is to provide children with early reading intervention, through research-based instruction, and to give teacher candidates opportunities to implement strategies learned in their reading courses at the university. The principal, program coordinators, and tutors work closely to strengthen and sustain this school-university partnership. A research study was conducted in the program during spring 2019 and results indicate that the children served made significant gains in the areas of word and letter identification, text-level reading, and phonemic awareness.


Room:  Frisco 7, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Cultivating Collaboration: Strengthening Preparation Programs to Forge Greater Opportunities for Candidate Success in Practice

Sheila F. Baker, Ph.D., University of Houston-Clear Lake  

Jana Willis, Ph.D., University of Houston-Clear Lake


This presentation shares information regarding collaborative experiences between candidates in teacher, school librarian, and principal preparation programs. Included will be discussion to facilitate the broadening of one’s knowledge base to include the school librarian as a key role player in the initial and continuous education of teachers. Experiential learning in the preparation program ensures pre-service teachers enter practice equipped with the knowledge of the school librarian’s expertise and value in supporting their teaching and learning.


Room:  Frisco 3, 1st floor Conference Center

Strand:  Program Support; Policy and Leadership


Tracking Teacher Education Retention: One Texas EPP’s DIY Approach

Cynthia Savage, Texas Christian University

Heather Doyle, Texas Christian University


This session will provide an overview of how EPPs can internally track program completers into career pathways in Texas public schools. Structured as both a presentation and a workshop, participants will learn steps that EPPs can take to request comprehensive employment histories from the Texas Education Agency (TEA), will review examples of data templates that can be used, and will be guided through corresponding data analyses. In addition, an illustrating case and lessons learned will be presented.

Texas Education Agency Stakeholder Meeting


Room:  Frisco 2, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Texas Teach Like a Champion Online

Ashley Prevost, Texas Education Agency


The Texas Education Agency has invested in Texas Teach Like A Champion Online, an online professional development resource for all education professionals in the state of Texas. This resource, which is provided free of charge, can be used by educator preparation programs to develop candidates in 11 of the most foundational Teach Like A Champion techniques. This session will cover how to sign up for an account and navigate the website, as well as go over recommended usage for educator preparation programs.

Texas Education Agency Stakeholder Meeting


Room:  Frisco 1, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Enhance the Clinical Experience with Texas Lesson Study

Blair Claussen, Texas Education Agency


Lesson Study is an action research process in which educators collaboratively develop, teach, and revise research-based lessons. Participants in this session will learn how Lesson Study is part of TEA’s effort to enhance teacher effectiveness and student growth by introducing teacher-driven, reflective, place-based professional development and structures for in-service and pre-service teachers. Participants will leave with example implementation models and strategies for bringing Lesson Study to their campus.


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

Strand:  Program Support


Leveraging Cross-Institutional Partnerships to Address Problems of Practice in Teacher Education Using Tools to Conduct Causal Systems Analyses

Samuel Brower, University of Houston

Shea Culpepper, University of Houston

Veronica Estrada, University of Texas - Rio Grande Valley

Criselda Garcia, University of Texas - Rio Grande Valley

Amber Thompson, University of Houston

Laura Allen, Trinity University

Donna Brasher, Texas Tech University


Presenters will describe and discuss their experience as part of a Carnegie Networked Improvement Community (NIC) (Byrk, et al, 2016) using improvement science tools in order to study and address problems of practice related to quality field experiences and teacher candidate recruitment. By engaging in causal systems analysis (CSA), teacher education faculty from multiple universities with differing contexts identified root causes of problems of practice and will share results that could inform their respective program practices. Attendees will obtain tools and resources that could be used to implement a CSA at their respective campuses.


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

Strand:  Pedagogy and Curriculum


Good, Better, Best: Field Experiences in Primary Grade Literacy

Lauren Kirk, Ed.D., Howard Payne University


Learning to read is an essential skill, and students in primary grades deserve a highly qualified literacy educator. How do EPPs equip EC-3 and EC-6 candidates with the knowledge, skills, and dispositions to teach literacy in the primary grades? This session will explore the programmatic features of coursework, field experience, and collaboration that effectively prepare candidates for literacy instruction and will highlight one EPPs move toward embedded literacy field experiences. Also, the results of a recent study in Texas that investigated preservice teachers’ sense of efficacy for primary literacy instruction by the amount of field experience will be shared.


Room:  Gallant Fox, 2nd floor Conference Center

Strand:  Program Support


Starting a New Teacher Preparation Program

Dr. Christina Ellis, Sam Houston State University

Dr. Tori Hollas, Sam Houston State University

Dr. Mae Lane, Sam Houston State University                        


Two years ago, we began a non-traditional teacher preparation program, 4+1 TEACH, at a university in the southeast region of Texas to assist students in completing their teacher preparation programs and to benefit area schools. Upon receiving grant funding, we were able to provide the 4+1 TEACH residents with tuition for their M.Ed. in Curriculum & Instruction, a Site-Based mentor, a Full-Release mentor, a 4+1 TEACH Coordinator, and ongoing professional development through an online program utilizing micro-credentials. The partner school districts benefit from a pool of well-prepared teachers who serve high-needs schools through a three-year residency and beyond.

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