Tuesday, 8:00-8:45


Room:  Indian Trail, 2nd floor Embassy

Strand:  Pedagogy and Curriculum


Engaging in Teacher Education Reform: Challenges and Celebrations

Dr. Helen Berg, Sam Houston State University

Jodi Dennis, M.Ed., Texas Tech University

Dr. Susan Harte, Sam Houston State University                                                         


This session will focus on a grassroots collaborative approach to developing and building relationships among and within multiple stakeholders within a yearlong residency program.


Room:  Hamilton-Lebanon, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


The Online Teacher Candidate: Making a Way for Paraprofessionals and Non-Traditional Students

Ronda McClain, Stephen F. Austin State University                                                                      


As the demand for highly qualified classroom teachers grows in the state of Texas, school districts are increasingly shifting their focus inward to find personnel to fill these demands. Many educational aides working in schools today are seeking an opportunity to complete an undergraduate degree and step into the classroom as the teacher of record. With the implementation of the second phase of the Grow Your Own Grant, districts are investing in these already trusted and trained individuals and encouraging them to seek a degree. The necessity of working full time makes the ability to enroll in online classes to complete this goal extremely enticing.

Sponsor Session


Room:  Frisco 5, 1st floor Conference Center

Strand:  Program Support


Using Student Data on Test Preparation to Inform Education Preparation Programs

Shannon Granados, Certify Teacher


There is an increased emphasis by the federal government for states to truly hold educator preparation programs (EPPs) to a clear standard of quality based on student outcomes. Multiple measures to assess teacher training program quality are in the works. Feedback systems to drive program changes are the tools of choice. This presentation describes an existing data analysis tool that contains information on candidates’ knowledge and skills aggregated during their preparation for certification tests. With this tool, data is easily analyzed and visualized by interactive graphs, charts, and reports to help administrators of EPP programs make better and insightful data-driven decisions that strengthen their programs and prepare successful educators. Several examples will be shared in an interactive session with the audience.


Room:  Frisco 7, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Adjusting the Pedagogical Thermostat: Educator Preparation in Diverse Educational Climates

Shamim Arastu, Lone Star Community College                                                    

Educators of the 21st Century teacher need to be effective in working with students from minority, immigrant, bilingual, special populations, and those with other diverse learning needs and backgrounds. The future workforce must be prepared in areas of STEM and must be technology literate. In order to develop these high caliber teachers, we must establish top quality educator preparatory programs that possess the ability to model effective pedagogy in the classroom. This session will give you an opportunity to engage in and learn about several impact educational practices that will prepare our pre-service teachers for the current diverse educational climate.


Room:  Frisco 3, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


The Value of Dispositional Assessments in Predicting Success in Learning to Teach: Lessons from a Field-Based Teacher Preparation Program

Laura Allen, Trinity University

Pat Norman, Trinity University

Heather Haynes Smith, Trinity University


Are measures of candidate dispositions predictive of success in clinical teaching, program completion, and the first year of teaching? Trinity University uses the Dispositions, Attributes, and Proficiencies (DAP™) instrument as an admission instrument, then utilizes a Dispositional and Professional Skills Inventory mirroring the DAP during the three semesters of the Master of Arts in Teaching program leading to initial certification. This research presentation describes findings regarding the predictive validity of non-academic factors on candidate success through the first year of teaching. Presenters will share the study design, data sources, and practical considerations using dispositional assessments as part of program admission.

Texas Education Agency Stakeholder Meeting


Room:  Frisco 2, 1st floor Conference Center

Strand:  Program Support


Data Visualizations for Educator Preparation Programs

LaCole Foots, Texas Education Agency

Mark Olofson, Texas Education Agency


The Texas Education Agency is engaging in a project to build analytical visualizations of educator preparation data gathered in user-friendly dashboards. Through this project, we hope to support improvement and innovation in educator preparation by providing high-quality, actionable data on EPP inputs, processes, and outcomes. Additionally, through the development process, we hope to engage EPPs in deeper data conversations to ensure EPPs shape and understand the information being provided in these dashboards. In this session, analysts from the TEA will demonstrate dashboard progress to date and collect impressions and feedback from session participants.

Texas Education Agency Stakeholder Meeting


Room:  Frisco 1, 1st floor Conference Center

Strand:  Program Support


Strengthening the Bridge between Clinical Teaching and Induction

Beth Burkhart, NBCT-Texas Education Agency


Within the diverse and changing educational landscape of Texas, it is critical to establish clear and strong connections between educator preparation and practice. The Texas Education Agency will solicit feedback from stakeholders about how to strengthen the bridge from preservice teaching to teacher induction. Participants are encouraged to share ideas related to clinical teaching experiences, building partnerships between districts and educator preparation programs, mentoring and induction support, and specialized coursework and training for supplemental certifications such as Bilingual and Special Education and how TEA can support these ideas with policy changes.


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

Strand:  Program Support


Outcomes of a TEA Grow-Your-Own (GYO) Pathway Three Grant Program

Gina Anderson, Ed.D., Texas Woman's University

Brandon Bush, Ph.D., Texas Woman's University 

Sarah McMahan, Ph.D., Texas Woman's University          


Unaddressed rural school issues contribute to persistent, educational inequities for the children, families, and teachers living in and serving these communities. Grow-Your-Own (GYO) teacher programs hold potential for rural districts facing these issues. The presenters will share details about a grant-funded GYO program partnership between a university educator preparation program and two rural school districts in north Texas. GYO candidate assessment and program data will be shared.


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

Strand:  Program Support


Implementing Collaborative Faculty Course Studies in a Teacher Education Program to Support Continuous Improvement

Shea Culpepper, University of Houston                

 Jahnette Wilson, University of Houston

 Amber Thompson, University of Houston


Presenters will describe and discuss the implementation of faculty course self-studies in a teacher educator preparation program and how the work can support continuous improvement and a culture of collaboration and inquiry. Processes, examples, and artifacts that can be replicated in various contexts will be shared.


Room:  Gallant Fox, 2nd floor Conference Center

Strand:  Program Support


High-Impact Touchpoints for Quality Coaching

Mia O’Suji, Yes Prep

Christopher Reid, Yes Prep


It is no accident that the classic touchpoint in coaching novice teachers is a classroom observation followed by a debrief. This formula typically addresses most pedagogical issues that may arise for novice teachers. However, synonymous with the belief that one size does not fit all when planning instruction for students, novice teachers also require differentiated support that may be based on specific needs of the teacher or students, learning environment, teacher personality, or learning styles. This session focuses on incorporating a variety of alternative touchpoints that can be used to customize individual support for teachers to proactively further teacher development (Teaching Excellence: A Field Guide for Coaching and Developing Novice Teachers. YES Prep Public Schools, 2018).

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