Monday, 2:45-3:30


Room:  Indian Trail, 2nd floor Embassy

Strand:  Policy and Leadership


A Review of Texas Administrative Code Changes that Effect Educator Preparation

Toni Templeton, University of Houston, Central

Sherri Lowrey, University of Houston, Central


The Texas Legislature established the State Board of Educator Certification (SBEC) in 1995 to oversee the preparation, certification, and standards of conduct for the Texas teaching workforce. Since formation, the Texas Legislature and SBEC have made broad and sweeping changes to statute and regulatory administrative code governing the requirements and accountability of Educator Preparation Programs (EPPs). To understand the effect of the changes on EPPs and because the documentation of the numerous changes does not exist in the literature, a review of the Texas Administrative Code affecting EPPS was undertaken. This presentation details the major changes to TAC 227-232 over the last 20 years affecting teacher preparation programs.


Room:  Hamilton-Lebanon, 1st floor Conference Center

Strand:  Diversity


Robust Partnership Between a University & Title I Campus in IR: Clinical Teaching Residencies, Social Work Services, and other Wrap-Around Services

Alycia Maurer, Ph.D., Our Lady of the Lake University


This presentation shares the story of an innovative university and elementary school partnership. Our Lady of the Lake University (OLLU) and Rodriguez Elementary School partnered to improve student performance, teacher effectiveness, and overall school culture. The university provided comprehensive wrap-around services that included: clinical teachers, rich field experiences, academic faculty support, administrative support, social work services, and speech/language interventions as well as graduate course work opportunities for teachers on the campus. We will reveal our “glows and grows” from this work and shed light on the powerful learnings that have occurred through our thoughtful collaboration.


Room:  Frisco 5, 1st floor Conference Center

Strand:  Program Support


Building Stronger Partnerships Through Data-Focused Stakeholder Meetings

Shea Culpepper, University of Houston, Central

Jahnette Wilson, University of Houston, Central

Amber Thompson, University of Houston, Central


One university used data-focused stakeholder meetings to strengthen EPP partnerships. The results of this study indicate the use of data-focused stakeholder meetings were valuable in strengthening relationships with EPP partnerships. Additionally, this data-focused work also served to contribute to the growth and development of high-quality teacher candidates. This work has the potential for informing the changing landscape of clinical partnerships with EPP stakeholders within teacher education.


Room:  Frisco 7, 1st floor Conference Center

Strand:  Program Support


How are You Incorporating the ISTE Standards in your Educator Preparation Program?

Julie Delello, Ph.D., University of Texas – Tyler

Laura Allen, Ph.D., Trinity University

Jacqueline Gaffner, Ed.D., Texas Wesleyan University

Jean Kiekel, Ph.D., University of St. Thomas

Jana Willis, Ed.D., University of Houston–Clear Lake


With the passage of Senate Bill 1839 by the 85th legislature, Section 21.044 of the education code was amended such that all educator preparation programs (EPP) candidates receive instruction in digital learning, including a digital literacy evaluation, and that learning is aligned with the ISTE Standards for Educators. At present, there is little guidance for incorporating this requirement into EPPs. This session will begin a conversation, sharing how several EPPs are addressing this regulation and provide resources available through ISTE's Teacher Education Network. We invite other EPPs to join us in a conversational format where we learn from one another.


Room:  Frisco 3, 1st floor Conference Center

Strand:  Program Support


Documenting Graduate Practicum Clock Hours While a Full-Time Employee

Lesley Casarez, Ph.D., Angelo State University

Tia Agan, Ed.D., Angelo State University  


 Candidates seeking advanced certification in educator preparation programs must fulfill the Texas Education Agency’s requirement to complete a practicum for a minimum of 160 clock-hours to demonstrate proficiency in each of the educator standards for the certificate class being sought. However, many candidates express concern over the amount of time that the practicum experience requires in addition to the outside responsibilities that are already consuming much of their time. The presenters will explore the challenges of candidates enrolled in practicum courses while working full-time and will provide specific, research-based recommendations to support future candidates enrolling in practicum courses.


Room:  Frisco 2, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Using Principal Survey Data to Make Changes to Field Experiences

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

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

Diane Myers, Ph.D., Texas Woman's University

Laura Trujillo-Jenks, Ph.D., Texas Woman's University


During this presentation, we will discuss how we used our 2017-2018 data from the Principal Survey of first-year teachers to make decisions in our teacher education coursework related to early field experiences, clinical student teaching experiences, and skills addressed. We will describe how we obtained additional data by conferencing with principals about their ratings, shared those data with faculty and relevant stakeholders, and used those data to initiate program changes.


Room:  Frisco 1, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Cultivating Teacher Dispositions in Pre-Service Candidates

Tonia Boyer, Lubbock Christian University

Dr. Josh Wheeler, Lubbock Christian University


Teacher preparation programs are tasked with ensuring candidates are effectively prepared in the knowledge, skills, and dispositions necessary to be an effective educator. However, these dispositions are a challenge to define and even harder to assess. Furthermore, can these dispositions be taught? This session will share information to help educator preparation programs better evaluate teacher dispositions and provide ways to effectively handle student issues related to professional behavior. The presenters will share two instruments, a Teacher Disposition rubric and a Fitness to Teach Review, that have been successfully utilized to help identify and develop the characteristics required of professional educators.


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

Strand:  Pedagogy and Curriculum


Teaching High Leverage Teaching Practices with Mixed Reality Simulations in an Online Class

Veronica L. Estrada, The University of Texas Rio Grande Valley


Rehearsing high leverage practices in virtual learning environments early during teacher preparation provides a way of representing academic and behavioral complexities that exist in real classrooms. The presenter will describe her use of mixed reality simulations in an “introduction to teaching” course. Candidates were provided one opportunity to teach independently in an upper elementary or middle school simulated teaching environment and another opportunity to participate in a simulated parent-teacher conference in order to build competencies in instruction, communication, professional dispositions, and reflection. Emergent themes based on videos, peer reviews, and self-assessments will be shared and discussed.


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

Strand:  Pedagogy and Curriculum


Perceptions of Research: Comparing Pre-Service Teachers with Other Majors

Dr. Tingting Xu, Stephen F. Austin State University

Dr. Deborah J. Williams, Stephen F. Austin State University


This study employed a survey research design, using both qualitative and quantitative methods to examine undergraduate students’ perceptions of research by major, location and classification. There was a significant difference in statements that related to knowledge of true research and the null hypothesis with H=10.990 (4, N=43), p=.027. Science-math related students rated significantly higher compared to education-related students, p=.038. Kruskal-Walis Test further revealed a significant difference in responses that related to the meaning of null hypothesis with H=13.109(4, N=43), p=.011. Science-math related students also rated this statement significantly higher compared to education-related students, p=.030. These significant differences imply that inconsistencies exist in research opportunities across majors.


Room:  Gallant Fox, 2nd floor Conference Center

Strand:  Policy and Leadership


Embracing Change in Professional Certification: Let’s Talk! PART 2

Dr. Joan Bowman, Schreiner University

Dr. Doug Monk, Schreiner University


Let’s talk about policy, procedures, and ideas for preparing our principal candidates to successfully complete all the new requirements for professional certification. This session is a continuation of a conversation session at CSOTTE 2018 when we all launched our new Principal as Instructional Leader Programs. We will share what works, best resources, aligning PASL to Practicum, and the roles and responsibilities of instructional leaders with time for networking and sharing best practices and policy for curriculum and field supervision.

Sponsor Session


Room:  Frisco 6, 1st floor Conference Center


Pearson Exam Development and Program Updates

Madison Cooper, Pearson


Join a representative from Pearson for an update on the Texas Educator Certification Examination Program. We will review high-level milestones from 2018-19, share information on the current plans for exam development, and provide updates on the program services and supports we provide to candidates and educator preparation programs. Time will be reserved for questions and answers.

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