Monday, 3:45-4:30

2018 Quest for Quality: Exemplary Faculty Practices Award Session


Room:  Indian Trail, 2nd floor Embassy

Strand:  Pedagogy and Curriculum


Project SUCCESS in Language and Literacy Instruction

Rossana Boyd, University of North Texas


This session will provide an overview of Project SUCCESS, a Title III National Professional Development Program funded by the US Department of Education. In partnership with Region 10 ESC, IDRA, the Latino Family Literacy Project and Carrollton Farmers Branch Independent School District (CFBISD), the project, under the title of Success in Language and Literacy Instruction, focuses on providing professional development to UNT pre-service and CFBISD in-service teachers to improve instruction for English Learners and improve teacher engagement with Latino parents, families, and community through literacy development. The project is managed and operated by the Bilingual/ESL Teacher Education Programs of the University of North Texas.


Room:  Hamilton-Lebanon, 1st floor Conference Center

Strand:  Program Support


Clinical Practice: Purposeful Partnerships and Placements

Mayra L. Peña, Ph.D.., Texas A&M International University


Educator preparation programs should strive to support teacher candidates’ as they learn and implement pedagogy in classroom settings. Like classroom teachers, teacher candidates are also responsible for providing the necessary instruction to their students as part of their field experiences while navigating the school culture and climate in which they practice. The session will describe the process of purposeful selection of field experiences and clinical placements leading to quality teacher preparation as well as maintaining effective partnerships with districts, administrators and cooperating teachers.


Room:  Frisco 5, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Preparing Students for the New Science of Reading Test- Sharing Best Practices and Resources

Dr. Neva Cramer, Schreiner University

Dr. Karen Taylor-Backor, Schreiner University


 It is imperative to prepare pre-service teachers in the science of reading grounded in the scientific evidence of how reading develops, why students have difficulties, and how to access and effectively use research-based strategies in the essential components of reading instruction. It looks like Texas has chosen its side of the “reading wars “and returned to a phonics-based approach with the newly required Science of Reading Test for EC-3 certification. This session will share best practices and resources for using the science of reading along with the art of communication to create a culture of literacy for all students.

2018 Quest for Quality: Exemplary School Partnerships Award Session


Room:  Frisco 7, 1st floor Conference Center

Strand:  Program Support


The ELITE Institute: An Innovative Professional Development Model

Lisa Dryden, Ph.D., Texas Wesleyan University

Elsa Anderson, Ph.D., Texas Wesleyan University


This session will provide an overview of the ELITE (Empowering Literacy Instruction to Empower) Institute, an innovative professional development program designed by two Texas Wesleyan University professors. The ELITE institute is a partnership between Texas Wesleyan University and Fort Worth SPARC (Strengthening After School Programs through Advocacy Resources and Collaboration). During this interactive session, participants will learn and apply selected literacy strategies from the elite institute.


Room:  Frisco 3, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


What We Learned about Teaching ELL Students While in China: A Practical Approach to Reaching English Language Learners

Melinda S. Miller, Ph.D., Sam Houston State University

Rebecca A. Wentworth, Ph.D., Sam Houston State University


As part of a five-year agreement with Huaiyan Normal University in Mainland China, the authors spent two weeks in May 2019, teaching pedagogy content to preservice teachers. Through this opportunity, we experienced first-hand the struggles and rewards associated with working with a class of only ELL students and were called on to use ELL teaching strategies that we have asked our own preservice teachers to learn and practice. The authors will share their experiences as well as discuss successes and failures regarding teaching strategies, offering concrete examples and suggestions.


Room:  Frisco 2, 1st floor Conference Center

Strand:  Pedagogy and Curriculum


Seeking Opportunities Outside the Academy for Preservice Teacher Success

Dr. Karen Dunlap, Texas Woman’s University

Dr. Sarah McMahan, Texas Woman’s University

Dr. Rebecca Fredrickson, Texas Woman’s University

Dr. Laura Trujillo-Jenks, Texas Woman’s University

This session will address the efforts of an educator preparation program to implement multiple experiential learning activities for their preservice teachers to enhance their pedagogical knowledge. This program has been implementing these efforts for several years and will report the findings from the efforts as well as next steps on how to increase preservice teacher pedagogical knowledge as well as connection with graduates as they enter into the teaching field.


Room:  Frisco 1, 1st floor Conference Center

Strand:  Program Support


Testing Change Ideas Through Disciplined Inquiry Using Plan-Do-Study-Act Cycles

Samuel Brower, University of Houston

Shea Culpepper, University of Houston

Veronica Estrada, University of Texas - Rio Grande Valley

Amy Ferrell, Southern Methodist University

Criselda Garcia, University of Texas - Rio Grande Valley

Cody Huie, Raise Your Hand Texas Foundation

Laura Allen, Trinity University

Alycia Maurer, Our Lady of the Lake University

Amber Thompson, University of Houston


Presenters will describe and discuss their experience implementing an inquiry protocol (Plan-Do-Study-Act) for examining low-risk, low-cost immediate changes that yield learning opportunities and address problems of practice in teacher education. Participants will receive examples of the application of the PDSA protocol across different universities and will expand understandings of improvement science as a methodology to answer some of the challenges in creating change in complex education organizations.


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

Strand:  Pedagogy and Curriculum


Co-Teaching: Uncovering the Successes and Challenges to Strengthen Clinical Practices

Debora A. Shidemantle, Texas A&M University-Texarkana


A presentation designed to offer insights into the co-teaching model. The researcher will share data from clinical teachers and cooperating teachers upon completion of a year’s experience with the co-teaching model.


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

Strand:  Program Support


From Struggling to Thriving: Proven Strategies for Producing Passing TExES Exam Results

Dr. Lorraine Killion, Texas A&M University-Kingsville

Dr. Daniella Varela, Texas A&M University-Kingsville


ASEP accountability is inevitable, but when met with upgraded curriculum requirements and continuously increasing program standards, the growing rigor of pass rate calculations and TExES exams creates additional challenges for educator preparation programs. In due service to teacher preparation program candidates and ultimately school districts across the state of Texas, test preparation activities must be of paramount focus. This presentation will offer practical, sustainable strategies adopted and proven to successfully move one educator preparation program from struggling to thriving at Texas A&M University-Kingsville, with TExES pass rates now at 100% for six out of the past seven years.


Room:  Gallant Fox, 2nd floor Conference Center

Strand:  Policy and Leadership


Increasing Access to Universities through Community College Partnerships

Laura Currey, M.Ed., Texas A&M-Texarkana

Marian Ellis, Ed.D., Paris Junior College


How can students earn their Bachelor of Science Interdisciplinary Studies (EC-6) degree on a community college campus? Come and see how Texas A&M University-Texarkana’s innovative partnerships with Northeast Texas Community College and Paris Junior College have opened the door to increasing access to the university through transfer, dual enrollment, and dual-financial aid agreements.

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