Monday, October 23, 2017
Breakout Session I: 10:15-11:15am
Paired Presentations (30 minutes each)
Session 1A
Room: Corpus A
Facilitator: Donna Brasher
Reflective Pedagogy to Develop Teacher Candidates’ Capacity for a Critical Stance
Kimberly S. Reinhardt, Texas A&M University-Corpus Christi
As teacher candidates’ move through clinical preparation, the development of their capacity to be reflective practitioners is paramount. This qualitative study investigated teacher candidates’ growth through coaching sessions that enact a reflective pedagogy to discuss their first teaching episodes. Analysis of coaching sessions and written reflections were used to reveal changes in candidates’ reflective pedagogy. Over five coaching sessions, candidates moved from descriptive toward deeper levels comparative and critical reflections. Implication of use of reflecting-in-action and reflecting-on-action to develop expertise and implement informed pedagogical practices leads candidates to approach teaching and learning from the experience itself as a knowledge based schema rather than attempting to solve the problem with one solution based on an existing knowledge schema.
Promising Practices of a Field Based Program: A Coaching Model for Tomorrow’s Teachers
Dr. Carmen Tejeda-Delgado, Texas A& M University-Corpus Christi
Dr. Robin D. Johnson, Texas A&M University-Corpus Christi
Dr. Michele R. Staples, Texas A&M University-Corpus Christi
Due to demands for highly qualified teachers, universities are searching for ways to better prepare teacher candidates for their future classrooms. This presentation will focus on the strategic and intentional coaching model incorporated into an Educator Preparation Program (EPP). This model is designed to provide goal specific feedback through conferences between professor, teacher candidate, and cooperating teacher(s). The coaching cycle engages teacher candidates in inquiry learning and reflective practices designed to inform subsequent planning and teaching experiences. Participants will come away with an idea of how to implement this coaching model with their own teacher candidates.
Facilitator: Donna Brasher
Reflective Pedagogy to Develop Teacher Candidates’ Capacity for a Critical Stance
Kimberly S. Reinhardt, Texas A&M University-Corpus Christi
As teacher candidates’ move through clinical preparation, the development of their capacity to be reflective practitioners is paramount. This qualitative study investigated teacher candidates’ growth through coaching sessions that enact a reflective pedagogy to discuss their first teaching episodes. Analysis of coaching sessions and written reflections were used to reveal changes in candidates’ reflective pedagogy. Over five coaching sessions, candidates moved from descriptive toward deeper levels comparative and critical reflections. Implication of use of reflecting-in-action and reflecting-on-action to develop expertise and implement informed pedagogical practices leads candidates to approach teaching and learning from the experience itself as a knowledge based schema rather than attempting to solve the problem with one solution based on an existing knowledge schema.
Promising Practices of a Field Based Program: A Coaching Model for Tomorrow’s Teachers
Dr. Carmen Tejeda-Delgado, Texas A& M University-Corpus Christi
Dr. Robin D. Johnson, Texas A&M University-Corpus Christi
Dr. Michele R. Staples, Texas A&M University-Corpus Christi
Due to demands for highly qualified teachers, universities are searching for ways to better prepare teacher candidates for their future classrooms. This presentation will focus on the strategic and intentional coaching model incorporated into an Educator Preparation Program (EPP). This model is designed to provide goal specific feedback through conferences between professor, teacher candidate, and cooperating teacher(s). The coaching cycle engages teacher candidates in inquiry learning and reflective practices designed to inform subsequent planning and teaching experiences. Participants will come away with an idea of how to implement this coaching model with their own teacher candidates.
Session 1B
Room: Nueces A
Facilitator: Cindy Williams
Progressive Partnerships: An Integrated Collaborative between a School District, University Educator Preparation Program, Community College, and an Alternative Certification Program
Dr. Gina Anderson, TWU College of Professional Education
Dr. Rebecca Fredrickson¸ TWU College of Professional Education
Dr. Karen Dunlap, TWU College of Professional Education Dr. Brandon Bush, TWU College of Professional Education
Dr. Diann Huber, iTeachTexas
It is a highly politicized and challenging time for educator preparation in the United States. Some scholars argue that a political response and paradigm shift are needed in determining the knowledge, skills, and dispositions needed to become a teacher (Zeichner, Payne, & Brayko, 2015) and that institutions of higher education, K-12 schools, and communities can join together in new ways to prepare professional teachers with the same high quality of education. This conference session will provide an opportunity for the presenters to share details about an Integrated Collaborative Partnership Agreement between a school district, university-based EPP, community college, and an ACP established to support the common goals of recruiting, preparing, and retaining successful teachers in a north Texas school district. Furthermore, the presenters will share the early-stage progress of a longitudinal study designed to assess the impact of this collaborative in regard to recruitment, preparation, and retention. The presenters will solicit input and feedback from the session attendees and provide opportunities for dialogue about how to strengthen the collaborative.
Facilitator: Cindy Williams
Progressive Partnerships: An Integrated Collaborative between a School District, University Educator Preparation Program, Community College, and an Alternative Certification Program
Dr. Gina Anderson, TWU College of Professional Education
Dr. Rebecca Fredrickson¸ TWU College of Professional Education
Dr. Karen Dunlap, TWU College of Professional Education Dr. Brandon Bush, TWU College of Professional Education
Dr. Diann Huber, iTeachTexas
It is a highly politicized and challenging time for educator preparation in the United States. Some scholars argue that a political response and paradigm shift are needed in determining the knowledge, skills, and dispositions needed to become a teacher (Zeichner, Payne, & Brayko, 2015) and that institutions of higher education, K-12 schools, and communities can join together in new ways to prepare professional teachers with the same high quality of education. This conference session will provide an opportunity for the presenters to share details about an Integrated Collaborative Partnership Agreement between a school district, university-based EPP, community college, and an ACP established to support the common goals of recruiting, preparing, and retaining successful teachers in a north Texas school district. Furthermore, the presenters will share the early-stage progress of a longitudinal study designed to assess the impact of this collaborative in regard to recruitment, preparation, and retention. The presenters will solicit input and feedback from the session attendees and provide opportunities for dialogue about how to strengthen the collaborative.
|
|
Community College Pathways to Education Preparation Programs in Texas
Lisa Hill, Lone Star College-University Park
Fay Lee, Lone Star College-Cy-Fair
According to the American Association of Community Colleges (2016), nearly 50% of undergraduates begin at two-year institutions. Our goal is to build a community of community college teacher education programs, and form university partnerships that lead to student success and the production of qualified teachers for the state of Texas. Presenters would like to share the process and goals of establishing this organization (Texas Association of Community College Teacher Education Programs/TACCTEP) utilizing the mission and constitution of CSOTTE and the National Association of Community College Teacher Education Programs (NACCTEP) as the first state chapter, and how EPP’s will benefit.
Lisa Hill, Lone Star College-University Park
Fay Lee, Lone Star College-Cy-Fair
According to the American Association of Community Colleges (2016), nearly 50% of undergraduates begin at two-year institutions. Our goal is to build a community of community college teacher education programs, and form university partnerships that lead to student success and the production of qualified teachers for the state of Texas. Presenters would like to share the process and goals of establishing this organization (Texas Association of Community College Teacher Education Programs/TACCTEP) utilizing the mission and constitution of CSOTTE and the National Association of Community College Teacher Education Programs (NACCTEP) as the first state chapter, and how EPP’s will benefit.
Session 1C
Room: Nueces B
Facilitator: Tim Sutton
Best Practices in Teacher Education: Field Experiences and the Challenge of Collaboration with Field Partnerships
Dr. David R. Hollier, St. Edward’s University
The conundrum of cuts and curriculum changes in universities often undermine objectives of teacher education programs. The problem begs a primary question for teacher educators: how can we provide leadership and collaborative dialogues to insure we are meeting the needs of the university, of students, and, at the same time, the profession? Many others will be explored. This session will explore best practices to address these questions that many teacher education programs face each day. Using a tested framework, the presenter will explore best practices around three “gates” or periods of teacher education training. Examples, artifacts, and Q&A are integrated into the presentation.
It Takes a Village: Supporting Teacher Candidates from Admission to Certification
Carrie Baker, Stephen F. Austin State University
Carrie Durrett, Stephen F. Austin State University
Dr. Stacy Hendricks, Stephen F. Austin State University
Katie Martin, Stephen F. Austin State University
Dr. Christina Sinclair, Stephen F. Austin State University
Julie Stadler, Stephen F. Austin State University
Lisa Stone, Stephen F. Austin State University
Joe Strahl, Stephen F. Austin State University
The organizational structure of an Educator Preparation Program (EPP) office is vital for the success of teacher candidates (TCs). In this session, Stephen F. Austin State University (SFASU) administrators, managers, and staff will describe ways internal and external partnerships are critical components of quality EPPs. In addition to SFASU’s EPP organizational framework, presenters will share practical tips that create successful pathways for TCs. This will include information on coordination of: Advising, EPP admission, testing, field experiences, data management and certification. Attendees will participate in small discussion groups to further explore best practices. EPP teams and individuals are encouraged to attend.
Facilitator: Tim Sutton
Best Practices in Teacher Education: Field Experiences and the Challenge of Collaboration with Field Partnerships
Dr. David R. Hollier, St. Edward’s University
The conundrum of cuts and curriculum changes in universities often undermine objectives of teacher education programs. The problem begs a primary question for teacher educators: how can we provide leadership and collaborative dialogues to insure we are meeting the needs of the university, of students, and, at the same time, the profession? Many others will be explored. This session will explore best practices to address these questions that many teacher education programs face each day. Using a tested framework, the presenter will explore best practices around three “gates” or periods of teacher education training. Examples, artifacts, and Q&A are integrated into the presentation.
It Takes a Village: Supporting Teacher Candidates from Admission to Certification
Carrie Baker, Stephen F. Austin State University
Carrie Durrett, Stephen F. Austin State University
Dr. Stacy Hendricks, Stephen F. Austin State University
Katie Martin, Stephen F. Austin State University
Dr. Christina Sinclair, Stephen F. Austin State University
Julie Stadler, Stephen F. Austin State University
Lisa Stone, Stephen F. Austin State University
Joe Strahl, Stephen F. Austin State University
The organizational structure of an Educator Preparation Program (EPP) office is vital for the success of teacher candidates (TCs). In this session, Stephen F. Austin State University (SFASU) administrators, managers, and staff will describe ways internal and external partnerships are critical components of quality EPPs. In addition to SFASU’s EPP organizational framework, presenters will share practical tips that create successful pathways for TCs. This will include information on coordination of: Advising, EPP admission, testing, field experiences, data management and certification. Attendees will participate in small discussion groups to further explore best practices. EPP teams and individuals are encouraged to attend.
1c-2_presentation.pdf | |
File Size: | 3480 kb |
File Type: |
Session 1D
Room: Matagorda
Facilitator: Anna Bergstrom
Playing to the Test: Using Family Game Nights to Help Preservice Teachers Grow in Science, Social Studies and Pedagogical Knowledge
Dr. Kathy Hall, McMurry University
Dr. GaeLynn McInroe, McMurry University
This interactive presentation describes a program designed to increase science and social studies content knowledge for both EC-6 preservice teachers (PSTs) and elementary students. PSTs pre-test elementary students’ knowledge in science and social studies, prepare and present related, engaging science and social studies activities for an elementary school’s family game nights, then disaggregate the data from post-tests to find improvements and areas in need of additional remediation. Differences in PSTs’ own content knowledge are measured, as well as changes in their pedagogical knowledge. Participants will have the chance to play family night appropriate math, science, and social studies games.
Steps for Approval to Take the State Teacher Exams
Dr. Kelly Moore, University of Houston-Clear Lake
Dr. Sandra Browning, University of Houston-Clear Lake
Some pre-service teacher candidates without prior preparation may choose to roll the dice and use one of their five TExES exam attempts to determine their content competency areas of strength and content competency areas of challenge. This roll of the dice is a gamble for the candidate as it lessens the number of TExES exam attempts towards certification. This presentation will outline an EPP’s attempt to ensure the success of their pre-service teacher candidates on the required state TExES certification exams through the implementation of a state certification exam approval process and the development of a personal study plan.
Facilitator: Anna Bergstrom
Playing to the Test: Using Family Game Nights to Help Preservice Teachers Grow in Science, Social Studies and Pedagogical Knowledge
Dr. Kathy Hall, McMurry University
Dr. GaeLynn McInroe, McMurry University
This interactive presentation describes a program designed to increase science and social studies content knowledge for both EC-6 preservice teachers (PSTs) and elementary students. PSTs pre-test elementary students’ knowledge in science and social studies, prepare and present related, engaging science and social studies activities for an elementary school’s family game nights, then disaggregate the data from post-tests to find improvements and areas in need of additional remediation. Differences in PSTs’ own content knowledge are measured, as well as changes in their pedagogical knowledge. Participants will have the chance to play family night appropriate math, science, and social studies games.
Steps for Approval to Take the State Teacher Exams
Dr. Kelly Moore, University of Houston-Clear Lake
Dr. Sandra Browning, University of Houston-Clear Lake
Some pre-service teacher candidates without prior preparation may choose to roll the dice and use one of their five TExES exam attempts to determine their content competency areas of strength and content competency areas of challenge. This roll of the dice is a gamble for the candidate as it lessens the number of TExES exam attempts towards certification. This presentation will outline an EPP’s attempt to ensure the success of their pre-service teacher candidates on the required state TExES certification exams through the implementation of a state certification exam approval process and the development of a personal study plan.
Session 1E
Room: Copana
Facilitator: John Sargent
Instrument Development: Preservice Teachers’ Perceptions of Caring
Dr. Rubén Garza, Texas State University
Dr. James P. Van Overschelde, Texas State University
This study focused on the development of an instrument to measure preservice teachers’ perceptions of instructor behaviors that convey caring. The results of the qualitative work, item discrimination coefficients, rank-ordering of the items in terms of importance, and an exploratory factor analysis generated two subscales: Interpersonal Interaction (factor 1), and Professional Courtesy (factor 2). Other teacher educators may find merit in the description of what current aspiring teachers perceive as ways to demonstrate caring in the classroom, and can reflect on their own interactions with students as a way to promote more positive experiences for students and faculty.
Facilitator: John Sargent
Instrument Development: Preservice Teachers’ Perceptions of Caring
Dr. Rubén Garza, Texas State University
Dr. James P. Van Overschelde, Texas State University
This study focused on the development of an instrument to measure preservice teachers’ perceptions of instructor behaviors that convey caring. The results of the qualitative work, item discrimination coefficients, rank-ordering of the items in terms of importance, and an exploratory factor analysis generated two subscales: Interpersonal Interaction (factor 1), and Professional Courtesy (factor 2). Other teacher educators may find merit in the description of what current aspiring teachers perceive as ways to demonstrate caring in the classroom, and can reflect on their own interactions with students as a way to promote more positive experiences for students and faculty.
1e-1_presentation_v2.pdf | |
File Size: | 2445 kb |
File Type: |
|
|
Becoming an Exceptional Teacher
Dr. Judy Williams, West Texas A&M University
Dr. Janet Hindman, West Texas A&M University
Dr. Beth Garcia, West Texas A&M University
Harvard University, the Carnegie Foundation and Stanford Research Center have suggested that 15% of professional success is attributable to technical skills and knowledge while 85% of professional success is attributable to soft or people skills. This session will consider soft skills, otherwise known as emotional intelligence, that govern an exceptional teacher’s interpersonal relationships and personal behavioral choices. The session will identify traits associated with each of the four domains of emotional intelligence - self-awareness, self-regulation, empathy, and social skill – thus enabling the audience to gauge their individual level of emotional intelligence.
Dr. Judy Williams, West Texas A&M University
Dr. Janet Hindman, West Texas A&M University
Dr. Beth Garcia, West Texas A&M University
Harvard University, the Carnegie Foundation and Stanford Research Center have suggested that 15% of professional success is attributable to technical skills and knowledge while 85% of professional success is attributable to soft or people skills. This session will consider soft skills, otherwise known as emotional intelligence, that govern an exceptional teacher’s interpersonal relationships and personal behavioral choices. The session will identify traits associated with each of the four domains of emotional intelligence - self-awareness, self-regulation, empathy, and social skill – thus enabling the audience to gauge their individual level of emotional intelligence.
Session 1F
Room: Aransas
Facilitator: Deborah (D.B.) Sells
Planning for Diversity: Making Field Experiences More Meaningful and Varied
Dr. Patricia Siller, University of Houston
Dr. Amber Thompson, University of Houston
Dr. Ana Morales, University of Houston
TEA Code §228.35(d) on Program Delivery indicates an EPP “shall provide evidence of ongoing and relevant field-based experiences...in a variety of educational settings with diverse student populations including observation, modeling, and demonstration of effective practices to improve student learning”. In an effort to fulfill this requirement, we have made reforms to the way field experiences are scheduled and organized in the semesters prior to student teaching. In this session, we will share with participants the steps we have taken to ensure our teacher candidates are exposed to a variety of settings and student populations in order to enrich their teaching and learning experiences.
Effective Partnerships: How Universities and Public Schools Can Help Prepare Teachers for the 21st Century Classroom
Dr. Rebecca Putman, Tarleton State University
Jordan Merghart, Tarleton State University
Natalie Reyna, Tarleton State University
Jazmin Asyn, Tarleton State University
This interactive discussion will explore a successful partnership between one university’s teacher preparation program and a local elementary school. The university and the school partnered to provide authentic field experience, intentional staff development, and targeted interventions based on local, real-time needs. Allowing public schools to influence teacher education coursework and field-based experiences offers preservice teachers a more realistic perspective of the classroom and better prepares them for the teaching profession. The professor, school administrator, and preservice teachers will offer their perspectives on how the partnership benefitted them.
Facilitator: Deborah (D.B.) Sells
Planning for Diversity: Making Field Experiences More Meaningful and Varied
Dr. Patricia Siller, University of Houston
Dr. Amber Thompson, University of Houston
Dr. Ana Morales, University of Houston
TEA Code §228.35(d) on Program Delivery indicates an EPP “shall provide evidence of ongoing and relevant field-based experiences...in a variety of educational settings with diverse student populations including observation, modeling, and demonstration of effective practices to improve student learning”. In an effort to fulfill this requirement, we have made reforms to the way field experiences are scheduled and organized in the semesters prior to student teaching. In this session, we will share with participants the steps we have taken to ensure our teacher candidates are exposed to a variety of settings and student populations in order to enrich their teaching and learning experiences.
Effective Partnerships: How Universities and Public Schools Can Help Prepare Teachers for the 21st Century Classroom
Dr. Rebecca Putman, Tarleton State University
Jordan Merghart, Tarleton State University
Natalie Reyna, Tarleton State University
Jazmin Asyn, Tarleton State University
This interactive discussion will explore a successful partnership between one university’s teacher preparation program and a local elementary school. The university and the school partnered to provide authentic field experience, intentional staff development, and targeted interventions based on local, real-time needs. Allowing public schools to influence teacher education coursework and field-based experiences offers preservice teachers a more realistic perspective of the classroom and better prepares them for the teaching profession. The professor, school administrator, and preservice teachers will offer their perspectives on how the partnership benefitted them.
Session 1G
Room: Bayview Room
Facilitator: Daniella Varela
An Examination of the Impact of Educator Sexual Misconduct
Dr. Elisabeth Krimbill, Texas A&M University-San Antonio
The Texas Education Agency (TEA) reports there have been an estimated 150-200 identified cases of educator sexual misconduct annually (TEA, 2014). Sadly, Texas appears to lead the nation in the number of reported occurrences of student-teacher sexual relationships (Darby, 2013). This significant and growing problem requires additional research to protect students entrusted to the care of the educational system. This qualitative phenomenological study examined the impact of educator sexual misconduct on the physical, psychological, and emotional health of the school administrator. Specifically addressed is the moral, ethical, and spiritual dimension of school leadership through the experiences of the campus administrator.
Adolescent’s Perceptions of Sexual Relationships Between Students and Teachers
Dr. Frank Hernandez, Southern Methodist University
Very little is known about how people perceive and respond to sexual relationships between students and teachers, and even less is known about how adolescent’s view these relationships. In this study, a large sample of high school students (N = 1203; M age: 16.83) responded to four scenarios describing a sexual relationship between a student and teacher. We manipulated student and teacher age, and the power differential between the student and teacher and we measured perceptions of wrongness and likelihood of reporting the situation. Results indicated when the student is older (18 vs. 14 or 16) and when the teacher is younger (21 vs. 30 or 40), situations are perceived as less wrong and are less likely to be reported. Additionally, the power differential between the student and teacher influenced perceptions of wrongness and likelihood of reporting. Further, there were strong gender differences, such that females (vs. males) consistently viewed the situations as more wrong and were more likely to report. Implications for future research and policy are discussed. Keywords: adolescent, social perceptions, student, teacher, educator sexual misconduct.
Facilitator: Daniella Varela
An Examination of the Impact of Educator Sexual Misconduct
Dr. Elisabeth Krimbill, Texas A&M University-San Antonio
The Texas Education Agency (TEA) reports there have been an estimated 150-200 identified cases of educator sexual misconduct annually (TEA, 2014). Sadly, Texas appears to lead the nation in the number of reported occurrences of student-teacher sexual relationships (Darby, 2013). This significant and growing problem requires additional research to protect students entrusted to the care of the educational system. This qualitative phenomenological study examined the impact of educator sexual misconduct on the physical, psychological, and emotional health of the school administrator. Specifically addressed is the moral, ethical, and spiritual dimension of school leadership through the experiences of the campus administrator.
Adolescent’s Perceptions of Sexual Relationships Between Students and Teachers
Dr. Frank Hernandez, Southern Methodist University
Very little is known about how people perceive and respond to sexual relationships between students and teachers, and even less is known about how adolescent’s view these relationships. In this study, a large sample of high school students (N = 1203; M age: 16.83) responded to four scenarios describing a sexual relationship between a student and teacher. We manipulated student and teacher age, and the power differential between the student and teacher and we measured perceptions of wrongness and likelihood of reporting the situation. Results indicated when the student is older (18 vs. 14 or 16) and when the teacher is younger (21 vs. 30 or 40), situations are perceived as less wrong and are less likely to be reported. Additionally, the power differential between the student and teacher influenced perceptions of wrongness and likelihood of reporting. Further, there were strong gender differences, such that females (vs. males) consistently viewed the situations as more wrong and were more likely to report. Implications for future research and policy are discussed. Keywords: adolescent, social perceptions, student, teacher, educator sexual misconduct.
|
|