Monday, October 23, 2017
Breakout Session II: 1:30-2:30pm
Paired Presentations (30 minutes each)
Session 2A
Room: Corpus A
Facilitator: Kristina Cerling
University-School District Degree Partnerships: Changing the Curriculum Experience to Improve Student Learning and School District Achievement
Dr. Jerry Burkett, University of North Texas-Dallas
It is not uncommon for universities and school districts to develop various partnerships however, a recent partnership between the University of North Texas at Dallas and DeSoto ISD has taken teacher development in a new direction. Using curriculum and assessment data from the DeSoto ISD, combined with a committed group of teachers, UNT-Dallas has developed a Masters in Curriculum and Instruction degree with a science endorsement using data from DeSoto ISD imbedded throughout the program. UNTD is also using district personnel and an area expert in science curriculum and instruction to teach the science content courses and develop teachers in the cohort to better understand their district science data and how to improve science instruction.
Renewing Educator Preparation through the Role of the Site Coordinator
Dr. Sarah Beal, Texas Tech University
Donna Brasher, Texas Tech University
Casey Herrin, Texas Tech University
Sherre Heider, Texas Tech University
Dr. Amber Thompson, University of Houston
Michelle Franco-Westacott, U.S. PREP National Center
Jerry Burkett, Univeristy of North Texas- Dallas
It is critical to the success of today’s K-12 students for educator preparation programs and public school districts to have authentic partnerships. Many teacher preparation programs fail to adequately prepare teachers to meet the needs of all students, particularly historically marginalized students. Three innovative Texas colleges of education have addressed this challenge through the inclusion of a new role called a site coordinator (SC). By embedding SCs in schools, we are able to establish a direct connection between theory and practice, and establish clear channels for communication and collaboration amongst all stakeholders.
Facilitator: Kristina Cerling
University-School District Degree Partnerships: Changing the Curriculum Experience to Improve Student Learning and School District Achievement
Dr. Jerry Burkett, University of North Texas-Dallas
It is not uncommon for universities and school districts to develop various partnerships however, a recent partnership between the University of North Texas at Dallas and DeSoto ISD has taken teacher development in a new direction. Using curriculum and assessment data from the DeSoto ISD, combined with a committed group of teachers, UNT-Dallas has developed a Masters in Curriculum and Instruction degree with a science endorsement using data from DeSoto ISD imbedded throughout the program. UNTD is also using district personnel and an area expert in science curriculum and instruction to teach the science content courses and develop teachers in the cohort to better understand their district science data and how to improve science instruction.
Renewing Educator Preparation through the Role of the Site Coordinator
Dr. Sarah Beal, Texas Tech University
Donna Brasher, Texas Tech University
Casey Herrin, Texas Tech University
Sherre Heider, Texas Tech University
Dr. Amber Thompson, University of Houston
Michelle Franco-Westacott, U.S. PREP National Center
Jerry Burkett, Univeristy of North Texas- Dallas
It is critical to the success of today’s K-12 students for educator preparation programs and public school districts to have authentic partnerships. Many teacher preparation programs fail to adequately prepare teachers to meet the needs of all students, particularly historically marginalized students. Three innovative Texas colleges of education have addressed this challenge through the inclusion of a new role called a site coordinator (SC). By embedding SCs in schools, we are able to establish a direct connection between theory and practice, and establish clear channels for communication and collaboration amongst all stakeholders.
2a-2_presentation_.pdf | |
File Size: | 2495 kb |
File Type: |
Session 2B
Room: Nueces A
Facilitator: Gayle Butaud
Supporting the Field Experience through T-TESS
Dr. Julia Shahid, Austin College
Dr. Emily Lutrick, CEO Professional Learning Maps
During this session, participants will explore the methods Austin College utilized as they partnered with Professional Learning Maps to provide student teachers with the ability to reflect on the 4 T-TESS domains and to determine strengths and areas for improvement. Additionally, they were able to build an online portfolio documenting growth and accomplishments related to those domains. This process has allowed faculty at the college and participating teachers with data to support the coaching of student teachers during their experience.
Perceptions of Field Supervisors and Student Teachers on the Texas Teacher Evaluation and Support System (T-TESS)
Dr. Stacy Hendricks, Stephen F. Austin State University
Dr. George Willey, Stephen F. Austin State University
Most school districts in the state of Texas fully implemented the T-TESS during the 2016-17 school year. As part of a quality field experience, student teachers must become component in meeting the expectations of the new evaluation process. Field supervisors play a vital role in assisting student teachers in understanding the teacher evaluation process. This research provides information related to the perceptions that student teachers and field supervisors have about the teacher evaluation process as they enter their roles in the fall of 2017.
Facilitator: Gayle Butaud
Supporting the Field Experience through T-TESS
Dr. Julia Shahid, Austin College
Dr. Emily Lutrick, CEO Professional Learning Maps
During this session, participants will explore the methods Austin College utilized as they partnered with Professional Learning Maps to provide student teachers with the ability to reflect on the 4 T-TESS domains and to determine strengths and areas for improvement. Additionally, they were able to build an online portfolio documenting growth and accomplishments related to those domains. This process has allowed faculty at the college and participating teachers with data to support the coaching of student teachers during their experience.
Perceptions of Field Supervisors and Student Teachers on the Texas Teacher Evaluation and Support System (T-TESS)
Dr. Stacy Hendricks, Stephen F. Austin State University
Dr. George Willey, Stephen F. Austin State University
Most school districts in the state of Texas fully implemented the T-TESS during the 2016-17 school year. As part of a quality field experience, student teachers must become component in meeting the expectations of the new evaluation process. Field supervisors play a vital role in assisting student teachers in understanding the teacher evaluation process. This research provides information related to the perceptions that student teachers and field supervisors have about the teacher evaluation process as they enter their roles in the fall of 2017.
2b-2_presentation_.pdf | |
File Size: | 5642 kb |
File Type: |
Session 2C
Room: Nueces B
Facilitator: Ron Beebe
Collaborative Partnerships to Create Teacher Career Pathways
Dr. Belinda Bustos Flores, The University of Texas at San Antonio
Dr. Margo DelliCarpini, The University of Texas at San Antonio Dr. Lorena Claeys, The University of Texas at San Antonio
Given the underrepresentation of teachers of color and the ongoing shortages in the critical teaching fields of bilingual education, English as second language, mathematics and science, it is an ethical imperative that universities establish partnership with P-20 stakeholders. Further, efforts for increasing the pool of teacher candidates of color require a comprehensive plan. “Collaborative partnerships are fostered by (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources” (Authors, 2011, p. 15). This presentation will provide partnership exemplars of career pathways within dual credit high schools, community colleges, and residency projects.
Facilitator: Ron Beebe
Collaborative Partnerships to Create Teacher Career Pathways
Dr. Belinda Bustos Flores, The University of Texas at San Antonio
Dr. Margo DelliCarpini, The University of Texas at San Antonio Dr. Lorena Claeys, The University of Texas at San Antonio
Given the underrepresentation of teachers of color and the ongoing shortages in the critical teaching fields of bilingual education, English as second language, mathematics and science, it is an ethical imperative that universities establish partnership with P-20 stakeholders. Further, efforts for increasing the pool of teacher candidates of color require a comprehensive plan. “Collaborative partnerships are fostered by (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources” (Authors, 2011, p. 15). This presentation will provide partnership exemplars of career pathways within dual credit high schools, community colleges, and residency projects.
2c-1_presentation.pptx | |
File Size: | 319 kb |
File Type: | pptx |
A Recipe for Building Capacity: Educator Preparation Programs and Local Education Agencies Collaborating to Prepare a New Generation of Teachers and Students
Dr. Michelle Janysek, Texas A&M University-San Antonio
Dr. Shelley B. Harris, Texas A&M University-San Antonio
One out of every four freshmen in Texas leaves school prior to graduating. Hispanic and African American students are twice as likely as their peers to drop out (IDRA, 2016). Further, students of color from impoverished backgrounds face additional challenges. This session details a collaborative partnership between Texas A&M University-San Antonio and the San Antonio Independent School District intended to: increase teacher quality, increase the use of quality data to drive instruction, increase learning time, and improve campus and classroom climate so as to positively impact student academic performance and create pathways toward high school completion and college readiness.
Dr. Michelle Janysek, Texas A&M University-San Antonio
Dr. Shelley B. Harris, Texas A&M University-San Antonio
One out of every four freshmen in Texas leaves school prior to graduating. Hispanic and African American students are twice as likely as their peers to drop out (IDRA, 2016). Further, students of color from impoverished backgrounds face additional challenges. This session details a collaborative partnership between Texas A&M University-San Antonio and the San Antonio Independent School District intended to: increase teacher quality, increase the use of quality data to drive instruction, increase learning time, and improve campus and classroom climate so as to positively impact student academic performance and create pathways toward high school completion and college readiness.
Session 2D
Room: Matagorda
Facilitator: Debby Shulsky
Perfectionism Among Preservice Teachers
Dr. Mae Lane, Sam Houston State University
Dr. Lautrice Nickson, Sam Houston State University
Dr. Robert M. Maninger, Sam Houston State University
Teaching is a complex and challenging profession, which can be made even more so by the perfectionistic tendencies teachers sometimes possess. During the fall 2016 semester, 288 elementary, middle, and secondary pre-service teachers attending a university in southeast Texas responded to the Multidimensional Perfectionism Scale. In almost every category, a majority of students scored at a high level of perfectionism. This session will report the results of that study.
Incorporating Growth and Fixed Mindsets in Teacher Education and Elementary Classrooms
Dr. David Campos, University of the Incarnate Word
Dr. Sandy Guzman-Foster, University of the Incarnate Word
What’s all the fuss about mindsets? And, why should teachers know about mindsets and how they affect student learning? This session will provide an overview of psychologist Dr. Carol Dweck’s world-renowned research that led to the idea of the power of mindsets. The presenters will highlight how the psychology of growth and fixed mindsets are incorporated in their respective programs (University of the Incarnate Word and Trinity University), followed by how one elementary school uses it in their classrooms to enrich teaching and learning.
Facilitator: Debby Shulsky
Perfectionism Among Preservice Teachers
Dr. Mae Lane, Sam Houston State University
Dr. Lautrice Nickson, Sam Houston State University
Dr. Robert M. Maninger, Sam Houston State University
Teaching is a complex and challenging profession, which can be made even more so by the perfectionistic tendencies teachers sometimes possess. During the fall 2016 semester, 288 elementary, middle, and secondary pre-service teachers attending a university in southeast Texas responded to the Multidimensional Perfectionism Scale. In almost every category, a majority of students scored at a high level of perfectionism. This session will report the results of that study.
Incorporating Growth and Fixed Mindsets in Teacher Education and Elementary Classrooms
Dr. David Campos, University of the Incarnate Word
Dr. Sandy Guzman-Foster, University of the Incarnate Word
What’s all the fuss about mindsets? And, why should teachers know about mindsets and how they affect student learning? This session will provide an overview of psychologist Dr. Carol Dweck’s world-renowned research that led to the idea of the power of mindsets. The presenters will highlight how the psychology of growth and fixed mindsets are incorporated in their respective programs (University of the Incarnate Word and Trinity University), followed by how one elementary school uses it in their classrooms to enrich teaching and learning.
Session 2E
Room: Copana
Facilitator: Wendy Sklenarik
Bridging the Gap: Easing the Communication Overload
Ashley Atwood, Angelo State University
Sara Carlisle, Angelo State University
Audrey Heron, Angelo State University
Communication is vital in the educational setting to ensure partnerships to support students. Parental and community support are crucial factors in student success, so educators must make it their responsibility to effectively communicate with stakeholders to encourage their involvement and create a solid “village” to help educate students. The way educators communicate with parents, students, and stakeholders acts as their “calling cards” and can essentially make or break relationships with those who are valuable to school success. It is not enough to communicate. Communication must be appealing, error-free, friendly, effective, and efficient.
Facilitator: Wendy Sklenarik
Bridging the Gap: Easing the Communication Overload
Ashley Atwood, Angelo State University
Sara Carlisle, Angelo State University
Audrey Heron, Angelo State University
Communication is vital in the educational setting to ensure partnerships to support students. Parental and community support are crucial factors in student success, so educators must make it their responsibility to effectively communicate with stakeholders to encourage their involvement and create a solid “village” to help educate students. The way educators communicate with parents, students, and stakeholders acts as their “calling cards” and can essentially make or break relationships with those who are valuable to school success. It is not enough to communicate. Communication must be appealing, error-free, friendly, effective, and efficient.
2e_presentation.pdf | |
File Size: | 2481 kb |
File Type: |
SECOND PRESENTATION CANCELLED
Session 2F
Room: Aransas
Facilitator: Cindy Williams
Examining the Mentoring and Induction Experience of Novice Special Teachers: Perspectives from the Field
Dr. John R. Kelly, University of Houston-Downtown
Dr. Bernardo Pohl, University of Houston-Downtown
This study examines the mentoring and induction experiences of first-year teachers in special education. Using their personal narratives, we investigated what these novice teachers encountered and valued most in their induction programs. Participants had the chance to discuss what support they had and the roadblocks they had to face during their initial teaching experience. Although each case was very different, and each teacher’s experiences were unique, our findings found three emerging themes: 1) the importance of mentorship, 2) the value of proper training, and 3) the significance of the working environment. Implications for future practice and research are discussed.
SECOND PRESENTATION CANCELLED
Facilitator: Cindy Williams
Examining the Mentoring and Induction Experience of Novice Special Teachers: Perspectives from the Field
Dr. John R. Kelly, University of Houston-Downtown
Dr. Bernardo Pohl, University of Houston-Downtown
This study examines the mentoring and induction experiences of first-year teachers in special education. Using their personal narratives, we investigated what these novice teachers encountered and valued most in their induction programs. Participants had the chance to discuss what support they had and the roadblocks they had to face during their initial teaching experience. Although each case was very different, and each teacher’s experiences were unique, our findings found three emerging themes: 1) the importance of mentorship, 2) the value of proper training, and 3) the significance of the working environment. Implications for future practice and research are discussed.
SECOND PRESENTATION CANCELLED
Session 2G
Room: Bayview Room
Facilitator: Veronica Estrada
Service Learning and the Preparation of Bilingual/ESL Teachers
Dr. Alma Rodriquez, The University of Texas Rio Grande Valley
This study investigated teacher candidates’ perspectives about a service-learning project in which they worked with one or several emergent bilingual students to support their language development and academic achievement over the course of a semester. The study employed pre-, process, and final reflective essays to examine the effects of service learning projects on teacher candidates enrolled in Bilingual/ESL courses. Findings include the effects of service learning on the professional development of pre-service bilingual and ESL teacher candidates, and on their understanding of the needs of emergent bilingual students and of second language teaching methods.
Facilitator: Veronica Estrada
Service Learning and the Preparation of Bilingual/ESL Teachers
Dr. Alma Rodriquez, The University of Texas Rio Grande Valley
This study investigated teacher candidates’ perspectives about a service-learning project in which they worked with one or several emergent bilingual students to support their language development and academic achievement over the course of a semester. The study employed pre-, process, and final reflective essays to examine the effects of service learning projects on teacher candidates enrolled in Bilingual/ESL courses. Findings include the effects of service learning on the professional development of pre-service bilingual and ESL teacher candidates, and on their understanding of the needs of emergent bilingual students and of second language teaching methods.
2g-1_service_learning_handout.pdf | |
File Size: | 74 kb |
File Type: |
Engaging and Motivating ESL Lessons: Using Best Practices to Teach Culturally and Linguistically Diverse Populations Content Area Instruction
Dr. Beth Garcia, West Texas A&M University
Dr. Janet Hindman, West Texas A&M University
Dr. Judy Williams, West Texas A&M University
This interactive presentation focuses on addressing the issue of stale and boring teaching techniques specifically for English Language Learners in content area classrooms. The presenters review Sheltered Instruction as best practice and model a content area lesson plan. Attendees leave the presentation with packets of materials they will be able to implement in classrooms immediately to enliven teaching for Culturally and Linguistically Diverse (CLD) students. While this presentation focuses on pedagogical best practices, the methods and techniques illustrated in this presentation will also model how to help diverse learners understand content and academic vocabulary.
Dr. Beth Garcia, West Texas A&M University
Dr. Janet Hindman, West Texas A&M University
Dr. Judy Williams, West Texas A&M University
This interactive presentation focuses on addressing the issue of stale and boring teaching techniques specifically for English Language Learners in content area classrooms. The presenters review Sheltered Instruction as best practice and model a content area lesson plan. Attendees leave the presentation with packets of materials they will be able to implement in classrooms immediately to enliven teaching for Culturally and Linguistically Diverse (CLD) students. While this presentation focuses on pedagogical best practices, the methods and techniques illustrated in this presentation will also model how to help diverse learners understand content and academic vocabulary.