Monday, October 23, 2017
Breakout Session III: 2:45-3:30pm
Single Presentations (45 minutes)
Session 3A
Vendor Session, Certify Teacher
Room: Corpus A
Using Student Data on Test Preparation to Inform Education Preparation Programs
Esdras Cantao, Certify Teacher
There is an increased emphasis by the federal government for states to truly hold teacher preparation programs 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 customizable data set tool that includes information on candidates’ knowledge and skill on the content they will be teaching in the classroom and how it helps drive performance improvement in the competency tests. Several examples will be shared in an interactive session with the audience.
Using Student Data on Test Preparation to Inform Education Preparation Programs
Esdras Cantao, Certify Teacher
There is an increased emphasis by the federal government for states to truly hold teacher preparation programs 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 customizable data set tool that includes information on candidates’ knowledge and skill on the content they will be teaching in the classroom and how it helps drive performance improvement in the competency tests. Several examples will be shared in an interactive session with the audience.
Session 3B
2016 Quest for Quality Exemplary Faculty Practices Session
Room: Nueces A
Quest for Quality: Andrews Institute of Mathematics and Science Education
Molly Weinburgh, Texas Christian University
As Director of the Andrews Institute of Mathematics & Science Education, Dr. Weinburgh initiates and coordinated a variety of project that include pre-service and in-service teachers as well as K-12 students. The programs not only offer a great service to the community, but impact teacher education in important ways. Several programs will be highlight during the presentation.
Quest for Quality: Andrews Institute of Mathematics and Science Education
Molly Weinburgh, Texas Christian University
As Director of the Andrews Institute of Mathematics & Science Education, Dr. Weinburgh initiates and coordinated a variety of project that include pre-service and in-service teachers as well as K-12 students. The programs not only offer a great service to the community, but impact teacher education in important ways. Several programs will be highlight during the presentation.
Session 3C
Room: Nueces B
University Partners with Local School Districts: Collaborating to Prepare Future School Leaders
Dr. Velma Menchaca, University of Texas Rio Grande Valley
Dr. Alex Garcia, University of Texas Rio Grande Valley
Dr. George Padilla, University of Texas Rio Grande Valley
Dr. Fred Guerra, University of Texas Rio Grande Valley
The University had created a Partnership with several school districts for the purpose of developing and enhancing leadership effectiveness of prospective educational leaders. A unique feature of the partnerships is the strong collaboration between the faculty and district personnel in integrating rigorous and relevant field-based experiences pertinent to specific district needs. Course assignments are intentionally related to district policies, data, and programs. The collaborative relationship between the department faculty and School Districts is imperative for preparing aspiring school leaders. Completion of coursework leads to a Master’s degree in Educational Leadership and Texas Principal Certification. Courses are aligned to Texas and national principal standards.
University Partners with Local School Districts: Collaborating to Prepare Future School Leaders
Dr. Velma Menchaca, University of Texas Rio Grande Valley
Dr. Alex Garcia, University of Texas Rio Grande Valley
Dr. George Padilla, University of Texas Rio Grande Valley
Dr. Fred Guerra, University of Texas Rio Grande Valley
The University had created a Partnership with several school districts for the purpose of developing and enhancing leadership effectiveness of prospective educational leaders. A unique feature of the partnerships is the strong collaboration between the faculty and district personnel in integrating rigorous and relevant field-based experiences pertinent to specific district needs. Course assignments are intentionally related to district policies, data, and programs. The collaborative relationship between the department faculty and School Districts is imperative for preparing aspiring school leaders. Completion of coursework leads to a Master’s degree in Educational Leadership and Texas Principal Certification. Courses are aligned to Texas and national principal standards.
Session 3D
Room: Matagorda
Intertwining Research, Practice and Community: An Undergraduate Research Project
Dr. Julie Teel-Borders, LeTourneau University
Dr. Kathy Stephens, LeTourneau University
Courtney Matulis, Gilmer High School *Clinical Teacher of the Year 2017*
For the past five years, project-based research has been an integral part of our senior, undergraduate clinical teachers’ experience. The process provides preservice teachers with opportunities to actively engage in authentic research investigations. Intertwining research, practice and community further equips the preservice teachers to nurture individual learning. It also helps define their role as change agents in their professional lives. Two university professors lead the research projects. A specific example of a year-long research project in a high school mathematics classroom will be demonstrated and discussed by one of our current clinical teachers of the year.
Intertwining Research, Practice and Community: An Undergraduate Research Project
Dr. Julie Teel-Borders, LeTourneau University
Dr. Kathy Stephens, LeTourneau University
Courtney Matulis, Gilmer High School *Clinical Teacher of the Year 2017*
For the past five years, project-based research has been an integral part of our senior, undergraduate clinical teachers’ experience. The process provides preservice teachers with opportunities to actively engage in authentic research investigations. Intertwining research, practice and community further equips the preservice teachers to nurture individual learning. It also helps define their role as change agents in their professional lives. Two university professors lead the research projects. A specific example of a year-long research project in a high school mathematics classroom will be demonstrated and discussed by one of our current clinical teachers of the year.
3d_presentation_.pdf | |
File Size: | 2523 kb |
File Type: |
Session 3E
Room: Copana
Lingering Remains of Zero-Tolerance: Helping New Teachers Identify and Reject a Culture of Marginalization in Schools
Dr. Sara Lawrence, Texas A&M University-Texarkana
More progressive discipline policies continue to replace zero-tolerance policies throughout the nation. Unfortunately, even on campuses embracing more progressive policies, a culture of marginalization of minorities still exists, often unwittingly, thereby sustaining the school-to-prison pipeline. The continuing impact of zero-tolerance policies and the evolution of progressive discipline policies will be presented. But, how can teacher preparation programs help prospective teachers identify and reject a culture of marginalization allowing progressive policies take hold and prosper? Instructional practices addressing this question will be discussed.
Lingering Remains of Zero-Tolerance: Helping New Teachers Identify and Reject a Culture of Marginalization in Schools
Dr. Sara Lawrence, Texas A&M University-Texarkana
More progressive discipline policies continue to replace zero-tolerance policies throughout the nation. Unfortunately, even on campuses embracing more progressive policies, a culture of marginalization of minorities still exists, often unwittingly, thereby sustaining the school-to-prison pipeline. The continuing impact of zero-tolerance policies and the evolution of progressive discipline policies will be presented. But, how can teacher preparation programs help prospective teachers identify and reject a culture of marginalization allowing progressive policies take hold and prosper? Instructional practices addressing this question will be discussed.
Session 3F
Room: Aransas
Partnerships for a New Generation of Teacher Leaders
Melissa Roberts Becker, Tarleton State University
Lisa Colvin, Tarleton State University
Anna Fox, Tarleton State University
Unique field experiences in the context of public schools has proven to be highly beneficial for teacher candidates and partnership schools at Tarleton State University. These partnerships include three diverse urban school settings: 6-12 international newcomer school, public PK-8 Montessori magnet school, and PK-5 low-socioeconomic neighborhood school. Intentionally designed placements provide teacher candidates with experiences to develop leadership skills and opportunities including application of the University of St. Cloud Co-teaching model with mentor teachers, engagement in team planning of lessons based on student achievement data, English as a second language strategies and presentations at state/national professional conferences.
Partnerships for a New Generation of Teacher Leaders
Melissa Roberts Becker, Tarleton State University
Lisa Colvin, Tarleton State University
Anna Fox, Tarleton State University
Unique field experiences in the context of public schools has proven to be highly beneficial for teacher candidates and partnership schools at Tarleton State University. These partnerships include three diverse urban school settings: 6-12 international newcomer school, public PK-8 Montessori magnet school, and PK-5 low-socioeconomic neighborhood school. Intentionally designed placements provide teacher candidates with experiences to develop leadership skills and opportunities including application of the University of St. Cloud Co-teaching model with mentor teachers, engagement in team planning of lessons based on student achievement data, English as a second language strategies and presentations at state/national professional conferences.
3f_presentation.pptx | |
File Size: | 1187 kb |
File Type: | pptx |
Session 3G
Room: Bayview Room
It’s All About that Base: Using Data from Baseline Assessments to Better Prepare Preservice Candidates for State Certification Exams
Dr. Beth Garcia, West Texas A&M University
Dr. Betty Coneway, West Texas A&M University
In a new era of testing, the old adage, “test early and test often” no longer applies when preparing pre-service teachers to pass state certification exams. Due to the five- test rule, Educator Preparation Programs (EPPs) across the state of Texas have found it necessary to change tactics in certification preparation. This presentation will explain some of the certification preparation activities that one EPP engaged in during the 2016-2017 academic year and focus on the benefits of establishing a reference point of candidate knowledge by using baseline assessments to drive explicit instruction.
It’s All About that Base: Using Data from Baseline Assessments to Better Prepare Preservice Candidates for State Certification Exams
Dr. Beth Garcia, West Texas A&M University
Dr. Betty Coneway, West Texas A&M University
In a new era of testing, the old adage, “test early and test often” no longer applies when preparing pre-service teachers to pass state certification exams. Due to the five- test rule, Educator Preparation Programs (EPPs) across the state of Texas have found it necessary to change tactics in certification preparation. This presentation will explain some of the certification preparation activities that one EPP engaged in during the 2016-2017 academic year and focus on the benefits of establishing a reference point of candidate knowledge by using baseline assessments to drive explicit instruction.