Tuesday, October 24, 2017
Breakout Session V1: 9:30-10:15am
Single Presentations (45 minutes)
Session 6A
Room: Corpus A
2 + 2 = 4 Easy- But All Those Words: An Extensive Look at the Language on STAAR
Dr. Barba Aldis Patton, University of Houston-Victoria
Dr. Teresa LeSage-Clements, University of Houston-Victoria
In this presentation, we will give examples from released STAAR 2015 and 2016 tests which create difficulties for students. Activities to help remove some of the confusion will be introduced as we discuss best practices in the teaching of elementary math. Hopefully we can help take some of the confusion out of the STAAR test while giving you some ideas to help your teacher candidates become successful classroom teachers.
2 + 2 = 4 Easy- But All Those Words: An Extensive Look at the Language on STAAR
Dr. Barba Aldis Patton, University of Houston-Victoria
Dr. Teresa LeSage-Clements, University of Houston-Victoria
In this presentation, we will give examples from released STAAR 2015 and 2016 tests which create difficulties for students. Activities to help remove some of the confusion will be introduced as we discuss best practices in the teaching of elementary math. Hopefully we can help take some of the confusion out of the STAAR test while giving you some ideas to help your teacher candidates become successful classroom teachers.
Session 6B
Room: Nueces A
PRESENTATION CANCELLED
PRESENTATION CANCELLED
Session 6C
Room: Nueces B
Effective Spanish Language Support for Bilingual Teacher Candidate
Dr. Belinda B. Flores, The University of Texas at San Antonio
Increasing the bilingual education teacher pool by ensuring teachers have academic Spanish language proficiency requires concerted effort on the teacher preparation institution and candidate alike. This research presents five teacher candidates’ testimonies, culled for evidence of support systems that assisted Spanish language proficiency development in the bilingual education teacher preparation program. Results show an increased proficiency yielding passing results in the state’s exit Spanish language proficiency assessment and confidence in delivering and writing lessons and activities across content areas. Results show promising practices that can be replicated to advance the scholarship and ensure equity for bilingual education students.
Effective Spanish Language Support for Bilingual Teacher Candidate
Dr. Belinda B. Flores, The University of Texas at San Antonio
Increasing the bilingual education teacher pool by ensuring teachers have academic Spanish language proficiency requires concerted effort on the teacher preparation institution and candidate alike. This research presents five teacher candidates’ testimonies, culled for evidence of support systems that assisted Spanish language proficiency development in the bilingual education teacher preparation program. Results show an increased proficiency yielding passing results in the state’s exit Spanish language proficiency assessment and confidence in delivering and writing lessons and activities across content areas. Results show promising practices that can be replicated to advance the scholarship and ensure equity for bilingual education students.
6c_presentation.pdf | |
File Size: | 117 kb |
File Type: |
Session 6D
Room: Matagorda
Across the University Divide: A Look at the Role of the Certification Officer
Dr. Danita Bailey, Texas Southern University
Dr. Teryana Lamb, University of Houston-Downtown
This presentation will address the role of the certification officer; and, how it differs from various institutions. It will address how the relationship of the size of the institution may impact the responsibilities of the certification officer. The varied duties of the certification officers from two different institutions will be discussed. Solutions to problems that arise because of the various configurations and the importance of communication across universities will be shared. Also, if time permits there will be discussions on how to mentor and support new and current certification officers across the state in their duties.
Across the University Divide: A Look at the Role of the Certification Officer
Dr. Danita Bailey, Texas Southern University
Dr. Teryana Lamb, University of Houston-Downtown
This presentation will address the role of the certification officer; and, how it differs from various institutions. It will address how the relationship of the size of the institution may impact the responsibilities of the certification officer. The varied duties of the certification officers from two different institutions will be discussed. Solutions to problems that arise because of the various configurations and the importance of communication across universities will be shared. Also, if time permits there will be discussions on how to mentor and support new and current certification officers across the state in their duties.
6d_presentation_.pdf | |
File Size: | 721 kb |
File Type: |
Session 6E
Room: Copana
Growing Your Own: A University-District Collaboration
Dr. Sandra Stewart, Sam Houston State University
Katie Lowe, Sam Houston State University
Dr. Jannah Nerren, Sam Houston State University
As Educator Preparation Programs prepare to meet the teacher shortage needs of districts in Texas, one ‘Grow Your Own’ collaborative university/district program has been developed to identify future teachers that are current high school juniors and seniors. This initiative is designed to provide support and early intervention through summer teacher camps and internships offered in collaboration with the university and districts. Currently, two districts, one urban and one rural, are participating in this program. The development and implementation process, as well as the results from the first teacher camp, will be shared during this session.
Growing Your Own: A University-District Collaboration
Dr. Sandra Stewart, Sam Houston State University
Katie Lowe, Sam Houston State University
Dr. Jannah Nerren, Sam Houston State University
As Educator Preparation Programs prepare to meet the teacher shortage needs of districts in Texas, one ‘Grow Your Own’ collaborative university/district program has been developed to identify future teachers that are current high school juniors and seniors. This initiative is designed to provide support and early intervention through summer teacher camps and internships offered in collaboration with the university and districts. Currently, two districts, one urban and one rural, are participating in this program. The development and implementation process, as well as the results from the first teacher camp, will be shared during this session.
6e_presentation_.pptx | |
File Size: | 2901 kb |
File Type: | pptx |
Session 6F
Room: Aransas
Be a Leader: Combating Compassion Fatigue & Educator Stress
Ashley Atwood, Angelo State University
Sara Carlisle, Angelo State University
Audrey Heron, Angelo State University
In a world of standardized testing pressures, diverse student needs, and increased duties, educators on school campuses everywhere are finding themselves overwhelmed. Compassion fatigue and other stressors can have a detrimental impact on educator well-being and ultimately student and school success. Counselors are in a unique position to act as leaders to help everyone on campus, including themselves, combat compassion fatigue and stress to encourage a productive working environment.
Be a Leader: Combating Compassion Fatigue & Educator Stress
Ashley Atwood, Angelo State University
Sara Carlisle, Angelo State University
Audrey Heron, Angelo State University
In a world of standardized testing pressures, diverse student needs, and increased duties, educators on school campuses everywhere are finding themselves overwhelmed. Compassion fatigue and other stressors can have a detrimental impact on educator well-being and ultimately student and school success. Counselors are in a unique position to act as leaders to help everyone on campus, including themselves, combat compassion fatigue and stress to encourage a productive working environment.
Session 6G
Room: Bayview Room
University-Based Combination Model of Teacher Preparation with District Participation and Commitment
Laura Currey, Texas A&M University-Texarkana
Dr. Sandra Labby, Texas A&M University-Texarkana
Dr. Sara Lawrence, Texas A&M University-Texarkana
Dr. Abbie Strunc, Texas A&M University-Texarkana
In recent years, teacher preparation programs (TPP) have been bombarded with competition from private industry, political pressure at state and national levels and ever-increasing demands by schools. About five years ago, questions about relevancy and efficacy of practice motivated our education program to review its practices in preparing teachers. The result is a combination model that utilizes components of professional development schools and co-teaching for an innovative practice enhancing teaching and learning in teacher preparation that is flexible and replicable. Current action research data shows teacher candidates, cooperating teachers and district leaders overwhelmingly support the combination model of preparation.
University-Based Combination Model of Teacher Preparation with District Participation and Commitment
Laura Currey, Texas A&M University-Texarkana
Dr. Sandra Labby, Texas A&M University-Texarkana
Dr. Sara Lawrence, Texas A&M University-Texarkana
Dr. Abbie Strunc, Texas A&M University-Texarkana
In recent years, teacher preparation programs (TPP) have been bombarded with competition from private industry, political pressure at state and national levels and ever-increasing demands by schools. About five years ago, questions about relevancy and efficacy of practice motivated our education program to review its practices in preparing teachers. The result is a combination model that utilizes components of professional development schools and co-teaching for an innovative practice enhancing teaching and learning in teacher preparation that is flexible and replicable. Current action research data shows teacher candidates, cooperating teachers and district leaders overwhelmingly support the combination model of preparation.
Session 6H
Room: Laguna Madre
Novice Teachers Perception of Induction Support
Dr. Jean Kiekel, University of St. Thomas
Dr. Bernardo Pohl, University of Houston-Downtown
Dr. Gayle Curtis, University of Houston
Teacher attrition rates in the first five years of entering the profession are up 50% (DeAngelis, Wall & Che, 2013) creating what some would call a crisis in the profession (Sutcher, Darling-Hammond & Carver-Thomas, 2016). Support for novice teachers during their first three years of teaching can make a difference for teacher retention (Ingersoll & Strong, 2011). As teacher educators and supervisors, how can we improve the early years of teaching to ensure that novice teachers reach their potential and stay in the field.
Novice Teachers Perception of Induction Support
Dr. Jean Kiekel, University of St. Thomas
Dr. Bernardo Pohl, University of Houston-Downtown
Dr. Gayle Curtis, University of Houston
Teacher attrition rates in the first five years of entering the profession are up 50% (DeAngelis, Wall & Che, 2013) creating what some would call a crisis in the profession (Sutcher, Darling-Hammond & Carver-Thomas, 2016). Support for novice teachers during their first three years of teaching can make a difference for teacher retention (Ingersoll & Strong, 2011). As teacher educators and supervisors, how can we improve the early years of teaching to ensure that novice teachers reach their potential and stay in the field.