Monday, October 21, 2013
Breakout Session 3: 3:30-4:30pm
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Each session's presentations will be in the order listed.
Each session's presentations will be in the order listed.
Session 3A
Location: Grand Ballroom A
Facilitator: Brian Miller
Facilitator: Brian Miller
Our Journey into Project Based Learning: Improving Practice and Teacher Quality
Sylvia Taube & Tiffany Forrester
Sam Houston State University
Sylvia Taube & Tiffany Forrester
Sam Houston State University
In this presentation, we will share our effort to implement a Professional Development School (PDS) model for teacher preparation using Project-Based Learning (PBL) as a methodology in all content methods courses at Sam Houston State University. It will also include testimonials of two PDS interns (EC-6 generalist) who used PBL to teach a learning unit during their student teaching semester. Finally, we will share our reflections on (a) professional development of
teacher educators, (b) authentic curriculum/student learning, and (c) the challenges of using PBL as an innovative and reflective practice. Related PBL resources will be shared to the participants.
Handout
teacher educators, (b) authentic curriculum/student learning, and (c) the challenges of using PBL as an innovative and reflective practice. Related PBL resources will be shared to the participants.
Handout
Turf Wars: A University/School Partnership for Problem Based Learning
Callie L. Fortenberry, Michelle Huffman
Texas A&M University Texarkana
Problem Based Learning is a widely supported best practice for encouraging problem-solving and higher-level thinking; however, given high stakes testing demands, teachers at one rural elementary school in Northeast Texas were reluctant to let go of traditional teacher-directed instruction to embrace this student-centered approach. Presenters will detail a unique partnership between university education professors and one East Texas elementary school to
implement a problem-based landscaping challenge, while targeting areas of needed improvement.
Callie L. Fortenberry, Michelle Huffman
Texas A&M University Texarkana
Problem Based Learning is a widely supported best practice for encouraging problem-solving and higher-level thinking; however, given high stakes testing demands, teachers at one rural elementary school in Northeast Texas were reluctant to let go of traditional teacher-directed instruction to embrace this student-centered approach. Presenters will detail a unique partnership between university education professors and one East Texas elementary school to
implement a problem-based landscaping challenge, while targeting areas of needed improvement.
Session 3B
Location: Grand Ballroom B
Facilitator: Zach Rozell
Facilitator: Zach Rozell
Project CASE: Strengths Based Planning to Support Students with Disabilities Transitioning into Higher Education
Dr. DeAnn Lechtenberger, Texas Tech University
Frank Mullins, The University of Texas of the Permian Basin
Dr. DeAnn Lechtenberger, Texas Tech University
Frank Mullins, The University of Texas of the Permian Basin
Project CASE: Connections for Academic Success and Employment is a collaborative partnership with the Burkhart Center for Autism Education and Research; Texas Tech University, a four-year university; South Plains College, a regional community college; the Texas Department of Assistive and Rehabilitative Services; and local community employers. Funded by the Texas Council for Developmental Disabilities, Project CASE serves students with disabilities, ages 18-25, who are interested in furthering their education beyond high school and in exploring career pathways to meaningful, competitive employment. Participants will learn how strength-based planning can support students with disabilities to transition from high school to adulthood.
Presentation
Presentation
Reducing Over-Representation of African-American Students in Special Education Collaboration Between EPP and Local School District
Dr. Eric Budd & Devon Rodriguez, Huston-Tillotson University
John Fuerst, Hayes CISD
Dr. Eric Budd & Devon Rodriguez, Huston-Tillotson University
John Fuerst, Hayes CISD
This was a collaboration between a local school district and Huston-Tillotson University, a historically Black university’s EPP. The project goal was to address two issues facing new teachers as it relates to referring African American students for Special Education services. The first objective was to prepare pre-service teachers to understand the referral process and its
impact on the disproportionality of African American students identified as Emotionally/Behaviorally Disordered and OHI. The second objective was to provide these pre-service teachers with the opportunity to work with students and their teachers as they prepared to transition these students from of special education.
Presentation
impact on the disproportionality of African American students identified as Emotionally/Behaviorally Disordered and OHI. The second objective was to provide these pre-service teachers with the opportunity to work with students and their teachers as they prepared to transition these students from of special education.
Presentation
Session 3C (1 Hour Session)
Location: Grand Ballroom C
The Teacher Work Sample: One University's Experience
Dr. Melinda Miller, Dr. Helen Berg, Dr. Karla Eidson, Dr. Marilyn Butler & Dr. Janet Williams
Sam Houston State University
Dr. Melinda Miller, Dr. Helen Berg, Dr. Karla Eidson, Dr. Marilyn Butler & Dr. Janet Williams
Sam Houston State University
Presenters will describe their university’s journey with the Teacher Work Sample. They will discuss challenges, successes, and changes that have been made over the years, as well as research studies that have emerged from the Teacher Work Sample.
Session 3D
Location: Conference Center A
Facilitator: Robert Burgin
Facilitator: Robert Burgin
Data Reporting Tool for Schools (DaRTS): Making Data Connections
Sherri Lowrey, Mona Wineburg & John Beck
Center for Research, Evaluation and Advancement of Teacher Education
Sherri Lowrey, Mona Wineburg & John Beck
Center for Research, Evaluation and Advancement of Teacher Education
There is increasing emphasis that the role of teacher education should include increasing student learning and strengthening schools. To connect teachers to preparation programs requires reliable longitudinal data systems. Texas is data rich, but the data sources remain compartmentalized. Making connections among the various types of relevant data can help districts and preparation programs become more effective. The Data Reporting Tool for Schools (DaRTS) is a series of reports configured to show how various preparation pathways and programs contribute to individual district’s employment, assignment, and retention of teachers. DaRTS makes staffing trends more transparent in the 1000+ school districts in Texas.
Presentation
Handout
TxATE Meeting Presentation
Presentation
Handout
TxATE Meeting Presentation
Using the Assessment FOR Learning Cycle to Enhance Student Achievement
Bruce E. Hill
Cypress Fairbanks ISD
Bruce E. Hill
Cypress Fairbanks ISD
Educators appreciate utilizing effective methods that are grounded in research and theory; however, teachers love ideas and strategies that can be put to practical use. One of the challenges teacher leaders face with assessment is being able to accommodate the diverse learners, learning styles, and readiness levels. In this session, participants will examine and
recognize how the Assessment for Learning Cycle can be utilized in the classroom consistently to monitor and enhance student achievement. Participants will augment their current assessment literacy skills and expand their practical knowledge regarding formative assessment development, implementation and analysis.
Presentation
recognize how the Assessment for Learning Cycle can be utilized in the classroom consistently to monitor and enhance student achievement. Participants will augment their current assessment literacy skills and expand their practical knowledge regarding formative assessment development, implementation and analysis.
Presentation
Session 3E
Location: Conference Center B
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
Forging the Future of Teaching in Texas: A Comparison of the Perspectives of Texas Teachers with the Recommendations of the Texas Teaching Commission
Virginia Resta & Leslie Huling
Texas State University
Virginia Resta & Leslie Huling
Texas State University
In this session presenters will juxtapose the 2012 recommendations of the Texas Teaching Commission’s policy report, Recommendations for the Next Generation of Teaching Policy in Texas, with findings from their own research involving focus groups of experienced teachers
from five geographic regions across the state. The focus groups were the culmination of a ten-year longitudinal study that involved research collaboration among 7 universities and 37 school districts. Researchers will share their analyses in which they identified consistencies and discrepancies in the beliefs of Texas teachers with those who wish to shape state education policy.
from five geographic regions across the state. The focus groups were the culmination of a ten-year longitudinal study that involved research collaboration among 7 universities and 37 school districts. Researchers will share their analyses in which they identified consistencies and discrepancies in the beliefs of Texas teachers with those who wish to shape state education policy.
Spotlight on Economic Outcomes
Zachary Kline, Cari Chittick, David Myers & Dr. Marlene Zipplerlen
University of Mary Hardin-Baylor
Zachary Kline, Cari Chittick, David Myers & Dr. Marlene Zipplerlen
University of Mary Hardin-Baylor
Educational attainment is directly correlated to dynamic workers, profitable companies, and higher salaries. However, in recent times, the wage value of a college degree varies. Texas Comptroller Susan Combs believes that “for the state’s economy to continue its strong growth, it will be critical that we work to improve educational attainment.” This session will focus on educational attainment from a local to global perspective. Topics included will be annual earnings of young adults and labor force participation and unemployment rates by educational attainment.
Presentation
Presentation
Session 3F
Location: Bolo's PDR
Facilitator: Susan Allen
Facilitator: Susan Allen
School District One-to-One Technology Solutions
Dr. Robert M. Maninger & Karla Eidson
Sam Houston State University
Dr. Robert M. Maninger & Karla Eidson
Sam Houston State University
Advances in technology have radically changed the business of Education. Demands from all stake-holders for technology integration into classrooms continue to rise, so some school districts in Texas have started to seek a one-to-one technology plan. One-to-one solutions can include supplying students with laptops, tablets, iPods, or iPads. The solution can also include Bring Your Own Technology (BYOT), which allows for students to bring their own devices. This study sought to answer one small initial question. Which device, an iPad or a laptop, would be best from the student and faculty point of view?
A Professional Blackboard Learners' Community for Teacher Preparation
Dr. Viola M. Garcia & Dr. Sue Mahoney
University of Houston Downtown
Dr. Viola M. Garcia & Dr. Sue Mahoney
University of Houston Downtown
The Technology and Best Practices strands are explored through this innovative, future planning, and community building virtual Blackboard Learn resource to create a professional Learners’ Community. Its use in a field-based teacher preparation program is particularly critical to meet the challenges to communicate and collaborate with program administrators, faculty and staff to communicate with mentors, supervisors, principals, cooperating teachers in urban settings in a number of school districts across the greater Houston area.
Session 3G
Location: Colonnade C
Facilitator: Sandra Parnell
Facilitator: Sandra Parnell
Parent-Teacher Conferences: A Systematic Pedagogy
Dr. Elisa Beth McNeill & Dr. Susan Wagner
Texas A&M University
Dr. Elisa Beth McNeill & Dr. Susan Wagner
Texas A&M University
Research shows parental involvement is one of the most important factor in a student's success in school. For many parents, however, involvement is limited to attendance at parent-teacher conferences. Parent-teacher conferences can be stressful for parents and teachers, but with proper planning and organization teachers can lay the groundwork for a productive relationship that will most benefit the child. Beginning teachers need to practice conducting parent-teacher conferences. A systematic approach to learning how to conduct parent-teacher conferences including; conference preparation, delivery (role play) and follow-up will be demonstrated in this presentation.
Handout
Handout
The Central Texas Council on Educator Preparation
Dr. Grant W. Simpson, St. Edward's University
Dr. Patrice Werner, Texas State University-San Marcos
Dr. Sharon Evans, The University of Texas at Austin
Dr. Grant W. Simpson, St. Edward's University
Dr. Patrice Werner, Texas State University-San Marcos
Dr. Sharon Evans, The University of Texas at Austin
The Central Texas Council on Educator Preparation (CTCEP) arose from an invitational conference sponsored by the E3 Alliance focused on clinical preparation of teacher candidates. School districts, schools of education, and alternative certification programs discussed what was requisite to increase capacity in the development of high quality and highly successful teachers for Central Texas classrooms. The participants formed a collaborative that meets regularly to establish mutually accepted expectations and requirements with an eventual Memorandum of Understanding (MOU) between educator preparation programs and identified professional development campuses. CTCEP was recently honored by Quest for Quality as an Exemplary School Partnership.
Session 3H
Location: Grand Ballroom D
Facilitator: Judith Munter
Facilitator: Judith Munter
Educating ELLs with Culturally Responsive Strategies
Katy Baur
Lamar University
Katy Baur
Lamar University
Participants will have the opportunity to learn about common ESL student behaviors, ESL theories to support the behavior and strategies to implement for these students. Administrators, teachers, and pre-service teachers will benefit from this interactive session. Ideas, resources, and take-aways will be a product of this culturally responsive training.
Ten Years and Never Been Sued: A Fitness to Teach Policy that Works
Dr. Blanche Desjean-Perrota
The University of Texas at San Antonio
Dr. Blanche Desjean-Perrota
The University of Texas at San Antonio
Many educator preparation programs struggle with how to assess those intangible qualities in teacher candidates that ensure a goodness of fit for the teaching profession. In this session, the presenter will share a Fitness to Teach policy that has been successfully implemented for the last 10 years at the University of Texas San Antonio. The FTT provides an avenue for educator preparation faculty to assess candidates for the teaching profession following the steps for due process. Participants will see examples of case studies and will be provided with policy forms and processes.
Session 3I
Location: Grand Ballroom E
Facilitator: Amanda Rudolph
Facilitator: Amanda Rudolph
Teacher Retention is a Leadership Thing: What Principals Can Do to Support First-Year Teachers
Dr. Janet Tareilo
Stephen F. Austin State University
First-year teachers face many struggles and oftentimes their success is attributed to the relationship they develop with the campus principal. Many only need a little support and assistance from a caring administrator to ensure their longevity in the profession. Without this kind of necessary support, unfortunately some novice teachers make a career decision to leave the profession. Therefore, the principal holds the responsibility to impact the professional lives of new teachers but the success of the children in their schools. This presentation provides statistical data and strategies for new teachers and principals to improve supportive conditions and collaborative measures.
Dr. Janet Tareilo
Stephen F. Austin State University
First-year teachers face many struggles and oftentimes their success is attributed to the relationship they develop with the campus principal. Many only need a little support and assistance from a caring administrator to ensure their longevity in the profession. Without this kind of necessary support, unfortunately some novice teachers make a career decision to leave the profession. Therefore, the principal holds the responsibility to impact the professional lives of new teachers but the success of the children in their schools. This presentation provides statistical data and strategies for new teachers and principals to improve supportive conditions and collaborative measures.
Retaining Beginning Teachers: The University’s Role in Providing Induction Support
Dr. Patricia J. Norman & Dr. Sara A.S. Sherwood, Trinity University
Kathryn Harvuot, Southwest ISD
Samantha Morganroth, Northside ISD
Laurie Tabeb, Randolph ISD
Jessica Van Hoozer, North East ISD
Researchers have grown increasingly concerned over the high turnover rate of early career teachers. In order to retain new teachers, novices need help making the transition to independent teaching. School-based mentoring programs are one such retention strategy. However, universities are also being called to design and provide induction support for their graduates. In this presentation, we describe a beginning teacher study group offered to elementary graduates in their first year of teaching through Trinity University. Drawing on engaging anecdotes from their first year, study group participants provide a set of recommendations to help school administrators retain new teachers.
Dr. Patricia J. Norman & Dr. Sara A.S. Sherwood, Trinity University
Kathryn Harvuot, Southwest ISD
Samantha Morganroth, Northside ISD
Laurie Tabeb, Randolph ISD
Jessica Van Hoozer, North East ISD
Researchers have grown increasingly concerned over the high turnover rate of early career teachers. In order to retain new teachers, novices need help making the transition to independent teaching. School-based mentoring programs are one such retention strategy. However, universities are also being called to design and provide induction support for their graduates. In this presentation, we describe a beginning teacher study group offered to elementary graduates in their first year of teaching through Trinity University. Drawing on engaging anecdotes from their first year, study group participants provide a set of recommendations to help school administrators retain new teachers.