Tuesday, October 22, 2013
Breakout Session 4: 7:40-8:40am
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 4A
Location: Grand Ballroom A
Facilitator: John Miazga
Facilitator: John Miazga
College and Career Readiness Standards in Texas: The Texas Two Step
a.k.a. Integrating the CCRS into Teacher Education and Facilitating its Implementation with School Partners
Dr. Neil F. Armstrong & Dr. Kenneth R. Austin
Stephen F. Austin State University
a.k.a. Integrating the CCRS into Teacher Education and Facilitating its Implementation with School Partners
Dr. Neil F. Armstrong & Dr. Kenneth R. Austin
Stephen F. Austin State University
This presentation seeks to illustrate the ongoing process of integrating the College and Career Readiness Standards into a Secondary Education pre-service teacher education program while simultaneously facilitating the implementation of the College and Career Readiness Standards into the curriculums of our partnership public schools.
Developing Teacher Educators to Lead Preparation Program Reforms
Dr. Leslie Huling, Dr. John Beck, Dr. Araceli Ortiz
Texas State University-San Marcos
For the past five years, staff from the Texas Faculty Collaboratives have engaged in the extensive professional development of teacher educators focused around the Texas College and Career Initiative to help teacher education programs enhance the preparation of secondary teachers and to better equip them with the knowledge and skills necessary to help
secondary students achieve college and career readiness.
Dr. Leslie Huling, Dr. John Beck, Dr. Araceli Ortiz
Texas State University-San Marcos
For the past five years, staff from the Texas Faculty Collaboratives have engaged in the extensive professional development of teacher educators focused around the Texas College and Career Initiative to help teacher education programs enhance the preparation of secondary teachers and to better equip them with the knowledge and skills necessary to help
secondary students achieve college and career readiness.
Session 4B
Location: Grand Ballroom B
Facilitator: Grant Simpson
Facilitator: Grant Simpson
Meeting the Literacy Development Needs of English Language Learners Through a University-Public School Literacy Partnership
Dr. Phil Roberson, Texas A&M International University
Dr. Phil Roberson, Texas A&M International University
This presentation is an overview of a university-public school partnership that provides one-on-one literacy intervention for school-identified struggling readers. Students served are culturally and linguistically diverse, economically disadvantaged English language learners in grades K-3. Emphasis is on partnership characteristics and intervention strategies for pre-service teachers, elementary teachers, and volunteers.
TechTeach: A Transformational Approach to End the Bilingual Education Teacher Shortage in Texas
Viviana Hall
Texas Tech University
Viviana Hall
Texas Tech University
The end of a federally funded project ignited a transformational approach to teacher training. The original project offered on-line training in bilingual education designed to target non-traditional students from a Dallas County College. After the project ended, the new institutionalized version promises to address not only the teacher shortage in the field, but also the needs of local school districts’ to improve academic achievement.
The components of this collaboration including the partnerships developed, the opportunities for minority non-traditional students to attend 4 year degree university-based programs; and the results obtained during the first year of its implementation will be discussed and presented as a possible model to be replicated in areas of similar demographics that currently shape our public education.
The components of this collaboration including the partnerships developed, the opportunities for minority non-traditional students to attend 4 year degree university-based programs; and the results obtained during the first year of its implementation will be discussed and presented as a possible model to be replicated in areas of similar demographics that currently shape our public education.
Session 4C
Location: Grand Ballroom C
Facilitator: Denise Staudt
Facilitator: Denise Staudt
Is the Deficit Model Alive and Well in Teacher Education? A Regional University's Response to Recruitment and Retention of Teacher Education Candidates
Colleen Swain
The University of Texas at Tyler
Colleen Swain
The University of Texas at Tyler
How do we recruit and retain teacher education candidates? Is it with a social justice and culturally responsive approach or do we consider our prospective teacher candidates’ qualifications their problem? This session shares how a regional university examined past recruitment and retention practices and the insights gained from this reflection. We noticed some of our “normal” recruitment and retention practices reflected ideals of the Deficit Model, certainly not ideals espoused in our teacher education program. Therefore, practices are in the process of changing. In this session, some of our new strategies for recruitment and retention
will be shared.
will be shared.
Programs, Courses and Completions: Is Texas Making the Grade?
Michelle G. Hackney, Brian N. Guenther, Randa K. Stewart & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Michelle G. Hackney, Brian N. Guenther, Randa K. Stewart & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
A vital role in Texas’ ability to develop, maintain, and secure an economy supportive of our function as a national leader and global competitor is through higher education. For Texas to
compete in a global economy, educators, administrators, and policymakers must collaborate in the development and implementation of strategies to improve postsecondary retention and graduation rates. Program attendees will be able to compare U.S. and Texas retention and graduation rates and identify potential strategies to reverse the current trend in Texas completions at institutions of higher education.
Presentation
compete in a global economy, educators, administrators, and policymakers must collaborate in the development and implementation of strategies to improve postsecondary retention and graduation rates. Program attendees will be able to compare U.S. and Texas retention and graduation rates and identify potential strategies to reverse the current trend in Texas completions at institutions of higher education.
Presentation
Session 4D
Location: Conference Center A
Facilitator: Ginny Fender
Facilitator: Ginny Fender
Forging an Authentic University and School District Partnership
Dr. Elizabeth Vaughan & Dr. Jeanie Gresham
Stephen F. Austin State University
Dr. Elizabeth Vaughan & Dr. Jeanie Gresham
Stephen F. Austin State University
This session presents information related to a collaborative partnership between the SFASU Department of Elementary Education and Nacogdoches ISD. Departmental and school district administrators have developed a plan for improved coordination, communication, and supervision of teacher candidates in field placements. The goal is increased outcomes for district students, pre-service teachers, and district teachers. In addition to the overall collaboration, a project initiative has also developed. Teacher candidates in Project SFA LEAD (Leaders in Education Assisting the District) participate in a three-semester field experience placement in a NISD low-performing elementary school. Implementation and preliminary outcomes will be discussed.
Presentation
Presentation
Practitioners as Partners: Using Collaboration to Enhance Educator Preparation
Dorleen Hooten, Kellie Cude, Amanda Allen, Stephen Anderson, Season Mussey & Deborah Davis
Texas A&M University-Central Texas
Dorleen Hooten, Kellie Cude, Amanda Allen, Stephen Anderson, Season Mussey & Deborah Davis
Texas A&M University-Central Texas
At Texas A&M University-Central Texas (TAMUCT), the work of the Strategic Partners Education Advisory Council (SPEAC) is also informed by a group of Certificate Area Practitioners Sub-Councils (CAPS) which meet twice a year to examine research, best practice, and current program data concerning specific certificate areas. Recommendations from these unique partnerships are then made to the larger Council. A TAMUCT faculty member and a certification area practitioner share co-chair responsibility on each sub-council and also hold SPEAC membership, bringing the voice of the specific educator role group to the larger Council. The presenters will share information about this dynamic partnership.
Handouts:
Article Discussion
Carousel Brainstorm
In Class Information (Day One, Week One)
Lesson Plans (Day One, Week One)
Links Week 2
Online Module Information
Handouts:
Article Discussion
Carousel Brainstorm
In Class Information (Day One, Week One)
Lesson Plans (Day One, Week One)
Links Week 2
Online Module Information
Session 4E
Location: Conference Center B
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
School Accountability Based on Standardized Testing in Texas Elementary Schools: Toward a Systematic Approach of Integrating Schools' Academic Growth and Students' Demographics Variables
Felipe Sepulveda, Dallas Independent School District
Dr. Christie Bledsoe & Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Felipe Sepulveda, Dallas Independent School District
Dr. Christie Bledsoe & Dr. Marlene Zipperlen, University of Mary Hardin-Baylor
Based on NCLB accountability requirements, schools are rated based on a status model that reflects the proportion of students who are at specific levels of achievement on a given scale. This accountability model does not consider student or school improvement from one year to another. The purpose of this study is to compare the Texas school accountability approach based on a status model to a model that incorporates school academic growth and student demographics characteristics. This quantitative study was a statistical analysis of 3rd to 5th grade standards-based assessments scores for reading and mathematics given during 2009
to 2011.
Presentation
to 2011.
Presentation
Interpreting Student Data - A Teacher Preparation/School District Collaboration
Dr. Christie Bledsoe & Dr. Jodi Pilgrim, University of Mary Hardin-Baylor
Randy Lamb, Southwestern Assemblies of God University
Dr. Christie Bledsoe & Dr. Jodi Pilgrim, University of Mary Hardin-Baylor
Randy Lamb, Southwestern Assemblies of God University
New teachers must be able to use student data to make instructional decisions. Teacher educators worked with a local school district to obtain anonymous student data to use in training teacher candidates. Pre-service teachers can use this benchmark data to analyze academic achievement for elementary students and make connections to STAAR objectives. Data was also available to compare student performance at the school and classroom level.
Presentation
Presentation
Session 4F
Location: Bolo's PDR
Facilitator: Sue Owens
Facilitator: Sue Owens
Increasing Certification Passage Rates at a HBCU
Dr. William Ross
Prairie View A&M University
Dr. William Ross
Prairie View A&M University
Realizing that education and most of life works exactly the same way – we succeed and sometimes we fall short. Students who performed poorly on certification tests needed to be encouraged and to understand that “practice” does not necessarily make the skill better. Faculty had to make the success of our students a personal challenge and understand that our educator preparation programs had to believe that our students can perform better and begin to help our students believe and know, “what works.” For example, the hammer is an excellent tool, but it does a very poor job of driving screws; and, when examined for precision, it is lacking. A deliberate attempt was made to place the responsibility for this “Warning” on the shoulders of those involved in the preparation process administrators, faculty and students.
Presentation
Presentation
Enhanced TExES/TExMAT Preparation Using Positive Presuppositions and Self Talk
William Laird & Teri Fowler
Texas A&M University-Texarkana
William Laird & Teri Fowler
Texas A&M University-Texarkana
Accountability for student success on standardized tests has increased the sense of urgency at all levels of education. Preparation programs consistently search for ways to enhance candidate preparation and performance. The search frequently includes reflection on why students who perform well in preparation courses fail to meet passing standards on exams. The high stakes associated with certification exams may lead to increased test anxiety and decreased self-efficacy which can increase the gap between cognitive knowledge and performance on exams. This presentation highlights positive presuppositions and positive self-talk as strategic tools to enhance TExES and TExMAT preparation and performance.
Presentation
Presentation
Session 4G (One Hour Session)
Location: Colonnade C
"My Story": Student Teachers' Multi-Media Autobiographies
Janet Scott & Ilna Colemere
The University of Texas at San Antonio
Janet Scott & Ilna Colemere
The University of Texas at San Antonio
As Parker Palmer states in his essay, The Heart of a Teacher, "…..knowing myself is as crucial to good teaching as knowing my students and my subject." With that idea in mind, our student teachers prepare multi-media autobiographical presentations to introduce themselves to their cooperating teachers. Students are offered training in appropriate on-line applications for designing their "My Story" autobiography. This presentation offers a discussion of the specifics of the assignment, the training students are offered, and the effect of My Story on the cooperating teacher-student teacher relationship. Additionally, several examples of My Story
autobiographies are shared.
Handout
autobiographies are shared.
Handout
Session 4H (One Hour Session)
Location: Colonnade AB
Postponing Destiny: Why Some Teacher Candidates Choose to Delay Certification Testing
Dr. Christal G. Burnett
University of Houston-Downtown
Dr. Christal G. Burnett
University of Houston-Downtown
Teacher preparation programs suggest teacher candidates follow a schedule and complete their certification testing requirement prior to program completion, however there are many who postpone their testing until later in the program. Why are teacher candidates postponing their TExES exams and how can teacher preparation faculty motivate these students to complete their testing in a timely manner?
Session 4I (One Hour Session)
Location: La Joya Ballroom
Incorporating Lab Teaching into the Alternative Process: Examples and Experiences
Dr. Jan P. Seiter
Huston-Tillotson University
Dr. Jan P. Seiter
Huston-Tillotson University
The lab teaching experience prepares Alternative Certified Candidates for the realities of the classroom. Lesson plans, activities, resource and time management can be learned and practiced outside of a classroom, but the art of teaching lies in the spontaneity of the interaction between students and teachers. The lab teaching experience not only provides the candidate with invaluable experience, but gives the alternative program a boost in terms of quality and accountability. This session will address the lessons learned, lab teaching examples and a discussion of ways in which the experience can be incorporated into a variety of scenarios.
Handout-Protocol
Handout-Protocol