Monday, October 17, 2016
Breakout Session II: 1:45-2:30pm
Session 2A
Location: Veramendi A
Research and Lessons from the Field: Teacher Development through Critical Friendship Communities
Jonett Edwards Miniel & Deirdre J. Sharkey
Harris County Department of Education-Educator Certification and Professional Advancement Division
Harris County Department of Education Teacher Alternative Certification Program uses the Critical Friends Group (CFG) professional development model to support early career teachers. This model helps teachers improve through collaborative learning and inquiry in monthly sessions facilitated by trained coaches. This workshop shares the findings from a formal evaluation of the impact of CFGs on the practices of early career teachers. We will use the tools and processes of CFGs throughout the session. Leave with protocols for structuring professional development and a planning map for next steps to make this happen at your institution.
Research and Lessons from the Field: Teacher Development through Critical Friendship Communities
Jonett Edwards Miniel & Deirdre J. Sharkey
Harris County Department of Education-Educator Certification and Professional Advancement Division
Harris County Department of Education Teacher Alternative Certification Program uses the Critical Friends Group (CFG) professional development model to support early career teachers. This model helps teachers improve through collaborative learning and inquiry in monthly sessions facilitated by trained coaches. This workshop shares the findings from a formal evaluation of the impact of CFGs on the practices of early career teachers. We will use the tools and processes of CFGs throughout the session. Leave with protocols for structuring professional development and a planning map for next steps to make this happen at your institution.
2a-research_and_lessons_from_the_field.pdf | |
File Size: | 214 kb |
File Type: |
Session 2B: Sponsored by Certify Teacher
Location: Veramendi B
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 2C
Location: Veramendi C
Evaluating Candidate Effectiveness Using Performance-Based Assessment: Pros and Cons of the Praxis Performance Assessment for Teachers (PPAT)
Shari Albright, Laura Allen, Pat Norman & Sara Sherwood
Trinity University
What are the pros and cons of implementing an externally-scored performance-based assessment in an initial teacher preparation program? As TEA considers a move in this direction, come hear faculty from Trinity University share their experience piloting and then adopting the Praxis Performance Assessment for Teachers (PPAT) over the past two years. The session will include reasons for adoption, comparisons to edTPA, candidate feedback, lessons learned, and securing grant funding to cover candidate costs.
Evaluating Candidate Effectiveness Using Performance-Based Assessment: Pros and Cons of the Praxis Performance Assessment for Teachers (PPAT)
Shari Albright, Laura Allen, Pat Norman & Sara Sherwood
Trinity University
What are the pros and cons of implementing an externally-scored performance-based assessment in an initial teacher preparation program? As TEA considers a move in this direction, come hear faculty from Trinity University share their experience piloting and then adopting the Praxis Performance Assessment for Teachers (PPAT) over the past two years. The session will include reasons for adoption, comparisons to edTPA, candidate feedback, lessons learned, and securing grant funding to cover candidate costs.
2c_-_evaluating_candidate_effectiveness.pdf | |
File Size: | 293 kb |
File Type: |
Session 2D
Location: Veramendi D
From Online to Outdoors: Connecting Future Texas Teachers
Paula Griffin & Alan Sowards
Stephen F. Austin State University
The Wetlands Adventure is an innovative field experience available to EC6 online teacher candidates at Stephen F. Austin State University. This program is a collaborative effort between Texas Freshwater Fish Hatcheries and SFASU. Participants create and deliver science content lessons to public school students in an outdoor learning environment as field investigations. Research was conducted to determine the impact of this instructional strategy/model. Data collected via electronic pre/post surveys and focus group interviews shows an increase in content knowledge, teacher self-efficacy, and science teaching efficacy as a result of this program.
From Online to Outdoors: Connecting Future Texas Teachers
Paula Griffin & Alan Sowards
Stephen F. Austin State University
The Wetlands Adventure is an innovative field experience available to EC6 online teacher candidates at Stephen F. Austin State University. This program is a collaborative effort between Texas Freshwater Fish Hatcheries and SFASU. Participants create and deliver science content lessons to public school students in an outdoor learning environment as field investigations. Research was conducted to determine the impact of this instructional strategy/model. Data collected via electronic pre/post surveys and focus group interviews shows an increase in content knowledge, teacher self-efficacy, and science teaching efficacy as a result of this program.
2d-from_online_to_outdoors.pdf | |
File Size: | 747 kb |
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Session 2E
Location: Veramendi G
Teachers’ Perception of the Role of the Principal Regarding Teacher Retention
Viveca Grant, Summer Pannell & Bernnell Peltier-Glaze
Texas Southern University
School leadership is second only to teaching among school-related factors in its impact on student learning, according to research. Moreover, principals strongly shape the conditions for high-quality teaching and are the prime factor in determining whether teachers stay in high-needs schools. High-quality principals, therefore, are vital to the effectiveness of our nation’s public schools, especially those serving the children with the fewest advantages in life (WallaceFoundation.org).
Teachers’ Perception of the Role of the Principal Regarding Teacher Retention
Viveca Grant, Summer Pannell & Bernnell Peltier-Glaze
Texas Southern University
School leadership is second only to teaching among school-related factors in its impact on student learning, according to research. Moreover, principals strongly shape the conditions for high-quality teaching and are the prime factor in determining whether teachers stay in high-needs schools. High-quality principals, therefore, are vital to the effectiveness of our nation’s public schools, especially those serving the children with the fewest advantages in life (WallaceFoundation.org).
2e-teachers_perception.pdf | |
File Size: | 675 kb |
File Type: |
Session 2F
Location: Veramendi H
Professional Practices and Responsibilities Assessment of Preservice Teachers: Examining the Role and Appropriate Use of Technology
Belinda Granados, Jerrie Smith Jackson, Alycia Maurer & Belinda Trevino Schouten
Our Lady of the Lake University
This session presents a framework for the implementation and integration of Professional Practices and Responsibilities Assessment of preservice teachers. This two-tiered assessment examines preservice teachers’ cognitive disposition of the effective utilization of technology for instructional purposes and the professional practice of ethical and appropriate use of digital communication. Pre-service teachers need explicit models and professional development related to social networking and digital communication. Scenarios, case studies and reflection are used to support and provide models as preservice teachers use technology to develop their professional communication competencies and include benefits of instructional support related to the use of technology and assessment of key student learning outcomes in professionalism and communication competencies related to technology.
Professional Practices and Responsibilities Assessment of Preservice Teachers: Examining the Role and Appropriate Use of Technology
Belinda Granados, Jerrie Smith Jackson, Alycia Maurer & Belinda Trevino Schouten
Our Lady of the Lake University
This session presents a framework for the implementation and integration of Professional Practices and Responsibilities Assessment of preservice teachers. This two-tiered assessment examines preservice teachers’ cognitive disposition of the effective utilization of technology for instructional purposes and the professional practice of ethical and appropriate use of digital communication. Pre-service teachers need explicit models and professional development related to social networking and digital communication. Scenarios, case studies and reflection are used to support and provide models as preservice teachers use technology to develop their professional communication competencies and include benefits of instructional support related to the use of technology and assessment of key student learning outcomes in professionalism and communication competencies related to technology.
Session 2G
Location: Veramendi I
Plagiarism: What Can Be Done?
Brook Dickison & Twyla Tasker
Angelo State University
Plagiarism continues to be a problem in a variety of areas. The challenge has been how to address the issues before as well as after it has occurred. Multiple steps need to be implemented to teach and prevent plagiarism. Strategies implemented at a regional university to combat plagiarism will be discussed during the session.
Plagiarism: What Can Be Done?
Brook Dickison & Twyla Tasker
Angelo State University
Plagiarism continues to be a problem in a variety of areas. The challenge has been how to address the issues before as well as after it has occurred. Multiple steps need to be implemented to teach and prevent plagiarism. Strategies implemented at a regional university to combat plagiarism will be discussed during the session.
2g-plagiarism_what_can_be_done.pdf | |
File Size: | 87 kb |
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Session 2H
Location: Veramendi J
UIW Teacher Induction Program: Supporting, Developing & Networking Novice Teachers
Elda E. Martinez & Brandi Rodriguez
University of the Incarnate Word
The University of Incarnate Word’s Dreeben School of Education established a teacher induction program in 2012 to provide continued support to program graduates as they transitioned into the teaching profession. The UIW Teacher Network was designed with three main facets: induction support, professional development, and professional networking. Now, with four years of implementation, data is available to inform and further develop program outcomes. This session will present an overview of the program design and initial findings of impact.
UIW Teacher Induction Program: Supporting, Developing & Networking Novice Teachers
Elda E. Martinez & Brandi Rodriguez
University of the Incarnate Word
The University of Incarnate Word’s Dreeben School of Education established a teacher induction program in 2012 to provide continued support to program graduates as they transitioned into the teaching profession. The UIW Teacher Network was designed with three main facets: induction support, professional development, and professional networking. Now, with four years of implementation, data is available to inform and further develop program outcomes. This session will present an overview of the program design and initial findings of impact.
2h_uiw_induction_program.pdf | |
File Size: | 4600 kb |
File Type: |
Session 2I
Location: Chautauqua
Empowering Educators Through Ethical and Professional Dispositions
Betty Coneway, Beth Garcia, Janet Hindman, Judy Williams
West Texas A&M University
The prime catalyst for empowering educators is through ethical and professional dispositions that inspire teachers and impact P-12 student learning and development. There is nothing more important for America’s educator preparation programs than to ensure that all of our candidates embrace not only professional dispositions, but also go beyond through proficiency and consistent assessment of candidate ethical behaviors. The Ethical and Professional Dispositions designed by our EPP exemplify how our mission of preparing educators who are confident, skilled, and reflective professionals is only superseded by our passion in the development of a higher quality of ethical and professional educators.
Empowering Educators Through Ethical and Professional Dispositions
Betty Coneway, Beth Garcia, Janet Hindman, Judy Williams
West Texas A&M University
The prime catalyst for empowering educators is through ethical and professional dispositions that inspire teachers and impact P-12 student learning and development. There is nothing more important for America’s educator preparation programs than to ensure that all of our candidates embrace not only professional dispositions, but also go beyond through proficiency and consistent assessment of candidate ethical behaviors. The Ethical and Professional Dispositions designed by our EPP exemplify how our mission of preparing educators who are confident, skilled, and reflective professionals is only superseded by our passion in the development of a higher quality of ethical and professional educators.
Session 2J
Location: San Marcos River
Social Studies and the Teacher Candidate: Knowledge of the Pedagogy and Content of the Social Studies Curriculum
Elsa Diego-Medrano & Crystal Hughes
West Texas A&M University
The researchers in this study investigated the knowledge that teacher candidates possess in social studies. Teacher candidates must now demonstrate proficiency in each content area on the Texas Examination of Educator Standards (TExES). The TExES EC-6 CORE tests proficiency in pedagogical and content knowledge. The current study was conducted in a university in Texas, and included data from teacher candidates enrolled in the university’s teacher preparation program. Although the numbers for the study were small, the researchers feel confident that it is representative of the program. The findings indicated limited knowledge of the content of social studies, and subsequently, a limited knowledge of the pedagogy to adequately teach social studies.
Social Studies and the Teacher Candidate: Knowledge of the Pedagogy and Content of the Social Studies Curriculum
Elsa Diego-Medrano & Crystal Hughes
West Texas A&M University
The researchers in this study investigated the knowledge that teacher candidates possess in social studies. Teacher candidates must now demonstrate proficiency in each content area on the Texas Examination of Educator Standards (TExES). The TExES EC-6 CORE tests proficiency in pedagogical and content knowledge. The current study was conducted in a university in Texas, and included data from teacher candidates enrolled in the university’s teacher preparation program. Although the numbers for the study were small, the researchers feel confident that it is representative of the program. The findings indicated limited knowledge of the content of social studies, and subsequently, a limited knowledge of the pedagogy to adequately teach social studies.
Session 2K
Location: Spring Lake C
A New Arena for Field-Based Reflective Practice: Empowering Preservice Teachers through Contemporary Educational Technology
L. Karen Sykes & Samantha Waggoner
University of Mary Hardin-Baylor
In spite of the prevalent use of reflective journal writing in teacher education and evidence that reflective journaling benefits teacher education students, many view journal writing as busy work. This presentation explores a user-friendly, technology-based approach to reflective practice through journal writing in a field-based literacy course that may address negative attitudes toward journal writing while providing the means for valuable reflective practice for growth in preservice teachers that is both content and context specific.
A New Arena for Field-Based Reflective Practice: Empowering Preservice Teachers through Contemporary Educational Technology
L. Karen Sykes & Samantha Waggoner
University of Mary Hardin-Baylor
In spite of the prevalent use of reflective journal writing in teacher education and evidence that reflective journaling benefits teacher education students, many view journal writing as busy work. This presentation explores a user-friendly, technology-based approach to reflective practice through journal writing in a field-based literacy course that may address negative attitudes toward journal writing while providing the means for valuable reflective practice for growth in preservice teachers that is both content and context specific.