Monday, October 17, 2016
Breakout Session I: 11:00-11:45am
Session 1A: Quest for Quality Exemplary Faculty Practice Awardee 2015
Location: Veramendi A
Empowering Pre-Service Teacher Candidates to Use Instructional Technology to Engage, Assess, and Differentiate Instruction for Diverse Student Populations
Leanne L. Howell
Baylor University
This presentation will provide participants a detailed description of the 2015 Quest for Quality Exemplary Faculty Practice Award; an example of how one clinical assistant professor empowers and prepares pre-service teacher candidates to use instructional technology to engage students and provide differentiated learning experiences to meet their academic needs.
Empowering Pre-Service Teacher Candidates to Use Instructional Technology to Engage, Assess, and Differentiate Instruction for Diverse Student Populations
Leanne L. Howell
Baylor University
This presentation will provide participants a detailed description of the 2015 Quest for Quality Exemplary Faculty Practice Award; an example of how one clinical assistant professor empowers and prepares pre-service teacher candidates to use instructional technology to engage students and provide differentiated learning experiences to meet their academic needs.
Session 1B
Location: Veramendi B
Preparing Future Educators to Make Literacy and Learning Relevant and Engaging for Today’s High Poverty Student Populations: Are We Teaching Trauma Informed Pedagogy?
Neva Cramer, Amanda Hardwick & Lauren Warren- Fields
Schreiner University
If we do not acknowledge the changing needs of 21st century students and train our future educators for their new roles and challenges, we will not be prepared to impact student and school success. This presentation will explore the new trauma informed pedagogy and offer practical keys for understanding the current high poverty population based on the work of Eric Jensen. Effective strategies for reaching students of poverty will be demonstrated including teaching digital and visual learners to think by using the visual and communicative arts and making literacy relevant and authentic by addressing key literacy needs specific to the environment of today’s diverse and at risk students.
Preparing Future Educators to Make Literacy and Learning Relevant and Engaging for Today’s High Poverty Student Populations: Are We Teaching Trauma Informed Pedagogy?
Neva Cramer, Amanda Hardwick & Lauren Warren- Fields
Schreiner University
If we do not acknowledge the changing needs of 21st century students and train our future educators for their new roles and challenges, we will not be prepared to impact student and school success. This presentation will explore the new trauma informed pedagogy and offer practical keys for understanding the current high poverty population based on the work of Eric Jensen. Effective strategies for reaching students of poverty will be demonstrated including teaching digital and visual learners to think by using the visual and communicative arts and making literacy relevant and authentic by addressing key literacy needs specific to the environment of today’s diverse and at risk students.
1b_presentation_handout.pdf | |
File Size: | 216 kb |
File Type: |
Session 1C
Location: Veramendi C
Behind the Scenes: A Mini Workshop
Jodie Flint & Stephanie Long
Texas State University
Educator Preparation Programs across the state differ in practices and systems, but we share the same challenges as our programs adjust to new requirements and accountability standards. EPP staff are charged with creating efficiencies to manage ever-increasing administrative responsibilities. This session is a facilitated workshop for EPP staff to collaboratively work through shared problem areas. Attendees will work in small discussion groups (organized by program type and size) to actively problem solve the behind-the-scenes complexities of running an EPP.
Behind the Scenes: A Mini Workshop
Jodie Flint & Stephanie Long
Texas State University
Educator Preparation Programs across the state differ in practices and systems, but we share the same challenges as our programs adjust to new requirements and accountability standards. EPP staff are charged with creating efficiencies to manage ever-increasing administrative responsibilities. This session is a facilitated workshop for EPP staff to collaboratively work through shared problem areas. Attendees will work in small discussion groups (organized by program type and size) to actively problem solve the behind-the-scenes complexities of running an EPP.
Session 1D
Location: Veramendi D
Democratic Educator Preparation: The Reciprocal Benefit of True Collaboration for Continuous Improvement in Educator Preparation Programs and Partner Schools
Jannah Nerren
Stephen F. Austin State University
Educator candidates are better prepared when strong and effective partnerships between Educator Preparation Programs (EPPs) and partner schools exist. In both higher education and PK-12 schools, it is important for these entities to support each other in their efforts. EPPs and partner schools must be adaptive and flexible while developing and maintaining supportive partnerships that enhance candidate preparation as well as the educational experience of the students in the partner schools. This presentation examines effective strategies for enhancing partnerships between EPPs and partner schools, as well as the benefits and challenges in developing and sustaining reciprocally beneficial partnerships.
Democratic Educator Preparation: The Reciprocal Benefit of True Collaboration for Continuous Improvement in Educator Preparation Programs and Partner Schools
Jannah Nerren
Stephen F. Austin State University
Educator candidates are better prepared when strong and effective partnerships between Educator Preparation Programs (EPPs) and partner schools exist. In both higher education and PK-12 schools, it is important for these entities to support each other in their efforts. EPPs and partner schools must be adaptive and flexible while developing and maintaining supportive partnerships that enhance candidate preparation as well as the educational experience of the students in the partner schools. This presentation examines effective strategies for enhancing partnerships between EPPs and partner schools, as well as the benefits and challenges in developing and sustaining reciprocally beneficial partnerships.
1d_democratic_educator_preparation-_the_reciprocal_benefit_of_true_collaboration_for_continuous_improvement_in_educator_preparation_programs_and_partner_schools.pdf | |
File Size: | 407 kb |
File Type: |
Session 1E
Location: Veramendi G
Organizational Perspectives on the Desired Responsibilities of Leadership
Susan Reily
Stephen F. Austin State University
Teachers in elementary and middle school organizations may value different leadership approaches that influence organizational success. This study was designed to determine if there was a difference between the leadership behaviors different levels of organizations value based on the level of the campus, and years of experience of teachers. Elementary and middle school teachers completed a survey that provided ratings related to 21 leadership responsibilities using a forced choice Likert scale. An analysis of the data revealed there were statistically significant differences among the different groups for some of the 21 leadership responsibilities.
Organizational Perspectives on the Desired Responsibilities of Leadership
Susan Reily
Stephen F. Austin State University
Teachers in elementary and middle school organizations may value different leadership approaches that influence organizational success. This study was designed to determine if there was a difference between the leadership behaviors different levels of organizations value based on the level of the campus, and years of experience of teachers. Elementary and middle school teachers completed a survey that provided ratings related to 21 leadership responsibilities using a forced choice Likert scale. An analysis of the data revealed there were statistically significant differences among the different groups for some of the 21 leadership responsibilities.
Session 1F
Location: Veramendi H
Project-based Learning in a Standards-based World
Kathryn Hall & GaeLynn McInroe
McMurry University
This interactive presentation will examine instructional organizations and procedures that allow students to participate in flexible, student-centered investigations while mastering formal education standards. We will examine where such standards are easily incorporated into the Project-based Learning (PBL) model and where more instructional creativity must be applied to help students to learn what they must while still working toward answering their own questions. Participants will have the opportunity to design their own standards-based PBL activities.
Project-based Learning in a Standards-based World
Kathryn Hall & GaeLynn McInroe
McMurry University
This interactive presentation will examine instructional organizations and procedures that allow students to participate in flexible, student-centered investigations while mastering formal education standards. We will examine where such standards are easily incorporated into the Project-based Learning (PBL) model and where more instructional creativity must be applied to help students to learn what they must while still working toward answering their own questions. Participants will have the opportunity to design their own standards-based PBL activities.
Session 1G
Location: Veramendi I
Comparing Noyce Scholars' Decisions to Teach and Perspectives on Teaching to Non-Noyce Scholars
Jennifer G. Whitfield
Texas A&M University
Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school math or science teachers. To help identify some characteristics of students involved in these types of financial incentive programs our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become a STEM teacher and their dispositions about teaching in schools.
Comparing Noyce Scholars' Decisions to Teach and Perspectives on Teaching to Non-Noyce Scholars
Jennifer G. Whitfield
Texas A&M University
Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school math or science teachers. To help identify some characteristics of students involved in these types of financial incentive programs our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become a STEM teacher and their dispositions about teaching in schools.
Session 1H
Location: Veramendi J
What Does T-TESS Mean for Methods Courses?
Wendy Michelle Frazier
Houston Baptist University
Elementary and secondary methods coursework provides opportunity for preservice teachers to learn more about expectations for educational practice as outlined in T-TESS and to begin to practice these with the support of methods faculty. This session provides opportunity for methods faculty to reflect on the implications of T-TESS for their teacher preparation efforts at the course and program levels. Examples from a science methods course illustrate how preservice teacher development in problem/issue-based learning may be used to foster professional practices consistent with T-TESS Rubric expectations for planning, instruction, learning environment, and professional practices and responsibilities.
What Does T-TESS Mean for Methods Courses?
Wendy Michelle Frazier
Houston Baptist University
Elementary and secondary methods coursework provides opportunity for preservice teachers to learn more about expectations for educational practice as outlined in T-TESS and to begin to practice these with the support of methods faculty. This session provides opportunity for methods faculty to reflect on the implications of T-TESS for their teacher preparation efforts at the course and program levels. Examples from a science methods course illustrate how preservice teacher development in problem/issue-based learning may be used to foster professional practices consistent with T-TESS Rubric expectations for planning, instruction, learning environment, and professional practices and responsibilities.
Session 1I
Location: Chautauqua
SB 507: It’s a Matter of the Heart
Randy Hendricks, Kevin Johnson, Laura M. Kincheloe, Penny Pulatie & Marlene Zipperlen
University of Mary Hardin-Baylor
Governor Greg Abbott signed Senate Bill 507 during the 84th legislative session, which is scheduled for implementation in the 2016-2017 academic school year. Members of Congress determined video surveillance was essential in special education classrooms with the purpose of protecting both students and teachers. As teachers reconvene in August 2016, administrators will need to provide professional development and implementation procedures to remain compliant with the law. The presenters intend to provide a basic understanding of the law for teachers and administrators. Additionally, group members suggest possible implementation and financial strategies to address the valid concerns of many people.
SB 507: It’s a Matter of the Heart
Randy Hendricks, Kevin Johnson, Laura M. Kincheloe, Penny Pulatie & Marlene Zipperlen
University of Mary Hardin-Baylor
Governor Greg Abbott signed Senate Bill 507 during the 84th legislative session, which is scheduled for implementation in the 2016-2017 academic school year. Members of Congress determined video surveillance was essential in special education classrooms with the purpose of protecting both students and teachers. As teachers reconvene in August 2016, administrators will need to provide professional development and implementation procedures to remain compliant with the law. The presenters intend to provide a basic understanding of the law for teachers and administrators. Additionally, group members suggest possible implementation and financial strategies to address the valid concerns of many people.
1i-_sb_507_its_a_matter_of_the_heart.pdf | |
File Size: | 318 kb |
File Type: |
Session 1J
Location: San Marcos River
Adjusting and Improving Online Teaching to Meet Quality Matters Standards: One Instructor’s Experience
Marcia Montague
Texas A&M University – College Station
Quality Matters (QM) is “a nationally recognized, faculty-centered, peer review process designed to certify the quality of online course design and online components” (QM, 2016). In this presentation, I will share my experience with improving an online, undergraduate preservice teacher preparation course to achieve QM certification. Issues such as the value of the time and effort spent, overcoming differences to reach the end goal, lessons learned, and the impact on course delivery and student learning will be included. I will share my perspective on the process to reach QM certification as well as the value of such certification.
Adjusting and Improving Online Teaching to Meet Quality Matters Standards: One Instructor’s Experience
Marcia Montague
Texas A&M University – College Station
Quality Matters (QM) is “a nationally recognized, faculty-centered, peer review process designed to certify the quality of online course design and online components” (QM, 2016). In this presentation, I will share my experience with improving an online, undergraduate preservice teacher preparation course to achieve QM certification. Issues such as the value of the time and effort spent, overcoming differences to reach the end goal, lessons learned, and the impact on course delivery and student learning will be included. I will share my perspective on the process to reach QM certification as well as the value of such certification.
Session 1K
Location: Spring Lake C
Preparing for TEA Compliance Audits
Christina Ellis
Sam Houston State University
In this session, participants will be guided through the TEA Compliance Audit from the perspective of a program that recently participated in the process. Steps to take before, during, and after the audit will be the focus of the session with additional information about adhering to Texas Administrative Code examined. The presenter will discuss completing the self-report, gathering documentation, participating in the audit, and completing the compliance plan. Participants will leave the session with informational materials and the ability to lead their EPPs in preparation for their TEA Compliance Audits
Preparing for TEA Compliance Audits
Christina Ellis
Sam Houston State University
In this session, participants will be guided through the TEA Compliance Audit from the perspective of a program that recently participated in the process. Steps to take before, during, and after the audit will be the focus of the session with additional information about adhering to Texas Administrative Code examined. The presenter will discuss completing the self-report, gathering documentation, participating in the audit, and completing the compliance plan. Participants will leave the session with informational materials and the ability to lead their EPPs in preparation for their TEA Compliance Audits
1k-preparing_for_tea_compliance_audits_handout_1.pdf | |
File Size: | 758 kb |
File Type: |
1k-preparing_for_tea_compliance_audits_handout_2.pdf | |
File Size: | 4884 kb |
File Type: |
1k-preparing_for_tea_compliance_audits_handout_3.pdf | |
File Size: | 1964 kb |
File Type: |
1k-preparing_for_tea_compliance_audits_handout_4.pdf | |
File Size: | 785 kb |
File Type: |