Monday, October 17, 2016
Breakout Session III: 2:45-3:30pm
Session 3A
Location: Veramendi A
Universal Design for Learning: Impacting the System through Literacy Scaffolding
Jodi Pilgrim
University of Mary Hardin-Baylor
Universal Design for Learning (UDL) introduces a framework for inclusive instruction, which transforms the systems and structures in schools to promote effective and efficient learning. While UDL involves a cross-disciplinary framework, this presentation specifically focuses on the use of literacy scaffolding to improve instruction. UDL utilizes intentional planning and modified materials, personalized to the needs of each student. The presenters will share materials aligned with Universal Design, including technology apps and tools beneficial for students of all ability levels.
Universal Design for Learning: Impacting the System through Literacy Scaffolding
Jodi Pilgrim
University of Mary Hardin-Baylor
Universal Design for Learning (UDL) introduces a framework for inclusive instruction, which transforms the systems and structures in schools to promote effective and efficient learning. While UDL involves a cross-disciplinary framework, this presentation specifically focuses on the use of literacy scaffolding to improve instruction. UDL utilizes intentional planning and modified materials, personalized to the needs of each student. The presenters will share materials aligned with Universal Design, including technology apps and tools beneficial for students of all ability levels.
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Session 3B: Sponsored by Educational Testing Service (ETS)
Location: Veramendi B
Informing Programs (EPPs) so as to Empower our Educators
Rick Cullors
Educational Testing Service
ETS will provide present an update on the latest activities related to work with, and support of, all educator preparation programs. Information will be shared related to current and future changes based on ETS and TEA policy. There will be focus on the newer assessments and curriculum needs for success. In response to trends in the field, time will also be spent on the Accommodations process, the timeline, and requirements. Attendees will also be informally polled to get input and determine the best test titles for upcoming workshops for test takers. The goal is for all EPPs to leave the session feeling better informed and prepared to Empower our Educators.
Informing Programs (EPPs) so as to Empower our Educators
Rick Cullors
Educational Testing Service
ETS will provide present an update on the latest activities related to work with, and support of, all educator preparation programs. Information will be shared related to current and future changes based on ETS and TEA policy. There will be focus on the newer assessments and curriculum needs for success. In response to trends in the field, time will also be spent on the Accommodations process, the timeline, and requirements. Attendees will also be informally polled to get input and determine the best test titles for upcoming workshops for test takers. The goal is for all EPPs to leave the session feeling better informed and prepared to Empower our Educators.
Session 3C
Location: Veramendi C
The Benefits of Non-traditional Professional Development for Teacher Educators
Lauren Burrow & Chrissy Cross
Stephen F. Austin State University
Teacher educators should continually strive to maintain a dynamic connection to the youth they are preparing preservice teachers to teach and a reflective attitude towards self-improvement in their own classroom instruction. Findings of a qualitative self-study on the influence of a non-traditional professional development experience for teacher educators in the form of volunteering at community writing workshop indicate the teacher educators were transformed and inspired by their participation. These findings should inspire teacher educators to seek out volunteer community experiences as a form of professional development to improve their own practice and foster connections with youth.
The Benefits of Non-traditional Professional Development for Teacher Educators
Lauren Burrow & Chrissy Cross
Stephen F. Austin State University
Teacher educators should continually strive to maintain a dynamic connection to the youth they are preparing preservice teachers to teach and a reflective attitude towards self-improvement in their own classroom instruction. Findings of a qualitative self-study on the influence of a non-traditional professional development experience for teacher educators in the form of volunteering at community writing workshop indicate the teacher educators were transformed and inspired by their participation. These findings should inspire teacher educators to seek out volunteer community experiences as a form of professional development to improve their own practice and foster connections with youth.
Session 3D
Location: Veramendi D
A Plan to Rebuild: One University’s Journey through the Recruitment Process
Betty Coneway & Beth Garcia
West Texas A&M University
Growing programs in the college or university setting has become vitally important in keeping them alive. Faculty professors have found themselves forced into the positions of recruiters as numbers continue to dwindle in university graduate programs. To combat these issues and begin to grow a graduate reading program, one regional university created and implemented a strategic recruitment plan over the course of the 2015-2016 academic years. This presentation will highlight the building blocks of a successful recruitment plan, present the data collected, and suggest implications that may be transferred to other universities beginning recruitment activities.
A Plan to Rebuild: One University’s Journey through the Recruitment Process
Betty Coneway & Beth Garcia
West Texas A&M University
Growing programs in the college or university setting has become vitally important in keeping them alive. Faculty professors have found themselves forced into the positions of recruiters as numbers continue to dwindle in university graduate programs. To combat these issues and begin to grow a graduate reading program, one regional university created and implemented a strategic recruitment plan over the course of the 2015-2016 academic years. This presentation will highlight the building blocks of a successful recruitment plan, present the data collected, and suggest implications that may be transferred to other universities beginning recruitment activities.
Session 3E
Location: Veramendi G
Student Achievement Starts with Teacher Quality and Support
Rico Corporal, Lacy Freeman, Randy Hendricks, Michelle Neely, Emilio Olivares, Matthew Short & Marlene Zipperlen
University of Mary Hardin-Baylor
Does educator quality equal student achievement? Sixty percent of college students with a high school GPA of 3.2 or higher in the United States must take remedial courses. This session will assist administrators with enhancing educator quality to promote positive student achievement, with significant emphasis on special populations.
Student Achievement Starts with Teacher Quality and Support
Rico Corporal, Lacy Freeman, Randy Hendricks, Michelle Neely, Emilio Olivares, Matthew Short & Marlene Zipperlen
University of Mary Hardin-Baylor
Does educator quality equal student achievement? Sixty percent of college students with a high school GPA of 3.2 or higher in the United States must take remedial courses. This session will assist administrators with enhancing educator quality to promote positive student achievement, with significant emphasis on special populations.
Session 3F
Location: Veramendi H
Transforming a Teacher Preparation Program: Empowering Teacher Candidates through Coalitions Jane Cooper, Haley Ford, Patricia Siller & Amber Thompson
University of Houston
The strategies for the transformation of teacher education are presented. Concrete strategies and rationales for transformation are described as leaders of a university based teacher preparation describe tensions and further opportunities for growth. Special attention is given to maintaining community relationships, supporting cooperating teachers and teacher candidates and institutional constraints. Strategies for strengthening coaching, responding to needs of our partner districts and creating lines of communication between faculty and public schools will be addressed. Tensions in our shared work will ground dialogue with conference participants to open spaces for future opportunities for collaboration and shared best practices.
Transforming a Teacher Preparation Program: Empowering Teacher Candidates through Coalitions Jane Cooper, Haley Ford, Patricia Siller & Amber Thompson
University of Houston
The strategies for the transformation of teacher education are presented. Concrete strategies and rationales for transformation are described as leaders of a university based teacher preparation describe tensions and further opportunities for growth. Special attention is given to maintaining community relationships, supporting cooperating teachers and teacher candidates and institutional constraints. Strategies for strengthening coaching, responding to needs of our partner districts and creating lines of communication between faculty and public schools will be addressed. Tensions in our shared work will ground dialogue with conference participants to open spaces for future opportunities for collaboration and shared best practices.
Session 3G
Location: Veramendi I
Induction and Support for Secondary STEM Teachers
Laura Wilding & Jennifer G. Whitfield
Texas A&M University
Most teacher preparation programs have plans in place for more recruitment and better preparation, but many do not support their graduates during the induction years; this is usually the responsibility of the individual school districts. The varied level of support for new teachers in school districts allows some new teachers to thrive in the classroom, but leaves others doubting their future in the profession. Partnering the teacher preparation program with beginning teachers provides a support mechanism that can improve the success of teaching practices for teachers during their induction years. As such, this sequence of events directly impacts retention rates.
Induction and Support for Secondary STEM Teachers
Laura Wilding & Jennifer G. Whitfield
Texas A&M University
Most teacher preparation programs have plans in place for more recruitment and better preparation, but many do not support their graduates during the induction years; this is usually the responsibility of the individual school districts. The varied level of support for new teachers in school districts allows some new teachers to thrive in the classroom, but leaves others doubting their future in the profession. Partnering the teacher preparation program with beginning teachers provides a support mechanism that can improve the success of teaching practices for teachers during their induction years. As such, this sequence of events directly impacts retention rates.
Session 3H
Location: Veramendi J
Building Quality and Consistency: Implementing a Professional Framework for Teaching
Omar Barnhart, Jodie Flint, Jodi Holschuh, Debby Utley, Patrice Werner & Rubén Garza
Texas State University
This presentation will focus on efforts by Texas State University faculty to improve the quality, consistency, and accountability of its teacher preparation program by implementing a valid and reliable teacher observation instrument, the Danielson Framework for Teaching. Presenters will share three years of experience with this process which includes practical steps for implementation; ongoing efforts to ensure consistency, fairness, and reliability; and reflections on progress, challenges, lessons learned, and future steps.
Building Quality and Consistency: Implementing a Professional Framework for Teaching
Omar Barnhart, Jodie Flint, Jodi Holschuh, Debby Utley, Patrice Werner & Rubén Garza
Texas State University
This presentation will focus on efforts by Texas State University faculty to improve the quality, consistency, and accountability of its teacher preparation program by implementing a valid and reliable teacher observation instrument, the Danielson Framework for Teaching. Presenters will share three years of experience with this process which includes practical steps for implementation; ongoing efforts to ensure consistency, fairness, and reliability; and reflections on progress, challenges, lessons learned, and future steps.
Session 3I
Location: Chautauqua
Alternative Assessments and Digital Citizenship
Lesley Casarez
Angelo State University
As technology becomes increasingly available to students, digital citizenship and the appropriate use of tools becomes increasingly important. Digital citizenship can be promoted through the integration of technology tools for assessments. The elements of access, communication, literacy, etiquette, and law can be included throughout student assessment. The objectives for this presentation include promoting digital citizenship through the integration of technology tools, providing possible tools for innovative assessment strategies, and discussing lessons learned from implemented assessment strategies. Student projects and model rubrics will also be included.
Alternative Assessments and Digital Citizenship
Lesley Casarez
Angelo State University
As technology becomes increasingly available to students, digital citizenship and the appropriate use of tools becomes increasingly important. Digital citizenship can be promoted through the integration of technology tools for assessments. The elements of access, communication, literacy, etiquette, and law can be included throughout student assessment. The objectives for this presentation include promoting digital citizenship through the integration of technology tools, providing possible tools for innovative assessment strategies, and discussing lessons learned from implemented assessment strategies. Student projects and model rubrics will also be included.
3i_alternative_assessments_and_digital_citizenship.pdf | |
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Session 3J
Location: San Marcos River
Put Me in, Coach: Developing a Growth Mindset for Preservice Teachers
Laura Currey, Teri Fowler & Sara Langford
Texas A&M-Texarkana
Teachers of tomorrow must possess a coachable mindset. The T-TESS evaluation system encourages all teachers no matter their skill level to strive for growth while reaching optimal goals in instruction. This interactive session will allow participants to gain insight on how to develop a growth mindset in preservice teachers. Participants will leave this session with tools and strategies to implement in education courses within teacher preparation programs.
Put Me in, Coach: Developing a Growth Mindset for Preservice Teachers
Laura Currey, Teri Fowler & Sara Langford
Texas A&M-Texarkana
Teachers of tomorrow must possess a coachable mindset. The T-TESS evaluation system encourages all teachers no matter their skill level to strive for growth while reaching optimal goals in instruction. This interactive session will allow participants to gain insight on how to develop a growth mindset in preservice teachers. Participants will leave this session with tools and strategies to implement in education courses within teacher preparation programs.
Session 3K
Location: Spring Lake C
Creating Pathways to Teaching: A University-ESC Partnership
Steve Chamberlain & Veronica Estrada, University of Texas Rio Grande Valley
Tina Atkins, Region 1 Education Service Center
The importance of creating pipelines to teacher preparation programs becomes clearer with ongoing teacher attrition (Coalition for Teaching Quality, 2015). Leaders from one college of education in south Texas and an education service center partnered to create Pathways to Teaching. Pathways offered two programs in summer 2016—a dual-credit course for 11th/12th graders, and a one-week summer camp for 9th/10th graders. Both programs provided dynamic opportunities to explore characteristics of effective teaching and to experience teaching as a highly rewarding career choice. Such programs should lead to an increase in quantity and quality of teacher candidates entering teacher preparation.
Creating Pathways to Teaching: A University-ESC Partnership
Steve Chamberlain & Veronica Estrada, University of Texas Rio Grande Valley
Tina Atkins, Region 1 Education Service Center
The importance of creating pipelines to teacher preparation programs becomes clearer with ongoing teacher attrition (Coalition for Teaching Quality, 2015). Leaders from one college of education in south Texas and an education service center partnered to create Pathways to Teaching. Pathways offered two programs in summer 2016—a dual-credit course for 11th/12th graders, and a one-week summer camp for 9th/10th graders. Both programs provided dynamic opportunities to explore characteristics of effective teaching and to experience teaching as a highly rewarding career choice. Such programs should lead to an increase in quantity and quality of teacher candidates entering teacher preparation.