Monday, October 17, 2016
Breakout Session IV: 3:45-4:30pm
Session 4A
Location: Veramendi A
How Preservice Teachers Interact and Learn from Community-University Partnerships
Jane Cooper, Haley Ford, Patricia Siller & Amber Thompson
University of Houston
Recognizing the importance of providing preservice teachers with varied opportunities in urban education, we formed a partnership with a local community center. Teacher candidates prepared differentiated activities to implement and shared in the community center each day during the school year. Despite being only minutes away from campus, most of the preservice teachers knew very little about the community and the area prior to their visit. Pre-service teachers' reflections about their experiences in the community engagement project were collected and analyzed. This presentation will focus on how we organize the experience and the themes that have emerged in reflections.
How Preservice Teachers Interact and Learn from Community-University Partnerships
Jane Cooper, Haley Ford, Patricia Siller & Amber Thompson
University of Houston
Recognizing the importance of providing preservice teachers with varied opportunities in urban education, we formed a partnership with a local community center. Teacher candidates prepared differentiated activities to implement and shared in the community center each day during the school year. Despite being only minutes away from campus, most of the preservice teachers knew very little about the community and the area prior to their visit. Pre-service teachers' reflections about their experiences in the community engagement project were collected and analyzed. This presentation will focus on how we organize the experience and the themes that have emerged in reflections.
Session 4B
Location: Veramendi B
The Transformation of High School Students to High Quality Teachers: The Impact of School District-University Partnerships on Grow-Your-Own
Gina Anderson, Karen Dunlap, Rebecca Fredrickson & Sarah McMahan
Texas Woman's University
The recruitment and retention of high quality, diverse teachers, especially in shortage areas, continues to be a national and local concern. One of the responses to this concern is for states to create targeted recruitment initiatives such as Grow Your Own (GYO) programs. While GYO programs have been in existence for about a decade, few longitudinal studies exist on the impact of such programs. This conference session will provide an opportunity for the presenters to share details about 1) a school district-university partnership and how it is a part of the GYO pipeline and 2) the early-stage progress of a longitudinal study designed to measure the impact of a north Texas GYO program in regard to recruitment and retention. Input and feedback will be solicited from the session attendees, and an opportunity to dialogue about how to strengthen this GYO program will be provided.
The Transformation of High School Students to High Quality Teachers: The Impact of School District-University Partnerships on Grow-Your-Own
Gina Anderson, Karen Dunlap, Rebecca Fredrickson & Sarah McMahan
Texas Woman's University
The recruitment and retention of high quality, diverse teachers, especially in shortage areas, continues to be a national and local concern. One of the responses to this concern is for states to create targeted recruitment initiatives such as Grow Your Own (GYO) programs. While GYO programs have been in existence for about a decade, few longitudinal studies exist on the impact of such programs. This conference session will provide an opportunity for the presenters to share details about 1) a school district-university partnership and how it is a part of the GYO pipeline and 2) the early-stage progress of a longitudinal study designed to measure the impact of a north Texas GYO program in regard to recruitment and retention. Input and feedback will be solicited from the session attendees, and an opportunity to dialogue about how to strengthen this GYO program will be provided.
Session 4C
Location: Veramendi C
Racial Discrimination: Increasing Undergraduate Students’ Admission GPA for Teacher Preparation Admission
James P. Van Overschelde
Texas State University
In an attempt to increase the quality and effectiveness of new teachers, state and federal policies are moving toward increasing grade-point average (GPA) requirements for entering teacher preparation programs. However, no solid evidence exists for a positive relationship between GPA and teacher effectiveness. Running two simulations with data from 1,314 students we found that higher GPA criteria would discriminate against Black and Latino students without increasing long-term outcomes including employers’ ratings of teacher quality and effectiveness.
Racial Discrimination: Increasing Undergraduate Students’ Admission GPA for Teacher Preparation Admission
James P. Van Overschelde
Texas State University
In an attempt to increase the quality and effectiveness of new teachers, state and federal policies are moving toward increasing grade-point average (GPA) requirements for entering teacher preparation programs. However, no solid evidence exists for a positive relationship between GPA and teacher effectiveness. Running two simulations with data from 1,314 students we found that higher GPA criteria would discriminate against Black and Latino students without increasing long-term outcomes including employers’ ratings of teacher quality and effectiveness.
Session 4D
Location: Veramendi D
Best Practices for TEA Audit Preparation
Kristy Duckworth, Karen Gentsch, Judy Hogberg, John Sargent & PJ Winters
East Texas Baptist University
This presentation will discuss our preparation methods for our five-year audit conducted by TEA during late March of 2016 that allowed our educator preparation to have no compliance issues. Our groundwork for each of the eight components of the audit will be explained in detail. We will discuss our curriculum review process, the development of forms correlating standards and competencies with knowledge and skill activities, our refinement of the advisory committee process, and other topics associated with preparing for the audit. Each attendee will be provided with material useful in preparing for the five-year audit.
Best Practices for TEA Audit Preparation
Kristy Duckworth, Karen Gentsch, Judy Hogberg, John Sargent & PJ Winters
East Texas Baptist University
This presentation will discuss our preparation methods for our five-year audit conducted by TEA during late March of 2016 that allowed our educator preparation to have no compliance issues. Our groundwork for each of the eight components of the audit will be explained in detail. We will discuss our curriculum review process, the development of forms correlating standards and competencies with knowledge and skill activities, our refinement of the advisory committee process, and other topics associated with preparing for the audit. Each attendee will be provided with material useful in preparing for the five-year audit.
Session 4E
Location: Veramendi G
Bilingual Teacher Preparation: Exploring a Translanguaging Pedagogy
Sandra I. Musanti & Alma D. Rodríguez
The University of Texas Rio Grande Valley
This presentation describes the results of a study on translanguaging practices in a bilingual teacher preparation program, specifically in a bilingual methods course taught in Spanish. The presenters discuss the main tenets of a translanguaging pedagogy and how to foster bilingual teacher candidates’ academic proficiency in Spanish and English while preparing them to effectively design instruction to address the learning needs of bilingual Latino/a students. Examples illustrating the instructional decisions made to bridge English academic resources and content delivery in Spanish are provided. Finally, the presenters argue that bilingual teacher preparation curriculum should be revisited to effectively integrate translanguaging practices.
Bilingual Teacher Preparation: Exploring a Translanguaging Pedagogy
Sandra I. Musanti & Alma D. Rodríguez
The University of Texas Rio Grande Valley
This presentation describes the results of a study on translanguaging practices in a bilingual teacher preparation program, specifically in a bilingual methods course taught in Spanish. The presenters discuss the main tenets of a translanguaging pedagogy and how to foster bilingual teacher candidates’ academic proficiency in Spanish and English while preparing them to effectively design instruction to address the learning needs of bilingual Latino/a students. Examples illustrating the instructional decisions made to bridge English academic resources and content delivery in Spanish are provided. Finally, the presenters argue that bilingual teacher preparation curriculum should be revisited to effectively integrate translanguaging practices.
4e_-_bilingual_teacher_preparation.pdf | |
File Size: | 72 kb |
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Session 4F
Location: Veramendi H
Providing Proof of Professional Practice
Judy Abercrombie & Martha Oldenburg
Dallas Baptist University
Perhaps what Preparation Programs fear most is that in spite of their best efforts, teacher candidates will graduate and still be unable to effectively teach a lesson. This presentation will examine one element of a Dallas Baptist University’s program that provides evidence verifying that teacher candidates can effectively teach a lesson. This element serves as an accountability measure for the teacher candidate, the professors, and the program. Current teachers who were included in this element will share the impact of it on their readiness to enter a classroom as the teacher of record.
Providing Proof of Professional Practice
Judy Abercrombie & Martha Oldenburg
Dallas Baptist University
Perhaps what Preparation Programs fear most is that in spite of their best efforts, teacher candidates will graduate and still be unable to effectively teach a lesson. This presentation will examine one element of a Dallas Baptist University’s program that provides evidence verifying that teacher candidates can effectively teach a lesson. This element serves as an accountability measure for the teacher candidate, the professors, and the program. Current teachers who were included in this element will share the impact of it on their readiness to enter a classroom as the teacher of record.
4f_facing_our_fears_powerpoint.pdf | |
File Size: | 779 kb |
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4f_explanation_of_assessment_for_field-based_lesson_presentation.pdf | |
File Size: | 104 kb |
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4f_field_based_1_lesson_presentation_scoring_sheet.pdf | |
File Size: | 107 kb |
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4f_field_based_ii_lesson_presentation_scoring_sheet.pdf | |
File Size: | 107 kb |
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Session 4G
Location: Veramendi I
5th Graders at College?
Stephanie Scott
McMurry University
Have you ever wondered how a 5th grader could survive on a college campus? Well, they can with a certified teacher, the support of administrators, professors, college students and an awesome school district. Come learn how McMurry University and Abilene Independent School District have built and maintained a magnet program on McMurry’s campus for the past 8 years. Learn about our agreement, funding, pedagogy, security, services provided, how the students are chosen and how our college students get involved.
5th Graders at College?
Stephanie Scott
McMurry University
Have you ever wondered how a 5th grader could survive on a college campus? Well, they can with a certified teacher, the support of administrators, professors, college students and an awesome school district. Come learn how McMurry University and Abilene Independent School District have built and maintained a magnet program on McMurry’s campus for the past 8 years. Learn about our agreement, funding, pedagogy, security, services provided, how the students are chosen and how our college students get involved.
Session 4H
Location: Veramendi J
Empowering Youth through a Free Community Writing Workshop
Lauren Burrow & Chrissy Cross
Stephen F. Austin State University
A free community writing workshop for youth was implemented and studied through a qualitative research methodology by teacher education faculty at a rural state university. The community writing workshop was designed as a space of safety, celebration, and community and this resulted in the student’s finding their voice as an advocate for themselves, each other, and in turn, the teachers being transformed by the student’s voice.
Empowering Youth through a Free Community Writing Workshop
Lauren Burrow & Chrissy Cross
Stephen F. Austin State University
A free community writing workshop for youth was implemented and studied through a qualitative research methodology by teacher education faculty at a rural state university. The community writing workshop was designed as a space of safety, celebration, and community and this resulted in the student’s finding their voice as an advocate for themselves, each other, and in turn, the teachers being transformed by the student’s voice.
Session 4I
Location: Chautauqua
Achieving Excellence in Education through English, Mathematics, and Science (AXE’EMS)
Mark S. Montgomery, Susan Reily & Alan Sowards
Stephen F. Austin State University
Content courses are often taught in isolation with little consideration in how each may be able to complement the others. Cross-curricular projects more often mirror real-life problem-solving and are more beneficial for long-term mastery of content. Four professors modeled for teacher candidates the importance of collaborating with other educators and integrating content to provide learning experiences that are important and relevant. Each content area was integrated to demonstrate the relevance of collaborating with peers who specialize in different content areas including English, math, science, and technology, and how to successfully integrate different content areas for lasting, meaningful learning experience.
Achieving Excellence in Education through English, Mathematics, and Science (AXE’EMS)
Mark S. Montgomery, Susan Reily & Alan Sowards
Stephen F. Austin State University
Content courses are often taught in isolation with little consideration in how each may be able to complement the others. Cross-curricular projects more often mirror real-life problem-solving and are more beneficial for long-term mastery of content. Four professors modeled for teacher candidates the importance of collaborating with other educators and integrating content to provide learning experiences that are important and relevant. Each content area was integrated to demonstrate the relevance of collaborating with peers who specialize in different content areas including English, math, science, and technology, and how to successfully integrate different content areas for lasting, meaningful learning experience.
Session 4J
Location: San Marcos River
Narratives from the Field: Examining the Experiences of First-Year Special Education Teachers
John Kelly & Bernardo Pohl
University of Houston-Downtown
This study examines the mentoring and induction experiences of first-year teachers in special education. We attempted to understand what these novice teachers encountered by using their personal narratives. Participants had the chance to openly discuss what support they had and the road blocks they had to face during their initial teaching experience in terms of mentoring. Our goal is to explore the voices of the novice teacher in the field of special education, hoping to start a frank and honest conversation in the area of first-year mentoring and induction, which, to our surprise, is lacking research and academic attention.
Narratives from the Field: Examining the Experiences of First-Year Special Education Teachers
John Kelly & Bernardo Pohl
University of Houston-Downtown
This study examines the mentoring and induction experiences of first-year teachers in special education. We attempted to understand what these novice teachers encountered by using their personal narratives. Participants had the chance to openly discuss what support they had and the road blocks they had to face during their initial teaching experience in terms of mentoring. Our goal is to explore the voices of the novice teacher in the field of special education, hoping to start a frank and honest conversation in the area of first-year mentoring and induction, which, to our surprise, is lacking research and academic attention.
Session 4K
Location: Spring Lake C
Performance-Based Funding: Friend or Foe? A Brief Global and Local Look at PBF
Mistie Dakroub, Randy Hendricks, Sharon Simpson, Bethany Wesson, Sylvia White & Marlene Zipperlen
University of Mary Hardin-Baylor
Performance based funding (PBF) is a method by which some states fund colleges and universities. This interactive presentation would briefly detail the history of PBF in Texas and globally, note current legislation in Texas, and review potential positive and negative impacts on Texas public universities.
Varela (Table 2)
Performance-Based Funding: Friend or Foe? A Brief Global and Local Look at PBF
Mistie Dakroub, Randy Hendricks, Sharon Simpson, Bethany Wesson, Sylvia White & Marlene Zipperlen
University of Mary Hardin-Baylor
Performance based funding (PBF) is a method by which some states fund colleges and universities. This interactive presentation would briefly detail the history of PBF in Texas and globally, note current legislation in Texas, and review potential positive and negative impacts on Texas public universities.
Varela (Table 2)
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