Tuesday, October 18, 2016
Breakout Session V: 8:00-8:45am
Session 5A
Location: Veramendi A
The Notecard: Discovering More About Our Teacher Candidates During Clinical Teaching
Phillip J. Blacklock
West College of Education/Midwestern State University
Discovering more about the experiences our teacher candidates have during clinical teaching provides additional data an EPP may use to improve the quality of learning experiences during their program and clinical teaching. Our EPP conducts a wrap up meeting at the end of clinical teaching to provide additional job information and to provide an opportunity for gathering data related to candidates’ experiences. A 4X6 notecard becomes the primary tool by which candidates record thoughts related to their successes, challenges, needs and future professional development. We will share our findings and how action research can be used to make program improvements.
The Notecard: Discovering More About Our Teacher Candidates During Clinical Teaching
Phillip J. Blacklock
West College of Education/Midwestern State University
Discovering more about the experiences our teacher candidates have during clinical teaching provides additional data an EPP may use to improve the quality of learning experiences during their program and clinical teaching. Our EPP conducts a wrap up meeting at the end of clinical teaching to provide additional job information and to provide an opportunity for gathering data related to candidates’ experiences. A 4X6 notecard becomes the primary tool by which candidates record thoughts related to their successes, challenges, needs and future professional development. We will share our findings and how action research can be used to make program improvements.
5a_the_notecard.pdf | |
File Size: | 239 kb |
File Type: |
Session 5B
Location: Veramendi B
Increasing the Cultural Awareness of Teacher Candidates: A Short-Term Study Abroad Experience
Paula Griffin & Susan Reily
Stephen F. Austin State University
Teachers candidates in the field need opportunities to collaborate with other professionals and implement best practices. Field experiences should enhance the learning for the teacher candidates and assist them in learning how to implement research-based practices when teaching children, and create new learning opportunities and collaborations through additional interdisciplinary, international, service learning, and civic engagement experiences. In an effort to provide international opportunities, a required course was adapted to meet the needs of a short-term study abroad course. Presenters will share the impact of the international experience from the point of view of the teacher candidate and the supervising professor.
Increasing the Cultural Awareness of Teacher Candidates: A Short-Term Study Abroad Experience
Paula Griffin & Susan Reily
Stephen F. Austin State University
Teachers candidates in the field need opportunities to collaborate with other professionals and implement best practices. Field experiences should enhance the learning for the teacher candidates and assist them in learning how to implement research-based practices when teaching children, and create new learning opportunities and collaborations through additional interdisciplinary, international, service learning, and civic engagement experiences. In an effort to provide international opportunities, a required course was adapted to meet the needs of a short-term study abroad course. Presenters will share the impact of the international experience from the point of view of the teacher candidate and the supervising professor.
5b-cultural_awareness_of_teacher_candidates_.pdf | |
File Size: | 468 kb |
File Type: |
Session 5C
Location: Veramendi C
Digital Tools for TExES Exam Preparation and Review
Jerry Whitworth
Texas Woman's University
The TExES PREP Center has designed and developed digital tools to provide flexible, mobile applications and resources to assist teacher education students in preparing for their certification exams. These resources include videos, digital flashcards, online practice exams, and mobile apps to provide students multiple avenues for TExES exam review. This presentation will describe and demonstrate how these free and low-cost technology options have been adapted and incorporated into our exam preparation and review program and have proven effective in increasing student success on their state required certification exams.
Digital Tools for TExES Exam Preparation and Review
Jerry Whitworth
Texas Woman's University
The TExES PREP Center has designed and developed digital tools to provide flexible, mobile applications and resources to assist teacher education students in preparing for their certification exams. These resources include videos, digital flashcards, online practice exams, and mobile apps to provide students multiple avenues for TExES exam review. This presentation will describe and demonstrate how these free and low-cost technology options have been adapted and incorporated into our exam preparation and review program and have proven effective in increasing student success on their state required certification exams.
Session 5D SESSION CANCELLED
Location: Veramendi D
Standards Vs. Accountability: Determining Appropriateness and Alignment with Teacher Needs
Daniella G. Varela
Texas A&M University-Kingsville
Educator preparation programs in Texas are held to an extensive accountability system established by the Texas Education Agency (TEA) and State Board for Educator Certification (SBEC) with the goal of preparing effective teachers for Texas classrooms. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect standards which guide educator preparation in Texas. As an accountability tool, survey questions must align with standards established for teacher preparation as well as the needs of teachers in Texas classrooms. This analysis provides additionally important information about the validity of survey questions as a measure of standards compliance.
Standards Vs. Accountability: Determining Appropriateness and Alignment with Teacher Needs
Daniella G. Varela
Texas A&M University-Kingsville
Educator preparation programs in Texas are held to an extensive accountability system established by the Texas Education Agency (TEA) and State Board for Educator Certification (SBEC) with the goal of preparing effective teachers for Texas classrooms. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect standards which guide educator preparation in Texas. As an accountability tool, survey questions must align with standards established for teacher preparation as well as the needs of teachers in Texas classrooms. This analysis provides additionally important information about the validity of survey questions as a measure of standards compliance.
Session 5E
Location: Veramendi G
Preparing First-Year Teachers to Teach Like Second-Year Teachers: A University-District Collaborative
Steve Chamberlain, Alma Rodriguez & Sandra Musanti - University of Texas Rio Grande Valley
Norma Castillo - Harlingen Consolidated Independent School District
Traditional educator preparation programs have been criticized as too compartmentalized and disconnected from authentic school-based experiences (NCATE, 2010). Leaders from one college of education and school district in south Texas partnered to create a model teacher preparation program utilizing the talents/resources of both organizations to provide authentic and intensive teacher preparation over one year. The STEP UP team met for six months and engaged in a collaborative planning process that resulted in the program to be implemented in fall 2016. This presentation will describe the program within the context of the collaboration process and the benefits found in partnership.
Preparing First-Year Teachers to Teach Like Second-Year Teachers: A University-District Collaborative
Steve Chamberlain, Alma Rodriguez & Sandra Musanti - University of Texas Rio Grande Valley
Norma Castillo - Harlingen Consolidated Independent School District
Traditional educator preparation programs have been criticized as too compartmentalized and disconnected from authentic school-based experiences (NCATE, 2010). Leaders from one college of education and school district in south Texas partnered to create a model teacher preparation program utilizing the talents/resources of both organizations to provide authentic and intensive teacher preparation over one year. The STEP UP team met for six months and engaged in a collaborative planning process that resulted in the program to be implemented in fall 2016. This presentation will describe the program within the context of the collaboration process and the benefits found in partnership.
Session 5F
Location: Veramendi H
Teachers and School Leaders Coalescing to Balance the High-Stakes Assessment Field for Special Population Students in Mathematics
Selina V. Mireles & Lourdes Viloria
Texas A&M International University
Principals are the instructional leaders of the school and are many times evaluated on students’ performance on high-stakes exams. However, there are other factors outside of classroom instruction that play a role in educating students and there are many issues associated with high-stakes exams. This is especially true for special population students with mathematics. The presenters will provide a theoretical framework for the investigation of “outside activities”, like tutoring and after school clubs, and an analysis of current standards-driven exams such as the STAAR. Preliminary results of a case study conducted in a border elementary school will be discussed.
Teachers and School Leaders Coalescing to Balance the High-Stakes Assessment Field for Special Population Students in Mathematics
Selina V. Mireles & Lourdes Viloria
Texas A&M International University
Principals are the instructional leaders of the school and are many times evaluated on students’ performance on high-stakes exams. However, there are other factors outside of classroom instruction that play a role in educating students and there are many issues associated with high-stakes exams. This is especially true for special population students with mathematics. The presenters will provide a theoretical framework for the investigation of “outside activities”, like tutoring and after school clubs, and an analysis of current standards-driven exams such as the STAAR. Preliminary results of a case study conducted in a border elementary school will be discussed.
Session 5G
Location: Veramendi I
The Building Blocks of National Accreditation
Janet Hindman & Judy D. Williams
West Texas A&M University
To meet the demands of quality teaching and learning, our Educator Preparation Program (EPP) prepares educators who are confident, skilled, and reflective professionals through coursework, field observations, and clinical experiences. In order to advance the learning of all P-12 students regardless of race, ethnicity, socioeconomic status, or cognitive development, our EPP continues to build upon this foundational design. We remain driven toward the ever-elusive standard of excellence in our teacher preparation. The central impetus of our drive in meeting these demands resides within the arduous process of seeking national accreditation. This presentation rests upon the building blocks of our journey.
The Building Blocks of National Accreditation
Janet Hindman & Judy D. Williams
West Texas A&M University
To meet the demands of quality teaching and learning, our Educator Preparation Program (EPP) prepares educators who are confident, skilled, and reflective professionals through coursework, field observations, and clinical experiences. In order to advance the learning of all P-12 students regardless of race, ethnicity, socioeconomic status, or cognitive development, our EPP continues to build upon this foundational design. We remain driven toward the ever-elusive standard of excellence in our teacher preparation. The central impetus of our drive in meeting these demands resides within the arduous process of seeking national accreditation. This presentation rests upon the building blocks of our journey.
Session 5H
Location: Veramendi J
Gamification in Teacher Education: Assessing Dispositions in an Introductory Course
Curby Alexander
Texas Christian University
One of the most important transitions preservice teachers make during their preparation is from assignment-oriented students to student-centered education professionals. Faculty, in addition to imparting pedagogical knowledge and skills to preservice teachers, must also model, monitor, and cultivate professional educator dispositions in their courses and field experiences. Professional educator dispositions are relatively simple to identify, but assessing them presents a challenge to teacher preparation programs. This session will address how to use gamification strategies, the use of game mechanics in a non-game environment, to monitor and assess educator dispositions in an introductory teacher education course.
Gamification in Teacher Education: Assessing Dispositions in an Introductory Course
Curby Alexander
Texas Christian University
One of the most important transitions preservice teachers make during their preparation is from assignment-oriented students to student-centered education professionals. Faculty, in addition to imparting pedagogical knowledge and skills to preservice teachers, must also model, monitor, and cultivate professional educator dispositions in their courses and field experiences. Professional educator dispositions are relatively simple to identify, but assessing them presents a challenge to teacher preparation programs. This session will address how to use gamification strategies, the use of game mechanics in a non-game environment, to monitor and assess educator dispositions in an introductory teacher education course.
Session 5I
Location: Chautauqua
Empowering Teacher Educators to Enhance the STEM Preparation of Teachers: The NASA STEM Educator Professional Development Collaborative
John Beck, Leslie Huling & Araceli Ortiz
Texas State University
This session will provide an overview of the nationwide professional development model employed by the NASA STEM Educator Professional Development Collaborative at Texas State University, including summary evaluation data. Also, the session will provide details about Teacher Education Network of Minority Serving Institutes and the Minority Educator Institutes for preservice teachers and faculty hosted at each of the 10 NASA centers. Information about free NASA resources and professional development opportunities will be shared.
Empowering Teacher Educators to Enhance the STEM Preparation of Teachers: The NASA STEM Educator Professional Development Collaborative
John Beck, Leslie Huling & Araceli Ortiz
Texas State University
This session will provide an overview of the nationwide professional development model employed by the NASA STEM Educator Professional Development Collaborative at Texas State University, including summary evaluation data. Also, the session will provide details about Teacher Education Network of Minority Serving Institutes and the Minority Educator Institutes for preservice teachers and faculty hosted at each of the 10 NASA centers. Information about free NASA resources and professional development opportunities will be shared.