SESSION 1A                         

Veramendi Salon A

Single-Topic Session

​

Strand 4: Diversity & Equity          

Advocacy- The Power of Your Voice

Abbie Strunc, Sam Houston State University

Helen Berg, Sam Houston State University

Elizabeth Ward, Texas Woman’s University

​

An increasingly important aspect of teacher preparation is strategically empowering teacher candidates to advocate for themselves, their students, and the profession. In this session, we will engage in discussions on the importance of advocacy in education, particularly at the state level, and will discuss tools for advocacy. Session attendees will have the opportunity to share opportunities to engage in advocacy for themselves and their teacher candidates.

​

​

SESSION 1B                         

Veramendi Salon B

Single-Topic Session

​

Strand 2: Pedagogy & Curriculum          

EPPs Recognized for Their First-Time Pass Rates in ELAR Share Practices and Resources that Have Contributed to Their Successes

Stephanie Grote-Garcia, University of the Incarnate Word

Renee Collins, Hardin-Simons University

Gae Connally, Baylor University

Amber Daub, East Texas Baptist University

Barbara Ashmore, The University of Texas at Dallas

Mariannella Núñez, University of the Incarnate Word

Stephanie Talley, Abilene Christian University

 

House Bill 3 established the mandate that all Texas Pre-K through 6th grade teacher candidates pass a standalone Science of Teaching Reading (STR) exam—resulting in new STR competency standards and the need for Teacher Preparation Programs (EPPs) to develop and align new course materials to those standards. In the spring of 2023, the Texas Education Agency recognized eight EPPs for rigorous and robust preparation in this area, specifically the EPPs’ were recognized for their first-time pass rates in English Language Arts and Reading. In this informational session, faculty members from seven of those programs will share key shifts, revisions, and resources that have contributed to their successes. Attendees of this session will be given materials that can be immediately implemented in other EPPs.

​

​

SESSION 1C                         

Veramendi Salon C

Multi-Topic Session

​

Strand 3: Policy & Leadership          

Teacher Education Leadership in a University/District/Community STEM Partnership

Leslie Huling, Texas State University

Michelle Berry, Texas State University

Karen Fabac, Texas State University

 

Teacher educators are frontline providers not only in supplying U.S. schools with the teaching workforce needed to staff our schools but also in helping to inspire the next generation of American leaders and workers. This presentation highlights a university/district/community STEM initiative that combines a workforce research initiative with a well-integrated portfolio of STEM engagement and educator professional development opportunities in one Texas congressional district. Presenters examine the role of teacher educators fulfilled in providing leadership and collaborative strategies to harness the collective efforts of this partnership that serves learners of all ages in both formal and informal settings.

​

Strand 1: Program Support          

The Ultimate Study Buddy: Using AI to Prepare for Certification Exams

Alyssa Landreneaux, Stephen F. Austin State University

 

Artificial Intelligence (AI) is rapidly revolutionizing various aspects of human tasks. AI tools like ChatGPT enable users to engage in creative endeavors and increase productivity. EPPs can harness the power of AI by encouraging teacher candidates to use ChatGPT to prepare for state certification exams. Serving as a study companion, ChatGPT can assist candidates by designing study plans, simplifying complex concepts, and generating practice questions. Its interactive nature allows candidates to clarify misconceptions and receive rationales for answer choices. ChatGPT can also offer emotional support by providing encouragement and resources for those feeling overwhelmed. It is the ultimate study buddy!

​

​

SESSION 1D                         

Veramendi Salon D

Multi-Topic Session

​

Strand 1: Program Support          

A Residency Pathway to Certification for Paraprofessionals and Instructional Aides

 Haley Richardson, The University of Texas at El Paso

Jessica Pussman, The University of Texas at El Paso

​

Experienced paraprofessionals and instructional aides play pivotal roles in K-12 classrooms and are often keen to advance into certified teaching roles but are constrained by financial or other barriers. UTEP’s EPP developed a Resident Instructional Aide pathway for traditional and alternative certification candidates. This route provides financial support and formal training, and allows the candidate to maintain their paraprofessional or aide position during residency. Our paired undergraduate and ACP presentations will provide insights into the Resident Instructional Aide pathway's inception, challenges, solutions, and successes. Join us to discover how we're transforming the journey from school support staff to certified teacher.

​

Strand 1: Program Support          

Cultivating Partnerships to Retain Early Career Educators in the Border Region

Patricia Ocana, The University of Texas at El Paso

Celina Gamboa, The University of Texas at El Paso

​

This presentation will focus on a new teacher mentorship program developed through strong partnerships between one university’s Education Preparation Program and local districts to mentor and support early career educators in traditionally underserved communities in the borderland area. Through this partnership, the university’s faculty site coordinators work to implement research-based mentoring approaches to cultivate and retain early career educators in the area, with a more recent focus on beginning teachers who are graduates from the university’s year-long residency program. The team works with local districts through a shared governance structure to promote a new teacher induction focused on empowering and sustaining high-quality early career educators. The basis of the program is premised on coach-mentor-teacher solid relationships that build on the power of collaboration and the vision to provide educational quality and equity for all students.

​

​

SESSION 1E                         

Spring Lake Salon A

Single-Topic Session

​

Strand 1: Program Support          

Preparing Future Leaders by way of a Yearlong Residency Program- The LEADERS Project

 Beverly Sande, Prairie View A&M University

Charlotte Fontenot, Prairie View A&M University

Christin Bryant, Prairie View A&M University

​

Collaboration between stakeholders is essential for transformational work. This presentation will focus on Prairie View A & M University's initial work to develop interdisciplinary and district partnerships regarding implementing a yearlong teacher and leadership residency. The presenters will highlight the steps taken to develop the Panther Educator Residency Consortium (PERC) to address the various areas of high needs within the districts. Under the PERC umbrella, PVAMU has the following residency models: Panther Teacher Residency (Pre-Bac), Panther Teacher Education Residency Model (Post -Bac), and Panther Leaders Residency Model (Principalship).

​

​

SESSION 1F                         

Spring Lake Salon B

Single-Topic Session

​

Strand 2: Pedagogy & Curriculum          

Content Language Integrated Learning in a Sociolinguistic Context

Angela Dierschke, Region 11 Alternative Certification

​

A growing subpopulation of bilingual students are Long-Term English Language Learners, or LTELs, whose home language is not English but have been in U.S. schools for 6 to 12 years without passing an English proficiency and a criterion-referenced exam to be undesignated as Limited English Proficient. The problem becomes evident at the secondary level where there is little linguistic support. One reason is that students traditionally only receive academic oral and writing instruction in English classes, especially in grammar and vocabulary. Without these communication skills, students may struggle academically and in their future careers. This study utilized a quasi-experimental ex post facto study to assess the effectiveness of a Content Language Integrated Learning (CLIL) model intervention class.

​

SESSION 1G                        

Veramendi Salon G

Single-Topic Session

​

Strand 2: Pedagogy & Curriculum          

The Role of Teacher Self-Evaluation within the Existing Evaluation System in Shaping Teacher Effectiveness and Student Outcomes: Pilot Study

Benjamin Voss, Texas Woman’s University

 

This pilot study aligns with Strand 2: Pedagogy/Curriculum, focusing on investigating the effectiveness of integrating teacher self-evaluation, peer feedback, and instructional coaching within the existing teacher evaluation system to drive teacher improvement and subsequently enhance student achievement. The study falls under several categories within the strand, including Action Research, Best Practices, Teacher Quality, and Assessment. By examining the influence of self-evaluation, peer feedback, and instructional coaching on pedagogy and curriculum, the study addresses curricular issues and promotes the use of best practices in teacher evaluation and professional development. The findings of this study will contribute to the advancement of pedagogy, curriculum, and teacher quality, providing valuable insights for policy decisions, certification preparation, and advocacy in education.

​

​

SESSION 1H                        

Veramendi Salon H

Single-Topic Session

​

Strand 2: Pedagogy & Curriculum          

District-University Partnerships Matter: The Importance of Relational Agency in Preparing Teachers with Agency

Trisha Ray, Texas A&M University-Texarkana

Sara Lawrence, Texas A&M University-Texarkana

 

Districts are looking for quick and innovative ways to hire teachers off-the-street and through preparation programs. Yet, students, particularly marginalized students, continue to endure barriers including underprepared teachers that lack efficacy and agency. Paid teacher apprenticeships and internships offer hope in attracting new teachers to tackle the teacher shortage. How can education leaders apply lessons from successful year-long teacher residencies to current paid apprenticeships and internships to alleviate the teacher shortage and prepare teachers with agency supporting student academic growth? The presentation provides components of relational agency among student/novice teachers, campus mentors, and university supervisors supporting teacher agency.

​

​

SESSION 1I                         

Veramendi Salon I

Single-Topic Session

​

Strand 2: Pedagogy & Curriculum          

Walking with Students: Strategies to Support the Well-Being and Success of Teacher Candidates

Annette Mahan, Lubbock Christian University

Karissa Ramos, Lubbock Christian University

Tonia Boyer, Lubbock Christian University

 

Pursuing a teaching degree is rigorous. High stakes testing has added more stress and anxiety resulting in students needing support beyond academics. “Test-related anxiety is one of the most cited sources of student stress and it has become more prevalent as schools have attached more serious consequences...” (Blazer, 2011; Hill & Wigfield, 1984). Research recognizes the need for post-secondary instructors to move beyond academic curriculum to also support the well-being of students in a caring manner. This presentation discusses three test preparation courses that implement intentional strategies to lessen anxiety for each of the TExES exams required for EC6 certification.

​

​

SESSION 1J                         

Veramendi Salon J

Multi-Topic Session

Strand 2: Pedagogy & Curriculum          

Correlations Between AVID Instruction Techniques and Teacher Candidate Performance

Larry G. Daniel, The University of Texas Permian Basin

Shelly J. Landreth, The University of Texas Permian Basin

Lorraine Spickermann, The University of Texas Permian Basin

​

In this presentation, we report results of a correlational study from one university educator preparation program (EPP) in Texas examining teacher candidates' use of AVID instructional strategies and the ratings received from field supervisors during clinical teaching or teacher residency. Data are being drawn from lesson plans and teaching observation forms maintained in the EPP candidate information database. Results are still being analyzed, but preliminary analyses indicated small though statistically significant correlations. In addition to reporting correlational results, specific AVID strategies across all lesson plans are catalogued to indicate frequency of specific strategies.

​

Strand 2: Pedagogy & Curriculum          

Artificial Intelligence Tools to Increase Workflow and Student Learning

Anica Cisneroz, Angelo State University

Sara Carlisle, Angelo State University

​

The rising use of artificial intelligence (AI) has had a significant impact on the educational landscape over the last five years. While AI tools do present challenges that educators are working to navigate, they also open the door for educators to explore new opportunities for teaching and learning. Artificial intelligence is here to stay, and educators have an obligation to utilize and understand these tools to effectively prepare our students for the future. This presentation explores AI tools used by two college instructors, their benefits, uses, and potential challenges.

​