BREAKOUT SESSION I

Monday, 11:15-12:00

SESSION:  1A

Room:  Veramendi Salon A

Type of Session:  Single Presentation

Creating and Coordinating Local Resources to Support the edTPA Pilot

Francine Johnson, University of Texas at San Antonio

                                                                     

This session aims to explain and demonstrate how teacher preparation programs can streamline and coordinate efforts and resources to support their teacher candidates, faculty, staff, supervisors, and mentor teachers in the edTPA process with a self-created edTPA google site, which provides a one-stop shop for all to access materials and resources. For modeling purposes, the presentation will spotlight the UTSA edTPA google site, created by the EPP assessment coordinator. The coordination of human and material resources will be explained, and templates and graphic organizers will be provided to help audience members begin the work in their own local contexts.

PRESENTATION SLIDES

SESSION:  1B

Room:  Veramendi Salon B

Type of Session:  Single Presentation

 

edTPA: A Tale of Communication and Collaboration

Crystal Rose, Tarleton State University

Lisa Brown, Austin Community College

Becky Hampton, Inspire Texas, Region 4

Amy Hickman, Texas Tech University

DeMarco Pitre, Texas Education Agency

                                                                     

In order to effectively implement edTPA and support teacher candidates throughout their portfolio completion, edTPA pilot programs have worked to build structures that both encourage and enhance communication and collaboration not only within their respective programs but also with partner LEAs and other educator preparation programs across the state. To this end, Texas edTPA Regional Coordinators and the Texas Education Agency will share experiences, lessons learned, and outcomes related to the journey of collaboration and communication centering edTPA.

SESSION:  1C

Room:  Veramendi Salon C 
Type of Session:  Single Presentation

From Isolation to Presence in Online or Face-to-Face Learning: Six Tips to Enhance Learning!
Joan Bowman, Schreiner University 
Neva Cramer, Schreiner University

                       
This presentation will be a hands-on learning experience for the attendees, including teaching-demonstration time to allow audience participation using different tools to encourage student presence.  Return to your classroom with plans for helping students become present in their learning by implementing tools that will engage students and promote long-term learning.  Important takeaways: 1) Revamp professor/student communication to strengthen relationships, 2) Use technology tools such as Flipgrid, Padlet and Zoom to differentiate assignments and learning, 3) include small, bitesize changes in your lessons that will game-change student engagement.  Learn how to use technology to revamp your online or face-to-face communication, interaction, and student engagement.

SESSION:  1D

Room:  Veramendi Salon D

Type of Session:  Single Presentation

 

Learning from Systems Failure:  Creating a Pathway to Teaching in Rural Texas Schools

Doug Hamman, Texas Tech University

Larry Daniel, University of Texas Permian Basin

Janet Hindman, West Texas A&M University

Erika Mein, University of Texas at El Paso

                                                                     

Shortages of qualified teachers across rural Texas represents a significant failure to provide for the future of rural communities.  Districts have not been vigilant to cultivate interest in teaching, and institutions of higher education have sought national prestige over their mission to serve local communities.  Systems theory is used to frame a new effort to align school district, community colleges and universities in West Texas to create an inter-organizational system capable of preparing 200 teacher per year for rural schools.  Initial successes, next steps and challenges are discussed as well as strategies for adoption by educator preparation programs in other regions of the state.

SESSION:  1E

Room:  Veramendi Salon G 
Type of Session:  Single Presentation

Measuring Graduate Success One Teacher at a Time
Martha Oldenburg, Dallas Baptist University
Karla Hagan, Dallas Baptist University
Chuck Roberts, Dallas Baptist University

                       
Since 2016, the College of Education Impact Program at Dallas Baptist University has mentored five cohorts of graduates. Not only impacting these graduates through the mentoring opportunities provided but impacting all the graduates to come with program/course improvements are the two benefits of the program. As the market for entering students continues to become more competitive, universities must find ways to measure and ensure the success of each graduate. The DBU College of Education Impact Program responds not only with our hopes and dreams for our graduates but the ongoing support and the data to prove their every success.

PRESENTATION SLIDES

SESSION:  1F

Room:  Veramendi Salon H

Type of Session:  Sponsor & Vendor Presentation

 

Video Observation: Feedback That Helps Develop Teachers with Passion, Positivity, and Perseverance!

Marv Meneeley, GoReact

 

Come see how many educator preparation programs are using video observation and assessment to maximize learning experiences, increase touch points, and ultimately build competency and confidence with their teacher candidates. Marv Meneeley of GoReact shows how several educators in Texas have done just that!

SESSION:  1G

Room:  Veramendi Salon I

Type of Session:  Single Presentation

 

Reimaging the Science of Teaching Reading:  How Making Policy and Pedagogical Adaptations Support Students to Persevere, Celebrate and Advance

Lucinda Juarez, Our Lady of the Lake University

Jerrie Jackson, Our Lady of the Lake University

Alycia Maurer, Our Lady of the Lake University

                                                                     

Programmatic changes prompted by new certification requirements in the Science of Teaching Reading (STR) exam implemented by HB3 in 2019 brought both challenges and celebrations to our students.  This session will focus on reimagined policies and procedures the education department implemented to strengthen existing curriculum and pedagogical strategies. Discussion will focus on alignment of standards and sequencing in the program, building strategic technological and pedagogical content knowledge (TPACK) in courses, implementing specific test prep sessions, reminders, and celebratory Saturday sessions which created a positive system of support that allows our students to not just persevere but to thrive and advance. 

SESSION:  1H

Room:  Veramendi Salon J

 

CANCELLED

SESSION:  1I

Room:  San Marcos River Salon A

CANCELLED

SESSION:  1J

Room:  San Marcos River Salon B

Type of Session:  Dual Presentations

 

Closing the Gap or Accelerating the Problems: A Discourse Analysis of HB 4545

Abbie Stunc, Sam Houston State University

Kimberly Murray, Teas A&M University-Texarkana

                                                                     

The Texas Legislature’s 87th regular legislative session focused significant attention to K-12 and higher education. House Bill 4545 is the plan to accelerate learning to account for real (and perceived) loss of learning during the 2019-2020 and 2020-2021 school years. We examine HB 4545 using discourse analysis, specifically James Gee’s seven building tasks (2011). The analysis if HB 4545 with the use of Gee’s building tasks allow us to uncover the dominant discourse in the bill (Gee 2006). The purpose is to uncover the dominant perspective as to how the pandemic learning gaps can be corrected in one school year through parental selection of teachers, accelerated learning, accelerated learning committees, and school board policy requirements. The results present our findings of the dominant identities in educational policy created through HB 4545 (Strauss 2012).

 

How to Change Female Preservice Science Teacher Self-Efficacy and Attitudes Towards Science

Doug Monk, Schreiner University

 

The discovery that all my preservice elementary Science Pedagogy students not only disliked science as a subject but disdained the idea of teaching it caused me to reflect on my own teaching practices as a teacher educator. I changed their paradigm by building their teaching efficacy through simplifying science pedagogy expectations, creating an environment of exploratory learning with frequent encouragement, wonderment, and admiration. This article presentation provides practical tips for changing the perceptions of female pre-service teachers about science with proven strategies from my own classroom.