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Monday, October 9

3:45 pm - 4:30 pm

SESSION 5A                         

Veramendi Salon A

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

Using Children’s Literature to Quell Teacher Candidates’ Math Anxiety​

 Elaine Stribling, Angelo State University

How confident do you feel as future teachers to teach mathematics? When I pose this question to my teacher education candidates, the majority invariably express negative feelings, intimidation, and anxiety. This is problematic since the instruction of “math thinking” begins in early childhood and throughout a student’s school career (NCTM, 2000). Even more, my students are future teachers. My goal for my students is to begin to break this cycle of negative feelings and give them the tools to build their confidence and improve their math thinking skills. I will share my research, best practices, and experiences in several different teacher preparation courses in which I have successfully incorporated children’s literature into the curriculum. Student reflections indicated a shift in their attitude and a more positive view of teaching mathematics in the future.

SESSION 5B                         

Veramendi Salon B

Single-Topic Session

Strand 1: Program Support          

Establishing Dispositions in an Educator Preparation Program

Carlos Flores, Angelo State University

Tia Agan, Angelo State University

In addition to content knowledge and practical skills, certification candidates should demonstrate an understanding of dispositions—the professional behaviors which must be evident in their interactions with students, families, colleagues, and communities. However, it is challenging to monitor and assess dispositions without a formal process that teaches candidates the dispositions they are expected to demonstrate and provides feedback at specific points in certification preparation. This presentation will provide a detailed process for teaching, monitoring, and assessing dispositions within an Educator Preparation Program (EPP) to develop candidates who exhibit professional behaviors prior to entering an educational role.

SESSION 5C                         

Veramendi Salon C

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

The Impact of Distance Learning on Nontraditional High School Student’s Attendance​

 Alejandro Garcia, The University of Texas Rio Grande Valley

High school dropout rates have been a problem for school districts with various contributing factors exacerbated the problem. As caring educators and an educational system we must strive to address this problem as directly as possible. Researchers have uncovered root causes such as some students’ inability to integrate into the mainstream of school life due to socioeconomic standing, lack of parental support, and many other problems. This presentation, which is based upon a qualitative study, will explain how distance learning courses have the potential to increase high school graduation rates and attendance rates for nontraditional high school students. The following five themes will be discussed during the presentation: Academic Acceleration, Flexible Scheduling, Academic Support, Safe Environment, and Transportation.

SESSION 5D                         

Veramendi Salon D

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

The Benefits of Collaborative Partnerships When Launching a Teacher Residency Program

Robin Griffith, Texas Christian University

Molly Peake, Texas Christian University

Jennifer Smith, Texas Christian University

Heather Doyle, Texas Christian University

Adam Hile, Texas Christian University

Jan Lacina, Texas Christian University


This session focuses on the benefits of collaborative partnerships when launching a teacher residency program. We will share the process of developing a residency program in collaboration with the National Center for Teacher Residencies and an Independent School District who guided the development of a mission and vision, offered guidance in the recruitment and selection of residents, and were thought partners invested in every stage of the program development and launch. Each step in the process of developing and launching the teacher residency at Texas Christian University aligns with the conference theme of CSOTTE Cares.

SESSION 5E                         

Spring Lake Salon A

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

Instructors who CARE: Create Authentic, Relevant, Experiences

Kinsey Hansen, Angelo State University

Kim Livengood, Angelo State University

Jennifer Engle, Angelo State University

Instructors who Create Authentic, Relevant Experiences (CARE) is a session examining assignment design for online environments. Presenters will share a variety of assignment design techniques that deviate beyond traditional papers and tests and engage online learners. Through the lens of Community of Inquiry (COI) and Culturally Relevant Pedagogy (CRP), this session will dive in to how faculty design meaningful, relevant experiences for students to enhance connections to content, other students, and the instructor, decreasing anonymity in online courses, while ensuring authenticity in the student’s experiences. Presenters will share their experiences in constructing unique assignments, successes through these assignments, and lessons learned.

SESSION 5F                         

Spring Lake Salon B

Single-Topic Session

Strand 1: Program Support          

Processes to Support People: Building Systems for Program Efficiency

Sherri Harwell, Texas A&M University-Commerce

Rhonda Clark, Texas A&M University-Commerce


Educator Preparation Programs have many moving parts to balance as they take candidates from program admission to certification. For university based EPPs, this involves coordinated communication across multiple academic and support departments, with the goal of candidate success and timely matriculation. How can EPPs build systems for essential paperwork that don’t fall apart when one person eventually retires? Come find out what we are doing to work toward this goal!

SESSION 5G                        

Veramendi Salon G

Single-Topic Session

Strand 3: Policy & Leadership          

Creating Synergy with TEA’s Effective Preparation Framework and CAEP Accreditation

Dustin Hebert, Sam Houston State University

Malina Monaco, CAEP

This presentation, aligned to the policy/leadership strand, will include a detailed discussion of the alignment of the draft TEA’s Effective Preparation Framework and the CAEP accreditation process. In addition, discussion of the planning and action steps needed to leverage a process that meet both state and national accreditation requirements. EPP members will co-present about their experience and provide examples.

SESSION 5H                        

Veramendi Salon H

Single-Topic Session

Strand 4: Diversity & Equity          

The Crisis of Experienced Multilingual Learners at the Secondary Level

Mary Petron, Sam Houston State University

Burcu Ates, Sam Houston State University

Helen Berg, Sam Houston State University 


Experienced multilingual learners (EMLs), also known as long-term English learners, are an under-served population in secondary schools. While no standard definition exists, federal policy suggests that EMLs began as emergent multilinguals, have least five years of education in U.S. schools, and do not yet meet the classification of English proficient. In Texas, more than 67% of emergent multilinguals who entered Texas schools in first grade in 2014-2015 did not reclassify as English proficient. In this session, we provide an overview of the key issues surrounding the phenomenon of EMLs and provide suggestions for educator preparation programs.

SESSION 5I                         

Veramendi Salon I

Single-Topic Session

Strand 1: Program Support          

Co-Teaching Is Coming - How Do I Prepare?

Teresa Washut Heck, St. Cloud State University

Krystal Goree, Baylor University (retired)


Co-Teaching as a model for residency and clinical teaching programs has made its mark across the country, as well as right here in Texas. Identifying and establishing the key elements of your program is critical to your success. This session will outline and discuss essential elements proven to assist you in developing a Co-Teaching program. A Co-Teaching Train the Trainer program that includes - getting buy-in, introducing common language, establishing training protocol, identifying co-teaching roles and expectations, supporting co-teachers, as well as other factors to consider when building a program will be included.

SESSION 5J                         

Chautauqua Salon A

Sponsor Session         

Pearson Updates: Texas Educator Certification Exam Development

Madison Cooper, Pearson

Kim Grady, Pearson


Join representatives from Pearson for an update on the Texas Educator Certification Examination Program. We will review high-level exam development milestones from 2022-23 and share updates on plans for upcoming development, including Core Subjects EC-6, Bilingual Education Spanish, Bilingual Special Education, and ESL. Time will be reserved for questions and answers.

SESSION 5K                        

Veramendi Salon J

Single-Topic Session

Strand 4: Diversity & Equity          

Critical Issues in Multilingual Education

Sang Hwang, West Texas A&M University

Janet Hindman, West Texas A&M University


Addressing critical issues in multilingual education requires tackling various challenges to ensure effective learning experiences for students who speak multiple languages. These challenges include planning for linguistic diversity, equitable access to resources, teacher training, inclusive pedagogies, family engagement, and sufficient funding. The session focuses on difficulties faced by multilingual students, providing practical strategies to support their academic growth. The study involved 55 multilingual students in Texas, predominantly refugee children speaking 38 languages on campus. The study highlights the importance of recognizing the children’s unique needs and implementing effective strategies for improved educational outcomes and successful transitions to higher grades.

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