Breakout Session 3

Monday, October 9

1:45 pm - 2:30 pm

SESSION 3A

Veramendi Salon A

Single-Topic Session

Strand 1: Program Support

Developing Writing Capacity for Constructed Response Items on the 268 Exam

Lori Einfalt, Concordia University

Constructed response questions on the 268 Exam require principal candidates to be able to read critically, think clearly, plan accordingly, and write effectively under time constraints! Not an easy task for an aspiring leader, but one that can be learned with contextualized case scenario practice and deeper understanding of the attributes of the CR Rubric that builds actual leadership skills while increasing writing capacity. This session will describe the process used at Concordia University Texas to develop principal preparation candidates’ confidence in approaching CR questions and to increase instructor capacity to provide meaningful feedback to enhance student writing performance.

SESSION 3B

Spring Lake Salon C

Roundtable Session

Strand 1: Program Support

Roundtable 1: Survivor! Season 2024 of the TEA Continuing Approval Review

Neva Cramer, Schreiner University

Liliana Lovisa, Schreiner University

Feel like a cast member of Outlast or Life below Zero? If you are facing an upcoming TEA audit and just want to be reassured that you are not "isolated and equipped with limited resources " in the wilderness of EPP regulations, TAC , and a 141 page rubric, join us in conversation about how to survive. If we keep a sense of humor, pray, and work well with the representatives trying to support us, we can do this!

Strand 1: Program Support

Roundtable 2: The Role of a Certification Officer: An Overview of the Position and Tips for New and Still Learning Certification Officers

Constance Sabo-Risley, University of the Incarnate Word

Teryana Lamb, Harris County Department of Education

Jessica Powell, University of North Texas

Melissa Beene, Texas A&M University San Antonio

Every Texas EPP has a Certification Officer. The exact duties of the role may vary by EPP, but across Texas Certification Officers share many of the same duties and concerns. The current leadership team of the Texas Association of Certification Officers (TACO) will provide an overview of duties common to the position, as reported by TACO members, and discuss support systems available to help new and continuing Certification Officers, especially in view of the changing landscape of Texas teacher certification.

Strand 2: Pedagogy & Curriculum

Roundtable 3: Enhancing Educator Preparation Programs Through Collaborative Course Development: Integrating Self-Advocacy for Teacher Well-Being

Sarah Straub, Stephen F. Austin State University

Ginny Love Watkins, Stephen F. Austin State University

This session highlights the pathway that two faculty members took to engage in a collaborative course development process for a capstone advocacy course in their educator preparation program. This collaborative process was modeled after NEA’s recommendation for collaboration: establish trust; start strong with how you present yourselves to students; plan together; thinking about the model we needed; and flexibility (Gross, 2022). The planning process exposed a glaring need to add a component of self-advocacy to the existing curriculum in response to massive teacher burnout and questions about the future of educator preparation programs in light of reduced requirements for teachers in response to the effects of the pandemic. By addressing these topics, the session aims to provide valuable insights and strategies to support teachers in their professional development and well-being.

Strand 2: Pedagogy & Curriculum

Roundtable 4: Leveraging Artificial Intelligence as an Educational Tool to Address Teacher Shortages in Texas

Minkowan Goo, Texas Woman’s University

Laura Trujillo-Jenks, Texas Woman’s University

Education is a profession about caring but when novice teachers do not stay longer than 1-3 years, it makes education look like a profession that doesn’t care. With the increase of artificial intelligence (AI) making its way into our classrooms, this presentation will focus on using AI to keep novice teachers in the profession longer.

Strand 2: Pedagogy & Curriculum

Roundtable 5: Best Practices for Outlining Yearlong Residency Companion Course Topics & Seminars that Align with Field Experiences

Valeece Simmons-Davis, Sam Houston State University

Yearlong Residency Site Coordinators will have research-based practices and practical tools for designing high quality yearlong residency companion course seminars. When participants leave, not only will they have a blueprint for effective delivery of course content and seminars, but they will have at least 16 prepped and ready-to-go seminars to tweak and implement immediately! This presentation is in alignment with the conference theme because it directly relates to research-based practices concerning the companion course for yearlong residency teacher candidates, which connects to Strand 2. More specifically, the presentation connects best practices, assessment, and field experiences which are three topics under Strand 2. Therefore, participants will understand how knowledge of students coupled with utilization of data in the field will drive coaching approaches and course content to provide quality instruction. Finally, participants will receive information on how to assess themselves to improve for future yearlong residency teacher candidates.

SESSION 3C

Veramendi Salon C

Multi-Topic Session

Strand 1: Program Support

The Empowered Faculty: How One COE’s Yearlong Residency Faculty Moved from Requesting Reports to Running Their Own for Governance

Susan Harte, Sam Houston State University

Andy Oswald, Sam Houston State University

The responsibility for maintaining and providing faculty access to data for governance often falls on the shoulders of personnel in the COE assessment department. Through collaboration, faculty site coordinators at our university have been empowered to access and use their own data in the yearlong residency program. Faculty site coordinators are now running their own reports and it’s working!

Strand 4: Diversity & Equity

Planned in Plain Sight: Black Men Preservice Teachers Disrupting Status Quo

Kevin Jones, Sam Houston State University

Educator preparation programs that value diversity have taken a leading role in navigating change within the educational system. Specifically, responsiveness to improving the academic and social outcomes of Black preservice teachers in Historically and Predominantly White educator preparation programs leads us to this presentation. Black preservice teachers embody the representation of Black excellence in creativity, pedagogy, and resourcefulness. Through narrative inquiry, this presentation re-stories the experiences of Black men preservice teachers at an HPWI. We apply Critical Race Theory as a way to contextualize our story of Black men preservice teachers who matriculated through an educator preparation program at a HWI to better understand their experiences. We explore personal characteristics and external factors that contribute to success for Black men preservice teachers in an Educator Preparation Program. The findings from this study indicate Black men preservice teachers add value to teacher education programs.

SESSION 3D

Veramendi Salon D

Multi-Topic Session

Strand 2: Pedagogy & Curriculum

Removing Some of the Scare Tactics When Facing Assessment

Barba Patton, University of Houston-Victoria

Assessment has been around since the beginning of time; information provided will help one build a positive framework to think about assessment in a positive way. Scare tactics evolve around the lack of knowledge about assessment. Major aspects will be discussed from both the negative and positive viewpoints. Components will be addressed which provide students with knowledge of assessments thus removing scare tactics. It is not about the lack of academic knowledge. Hopefully the information presented will make assessment writers aware of the sensitivity when creating assessments.

Strand 2: Pedagogy & Curriculum

Leveraging a Professional Journal with Personal Flair

Rebecca A. Wentworth, Sam Houston State University

Daphne D. Johnson, Sam Houston State University

Drs. Wentworth and Johnson will discuss the merits and drawbacks of journaling and introduce the literature regarding keeping a journal in personal and professional life. There will be discussion of how to use a journal as an assessment tool with students at all levels—and how to assign value/grades for students. Examples of a variety of entry types will be offered to help illustrate the flexibility, organization, and value of a journal. Finally, participants will be invited to begin their journal odyssey before leaving the session.

SESSION 3E

Spring Lake Salon A

Single-Topic Session

Strand 2: Pedagogy & Curriculum

Literacy Best Practices that Promote Social-Emotional Learning: Preparing our Future Teachers

Elsa Anderson, Texas Wesleyan University

Lisa Dryden, Texas Wesleyan University

This presentation closely aligns with the theme of the 2023 Conference: CSOTTE Cares. Through the implementation of literacy strategies, this interactive session will explore and build awareness regarding classroom practices that promote self-care and address social-emotional needs of both teachers and students. Attendees will participate in some of the strategies we have used in our university courses for our Teacher Education Program students. Used in our reading courses, these strategies address specific Science of Teaching Reading domains and competencies. We will focus on how reading, writing, listening, and speaking can connect to socioemotional learning for teachers and students. We propose that these strategies can help develop resilient new teachers and help them provide support for their own students, offering opportunities for self-care, self-awareness, and positive social connections with others.

SESSION 3F

Spring Lake Salon B

Single-Topic Session

Strand 2: Pedagogy & Curriculum

UTEP Teacher Preparation Course for Pre- and Post-Residency Students-BED/TED Course

Jessica Pussman, The University of Texas at El Paso

Cynthia Acosta, The University of Texas at El Paso

In this session, UT El Paso leaders will explain how they designed a course to equip future teachers with the necessary tools and techniques to understand and deliver the Texas Essential Knowledge and Skills pedagogy during their year-long hands-on Miner Teacher Residency. The course covers the cultural, structural, and institutional dynamics of schooling in multicultural communities, as well as the multiple roles of the 21st-century teacher, equity issues in elementary and middle school education, and how teachers can utilize the linguistic, cultural, and personal resources of children to support meaningful academic and social emotional growth.

SESSION 3G

Veramendi Salon G

Single-Topic Session

Strand 2: Pedagogy & Curriculum

Building Sustainable Teacher Residencies via Strategic Staffing Models

Sarah Beal, Texas Tech University

Larry Daniel, The University of Texas Permian Basin

Scarlet Clouse, Angelo State University

Kim Rynearson, Tarleton State University

While teacher residencies are growing rapidly, most programs struggle to create a financially sustainable model that also meets the financial needs of all their candidates. Enrolling in a residency program can create a significant financial hardship. Some candidates rely on job-generated income to help cover tuition or living expenses in which fitting in a part-time job on top of student teaching and coursework creates challenges and barriers to participation in a yearlong clinical experience. Recognizing the economic struggles their students are facing, educator preparation programs across Texas and their district partners have begun to test drive creative solutions that meet students’ financial and developmental needs, while also meeting the immediate staffing and instructional needs of schools and districts.

SESSION 3H

Veramendi Salon H

Sponsor Session

Initial Accreditation – A New Pathway to Innovative Educator Preparation

Linda McKee, AAQEP

The Association for Advancing Quality in Educator Preparation (AAQEP) provides an innovative option for pursuing national accreditation, the Initial Accreditation Pathway (IAP). The Initial Accreditation Pathway was developed by AAQEP to remove barriers to transition and/or begin a coordinated, sustainable quality assurance and continuous improvement process. In this session, participants will learn about the requirements and process as well as hear how it supports the TEA four dimensions of accountability policy for higher education: (1) Rigorous and Robust Preparation; (2) Preparing the Educators Texas Needs; (3) Preparing Educators for Long-Term Success; and (4) Innovative Educator Preparation while guiding leadership in educator preparation supporting innovation and continuous improvement.

SESSION 3I

Veramendi Salon I

Multi-Topic Session

Strand 1: Program Support

Certification Testing Support with Mental Health in Mind

Jannah Nerren, Stephen F. Austin State University

Alyssa Landreneaux, Stephen F. Austin State University

The Educator Preparation Program at Stephen F. Austin State University (SFA) prioritizes the mental health of teacher candidates during their certification exam preparation. SFA's EPP addresses test anxiety and content overload by providing clear communication, support, and study resources. The assessment coordinator, along with the department chair and staff from the Office of Assessment and Accountability, all play a crucial role in promoting well-being. SFA fosters a supportive community through events and opportunities for open dialogue. Additionally, partnerships with licensed professionals and plans for a stress-relief space demonstrate the program's commitment to supporting the mental health of future educators.

Strand 3: Policy & Leadership

Legislative Action 101

Kelsey Kling, Texas Wesleyan University

Liz Ward, Texas Wesleyan University

Join us for a session dedicated to understanding the role the Texas Legislature and legislation play in the educator workforce. We’ll revisit some of the highs and lows of the 88th regular session and discuss what may be on the horizon for educators in the special session. We’ll also talk about ways to get involved in this work.

SESSION 3J

Veramendi Salon J

Single-Topic Session

Strand 1: Program Support

Continuous Program Improvement Through Collaboration and Analysis: A Middle Level Program Self-Study

Jill Pagels, Sam Houston State University

Jacqueline Ingram, Sam Houston State University

Things do not improve if they stay the same; rather, change is a critical component to growth and continuous improvement. Data driven decision making by caring and invested faculty is vital to executing impactful program changes. As requirements for teacher certification evolve, teacher preparation programs (TPPs) must evaluate and adjust. Comprehensively, TPP outcomes include opportunities for candidates to develop, practice, and demonstrate content and pedagogical knowledge and skills that promote learning for all students (US Prep, 2023). Toward the goal of TPP improvement then, it is important for program faculty to collaborate on the analysis and interpretation of data from multiple sources (McDiarmid & Caprino, 2017). Changes in TExES content exam scores and adjustments to course sequencing stemming from a Middle Level program’s transition from a single-semester traditional student teaching model to a year-long residency model are the foci of this mixed-methods self-study.