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BREAKOUT SESSION 7

Tuesday, October 10

10:00 am - 10:45 am

SESSION 7A                         

Veramendi Salon A

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

High-Impact Practices: A Reading Academy Service-Learning Project

Chanelle Maynard, Schreiner University

Shelly Landreth, The University of Texas Permian Basin

 

Service learning is one of the High-Impact Practices (HIPs) identified as important for student success in undergraduate programs. The components of service learning as an instructional strategy include a field-based component, is related to the curriculum, involves real-world analysis and problem-solving, and embeds opportunities for reflection on practice. In the Educator Preparation Program (EPP) that will be studied in this session, preservice teachers (PSTs) participate in a Reading Academy in their junior year to provide free reading tutoring to elementary students from the local school district.  The presenters will share their experiences of service-learning projects with PSTs. They will show how the reading academy is aligned with reading courses and supports the PSTs’ literacy content knowledge and pedagogy, and exam preparation across several certifications. Additionally, they will demonstrate how the academy addresses the educator standards such as instruction and planning, problem-solving, working with diverse students, responsive teaching, and professional responsibilities.

SESSION 7B                         

Veramendi Salon B

Single-Topic Session

Strand  1: Program Support          

Creating a New Certification Program, with TEA Approval - What We Learned Along the Way

Tatiana Sokolik, Austin Community College

Rebecca Miller, Austin Community College

 

ACC’s Educator Preparation Program is a team of educators committed to enhancing the experience of students, families, and communities throughout all of central Texas and beyond. We care. We know that principals have an immeasurable impact on their schools and hold the critical role of fostering equity and inclusion, enhancing student achievement, supporting, and mentoring classroom teachers, and building community relationships. When creating our Principal as an Instructional Leader Certificate Program, the foundation we built everything upon was, “what is best for the students, families, and communities that these principals will be serving?”. We created a program that we are incredibly proud of that not only equips candidates with the leadership skills, pedagogical theory, and practical experience needed to successfully step into the role of school leader, but also reflects the foundation of love we have for the students, families, and communities that we care so deeply about.

SESSION 7C                         

Veramendi Salon C

Single-Topic Session

Strand  1: Program Support          

Partnering for Effectiveness and Efficacy in Mentor Support

Jennifer Caldwell

 

This session will provide insights and reflections on implementation of evidence-based mentoring and instructional strategies that build the necessary skills and behaviors to impact student achievement. Participants will learn how Texas districts have engaged mentors in increasing beginning teacher efficacy through coaching, collaboration, and reflection. The session will align with the conference theme by identifying the research-based strategies that mentors can use to support beginning teachers’ needs as well as their students’ needs. In particular, learning communities provide opportunities to create new or rebuild existing collaborative practices and furnish productive structures to allow teachers to re-engage with one another.

SESSION 7D                         

Veramendi Salon D

Single-Topic Session

Strand  1: Program Support          

Howdy Partner! District and University Collaborations That Work, Years 1 and 2

Chaney Williams-Ledet, Harris County Department of Education

Teryana Lamb, Harris County Department of Education

 

The purpose of this presentation will be to present our steps as we developed district partnerships and while potentially expanding to university partnerships. We will share the highs and lows that have transpired over the year. And we will also discuss what is scheduled to take place over the next four years as the EPP develops additional district partnerships.

SESSION 7E                         

Chautauqua Salon A

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

Making Intentionality Priority #1: Effective Experiential Learning in Teacher Preparation

Debora Shidemantle, Texas A&M University-Texarkana

Sara Lawrence, Texas A&M University-Texarkana

 

Research shows that co-teaching benefits, not only the student teacher, but the PK-12 students served during the co-teaching process. In a recent study grounded in the theory of experiential learning, outcomes show that the clinical practice of novice teachers, whether co-teaching or otherwise, should focus intentionally and explicitly on the valued characteristics of co-teaching. Indeed, Intention is the first principle supporting positive experiential learning outcomes as reported by the Society for Experiential Education (SEE). The presentation will connect Husserl’s theory of intentionality, SEE’s principle of intention, and the valued characteristics found through co-teaching experiences.

SESSION 7F                         

Chautauqua Salon B

Single-Topic Session

Strand  1: Program Support          

Building Capacity for Sustainability in a Teacher Residency Program

Alma Rodriguez, The University of Texas Rio Grande Valley

Zulmaris Diaz, The University of Texas Rio Grande Valley

Josephine Juarez, US PREP

 

An EPP at a large HSI launched a paid teacher residency pathway in partnership with seven school districts. A technical assistance provider supported the EPP in training key program personnel. A program manager for strategic staffing was hired and trained to work with school districts to repurpose underutilized funds to pay teacher residents. Site coordinators were hired and trained to build capacity among mentor teachers and to support and supervise teacher residents. The intentional embedding of sustainability features from the onset will allow the EPP to grow the paid teacher residency over time and partner with additional school districts.

SESSION 7                       

Veramendi Salon G

Single-Topic Session

Strand  1: Program Support          

Building a Bilingual Education Residency Program from the Ground Up by Growing District Partnerships

Claudia Treviño García, The University of Texas at San Antonio

Juanita Santos, The University of Texas at San Antonio

Helyde Torres, The University of Texas at San Antonio

 

This session provides an overview of the partnership between a Hispanic-serving Institution of Higher Learning and a culturally rich and diverse urban independent school district. Via continuous and rich conversations, the Educator Preparation Program (EPP) has developed a pathway to prepare culturally efficacious teachers to work with culturally and linguistically diverse students. Most recently the partnership entered a new phase to include a Texas Education (TEA) TCLAS Grant. The presenters will share the evolution of the governance process and share details of how this is creating a pathway for clinical resident success and as well as providing the partner district with a well-prepared teacher workforce by sustaining and growing an equitable partnership. Details about the process of how to establish a residency model network will be shared.

SESSION 7H                        

Veramendi Salon H

Single-Topic Session

Strand 2: Pedagogy & Curriculum          

How to Foster Authentic Partnerships During Program Redesign Work

Beverly Sande, Prarie View A&M University

Britine Perkins, Prarie View A&M University

We are beginning to understand what types of policies and practices can help support teacher education program redesign work (Peck & McDonald, 2013, 2014). Authentic partnerships are critical when co-designing yearlong residencies. However, a major limitation, of recent research is the lack of studies that reflect how authentic partnerships in teacher education can be utilized to create strategies and implementation tools to help strengthen teacher education programs, especially with addressing the increasing minority teacher shortage. In response to the Teacher Preparation Inspection (TPI-US) report results and to determine the impact of a residency program on partnership, the researchers sought to determine key components to an authentic partnership and how their findings could support continuous improvement efforts in areas identified as needing improvement. The presenters will share their findings and recommendations.

SESSION 7I                         

Veramendi Salon I

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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