Monday, 1:45-2:30


Room:  Veramendi Salon A

Type of Session:  Single Presentation


Advanced Certification Remediation Processes

Tia Agan, Angelo State University

Lesley Casarez, Angelo State University


Like success, failure is many things to many people. With Positive Mental Attitude, failure is a learning experience, a rung on the ladder, a plateau at which to get your thoughts in order and prepare to try again (W. Clement Stone). This quote captures the essence of how educator preparation program (EPP) faculty can create positive remediation opportunities for advanced certification candidates who do not pass their certification exams and provide quality activities and feedback for successful re-attempts. The presenters will share an overview of advanced certification remediation processes at one university.



Room:  Veramendi Salon B

Type of Session:  Single Presentation 


Building a Better Teacher: Sustainable Partnerships for Student Success

Amber Lynn Diaz, Tarleton State University

Crystal Rose, Tarleton State University

Elizabeth Garcia, Tarleton State University

Anna Fox, Tarleton State University

Melissa Roberts Becker, Tarleton State University

Lisa Colvin, Tarleton State University

Erin Pearce, Tarleton State University


Since building better-equipped teachers for Texas schools is a primary goal, then providing the opportunity for teacher candidates to be immersed in yearlong residencies is imperative. Developing these transformational partnerships takes commitment of time and resources to enact our collective passion, positivity, and perseverance. During this session, we will present the experience of Tarleton State University’s EPP as we worked with public school partners and transformed our clinical teaching experience. We will share our journey to become a TEA-Vetted Teacher Residency Program, and as a result, our district partners applied for TCLAS funding opportunities.



Room:  Veramendi Salon C

Type of Session:  Single Presentation 


Building Relationships of Solidarity Across Difference with Students of Color

Michael Boucher, Texas A&M University-San Antonio


Caring solidarity builds upon current frameworks such as Culturally Sustaining Pedagogy (Paris & Alim, 2017) and abolitionist pedagogy (Love, 2019c) and maps a journey for White teachers toward those pedagogies. This framework is for teachers looking to move toward solidarity with students and researchers looking to describe teachers who work in solidarity with students. It was created to be both descriptive and aspirational. It can be used to describe teachers in the field who are currently working in caring solidarity with their students, and it can be used to train or develop teachers with intentions toward caring solidarity.


Room:  Veramendi Salon D

Type of Session:  Single Presentation 


Getting Over the Testing Hump: One EPP's Implementation of Study Supports and Strategies to Support Candidates in Test Preparation During the Effects of COVID-19 and Beyond

Beth Garcia, West Texas A&M University

Jennifer Denham, West Texas A&M University

Amy Clifton, West Texas A&M University


This presentation highlights efforts of one Educator Preparation Program (EPP) to support pre-service teacher candidates in TExES certification exam testing strategies during COVID-19. The EPP documented less than usual numbers of test takers from Spring 2020-Spring 2021; consequently, students who delayed testing felt they had waited too long, so the material was not as fresh. The EPP created a series of virtual study seminars and test preparation sessions with intentional and purposeful strategies explicitly taught to help candidates review and refresh on study material. Then candidates were guided on how and what to study in preparation for taking certification exams.


Room:  Veramendi Salon G

Type of Session:  Single Presentation 


Disciplinary Literacy, Culture & STEM: Thoughts on edTPA Implementation                 

Richard Morris, Sul Ross University          


Disciplinary literacy (DL) is drawing praise from educators and administrators who tout its relevance “across the curriculum”. Exploratory research suggests that DL holds promise for STEM classrooms. Review of the literature shows an unmet need for work to make DL accessible in pre-service training and professional development. A culturally informed approach to DL instruction is presented rooted in the linguistic subdisciplines of discourse analysis, sociolinguistics, and ethnography of communication. DL-based tools for the STEM classroom are also explored. Finally, six questions are posed to highlight the challenges and opportunities awaiting Texas educators who use culturally informed DL in their edTPA implementations.  


Room:  Veramendi Salon H

Type of Session:  Single Presentation 


Leadership Perspectives on High-Stakes Testing in a South Texas

Alejandro Garcia, The University of Texas Rio Grande Valley

Velma Menchaca, The University of Texas Rio Grande Valley


Policymakers and the public see standardized tests as simple quantifiable measures of school quality and student learning, and they assume that high stakes tests will influence teachers and students to try harder and that the results will be used rationally to benefit all students. This qualitative study explores how the high stakes testing in Texas urban school district have influenced elementary principals’ approach to preparing students for standardized tests.  Research findings revealed that the elementary principals dealt with the following themes while coping with high stakes testing: stress, preparation, and collaboration.


Room:  Veramendi Salon I

Type of Session:  Single Presentation 


The Evolution of an Evidence-Based Culturally Efficacious Evaluation & Support System for Clinical Teachers

Jennifer Swoyer, University of Texas at San Antonio

Tiffany Farias-Sokoloski, University of Texas at San Antonio

Claudia Treviño García, University of Texas at San Antonio


CSOTTE’s theme of Teachers Can: Passion, Positivity, and Perseverance aligns with the iterative process of developing our culturally efficacious evaluation and support system for our TEA-vetted Teacher Residency. We will share the key features of the conceptualization, data-gathering processes, timeline, and resulting system demonstrating how our CTESS (Clinical Teacher Evaluation and Support System) has evolved from solely an evaluative tool or checklist to an evidence-based process focusing on reflection and growth. We will also discuss how the feedback from our stakeholders has inspired a collaborative process to continuously refine our tool and practices based on our EPP’s culturally efficacious framework.



Room:  Veramendi Salon J

Type of Session:  Single Presentation 


Partnerships for Teacher Residencies:  Stories from Three Universities Participating in US PREP

Larry Daniel, University of Texas Permian Basin

Lindsey Balderaz, University of Texas Permian Basin

Stacey Edmonson, Sam Houston State University

Christal Burnett Sánchez, University of Houston-Downtown

Sarah Beal, Texas Tech University

Calvin Stocker, Texas Tech University


US PREP is a national coalition of teacher education programs with a common mission of attracting, training, and retaining high quality, racially diverse teachers for underserved communities across the country.  A key component of US PREP is a yearlong paid teacher residency.  This session features first-hand accounts of the success of residencies by teacher educators at three Texas EPPs--Sam Houston State University, University of Houston-Downtown, and the University of Texas Permian Basin--with focus on the partnerships they have developed with local school districts.  Representatives from the US PREP National Center will provide context and discuss how the US PREP work at these sites contributes to the larger vision US PREP has for reform of teacher education.


Room:  San Marcos River Salon A

Type of Session:  Single Presentation 


Integrating Evidence-Based Research on Tiered Intervention in Teacher Preparation Coursework

Heather Haynes Smith, Trinity University

Genise Henry, The Meadows Center for Preventing Educational Risk

M. Tran Le, University of Texas at Austin


This presentation will review the key tenets of the Tiered Interventions Using Evidence-Based Research (TIER) Essentials Training and the translation of materials for practice and implementation in educator preparation. The TIER Trainings are designed to help achieve the goal of providing educators, caregivers, and other educational stakeholders with the knowledge and materials to ensure appropriate implementation of MTSS in every school across Texas. The presentation will detail alignment with SBEC standards for general and special educator preparation and specific activities and resources instructors can implement in their courses.



Room:  Spring Lake Salon A

Type of Session:  Roundtable Presentations 

Coaching for Classroom Management

Harrison McCoy, Region 11


Classroom management continues to be a major factor that determines both improved student learning and job satisfaction for classroom teachers. The application of deliberate practice, feedback and coaching to classroom management training increases the probability of success for first year teachers and positively affects teacher retention rates. This session will explore how to integrate coaching principles into classroom management training for pre-service and intern teachers.



Connecting the Dots between the EPP and edTPA

Jody Moody, Texas A&M University San Antonio

Heather Brezenski, Texas A&M University San Antonio

Sherry Nichols, Texas A&M University San Antonio


EPPs who are participating in the Texas edTPA pilot reflect on and revise their course and fieldwork based on the edTPA rubrics to ensure candidates are ready to complete a successful portfolio. Now in our second year of implementation at TAMUSA, we will walk you through our trek, our struggles, and our strengths, as we all move towards alignment in course and fieldwork to the edTPA rubrics for EC-6 Elementary Education portfolio. You will be engaged with us as we model group activities and pragmatic practices that you can replicate with your candidates.




Miss! Miss! Why Does my Paper Look Like my Little Brother Wrote on it with a RED MARKER?

Making the Most of Classroom Assessment

Barba Patton, University of Houston-Victoria

Teresa LeSage-Clements, University of Houston-Victoria


Classroom assessment must have a valid purpose and be considered reasonable to the person being assessed as well as the entity receiving the assessment. Goal should be to provide high-quality education for students. If the assessment was designed to discover the needs of the student, it is a good assessment. In this session, Why, What, When, Where and How will be explored. When assessments happen in good faith, they will provide information to help improve students’ learning and help teachers in their teaching. This will be an interactive session with attendees having hands on activities.




Preservice Teachers and Educational Technology: A Service-Learning Project

J. Elizabeth Casey, Texas A&M University Central Texas

Jeff Kirk, Texas A&M University Central Texas

Ashley Martinez, Texas A&M University Central Texas

Lidia Valentin, Texas A&M University Central Texas


Ensuring preservice teachers have knowledge of, and experience using/implementing, new technologies in educational settings is important. In a recent service-learning experience, preservice teachers engaged high school students with exceptionalities in unique educational experiences involving educational technology. Preservice teachers were instructed in the use of floor-robots and virtual reality platforms, which were then used in nontraditional educational settings to enhance content learning. Preservice teachers, through post-reflections, shared positive views of the experiences.




The ABCs of Being a Certification Officer

Susan Sharp, Howard Payne University


A roundtable session for new or almost new Certification Officers!  Come join TACO officers to ask questions, get some helpful hints, and meet others working as Certification Officers in Texas Educator Preparation Programs. This is a great networking opportunity!




Three Truths, and Several Lies, About Blended Learning:  Raising Awareness about Blended Learning and its Future in Texas

Christine Lowak, Raise Your Hand Texas

Cat Alexander, CA Group

Carol Mendenhall, CAST

Jennifer Kasper, East Central ISD


Considering recent events, schools, districts, and teachers pivoted to remote, hybrid, virtual and blended learning. These terms are used interchangeably; however, they are not synonymous. In our roundtable discussion, we will define blended learning and discuss its expanding role in Texas education. Participants will leave with a greater understanding of blended learning, including how TEA and districts are leveraging this best practice to support personalized learning and differentiation. Participants will also have access to a self-assessment tool so that they may ascertain their current position on a blended learning continuum.