Monday, 2:45-3:30


Room:  Veramendi Salon A

Type of Session:  Single Presentation

Beyond Professional Development: A Self Study to Challenge Our Thinking and Practice Around Culturally Responsive Pedagogy

Crystal Rose. Tarleton State University

Amber Lynn Diaz, Tarleton State University


Because of the national state of political and social unrest in the United States in addition to recent results of a TPI-US inspection, attention is needed on how this university prepares teacher educators to model and utilize practices that best serve historically underrepresented and marginalized populations. The department of curriculum and instruction underwent a self-study with numerous transformation endeavors including a partnership with US PREP, strategic plan, and six efforts with the hopes of preparing a teacher workforce to best serve future students and a goal of cohering around principles of culturally responsive pedagogy through professional development. This study worked to shift the paradigm of professional development in a way that not only encouraged a vision and shared understanding around culturally responsive pedagogy but took this understanding to a deeper level to a change in practice resulting in transformative education.



Room:  Veramendi Salon B

Type of Session:  Single Presentation 


Co-Creating a Community-Based Pedagogy for HSI Teacher Preparation

Veronica Estrada, The University of Texas Rio Grande Valley


Presenters will share preliminary findings of a research study that seeks to 1) identify educators’ experiences and effective practices to promote Hispanic students’ achievement and to 2) discuss how this study informs efforts to define a community engaged pedagogy for a socially just transformation of teacher preparation in a HSI by embracing partnership building and leveraging community assets.


Room:  Veramendi Salon C

Type of Session:  Single Presentation 


Professional Development for Higher Education Faculty to Integrate Technology into Current Courses

Jill Underwood, Howard Payne University


With the prevalence of technology in the labor market, all educator preparation programs are tasked with helping teacher candidates to utilize best practice strategies to integrate technology into their classrooms. In many educator preparation programs, the technology component has been fulfilled with a stand-alone course that introduces several types of educational technology tools that can be used in the classroom by the pre-service teachers.  To stay abreast of advancing technology, educator preparation programs should strive to move towards a more technology-infused curriculum where various types of technology are embedded into all the courses that pre-service teachers will take throughout their educational, academic career.  This presentation will help secondary pre-service teachers see technology utilization as a learning and assessment tool.


Room:  Veramendi Salon D

Type of Session:  Single Presentation


STR:  The Class

Martha Oldenburg, Dallas Baptist University

Ginger Earl, Dallas Baptist University


The world of education is one of almost constant change and growth. Dallas Baptist strives to continually improve, refine and further develop our programs to meet the ever-changing needs of teachers.  Our new STR course is a part of our commitment to stay current with research and developments in the field of reading education.  The state of Texas has begun implementing the Science of Teaching Reading standards.  In response to these standards, Dallas Baptist has redeveloped our reading curriculum to support this initiative. We will discuss our process in developing a course founded in the latest research and strategies.



Room:  Veramendi Salon G

Type of Session:  Single Presentation 


The Evolution of a Culturally Efficacious Bilingual Teacher Residency Partnership

Claudia Treviño García, University of Texas at San Antonio

Belinda Bustos-Flores, University of Texas at San Antonio


The Bilingual Teacher Residency Model has evolved and maintained a passionate and positive perspective. It has persevered in its quest to develop productive partnerships. The University of Texas at San Antonio (UTSA) will lead three Dual Language Community Lab Schools placing pedagogy and research at the forefront of developing Culturally Efficacious teaching and learning. In addition, UTSA and the San Antonio Independent School District have created a Dual Language Dual Credit Program where students interested in pursuing a career in Bilingual Education are taking coursework in Spanish as they acquire university credit hours and sharpen their academic Spanish language proficiency.



Room:  Veramendi Salon H

Type of Session:  Single Presentation 


T-TESS as a tool to improve EL Learning outcomes in Secondary Classrooms

Helen Berg, Sam Houston State University

Mary Petron, Sam Houston State University

Burcu Ates, Sam Houston State University


At the secondary level, English learners (ELs) perform poorly as compared to non-EL population. In Texas, 4% of ELs met the standard in English, 3% in Algebra I and 2% in US history. Helping teachers address the learning needs of ELs is essential to increasing academic outcomes at the secondary level. Unfortunately, ELs are often not addressed throughout the generic evaluation instruments. Instead, much like lesson plans, they are relegated to a checklist of accommodations at the end. The goal is to assist secondary principals and other appraisers in facilitating professional development and growth of teachers in this area.


Room:  Veramendi Salon I

Type of Session:  Sponsor & Vendor Presentation


Help Your Students Pass the TExES STR Exam with Professionally Graded Practice Essays

Emma Garcia, 240Tutoring

Nacole Whittington, 240Tutoring


240 Tutoring offers a comprehensive digital study guide and practice tests guaranteed to prepare your students to pass the new TExES Science of Teaching Reading (STR) Exam. This year we have added a robust section devoted to the constructed-response question (CRQ) portion of the exam. Including study material, practice prompts, a precise rubric, and - most notably - the option to receive professional grading and feedback. Join us as we demonstrate the features of this new guide and the grading process, and learn how it will help your students gain confidence and pass the STR exam.



Room:  Veramendi Salon J

Type of Session:  Dual Presentations 


Implementing Change: A Tale of Three Teams

C. Kelly Cordray, Texas A&M University Texarkana

Abbie Strunc, Sam Houston State University


Appropriate reading instruction in the early elementary grades is critical for student success in school and beyond (Kilpatrick 2018). Substantial research exists which reports the need for students to attain grade level and remain there in order to matriculate in K-12 education and through into post-secondary schooling (Seidenberg 2017; Moats & Tolman 2009; Danielson 2002). This presentation reports on the journey of three elementary grade level teams (kindergarten, first, and second) as they, under the direction of the building administrator, re-envisioned, and restructured their literacy instruction approach for the 2018- 2019 school year. The teachers’ initial response to the proposed change was reluctance, but throughout the course of the year student scores improved due to the passion, positivity, and perseverance of the administrator and teams.

Outcomes of Great Teaching Retreat

Brandy West, Sam Houston State University

Lautrice Nickson, Sam Houston State University


Field experience provides practical real-life opportunities that allow teacher candidates to link theory to practice. During field experience, teacher candidates use active learning teaching tools and adopt the values that shape their approaches to teaching. Teacher candidates were deficient in receiving these vital learning experiences due to current circumstances. Providing teacher candidates with virtual field experience and training equips them with the knowledge and skills necessary to teach and manage virtual classrooms today and in the future. During this session participants will learn how to provide teacher candidates with tools to actively engage k-6 students during virtual learning.



Room:  San Marcos River Salon A

Type of Session:  Dual Presentations 


Developing STEM Identity in Traditionally Underrepresented Populations

Leslie Huling, Texas State University

Virginia Resta, Texas State University


STEM identity development is a complex process that begins long before students enter college, select academic majors, and make career choices.  Research indicates that early STEM experiences are central in engaging, inspiring, and motivating students to pursue STEM opportunities that ultimately lead them into academic programs of study and future careers. If the US aspires to having an adequate and diverse STEM workforce, it is necessary to meaningfully engage a broad range of students, including large numbers of students who have traditionally been underrepresented in STEM fields, in STEM experiences that inspire students to pursue STEM academic programs and careers. 


Meeting the Needs of Marginalized Students in our Education Programs

Neva Cramer, Schreiner University

Joan Bowman, Schreiner University


In a changing demographic affected by economics, exposure to trauma, and now a pandemic, the new teacher candidate is non-traditional in almost all aspects. Teacher preparation requires a new set of skills that has the potential to energize the learning environment and meet the needs of extreme diversity. Come away prepared to form more effective relations with students which build trust and accountability in your teacher preparation courses, increase participation through strategies that offer unique opportunities for equity of expression and performance of understanding, and gain a better understanding of the effects of trauma and poverty on your own campus.


Room:  Spring Lake Salon A

Type of Session:  Roundtable Presentations


Beginning Steps of the Implementation of edTPA Into Your EPP:  The Who, What, When, Where, Why, and How as Essentials

Sarah Hartman, Wayland Baptist University


As Texas continues its pilot of edTPA as a performance-based assessment, many Educator Preparation Programs (EPPs) may find themselves wondering where, or how, to begin. Information may prove overwhelming, and EPPs may feel uncertain as to the timing or necessity of when and how to begin the transition to edTPA. If your EPP is not sure who should be involved in the process, what it entails, where to begin, or even why bother? This session is for you! Come hear experiences from Dr. Sarah Hartman about her work with edTPA since 2014, and how she has worked with transitions from pilot to full implementation with teams of educators in three different states, mostly recently at Wayland Baptist University (WBU) here in Texas. In this session, Dr. Hartman will discuss with participants how she and her EPP have fully transitioned from PPR to edTPA. Dr. Hartman will share beginning steps of WBU’s transition, and what steps her team is currently taking to ensure rigor, accountability, and innovative teaching of candidates through the use of edTPA. 








Defining the Culture: Using Culturally Relevant Pedagogies in the Collegiate Classroom

Laura Trujillo Jenks, Texas Woman's University

Rebecca Fredrickson, Texas Woman's University

Karen Dunlap, Texas Woman's University

Sarah McMahan, Texas Woman's University


Culturally Relevant Pedagogies (CRP) has been a term that has been used in multiple contexts in the past year. Within this roundtable discussion, colleagues will discuss using CRP in the collegiate classroom based upon the culture of the instructional setting and diversified learners.


Exploratory Service-Learning in Mexico: “We’re Not in Kansas Anymore”

Kimberly Kuklies, Texas A&M University Central Texas

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


During summer, 2021, faculty members took preservice teachers to central Mexico to work with students in a local village. Preservice teachers worked with two faculty members to prepare and teach literacy and technology lessons to K-8 students. An added benefit on this exploratory trip was the addition of vision and hearing screenings. Screenings were offered to students and family members over five days while students were engaged in lessons on site.  Results from this initial trip demonstrated positive benefits for preservice teachers, faculty, and students/families who received instruction and/or services. This proposal will highlight benefits and provide participants with opportunities to engage in educational technology activities.

Parental Perspectives of Online Learning vs. In-Person Learning in the Age of COVID-19

Stephanie Hartzell, Concordia University Texas


This study investigates the parents' decision-making paradigms when deciding what type of school and which modality of learning to subscribe to during the COVID-19 pandemic. The participants of this study could choose not only between public and private schools, but the school district to which they were zoned allowed for the choice between online and face-to-face learning. This basic interpretive, qualitative study allowed the researcher to better understand the perspectives that led each parent to decide on the schooling choice for their family. Parents' reasoning demonstrated their individualistic priorities regarding student physical health, student mental health, and parental professional obligations.


The Audit Made Me Do It - Creating Better Processes

Sharon Ross, Tarleton State University

Laura Estes, Tarleton State University

Stephanie Atchley, Tarleton State University


Persevering through an audit can be intimidating when the process occurs during your very 1st year in higher education as a junior faculty member! That's right two of us were fresh out of water, on the administrative side with the third presenter already buried in the world of educator preparation. This audit equipped us with better processes for our programs! Join us for a walk down memory lane and take home best practices to streamline or enhance your program.