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Monday, 2:45 pm-3:30 pm


Room:  Veramendi Salon A

Type of Session:  Multi-Topic Session


An Inclusive Approach to Recruit and Prepare STEM Teachers for Urban Schools: A Noyce Capacity Building Project

Shereah Taylor-Love, Tarrant County College

Elizabeth Ward, Texas Wesleyan University


The need for well-prepared STEM teachers is especially acute in high-poverty urban schools (Sutcher, 2016), a fact confirmed in these schools by the large number of teachers who leave the profession each year (Westervelt, 2016). Texas Wesleyan University and Tarrant County College proposed a Noyce Capacity Building project to deliver a wide spectrum of impacts in the community. This project is situated within one of the poorest zip codes in Texas and seeks to improve the level of STEM educational offerings for students while increasing the number of highly qualified STEM teachers in high-need public schools. Specifically, this project focuses on expanding critical partnerships with universities, community colleges, high-need public school districts, and community-based outreach projects, all focused on improving STEM education and educator development.



Using the ATE Clinical Experience Standards’ Continuum to Improve Your Programs

Elizabeth Ward, Texas Wesleyan University


This session focuses on the newly developed continuum for the revised Association of Teacher Educators (ATE) Clinical Experience Standards and how it can be used to improve your clinical experience program. The session will provide an overview of the standards and time for audience members to review and discuss how they might use the standards in their EPP.


Room:  Veramendi Salon B

Type of Session:  Multi-Topic Session


Resurrecting the ACP: Answering a District’s Call for Teachers

Shelley Harris, Texas A&M University-Central Texas

Chelsea Warner, Texas A&M University-Central Texas 


This presentation addresses the need to develop short-term solutions to fill the classroom with capable, prepared teacher candidates during today’s teacher shortage. Participants will engage in a discussion of current and proposed future practices and how these decisions will impact educator preparation programs.


The second presentation of this multi-topic session has been moved to 5F. 


Room:  Veramendi Salon C

Type of Session:  Single-Topic Session


One University’s Curriculum Improvement Journey for Excellence in Teacher Preparation

Kelly Cordray, Texas A&M University-Texarkana

Aaron Marvel, Texas A&M University-Texarkana

Mary Beth Womack, Texas A&M University-Texarkana


Continuous curriculum improvement in a teacher preparation program begins with a clear vision, goals, and faculty commitment. After a data-driven inspection process, we strategically and systematically worked to build a better Teacher Prep Program. This presentation is one university’s journey in the process of continuous improvement. Specifically, we will discuss the use of practice-based rehearsals and high-leverage practices throughout the Teacher Prep Program and the impact it has had on outcomes, the learning that occurred, and the challenges we faced along the way.


Room:  Veramendi Salon D

Type of Session:  Single-Topic Session


Paid Year-Long Residency: A Shared Responsibility

Helen Berg, Sam Houston State University

Stacey Edmonson, Sam Houston State University

Susan Harte, Sam Houston State University

Abbie Strunc, Sam Houston State University


In this session, we will provide an overview of an Educator preparation program's journey for implementation of paid yearlong residency. This will include how this YLR program is learning how to navigate evolving challenges, successes, and student advocacy. Participants will engage in small group guided discussions related to paid YLR scaling and collaborations.


Room:  Veramendi Salon G

Type of Session:  Single-Topic Session


Measuring Clinical Practice: Description of the Process and Product of Observation Instrument Development

Misti Corn, Texas A&M University

Shaun Hutchins, Texas A&M University

Andrew Kwok, Texas A&M University

Monica Neshyba, Texas A&M University

An audit of the college’s teacher preparation programs provided recommendations to improve the clinical teaching experience. The current proposal describes efforts to develop a common observation instrument.  A multidisciplinary committee developed the instrument through a process of consensus. Surveys and focus groups were used to strategically gather input from university supervisors on the validity of the products of consensus. The process yielded a clinical observation instrument inclusive of 20 essential clinical teaching behaviors and practices. Each behavior includes a 4-point scale and behavioral descriptions for each scale value, thus defining what is observed along each behavioral continuum.


Room:  Veramendi Salon H

Type of Session:  Single-Topic Session


Lessons Learned from Switching to Online Learning: Creating Supportive Conditions for Teachers

Alejandro Garcia, University of Texas Rio Grande Valley

Velma Menchaca, University of Texas Rio Grande Valley


Teachers and administrators faced first-time challenges dealing with COVID-19, which brought forth a crisis that had not been experienced in over 100 years with the N1H1 virus, also known as the Spanish flu (CDC, 2019). As districts began to strategize how to ensure that instruction would continue despite the many challenges, they tackled each challenge as it came.  Marshall, Shannon, and Love (2020) found that many teachers had not taught online before, and few had received any training from their campuses or districts. Saad and Sankaran (2020) found that not all teachers felt comfortable with using technology and, more specifically, teaching lessons online. The purpose of this study is to discuss lessons learned and best practices from switching to online learning, which supports effective instruction.


Room:  Veramendi Salon I

Type of Session:  Single-Topic Session


The Texas Association of Future Educators (TAFE) Collegiate Chapters: Toward an Equitable, Sustainable, and Scalable Framework

Valerie Hill-Jackson, Texas A&M University

Seth Sampson, Texas A&M University International


The Texas Association of Future Educators (TAFE) is a student-led organization that provides holistic preparedness that high school students need to be socialized in the profession. The co-presenters query: What are the values of TAFE high school and collegiate chapters in a climate of statewide and national teacher shortages? In a single-topic presentation, the co-presenters will (1) review the objectives and outcomes of the TAFE secondary (high school) and postsecondary (collegiate) programs; (2) compare and contrast the roles and outcomes of current organizations for education students at the collegiate level; (3) propose the need for an equitable, sustainable, and scalable TAFE collegiate model; and (4) articulate the steps to cultivating collaborative relationships with existing high school TAFE Chapters and the feeder post-secondary institutions for which education students enroll.


Room:  Veramendi Salon J

Type of Session:  Single-Topic Session


El Paso Community of Practice: Lessons Learned in 4 Years of Implementation

Christina Ellis

Amy O'Rourke

Stephanie Otero


The El Paso Teacher Preparation Community of Practice, collectively recognizing that there were significant challenges in recruiting, preparing, and retaining highly effective teachers, set a goal that by 2030, 100% of new teachers hired by districts would be trained in sustainable, high-quality programs, and all regional districts would have recruitment pathways and effective mentorship and retention strategies to ensure a pipeline that gives every student access to a great teacher. After defining the full teacher pipeline continuum, the institutional infrastructure in place, and the challenges that exist, the CoP identified and implemented high-leverage initiatives to transform the pipeline.


Room:  Chautauqua Salon A

Type of Session:  Single-Topic Session


Incorporating Self-Care into Teacher Preparation

Anne Douglas-Rowald, Innovation Center 4 Educator Preparation

Michele Salinas, Education Service Center Region 20 Teacher Orientation and Preparation Program

Michael Vrzalik, Education Service Center Region 20 Teacher Orientation and Preparation Program


When you think about things you learned growing up, methods of self-care might not be on the list. Teachers report stress as the number one reason they quit their jobs, outranking low pay.  During 21-22 ESC, Region 20’s Teacher Orientation and Preparation Program (TOPP), instructors dedicated 20 minutes each month over eight months to provide strategies for self-care focusing on five areas: eating, hydrating, sleeping, moving, and relaxing. Learn the content and strategies shared with the teachers that helped them feel more confident in taking care of themselves, reducing their stress, and intended to promote their retention in the teaching profession.


Room:  Chautauqua Salon B

Type of Session:  Single-Topic Session


Monitoring Placement & Employment in Power BI

Michael Vriesenga, University of Texas at San Antonio


This session will demonstrate how to use publicly available data sets and Power BI to display the campus placement and characteristics for field experience, clinical teaching, and employment.


Room:  Spring Lake Salon C

Type of Session:  Sponsor Session

TExES Prep: Guaranteed and Meeting Your Program's Needs

Nacole Whittington, 240Tutoring


240 Tutoring offers comprehensive digital study guides guaranteed to prepare your students for success on their TExES Exams. This year our team has focused on leveraging the valuable feedback from our customers and EPP partners to enhance our resources and offerings. Join us as we introduce the exciting new features and updates our team is developing to support your students and program.


Room:  Spring Lake Salon A

Type of Session:  Multi-Topic Session


Pre-Service Teachers: Preparation for School Violence and Active Shooter Situations

Teri Bingham, West Texas A&M University

Beth Garcia, West Texas A&M University


This mixed-methods study includes surveys and interviews of pre-service teachers’ beliefs of preparedness for responding to school violence, as well as the expectation of whether these risks would ever happen to them. The presentation will highlight one EPP’s pre-service teacher training concerning school violence which involved verbal judo, lockdowns, weapons in the classroom, active shooting incidents, and viewing a staged high school shooting incident. A sequential analysis of the data indicated pre-service teachers perceived that they were underprepared for acts of school violence and were extremely concerned about this possibility before training was provided in their clinical teaching seminar.

The second presentation of this multi-topic session has been canceled.


Room:  Spring Lake Salon B

Type of Session:  Sponsor Session


Do More With Less: Improve Student Outcomes While Saving Time and Budget

Dave Greene, GoReact


Teacher educators are often asked—and expected—to do more with less. That means figuring out how to improve student readiness while juggling the realities of limited resources. In this presentation, you’ll learn about force multipliers that can help you save time and budget, even as you increase professional practice for your students.

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