Tuesday, 8:00-8:45


Room:  Veramendi Salon A

Type of Session:  Single Presentation 

Presentation Pending


Room:  Veramendi Salon B

Type of Session:  Single Presentation 

Pipelines and Pathways to GYO Teacher Preparation: EPP Partnership with School District Partners to Create Pipelines from the Community to the EPP and Back

Beth Garcia, West Texas A&M University


This presentation highlights efforts of one Educator Preparation Program (EPP) to support rural district school partners by creating a variety of pipelines and pathways from a community into an Educator Preparation Program (EPP) and then back into the community as a certified classroom teacher. This presentation presents logistics on creating the partnerships as well as the various needs districts and candidates have when seeking certification. The researchers highlight one rural district’s Teacher Academy as a model and presents the research for participants to replicate in other rural school districts and EPPs.


Room:  Veramendi Salon C

Type of Session:  Single Presentation 


Scaling Year-Long Residency: Successes, Barriers, and Financial Considerations

Helen Berg, Sam Houston State University

Jannah Nerren, Sam Houston State University

Susan Harte, Sam Houston State University

Abbie Strunc, Sam Houston State University


The presenters will provide a step-by-step process of an Educator preparation programs journey for implementation of a yearlong residency model. This will include barriers, successes, and financial considerations for scaling.


Room:  Veramendi Salon D

Type of Session:  Single Presentation 


Students First: How One EPP Adjusted Clinical Teaching to Meet Student Needs

Elizabeth Garcia, Tarleton State University       

Crystal Rose, Tarleton State University

Amber Lynn Diaz, Tarleton State University

Lisa Colvin, Tarleton State University

Anna Fox, Tarleton State University

Melissa Roberts Becker, Tarleton State University  

Erin Pearce, Tarleton State University 


Tarleton State University piloted a yearlong teacher residency to fulfill clinical teaching requirements. The pilot included 24 candidates from the Stephenville campus divided between two districts and three schools during 2020-2021 with great success. We are scaling our model to include outreach campus locations, adding three additional districts for 2021-2022. Goals for implementing the yearlong residency model include improvement of teacher quality and student success along with improving teacher passion, positivity, and perseverance leading to retention in the profession. We will share informative data, teacher candidate and cooperating teacher feedback and video, and plans for the yearlong residency expansion.



Room:  Veramendi Salon G

Type of Session:  Single Presentation 


Teacher Mobility, Retention, and Attrition During the Pandemic

Toni Templeton, CREATE


The purpose of this presentation is to provide information regarding the ways in which teacher mobility, retention, and attrition has changed in response to the COVID-19 pandemic. This presentation will document changes in teacher mobility, attrition, and retention for the diverse Texas public education landscape between the 2017-18 and 2020-21 school years. Information from this presentation is intended to support practical and political efforts for teacher preparation and retention.



Room:  Veramendi Salon H

Type of Session:  Single Presentation 


Teachers Who Can: An Approach to Student Teaching That Promotes Perseverance and Teacher Quality

Sharon Vasser Darling, University of Texas Permian Basin

Lindsey Balderaz, University of Texas Permian Basin

Shelly Landreth, University of Texas Permian Basin

Lorraine Spickermann, University of Texas Permian Basin


By blending exemplary research-driven pedagogical practices in our yearlong teacher preparation course, we equip our student teachers with the tools needed both for their clinical practice and to sustain them in their future classrooms. Modeling multiple co-teaching methods, implementing high-impact AVID (Advancement Via Individual Determination) strategies, fostering social-emotional learning, supporting culturally responsive teaching, completing Sanford Inspire and Sanford Harmony modules, and embedding research from TNTP (The New Teacher Program), Opportunity Culture (a division of Public Impact), and US PREP (University-School Partnerships for the Renewal of Educator Preparation), yields a diverse and well-balanced approach to teaching that maximizes teacher quality.



Room:  Veramendi Salon I

Type of Session:  Single Presentation


The TEA, ISD, EPP Connection: Giving Students with Disabilities a Voice

Vickie Mitchell, Sam Houston State University

Melisa Lee, Sam Houston State University

Arianna Ramp, Sam Houston State University


A Texas Education Agency special education network led by Sam Houston State University (SHSU) created Regional Student Advisory Committees (RSAC) to improve special education transition services. The RSAC aims to obtain feedback from students with disabilities on topics related to state special education initiatives. To support the expansion of RSACs around the state, an SHSU Honors student, with the help of EPP faculty, developed a collaborative process for EPP students to serve as meeting facilitators. The session provides information and resources for EPP Faculty and teacher candidates interested in helping students with disabilities have a voice in Texas.


Room:  Veramendi Salon J

Type of Session:  Single Presentation


Using Improvement Science Tools for Understanding the Student Experience with a New Testing Protocol at a Hispanic-Serving Institution

Criselda Garcia, The University of Texas Rio Grande Valley 

Julie Pecina, The University of Texas Rio Grande Valley


The presenters will engage participants with an overview of using improvement science as a framework in one teacher preparation program for promoting a culture of inquiry and continuous improvement. The presenters will describe the process for developing a PDSA to learn more about the impact of a new testing policy and protocol in a program from the teacher candidates’ perspectives. Participants will gain practical knowledge and examples of how one program has used the improvement science tool, PDSA, for learning more about teacher candidates’ experiences with the implementation of a new testing policy and protocol.


Room:  San Marcos River Salon A

Type of Session:  Dual Presentation


You've Got Feedback! Now What? - Coaching Teacher Candidates for Success

Jody Dennis, Texas Tech University

Angie Cowart, Texas Tech University


Site coordinators noticed that teacher candidates were not applying feedback from walkthroughs and observations in their classroom performances. After deliberation, site coordinators realized that teacher candidates lacked the skill of knowing HOW to receive feedback. Our site coordinators developed training that teaches students to recognize their feelings toward feedback, gives teacher candidates strategies to cope with their emotional responses to feedback, and gives candidates opportunities to rehearse different feedback scenarios while utilizing best practice strategies.



Room:  San Marcos River Salon B

Type of Session:  Dual Presentations


Erikson's Role of the Generations and Adolescents' Inclination to Teach

Doug Hamman, Texas Tech University 

Fanni Coward, Texas Tech University

Teacher shortages are forcing policymakers to reconsider the role of grow-your-own programs. These unique programs exist at the unique intersection of adolescent career development and teacher preparation. Erikson’s (1968) theory of psychosocial development offers a way of understanding what inclines adolescents toward the teaching profession. The purpose of this research was to explore the extent to which influences during adolescents aligned with Erikson’s notion of the Role of the Generations in influencing new teacher candidates’ decision to teach. Our findings are consistent with Erikson’s Role of Generations and point to windows of opportunity for recruiting new teacher talent during adolescence.


Virtual Teaching, Stress, and University Faculty Coping Strategies During Coronavirus Pandemic

Jean Kiekel, University of St. Thomas

Anne Gichuri, University of St. Thomas


Teaching, once considered a low stress job, is currently considered to be a profession that comes with a lot of workplace stress (Ishaq & Mahmood, 2017). Stress felt in the teaching profession is complex, affecting both psychological and physical well-being (Boshoff, et al., 2018). Contributing to the complex nature of the stress educators experience is the number of different responsibilities that are not related to teaching. This is cause for concern because high stress levels that are not managed lead to burnout and a loss to the profession.