BREAKOUT SESSION VII

Tuesday, 9:00 am-9:45 am

SESSION:  7A

Room:  Veramendi Salon A

Type of Session:  Single-Topic Session

 

Strengthening the STEM Preparation of Teacher Candidates Using NASA Online Resources

Leslie Huling, Texas State University

John Beck, Texas State University

                                                                     

A lingering challenge in teacher education is how to provide teacher candidates with sufficient preparation in STEM education so that they can provide engaging STEM instruction that will inspire students to pursue additional STEM opportunities and career explorations. This session advocates for the use of a free, content-rich online STEM learning resource, the Digital Badging System provided by the NASA STEM Engagement & Educator Professional Development Collaborative (EPDC), that can be used in teacher preparation to enhance the STEM background knowledge of preservice teachers and introduce teacher candidates to an online tool that they can later use with their students.

SESSION:  7B

Room:  Veramendi Salon B

Type of Session:  Single-Topic Session

 

What is in a Name? Building an Understanding of Hispanic/Latinx Culture Among Teacher Educators

Burcu Ates, Sam Houston State University

Mary Petron, Sam Houston State University

                                                                     

Despite increasing numbers of Hispanic students in higher education, colleges of education often struggle to recruit and retain Latinx students. The purpose of this session is to build an understanding of the culture of Hispanic/Latinx post-secondary students among teacher educators. Suggestions for building community among Hispanic students in colleges of education are provided.

SESSION:  7C

Room:  Veramendi Salon C

Type of Session:  Single-Topic Session

 

Stand Out and Get Chosen: Critical Components to Helping Your Teaching Candidates Land Teaching Positions

Chaney Ledet, Harris Department of Education

Isaac Carrier, Harris Department of Education

 

Harris County Department of Education's Certification Division provided a Summer Intensive Classroom Preparation Experience for teacher candidates in July 2022. This session takes an introspective view of preparing candidates before, during, and after the interview process. During the summer intensive session, topics surrounded classroom organization, routine rehearsals, and, most importantly, applying for and landing a teaching position. As a reflective practitioner program of practice, we captured salient necessary Educator Preparation Program essentials to support partnerships with districts and campus principals.

SESSION:  7D

Room:  Veramendi Salon D

Type of Session:  Multi-Topic Session

 

Site Coordinators: The Glue That Holds It Together

Elizabeth Garcia, Tarleton State University

Nicole Mishnick, Tarleton State University

                                                                     

Over the last three years, Tarleton State University has transitioned from a traditional clinical teaching model to a yearlong residency. Strong relationships between the EPP, partner districts, teacher residents, campus administrators, and cooperating teachers have been critical to the success of the residency. The Site Coordinator has been instrumental in building and maintaining relationships with all parties! They serve as the teacher resident’s supervisor, coach, mentor, and advocate, as well as a liaison between TSU and the partner districts. This session explores the role of the Site Coordinator and their role in a successful, high-quality residency program.

 

 

Developing Strategic Partnerships

Josh Jones, Tarleton State University

Christy Reed, Tarleton State University

Chris Sloan, Tarleton State University

 

Partnerships between school districts and university educator preparation programs are vital for the support and success of teacher candidates. These partnerships are often limited and include only mandatory training and infrequent meetings. Building effective university-district partnerships require ongoing communication and collaboration. Through the transition from traditional clinical teaching to a yearlong residency program, Tarleton State University, in collaboration with University-School Partnerships for the Renewal of Educator Preparation (US-PREP), has worked to forge effective partnerships with local school districts. This session provides an overview of the transformational work to foster university-district partnerships, outcomes, and implications for continuous improvement.

SESSION:  7E

Room:  Veramendi Salon G

Type of Session:  Single-Topic Session

 

Supporting Residency Candidates Via a DL Community Lab School Partnership

Belinda Bustos Flores, University of Texas at San Antonio

Sarah De La Garza, University of Texas at San Antonio

Claudia Trevino Garcia, University of Texas at San Antonio

                                                                     

Presenters will provide an overview of the partnership between the University of Texas at San Antonio and the San Antonio Independent School District, which have developed a pathway to prepare culturally efficacious teachers to work with culturally and linguistically diverse students. We’ll share how we created clinical resident success by growing an equitable partnership and how to establish a dual-language model network that prepares bilingual education teachers dedicated to supporting emergent bilinguals and how this enhances recruitment and retention of highly qualified, diverse educators possessing content knowledge, pedagogical skills, and cultural and linguistic competencies necessary to promote equitable learning for all students.

PRESENTATION SLIDES

SESSION:  7F

Room:  Veramendi Salon H

Type of Session:  Single-Topic Session

 

Scaling High-Quality, Sustainable Residencies through Strategic Staffing

Sarah Beal, US PREP

Kyle Johnson, ESC Region 4

Mark Parsons, ESC Region 12

Trencie West-Raymond, US PREP

                                                                  

Research has found that residency pathways are some of the most effective ways to train new teachers; yet a full-year, unpaid clinical experience is not accessible to most candidates. Across Texas, educator preparation programs are working closely with their school district partners to implement strategic staffing models that enable residents to fulfill instructional roles at their placement schools while earning a stipend. In this session, participants will learn what strategic staffing is, the long-term goals, the “Design” process, and preliminary outcomes to date.

SESSION:  7G

Room:  Veramendi Salon I

Type of Session:  Single-Topic Session

 

Reimagining How Teachers are Prepared: A Focus on Future Teachers as Year-Long Residents

Moira Baldwin, University of Houston-Victoria

Amy Barnhill, University of Houston-Victoria

Carol Klages, University of Houston-Victoria

Sharry Vafa, University of Houston-Victoria

                 

Research shows that a year-long residency benefits both students and residents. Based on this research, our Teacher Education Program decided to move from a semester-long student teaching model to a year-long residency model. Our partnerships with two school districts resulted in two different models. The first district was able to implement a paid residency immediately, during the academic year 2022-2023, by using strategic staffing. By contrast, the other district was able to implement the year-long residency, but without pay for residents. The unique needs of each school district led it to incorporate the residency models within the school and classroom differently.

SESSION:  7H

Room:  Veramendi Salon J

Type of Session:  Single-Topic Session

 

Using Project-Based Learning to Teach Applied Behavior Analysis to Preservice Teachers

Summer Koltonski, Stephen F. Austin State University

                                                                     

Teachers often face burnout due to stress. One stressor that can lead to burnout is classroom management and discipline problems. Applied Behavior Analysis (ABA) strategies can improve classroom management, however, there is a lack of research on teaching ABA skills. One approach to teaching new skills is Project Based Learning (PBL). This study was implemented in an undergraduate course in which participants completed a project that incorporated ABA knowledge and skills. Findings indicate that participants increased their knowledge of ABA and felt more comfortable implementing interventions based on ABA principles.

SESSION:  7I

Room:  Chautauqua Salon A

Type of Session:  Single-Topic Session

 

Promoting Clinical Faculty

Amber Goodwin, Sam Houston State University

Susan Harte, Sam Houston State University

Janene Hemmen, Sam Houston State University

Jacqueline Ingram, Sam Houston State University

                                                                     

The term “clinical faculty” carries many meanings in higher education and tends to not have specific job descriptions (Hackmann, 2007; Hackmann & McCarthy, 2011). The role of clinical faculty could mean something different in each college and even within each department of a university. Given the recent rising number of clinical faculty within departments in the COE, and clinical faculty’s integration into service and leadership positions, the need for a clinical faculty promotion process became evident. Using guidelines provided by the COE Executive Committee, the Clinical Faculty Promotion Advisory Committee developed promotion and annual review processes.

SESSION:  7J

Room:  Chautauqua Salon B

Type of Session:  Single-Topic Session

 

Closing the Loop: The Role of Faculty as Site Coordinators in a Yearlong Residency Program

Helen Berg, Sam Houston State University

Jill Pagels, Sam Houston State University

                                               

The Year Long Residency program for teacher candidates supports the continuous improvement of a university's educator preparation program (EPP). The role of the Site Coordinator (SC) is vital. They are responsible for providing a consistent and systemized foundation for a candidate’s professional progress through multiple formal and informal evaluations, along with mentor-teacher relationships. A notable gap in EPPs has been moving theory into practice. Utilizing faculty as SCs bridges this gap. We discuss the challenges and benefits faced by faculty assuming this role, including new responsibilities, relationships, and time management, balanced with supporting candidates' development and bringing expertise into the field.

SESSION:  7K

Room:  San Marcos River Room

Type of Session:  Single-Topic Session

 

Presentation Canceled 

SESSION:  7L

Room:  San Marcos River Room

Type of Session:  Invited CSOTTE Presentation- TxEP Journal

Sessions into Manuscripts: Publishing Information

Abbie Strunc, TxEP Editor 2022-2023                                                                    

 

This is an informational session about publishing opportunities in TxEP. The call for 2023 will be reviewed.  Applications for three one-year, editorial board positions will also be shared.