Monday, October 20, 2014
Breakout Session 1: 11:00am-12:00pm
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
The sessions will be presented in the order listed.
The sessions will be presented in the order listed.
Session 1A
Location: Capitol F
Facilitator: John Miazga
Facilitator: John Miazga
a. Take Action: Engage Students in Learning
Melissa Becker, Laura Estes & Credence Baker
Tarleton State University
Melissa Becker, Laura Estes & Credence Baker
Tarleton State University
Technology impacts the lives of teacher
candidates every day. As instructors model best practice teaching strategies
paired with technology, students experience firsthand the power of Web 2.0
tools. Selecting the right tools to
address both the desired student learning outcomes and your teaching style
often presents a challenge. Web 2.0 can
energize your classroom if you meet face-to-face, use the "flipped"
classroom model or teach an online course (including MOOCs - Massive Open
Online Courses). After the session, you
will have tools to create your ACTION plan for teaching and
learning.
1aa-take_action__engage_students_in_learning.pdf | |
File Size: | 1115 kb |
File Type: |
b. Using a Structured Workshop for Certification Exams: Participant Perception
Dr. Rebecca Fredrickson, Dr. Jerry Whitworth & Ms. Bonnie Lowther
Texas Women's University
Dr. Rebecca Fredrickson, Dr. Jerry Whitworth & Ms. Bonnie Lowther
Texas Women's University
This is a pilot study examining 50 participant
perceptions of the results of participating in a structured workshop for TExES
Certification Exams. The participants were from multiple university programs,
graduate and undergraduate, as well as alternative certification programs.
There was an anonymous survey administered at the end of each workshop that
sought both qualitative and quantitative data. The results demonstrated that
all 50 of participants thought that they gained new information from attending
the workshops and a large majority perceived that they felt more comfortable in
their ability to pass the test.
Session 1B
Location: Capitol G
Facilitator: Sue Owens
Facilitator: Sue Owens
a. Increasing STEM Teacher Quality by Connecting College Courses to Field Experience: A Mixed-Methods Research Study
Dr. Cherie McCollough, Dr. Tonya Jeffery & Dr. Jim Stillman
Texas A&M University - Corpus Christi
Dr. Cherie McCollough, Dr. Tonya Jeffery & Dr. Jim Stillman
Texas A&M University - Corpus Christi
This mixed-methods nationally funded research study
investigates elementary and secondary preservice teachers’ (PSTs) science
content knowledge and conceptions of the nature of science (NOS) following the
first year implementation of a STEM site-based professional development (PD)
program. PD sessions used active content integration, situated context 5E model
lesson planning, multiple lesson implementations with feedback from teacher
educators and science research faculty. Pre/post data from a science content
exam measured changes in content knowledge and rubrics measured changes in NOS
perceptions. Findings offer insight for fostering development of NOS and
increasing science and mathematics teaching and understanding in future PD
programs.
b. A Needs Assessment of Texas Teacher Educators: Issues in Implementing STEM and College and Career Readiness Standards
Hersh C. Waxman, Jacqueline R. Stillisano, Jennifer G. Whitfield, Kim B. Wright
Texas A&M University
Hersh C. Waxman, Jacqueline R. Stillisano, Jennifer G. Whitfield, Kim B. Wright
Texas A&M University
This
presentation reports the results of a statewide needs assessment that was
administered to teacher educators in Texas.
About 300 teacher educators across the state completed a needs
assessment survey that addressed issues related to implementing (a) STEM
content and (b) college and career readiness standards (CCRS) in their teacher
education program. The findings revealed
a wide range of responses regarding the need to integrate STEM and CCRS in
teacher education programs. The findings
also revealed that many teacher educators across the state are still not very
familiar with the Texas CCRS.
Session 1C
Location: Capitol H
Facilitator: Jim Todd
Facilitator: Jim Todd
a. A Collaborative Project Impacts Preservice Teachers' Understanding of Emergent Bilingual Studies Track
Dr. Alma Rodriguez
University of Texas at Brownsville
Dr. Alma Rodriguez
University of Texas at Brownsville
The presenter shares the reflections of preservice bilingual and ESL
teachers regarding a collaborative project through which they learned effective
strategies to meet the needs of emergent bilingual students.
1ca-handout-collaborative_project_csotte.pdf | |
File Size: | 65 kb |
File Type: |
b. Taking the Mystery Out of the Bilingual Target Language Proficiency Test (BTLPT): Why Candidates Are Failing the Test
Maria Bhattacharjee & Irene Chen
University of Houston - Downtown
Maria Bhattacharjee & Irene Chen
University of Houston - Downtown
The Bilingual Target Language Proficiency Test (BTLPT) has proven to be an
“obstacle” in getting highly qualified teachers into bilingual classrooms in
Texas. Several teacher preparation
programs would like to see modifications in the BTLPT. This session will
present lessons learned in preparing bilingual candidates to take the BTLPT.
Presenters will review the components of a class bilingual candidates take
before getting approval for this test. Samples
of candidate products before and after preparation for the test will be shown
as well as the BTLPT resulting scores.
1cb-taking_the_mystery_out_of_the_bilingual_target.pdf | |
File Size: | 382 kb |
File Type: |
Session 1D
Location: Tannehill
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
a. Explicit and Engaging Comprehension Instructional Strategies
Dr. Gaye Heath
95 Percent Group Inc.
Dr. Gaye Heath
95 Percent Group Inc.
Presenter
will model how to use manipulatives to make the abstract act of comprehending
text more concrete. Multisensory techniques have been successful in teaching
students’ phonological awareness and phonics, yet have been used less in
teaching comprehension. The techniques
the presenter will model are engaging and dynamic and use gestures and colored
manipulatives to make the abstract processes of inferring, connecting, and
questioning more concrete. These simple
techniques designed for small-group intervention instruction can be applied
immediately in schools. Presenter will
model and show videotapes of instructional techniques with students.
b. Speak Up, I'm Listening: Best Practice Teaching by Letting Go
Dr. Lori Ann Falcon
University of the Incarnate Word
Dr. Lori Ann Falcon
University of the Incarnate Word
Quality teaching entails teachers who employ best practices by
providing specific tools for students to academically succeed independently.
One vital tool for student success is the ability to engage in meaningful speaking during whole class
discussions. Consequently, when teachers listen more the results can have
remarkable outcomes. This presentation is based on a qualitative case study
conducted in a public school in south Texas following one first grade teacher’s
journey with “letting go” of authority over whole class conversations after
read-alouds. The study revealed active engagement and collaborative student
contributions, which resulted in an interpretive and collective classroom
community.
Session 1E
Location: Creekside I
Facilitator: Bob Burgin
Facilitator: Bob Burgin
a. A Study of the Hybrid Instructional Delivery for Graduate Students in an Educational Leadership Course
Dr. Jesus (Chuey) Abrego & Dr. Alex Garcia
University of Texas at Brownsville
Dr. Jesus (Chuey) Abrego & Dr. Alex Garcia
University of Texas at Brownsville
This paper describes a qualitative study in which ways to improve
instructional delivery for graduate students in an Educational Leadership
course in a Master of Education program in a predominantly Hispanic university
located in South Texas were examined. Questions explored perceptions, attitudes,
and reasons for choosing a hybrid instructional delivery model. Five themes
emerged from the data: flexibility, assumption of responsibility in learning,
emphasis on active learning, building peer relationships, and deepened
learning.
b. Creating a Culturally Responsive Online Environment
Dr. Kaye Busiek & Dr. Polly Trevino
Houston Baptist University
Dr. Kaye Busiek & Dr. Polly Trevino
Houston Baptist University
As more teacher preparation courses are delivered online, teacher
educators should understand how to create a culturally responsive online classroom. In this presentation, we will share specific
ways that culture influences the performance of online students and merge best
practices in culturally responsive pedagogy with online instruction. Online teacher educators will learn how to
purposefully and effectively incorporate strategies that consider culturally
diverse student needs in the design and management of online courses.
1eb-csotte_2014_busiektrevino_culturallyresponsiveonline.pdf | |
File Size: | 1063 kb |
File Type: |
Session 1F
Location: Creekside II
Facilitator: Zach Rozzell
Facilitator: Zach Rozzell
a. Lab Classes and Yearlong Co-Teaching Field Experiences: Blending the Best of Professional Development Schools and Traditional Field Experiences
Dr. Sara Lawrence, Dr. Callie Fortenberry & Sara Langford
Texas A&M University - Texarkana
Dr. Sara Lawrence, Dr. Callie Fortenberry & Sara Langford
Texas A&M University - Texarkana
A&M-Texarkana’s Teacher Preparation Program (TPP) partners with
districts providing candidates more experience in the classroom throughout
their training. Juniors take education course work in conjunction with
observations in local school districts. Fall 2014, seniors participate in
year-long Co-Teaching as required field experience for certification. Co-Teaching for teacher training is a
researched-based method of better preparing teachers for the classroom.
Presenters will inform participants as to steps, challenges and opportunities
the lab class and Co-Teaching process has provided. Research regarding
Co-Teaching as a model for Field Experience will be presented as well as
applications for graduate certification program (ACP).
b. Enhancing Teacher Candidate Success Through Authentic Field Experiences
Dr. Sarah McMahan & Peggy Malone
Texas Women's University
Dr. Sarah McMahan & Peggy Malone
Texas Women's University
This presentation will detail the learning experiences from teachers candidates in loosely, passive and structured, varied field experiences and discuss the implications a different model of field experience can contribute to the overall growth and development of preservice teacher candidates.
Session 1G
Location: Capitol A
Facilitator: Grant Simpson
Facilitator: Grant Simpson
a. Teacher Candidates Mental Models of Their Future Classroom and Themselves as Teachers
Michelle Giles & Dr. Jana Willis
University of Houston - Clear Lake
Michelle Giles & Dr. Jana Willis
University of Houston - Clear Lake
The purpose of this study is to explore teacher candidates’
self-created images depicting their teaching, future classroom, and to
determine if instances of technology exist within these images. Associations between instructional style,
age, and gender will be explored. The
study will use a modified version of the “Draw a Science Teacher
Teaching-Checklist (DASTT-C). In addition,
brief narrative descriptions of the drawings will be analyzed. This presentation will focus on results of
this study.
b. What Makes a Great Teacher
Dr. Sharyn Sepinwall
Mcgill University, Montreal, Canada
Dr. Sharyn Sepinwall
Mcgill University, Montreal, Canada
A generation brought up by watching Big Bird can get easily bored if
the classroom teacher isn’t eight feet tall with feathers! As teachers, we are depended upon not only to
teach the 3 R’s but also to motivate, engage and inspire. This session examines
two conceptual frameworks to enhance student learning and will hopefully
provide a greater understanding of the fundamental principles for effective
instructional practice.
Session 1H (One-Hour Session)
Location: Capitol BC
Facilitator: Sandra Parnell
Facilitator: Sandra Parnell
a. The Praxis Performance Assessment for Teaching (PPAT)
Rick Cullors & Dr. Cathy Owens-Oliver
Educational Testing Service
Rick Cullors & Dr. Cathy Owens-Oliver
Educational Testing Service
State educators have asked for a better way to assess whether the
teachers they hire bring all the right elements to the classroom. This
Performance Assessment for Teachers has been developed by Educational Testing
Service (ETS) in collaboration with state educators to measure what beginning
teachers can do, not just what they know. This evidence-centered assessment
provides performance indicators of teacher effectiveness in the classroom. By
embedding teaching and clinical experiences with first formative then summative
components, stakeholders get a more comprehensive picture of a teacher
candidate’s potential for classroom success beyond the single snapshot offered
by other assessments. The four tasks of this assessment draw upon teacher
education coursework to help teacher candidates differentiate between
theoretical concepts of instruction and actual application of content pedagogy
in the real-world. Learn how this collaborative partnership between teacher
education faculty, classroom practitioners, and test developers led to the
design of a performance-based portfolio that meets current demands of education
policy without compromising emphasis on student teachers’ professional growth
and beginning practice.
Session 1I
Location: Capitol View Terrace South
Facilitator: Diana Everett
Facilitator: Diana Everett
a. Journeys in Implementing Writer's Workshop
Dr. Betty Coneway
West Texas A&M University
Dr. Betty Coneway
West Texas A&M University
Writer’s Workshop is an instructional procedure which allows students the time to practice using the writing process in a variety of authentic, meaningful ways. How do pre-service and in-service educators learn how to implement these types of writing experiences in their classrooms? A qualitative case study examined how four elementary teachers responded to a training session on Writer’s Workshop as they sought to strengthen their instructional practices in the area of writing. The findings revealed that classroom culture and teachers’ personal ideologies greatly impact writing instruction. The results also highlighted the ongoing and multi-faceted nature of professional growth. This presentation will explore the implementation of this effective organizational framework, and philosophical issues that may enhance written composition in the classroom.
1ia-journeys_in_implementing_writers_workshop.pdf | |
File Size: | 974 kb |
File Type: |
b. The Readiness is All
Dr. Janet Hindman
West Texas A&M University
Dr. Janet Hindman
West Texas A&M University
Is leadership more science or art? A qualitative case study explored the question by investigating in what ways the efficacy and praxis as founding members of the Public Education Visioning Institute of Texas had influenced their leadership as more science or art. By exploring how the superintendents instilled democracy and democratic values in American public schools, the study presents a creative and narrative story created from the polyvocal voices of the leaders and follows the pattern of the monomyth (Campbell, 1968). Study findings resulted in an iconic unity, vision, and passion for change.