Tuesday, October 21, 2014
Breakout Session 5: 8:50-9:50am
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 5A
Location: Bonnell
Facilitator: Denise Staudt
Facilitator: Denise Staudt
(a) TExES Exam Preparation: A Model of Strategies for Success
Daniella G. Varela, M.P.A.
Texas A&M University - Kingsville
Daniella G. Varela, M.P.A.
Texas A&M University - Kingsville
This session will introduce a model for TExES test preparation as a
strategy for success. The model lists
various requirements all candidates for teacher certification must complete in
order to be eligible for test registration and is differentiated to reach all
students regardless of learning style or study habits. The model has been
successful in reducing test anxiety and is helping to increase scores on TExES
exams.
5aa-breaking_barriers_between_teachers_and_technology.pdf | |
File Size: | 350 kb |
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(b) Effects of Developing Multicultural/Diverse Science Lessons on Preservice Teachers to Teach Science
Dr. Jiyoon Yoon
University of Texas at Arlington
Dr. Jiyoon Yoon
University of Texas at Arlington
To prepare American teacher education candidates for diverse,
multicultural, classrooms, this study is designed to develop an instructional
method of how to develop a multicultural/diverse science lesson and examine its
impact on
teacher candidates’ ability to teach science.
This study showed that the thirty-one teacher candidates improved their
self-efficacy to teach science through the Science Teaching Efficacy Belief
Instrument Form B (STEBI-B) and their skills to develop multicultural/diverse
lessons by using Ambrosio’s
four-factor rubric. Also,
the teacher candidates competently expressed worldviews about developing lessons as
future global teachers.
Session 5B
Location: Capitol F
Facilitator: John Miazga
Facilitator: John Miazga
(a) What Is Genuine Instructional Technology Integration in Schools?
Dr. Alejandro (Alex) Garcia
The University of Texas at Brownsville
Dr. Alejandro (Alex) Garcia
The University of Texas at Brownsville
In order for teachers to understand and apply genuine instructional
technology they must know what it is not and what it is. Instructional
technology is not just simply placing computers classrooms and expecting
student and teachers to use them (Dockstader, 1999). Conversely, technology
integration is using available technologies effectively and efficiently that
enhances learning for students (Dockstader, 1999). Genuine integration is
present when teachers utilize the tools in a consistent and well-designed model
of instruction such as the SAMR (Substitute, Augment, Modify, and Redefine)
model, which reaches students at high levels of thinking and analysis. It is
the understanding of “...the what, why and how of technology integration,
teachers of the 21st century meet the challenge of preparing students to become
proficient information and technology users” (Dockstader, 1999, p. 4).
(b) Evaluating Our Bilingual Candidates in Preparation for the Bilingual Target Proficiency Test
Dr. Elsa Diego-Medrano & Mr. Gilbert Antunez
West Texas A&M University
Dr. Elsa Diego-Medrano & Mr. Gilbert Antunez
West Texas A&M University
According to the Texas Education Agency, the Bilingual Target Language
Proficiency Test (BTLPT) is the required test bilingual education candidates
must pass in the state of Texas along with the other required certification
tests. Since its implementation, our candidates have found it very difficult to
pass. This has created a challenge for
school districts that are already experiencing a critical need for highly
qualified bilingual teachers.
Session 5C
Location: Capitol G
Facilitator: Sue Owens
Facilitator: Sue Owens
(a) Using Student Data on Test Preparation to Inform Educator Preparation Programs
Esdras Cantao
Certify Teacher
Esdras Cantao
Certify Teacher
There
is an increased emphasis by the federal government for states to truly hold
teacher preparation programs to a clear standard of quality based on student
outcomes. Multiple measures to assess teacher training program quality are in
the works. Feedback systems to drive program changes are the tools of choice.
This presentation describes an existing customizable data set tool that
includes information on candidates’ knowledge and skill on the content they
will be teaching in the classroom and how it helps drive performance
improvement in the competency tests. Several examples will be shared in an
interactive session with the audience.
(b) Comparisons of Process Student Expectations across STAAR Math, Science, and Social Studies Exams
Dr. Karen Sue Bradley & Jack Bradley, Texas A&M University - Kingsville
Teri Fowler, Texas A&M University - Texarkana
Kellie Cude, Texas A&M University - Central Texas
Dr. Karen Sue Bradley & Jack Bradley, Texas A&M University - Kingsville
Teri Fowler, Texas A&M University - Texarkana
Kellie Cude, Texas A&M University - Central Texas
This session will present an
overview of the results of a research project that focused on the STAAR math,
science, and social studies tests. Specifically, what literacy skills are
embedded in each one of these content tests and how double-coded items impact
student proficiency levels. Each question was coded using the following
system: Visualization (V), Make
Connections (C), Predict (P), Draw Conclusions (DC), Make Inferences (MI),
Summarize (S), and Monitor (M). The purpose of the research project was to
raise awareness of content educators regarding their responsibility to provide
literacy instruction within their disciplines
Session 5D
Location: Capitol H
Facilitator: Grant Simpson
Facilitator: Grant Simpson
(a) Practices Utilized by Classroom Teachers in Texas to Support Learning of Low SES Students
Jeanette Mitchell
College Station ISD
Sylvia Taube & Jaime Coye
Sam Houston State University
Jeanette Mitchell
College Station ISD
Sylvia Taube & Jaime Coye
Sam Houston State University
Elementary teachers (n=25) from one public
school in central Texas serving predominantly low SES students were interviewed
individually to identify instructional and motivational practices they
typically employ in their classrooms to support students’ achievement and
engagement. Many respondents believed that using motivational strategies (e.g.,
providing snacks/food), infusing technology, differentiating instruction, and
integrated lessons seemed to work for low SES students. However, teachers’ means of identifying low
SES students revealed disconcerting undertones that convey their negative
attitudes, stereotype, and biases toward children of poverty. Findings suggest
a critical need for developing programs focusing on “pedagogy of poverty” and
culturally responsive curriculum.
(b) Are Teachers Ethical - What Do You Think?
Kimberly D. Hornsby, Joseph Gullekson, Mandy Wells & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Kimberly D. Hornsby, Joseph Gullekson, Mandy Wells & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Are educators
ethical? This question is debated every
time an educator is in the media. Ethics is an area in education that is gray
or is it. It is subject to
interpretation, personal beliefs, culture, and even geography. This presentation will first take a candid
look at the public’s perception of ethics in education and the presenters will
facilitate a discussion on commonalities.
Participants are engaged in the presentation by responding
electronically to real world scenarios, and in the discussion that follows. The Texas Administrative Code is the
foundation for measurement.
Session 5E
Location: Capitol View Terrace North
Facilitator: Jim Todd
Facilitator: Jim Todd
(a) Half of All Teachers Are Dropping Out: What Can We Do to Reverse this Trend?
Dr. William Collins
Retired Teacher
Dr. William Collins
Retired Teacher
Half of all teachers are dropping out of the
teaching profession in the first five years and a growing number of future
professionals are not choosing to enter the field of education. Discover the causes of these trends and what
can be done to reverse them. (Note: Money
is not the number one cause or cure….but it wouldn’t hurt.)
(b) 30 Cohorts and Counting: Research on Teacher Candidates Who Made a Mid-Career Transition into the Professsion
Dr. Leslie Huling, Dr. Virginia Resta & Pat Yeargain
Texas State University
Dr. Leslie Huling, Dr. Virginia Resta & Pat Yeargain
Texas State University
A
vital role in Texas’ ability to develop, maintain, and secure an economy
supportive of our function as a national leader and global competitor is
through higher education. For Texas to
compete in a global economy, educators, administrators, and policymakers must
collaborate in the development and implementation of strategies to improve
postsecondary retention and graduation rates.
Program attendees will be able to compare U.S. and Texas retention and
graduation rates and identify potential strategies to reverse the current trend
in Texas completions at institutions of higher education.
Session 5F
Location: Capitol View Terrace South
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
(a) edTPA: Assessment and Support System
Kellie Crawford
Pearson
Kellie Crawford
Pearson
The edTPA is the first nationally available, portfolio-based assessment of beginning teaching designed to provide actionable evidence of a candidate’s readiness to teach. edTPA was developed by the profession, for the profession with the support of a consortium of states and institutions of higher education. edTPA assesses teaching behaviors that focus on student learning and requires aspiring teachers to document and demonstrate their readiness to teach through lesson plans, instructional materials, student assignments and video clips of teaching, and analyses of teacher and student learning. This session will provide an overview of the assessment’s development, educative design, extensive support system, and implementation.
(b) Increasing Academic Achievement: Student Success in a College and Career Readiness Program
Dr. Krista A. Coleman
University of Houston
Dr. Krista A. Coleman
University of Houston
In this
quantitative comparative study, the researcher examined the effects of college and career readiness initiatives on
student achievement and attendance of at-risk youth. The principal investigator also examined the
academic achievement and attendance rates of a cohort group (*control) in a
college bound track compared to a cohort
group (*variable)
not on a college bound track, but on a
career tech track instead.
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Session 5G
Location: Creekside I
Facilitator: Zach Rozzell
Facilitator: Zach Rozzell
(a) Classroom Instruction Differences between Novice and Veteran Secondary School Teachers
Nancy Dubinski Weber, Hersh C. Waxman & Larry Kelly
Texas A&M University
Nancy Dubinski Weber, Hersh C. Waxman & Larry Kelly
Texas A&M University
This study focuses on the use of both systematic and reflective
classroom observation instruments in teacher education programs in order to
examine how novice teachers differ from veteran teachers on the quality of
classroom instruction. The study used three observation tools to compare the
teacher and student behaviors and overall classroom environments across two
groups: (a) teaching interns in a post-baccalaureate program, and (b) a
comparative group of experienced classroom teachers. The findings suggest that this teacher
education program might be improved by providing more opportunities for
candidates to practice teaching and classroom management methods.
(b) Why Experience Matters: The Role of Self-Efficacy in Teachers' Beliefs about Reading
Dr. L. Karen Estes-Sykes
University of Mary Hardin-Baylor
Dr. L. Karen Estes-Sykes
University of Mary Hardin-Baylor
The Efficacy Scale for Teachers of Reading (EST-R) was created to measure
the perceptions of elementary teachers of reading. Teacher characteristics were identified for
their effect on self-efficacy toward teaching reading. Results from the administration of the EST-R,
as well as self-reported demographic information were utilized. Findings of this study revealed that teachers
who reported five or more years of teaching experience, five or more years of
experience teaching reading, teaching reading in their current assignment, or having
attended professional development within the last five years related to reading
instruction improvement, had a higher degree of efficacy for teaching reading.
Session 5H
Location: Creekside II
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
(a) Developing Student/Faculty Reports for Representative TExES Testing
Michael Kusler & Sandra Parnell
Baylor University
Michael Kusler & Sandra Parnell
Baylor University
Preparing teacher education candidates is an important role for
Educator Preparation Programs (EPP).
Representative tests are used to prepare candidates for the official
exams. Breaking down the results of these representative tests can assist both
candidates and faculty with understanding areas of strengths and weaknesses
individually and as a program. This
presentation will discuss the capabilities of using the Remark program by
Gravic to develop reports for both the candidates and faculty. Remark allows for reports to display a
recommended overall score set by the EPP as well as scoring for specific domain
and competency standards. The presenters will explore how to set up a testing
template as well as a number of reports that can be created.
(b) The Texas Teacher Work Sample (TWS) Consortium: Maintaining the Integrity and Increasing the Relevancy of the TWS Assessment
Dr. Daphne Johnson & Melinda Miller
Sam Houston State University
Dr. Daphne Johnson & Melinda Miller
Sam Houston State University
The TWS is a performance-based assessment provides extensive
documentation that the pre-service candidate can plan, implement, assess, and
modify instruction for all types of learners. The edTPA, an assessment tool
that highlights teacher candidates’ abilities to develop and evaluate student
learning, is a measure of readiness to teach. Eight of the 13 NCATE accredited
4-year Texas Universities will attend the inaugural meeting of the Texas TWS
Consortium. The TWS and edTPA will be compared by processes, tasks, rubrics,
and scoring methods. The Texas TWS Consortium will meet, discuss, and design
research strands to maintain the integrity of the TWS assessment to increase
its relevancy. The Consortium’s findings will be presented.
Session 5I
Location: Barton
Facilitator: Carolyn Spain
Facilitator: Carolyn Spain
(a) Successful Teacher Preparation Programs in Texas
Dr. Judy Trotti & Christie Bledsoe
University of Mary Hardin-Baylor
Dr. Judy Trotti & Christie Bledsoe
University of Mary Hardin-Baylor
This study was designed to identify primary elements impacting teacher
quality. A mixed methods study addressed
exemplar early career teachers’ perceptions of their teacher preparation. The
research question asked the participants about their perceived preparedness
regarding seven competencies of the Texas Association for Colleges of Teacher
Education vision for university based teacher preparation in Texas. Data were collected through surveys and focus
groups. Quantitative data analysis included descriptive tables. Pattern matching
and constant comparative qualitative data analysis were implemented for the
focus group interviews. Participants
felt most prepared for instructing diverse learners and least prepared for
interactions with parents.
(b) Using Sophomore GPA as a Teacher Preparation Admittance Criterion Cuts Both Ways
James (Jim) P. Van Overschelde
Texas State University
James (Jim) P. Van Overschelde
Texas State University
Grade-point average (GPA) is almost
universally used as an admittance criterion to teacher preparation, but
practically no evidence supports its use. I found sophomore GPA (SGPA) was
positively associated with all short- and long-term outcomes examined, including
student-teaching performance, program completion, TExES scores, principal
ratings, and employment for five years post-graduation. However, increasing SGPA eliminates many
high-quality male and minority teachers.