Tuesday, October 21, 2014
Breakout Session 4: 7:40-8:40am
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 4A
Location: Bonnell
Facilitator: Denise Staudt
Facilitator: Denise Staudt
(a) Breaking Down Barriers Between Teachers and Technology
Sandra S. Fleming
Stephen F. Austin State University
Sandra S. Fleming
Stephen F. Austin State University
Students who have been holding technology in their hands since before
their first birthday speak a new digital language. Education needs to
understand this. Many teachers are not embracing this growing trend and this
study aims to seek out the attitudes and behaviors that are keeping teachers
from adopting technology use in their classrooms. Understanding the attitudes
and belief barriers of teachers towards technology will pave a way for the
design of meaningful professional development and support in the area of
technology thereby benefiting today’s students.
(b) iINSPIRE: iPAD Training for Education Faculty
Dr. Sara C. Lawrence & Dr. Callie Fortenberry
Texas A&M University - Texarkana
Dr. Sara C. Lawrence & Dr. Callie Fortenberry
Texas A&M University - Texarkana
Stop the paper piles and organizational
challenges associated with managing your program's pre-service student teaching
experiences. From observations to student teaching, LiveText's Field
Experience Module helps with placements, cooperating/mentor teacher
assessments, and student self assessments. You can then easily document,
monitor, and manage out of the classroom student teaching and field work. Join
LiveText and Stephen F Austin University in this session to learn how to more
effectively manage field experience requirements.
Session 4B
Location: Capitol F
Facilitator: John Miazga
Facilitator: John Miazga
(a) Universal Design for Learning
Rita Coombs Richardson
University of Houston - VIctoria
Dr. Freddie Litton
University of Houston - Victoria
Rita Coombs Richardson
University of Houston - VIctoria
Dr. Freddie Litton
University of Houston - Victoria
Universal Design for Learning is an
educational framework that optimizes opportunities for all individuals to gain
knowledge, skills, and enthusiasm for learning (Rose & Meyer, 2006) The
term “universal design” is borrowed from the architectural concept of the same
name, which called for curb cuts, automatic doors and other architectural
features to be built into the design to avoid costly after-the-fact adaptations
for individuals with handicaps. The presentation will introduce strategies
based on the UDL concepts of multiple means of representation, multiple of
expression, and multiple means of engagement to individualize instruction for
diverse learners.
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(b) Texas House Bill 5: A State of Uncertainty
Kathy Smith, Martha Howell & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Kathy Smith, Martha Howell & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
The newly implemented House Bill five (HB 5) sourced out of the
Texas Legislature is extensive in content. At the widest reaches of
description, the bill can initially be separated into four areas which concern
curriculum, accountability, assessment, and higher education. Along with this
general categorization comes a wide array of responsibilities and due dates for
the various subcomponents of the aforementioned four areas with an emphasis on
guidance counseling. HB5 is law, but how
will it be implemented? A thorough
discussion of the implications of this bill on taxpayers, school districts,
community colleges and universities will be examined.
Session 4C
Location: Capitol G
Facilitator: Glenda Ballard
Facilitator: Glenda Ballard
(a) Effects of the Global Teacher Internship Exchange Program on the Preservice Teachers Both of America and Korea
Dr. Jiyoon Yoon
The University of Texas at Arlignton
Dr. Jiyoon Yoon
The University of Texas at Arlignton
This study is to compare the effects of the Global Teacher Internship Exchange Program on the pre-service teachers both of America and Korea. The Global Teacher Internship Exchange Program is designed to provide the pre-service teachers with opportunities of teaching practicum in each other country to interact with students for four weeks. The study results that the Global Teacher Internship Exchange Program is effective for educational and cultural growth of pre-service teachers both of America and Korea. The mentor teachers and their students, the faculty and students, and the people in local communities also benefit from this cultural exchange.
(b) ASEP Accountability Reporting: Strategies for Success
Sue Owens
Tarleton State University
Sue Owens
Tarleton State University
This presentation
will include discussion regarding the specific requirements for state
accountability reporting, specifically the Accountability System for Educator
Preparation (ASEP) reporting. The main
emphasis will be on discussing and sharing strategies to help ensure success in
collecting and reporting the required data elements for this report.
Session 4D
Location: Capitol H
Facilitator: Jim Todd
Facilitator: Jim Todd
(a) Effective Data Driven Continuous Improvement: Getting Faculty to Take Ownership/Accountability and Accreditation
Dr. Daphne Johnson & Dr. Melinda Miller
Sam Houston State University
Dr. Daphne Johnson & Dr. Melinda Miller
Sam Houston State University
The Continuous Feedback Loop is an ongoing process that
includes five steps: assess, modify, plan, implement, and repeat. In this
session, one
EPP’s integrated approach to data collection, analysis, sharing, and use for
program improvement will be described in detail. From Data Day I, the sharing and analysis of
data to faculty research and implementation of strategies addressing critical
areas, to Data Day II, where faculty share research and implementation results. Participants will be encouraged to use the
Continuous Feedback Loop to examine their own data.
(b) Leadership in an Age of Increased Accountability in Educator Preparation
Dr. Jannah Nerran & Dr. Amanda Rudolph
Stephen F. Austin State University
Dr. Jannah Nerran & Dr. Amanda Rudolph
Stephen F. Austin State University
There is an increasing
need for strong and effective leadership in higher education, particularly in
the area of educator preparation programs.
With increased accountability requirements, changes in accountability
measures, and pressure for educational reform, it is more important than ever
for leaders in higher education to exhibit the highest levels of effectiveness,
competence and consistency. In an
ever-changing educational landscape, leaders at the administrative level must
be prepared to be adaptive and flexible while maintaining that
consistency. This presentation examines
effective leadership in educator preparation programs, as well as the benefits
and challenges when changes in leadership occur.
Session 4E
Location: Capitol View Terrace North
Facilitator: Grant Simpson
Facilitator: Grant Simpson
(a) The Effectiveness of Teacher Preparation Programs
Paul von Hippel
LBJ School of Public Affairs, University of Texas at Austin
Paul von Hippel
LBJ School of Public Affairs, University of Texas at Austin
Several states have begun to hold teacher preparation programs (TPPs) accountable for their effects on K-12 test scores. Yet these effects are very challenging to estimate. We demonstrate several statistical techniques, some of them new, for estimating the effects on K-12 test scores of the approximately 100 TPPs in Texas. Several conclusions emerge. First, the true differences between TPPs — the policy signal — are small; a one standard deviation increase in TPP quality predicts approximately a .01 to .03 standard deviation increase in student scores. Second, even in a Texas-sized sample, TPP effects are estimated with substantial error, so that the policy signal can be drowned out by estimation noise. Third, when comparing 100 different TPPs, we must be vigilant about the problem of multiple comparisons, which can lead us to infer significant differences between TPPs where no true differences exist. If we mistake noise for signal, or ignore the problem of multiple comparisons, there is a substantial risk of taking unnecessary or ineffective policy action such as shutting down a TPP that is in fact average. On the other hand, when adjusting for multiple comparisons and separating signal from noise, we often find that TPPs are indistinguishable. None stand out as significantly different from the average. We can increase our chances of finding true differences between TPPs if we limit our attention to the largest TPPs. It is also helpful to produce separate TPP estimates for elementary versus secondary grades.
(b) Professionalism in Preservice Teachers: Partnerships and Pedagogy with AVID TIP
Dr. Season Mussey
Texas A&M University - Central Texas
Dr. Season Mussey
Texas A&M University - Central Texas
This study is to compare
the effects of the Global Teacher Internship Exchange Program on the preservice
teachers both of America and Korea. The Global Teacher Internship Exchange Program is designed to provide the preservice teachers with
opportunities of teaching practicum in each other country to interact with
students for four weeks. The study results that the Global Teacher Internship Exchange Program
is effective for educational and cultural growth of pre-service teachers both
of America and Korea. The mentor teachers and their students, the faculty and
students, and the people in local communities also benefit from this cultural
exchange.
Session 4F (One- Hour Session)
Location: Capitol View Terrace South
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
(a) Introducing LiveText's Field Experience Module (FEM)
Matthew Kaylie
LiveText
Matthew Kaylie
LiveText
Stop the paper piles and organizational
challenges associated with managing your program's pre-service student teaching
experiences. From observations to student teaching, LiveText's Field
Experience Module helps with placements, cooperating/mentor teacher
assessments, and student self assessments. You can then easily document,
monitor, and manage out of the classroom student teaching and field work. Join
LiveText and Stephen F Austin University in this session to learn how to more
effectively manage field experience requirements.
Session 4G
Location: Creekside I
Facilitator: Zach Rozzell
Facilitator: Zach Rozzell
(a) The Evolving Teacher Preparation Program at
Texas State University: Moving Forward through Standards-based Decision-making,
Training, Mentoring, and Evaluating-Implementing the Danielson Framework for
Teaching in a Large University-based Teacher Preparation Program
Dr. Patrice Werner, Dr. Betty Harrison & Debby Utley
Texas State University
Dr. Patrice Werner, Dr. Betty Harrison & Debby Utley
Texas State University
This session chronicles the journey of Texas State University’s
implementation of the Danielson Framework for Teaching in its teacher
preparation program. Presenters will share the impetus for the selection of the
Danielson Framework as the program’s instructional model, the phase-in plan,
training delivery, resource development, implementation highlights, and
considerations for future developments. Participants will receive sample
resources developed and used during the Framework’s implementation.
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(b) Evaluating Professional Development Educational Initiatives in Texas: Lessons Learned
Jacqueline R. Stillisano, Hersh Waxman, Kayla B. Rollins & Kim Wright
Texas A&M University
Jacqueline R. Stillisano, Hersh Waxman, Kayla B. Rollins & Kim Wright
Texas A&M University
Although evaluation is increasingly recognized as an important
program component, poor program planning, as well as stakeholder concerns
regarding potential findings, often makes it difficult to implement a
successful evaluation. In this
presentation we discuss hard-won lessons learned from evaluating programs
funded to enhance pre-service and in-service teaching—specifically challenges
in designing and executing a program evaluation able to address issues such as
mid-program changes in scope and mission and poor fidelity of implementation,
as well as broader issues, such as the politically charged context of an
evaluation; potential bias or ethical concerns; and use, misuse, or under-use
of findings.
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Session 4H
Location: Creekside II
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
(a) Developing Online Courses Meeting Accountability Standards
Gloria Gresham
Stephen F. Austin State University
Gloria Gresham
Stephen F. Austin State University
The Elementary Education Department at Stephen F. Austin University engaged in three years of intensive curriculum alignment work which included creating online courses for the undergraduate and graduate programs aligned to state and national accountability standards. Workshop participants will discuss: (1) an online course design plan used to create online courses that are consistent with face-to-face courses; (2) professional development strategies to implement when considering online course construction; and course approval processes.
(b) Using TeachLivETM to Prepare Preservice Teachers
Dr. Jane Pemberston & Dr. Karen Dunlap
Texas Women's University
Dr. Heather Haynes-Smith
TrinityUniversity
Dr. Jane Pemberston & Dr. Karen Dunlap
Texas Women's University
Dr. Heather Haynes-Smith
TrinityUniversity
This presentation provides a description of how one
university is integrating the TeachLivE™ simulator into a preservice educator
preparation program. TeachLivE™
technology is a mixed reality experience that can be used to support
participants in developing classroom management skills and instructional
methods. While in the TeachLivE™
classroom pre-service teachers represent the role of the classroom teacher and
interact with five student avatars in real time during a teaching lesson.
Session 4I (One-Hour Session)
Location: Barton
Facilitator: Judy Abercrombie
Facilitator: Judy Abercrombie
(a) The IDRA CLASS for ESL Certification-Online Exam Preparation for ESL Teachers
Dr. Adela Solis
Intercultural Development Research Association
Dr. Adela Solis
Intercultural Development Research Association
The IDRA CLASS
for ESL Certification is an online Moodle based exam to prepare teacher
candidates for the ESL Supplemental Certification Exam (TEXES 154). The presenter will describe the course
organization and content, and additionally highlight features that make course
interactive and engaging.