Monday, October 26, 2015
Breakout Session IV: 3:45-4:30pm
Session 4A
Location: Indian Trail (2nd floor)
Facilitator: Alma Rodriguez
Facilitator: Alma Rodriguez
The Top 5 Things that Pre-Service Teachers Need to Know
Katrina Hovey, M.S., University of North Texas
Maria B. Peterson, Ph.D., Texas A&M University-San Antonio
Katrina Hovey, M.S., University of North Texas
Maria B. Peterson, Ph.D., Texas A&M University-San Antonio
Teachers’ professional learning is known to be based on active learning, reflective thinking, and collective participation (Darling-Hammon & Richardson, 2009; Desimone, 2009). This presentation offers participants information from the literature and personal field experiences regarding the top five things that pre-service teachers should know before entering their first teaching job and which may also ensure higher rates of success and less frustration when working with students of all ability levels. Topics that will be covered and discussed include: Response to Intervention, evidence-based practices, classroom management, differentiating instruction, and incorporating technology.
Session 4B
Location: Bass-Bush
Facilitator: Amanda Rudolph
Facilitator: Amanda Rudolph
Telling the Study Abroad Story Digitally: Using Technology to Enhance Learning Outcomes
Karla Eidson, Ph.D., Sylvia Taube, Ph.D. & Lisa Brown, Ed.D.
Sam Houston State University
Karla Eidson, Ph.D., Sylvia Taube, Ph.D. & Lisa Brown, Ed.D.
Sam Houston State University
Study Abroad programs are becoming an increasingly vital component in developing students for the modern global community. Many Study Abroad programs exist but are not designed to meet the specific needs of pre-service teachers preparing to the meet the needs of the increasingly international student populations. We will present an innovative program utilizing digital storytelling technology to recapture the Study Abroad experience and enhance their international travel experience. Presentation attendees will actively participate in demonstrations of the digital storytelling process used in relation to a study abroad program designed for pre-service teachers. Additionally, they will interact through Q&A, response to the presentation, introduction to background research, and hand-outs.
4b-digital_storytelling.pdf | |
File Size: | 248 kb |
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Session 4C
Location: Hamilton-Lebanon
Facilitator: Renee Collins
Facilitator: Renee Collins
Meeting the Challenge of 21st Century Classrooms: Utilizing New Literacy Assessment with PK-12 Pre-Service Teachers
L, Karen Estes-Sykes & Carolyn Allemand
University of Mary Hardin-Baylor
L, Karen Estes-Sykes & Carolyn Allemand
University of Mary Hardin-Baylor
It seems common sense for teacher educators to model effective assessment of new literacies for pre-service teachers. However, in reality such activities are rarely employed in teacher preparation programs or in public school field experiences. By engaging pre-service teachers in real-world tasks designed to associate assessment of new literacies with relevant objectives, knowledge and skills are acquired that can be applied in a variety of contexts with PK-12 students. This presentation will highlight real-world tasks, the intent and outcomes of these tasks, examples of student work, and pre-service teachers’ responses to practical application utilizing authentic assessment with new literacies.
Session 4D
Location: Ranger Sea Biscuit
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
The Roller Coaster of Retirement and Retention: Strategies for Building a Teacher and Administrator Candidate Pool During Difficult Economic Times
Donna Glassman-Sommer, Marvin Lopez & Jesse Coronado
Tulare County Office of Education
Donna Glassman-Sommer, Marvin Lopez & Jesse Coronado
Tulare County Office of Education
This presentation will review the current retirement wave of teachers and administrators in the state of California as well as best practices for recruitment, selection, development and retention found by the California Teacher Recruitment Program (CTRP) and New Teacher & Leadership Development (NTLD). We will share lessons learned through CTRP and NTLD that have helped us continue to grow our teacher and administrator programs during difficult economic times. In addition, participants will discover procedures for building collaborative bridges with universities, alternative certification programs, county offices, and school districts for the purpose of meeting the needs of our schools.
4d-retirement_recruitment_retention.pdf | |
File Size: | 4746 kb |
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Session 4E
Location: Frisco I
Facilitator: Patricia Alvarez McHatton
Facilitator: Patricia Alvarez McHatton
Meeting the Content Knowledge Needs of Elementary Teacher Candidates: A Proactive Approach
Karla Hamilton, Dr. Jeanie Gresham & Dr. Elizabeth Vaughn
Stephen F. Austin State University
Karla Hamilton, Dr. Jeanie Gresham & Dr. Elizabeth Vaughn
Stephen F. Austin State University
This session focuses on strategies employed by one university to meet the need for increased content knowledge preparation for elementary teachers. Data from both the TExES EC-¬‐6 Generalist exam and the early testing of the EC-¬‐6 Core Subjects exam was analyzed to determine need areas. A multi-¬‐pronged approach was used to meet identified needs in the content areas, including working with education faculty, arts and sciences faculty, and candidates. Resulting changes have included improved course alignment with Texas Educator Standards, redevelopment of courses, and the development of new courses.
Prezi Presentation
Prezi Presentation
Session 4F
Location: Frisco 3
Facilitator: Jan Seiter
Facilitator: Jan Seiter
Creating Sustainable Partnerships in a Teacher Education Program
Dr. Leslie Loughmiller & Dr. Katie Peterson
St. Edward's University
Dr. Leslie Loughmiller & Dr. Katie Peterson
St. Edward's University
This presentation will focus on the ways in which a small university teacher education program forged and sustained mutually beneficial partnerships with community schools and the benefits of these partnerships therein. Research has shown that students participating in high-quality field-based learning experiences creates circumstances through which preservice teachers feel more engaged in learning the art of teaching; thus, build more complete and robust philosophies about pedagogies. In this presentation we describe features of the field experience that provide opportunities for preservice teachers to develop understandings about the complexity involved in juggling multiple social and academic goals related to teaching (Hammerness, et, al., 2005). Specifically, we will highlight the ways in which partnerships are forged and sustained as well as small group tutoring contexts in which preservice teachers plan, design, and implement tutorials for elementary aged children and the benefits of this type of field experience.
Session 4G
Location: Frisco 4
Facilitator: Lidia Zatopek
Facilitator: Lidia Zatopek
Field Experiences in an Informal Setting
Ratna Narayan, University of North Texas-Dallas
Dr. Lori Petty, University of Mary Hardin-Baylor
Ratna Narayan, University of North Texas-Dallas
Dr. Lori Petty, University of Mary Hardin-Baylor
Participants in this research study were pre-service elementary teachers enrolled in an EC-6 science methods class in spring 2014, fall 2014, and spring 2015 semesters with a 20-hour field experience component at a science museum. Research questions investigated the effect a field experience at a science museum had on pre-service teachers’ science teaching self-efficacy and what factors impacted the pre-service teachers’ science teaching self-efficacy during this field experience. Data consisted of pre/post surveys, course assignments, reflections and interviews. The qualitative and quantitative data cohesively revealed participating in the field experience at the science museum positively impacted participants’ science teaching self-efficacy.
Session 4H
Location: Frisco 5
Facilitator: Lisa Hobson
Facilitator: Lisa Hobson
Public School-University Research Collaboration - First Steps
Catherine Horn, Ph.D., University of Houston
Sherri Lowrey, M.S., CREATE
Catherine Horn, Ph.D., University of Houston
Sherri Lowrey, M.S., CREATE
University teacher preparation programs cannot produce effective teachers in isolation from public schools. Although the two institutions are interrelated and share common interests, they have trouble connecting their work. As a way to bridge the gap between educational theory and practice, CREATE promotes the concept of responsive research. Because conducting collaborative problem-centered research is difficult, creating a shared vision is essential. And although there are many ways to create a shared vision, this session will explore the use of a logic model to co-develop compelling and mutually beneficial research questions around problems of teacher preparation and teacher practice.
Session 4I
Location: Frisco 7
Facilitator: Beth Nelms
Facilitator: Beth Nelms
Keep Calm and Audit On
Donna Brasher, Texas Tech University
Wanda Dyess, Lubbock Christian University
Donna Brasher, Texas Tech University
Wanda Dyess, Lubbock Christian University
TEA continues the 5 year Audits for each Teacher Preparation Program. How does a Program prepare and carry it out, whether it be a personal visit by TEA staff or a Desk Audit? Come get some ideas from a Preparation Program who just completed an Audit and another Program as they Prepare. We will answer all of your questions and try to alleviate those panicked moments when you are informed your audit is about to begin. Hear first-hand experience and suggestions to make your Audit run smoothly.
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Theme Roundtables
Location: Frisco 2
Facilitators: Laura Allen (Table 1), Daniela Varela (Table 2)
Facilitators: Laura Allen (Table 1), Daniela Varela (Table 2)
Consistent with our theme, "Future: The Time is NOW!", each breakout session will have a Theme Roundtable to include three tables with assigned facilitators who will guide the conversations and record the ideas shared. Come and hear the ideas and actions of others in taking more proactive roles in our profession. Share what’s happening in your work. Our specific focus will be on how to enable an effective, incentivized teacher career pathway in our schools, which consistently recruit for the profession. Instead of waiting for a top down initiative, let’s start our own from the bottom up.