Tuesday, October 27, 2015
Breakout Session V: 8:00-8:45am
Session 5A
Location: Indian Trail (2nd floor)
Facilitator: Amanda Rudolph
Facilitator: Amanda Rudolph
Supporting Transfer Students via a Learning Community
Marcia L. Montague, Ph.D. & Miranda Walichowski
Texas A&M University
Marcia L. Montague, Ph.D. & Miranda Walichowski
Texas A&M University
Learning Communities can have a marked impact on student participants. This session will share the successes and challenges of one transfer learning community (TLC), aimed at increasing retention of students in three majors: special education, bilingual education, and child professional services. Information will be shared on the impact our particular TLC has had on students who have participated. Sample agendas, timelines, activities, and pre/post surveys will also be shared.
5a-_transfer_students_presentation.pdf | |
File Size: | 564 kb |
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Session 5B
Location: Bass-Bush
Facilitator: Christie Bledsoe
Facilitator: Christie Bledsoe
Collaboration and Connections: Investigating the Use of Teacher Candidate-Created Protocols to Connect Research to Classroom
Jannah Walters Nerren & Tracey Covington Hasbun
Stephen F. Austin State University
Jannah Walters Nerren & Tracey Covington Hasbun
Stephen F. Austin State University
The purpose of this study was to investigate the effects of having teacher candidates collaboratively create observation protocols based on assigned readings of current research on classroom practices, in order to connect research to practice. In addition, the study examined the extent to which mentor teachers modeled current research-based practices as measured by teacher candidate-created observation protocols. Finally, the study explored which areas of research-based practices were observed the most and the least. Findings indicated that teacher candidates had an overall positive experience utilizing the protocols to observe for best practices because of the concreteness of which specific practices for which they were observing. Additionally, it was found that utilization of the protocols created an awareness of the best practices being used, but also shed light on the importance of individualizing the practices to meet student needs, as well as the individualization in utilization based on mentor teacher personalities. The project indicated that many of the practices that the teacher candidates selected for their protocols were being used in the mentor classrooms, most heavily in the areas of lesson planning and reading instruction.
5b-collaboration___connections-nerren_and_hasbun.pdf | |
File Size: | 489 kb |
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Session 5C
Location: Hamilton-Lebanon
Facilitator: Renee Collins
Facilitator: Renee Collins
Solving Universities' "How Should We Teach?" Lesson Planning Conundrum
Dr. Agnes (Aggie) I. Stryker & Dr. Laura Isbell
Texas A&M University-Commerce
Dr. Agnes (Aggie) I. Stryker & Dr. Laura Isbell
Texas A&M University-Commerce
Today there are many different formats of lesson planning authored by specialists, text books, school districts, and schools. This melee provides confusion for pre-service teachers and new teachers. It is also a problem for teacher education program. Which lesson plan format do they teach and emphasize? How do teacher education programs teach what new teachers will need no matter where they teach? This session will unearth the foundation or four basic components of all lesson plans. Teacher Educator programs can use this core as a basis to help teachers adapt districts’ or schools’ lesson plan without compromise or confusion.
Session 5D
Location: Ranger Sea Biscuit
Facilitator: Catheryn Weitman
Facilitator: Catheryn Weitman
Pre-Service Bilingual Teachers and Their Spanish Academic Language Proficiency as Measured by the BTLPT
Alma D. Rodriguez, Ed.D., Sandra I. Musanti, Ph.D. & Gloria Quesada, Ed.D.
University of Texas Rio Grande Valley
Alma D. Rodriguez, Ed.D., Sandra I. Musanti, Ph.D. & Gloria Quesada, Ed.D.
University of Texas Rio Grande Valley
This presentation shares preliminary results of a study designed to explore pre-service bilingual teachers’ perceptions of their Spanish academic language development and their performance on the Bilingual Target Language Proficiency Test (BTLPT). Recommendations for bilingual teacher preparation will be highlighted.
5d-preservice_bilingual_teachers.pdf | |
File Size: | 137 kb |
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Session 5E
Location: Frisco I
Facilitator: Debby Shulsky
Facilitator: Debby Shulsky
Employing Culturally Responsive Pedagogy with Picture Books: A Look at Gender Representation
Lori Ann Falcon, Ph.D.
University of the Incarnate Word
Lori Ann Falcon, Ph.D.
University of the Incarnate Word
Caldecott Awarded books are the most common literature encountered by primary students. The characters they see and relate to provide important information about how they make sense of the world. These books often present gender roles (Weitzman, 1975) that influence students about what they should and can become (Albers, 1996). They also condition students to accept particular ways of behaving (Fox, 1993). This presentation provides a current content analysis of Caldecott Awarded books providing methodical research of gender references and images. It also provides a discussion surrounding culturally responsive pedagogy challenging the status quo and critically examining children’s literature.
5e-culturally_responsive_pedagogy.pptx.pdf | |
File Size: | 8952 kb |
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Session 5F
Location: Frisco 3
Facilitator: Daresa Voss
Facilitator: Daresa Voss
Building a Better Mousetrap...Assessment
Dr. Janet Hindman, Dr. Judy Williams, Dr. Betty Coneway & Dr. Beth Garcia
West Texas A&M University
Dr. Janet Hindman, Dr. Judy Williams, Dr. Betty Coneway & Dr. Beth Garcia
West Texas A&M University
The question is not about how to build a better mousetrap, but rather, how do you build a better assessment? An intensive journey towards building a more inclusive and sustained evidence-based culture within our department of education has yielded more collaborative and collegial efforts by faculty members to create higher quality assessments for both the classroom and program evaluation. These efforts have generated a matrix design process for aligning and measuring multiple learning outcomes across multiple programs. This culture of evidence (Salazar, 2014) through assessment is now embedded in our department’s current actions and practices. This is our story.
5f-_mousetrap.pdf | |
File Size: | 6951 kb |
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Session 5G
Location: Frisco 4
Facilitator: Jean Kiekel
Facilitator: Jean Kiekel
Enhancing Developing Teachers' Social-Emotional Skills: A Key Ingredient for Teacher and Student Success
Randy Soffer & Jenna Maksymick
University of St. Thomas
Randy Soffer & Jenna Maksymick
University of St. Thomas
Teacher quality encompasses more than cognitive competencies. Social-emotional skills are also important for teaching success. Social-emotional skills impact student teacher relationships, classroom management, instruction, and teacher stress/burnout. In particular, social-emotional skills help teachers to be empathetic and sensitive to student needs. This helps teachers to build rapport with their students. Research indicates that when students have high quality relationships with teachers, their academic achievement improves. This session will report on the design, findings, and implications of a recently completed pilot study on the impact of coaching on social-emotional growth involving undergraduate teacher candidates.
5g-teachers_social_emotional_skills.pdf | |
File Size: | 844 kb |
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Session 5H
Location: Frisco 5
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
Data Talks...Instruction Walks
Karen Dunlap, Ed.D., Hannah McFerren, Teresa Flores & K'Leigh Watts
Texas Woman's University
Karen Dunlap, Ed.D., Hannah McFerren, Teresa Flores & K'Leigh Watts
Texas Woman's University
Teacher quality continues to be a leading priority in Texas schools. In the current climate of high stakes testing, teachers are expected to understand (from day one) how student test score data impact the effectiveness of their instruction. Not only must novice teachers grasp this concept; they must also be proficient in the translation and transformation of testing data into pedagogically sound strategies and appropriate instructional interventions. This session examines the process students in an instruction/assessment course navigated as they disaggregated authentic school district STAAR data and created (a) instructional strategies and interventions based on data findings and (b) a presentation of findings applicable to either a parent information meeting or grade level/dept. meeting.
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Session 5I
Location: Frisco 7
Facilitator: Beth Nelms
Facilitator: Beth Nelms
How Student Teachers Do I.T.
Annette Mahan & Josh Wheeler, Lubbock Christian University
Ryan Green, Plainview ISD
Victoria Mahan, Frenship ISD
Annette Mahan & Josh Wheeler, Lubbock Christian University
Ryan Green, Plainview ISD
Victoria Mahan, Frenship ISD
Technology integration is as unique as the teachers using the tools. Without proper training of how to utilize technology effectively in the classroom, many student teachers and first year teachers fail to implement these tools. This session describes the Instructional Technology courses used to train pre-service teachers, and how student teachers and beginning teachers are integrating the technology they have learned. Two public school teachers will share their experiences of transitioning to the classroom and some of their favorite tools that engage students in meaningful ways. Tools demonstrated include: iMovie, Raptivity, Knowledge Nuggets (on-demand professional development video series), Chatterbox, and Kahoot.
Theme Roundtables
Location: Frisco 2
Facilitators: John Miazga (Table 1), Lidia Zatopek (Table 2), Elaine Hedrix (Table 3)
Facilitators: John Miazga (Table 1), Lidia Zatopek (Table 2), Elaine Hedrix (Table 3)
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.