Monday, October 22, 2012
Breakout Session 2: 2:15-3:15pm
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Session 2A (1 hour)
Location: Salon E
Facilitator: Sue Owens
Facilitator: Sue Owens
To help prepare students for pass their TExES exams, 240Tutoring offers TExES study guides that are proven to
help students improve their TExES scores. 240Tutoring has been able to follow-up on student performance in regards to the EC-6 Generalist and found a significant increase in exam scores for students using the EC-6 Generalist study guide. Our
tutorial process can be integrated with any EPP and can help students succeed on their TExES exams.
help students improve their TExES scores. 240Tutoring has been able to follow-up on student performance in regards to the EC-6 Generalist and found a significant increase in exam scores for students using the EC-6 Generalist study guide. Our
tutorial process can be integrated with any EPP and can help students succeed on their TExES exams.
240_tutoring_flyer.pdf | |
File Size: | 163 kb |
File Type: |
Session 2B
Location: Salon G
Facilitator:Diana Everett
Facilitator:Diana Everett
Enhancing Student Teacher Preparaton with New Technologies: Professional Development for Cooperating Teachers Using Online Modules
Josefina V. Tinajero, Judith Munter
The University of Texas at El Paso
Josefina V. Tinajero, Judith Munter
The University of Texas at El Paso
Working with K-12 Partners, the UTEP’s College of Education developed EPRIC (the El Paso Regional Induction Consortium), strengthening the models used for student teachers’ experience. Over the past year, the team has collaboratively developed an innovative approach to professional development of the cooperative teachers who support future teachers, with online modules that follow a well-designed sequence of topics, facilitating continuous access for all. This presentation will provide a demonstration of the modules and the technologies that make them possible, including videos demonstrating effective implementation of the coaching cycle, transitions from pre-conference period, to observation period, and to the post-conference period.
Integrating Podcasting as a Teaching Tool in Higher Education
Maria Bhattacharjee, Irene Linlin Chen
University of Houston-Downtown
Maria Bhattacharjee, Irene Linlin Chen
University of Houston-Downtown
Technology is the media choice for learning of the new generation. Podcasting should be used in educational settings to teach students oral competency skills in their areas of expertise. This demonstration will show the use of podcasting
as a teaching tool to construct effective and appropriate oral discourse for various audiences, purposes, and occasions.
Podcasting can be used as an assessment tool. Students can examine their speeches and make the necessary changes before summiting their assignments. Professors can analyze the submissions and assist the students to have better communication skills in their areas of expertise.
as a teaching tool to construct effective and appropriate oral discourse for various audiences, purposes, and occasions.
Podcasting can be used as an assessment tool. Students can examine their speeches and make the necessary changes before summiting their assignments. Professors can analyze the submissions and assist the students to have better communication skills in their areas of expertise.
Session 2C
Location: Salon F
Facilitator: Karen Smith
Facilitator: Karen Smith
Teaching Practices that Promote Student Comprehension of Complex Text
Marty Hougen
The University of Texas at Austin
Marty Hougen
The University of Texas at Austin
This presentation shares effective, research-based strategies to teach secondary teacher candidates how to teach diverse students to comprehend complex texts. The emphasis is on reading disciplinary text, including English/Language Arts, social studies, and science, using metacognitive strategies that support comprehension. The Texas College and Career Readiness Standards (2008) are integrated into the models.
Utilizing Individual Professional Development Modules to Assist Pre-Service Math and Science Teachers Understand College and Career Readiness
Betty Alford, Neill Armstrong, Ken Austin
Stephen F. Austin State University
Betty Alford, Neill Armstrong, Ken Austin
Stephen F. Austin State University
Stephen F. Austin State University, grant recipient from the Texas Higher Education Coordinating Board, has researched and designed tools to enhance the implementation for the College and Career Readiness Standards in the secondary and postsecondary environments. The session will introduce four professional development tools: The Importance of Cross-Disciplinary Standards in Mathematics and Science Classrooms, Independent Reading Practices for Mathematics and Science Students, The Importance of Meaningful Classroom Assessment in College and Career Readiness, and 21st Century Learning Skills and the College and Career Readiness Standards. Join us as we discuss these modules and
their application to the pre-service preparation program.
their application to the pre-service preparation program.
Session 2D
Location: Salon H
Facilitator: Alma Rodriguez
Facilitator: Alma Rodriguez
On Becoming a Bilingual Teacher: Lessons Learned from a Teacher Preparation Program
Alma D. Rodriguez, Sandra I. Musanti
The Universiry of Texas at Brownsville
Alma D. Rodriguez, Sandra I. Musanti
The Universiry of Texas at Brownsville
This presentation discusses preliminary results of a qualitative study on preservice bilingual teachers’ (PBTs) perceptions of what entails to be a bilingual teacher and to teach English learners on the US/Mexico border. Preliminary results reveal conflicting narratives in in the juxtaposition of PBTs’portrayal of their teaching beliefs, their attempts to interpret ELLs
learning needs based on the instruction received in the teacher preparation program, and the “apprenticeship of observation” from field placement teaching practices. Findings illustrate how PBTs construct knowledge and negotiate
prevailing discourses as they rethink their cultural and linguistic histories and construct their bilingual teacher identities.
learning needs based on the instruction received in the teacher preparation program, and the “apprenticeship of observation” from field placement teaching practices. Findings illustrate how PBTs construct knowledge and negotiate
prevailing discourses as they rethink their cultural and linguistic histories and construct their bilingual teacher identities.
Academic Retention: The Role of the League of United American Citizens (LULAC) in Providing Academic Support to First Generation Latina College Students
Cindy Woods, Ashlee Woods
University of North Texas
Cindy Woods, Ashlee Woods
University of North Texas
This study investigates and analyzes the role of the League of United American Citizens (LULAC) and the academic resiliency and retention of first generation Latina college students. Through observations and a focus group, this study explores the following question “How does LULAC support the academic resiliency and retention of Latinas enrolled in
higher education?
higher education?
Session 2E
Location: Creekside I
Facilitator: Eloise Hughes
Facilitator: Eloise Hughes
New Teacher Preparation Models Needed: Texas Teacher Attrition Cost Skyrockets
Teresa LeSage Clements, Barba L. Patton
University of Houston-Victoria
Teresa LeSage Clements, Barba L. Patton
University of Houston-Victoria
Low teacher retention and teacher attrition is costing Texas over a half a billion dollars each year in teacher preparation programs, professional development, recruitment, loss time, and student achievement. One untapped resource of
teacher candidates is the paraprofessional with prior education work experience. To help determine if the paraprofessional had greater retention and less attrition, UH-Victoria’s School of Education and Human Development administered
a survey to 2,790 alumni to determine which factors contributed. There were significant differences in years teaching, age, gender, and ethnicity. Results will be discussed.
teacher candidates is the paraprofessional with prior education work experience. To help determine if the paraprofessional had greater retention and less attrition, UH-Victoria’s School of Education and Human Development administered
a survey to 2,790 alumni to determine which factors contributed. There were significant differences in years teaching, age, gender, and ethnicity. Results will be discussed.
Recruiting, Preparing, and Retaining High Quality Teachers: One Residency Program's Innovative Approach
Rubén Garza, Rod Harter, Ellen Duchaine, Raymond Reynosa
Texas State University-San Marcos
Rubén Garza, Rod Harter, Ellen Duchaine, Raymond Reynosa
Texas State University-San Marcos
The Teaching Residency Program for Critical Shortage (TRP-CSA) Areas prepares highly qualified teachers in
mathematics, science, and special education for placement in the Austin ISD and Del Valle ISD, the grant’s partner public schools. The panelists in this session will present an overview of the TRP-CSA: aspects of the rigorous clinical
experience; the challenges of implementing a residency program; mentoring and induction; successful practices; and implications for clinical field-experiences.
mathematics, science, and special education for placement in the Austin ISD and Del Valle ISD, the grant’s partner public schools. The panelists in this session will present an overview of the TRP-CSA: aspects of the rigorous clinical
experience; the challenges of implementing a residency program; mentoring and induction; successful practices; and implications for clinical field-experiences.
Session 2F
Location: Creekside II
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
This Train is Headed West at Breakneck Speed: Are You on Board or on the Tracks?
D. Gale Stocks
Texas Tech University
D. Gale Stocks
Texas Tech University
Increasing, the nation is focused on the effectiveness of teacher education programs and the gaps in performance between students in the United States and in other countries. Follow Texas Tech University as it engaged in an overall reform of
teacher education. Examine Texas Tech’s plan to integrate public school personnel’s non-negotiable skills and
attitudes of teachers entering schools for the first time. Learn about the challenges and the benefits of the reformation as it
related to university faculty, university students, and public school personnel. Celebrate the successes and review the changes at Texas Tech University, College of Education.
teacher education. Examine Texas Tech’s plan to integrate public school personnel’s non-negotiable skills and
attitudes of teachers entering schools for the first time. Learn about the challenges and the benefits of the reformation as it
related to university faculty, university students, and public school personnel. Celebrate the successes and review the changes at Texas Tech University, College of Education.
Past, Present, Future: Celebrating and Learning From 20 Years of Early Field Experience Partnerships
Virgina Resta, Patrice Werner, Leslie Huling, John Beck, Pat Curtin - Texas State University-San Marcos
Grant Simpson - St. Edward's University
Virgina Resta, Patrice Werner, Leslie Huling, John Beck, Pat Curtin - Texas State University-San Marcos
Grant Simpson - St. Edward's University
Lessons learned will be shared from our twenty-year history as a large-scale teacher preparation program that integrates theory and practice through extensive field-based preparation in which college courses, taught by university faculty on public school campuses, integrate seamlessly with today’s classroom realities.
Session 2G
Location: Bonnell
Facilitator: Angela López Pedrana
Facilitator: Angela López Pedrana
Strategic Components for Novice Reflctive Practioners: Data Analysis, Connecting Theory to Practice and Instructional Conversations
Angela López Pedrana
University of Houston-Downtown
Angela López Pedrana
University of Houston-Downtown
Being a “reflective practitioner” is easier said than done. Strategically guided data analysis, conceptualization of the theory-practice continuum and engaging in instructional conversations that actively calls for critically thinking about one’s practice are components used to help pre-service teachers make the implicit become explicit.
Mentoring Undergraduate Perservice Teachers Through Service Learning
Rebecca Frederickson, Sarah McMahan
Texas Woman's University
Rebecca Frederickson, Sarah McMahan
Texas Woman's University
A partnership with developed with Barnes and Noble to establish a Summer Reading Program where preservice teachers initially had the opportunity to view faculty working with the children who participated in the program. After that, they had the opportunity to serve as an instructional leader, a reader, an activity leader or a helper. This project served not only as a way for preservice teachers to work with students but also as a lab in which they were able to be mentored by faculty. This allowed the preservice teachers to have valuable experiences engaging with students and with service learning.
Session 2H
Location: Tannehill
Facilitator: Bobette Dunn
Facilitator: Bobette Dunn
Discerning Future Directions for Professional Development Courses
Melissa Roberts Becker, Rebecca Miller
Tarleton State University
Melissa Roberts Becker, Rebecca Miller
Tarleton State University
During the initial Professional Development course sequence at Tarleton State University, teacher candidates discover
professional responsibility in the learning process. Three initial courses were redesigned (fall 2011) to place responsibility
for basic content acquisition on the teacher candidates, actively engage students during class and demonstrate reflective practitioner skills after class. Application of digital tools allowed students to learn basic content and demonstrate learning in a manner conducive to their 21st century learner preferences. The course redesign instructional model provides a
framework for CSOTTE participants as they discern the future direction for Texas teacher education programs.
professional responsibility in the learning process. Three initial courses were redesigned (fall 2011) to place responsibility
for basic content acquisition on the teacher candidates, actively engage students during class and demonstrate reflective practitioner skills after class. Application of digital tools allowed students to learn basic content and demonstrate learning in a manner conducive to their 21st century learner preferences. The course redesign instructional model provides a
framework for CSOTTE participants as they discern the future direction for Texas teacher education programs.
Helping Our Transfers: Increasing Academic Support for Vulnerable Sub-Populations in Teacher Education
Glenda Byrns, David A. Byrd, Shailen Singh
Texas A&M University
Glenda Byrns, David A. Byrd, Shailen Singh
Texas A&M University
Following a case study of transfer students of color in its teacher education program, the College of Education and Human Development at Texas A&M University established a goal to create a climate that encouraged personal and professional development while addressing common issues that challenge transfer students of color in teacher education. This presentation will discuss the findings from the case study and demonstrate concrete examples of how a narrowly tailored retention program can be implemented to address the common needs of a unique sub-population in teacher education
programs.
programs.