Tuesday, October 23, 2012
Breakout Session 4: 8:00-9:00am
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Session 4A (1 hour)
Location: Capitol View Terrace South
Facilitator: Sue Owens
Facilitator: Sue Owens
Data Manager for Texas Educator Preparation Programs
Rick Cullors
Educational Testing Service
Rick Cullors
Educational Testing Service
In early January 2013, Texas Educator Preparation Program administrators and their faculty will be provided with access to a new data analysis tool known as the Data Manager. The Data Manager Tool is a web-based application that will allow users to: navigate complex data sources, generate data-driven tables and graphics, and generate reports on any factor supported by the data (test, administration year, demographic characteristic, etc.) For example, if an EPP Administrator wants to compare the pass rates for males and females between July 2008 and January 2010, the results can be obtained in seconds and can be displayed in either table or graphic form. EPPs will have access to the data for their own program, as well as aggregated data for the entire state. This presentation will feature either a live, online demonstration of the Data
Manager Tool or display a series of PowerPoint slides showing screen shots from the application.
Manager Tool or display a series of PowerPoint slides showing screen shots from the application.
Session 4B
Location: Capitol View Terrace North
Facilitator: Michael Rosato
Facilitator: Michael Rosato
The Time is Ripe for AppleTV
Karl Mahan, David Boyer, Annette Mahan
Lubbock Christian University
Karl Mahan, David Boyer, Annette Mahan
Lubbock Christian University
The pursuit of innovative teaching tools is continuous. This session explores the use of iPad/iPhone apps and AppleTV to untether teachers from lecterns. These tools combine low cost solutions with high levels of student success, the strength of
ipads to explore streaming videos and instructional apps, and the mirroring capabilities of the AppleTV to project tools through projectors in classrooms. This creates an environment that models innovative teaching strategies that are relevant and motivational to today’s students. The presentation discusses the impact on employee morale and student perception as well as opportunities, challenges, and related examples across academic disciplines.
ipads to explore streaming videos and instructional apps, and the mirroring capabilities of the AppleTV to project tools through projectors in classrooms. This creates an environment that models innovative teaching strategies that are relevant and motivational to today’s students. The presentation discusses the impact on employee morale and student perception as well as opportunities, challenges, and related examples across academic disciplines.
Yes, I am on Facebook... but it's for Class!
Patricia Lynch, Heather Davis, Erica Strickland
Texas A&M University
Patricia Lynch, Heather Davis, Erica Strickland
Texas A&M University
This session will describe the use of the social media Facebook in a survey of exceptionality class. Different ways the social media was used to disseminate information and reduce individual emails to faculty will be shared, with specific examples. Guidelines for creating a class group will be shared.
Session 4C
Location: Bonnell
Facilitator: John Miazga
Facilitator: John Miazga
Online Discussion: Purpose and Assessment
Rodney McConnell, Melissa McConnell
Texas A&M University Corpus Christi
Rodney McConnell, Melissa McConnell
Texas A&M University Corpus Christi
This presentation discusses preliminary findings of an ongoing study of faculty perception(s) of the instructional purpose(s) and subsequent assessment of online discussions.
Explore the idea of“flipping” classes so that students initially acquire information online and then interactively build on that knowledge base during face-to-face class time: applying, analyzing, evaluating and creating. This hybrid format provides flexibility, efficiency and deep learning as it maximizes face-to-face time with increased interaction. We’ll share actual experience in flipping undergraduate and graduate classes, guiding principles for utilizing this format, and practical ideas and resources for creating both the online and face-to face learning experiences. An IBook presentation supplement will provide links to free resources for creating online learning and sample lesson plans for flipped PK-12 classes.
Session 4D
Location: Salon G
Facilitator: Karen Smith
Facilitator: Karen Smith
Examining the Degree of Implementation of STEM Professional Academies in Texas
Danielle B. Brown, Kayla B. Rollins, Beverly L. Alford, Jacqueline Stillisano, Hersh C. Waxman
Texas A&M University
Danielle B. Brown, Kayla B. Rollins, Beverly L. Alford, Jacqueline Stillisano, Hersh C. Waxman
Texas A&M University
The present study examines the implementation of the College and Career Readiness Standards (CCRS) into mathematics and science teacher academies. Data were collected from the following sources: participant and director interviews, participant surveys, and end-of-year academy status reports. The results of the study suggest that academies were not successfully integrating the CCRS into their curriculum. Interviews revealed that the current accountability system relied on the current state standards and not the CCRS. Preliminary findings, however, from the continuation of the present study suggest more instruction related to the CCRS due to a recent switch in the accountability system.
Preparing STEM Teachers to Remain in the Field of Education
Lautrice Nickson, Lisa Brown, Casey Creghan
Sam Houston State University
Lautrice Nickson, Lisa Brown, Casey Creghan
Sam Houston State University
In this study, we examined the supports needed to ensure retention of quality teachers in the high needs areas of mathematics and science. Through a quantitative and qualitative analysis of job placements, on-site supports, and
experiences encountered by education preparation graduates, we were able to determine what factors are currently impacting mathematics and science teachers to continue teaching and what barriers need to be addressed to prevent teacher attrition. Results of this study will be shared in a discussion format to maximize engagement of the participants.
experiences encountered by education preparation graduates, we were able to determine what factors are currently impacting mathematics and science teachers to continue teaching and what barriers need to be addressed to prevent teacher attrition. Results of this study will be shared in a discussion format to maximize engagement of the participants.
Session 4E
Location: Salon F
Facilitator: Ginny Fender
Facilitator: Ginny Fender
Educating Einstien: Preparing Preservice Teachers to Meet the Needs of Gifted Learners
Carol McGaughey
Houston Baptist University
Carol McGaughey
Houston Baptist University
This presentation delineates the formation of a university course, Educating Gifted Learners, designed to fulfill the 30 foundation hours required by school districts to teach gifted students. This special population possesses unique learning needs that require teacher strategies and competencies to assist advanced learners to achieve their potential. The areas of nature and needs, identification and assessment, social and emotional characteristics, creativity and instructional strategies, and a differentiated curriculum are addressed. The Texas State Plan for the Gifted, the Texas Performance Standards
Project, and the Texas Association for the Gifted and Talented (TAGT) are included as references.
Project, and the Texas Association for the Gifted and Talented (TAGT) are included as references.
Who Are the Gifted and What Might Surprise You
Kimberly M. Tyler
Texas Wesleyan University
Kimberly M. Tyler
Texas Wesleyan University
The purpose of this session is to discuss various factors such as emotional, social, familial, and school situations unique to gifted learners. We will also examine several minority populations in an effort to help teachers identify the characteristics common to diverse populations, thereby allowing these students to be identified and serviced appropriately. Come and learn about these unique students so that we can dispel many of the myths and become part of the developmental process that guides these students to success.
Session 4F
Location: Salon H
Facilitator: Alma Rodriguez
Facilitator: Alma Rodriguez
Preservice Teachers' Modifications for English Language Learners on the Teacher Work Sample
Melinda Miller, Helen Berg
Sam Houston State University
Melinda Miller, Helen Berg
Sam Houston State University
We will describe teacher candidates’ use of contextual factors in Teacher Work Samples and the extent to which they planned their assessments and lessons with consideration to students who are English language learners. This presentation will address the specific modifications planned to address the linguistic needs of English language learners in their classrooms during their student teaching semester.
Preservice Teachers' Attitudes toward Inclusion of Students with Autism
Kris Ward, Christie Bledsoe, Jodi Pilgrim
University of Mary Hardin-Baylor
Kris Ward, Christie Bledsoe, Jodi Pilgrim
University of Mary Hardin-Baylor
A 2-factor repeated measures design was conducted to examine the change in mean scores of pre-service teachers after professional development. Professional development targeting the characteristics of autism spectrum disorders and
teaching strategies was provided to a random sample of the participants. Results demonstrated a change in raw scores of participants in the experimental group following professional development. Students majoring in special education had the highest scores on the TATIS. Students majoring in other all-level programs such as physical education, art, and music education had the lowest scores on the TATIS. Results of this study demonstrate the value of teacher preparation in
effecting the attitudes of pre-service teachers with regard to inclusion of students with autism.
teaching strategies was provided to a random sample of the participants. Results demonstrated a change in raw scores of participants in the experimental group following professional development. Students majoring in special education had the highest scores on the TATIS. Students majoring in other all-level programs such as physical education, art, and music education had the lowest scores on the TATIS. Results of this study demonstrate the value of teacher preparation in
effecting the attitudes of pre-service teachers with regard to inclusion of students with autism.
Session 4G
Location: Creekside I
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
Building Partnerships Through Leadership and Literacy
Renee Collins- Harin-Simmons University
Kathy Horner- Bonham Elementary School, Abilene, TX
Renee Collins- Harin-Simmons University
Kathy Horner- Bonham Elementary School, Abilene, TX
The session provides a view of a university and local elementary school partnership through a Leaders & Readers Program, or a cross-aged reading program built around science and language arts TEKS. Principal shares the faculty members’ perspectives regarding students’ cognitive, social, emotional, & physical needs before and after the program. Professor shares the process of designing, implementing, and assessing the program’s effectiveness for all populations involved: the
EC-6 Generalists, 4-8 ELAR majors, 5th graders & faculty, 3rd graders & faculty.
EC-6 Generalists, 4-8 ELAR majors, 5th graders & faculty, 3rd graders & faculty.
Rebuilding and Reigniting Interest in One School-University Partnership
Criselda Garcia
The University of Texas-Pan American
Criselda Garcia
The University of Texas-Pan American
The focus of this presentation is to describe the challenges and strides made by one teacher education program located in a south Texas bi-cultural community of re-building and reigniting interest in a school-university partnership. The process of building capacity with limited resources, increased accountability and often disconnect between school and university expectations will be presented.
Session 4H
Location: Creekside II
Facilitator: Julie Teel-Borders
Facilitator: Julie Teel-Borders
Increasing Autonomy within the Educational Environment
Kimberly Welsh, Vikki Boatman
Stephen F. Austin State University
Kimberly Welsh, Vikki Boatman
Stephen F. Austin State University
The purpose of this presentation is to invite inquiry regarding the possible connection between the physical educational environment and a student’s ability to become increasingly autonomous. This presentation explores various campus restructuring efforts that unintentionally overlook classroom environments as a variable that affects student self-sufficiency.
The Little Lab that Could: The Value of Small University Lab Preschools
Kathy Stephens, Michele Staples, Jodie Hilburn
LeTourneau University
Kathy Stephens, Michele Staples, Jodie Hilburn
LeTourneau University
Due to the demands for highly qualified teachers in early childhood, universities are searching for ways to improve field experiences in the preschool setting. Participants will learn how one smaller teacher preparation program created and implemented an onsite preschool learning lab to supplement their field experience program that enabled preservice teachers to apply theory to practice. Participants will receive information regarding steps taken to establish the preschool lab experience from initial planning to full implementation. Furthermore, participants will discover how this university utilized available classroom space to create a learning lab that operates with no fees charged to preschool families.
Session 4I
Location: Barton
Facilitator: Peggy Johnson
Facilitator: Peggy Johnson
Capturing the Link between Candidate Competency and Impact on Student Achievement: Implications for District Partnerships
Doug Hamman, Scott Ridley, Peggy Johnson
Texas Tech University
Doug Hamman, Scott Ridley, Peggy Johnson
Texas Tech University
Policymakers and national education organizations are increasingly connecting teacher performance, K-12, student academic achievement and teacher preparation (e.g., USED, 2011; Wise, Ehrenberg, & Leibbrand, 2008). At the same time these links are being made, teacher educators are struggling to understand and demonstrate their impact on student achievement (Diez, 2010). One reason for this struggle is that few teacher preparation programs exist that have put in place the organizational capacity and strategies for demonstrating impact. This presentation provides a case study of one
TEP that is building capacity and partnerships needed to capture evidence of candidate instructional competency and impact.
TEP that is building capacity and partnerships needed to capture evidence of candidate instructional competency and impact.
Ensuring Our Teachers Can Write: Implementing a Writing Assessment to Support Teacher Candidates
Melissa Pierson, Amber Thompson
University of Houston-Central Campus
Melissa Pierson, Amber Thompson
University of Houston-Central Campus
The ability to communicate effectively is imperative to being a successful teacher. Just as teacher education faculty support students in their development of pedagogy and content knowledge, faculty at the University of Houston also support students in their quest to refine the skills necessary to be an effective teacher. One such skill is writing in educational context, and in order to evaluate and sustain students’ written communication abilities, the University of Houston has developed a writing assessment and writing support sessions.