Midwinter Conference within a Conference

TCPEA’s Conference Within a Conference is held in conjunction with the TASA Midwinter Conference each January. The next TCPEA Conference Within a Conference will be held Monday, January 27, 2020, at the Austin Convention Center in Austin.

TCPEA Sessions at the 2020 Midwinter Conference

Monday, January 27 | 1–2 p.m.

1:1 Differences in the Percentages of Black Teachers by Academic Distinction Performances in Texas High Schools
Alan Moye, Doctoral Student, Sam Houston State University
In this study, the degree to which the percentages of black teachers at Texas high schools differed by academic distinctions (i.e., Top 25% Student Progress Distinction, Top 25% Closing Performance Gaps Distinction, and Postsecondary Readiness) were analyzed. Data were obtained from the Texas Education Agency Texas Academic Performance Report for the percentages of black teachers in schools and the academic distinctions.

1:2 Preparing New Teachers to Succeed and Improving the New Teacher Statistics on the Principal Survey
Laura Trujillo-Jenks, Associate Professor, Texas Woman’s University
Sarah McMahan, Associate Professor, Texas Woman’s University
Rebecca Fredrickson, Associate Professor, Texas Woman’s University
Karen Dunlap, Professor, Texas Woman’s University
Retaining new teachers is a goal, so how can this be accomplished? Implementing a New Teacher Academy and understanding the Principal Survey may be the key to ensuring new teachers feel successful and valuable to your organization.

1:3 Professionally Developing Teachers with Non-Educational Backgrounds, Hired by Districts of Innovation
Brian Uriegas, Assistant Professor, Stephen F. Austin State University
With the introduction of the District of innovation designation, many Texas school districts have started the practice of locally certifying teachers/instructors to teach courses in areas such as CTE. Many of these new instructors have professional experience and training, but do not hold background knowledge in teaching. This paper looks at ways to use professional development activities to assist these instructors in pedagogy and best practices to enhance student learning.

1:4 The Impact of Mindfulness on Teachers’ Stress and Well-being
Tonya Vetter, Graduate Student, Houston Baptist University
Dianne Reed, Professor of Education and Director of the Doctoral Program in Executive Educational Leadership, Houston Baptist University
Jennifer Butcher, Professor, Abilene Christian University
Few professional development or professional learning communities address the social and emotional challenges the field of teaching incurs, or teachers’ emotional well-being. Mindfulness programs are emerging contemplative programs that have the potential to reduce stress. The purpose of this study was to describe the impact mindfulness had on teachers’ stress and well-being inside the classroom and outside of school. Recent studies found mindfulness practices assisted teachers in their efforts to learning how to manage the anxiety and stress caused by the demands of working in the school environment. It could improve teacher teamwork, productivity, and morale.

Monday, January 27 | 2:15–3:15 p.m.

2:1 An Evaluation of Assessment Equity for Special Education Students
Randy Hendricks, Associate Professor, University of Mary Hardin-Baylor
Craig Hammonds, M.Ed. Program Director, University of Mary Hardin-Baylor
Mistie Dakroub, Assistant Superintendent of Curriculum and Instruction, Cameron ISD
The state of Texas eliminated the mid-level assessment for special education (SPED) students, referred to as the STAAR Modified (STAARM) test, and moved forward with one primary testing option starting in 2015. This assessment option assesses not only SPED students but also general education students. This presentation calls into question the need for a tiered testing system for SPED students who function in the mainstream population but require accommodations.

2:2 Literature Review on School Law Addressing Discipline of Students Receiving Special Education Services
Amy Brandt, Doctoral Student, Texas Woman’s University
Laura Trujillo-Jenks, Associate Professor, Texas Woman’s University
This integrated literature review details interventions designed to improve student behavior for those who are receiving special education services, utilizing positive behavior support initiatives, in an effort to reduce the amount of in-school and out of school suspensions for this targeted population in public schools.

2:3 Educator Sexual Misconduct in Texas: Research, Instruction, and Prevention
Catherine Robert, Assistant Professor, University of Texas-Arlington
David Thompson, Professor, The University of Texas at San Antonio (UTSA)
Brandon Tate, Student, UTSA
Alejandra Gonzalez-Mejia, Graduate Assistant, UTSA
What does the employment pattern of sexual offenders in schools look like? What type of certifications do sexual offenders have? This project continues construction of a 20-year database of Texas educators who have engaged in educator sexual misconduct by adding employment and certification data.

Tuesday, January 28 | 9–10 a.m.

3:1 Coaching Academy for Assistant Principals: Filling in the Gaps from Degree to Practice
Jerry Burkett, Assistant Dean, University of North Texas-Dallas
The Coaching Academy for Aspiring Principals was created to support, train, and coach a cohort of novice assistant principals who have been identified by their school districts as having potential for the principalship. The purpose of this study is to explore the perceptions of assistant principals who participate in a year-long professional development and coaching program on how the program supports them in improving their leadership capacity.

3:2 Principals as Instructional Leaders: An Embedded Descriptive Case Study of One Rural School’s Effort to Improve Student Outcomes through Reading Plus
Nathan Templeton, Associate Professor, Texas A&M University-Commerce
Joshua Tremont, Principal, Laneville ISD
This session will discuss the changing paradigm of principal as instructional leader. Specifically, findings from practitioner-based research discussing the relationship between Reading Plus and improved student outcomes in rural settings will be discussed.

3.3 The Hidden Orientation Process
Stephen Benigno, Assistant Professor, Texas A&M International University
New teachers entering the profession often face numerous challenges related to instruction and the professional requirements of the profession. One hidden challenge that new teachers face is the organizational socialization process. Twenty-five new teachers were surveyed with respect to the orientation and socialization process in their schools. Results indicated that many of the new teachers felt inadequately prepared to understand and conform to the socialization process.

Tuesday, January 28 | 10:15–11:15 a.m.

4.1 Project-Based Learning and Global Mindset Development
Brett Welch, Associate Professor, Lamar University
Neil Faulk, Assistant Professor, Lamar University
Hunter Keeney, Director of Institutional Research, Lamar State College – Orange
Alishea Jurado, Dean of Innovation & English Teacher, Miami-Dade County Public Schools
Embodiment of global mindset is necessary to navigate challenges associated with workforce readiness, the global market, and global challenges, requiring a more extensive skillset than that which traditional educational paradigms develop. Though the literature does not overtly discuss PBL as a means of fostering global mindset, specific aspects of the literature indicate afforded opportunities to develop the intellectual, psychological, and social capitals (Javidan & Walker, 2012) global leaders must embody. The purpose of this study was to analyze and interpret recent high school graduates’ perceptions of PBL as a means of developing global mindset.

4:2 Assessing District and School Culture: Reality, Perceptions, or Illusion
Stephen Benigno, Assistant Professor, Texas A&M International University
Elisabeth Krimbill, Assistant Professor, Texas A&M International University
School districts are a microcosm of our society. They represent the constituents and they mirror the positive and negative aspects of communities. Perceptions of district culture may be a result of how they address the needs of the constituency and how those areas dictate the cultural development of the school community. This study examines teacher perspectives of the reality, perceptions, and illusions of district and school culture.

4:3 Hybrid Inclusive Learning Theory
Keysha Johnson, Doctoral Student, Houston Baptist University
Jennifer Butcher, Professor, Abilene Christian University
Angie Durand, Associate Professor, Houston Baptist University
The theory of Hybrid Inclusive Learning specifies learning will occur when individuals are engaged about their learning. Educational institutions, therefore, must prepare the students and staff for the novel advancement of technologies and how these will impact a new culture of teaching and learning that provides platforms for different modalities individualized for all learners.

Register for the TASA Midwinter Conference on-site at the Austin Convention Center January 26-29.

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