Message from EPP Associate Dean Gina Anderson |
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How do we define reflective practice when it comes to preparing teachers and school leaders? What does it look like? How do we measure it? How do we take into account all of the complex factors that impact the success of students, teachers and leaders? Furthermore, how do we adapt our reflective practices when a pandemic continues to impact our lives, let alone teaching, learning and leading?
It seems clear that 2021-22 will be another year of uncertainty and change. Yet, we in the Educator Preparation Program (EPP) at Texas Woman’s University have so much to celebrate. Our faculty and staff have been busy implementing an array of new initiatives and degree programs, all currently at different stages of execution, for the common goal of continuous program improvement. In the midst of this busyness and excitement, we are also renewing our commitment to the practice of reflection, pausing to take stock of what is working and what might need to change.
For example, we are preparing to apply for national accreditation through the Association for Advancing Quality in Educator Preparation (AAQEP). To ensure we are well prepared for such an in-depth review of our EPP, members of the Council for Educator Preparation (CEP) have worked hard in committee to investigate current practices for scaffolding field experiences, revising admissions and testing policies, embedding culturally-sustaining pedagogical strategies and assessing professional dispositions. Furthermore, program coordinators representing each certification area are working to complete assessments of their programs’ alignment with state and national standards, while also evaluating evidence that demonstrates that alignment. On another front, teacher candidates and their field supervisors are participating in the Texas Teacher Evaluation and Support System Teacher Candidate Assessment of Readiness (T-TESS/T-CAR) pilot. This program involves EPPs across Texas and has a dual purpose: 1) to identify and develop best practices to guide EPP implementation of T-TESS, and 2) to measure early outcomes for EPP candidates who complete T-TESS as a performance-based indicator of their readiness to teach.
These are just a few of the many ways we are engaging in reflective practice in order to increase the value of what we do every day. We engage in this important work primarily because it enhances the success of our schools, teachers, students and leaders. When we increase the diversity of the candidate pool, reduce unnecessary costs for educator preparation, provide high-quality and robust field experiences, and implement meaningful assessments, our graduates go on to improve their own classrooms, schools and communities, serving as the premier teachers and leaders for whom TWU is known. We need them now, more than ever!
Read on to find out about more ways our faculty, staff, students and graduates are engaging in reflective practice during these unprecedented times. As always, thank you for your support of our candidates and EPP! We welcome your reflections and ideas. Please continue to stay in touch with us via our newsletters, our TWU Educator Preparation Program Web page and please follow us on Facebook, Twitter and Instagram.
Sincerely,
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Community Partnerships
Preparing Texas Teachers to Boldly Go!
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For more than a year, faculty teams and department heads in Texas Woman’s EPP have gone above and beyond even the most daunting demands under pandemic conditions to bring innovative programming to students and school districts around the state. Efforts include leveraging online teaching expertise, creating degree plans that allow community college associate’s degree holders to complete their degrees and certifications through TWU, and creating the popular Pioneer Bold program for district paraprofessionals. Texas Woman’s faculty members Rebecca “Becky” Fredrickson, Ph.D. and Laura Trujillo-Jenks, Ph.D. are stimulating the community-university relationship to positively impact professional educators and the students they serve. More than 40 school districts across Texas have expressed interest in Pioneer Bold, which has active cohorts in the Houston and Austin areas, as well as in Denton. With a unique take on effective “grow your own” programs that cultivate teachers where they live and work, Pioneer Bold provides a pathway to certification and a Master of Teaching degree for district paraprofessionals that, to date, has been gladly underwritten with district funds. For more information, contact Dr. Fredrickson or Dr. Trujillo-Jenks.
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TWU Alumna Innovates as Superintendent of Irving ISD
Magda Hernández Gives Back to Pay It Forward
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Despite challenges arising from a growing pandemic, over the last 18 months Irving ISD Superintendent Magda Hernández was named an educator of the year, spearheaded more than 1,000 home visits with students, launched a second collegiate academy and began teaching her first class at Texas Woman’s University.
Leading a school district with 33,500 students has inspired Ms. Hernández to apply her fervor for education to explore innovative modes of leadership.
“I’m passionate about education,” Hernández said. “I have a passion and commitment for our future leaders.”
Ms. Hernández worked her way from serving as a paraprofessional in 1993 to Irving ISD’s top post in December 2018. Along that journey were important sojourns at Texas Woman’s. In 1998, she earned a Bachelor of Science in interdisciplinary studies with a focus in bilingual education and ESL, and she completed a Master of Arts in education administration in 2005.
“It’s special to me to have the opportunity to lead the district that gave me a chance,” Hernández said.
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Preparing Future Superintendents
Advanced Learner-Centered Leadership
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The Post-Master's Certificate of Advanced Study - Superintendent, also known as the Superintendent Certification Program, is designed for students who already have teaching and principal certification. It is an 18- credit-hour program that includes a practicum. The program prepares seasoned education professionals to be leaders of school districts across Texas.
Certification content focuses on elements of leadership, instructional leadership at the district level, organizational health and change, as well as policy, politics and budgeting. Aligned with Texas Superintendent Standards, the Texas Woman’s certification ensures that top educational leaders in districts both provide and expect excellence from those they lead.
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Reflective Practice for Clinical Students
Video Capture Tech Enhances Performance
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Performance assessments have long been used in schools so learners can demonstrate their knowledge, skills and abilities of a particular subject matter. In teacher preparation, performance assessments allow candidates opportunities to demonstrate their ability to apply theories in practice.
Texas Woman’s EPP has joined researchers at Sam Houston State University and other Texas EPPs in the T-TESS/T-CAR pilot project, which is exploring the effectiveness of streamlining the candidate evaluation process. The pilot program aims to examine the feasibility of using a teacher appraisal instrument, T-TESS, as a consequential, performance-based assessment for teacher candidates.
This fall semester, almost 40 initial certification candidates at Texas Woman’s are participating, along with 11 university supervisors. The project uses video capture equipment (Swivls) to support candidate reflection on their teaching as part of the formal observations which take place during the clinical phase of their preparation. Candidates review and reflect on how their performance aligns with given instructional domains of T-TESS, including all related dimensions. The process leads to candidates being able to select specific evidence that supports their understanding of T-TESS instructional domains, while instilling greater awareness through a reflexive process.
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Education Professionals
Stay on Course with Continuing Education
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To explore how we can provide customized content for education professionals in your department, school or district, contact Sharon Bailey. All sessions are approved by the Texas Education Agency for CPE credit hours.
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Diversity, Equity, Inclusion & Justice
Student Representatives Shine through Service
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The initial membership of the COPE DEIJ Committee included graduate student Karina Martin from the School of Library & Information Studies (SLIS) and undergraduate Kudakwashe Blessing Svosve of the Department of Teacher Education (TE). These young women served as the committee's inaugural student representatives for the 2020-21 academic year. Their willingness to jump into the uncertainty of a new committee, coupled with their proactive approach and engagement, shaped the future direction of the committee and defined the “communications liaison” role.
Karina and Blessing pushed the committee to collectively “walk the walk,” and brought significant student concerns regarding DEIJ issues to the college’s attention through their participation, as well as through the COPE DEIJ Student Newsletter they initiated. Furthermore, Ms. Martin’s input was invaluable when SLIS designed its student-focused survey on DEIJ in the SLIS curriculum, and she will have an even more significant impact as it is developed into a template for future COPE surveys. The DEIJ Committee extends deep appreciation for their service, noting they have set the bar very high for the committee’s student representatives moving forward.
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Doctoral Candidates Join Inaugural TWU Cohort |
The College of Professional Education (COPE) at Texas Woman’s University is proud to partner with the Holmes Scholars Program of the American Association of Colleges for Teacher Education (AACTE). Starting in fall 2021, five female-identified students from historically underrepresented communities enrolled in doctoral programs, with the aim to become leaders in the education profession. The Holmes Scholar award at TWU-COPE is an honor that offers uniquely relevant experiences and benefits, such as mentoring in scholarship and public policy, tuition and travel assistance, enriched learning through conferences and boot camps and job search support from Holmes Scholar alumni.
TWU’s own JNIWL sponsors the COPE Holmes Scholar Program, which seeks to create a pool of outstanding, diverse candidates for future higher education faculty and leadership roles. TWU is the only woman-focused university participating in the program to date. A key goal of the COPE Holmes Scholar program is to increase the presence of doctoral candidates from historically underrepresented communities while providing crucial support toward their success.
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A World of Learning
Pioneer Network - TWU's Global Community
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Pioneer Network is an online community where TWU alumni, students, faculty, staff and supporters can connect. This exclusive platform gives Pioneers a space to support one another away from the noise of other social media platforms.
Pioneer Network offers you the opportunity to grow your professional network with people who share the Texas Woman’s experience. Reconnect with fellow alumni, join a mentoring program or search for exclusive job opportunities and events. Join more than 1,000 members of the Texas Woman's community who have already connected. Sign up for Pioneer Network today!
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TWU's Educator Preparation Program
Supporting Future Teachers of Texas
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Like all departments in COPE, the Educator Preparation Program serves diverse communities working to make a difference.
When you donate to the College of Professional Education in support of the Educator Preparation Program, you become a partner supporting the future of educators and students across Texas.
Your gift helps sustain:
- First-generation college students
- Communities of scholar-practitioners
- Teachers of English language learners
- Associate degree holders & school paraprofessionals completing certifications
- School and district leaders honing their skills
- And so many others
Please consider becoming a partner and supporting our work through a designated gift to the College of Professional Education and its Educator Preparation Program.
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Stoddard Hall 211
P.O. Box 425769
Denton, TX 76204-5769
phone 940.898.2735 | fax 940.898.2830
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Sharon G. Bailey, MA, Editor |
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