Sessions #1—Monday, 1-2 p.m.
Superintendent Preparation Program Internships: A Comparison Between Students
Presenters: Pauline M. Sampson, Professor, Stephen F. Austin State University; Kerry Lee Roberts, Associate Professor, Stephen F. Austin State University
This qualitative case study evaluated the internship experience of one superintendent preparation program. Major findings showed that superintendents and interns need strong administrative skills, governance skills, advocacy skills, curriculum and instruction skills, management skills, interpersonal skills, ability to understand and use social media, and work in a political atmosphere.
Transformational Leadership: Psychological Well-being of Followers
Presenters: Pamela J. Bryant, Superintendent, Clarksville ISD; Jennifer Butcher, Associate Professor, Houston Baptist University; Babette M. Eikenberg, Associate Professor, Lamar University; Johnny O'Connor, Assistant Professor, Lamar University
When turning around unsuccessful schools, school leaders utilize transformational components in motivating staff. Findings of the study identified inspirational motivation as one of the most dominant transformational leadership components of the participants.
Navigating the Dissonance Between the Principal as Evaluator and Supervisor
Presenter: Yanira Oliveras-Ortiz, Assistant Professor of Educational Leadership, University of Texas-Tyler
Thousands of school administrators across Texas are appraising teachers for the first time under the Texas Teacher Evaluation and Support System (T-TESS). School administrators are expected to serve as both the instructional supervisor and evaluator through the T-TESS cycle. There are some teachers who understandably struggle to differentiate between their appraiser's role as evaluator and instructional supervisor. This study looked at how principals can navigate these conflicting roles.
Improving the Supervision Process: Trust, Presence, Empowerment, and Recognition
Presenter: Stephen Benigno, Assistant Professor, Texas A&M International University
The recent initiatives involving the effective and formative supervision of instruction in the public school systems really require more than just an effective model of supervision. The relationship between the administration and the instructional staff that has traditionally involved simply an observation, a walk-through, check sheet and has resulted in a summative and terminal evaluation of instruction, will definitely need a paradigm shift.
Sessions #2—Monday, 2:15-3:15 p.m.
Examining Trust: A Framework for Collaborative Relationships Between Principals
Presenter: Jennifer Smith Jones, Assistant Professor, University of Texas-Tyler
Building trusting relationships can increase the opportunity for collaboration and have a considerable influence on the organization's success. Effective leaders must consider the facets of trust (benevolence, reliability, openness, vulnerability, and honesty) and the role of trust in establishing an environment conducive to collaboration and school improvement.
How Effective Superintendents Build Trustworthiness and Trust
Presenters: Shelby L. Davidson, Principal, Lamar University; Don Dunn, Superintendent, Van ISD; Sandra Harris, Professor, Lamar University
Findings from this study emphasized that trustworthiness and trust is the foundation of principle-centered leadership. This study provides superintendents and other educational leaders with practices critical to building trustworthiness and trust as they practice principle-centered leadership in order to become more effective leaders in their districts.
Promoting Proactive, Empowered School Counselors to Address At-Risk Student Needs
Presenters: Brett Welch, Associate Professor, University of Texas-Tyler; Shannon Lafargue, Assistant Superintendent, Calcasieu Parish School System; Johnny O'Conner, Assistant Professor, Lamar University; J. Kenneth Young, Associate Professor, Lamar University
This research explored the perspectives of male inmates regarding their educational experiences. The focus of the study was to identify commonalities and phenomena in relation to these experiences, school engagement levels, deviant behavior, and school staff-student interaction as it related to the at-risk student population.
The State of Developmentally Appropriate Practice in Texas
Presenters: Cody Summerville, Kindergarten Teacher, Pflugerville ISD; Elizabeth Beavers, Assistant Professor, University of Houston Clear Lake
This presentation will highlight data obtained through mixed-methods as to form a foundation for portraying the state of developmentally appropriate practices in pre-k through third grade in Texas AP-3 convening of highly dedicated, diverse and experienced stakeholders representing numerous roles within the hierarchy of Texas education, from the state level to classroom educators, served to inform the qualitative element of the research.
Sessions #3—Tuesday, 9-10 a.m.
Effective Study Skills for Diverse Students
Presenters: Elaine Wilmore, President, Elaine L. Wilmore Leadership Initiatives, Cleburne Texas; Brandon Thurston, Assistant Principal, Gilmer Elementary School; Mary Beth Womack, Assistant Principal, Liberty-Eylau High School
This project sought study skills that were successful from actual teachers in the field. Teachers from every conceivable student subgroup in the Northeast Texas arena were queried via blind survey research to identify techniques they had utilized successfully with their varying subgroups. Those results have been tabulated, analyzed, and will be presented here.
Data-Informed Leadership Practices and Student Achievement in High-Poverty Schools
Presenters: Barbara Ybarra, Associate Superintendent, Bryan ISD; Kaye Shelton, Director of Doctoral Studies, Lamar University
High stakes testing in Texas and elsewhere has created a sense of urgency for all students to succeed at equal rates regardless of the student's personal circumstances (Birdwell, 2012). This study helps leaders fine-tune their own practices for fostering data-driven decision-making resulting in positive student outcomes.
The Teaching Force: "Prepared or Not Prepared?" That Is the Question
Presenters: Elizabeth Murakami, Professor, University of Texas San Antonio; Christopher McCaskill, School Improvement, NA
This study is focused on the perspectives of School Superintendents from Texas about what teachers' need to prepare for in teacher education programs in order to be prepared for the educational workforce. Significant to this examination is a need to look beyond success of those first days, but to see teachers find longevity within this career field. Five superintendents in the greater San Antonio area share their thoughts and real life experiences about how to equip aspiring teachers in a local.
Strategies Exemplary Middle School Teachers Implement to Build Educational Resilience In At-Risk Students
Presenters: Caprice Day-Borgeson, Program Specialist VI, Texas Education Agency, Sandra Harris, Professor, Lamar University
This qualitative study explored strategies exemplary middle school teachers implemented to build educational resilience in at-risk students.The research questions examined how teachers defined eduational resilience, what kinds of instructional strategies, classroom environment, and relationships supported building educational resilience, and what challenges teachers faced in striving to build educational resilience in at-risk students.
Sessions #4—Tuesday, 10:15-11:15 a.m.
Applying Theories of Andragogy and Instructional Design to Online Graduate Courses.
Presenters: Gary Bigham, Associate Professor, West Texas A&M University; Maricela Garcia, English Instructor, South Texas College;
Jesus Abrego, Associate Professor, The University of Texas-Rio Grande Valley; Krista Favela, Senior Distance Education Instructor, West Texas A&M University
Aspiring Texas principals are seeking master's degrees and principal certifications through online programs. Instructors must employ effective instructional methodology into online course design, tailored to accommodate adult learner needs. This pilot study reports initial success in an approach that applies theories of andragogy to online instructional design.
Shared Leadership on a Career and Technical Education Campus
Presenters: Samantha Ward, Assistant Principal, Grand Prairie ISD; Casey Graham Brown, Professor, University of Texas at Arlington
Educational leaders' decision-making strategies are vital to the success of schools. Creating a team of leaders allows campus responsibilities to be distributed. Presenters will share the results of a case study in which the relationship between shared leadership and teacher job satisfaction was examined through the lens of complexity theory.
Mentoring as a Succession Tool for Cultivating Faculty for Positions of Higher Education
Presenters: Jonathan M. Gary, Chairman Department of Music, University of Mary Hardin-Baylor; Hollis Lowery-Moore, Professor, University of Mary Hardin-Baylor
This paper explores the concept that mentoring could be used as a succession tool to cultivate and develop faculty for future positions of administrative leadership in higher education.
Using the Jigsaw Method in Teaching in Higher Education: Changing the Way We Teach
Presenters: Alejandra Garcia, Assistant Principal, University of Texas Rio Grande Valley, Maricia Garcia, Teacher, South Texas College
This qualitative case study examined factors that were both successful and unsuccessful along with the attitudes and preferences of graduate students toward working in an online cooperative jigsaw blog project, in which each student had an active role for each topic addressed throughout the semester.