Curriculum VITA 00MLorenzVITA_2016
Janysek, D., & Lorenz, M. (2016) The Texas Adult Education Content Standards and Benchmarks (TAECSB). Austin, TX: Texas Workforce Commission RevisedTAECSB_2016_Draft
Janysek, D., & Lorenz, M. (2016) The Texas Adult Education Content Standards and Benchmarks Example Performance Indicators (TAECSB-EPI). Austin, TX: Texas Workforce Commission RevisedTAECSB_EPI_2016_Draft
eLearning module Are you ready?
eLearning module on Overview of the Texas Adult Education Teacher Credential (2013) (Link opens in a new window) The Texas Adult Education Teacher Credential is an optional credential that is available to those who teach adult students in Texas adult education programs. Based upon professional development and critical self-reflection, the Teacher Credential emphasizes the link between current theory in adult education and professional practice. Originally intended as a move toward accountability, the Teacher Credential demonstrates that teachers have participated in meaningful professional development activities that represent a core body of knowledge and skills needed to foster learning in the adult education classroom.
eLearning module on “How to write reflections” for the Teacher Credential (2013) (Link opens in a new window)
eLearning module on Overview of the Texas Adult Education Administrator Credential (2013) (Link opens in a new window) The Texas Adult Education Administrator Credential is an optional credential that is available to those who serve as administrators in Texas adult education programs. Administrators are those individuals who hold the positions of director, administrator and instructional coordinator. The Administrator Credential Model emphasizes the value of experience and encourages the use of collaborative learning communities and mentor relationships. The administrator credentialing process provides an opportunity for novice administrators and administrators employed in less comprehensive roles such as instructional coordinator to obtain a variety of experiences intended to prepare them for increased responsibility and continued career growth and serves as a tool for program improvement. Experienced administrators may obtain a new perspective and understanding of their role through introspection and reflective practice.
eLearning module on How to navigate the eLearning Courses (2013) (Link opens in a new window)
Brochure for the Texas Adult Education Teacher Credential (2013) Cred_Bro
Brochure for the Texas Adult Education Administrator Credential (2013) Admin_Bro
Texas Adult Education Teacher Credential Workbook (2013) TeacherCredentialWorkbook2013
Impact on Student Performance – Texas Adult Education Teacher Credential Study Preliminary Results IMPACT ON STUDENT PERFORMANCE This research brief offers the results of a study of the impact of the Texas Adult Education Teacher Credential (the Credential) on student performance as measured by the TABE® and BEST Plus™ assessments based on an analysis of three years (2010-2012) of Texas Educating Adults Management System (TEAMS) data. This initial analysis reveals three primary findings: Classes taught by teachers who have earned the Credential have significantly more students meeting required gains, as defined by the Texas State Assessment Policy, for both TABE® and BEST Plus™ assessments; classes taught by teachers who are employed full-time have significantly more students meeting required gains for both TABE® and BEST Plus™ assessments; and Credential status of adult education teachers appears to have a larger impact on student performance than does full-time paid employment status.
Where Great Teaching Begins: Reflections on a Book Study (2012) TCALL Article_Dec2012
Website used for the book study.
Case Study: Converting an Existing Course to E-Learning (2012) Case Study This paper was accepted for presentation at 2 national and 2 international digital learning conferences.
USING THE TOOLS YOU ALREADY HAVE… (2011) ElearnPaper This paper was accepted for presentation at 2 national and 1 international digital learning conference (below, SXSW.edu).
Presented at SXSW.edu (2011)(Podcast) USING THE TOOLS YOU ALREADY HAVE… http://audio.sxsw.com/2012/podcasts/edu/08_Nuts_and_Bolts_From_Classroom_to_Online.output.mp3
Are you tired of click-and-read e-Learning courses? You know there’s more, but you struggle to find the right model for your organization. This session will help you and your subject matter experts rethink the linear content and place it in a context that is both more engaging and better for learning. You’ll see how to take what was a standard e-Learning course and quickly convert it to something more relevant to the learner. Session participants will learn the basic framework for building effective and interactive eLearning. You will learn to think about your courses in a different way and go from information dump to courses that engage the learners.
Master’s thesis – Leadership Transistion in a Public High School
Background and Implementation Information for the Texas Temporary Teacher Certificate, Presented to the Texas Senate Committee on Education (2004) Additional_SBEC
THE SHORTAGE OF MATHEMATICS TEACHERS IN TEXAS: CHARACTERISTICS OF MATHEMATICS-CERTIFIED PROGRAM GRADUATES (2005) Math Sequel Specialists at the Texas Education Agency investigated the characteristics and career paths of people who were fully certified to teach mathematics in Texas. The variables examined were gender, ethnicity, certification grade level, certification route, and grade level taught. Public school mathematics students in pre-kindergarten through Grade 12 were also investigated. The investigation was a follow-up to a previous study of science-certified graduates. We first compared four groups of individuals certified in mathematics for 2004-2005: those teaching mathematics, teaching another subject, holding a professional position, and holding no position in the Texas public school system. Next, we examined the subject areas of individuals teaching outside the Mathematics area for the same year. We broke down these results by gender and ethnicity. We also presented results for public school mathematics students in pre-kindergarten through Grade 12, with breakdowns by course, gender, and ethnicity. Lastly, we provided discussion, conclusions, and recommendations. Important highlights are presented here.
A Handbook For New Teachers In Technology Education (2008) New Teacher Handbook
Technology Education Program Evaluation Instrument (2005) Tech_Ed_Eval
TECHNOLOGY EDUCATION Safety Resources: Notes, Tests, and Illustrations (2001) Safety_Guide