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Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
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  • Contains 3 Component(s), Includes Credits

    Lay the groundwork for effective collaboration practices.

    This session will address the pre-work needed to lay the groundwork for effective collaboration practices in school communities. We will define collaboration; look at the culture of collaboration, its characteristics, practices, obstacles, and benefits for all learners and educators; and discuss the relevance of collaboration and effective practices in a school community. This session refers to the tenets by Friend & Cook as an anchor text.

    Participants will take away:

    • Knowledge of the skills needed for sustainable collaboration to take place.
    • Strategies for developing support and commitment to collaboration.
    • Structures that work for successful collaboration- finding what works takes planning, practice, revising, trials, and starting over again.
    • User-friendly resources to guide planning for collaboration practices.

    Karen Austin

    Dr. Austin is a lifelong advocate for learning for ALL students and is passionate about inclusive and equitable practices and collaboration. She has served the urban community for over 20 years in various roles, from a teacher to a school administrator and special education administrator. Her work in these roles has always focused on collaboration practices. She continues to teach in higher education, serving graduate and undergraduate students. Additionally, Dr. Austin has begun her journey to support schools and districts as an independent consultant in special education. She has presented at the CPS Teacher Leadership Institute, American College of Education, National Louis University, and the Illinois Council of Exceptional Children focusing on special education, collaboration, and modeling collaborative practices.

    Sherrise Lucas

    Foundations for Creating a Collaborative Work Environment

    Dr. Lucas, NBCT, is a lifelong learner who enjoys collaborating with others to increase educational opportunities for all learners. Her relentless pursuit for equitable educational opportunities for students has led her to hold various roles within her career, from classroom teacher to administrator at the district and school level. Dr. Lucas has collaborated with educators to improve teaching and learning through writing grants (Rochelle Lee, Fund for Teachers, Donors Choose), presenting at conferences (Yale Education Leadership Conference, AERA, CPS Summer Leadership Institute, Illinois Council of Exceptional Children), joining educational committees (Teach Plus & The Fund's Educator Advisory Committee), and facilitating professional development sessions for both teachers and administrators.

  • Contains 3 Component(s), Includes Credits

    This webinar deals with the reality that responding to trauma in the community or country has largely fallen in the lap of P-12 educators who are not equipped to respond positively.

    This webinar serves all educators—pre-service, novice, and experienced. It will be helpful to college faculty and school administrators as well. The intent is to share practices used in DSST Public Schools (Denver, CO) when responding to critical incidents. DSST defines critical incidents as events that impact individuals and or groups who have been traditionally and historically marginalized and minoritized. The aim is to share best practices for setting up safe spaces for staff and students in real time while also providing resources. This webinar deals with the reality that responding to trauma in the community or country has largely fallen in the lap of P-12 educators who are not equipped to respond positively.

    Participants will walk away with:

    • Sample letters to staff and families,
    • Best practices for setting up safe spaces for staff and students, and
    • Resources to support the conduct of these conversations.

    Dr. Aaron Griffen

    Aaron J. Griffen, Ph.D., is a P-12 Practitioner-Scholar with over 20+ years of experience in public and charter as a middle school English teacher, assistant principal, as a high school principal, and currently as the Chief Equity Officer at DSST Public Schools in Denver, Colorado.

    Dr. Griffen is an Adjunct Faculty in Doctoral Leadership at the America College of Education (ACE) is the co-founder of Prosperity Educators, LLC, an independent educational consulting company whose services include Diversity, Equity and Inclusion development, instructional leadership and peer coaching, strategic planning, and organization management. 

  • Contains 3 Component(s), Includes Credits Recorded On: 03/24/2023

    What can be done to improve students' social-emotional stability, and how can teachers make sure that they don't hit burnout while taking on the task of meeting students' increased needs?

    The rapid increase in the negative social and emotional state of youth as well as the high levels of anxiety and stress are having negative effects on student social-emotional development (McCarthy, 2019) as well as having a toll on our nation. What can be done to improve students' social-emotional stability and how can teachers make sure that they don't hit burnout while taking on the task of meeting students' increased needs? 

    Angila Moffitt


    Dr. Moffitt began her teaching career as a special education teacher at the elementary and high school grade levels, both in brick-and-mortar and online formats.  After several years of teaching, her passion for education led her to become a principal of an elementary school, where she started the first school–daycare  combination in the area. Following her passion for training teachers and leadership, Angila is currently the director of the Early Childhood program and the EDAD principalship program at Northwestern College and a professor of graduate studies at Northwestern College. She also serves as a dissertation chair and committee member for students at the American College of Education.

  • Contains 3 Component(s), Includes Credits

    Teaching about "home" is culturally responsive teaching.

    "Home" is a common educational theme in the elementary grades. Teaching about different living situations is an example of culturally responsive teaching. It allows students to feel more accepted in their family's housing choices, and exposes students to housing options they may not be aware of. Today's children are not only tomorrow's housing consumers; they are also tomorrow's housing professionals, community leaders, and elected officials. Their increased knowledge about a broad array of housing options will guide housing solutions in the future. But are today's elementary educators fully aware of and knowledgeable about diverse housing options? An ongoing project at Ball State University has uncovered concerns about a somewhat narrow focus on "home" in the elementary grades. This webinar is designed to expand educators' ability to teach about "home".

    As a result of participating in the webinar, participants will be able to:

    • Discover why it is important to expose children to a broad array of housing options.

    • Uncover their own potential housing bias.

    • Evaluate children's books for their housing message.

    • Select appropriate housing-related books for the elementary classroom.

    • Broaden their focus on "home" in the classroom by expanding the housing content in their lesson plans.

    Dr. Carla Earhart

    Carla Earhart is an award-winning housing educator at Ball State University. In her university classes, she uses a variety of techniques to teach about housing...movies, TV shows, literature, art, news media, social media, etc. She has combined her undergraduate degree in Human Development and Family Studies with her graduate degrees in Housing, along with her professional experiences in the housing industry, to create professional development materials that focus on "home" for the elementary grades. Her work in housing education has been showcased in a variety of publications and at a variety of conferences.

    Hannah Hays

    Hannah Hays is a KDP member and undergraduate student at Ball State University majoring in Special Education and Elementary Education. She has served as an Undergraduate Honors Fellow for two years, working with Dr. Earhart to learn about housing as it relates to elementary education and assisting with the creation of professional development materials for elementary educators. She will be student teaching in the Spring 2023 semester.

  • Contains 3 Component(s), Includes Credits

    Follow our tips to make the prospect of gardening with your students less intimidating, more rewarding, and academically valuable.

    Garden-based learning is an exciting movement in the U.S. education system that has many benefits for students. School gardens have been shown to boost physical activity, increase fruit and vegetable consumption, improve student attitudes toward school, decrease problematic behaviors or those behaviors associated with attention deficit disorder, and effectively engage students of diverse backgrounds and learning styles. Further, garden-based learning can create memorable, hands-on learning opportunities that integrate gardening with math, science, social studies, and language arts.

    Although school gardening offers many advantages, teachers' knowledge of gardening and their comfort level working with students in a garden setting may make them hesitant. In this webinar, participants will learn:

    • An overview of recent scholarship on garden-based learning and teacher preparedness.
    • Basic gardening skills that make garden-based learning less intimidating.
    • A few "Back Pocket" activities to fill time in the garden.
    • Tips for curriculum integration in the garden and getting administrators on-board.
    • Where to look for additional information and resources on garden-based learning.

    Dr. Sarah Cramer

    Sarah Cramer is an Assistant Professor of sustainable food systems at Stetson University in DeLand, FL. She holds a PhD in agricultural education and a master of public health degree, both from the University of Missouri. Before returning to school to complete her doctorate, Sarah spent three years as a garden educator at the Southern Boone Learning Garden, a model school garden program in Ashland, MO. Her research explores the potential of elementary school garden programs to serve as change agents in both the food system and the public education system.

    Dr. Mercedes Tichenor

    Mercedes Tichenor is a Professor of Education at Stetson University. Her research interests include best practices in education, teacher professionalism, and school gardening.

  • Contains 3 Component(s), Includes Credits

    Discover the value of self-awareness and how to make the most of your time working with an instructional coach.

    Coaching can support novice teachers and improve their pedagogical practices. By reflecting on their interpretation of the coaching feedback they received and developing action plans to enhance their instruction, new teachers can learn strategies and approaches to get the most out of their coaching experience. Teachers will explore techniques for maximizing the return on investment from coaching at their schools as well as how to ensure that they act on and evaluate progress in light of coaching feedback. Participants will discover the value of self-awareness and how to make the most of their time working with an instructional coach.

    Session Outcomes:
    • Begin to define the meaning of coaching
    • Explore research-based characteristics of effective coaching
    • Understand why emotional intelligence is important to effective coaching

    Prudence Minton, Ed.D.

    WestEd Professional Learning Designer & Leadership Coach

    Dr. Prudence Minton has more than 19 years of experience as a principal supervisor, senior executive, and instructional leader. Her educational career has been defined by a strong dedication to providing students with equitable and progressive opportunities. She was a part of the founding leadership team of a charter school in Newark, New Jersey, which educates students in grades Pre-K through 12. Dr. Minton was also a principal mentor for the state of New Jersey, where she assisted new school leaders in their development through leadership simulations and action research projects. She graduated from Spelman College with a B.A. in Economics, Brooklyn College with an M.A. in Math Education, Columbia University's Teachers College with an M.Ed. in Educational Leadership, and an Ed.D. from the University of Pennsylvania. She is currently part of the WestEd community as a Professional Learning Designer and Coach for the Educational Leadership and Systems Design Department.

  • Contains 3 Component(s), Includes Credits

    Positive relationships with teachers and staff can enhance students' motivation and promote learning.

    Positive relationships with teachers and school staff can dramatically enhance students' level of motivation and therefore promote learning. Students with access to stronger relationships are more academically engaged, have stronger social skills, and experience more positive behavior. This webinar will provide best practices to start your year off right, and assist you in…

    Improving your overall behavior-management skills.

    Helping learners Increase task engagement and improve academic achievement.

    Enabling students to work toward self-management.

    Establishing safety for the risk-taking venture of learning.

    Michelle McCraney, EdD

    Core Faculty

    American College of Education

    Dr. Michelle McCraney has served as a state college administrator, faculty member, principal, assistant principal, program and staffing specialist, and teacher. She is currently employed as a university professor. 

    Emir Gonzalez, EDD

    American College of Education

    Dr. Emir Gonzalez has served as a science educator, intervention specialist, and testing coordinator. He is currently employed as a university professor in the teaching and learning department, teaching curriculum and instruction course.

  • Contains 3 Component(s), Includes Credits

    Learn how to build successful partnerships between local education agencies and community college partners.

    This session will look through the lens of Kannapolis City Schools (KCS) and Rowan-Cabarrus Community College (RCCC) in North Carolina, with attendees learning how to build successful partnerships between local education agencies and community college partners. This successful partnership has culminated in KCS being recognized for the NC Works Award of Distinction as an Outstanding Innovative Partnership, CTE Regional Director of the Year, and Game Changer Award recipient.

    Building on lessons learned through the KCS-RCCC partnership, we will share how each educational entity has worked to ensure that the dynamics of diversity, equity, access, and inclusion are a priority in the partnership. We’ll offer an interactive activity focused on diversity, equity, access, and inclusion to identify the core values and beliefs of the participants and their respective educational agencies. Additionally, we will share how we choose dual enrollment career and technical education pathways that are taught on the high school campus, and how we are continuing to expand our equity and access focus through locally articulated credit. 

    ·        Attendees will learn how to build successful partnerships between public school units and community college partners.

     ·        Presenters will share how they choose dual enrollment career and technical education pathways that are taught on the high school campus and how we are continuing to expand our equity and access focus through locally articulated credit.

     ·        An interactive activity focused on diversity, equity, access and inclusion will be utilized to identify the core values and beliefs of the participants and their respective educational agencies. 

    Dr. Angelo Markantonakis

    Associate Vice President, Academic Programs (RCCC) [Adjunct for ACE]

    American College of Education

    Dr. Angelo Markantonakis has presented at national and local conferences relative to retention, curriculum scheduling, Work Based Learning, Career and College Promise Programs, Career and Technical Education Pathways, Perkins Pathway Partnerships, Creative Marketing, Building Community Partnerships, and Early College Success. Angelo is a first generation college graduate who started his journey within education at St. Lawrence University as a HEOP (Higher Education Opportunity Program) student. His Masters degree is in Education with a concentration in Adult Education from Elmira College, and a doctorate in Higher Education Executive Leadership from Wingate University in North Carolina.

    Kelli Antonides

    Director of Career & College Promise Programs Rowan-Cabarrus Community College

    Rowan-Cabarrus Community College

    Kelli plans, assesses,
    and implements initiatives and programs related to North Carolina’s dual
    enrollment program, Career & College Promise. Antonides’ past experience as
    a college advisor, classroom teacher, and research associate have all
    contributed to her passion of working with first-generation students. A born
    and bred Tar Heel, Antonides holds a BA degree in both Political Science and
    Communication Studies from UNC-Chapel Hill, a MAT from the University of
    Southern California, and is currently pursuing a doctoral degree in Community
    College Leadership from North Carolina State University. Kelli and her husband
    welcomed their first child into their family last year and are loving every
    minute watching him grow.

    Daryle Adams

    Director of Secondary Education, CTE, and STEM Kannapolis City Schools

    Kannapolis City Schools, NC

    With over 24 years of educational experience, Daryle currently serves as the Director of Secondary Education and Career and Technical Education for Kannapolis City Schools, Kannapolis, NC. As the CTE Director, he has expanded the number of pathways and program areas available to students while increasing course offerings at the middle school. As an educator, Daryle spent 15 years as a classroom teacher before transitioning to administration first as a high school administrator then Director. Born and raised in the United States Virgin Islands, he is a proud alumnus of Emory University, University of Northern Iowa, and Wingate University. Daryle is a past recipient of the NC Governor’s Award of Distinction for Innovative Programs, selected as the 2020 North Carolina CTE Administrator of the Year, and is now the ACTE Region II CTE Administer of the Year, which covers the Southern states. He has had the honor of presenting at national and local conferences regarding curriculum scheduling, Dual Enrollment, Racial Equity and Diversity, Career and Technical Education Pathways, and Building Community Partnerships.

  • Contains 3 Component(s), Includes Credits

    Burnout feels like a guaranteed side effect of working in education right now, but managing your mental health is the key to living a high-quality life in and out of the classroom.

    Everyone talks about the stress of teaching, but most people aren’t offering real solutions. Are you starting to worry that the stress of your day may be negatively impacting more areas of your life? In this workshop, you’ll learn five simple and practical ways to improve your mental health so you can enjoy your time in and out of the classroom This workshop will help you:

    • Identify key practices to support your own mental health and well-being.
    • Understand how to incorporate these practices into your daily classroom life. 
    • Challenge burnout causing school norms while still being a team player.

    Calvalyn Day

    Calvalyn Day is a nationally published author, coach and speaker. She is highly sought out by mission driven organizational leaders for her approach to trauma-informed and culturally competent personal and professional development. Since founding her business in 2015, she has taught and coached thousands of professionals in the education and mental health worlds. Professionals who are eager to bridge the gap between potential and outcomes are now able to maximize their efforts by partnering with her through the Think & Grow Well Digital Development Program.

  • Contains 3 Component(s), Includes Credits Recorded On: 11/17/2022

    Mandated reporting can be intimidating, but the Green Bear Project is here to help you understand the signs, symptoms, and how to report child abuse.

    Mandated reporting is an integral part of teaching. Ensuring the safety of your students is not only essential but is also mandated by law. However, it can be hard to make that call. The Green Bear Project is here to help! The Green Bear Project’s Mandated Reporter class will instruct future teachers on the 4 types of abuse, signs, and symptoms of abuse, and how to respond to the abuse.

    This class will help you feel more confident in the reporting process, showing you how to

    • Identify signs and symptoms of child abuse,
    • Respond to disclosures,
    • Report suspected child abuse, 
    • And understand the multidisciplinary team approach when working with survivors.

    Mia Ponder


    Mia Ponder joined SEMO-NASV in August 2021. She graduated in 2019 from the University of Missouri with a Bachelor of Science degree in Human Development and Family Science and received her Master of Arts in Family and Community Services in 2022. Since joining SEMO-NASV, Mia has been presenting sexual assault prevention programs to local children and adults. 

    Leasa Stone


    Leasa Stone has been with SEMO-NASV since 2002. As a former foster parent and pediatric registered nurse, Leasa has worked primarily with children since graduating from Southeast Missouri State University in 1989 with an Associates Degree in nursing. In addition to working for SEMO NASV, Leasa has been a pediatric staff nurse at Saint Francis Medical Center since 1990. Leasa travels to schools and other organizations in southeast Missouri discussing child abuse prevention.