2109 Conference Information

 

Conference Schedule

8:30 – 9:00 registration Frazier Hall

 

9:00 – 9:15 opening Frazier Hall

 

9:30 – 10:15 Session 1

 

10:30 – 11:15 Session 2

 

11:30 – 12:15 Session 3

 

12:15 – 1:45 Lunch, KDE and KEEP updates, Awards, Business Meeting Frazier Hall

 

2:00 – 3:00 Meetings of Special Ed, KACTE, KEEP groups, etc.

 

Directions to Bellarmine in Louisville

On I-264 W, take exit 15A to KY 1703/Newburg Rd.

Proceed to stoplight at Bellarmine Blvd, turn right.

Follow the road until it ends and turn right onto Knights Way.

Take right on Alumni Drive and park in the lot using the parking pass downloaded from website.

If lot is full, retrace path to Knights Way and go straight into large parking lot. Shuttles will be available to take you to Frazier Hall if needed.

Registration is in Frazier Hall.

 Click here to print parking permit

 

 

KATE 2019 Conference Sessions  (in no particular order as of 8/1/19)

 

Sherry Stultz Morehead

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Mentoring

Partnership

Student Mentoring Across the Transition Points in TEP Pre-TEP candidates are brought together for information, support and guidance before applying to the TEP.   Candidates are then mentored throughout the clinical experiences within the program by those who are a semester or two ahead of them. After graduation, first year teachers are used as mentors to the candidates in the final weeks of clinical experiences.

Regina Dawson   UK

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Cultural Diversity and Equity in Mentoring

45 min

Culturally Responsive Teaching and Elementary Social Studies Content With using group mentoring and Social Studies (College coursework) to help Teacher Candidates gain an understanding of the instructional needs of students of diverse populations which include students of color, students of poverty and English Language Learners.

Melody Deprez

Melody_deprez@

georgetowncollege.edu

Andrea Peach

Andrea_peach@georgetown

college.edu

Harold Peach

Harold_peach@georgetown

college.edu

HLPs in Mentoring

45 min

Improving Clinical Experiences:   Incorporating High-Leverage Practices into a Pre-Service Special Education Graduate Online Program This presentation will describe how a grant-funded project at Georgetown College integrated high-leverage practices (HLPs) into the college’s special education courses and practicums. It will also describe another aspect of the project, which involved creating an online calibration training to help our observers more reliably assess our special education candidates in the field.

Andrea Peach

Harold Peach

Technology in Mentoring

HLPs in mentoring

45 min

Working with Pre-Service Teachers to Effectively Integrate Technology Aligned with High-Leverage Practices and Evidence-Based Practices By looking at the International Society for Technology in Education (ISTE) Student and Educator technology standards, and aligning them with high-leverage (HLP) and evidence-based practices (EBP), we will talk about how to work with pre-service teachers to ensure they have the knowledge to effectively integrate technology in their clinical practice. We will start by discussing the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Innovation Configurations, and then provide examples of videos, technology resources, and online learning opportunities. During the presentation, the attendees will work together to contribute to a shared document containing links and resources to take back with them to your institutions.

Sharon Brennan UK

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Ellie Holliday

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Mentoring Partnership

HLPs in Mentoring

Cultural Diversity and Equity

Mentoring Models

Using a Global Lens to Foster Equity and Intercultural Understanding in ways that Embrace Cultural Diversity in PK12 Classrooms: Strategies and Tools for Mentoring Novice Teachers In this session, presenters will share strategies and tools mentors can use to help novice teachers foster equity and intercultural understanding using a global lens in the classrooms where they student teach in ways that embrace cultural diversity. The resources we will discuss have been generated through an initiative embedded in the University of Kentucky’s Educator Preparation Program to help teacher candidates foster equity and intercultural understanding using a global lens in the classrooms where they student teach. Session participants will have an opportunity to consider the value of these resources for use when collaborating with teachers in partner schools who mentor their student teachers as well as when working directly with student teachers.

Margaret Mohr-Schroeder

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Joni Meade

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Margaret Rintamaa

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Sharon Brennan

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Heather Erwin

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Mentoring Partnership

Technology in Mentoring

HLPs in Mentoring

Cultural Diversity

Mentoring Models

45 min

One University/School Partnership’s Approach to Mentoring Novice Teachers in the Absence of KTIP: A Work in Progress In this session, presenters will highlight an emerging plan undertaken by one university/school partnership to mentor novice teachers in the absence of KTIP. Session participants will learn about the inception of the plan as well as strategies which will be implemented during the 2019-2020 school year. Presenters will seek participant feedback and share resources* which will be used during the implementation phase.

Delar Singh

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HLPs in mentoring

45 min

High-Leverage Practices:   Social and Emotional Skill Development The CEC and CEEDAR Center at the University of Florida have developed and disseminated 22 High Leverage Practices (HLPS) to policy makers and educators across the USA. These 22 HLPS are categorized into four (4) Areas: Collaboration; Assessment; Social & Emotional Skill Development; & Instruction. This presentation aims to heighten awareness about the growing national concern for instruction of social-emotional learning (SEL) or emotional intelligence in schools. It discusses the critical role emotions play in teaching, learning, and educator wellness along with effectiveness. The selected literature on the impact of emotional intelligence on academic performance is reviewed. The US states that have developed free-standing SEL standards for K-12 students are mentioned. The voices of candidates about the signicance of SEL training during their teacher preparation are reported. It concludes by urging teacher educators to prepare teachers to be emotionally intelligent and be able to promote social-emotional learning in their schools and classrooms.

Delar Singh

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Technology in Mentoring

45 min

Effectiveness of Interactive Television At a rural southeast university of the USA, a study examined the effectiveness of interactive television (ITV) as a method of instructional delivery for a teacher preparation course in special education. A total of 22 teacher candidates who were enrolled in this class responded to a Likert type questionnaire that had 31 questions. The questionnaire was developed after a thorough review of literature on issues and topics surrounding interactive television instruction. The internal consistency of the questionnaire was calculated with Cronbach Alpha and it is α=.82. Major ndings of the study indicate that 54.5% of teacher candidates strongly agree or agree that interactive TV created unnecessary distractions during class; and 69% of the candidates report that they would prefer to take a traditional face-to-face class. Approximately 32% of the students report that interactive TV experience was satisfactory for them. Findings are discussed with implications for research and practice.

Christopher Beckham

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HLPs

45 min

Mentoring for Optimism in Teaching Recent research has demonstrated that optimism in teaching matters. Great teachers from the past understood this as well. By examining the work of great teachers both past and present, teacher education faculty can help mentor pre-service teachers to discover the effect of optimism in their work.

Joni Meade

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Brett Criswell

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Martina Vasil

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Technology in Mentoring

45 min

Professional Noticing and Video Analysis with Pre-Service Teachers Three very different programs, STEM, Music, and Elementary, will share how they’ve implemented Professional Noticing with video analysis into their curriculum to enhance self -reflection in pre- service teachers.

David Riel

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Lewis Willian

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Kelly Hall

HLPs

Cultural Diversity

Partnership Panel

45 min

Developing Culturally Responsive Teachers Grant funds were used to fund classroom observation experiences for our pre-student teacher candidates in a rural Appalachian district as well as an urban Jefferson County school. Our candidate learned how to effectively implement culturally responsive high leverage strategies.

Huajing Maske

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Mentoring Partnership

Mentoring Models

45 min

Partner to Succeed Each year, the UK Confucius Institute brings around 30 new Chinese teachers to teach full time in 26 Kentucky K-12 schools. These teachers come with a very different cultural and educational background. Although all trained teaching professionals in the Chinese K-12 schools and college level, these teachers need mentoring in order to have better understanding of the American school culture in general and a new set of classroom management skills that suit the American classrooms. The Confucius Institute partners with K-12 schools and College of Education to provide orientations and on-going mentoring of these new Chinese teachers. This session will provide the mentoring models that better t the needs of the Chinese teachers and offers discussion and insight for fellow educators to think about ways to engage and mentor international educators.

Channon Horn

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Kera Ackerman

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High-Leverage Practices in Mentoring

Mentoring Models

Exceptional Partnerships: The Role of Dispositions in the Preparation of Exceptional Candidates Dispositions are a key component in the development of exceptional educators. Yet, it can be challenging to accurately evaluate the multitude of characteristics needed to prepare pre-service special educators with fidelity.   A comprehensive rubric developed to assist in the evaluation will be shared.

Greg Goins

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Novel Bond

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Christine Deel

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Mentoring partnership

Technology in mentoring

Mentoring models

Reimagine Professional Development through Connected Learning Projects Leading relevant professional development continues to be a constant struggle for P-12 school leaders that are challenged by shrinking budgets and little time for organized PD. Through a new pilot project between the Georgetown College Principal Program and Kentucky school districts, this presentation will offer a new and innovative approach to professional learning during the 2019-20 school year through a "Podcast Study Project" that can be embedded within current Professional Learning Communities (PLC). Let's flip those PLC meetings into Connected Learning Projects (CLP).

Kim White   UK

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HLPs in mentoring

45 minutes

Identifying the High-Leverage Practices your Teacher Candidates Need to Be First Day Ready High-Leverage Practices in general education are extremely important for new teachers to have skill and experience in order to meet the needs of all students. This session will discuss how to identify the needs of teacher candidates and ways to strengthen skills.

KATE Officers

 

Kentucky Association of Teacher Educators

ORGANIZATION OFFICERS

Officer Name Position
Dr. Sherry Stultz, Morehead State University President
Ms. Joni Meade, University of Kentucky Vice President/Conference Presentation Chair
Dr. Laura Darolia, University of Kentucky Vice President-Elect/Awards Chair
Dr. Mike DiCicco, Northern Kentucky University Treasurer
Dr. Jane Arrington, Georgetown University Secretary/Membership Chair
Dr. Kimberly White, University of Kentucky Immediate Past President/Nominations Chair
Dr. Kimberly White, University of Kentucky Executive Director
Dr. Dusty Knotts, Western Kentucky University Western Region Representative
Dr. J. Michael King, University of Pikeville Eastern Region Representative
Open Central Region Representative
Open KCTCS Representative

Past Presidents

Andrea Peach Georgetown College
Sarah Hawkins-Lear University of Kentucky
Meagan Mussellman Murray State University
Manish Sharma Thomas More College
Pam Matlock                    Murray State University
Shirley Nelson University of Pikeville
Douglas Griggs Georgetown College
Shawn Faulkner Northern Kentucky University
Jackie Hansen Murray State University
Barbara Zahler Thomas More College
Christopher Miller Morehead State University
Shirley Pauler Asbury University
Renee Campoy Murray State University
Melissa Saunier-Arnold Lindsey Wilson
Rebecca Oswald Asbury University