Educational Resilience During and Beyond Covid-19
Auburn University’s College of Education, Department of Educational Foundations, Leadership is holding a one day conference on June 9, 2022, Educational Resilience During and Beyond Covid-19. Our keynote panel includes Beth Houf, 2022 National Principal of the Year; Jennifer Hayes, 2021 Regional Distinguished Principal Honoree; and Jim Masters, Director of Educator Evaluation and Training for the Missouri State Department of Education. Breakout sessions address topics relevant to the theme.
- Date: June 9, 2022
- Time: 8:00 A.M. – 3:00 P.M. CST
- Location: Auburn Research Park, 570 Devall Drive Ste 101, Auburn, Alabama, Event Center 540 at the Park.
PLU Approved by ALSDE (work required beyond conference attendance will be explained immediately following the conference)
PD Title Number: PLUACLD1044
PD Title Name: Truman Pierce Institute (AU), Educational Resilience During and Beyond COVID-19
This conference is made possible thanks to the generosity of Gerald S. Leischuck, Ed.D.
Agenda - June 9, 2022
|8:00 a.m. - 9:00 a.m.||REGISTRATION BEGINS
COFFEE MEET & GREET
|9:00 a.m. - 10:30 a.m.||
|10:30 a.m. - 10:45 a.m.||BREAK|
|10:45 a.m. - 11:30 a.m.||CAPSTONE BREAKOUT SESSION 1
Improving Communication between the District and Local Levels - 2A68
Using Placement Tests to Close the Achievement Gap - 2A70
Increasing Student Literacy after COVID-19 - 1A01
|11:30 a.m. - 12:45 p.m.||WORLD CAFE LUNCH
|12:45 p.m. - 1:30 p.m.||CAPSTONE BREAKOUT SESSION 2
Virtual Teacher Growth and Virtual Student Achievement Relationship - 2A68
Decreasing the COVID-19 Gap by Increasing Student Ownership - 2A70
Recreating Learning Communities Amid COVID-19 - 1A01
How Middle School Restructuring Affects School Improvement - The Boardroom
|1:30 p.m. - 1:45 p.m.||BREAK|
|1:45 p.m. - 2:30 p.m.||CAPSTONE BREAKOUT SESSION 3
Post-Secondary Planning for Student Success - 2A68
Increasing Vocabulary Acquisition through Oral Language - 2A70
A Look to the Future of Administrator Well-being - 1A01
Opelika High School’s Transition Program - The Boardroom
|2:30 p.m. - 3:00 p.m.||CONFERENCE WRAP-UP
- Early Fee - $150.00 (Deadline for early fee: May 23, 2022)
- Regular Fee - $175.00
- Lunch included with fees
Traveling by car on I-85, take exit 51 (South College St., direction north) towards Auburn University. In 2.0 miles turn left into the Auburn Research Park on Devall Drive. Drive 0.2 miles and turn left into the entrance of the Research and Innovation Center. The event center, 540 at the Park, is located inside of this building. Parking is conveniently located behind the Research and Innovation Center.
Coming from Birmingham, you may travel on Hwy 280 (take North College St. in Auburn). In 7.0 miles, turn right into the Auburn Research Park entrance on Devall Drive. Drive 0.2 miles and turn left into the entrance of the Research and Innovation Center. The event center, 540 at the Park, is located inside of this building. Parking is conveniently located behind the Research and Innovation Center.
Student Leischuck Presentation Topics, Titles, and Brief Descriptions
Improving Communication between the District and Local Levels – Chad Victor Anderson
Through the Montgomery Public Schools Maintenance Department, I am following the current path taken by the district to improve communication at all levels. Therefore, I am implementing a communication plan for the Maintenance Department that will attempt to improve communication in regard to maintenance items at the local level. My hope is to illustrate communication improvement within the Maintenance Department, and gain insight from my staff and the local level on how to continue to improve communication.
Using Placement Tests to Close the Achievement Gap – Kelia Shantell Burns
The presentation will discuss the current issues concerning the achievement gap post COVID-19 and how the implementation of a placement test will help address the issue while properly identifying those students who are eligible for honor and advanced courses in middle school. With the proper identification of students from the placement test, we can pre-determine the percentage of students who are able to benchmark on state assessments.
Increasing Student Literacy After COVID-19 in Third Graders Using an 11-Week Afterschool Program – Sharod L Campbell
This project was developed to help students increase their literacy skills after doing virtual work due to COVID-19. The 11-week program uses faculty from Halcyon Elementary School to stay an hour after school so that they can fully dedicate their time to helping third graders improve literacy skills.
Evaluating the Relationship Between Virtual Teacher Growth and Virtual Student Achievement – Candace Doak
With the adoption of a virtual teacher rubric and training for instructional leaders, a calibrated and consistent observation and feedback system was implemented. Therefore, the connection between teacher growth and student achievement was evaluated. This session will discuss the connection to virtual teaching growth and student achievement amid a pandemic or crisis.
Decreasing the COVID-19 Gap by Increasing Student Ownership with Proficiency Scales – Brad Estes
COVID-19 put many of our students academically behind. Using the same instructional practices prior to COVID-19 will not work. We have to look to practices that are research-validated to accelerate student learning beyond one year of growth in one school year. In this session, learn how to accelerate student learning by encouraging students to assess their current levels of understanding, create a language of feedback to correct misconceptions, and work toward the progression of learning targets with proficiency scales.
Recreating Learning Communities Amid COVID-19 – Stephanie Mickles Grayson
Learning communities before the COVID-19 pandemic were well established throughout schools across America. However, upon the onset of the pandemic, learning as we knew it quickly shifted into an era that interrupted the normal functions of learning communities into unstable territory, interfering with learning and instructional practices. Still in the midst of the pandemic, there are still challenges that educators face. Learn how to create effective learning communities that will help bridge the learning and instructional gaps caused by the COVID-19 pandemic.
Post-Secondary Planning for Student Success – Sabrina Rae McGee
This is a program that we are implementing at the alternative school in my district to provide students with access to life after graduation planning. Whether they are interested in college, apprenticeships, or military opportunities, we are creating a program to provide students with the tools they need for success. We coach them through everything from auditing their transcripts to creating a resume to applying for financial aid.
Increasing Vocabulary Acquisition through Oral Language – Dana M Weaver
The COVID-19 crisis has drastically affected elementary students’ proficiency in vocabulary acquisition and reading comprehension. With fewer academic vocabulary opportunities provided outside of school, teachers must now identify strategies to support vocabulary needs. My project utilizes oral language development and strategies to increase language acquisition, which serves as a building block for reading comprehension.
A Look to the Future of Administrator Well-being – Rhonda Temple Wheeler
Deep in the Professional Standards for Educational Leaders (PESLS) is buried a significant subject thread of well-being. Everyone involved in the process of public schooling faces adversity, stress, and pressures. The COVID-19 pandemic exacerbated the complexities of school leadership more than any one thing in recent years. It also revealed the need to renew our commitment to the well-being of students, staff, and those in the principalship. In this session, the commitment to well-being for administrators will be evaluated based on research in local Alabama schools.
Evaluating the Effectiveness of Opelika High School’s Transition Program for Students Receiving Special Education Services – Emmaree Maxine Wilson
Students on the Essentials and Alternate Achievement Assessment Pathway are required to complete a minimum of 140 hours of work experience to obtain their high school diploma/certificate in addition to completing their coursework. Students in the special education program are displaying a lack of motivation and taking advantage of the transition services that are offered at a much lower rate than their peers who are not served through special education. Each year, the transition program is getting smaller seeing fewer students in special education successfully progressing through it. This evaluation model seeks to evaluate the effectiveness of our transition program for students receiving Special Education services at Opelika High School.
How the Restructuring of Two Middle Schools Affects Engagement and Climate for School Improvement – Samantha A Green
Description not available.
For information about this conference please contact:
- Lindsay Norris
4036 Haley Center
Phone: (334) 844-4460
Last Updated: April 1, 2022