Fostering Inclusive Education for All Learners

About

501 E 10th St, 27858, Greenville

03/22/2025

The Fostering Inclusive Education for All Learners Conference will happen on March 22nd, 2025, at the ECU Student Center from noon until 6:00 PM. This event, co-sponsored by The Dudley Flood Center and the ECU College of Education Culture, Opportunity, and Engagement Committee, will bring educators, students, and community members together to explore strategies that create supportive and inclusive learning environments for all learners.

The conference will feature some of ECU’s faculty as speakers, including Dr. Karen Jones, Dr. Tanya Christ, Dr. Robin Harris, and Dr. Allison Fears. Our keynote speaker is the renowned and inspiring Dr. Catherine Compton-Lilly, whose expertise and insights will leave a lasting impact on all attendees.

The conference will offer dynamic breakout sessions aligned with these strands:

Understanding and Embracing a Culture of Care: Exploring practical classroom approaches that create safe, welcoming environments and empower every student.
Mental Health Awareness in Schools: Discovering strategies to support student mental wellness through trauma-sensitive practices, social-emotional learning, and collaboration.
Supporting Educators: Highlighting tools for professional growth and well-being to ensure teachers and school leaders are equipped to meet the diverse needs of students.
Community Partnerships for Inclusive Education: Exploring how schools and communities can collaborate to enhance opportunities for all learners.

Whether you are a student, educator, community member, or member of our faculty or staff, we encourage you to join us—either as a presenter or an attendee. This is a wonderful opportunity to connect, learn, and share ideas with others passionate about education.

This event is a Mapping the Movement Pop-Up Event supported by the Dudley Flood Center for Educational Equity & Opportunity and led by Dr. Rachelle Savitz. The goal of Mapping the Movement is to help build and convene a network of organizations engaged in equity work across the state and to highlight the efforts that are already underway, especially those that are centering and being led by communities of color. To learn more about Mapping the Movement and its purpose visit: https://floodcenter.org/mapping-the-movement/.

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Registration Form

Tentative Agenda

Mar

22

Registration & Networking

Start

11:00 AM

End

12:00 PM

Welcome

Ballroom A

Dr. Deanna Townsend Smith

Dr. Rachelle Savitz

Start

12:00 PM

End

12:15 PM

Keynote Address - Centering Readers: Analyzing and Responding to Children as Readers

In this session, Catherine Compton-Lilly explores what we can learn from summative test score data, while highlighting the essential role of formative assessments as we plan for children who find learning to read difficult. Examples of actual children’s learning will be used to provide information about what children know and to explore how attending to differences can help

teachers to serve all children. Differences must inform how we teach and having a full toolkit of assessment and instructional practices is critical to serving children from a vast range of backgrounds.

Ballroom A

Dr. Catherine Compton-Lilly

Start

12:15 PM

End

1:20 PM

Building Community

I will be using the ideas supported by Restorative Practices to assist educators in understanding how to build community. This will include incorporating Restorative Practices in curriculum delivery. The understanding of circles for the learning environment.
The takeaways would be enhancing the SEL environment for classrooms and the increase of student engagement for the learning environment.

Room 253

Roni Winston

Start

1:30 PM

End

2:20 PM

Creating Community: Embracing Bias Honesty for Inclusive Classrooms

As a mother of a teenage daughter, I often reflect on the vibrant yet complex world she is growing up in, filled with diverse perspectives and challenges. In this session, we will explore the concept of “bias honesty” and how it can serve as a powerful tool in nurturing an inclusive classroom environment.

In today’s rapidly changing political landscape, creating safe spaces where all students feel valued is essential. This session will provide practical, asset-based strategies to foster a culture of care that embraces every student’s unique identity.

Key Highlights of the Session:

Understanding Bias Honesty: We will define “bias honesty” and discuss its significance in education. By acknowledging our biases and understanding how they shape our perspectives, we can foster authentic dialogue that promotes inclusivity. As a parent, I know how crucial it is for my daughter to feel her voice matters in discussions about identity and belonging.
Asset-Based Strategies: Instead of focusing on deficits, we will explore strategies that recognize and build on our students' strengths. This empowering approach fosters resilience and encourages students to take ownership of their learning. We’ll discuss how to celebrate the diverse assets each student brings to the classroom, from cultural backgrounds to personal experiences.
Cultivating Empathy: Drawing from my experiences as a mother, I will share insights on building empathetic connections within the classroom. We will engage in activities that promote understanding and allow students to share their stories. Empathy is vital for creating an inclusive atmosphere where every student feels valued.
Facilitating Honest Dialogue: Creating safe spaces for conversation is crucial. We will discuss techniques for fostering discussions that let students express their thoughts and feelings honestly. By establishing ground rules for respectful communication, we can encourage “bias honesty,” allowing students to address their own biases and those of their peers.
Collaborative Learning Experiences: Participants will engage in collaborative activities to highlight successful practices in fostering inclusivity. We will analyze case studies showcasing how educators have effectively implemented asset-based strategies and bias honesty to create supportive learning environments.
Action Steps Forward: Finally, we will develop actionable steps that educators can take to implement these strategies in their classrooms. By working together, we will leave inspired and equipped to nurture an inclusive culture that empowers all students, regardless of their backgrounds.

Room 125

Dr. Syrine A. Reese-Gaines

Start

1:30 PM

End

2:20 PM

Cultivating a Community of Learners: Beyond the Classroom

This session explores expanding our understanding of student learning, moving beyond the traditional classroom to embrace the rich learning environments within our schools and communities. We begin by recognizing that children thrive when connected to their communities, fostering connectivity, positive development, and essential life skills. Every adult in a school, from nutrition staff to bus drivers, plays a vital role in a student's life, often serving as mentors and coaches. Deep partnerships with students, families, community leaders, and other stakeholders are crucial for achieving our shared educational goals. This requires a broader vision of the school community, one that embraces the various adults within and surrounding our schools. Join the New Teacher Center in exploring how to operationalize this expanded view of learning by broadening your perspective on ways to strengthen instructional cultures, leverage new strategies, and create additional connections that strengthen opportunities for students.

Students learn beyond the classroom through extracurriculars, community engagement, family interactions, and online communities. We will examine the myriad of individuals within our schools who contribute to student lives – support staff, after-school employees, administrative staff, nurses, counselors, volunteers, and more. These individuals possess unique skills and talents that enrich the school environment. They are integral to the school community. Participants will:

Identify the variety of roles within their school contributing to student learning.

Explore the unique contributions of non-instructional staff and community members.

Connecting with students about their learning experiences and influences is essential for building strong relationships and understanding the full scope of their learning. Participants will learn how to:

Engage students in conversations about learning experiences beyond the classroom.
Create a system for documenting and sharing these experiences.

Participants will explore strategies for expanding the concept of student educators in helping to create optimal learning environments. These strategies are critical for creating strong instructional communities that fully wraparound students and build upon their assets and connections. Participants will:

Brainstorm innovative approaches to leverage non-instructional staff and community expertise.
Design a plan for implementing these strategies in their context.

We will explore how to provide non-instructional staff with relevant professional development and support. Learning opportunities on topics like student development and strategies for connecting to students can equip these individuals to support students effectively, bridging the gap between classroom learning and the broader school experience. This approach reinforces that everyone contributes to student growth. Participants will:

Explore relevant professional development topics for non-instructional staff.
Develop a proposal for tailored professional learning opportunities.
Collaboratively identify resources and supports for non-instructional staff.

By acknowledging the interconnectedness of students and all adults in the school, we create opportunities for a stronger, more supportive community. Even if these individuals are not directly involved in academic instruction, their relationships with students provide a crucial foundation of trust, comfort, and purpose. This session empowers participants to build stronger optimal learning environments by recognizing and valuing the variety of individuals who contribute to student success.

Room 307

Candace Kimball

Sarah Lauterbach

Start

1:30 PM

End

2:20 PM

Implementing Culturally Relevant Pedagogy to Navigate Critical Conversations

This session will give participants the opportunity to explore the key components of Culturally Relevant Pedagogy and Critical Conversations. It will highlight the benefits of intentionally implementing Culturally Relevant Pedagogy in an educational setting while providing participants with the opportunities to begin collaborating with peers to develop action steps to better support concepts such as social equity in educational settings.

Three major takeaways from this session will be providing participants with a background knowledge needed to understand the importance of culturally relevant pedagogy, equipping the participants with resources that can be used in their classroom to support their implementation of CRP, and engaging in conversations about the role CRP can play in their current educational settings.

Room 249

Dr. Kenya Grant

Dr. Tristan D. Hunter

Start

1:30 PM

End

2:20 PM

Project Maslow: Approaching Sustainability in Teaching through Maslow’s Hierarchy of Needs

While teaching can be one of the most rewarding professions—it is often one of the most demanding. Without intentional strategies for sustainability, educators risk burnout, which can impact both their well-being and their students' success. This interactive session is designed for teachers, school leaders, and system-level administrators looking to foster a sustainable teaching environment by applying Maslow’s Hierarchy of Needs to both educator and student well-being.

By attending this session, you will:

Gain a fresh perspective on sustainability—Learn how Maslow’s framework can be used to create a balanced, thriving teaching and learning environment.
Identify key areas for growth—Assess your own needs and current practices to develop strategies that prevent burnout and support long-term impact.
Engage in hands-on learning—Take part in an interactive activity to map out practical ways to build sustainability into your daily teaching practices.

In this session, we will explore how meeting fundamental physiological, safety, belonging, esteem, and self-actualization needs fosters an environment where both educators and students can excel. You’ll walk away with concrete, research-backed strategies to improve work-life balance, classroom culture, and professional fulfillment—without adding more to your plate.

Using a color-coded mapping exercise, participants will identify current strengths, areas needing attention, and new ideas to implement. This collaborative experience encourages peer learning and reflection, helping you leave with actionable next steps.

This session is a must-attend for educators and leaders who want to reignite their passion for teaching while ensuring a lasting, positive impact in their classrooms and schools. Join us to discover how sustainability isn’t an extra task—it’s the foundation of effective, fulfilling education.

Ballroom B

Karyn Pleasant

Start

1:30 PM

End

2:20 PM

Transformative Conversations: Cultivating Critical Literacy and Social Justice Through Read-Alouds

In this interactive session, Dr. Tanya Christ explores the power of critical literacy as a tool for fostering young learners' understanding of social justice. Through a blend of theory and practice, participants will:

Discover a framework for critical literacy instruction tailored for PreK-2 learners.
Analyze how thoughtfully selected picture books can support conversations about equity, power, and representation.
Practice identifying questions and prompts to engage young children in critical conversations with specific read-aloud texts.

Join this 50-minute workshop to uncover strategies for empowering children to interrogate texts, recognize social issues, and engage in meaningful actions in the world in response to what they learn.

Ballroom A

Dr. Tanya Christ

Start

1:30 PM

End

2:20 PM

Community Schools: A Collective Caregiving Model for Inclusive Education

This presentation will explore the transformative power of community schools as a model for

fostering inclusive education. Drawing upon recent research framing community schools as a

"collective caregiving" model, we will delve into how this unique approach leverages the

collective strength of schools, families, and community organizations to create a robust support

system for all learners.

Key takeaways will include:

Understanding the Four Pillars of Community Schools:
- Exploring the interconnectedness of the four pillars: Integrated Student Supports,
- Expanded Learning Time, Family and Community Engagement, and Collaborative Leadership.
- Examining how each pillar contributes to a comprehensive and holistic approach to student well-being.

Collective Caregiving in Action:
- Discussing how community schools embody a collective caregiving framework, prioritizing the social-emotional needs of students and their families.
- Highlighting the importance of building trusting relationships and fostering a sense of shared responsibility within the community.

Leveraging the North Carolina Community Schools State Scaling Grant:
- Examining how the state's investment in community schools is supporting the development and expansion of this model across the state.
- Exploring the role of the Rural Education Institute in supporting the implementation of community schools in the eastern region of North Carolina.

Engaging Families as Partners in Caregiving:
- Exploring strategies for empowering families as active partners in their child's education and well-being.
- Creating culturally responsive and inclusive family engagement strategies that honor diverse family structures and experiences.

Leveraging Community Resources for Comprehensive Support:
- Identifying and accessing a wide range of community resources to address student needs holistically.
- Integrating community services into the school setting to provide seamless and accessible support.
  - Developing wraparound services that address the whole child – academic, social, emotional, physical, and mental health needs.

The presentation will highlight:

Real-world examples of successful community school initiatives in North Carolina, particularly those supported by the Rural Education Institute in the eastern region.
Practical strategies for implementing key elements of the community school model indiverse educational contexts, with a focus on rural communities.
A discussion of the challenges and opportunities associated with building and sustainingcommunity schools in North Carolina.

By attending this session, participants will gain a deeper understanding of:

The critical role of community partnerships in creating inclusive and equitable learning environments.
How to effectively engage families and leverage community resources to support student success.
The transformative potential of the community school model for fostering positive school climates and improving educational outcomes for all learners in North Carolina.
This presentation will provide valuable insights and practical strategies for educators, school administrators, community leaders, and other stakeholders interested in advancing inclusive education and creating thriving learning communities in North Carolina.

Ballroom A

Dr. Robin Harris

Start

2:30 PM

End

3:20 PM

Empowering Youth Mental Wellness through HOPE Seekers

Mental health challenges among BIPOC youth are increasingly prevalent, often exacerbated by systemic inequities and a lack of culturally responsive support. The Honoring Our Power and Emotions (HOPE Seekers) Program, developed by The Resiliency Collaborative (TRC), is a peer-led initiative designed to empower youth with mental health strategies while fostering leadership and social justice awareness. This session will explore the ways in which trauma-sensitive practices, social-emotional learning, and collaborative approaches can create safe, supportive environments for students.

Key Discussion Points:

Trauma-Sensitive Practices: How HOPE Seekers integrates Cognitive Behavioral Therapy (CBT) principles, mindfulness, and emotional intelligence exercises to help students navigate adversity.
Social-Emotional Learning (SEL): The role of self-awareness, emotional regulation, and interpersonal skills in fostering student resilience.
Collaboration for Impact: The power of youth leadership and partnerships with high schools, culturally responsive therapists, and community organizations to provide holistic mental health support.

Attendees will gain practical insights into implementing youth-led mental health programs, learn strategies for integrating SEL into school-based initiatives, and explore how collaboration can enhance mental wellness outcomes for students.

Key Takeaways:

1.Youth-Led Mental Health Advocacy: Learn how peer-led initiatives like HOPE Seekers amplify youth voices and empower students to take charge of their mental well-being.

2.Holistic Support Strategies: Understand the intersection of mental health, leadership development, and social justice in fostering long-term student success.

Join us to discover how HOPE Seekers can transform youth mental health in Wake County and how these strategies can be applied in your schools and communities

Ballroom B

Caroline Chandler

Dalia Wimberly

Karina Elizabeth Lozano-Serrano

Start

2:30 PM

End

3:20 PM

iTeach_u(un)Learn: Elevating Black Language to Foster Culturally Sustaining Education

Unlearning is a critical process that allows educators to gain insight into the diverse ways students engage with the world. One key area where this is particularly relevant is in the treatment of students who speak Africana Vernacular English (AVE). Unfortunately, these students are often not provided with the support they need to reach their full academic potential due to a lack of linguistic and cultural diversity in American classrooms.

Students who speak AVE face significant challenges in traditional educational settings, where standardized language norms often dominate. This disjunction can impede their academic progress, as the education system frequently fails to recognize and value the linguistic assets they bring to the classroom. This presentation explores how educators can harness students’ cultural capital—specifically their language and identity—to create a more inclusive and effective learning environment. It delves into the ways in which institutionalized barriers can suppress AVE in educational settings and outlines practical strategies to address this linguistic injustice.

By incorporating AVE into classroom instruction, educators can affirm the cultural identities of their students and foster an environment in which all learners feel validated and capable. The presentation also emphasizes the transformative potential of culturally responsive and sustaining pedagogical approaches. These strategies, when applied thoughtfully, can lead to significant changes in the way students engage with academic content and with each other, contributing to a more equitable learning experience.

Participants in this session will gain a clear understanding of what Africana Vernacular English is and why it should be valued as a legitimate form of communication. They will learn how to create lessons that are responsive to students’ linguistic and cultural backgrounds, ensuring that educational practices do not marginalize these students but instead build upon their unique strengths. Moreover, participants will explore the concept of culturally sustaining pedagogy, which goes beyond simple cultural awareness to actively support the ongoing vitality of diverse cultural practices and languages within the classroom.

In essence, this session calls for a paradigm shift in how educators approach language diversity. By recognizing and respecting AVE as a vital part of students’ identities and cultural heritage, teachers can provide a more inclusive and just educational experience for all students, regardless of their linguistic background. Through this shift, educators can help to dismantle the systemic barriers that limit the potential of AVE-speaking students, ultimately fostering an educational environment where all learners are empowered to succeed.

Room 253

Doctuh Mo

Start

2:30 PM

End

3:20 PM

SEL Strategies for Building Focus, Confidence, and Engagement

This interactive session focuses on the power of Social and Emotional Learning (SEL) to transform classroom environments by addressing student anxiety, disengagement, and cognitive overload. By leveraging research-backed strategies and innovative teaching techniques, participants will explore how SEL practices can enhance both academic performance and classroom culture.

Participants will gain insights into quick-to-implement SEL techniques, such as positivity jamming, low-stakes quizzing with SEL components, and priming for engagement, that are designed to build focus, reduce stress, and improve retention. We’ll also showcase examples of relationship-building strategies, including curiosity-driven questioning and gamified activities like “Feel It or Free It,” “Research Rumble Data Duel” and “Wacky Wednesday,” which foster student connection and trust.

The session will spotlight:

The impact of surprise and curiosity on dopamine release and learning.
The benefits of reframing stress to enhance emotional control.
Practical tips for packaging SEL into every class with creative titles and activities to increase student buy-in.

Participants will experience many of these exercises that influence behavior positively, and brainstorm how to implement and adapt these strategies in their unique teaching contexts.

Key Takeaways:

Attendees will leave with at least five actionable SEL strategies they can immediately apply in their courses to reduce student stress and boost engagement.
Participants will learn how to use SEL principles to create a supportive, academically enriching classroom environment that fosters confidence and focus.
Discover how small shifts in teaching practices can lead to big gains in student performance and well-being!

Room 249

Dr. Todd Finley

Start

2:30 PM

End

3:20 PM

Tackling Complexities in the Classroom: Vignette-Based Professional Development for Teacher Educators and Beyond

The session will introduce participants to a strategy, Vignette-Based Professional Development (VBPD), for developing teachers' and other educators’ knowledge and skills related to understanding and addressing complex diversity, equity, and inclusion issues in the classroom. The session will include background information about the development of the VBPD framework as a tool for developing teacher education faculty capacity with respect to diversity, equity, and inclusion issues, VBPD's theoretical grounding, strengths of the approach, and key considerations for implementation. Then, participants will participate in a mini-VBPD session, so that they can experience what a VBPD session is like and reflect on the potential applicability of the approach in their own context.

Room 125

Dr. Kelly J. Barber

Start

2:30 PM

End

3:20 PM

Creating Inclusive Classrooms: Connecting Content to the Lived Experiences of Multilingual Learners

In today’s diverse classrooms, students bring a wealth of lived experiences, cultures, and perspectives. For multilingual learners (MLs), these lived experiences are integral to their engagement with academic content. This session will focus on how educators can build inclusive classroom environments that honor and connect students’ personal and cultural backgrounds to the curriculum, fostering deeper learning and a sense of belonging. Participants will explore strategies for integrating diverse perspectives into lessons, ensuring that content is relevant and accessible for all students, particularly those from multilingual backgrounds. By embracing these practices, educators can create classrooms that not only welcome diversity but also actively celebrate it, giving all students the opportunity to see themselves reflected in what they are learning.

These strategies for honoring students' lived experiences come from Yosso’s (2005) community cultural wealth framework and a literacy study developed and tested with support from the Institute of Education Sciences, designed to enhance teachers’ practices and accelerate multilingual learners’ language and literacy growth. The study focuses on bringing together ESL and grade-level teachers in a professional learning experience aimed at improving instructional practices for teaching multilingual learners and connecting content to their lives. Multiple rigorous randomized controlled trials have shown that this approach is effectively accomplishing its goals, leading to increased student learning outcomes.

Attendees will have the opportunity to watch powerful interviews with multilingual parents who share messages for educators. Attendees will brainstorm ways to connect school and home based upon these 2-3 minute interviews. Additionally, specific examples of lesson plans which build on students’ cultural wealth will be shared. Opportunities to share successes and challenges will be provided. Attendees will gain practical strategies for adapting lessons that honor the cultural and linguistic assets of multilingual learners, while simultaneously meeting academic standards. Key topics will include differentiating instruction, building culturally responsive curricula, and ensuring that all students can see connections between their personal lives and the content they are learning.

Learning Objectives:

Develop strategies for creating an inclusive classroom environment where students’ cultures and languages are seen as assets.
Learn how to connect academic content to students' lived experiences, making lessons more meaningful and relevant.
Plan for ways to connect with students’ families.
Gain practical tools for differentiating instruction to meet the needs of diverse learners in the classroom.

Room 125

Dr. Jennifer C. Mann

Start

3:30 PM

End

4:20 PM

Every Student, Every Story: Accessible Mental Health Support in Schools

Proposed Session Description: Student success starts with mental health. Schools are on the front lines of addressing students’ well-being, yet access to timely, effective mental health care remains a challenge. This session will explore scalable, evidence-based strategies to support students’ mental health through school-based and teletherapy programs.

Presented by Daybreak Health, this session will highlight how K-12 districts can integrate mental health services in ways that are accessible, equitable and sustainable. We’ll share real-world examples of successful district partnerships and discuss how schools can leverage teletherapy, on-campus clinical support and family engagement to ensure students receive the care they need.

Key Strategies and Examples:

Expanding access through teletherapy: How districts can provide students with rapid access to licensed therapists, offering both individual and family therapy options at no cost to schools.
Engaging families and educators: How monthly Family Toolkit sessions equip caregivers and staff with strategies to support student mental health beyond therapy sessions.
Breaking stigmas and encouraging help-seeking: Real student stories showcasing the impact of accessible mental health support in fostering resilience and academic success.

Key Takeaways for Attendees:

Actionable strategies for immediate implementation. Participants will leave with practical approaches for integrating mental health support in their schools, including referral pathways and funding options.
Understanding the impact of accessible mental health care. Attendees will gain insights into how comprehensive, school-based mental health programs improve student well-being, engagement and academic success.

Room 249

Earnest Winston

Jessica Silon

Start

3:30 PM

End

4:20 PM

Pop Life: Using Pop Culture to Build Relationships and Improve School Culture.

Improving school culture is serious business, but that doesn't mean leaders can't have fun! This session aims to show leaders how to use pop culture (TV, music, movies) to break down barriers with students, staff, and stakeholders by having fun and being their authentic selves. The best leaders make connections and aren't afraid to be vulnerable. However, in today's climate, being vulnerable leaves you...well, vulnerable. However, by sharing our passion for pop culture (or fandom) we can make connections with others without revealing too much of ourselves. After all, everyone has a favorite show, song, artist, athlete, book, etc. What are you crazy about?! Let me show you how to make it work towards school improvement! Leaders will come away understanding how being authentic empowers students and staff and fosters a sense of community and belonging. Attendees will also begin to explore strategies that use pop culture to enhance empathy and understanding between students and staff. Strategies include turn and talk; large and small group discussions, and a gallery walk.

Ballroom B

Kisha Timberlake

Start

3:30 PM

End

4:20 PM

The Power of Care: Creating Classrooms Where Every Scholar Is Seen, Heard, & Valued

The Power of Care: Creating Classrooms Where Every Scholar Is Seen, Heard, & Valued will be my title. The presentation will offer a combination of theoretical knowledge, practical strategies, and participant engagement through activities and reflection, ensuring that attendees leave with actionable insights for fostering a culture of care in their educational settings. The presentation breakdown is Understanding the Power of Care (7 minutes), Strategies for Safe, Welcoming Classrooms (15 minutes), Integrating Diverse Perspectives (10 minutes), Hands-on Activities and Reflection; participants will reflect on their style of teaching and leading and form scenarios based on their current practices. From there, they will get into groups to determine the effectiveness of their styles and get feedback on what works, what does not, and what suggestions could be implemented to create a more impactful approach for each of their scholars (12-15 minutes). Finally, we will have the Q&A and Closing (5-10 minutes).

Takeaways are listed specifically for each intended audience member: Strategy for Administrators/Coaches: Create a support network of “Culture of Care Ambassadors” within schools to ensure sustainability and growth of these practices. Strategy for Teachers: Start with small changes, like using inclusive language, setting up regular “check-in” activities, and including diverse voices in classroom discussions. Strategy for Community members: Build community networks by creating regular touchpoints (e.g., community meetings, newsletters, and local events) to encourage collaboration between schools and local organizations.

Room 253

Dr. Quadric Witherspoon

Start

3:30 PM

End

4:20 PM

Trauma-Informed Strategies to Support Educators’ Emotional Health

This session will focus on how school leaders and staff can support the well-being of the adults working in their communities of practice. Often, schools focus on the social emotional needs of students without considering how to support teachers, staff, and school leaders. Practical self-care strategies and professional learning ideas will be shared.

Ballroom A

Karen Jones

Start

3:30 PM

End

4:20 PM

Antiracist School Counseling in Rural Schools: Promoting Mental Health and Inclusive Support Systems

Description:

Rural schools face unique challenges in addressing mental health, often compounded by racial inequities, limited resources, and systemic barriers. This session will explore the intersection of antiracist school counseling and mental health support in rural communities. Participants will learn how to integrate trauma-informed and culturally responsive practices that affirm students’ identities, foster belonging, and promote emotional well-being. Special attention will be given to navigating resistance to equity work, leveraging community partnerships, and advocating for systemic change in resource-limited settings.

Key Takeaways:

Understanding the impact of racial trauma on student mental health in rural contexts
Strategies for embedding antiracist, trauma-informed counseling and SEL practices in schools
Practical approaches to creating inclusive, affirming spaces that support student wellness
Techniques for engaging families, educators, and community stakeholders in mental health advocacy

Ballroom A

Allison Fears

Start

4:30 PM

End

5:20 PM

Embracing Twice- Exceptional Learners: A Picture Book & Website for Classroom Awareness

During this time Hannah Owens and I would love to talk to future teachers, educators, and even media specialist about the picture book that we are creating about twice exceptionality. We felt that there are a lot of different topics in books that are talked about, but we feel that twice exceptionality is something that is not covered, and is important to bring into the classroom to foster an inclusive classroom. During this presentation, we will talk about the research that we have found, useful links for teachers to use for twice exceptional students, and give them a perspective of books that should be included in the classroom. Even though Hannah and I are currently Juniors at ECU, and have just truly started student teaching, we are passionate about this subject, and feel we can start to bring awareness towards this. We hope that our attendees can take away knowledge about twice exceptionality especially for those, who don't know what it is. we also hope to share strategies forward to help them and their students in the classroom

Picture book: Unseen till seen.

Room 253

Hannah Owens

Olivia Umphlett

Start

4:30 PM

End

5:20 PM

Relationships: The Heart of the Matter

A culture of care in schools fosters student engagement, academic success, and social-emotional well-being. This session will provide research-based strategies and real-world examples of classroom and schoolwide initiatives that create safe, welcoming environments. Participants will explore practical approaches such as:

Building strong teacher-student relationships through morning greetings, interest-based engagement, and positive reinforcement.
Designing meaningful, student-centered lessons that are clearly defined, challenging, and relatable.
Establishing a schoolwide culture of care through structured behavioral supports, Positive Behavioral Interventions and Supports (PBIS), and proactive parent communication.
Highlighting student accomplishments and providing constructive, supportive responses to academic and behavioral challenges.

This session will be interactive, incorporating small-group discussions, collaborative problem-solving activities, and practical takeaways that educators can implement immediately.

Ballroom B

Dr. Janet Perkins

Tiffany Sessons

Start

4:30 PM

End

5:20 PM

Teaching Wilmington 1898: Engaging Students in the Struggle for Democracy and Justice

Discover innovative ways to teach the pivotal story of Wilmington 1898, a moment of racial injustice and democratic upheaval, using PBS’s American Experience episode Wilmington 1898: American Coup. Explore strategies to engage students with primary sources, multimedia content, and inquiry-based learning that connects this historical event to broader themes in American history and global struggles for equity and justice and learn about ongoing professional development opportunities that will equip you to foster critical thinking and meaningful discussions on citizenship and the enduring impact of history in your classroom.

Take-Aways:

Teachers are challenged to educate for engaged citizenry, unsure how to teach hard history, and unprepared for the direction the lesson may take. We at PBS NC always provide quality, aligned content to support teaching and learning that is published on PBS LearningMedia, but this topic and others like it require a more concerted, sustained effort to inform and support our teachers. In this session, participants will be inspired to participate in -and engage students in- courageous conversation, and leave with resources and leads for additional learning opportunities they won't want to miss.

NC Standard Course of Study Alignment:
• American History: AH2.H.4 Analyze key political, economic and social turning points in American History using historical thinking.

• Grade 8 Social Studies: 8.C&G.1.2 Compare how state and local governments conform and conflict with the democratic ideals of the nation.

Room 125

Dr. Kristi Maida

Dr. Melissa Rihm Thibault

Start

4:30 PM

End

5:20 PM

Using Empathetic Continuous Improvement

Participants will gain insights into how empathy interviews can transform their schools, fostering environments where students thrive. We will highlight the critical role of empathy in building a deeper understanding of the root causes behind the problems students face, ensuring that solutions are not only effective but also compassionate and inclusive.

Schools That Lead has introduced dozens of teacher leaders, including Kate Yuska and Karen Ritter at East Garner Middle School in Garner, NC to a deep empathy interview process, a qualitative research tool that leverages open-ended questions to help teachers gain deeper insights into students' experiences from their perspectives. Both Kate and Karen conducted empathy interviews with students. They found the process extremely easy to do and the information shared by the students to be powerful in providing a deeper understanding of their students’ dreams and challenges.

The purpose of this session is to equip participants with a deep understanding of how continuous improvement methods can be effectively utilized to address complex challenges in education, such as student attendance, behavior, and course completion.

Participants will:

Learn how empathy interviews support deep improvement work
Engage with a protocol for conducting empathy interviews
In small groups, read a case study and discuss implications for improvement
In pairs, practice conducting empathy interviews
Leave with a tool to support their practice of empathy interviews in their workplace

Room 249

Dr. Eliz Colbert

Taqwanda Haley

Start

4:30 PM

End

5:20 PM

Closing/Wrap-Up

Ballroom A

Dr. Deanna Townsend Smith

Dr. Rachelle Savitz

Start

5:30 PM

End

6:00 PM

Speakers

Featured Speakers

Allison Fears

Dr. Allison Fears is an Assistant Professor for ECU's Counselor Education Program. She previously worked as a school counselor in North Carolina. Her research focuses on school counseling training and practice, equity-based practices, and rural settings.

Dr. Robin Harris

Dr. Tanya Christ

Dr. Christ’s research focuses on early childhood literacy processes and teaching methods, and teacher preparation for early literacy instruction, including digital and non-digital contexts. Using mixed-method approaches, including grounded theory to identify fine-grained aspects of literacy processing and quantitative methods to explore how these predict literacy engagement and outcomes, has allowed her to expand current understandings about how to facilitate young children’s meaning-making processes with texts. Her work is equity-focused, and usually occurs with underserved and racially, ethnically, and linguistically diverse communities. Thus, a strand of her research also focuses on preparing teachers to use diverse and culturally relevant texts in early literacy teaching and has shown the importance of using culturally relevant text to provide equitable opportunities for literacy. Christ’s research has been published in journals such as AERA Open, Journal of Teacher Education, Early Childhood Research Quarterly, Journal of Literacy Research, Teaching and Teacher Education, and TESOL Quarterly. Christ has

received research grants from the Institute of Education Sciences (IES), Spencer Foundation, International Literacy Association (ILA), and American Educational Research Association

(AERA). Early in her career she taught in NYC Public Schools, and she has been teaching undergraduate courses embedded in local schools and reading clinics for almost two decades.

Karen Jones

Keynote Speakers

Dr. Catherine Compton-Lilly

Catherine Compton-Lilly came to USC in Fall 2017 from the University of Wisconsin Madison. She holds the John C. Hungerpiller Chair in the College of Education, teaches courses in literacy education, and works with professional development schools in Columbia. Dr. Compton-Lilly is passionate about helping teachers support children in learning to read and write. Her interests include early reading and writing, student diversity, and working with families. Throughout her career, Dr. Compton-Lilly has strongly advocated for developing knowledgeable teachers committed to continual learning and improved practice. She has published eight books. In four of these volumes, she follows eight former first-grade students through high school. Dr. Compton-Lilly engages in longitudinal research projects that last over long periods of time. Her interests include examining how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers. Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, Journal of Early Childhood Literacy, Written Communication, and Language Arts. She is a member of the Reading Hall of Fame.

Understanding and Embracing a Culture of Care

Candace Kimball

Doctuh Mo

Dr. Eliz Colbert

Dr. Janet Perkins

Dr. Jennifer C. Mann

Dr. Kenya Grant

Dr. Quadric Witherspoon

Dr. Syrine A. Reese-Gaines

Dr. Todd Finley

Dr. Tristan D. Hunter

Hannah Owens

Kisha Timberlake

Olivia Umphlett

Sarah Lauterbach

Taqwanda Haley

Tiffany Sessons

Supporting Educators: Professional Development and Well-being

Dr. Kelly J. Barber

Dr. Kristi Maida

Dr. Melissa Rihm Thibault

Karyn Pleasant

Mental Health Awareness in Schools: Strategies and Solutions

Caroline Chandler

Dalia Wimberly

Earnest Winston

Jessica Silon

Karina Elizabeth Lozano-Serrano

Roni Winston

Event Hosts

Dr. Deanna Townsend Smith

Dr. Rachelle Savitz

Rachelle S. Savitz is an associate professor of reading/literacy at East Carolina University. She was previously a K-12 literacy coach/interventionist and high school reading teacher. She values working with graduate students and teachers and learning with and from them. She explores the intersections of critical inquiry, culturally sustaining pedagogy, trauma-sensitive practices, and teacher self-efficacy related to disciplinary literacy and equitable literacy materials and curricula. She received the 2019 Association of Literacy Educators and Researcher’s Jerry Johns Promising Researcher Award and the 2018 Early Career Literacy Scholar Award from the American Reading Forum. Dr. Savitz spotlights the necessity of teacher collaborators in her upcoming co- edited book, Teaching the "taboo": Diverse and inclusive literature is the way, with Routledge, where teachers highlight their classroom practices. She emphasizes teacher instruction with over 15 snapshots in her upcoming book with Teachers College Press, Trauma-sensitive literacy instruction: Building student resilience in English language arts classrooms. This is an extension of Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning, coauthored with Drs. Douglas Fisher and Nancy Frey.

Malasia McClendon

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