ELEVATE VIRTUAL 2026 - Conference Brochure by Elevate Your Classroom

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Who We Are

At Elevate, we bring together innovative educators to nurture every child’s potential through researchinformed learning. Our interactive sessions inspire professional growth and empower educators to create engaging, inclusive classrooms where all students thrive.

Founded in Research

All ELEVATE conference sessions are based on research and/or evidence-based content and practices, and guaranteed to be presented in a way that engages attendees in hands-on activities and models instructional best-practices.

Next Day Implementation

Every session you attend will provide you with lesson ideas and activity resources that you can take back to your classroom and use immediately!

Vetted Speakers

At ELEVATE, we set the bar high! All presenters are required to support their presentation content with current research, model best-practice instructional methods, incorporate active-engagement strategies within their sessions, and provide complementary lesson plans/activities for attendees to take back and use immediately in their classrooms.

Stronger Instruction.

Easy to use, customizable assessment and data tracking tool for Pre-K-2 classrooms, SPED, and Intervention

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Collect Data Fast

Customizable, developmentally appropriate assessments including 3000+ preloaded tests and create your own

Make Instructional Decisions

Track progress over time, grouping, class & individual views

Share with Families & Admins

Parent letters, flashcards, reports in multiple languages

Who uses ESGI?

Teachers

Instructional Coaches

Special Education Teachers

School & District Leaders

WATCH FROM ANYWHERE WITH OUR MOBILE APP!

ELEVATE! Virtual is now more accessible than ever with our mobile app! Watch all your favorite virtual sessions anytime, anywhere—right at your fingertips. Whether you're at home, or on the go, the ELEVATE! Your Classroom Mobile App brings the inspiration and innovation straight to you. Take your professional growth with you wherever you go!

The St. Jude Trike-A-Thon is a fun way to teach young preschoolers how to make a difference for St. Jude kids with cancer and other life-threatening diseases. Materials are provided for a week of exciting educational activities, teaching the importance of empathy and riding toy safety.

St. Jude Children’s Research Hospital® is more than a medical institution — it’s a place of hope, discovery and unwavering support. By advancing research, providing top-tier care and ensuring that children continue learning and growing, St. Jude is making a lasting difference in the lives of families everywhere.

Let’s ride for St. Jude!

ore at rg/trike

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Topics Covered at Topics Covered at

Science of Reading

English Language Arts

Writing

STEAM

Fine Motor

Math

The Arts Science

Social Studies

CrossCurricular

Play-Based Learning

Social Emotional Learning

Classroom Management

Special Education

School Culture

Student Engagement

Gifted Education

Access & Opportunity

Click to see where your state ranks nationwide in reading.

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The Drawers We Pull From: New Handles, Same Lessons

By Mr. Greg Smedley-Warren

In this laugh-out-loud, tear-up-a-little, glitter-filled keynote, Mr. Greg dives headfirst into The Drawers We Pull From: Finding Magic, Mess, and Meaning in Teaching. Spoiler alert: some of those drawers are organized, some are a hot mess, and one might still have a melted crayon from 2013. Greg reminds us that teaching is equal parts chaos and joy. It's a celebration of the everyday magic teachers create—and a love letter to the weird, wild, and wonderful world of education.

Greg

Meet Greg Smedley-Warren, affectionately known as “Mr. Greg,” an experienced, current kindergarten educator and the creative mind behind The Kindergarten Smorgasboard. With an impressive 18-year teaching journey, Greg’s expertise spans various grade levels, including a brief stint in fifth grade and two years in second grade. However, it was a reluctant transition to kindergarten that unveiled his true passion and calling. Initially hesitant about teaching kindergarteners, Greg’s journey took a heartwarming turn when he discovered an instant connection on the very first day. From that moment onward, he knew kindergarten was his destined path. Fueled by an unwavering dedication to his students, Greg has steadfastly remained in the kindergarten realm for 15 years, continually inspired by the boundless energy and curiosity of young learners.

Greg’s educational journey is adorned with notable achievements, including a Bachelor’s Degree in Education from Indiana University and an ELL Certification from David Lipscomb University. His global teaching experience includes enriching summers spent teaching in Ecuador. Recognized as the 2014 Teacher of the Year, Greg’s influence extends far beyond his classroom walls, as an international speaker, presenter, and co-founder of the esteemed ELEVATE! conference for teachers. A passionate curriculum developer, Greg’s dedication to educational excellence shines through in all his endeavors, driven by his unwavering commitment to empowering both students and fellow educators alike.

Learning from Our Words

By Gerry Brooks

In the session, Gerry will focus on being the best you can be, no matter what position you hold, by exploring idioms and sayings we encounter every day. He will help you strive to reach your full potential, whether you're a principal or a teacher. Gerry will challenge you to think positively, regardless of the situations you face.

Gerry Brooks is a veteran educator in Lexington, Kentucky. His educational experience includes six years in the classroom, two years as an intervention specialist, and 12 years as an administrator.

He is a passionate public speaker whose focus is on encouraging and helping teachers improve their instructional abilities. He also has a desire to help administrators successfully lead their staff.

An encouraging speaker, he has spoken to educational groups all around the nation. His focus is on encouraging teachers to improve their instruction through personal climate and culture strategies. He desires to help administrators focus on how to lead all staff in a positive and constructive manner.

Built, Not Born

By Jared Lamb

Jared Lamb didn’t begin his career as a “natural.” His early years in education were shaped by trial, error, and hard-earned lessons. Now, after 17 years of school leadership, he reflects on how intentional preparation, clear systems, and collaborative planning transformed both his teaching and leadership.

This keynote speaks directly to K–2 teachers and administrators focused on building strong foundations and creating predictable, supportive environments where students—and the adults who serve them—can succeed.

About Jared

Jared Lamb is a veteran principal with 17 years of experience who believes leadership shouldn’t stay behind a desk. Famous for trading his office for a rolling cart, Principal Lamb currently serves as a principal in Baton Rouge, Louisiana, and believes school administrators can best support schools by supporting the educators on their team. With a social media following of more than one million educators, he shares practical, no-fluff strategies for building calm, predictable, and effective schools. He is also a husband and proud father of three.

sess

STEM Lit Connections: Using Read-Alouds to Spark Math and Science Thinking

By Stacy Alvarez & Katie Barnes

This session will explore hands-on math and science activities inspired by popular classroom read alouds. Join us as we take a dive into the world of STEM in a way that will open your eyes to new adventures and ideas!

& Katie & Katie

Katie and Stacy are Kindergarten teachers with over 15 years of experience specializing in lower elementary education. As cocreators of Teacher Tricks Times Two, they share simple, low-prep ideas that make learning hands-on, engaging, and fun. Their passion is helping teachers build classrooms where students are active learners, problem solvers, and collaborators. Katie and Stacy love finding creative ways to make teaching easier without sacrificing the joy of learning. They can often be found playing new games with their students, designing purposeful learning centers, and sharing practical classroom ideas with educators everywhere.

Talk, Think, Solve: Building Number Sense Through Number Talks & Thinking Classrooms session

By Mary Amoson By Mary Amoson

Unlock the power of purposeful math talk and student-centered problem solving! In this highly nteractive session, we’ll explore how to use Number Talks and Building Thinking Classrooms strategies to ntroduce, reinforce, and deepen number sense. Participants will learn how to craft low-floor/highceiling tasks, use vertical whiteboard

ost engagement, and create routines that encourage students to share strategies, justify their reasoning, and build mathematical confidence. Walk away with ready-to-use prompts, routines for every grade level, and practical ways to transform your classroom from teacher-led instruction to a student-driven community of mathematical thinkers. Ideal for PreK–2 educators who want to: strengthen number sense and flexible thinking, increase math talk and reasoning, foster independence and collaborative problem solving, and make math joyful, meaningful, and hands-on every day!

About Mary

Mary is an enthusiastic and passionate Kindergarten teacher from Georgia with 21 years of experience. She holds a Master's Degree in Early Childhood Education and an Educational Specialist Degree in Instructional Technology. Recently, Mary earned an endorsement in Dyslexia. In addition to teaching full-time, Mary finds joy presenting to educators across the country for more than 16 years. She loves sharing engaging ideas, hands-on activities, and rigorous content that has worked with her own kindergartners through her website, Sharing Kindergarten. Mary is committed to instilling passion in teachers because she believes that passion is truly the secret to increasing learning and achievement.

Christina Christina

The Sunshine Effect: Building Staff Morale and School Culture That Lasts session

By Christina Borger By Christina Borger

Strong staff culture is the foundation of strong student outcomes. This session explores how “Sunshine Committees” and intentional morale-building systems can boost collaboration, teacher retention, and overall school climate. Backed by research on workplace engagement and well-being, you’ll learn replicable strategies to cultivate a culture of connection and appreciation in your own school. Perfect for administrators and teacher-leaders, this session equips you with practical tools—from shout-out boards to morale hubs—that directly impact staff satisfaction and, in turn, student success

Christina Borger is a kindergarten teacher in her twelfth year of teaching in a public school district just outside the town in Connecticut where she grew up and currently lives. After teaching first grade for a year, Christina discovered her true passion in Kindergarten. She loves guiding young learners in how school works, helping them build identity, confidence, curiosity, and community from the very first day. She is known for her joyful, relationship-centered approach to teaching and her belief that a little playfulness goes a long way in helping children and adults feel seen and valued.

Christina’s journey into education began unexpectedly. After graduating from college, a former teacher encouraged her to try substitute teaching. Christina still remembers the nervousness of that first day. The moment she sat at the teacher’s desk and experienced school from that side of the classroom, something came alive in her. She walked out knowing she had found her calling. Her leadership path unfolded similarly: colleagues recognized her creative energy and heart for people long before she claimed it herself. Her creativity has always been her anchor—whether she’s designing meaningful learning experiences for students or dreaming up new ways to build community among staff. These moments led her to become the long-standing leader of her school’s Sunshine Committee and, more recently, a union representative roles through which she builds connection, uplifts morale, and supports staff culture.

A devoted supporter of Elevate since 2020, Christina is honored to join the presenter team this year a milestone she has held as a dream for years. She received her first Teacher of the Year nomination in 2025 and is the founder of The Kinder Teacher Seed, where she shares curriculum, SEL resources, and staff-morale and team-building tools that help educators strengthen school culture in simple, joyful, practical ways. When she’s not teaching or creating, Christina can be found tending to her garden, building learning experiences for her students, writing, or spending time with her beloved dog, Domino, whose presence has shaped much of her reflection, resilience, and joy. Christina’s work is grounded in heart, creativity, and the belief that when we see potential in others —and help them see it in themselves—we change schools and communities for the better.

School Culture

Building Strong Foundations in 1st and 2nd Grade Math

By Keri Brown By Keri Brown

Building a strong mathematical foundation is essential for 1st and 2nd-grade success. This session focuses on practical strategies for implementing targeted math interventions that help students progress from struggling to confident. We’ll explore how to assess student needs, organize small group sessions,

a d p e ent activities that build number sense, fluency, and problem-solving skills. You’ll leave with actionable tools to identify gaps, structure interventions, and make math meaningful for every student in your classroom.

About Keri About Keri

Keri Brown is a national presenter and curriculum author from Alabama with over 18 years of experience in early childhood education. She has taught both kindergarten and first grade, supported K-2 students through intervention, and is currently back in her favorite grade, kindergarten. Keri is passionate about using research-based practices, hands-on learning, and meaningful tech tools to support young learners. She shares practical, ready-to-use strategies for teachers on Instagram @enchantedkindergarden and at www.enchantedkindergarden.com.

All DAY, everyday FUN meaningful language development activities

By MaríaMercedes Champion By MaríaMercedes Champion

Early literacy is closely connected to language development in children during the preschool years. This session will teach FUN language development songs, transitions and activities that can be integrated seamlessly into daily routines to increase phonological awareness throughout your student’s day.

About MaríaMercedes About MaríaMercedes

"Hola!" I am MaríaMercedes Champion, and my passion is creating joyful, language-rich environments for young children. I believe deeply in the power of play and bilingualism to set children up for a lifetime of learning. As a consultant, I share my classroom experiences and resources, like songs and activities, to empower other educators. My goal is to help every child start with a strong foundation and a love for their first language, ensuring a bright academic future.

Science of Reading

Play With Purpose: Growing Vocabulary and Language Through Play session

By Shannon Cunningham By Shannon Cunningham

Discover how intentional play can fuel vocabulary growth and language development across the day. This session will help you design playful experiences that spark curiosity, conversation, and meaningful word learning. Join Shannon to learn all about practical strategies to help your students build their vocabulary!

About Shannon About Shannon

Shannon Cunningham is an award-winning literacy educator in North Texas. Over her education career, Shannon has spent time in classrooms in Arizona, Nebraska, and the great state of Texas. Shannon has her Masters in Education in Curriculum and Instruction with an emphasis in Education Technology. Shannon is certified to teach preschool - 6th grade and English as a Second Language. With a passion for teaching both students and teachers, Shannon’s goal is for all classrooms to be a place where students can grow and thrive academically and emotionally. You will find that Shannon's sessions are packed with research and strategies to help you teach with joy and confidence!

Play Based Learning

Little Scientists, Big Artists: Bringing Science Concepts to Life with Art session

By Marianna Frances By Marianna Frances

This session explores how young learners can use painting, collage, and clay to represent science ideas such as plant growth, weather changes, and animal habitats. Teachers will learn how to connect Next Generation Science Standards (NGSS) with visual arts standards, promote observation skills, and support vocabulary development through creative expression.

About Marianna

Marianna Frances is an educator who supports elementary and secondary teachers in designing engaging, standards-aligned instruction. She specializes in blending science, math, and STEM learning with paint, color, collage, and creative art processes to make abstract concepts visible and meaningful. Her work focuses on practical planning strategies, curriculum alignment, and helping teachers integrate creativity without increasing workload.

From Paper to Play: Making Learning A Game

By Ben Gassaway By Ben Gassaway

Instead of traditional worksheets, Ben brings high-energy ideas and interactive games that transform learning into a fun, competitive, and engaging experience. His sessions are packed with strategies and resources that get students moving, thinking, and fully involved—turning classrooms into active learning environments rather than places where students struggle to sit still and stay awake.

About Ben About Ben

Ben Gassaway is a preschool teacher of eight years for Barren County Schools in Kentucky. With a Bachelors Degree in Elementary Education and Masters Degree in Early Childhood Education. Ben has been working with students age 3-5 years old with a variety of needs including autism and developmental delays. Ben’s focus is creating and implementing lessons that are educational and fun to engage student learning. Outside of school, Ben enjoys spending time on his farm with his horses and his dog, being with family and friends. Ben also loves sharing information with other educators through Instagram and YouTube videos. His ideas include activities, management strategies, and more.

Pom Poms with a Purpose: Building a Positive Classroom Culture from Day One

By Kayla Hair By Kayla Hair

Create a classroom where students feel safe, seen, and supported. This session will show you how to build a positive culture through the pom-pom system, bucket filling, and a calm-down corner that truly works. You’ll learn how to teach expectations that last, respond to

behaviors with connection, and encourage kindness all year long. Teachers will leave with practical, ready-to-implement strategies to simplify behavior management and strengthen classroom community from the very first week.

About Kayla

Kayla Hair is a passionate kindergarten teacher based near Nashville, Tennessee, with eight years of teaching experience. She co-teaches a class of 30 kindergarteners and focuses on creating an organized, engaging environment that meets state standards while keeping learning enjoyable. Her hands-on approach and well-developed systems allow her classroom to run smoothly, even in her absence.

Through her platform, Move Mountains in Kindergarten, Kayla shares practical tips, strategies, and resources to help fellow educators improve classroom management and student engagement. Her weekly posts and Teachers Pay Teachers (TPT) store provide valuable tools for creating effective and organized learning environments.

Outside of teaching, Kayla enjoys traveling with her husband and their daughter. She plans to expand the lifestyle section of her blog to share travel insights and recommendations, blending her love for education and exploration.

Classroom Management

Beyond the Classroom Doors--Building Culture

By Kelly Haynes By Kelly Haynes

A positive classroom culture doesn’t just happen, it’s intentionally built through relationships, routines, and everyday interactions. In this session, participants will explore strategies for cultivating meaningful connections with students that foster trust, motivation, and joy. Together, we’ll share simple yet powerful practices that transform your classroom into a space where every child feels valued, seen, and excited to learn.

About Kelly About Kelly

Kelly Haynes is a Kindergarten teacher in Kentucky with 21 years experience in Kindergarten! She has taught in NC, VA and KY. She has BS in Elementary Education, Master Degree in Special Education and is a National Board Certified teacher. Kelly loves sharing ideas, resources and teaching strategies.

School Culture

By Shauna Hewitt By Shauna Hewitt

In this workshop, I will help teachers understand how to build the foundation for emotional wellbeing, making children feel seen, secure, and empowered in their classrooms. They will gain strategies to manage emotional outbursts, foster meaningful connections, and create a nurturing environment where children can truly thrive.

About Shauna About

As a respected educator, speaker and family and classroom coach, Shauna Hewitt has been dedicated to fostering meaningful connections and emotional well-being in both families and educational environments for over 20 years.

Before starting Roots to Thrive, Shauna spent several years teaching in the Early Years and she served as a Practicum Advisor for the Faculty of Education at the University of Manitoba, Canada. She now spends most of her time delivering workshops to schools, childcare centres and family groups.

At the root of her work is a powerful commitment to connection, authentic relationships, and overall wellness for both children and all caregivers all grounded in her belief that true leadership comes from the heart. Visit Shauna’s website at www.myrootstothrive.com or follow her on Instagram @shaunadouglashewitt.

Classroom Management

Beyond Busy Work: Tiny Tools for Big Thinkers

By Stephanie Higgs By Stephanie Higgs

In this energizing and practical session, join Stephanie Higgs (Little Miss Gifted) as she shares tiny but mighty tools to support your brightest early learners. Designed for PreK–2nd grade teachers, this session goes beyond busy work to offer meaningful differentiation strategies for fast finishers, high achievers, and

gifted students. You’ll leave with ready-to-use ideas, playful choice boards, and neurodiversity-affirming practices that help every little thinker shine. How can we stretch, challenge, and grow these thinkers WITHOUT adding more to our overflowing plates?! Join Stephanie to learn more!

About Stephanie About

Stephanie Higgs, @littlemissgifted on Instagram, is an award-winning, Nashville-living gifted educator and differentiation coach.

Stephanie is a quick thinking, fast talking, passionate keynote speaker, author, and international presenter. Stephanie is known for offering sessions with immediate, easily implemented, research and evidencebased, FUN takeaways.

Stephanie’s your #1 hype girl, here to love and serve. You’ll leave her session energized, equipped, and empowered for an educational glow up!

Access & opportunity Gifted education

Building Better Writers, Bite by Bite: Structured Writing with the Burger Model

By Tracy Holland By Tracy Holland

This interactive session introduces a sciencebacked, step-by-step structured writing approach tailored for Kindergarten through 2nd grade learners using a fun and familiar visual—the burger! Grounded in research from the science of writing, this method helps young writers understand paragraph structure

by clearly identifying the topic sentence (top bun), supporting details (meaty fillings), and concluding sentence (bottom bun). Teachers will explore developmentally appropriate strategies to model, scaffold, and guide students through the writing process with engaging visuals, oral language support, and gradual release techniques. Participants will leave with ready-to-use templates, anchor charts, and routines designed to build confident, organized writers from the ground up— one delicious layer at a time!

About Tracy About Tracy

With 25 years of dedicated classroom experience in early childhood education, Tracy Holland is a passionate and highly skilled elementary teacher specializing in Kindergarten through Second Grade. Throughout her career, she has built a reputation for creating warm, inclusive, and engaging classroom environments where young learners feel empowered to explore, grow, and succeed

The 10-Minute Breakthrough: Close Stubborn Academic Gaps When Nothing Else Works

By Jennifer Jacobsen By Jennifer Jacobsen

In this exciting session, you’ll discover Jennifer Jacobsen’s #1 instructional framework a powerful, science-grounded approach that has helped thousands of students overcome academic challenges and thrive This isn’t theory; it’s a real solution rooted in classroom experience, designed for teachers of grades K–12 who want to see results now. Jennifer understands why learning gaps form and why many traditional interventions fall short, and her framework doesn’t just cover up problems; it targets the root causes and equips you with tools to rebuild learning from the ground up.

a treasure trove of over 12 practical, ready-to-use instructional strategies that can g at any grade level. From unexpected tools like cube-its, hula hoops, pool noodles, and even a plunger, to creative resources like decks of cards and wipe-off lanyards, this session will fill your teaching toolkit with fresh, hands-on ideas you can start using tomorrow Imagine the impact you’ll make when these innovative strategies come to life in your classroom.

You’ll also learn how to ignite student engagement by moving beyond passive instruction and into active participation Students learn best when they are involved, challenged, and supported, and you’ll explore ways to create a classroom where curiosity, motivation, and confidence thrive. This is more than teaching better it’s about helping students feel capable and ready to succeed, guided by a leader in evidence-based instruction who truly understands the pressures and hopes teachers face today.

About Jennifer About Jennifer

Jennifer Jacobsen, founder of GapImpact and a Certified Structured Literacy and Dyslexia Interventionist, has spent over 20 years transforming how educators address academic learning gaps across all subject areas By integrating the latest in neuroscience with the practical realities of the classroom, she has developed effective, brain-based strategies and a four-step framework designed to help teachers close learning gaps for students at every level.

As a dynamic presenter and experienced educator, Jennifer breaks down complex brain science into straightforward, actionable practices through her innovative 4M Framework. Her approach has helped thousands of students across a range of academic subjects become more confident and capable learners by equipping educators with the tools, insights, and support they need to teach with clarity and impact

Holding a Master’s degree in Reading Specialties and numerous certifications, Jennifer combines deep academic expertise with real-world teaching experience She believes that every teacher has both the ability and the heart to ensure all students succeed By partnering with educators, she ensures they have the resources and understanding necessary to deliver meaningful, effective instruction that leaves no student behind.

As both an educator and a mother, Jennifer understands the life-changing power of effective teaching She believes that when we transform how we teach, we transform futures Jennifer lives in the Midwest with her husband, two sons and their dog. She loves reading, cheering on the Minnesota Vikings, being with her family and friends, and shopping.

Playful Pathways to Reading: Research-Aligned Strategies for K–2 Learners

By Sharyn Kish By Sharyn Kish

This session demonstrates how purposeful play and hands-on activities can support strong early literacy development. Participants will explore practical strategies and games aligned with the Science of Reading that build foundational skills such as phonological awareness, phonics, vocabulary, and comprehension. The focus is on engaging, developmentally appropriate instruction for kindergarten through second grade. Educators will leave with ready-to-use ideas that make literacy instruction both effective and joyful.

About Sharyn

Sharyn Kish is a full time kindergarten teacher in Ohio. She has over 25 years of teaching experience and was recognized as an Ohio Teacher of the Year in 2020. Sharyn is passionate about literacy, student engagement and active learning in the classroom. Her goal as a content creator on Instagram is to provide teaching tips and share ideas that help and inspire other educators.

Science of Reading

Math Centers Made Easy: How to simplify your math centers and ideas for Small-Group Guided Math Lessons

By Jenny LaRocque By Jenny LaRocque

Jenny will help educators simplify their math centers while maximizing student engagement and learning. This session will provide ideas for setting up and organizing math centers. Educators will explore ideas for low-prep, engaging center activities that promote student independence and differentiation.

presentation will highlight best practices for small-group ruction, including lesson planning, using manipulatives, and assessing student progress. By the end of the session, participants will be able to make math centers more effective and manageable in any classroom setting.

About Jenny About Jenny

Jenny LaRocque is a dedicated kindergarten teacher in her fifteenth year of teaching and a proud mother of two. She is passionate about fostering inclusion and representation in early childhood education through diverse literature and culturally responsive teaching practices. Jenny is the founder of the social media movement #AllAreWelcomeInMyClassroom, which promotes equity, belonging, and acceptance in classrooms worldwide.

As a national speaker, Jenny has presented on topics including culturally responsive teaching, early literacy, and inclusive curriculum design. Her mission is to ensure that every child feels loved, seen, and valued within their learning environment.

You can connect with her on Instagram @heyjennylarocque or TikTok @a kinder world for ideas and inspiration that celebrate the joy of teaching and learning.

The Secret Life of Hands

By Helene Lieberman MS, OTR/L

By Helene Lieberman OTR/L

Fine motor skills don’t start at the hands— they’re built on a strong foundation of core strength, shoulder stability, and visual skills. In this interactive session, we’ll explore the wholebody components that support fine motor development, examine the research behind these connections, and engage in hands-on activities to experience these principles in action.

Helene Lieberman MS, OTR/L received her Bachelor’s Degree in Occupational Therapy from Boston University, Sargent College of Allied Health and a Master’s Degree in Family Support Studies at Nova Southeastern University. She has been a pediatric Occupational Therapist for 36 years and has assessed and treated hundreds of children with a variety of disabilities. She has worked in a variety of settings including hospitals, schools, day care centers, outpatient clinics, Intermediate Care Facilities, and home health providing individual and group sessions and creating classroom groups. She has consulted with teachers and administrators on classroom curriculum and equipment. She is NDT Trained in Pediatrics, SIPT Certified and trained to implement Interactive Metronome and IM Home systems and Integrated Listening Systems. Helene is the creator of BlackBack Writing, a writing program to teach shapes, letters and numbers and Wright Bright paper, a color and picture coded paper to teach the proper placement of letters on the lines.

Fine motor

Reading Small Groups don’t have to be full of stress!!!!

By Verscie Montford By Verscie Montford

Let’s work together to create reading small groups that are easy to design and even easier to facilitate. By making instruction both educational and fun, students stay motivated, confident, and engaged as they build essential literacy skills. With the right structure and strategies in place, your students won’t just improve—they’ll flourish into enthusiastic, capable readers.

I am a dedicated kindergarten teacher with six years of classroom experience and a strong focus on early literacy development. I specialize in supporting educators as they build effective, developmentally appropriate reading group routines that help young readers grow with confidence. My work centers on guiding teachers through practical, research-based strategies for phonics instruction, targeted small-group lessons, and meaningful literacy rotations that keep students engaged and progressing.

With a passion for strengthening classroom systems, I love helping educators design reading groups that are predictable, purposeful, and responsive to student data. I share techniques for organizing smallgroup time, managing independent literacy centers, differentiating instruction, and fostering early reading skills through intentional planning. My approach empowers teachers to create smooth routines where every student receives the support they need whether they are emerging readers, on-level learners, or ready for enrichment.

Storytime SEL: The ABCs of Emotional Learning Through Picture Books

By Crystal Oswald By Crystal Oswald

Explore the powerful intersection of Social Emotional Learning (SEL) and literacy with Crystal in this engaging session, "Storytime SEL: The ABCs of Emotional Learning Through Picture Books." Discover how educators can seamlessly integrate SEL competencies into literacy instruction, using picture books as a catalyst for emotional intelligence, empathy, and interpersonal skill

development. Participants will learn practical strategies to create a nurturing classroom environment where SELprinciples enhance literacy engagement and empower students to become confident, compassionate communicators. Don't miss out on this opportunity to elevate both literacy skills and SEL competencies through the captivating world of picture books!

About

Crystal About Crystal

Crystal Oswald is a reading specialist in the suburbs of Chicago, where she works directly with students to build strong literacy skills and a love for reading. Before stepping into this role, she spent six years as an instructional coach with a focus on Social Emotional Learning and literacy, and fourteen years as an elementary school teacher (grades 1–5). Crystal is passionate about helping students grow as confident, capable readers and supporting meaningful, engaging learning experiences. Outside of school, she enjoys spending time with her daughter, Sadie, as well as reading, golfing, tackling home improvement projects, and being with family and friends.

The Vision Gap: Uncovering Hidden Reading Struggles in Early Learners

By Gina Pepin Ed. D.

Many young learners experience undiagnosed reading challenges, including dyslexia and visual processing difficulties, that can impede literacy development. This session provides practical, research-informed strategies for identifying these hidden struggles and supporting equitable literacy outcomes in PreK–2 classrooms.

learn to screen for visual and phonics-based reading ment structured literacy and vision-support strategies, and n early literacy development. Drawing on The Vision Gap and the Ride & Read program, attendees will leave with actionable tools, resources, and strategies to create inclusive, supportive reading environments that build confident, capable young readers.

About Gina

Dr. Gina Pepin holds an Ed.D. in Teacher Leadership and an M.S. in Reading & Literacy (K-6). She is the 2023-2024 and 2018-2019 Region 1 Teacher of the Year for Michigan. Dr. Pepin is a reading intervention teacher at a rural elementary school and is deeply involved in educational leadership, scholarship, and speaking engagements across the country. Her experience includes leading family literacy workshops with the Great Start Family Collaborative, mentoring K-12 teachers and supervising university teacher candidates, serving as an online assistant professor of graduate literacy courses, and acting as a commissioner and board member for the Association for Advancing Quality in Educator Preparation. She is also an editor for the Michigan Reading Journal. Passionate about early literacy and teacher leadership, Dr. Pepin co-authored the professional learning book, The Power of Joyful Reading: Help Your Young Readers Soar to Success (Scholastic, 2020), with children’s book author Eric Litwin.

By Abigail Peterson By Abigail Peterson

Mandated curriculum doesn’t have to limit creativity or student engagement. This session explores practical, realistic ways to transform required curriculum into purposeful, hands-on learning experiences that energize primary students while maintaining alignment, rigor, and instructional integrity. You'll leave with simple strategies they can use immediately to boost engagement, increase student ownership, and bring joy back into everyday instruction— without abandoning what they’re required to teach.

About Abigail Abigail

Abigail Peterson is a Nevada licensed teacher, curriculum creator, national speaker and author of the website, Kindergarten Chaos, LLC. She spent 14 years teaching Kindergarten in the public school system and recently transitioned to supervising student teachers for a university. In addition, she fills her teacher cup by working with little learners in her home classroom/studio on a weekly basis.

Engagement Through Movement: Brain Breaks & Active Learning

By Beth Pittman By Beth Pittman

Keeping students engaged doesn’t have to be complicated—just get them moving! Discover simple brain breaks, active learning games, and movement-based strategies that boost focus, memory, and participation. Learn how to energize your students, reinforce key concepts, and make transitions smoother for young learners through purposeful movement.

Beth Pittman is a Transitional Kindergarten teacher from California who loves blending creativity and structure to make learning joyful and meaningful. With 21 years of experience in Transitional Kindergarten, Kindergarten, First Grade, and Second Grade, she’s passionate about building strong relationships with students and families and believes in the power of positive classroom management. Beth enjoys sharing practical, playful strategies that help teachers create thriving classroom communities.

student

engagement

Show them you C.A.R.E.: Motivating Reluctant Learners

By Rebekah Poe By Rebekah Poe

This session will provide teachers with proactive classroom management strategies aimed at increasing student engagement and minimizing behavioral disruptions. By shifting from reactive to proactive approaches, educators can cultivate a classroom environment where students are more likely to stay engaged and on task. The session will

Participants will explore how to align academic content with student interests,providingengaging,hands-onlearningexperiencesthatnaturally reduce opportunities for misbehavior. Additionally, the session will cover howtoimplementclearroutines,visualsupports,andpositivereinforcement systems that make expectations explicit and create an atmosphere of predictabilityandsuccess.Educatorswilllearntoanticipatechallengesand use engagement strategies to preemptively address potential disruptions, improvingbothbehaviorandacademicoutcomes.

About Rebekah About Rebekah

Rebekah Poe is an award-winning special education teacher and a national teaching conference presenter with over a decade of experience in the special education field. As an educator, Rebekah’s passion is providing teachers with the training and tools necessary to offer equitable education and establish connections to students of all ability levels in an inclusive setting. When she's not in the classroom, she can be found at the closest coffee shop with a piping hot latte and a good book and spending time with her husband Andrew and daughter Parker. echniquesthatintegratestructure,consistency,andmeaningful activities, creating a learning space where students feel supported and motivated.

Classroom Management

student engagement

Games, Games, Games: Engaging Students Through Intentional Games

By Jackie Powell By Jackie Powell

Did you know it takes 400 repetitions to build a synapse in the brain according to Dr. Karyn Purvis? However, through play, we can cut that down to 10-20 repetitions. We will explore the use of games to elevate your students’ reading skills and engagement. These activities will have your students begging to come to your small group table every day!

About Jackie

Jackie Powell brings over 26 years of experience as an early elementary educator, specializing in grades K–3. She earned her bachelor’s degree in Elementary Education from Western Kentucky University and both her master’s and Ed.S. in Curriculum and Instruction from Middle Tennessee State University. Jackie currently serves as a K–5 reading interventionist in Middle Tennessee, focusing on creating classroom experiences that spark curiosity, confidence, and a love of learning. A dedicated advocate for both students and teachers, Jackie has shared her expertise as a presenter for Elevate conference, both in person and virtually, for the past three years. She loves connecting with fellow educators to exchange ideas, celebrate successes, and inspire meaningful growth in teaching and learning.

mspowellsowls44@gmail.com | X & Instagram: @MsPowellsOwls

The Power of Connection

By Kara Rigsby & Megan Diede

When teachers and students feel connected, learning transforms. This high-energy virtual session unpacks three ways to bring connection to life: connecting to your students through learning pathways, connecting to content through engaging experiences, and connecting with colleagues through purposeful planning. You’ll gain practical strategies to elevate student engagement, reach diverse learners, and strengthen collaboration, all while reigniting your passion for teaching. Connection isn’t one more thing to do. It’s the thing that makes everything work.

About Kara & Megan About Kara &

Megan Diede and Kara Rigsby are nationally recognized educational leaders and the dynamic force behind IntegratED. With over 30 years of combined classroom experience, they are known for transforming traditional instruction into engaging, student-centered learning experiences. As co-authors of ElevatED Educator: Turning Classroom Lessons into Engaging Experiences Using 7 Pathways of Learning, they empower teachers to reimagine what’s possible in their classrooms. Through innovative coaching, impactful professional development, and practical strategies, Megan and Kara help educators bring lessons to life, boosting both student growth and teacher confidence. Their work is grounded in a passion for accessibility, engagement, and meaningful learning, making them trusted partners for schools and districts seeking sustainable, inspired change. Whether speaking on a national stage or collaborating in classrooms, Megan and Kara are committed to elevating education, one experience at a time.

student engagement school Culture

IEPs the Remix

By Liz Sherman By Sherman

It’s time to drop the old track and remix the IEP process into something everyone wants to be part of. In this upbeat, practical session, Liz Sherman spins fresh strategies for making IEP meetings collaborative, transparent, and student-centered. Learn how to remix your meeting flow with whiteboard IEPs that make

goals and data visible for everyone, and turn up the volume on studentled IEPs that amplify student voice and agency. Together, we’ll explore how to set the tone for a welcoming, inclusive meeting space where every team member—from parents to paraprofessionals—feels heard and valued. You’ll leave with tools, examples, and a new mindset for creating IEP meetings that hit all the right notes.

About Liz Liz

With over 15 years in special education, Liz Sherman brings energy, experience, and real talk to the work of inclusion. She’s passionate about creating equitable learning environments where all students thrive and cultivating cultures of acceptance and allyship. Liz has taught grades K–8 across Florida, Georgia, California, and Michigan in resource, self-contained, and co-teaching models, and has served as both Assistant Director and Director of Special Education, building inclusive programs and systems. She holds a master’s degree in Integrated Curriculum with a focus on Special Education and helps schools move beyond compliance toward true belonging—designing systems that work for both students and educators. Through her platform @InclusionDisco, Liz shares practical strategies, humor, hard truths, and inspiration for building schools rooted in disability acceptance, student voice, and collaboration.

Special Education

Little Explorers: Students with Maps and Cultures

By Debrice Smith-Hill By Debrice Smith-Hill

In this hands-on session, educators will discover fun and effective strategies to introduce young learners to the basics of geography and cultural diversity. Through engaging activities with maps, globes, and storytelling, students develop early spatial awareness and an appreciation for the diverse communities that

make up our world. Participants will leave with ready-to-use lesson ideas and resources that make geography accessible, relatable, and exciting for Kindergarten through 2nd-grade classrooms.

About Debrice

Debrice Smith-Hill is a first-grade educator with 19 years of classroom experience and a deep passion for early literacy, foundational phonics, and hands-on mathematics. Having taught in both private and public school settings, she brings a well-rounded perspective on what young learners need to thrive and how teachers can build classrooms where structure and joy work together seamlessly.

As a keynote speaker and workshop presenter, Debrice has shared her expertise at conferences across the country. Her sessions are known for being practical, engaging, and highly actionable offering teachers real strategies they can implement immediately to strengthen literacy instruction, make math more meaningful, elevate classroom management, and build confident, independent learners.

Whether she is guiding educators through streamlined center rotations, modeling reading routines aligned with the Science of Reading, designing interactive math experiences, or encouraging teachers to bring more heart back into their practice, Debrice’s mission remains the same: to make teaching feel lighter, brighter, and more impactful for both teachers and students.

social studies

Planning to Play: Purposeful Strategies for Cheerful Classrooms

By Hilary Statum By Hilary Statum

In this engaging session, we'll explore how to design meaningful, play-based learning experiences that spark curiosity, creativity, and growth in your classroom. Backed by research and grounded in practice, you'll learn how to intentionally plan for play that supports academic, social, and emotional development.

actical classroom strategies, hands-on ideas, and how to balance structure with student-led exploration. Leave with a toolkit of playful ideas, fun freebies, and a renewed sense of purpose to make learning joyful and impactful every day.

About Hilary About Hilary

Hilary Statum is a Teacher and Literacy Consultant in Middle Tennessee with over 18 years of experience. She has experience teaching pre-k, kindergarten, transitional-first, second, fourth, and fifth grade! She has also worked as a multilingual teacher and middle school literacy consultant. She is the published author of two books, Solar System for Kids and Kindergarten Activity Book: Unicorns and the face behind Pencils to Pigtails, a popular blog for parents and teachers. She holds a Master’s Degree in Instructional Leadership and enjoys coordinating and teaching her school district’s free parent English class. Her favorite days are spent with her two young girls and baby boy, husband, parents, siblings, and the rest of her very large extended family. You can connect with Hilary on all social media platforms using the handle @pencilstopigtails.

Play-Based Learning

Kid-versations

By Jeremy Sturdivant By Jeremy Sturdivant

With the anxiety and grief caused by the pandemic, many of us feel exhausted and burned out. The same goes for our kids as they face increased stress at school and potential worries about their own and their family's health. Making the effort to have purposeful conversations with our children also allows us o build our relationship with them. Our kids will feel more connected to us and to each other, which they can fall back on as they navigate difficult times.

About Mr. Jay

My name is Jeremy Sturdivant Sr. (Mr. Jay). I am a proud father and Lead PreK Teacher. I’m originally from York, Alabama. I’ve been teaching and living in Atlanta, Georgia for 12 years now. I am very passionate about teaching our youth new ideas and strategies. I enjoy being the person in a child’s life who listens to their thoughts and feelings. Being able to watch children grow and learn is amazing. Teaching in ECE is special to me because I help with setting the educational foundation in their journey of becoming respectful, intelligent, and well rounded individuals. I have a Bachelor degree in Early Childhood Education and I’m currently in graduate school getting my Master Degree in Secondary Education of Mathematics with an emphasis in STEM. Although academics is important , Mr. Jay focuses on daily interactions that encourage social, emotional, and physical development.

STEAM, not just STEM: Putting the A for arts in early learning

By Rebecca Tate By Rebecca Tate

This session will show you how to seamlessly integrate art into science, math, technology, and engineering using practical, easy-to-implement strategies. You’ll explore creative approaches that enhance student engagement, deepen understanding, and bring content to life.

Through hands-on activities and real classroom examples, you’ll leave with ready-to-use ideas that make STEM learning more dynamic, meaningful, and fun.

About Rebecca About Rebecca

I am a Pre-K teacher in a rural public school and hold a bachelor’s degree in Early Childhood Education as well as a master’s degree in Education with dual endorsements in English Language Learners and Special Education. I have eight years of teaching experience in Nevada and previously lived and worked in Illinois .

son son

From Chalkboards to ChatGPT: Lessons from Two Generations of Educators

By Madison Tepera & Lynne Rhodes Madison

Join a mother-daughter teaching duo as we explore how education has evolved from chalkboards to ChatGPT. Through stories, strategies, and ready-to-use resources, we’ll highlight what’s changed, what’s timeless, and how to blend wisdom with innovation to empower today’s learners.

I serve as a Digital Learning Coach across three campuses in Frisco, Texas, and am a third-generation educator with eight years of classroom experience and eight years of presenting at Frog Street. Prior to becoming an official presenter, I supported my mother at Frog Street throughout my college years, gaining valuable experience in early childhood professional learning. I am also a team leader and curriculum writer, with a deep passion for all things early childhood education.

About Lynne

I am a retired educator with 39 years of experience in early childhood education, having taught kindergarten and first grade throughout my career. I have been a Teacher of the Year finalist, team leader, literacy leader, and mentor teacher, and I hold a master’s degree in Early Childhood Special Education. I have presented in Georgia, South Carolina, Wisconsin, Nevada, and Texas, contributed published lessons to four college textbooks between 2010 and 2018, and presented for more than 15 years with Frog Street Press. And even in retirement, I still absolutely love teaching!

Creative Micro-Moments That Spark Magic!

By LeAnna Wolkis Goldstein By LeAnna Wolkis Goldstein

Sometimes the moments that matter most aren’t the big events, they’re the tiny sparks woven into the everyday. This session invites educators to rediscover the power of micro-moments: small, intentional bursts of connection, creativity and joy that transform classroom culture from the inside out. This session focuses on the small, meaningful

ape the emotional heartbeat of your classroom. You’ll learn outines that build trust, strengthen relationships, and bring playfulness to transitions, greetings, celebrations, partner interactions and everyday instruction. LeAnna will fill your mailbox with dozens of micro ~ moments that are rooted in what we know about brain development, calming to the nervous system, and deeply connecting.

About LeAnna About LeAnna

LeAnna Wolkis Goldstein is an energetic and passionate Kindergarten Teacher from Arizona with over 28 years of teaching experience. She earned her Bachelor’s degree from Arizona State University, a Master’s Degree from NAU, an Early Childhood Endorsement and achieved the rigorous advanced credentials of National Board Certification. While teaching in her awardwinning classroom, "The Wolkis Wonderland,” she designs mini hands-on center based stations that are brought to life with novel realia. As a Nationally Recognized Presenter, LeAnna empowers educators to create cooperative learning environments utilizing music, movement & manipulatives that foster 100% student engagement. Watch how she promotes exploration and encourages her Classroom Family to develop their imagination by following along inside LeAnna’s magical experiences on:

Instagram: @wolkiswonderland

Twitter: @WolkisWonders

TikTok: @wolkiswonderland

Classroom Management

Shaping Little Leaders: Tips For a Child-Led Classroom

By Raeyna Woodside-Howard By Raeyna Woodside-Howard

This session explores the power of student leadership and the role of intentional delegation in building a more independent, student-centered classroom. Participants will learn practical strategies for shifting everyday responsibilities to students, allowing teachers to "shake off" routine managerial tasks while empowering children to take ownership of their learning and environment. The result is a classroom culture that fosters confidence, responsibility, and autonomy—where the teacher serves as a guide and catalyst for growth rather than the sole manager.

About Rae About Rae

Raeyna Woodside-Howard, affectionately known as Rae, is entering her 15th year of working in the early education field. She has worked in various capacities, most notably in Head Start and additional Type III facilities. She spent eleven years as a Pre-K teacher, where she excelled in her role via her curriculum and teaching strategies. She then transitioned to the administrative side, where she has been a mentor coach for a local CDA/ECAC program, PD Specialist, and CLASS observer. Additionally, she is a Louisiana Pathways certified trainer and a Cohort 5 graduate of the Louisiana Early Leaders Academy (LELA).

Coach Rae’s purpose and mindset is to “pay it forward” to educators by supporting them with the tools and tips needed to keep their trajectory moving upward.

Classroom Management

RESEARCHCITATIONS

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

Below are some of the sources from research that our speakers are using within their classrooms for best instructional practices, and to build their Professional Development sessions for ELEVATE!

Science of Reading & English Language Arts

Aukerman,M.,&ChambersSchuldt,L.(2021).Whatmattersmost?Towardarobustandsociallyjustscienceof reading.ReadingResearchQuarterly,56,S85-S103.

Duke,N K,&Cartwright,K B (2021) Thescienceofreadingprogresses:Communicatingadvancesbeyondthe simpleviewofreading ReadingResearchQuarterly,56,S25-S44

Ehri,L.C.(2020).Thescienceoflearningtoreadwords:Acaseforsystematicphonicsinstruction.Readingresearch quarterly,55,S45-S60.

Kuo,N C (2023) Instructingstudentswithdyslexiathroughstructuredliteracy InternationalJournalofEducation, TechnologyandScience,3(1),110-124.

Pangari-Schneller,R.(2024).Let’s/r//ē//d:UsingDecodableTextswithBeginningReaders.EssaysinEducation,30(2), 10

Shanahan,T.(2020).Thescienceofreading.TheReadingTeacher,74(2),119-125.

Shanahan,T.(2020).Whatconstitutesascienceofreadinginstruction?.ReadingResearchQuarterly,55,S235-S247.

Snowling,M J,Hulme,C,&Nation,K (Eds) (2022) Thescienceofreading:Ahandbook JohnWiley&Sons

Math

Bay-Williams,J M,&SanGiovanni,J J (2021) Figuringoutfluencyinmathematicsteachingandlearning,gradesK8:Movingbeyondbasicfactsandmemorization Corwin

Diller,D.(2023).Mathworkstations:Independentlearningyoucancounton,k-2.Routledge.

Li,X (2021) InvestigatingUSpreschoolteachers’mathteachingknowledgeincountingandnumbers Early EducationandDevelopment,32(4),589-607.

Gilligan‐Lee,K.A.,Hawes,Z.C.,Williams,A.Y.,Farran,E.K.,&Mix,K.S.(2023).Hands‐On:Investigatingtheroleofphysical manipulativesinspatialtraining ChildDevelopment,94(5),1205-1221

Gottfried,M.,Fletcher,T.,&Comstock,M.(2023).TeachingMathematicsinKindergarten:HowDoesInstructionDiffer byClassroomAbility?.TeachersCollegeRecord,125(10),102-130.

Pellegrini,M,Lake,C,Neitzel,A,&Slavin,R E (2021) Effectiveprogramsinelementarymathematics:Ameta-analysis AeraOpen,7,2332858420986211

Suwetha,M.R.,Anitha,M.A.,&Malciya,M.S.(2025).PROMOTINGMATHEMATICALFLUENCY:AREVIEWOFSTRATEGIESFOR DEVELOPINGSTRONGFOUNDATIONS.ContemporaryTechniquesinMathEducation.

RESEARCHCITATIONS

Writing

CokerJr,D L,Farley-Ripple,E,Jackson,A F,Wen,H,MacArthur,C A,&Jennings,A S (2016) Writinginstructioninfirst grade:Anobservationalstudy.ReadingandWriting,29(5),793-832.

Guo,Y.,Puranik,C.,Xie,Y.,Dinnesen,M.S.,&Breit,A.(2023).Anobservationalstudyofwritinginstructionandpracticein kindergartenclassrooms LiteracyResearchandInstruction,62(2),180-202

Kirby,M.S.,Spencer,T.D.,&Chen,Y.J.I.(2021).Oralnarrativeinstructionimproveskindergartenwriting.Reading& WritingQuarterly,37(6),574-591.

Levy,C M,&Ransdell,S (2013) Thescienceofwriting:Theories,methods,individualdifferencesandapplications Routledge

Petersen,D.B.,Staskowski,M.,Spencer,T.D.,Foster,M.E.,&Brough,M.P.(2022).Theeffectsofamultitieredsystemof languagesupportonkindergartenoralandwrittenlanguage:Alarge-scalerandomizedcontrolledtrial Language, Speech,andHearingServicesinSchools,53(1),44-68

Science

Akerson,V L,&Bartels,S L (2023) Elementaryscienceteaching:Towardthegoalofscientificliteracy InHandbookof researchonscienceeducation(pp 528-558) Routledge

Davis,E.A.,&Smithey,J.(2009).Beginningteachersmovingtowardeffectiveelementaryscienceteaching.Science Education,93(4),745-770

Ligado,F.N.,Guray,N.D.,&Bautista,R.G.(2022).Pedagogicalbeliefs,techniques,andpracticestowardshands-on science.AmericanJournalofEducationalResearch,10(10),584-591.

Mulholland,J,&Wallace,J (2001) Teacherinductionandelementaryscienceteaching:Enhancingself-efficacy Teachingandteachereducation,17(2),243-261

Social Studies

Grant,S G,VanSledright,B A,&Halvorsen,A L (2025) Elementarysocialstudies:Constructingapowerfulapproach toteachingandlearning.Routledge.

Mindes,G.,&Newman,M.(2021).Socialstudiesforyoungchildren:Preschoolandprimarycurriculumanchor. BloomsburyPublishingUSA

Savage,T.V.,&Armstrong,D.G.(1996).EffectiveTeachinginElementarySocialStudies.Prentice-Hall,Inc.,ASimon& SchusterCompany,EnglewoodCliffs,NJ07632.

RESEARCHCITATIONS

The Arts

Ferreri,L.,&Verga,L.(2016).Benefitsofmusiconverballearningandmemory:Howandwhendoesitwork?.Music Perception:AnInterdisciplinaryJournal,34(2),167-182

Jackson,N.(2009).Thelittlebookofmusicfortheclassroom:usingmusictoimprovememory,motivation,learning andcreativity.CrownHousePublishing.

Muñoz,M E M,&Valencia,M (2010) TeachingEnglishvocabularytothirdgradersthroughtheapplicationofthetotal physicalresponsemethod(Doctoraldissertation,UniversidadTecnológicadePereira FacultaddeBellasArtesy Humanidades.LicenciaturaenEnseñanzadelaLenguaInglesa).

Sariyati,I.(2013).TheeffectivenessofTPR(TotalPhysicalResponse)methodinEnglishvocabularymasteryof elementaryschoolchildren PAROLE:JournalofLinguisticsandEducation,3(1April),50-64

Play-Based Learning

Bubikova-Moan,J,NæssHjetland,H,&Wollscheid,S (2019) ECEteachers’viewsonplay-basedlearning:A systematicreview Europeanearlychildhoodeducationresearchjournal,27(6),776-800

Danniels,E.,&Pyle,A.(2023).Teacherperspectivesandapproachestowardpromotinginclusioninplay-based learningforchildrenwithdevelopmentaldisabilities.JournalofEarlyChildhoodResearch,21(3),288-302.

Fesseha,E,&Pyle,A (2016) Conceptualisingplay-basedlearningfromkindergartenteachers’perspectives InternationalJournalofEarlyYearsEducation,24(3),361-377.

Keung,C.,&Cheung,A.(2023).Afamily-school-communitypartnershipsupportingplay-basedlearning:Asocial capitalperspective TeachingandTeacherEducation,135,104314

Ndlovu,B.,Okeke,C.,Nhase,Z.,Ugwuanyi,C.,Okeke,C.,&Ede,M.(2023).Impactofplay-basedlearningonthe developmentofchildreninmobileearlychildhoodcareandeducationcentres:Practitioners'perspectives. InternationalJournalofResearchinBusiness&SocialScience,12(3).

Pang,E,&Simoncelli-Bulak,L (2017) Benefitsofplay-basedlearninginthekindergartenclassroom SuccessinHighNeedSchoolsJournal,13(1),23.

Taylor,M.E.,&Boyer,W.(2020).Play-basedlearning:Evidence-basedresearchtoimprovechildren’slearning experiencesinthekindergartenclassroom EarlyChildhoodEducationJournal,48(2),127-133

Tekman,T.K.,&Yeniasır,M.(2023).TheimpactofPlay-BasedLearningSettingsonreading,writing,listening,and speakingskills.Sustainability,15(12),9419.

RESEARCHCITATIONS

Cross-Curricular

Kelly,L.,&Stead,D.(2013).EnhancingPrimaryScience:DevelopingEffectiveCross-CurricularLinks:Developing EffectiveCross–CurricularLinks McGraw-HillEducation(UK)

Kerry,T.(2011).Cross-curricularteachingintheprimaryschool.Abingdon:Routledge.

Olavarria,N (2023) MultisensoryLearningStrategies:TeacherPreparedness Lakewood,NewJersey:Academic ExcellenceCelebration

Schlesinger,N.W.,&Gray,S.(2017).Theimpactofmultisensoryinstructiononlearningletternamesandsounds,word reading,andspelling.Annalsofdyslexia,67(3),219-258.

STEAM

Ferreri,L.,&Verga,L.(2016).Benefitsofmusiconverballearningandmemory:Howandwhendoesitwork?.Music Perception:AnInterdisciplinaryJournal,34(2),167-182.

Jackson,N (2009) Thelittlebookofmusicfortheclassroom:usingmusictoimprovememory,motivation,learning andcreativity CrownHousePublishing

Muñoz,M.E.M.,&Valencia,M.(2010).TeachingEnglishvocabularytothirdgradersthroughtheapplicationofthetotal physicalresponsemethod(Doctoraldissertation,UniversidadTecnológicadePereira.FacultaddeBellasArtesy Humanidades LicenciaturaenEnseñanzadelaLenguaInglesa)

Sariyati,I.(2013).TheeffectivenessofTPR(TotalPhysicalResponse)methodinEnglishvocabularymasteryof elementaryschoolchildren.PAROLE:JournalofLinguisticsandEducation,3(1April),50-64.

Social Emotional Learning

Gimbert,B G,Miller,D,Herman,E,Breedlove,M,&Molina,C E (2023) Socialemotionallearninginschools:The importanceofeducatorcompetence JournalofResearchonLeadershipEducation,18(1),3-39

Greenberg,M.T.(2023).Evidenceforsocialandemotionallearninginschools.LearningPolicyInstitute.

Mondi,C F,Giovanelli,A,&Reynolds,A J (2021) Fosteringsocio-emotionallearningthroughearlychildhood intervention InternationalJournalofChildCareandEducationPolicy,15(1),1-43

Raimundo,R.,Marques‐Pinto,A.,&Lima,M.L.(2013).THEEFFECTSOFASOCIAL–EMOTIONALLEARNINGPROGRAMON ELEMENTARYSCHOOLCHILDREN:THEROLEOFPUPILS’CHARACTERISTICS PsychologyintheSchools,50(2),165-180

Schonert-Reichl,K A (2017) Socialandemotionallearningandteachers Thefutureofchildren,137-155

RESEARCHCITATIONS

Fine Motor

Bahri,N.F.,Ramawisari,I.,&Putri,S.A.(2023).Designconceptanalysisofeducationaltoystostimulateearlychildhood finemotordevelopment Gelar:JurnalSeniBudaya,21(1),57-70

Bondi,D.,Robazza,C.,Lange‐Küttner,C.,&Pietrangelo,T.(2022).Finemotorskillsandmotorcontrolnetworkingin developmentalage.AmericanJournalofHumanBiology,34(8),e23758.

Huffman,J M,&Fortenberry,C (2011) Developingfinemotorskills YoungChildren,66(5),100-103

Riyadi,S.,Darwis,M.,Muhammadiah,M.U.,&Cahyono,D.(2023).AnalysisoftheRelationshipbetweenFineMotorSkills andMontageActivitiesinEarlyChildhood.JournalofChildhoodDevelopment,3(1),56-63.

Syafril,S,Susanti,R,Fiah,R E,Rahayu,T,Pahrudin,A,Yaumas,N E,&Ishak,N M (2018) Fourwaysoffinemotorskills developmentinearlychildhood ResearchGate,1-15

Classroom Management

Canter,L (2010) Assertivediscipline:Positivebehaviormanagementfortoday'sclassroom SolutionTreePress Eisenman,G.,Edwards,S.,&Cushman,C.A.(2015).Bringingrealitytoclassroommanagementinteachereducation. ProfessionalEducator,39(1),n1.

Evertson,C M,Emmer,E T,Sanford,J P,&Clements,B S (1983) Improvingclassroommanagement:Anexperiment inelementaryschoolclassrooms.TheElementarySchoolJournal,84(2),173-188.

Marzano,R.J.,&Marzano,J.S.(2003).Classroommanagementthatworks:Research-basedstrategiesforevery teacher Ascd

Stichter,J.P.,Lewis,T.J.,Whittaker,T.A.,Richter,M.,Johnson,N.W.,&Trussell,R.P.(2009).Assessingteacheruseof opportunitiestorespondandeffectiveclassroommanagementstrategies:Comparisonsamonghigh-andlow-risk elementaryschools.JournalofPositiveBehaviorInterventions,11(2),68-81.

School Culture

Hargreaves,D H (1995) Schoolculture,schooleffectivenessandschoolimprovement Schooleffectivenessand schoolimprovement,6(1),23-46.

Lucas,L.(2023).Practicingpresence:Simpleself-carestrategiesforteachers.Routledge.

McMakin,D,Ballin,A,&Fullerton,D (2023) Secondarytrauma,burnout,andteacherself‐careduringCOVID19:A mixed‐methodscasestudy.PsychologyintheSchools,60(5),1442-1458.

Wagner,C.R.(2006).Theschoolleader’stoolforassessingandimprovingschoolculture.PrincipalLeadership,7(4), 41-44

RESEARCHCITATIONS

Student Engagement

AlHussaini,M.H.,Kousar,S.,Kousar,N.,Batool,U.,&Munawar,N.(2024).ExploringEffectiveStrategiesforStudent EngagementandLearningOutcomesinElementaryEducation.InternationalJournalofLearningReformationin ElementaryEducation,3(02),90-101.

Carter,C P,Reschly,A L,Lovelace,M D,Appleton,J J,&Thompson,D (2012) Measuringstudentengagement amongelementarystudents:PilotoftheStudentEngagementInstrument ElementaryVersion.SchoolPsychology Quarterly,27(2),61.

Martins,J,Cunha,J,Lopes,S,Moreira,T,&Rosário,P (2022) Schoolengagementinelementaryschool:Asystematic reviewof35yearsofresearch Educationalpsychologyreview,34(2),793-849

O'Hayer,L.(2022).PerspectivesofKindergartenthroughSecondGradeTeachersRegardingMethodstoPromote StudentEngagementinLearning(Doctoraldissertation,WaldenUniversity)

Access & Opportunity

Boutte,G.S.(2012).Urbanschools:Challengesandpossibilitiesforearlychildhoodandelementaryeducation.Urban Education,47(2),515-550

Levinson,M.,Geron,T.,&Brighouse,H.(2022).Conceptionsofeducationalequity.AeraOpen,8,23328584221121344.

Lindner,K.T.,Schwab,S.,Emara,M.,&Avramidis,E.(2023).Doteachersfavortheinclusionofallstudents?Asystematic reviewofprimaryschoolteachers’attitudestowardsinclusiveeducation EuropeanJournalofSpecialNeeds Education,38(6),766-787

Love,H.R.,&Beneke,M.R.(2021).Pursuingjustice-driveninclusiveeducationresearch:Disabilitycriticalracetheory (DisCrit)inearlychildhood.TopicsinEarlyChildhoodSpecialEducation,41(1),31-44.

Nachbauer,M (2024) Howschoolsaffectequityineducation:Teachingfactorsandextendeddayprograms associatedwithaverageachievementandsocioeconomicachievementgaps.StudiesinEducationalEvaluation,82, 101367.

Winter,E,&O’Raw,P (2010) Literaturereviewoftheprinciplesandpracticesrelatingtoinclusiveeducationfor childrenwithspecialeducationalneeds NationalCouncilforSpecialEducation Trim,NorthernIreland

RESEARCHCITATIONS

Special Education

Brice,A.(2025).InWhoseBestInterests?FindingaRoleforStudentVoiceintheDevelopmentofIEPs.DisabilityLaw Journal,6(1).

Mason,C Y,McGahee-Kovac,M,&Johnson,L (2004) HowtohelpstudentsleadtheirIEPmeetings Teaching ExceptionalChildren,36(3),18-24.

Quinonez,K.S.(2023).MeaningfulParticipationinIndividualEducationProgram(IEP)Meetings:Understandingthe Students’Perspective(Doctoraldissertation,ConcordiaUniversityChicago)

Rossetti,Z.,Sauer,J.S.,Bui,O.,&Ou,S.(2017).Developingcollaborativepartnershipswithculturallyandlinguistically diversefamiliesduringtheIEPprocess.Teachingexceptionalchildren,49(5),328-338.