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UK Hosts Kentucky Teacher Educators Conference, Focuses on Partnerships

photo of Dr. Rosetta Sandidge accepting award
Dr. Rosetta Sandidge, UK College of Education interim dean, was presented the 2018 Kentucky Distinguished Educator Award

The Kentucky Association of Teacher Educators (KATE) 2018 Conference was hosted recently at the Hilary J. Boone Center on the University of Kentucky campus. Dr. Kim White, clinical associate professor in the UK College of Education’s Department of Curriculum and Instruction, is KATE president and oversaw conference planning.

The conference theme was “Partnerships Across Kentucky: Working Together to Strengthen Educator Preparation.”

During the conference Dr. Rosetta Sandidge, UK College of Education interim dean, was presented with the Kentucky Distinguished Educator award.

The 2018 conference included the following presentations, many by UK faculty:

8– 9 a.m.

Hunt Room

Poster Session:  Enhancing Global Competency for Teaching Education Majors

Overseas student teaching is a growing area of international education with increasing demand from students in teacher preparation programs. Attendees can learn more about how to support these students participating in overseas student teaching and enhance global competency before, during, and after their experience abroad.


Ellie Holliday, University of Kentucky  eholliday@nulluky.edu

Gracie Proffitt, University of Kentucky Elementary Education Student  grace.proffitt@nulluky.edu

8 – 9 a.m.

Hunt Room


Poster Session:  The Effects of Culturally Responsive Literatue on Behavior

This research study, conducted during the student teaching semester,  focused on culturally responsive literature selections, partnered with new behavior strategies.  Student behavior data was collected before, during and after the strategies were implemented.  The results are fascinating.  Literature combined with open discussion is a powerful tool.


Jessica Hughes, Breckinridge County Schools  Jessica.hughes@nullbreck.kyschools.us

8 – 9 a.m.

Hunt Room

Poster Session:  A Responsive Classroom:  Analyzing a New Approach to Classroom Management

The Responsive Classroom approach has been adopted by numerous states and school districts around the country.  Responsive Classroom approach is an evidence-based approach that focuses on developing social-emotional and academic competencies through a variety of classroom practices.  This poster session will outline the practices.


Jessica Emly, University of Kentucky Elementary Education Student  Jessica.emly@nulluky.edu

9–10 a.m.

Rose Dining Room

Partnership Panel Participants

·       Aaron Beigle and Heather Erwin, University of Kentucky; Jordan Manley, STEAM Academy; Billy Noble, Rosa Parks Elementary

·       Joni Meade and Cindy Jong, University of Kentucky; Jennifer Hutchison, Picadome Elementary

·       Connie Hodge, Peggy Petrilli and Ann Burns, Eastern Kentucky University

·       Daniel Grace and Kimberely Nettleton, Morehead State University

·       Kimberly Haverkos and Christy Petroze, Thomas More College; Renee Turner, Boone County Schools

·       Shawn Faulkner and Mike DiCicco, Northern Kentucky University; Margaret Rintamaa, University of Kentucky; Penny Howell, University of Louisville

10:15 – 11 a.m.

Hunt Room

Working Together to Prepare Pre-Service Special Education Teachers

This session will examine coaching pre-service teachers when intervention planning. Students across two universities participated. All students participated in a classroom lecture and coaching sessions. When the students reached a specified criterion during the coaching sessions, maintenance data were collected and students maintained at high levels of accuracy.


Sarah Hawkins-Lear, University of Kentucky  Srhawk2@nulluky.edu

Suzannah Chapman-Johnson, Morehead State University  smchapman@nullmoreheadstate.edu

10:15 – 11 a.m.

The Bar

School Partnerships:  The Foundation of Teacher Preparation

Effective teacher education is built on the foundation of partnerships. That is, universities alone can not prepare quality teachers. Specifically, teacher educators must develop solid, symbiotic relationships with schools and teachers. As with any relationship, this process takes time, patience, and resilience on the part of teacher educators. This session will focus on one teacher education program’s partnership building process with schools, administrators, and teachers. Strategies for initiating relationships with schools, fostering “give and take”, providing professional development, and maintaining on-going partnerships will be presented. Utilization of the student teaching process as a method of fostering systemic partnerships will also be presented.


Aaron Beighle, University of Kentucky KHP, beigle@nulluky.edu

Heather Erwin, University of Kentucky KHP, heather.erwin@nulluky.edu

Jordan Manley, STEAM Academy, Jordan.manley@nullfayette.kyschools.us

Billy Noble, Rosa Parks Elementary, Billy.noble@nullfayette.kyschools.us

10:15 – 11 a.m.

Columbia Dining Room

Literacy and Math Embedded Experience During the Practicum Semester

Literacy and math instruction during the practicum semester have been embedded in a clinical site at a local title one elementary school, allowing students to immediately put course content into practice.  A professional learning community has been established with student teachers also being placed in the building after completing the cohort, allowing them consistency of a year long experience.  Additional partnerships have formed as a result of the cohort,  which have allowed both practicum students and student teachers to volunteer as part of community outreach with the school refugee population and with local community organizations for their leadership projects.


Joni Meade, University of Kentucky, Joni.meade@nulluky.edu

Cindy Jong, University of Kentucky, Cindy.Jong@nulluky.edu

Jennifer Hutchison, Picadome Elementary, jhutchison@nullfayette.kyschools.us

10:15 – 11 a.m.

The Library

Peer Collaboration in the Classroom – Utilizing, Facilitating and Evaluating Authentic Group Tasks

Through open discussion, this session will explore collaboration strategies and groupwork in the college classroom. The faculty of the Patton College of Education will present classroom successes and challenges modeling and developing strategies to prepare teacher candidates with the skills they will need to collaborate and utilize collaboration with their own students. Participants will be invited to share their experiences and ideas.


J. Michael King, University of Pikeville, michaelking@nullupike.edu

Coletta Parsley, University of Pikeville, colettaparsley@nullupike.edu

Theresa Dawahare, University of Pikeville, theresadawahare@nullupike.edu

Kelli Thompson, University of Pikeville, kellithompson@nullupike.edu

10:15-11 p.m.

Rose Dining Room


Preparing Culturally Responsive, Globally Focused Teachers to Meet the Needs of Students in 21st Century Schools:  Considering Why and How

The purpose of this session is to discuss with participants a three phase initiative embedded in the University of Kentucky’s Educator Preparation Program in which candidates develop culturally responsive practices that promote intercultural understanding and address issues of local and global significance through project based learning activities. Session participants will learn about strategies and tools that are used as part of the initiative and receive resources for use in their own programs.


Sharon Brennan, University of Kentucky, Sharon.brennan@nulluky.edu

Ellie Holliday, University of Kentucky, eholliday@nulluky.edu

10:15-11 a.m.


Fireside Room



Application of New Kentucky Teacher Standards in a Gifted and Talented Endorsement Program

Educator preparation providers must use a new set of Kentucky Teacher Standards in the evaluation and assessment of a teacher for initial or advanced certification beginning June 30, 2018. We take advantage of this change to evaluate the adequacy of our gifted and talented endorsement program. We first examined the alignment among different sets of professional standards, including the InTASC Model Core Teaching Standards and NAGC-CEC Teacher Preparation Standards in Gifted Education. Then, we conducted curriculum mapping, aligning professional standards with readings, learning activities, and course assignments. We continue to have a special focus on learners from diverse backgrounds in our program in response to the needs of our partner school district. Findings and a-ha moments will be shared.


Chin-Wee Lee, University of Louisville, Chinwen.lee@nulllouisville.edu

11:15-12 p.m.

Columbia Dining Room


An Effective Clinical Model in Action!

Participants will be provided an overview of the Clinical Apprenticeship for the Preparation of Teachers (CAPT) model.  This partnership is between Eastern Kentucky University and the Corbin Independent School District.  Representatives from EKU-Corbin Campus and the Corbin School System will provide an overview of the implementation of the clinical model and provide feedback  from the past three years.


Connie Hodge, Eastern Kentucky University, Connie.hodge@nulleku.edu

Peggy Petrilli, Eastern Kentucky University, Peggy.petrilli@nulleku.edu

Ann Burns, Eastern Kentucky University, Ann.burns@nulleku.edu

Ramona Davis, Eastern Kentucky University, Ramona.davis2@nulleku.edu

James Dantic, Eastern Kentucky University, James.dantic@nulleku.edu

11:15-12 p.m.

The Bar


Evolution of a University-Public Schools Partnership for Pre-Service Teacher Preparation

The presentation describes an 8-year district-wide partnership between a university and elementary school partners. During that time the partnership has evidenced growth from one to four elementary schools in one district, and now is expanding partnerships with schools in four more districts. Authentic teaching and learning for pre-service candidates is effected over a 3-semester graduated classroom immersion that significantly exceeds traditional clinical field experience hours. Partnership development has included peer mentor training, mentor and candidate evaluation, action research by candidates directed by mentors and university faculty, and school-wide research. Candidates’ self-assessments show positive effects for self-confidence and competence in the role of teacher, corroborated by mentors’ and principals’ evaluations of candidates. Planned next stages beginning in Fall 2018 include authentic co-teaching between candidates and mentors and expanded school-wide research to inform schools about fidelity of implementation of teaching, policies and procedures.


Daniel Grace, Morehead State University, d.grace@nullmoreheadstate.edu

Kimberely Nettleton, Morehead State University, k.nettleton@nullmoreheadstate.edu

11:15-12 p.m.

Hunt Room


Students are Partners Too

Students are often overlooked as potential partners in teacher education programs.  At Asbury University, there is a long history of partnering with students for professional development.  The formal partnership is called Teacher Educators for Learning and Leading (TELL).  This organization sponsors five (5) major professional development on campus seminars for teacher education candidates and education faculty.  These student-lead events give candidates experience at leading a meeting, creating media to advertise the events, communication skills, fund raising, and problem solving.  The organization is self-funded and sponsors the school of education’s spring banquet.  All clinical students are required to participate during the semesters where they are assigned to work in public schools.


David Riel, Asbury University, David.riel@nullasbury.edu

Madison Lee, Asbury University,  Madison.lee@nullasbury.edu

Allie Rhodes, Asbury University, Allie.rhodes@nullasbury.edu

11:15-12 p.m.

Rose Dining Room

Partnerships to Prepare Educators for 21st Century Schools

Schools across the Commonwealth find that career-themed academies (CTA) are more effective than traditional schools at engaging students in learning, resulting in better educational and life outcomes. The most successful CTAs enlist community organizations, business and industry, local government, and colleges and universities in deep and broad collaborations to provide students with meaningful work-based learning experiences, seamless pathways from K-12 to higher education, and other supports. However, there is a widening gap between educator preparation (EPP) curricula and the skills needed to work effectively in CTAs. This session explores the pedagogical shifts CTAs necessitate, presents examples of, and underlying principles for, successful partnerships, and engages participants in investigating program improvements to prepare educators for this reform.


Jared Stallones, University of Kentucky, Jared.stallones@nulluky.edu

11:15-12 p.m.

Fireside Room


Lesson Plans for Math and Literacy:  Bringing UDL, Peer Engagement and Direct Instruction to the Forefront

The Universal Design for Learning strategies and Direct Instruction (differentiated for student needs) will be explained, modeled and demonstrated using both a literacy and math lesson. Audience participants will engage in discussions, practice and creation of lessons using these strategies in both literacy and math areas.


Sherry Stultz, Morehead State University, s.stultz@nullmoreheadstate.edu

11:15-12 p.m.

The Library

Supporting Disciplinary Literacy Instruction through Graphic Novels

With the popularity of graphic novels among students today, this workshop will look at specific criteria for evaluating these texts for instructional use in schools and libraries. Besides being a genre for reading engagement, graphic novels can be successfully incorporated to support disciplinary literacy instruction. Special emphasis will also be placed on preparing teacher candidates to incorporate literacy in the form of graphic novels across disciplines.


Barbara Hamilton, Asbury University, Barbara.hamilton@nullasbury.edu

Katrina Salley, Asbury University, Katrina.salley@nullasbury.edu

12 – 1:15 p.m.


Lunch, KATE Business Meeting, KEEP Update, Distinguished Educator Award

Kim White, University of Kentucky, kim.white@nulluky.edu

Sharon Brennan – Co-teaching update

Kera Ackerman, University of Kentucky, kera.ackerman@nulluky.edu

Amy Lingo, University of Louisville, amy.lingo@nulllouisville.edu





1:30– 2:15 p.m.

Columbia Dining Room


Using Partnership to Improve Teacher Preparation:  A Collaboration Between Thomas More and Yealey Elementary


This session will explore the ways in which partnerships established with local stakeholders are key to continued improvement for the teacher preparation program moving forward. Thomas More College has spent the last several years undergoing state and national accreditation. Throughout the process, we have worked to strengthen our partnerships and make our P-12 collaborations more intentional and explicit. Working with Yealey Elementary, a Boone county school, the teacher preparation program at Thomas More embedded the methods courses for teacher preparation at Yealey Elementary. This session will explore the successes and areas for improvement that have arisen through this collaboration and how the two institutions will continue their collaboration moving forward.


Kimberly Haverkos, Thomas More College, haverkk@nullthomasmore.edu

Christy Petroze, Thomas More College, Christy.petroze@nullthomasmore.edu

Renee Turner, Yealey Elementary, renee.turner@nullboone.kyschools.us

1:30 –2:15 p.m.

Hunt Rooom

Embedded Middle School Programs:  Partnership Development and Lessons Learned

Teacher preparation embedded in a school environment can be mutually beneficial for the school and the university, and such partnerships are encouraged by CAEP and others. In this session, middle grades education professors from Northern Kentucky University, University of Louisville, and University of Kentucky will share the structure of their embedded partnerships; the process used to develop an embedded partnership; the benefits experienced by the school, university, and teacher candidates; the impact on their own instructional practices; and the lessons learned while engaging in an embedded school partnership. Time will be provided for attendees to engage in questions and conversation.  Also, the partnerships at the three institutions are separate and distinct. What makes us similar is that we are all middle grades programs. We plan to share the unique elements of our individual partnerships followed by a summary of what we’ve learned through the process.


Shawn Faulkner, Northern Kentucky University, Faulkners1@nullnku.edu

Margaret Rintamaa, University of Kentucky, Margaret.rintamaa@nulluky.edu

Penny Howell, University of Louisville, Penny.howell@nulllouisville.edu

Mike DiCicco, Northern Kentucky University, Diciccom1@nullnku.edu

1:30 –2:15 p.m.

Fireside Room

UDL Strategies for Supporting Collaborative Learning in Online Courses

Collaborative learning involves synergistic efforts of students working together to reach a shared academic goal. Collaborative learning in the online environment (CoL) can contribute to meaningful, active learning and yield positive benefits to student achievement; however, designing and implementing CoL activities is challenging relating to distance barriers and varying student learning and communication preferences. The Universal Design for Learning (UDL) framework addresses these challenges as part of a curricular design by incorporating flexibility into the way CoL activities are structured and providing options for learners in how they engage with the activities and express themselves. A conceptual model is proposed that situates CoL within the UDL framework and illustrates how CoL is facilitated by supportive technologies.


Debra Bauder, University of Louisville, Debra.bauder@nulllouisville.edu



1:30  2:15 p.m.

The Bar

Student Engagement Hows and Whys

Active student engagement fosters improvement in academic achievement, helps to decrease undesirable classroom behaviors, and builds community. Important, right? The question, then, is how do classroom teachers make these somewhat lofty goals an attainable reality? Using Marzano and Pickering’s (2011) framework, this session will focus on four questions from the student perspective: “How do I feel? Am I interested? Is this important? Can I do this?” Participants will leave with ready-to-implement ideas and strategies to increase student engagement along with resources to further independent inquiry.


Stacy Crawford Bewley, Bullitt County Schools, stacyacrawford@nullgmail.com

Hannah McGhee, University of Louisville, Hannah.mcghee@nulllouisville.edu

1:30 –2:15 p.m.

Rose Dining Room

Culturally Responsive Teaching:  A Partnership with a Local School and Elementary Teachers

How can we better prepare our teacher candidates for working with students from all cultures and backgrounds?  This is a need identified within our program and is embedded within course content throughout the entire three semesters.  We are extending on this by doing an intensive book study and helping teacher candidates identify their own biases.  Student teachers and their cooperating teachers within the school community take part in a book club together.  As an extension of the book club discussions and looking at research and pedagogy, service opportunities are implemented within the local community as part of student teacher leadership projects.


Joni Meade, University of Kentucky, Joni.meade@nulluky.edu

Laura Darolia, University of Kentucky, Laura.darolia@nulluky.edu

1:30 –2:15 p.m.




The Library

Starting the Conversation:  Standards for Preparing Teachers of Mathematics

The Association of Mathematics Teachers Educators (AMTE) recently released the document, Standards for Preparing Teachers of Mathematics. This session will provide participants with an overview of these standards and an opportunity to discuss the preparation of teachers at their respective universities in light of these standards.


Cheryll Crowe, Asbury University, Cheryll.crowe@nullasbury.edu

Bethany Noblitt, Northern Kentucky University, noblittb@nullnku.edu

Funda Gonulates, Northern Kentucky University, gonulatesf1@nullnku.edu

1:30 –2:15 p.m. Paired



The Library

Engaging Students through Math and Literature

The integration of literature in different subjects can inspire and engage students in grades K-12.  For example, students are more likely to gain a deeper appreciation and understanding of math through the use of story and connections to real life. This presentation will highlight several ways to utilize children’s books to teach math concepts to elementary, middle, and high school students.  Participants will leave the session with clear and practical ways to integrate literature and math in their classroom. Specific examples of math activities and a bibliography of children’s books will be shared during the presentation.


Katrina Salley, Asbury University, Katrina.salley@nullasbury.edu

Cheryll Crowe, Asbury University, Cheryll.crowe@nullasbury.edu