Session B
B.1 | Literacy is Liberation
Dr. Kimberly N. Parker
Century Room B&C
In this workshop, Dr. Parker will spend time on literacy practices that help normalize the high achievement of students of color. Participants will leave with an understanding of how independent choice reading and other practices can support the literacy lives of young people.
Dr. Kimberly N. Parker is an award-winning educator based in Boston who holds a steadfast belief in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other children of color. She is currently the Director of the Crimson Summer Academy at Harvard University, and published Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching (Feb. 2022) with the Association for Curriculum and Supervision Development (ASCD). The book documents her successful literacy work based on her classroom and professional development experiences.
Kim is the 2020 recipient of the National Council of Teachers of English (NCTE) Outstanding Elementary Educator Award; a co-founder of #DisruptTexts and #31DaysIBPOC; and a former president of the Black Educators’ Alliance of MA (BEAM).
Follow her on Twitter at: @TchKimpossible
Dr. Kimberly N. Parker
Century Room B&C
In this workshop, Dr. Parker will spend time on literacy practices that help normalize the high achievement of students of color. Participants will leave with an understanding of how independent choice reading and other practices can support the literacy lives of young people.
Dr. Kimberly N. Parker is an award-winning educator based in Boston who holds a steadfast belief in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other children of color. She is currently the Director of the Crimson Summer Academy at Harvard University, and published Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching (Feb. 2022) with the Association for Curriculum and Supervision Development (ASCD). The book documents her successful literacy work based on her classroom and professional development experiences.
Kim is the 2020 recipient of the National Council of Teachers of English (NCTE) Outstanding Elementary Educator Award; a co-founder of #DisruptTexts and #31DaysIBPOC; and a former president of the Black Educators’ Alliance of MA (BEAM).
Follow her on Twitter at: @TchKimpossible
B.2 | Layered Reading to Form Arguments (4-12)
Julie Ertmann & Jen Maddock
Room 315
Do your students write nuanced arguments? Do they consider altering viewpoints before taking a stance? We know now more than ever the need to develop critical thinkers who can differentiate between the quality of evidence they encounter to inform their opinions. In this session, Julie and Jen will share strategies that help students become critical thinkers through the process of layered reading and writing to construct arguments. Participants will engage in the step-by-step argument process modeled after the National Writing Project’s C3WP course and learn about follow-up opportunities to learn more about source-based argument.
Julie is a retired high school science teacher who served the district of University City for 29 years. Julie obtained her undergraduate degree in Biology and Education (Washington University, 1992) and her Master’s degree in Education Administration (UMSL, 2004). Julie is now serving as a Gateway Writing Program Teacher Consultant and an adjunct professor at UMSL. Julie believes writing to be essential to communication, learning and citizenry and has been fortunate to participate in multiple state-wide campaigns in support of literacy efforts for the teachers and students of Missouri.
Julie Ertmann & Jen Maddock
Room 315
Do your students write nuanced arguments? Do they consider altering viewpoints before taking a stance? We know now more than ever the need to develop critical thinkers who can differentiate between the quality of evidence they encounter to inform their opinions. In this session, Julie and Jen will share strategies that help students become critical thinkers through the process of layered reading and writing to construct arguments. Participants will engage in the step-by-step argument process modeled after the National Writing Project’s C3WP course and learn about follow-up opportunities to learn more about source-based argument.
Julie is a retired high school science teacher who served the district of University City for 29 years. Julie obtained her undergraduate degree in Biology and Education (Washington University, 1992) and her Master’s degree in Education Administration (UMSL, 2004). Julie is now serving as a Gateway Writing Program Teacher Consultant and an adjunct professor at UMSL. Julie believes writing to be essential to communication, learning and citizenry and has been fortunate to participate in multiple state-wide campaigns in support of literacy efforts for the teachers and students of Missouri.
Jen is a middle school language arts teacher who has stepped away to be home with her two, young sons. She spends her days trying to sneak in some writing and reading in between her children’s demands for snacks and cries for more screen time. She has a Master of Arts in Teaching from Missouri Baptist University and a Certificate in Brain Research and Education from Johns Hopkins University. She currently serves as a Gateway Writing Project Teacher Consultant helping teachers build communities of readers and writers.
B.3 | Trusting Writers through Play and Creativity (PK-8)
Jessica Ostrich, Chelsey Meyer, Kati Stolzenberg, & Tiffany Davis
Room # 313
Inspired by the writing processes of professional writers, teachers will engage in playful opportunities to write using strategies that can be replicated in the classroom tomorrow. These strategies will give teachers the tools that encourage all young writers to trust themselves as they move through the writing process. Join us as we trust the process and PLAY!
Jessica OstrichThis is my 13th year as an educator. I am currently an Instructional Design Coach within the Lindbergh School District and I have previously served as a Special Education Teacher (K-2), 1st grade teacher and a District Level Coach. I received my undergrad at UMSL with a focus on Elementary Education and received my Master in Reading at Webster University. I am certified in Early and Elementary Education, Special Education K-12 and Reading Specialized.
Jessica Ostrich, Chelsey Meyer, Kati Stolzenberg, & Tiffany Davis
Room # 313
Inspired by the writing processes of professional writers, teachers will engage in playful opportunities to write using strategies that can be replicated in the classroom tomorrow. These strategies will give teachers the tools that encourage all young writers to trust themselves as they move through the writing process. Join us as we trust the process and PLAY!
Jessica OstrichThis is my 13th year as an educator. I am currently an Instructional Design Coach within the Lindbergh School District and I have previously served as a Special Education Teacher (K-2), 1st grade teacher and a District Level Coach. I received my undergrad at UMSL with a focus on Elementary Education and received my Master in Reading at Webster University. I am certified in Early and Elementary Education, Special Education K-12 and Reading Specialized.
Chelsey MeyerWithin my 11 years in education, I have been able to teach 1st, 3rd, 4th, and 5th Grades in both Lindbergh and Springfield, MO. I am certified in Early Childhood and Elementary Education with Master degrees in Curriculum and Instruction as well as Literacy, specializing in Reading. In my current role as an Instructional Design Coach in the Lindbergh School District, I get to work with K-5 teachers and students across all content areas.
Kati StolzenbergI have been fortunate to work in education for the past 15 years. My experiences include Early Childhood education, and as a 1st and 3rd grade educator in public and private education. I hold anElementary Certification, as well as, a Masters Degree in Reading Diagnosis and Instruction. Currently, I serve K-5 teachers in Lindbergh Schools as an Instructional Design Coach.
Tiffany DavisBeing in education for 13 years has led me to a variety of roles. I have served as a 2nd and 5th grade teacher, a Dean of Students, an Interim Principal, a Director of Curriculum and Instruction, and most recently an Instructional Design Coach (K-5) in the Lindbergh School District. I have an Elementary certification, Social Studies Endorsement K-12, and Masters degree in Curriculum and Instruction.
B.4 | Classroom Application (6-Higher Ed)
Troy Kozak, Cindy Nebel, & Kate Wenger
Room #314
In this session, we will explore six powerful learning Ideas, particularly useful for student learning: spaced practice, retrieval practice, concrete examples, dual coding, interleaving, and elaboration. For each strategy, we will talk about a little bit of the research and concrete applications for how it could be implemented in the classroom. The strategies will be introduced in three parts: strategies for planning learning, development of learning, and reinforcement of learning. After each part, teachers will have time to talk about the strategies, plan out how they can incorporate the strategy in the short- and long-term, and then we will share some of these ideas as a group. Teachers will therefore walk away with an understanding of these strategies as well as concrete plans that can be readily incorporated into their lessons.
Troy Kozak is an English teacher at Affton High School. He has been involved with Gateway Writing Project over the last ten years as a collaborator and presenter.
Troy Kozak, Cindy Nebel, & Kate Wenger
Room #314
In this session, we will explore six powerful learning Ideas, particularly useful for student learning: spaced practice, retrieval practice, concrete examples, dual coding, interleaving, and elaboration. For each strategy, we will talk about a little bit of the research and concrete applications for how it could be implemented in the classroom. The strategies will be introduced in three parts: strategies for planning learning, development of learning, and reinforcement of learning. After each part, teachers will have time to talk about the strategies, plan out how they can incorporate the strategy in the short- and long-term, and then we will share some of these ideas as a group. Teachers will therefore walk away with an understanding of these strategies as well as concrete plans that can be readily incorporated into their lessons.
Troy Kozak is an English teacher at Affton High School. He has been involved with Gateway Writing Project over the last ten years as a collaborator and presenter.
Cindy is an Education Psychologist, a Professor at Vanderbilt and Co-Creator of the Learning Scientist Group.
Kate is a Reading Specialist at Bryan Middle School
