2025 Session Materials

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A.3 | Beyond Cold-calling: Voice in the ELA Classroom
(Middle - Upper Levels)
Amanda Brewer & Chelsea Everly-Orman
Room #152
"Learning floats on a sea of talk." Educators know this to be true, but too often students' voices are not heard in the classroom. There may be many reasons why students do not speak (anxiety, fear of being wrong, being tuned out, or not knowing how to respond). While we can't always know their reasons, we can set classroom conditions that value student talk and encourage students to use their voices. Participants will leave the session having engaged in multiple ways to bring student voices into their classrooms.
Dr. Brewer has taught pre-service English teachers for the past four years at UCM. Prior to that, she taught 7th, 8th, and 10th grade ELA for 11 years.

Ms. Everly-Orman taught high school English for 7 years. For the past 8 years, she has been teaching composition and pre-service high school English teachers.

A.4 | Gateway to Learning: Place-Based Writing at the Arch
(High School)
Christina Andrade Melly
Room #153
How does a test-prep unit grow from snooze-worthy to authentic, critical, engaging, and even fun in less than three years? Join this session to learn how our sophomore ELA courses used source-based writing, place-based writing, and primary sources to explore students’ identities, expand their argument writing skills, practice their criticality, and experience joy as they visited the top of the Gateway Arch for the first time. Participants will also test drive source-based writing exercises to engage student writers at all levels.
Christina Andrade Melly is a kindergarten through master’s degree graduate of Missouri public schools, attending the Ritenour School District and University of Missouri before returning to teach at her alma mater. She is a Gateway Writing Project teacher-consultant and teacher-writer alongside her high school students. Serving as the 2023 Missouri Teacher of the Year taught her that student and teacher stories can change the conversation around public education: her joy is amplifying their voices.

B.1 | Do the Write Thing: Dedicating Time to the Writing Process through Play & Place
(All Levels & Positions)
Diana Hammond & Tracy Brosch
Room # 140-Library
Come to this session and give yourself the gift of some writing time! In this session, participants will experience play and place-based writing activities and reflect on opportunities to integrate these concepts in their school contexts.
Diana Hammond has taught English and ESL at the middle, high school, and college levels and currently works as a teacher educator, literacy grant coordinator, and co-director of the Gateway Writing Project.
Tracy Brosch co-directs the Gateway Writing Project at the University of Missouri - St. Louis. Most of her career, she’s taught English and loves all things tech related. Currently, she is a teacher educator and doctoral student studying teaching and learning processes.

B.3 | Mapping the Way to Literacy Success in Small Groups: A Collaborative Approach
(Elementary & Support Faculty)
Mindy McBride & Ann McLaughlin
Room #152
This interactive session empowers K–2 educators with practical strategies for implementing orthographic mapping in small group literacy instruction. Participants will engage in hands-on activities, explore research-based practices, and collaborate with peers to design personalized action plans. Emphasizing the importance of teacher and student collaboration, this session equips educators to build stronger literacy foundations and increase student outcomes through high-yield, developmentally appropriate instruction.

Mindy McBride and Ann McLaughlin are experienced educators and current doctoral candidates in Teacher Leadership at Maryville University. Together, they bring over 30 years of experience in early childhood and primary education. They have a deep expertise in literacy, math, SEL and instructional leadership. Their work centers on teacher growth through collaboration, coaching, and equity-focused practices. Grounded in research and relationships, Mindy and Ann believe empowered teachers lead to stronger schools and improved student outcomes.

B.4 | Structuring and Running Book Clubs & Using Socratic Seminar Format for Discussions
(Middle School)
Mindy Resnick
Room # 153
This two-part session will explore effective strategies for implementing Book Clubs and student-led discussions in the middle school classroom.
In the first segment, we will examine how to structure Book Clubs using the Reading Workshop model. Participants will receive Google Slide decks, mini-lessons, and collaborative learning strategies, which we will actively practice together.
In the second segment, we will focus on facilitating student-led discussions through the Socratic Seminar format, promoting deeper critical thinking. Participants will receive structural materials, real-world examples, and opportunities for hands-on practice.
By the end of the session, you will have a comprehensive collection of resources and strategies to integrate into your own classroom.
Mindy Resnick:20 years in the classroom6, 7, 8th grade English Language ArtsCurrently teaching ELA 8 & Honors ELA 8 in the Francis Howell School DistrictTrained in Kagan Collaborative Learning StrategiesMaster’s Degree in Curriculum & DevelopmentNational Board CertifiedNational Board Candidate Support Provider for Francis Howell School DistrictMember of MNEA

B.6 | The Pinnacles and Pitfalls of PBL in ELA: One Teacher's Journey
(Middle - Upper Levels)
Andi Dubitsky
Room # 155
Experience and evidence tell us that problem-based learning is one of today's strongest and most critical pedagogies teachers can provide students, but it is also one of the most difficult to learn and implement. This session includes one high school ELA teacher's journey through a year of PBL units, highlighting the high points and offering collaboration to raise up the low points.
As a teacher with as many years experience as her teenage students have been alive, Andi Dubitsky brings candor, humor, and immediately actionable instructional strategies that serve students and teachers alike. She believes lifelong learning is the fountain of youth and is always seeking new strategies and voices to enrich the lives of those with whom she works. In her free time, Andi enjoys chauffeuring, doodle-walking, reading scholarly research, and writing APA-formatted papers.

C.3 | AI as a Thinking Partner: Teaching Students to Engage, Prompt, and Revise
(Upper Level)
Justin Scheuer
Room # 152
How can we contextualize AI as a thinking partner rather than a glorified search engine? This session explores the art of inquiry in AI-assisted writing, showing educators how to teach effective prompting, iterative dialogue, and AI as a tool for revision and learning. Walk away with practical strategies to help students ask better questions, refine their work, and engage AI as an active writing partner.
Justin Scheuer has been an educator for 17 years, inspiring students through theatre, literature, and storytelling. He spent 11 years at Bentonville High School, where he taught International Baccalaureate Theatre, acting, mythology, and dramatic literature. Currently, he is in his sixth year at Eureka High School, where he teaches theatre, creative writing, and science fiction literature. Justin has directed over 40 productions. His own creative work as a writer includes a one-person show based on Chekhov’s "The Seagull", which premiered at the Berkshire Theatre Festival in Massachusetts. He is currently pursuing his EdD at Maryville University.

C.4 | We're All Authors!: Publishing a Class Book with Studentreasures
(All Levels)
Kristen deJong
Room # 153
In this session participants will explore the process of how to guide students into becoming real, published authors through the company Studentreasures. Publishing a class book is a great way to connect ideas across many content areas (such as writing about a social studies or science topic), celebrate student successes and autonomy during the writing process, and even involve families in creating the final product. The kit of book materials is completely free and sent directly from Studentreasures, but there is also an option to publish online for the older grades. Students/families can also order a personal copy of the book to keep.
This session will give teachers an opportunity to learn more about what the publishing process entails, the time to sign up for a kit for the future school year, and engage in meaningful writing activities/brainstorming with one another to prepare their students for success.
Kristen is a National Board Certified Teacher that has worked at the elementary level for the past 10 years in both kindergarten and second grade. She also currently serves as the K-2 ELA curriculum chair in her building. Kristen completed her Bachelor's degree in Elem. Education at Mississippi State University and Master's degree in Literacy through Missouri State University. In 2022, Kristen was named the District Teacher of the Year. Her passions in this profession include all things literacy, supporting student and teacher growth, and bringing back the joy in teaching.

C.5 | Cooking Up A Reader: The Essential Ingredients for Student-Driven Learning
(Upper Levels & Support Faculty)
Amy Leatherberry
Room # 154
Now more than ever, we need readers. We need curious young people capable of expansive imagination, critical thinking, and empathetic leadership, who understand that reading is one of the most powerful tools they have to make sense of the world and shape their place in it. But how do we get there? How do we move a classroom of students from passive compliance to a vibrant community of readers? This session will explore how student-driven reading goals and authentic assessment empower students to take ownership of their reading lives, build durable habits, and engage with texts in ways that matter to them. Participants will leave with practical strategies to foster a culture where students see themselves as capable, self-directed readers.
I began my career in Wellston through Teach for America. When the district was shuttered, I was hired at Kirkwood. In my 17 year career, I’ve taught a variety of grade levels and across a variety of contexts including alternative settings and Honors settings. In 2020, I moved to the library where I continue to focus on my passion of showing young people how to use stories to making meaning of their lives.

D.1 | Keep Generating: Continuing the Conversation about AI in Education
(All Levels)
Troy Hicks & Andy Schoenborn
Room #140-Library
Please bring your questions and ideas from the keynote straight into this follow-up conversation. Here we can discuss some of the tools shared in the keynote in more detail, connect more directly to your classroom practice, and look at more examples of student work. You will help make this session happen, so please come prepared to interact, learn, and think about how to integrate AI into your instruction as we continue to create confident writers.
Dr. Troy Hicks is a professor of English and education at Central Michigan University, where he serves as Acting Associate Dean of the College of Education and Human Services. He also directs the Chippewa River Writing Project, a site of the National Writing Project, and collaborates with K–12 colleagues to explore how they implement newer literacies in their classrooms. Dr. Hicks speaks regularly at conferences, workshops, and webinars, and has authored, co-authored, and edited many resources including 16 books, and dozens of articles, chapters, blog posts, and other media broadly related to the teaching of literacy in our digital age.

Andy Schoenborn is an award-winning author and teacher in Michigan at Clare Public Schools. He focuses his work on progressive literacy methods including student-centered critical thinking, digital collaboration, and professional development. He is a past president of the Michigan Reading Association, a two-time past president of the Michigan Council of Teachers of English, and a Teacher Consultant for the Chippewa River Writing Project. His first book, co-authored with Dr. Troy Hicks, Creating Confident Writers was published in 2020. Find him on Facebook: https://www.facebook.com/andy.schoenborn or on Bluesky @aschoenborn.bsky.social.

D.2 | The Morpheme Year: Two Schools' Teacher-Led Literacy Initiatives and The Results
(Middle - Upper Levels + Support Faculty)
Andi Dubitsky & Catrina Kaiser
Room # 151
In 2024-2025, two ELA teachers in separate buildings and secondary grade levels led literacy initiatives focused on increasing reading comprehension. Scholarly literature suggests that students lack basic decoding skills, but teaching phonics to 10th graders? This would not fly. Instead, the initiative focused on teaching word parts. This session will detail the two initiatives. Attendees will receive digital access to all resources discussed.
As a teacher with as many years experience as her teenage students have been alive, Andi Dubitsky brings candor, humor, and immediately actionable instructional strategies that serve students and teachers alike. She believes lifelong learning is the fountain of youth and is always seeking new strategies and voices to enrich the lives of those with whom she works. In her free time, Andi enjoys chauffeuring, doodle-walking, reading scholarly research, and writing APA-formatted papers.

I'm a middle school teacher with 15 years of experience, including 4 years teaching 5-8 Social Studies and 11 years teaching 8th grade English. I'm a voracious reader with a love of learning and am always open to trying new things.

D.3 | Connecting the Dots: I See You, You See Me...We See Each Other
(All Levels & Positions)
Tene' ya Buchanan, M.A. Ed.
Room # 152
Connecting the Dots: I See You, You See Me...We See Each Other will help teachers foster a connection to literacy and learning through culturally diverse practices for the classroom.
Tene'ya Buchanan, M.A. Ed., is a dedicated educator with 15 years of experience and a deep passion for reading and lifelong learning. She understands the critical role of effective literacy instruction in shaping young minds and is committed to fostering a love for reading in students. With a strong belief in the transformative power of literacy, Tene'ya strives to empower learners and drive meaningful change in education.

D.4 | Voice & Silence: Using Non-traditional Texts to Showcase the Power of Storytelling
(Middle - Upper Levels)
Andria Benmuvhar
Room # 153
When challenged on teaching works beyond canonical or traditional texts, often teachers are confronted by two r's: rigor and relevance. This presentation will highlight how middle and high school teachers can incorporate non-traditional texts, specifically graphic novels and novels-in-verse, into their curriculum while instilling rigorous analytical skills.  This shift to non-traditional texts also provides an opportunity to examine the power of storytelling and how certain texts can give voice to those who are silenced. Teachers will have the opportunity to practice the analytical steps students are asked to complete with excerpts from graphic novels and novels-in-verse. They will also leave the presentation with materials to practically apply these components in their classes.
This year Andria Benmuvhar finished her 23rd year of teaching English at the high school level. The past 12 years she has taught mostly freshmen and senior English classes at Parkway West High School. She went through the Gateway Writing Project Summer Institute in 2005 and has been an active GWP TC since then, taking part in additional work and presenting at several conferences. She also serves as an Instructional Coach for teachers in their first three years of teaching in Parkway. Outside of school life she is a mom of two boys--one soon starting middle school and the other soon to be a senior in high school.

D.5   |   Arguing for Collaboration Across the Disciplines: Sharing Literacy Conference Learning with your Non-ELA Colleagues
(Middle - Upper Levels + Support Faculty)
Renee Stites Kruep & Cassandra Smith
Room # 154
How often do you sit in sessions at a literacy conference and think, “my math/science/social studies teachers need to hear this! They need to do this!”? You’re thinking that because they should–-all teachers are responsible for all students and their literacy development. Since 2018, the Linking Science, Math, and Literacy for ALL Learners (LSM&L4AL) program, funded by a National Institutes of Health Science Education Partnership Award, has worked with middle school science, math, special education, and English teachers to develop multimodal STEM text sets and implement interdisciplinary inquiry units about high-interest topics like climate change, bee pollination, the dangers of vaping, and the impact of scientists like Dr. Patricia Bath. These interdisciplinary units open up a line of collaboration with your colleagues, a chance to apply literacy skills across the content areas, and an opportunity for our students to practice and learn important skills in authentic contexts. In this session, we’ll unpack key literacy skills of reading and argumentation from the perspectives of different disciplines, share suggestions for collaboration across disciplines, and offer strategies for working with your non-ELA colleagues.
Renee Stites Kruep is an Assistant Teaching Professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri. She draws on over a decade of teaching middle and high school English as well as leading curriculum redesign and professional development. Dr. Kruep primarily teaches graduate level literacy and English courses and is also the coordinator of the online Master’s of Education in Literacy Education program.   Dr. Kruep serves as a professional development consultant for Linking Science, Math, and Literacy for All Learners, a CAEP reviewer for the National Council of Teachers of English, and a reviewer for NCTE and ALAN journals. Her academic interests, publications, and conference presentations include topics such as sustaining teachers through quality professional learning, young adult literature, and growing communities of readers among teachers and adolescents.

Cassandra Smith, PhD is a postdoctoral fellow in Special Education at the University of Missouri. She has been a member of the Linking Science, Math, & Literacy for All Learners team since 2019. Her research focuses on identifying, developing, and disseminating evidence-based algebra instruction and intervention practices for secondary students with disabilities. This includes supporting pre-service and in-service teachers implement evidence-based mathematics practices.

E. 1 | Empowering Readers: Strength-Based Interventions to Build Self-Efficacy and Agency
(Interventionist)
Julie Paur & Jacquelyn Higgins
Room # 140-Library
How can we help students see themselves as capable, confident readers? In this interactive session, we will explore reading interventions that build self-efficacy and agency by leveraging student strengths. Participants will engage in restorative circles, experience firsthand how these practices support literacy goals, and walk away with practical tools—including goal-setting forms and strategies—to foster motivation, independence, and success for all readers.
Julie Paur is the district Literacy Coordinator for the School District of Clayton in St. Louis, MO, and serves as the Chair of the St. Louis Language Arts Regional Consortium. In her twenty-three years in education, Julie has taught in intermediate and middle grades, provided literacy interventions for K-5, mentored new teachers, coached at the building and district levels, wrote curriculum, and led professional development in literacy. She is also an adjunct instructor at Webster University, working with undergraduate and graduate students. Julie is passionate about students finding a love of literacy and becoming lifelong learners.

Jackie Higgins is an elementary reading specialist for the School District of Clayton in St. Louis, MO. She is passionate about knowing each student as an individual and meeting their social-emotional needs while providing targeted reading interventions. Jackie believes that connection and belonging are key to helping students grow and develop a love of reading. In her 19 years of teaching, she has taught Kindergarten through fifth grade in both classroom and intervention settings, co-taught literacy groups with the school social worker to support students’ well-being, served on literacy and equity committees, written curriculum, and led professional development in literacy.

E.2 | Moving Past the Theme Essay by Embracing Student Passion (In This New Land of AI)
(All Teachers)
Gwyndolyn Savens
Room # 151
Sick of reading 60 theme essays that all say the same thing-- but your district still requires them? Worried that students are borrowing ideas from AI? In this session, participants will walk through a synthesis experience that moves past the traditional theme essay. Participants will learn simple ways to activate a student’s interests before getting the change to exploring a sample unit.
Gwyn Savens has been teaching for over 20 years in two states, 3 schools, and grades 6-11. She currently teaches in the Gifted department at Webster Groves High School. She has been a Gateway Writing Project TC for almost 15 years and has presented at regional Writing Project conferences and NCTE. She is most excited about learning with others -- especially her students. She has been known to write some poetry and dance (just not at the same time).

F.1 | Staying True to the Heart of Teaching Writing: How to Avoid Over-Scaffolding and Support Writers with Hope and Agency
(All Teachers & Support Faculty)
Jessica Ostrich, Katie Syrett, Shannon Roe, Sarah Valter
Room #140-Library
Are you ready to demystify the concept of 'scaffolding' in writing? In this session, we will explore its impact on student learning and offer strategies to avoid over-scaffolding. Dive into practical approaches that align with the essence of a writing workshop, empowering educators to foster independent writers who can apply their skills in the real world.
We are a passionate team of educators from the Lindbergh School District, dedicated to meeting the diverse needs of every student while fostering our own professional growth. Committed to innovation and lifelong learning, we are excited to share our ideas and collaborate with fellow educators.

F.2 | Inspire a Love of Literary:  Create a Culture of Readers
(Middle School)
Mrs. Suzanne Whitford
Room # 151
Transform reading for all students by learning strategies to improve independent reading routines. Using ideas implemented from Book Love by Penny Kittle, discover manageable ways to track student reading, set literacy goals, and engage in student conferences that will positively ignite a love of reading and create a culture of readers. Session will include suggestions for how this can vertically align from 6th-8th grade ELA classrooms.
Suzanne Whitford is currently a 6th grade language arts teacher in the Rockwood School District, with previous experience teaching in both 5th and 8th grade. She is former middle school teacher of the year, and two time building teacher of the year, and leader of several district initiatives.

F.3 | Every Teacher Is a Literacy Teacher: Practical Strategies for Daily Lessons
(All Teachers)
Matt Loomis
Room # 152
In this session, participants will be introduced to numerous structured literacy practices that can be quickly and easily implemented in all classrooms in order to develop content knowledge, facilitate critical thinking, assess student achievement, and improve reading fluency and comprehension. Attendees will have multiple opportunities for deliberate practice, meaningful collaboration, productive discussion, and active learning.
Matt Loomis is an 8th Grade Social Studies teacher at Bayless Junior High School and an experienced presenter of professional development at the district, regional, and state levels, focusing on reading and writing across the curriculum. He is dual-certified in Social Studies and English Language Arts (6-12) and believes that every teacher has the power to improve student literacy.

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