Professional Development & Reflective Practice

Speaker: Dr. Jenna Taylor, Playful Pathways Counseling

Twenty percent of youth in schools have a diagnosable disorder. Mental health
challenges create barriers for engagement for 40% of adolescents and 17% of children. With
students spending an average of 40 hours a week at school, schools are urged to support
mental health concerns.

Child-Teacher Relationship Training (CTRT) is one mental health approach that can fill the gap of mental health services in schools. CTRT is a counseling approach that is developmentally appropriated for youth. In CTRT, teachers implement play therapy skills to build relationships with students and facilitate the learning environment. The purpose of this workshop is to highlight student wellness and how CTRT can meet the increasing needs of youth.

Speaker: Dr. Scott Hamilton, Understanding Minds, PC

“Working memory” is a familiar term to most learning specialists, though it is often
difficult to understand exactly what it is and ,more importantly, what to do to support students
who struggle with it.

Dr. Hamilton will discuss the shortcomings of working memory assessment in psychoeducational evaluation, and he will present a model of working memory that is practical for identification and intervention. Participants will gain a more nuanced
understanding of the concept of working memory, learn how it “moderates” other executive functions, and discover practical strategies to utilize in supporting students with working memory challenges.

Speaker: Shaylyn Carey and Lee Yonika, Harvard Graduate School of Education

Discover how Universal Design for Learning (UDL) can transform teaching and learning for both students and professional learners. We will start with an introduction to the most recent UDL guidelines, offering educators a foundational understanding of this inclusive educational framework. Participants will have the opportunity to reflect on their experiences with UDL in their professional learning settings, then, we will share practical examples from Harvard Graduate School of Education programs UDL: Explore & UDL: Apply, illustrating how educators have successfully integrated UDL principles to enhance learning environments.

Speaker: Dr. Diane Milner and Sara Quesinberry, Key School at Carolina Day School

Join this session to learn how Key School, a school dedicated to teaching bright children with dyslexia and language-based learning differences, developed and evolved over its 27-year history within the larger Carolina Day School campus. Discover how “Brain Rules” rooted in Orton-Gillingham principles can be integrated into multisensory math lesson plans to support dyslexic and neurodivergent learners’ long-term success in mathematics.

Speaker: Taylor Knight, Upper School Teacher, Mathematics, St. Christopher’s School

Many schools and teachers rely on conventional assessments and grading methods, which often fail to capture students’ true understanding. Meanwhile, students express their desire for engaging, hands-on work at school that they find meaningful. Can we use student interest to inform our assessment model? YES! It is time to rethink our schools’ approach to assessment—how we evaluate evidence of learning and achievement.

Discover how to assess learning that demonstrates true comprehension and make changes accordingly. Changing your perspective on assessment and evidence of learning can help transform these attitudes about learning and achievement, and it will shift the emphasis to measures that matter for neurodiverse students.