This session highlights a pilot Remote Learning Project designated to strengthen instructional continuity by embedding self-directed learning (SDL) practices into the professional learning of twenty-two teachers through a stack of competency-based microcredentials.Teachers engaged in measurable, job-embedded professional development to design instruction that supports both in-person and remote learning environments.
Attendees will explore key instructional strategies developed through the project, such as intentional lesson design for remote contexts, effective communication and feedback plans, and strategies that promote student engagement. This session will feature examples to demonstrate how implementing these instructional strategies can improve clarity, responsiveness, and student engagement across learning settings.
In response to previous experience with unplanned remote learning such as the Global pandemic and regional hurricanes, this work reframes remote readiness as a proactive priority rather than a reactive measure. Attendees will leave with practical strategies to improve instructional design, strengthen communication and feedback, and enhance student engagement in any learning environment.
Navigator for Learning in the Professions, Appalachian State University
Dr. Jessie Peterson is a Navigator for Learning in the Professions in the Office of Rural Promise Appalachian State University. She is also an Adjunct Instructor of Music at Rowan-Cabarrus Community College. She holds a Ph.D. in Teaching and Learning from Clemson University, an M.M... Read More →
Wednesday June 10, 2026 9:00am - 10:00am EDT Elm Room 211 B
As educators, we talk A LOT about data-informed practice and we use tools like test scores, grades, attendance statistics, graduation rates etc. to tell the story of our success, of what works, and what doesn't. But, when is the last time that you meaningfully asked an actual student what's working for them, what they like or don't like, or what motivates them? Often absent in our storytelling are our students' actual stories and apathy is rooted in exclusion! In this session a group of 8 high school students will tackle big questions like these, giving you candid insight into how they're experiencing education: what strategies work, what strategies don't, what matters to them, what do they wish educators knew?
AI is transforming every sector but the organizations winning the future are the ones keeping humans at the center. This session shows leaders how to shift from seeing AI as a set of tools to mastering it as a true teammate, one that expands the intelligence, creativity, and strategic capacity of every person and team. Grounded in human-centered design, we’ll explore how to build systems where AI enhances empathy, sharpens judgment, and strengthens relationships rather than replacing them. Participants will see live demonstrations of how AI can elevate the “superpowers” already inside their organizations via pattern recognition, rapid communication, decision-making, coaching, prototyping, scenario planning, and problem-solving. Through real-world use cases and hands-on modeling, leaders will learn how AI can help teams work smarter: clarifying priorities, reducing noise, simplifying workflows, and turning raw data into insight within seconds. Just as importantly, they’ll explore the cultural side of how to create environments where AI increases trust, belonging, and equity while giving employees more time for meaningful, human work. Attendees will walk away with practical prompts, AI frameworks, and a teammate-ready tools that empowers their organization to become more adaptive, innovative, and human than ever.
Results-driven executive edupreneur transforming K-12, higher ed, non-profits and businesses through innovation, AI strategy and change leadership. A former teacher, principal and Chief Quality Officer of the Baldrige-winning Iredell-Statesville district, Bryan pioneered digital learning... Read More →
Wednesday June 10, 2026 10:10am - 11:10am EDT Elm Room 202 A
This session highlights a pilot Innovation Cohort project designated to develop educators’ capacity to implement the five-step process for supporting students in Self-Directed Learning (SDL), cultivate teacher leadership, and foster a networked learning community that extends beyond traditional district boundaries. Self-Directed Learning (SDL) is a dynamic instructional strategy that fosters student autonomy by encouraging learners to take charge of their learning process. Malcolm Knowles's five-step model includes: Diagnosing learning needs, Establishing learning goals, Identifying resources, Choosing strategies, and Assessing outcomes.
In this session, participants will explore practical applications of SDL through classroom examples that can be utilized within a single class period and/or embedded across a unit of study. By intentionally teaching students how to use each component of Knowles’s model, teachers can cultivate independence, strengthen problem-solving skills, and encourage meaningful ownership of learning. Integrating SDL into instruction empowers students to become adaptable, resourceful learners who are better prepared to navigate both academic and real-world challenges.
Navigator for Learning in the Professions, Appalachian State University
Dr. Jessie Peterson is a Navigator for Learning in the Professions in the Office of Rural Promise Appalachian State University. She is also an Adjunct Instructor of Music at Rowan-Cabarrus Community College. She holds a Ph.D. in Teaching and Learning from Clemson University, an M.M... Read More →
Wednesday June 10, 2026 10:10am - 11:10am EDT Elm Room 211 B
As educators, we talk A LOT about data-informed practice and we use tools like test scores, grades, attendance statistics, graduation rates etc. to tell the story of our success, of what works, and what doesn't. But, when is the last time that you meaningfully asked an actual student what's working for them, what they like or don't like, or what motivates them? Often, absent in our storytelling are our students' stories! In this session a group of 6 middle school students will tackle big questions like these, giving you candid insight into how they're experiencing education: what strategies work, what strategies don't, what matters to them, what do they wish educators knew?
TRiO programs rode a federal roller coaster throughout 2025 and it may not be over yet. At times, our communities and representatives have come dangerously close to losing sight of what these programs are, what they do, and the life-changing impact they can have. In this auto-biographical session, the speaker will guide you through her own life's journey as a first-generation, low-income student from rural Madison County, vulnerably sharing the obstacles she faced and the ways that TRiO programs helped her build a better future, both for herself and for the future students she would eventually be called to serve as a college access advisor. Along the way, she'll support her personal narrative with data and statistics about TRiO programs (GEAR UP, Upward Bound, McNair Scholars, Talent Search, Student Support Services, etc.), painting a full picture of TRiO's value and openly discussing what the future might hold.
This session will provide details of how the Society of Science partnered Appalachian GEAR UP to build a STEM educator community among the GEAR UP Middle Schools in Western NC. The lead team, ambassador and lead fellows, attended the Middle School Research Teacher Conference in Washington, D.C sponsored by the Society of Science. The leadership team gained valuable insight, research resources, and collaborated with teachers all over the US about student research. The next step was a one day in person Kick Off with the entire cohort, a lead ambassador, two lead fellows, 16 research fellows, and Society of Science representatives. During this professional development training, the research fellows experienced research firsthand using Science News, Science News Explorer, and science equipment. They worked in a team acting like students going through the entire research process. After the in person workshop, the research fellows and lead fellows met in monthly virtual coaching sessions discussing the progress and activities completed in their classrooms. The collaboration promoted teacher knowledge and activities to conduct student research in their classrooms. The session will provide tips and tricks for starting science research in any classroom as well as sample projects that were conducted.
I am the secondary instructional coach for Burke County Public Schools. I serve alI all secondary science and band teachers. I am also the school instructional coach for Draughn High School and Heritage Middle School. I facilitate learning in the classroom and work closely with... Read More →
Allyson McFalls is a 21 year veteran NBCT educator, with experience across grades 6-8 in both science and ELA. She has successfully coached students through local, regional, and state competitions each year for over 20 years, and enjoys collaborating with other educators to expand... Read More →
Wednesday June 10, 2026 1:35pm - 2:35pm EDT Elm Room 134 A
