Presented by Michele Myers, Ph.D., Assistant Professor, Elementary Literacy Education, Wake Forest University; and Amanda Alexander, Ph.D., Chief Academic Officer, Scholastic


Presented by Michele Myers, Ph.D., Assistant Professor, Elementary Literacy Education, Wake Forest University; and Amanda Alexander, Ph.D., Chief Academic Officer, Scholastic

Presented by Mariah Douglass Bruehl, Educator, Author, and Founder of Playful Learning; and Jacki Schulze, Playful Learning Studio Director, Playful Learning

Presented by Nicole Downer, Educational Consultant, Teacher Created Materials; and Jen Jump, Senior Academic Officer, Teacher Created Materials
Moderated by Heather Brooke, Vice President of Professional Learning, Teacher Created Materials

Presented by Kathleen Geraghty, K-5 District Resource Teacher, and Implementation Specialist, TCI; and Kelsey Moore, National Account Manager, TCI

Presented by Joe Rackley, Biological Consultant and Environmental Educator, Guidecraft
Moderated by Laura Wilhelm, Ed.D., VP of Professional Learning Services, Kaplan Early Learning Company

Presented by Liesl McConchie, Education Training Consultant, Math With the Brain in Mind; and Jay Meadows, CEO, Exemplars

Presented by Ed Gomes Jr., English as a Second Language, Literature, and Linguistics Teacher, Secretary of Education / Faculdade São Bernardo, São Paulo, Brazil; Elyse Gainor, Program Director, Global Engagement, Digital Promise; and Jessica Jackson, Director of Professional Learning, Learner Variability Project, Digital Promise

Presented by Jackie Smalls, Vice President of Social Impact Coalitions, Discovery Education

Presented by Dr. Amanda Alzena Sullivan, Senior Program Developer, The National Girls Collaborative Project (NGCP); Dr. Amanda Strawhacker, STEAM Coordinator, Solomon Schechter Day School of Greater Boston (MA); and Lori Lynch, VP of Professional Learning, Britannica Education

Now that the third school year in a row has been disrupted by COVID-19, many students are struggling with academics and other issues that make it difficult for them to focus fully and enthusiastically on learning in the classroom.