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Mrs. Candice W. Bolding

Candice W. Bolding is a doctoral candidate in the Department of Education and Human Development at Clemson University, pursuing her degree in Learning Sciences, where she is a member of the Development of Youth Navigating Diversity, Marginalization, and Inequitable Conditions (DYNAMIC) Lab.

Candice’s research interest explores structured learning environments, sense of belonging, and critical consciousness development among students in science, technology, engineering, and math (STEM) programs. A particular focus of her research centers on examining systemic factors impacting the psychosocial and academic outcomes of post-secondary STEM students identifying as having one or more disabilities.

Michelle Cantley, 2 Teach Global, LLC

Inclusion Coaching with Protege - A Tele-Coaching Tool

Michelle is an educational consultant, professional development designer, and coach specializing in instruction, professional development, and school improvement. Michelle has over 22 years experience in a wide variety of educational realms and roles from classroom teacher, instructional coach, assessment designer, curriculum coordinator, professional learning creator, tech implementation coach, to educational consultant in virtual and in-person learning environments. She has supported schools, businesses and college professors to increase student engagement, develop professional learning communities, implement best instructional practices, respond to data, and increase the quality and effectiveness of training programs. Michelle develops high energy professional development experiences that excite and motivate the audience's desire to learn and grow. Michelle has a Master’s Degree in Educational Leadership.

Joe Edlhuber, Ozobot

As an Account Executive at Ozobot, I leverage my extensive background in education to empower schools, districts, and states in revolutionizing their STEM initiatives and enhancing student achievement. With a passion for equipping the next generation with essential skills for success, I focus on collaborating with visionary leaders to foster school growth and advance their missions. In the next decade, I envision a future where we realize we've allowed computers handle routine tasks, prompting us to challenge students - and schools - to engage in critical thinking once again. I advocate for teachers to adopt a coaching approach, empowering students to succeed both in and out of the classroom. Witnessing an 'uh oh' transform into an 'ah ha' moment is my ultimate reward! Outside of my work at Ozobot, I enjoy outdoor adventures such as hiking and supporting my beloved Green Bay Packers!

Bryan J. Fagan, Lumpkin County Middle School

Middle School Computer Programming: A Curriculum Overview

Bryan Fagan is a dedicated computer science teacher at Lumpkin County Middle School in Dahlonega, Georgia. He has spent two decades transforming the classroom experience to match industry standards and prepare students for life after graduation. He crafts an educational journey that blends rigorous academic pursuit with profound personal growth. Specializing in making complexity accessible, he fosters an environment where students learn the intricacies of programming languages and cultivate essential skills in problem-solving and critical thinking. Each lesson in his classroom is a gateway to discovery, where challenges are met with curiosity and setbacks are seen as opportunities for learning and innovation.

Larry B. Fisher, Ph.D.

Dr. Larry B. Fisher is an Assistant Professor in the Special Education/Adaptive Curriculum program at Western Carolina University and has worked in higher education for six years. He was a Nationally Board-Certified Teacher and he taught special education for 13 years. Before his work in the classroom, Dr. Fisher worked with children and adults with severe and profound developmental disabilities in a group home setting for six years. Dr. Fisher received his undergraduate degree in special education, master’s degree in special education/adaptive curriculum, and post-master's certificate in school administration from Western Carolina University. He received his Ph.D. in Special Education from UNC Charlotte. He currently holds NC Professional Educator Licensure in the areas of School Administrator-Principal, Learning Disabilities (K-12), Severe-Profound Disabilities (K-12), and Intellectual Disability (K-12). Dr. Fisher’s research interests include antecedent-based interventions based on the principles of applied behavior analysis for addressing challenging classroom behaviors, teaching communication skills to students with complex communication needs, use of AI as a planning tool for special education teachers, and teacher evaluation tools for teachers of students with significant disabilities.

Brittany Hott, Ph.D., BCBA-D

Dr. Brittany Hott is a professor of special education and an associate director of the Institute of Community and Society Transformation at the University of Oklahoma. She is a board certified behavior analyst with doctoral distinction (BCBA-D) and has over 20 years of experience as a special education teacher, administrator, and faculty member. Dr. Hott is the author of 50 peer reviewed articles and four books focused on school-based interventions. Currently, Dr. Hott is a Principal Investigator or Co-Principal Investigator on National Science Foundation, Institute of Education Sciences, and Office of Safe and Supportive Schools funded projects evaluating school-based interventions and research translation efforts.

Dr. Claire Hughes, Cleveland State University

Cultivating AI for Inclusive Learning Spaces

Dr. Claire E. Hughes lives her life integrating two fields of education as Professor of Special, Gifted, and Twice-Exceptional Education at Cleveland State University. Previously, she also integrated two fields as Professor of Elementary and Special Education at the College of Coastal Georgia and has lived in two countries as Faculty Director of Special Education Programmes at Canterbury Christ Church University in the UK, and a Fulbright Scholar to Greece. Winner of the Gifted & Award from NAGC in 2022, she is President- Elect of The Association of the Gifted for the Council for Exceptional Children (CEC-TAG). Her research covers numerous interests of twice-exceptional children - particularly gifted children with autism; Generational studies; the use of AI in education, and international education. 

Michelle Leftwich, M.Ed., 2 Teach Global

Enhancing Instruction Through Collaboration: Co-teaching with a Technology Integration Specialist

Ms. Leftwich is a seasoned educator who has held various roles, including Special Education Teacher, Administrator, Technology Integration Specialist, Academic Coach, Special Education Specialist, Professional Development Director and more at both local and state levels. Michelle is an expert in co-teaching, having conducted workshops at different programmatic levels. During her tenure at the West Virginia Department of Education, she aided districts and schools with strategic planning, needs assessments, ESEA programming and training. Michelle's passion lies in delivering professional development and supporting teachers, administrators, and district leaders with enhanced services to meet diverse student needs.

Dr. Chelsea Marelle

Dr. Chelsea Marelle is an Assistant Professor at the University of North Georgia. She holds a Ph.D. in Special Education from Georgia State University. With a deep-seated passion for improving educational outcomes, Chelsea specializes in behavior management, teacher training, and teacher preparation. Her innovative approach incorporates simulation technology to enhance the training process for educators, ensuring they are well-equipped to handle diverse classroom scenarios.

Chelsea's dedication to the field of education is matched by her commitment to her students and the broader academic community. As a mother and an avid tennis player, she balances her professional endeavors with personal pursuits, bringing a unique perspective to her work that blends academic rigor with real-world application. Chelsea serves on the board for Special Pops Tennnis as well as the board for the Georgia Chapter for the Council of Exceptional Children.

Megan Milford, M.Ed.

Megan Milford is an English teacher from Hartwell, Georgia with nine years of experience teaching middle and high school. She currently teaches at Hart County High School, teaching Honors ninth and tenth grade Language and Composition as well as AP Language. She obtained her Master's degree in Secondary English Education from Kennesaw State University in 2020 and is currently pursuing her Ed.S. in Learning, Design, and Technology from the University of Georgia. Megan is passionate about integrating technology into her English classroom in meaningful ways and sharing her discoveries with other educators.

Kyla Plumlee Nakashima, Gainesville High School

Leveraging ChatGPT for Unit Outlines and Student's Check Sheet

Kyla Plumlee Nakashima brings over 13 years of dedicated experience in science education to her role, marked by a passion for engaging students across diverse backgrounds. Holding a Masters of Education in Curriculum and Instruction from California State University of Monterey Bay, Kyla has effectively taught science at levels spanning sixth through twelfth grade in both California and Georgia. Her teaching journey has been characterized by a commitment to inclusivity and student success, having worked with a wide spectrum of learners including Advanced Placement, special education, and ESOL students. This experience has equipped her with a deep understanding of tailored instructional strategies to meet varied learning needs. Beyond the classroom, Kyla finds joy in several pursuits that enrich her life and teaching practice.

An avid reader of fantasy literature, she finds inspiration in storytelling which she integrates into her teaching methods. Her love for nature is evident in her leisure activities, as she can often be found gardening with her children, tending to her dogs and chickens, and exploring the outdoors. As a dedicated educator and advocate for student empowerment, she continues to inspire curiosity and a love for science in her students, fostering a learning environment that values both academic growth and personal development.

Kimberly Nelms

Kimberly Nelms is the MTSS Coordinator at her school in Clarke County. She has worked as an Early Childhood Interventionist with Branching Minds for the past six years. During that time, she acquired knowledge by using the data-based platform, by logging numerous student support interventions and entering progress monitoring. For the past two years, she has led data-driven meetings to support students through the MTSS Framework and has assisted in maintaining the school's Branching Minds account to ensure students were supported. By sharing this knowledge, she hopes you can apply this tool to your MTSS process at your local school to achieve greater support for your students.

Dr. Kathy Randolph, BCBA-D

How to Responsibly Use AI for Teachers and Students

Dr. Kathy Randolph is an assistant professor at Texas State University, and a board certified behavior analyst at the doctoral level. She was previously at University of Colorado Colorado Springs for five years. Dr. Randolph has over 20 years of public school experience and spent most of that time in special education classrooms. She taught at the middle and high school level in all special education settings, from self-contained therapeutic emotional support to resource and inclusive settings, and was an administrator at an elementary school. She worked with students of all abilities, focusing on students with emotional and behavioral disabilities, and supporting students with challenging behaviors in the inclusive classroom setting. Dr Randolph’s research has an overarching focus on behavior, where she supports teacher implementation of evidence-based practices with iCoaching, where teachers receive a packaged intervention to learn about and implement evidence-based practices in classroom management to ensure inclusion of students with challenging behavior. She is currently the treasurer of the Teacher Education Division of the Council for Exceptional Children (TED-CEC), and the past historian for the American Council for rural Special education.

Morgan Ruby

Morgan is an English teacher at Hart County High School. She is entering into her eighth year of teaching. In those years, she has amassed many tech tools that help make her life and the lives of her students more efficient. She is currently pursuing her Specialist at the University of Georgia where she is majoring in Educational Psychology with an emphasis on Gifted and Creative Education.

Alesha Stiles

Born and raised in the picturesque North Georgia mountains, I am a fifth-generation educator deeply rooted in Fannin County. With 11 years of teaching experience, including eight years in special education and two years in environmental science, STEM, and computer science, I am passionate about fostering innovative learning environments. My mission is to integrate computer science across all subjects, illuminating its relevance to the modern world.

Married to my high school sweetheart, we are blessed with two daughters who inspire me daily. Living amidst nature's splendor fuels my creativity and determination to instill a love for learning in every student. I firmly believe that understanding computer science is indispensable for success in the 21st century, and I strive to make it accessible and engaging for all learners.

As an advocate for inclusive education, I am committed to nurturing diverse talents and empowering students to embrace their potential. Through collaborative projects and real-world applications, I aim to equip tomorrow's leaders with the skills they need to thrive in an ever-evolving society. In the tranquil embrace of the mountains, I find solace and inspiration to shape the future of education, one innovative lesson at a time.