MCKAY TODAY SPRING 2021 - MCKAY SCHOOL OF EDUCATION
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M C K AY T O D AY
S P R I N G 20 21
D A V I D O. M C K A Y S C H O O L O F E D U C A T I O N BRIGHAM YOUNG UNIVERSIT Y
Mahalo Nui Loa to
the McKay School’s Seeking Hózhǫ́ Through Art Lessons p. 16
“Reluctant Dean” Playing the Game? Education Acronyms for the Win p. 8
p. 12 Barbara Morgan Gardner on the Sacred Role of Effort in Teaching p. 18
M C K AY T O D AY S P R I N G 2021
fe at u r es
8
DIGESTING THE
ALPHABET SOUP
Stacey Kratz
FROM THE DEAN
I have mixed emotions as I write my final dean’s message
12
for the McKay Today magazine. First and foremost, I am grateful for the 20 years A TAPESTRY OF
I have spent at Brigham Young University. In many ways I feel the way I felt just SERVICE
a few years ago when I was moving across the Pacific Ocean back to my home Cynthia Glad
state. I had been absent for 14 years, and much had changed, particularly the
demographic composition of Utah Valley. When I first entered a neighborhood
18
store, I heard three or four languages other than English. That felt more like the
MARY ANNE PRATER’S CROSS-STITCH: BRADLEY SLADE
Honolulu I had left than the Utah where I had grown up. I was delighted!
TRUTHS REGARDING
EFFORT
Each life may be compared to a book with the individual as author and illus-
Barbara Morgan Gardner
trator. As one’s life changes directions, a new chapter begins. My BYU chapter has
been long and rich. I so appreciate those who have contributed to its direction
and development. Students have taught me faithful-
ness, diligence, and commitment to the Lord. Faculty
and staff have been continual examples of discipleship,
h igh l igh t s
dedication, and service.
As I close the McKay School chapter, it is the people
I will miss most. Many individuals have helped me
bear the load while I have served as dean. I could never 16 TRIBAL VOICES SPEAK
THROUGH ARTS LESSONS SIX THINGS YOU’LL LEARN IN THIS ISSUE:
personally thank them all. But I want to thank the fol- Mary Anne Prater stitched music, her
24
lowing colleagues who have supported me through MCKAY FACULTY AND STAFF
their service in McKay School leadership positions: Tina SHARE FAVORITE TEACHERS love of children’s literature, and seek-
Taylor, Lynnette Erickson, Al Merkley, Michael Leonard,
Jeanna Nichols, Karen Strange, Gary Arnoldson, Steve ing new horizons into a distinguished
PRATER: BRADLEY SLADE; MARY ANNE PRATER’S CROSS-STITCH: CLARK GOLDSBERRY
Christensen, Charles Graham, Andy Gibbons, Sterling
Hilton, Pam Hallam, Lane Fischer, Tim Smith, Mike career, p. 12 Arts lessons amplify-
depa rt m en t s
Tunnell, Kendra Hall-Kenyon, Christopher Dromey,
Martin Fujiki, Steven Baugh, Gary Seastrand, and
ing tribal voices, p. 16 The edifying
Richard Sudweeks. What an admirable and impressive
group of professionals who also strive to model the
attributes of Jesus Christ.
2 SCHOOL
NEWS
impact of effort, p. 18 Having fun
with those maddening acronyms, p. 8
As I begin to create a new chapter in my book of life, I
Faculty books illuminate design, lit-
look forward to a bright future, not only for myself but
for each of you and for the McKay School of Education. 6 FACULTY
BOOKS
erature, multicultural ed., and more,
Thank you for your support.
22 ALUMNI
HAPPENINGS
p. 6 The ways one artist builds stu-
dents and teaches teachers, pp. 3, 5
mary anne pr ater
Dean
dean a s s o c i at e e d i t o r contributors
VOLUME 17 Mary Anne Prater Stacey Kratz Sariah Farmer, ’21 Anessa Pennington, ’20
VOLUME 9 ISSUE 1 publisher copy editor Camille Ladd, ’21 Abigail White, ’23
Michael Leonard Karen Seely Hannah Mortenson, ’21 Adeline Yorgason, ’21
ISSUE 1 editor art director Savannah Nichols, ’21
Cynthia Glad Olivia Knudsen
MCKAY TODAY magazine is published by the David O. McKay School of Education, Brigham Young University. © 2021 by Brigham Young University. All rights reserved. Cover: Bradley Slade.
School News
The McKay School is continually producing outstanding research and events.
For more school news, please visit education.byu.edu/news.
SCHOOL NEWS
SCHOOL NEWS
Kristine Tanner Receives Two Awards Highlighting Her Research
K ristine Tanner, associate professor in
the Department of Communication
Disorders, recently received BYU’s Early Career
Scholarship Award and the Faculty Women’s
Association (FWA) 2020 Award for Scholarship.
Both awards recognize Tanner’s dedication to
research and accomplishments in academia. Artist’s Award-Winning Career
Sparks Creative Light in Students
Tanner does research on airway problems,
teaches in the McKay School, chairs the
American Board of Voice and Upper Airway
Disorders, consults at Salt Lake City’s Voice
Disorders Center, and works with patients
with voice problems.
D oug Allen was an artist long before
he realized it. And he has made it
his mission to help young people see
he once hung a family Christmas tree
upside down from the ceiling for the
holidays. But he didn’t consider becom-
“But then it just sat there because I loved
teaching so much,” he said.
Eventually, Allen served as a Jordan
The Early Career award was given to four creative potential in themselves. ing an artist until college, where he School District arts administrator and
faculty members who showed “outstanding A llen—educator, administrator, also trained to teach. led an inventory of district-owned art
promise and contributions in scholarship.” teacher of teachers, College Board reader Allen began his career in Australia. during Canyons School District’s split
Tanner said, “I think it’s just such a tremen- who grades thousands of AP art portfo- He used a train pass to take his students from Jordan. “Draper Elementary had
dous honor, and I was really surprised.” lios, and professional artist himself— to art museums and the zoo for live a Norman Rockwell! I made sure it
TANNER: BRADLEY SLADE; ALLEN: COURTESY DOUG ALLEN
The FWA award recognizes female fac- is also the latest recipient of the drawing sessions and enjoyed watching was appraised, protected, insured, and
ulty members who make important contri- 2020 Sorenson Legacy Award in Arts creativity spark in the diverse group. “So under camera.”
butions to their universities, communities, Administration and of the Lifetime many in the classes spoke a different After retiring, Allen began work
and the world. The FWA said of Tanner, “She Achievement Award for 2020–21 from language, and they were so much fun,” at the Center for the Improvement of
is an excellent role model to both the faculty the Utah Art Education Association. he said. “It was a two-year teaching con- Teacher Education and Schooling (CITES),
and students.” “I feel honored to be selected for tract, and I ended up staying four years.” the operational arm of the BYU–Public
Looking to the future, Tanner said, “I feel that,” Allen said. “I think I was recog- Allen returned to the United States School Partnership. None of it would
like there is so much work to be done in order nized mainly because of the work I have to teach for many years at Alta High have happened, Allen said, if he hadn’t
for us to understand how to help people. The done in the arts for such a long time.” School in Sandy, Utah. He earned a been willing to take chances. “Take those
potential impact of this work is very far- Growing up in Brigham City, Utah, master’s degree and an administrative opportunities as they come! Those kinds
reaching, which is very humbling.” Allen was drawn to creative pursuits— certificate—the last for the salary bump. of experiences never leave you,” he said.
Continued on page 4
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2 MCK AY TODAY SPRING 2021 3
GALLERY BRINGS CHILDREN’S
WORK AND INSPIRATION TO
SCHOOL NEWS
SCHOOL NEWS
THE MCKAY SCHOOL
ART COURTESY DOUG ALLEN
A rt museums rotate exhibits to show
off collections and give patrons an
engaging experience. But for the David O.
Provo’s Lakeview Elementary. The part-
nership hosted a reception at which fans
of the young artists could view the pieces.
A sampling of Doug Allen’s work, from natural landscapes to hand-painted ties, shows the diversity of experience and perspective that has driven the career of McKay School of Education Children’s This year there could be no recep-
this award-winning artist-educator who now exercises his talents for the benefit of students and teachers in the BYU ARTS Partnership. Art Gallery, Doug Allen has more lofty tion. But the display went up, this time
goals—and he’s meeting them even in from Jordan School District’s Eastlake
Continued from page 3 challenging times. Elementary.
A l len a lso sti l l ma kes ar t. He That sy nerg y—bet ween creator “I’ve always said that art is a lan- Allen, program coordinator with the Eastlake students used paper to make
has never limited himself in style, and concept, between teacher and guage. With it you are able to transcend BYU ARTS Partnership, curates the gal- Matisse-style collages, drew inspiration
medium, or approach. “I’ve moved student, and between one artist and other cultures and other languages,” he lery’s exhibits to ensure that children’s from Utah landforms and other habitats,
to something smaller-scale: wooden another— drives all that A llen has said. “You’ll see different ideas develop, art is always displayed in the McKay created mandalas, and studied the works
cigar boxes that I’ve been collecting. I achieved, all he continues to do, and but sometimes it’s without the spoken Building. Featured works hail from of Vincent van Gogh and the structure of
make little paintings on them.” all his future goals. word in visual art. I’ve enjoyed it.” schools in BYU–Public School Partnership sunflowers. Allen said they also sharp-
districts: Alpine, Jordan, Nebo, Provo City, ened perceptive skills, developed tech-
and Wasatch County. niques, and applied creative thinking to
Lee Robinson Elected President In the rotating gallery—Allen’s goal
is to show new pieces from different
core subjects.
In this way the exhibit goes beyond
of BYU FWA partnership schools each year—art gives enjoying children’s art to showing how
students recognition and validation and schools can use art across curriculums.
inspires aspiring teachers to integrate the Education students walking through the
L ee Robinson, associate clinical profes-
sor and director of the BYU Speech
and Language Clinic, is the newly elected
of the BYU Women Thrive initiative,
which makes BYU more welcoming for
women and people of color.
arts into their curriculums.
The McKay School displays high
school art selected each year from the
McKay Building, Allen said, see vivid
examples of arts-integrated learning.
“It was tough getting the work out
ROBINSON: BRADLEY SLADE; GALLERY: KA’EO DRUMRIGHT
president of the BYU Faculty Women’s As president-elect, Robinson will plan statewide show in Springville, Utah. But and getting the parents to sign off on
Association (FWA). Robinson will serve FWA’s retreat, set to take place remotely children’s art has been neglected, Allen it” during a pandemic, Allen said. “But
three years: first as president-elect, second in spring 2021. She hopes to continue said, though it’s a rich vein of connection we want to show ideas about what
as president, and third as past president. conversations on diversity, discuss how between college and community. schools are doing and what’s going
The FWA, part of Robinson’s career faculty can mentor students from dif- “We are about teaching teachers, on in the different grade levels with
for most of her 21 years at BYU, works to ferent backgrounds, and, to make it a and yet, in the building, there just really all the integrative activities they are
improve the quality of professional life true retreat, hold some sort of yoga class. hasn’t been a lot of elementary art,” Allen doing. We’re just excited it is now part
for faculty women and bring aware- “We’re trying to help women in various said. “Last year, leaders in the McKay of the McKay School.”
ness to gender issues. Robinson has departments across campus feel like they School put it in place.”
served on the FWA board twice and have a community of women that they The first display featured 18 fantasti- These details from works displayed at the McKay School’s Children’s Art Gallery reveal not only students’
for several years has also been part can go to and connect with,” she said. cal food-themed pieces selected from experiments with new art techniques but also the intersection of art with core curriculums in schools.
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4 MCK AY TODAY SPRING 2021 5
Read Any Good Books Lately?
In addition to contributing dozens of articles to national publications, McKay School
faculty members have also participated in the publication of several books over the past
FACULTY BOOKS
FACULTY BOOKS
few years. Here is a look at some of the fruits of their labors, which reflect the breadth and
depth of McKay School faculty contributions to worldwide developments in education.
Deepening Students’ Children’s Literature,
Mathematical Briefly
Understanding with Publication Year: 2020
Children’s Literature Faculty Contributor: Terrell A.
Publication Year: 2018 Young, Teacher Education
Faculty Contributor: Terrell A. This introduction to chil-
Young, Teacher Education dren’s literature genres leaves
Classroom teachers in early time to actually read chil-
childhood and elementary dren’s books. Written on the
grades will find this book’s assumption that the focus of
extensive annotated bibli- a children’s literature course
ography, in development for should be on actual books
years, to be a resource they that children read, the authors
can’t live without. It offers a first wrote this book in 1996
brief description of hundreds as a “textbook for people who
of literature titles that are don’t like children’s literature
grouped by grade spans and textbooks.” Today, the updated
paired with related research version serves as an overview
and/or ways to use the litera- to shed light on essentials of
ture in mathematics. children’s literature and how
K–12 Blended Teaching: to use the literature effec-
tively with young readers
A Guide to Personalized
from pre-K to eighth grade.
Learning and Online
Designing Surveys
research. Designing Surveys instructional design and Blended Learning: others, student and faculty highlight research examining sides of the United States–
Integration
for Evaluations
for Evaluations and Research learning technology since Research Perspectives, issues, K–12 blended teach- disciplinary blended practices Mexico border understand
Publication Year: 2019
Faculty Contributor: Charles R. and Research
is available as an online many of the classic texts on
Volume 3 (cover not yet available) ing, and adaptive learning. in the arts, humanities, lan- the strengths and needs
Graham, Instructional Publication Year: 2020
open educational resource at those subjects were writ-
Publication Year: Fall 2021 Blended Learning guage, science, engineering, of transnational students.
edtechbooks.org. ten. This new work, while social sciences, and education. With recommendations for
Psychology and Technology Faculty Contributor: Randall S. Faculty Contributor: Charles R. for Inclusive and
Davies, Instructional Design for Learning:
respecting the traditions of
Graham, Instructional Quality Higher The Students We policymakers, administra-
This is a free, open educational instructional design, offers tors, professors, teachers,
Psychology and Technology Principles, Processes, Psychology and Technology Education in Asia Share: Preparing
text that focuses on helping an update in how instruc- and researchers, The Students
teachers develop key compe- In conducting survey research, and Praxis tional design is taught— This edited research volume Publication Year: 2021 U.S. and Mexican We Share shows how prepar-
tencies for blended teaching. it is essential to “recognize, Publication Year: 2020 accommodating thinking shares research related to the Faculty Contributor: Charles R. Educators for Our ing teachers is our shared
A foundation of technology attend to, and address threats Faculty Contributors: as a way of investigating advantages, opportunities, Graham, Instructional Transnational Future responsibility and opportu-
skills and dispositions helps to validity by designing and Jason K. McDonald and learning problems, design- and challenges of blended Psychology and Technology Publication Year: 2021 nity. The book also describes
teachers strengthen compe- creating good surveys,” author Richard E. West, Instructional ing effective learning solu- teaching and learning, with This edited research vol- Faculty Contributor: Bryant ongoing partnerships across
tency in online integration, Randall Davies wrote in this Psychology and Technology tions, and testing them so par ticipation from more ume focuses specifically on Jensen, Teacher Education borders to prepare teachers
data practices, personaliza- manual for creating effective Big changes have swept that they fit into the correct than 50 researchers. Book blended learning efforts in Chapters in this volume aim who will help our shared stu-
tion, and online interaction. surveys and using them in t h rou g h t he f ie ld s o f contexts. sections include, among Asian universities. Chapters to help educators on both dents thrive.
6 MCK AY TODAY SPRING 2021 7
Digesting the ALPHABET SOUP
Acronyms are everywhere in education. Know these?
Education Is Full of
Acronyms, and They 1
Never Stop Coming 3
This landmark federal law, passed in 1965 and What does LAND Trust—a term
BY STACE Y KR ATZ 2
D
reauthorized by Congress every five years, ensures used in Utah to signify public lands and
uring her last year at BYU, Christiana Forbush, equal access to education and funds efforts to other resources set aside to be used for the FAPE is now a fundamental concept in
’08, felt prepared to achieve her lifelong goal of reduce achievement gaps, establish standards and benefit of Utah students—stand for? American education. What does it stand for?
becoming a teacher. She had studied English, accountability, and provide funding for professional
history, and secondary education at the McKay School; development and other education-boosting resources. A It doesn’t actually stand for anything; A Framing and Performance in Education:
the capitalization signifies that this is a the data-based concept now governing
was completing a yearlong internship at Dixon Middle A EASA C ESSEA
larger statewide program, as opposed to most lesson planning.
School in Provo; and was ready for the feast of challenges B ESEA D ESA
a private land trust. B Federal Action for Physical Education:
and joys that teaching brings.
B Legislated Access to New Development establishing government funding to
What she didn’t expect was to be immediately served
C Land and Non-Use Designation preserve PE programs in underfunded
a gigantic helping of acronyms, a confusing alphabet schools.
D Learning and Nurturing Development
soup of letters in constant use at school. Forbush wrote C Free and Appropriate Public Educa-
IEPs and committed herself to CRT. She shared ideas on tion: boosting the right to education for
PD and MTSS with her BLT. She enjoyed her PLC; spent people with disabilities that is equal to
time preparing a PGP; worked under the guidance of that of non-disabled students.
NCLB, ESSA, IDEA, FERPA, and the USBE; and did her best D Familiarize, Acclimate, Pace, Extend: an
to help with DTL, ELL, DDI, and her school’s CSIP. 5 established order in which new academic
Not sure what all that means? Neither was Forbush, and behavioral concepts are introduced,
Which of these similar acronyms is the imposter?
at first. taught, and expanded.
“If you don’t include my internship year, I learned A STEM: The idea of boosting interest in and fund-
very few [acronyms] across all of my college experience,” ing for Science, Technology, Engineering, and
said Forbush, who now teaches at Brighton High School Math in an effort to improve U.S. performance in
in Cottonwood Heights, Utah. “I think the only one I these fields.
learned was IEP.” B STEAM: A response to STEM, this concept holds
Once she began teaching, she said, acronyms “were that a foundation in liberal Arts boosts creativity,
flexibility, and critical thinking in scientific and Which of these high-concept
thrown at me left and right. It’s part of the language and
technical fields. educational practices is not real?
culture of education, and it’s everywhere you go. You start
C STEMM: This adaptation of STEM acknowledges
4
getting them from your state and your district. Schools A ECAL: The Japanese-originated idea behind Every
the research-established link between high
have their own acronyms, and you’re always having to Child a Leader is that classrooms can build leadership
performance in math and a lifelong education
learn them.” skills through rotating student responsibilities.
in Music.
McKay School assistant professor Brandon McMillan, B SMART: A goal-setting method used in many educa-
D They’re all real!
himself a former middle school teacher, had a tongue-in- tional settings, it reminds us to set goals that are Spe-
cheek take on the endless stream of acronyms in educa- cific, Measurable, Achievable, Realistic, and Timely.
tion: “We like to have acronyms to show, ‘Hey, this is really C SEL: Social and Emotional Learning helps students gain
important here!’”
skills to manage feelings, express empathy, build healthy
relationships, and make good decisions.
Acronyms are verbal shorthand that can communi-
FUN FAC T D CCR: College and Career Readiness is the concept of
cate big ideas in one small word, but McMillan said the
It could be hard to figure out what CASE stands for helping students achieve the type of education that will
sheer numbers of them flooding into schools can defeat
through context clues because it has multiple meanings help them professionally in the future.
that purpose. “They’re trying to make it easier to under-
in education and even more in the wider world. Among
stand, but everybody’s always sharing their acronyms
them are Content Area Special Education, Council for
from all sides,” he said.
Administrators of Special Education, Core Academic Skills
An open secret of education, Forbush said, is that teach-
for Educators, Center for Advanced Study in Education, 3 • C. 4 • A. 5 • C.
ers often use acronyms without knowing exactly what ILLUSTR ATIONS BY
and even that common practice for educators passing Secondary Education Act. 2 • D.
they stand for. As a provisional teacher in Utah’s Jordan along great ideas: Copy and Steal Everything! ANSWERS: 1 • B: Elementary and ABIGAIL WHITE, ’23
Continued on page 10
8 MCK AY TODAY SPRING 2021 9
Family Trees
One acronym has the power to spawn
Continued from page 8
many. Here’s one “family tree” of
School District, she was evaluated under Some acronyms happen in efforts to ease First-year teachers have so much on their related acronyms representing
JPAS for several years without ever know- communication across many stakehold- plates without worrying about memoriz-
laws, programs, and ideas that,
ing that it stands for Jordan Performance ers: educators, students, administrators, ing acronyms; they’ll pick it up or hear it
used together, can result LRE
Appraisal System. “A skill that teach-
ers have is knowing what an acronym
politicians, parents, bureaucrats, business-
people, and the community.
enough that they’ll understand it.”
McMillan said experienced teachers in a fruitful harvest
This requirement, written into PBIS
many laws, states that students who
is without actually knowing what it Most teachers pick up enough acro- like Forbush are a lifeline to help rookies of student learning need special education services Positive Behavior Interventions
means,” Forbush said, laughing. “That’s
not a normal skill the average human has.
nyms “through osmosis” to get along,
she said, without necessarily knowing
absorb acronyms slowly—like one spoon-
ful of hot soup at a time. “Find other teach-
and progress. IEP should receive them in the Least and Supports are schoolwide
Restrictive Environment possible. initiatives aimed at improving
There are just so many, and they keep com- exactly what every acronym stands ers who can help you,” he said. “It’s too A foundational document
behavior through positive
ing, and they change all the time. We’ve for. “When I’m talking to other teachers much to talk about everything at once. in a special-needs
reinforcement and incentives.
learned a bunch of new acronyms to deal about CTESS or IPOP, they just need to You’ll have mentor teachers to guide you child’s education, an
with COVID, and not just PPE.” know it’s about evaluations,” she said. through. What’s most important is how Individualized Education SST
Forbush said teaching is a highly “When newer teachers ask me about you engage in the classroom and work Plan governs how students
The Student Support Team
complex job with tons of moving parts
and accountability to myriad groups.
some district-specific one, I just say, ‘You
don’t need to know. This is what it’s about.’
with your students. You can learn a lot of
the rest of those things as you go.”
are educated and tracks
their progress over time. consists of everyone—teacher, BIP
administrator, support
A component of many IEPs, the
staff, and specialists—
Behavior Intervention Plan includes
involved in planning
Do you know your education acronyms? QUIZ! learning, interventions, and
plans for changing behaviors that
Match these acronyms found throughout our story with their meanings interfere with student learning.
support for a student.
(not what each letter stands for but what it’s about!).
A Unless you’ve spent the last year or subjects and their cultures, languages, O This acronym refers to a framework
1 IEP
so in Ittoqqortoormiit, which looks like and life experiences. that helps schools support students
2 CRT an acronym but is the most isolated vil- H This highly local acronym refers to who are struggling academically,
3 PD lage in Greenland, you are likely famil- the educator evaluation system used behaviorally, and emotionally or in
4 MTSS iar with the global pandemic, now in its by Utah’s Canyons School District multiple areas.
5 BLT second year. This refers to that virus. (use context clues in the story!). P If, during a pandemic, you teach in
B This group of faculty, staff, and I This umbrella term covers a variety person or provide health care services,
6 PLC
administrators represents their fellow of efforts aimed at effectively using you’re going to need a lot of this.
IDEA
7 PGP
school workers and helps write school technology in student learning. Q This controversial act was the 2001 The federal Individuals with Disabilities
8 NCLB improvement plans. J Teachers regularly create this legal reauthorization of ESEA and estab- Education Act set standards
9 ESSA C This 2015 reauthorization of ESEA document for a child needing special lished a relationship between school regarding accountability, equity,
10 IDEA replaced NCLB and moved responsi- education services, which include funding and academic progress. and access relating to the education
11 FERPA bility for setting standards to states, gifted and advanced-learner programs. R The students represented by this of children with disabilities.
decreasing the federal role. K This method for renewing a pro- acronym are unable to communicate
12 USBE
D This federal law guarantees the pri- fessional educator license compiles fluently or learn effectively in English
13 DTL vacy of students’ educational records a record of a teacher’s professional (yet!).
14 ELL and gives parents and students the growth and development. S This approach to improving stu-
15 DDI right to access those records. L This federal law sets standards dent learning includes assessment,
E This is a group of educators who
Learning Community
16 CSIP regarding accountability, equity, and analysis, and data-based action and is a
for Preschoolers Learners
collaborate to improve teaching skills access for the education of children framework for schoolwide support of
Placement Opportunities 14 R: English Language 6 E: Professional
FAPE 504
17 COVID Protocol, or Inclusive and Learning Leadership Team
and student academic performance. with disabilities. student success. 5 B: Building Okay, it’s not an acronym,
PPE
13 I: Digital Teaching
18 The guiding concept behind
Priorities Observation
F This is the governing and licens- M This acronym refers to any type of T This second highly local acronym but section 504 of 1973’s
20 T: Instructional of Education System of Support
19 CTESS 12 F: Utah State Board 4 O: Multi-Tiered IDEA is the notion that
ing body for schools and educators in continuing education for teachers. is a component of CTESS that gov-
Support System
Rehabilitation Act, a civil rights
Development students with disabilities
20 IPOP
Effectiveness Rights and Privacy Act
Utah. Other states might have similar N Used in multiple states, this refers erns how teachers are observed dur- law that set up accommodations
must receive a Free
19 H: Canyons Teacher 11 D: Family Education 3 M: Professional
acronyms for similar organizations. to the practice of writing measurable, ing their evaluations. Fun fact: it can Equipment Disabilities Education Act Responsive Teaching
for students with disabilities,
and Appropriate Public
G This research-based learning
2 G: Culturally
actionable annual plans to improve also refer to increasing inclusion and is still often referred to as
18 P: Personal Protective 10 L: Individuals with
17 A: COronaVIrus Disease Succeeds Act Learning Plan (ILP) Education, designed to fit
approach endeavors to make con- student learning. In Utah, it’s tied to quality of education for preschoolers a guide in setting up new
their needs, that is equal
School Improvement Plan 9 C: Every Student districts, Individualized
nections between students’ school schools’ spending of trust lands money. with IEPs. Plan/Program—in some regulations for schools that
to the education provided
16 N: Comprehensive 8 Q: No Child Left Behind
accept federal tax dollars.
Instruction and Inquiry Growth Plan 1 J: Individualized Education
15 S: Data-Driven 7 K: Professional ANSWERS: to non-disabled students.
10 MCK AY TODAY SPRING 2021 11
A well-made cross-stitch
is a work of art. Each piece is based on a needs and goals of and for the organization
detailed and carefully followed plan for each you are leading. It is a sacrifice faculty make
A
thread and stitch that takes many hours to when asked to serve in administration.”
complete. The freedom of cross-stitch lies in
r y Threading a Career
the possibilities: what colors to use, what pat-
t
terns to follow, and what images to create. As
a p e s in life, there are infinite ways for the small
choices made from moment to moment—the
The first pattern Prater chose for her life was
becoming a music teacher. She graduated with
T
stitches, if you will—to grow into a a bachelor’s degree in music education
beautiful, finished piece. from the University of Utah,
of
McKay School dean where her mother was a
Mary Anne Prater is faculty member. Soon,
retiring. Her career however, a master’s
c e
has been a tap- degree in special
v i
estry of service education and
r
to specia l a newfound
S e
needs chil- appreciation
dren, their for children’s
families, and literature
D their educa- emerged in
A
L
G tor s. He r the design.
IA work with After earn-
B Y C Y N T H c h i ld ren’s ing that sec-
literature has ond degree,
made a true dif- Prater taught
ference in how the in Utah’s Jordan
world views people School District for
with disabilities. Her several years. The desire
administrative service, for more education took her
overseeing one of the largest first to Arizona State University
teacher preparation programs in the nation, and then to Utah State University, where
has provided guidance and leadership. she earned her PhD in special education with
“I still call myself a reluctant dean,” she an emphasis in instructional technology and
said. “I have never sought leadership posi- educational administration.
tions, but they keep getting placed in my lap. “I learned to cross-stitch from a fellow doc-
I don’t mind leading out, but out of necessity toral student who used it to relax from study-
your personal needs and goals change to the ing,” Prater said. “I found it relaxed me, as well
Dean Prater Retires After a Career
Dedicated to Special Needs Children
Photography by Bradley Slade
SPRING 2021 13
as drew my attention University. The three women agreed that committee realized they already had
away from study- people with special needs are underrep- who they needed in her. She began
ing all the time!” resented, and sometimes misrepresented, her tenure as dean on July 1, 2013.
In many of Prater’s in children’s literature. They began coor- “Never in a million years did I
pieces, the color dinating with the Division on Autism see myself as a faculty member at
purple, about which and Developmental Disabilities of the BYU, let alone a dean here,” Prater
she is famously pas- Council for Exceptional Children to create recalled.
sionate, appea rs an award for accurate and constructive Waiting in the dean’s office were
prominently. This portrayal of people with disabilities. many heavy issues. Prater helped
art became mixed Today, the international Dolly organize a new office to conduct
with her love of Gray Children’s Literature Award campus-wide accreditation of bo o k s w rit ten o r cow rit ten
academics, and soon acknowledges authors, illustrators, and teacher-preparation programs. Her
Developmental Disability in Children’s Literature: Issues and Bibliography (2000)
her office boasted a publishers for authentic portrayal of work often centered around estab-
collection of cross- individuals with developmental dis- lishing standards, processes, and Teaching Strategies for Students with Mild to Moderate Disabilities (2007)
stitched seals of the abilities. Awards have been given bien- fairness. A fan of a strong meeting Teaching About Disabilities Through Children’s Literature (2008)
universities with nially for English-language books since agenda, she shared her favorite for- What Every Teacher Should Know About Making Accommodations and
which she has been 2000 to encourage publication of more mats. She tackled the nationwide Adaptations for Students with Mild to Moderate Disabilities (2009)
associated. literature that includes characters with teacher shortage and worked to get
Working with Families of Children with Special Needs (2011)
Her first academic position was developmental disabilities. good people of diverse backgrounds
at Southern Illinois University at Beautiful new sections were emerg- involved in the McKay School as stu-
A Teacher’s Guide to Communicating with Parents (2011)
“We strive to model the Classroom Bullying Prevention (2013)
Carbondale. After three years, she moved ing in Prater’s pattern, but further shifts dents, faculty, and staff. She oversaw
attributes of Jesus Christ, to the University of Hawai’i at M ānoa. were on the way—including a move from student experiences in China and Teaching Students with High Incidence Disabilities (2017)
the Master Teacher, as Much of her research and publishing Mā noa to Y Mountain. “While I was a other locales. She built unity in the
focused on improving behavior and self- department chair in Hawai’i, I needed McKay School with yearly themes
we prepare professionals
management techniques for children someone to teach a summer course,” and an emphasis on communication.
who educate with an and adolescents with disabilities. She Prater remembered. “I thought of Richard Yet amidst the exacting expectations of this new pattern Monday morning meeting when we all received a picture of
eternal perspective.” also published on better involvement of Young, who had been one of my profes- in her life, Prater still took a bit of time for her own research. Mary Anne in a wedding dress. The email said something like,
parents in the special education process. sors at Utah State. While he was there Her highly productive academic career has included writing or ‘We can talk about this at our meeting if you’d like.’” Surprised
Dean Prater led the envi- She spent 11 years on Oahu, becoming in Hawai’i, he spoke with me about the cowriting eight books and 112 refereed journal articles, to date. colleagues peeked out of offices, and Nichols officially added
a full professor. After achieving that possibility of my coming to BYU. This She has also delivered more than 100 scholarly presentations. that item of business to the agenda.
sioning of the school’s
distinguished rank, Prater’s pattern conversation led to many more conversa- In 2014, Prater began curating an online database of Prater married Bill Doty on September 23, 2017. Celebrating
mission statement with switched again as she began to be pulled tions, and, before I knew it, I was back in children’s books that portray characters with disabilities. It with her favorite color at the reception, the bride wore a purple
the emphasis on Christ, into administrative roles. She served as Utah. The timing was right, given that I is housed in the IRIS Center at Vanderbilt University. “I add sash and the groom had a purple-striped tie. The two-tiered cake
department chair of special education was anxious to return to my family, par- about 50 to 60 books every year. In 2020, however, I had more had dark purple frosting roses and silver beads. Prater became
the Master Teacher.
for four years and as an associate dean ticularly to my aging parents.” time to read, so I submitted 100 books. So I think there are an instant stepmother to five children and step-grandmother to
for two years. about 400 on the list,” she said. This list was accessed more nine (now going on 12).
Stitching BYU Blue than 10,000 times in 2020.
Among many other honors, Prater was selected by BYU’s
It is this new tapestry, now complete with family, that excites
Prater most about the coming years. She is eager to spend more
Weaving Inclusion Leaving the Aloha State, Prater joined the Harold B. Lee Library for the distinction of delivering the time with her family and to serve a mission with her husband.
During her years in Hawai’i, Prater began McKay School’s Counseling Psychology 2014 Alice Louise Reynolds Women-in-Scholarship Lecture Dean Prater will be missed in the McKay School, but those in her
to do more work with children’s literature, and Special Education Department in for her contributions to improving the portrayal of people circle are certain to see a new work of art emerge as she contin-
adding significant color and vibrancy 2001. Once there, she continued with with disabilities. She served as the 2015 national president of ues to joyfully stitch at the cloth of her life.
to the pattern of her life. At a conference intensive research and publishing aca- the Teacher Education Division of the Council for Exceptional
there in 1999, she presented an analysis demic papers and books, many done Children. More than 2,300 members strong, the organization
of the portrayal of intellectual disabilities with McKay School colleagues. She began sets standards and supports the preparation of special educa- Prater once planned to retire in the sum-
in children’s and young adult literature. service as department chair in 2002 and tion teachers across the country. mer of 2020. But willing to lend stability
That started a conversation with Tina continued until 2011. Recently, adding a significant change to her life’s pattern, to the McKay School during the chaos
Taylor, who would later serve as an asso- Prater was asked to serve on the search Prater tied the knot. “The way she announced her engagement of the pandemic, she graciously offered
ciate dean with her in the McKay School, committee to replace outgoing dean was pretty fun,” recalled assistant to the dean Jeanna Nichols. to extend for another year. We send her
and Sharon Cramer of Buffalo State Richard Young. It wasn’t long before the “Everyone in the dean’s office was awaiting her arrival for a off with much gratitude for her service.
14 MCK AY TODAY SPRING 2021 15
TRIBAL VOICES SPEAK
THROUGH ARTS LESSONS
The BYU ARTS Partnership’s Native American Curriculum Initiative
Provides Tribe-Approved Ways to Explore Indigenous Cultures
by stacey kratz Shí naashá
ANONYMOUS—NORTH AMERICA, NAVAJO TWO GREY HILLS RUG, NO DATE, WOOL, 70 X 48 INCHES. BRIGHAM YOUNG UNIVERSIT Y MUSEUM OF ART, GIF T OF THE ESTATE OF HAROLD M. AND MARY V. JOHNSON, 2012
“Shí naashá” expresses the joy of the Diné returning
ne of the most powerful “We don’t consider ourselves the Make Art a Bridge to Dinétah and can be performed by non-Diné. Hey
ideals of the Navajo Nation police; we want to share what we learn so That trust leads to lessons that extend ya hey ney ya marks verse endings and is a vocable—
is hózhǫ́, a way of living in teachers feel confident,” Beyal said. “We beyond their content to show tribal cul- a chanted phrase with no specific meaning.
which one is ordered, in bal- give enough background information ture and values. “We’re working on a
ance, and “walking in beauty.” that, however teachers adapt it, they are lesson on tipis,” Beyal said. “In most class- Shí naashá, shí naashá, shí naashá biké hózhǫ́ lá
The spirit of hózhó also guides the still being true to what the tribe wants.” rooms, kids make a cone out of paper and
I am going, I am going, I am following the path;
Native American Curriculum Initiative of draw their own tipi. That misses out on
the BYU ARTS Partnership. The initiative’s Put in the Work and “Honor the No” teaching students that a tipi took between the way of beauty is around me.
lessons amplify tribal voices and meet The Diné wanted children to learn about 15 to 25 hides and that everyone worked
teachers’ needs for meaningful, cultur- hózhǫ́ and the tribe’s Long Walk, in which on those hides, from acquiring them to hey ya hey ney ya
ally accurate materials. Check them out at the Diné were forcibly removed from tanning, sewing, and decorating.”
education.byu.edu/arts/lessons. their Four Corners homeland, Dinétah, to The initiative’s lesson groups students Ahala ahalágó naashá, ahala ahalágó naashá
“We were propelled into it by teachers a resource-starved reservation hundreds to make tipis together. This collaboration
and their desire to make sure they were of miles to the east. Thousands of Diné—a reflects tribal culture and is a natural part Freedom, I am going in freedom.
being culturally responsible,” said the ini- quarter of all tribal members—died. Four of art making. Freedom, I am going in freedom.
tiative’s coordinator, Brenda Beyal, who years later, tribal leaders Barboncito and Beyal’s team is working with the
is herself Diné, or Navajo. “That’s what Manuelito negotiated the people’s return Nor thwester n Ba nd of Shoshone
Shí naashá, shí naashá, shí naashá biké hózhǫ́
made us decide to go to the tribes.” to Dinétah. Nation, the Paiute Tribe of Utah, the
How to make that story an arts lesson? Navajo Nation, and the Confederated I am going, I am going, I am following the path;
Talk to the Tribes and the Teachers “The wonderful thing about indigenous Tribes of the Goshute Reservation, with
While its partnership with the Utah art is that if you dig beyond the artifact, the Skull Valley Band of the Goshute
the way of beauty is around me.
Division of Arts and Museums is essen- you are able to learn about the culture,” up next. The initiative also offers pro-
tial, the initiative’s foundation is the eight Beyal said. “They allowed us to share the fessional development and a school hey ya hey ney ya
tribal nations of the Ute, Paiute, Goshute, song ‘Shí naashá’ that helps tell the story.” assembly featuring both student-
Shoshone, and Diné. Using the tribe’s ideas, Beyal and her created dances and indigenous dances
“We just ask, what would you like peo- team discuss how best to present a lesson: performed by tribal members.
ple to know?” Beyal said. “We are giving with music? Drama? Visual arts? They Balancing education and culture,
power back and a bit of reconciliation.” write the lessons. Then it’s the tribe’s turn. tribal input and teachers’ needs, as well
Even well-intentioned teachers can “We go through line by line with as history’s wounds and reconciliation’s
make mistakes, she said. For example, them,” Beyal said. What happens if a tribe healing, it is delicate work but, like hózhǫ́
schools have performed the Bear Dance, doesn’t like part of a lesson? It’s out, Beyal itself, well worth the effort.
which should be performed only by Utes. said. No questions asked. “To have a true partnership, both
“We felt it was important to get that “One of our guidelines is that we entities need to be able to glean some-
seal of approval from a tribe that said, ‘We “honor the no.” If a tribe says no, the thing,” Beyal said. “We get content
like this lesson. This is what we want,’” answer is no,” she said. “That is another approved by the tribes that teachers can
she said. The initiative also respects the thing that surprises tribes: ‘Wow! You’re feel confident teaching. For the tribes, I
needs of teachers, many of whom want accepting our no!’ . . . Honoring that hope they feel a sense of reclamation—
to amplify indigenous voices in class but no gives us more yeses than we ever reclaiming that native voice and bring-
aren’t sure how best to do it. thought possible.” ing it into classrooms.”
16 MCK AY TODAYbarbara morgan gardner
Truths Regarding
EFFORT e have a prophet who, perhaps more than any other
prophet recently, has emphasized effort. He not only
talks about effort but absolutely has demonstrated effort
throughout his life. Today I want to talk about a few truths
regarding effort.
efforts require focus
The first truth was spoken by Bonnie H. Cordon, the Church’s
Young Women general president, who in the April 2020 gen-
eral conference told the story of when she was 10 years old
and didn’t want to go feed the chickens while Elder L. Tom
Perry was visiting in her home. But Elder Perry asked if he
could come along:
My dancing light did not help him see the ditch. Without a steady
light to see, he stepped directly in the water and let out a loud
groan. Panicked, I turned to see my new friend remove his soak-
ing wet foot from the ditch and shaking the water from his heavy
leather shoe.
With a soaked and sloshing shoe, Elder Perry helped me feed
the chickens. When we were through, he lovingly instructed,
“Bonnie, I need to see the path. I need the light to shine where I
am walking.”
I was shining my light but not in the way that would help Elder
Illustrated by Perry. Now, knowing that he needed my light to safely navigate
the path, I focused the flashlight just ahead of his steps and we
Tallulah Fontaine were able to return home with confidence.
. . . The Lord’s invitation to let our light so shine is not just
about randomly waving a beam of light and making the world
generally brighter. It is about focusing our light so others may
see the way to Christ.1
SPRING 2021 19It takes great effort to simplify, but
the results are deeper and more
poignant. . . . The simplicity beyond
complexity is worth putting every
effort we possibly can put into it.
No matter the effort we put into our teach-
ing or our learning, if it’s not in the direction
that is going to help someone come unto
Christ, it is not the effort necessary to receive
the Lord’s promises. Efforts require focus.
efforts to simplify
The next truth is that it takes great effort to
simplify, but the results are deeper and more
poignant. I love a talk shared by President
Henry B. Eyring in the late 1990s, in which he
said that he tries to simplify when he speaks
for two reasons: (1) because he wants to make in front of that sculpture and weeping and the effort will understand, and it is Jesus Christ who saved or held nothing back.
sure that he is not misunderstood, and (2) so he saying to the Lord, “I will teach diligently. But I One of the great principles of the Atonement of Jesus Christ is that He gave His all
can be corrected.2 There’s a deep level of learn- have to have Thy grace to attend me.” for every one of us. I know as we go forward, putting forth that effort, that Jesus
ing for us as we simplify in our efforts to teach. His grace has attended me. When I pray, I Christ, through His grace, will help us as we hold nothing back. The Lord really
Oliver Wendell Holmes Jr. said, “The only often say, “I need Thee; please help me to be does love effort, and He has proven Himself to us as the one who gives His all.
simplicity for which I would give a straw is an instrument in Thy hands and please bless I challenge us as we continue to work through these difficult times—try-
that which is on the other side of the complex— me with Thy grace.” I believe that is a prayer ing to balance our situations and trying to be effective in deep learning and in
not that which never has divined it.”3 understand the prophetic priority, that we listen to, that we follow, that we talk being given by teachers all throughout the deep teaching—that we can follow the example of Jesus Christ, that we can give
President Eyring was literally trying to be with, that we learn from, and that we mentor on the path. world. But the Lord does require diligent our all but also recognize that God is there to bring us home. And He will bring
simple; he was putting forth every effort he effort on our part. along those we love in the process. I say these things with that invitation in the
efforts compounded
SCULPTURE PHOTO: BRADLEY SLADE; GARDNER: COURTESY BARBARA MORGAN GARDNER
could to be a simple speaker so that all people As religion professors, we often talk about name of Jesus Christ, amen.
could understand. The simplicity beyond com- In addition, there is the truth that the positive results of our righteous efforts saving souls. But the topic of our teaching is not
Barbara Morgan Gardner, BA ’99, MEd ’02, is a lifelong educator
plexity is worth putting every effort we pos- are compounded by the Lord. One scripture I love is Doctrine and Covenants what matters most. Instead, what matters most
who holds a PhD from Utah State University with postdoctoral
sibly can put into it. 76:69: “These are they who are just men made perfect through Jesus the media- is the individual sitting before us. All of us are
work at Harvard University. She has gained a different view-
tor of the new covenant, who wrought out this perfect atonement through the in the occupation of saving souls. All of us are in point on the impact of teachers after she and her husband
efforts perceived shedding of his own blood.” We are perfected through Jesus Christ. None of us the occupation of being a light to other people. adopted two children.
Worthwhile effort is often only perceptible to goes from grace to grace on our own. All of us depend on the Savior. None of us All of us are in an occupation that requires us to This is a condensed version of an address given at the
those who have put forth similar effort. This is able to become what we want to become in teaching, in life, as parents, or as simplify and focus on the things that are most 2020 BYU LDS Educators Society Conference. Listen to the full
is true for any topic, whether it be calculus, siblings—anything we set our mind to—except with the compounding bless- important. All of us must understand that when speech on our new BYU Latter-day Saint Educator’s Society
home economics, or whatever the work is. ings of Jesus Christ. we put forth the effort, those who also put forth Seek Learning podcast, found in most podcast platforms.
People who put forth significant effort rec- When I was a BYU student, I was trying to decide what I wanted to be. I kept
ognize somebody else who has put forth that feeling that I wanted to be a religion instructor, and it kept hitting me and hit-
effort. As we are teachers, and especially as ting me, but I thought that women couldn’t teach religion full-time. I also didn’t Notes
we are trying to become more like our Savior recognize that I had the ability to do so. But the feeling got stronger and stron- 1. Bonnie H. Cordon, “That They May See,” Ensign, May 2020.
as teachers, it is critical that we understand ger. One day I walked to the Joseph Smith Building after praying about what I 2. See Henry B. Eyring, “Feed My Lambs,” Ensign, November 1997.
3. Oliver Wendell Holmes Jr., letter to Lady Pollock, 24 October 1902, in Holmes-Pollock Letters: The Correspondence of Mr. Justice Holmes and Sir Frederick Pollock, 1874–1932, ed. Mark
that we do not need to listen to naysayers. It is should do. In the relief sculpture on the north side of the building is this scrip- DeWolfe Howe (Cambridge, Massachusetts: Harvard University Press, 1942), 109.
those who have put forth the effort, those who ture: “Teach ye diligently and my grace shall attend you.”4 I remember standing 4. D&C 88:78.
20 MCK AY TODAY SPRING 2021 21Alumni Happenings kids are amazing! They understand that
things are different right now, but they
like a natural extension of his work as
a teacher. “You are part of these great
McKay Today helps connect you to your former classmates and teachers.
are doing such a great job adjusting to programs and systems that are going
ALUMNI HAPPENINGS
ALUMNI HAPPENINGS
this new normal and different way of to benefit people and families and
learning. They pitch in and are happy and then the greater community,” he said.
willing to help keep our room clean and “That’s what motivates me to do it.”
each other healthy.” Being flexible in les- People—both the children he serves
son plans and in life helped her become and his fellow educators—make the
the teacher and mother she is today. difference for Monroe, and his con-
nections with fellow McKay School
COURTESY SHERI HINCKLEY
“The Pandemic part of that environment” by serving as her advice on education. Multiple par-
Fueling the Fire graduates are particularly important.
Monroe helped establish the McKay
Made Me a substitute teacher.
Since starting home school, Killing-
ents have asked, “What are some of the
things you’re doing?” or “Tell me how
of Learning School alumni chapter in the greater
Phoenix metropolitan area a few years
Homeschool” beck said she has come to understand you’re breaking down your day.” She The spirit of the Y has carried cort ago. “Whether you’re talking about
its benefits. For one, there is much less often shares the schedule she created monroe, ’99, far. As a McKay School singing in the tunnel, LaVell’s Vanilla
gretchen killingbeck, ’02, had “downtime” waiting for everyone to be for her children as well as the online elementa r y educat ion g radu ate, ice cream, being a freshman in the
always said she would “never home- on the same level of understanding or resources she uses. “I still have big, huge the crickets that often make their way Monroe has had the opportunity to dorms, or the ‘rabbit hutches’ or what-
school in a million years” because she even to open books to the right page. Rubbermaid tubs in our basement of all into the building. “When our students work as a bilingual teaching aide, a ever,” Monroe said, “whenever you
has always seen the many advantages Plus, homeschooling provides enhanced my teaching resources, so I lent out a really take an interest in something, teacher, a high school coach, a student meet someone who went to the Y . . . ,
a classroom environment can provide opportunities to tailor children’s lessons few things,” Killingbeck added. She has we try to delve into that subject a bit. counci l direc tor, that is always an
children. Her children are in Williamson and learning to their personal interests. also taken advantage of learning oppor- Maybe we learn how crickets chirp an assistant prin- extra bonus.”
County School District in tunities and landmarks nearby during instead of completing an activity listed cipal, a principal, Monroe is
Tennessee—a district that weekly field trips. in my lesson plans. And that’s just and an assistant “opt i m ist ic t h at
is known for high-quality While her experience with home- great,” Hinckley said. superintendent. On education will go
education. However, with the schooling has been helpful and eye- After graduation, she taught first January 1, 2021, he f o r w a r d ,” e v e n
uncertainty surrounding pub- opening, Killingbeck’s children plan grade in Pleasant Grove, Utah, for five began a new posi- despite a year of
lic education during the pan- on returning to in-person schooling. years. Once her husband had finished tion as the super- challenges. With a
demic, Killingbeck decided to “This semester has been a really good his degree at BYU, the Hinckleys moved intendent of the desire to help chil-
homeschool her two children experience for me, learning how to to Columbus, Indiana, where she took a Cave Creek School dren gain “wings
for the fall 2020 term. homeschool and realizing that I can do break to stay at home with her children. District in Arizona. to fly,” Monroe will
Luckily, she has had plenty it if I need to,” Killingbeck said. “And Her prior experience teaching first grade Monroe’s desire push Cave Creek
of experience. While complet- being able to kind of dust off some of helped her as she raised her own chil- to teach and work School District into
ing her bachelor’s degree in those teaching resources . . , [I’m] just dren. “Just like teachers need to get to with children was the f uture w ith
elementary education from extremely grateful that I had that back- know their students and identify how first inspired by his f lex ibi lit y and
the McKay School, Killingbeck ground in the first place.” best to teach each one, I have found the missionary service vision. Amid the
COURTESY CORT MONROE
student-taught at Provo’s same to be true with my own children. in Argentina. After pandemic, the dis-
Franklin Elementary School. What works best with one doesn’t usu- retu r n ing home, trict has worked to
Squirrels and
COURTESY GRETCHEN KILLINGBECK
She and her husband, Seth, ally work best with the others,” she said. Mon roe rea l ized provide options for
then moved to Atlanta, where
she taught a second-grade
Crickets Build Hinckley is now in her 18th year
teaching preschool. She teaches a pre-K
that he wanted to
do something that would inf luence
all students, both
at home and in person. Monroe firmly
inclusion class—made up of Flexibility class four mornings a week and a super- people for good, and studying at BYU believes that the pandemic has pro-
students in special educa- science class one morning a week at First helped build that foundation. vided an opportunity for the system to
tion and students in general sheri hinckley, ’87, earned her ele- Presbyterian Preschool. After teaching for a few years, evolve into a better “normal” for stu-
education—for three years mentary education degree at the McKay Flexibility helps now with some Monroe pursued a master’s degree at dents coming out on the other end.
while her husband attended School. Obtaining that degree taught children learning from home. Class sizes Arizona State University and later an With new possibilities on the hori-
law school. When they moved to their Of course Killingbeck was not alone her to be flexible in lesson plans, a skill are smaller, allowing the children to EdD at Northern Arizona University. zon and a determination to give all he
current home in Franklin, Tennessee, in embarking on a homeschooling jour- she still uses. Her students have taken socially distance where and when they This allowed him to pursue work as has, Monroe is confident that “there
she taught first grade for three years. No ney this year. Friends in the Williamson an interest in the squirrels that play in can. In addition to handwashing breaks, a principal and later as an assistant are better days ahead” for his school
longer working full-time, she “stays a community now frequently request the oak trees on the playground and Hinckley sanitizes the toys. She said, “The superintendent—a choice that felt district and for the state of Arizona.
22 MCK AY TODAY SPRING 2021 23You can also read
