Teacher Renewal and Well-Being

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The proposed Curated Collection brings together resources, practices, and perspectives that highlight the intersections of teacher renewal, well-being, and creative pedagogy. At its core, the collection emphasizes the importance of sustaining educators through reflective, contemplative, and arts-based approaches that nurture both professional growth and personal vitality. The collection offers various ways to explore how mindfulness, creativity, and self-care can be integrated into a teacher's personal and professional life, drawing from scholarship, classroom experiences, and personal practices. Each resource is selected to demonstrate practical strategies and research-based insights, encouraging educators to engage in renewal not as an isolated act but as an ongoing cycle of reflection, balance, and inspiration. By weaving together theory and practice, the Curated Collection aims to support teachers in fostering resilience, deepening their pedagogical presence, and ultimately enhancing their well-being and that of their students.

  • Mindfulness Exercises for the School Day: Prioritizing Self-Care
    Contains 2 Component(s), Includes Credits

    [January 13, 2021] Learn about mindfulness—what it is, why it works, and how to incorporate easy exercises into the school day. Gain accessible information into the science behind mindfulness as well as how it can help with self-regulation for our students and, most importantly, ourselves.

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    Mindfulness Exercises for the School Day: Prioritizing Self-Care
    Wednesday, January 13, 2021 | 7-8pm ET  
    FREE for NAEA Members; $49 for non-members

    Learn about mindfulness—what it is, why it works, and how to incorporate easy exercises into the school day. Gain accessible information into the science behind mindfulness as well as how it can help with self-regulation for our students and, most importantly, ourselves.  

    Kara Foster-Lee

    Kara Foster-Lee, MAT; Program Coordinator, USC Upstate Child Protection Training Center

    Kara Foster-Lee is a veteran early childhood educator who currently serves as the program coordinator for the Child Protection Training Center at USC Upstate in Spartanburg, South Carolina. Foster-Lee has incorporated mindfulness into her classroom for several years and completed the certification program offered through Mindful Schools. She has facilitated a number of trainings across the state of South Carolina related to trauma-informed and mindfulness practices, as well as the importance of self-care and how to create a positive classroom environment. Foster-Lee enjoys reading, yoga, and spending time with her dog Weezy. She looks forward to the day that heart smarts are as treasured as brain smarts.

    Upon completion of this NAEA webinar, you may earn 1 hour of professional development credit as designated by NAEA. Once the webinar is completed, you may view/print a Certification of Participation under the "Contents" tab. You may also print a transcript of all webinars attended under the "Dashboard" link in the right sidebar section of the page.  

    Clock hours provided upon completion of any NAEA professional learning program are granted for participation in an organized professional learning experience under responsible sponsorship, capable direction and qualified instruction, and can be used toward continuing education credit in most states. It is the responsibility of the participant to verify acceptance by professional governing authorities in their area.

  • SEL Practices: Self-Care for Your Students and YOU
    Contains 2 Component(s), Includes Credits

    [January 5, 2022] Social–emotional learning provides a foundation for safe, positive learning and enhances students’ ability to succeed in school, careers, and life. Join Melissa Hronkin in this insightful webinar to learn mindful breathing, chair yoga, and other techniques that you can share with students and colleagues to help foster a culture of self-care in and out of the art room.

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     SEL Practices: Self-Care for Your Students and YOU
    Wednesday, January 5, 2022  
    FREE for NAEA members; $49 for nonmembers      

    Social–emotional learning provides a foundation for safe, positive learning and enhances students’ ability to succeed in school, careers, and life. Join Melissa Hronkin in this insightful webinar to learn mindful breathing, chair yoga, and other techniques that you can share with students and colleagues to help foster a culture of self-care in and out of the art room.

    Melissa Hronkin

    Art Educator Houghton Elementary School, Yoga Instructor and Wellness Advocate
    Houghton, Michigan

    Melissa Hronkin is an elementary art educator in the Upper Peninsula of Michigan. She earned her 200-hour yoga teacher and mindfulness training certification from Breathe for Change, which focuses on teacher well-being and methods of implementing these tools in the classroom. She has continued to study through Mindful Schools and has worked to create a culture of teacher self-care at her school with colleagues. Hronkin holds a BFA from the University of Alaska Anchorage, an MFA from Minneapolis College of Art and Design, and an MA in art education from The Ohio State University.

    Upon completion of this NAEA webinar, you may earn 1 hour of professional development credit as designated by NAEA. Once the webinar is completed, you may view/print a Certification of Participation under the "Contents" tab. You may also print a transcript of all webinars attended under the "Dashboard" link in the right sidebar section of the page.  

    Clock hours provided upon completion of any NAEA professional learning program are granted for participation in an organized professional learning experience under responsible sponsorship, capable direction and qualified instruction, and can be used toward continuing education credit in most states. It is the responsibility of the participant to verify acceptance by professional governing authorities in their area.

  • NAEA Need to Know Webcast: Fostering Resilience During Turbulent Times Through Educator Self-Care
    Contains 1 Component(s)

    When traveling on airplanes, adults are asked to secure their own oxygen masks before assisting children. This directive can also apply to art educators, who often find themselves challenged by the variety of challenges our learners encounter and bring with them to the classroom. Research indicates that educators should develop social–emotional competencies, be able to manage their stress and regulate their emotions, and strive to develop resilience. It is imperative that educators recognize their need for self-care, are equipped with an understanding of what self-care is, and know what they can do to develop this practice. Self-care for busy educators is not a selfish use of one’s time. In fact, by tending to our own self-care needs, we are better able to support our learners. This session, organized by the NAEA Research Commission’s Professional Learning Through Research Working Group, explores how self-care can contribute to our profes- sional success.

    NAEA Need to Know Webcast: Fostering Resilience During Turbulent Times Through Educator Self-Care
    January 20, 2020
    Cost: FREE

    Presenter: Trina D. Harlow, Kansas State University; Lisa Kay, Temple University; Donalyn Heise, University of Texas at Austin

    When traveling on airplanes, adults are asked to secure their own oxygen masks before assisting children. This directive can also apply to art educators, who often find themselves challenged by the variety of challenges our learners encounter and bring with them to the classroom. Research indicates that educators should develop social–emotional competencies, be able to manage their stress and regulate their emotions, and strive to develop resilience. It is imperative that educators recognize their need for self-care, are equipped with an understanding of what self-care is, and know what they can do to develop this practice. Self-care for busy educators is not a selfish use of one’s time. In fact, by tending to our own self-care needs, we are better able to support our learners. This session, organized by the NAEA Research Commission’s Professional Learning Through Research Working Group, explores how self-care can contribute to our profes-
    sional success.

    Please note that participation in this webcast does not include NAEA professional development credit. 

  • Self-Care for Educators: Exploring Multimodal Artmaking for Resilience While Finding Purpose and Cultivating Well-Being
    Contains 3 Component(s), Includes Credits

    Educators, as helping professionals, often encounter the psychological and physiological effects of burnout and other secondary stressors. We invite you to invest in your personal and professional self-care at this webinar! Join us as we examine artmaking as an explorative source for resilience and self-care. In this webinar, we will use a multimodal approach and engage with prompts designed for reflecting on lived experiences and addressing a myriad of associated challenges. We will also delve into the Japanese concept of ikigai; uncover new ways of determining self-purpose; and discuss how to integrate mindfulness into daily routines—all cultivating calm awareness and intentionality.


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    Self-Care for Educators: Exploring Multimodal Artmaking for Resilience While Finding Purpose and Cultivating Well-Being
    Wednesday, August 6, 2025
    FREE for NAEA members; $49 for nonmembers

    Educators, as helping professionals, often encounter the psychological and physiological effects of burnout and other secondary stressors. We invite you to invest in your personal and professional self-care at this webinar! Join us as we examine artmaking as an explorative source for resilience and self-care. In this webinar, we will use a multimodal approach and engage with prompts designed for reflecting on lived experiences and addressing a myriad of associated challenges. We will also delve into the Japanese concept of ikigai; uncover new ways of determining self-purpose; and discuss how to integrate mindfulness into daily routines—all cultivating calm awareness and intentionality. 

    Stephen Newbold, Jr.

    Digital Arts and Design Teacher

    Stephen C. Newbold, Jr. is a Miami, Florida, native, artist, educator, and art leader based in Washington, DC. As a three-time alumni of the College of Fine Arts at Florida State University, he has earned two BA degrees, one in Art History and one in Political Science; a Master of Science degree in Art Education; and a PhD degree in Art Education. He desires to motivate and move people through art for social justice.

    Lark Keeler

    Artist and Educator, Saint Andrew’s School and NSU Art Museum

    Lark Keeler is an artist and educator, connecting mind, body, and spirit over the past 24 years through experiences for learners of all ages and abilities. Lark was awarded the Florida Outstanding Art Educator of the Year in 2024, Elementary Art Educator of the Year in 2022, and Museum Educator of the Year in 2010. She has participated in the National Guild for Community Arts Education Leadership Institute and the NAEA School for Art Leaders. Lark has received certifications in mindfulness fundamentals and art therapy. She is currently chair of the Caucus on the Spiritual in Art Education, an NAEA Interest Group.

    Upon completion of this NAEA webinar, you may earn 1 hour of professional development credit as designated by NAEA. Once the webinar is completed, you may view/print a Certification of Participation under the "Contents" tab. You may also print a transcript of all webinars attended under the "Dashboard" link in the right sidebar section of the page.  

    Clock hours provided upon completion of any NAEA professional learning program are granted for participation in an organized professional learning experience under responsible sponsorship, capable direction and qualified instruction, and can be used toward continuing education credit in most states. It is the responsibility of the participant to verify acceptance by professional governing authorities in their area.

  • NAEA Town Hall: Art Education and Social Emotional Learning: Taking Care of Our Learners and Ourselves
    Contains 1 Component(s)

    Social Emotional Learning (SEL) has always been a critical component of learning and is often times an elegant fit in the art room and studio. In this conversation, our expert guests will discuss and share various SEL strategies to support learners, including trauma-informed education, as well as share ideas for teacher self-care at this uniquely taxing moment in time. Gain national, district, and classroom perspectives, solutions, and support.

    NAEA Town Hall: Art Education and Social Emotional Learning: Taking Care of Our Learners and Ourselves
    November 17, 2020
    Cost: FREE!

    Presenters: 

    Karen Van Ausdal, Senior Director of Practice, Collaborative for Academic, Social, and Emotional Learning (CASEL), Chicago, IL

    Lindsey D. Vance, Art Therapist, Fine Artist, Educator, and Consultant

    Zerric Clinton, PhD, Art Educator, Dutchtown High School, Hampton, GA

    Alexandra Burnside, Elementary Art Teacher, Carthage R-9 School District, Carthage, MO

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    Social Emotional Learning (SEL) has always been a critical component of learning and is often times an elegant fit in the art room and studio. In this conversation, our expert guests will discuss and share various SEL strategies to support learners, including trauma-informed education, as well as share ideas for teacher self-care at this uniquely taxing moment in time. Gain national, district, and classroom perspectives, solutions, and support.

    Please note that participation in this Town Hall does not include NAEA professional development credit. 

  • Art Educators as Artists
    Contains 2 Component(s), Includes Credits

    Is it possible to maintain a sense of balance between the creative roles of teacher and artist? Do you face an ongoing struggle with living what seems like two separate lives? Join in this webinar to explore some of the challenges many art teachers have in finding time, energy, and space to make their own work and discover successful strategies that can be employed to help maintain harmony and success within each of these worlds. Be ready to share your challenges and the approaches that have helped you with your personal art practice as we delve into how it is possible to establish a relationship between teaching and creating art by understanding how these two worlds can inspire and inform one another.

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    Art Educators as Artists
    Wednesday, May 15, 2019 | 7-8 pm ET
    FREE for NAEA Members; $49 for non-members

    Is it possible to maintain a sense of balance between the creative roles of teacher and artist? Do you face an ongoing struggle with living what seems like two separate lives? Join in this webinar to explore some of the challenges many art teachers have in finding time, energy, and space to make their own work and discover successful strategies that can be employed to help maintain harmony and success within each of these worlds. Be ready to share your challenges and the approaches that have helped you with your personal art practice as we delve into how it is possible to establish a relationship between teaching and creating art by understanding how these two worlds can inspire and inform one another.

    James Rees, MFA

    James Rees, while always maintaining his studio practice, has taught art for over 24 years at the college and high school levels. He has received awards from the National Art Education Association and the Marie Walsh Sharpe Art Foundation, as well as several residencies and fellowships throughout the United States. He is an Art 21 Educator and has worked as a mentor teacher for School of the Arts Institute of the Teacher Institute at the Museum of Contemporary Art Chicago. As an artist, he currently exhibits regionally and nationally.

    Upon completion of this NAEA webinar, you may earn 1 hour of professional development credit as designated by NAEA. Once the webinar is completed, you may view/print a Certification of Participation under the "Contents" tab. You may also print a transcript of all webinars attended under the "Dashboard" link in the right sidebar section of the page.  

    Clock hours provided upon completion of any NAEA professional learning program are granted for participation in an organized professional learning experience under responsible sponsorship, capable direction and qualified instruction, and can be used toward continuing education credit in most states. It is the responsibility of the participant to verify acceptance by professional governing authorities in their area.

  • Drawing a Line From Your Life to Your Art: Get creative and collaborative with 31 Nights and tet[R]ad: Draw & Play!
    Contains 2 Component(s), Includes Credits

    "Making it" as an artist or simply making our own art is something many of us want to do. And, in our field, we most likely want to do this while simultaneously having a meaningful career as an art educator. Did you know that you already hold the key to making this happen? It's your story! Learn innovative approaches to help you tell your story through your own work as an artist while embarking on some truly magical and collaborative projects with your students.

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    Drawing a Line From Your Life to Your Art: Get creative and collaborative with 31 Nights and tet[R]ad: Draw & Play!
    Tuesday, June 6, 2017 | 7-8 pm ET
    FREE for NAEA Members; $49 for non-members

    "Making it" as an artist or simply making our own art is something many of us want to do. And, in our field, we most likely want to do this while simultaneously having a meaningful career as an art educator. Did you know that you already hold the key to making this happen? It's your story!
    Learn innovative approaches to help you tell your story through your own work as an artist while embarking on some truly magical and collaborative projects with your students.

    This webinar begins with an introduction to Michael Bell's worldwide movement called 31 Nights. This project will not only ignite passion in you and your students, but it can literally unlock the doors to your own artmaking process. Find your signature style and authentic voice in your artwork and your teaching.

    Additionally, you'll explore another global project, tet[R]ad: Draw & Play. This international artmaking exchange project is envisioned and developed by longtime makers of creative mischief and innovative mayhem, David R. Modler and Samuel H. Peck. The ultimate goal of this ongoing project is to foster Personal Learning Networks through one-to-one visual journal/diary collaborations. tet[R]ad includes teachers, students, and artists, as well as others from the broader community. Participants openly and playfully share their drawings, writings, collages, opinions, and experiences as they make connections through collaboration and dialogue with artistic accomplices.

    Become part of the cultivation of these creative communities while fostering your own creativity as an artist and educator—making global connections in the process! All are welcome!


    Michael Bell

    Artist and Educator

    Michael Bell is an artist and educator who has played a vital role in pioneering the Visual Journaling movement by giving related TED talks, workshops, and keynotes across the country. He has been nationally recognized with honors that include the Los Angeles Good Shepherd Domestic Violence Shelter Community Service Award, the College Board's William U. Harris Award of Excellence, the National Art Honor Society Outstanding Sponsor Award, and the Washington Post Agnes Meyer Outstanding Teacher Award. Bell is also a seven-time NAEA National Rising Star award-winning Art Educator (2010–2016) and a three-time Scholastic Art National Medalist Educator (2014–2016). Bell is also a working artist, father, boxing enthusiast, and anti-bullying and autism activist.

    Samuel H. Peck

    Artist, Researcher, and Art Educator

    Samuel H. Peck is an artist, researcher, and art educator originally from Providence, Rhode Island with over ten years of art teaching experience at the K-12 and university levels. He earned his Bachelor of Fine Arts from the University of Rhode Island and his Master of Studio Art in Printmaking and Drawing from the University of North Carolina at Greensboro. Peck is an internationally recognized expert in the field of visual journals, having spoken, presented, and exhibited at state, national, and international institutions and conferences. The subject matter of Peck’s visual journal, drawing, and printmaking practice occupies and explores the conceptual, expressive, and contextual concerns of his workshops, lectures, and presentations. Peck currently works at Southern High School in Harwood, Maryland as a resident artist, art educator, and researcher. Starting in fall 2017, he will begin work as a candidate for a Ph.D. in Art Education from the Department of Curriculum and Instruction at the University of Minnesota.

    Upon completion of this NAEA webinar, you may earn 1 hour of professional development credit as designated by NAEA. Once the webinar is completed, you may view/print a Certification of Participation under the "Content" tab. You may also print a transcript of all webinars attended under the "Dashboard" link in the right sidebar section of the page.

    Clock hours provided upon completion of any NAEA professional learning institute are granted for participation in an organized professional learning experience under responsible sponsorship, capable direction and qualified instruction, and can be used toward continuing education credit in most states. It is the responsibility of the participant to verify acceptance by professional governing authorities in their area.

  • NAEA Need to Know Webcast: Explorations of How Research Impacts Artistic and Educational Practice
    Contains 1 Component(s)

    Join us for an evening exploring how research impacts educational and artistic practice. Presenters from a range of diverse contexts will share inquiries that explore the multitude of ways educators, leaders, and artists embrace their role as researchers. Drawing from the themes of the 2022 Research Preconvention, presenters will discuss Research to Practice; Creative Practice as Research; Equity, Diversity, and Inclusion; and Building Research Networks in Art Education. The overall theme of this year’s Research Preconvention, What’s Your Why? Art Education Research as a Common Enterprise, stemmed from the Research Commission’s mission to cultivate a culture and community of inquiry making research meaningful and accessible to all. Find out more about how research lives differently in different places. Indeed, from schools, higher education institutions, museums, and community-based settings to online contexts, research in art education is a map with many destinations. Come connect, collaborate, and build research networks with people who share your questions.

    NAEA Need to Know Webcast: Explorations of How Research Impacts Artistic and Educational Practice
    February 24, 2022
    Cost: FREE

    Presenters: Phaedra Michelle Byrd, Cala Coats, Nicole Cromartie, Alexa Kulinski, Patricia Phillips, Bailey H. Placzek, Shagun Singha

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    Join us for an evening exploring how research impacts educational and artistic practice. Presenters from a range of diverse contexts will share inquiries that explore the multitude of ways educators, leaders, and artists embrace their role as researchers. Drawing from the themes of the 2022 Research Preconvention, presenters will discuss Research to Practice; Creative Practice as Research; Equity, Diversity, and Inclusion; and Building Research Networks in Art Education. The overall theme of this year’s Research Preconvention, What’s Your Why? Art Education Research as a Common Enterprise, stemmed from the Research Commission’s mission to cultivate a culture and community of inquiry making research meaningful and accessible to all. Find out more about how research lives differently in different places. Indeed, from schools, higher education institutions, museums, and community-based settings to online contexts, research in art education is a map with many destinations. Come connect, collaborate, and build research networks with people who share your questions.

    Please note that participation in this webcast does not include NAEA professional development credit. 

  • NAEA Need to Know Webcast: Visual Journaling in a Self-Study: Exploring Intersectional Issues of Professional Practice
    Contains 1 Component(s)

    Self-study is a methodology for self-inquiry used by practitioner–researchers across many disciplines. It is guided by questions focused on professional practice issues with the aims of self-awareness, professional growth, and professional goal setting. Within a self-study, a visual journal can document the processes of professional inquiry and serve as a rich source for arts-based data that can be interpreted for themes, insights, and new questions about professional practice. Drawing upon the text, Becoming a Visually Reflective Practitioner: An Integrated Self-Study Model for Professional Practice (Sheri R. Klein and Kathy Marzilli Miraglia, 2021, Intellect), the presenter–researcher will discuss arts-based self-study as a useful research methodology for art educators to explore issues related to professional practice. The purposes of and considerations for a visual journal will be outlined using examples from the presenter/researcher’s self-study journal.

    NAEA Need to Know Webcast: Visual Journaling in a Self-Study: Exploring Intersectional Issues of Professional Practice
    January 27, 2022
    Cost: FREE

    Presenters: 

    Sheri R. Klein
    Interdisciplinary Artist, Educator, and Scholar
    Founder & Creative Director, Braided Streams LLC

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    Self-study is a methodology for self-inquiry used by practitioner–researchers across many disciplines. It is guided by questions focused on professional practice issues with the aims of self-awareness, professional growth, and professional goal setting. Within a self-study, a visual journal can document the processes of professional inquiry and serve as a rich source for arts-based data that can be interpreted for themes, insights, and new questions about professional practice. Drawing upon the text, Becoming a Visually Reflective Practitioner: An Integrated Self-Study Model for Professional Practice (Sheri R. Klein and Kathy Marzilli Miraglia, 2021, Intellect), the presenter–researcher will discuss arts-based self-study as a useful research methodology for art educators to explore issues related to professional practice. The purposes of and considerations for a visual journal will be outlined using examples from the presenter/researcher’s self-study journal.

    Participants will learn:
    • ways to explore areas of professional practice using prompts and questions to guide inquiry
    • various methods and processes for the interpretation of written and visual journal data, and
    • how to use outcomes of self-study to further guide professional practice.

    To conclude, the presenter–researcher will share some of the “lessons learned” and the benefits and challenges of visual journaling in a self-study. This webinar is designed for visual arts practitioners (art teachers, graduate students, university faculty, independent artists, activists, arts administrators, and/or museum educators) at any level of practice who are interested in reflective practice, professional development, self-study as a research methodology, and/or using arts-based methods within their research.

    Please note that participation in this webcast does not include NAEA professional development credit. 

  • NAEA Open Studio Conversation: Action Research for Resiliency; A Panel Discussion With Members of the Research Commission and Connected Arts Networks Teacher Leaders
    Contains 2 Component(s)

    [February 20, 2025] Join members of the NAEA Research Commission for an engaging and insightful discussion as they dive into the groundbreaking work of three Connected Arts Networks (CAN) Teacher Leaders. Discover how their Action Research initiatives are transforming professional learning, enhancing classroom instruction, and fostering stronger communication with campus administrators. Don’t miss this opportunity to explore innovative strategies that are making a difference for art education.

    NAEA Open Studio: Action Research for Resiliency; A Panel Discussion with Members of the Research Commission and Connected Arts Networks Teacher Leaders 
    Thursday, February 20, 2025 
    Cost: FREE!

    Join members of the NAEA Research Commission for an engaging and insightful discussion as they dive into the groundbreaking work of three Connected Arts Networks (CAN) Teacher Leaders. Discover how their Action Research initiatives are transforming professional learning, enhancing classroom instruction, and fostering stronger communication with campus administrators. Don’t miss this opportunity to explore innovative strategies that are making a difference for art education. 

    Please note that participation in this live event or recording does not include NAEA professional learning credit. 

    Aaron Knochel

    NAEA Research Commission Chair 

    Aaron D. Knochel has worked in schools, museums, and community arts programs, both domestically and internationally. Currently, Knochel is an associate professor of art education and affiliated faculty at the Arts & Design Research Incubator (ADRI). 

    Knochel is a mixed-methods researcher, curriculum theorist, and artist with interests in transdisciplinary learning, critical social theory, and media arts. His research includes community-based media production, digital visual culture in K–12 art classrooms, and learning in maker cultures. Current funded projects explore generative AI and interdisciplinary intersections on health, care, and creative practice. His published works include articles in Studies in Art Education, Visual Arts Research, and The International Journal of Education through Art. He co-edited Global Media Arts: Mapping Global Perspectives in Media Arts in Education (Palgrave, 2023) and Critical Digital Making in Art Education (Peter Lang, 2020). 

    Connie Stewart

    NAEA Research Commissioner 

    Connie Stewart is a professor emeritus in art education from the University of Northern Colorado. While teaching Current Issues in Art courses and working with UNC’s graduate program, Stewart’s research activities include critical art theory applied to art education, and utilizing contemporary art in the classroom. She is the author of Teaching Contemporary with Young People: Themes in Art for K–12 Classrooms (2021) with Julia Marshall and Anne and Cultivating Critical Conversations in Art Education: Honoring Student Voice, Identity, and Agency (2024) with Lisa Hochtritt, Eli Burke, and Toya Northington both published by Teachers College Press. Stewart holds a BA in Elementary Education (UNC 74), an MA in Visual Arts with an emphasis in Drawing (UNC 94) and a PhD in Educational Leadership/Aesthetic Education (TU&I 05.) 

    Jennifer Fox

    NAEA Research Commission Working Group Member

    As a professional arts educator for 33 years and a lover of photography all her life, Jennifer Fox holds a BA in Studio Art, a BFA in Art Education, and an MEd in Art Education. She has taught K–12 Visual Art, Gifted and Talented, AP Studio Art, AP Art History, and High School Drama. She has served as a visual arts instructor, drama instructor, yearbook advisor, department head, assistant band director, museum instructor, new teacher evaluator, and district lead high school art teacher. After retiring from the SC public school system in 2020, she served as an adjunct instructor and clinical supervisor for art education field experiences on the collegiate level, SCAEA board representative for secondary and preservice, and NAEA PLR committee member-at-large. As such, she facilitated state and national conference presentations. In 2022, she was the recipient of SCAEA’s Dr. Deborah Smith Hoffman Mentor-of-the-Year Award. Having taught visual arts on every level, her students' work has won awards on local, state, and national levels. As a fine arts photographer, her work has been featured in various venues and held in private collections. 

    Janine Campbell

    CAN Teacher Leader

    Since graduating from the University of Michigan–Flint in 2004 with a Bachelor’s of Science in Art Education, Janine Campbell has been engaging students with innovative practices in the classroom. Her students' work has been featured in Davis Publications' Media Arts book, SchoolArts magazine and the MACUL Journal. She has been a featured session speaker for the Association of Middle Level Educators Annual Conference, a Cultivating a Calling keynote for ECET2, a keynote presenter for the Art Education Association of Indiana Conference, the Ohio Art Education Association Conference, as well as presenter for the National Art Education Conference, Illinois Art Education Association Conference, Florida League of Middle Schools, Michigan Art Education Association Annual Conference, the Michigan Association of Computer Users in Learning, and local educational institutions. Her classroom has won local and national recognition in the Scholastic Art and Writing Awards. She was named a PBS Learning Media Digital Innovator in 2014, Michigan Art Education Association Middle Level Educator of the Year in 2015, National Art Education Association Western Region Middle Level Educator of the Year in 2015, and received the MACUL Innovative Teacher of the Year Award in 2020. In addition to the work with students in her classroom, Janine is currently serving as a National Art Education Association Connected Arts Network Professional Learning Community Leader. You can follow her work on @campbellartsoup and find resources at www.bcwmsart.weebly.com. 

    Frank Juárez

    CAN Teacher Leader 

    Frank Juárez is an award-winning art educator, artist, publisher, former gallery director, and business of art coach who lives and works in Sheboygan, Wisconsin. Juárez brings over two decades of art education and arts management experience, organizing local and regional art exhibitions and community art events. He presents on art education at the local and national levels. He is the National Art Education Foundation Chair-Elect, Bergstrom-Mahler Museum of Glass Board of Directors, and Connected Arts Network (CAN) National Teacher Leader. Through his professional work, he supports artists through grant programs and leads professional development workshops for artists. This has placed him at the forefront of promoting Wisconsin artists, networking, and attracting regional and national artists to collaborate and exhibit in Wisconsin. 

    Leslie Grace

    CAN Teacher Leader

    As a dedicated visual arts educator since 2004, Leslie Grace has been fostering creativity and engagement in students throughout her career. She has been teaching at Nebinger Elementary School in Philadelphia since 2014, where she continues to inspire young artists. Grace is also the Elementary Division Chair-Elect for the National Art Education Association (NAEA), and she will assume her the role at the 2025 NAEA Convention. Since 2022, she has been a Connected Arts Network (CAN) Teacher Leader, and she is a 2019 graducate of NAEA’s School for Art Leaders. Grace is committed to advancing arts education leadership and innovation, and in addition to her teaching, she has held influential roles within the arts education community. She has served as President of the Pennsylvania Art Education Association from 2020–2022 and in 2014 she founded the Philadelphia Art Teachers Alliance, a professional network dedicated to supporting and connecting art educators across the city. To help shape the preparation of future educators, Grace also serves on the Moore College of Art and Design Advisory Board for their art education program.