CALSA's Summer Institute 2026

Start your SI2026 experience by visiting the Registration and Member Services desk! Our CALSA team will be available to welcome attendees, assist with check-in, and answer any questions about sessions, schedules, or membership benefits. It’s the perfect time to connect with the CALSA familia, update your membership information, and prepare for an inspiring conference ahead.

Join us as SI2026 kicks off with a light morning welcome featuring coffee, tea, and connection.

Take advantage of this opportunity to update your professional headshot during SI2026. A professional photographer will be available onsite to capture high-quality headshots ideal for district profiles, professional bios, LinkedIn, and conference materials. Appointments are required and space is limited.

Connect with CALSA’s valued partners and explore the innovative programs, products, and services they bring to our educational community. During this dedicated networking time, attendees are encouraged to meet our exhibitors and discover new resources that support leadership development and student success. The exhibitor hall is open all day.

Join seasoned leaders Dr. Rafael Gaeta and Dr. Ruben L. Fernandez as they map out their non-traditional pathways to becoming Chief Business Officials (CBOs), showcasing the full arc of their professional journeys. This session will provide actionable strategies for navigating career transitions and building the confidence and tools needed to thrive. Attendees will gain valuable perspectives on how diverse backgrounds and unconventional routes create new leadership pathways, strengthening the profession through intentional mentorship and succession planning for the next generation of public education leaders.

Equity does not live in mission statements—it lives in systems.
Each year, schools make critical decisions about course offerings, placement, staffing, and instructional time. Too often, these decisions are treated as operational rather than instructional. In reality, the master schedule is one of the most powerful systems determining who has access to rigorous learning—and who does not.
Aligned to Somos el Puente entre Generaciones, this session challenges leaders to confront a persistent truth: inequities endure not only through bias, but through systems we have inherited and maintained. Master schedules, in particular, often reproduce patterns of tracking and limited access—quietly and predictably.
Participants will engage in analysis of real scheduling artifacts and data to:

• Identify where master schedules restrict access for multilingual learners, students with disabilities, and historically marginalized groups
• Examine how placement, sequencing, and staffing decisions shape opportunity
• Apply protocols to uncover inequities embedded in routine practices

Participants will leave with:

• Validation in your beliefs and frustrations in the existence of systemic barriers
• Practical strategies to align staffing, course offerings, and student placement with equity goals
• Immediate next steps to redesign systems that expand access to rigorous learning for all students

This session centers master scheduling as a critical lever for systems transformation—moving from compliance to intentional design, and from tradition to access.

As educational leaders, we are called to be the bridge between generations—honoring the legacy of those before us while preparing to lead the future. This interactive workshop is designed for aspiring and current leaders ready to take the next step in their professional journey, whether transitioning from Principal to Director, Director to Assistant Superintendent, or Assistant Superintendent to Superintendent.


Participants will explore what it truly means to be “ready” for the next level by examining the evolving expectations of leadership across generational contexts. A key focus of this session will include an overview of understanding your individual leadership style and how to intentionally leverage it as a strategic advantage when pursuing advancement. Attendees will reflect on their strengths, identify areas for growth, and learn how to align their leadership approach with the demands of higher-level roles.


The session will also highlight practical strategies for strengthening leadership capacity, cultivating influential networks, and positioning oneself for advancement in an increasingly complex educational landscape. Through guided reflection and collaborative dialogue, participants will develop a personalized action plan aligned to their career goals.


Grounded in the conference theme, “We are the Bridge in between Generations,” this session will empower leaders to embrace their role as connectors—linking vision, experience, and innovation. Both presenters will draw upon over 30 years of experience in education each, culminating in two superintendencies in diverse urban school districts, offering real-world insights and lessons learned.


Participants will leave with actionable tools, renewed clarity, and the confidence to navigate their leadership journey with purpose and impact.

In this session, participants will explore how leveraging student well-being data can support school districts in increasing attendance and promoting positive behavior in elementary (K–5) settings. By integrating gamification strategies with neuroscience-informed practices, this approach delivers targeted psychoeducation, equips students with practical self-regulation tools, and generates meaningful, real-time data to inform decision-making.
Attendees will learn how Calexico Unified School District partners with community-based organizations such as Me & Mine to collect and analyze daily well-being data. This collaborative effort allows the district to intentionally group students, tailor supports, and proactively respond to student needs.
Through the lens of Community Schools initiatives, this session will highlight how aligning data, partnerships, and whole-child practices leads to improved student outcomes, stronger engagement, and a more responsive system of support for all learners.

This session highlights Centralia Elementary School District (CESD)'s CSBA Golden Bell Award-winning program, Student Attendance Support Re-imagined: A Restorative SARB to Re-engage Students, which reduced chronic absenteeism by nearly 50% in just one year.
Chronic absenteeism is often treated as a compliance issue, but at CESD, it became an opportunity to redesign systems around relationships, equity, and community. Following a significant post-pandemic rise in absenteeism, CESD shifted from punitive approaches to a restorative, family-centered model that addresses the root causes of student absence. Grounded in Multi-Tiered Systems of Support (MTSS) and informed by Harvard’s Dual Capacity-Building Framework for Family-School Partnerships, the program emphasizes early identification through real-time data, culturally responsive family engagement, and cross-sector collaboration with community partners, health providers, and social services.
Participants will learn how CESD built an integrated system that removes barriers such as housing instability, mental health needs, transportation challenges, and access to basic resources. Innovative strategies—including multilingual outreach, home visits, a District Neighborhood Resource Center, and creative solutions like the “Rain or Shine” toolkit—demonstrate how small, intentional actions can lead to significant impact.
This session will also elevate the voices of families and community partners, illustrating how trust, empathy, and collaboration lead to improved attendance, student well-being, and academic outcomes. Attendees will leave with practical strategies and a replicable framework to transform attendance systems into inclusive, community-driven supports that ensure every student is present, engaged, and thriving.

This session invites school administrators and their educational partners to explore how policy, governance, and system-level decision-making shape powerful Expanded Learning Opportunities Programs (ELO-P). Grounded in a whole-child approach, participants will examine how ELO-P can be strategically aligned with Early Learning, Multilingual Learners (MLL), Social-Emotional Learning (SEL), Community Schools, and Special Education (SPED) to better serve culturally and linguistically diverse students.
Attendees will unpack key compliance components, including alignment to LCAP, SPSA, and ELO-P requirements, while centering student engagement, belonging, and equitable access. The session will also provide timely updates on legislation, fiscal policies, and funding structures, offering practical strategies for navigating budget constraints without compromising program quality or student outcomes.
Through a spotlight on a local LEA, participants will see how continuous quality improvement (CQI) practices and cross-functional collaboration can drive coherence across systems and improve outcomes for unduplicated pupils (UPPs).
Participants will leave with actionable insights to strengthen organizational alignment, advocate for sustainable programming, and lead with a systems-level lens that honors the assets, identities, and needs of Latino students and their communities.

Educational leadership today spans multiple generations of educators, each bringing different perspectives on stress, work-life balance, communication, and self-care. For Latino leaders in particular, these dynamics are often layered with cultural expectations around service, sacrifice, and community responsibility. These differences often surface in workplace conflict, leadership challenges, and varying expectations about professional boundaries and self-care.
From an HR and organizational leadership perspective, many of these challenges often reflect differences in emotional regulation, interpersonal communication, and stress management that emerge when multiple generations work together in the same workplace.
In this session, we will share how educational leaders can better understand and navigate generational differences in workplace stress and mental health. Using the framework of Dialectical Behavioral Therapy (DBT), participants will focus on four core skill areas 1) mindfulness, 2) distress tolerance, 3) emotion regulation, and 4) interpersonal effectiveness, and apply them to real leadership challenges in schools.
Through the combined perspectives of educational leadership and clinical mental health practice, participants will learn how DBT-informed strategies can strengthen leadership resilience, improve workplace relationships, and create healthier school environments.
Participants will leave with practical tools they can immediately apply to support staff well-being, navigate generational differences, and build more emotionally sustainable leadership practices.

If previous generations fought for access to the classroom and to be represented in the classroom, this work is about equipping the next generation of students with the agency to lead their classrooms and campuses in ways that best meet their needs. In the traditional school model, interventions are often things that are "assigned to" students, rather than "developed with" them. For students experiencing inequities, top-down approaches can inadvertently reinforce inequities and feelings of disenfranchisement. This session chronicles the shift that progressed Thurgood Marshall Secondary School (6-12) in Pasadena from compliance-based, adult-driven intervention systems to systems born from student agency. We will explore how the power of student agency can combat inequities students experience.
Student-driven equity initiatives at Marshall include:
1. Student-Driven PBIS (Positive Behavior, Interventions and Supports)
Traditional PBIS often fails when adults impose behavior expectations upon students. When students are trusted to define and place value on their own positive behaviors and then teach those behaviors to one another, engagement and buy-in increase, while challenging behaviors diminish.
2. Student-Led SEL Lessons
Social-Emotional Learning (SEL) can feel clinical when delivered solely by adults. We demonstrate a model where students are trained to facilitate and then record SEL mini-lessons for their peers. This approach ensures that the language, examples, and scenarios used are culturally appropriate and authentic, reducing the "relevance gap" that often plagues standard SEL curricula.
3. Peer Mediation and Restorative Justice
To close the equity gap as it relates to student discipline, we must move away from punitive measures that disproportionately affect students of color. When trained student leaders facilitate conflict resolution, they are reinforcing skills taught through PBIS and SEL lessons to help their classmates reflect, repair relationships and resolve conflicts, which reduces suspension rates, keeps students in the classroom and frees up time for administrators to engage in coaching teachers in culturally responsive teaching.
4. Whole-Class Data Chats
Equity thrives in transparency. When teachers relinquish the data analysis to students through classroom data-chats, classroom community is strengthened as students see one another as partners in learning and skills development. "Whole-Class Data Chats" allow students to analyze and reflect on their own data in community and then write goals to monitor their own progress and hold each-other accountable. This practice demystifies "the system" and empowers students to foster a classroom community that emphasizes shared accountability over individualized shame.


By the end of this presentation, participants will be able to:

• Identify specific points in their current intervention framework where student voice can be integrated.
• Understand how to and why student agency is vital to closing the equity gap
• Anticipate the impact of student agency on school climate and long-term equity outcomes on their campuses.
• Envision a path to student-led initiatives at their schools.

As Latina leaders, we often carry the weight of expectations, cultural narratives, and internalized beliefs that shape how we show up in leadership spaces. While mentorship opens doors, true transformation requires the courage to confront growth edges with compassion, clarity, and intention.
In this powerful continuation of Juntas Hacia la Luz- Part 1, Dr. Sonia Rodarte Llamas and Dr. Teresa Alonzo are joined by their protégés, Dr. Monica Luther, Dr. Alma Ulloa and Cecilia Story to model what it means to lead across generations through trust, honesty, and collective care.


Grounded in a strengths-based and healing-centered approach, this session introduces CAREfrontation, a framework that blends care and accountability to support growth without diminishing identity or voice. Drawing from leadership practice and clinical insight, participants will explore how self-perception, imposter feelings, and fear-based narratives can become barriers to leadership effectiveness and how to move beyond them.


Through storytelling, reflection, and interactive dialogue, attendees will learn how to:

• Give and receive feedback that strengthens rather than diminishes
• Reframe internal narratives that limit leadership growth
• Build cultures of trust, affirmation, and courageous conversations
• Uplift one another through intentional mentorship and sponsorship

Latinas are highly represented across the educational workforce, yet remain strikingly underrepresented in the superintendency. This gap is often framed as a pipeline issue. This session challenges that narrative and invites a deeper examination of how leadership pathways are actually experienced.


Grounded in a narrative inquiry study of Latina superintendents in California, this session centers the lived experiences of leaders who have successfully navigated the path to executive leadership. Their stories reveal a more complex reality, one shaped not simply by preparation but by access, visibility, systemic barriers, and the critical role of mentorship, sponsorship, and community.


Through an interactive presentation grounded in research and real-world experiences, participants will engage in structured reflection and peer dialogue to examine how leadership pathways are constructed and who is positioned as “ready.” Attendees will be invited to reflect on their own leadership journeys while gaining practical, actionable strategies to build networks, expand influence, and intentionally create more equitable pathways for emerging leaders.


This session is both a mirror and a call to action. Participants will leave not only with a deeper understanding of the realities shaping leadership advancement but with concrete tools to disrupt inequitable systems and strengthen leadership pipelines. Together, we will explore how to ensure the next generation of leaders is not only prepared but seen, supported, and selected.

This session will describe a strategic framework for reducing chronic absenteeism, which resulted in a 31% reduction in chronic absenteeism at the elementary level of a Central Valley school district within 18 months. Utilized in a second Central Valley School district, chronic absenteeism was reduced in the 2025-26 school year to 7%. These districts implemented a proactive, data-driven approach that combines actionable attendance data, early warning indicators, and targeted intervention strategies designed to identify and address barriers to student attendance.
This session will also highlight how districts can leverage real-time attendance data systems such as Ed-Link, to identify students at risk for chronic absenteeism and deploy timely interventions. Data dashboards allow school teams to monitor attendance patterns, identify trends, and implement targeted recovery strategies before absenteeism becomes entrenched.
Participants will also explore flexible attendance recovery strategies that districts can implement to support students in recovering lost instructional time, including:

• One-Day Independent Study (IS)
  
  
  
• Short-Term Independent Study
  
  
  
• Attendance recovery opportunities through before- and after-school programs
  
  
  
• Saturday academies designed to provide additional instructional time and engagement
  
  

Take this time to connect with fellow attendees while transitioning to the mainstage session.

Join us for a featured Mainstage Session with keynote remarks from Pedro Antonio Noguera, Ph.D., Dean of the USC Rossier School of Education, followed by CALSA’s 2025–2026 Honoring Our Own Awards recognizing leaders whose work reflects the heart of our CALSA familia through service, equity, advocacy, and community.
This year’s honorees include:

• Rubén Aurelio, Superintendent, Vallejo City Unified School District
• Norma E. Martinez, Superintendent, Centralia Elementary School District
• Carlos Zaragoza, Assistant Superintendent of Human Resources, Lynwood Unified School District
• Dr. Brenda Garcia Castro, Assistant Principal, Century Community Charter School, Lennox School District
• Evita Tapia, Chief Communications Officer, Corona-Norco Unified School District
• Eva Tafoya-Tapp, MTSS Instructional Coach, Coachella Valley Unified School District

The session will also include the presentation of CALSA’s Partner of the Year Award. Announcement coming soon. 

This dynamic panel, presented on behalf of the Women Leadership Network, highlights the diverse and inspiring journeys of women leaders across the educational landscape. Through personal narratives and professional insights, panelists will explore the full arc of leadership—from early influences to executive roles—demonstrating how resilience, mentorship, and opportunity shape leadership pathways.
Panelists will share unique experiences, including the journey to becoming a superintendent, the transformative experience of a former Freedom Writers student who successfully bridged into leadership and advocacy, and a nontraditional pathway to leadership that challenges conventional norms. Each story reflects the power of perseverance, representation, and intentional support systems.

At a time when schools nationwide are grappling with unprecedented challenges, including intensified chronic absence and widening achievement gaps, many states are looking to community schools as an approach to improve student learning and well-being. California has responded with an historic $4.1 billion investment to transform schools into community hubs that support students and families through the California Community Schools Partnership Program (CCSPP).


Additionally, the Governor has proposed one billion dollars in ongoing funding for Community Schools. 


This session will provide an overview of LPI's report—Community Schools Impact on Student Outcomes: Evidence From California as well as discussion with policy experts regarding the proposed investments and rollout. 


In just their first full year of implementation, schools in the study that were either newly implementing or expanding community school approaches showed consistently positive impacts on student outcomes across multiple areas:
Improved Test Scores
Reduced Chronic Absence
Reduced Suspension Rates
Largest Gains Among Historically Underserved Students

Federal Program Monitoring (FPM) is often experienced as a high-stakes, compliance-driven process that can overwhelm systems, fragment ownership across departments, and pull leaders away from instructional priorities. This session shares how one district reimagined its FPM approach by integrating artificial intelligence (AI) within a broader system of distributed leadership, clear structures, and cross-department collaboration. Participants will learn how AI was strategically leveraged to streamline evidence development, draft responses to auditor feedback, organize large volumes of documentation, and increase efficiency without compromising accuracy or compliance. Beyond the tools themselves, the session highlights the leadership moves that made this work sustainable, including the development of centralized trackers, defined roles and responsibilities, structured communication cycles, and ongoing support systems for site and district teams. Grounded in real examples from a completed FPM cycle, this session will demonstrate how leaders can shift from reactive compliance to proactive system design—building coherence, reducing operational burden, and creating greater capacity to focus on student outcomes and equitable access.

What does equity look like when it is truly embedded in classroom practice? For one district, it meant moving beyond policy statements and compliance to co-create a district Equity Walkthrough Tool for leaders that makes equity visible in every classroom. This tool aligns instructional practices with a shared language of culturally responsive and sustaining pedagogy. It provides a structure for instructional rounds, data collection, and collaborative calibration. District and site leaders first used the tool to develop a common understanding of what rigorous, equitable instruction looks like.
The work did not stop at leadership; administrators empowered teacher leaders to participate in reflective observations, facilitating professional dialogue and building collective ownership of equity-focused instruction. By bridging policy, pedagogy, and practice, the district is strengthening coherence across schools while ensuring that multi-lingual, and other historically underserved student groups remain the focus of improvement efforts. Participants will see how systems level approaches—including instructional rounds and shared calibration—can transform both teaching and leadership to improve student outcomes. The session shares concrete strategies for empowering educators, fostering collaboration, and sustating cutlrually responice practices to at scale. 
Attendees will leave with a replicable framework for making equity actionable, observable, and sustainable. This session demonstrates how educational leaders can partner to build bridges acosss our education system to support leaders, teachers and students, caring forward the equity work to create meaning, lasting impact in school communities.

Affinity spaces play a meaningful role in helping Latine/x staff feel connected, seen, and supported within educational institutions. Grounded in the theme Somos el Puente entre Generaciones, presenters will reflect on the origins of ACOE’s Latine/x affinity group, lessons learned, challenges, ongoing growth and impact on participants and agency culture. This session will explore how affinity spaces can foster connection, community, mentorship, and leadership across generations and roles. 


Rather than presenting a best or model practice, we will invite open and honest conversations about what it takes to build and sustain affinity spaces in our organizations. Participants will leave with ideas, reflections, and practical considerations for building or strengthening affinity spaces that honor identity, foster belonging, and support intergenerational connection and leadership.

Multilingual Education for All is a statewide campaign designed to build the conditions, policy commitments, and public will needed to make multilingualism a defining feature of California’s P–12 education system. Rooted in a decade of progress and a growing body of research, this campaign calls for a systems shift: one where multilingualism is affirmed, developed, and integrated into the educational experience of every student.  
California is one of the most linguistically diverse places in the world. Nearly 200 languages are spoken in homes across the state, and this diversity is one of California’s greatest assets—socially, culturally, and economically. Yet our education system does not fully reflect or nurture that richness.
Over the past several decades, California has charted a clear shift toward an assets-based, research-aligned vision for language education, reflected in milestones such as the State Seal of Biliteracy, the passage of Proposition 58 repealing Proposition 227, and the adoption of the California English Learner Roadmap and Global California 2030.
Yet despite this progress, subtractive schooling patterns persist, and only a minority of English learners have access to strong multilingual education programs. Is this the moment to push for Multilingual Education for All? We say YES.
Participants will gain access to tools, resources, and a campaign framework to assess local readiness and spark action. Let’s explore how this statewide movement can inspire a push for multiliteracy as a right, not a privilege.

District success is not driven by one department alone. It is the result of a cabinet that operates with shared purpose, disciplined systems, and a collective commitment to using data in ways that strengthen organizational performance and student outcomes. Anatomy of Achievement offers a rare inside look at how leaders across multiple divisions rely on data, assessments, and analytic systems to lead effectively within their own areas while contributing to a larger districtwide strategy.


This panel session will bring together voices from human resources, educational services, student services, governance, and executive leadership to explore how evidence informed decision making shapes staffing, instruction, intervention, accountability, operational planning, and student support. Participants will gain insight into how departments use different forms of data while remaining aligned around a common mission: increasing academic achievement, improving organizational effectiveness, and addressing opportunity gaps through coherent and responsive systems.

This session introduces the BEACONS Comprehensive Biliteracy and English Literacy Professional Learning Model, a research-based framework designed to strengthen literacy outcomes for multilingual learners through coherence, equity, and instructional precision. Grounded in the California ELA/ELD Framework, the English Learner Roadmap, and the California Dyslexia Guidelines, BEACONS supports educators in translating research into high-impact classroom practice.
Participants will explore the BEACONS 6E instructional model (Engage, Explore, Explain, Elaborate, Evaluate, Extend) and how it integrates foundational skills, meaning-making, language development, effective expression, and content knowledge within a unified literacy system. The session emphasizes how explicit and systematic foundational skills instruction can be meaning-centered and embedded within culturally and linguistically responsive learning experiences.
Through classroom examples and cross-linguistic applications, participants will examine how to design instruction that leverages students’ full linguistic repertoires and supports biliteracy development across languages. The session also highlights the use of multiple data sources—such as decoding, writing, comprehension, and language development—to inform responsive, MTSS-aligned instruction.
Aligned to California’s Quality Professional Learning Standards, this session equips educators with practical tools and a clear vision for advancing biliteracy as a pathway to equity and opportunity.

This session highlights a powerful student-centered approach to advancing awareness of educational rights through youth leadership and advocacy. Led by Fredy Ruiz, Immigrant Relations Coordinator, this initiative equips students with the knowledge, skills, and confidence to understand their rights and educate their peers—particularly in the context of changing immigration policies and their impact on school communities. Grounded in resources such as Legal Protections for Immigrant Students , students engage in structured learning experiences that build their understanding of key laws, protections, and school responsibilities.
Through this model, students are not only recipients of information but become leaders and advocates on their campuses. Participants will learn how students are trained to develop and deliver presentations on educational rights, using accessible language and peer-to-peer strategies that increase engagement and trust. The session will also highlight how students design and implement advocacy projects tailored to their school communities—ranging from awareness campaigns and resource guides to student-led workshops and safe space initiatives.
This work centers student voice, agency, and culturally responsive leadership, while also strengthening school climate and fostering a sense of belonging. By empowering students to lead this work, schools create sustainable systems of peer education and advocacy that extend beyond traditional adult-led approaches.
Attendees will leave with practical tools and replicable strategies to implement student empowerment models that build knowledge, leadership, and advocacy capacity among students, particularly those from immigrant and mixed-status families.

This interactive session, My Name. My Identity, empowers educators to recognize, honor, and celebrate the significance of each student’s name and identity as a cornerstone of an inclusive classroom. A student’s name is deeply connected to culture, family, history, and personal identity. When educators intentionally create space to honor this, they foster a learning environment where students feel seen, heard, and respected.


Participants will explore practical, culturally responsive strategies that elevate student voice and build belonging. Through activities such as name storytelling, identity mapping, and reflective writing, educators will learn how to integrate identity-centered practices into daily instruction. The session will also model ways to establish classroom norms that promote respect for diverse identities, including correct name pronunciation, inclusive language, and opportunities for students to share their personal narratives.


In addition, this module highlights the importance of connecting classroom practices to family and community. Educators will consider ways to invite families to share the meaning and history behind students’ names, strengthening partnerships and creating a more holistic understanding of each learner.


By the end of the session, participants will leave with ready-to-use strategies and tools that support social-emotional learning, increase student engagement, and promote equity. Ultimately, this session equips educators to cultivate classroom environments where every student’s identity is valued as an asset, laying the foundation for academic success and a strong sense of belonging.

As Dual Language Immersion (DLI) programs continue to expand across California, ensuring equitable access for multilingual learners with disabilities remains both an urgent challenge and a critical leadership responsibility. Too often, students are excluded from DLI due to misconceptions about disability, language development, or program design - limiting access to bilingualism, identity development, and rigorous learning opportunities.


This interactive session, grounded in IDEA, Least Restrictive Environment (LRE), and the California English Learner Roadmap, equips site and district leaders with the tools to make legally sound, equity-driven decisions at the intersection of DLI and Special Education. Participants will engage in real-world case studies, examine common leadership dilemmas, and confront deficit-based assumptions that impact student placement and program access.


Using the 4 Bridges Framework - Belief, Instruction, Systems, and Family Engagement - attendees will explore how to design inclusive programs where services follow the student, not the program. The session emphasizes actionable leadership moves that elevate family voice in IEP and DLI decisions.


Framed by the theme Somos el Puente entre Generaciones, this session challenges leaders to honor students’ linguistic and cultural assets while building systems that support success across all abilities. Participants will leave with practical strategies, a clear understanding of legal expectations, and a concrete action step to strengthen alignment between DLI and Special Education at their site ensuring more inclusive, sustainable pathways for the next generation of learners.

This session aligns with Policy, Advocacy, and the Bridges That Shape the Future of Public Education by examining how labor relations practices directly reflect and influence district policy, governance, and organizational coherence. Preventing unfair labor practice claims is not only a legal responsibility but a leadership and systems-level function that impacts workplace culture, employee trust, and ultimately student outcomes.


Unfair practice charges can arise quickly—but with the right strategies, many can be prevented. This session will walk attendees through common scenarios that lead to claims and provide practical tools for avoiding missteps. Learn how to navigate challenging labor situations, improve communication with employee organizations, and take proactive steps to reduce risk.

Details coming soon. Join us for an evening of connection at the hotel, bringing together attendees, partners, and sponsors to build relationships and strengthen our collective impact.

Dinner on Your Own
Take the evening to explore nearby dining and connect with colleagues.