aPODERar Symposium - Building on Culture, Community, & Resilience

This session is designed for school administrators, district leaders, and educational professionals seeking to foster positive, equitable school environments through student engagement, strong relationships, and culturally responsive practices. It is ideal for participants with a leadership role in implementing or supporting social-emotional learning (SEL) and school culture initiatives.

This interactive workshop explores the critical role of school leaders in fostering equitable, engaging, and outcome-focused learning environments. Using practical strategies from Lynwood Unified School District's HR leadership model, attendees will learn how to create the conditions for success by cultivating collaborative leadership, improving staff morale, and empowering educators to inspire students. Participants will engage with real-world examples of how leadership practices that prioritize equity and social justice can enhance both student engagement and academic outcomes. The session will provide actionable tools to help school leaders connect staff with a deeper sense of purpose, which will, in turn, support every student’s journey toward excellence and achievement.

Participants will understand the impact of a high functioning Latina, leadership team within a suburban District that serves a significant population of Latino(a) students. Participants will learn strategies and leadership approaches that are creating coherence across the District.
Some key elements participants will learn about:

1. How culture influences the Latina leaders and fosters a sisterhood.
2. How to build the resilience and emotional intelligence of your leadership team.
3. The importance of building trust and connections.
4. The power of aligned communication and ongoing accountability.

In the spirit of community and mutual support, this session is dedicated to how we mentor new principals in our district to cultivate leadership that champions equity, excellence, and student success. Drawing from the invaluable lessons we have learned through the CALSA Mentoring Program, we are eager to extender nuestras alas and share how we have used these experiences to support others. Leading with corazón, we aspire to uplift and empower fellow educational leaders by building strong, supportive relationships. By supporting and building up others, we cultivated a network where new principals could focus on making a difference in their schools. Please join us to discover how to implement similar mentoring strategies with leaders in your district.

In this session, participants will engage in interactive activities as they explore evidence-based strategies for establishing a belonging culture through identity and pro-social skills; recognize implicit bias and learn how it shows up in school settings; and ignite systemic change through intentional planning.

In a VUCA (volatile, uncertain, complex, ambiguous) world, school principals need support from district leadership to assist in focusing their attention toward actions that promote excellence in learning through improvement of school climate, conditions of learning and focus on learning.   Learn how CESD district leadership has found a way to support school leaders even as changes in personnel persist.  

The Santa Clara County Office of Education in partnership with local high-needs school districts and minority-serving institutions of higher education are diversifying the school-based mental health workforce through leveraging partnerships and optimizing funding to ensure inclusive practices that are culturally relevant and equity-based. We know the importance of having school-based mental health providers that reflect the language and cultural diversity of the communities they serve. Learn how SCCOE is meeting the diversity needs of local districts to ensure equitable access of mental health services for all students.

Dive into the dynamic realm of revitalizing public education spaces, including workforce housing dynamics, surplus property from school closures, and reimagining district real estate. Discover the art of strategic funding exploration, tapping into state, local, and private sector resources to revitalize educational infrastructure. Lastly, learn to navigate partnership complexities, unlocking the potential of collaborations with local and national organizations to amplify school facilities projects. Together, we will explore how to create inviting environments that inspire students to come to school and engage actively in their education, ultimately reducing absenteeism and fostering a culture of attendance and achievement.

School districts and County Office of Education leaders play a crucial role in advancing equitable outcomes for Multilingual Learners (MLLs) by centering their unique needs in the implementation of curriculum frameworks. The adoption of the 2024 Math Framework by the State Board of Education presents an opportunity to ensure that English learners (ELs) are at the forefront of equitable math education efforts.
This workshop will provide participants with an overview of the EL-specific language embedded in the framework and offer actionable recommendations to promote equity in its implementation. Emphasis will be placed on the importance of high-quality instructional materials and the integration of English Language Development (ELD) within the adopted math curriculum to enable MLLs to succeed in rigorous coursework.
By the end of the session, education leaders will have a clearer understanding of the framework's content, suggested implementation actions for schools and districts, and tools to support equitable adoption and application. The session will provide strategies that focus on meeting the needs of ELs and multilingual students, driving more inclusive and effective educational outcomes.

Regular attendance is key to student success, supporting higher literacy rates and increased high school graduation. This workshop will showcase how high-quality Expanded Learning programs, such as those offered by Santa Ana USD, can effectively promote consistent attendance and reduce chronic absenteeism. Participants will gain insights into proven strategies and resources that foster strong partnerships with schools, communities, and families, helping to ensure students stay engaged, thrive academically, and reach their full potential.

Liberatory Design Mindsets are the result of a collaboration between Tania Anaissie, David Clifford, Suse Wise, and the National Equity Project. With appropriate credit, we can use and share their content. The Liberatory Design Mindsets invoke particular stances and values to ground the Liberatory Design process. These Mindsets catalyze creative courage, conversation, reflection, community-building, storytelling, and action to:

1. Bring self-awareness and intention to our design practice.
2. Help us recognize oppression in how we live and work and realize alternate ways of being and doing.
3. Expand our frame of reference for what is possible.
4. Inspire creative courage and set a foundation for liberatory collaboration.

My approach to leading a Liberatory Design Mindset workshop at CALSA would be to share each mindset, invite discussion from our unique lenses, and be thought partners in how to use the mindsets to embody them in the work we do at our respective workplaces.

Trauma responsive leadership honors the whole leader as we develop an understanding of the nature of trauma and how it impacts the mind, body, and soul. This includes knowledge of the brain, nervous system, and the importance of maintaining emotional regulation even when challenges touch our individual or collective wounds.  As equity leaders we must continue to build self awareness around personal trauma and the trauma of others and understand how trauma may manifest in an organization.  Come learn trauma responsive  strategies and practices for supporting the healing of self and others.