2026 AAEA Summer Conference

This session highlights how a team of district leaders in an A-rated district advanced through the ranks—from classroom teachers and campus administrators to building and district-level leadership. Presenters will share how their district intentionally developed a leadership pipeline by identifying, mentoring, and supporting future leaders. Participants will learn practical strategies for cultivating leadership capacity within their own organizations and why investing in internal talent strengthens schools, improves continuity, and supports long-term district success.

Stop searching for teachers and start growing them. Join JNPSD, LSRD, and UA Little Rock to discover how a strategic university partnership can transform your recruitment strategy. We’ll show you how to leverage paid residencies to:
*Eliminate "Day One" Jitters: Learn how year-long residencies create novices who perform like veterans.
*Scale to Fit: See how this model works for both large urban centers and mid-sized districts.
*Fund the Future: A deep dive into the "paid" residency model—how to invest now to save on turnover costs later.

Many schools and districts are still reeling from the drop in attendance since the pandemic. In this session, learn how attendance teams can access a zero-cost, pre-populated Excel spreadsheet that disaggregates Cognos data and turns the data into names of specific students in different subgroups like gender, SES, ELL, and even zip codes. That specialized data can be used to design or strengthen strategies to combat chronic absenteeism and increase overall attendance. Discover how building strong attendance begins with establishing personal relationships and a culture of engaging academic success. Participants will leave this interactive session armed with fresh perspectives, measurable goals, and a solid blueprint moving forward for their school and district.

During this session, participants will hear from two educators who bring a combined 50 years of experience as teachers and administrators. They will actively engage the audience while sharing practical strategies to help leaders navigate conflict, defuse challenging situations, and reduce stress when working with difficult parents or staff.

While the topic is serious, the presentation will maintain a light-hearted tone, incorporating humor and interactive elements—such as role-playing—to keep participants engaged and involved.

How can schools improve behavior and academic outcomes for all students while providing targeted support for those in the bottom quartile?

We’ll share our two-year journey creating a trauma-informed, neuro-aligned school grounded in executive function, connection, and belonging. Rather than separating academics and behavior, we aligned executive functioning instruction to support both. Our schoolwide framework targets working memory, inhibitory control, and cognitive flexibility, reinforced through consistent language, routines, and expectations across classrooms.

This universal framework strengthened classroom culture for all students while intentionally scaffolding support for those who need it most. These skills strengthen focus, independence, and perseverance - especially for students who struggle with regulation, task completion, and stamina.

Participants will leave with practical, classroom-ready tools to:
*Strengthen executive function and self-regulation
*Build shared language and routines to support classroom culture
*Promote engagement, equity, and support for struggling learners

This session offers attendees a better understanding of the school letter grade and how it is calculated. Attendees will leave with answers to the following questions. How do I find my bottom quartile? How many points do I need in each tested subject area (and at every grade level) to get to an A? What does it mean to "meet growth?" What exactly is the "growth target?" What is the point value of each student toward the school letter grade? What are some scenarios in which students have a point value in multiple categories? How should I structure my master schedule to support a higher school letter grade? Where should I place my strongest teachers in the master schedule? How do I align teacher accountability to school accountability? ...& many more!