Mirko Chardin
Education Consultant, Novak Educational Consulting

Microaggression & Implicit Bias in Curriculum Design
Teachers have incredible power and privilege to make choices about curriculum and instructional design. Those choices can include or exclude. They can inspire, empower, or they can oppress. We cannot take this privilege lightly. To universally design learning experiences, educators need to harness the power of student experience and funds of knowledge and need to recognize their own implicit bias and how it may show up in hidden curriculum that shares messages about student worth. Come and learn how to critically and compassionately analyze your own practice to ensure asset-based and culturally responsive design.

Dr. Katie Novak
Consultant, Author, Owner, Novak Educational Consulting

Mirko Chardin
Education Consultant, Novak Educational Consulting

Equity by Design
As educators, we are expected to implement an educational framework built on the belief that “all means all,” but we are faced with very political and public rhetoric that sends a different message. Our students witness and experience hate, discrimination, marginalization, and apathy based on race, sexual and gender identity, homelessness, language, religion, socioeconomic status, immigration and disability both inside and outside our schools. In order to fight against injustice and inequity, educators in every system need to examine their own implicit bias, power and privilege, and universally design classrooms and schools so all students have equal opportunities to learn, share their voice, and work toward meaningful, authentic, and relevant goals. This session will support educators called to this task to provide conditions of nurture, challenge each other with radical candor, and be open to the voices of our learners as we listen and celebrate their stories of self.

Dr. Anthony Craig
Director, Leadership for Learning Professor of Practice, Educational Leadership & Policy Studies College of Education, University of Washington

Indigenous Knowledges, Decolonization, & Collective Action: Leading with Futurity in Mind
This place now known as Washington State is Indigenous. The places we live, teach, and lead are surrounded by Indigenous peoples—past, present, and future. 

Theories, practices, and systems enacted by members of the tribal nations of these lands are life-giving and necessary for survival and beyond.

This session will invite participants to engage with ideas often marginalized and invisibilized by our western education systems. By centering Indigenous knowledges, we can begin to explore "new" theories that will lead us to "new" practices. Given that the fields of education and educational leadership are predominantly white, what place do Indigenous knowledges have in our efforts toward "equity" and leading for systems improvement? What are our opportunities for collective action to transform systems away from the settler-colonial status quo? What leadership actions already underway might help us understand how our field, and individual leaders, can and must shift their approaches?  What will it take for us to move to action now? 

Dr. Ann Ishimaru
Associate Professor of Education, University of Washington; Author, “Just Schools: Building Equitable Collaborations with Families and Communities” 

"Learning Found": Leading with (not for) Youth, Families & Communities towards Educational Justice
Education is awash with talk of "learning loss" of students but this session is focused on the learning of systems during the pandemic. What have leaders and systems learned about young people, families, and communities, particularly those impacted by racial injustices during this time? As we look to construct learning after the pandemic, this session is an invitation to move beyond individualistic fixes to begin the hard work of remaking our schools and transforming our systems. We will explore how we might begin to reckon with the historically deep and accumulating impacts of settler colonialism and institutional racism and lead with (not for!) minoritized youth, families, and communities to cultivate more liberatory and just schools.


Mary Fertakis
Leadership Consultant, WSSDA

The History We Didn't Learn: Washington State's History Through a Racial Equity Lens
Many of the equity issues policymakers face today have their roots in intentional laws, policies, and practices that impact every sector. A hard truth is that many discriminatory policies in education were created and upheld by superintendents and school boards. Knowing our history equips policymakers to use their policy and resource allocation authority to eliminate structural barriers that continue to negatively impact historically marginalized students and communities today. This session material is the culmination of a WSSDA research project documenting Washington State’s history from an equity perspective.

Jeff Broome
Principal, Tumwater HS, Tumwater School District

Ted Dezember
Senior Manager for Educational Initiatives and Youth Programs, King County Housing Authority

The Search for the Holy Grail: Engaging White Men in Equity Work
Can we really engage all people in equity work? Systemwide equity work is complex and one approach does not work with all people. This session will provide a glimpse into emerging research of practices that white males can use in advancing equity work and an opportunity for all participants to further co-construct these best practices to engage everyone in your organization. Join us as we deconstruct the ways white male leaders can be successful in equity work.

Gloria Henderson
Director of Opportunity, Equity and Inclusion, Lake Washington School District

Advancing an Equity Policy in a School District
In this session, we will examine processes employed to strengthen the will and beliefs to proceed with an equity policy and discuss the collaboration regarding the perseverance in the writing and approval of an administrative equity policy that must be approved by the superintendent. Gloria will provide guidance in the co-equalization of power with stakeholders, especially those historically marginalized or traditionally under-served by school districts.

AWSL Student Equity Cohort
Our Words—Our Stories: The Power of Student Voice 
The AWSL Student Equity Cohort will share their collective work from the inception of this group ten months ago. The AWSL Student Equity Cohort comprises high school students from every ESD in the state who have created A school equity guide, a critical conversation guide, a school equity audit, and an elementary children's book.

The AWSL Student Equity Cohort will share these tools and resources and how school leaders can implement them into their schools and their daily practices.

The AWSL Student Equity Cohort believes that student voice doesn't end with a single meeting, a single group of students, or a single decision. Student voice must be woven into every matter in education.