Professional Learning Communities
What does a Professional Learning Community look like and how does it work? Students today no longer fit the mold of
how things were done years ago.  To sustain improvement in our schools there must be a passion for learning and a
commitment to work collaboratively and find ways to do things better.  This session will show how a school can be
transformed to create a culture of success for students and teachers and get results.  
Barbara Bowler  bbowler@ssfusd.org
Assistant Principal, Westborough Middle School, South San Francisco Unified School District

Engaging All Learners!
Come to a review of current learning theories (brain research, multiple intelligences, project-based instruction) and see how
to accommodate the diverse needs of learners (second language, special education, high ability, adult students) with inspiring
instructional practices that increase student engagement and learning across your institution.
Claudia Barba    cbarba@djusd.k12.ca.us
FLAP Manager, Spanish Immersion Program; Davis Joint Unified School District


Customizing Education to Meet the Needs of Individual Students
Not every student fits into a traditional school setting.  Some students need alternative educational pathways leading to
graduation.  California educators have developed programs to serve those students who “march to a different drummer.”  
This session will explain how those students can be served using individualized instruction, flexible scheduling, and an
emphasis on the psychological and emotional needs of the student.
Robert Meier  Robert.meier@lausd.net
Coordinator, Educational Options, Los Angeles Unified School District

Authentic Assessment: Providing Meaningful Experiences to Demonstrate Student Learning
This presentation will focus on authentic assessment and the value it can bring students and the community. Through creating
authentic learning challenges for students, teachers can help inspire deeper levels of thought and application within their
students, while preparing them for the 'real' world. Examples of specific programs and assessments will be used to highlight
important features, strategies, challenges and suggestions for incorporating authentic assessment into your own classroom.
Jenni Taylor      jenni_taylor@echsonline.org
Vice Principal, Environmental Charter High School

Science Inquiry
This interactive workshop will provide a brief overview of what is science inquiry.  Participants will be given an overview of
how science inquiry is applied at the LA’s BEST After School Enrichment Program and immerse in a science inquiry activity
to learn about the “Five Features of Inquiry” as described by the National Research Council.   
Stela Oliveira      stelao@lasbest.lausd.net
Director of Education, LA’s BEST After School Enrichment Program – Los Angeles Unified School District

Understanding Learning Disabilities
This presentation will illuminate the meaning of the term "Disability" and demonstrate how different disabilities interfere with
learning and the access to education.  Participants will experience a reading disability, visual, hearing disabilities and a
processing disorder.  Participants will take home suggestions for addressing these issues in a classroom setting.
Elaine M. Eger    elaine_eger@berkeley.k12.ca.us
Program Supervisor of Special Education,      Berkeley Unified  School District

Performing Arts as the Core of the Curriculum
Traditionally the arts have been ancillary to standard academic curriculum, yet studies that have proven that the arts:
enhance students¹ self-concepts, communication skills, and performances in academic disciplines; improve students¹
attitudes and perceptions of other cultures; and raise students¹ scores on Standard Assessment Tests. This workshop, using
Los Angeles High School of the Arts as a model, will examine performing arts at the core of the academic curriculum.
Esther Soliman         esther.soliman@lausd.net
Principal, Los Angeles High School of the Arts

Retaining and Developing Leadership in at Risk Students through Athletics
Athletics is an effective tool in getting at risk students involved in school.  Evidence clearly shows students who participate in
athletics have a lower drop out rate, better attendance, and higher grades than those students who don't.  These students
create a community environment and provides students a sense of responsibility and ownership.  This presentation will
explore all of the positive attributes inherent in athletics and how the individual and the school all benefit.
Trenton Cornelius   trenton.cornelius@lausd.net
Assistant Commissioner, Interscholastic Athletics, Los Angeles Unified School District

Behavior Support Plans (BSP): Do they really work?
Have you ever had a student that is always in trouble in school?  Do you think that you have tried everything to correct the
behavior?  During this presentation, I will lead you through a process of identifying why a behavior occurs and different
strategies to use to change the targeted behaviors.
Kelli Dove  kdove@ssfusd.org
Director of Special Education/Pupil Personnel Services,  South San Francisco Unified School District

Standards for Teachers: Supporting Inclusive and Engaging
OR? Teaching Strategies to Meet the Needs of all Learners
California has created a system of standards designed to assist teachers in reflecting on their teaching and meeting the needs
of all their students.  The standards describe best teaching practices at all grade levels and in all subjects.  This session will
explore the standards and explain how they can help teachers self-reflect and provide school administrators with a
framework for evaluating teacher performance.
Craig Wiblemo    wiblemo@yahoo.com
Assistant Principal, Curriculum and Assessment, Arcadia High School

Basic Principles of Applied Behavior Analysis
What is behavior? How do you describe behavior?  How do you measure behavior? This session will explain the basics
principles of behavior, establish a common language about this topic, and explain what areas to begin to investigate in order
to attempt to change behavior.
Kimberly Noble  kimberly.noble@ousd.k12.ca.us
Coordinator, Programs for Exceptional Children, Oakland Unified School District

Restorative Justice: The “Talking Circle” as Alternative Discipline
“The secret of education lies in respecting the pupil” – Ralph Waldo Emerson.  Restorative justice prioritizes non-punitive
approaches to discipline and conflict resolution. Learn what restorative justice is, and how to use the talking circle for
classroom management, staff/parent meetings, etc. Hear testimonies of successful application of this methodology.
Gina M. Hill      ghilll@bacr.org
Street Academy High School , Oakland USD

Visual Thinking Strategies: Rigorous observation/discussion of Art is the Impetus for Growth in Viewing,
Thinking and Communications Skills
An introduction to VTS as an end in itself---the inclusion of art as an ongoing classroom activity-and as a means for
students to learn how to have a rigorous, and respectful discussion of complicated subject matter. Through this process,
students develop habits that help them discuss complex material; improve oral language, and visual literacy.
Gabrielle Thurmond   gabrielle.thurmond@emeryusd.org
Assistant Principal, Emery Secondary School, Emery Unified School District

One Size Doesn’t Fit All
Tap into the multiple intelligences of each child in your classroom. Using student learning profiles, find different ways for
students to demonstrate understanding. Learn how to be a facilitator of learning by empowering students with choices that
match their interest and learning styles. If you want to leave with a few extra strategies you can use right away to increase
engagement, then this is the session for you!
Mina Hutchins  mina.hutchins@emeryusd.k12.ca.us
Director of Student Services, Emery Unified School District

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Linda Orozco, Ph.D.    Orozco@leadership-innovation.org    
Founder & Director, Leadership Innovation
Dr. Orozco received her Ph.D. in educational administration from the University of Minnesota; her M.A. from Calif. State
University, Long Beach; and her B.A. from Whittier College.  She is Professor of Educational Leadership and Past Director
of the Professional Administrative Credential Program at California State University, Fullerton. Her experience includes 23
years in educational leadership including both public and private educational settings, district and county offices of
education, and higher education administration.  Major research and publication endeavors include technology in education
and administration, educating diverse populations, as well as effective interagency collaboration.  She continues to conduct
research internationally including Brazil, Thailand and Vietnam.  She is an avid surfer and runner.
Skypename: lindachristineorozco

International Leadership Program