As classrooms become increasingly diverse, educators must move beyond surface-level multicultural approaches to deeply integrate instructional practices that honor and sustain students' cultural and linguistic backgrounds. This interactive workshop empowers educational leaders to transform their practice through a deeper understanding of ALL three pillars of Culturally and Linguistically Sustaining Education (CLSE): Cultural Competency, Critical Consciousness, and Cognitive Capacity. Participants will explore how these pillars intersect with indigenous, immigrant, and community-based knowledge systems historically undervalued in traditional pedagogy. 

Participants who attend both days and complete all assignments will earn 15 PDPs in English Language Learners.

Monday: 9am - 4:45pm 

Tuesday: 9am - 4:45pm

A neurodivergent model for students with disabilities and the strategies that are part of it can have a positive impact on students with disabilities such as Autism Spectrum Disorder, Communication Disorders and ADHD.  In this class with an asynchronous component, we will examine these disabilities and evidence-based strategies to improve academic and social-emotional outcomes for our students. 

Participants who attend both days and complete all assignments will earn 15 PDPs in Special Education.

Today’s students need explicit instruction and practice in the skills they are losing, but there is never enough time to teach it all. This course will help educators embed the Social and Emotional Learning (SEL) competencies of self-awareness, self-management, social awareness, relationship skills and responsible decision-making into existing classes, programs and school culture. Learning experiences for all levels will be shared and practiced. Participants will:- learn the benefits of SEL- participate in activities for each SEL competency for use with students- utilize SEL best practices- research evidence-based programs- develop a plan to incorporate competencies into grade level, subject, population, and teaching style- facilitate SEL 3 signature practices with the group (inclusive welcome, engaging strategies, and intentional close)- design strategies to increase school-wide, family, and community engagement. An education that promotes SEL has been shown to lead to positive outcomes for students, staff, families, and school communities. This course will help educators encourage those positive outcomes in “social and emotional skills, academic performance, mental wellness, healthy behaviors, school climate and safety, and lifetime outcomes.” (CASEL.org)

Participants who attend both days and complete all assignments will earn 12 PDPs in Safe & Supportive Schools.

Designed for teachers working with multilingual learners, this PDP course provides an opportunity to review students' WIDA scores and explore the curriculum they will be learning so that educators can develop language acquisition strategies that will help their ELs grasp the content material successfully. Participants will be asked to bring lessons and curriculum materials they can work on in class to begin tiering content for their incoming students. Strategies from the SEI Endorsement/RETELL course will be embedded in the content of this course

Participants who attend both days and complete all assignments will earn 15 PDPs in English Language Learners.

In this workshop, we will examine classroom assessment and grading theory as well as findings from a research study that investigated teachers’ use of formative assessment and explored student perceptions of whether the feedback they received helped them learn. We will discuss the pedagogical implications, and participants will walk away with researched-based practices that shift the focus away from grades and toward learning, emphasizing converting assessments with summative qualities into those with formative ones.

Participants should bring at least one assessment to work with during the workshop. The goal is to align theory, research, and practice through critical self-reflection. Participants are encouraged to reimagine their “tried and true” assessments serving a summative function (i.e., to report achievement) instead as ones serving a formative one (i.e., to improve learning).

Leverage your MTA Summer Conference experience by earning one graduate credit through Fitchburg State University’s Center for Professional Studies. This opportunity allows you to deepen your learning, enhance your professional profile, and provide valuable insights to implement in your practice. The MTA Summer Conference provides a unique opportunity to expand your knowledge and skills and earn university-approved graduate credit. 

To Earn Credit:

•Register for the MTA Summer Conference.

•Register with Fitchburg State University for graduate credit ($347). Visit http://www.fitchburgstate.edu/cps or email cps@fitchburgstate.edu for details. 

•Deadline to register for graduate credit: July 30, 2025.

•Attend the mandatory conference orientation on Monday, July 28 at 5 p.m. (Register for this session when signing up for the MTA Conference.) 

•Complete 12.5 hours of conference programming and all graduate-level assignments per the University syllabus.