IMPORTANT! Before attempting to submit a proposal submission, collect all the required information for each presenter referenced in the "Instructions for Session Submission Steps". UNITED has instituted a TWO (2) submission limit; each person may be listed on a maximum of TWO (2) submissions total.
UNITED strives to create a diverse and inclusive culture throughout the conference experience. UNITED requires conference presenters:
You will be asked to provide the following information when completing the submission form online:
NAESP Options: Leaders at All Levels, Aspiring School Leaders, Assistant Principals, Beginning/Early Career School Leaders (1-4 years), Veteran School Leaders (5+ years), Pre-K-3rd Grade School Leaders, School Leaders Serving the Middle Grades (grades 6-8), Pre-K-8 or K-8 School Leaders (elementary-middle grades).
NASSP Options: All Roles, Aspiring School Leaders, Assistant Principals, First Year Principals (or First Year School Leaders), Middle-Level Principals (or Middle-Level School Leaders), K-8 or PK-8 Principals (or K-8- or PK-8 School Leaders), High School Principals (or High School Leaders), Middle-Level and High School Principals (or Middle-Level and High School Leaders).
Building Leadership Capacity: The role of a school leader in today’s challenging educational environment is more complex than ever. Leading a community through change and school improvement efforts with a set of collaborative systems and structures is essential to empowering the stakeholders in your building. Part of our job as school leaders is to empower teacher and student leaders through intentional professional development and the building of strong relationships so that we can work together to be strategic instructional leaders for our students. By working together to create a sense of collective efficacy in our teams, we begin to build leadership capacity with our teacher leaders so that all stakeholders feel prepared to lead many aspects of operations in the school. Sub-strands include:
Defining The Role of the Assistant Principal; Implementing Leadership Coaching and Mentoring; Optimizing Systems; Utilizing Shared/Distributive Leadership Practices; Providing New and Early Career Principal Support; Planning Strategically; Using Structures of Collaboration; Supporting Aspiring School Leaders; Expanding Career Building and Professional Leadership Skills
Instructional Leadership: Instructional Leadership: The ultimate goal of all building leaders is to support and lead teaching and learning–by being an instructional leader. This necessitates a deep understanding of research-based best instructional practices; an understanding of data analysis and the connection between data and improvement; an ability to coach and evaluate teachers; and a desire to be the lead learner of the building, staying ahead of new ideas, innovation, and research regarding teaching and learning. The most common characteristic that we hear about being a building leader is the need to be an instructional leader. This is often easier said than done when the other fires that come up during the day take us away from this essential focus. Sub-strands include:
Promoting a Culture of Continuous Improvement; Navigating Change; Providing Quality Professional Learning; Evaluating Teacher Effectiveness; Bridging Academic Gaps; Supporting Diverse Student Populations; Utilizing Data to Inform Decision Making; Differentiating Instruction; Leading with a Growth Mindset; Thinking Strategically to Engage and Motivate Students; Using Innovative Practices
School Climate, Culture and Inclusivity: Have you heard the phrase, "Climate and culture will eat strategy for lunch every day?" Building relationships with staff, faculty, the family community, and students is the bedrock of a safe, strong, and empathetic learning environment for all adults and students in a school environment. By fostering a climate and culture of trust, we begin to see each other as human beings and as educators who want to do what is best for our students. And when that happens, we show our vulnerabilities about what good teaching and learning looks like. Sub-strands include:
Building Family and Community Partnerships; Having Difficult Conversations; Ensuring Equity, Diversity, Inclusion, and Cultural Responsiveness; Navigating External Climate and Conflict; Leading Staff Inclusivity, Belonging & Support; Prioritizing Staff Recruitment, Induction, & Retention; Creating Trust in Leadership and Schools; Implementing Restorative Practices
Leveraging Student Voice and Agency: Each student is a unique individual with their own strengths and areas for growth. They come to school the way they come to school, and it’s our job as educators to figure out where they are in their knowledge and learning and to support them with the necessary strategies and interventions to support them so they can reach their potential. Students learn best when they are engaged, actively learning, critically thinking, and doing the talking. Our goal is to share strategies and ideas to differentiate learning, to leverage student voice, and to increase student agency in the classroom so students feel motivated to do their best in school and empowered to take ownership for their learning. Sub-strands include:
Prioritizing Critical Thinking; Promoting Digital Citizenship; Focusing on School Attendance; Acting on and Providing for Students with Neurodiverse Needs; Offering Service Learning Opportunities; Emphasizing Student Leadership; Implementing STEM, Instructional Technology, and Artificial Intelligence (AI) Tools
Whole School Wellness: Adults’ and students’ mental health and well-being are quite fragile. And part of the school’s responsibility is to support our stakeholders to be resilient with trauma, to effectively navigate crisis management, and to teach our community of learners how to embrace a healthy way of life by integrating tools of social emotional learning so that they can be the best versions of themselves. When students feel safe making mistakes and feel confident to be their authentic selves, high levels of learning can occur, especially when intentional systems of support are in place. Our goal is to create a schoolwide system of support to empower all adults and students to feel confident in what they do with the appropriate scaffolds and interventions in place to ensure that everyone succeeds. Sub-strands include:
Determining Effective Crisis Management/School Safety Practices; Prioritizing Mental Health & Wellbeing; Providing Multi-Tiered Systems of Support; Implementing Evidence-based Social Emotional Learning; Ensuring Student Inclusivity, Belonging and Support; Utilizing Trauma-informed Instructional Practices; Maintaining Work-life balance; Celebrating Staff, Students & Families
All sessions must designate one lead presenter. You may also add up to two co-presenters.
The following information will be collected (optional unless specified):
You must indicate that the presenter and any co-presenters agree to all of the terms and conditions in order to submit your proposal.
The last step of session submission involves reviewing what you have entered and pressing "Confirm and Submit" to receive a confirmation email message.
If you have already submitted a session title you may log in below using the session ID number and password already provided to you:
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We will email it to you.