Across two-days, educators will practice intentional habits that help students and adults alike “listen deeply, speak truth with dignity, risk failure, build belonging, and see the whole student.” Participants will leave with concrete strategies ready to bring back to their schools and classrooms, ensuring that humanity remains at the heart of teaching and learning in the age of AI.

This three-day, in-person institute invites educators and school leaders to develop the mindsets, skills, and practical applications needed most in this rapidly changing landscape keeping human relationships at the center. With Eric Hudson as our core facilitator, this collaboration between CATDC and Midland School combines hands-on learning with thoughtful dialogue, ensuring participants leave with technical know-how and a clear vision for how AI can enhance the human elements at the heart of education.

Take control of your time and shift from reactive to strategic in this interactive workshop designed to help busy educators work more efficiently. You’ll practice proven strategies for managing projects, email, and digital workspaces while integrating generative AI tools to streamline tasks. Led by Head of School Andrew Davis, this hands-on experience will equip you with practical systems to make your work more productive and rewarding.

You will leave the 3-session Summer Institute with new tactics and a personalized work plan containing strategies to improve your group facilitation techniques. This workshop is transformative for anyone who leads groups of colleagues or students, whether teachers, department chairs, academic deans, or school heads. We also highly encourage you to consider attending the workshop with a team from your school.

In collaboration with The Harker School, this institute will equip you with strategies to design assessments and experiences that capture authentic learning in ways that AI cannot replicate.

The Teaching Foundations program is designed to support the growth and success of all teachers—particularly those in their early years at independent schools—by focusing on foundational areas of teaching.

The Teaching Foundations program is designed to support the growth and success of all teachers—particularly those in their early years at independent schools—by focusing on foundational areas of teaching.

Join us for this dynamic 3-day Summer Institute to transform teacher evaluation from a compliance-driven task into a meaningful, growth-oriented process. We will explore how to reimagine evaluation as an act of “tending the ecosystem,” a collaborative and continuous practice rooted in equity, well-being, and professional growth. Participants will engage with research-based tools for assessing instruction and classroom culture, receive practical, easy-to-adapt frameworks for their school sites, and leave with a clear road map for collaboratively designing an evaluation system that better supports the flourishing of both educators and students at their schools.

The early years are critical for building the foundational reading and writing skills that set students up for long-term academic success. Facilitated by Rebecca Bellingham and Veronica Scott, authors of The Artful Approach to Exploring Identity and Fostering Belonging, and The Artful Read Aloud, this interactive experience highlights how purposeful play activities, storytelling, community poems, expressive movement, and “artful read-alouds” can bring early literacy to life—honoring children’s identities, amplifying their voices, and fostering the belonging that underpins joyful learning and academic excellence.

Campbell Hall and CATDC are partnering to co-create a two-part professional learning experience that centers educators’ intentional development of students’ executive functioning (EF) skills across grade levels and disciplines. Grounded in a neurodiversity-affirming framework and led by expert facilitator Lindsay Astor Grant, founder of Learning Redesigned, the program positions executive functioning as a universal set of skills that strengthen academic engagement, emotional regulation, collaboration, and lifelong learning for all students.

The Department Chairs Institute will guide participants in exploring the multilayered challenges of this unique position and in developing the knowledge, skills, and strategies needed to become effective department leaders.

This program is designed for leaders who want to navigate these complexities with greater confidence and clarity learning with and from a community of practitioners. Together, we’ll tackle the challenges that come with making tough decisions, leading effective meetings, supervising your peers, and giving feedback that builds rather than erodes trust.

Drawing on the book The Power of Making Thinking Visible, this interactive workshop with author and educational leader Ron Ritchhart will provide participants with the chance to learn how teachers at all levels can make students’ thinking visible through 4 key strategies: thinking routines, documentation, questioning, and listening. The effective use of these practices can transform classrooms into cultures of thinking.

This virtual ongoing program offers practical tools and strategies to enhance the work of assistant teachers in the classroom, with a focus on effective collaboration, student engagement, and responsive support. In addition to skill-building, the ongoing sessions will provide a space for assistant teachers to share experiences, ask questions, and build a strong sense of community with colleagues throughout the state.

This 5-session program will help educators develop practical financial and risk management skills necessary for leadership roles in K12 schools, both day schools and boarding schools. Moving beyond the theoretical and foundational principles of finance, we will ground our work together in the practical tools that educators and schools can use to understand trends, articulate current and potential economic challenges, and develop strategic and action-oriented approaches to sound financial management and financial sustainability.