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.

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 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.

Grounded in Liza Talusan’s The Identity-Conscious Educator, this ongoing book group invites independent school educators into structured, reflective, and actionable exploration of identity and its impact on professional practice. It approaches identity as formative and centers educator growth as a pathway to belonging and culture shift in independent schools.

This year-long fellowship for experienced educators from throughout California supports the unique demands of independent school leaders—the only program of its kind in California!

This 5-session series focuses on the unique role and responsibilities of educators who support classroom teachers directly and indirectly from positions outside of senior administration. These professionals inside schools—curriculum coordinators, learning specialists, instructional coaches, assistant teacher program directors, and others—who inhabit the space between classroom teachers and administrators often work within this context and without the power to change the overarching systems.