20th Annual Teacher Leadership Institute: Inspiring Excellence

Megan Milmine, a high school English teacher, shares how she transforM.Ed. her classroom culture by intentionally embedding collaboration to foster empathy among students. Grounded in the belief that meaningful academic growth is deeply connected to social-emotional development, Megan drew from Thrivers, Building Thinking Classrooms, Kagan Cooperative Learning, and The Strategic Teacher to create a learning environment where students not only worked together—but grew together. While her work took place in a high school setting, the strategies and outcomes are adaptable across all grade levels and content areas. This session will leave you with ideas and inspiration to foster empathy through collaboration can shift not just how students learn—but how they relate to one another and the world around them.

Explore how student data can do more than track academic progress—it can help foster stronger connections among students. The presenter will share how data was used to identify student needs and design social lunchtime programs that created opportunities for students to build meaningful peer relationships. Attendees will learn about the entire process, from data collection to implementation, along with practical strategies for creating student-centered social spaces. Whether aiming to support students who feel disconnected or enhance the overall school climate, this session offers real-world insights and tools to help educators get started.

In this session, discover how participating in the Arizona TeacherSolutions Team shaped one teacher’s practice and inspired a commitment to continuous growth. Explore how Professional Inquiry Cycles can lead to powerful shifts in classroom instruction and school-wide impact. Learn how centering student voice not only transforms classroom culture but can also inform meaningful change at the district level.

You'll hear directly from a classroom teacher who used a reflective growth cycle focused on In-TASC Standard 6 to examine how assessment informs both student support and instructional decision-making. While this session focuses on math interventions, the guiding questions - Are our definitions of intervention consistent? Are there patterns in who is getting intervention and when? How much of what we’re calling intervention is actually just extra time?—will challenge educators to think critically about the systems and supports in place for all content areas. You’ll explore how assessment data can reveal patterns and ultimately lead to more intentional, student-centered interventions. Whether you're a teacher, coach, or school leader, this session offers practical insights and sparks meaningful dialogue around how we define, deliver, and reflect on intervention in today’s classrooms.

Learn about the outcomes of one teacher's reflective growth cycle aimed at building students’ academic stamina, focus, perseverance, and mindfulness. Using AASA data, she created six intentional learning teams to support targeted growth and foster peer accountability. Her journey was deeply informed by Awakened, Fewer Things, Better, and It’s Not About Grit, shaping a learning environment grounded in purpose and presence. Discover how small, intentional shifts led to stronger engagement and lasting mindset change—and consider how these strategies could apply in your own context.