Conference Schedule

Navigating today’s evolving job market requires a structured yet adaptable approach to career and academic planning. This interactive session introduces a comprehensive planning tool that seamlessly integrates academic coursework, career technical education, work-based learning, and post-secondary pathways into a clear, user-friendly framework spanning elementary through high school and beyond.

This tool provides free, curated resources and connects academic coursework to real-world applications. Through hands-on demonstrations and guided exploration, participants will gain a ready-to-use tool that simplifies career and academic planning, creating a manageable roadmap for students and families.

Designed for all educators this session will equip participants with strategies to strengthen college and career readiness efforts while making the most of existing resources.

Join us to explore how structured planning can drive real-world student success in today’s rapidly changing career landscape.

"SUMMER of CTE: Camps, PBL, Enrichment/Internships for Expanding Student Exposure K-12 and Increasing Completers" will focus on designing impactful summer programs that increase student engagement with CTE pathways, enhance career readiness, and improve retention and completion rates. The session will cover the following key topics:

1. Summer CTE Themes and Partnerships: Explore creative and exciting summer CTE themes that appeal to K-12 students, with a focus on hands-on, industry-relevant projects. The session will highlight strategies for building partnerships with local industries and community organizations to provide real-world experiences that complement classroom learning.

2. Summer Bridge/Camps with "Industry Interns": Discuss the benefits of hosting summer bridge programs or camps where high school students can work alongside "industry interns" — students already enrolled in specific CTE pathways — to gain a deeper understanding of the field.

3. Plug & Play Project-Based Learning (PBL) Themes: Present easy-to-implement, engaging PBL themes that can be used during summer programs, such as designing prototypes, conducting community-based projects, or working on industry-specific problems. 

4. Internship Opportunities for 11-12th Grade Students (CTWEE/WEE): Discuss the importance of internships in the Career Technical Work Experience Education (CTWEE) and Work Experience Education (WEE) programs. These internships, which can be dual-enrolled, offer high school students the opportunity to gain hands-on work experience in their chosen CTE field, building a strong foundation for their future careers.

5. HS/150-Hour Summer Concentrator Masterclasses: Introduce models for 150-hour summer Concentrator masterclasses, where students who are already enrolled in specific CTE pathways can deepen their skills through intensive, focused summer training. These masterclasses could include certifications, industry-recognized skills, and project completions, helping students stand out when applying for internships, apprenticeships, or post-secondary education.

6. Increasing K-12 Excitement and Knowledge of CTE: Strategies to generate excitement about CTE programs among younger students (K-8) by introducing them to diverse career opportunities and exposing them to CTE concepts early on. 

NASA engineer Jose Hernandez wanted to fly in space ever since he heard that the first Hispanic-American had been chosen to travel into space. "I was hoeing a row of sugar beets in a field near Stockton, Calif., and I heard  on my transistor radio that Franklin Chang-Diaz had been selected for the Astronaut Corps," says Hernandez, who was a senior in high school at the  time. "I was already interested in science and engineering," Hernandez  remembers, "but that was the moment I said, 'I want to fly in space.' And that's something I've been striving for each day since then." And now that hard work has paid off. He was selected to begin training as a mission specialist as part of the 2004 astronaut candidate class. 

One of four children in a migrant farming family from Mexico, Hernandez --who didn't learn English until he was 12 years old -- spent much of his childhood on what he calls "the California circuit," traveling with his family from Mexico to southern California each March, then working northward to the Stockton area by November, picking strawberries and cucumbers at farms  along the route. Then they would return to Mexico for Christmas, and start the cycle all over again come spring."Some kids might think it would be fun to travel like that," Hernandez laughs, "but  we had to work. It wasn't a vacation." 

After graduating high school in Stockton, Hernandez enrolled at the University of  the Pacific in Stockton, where he earned a degree in electrical engineering and was  awarded a full scholarship to the graduate program at the University of California in  Santa Barbara, where he continued his engineering studies. In 1987, he accepted a  full-time job with Lawrence Livermore National Laboratory where he had worked as  a co-op in college. 

While at Lawrence Livermore, Hernandez worked on signal and image processing  applications in radar imaging, computed tomography, and acoustic imaging. Later in his career, Hernandez worked on developing quantitative x-ray film imaging analysis techniques for the x-ray laser program. Hernandez applied these techniques in the medical physics  arena and co-developed the first full-field digital mammography imaging system. This system has proven useful for detecting breast cancer at an earlier stage than present film/screen mammography  techniques. Hernandez has won recognition awards for his work on this project. He has also worked in the international arena where he represented Lawrence Livermore and the U.S.  Department of Energy on Russian nuclear non-proliferation issues. 

During the astronaut application process, Hernandez had to meet with a review  board. That's where he came face-to-face with his original inspiration: Franklin  Chang-Diaz.  "It was a strange place to find myself, being evaluated by the person who gave me  the motivation to get there in the first place," Hernandez says. "But I found that we  actually had common experiences -- a similar upbringing, the same language issues.  That built up my confidence. Any barriers that existed, he had already hurdled them." 

Hernandez smiles. "Now it's my turn!"


 

Mark C. Perna is the founder and CEO of TFS Results, a strategic consulting firm leading the national paradigm shift in education and workforce development. Mark, who works daily with local and regional organizations at the tactical level, created the Education with Purpose & Employment with Passion movement to help communities connect their education, business, and economic pipelines. Mark is an acclaimed and inspiring public speaker who has spoken at Harvard University by special invitation. Today, he delivers more than 80 keynote speeches annually across North America, where he frequently brings audiences to their feet.

As a noted generational expert, Mark often interviews on radio, television, and podcasts. He contributes weekly at Forbes.com, where his articles and leadership videos reach an audience of more than 4 million. He serves on the Advisory Council for the Coalition for Career Development and is a member of the International Economic Development Council, both in Washington, DC.

Through his podcast The Perna Syndicate, Mark's message reaches listeners in more than 70 countries. His bestselling book, Answering Why, received 8 national awards and has empowered countless parents, educators and employers to unleash the true potential of today's young people.

Mark is the father of two successful young people. Find out more about Mark's work at MarkCPerna.com.

Anna Eshoo is a seasoned educator and entrepreneur with a distinctive blend of expertise in wellness and education. As the owner of I AM YOGA Wellness Studio in Turlock, CA, and a Certified Yoga Therapist, Anna has devoted over 16 years to promoting holistic well-being and personal growth. Her studio offers a transformative space for individuals seeking balance and rejuvenation.

With more than 20 years of experience in education, Anna understands the stress of the classroom and the importance of bringing balance both in and out of the classroom for success. She has taught business at both the high school and college levels, enriching her students with a wealth of knowledge.

Anna is also the published author of Yoga: A Journey Into a Healthy Spine, reflecting her commitment to integrating wellness practices into daily life. Her deep understanding of educators' needs, combined with her wellness expertise, enables her to offer valuable resources and support, helping educators create a more balanced and impactful career. Anna provides a unique perspective that bridges the worlds of education and wellness, empowering educators to foster both personal and professional growth.

Join Mark Perna for an interactive breakout session to supersize his keynote and your impact with students, staff, and stakeholders! Discover the mega trends driving Generation Z: what they think, what makes them tick, and how they make decisions in the classroom and on the job.

These talented young people have far more potential than people think. Mark will reveal the real-world strategies to shift Gen Z into active purpose and maximize their performance at all levels of education and experience.

Learn how to use these tools to help this generation make the most of their education and career journey.

Leadership Public School Oakland R&D (LPSO) transformed Work-Based Learning (WBL) by creating in-house programs to overcome challenges in securing external internships. This session explores how LPSO integrated Linked Learning to connect academics with real-world skills, boosting College and Career Indicator (CCI) scores by 42% in one year.

Key Topics:

• Challenges & Solutions: Developing REEL Oakland, Construction Projects, and Web Design WBL courses.
• Linked Learning Integration: Aligning academics with career pathways.
• Industry Partnerships: Building collaborations to enhance WBL experiences.
• Measuring Success: Key metrics and evaluation strategies.

Attendees will gain actionable strategies to implement impactful WBL programs in their schools.

This presentation will offer a comprehensive guide for faculty and staff on navigating the UCOP (University of California Online Portal) system, with an emphasis on submitting new CTE courses and properly modeling existing ones. Attendees will gain a clear understanding of the steps required to successfully submit and model courses within the UCOP system.

Join us to explore our district's innovative model for implementing Project-Based Learning (PBL) across various educational pathways. We will discuss how a dedicated Sports Medicine Academy team participates in PBL training, pilots a PBL project at their site, and subsequently leads PBL professional development for other linked-learning academies and Career and Technical Education (CTE) pathways within the school district.

Participants in this session will leave equipped with valuable PBL project design resources and sample slides for hosting PBL professional development in your own school or district. This session is ideal for both new and veteran teachers, as well as CTE and Work-Based Learning (WBL) coordinators.

Come ready to collaborate and innovate in enhancing PBL practices in your educational environment!

 The presentation will cover the following key topics:

1. Program Design and Delivery: How to create CTE programs tailored to the unique needs of incarcerated, community, and alternative education students, ensuring accessibility, engagement, and career readiness.

2. Trauma-Informed Teaching: Techniques for educators to address the emotional and psychological challenges faced by students in these settings, while fostering a positive learning environment.

3. Engagement and Retention Strategies: Approaches for motivating students who may face additional barriers to education, such as disengagement, lack of resources, and personal or family challenges.

4. Industry Partnerships and Apprenticeships: How to establish and sustain partnerships with local businesses and industries to provide real-world experience, apprenticeships, and employment opportunities for students.

5. Assessment and Outcome Measurement: Best practices for measuring student progress, including the use of industry certifications, portfolios, and hands-on projects that demonstrate skills mastery.

6. Collaboration Between CTE Teachers, Administrators, and Coordinators: The importance of collaboration across all levels to create cohesive, impactful programs, including how to align educational goals with workforce needs and ensure post-graduation success.

Attendees—CTE Teachers, Administrators, and Coordinators—will gain practical strategies for designing, delivering, and assessing CTE programs that meet the unique needs of incarcerated, community, and alternative education students. They will also learn how to engage these students in meaningful career pathways and establish systems that provide real-world learning opportunities while addressing the challenges faced by these populations.