We had the honor of participating—as Italian school leaders—in the 17th Triennial Convention of AFSA. It was an immersive journey into the union and professional culture of American school leaders, giving us the opportunity to explore closely the challenges, values, and visions that inspire those who lead public schools across the ocean.
The setting for this important event was the singular city of Las Vegas, internationally renowned as a capital of entertainment, with gambling as its most emblematic feature. Yet beyond its glossy image, the city reveals unexpected charm. In the evenings, we rode the High Roller Ferris wheel, which offered breathtaking views of both the vibrant cityscape and the vast mountainous desert horizon. We also visited the Strat Tower, where we admired the mesmerizing sight of Las Vegas illuminated at night, crowned by the dazzling and futuristic Sphere—a cutting-edge venue for immersive performances that left us truly speechless.
At the heart of this vibrant context unfolded the AFSA Convention, hosted by a union representing active and retired school leaders and supervisors across the U.S. public education system (excluding superintendents). AFSA is the successor to the historic School Administrators and Supervisors Organizing Committee and is affiliated with the AFL-CIO, the largest labor federation in the United States. Its mission is to promote quality public education, defend the rights of school leaders, support collective bargaining, and ensure equitable educational opportunities for all.
We gained valuable insight into the organization’s governance structure, which, though complex, is impressively participatory. It is built upon local unions, regional councils, and a national governing body—the General Executive Board (GEB). The triennial convention is the pinnacle of AFSA's democratic life: a space where national officers are elected, constitutional amendments are debated and approved, and resolutions are adopted to shape the union’s direction and future.
School Leadership, Core Values, and the Defense of Public Education
The convention’s central message was unmistakable: American public schools are facing a critical moment, challenged by political pressures, funding cuts, growing violence, and widening social inequality. In response, AFSA reaffirmed the essential role of school leaders—as guardians of rights, promoters of equity, and defenders of the safety and well-being of students and staff alike.
A series of resolutions adopted at the convention showcased AFSA's ethical and political vision of educational leadership, rooted in the values of democracy, social justice, and collective responsibility. Highlights include:
- Supporting the Mental Health of School Leaders -- AFSA recognizes that principals are often on the front lines during crises and emergencies. This resolution calls for meaningful investment in leader well-being: including professional development, psychological support, decompression spaces, and, most importantly, an organizational culture that does not normalize chronic stress as "part of the job."
- Protecting School Staff from Threats and Assault -- The rise in verbal and physical violence against school personnel is a harsh reality in many U.S. districts. AFSA calls for targeted protections, public awareness campaigns, and legislative action to address all forms of intimidation and aggression.
- Addressing Gun Violence in Schools -- In a country marked by increasing gun-related incidents, AFSA takes a firm stand: schools must be weapon-free zones. The resolution supports a national ban on the manufacture, sale, possession, and use of firearms—excluding military and public safety personnel. AFSA opposes arming school staff, viewing such policies as dangerous and counterproductive.
- Ensuring True Inclusivity and Accessibility -- Inclusion must be more than a slogan. AFSA calls for active policies to dismantle systemic barriers, ensure accessibility for students and educators with disabilities, and embrace cultural and linguistic diversity. School leaders must be equipped to build truly equitable and welcoming environments.
- Securing Healthcare for Retired School Leaders -- Those who have served public education deserve dignity and security in retirement. AFSA supports strong public healthcare policies to protect retired school leaders from being left behind.
- Upholding Human Rights and Active Citizenship -- AFSA reaffirms the role of public education in defending the fundamental rights of all—including migrants, refugees, and DACA recipients. School leadership must be a beacon of legality, pluralism, and respect for diversity.
- Promoting Democratic Civic Education -- In a time of polarization and declining trust in institutions, schools must foster responsible, active, and informed citizenship. AFSA supports investments in civics education from elementary through high school, emphasizing constitutional knowledge, ethical participation, and media literacy.
- Defending Federal Funding for Public Education -- AFSA strongly opposes efforts to dismantle or defund the U.S. Department of Education. The union calls for sustained investment in quality educational services—from preschool to university—in every region of the country.
- Integrating Artificial Intelligence Ethically and Responsibly -- AFSA supports the ethical and transparent integration of AI in education. Technology should support—not replace—human educators. Student data must be protected, and school leaders must be trained to use AI mindfully, preserving the relational and ethical core of teaching.
These resolutions are not symbolic—they form the foundation of AFSA’s agenda for the next three years, guiding its policy, advocacy, and professional development work. The message is clear: public education is a common good, and those who lead it must defend it with vision and courage.
Stories That Inspired Us
Throughout the convention, we heard powerful and moving testimonies about what it means to lead a school during times of crisis and loss. These conversations explored trauma, grief, moral injury, and compassion fatigue—and shared a common understanding: schools must become organizations that care.
One unforgettable moment was the testimony of James Allrich, who spoke during a panel on artificial intelligence. He revealed that it took fifteen unsuccessful attempts before being appointed as a principal—barriers he attributes to racial bias and his personal appearance, including his hairstyle, which challenged traditional expectations. Despite these obstacles, his leadership qualities were recognized. In 2024, he was named Principal of the Year for the State of Maryland and a finalist for the prestigious Washington Post award. His story highlights the persistence of systemic discrimination in school leadership—and the power of resilience to overcome it.
Another memorable voice was Mark Erlenwein, principal of Staten Island Technical High School. He opened his presentation with a series of magic tricks before discussing his school’s STEAM approach—integrating the arts into science, technology, engineering, and mathematics. His school fosters an interdisciplinary, hands-on learning environment where AI coexists with artistic and manual skill-building. His philosophy of restorative assessment, which views failure as an opportunity for growth, resonated strongly with Italy’s Senza Zaino movement.
We were also deeply impressed by Neal Reich, assistant principal at Abraham Lincoln High School in New York. His school of nearly 2,000 students offers advanced technology and photography labs, animal science facilities, three gyms, and even a swimming pool. Abraham Lincoln places a strong emphasis on social-emotional learning (SEL) to help students manage emotions, build relationships, and make responsible decisions. A charming detail: students at this school do not use backpacks.
A Shared Vision Across Borders
For us, this experience was one of deep personal and professional growth. We felt connected to a global educational community, united by a shared mission: building inclusive schools, defending the dignity of educators, ensuring fair working conditions, and placing students at the heart of education.
We found many resonances between AFSA’s vision and the principles that guide Italy’s Senza Zaino movement: leadership that supports rather than controls, assessment that emphasizes growth over judgment, and schools as spaces of care, relationship, and shared responsibility.
We also witnessed the transition of national leadership within AFSA, as Mark Cannizzaro succeeded the widely respected Leonard Pugliese. The solemn and inspiring ceremony reflected a model of leadership renewal based on continuity, trust, and shared vision.
What moved us most was the genuine hospitality and collegial spirit extended by our American colleagues. We were welcomed warmly and sincerely—recognized as fellow professionals, united by common ideals of social justice, educational dignity, and a commitment to public schooling as a cornerstone of democracy.
From formal plenaries to informal conversations, every moment contributed to a sense of shared belonging. In this rich web of relationships, we saw the true strength of AFSA’s leadership—rooted not just in policy, but in connection, reciprocity, and solidarity.
We came to understand that the power of educational leadership lies not only in strategy or structure, but in human connection—how people meet, support, and recognize one another. It is from this soil that transformative leadership grows.
To our colleagues at AFSA, we extend our deepest thanks—for your warm welcome, your example, and your steadfast defense of public schools as spaces of humanity and democracy.
What we experienced went far beyond the scope of a typical international exchange. We encountered a profound professional identity that unites American school leaders: a positive and proud collective spirit rooted in a shared vision of education.
We were deeply moved by the way the principal’s role emerged—not just as a managerial one—but as a moral and civic anchor for the entire school community, supporting children, teachers, and families alike.
In all of this, we recognized the same spirit that animates our work in Italy: the belief that real change comes from an educational community united in care and commitment to the common good.
The convention left us with a certainty that transcends borders: today, more than ever, schools need human, visionary, and passionate leaders—capable of navigating the delicate balance between rules and relationships, between rights and responsibilities, between dreams and reality. Above all, we need leaders who never stop learning, questioning, and building bridges—even across oceans.
