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One-Hour Workshops: Block 3

Block 3Thursday 1:30-2:30 PM
  • Communications and Advancement
    • A Mobile Social World

      Oceanic 3

      Current fund-raising processes are outdated, data are often inaccurate, and prospect research is time-consuming. Learn how new services and technologies can help independent schools more accurately and efficiently know and connect with their donor base.
      Jesse Bardo, EverTrue (MA); Jeremiah Stevens, University of Chicago Laboratory Schools (IL)
      Financial Sustainability
  • Governance
    • "What’s Next?" Strategic Dialogues for Short-Term Goals and Long-Term Benefits

      Northern Hemisphere E-1

      In a world of disruptive innovation and crowdsourcing, Wildwood School has replaced the traditional multi-year strategic plan with a dynamic, ongoing process of strategic thinking, branding the series of dialogues as, “What’s Next?” What’s next for your school? Hear Wildwood trustees and head of school share what they’ve learned thus far.
      Landis Green, Wildwood School (CA); Marc Frankel, Triangle Associates (MO)
      Daily Work of School Leaders
    • A Model for the Head Transiton

      Northern Hemisphere E-2

      The head transition can be both challenging and invigorating. A mission-based transition can unify the community.  From experience and anecdotal data, learn the process from the head-elect year of being attentive to two schools, to the outgoing head’s role as trusted advisor,  to the professional opportunities after the headship.
      Lawrence Sykoff and John Griffith, Ranney School (NJ); John Green, Peddie School (NJ)
      Daily Work of School Leaders
    • Board-Head Leadership in Changing the Culture of a School

      Northern Hemisphere A-4

      Examine how one board of trustees, working with the school’s head, brought about a significant cultural shift at Lakeside School. Designed for board leaders looking for significant change and for school administrators facing significant change, discuss lessons learned, mistakes made, and progress gained with a formal charge from the board to the head of school.
      Bernie Noe and Skip Kotkins, Lakeside School (WA)
      Daily Work of School Leaders
    • What's in the DNA of an Effective Governance Committee?

      Southern Hemisphere I

      A high-functioning governance committee can ensure a high-functioning board. Discuss the responsibilities of the governance committee, including succession planning, selecting, recruiting, and orienting trustees, and board assessment and development. Review processes and tools to ensure peak performance.
      Donna Orem, NAIS (DC)
      Daily Work of School Leaders
      Block3DNA (PDF, 1.65 MB)
  • Leadership Development
    • Considering Leadership in Independent Schools: Paradoxes Women Face

      Southern Hemisphere III

      Women make up only 31 percent of the population of heads of schools, a statistic unchanged since 2002. What are the variables at play? Three female leaders — a former head, an experienced head, and a newly-appointed head — discuss paradoxes women face in aspiring to and serving in leadership posts in independent schools.
      Claudia Daggett, Elementary School Heads Association (MO); Liza Lee, Columbus School for Girls (OH); Melissa Boocock Soderberg, Columbus Academy (OH)
      Demographic Sustainability
    • Culture and Leadership: Shaping Community

      Northern Hemisphere E-3

      Student and faculty culture are key building blocks for the success of any school. Explore the experiences of a head of school, director of admissions, and dean of students who sought cultural change. Examine the importance of collaboration in the success of shaping a healthy school culture, including triumphs and missteps along this path.
      Pascale Musto, Peter Saliba, and Kate Saunders, Tilton School (NH)
      Daily Work of School Leaders
    • Faculty Conversations: Grading and Grade Inflation

      Asia 2

      How do fairness, equity, compassion, and integrity relate to grading? Explore a framework for discussing ethical issues of grading with your faculty, including: whether to offer extra credit, how to account for improvement in a system that measures mastery over progress, and how to communicate grade expectations to families.
      Kimberly Coelho and Karen Rezach, The Ethics Institute at Kent Place School (NJ)
      Daily Work of School Leaders
    • NAIS Fellowship for Aspiring School Heads

      Asia 5

      Join the NAIS Fellowship for Aspiring School Heads fellows as they share their group projects to explore a variety of global issues facing the independent school community.  The fellows will present answers to some of the toughest questions facing our schools.  
      NAIS Fellowship Cohort 2013-14
      Programmatic Sustainability
    • Protostar: Putting Metrics to Your Environmental Sustainability Initiatives

      Northern Hemisphere A-3

      Thanks to the E.E. Ford Foundation, nine schools have developed Protostar, a mechanism adapted from the higher education sector for measuring progress in many areas of school life related to sustainability. These include curriculum, climate planning, and public engagement; as well as land, water, and energy use. Learn how your school can track its sustainability progress using Protostar.
      Josh Hahn, The Hotchkiss School (CT); Sam Kosoff, The Lawrenceville School (NJ); Frank Barros, The Berkshire School (MA)
      Environmental Sustainability
    • Rocking the Boat Without Tipping It Over

      Northern Hemisphere E-4

      How can schools embrace positive and necessary change without losing their identity? The pace of change in the world is accelerating exponentially. In too many cases, independent schools have slugglishly responded to these changes. The new demands involve knowledge and skills in financial planning, programmatic evolution, demographics, and marketing.
      Marc Levinson, MISBO (GA)
      Financial Sustainability
      Block3Rocking (PDF, 725 KB)
    • Short on Time, Long on Impact: Professional Development for Busy Educators.

      Americas Seminar Room

      Given the abundance of relevant professional literature, selecting meaningful resources that make the most of teachers' precious time can be a challenge. Learn how many schools utilize Klingbrief; a free, monthly, peer-reviewed, online publication, specifically focused on independent schools, to target what is most important for educators to know.
      Pearl Rock Kane, Klingenstein Center (NY); Elizabeth Morley, University of Toronto (CANADA); Stephen Valentine, Montclair Kimberley Academy (NJ)
      Programmatic Sustainability
    • The Evolution of Admission: Taking Your Seat at the Leadership Table

      Northern Hemisphere A-1

      Admission directors live daily with the pressure to fill seats and meet tuition revenue targets, yet too few have a voice on par with the rest of the senior leadership team. Results of a recent state-of-the-independent-school-admission industry survey spotlight the need for change. See the survey results, examine alternate strategies, and join the conversation.
      Aimee Gruber, SSATB (NJ); Kevin Plummer, Tampa Preparatory Academy (FL)
      Daily Work of School Leaders
    • The Head of School and Business Officer Partnership

      Southern Hemisphere IV

      Hear best practices for a team-based program to develop a strong partnership that advances the mission and financial sustainability of independent schools. Discuss critical school roles through case studies to create a greater understanding of each others’ perspectives to support working effectively together in this strategic relationship.
      Jeff Shields, National Business Officers Association (DC); Bill Hodgetts and Peter O'Neill, Garrison Forest School (MD)
      Daily Work of School Leaders
    • Transformative Conversations About Race: One School's Story

      Asia 1

      Discover a dynamic model for faculty development around issues of race, equity, and inclusion. Learn best practices for increasing institutional capacity to build relationships across and within race, class, gender, and other forms of difference for the purpose of identifying and eliminating inequitable practices and policies.
      Eliza Alexander and Holly Hinderlie, Maret School (DC)
      Demographic Sustainability
    • What to Expect When You’re Not Expecting It: Dare to Prepare for Unplanned Transitions

      Australia 2

      Vulnerable, isolated from our communities, and uncertain about our futures, school leaders facing unplanned transitions find themselves in unfamiliar personal and professional circumstances. Discuss the contractual, professional, and personal considerations that will help you prepare for a future we hope you won’t have to face.
      Gail and John Suitor, Boulder Country Day School (CO); Laurie Reider Lewis, Gunston School (MD); and Debra Wilson, NAIS (DC)
      Daily Work of School Leaders
  • Management
    • A Duty to the Student? Protecting the Good, the Bad, and the Ugly

      Southern Hemisphere II

      The legal tide is changing. Parents are becoming more litigious and new legal theories are emerging. At the forefront is the school’s duty to act “in loco parentis” in all circumstances – even when the student being protected by the school is the accused wrongdoer. Review unique areas of exposure and key strategies to minimize risk.
      Candice Pinares-Baez, Fisher & Phillips, LLP (FL); Diane Jones, Saint Andrew's School (FL)
      Daily Work of School Leaders
      Block3Duty (PDF, 816 KB)
    • Building a Sustainable Campus and Future Through Educationally-Focused Planning

      Oceanic 1

      Educationally focused master planning positions a school to optimize its investment . Successfully executed, it aligns with the school’s mission, shapes investment decisions, and guides advancement opportunities. Gain an overview of key master planning considerations and process tools to retain, explore, and apply.
      Michael Bergin, Miss Porter's School (CT); Shelley Reese, The Learning Center for the Deaf (MA); James A. Barrett, Drummey Rosane Anderson, Inc. (MA)
      Financial Sustainability
    • Equitably Rewarding Outstanding Teacher-Leaders: A Matrix Approach

      Asia 3

      Does your compensation system advance outstanding teachers for their teaching, school-wide engagement, and professional growth throughout their careers? Learn how the Bullis School devised a competency-based matrix to integrate teaching and learning, promote rigorous reflection and evaluation, and build a broad base of collaborative leadership within the existing budget.
      Natasha Nazareth-Phelps, Betsy Kelly, Gerald Boarman, Andrew Delinsky, and Constance Giles, Bullis School (MD)
      Daily Work of School Leaders
    • Exceptions to the Rule: When Bad Ideas Are Good

      Oceanic 5

      Schools are frequently admonished to abide by the law and follow best practices. Discuss when it is appropriate to deny FMLA leave, forego a harassment investigation, refuse to engage in the interactive process, reject reasonable accommodations, and allow employees to volunteer. Review how the size and type of school, as well as details of the law, make these otherwise bad ideas good.
      Michael Blacher, Liebert Cassidy Whitmore (CA)
      Daily Work of School Leaders
  • The Classroom Experience
    • Getting to AND: Building Inclusive Communities with Global Learning Experiences

      Europe 1

      You can integrate inclusivity efforts and global education to strengthen and fortify the goals of both movements. Explore how Town School for Boys is building frameworks for global learning, using strategies that can serve all schools in developing more inclusive classrooms and school communities, particularly at the primary and middle school levels.
      Kristen Goggin and Kristen Zimmer, Town School for Boys (CA); Jennifer Klein, World Leadership School (CO); Homa Tavangar, Growing Up Global (PA)
      Global Sustainability
    • How Are We Doing? On Teacher Evaluation and Support

      Oceanic 4

      The research is clear: teachers have the greatest impact on student learning, but supporting and evaluating teachers is a challenge for schools—especially independent schools, where autonomy is highly valued. Continue the conversation as it applies to you and your school with presenters who have written on this topic for Independent School magazine.
      Michael Brosnan, NAIS (DC); Catherine Hall, The Episcopal Academy (PA); Erica Hamlin, University Prep (WA)
      Programmatic Sustainability
    • Makerspaces/Fablabs: Curriculum Integration, Building, Funding, and Managing

      Southern Hemisphere V

      At many schools, STEM-rich learning experiences sit outside the general curriculum in after-school clubs or electives taken by a limited number of students. The development of a school-based makerspace / fablab / Da Vinci studio can be a powerful resource for helping infuse art, design thinking, and STEM with your general curriculum. Come hear our journey.
      Gary Donahue and Shelly Luke Wille, Chadwick School (CA)
      Programmatic Sustainability
    • Studio-Based Learning: Teaching Students with Design Thinking

      Northern Hemisphere A-2

      The term "design thinking" has been in use for more than 20 years, but its meaning is still open to interpretation. Learn how design thinking and the studio model can be applied in the classroom by exploring the impact of Beaver Country Day School's groundbreaking external partnerships with NuVu Studio and IDEO, where students are empowered to solve real world challenges.
      Peter Hutton, Kader Adjout, and Rebecca Roberts, Beaver Country Day School (MA)
      Daily Work of School Leaders
    • The NAIS Virtual Science Fair

      Asia 4

      The middle school science fair has gone virtual. Teams of students create online hypotheses and presentations, supported by scientists and academics who serve as e-mentors. E-judges select the top teams in a national competition. They go on to compete against teams from other countries for the world VSF crown. Find out more and how your school can participate.
      Whitney Elmore, Macon State College (GA); Christine Kotik, Marburn Academy (OH); Vinnie Vrotney, Quest Academy (IL); Patrick Ater, Canton Country Day School (OH)
      Programmatic Sustainability
    • Your School Needs a Director of Educational Design and Innovation

      Northern Hemisphere B

      The director of educational design and innovation can lead the way in exploring partnerships with other learning organizations, breaking down the walls between academic departments, using online learning capabilities, and expanding the classroom to be more democratic and global. Learn how change is exciting and can bring your school to new heights.
      Robert Vitalo, David Egolf, and Suzanne Fogarty, The Berkeley Carroll School (NY)
      Programmatic Sustainability

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