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One-Hour Workshops: Demographic Sustainability

Become more inclusive and representative of the school-age population and less unapproachable financially and socially.

  • Block 1 (Thursday, February 27, 8:00 - 9:00 AM)
    • Developing a School-Based Training Program for Intercultural Competence

      Americas Seminar Room

      Plagued by a lack of momentum and follow-through in your school’s “diversity” efforts? Not even sure where to start? Oregon Episcopal School has trained a cohort of our own faculty and staff to facilitate conversations on culture, identity, communication styles, and privilege to build intercultural competence in all of our school employees.
      Martin Jones and Jordan Elliott, Oregon Episcopal School (OR); Janet Bennet, The Intercultural Communication Institute (OR)
      Leadership Development
    • Exploring Glocal Identities and Nurturing Diversity, Inclusivity, and Community

      Asia 3

      For school stakeholders interested in nurturing diversity and working with neighbors near and far, come examine a Mississippi school’s recent experience with the Assessment of Inclusivity and Multiculturalism (AIM) to unpack the notion of diversity and identify “glocal” steps fostering inclusivity in your own communities.
      Chris Harth, Leanna Range, Adam Mangana, and Omar Rachid, St. Andrew's Episcopal School (MS)
      The Classroom Experience
    • Ready, Set, AIM: Maximizing Your School's Use of AIM

      Southern Hemisphere IV

      Learn about three stages of AIM: before, during, and after. Hear ideas for setting up the AIM team, prepping the discovery groups for authentic conversations, and survey logistics. Examine steps for identifying key strengths/opportunities and for developing goals for inclusivity as you hone in on your school's needs.
      Asako Kurosaka-Jost and Dawn Cunnion, Brentwood School (CA)
      Leadership Development
    • The Next Step in Embracing Diversity: The Transgender Student

      Northern Hemisphere A-2

      If your school has not dealt with this issue yet: be prepared, it’s coming. Discuss the many practical and legal issues that can arise in handling gender identity issues. Examine considerations about use of restrooms; modifying policies, rules and practices;  confidentiality and student records; facilities planning; physical education classes; and intramural and interscholastic athletic activities.  
      Linda Johnson, McLane, Graf, Raulerson & Middleton (NH); Mary Carter, The Derryfield School (NH)
      Management
    • What's in a JAM? Innovative Community Engagement in Planning

      Southern Hemisphere III

      Successful strategic planning depends on community buy-in as much as cogent initiatives. Newark Academy used an innovative online conversation – a JAM – to involve students, faculty, parents, and alumni in weighing challenges and priorities, and generating compelling insights for planners and participants alike. Learn how a JAM can galvanize your planning and boost its impact.
      Laura Dillon and Donald Austin, Newark Academy (NJ); Susan Restler, Knowledge in the Public Interest (NY)
      Governance
      Block1Jam (PDF, 97 KB)
  • Block 3 (Thursday, February 27, 1:30 - 2:30 PM)
    • 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. https://dl.dropboxusercontent.com/u/41743964/Paradoxes%2C%20NAISAC14%20rev%202-27-14%20copy.pdf
      Claudia Daggett, Elementary School Heads Association (MO); Liza Lee, Columbus School for Girls (OH); Melissa Boocock Soderberg, Columbus Academy (OH)
      Leadership Development
    • 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)
      Leadership Development
  • Block 4 (Friday, February 28, 8:00 - 9:00 AM)
    • A Multisensory Curriculum: Teaching LD Students Well, Teaching All Students Well

      Northern Hemisphere B

      Your school has more different learners than you think! Learning how to teach them effectively enhances the way you reach all your students. Clinical Psychologist Anthony Henley will discuss the research behind multisensory teaching, and Siena staff will share practical approaches to multisensory teaching in order to prepare students for a rigorous college curriculum.
      Clay Kaufman, The Siena School (MD); Anthony Henley, Clinical Psychologist (DC)
      The Classroom Experience
    • Exploring Gender Diversity: Implications for School Settings

      Northern Hemisphere A-1

      In November 2012 experts gathered to dialogue about gender-independent children within the context of single-sex schools. As states increasingly recognize the rights of transgender youth, all schools will need to arrive at clear stances around their admission, creating an inclusive culture. Join us to begin this complex and critical conversation.
      Sandra Luna, Julia Morgan School for Girls (CA); JoAnn Deak, The Deak Group (OH)
      Leadership Development
    • Renewal Through Strategic Planning

      Northern Hemisphere A-3

      With a new head of school, a strong board of trustees, and for the first time, ownership of its land, Lamplighter School decided to build on its strengths, identify areas in need of attention, and rededicate itself to its founding principles through a comprehensive strategic planning process. Hear about best practices and specific tools for planning.
      Joan Hill and Catherine Rose, The Lamplighter School (TX); Sam Frank, Synthesis Partnership (MA)
      Governance
  • Block 6 (Friday, February 28, 1:30 - 2:30 PM)
    • Cultural Competence and 21st Century Skills: The Intersections of Learning and Community

      Northern Hemisphere E-1

      In order to support more inclusive communities in our schools, we must shift our focus in diversity work from cultural sensitivity to cultural competency. Join a panel of diversity leaders to explore how cross-cultural competency is essential for all children to collaborate, create, communicate, think critically, and solve problems in our schools of the future. http://bit.ly/CC21C-NAISAC14-SLIDES
      Gene Batiste, Independent Education (DC); Steven Jones, Jones & Associates Consulting (CA); Rosetta Lee, Seattle Girls' School (WA); Alison Park, Blink Consulting (CA); Chris Thinnes, Curtis School (CA); Tim Wise, author and educator (TN)
      The Classroom Experience
    • Funding Diversity: Sliding-Scale Models

      Asia 2

      Sliding-scale tuition ensures economic diversity is a collective investment. Challenges are financial and cultural. Endowment policies integrate school values. Manhattan Country School’s 47 years of sliding-scale tuition is an alternative to scholarship/financial aid funding models. Learn how it works at MCS and has been replicated at St. Elizabeth's.
      Michele Sola, Manhattan Country School (NY); Walter McCoy, St Elizabeth's School (CO)
      Management
    • Increasing the Pipeline: Supporting Women and People of Color Aspiring to Be Heads

      Asia 1

      Although independent schools are getting closer to becoming inclusive institutions reflective of the mosaic of our country, there’s been difficulty in placing women and people of color as heads. Gain key strategies for aspiring heads as well as current heads, board members, and search firms on your role in this important initiative.
      Ara Brown, Cranbrook Schools (MI); Dennis Bisgaard, Kingswood Oxford School (CT); Joan Hill, The Lamplighter School (TX); Tony Featherston, The Town School (NY); Wanda Holland Greene, The Hamlin School (CA); Sylvia Rodriguez Vargas, Brownell-Talbot School (NE); Karen Eshoo, Vistamar School (CA)
      Leadership Development
    • One School and One Family's Journey

      Northern Hemisphere C

      “Dad, let’s face it— you have a daughter and a son, not identical twin boys.” Learn how one family faced bullying, harassment, and discrimination so severe they had to go into hiding to protect their children. Hear an extraordinary story of our times illustrating the leading role independent schools can take in creating a safer world for transgender youth.
      Lydia Maier, Waynflete School (ME); Wayne Maines, father, storyteller, advocate for change (ME)
      Leadership Development
    • Q = Questioning: Reflections on Creating Safe Spaces for LGBTQ Youth and Families

      Southern Hemisphere V

      A critical component of our job in schools is to create spaces for students to safely express their identities. Review case studies to reflect on the effectiveness of formal programming and institutional policies related to supporting LGBTQ students and families. Examine gender and sexuality expression in students ranging from three years old through high school.
      Rachel Kane, Jason Novak, Tamara Clark, April Tvarok, and Carol Wolf, Abington Friends School (PA)
      The Classroom Experience
 

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