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One-Hour Workshops: The Classroom Experience Track

Designed for all educators and academic leaders, these workshops focus on design and implementation of academic programs.

  • Block 1 (Thursday, February 27, 8:00 - 9:00 AM)
    • Assessing the 4Cs in Schools of the Future: Independent and Public School Panel

      Northern Hemisphere A-3

      Join Ken Kay, founder of P21 and CEO of EdLeader21, along with school leaders from independent and public school members of EdLeader21, to explore how schools are embedding the 4Cs school-wide and using rubrics, performance tasks, and other exciting tools to assess students’ creativity, collaboration, communication, and critical thought.
      Ken Kay, EdLeader21 (AZ); Josh Brody, Sequoyah School (CA); Kim Dockery, Fairfax County Public Schools (VA); Laura Deisley, the Lovett School (GA)
      Programmatic Sustainability
    • Discovering Where Boys Are Thriving in Coed Settings

      Northern Hemisphere A-4

      Explore where boys are thriving in coed schools despite the data of lower boys’ performance. Discuss strategies for engaging middle and upper school boys. Explore the role of digital devices in schools, leadership opportunities in and outside of class, and curricular practice that involves choice, relevance, performance and competition.
      Melissa Soderberg, Columbus Academy (OH); AJ Colianni and Sarah Flotten, Breck School (MN)
      Programmatic Sustainability
    • 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)
      Demographic Sustainability
    • From Treetop to Robot: Frontiers in Student Directed Learning

      Northern Hemisphere E-4

      Discover ways schools are learning from museums and businesses.  Explore how schools are experimenting with collaborative learning, outdoor classrooms, and museum-like settings in broad-based interdisciplinary formats that emphasize “gamification” and student-directed learning.
      Alan Metcalfe and Aaron Goldblatt, Metcalfe Architecture & Design (PA); Frank Aloise, Springside Chestnut Hill Academy (PA); Rich Nourie, Abington Friends School (PA)
      Programmatic Sustainability
    • Global Programs: Evaluation and Assessment

      Europe 1

      Do you know if your global programs are achieving the learning outcomes you desire? It is critical for schools to develop program measures that go beyond “satisfaction.” Using the backwards design process, Charlotte Blessing and Matt Nink—two experts in global education programs—will share key principles of the science of program evaluation.
      Charlotte Blessing, Lakeside School (WA); Matt Nink, Global Youth Leadership Institute (WI)
      Global Sustainability
    • How Does Your School Demonstrate Commitment to Global Citizenship?

      Europe 2

      What impact do a school’s values and beliefs have on the achievement of global education goals? What global citizenship goals should be part of a school’s strategy? Discover standards that promote student growth and learn practices you can use to develop your school’s global perspectives and programs.
      Graham Ranger and John Heard, Council of International Schools (THE NETHERLANDS)
      Global Sustainability
    • MSA: A Tool to Alter the Way Schools Think About Education

      Oceanic 3

      The MSA is a scientific assessment of six character traits that have proven essential for academic and life success. With 19,000 students participating, INDEX is using the data to show correlations to valued outcomes, to facilitate a network on how to teach these skills, and to demonstrate the value our schools provide. Highlights lessons learned and compelling insights.
       
      Lisa Pullman, INDEX (MA); Tim Bazemore, New Canaan Country School (CT); Richard Roberts and Kevin Petway, ETS (NJ); Jennifer Phillips, Far Hills Country Day School (NJ); Chuck Baldecchi, The Lexington School (KY); Dave Michelman, Duke School (NC); Ned Murray, Episcopal Day School (GA); Allison Webster, Shady Hill School (MA)
      Programmatic Sustainability
    • Start a School-Wide Green Movement to Reduce Waste

      Oceanic 5

      Learn how Stuff-ology, a multidisciplinary sixth grade unit, uses concepts in physical science, math, technology, and social movements to engage students in developing sustainable solutions for their community. Identify the tools and timelines that can empower students to lead a large scale coordinated movement across multiple school divisions.
      Carlos Charriez, Wilmington Friends School (DE)
      Environmental Sustainability
      Block1Start (PDF, 815 KB)
  • Block 2 (Thursday, February 27, 12:00 - 1:00 PM)
    • Dare to Listen: Really Hearing Our Students

      Southern Hemisphere I

      In this fun interactive workshop, explore how to listen so students know we have really heard them. Examine how building closer connections with advisers and teachers will help our students thrive. Deeper listening creates relationships that help students grow. Learn together how to listen well in the service of that growth.
      Ellen Porter Honnet, Stanley H. King Counseling Institute (MA); Jack Creeden, School Year Abroad (MA)
      Daily Work of School Leaders
    • Exploring Homework: Making It Work

      Southern Hemisphere III

      Homework is a hot topic today. Examine critical questions around the purpose of homework, appropriate amounts, and effective policies. Explore current research, best practices, tensions, and solutions to the homework wars in your community. Dare to rethink homework!
      Lisa Spengler, Katherine Delmar Burke School (CA); Denise Pope, Stanford University (CA)
      Programmatic Sustainability
    • Implementation of Ethics and Mindfulness in the Classroom

      Northern Hemisphere A-1

      Engage in activities of mindfulness for use in the classroom: self-reflection, internal and external awareness, and discussions. Learn how to encourage students to focus in the present to support academic achievement. Discover the importance of the teacher-student relationship in collaboratively creating mindful space.
      Jaclyn Douglass, American School in Japan (JAPAN); Suzanne Jeffrey, The Ross School (NY)
      Programmatic Sustainability
    • Shakespeare Plays His Part in Global Education

      Europe 1

      In classrooms around the world, teachers dare to explore innovative ways of engaging with old works that encourage cultural, artistic, and personal discovery. Learn how the Shakespeare Birthplace Trust in Stratford-upon-Avon has worked with NAIS schools to create the next generation of Shakespearians around the globe.
      Nick Walton, Shakespeare Birthplace Trust (UNITED KINGDOM); Lori Taylor, The Silk Road Project/ Actors' Shakespeare Project (MA); Jennie Israel, International School of Boston (MA)
      Global Sustainability
    • Thinking About Teaching: Insights from Educational Philosophers

      Northern Hemisphere A-2

      Explore key ideas of educational philosophers—how they can be useful to teachers today; how they connect to contemporary best-selling books on education, such as Amy Chua's Battle Hymn of the Tiger Mother; and their relevance to current topics in education: charter schools, common core, character education, teacher evaluation, and the standards accountability reform movement.
      Peter Gibbon, Boston University School of Education (MA)
      Programmatic Sustainability
  • Block 3 (Thursday, February 27, 1:30 - 2:30 PM)
    • 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
  • Block 4 (Friday, February 28, 8:00 - 9:00 AM)
    • 20 Percent Time in the Classroom

      Northern Hemisphere E-4

      How do we create an innovative classroom when motivators like grades undermine creativity? The answer is to provide autonomy, mastery, and purpose. Explore how Google’s 20 percent time model provides the perfect classroom environment to supercharge innovation and creativity.
      Kevin Brookhouser, York School (CA); Juan De Luca, The Langley School (VA)
      Programmatic Sustainability
    • 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)
      Demographic Sustainability
    • Breaking the Classroom Mold: Online Learning Across Campus Boundaries

      Southern Hemisphere III

      Schools are rapidly realizing the potential of online learning. From web-facilitated and blended learning courses to multi school consortiums, online learning provides opportunities to expand the ways students learn and share. Learn how St. Luke's School and The Lovett School came together to offer a unique, team-taught learning opportunity for their students.
      Travis Warren, WhippleHill (NH); Elizabeth Preston, St. Luke's School (CT); Laura Deisley, The Lovett School (GA)
      Programmatic Sustainability
    • Challenge 20/20: Engaging Students as Global Citizens

      Asia 4

      NAIS's Challenge 20/20 program engages students in a solutions-oriented, globally collaborative approach to some of the world’s greatest challenges. Join us to explore how this free, internet-based program can support your school in implementing the priorities of the 21st Century education model and developing student leaders and innovative global citizens.
      Mark Cline Lucey, Vermont Commons School (VT); Priscila Torres, North Broward Preparatory (FL)
      Programmatic Sustainability
    • Creating the Next Generation of Leaders: Three Schools, Three Programs and the Gardner Carney Leadership Institute (gcLi)

      Asia 2

      Teachers, administrators, and heads who want to create, tweak, or transform a student leadership program will learn three design, implementation, and planning models - framed by core principles of the gcLi.  Discover how student leadership programs can be part of every transformative 21st century independent school.
      Ted Fish, Gardner Carney Leadership Institute @ FVS of CO (CO); Samantha Brennan, The Rivers School (MA); Robert Franz, Fredericksburg Academy (VA); Caroline Blatti, Hutchison School (TN)
      Programmatic Sustainability
    • Debating Across the Curriculum

      Europe 1

      Debate offers unique benefits as a classroom activity, including motivation and engagement, active learning, listening and advocacy skills, appreciation for depth and detail, and immediate feedback. Learn to construct debate activities that are easy to plan, implement, and grade — and try one out yourself — with teachers from a variety of disciplines and grade levels.
      Kevin McCaffrey, Michael Speer, Tim Torkilsen, and Nicole Ackerson, Berkeley Preparatory School (FL)
      Programmatic Sustainability
    • Global Programs: What Works and How Can We Improve?

      Asia 1

      International programs and student service-learning experiences often rely on well-accepted assumptions about how students learn while abroad. Learn how one school turned the microscope on its own global programs to identify and quantify the key elements of the transformational student experience, uncovering surprising and challenging results in the process.
      Aric Visser, Universidad de Zaragoza (SPAIN); Jack Creeden and Nelson Chase, School Year Abroad (MA)
      Global Sustainability
    • International Assessments: Using Public Domain Resources/Data from TIMSS

      Southern Hemisphere IV

      The vast inventory of public domain resources /data gathered by the Trends in International Mathematics and Science Study (TIMSS) organization can  help educators who seek to compare both American teaching practices and student performance data with international peers. Get suggestions on how to access and use the data to improve teaching and  benchmark student performance.
      Doug Lyons, CAIS (CT); Andrew Niblock, Greenwich Country Day School (CT)
      Programmatic Sustainability
    • Into the Future

      Americas Seminar Room

      Hear how two seasoned and dedicated instructors create an educational community that rethinks curriculum, physical space, and social development in a project-based, sustainable program. Breaking the barriers of traditional curriculum, student work focuses on passion, innovation, creativity, and the world around them.
      Jill Robert and Paul DeAngelis, Miami Country Day School (FL)
      Programmatic Sustainability
    • Sustained and Sustainable Global Partnerships: Building Multi-Year Programs

      Southern Hemisphere I

      What have we learned about building and maintaining successful global partnerships? Join five schools with more than 100 years of collective global experience as we examine our successes and our failures in an attempt to offer helpful advice. After brief presentations discuss best practices and innovative ideas.
      Brad Nicholson, Peddie School (NJ); Raj Mundra, Phillips Academy (MA); Joe Vogel, Hathaway Brown School (OH); Pauline McKean, George School (PA); Nishad Das, Groton School (MA)
      Global Sustainability
    • Teachers Unplugged: Explore and Discover

      Northern Hemisphere C

      Join innovative conversations in this participant-driven session, based on the “unconference” format.  Share knowledge and passions, problem solve, and ideate.  Learn from colleagues and share your expertise with others in this open format.
      Jenni Swanson Voorhees, Sidwell Friends School (DC); Chris Bigenho, Greenhill School (TX); Jill Brown, Albuquerque Academy (NM); Liz Davis, Belmont Hill School (MA); Sophie Halliday, St. Andrews Priory School (HI); Linda Swarlis, Columbus School for Girls (OH)
      Programmatic Sustainability
    • The Creative Brain: Design Thinking to Develop Executive Functioning

      Southern Hemisphere II

      Uncover how 21st century students benefit from learning design thinking (a creative approach to problem-solving) as a means to strengthening executive function (the highest-level thinking skills necessary for academic, social, and emotional learning). Take home tools your can apply to your own curriculum and classrooms.
      Patricia Hearn and Charito Sotero de Menezes, Lake Washington Girls Middle School (WA)
      Programmatic Sustainability
  • Block 5 (Friday, February 28, 11:30 AM - 12:30 PM)
    • A Path to Customized Learning: Adapting to the Learner and Adjusting the Curriculum

      Southern Hemisphere II

      How can you meet the needs of the diverse learners in your school? With the goal of designing a learning environment that would adapt and adjust the curriculum on a daily basis to meet the needs of each learner, PDS embarked on a journey to customize our math and reading programs. Immerse yourself in our customized approach to teaching and learning.
      Susan Droke, Cathy Kyle, Melissa Smith, and Windy May, Presbyterian Day School (TN)
      Programmatic Sustainability
    • Building Future-Friendly Schools: Educators Who Are Taking It Global

      Northern Hemisphere E-1

      This panel presentation features educators who are passionate about global citizenship, student voice, and environmental stewardship. Join us to explore the meaning of future-friendly education and how technology and project-based learning can help us achieve common goals.
      Tania Rashid, TakingITGlobal (CANADA); Beth Lantz, Moses Brown School (RI); Sarah Dawe, Brookwood School (MA); Geoff Agnor, Berkeley Carroll School (NY); Jennifer Klein, World Leadership School (CO)
      Global Sustainability
    • Challenge 20/20, Global Issues Network and SAGE Collaboration = Synergy and Empowerment

      Oceanic 1

      Through joining forces at the student-led Global Issues Network (GIN) Younity Conference in Costa Rica, Challenge 20/20 partners and SAGE created a more empowering experience for the students and advisers involved. Hear how it connects to local and global action, inspired and empowered by the ideas and commitment of the keynote and student presentations.
      Linda Sills, Washington International School-Global Issues Network (CA); Cory Stutts, Catherine Cook School (IL); Nathan Scott, Studies Abroad for Global Education/SAGE (CO)
      Programmatic Sustainability
    • CIM: Project-Based Collaboration for School Improvement

      Northern Hemisphere E-2

      The ACS Centre for Inspiring Minds (CIM) gives traction to a teacher’s ideas for innovation and school improvement using a collaborative, project – based, action-research approach. Using a case study, explore the benefits of this model for professional development and organizational learning, including the resources needed to support it.
      Tom Lehman, Latifa Hassanali, Jacob Rosch, and Brianna Gray, ACS International Schools (UNITED KINGDOM)
      Global Sustainability
    • Design Thinking for Change: Creating Global Student Leaders

      Southern Hemisphere III

      How do we prepare students to re-imagine ways of working collaboratively across cultures to deal with a rapidly changing world? Learn how one school and EF’s Global Leaders Summit created opportunities for students to connect and collaborate with peers from around the world to develop innovative solutions to our most pressing global issues using design thinking.
      Peggy Procter and Tom Haglund, Windward School (CA); George Stewart and Daniel Paccione, EF Education First (MA)
      Programmatic Sustainability
    • Diamonds in, Diamonds out? CWRA Longitudinal Study May Prove Otherwise.

      Northern Hemisphere E-3

      The College and Work Readiness Assessment (CWRA) has seen increasing adoption among independent schools for assessing the crucial skills of critical thinking, problem-solving, and cogent writing. Hear about our experience using longitudinal CWRA results for data analysis, curriculum mapping, faculty development, and the overall improvement of student outcomes.
      Alexander Varghese and Michael Hill, Asheville School (NC); Chris Jackson, Council for Aid to Education (NY)
      Daily Work of School Leaders
    • Going All in: The Ins and Outs of Creating a Digital Curriculum

      Northern Hemisphere E-4

      After years of paper packets and handouts, this team went fully digital with its fourth grade social studies curriculum. No more textbooks, no more copies. Every piece of paper was made available on the iPad in iBooks Author and other digital resources. Examine the strengths and weaknesses of a fully digital curriculum.
      Tim Sheehan, Andrew Schneider, and Amanda Schirmacher, The Latin School of Chicago (IL)
      Environmental Sustainability
    • Kids Need It. How Do You Teach It? Entrepreneurship for the New Economy

      Southern Hemisphere IV

      Follow Hawken's journey developing and implementing a three-credit entrepreneurship program that puts students in the driver’s seat as they acquire the skills, knowledge, and mindset required to succeed in the new economy. Hawken steers clear of the traditional and redefines what school-based learning looks like in this signature program.
      D. Scott Looney and Doris Korda, Hawken School (OH)
      Programmatic Sustainability
    • Moving Your School to Blended Learning: Engaging and Supporting Faculty

      Northern Hemisphere C

      Blended courses and programs that combine traditional face-to-face instruction with online learning are becoming the new normal in K-12 education. How can you best support faculty as they learn about and develop blended units, courses, and programs? During this session, independent school leaders will share best practices for professional growth around online learning.
      Brad Rathgeber, Online School for Girls (MD); T.J. Locke, Episcopal Academy (PA); Rhonda Durham, Independent Schools Association of the Southwest (TX)
      Programmatic Sustainability
    • Targeting Less and Expecting More in Schools

      Europe 2

      Every component is a teachable opportunity. This project displays water management, energy use, and incorporates found materials – wood from site trees, leftover stone from yards – contributing to a story that ties to region, reuse, and reduced footprint. Educators have embraced building sustainable strategies for a new curriculum.
      Pauline Souza, WRNS Studio with Sacred Heart Schools (CA)
      Environmental Sustainability
    • The NAIS Teachers of the Future Program

      Asia 4

      The Teachers of the Future community is led by 24 educators recognized for their innovative approaches to learning. They are sharing ideas and expertise in a forum that is open to all. Hear more about the creative work they are doing and find out how you can participate.
      Chase Mitsuda, Punahou School (HI); Stephanie Castle, United Nations International School (NY); David Cutler, Palmer Trinity School (FL); Keith Crowe, Ensworth School (TN); Shannon Montague, Bryn Mawr School (MD)
      Programmatic Sustainability
  • Block 6 (Friday, February 28, 1:30 - 2:30 PM)
    • Assessing Your Past, Utilizing Your Present, and Discovering Your Global Future

      Oceanic 5

      Going global on a shoestring! Pinewood is in its second year of a concentrated transformation into a K–12 global leadership educational institution, operating within a supportive structure with a limited budget. Discover how to assess your school’s established culture and global preparedness and initiate a three year plan to create a globally focused culture. http://prezi.com/jtk8zalyw2he/going-global-on-a-shoestring/
      BJ Ruddy, Hope McIntosh, Elizabeth Kauffman, and Brianne Peters, Pinewood Preparatory School (SC)
      Global Sustainability
    • Beyond Awareness: Global Participation and Experiential Learning

      Northern Hemisphere A-4

      Meadowbrook students experience true global participation, bringing joy to orphanages, solar electricity to remote schools, and free hands to farms and villages throughout Costa Rica. Learn  how to initiate a trip reflective of your school's values in experiential learning, global citizenship, sustainability, leadership, and adventure, complete with a documentary. http://www.youtube.com/watch?v=8LSkPjkGiAY http://www.meadowbrook-ma.org/academics/costa_rica_exchange
       http://www.meadowbrook-ma.org/podium/default.aspx?t=154847
        http://www.meadowbrook-ma.org/academics/MLI/Costa_Rica
      Matt Molyneux amd David Canfield, Meadowbrook School (MA); Brian Benson, Costa Rican Adventures (COSTA RICA)
      Global Sustainability
    • Bullying: A Process for Change

      Southern Hemisphere I

      Bullying occurs on a continuum. Educators must identify and address the “little things” before they escalate. Discuss adolescent relationships, school policies, situational conversations with students, and parents. Gain knowledge and strategies to effect change in students and your schools.
      Karen Epstein, Georgetown Day High School (DC)
      Daily Work of School Leaders
    • CANCELLED Leading a 21st Century School: Going Beyond STEM by Shifting to STEAM

    • Connecting Educators to STEM Through Disney's Global Conservation Efforts

      Southern Hemisphere II

      Connect students to innovative science and technology using conservation stories from Disney's Animal Kingdom® and the Disneynature film Bears. Learn from experts how to develop students' critical problem-solving and science and technology skills. Hands-on wildlife tracking activities provide ways for students to think in new ways about conservation in their own lives.
      Lizabeth Fogel, Disney (CA); Allyson Atkins, Disney's Animal Kingdom (FL)
      Environmental Sustainability
    • 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)
      Demographic Sustainability
    • Launching an Online Consortium: Lessons Learned from MSON

      Northern Hemisphere E-2

      Join us in a lively dialogue about the lessons learned from the first year of online courses in the MSON, a consortium of 11 independent schools and the Stanford Online High School, offering rich curricular options in a synchronous, "virtual seminar" model.
      Marjo Talbott, Maret School (DC); Evan Peterson, Fort Worth Country Day School (TX); Craig Maughan, Trinity Preparatory School (FL)
      Programmatic Sustainability
    • Learning, the Brain, and Technology: A New Approach to Assessment

      Northern Hemisphere E-4

      Discover new diagnostic assessments that will measure conceptual understanding, help teachers customize instruction, and combine the benefits of formative and summative assessment. Capable of being embedded in regular classroom curricula, these tests reduce student stress and provide teachers (and colleges) with rich insights into student learning.
      Theo Dawson, Lectica, Inc. (MA); Steven Dear, Long Trail School (VT)
      Programmatic Sustainability
    • Maker Culture in Schools: Join the Movement

      Asia 4

      Makers know that they can change the world just by designing and making the world that they want to see. Explore the maker movement and demonstrate what it means to have a maker culture in your school. Three maker teachers will showcase their programs and share resources, tips, and advice on starting similar programs in your school.
      Jaymes Dec, Marymount School (NY); Lindsey Own, The Evergreen School (WA); Andrew Carle, Flint Hill School (VA)
      Programmatic Sustainability
    • NEASC School-Based Teacher Certification

      Southern Hemisphere IV

      Examine the teacher certification program recently launched by New England Association of Schools and Colleges (NEASC) and gain a full explanation of one school’s experience. Receive materials related to the organization of the program, policies, and procedures adopted by the school, and samples of a teacher’s work in qualifying for certification.
      William Bennett, NEASC Commission on Independent Schools (MA); Jeffrey Burroughs, St. Johnsbury Academy (VT)
      Daily Work of School Leaders
    • 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)
      Demographic Sustainability
    • Real Teachers: The Art of Intuition

      Southern Hemisphere III

      Hear four restorative stories of inspiration and insight for educators, often trapped in a bureaucratic world, illustrating the nature of epiphany and insight, keeping happiness in and out of the classroom, and more. Return to your community with useful perspectives and outlooks that free you up to restore the sense of joy and play into your work as a teacher.
      Stuart Grauer, The Grauer School (CA)
      Global Sustainability
    • Teaching Empathy: Cultivating Communities of Kindness in a Digital Age

      Asia 5

      How can we update our SEL goals and values education to foster empowered digital citizens rather than confining our kids behind firewalls? Explore how schools can cultivate and model respect and empathy in digital practice. Consider how entire learning communities, including parents, can collaborate to cultivate kindness in digital practices.
      Devorah Heitner, Raising Digital Natives (IL); Andrea Hernandez, Martin J Gottlieb Day School (FL); Mike Kirchberg, Sacred Heart Schools (IL); Vinnie Vrotny, Quest Academy (IL)
      Programmatic Sustainability
  • Three-Hour Workshops (Wednesday, Feburary 26, 1:00 - 4:00 PM)
    • Dealing with "Access Everywhere" Academic Integrity in the 21st Century

      Asia 3

      If your school provides an innovative curriculum with an emphasis on 21st century skills, then you must consider how students will develop ethical and effective approaches to learning. Find out how to lead this process from educators who worked with a university partner to revitalize their school’s approach to collaboration, use of technology, and student research.
      Daniel Gutierrez, Peggy Procter, and Ernie Levroney, Windward School (CA); Bradley Zakarin, BZ Educational Consulting (IL)
      Programmatic Sustainability
    • Grit, Resilience, and Moral Agency: Strive for Worthwhile Goals

      Oceanic 1

      Uncover the relevant wisdom and current research concerning grit, resilience, and the self-regulated behavior involved with both.  Examine great practices in those areas. Come prepared to engage with presenters and colleagues to develop strategies to bring back to your school cultures.
      Jonathan Rosenshine, The Buckley School (NY); David Streight, Center for Spiritual and Ethical Education (OR)
      Programmatic Sustainability
    • STEAM (Science Tinkering Engineering Aesthetics Math): Creating a Maker Culture

      Asia 5

      Explore the background and research on why creating a makerspace and mindset can provide your school a framework to implement a true 21st century learning space. Enter this pop-up makerspace to work with the tools that comprise these types of spaces as you learn how to implement solutions, from cardboard and tape to higher-end equipment.
      Vinnie Vrotny, Quest Academy (IL); Jaymes Dec, Marymount School (NY); Andrew Carle, Flint Hill School (VA); Lindsey Own, The Evergreen School (WA)
      Programmatic Sustainability
    • You Can’t Measure That! Emerging Assessment Tools for Improving Learning

      Southern Hemisphere V

      How can we measure the success of our schools? Fast-changing times and new accreditation standards demand we do. We will explore the history, limitations, and opportunities of learning outcome assessment, consider new and emerging tools to measure mission meaningfully, and share best practices from the field in using assessment to guide instructional improvement.
      Jonathan Martin, JonathanEMartin Ed. Services (AZ); Olaf Jorgenson, Almaden Country School (CA); John Gulla, Edward E. Ford Foundation (ME)
      Programmatic Sustainability
 

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