|A Blended Learning Model for Enrichment, Intervention, and College ReadinessBlended Learning Workshop||Ballroom C||
Blended learning is a smart way for schools to teach college readiness skills while maximizing school ... ||Block 3||Introductory||The Classroom Experience||
Blended learning is a smart way for schools to teach college readiness skills while maximizing school flexibility and resources. Blended courses provide anytime access, but require students to demonstrate a great deal of independence – crucial for college success. Experience an effective model developed at AIM Academy, a school for bright children who learn differently.
||Jesse Korff and Chris Herman, AIM Academy (PA)||
Why is blended learning smart for schools and for students? Why is effective blended learning among the critical college readiness skills? What research supports the use of and best practices for blended learning?
|A Campus Transformed: Successfully Create and Manage Your Campus Master Plan||309||
Kent School has achieved notable success during the past 25 years transforming its image, profile, ... ||Block 1||Intermediate||Management||
Kent School has achieved notable success during the past 25 years transforming its image, profile, and campus. Much of this success is attributable to the creative, dedicated members of the school's Planning Committee, who have envisioned and implemented a campus master plan that has guided this transformation since1987. Uncover keys to successfully create, manage, and implement a campus master plan..
||Steven Ansel, The S/L/A/M Collaborative (CT); Richardson Schell, Kent School (CT); Eugene Torone, the S/L/A/M||
What does it mean to transform your campus ? How do you compose and then manage a planning committee? How do you successfully implement a master plan?
|A Matter of Trust: Manifestations of Trust for School LeadersFellowship Workshop||200||
Trust is a critical element in educational settings, cutting across every facet of school life. As ... ||Block 1||Leadership Development||
Trust is a critical element in educational settings, cutting across every facet of school life. As such, trustworthiness is a critical indicator for successful school leaders. Explore the role of trust in independent schools, the current state of trust in the US, and the ways in which the need for trust manifests itself in the head of school search process. This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Katherine Courter, Boulder Country Day (CO): Stephen Dunn, The Ethel Walker School (CT); Eric Hedinger, Providence Day School (NC); Kristen Klein, Winchester Thurston School (PA); Lauren Lambert, The Perkiomen School (PA); George Scouten, Heathwood Hall (SC)|
|A Model in Collaboration: Merging STEAM and Global Studies||313||
STEAM and global studies are popular programs that often compete as schools determine how to allocate ... ||Block 4||Intermediate||The Classroom Experience||
STEAM and global studies are popular programs that often compete as schools determine how to allocate resources. Examine how teachers of both programs are using interdisciplinary activities to collaborate, using project-based learning and developing service projects that address water quality and energy in rural communities.
||Cecelia Pan, Kelly Neely, and Chris Harman, Brimmer and May School (MA); George Stewart, Education First (MA); Devon Ducharme, St. George's School (RI); Joseph Levine, Organization for Tropical Studies (MA)||
How can teachers enable students to confront and solve real-world issues through interdisciplinary projects? How can merging STEAM and Global Studies teach 21st century skills? What global issues require interdisciplinary approaches to problem solving?
|A Multisensory Curriculum: Teaching LD Students Well, Teaching All Students Well||313||
Your school has more different learners than you think! Learning how to teach them effectively enhances ... ||Block 6||Intermediate||The Classroom Experience||
Your school has more different learners than you think! Learning how to teach them effectively enhances the way you reach all your students. Join neuropsychologist William Stixrud to discuss the research behind multisensory teaching. Siena staff will share practical approaches to multisensory teaching in order to prepare students for a rigorous college curriculum.
||Clay Kaufman and Anthony Henley, The Siena School (MD)||
How does research about the brain prove that multisensory teaching helps students learn? Why is multisensory learning still rigorous, but more fun for me and my students? Is it hard to integrate the arts into my academic classes?
|A Revolutionary Board: How to Design and Actualize Its Competitive Advantage||311||
Schools today face new, exciting opportunities and challenges that the traditional board is not poised ... ||Block 2||Advanced||Governance||
Schools today face new, exciting opportunities and challenges that the traditional board is not poised to address. Discuss head of school and board chair responsibilities in developing a revolutionary board able to set a bold strategic direction. The revolutionary board has stronger strategic skills, a growth mindset, deep understanding of all aspects of the school, an innovative culture, and courage.
||Jamie Baker, Pomfret School (CT); Don Batchelor, Presbyterian Day School (TN); Lee Burns, The McCallie School (TN)||
What is a revolutionary board and why is it imperative today? How does one lead the developmental process from a traditional to a revolutionary board? What are the competitive benefits and potential pitfalls of a revolutionary board?
|A Transformative Approach: Student Achievement from Admission to Graduation||104||
The Bishop’s School examined entrance scores as a predictor of academic success to better manage ... ||Block 6||Advanced||Management||
The Bishop’s School examined entrance scores as a predictor of academic success to better manage risk decisions and strategically allocate financial aid. The longitudinal study of six graduating classes included ISEE scores, academic program, GPA, and graduation deciles. Results showed those entering grade nine have far less mobility than in seven or eight. The study led to change in student support, allocation of financial aid, and admission policy.
||Kim Peckham and Binney Caffrey, The Bishop's School (CA)||
How can key statistics and data be used to guide admissions and financial aid decisions? What can trend analysis tell a school about student learning outcomes? How can a school work with a long-term vision to transform student achievement outcomes and measure change?
|Accreditation: A Transformative Process||105||
The shift from an emphasis on school sustainability to innovation and revolution is reflected in ... ||Block 4||Intermediate||Leadership Development||
The shift from an emphasis on school sustainability to innovation and revolution is reflected in the approach that forward-thinking independent school associations are taking regarding the role and promise of the accreditation process. In the interest of school improvement and strategic thinking, discuss with accreditation directors how the process leads schools to relevance, renewal, and disruptive innovation.
||Judith Sheridan and George Swain, New York State Association of Independent Schools (NY); James Mooney, New England Association of Schools and Colleges (MA); Mary Malter, Pennsylvania Association of Independent Schools (PA); Betsy Hunroe, Virginia Association of Independent Schools (VA)||
How does the accreditation process provide a platform for innovation? What similarities and differences distinguish the accreditation process from strategic planning? How does the consideration of core values and best practices during the accreditation process pave the road to change?
|Adding Oomph to Advancement in Small Schools||107||
Making small school advancement make sense requires vision, confidence, collaboration, creativity, ... ||Block 3||Introductory||Communications and Advancement||
Making small school advancement make sense requires vision, confidence, collaboration, creativity, and action plans that are both meaningful and practical. Take home a bag of tricks, including approaches to constructing a realistic, sustainable, big picture context for what you do and where you're headed and ways to work on balancing ambitious goals with realistic, manageable practices.
||Starr Snead, Advancement Connections (SC); Shelley Reese, The Learning Center for the Deaf (MA)||
What are the key tools needed to build and run a successful advancement program? What are the essential elements to building a short-term and long-term plan for your advancement efforts? What measurement tools and benchmarks can be used to measure success??
|Administrators Unplugged||Ballroom B||
Connect with colleagues and join innovative conversations in this participant-driven session for ... ||Block 2||Introductory||Leadership Development||
Connect with colleagues and join innovative conversations in this participant-driven session for administrators. Based on the unconference format, this session offers participants the opportunity to drive discussion topics, share knowledge and passions, and find solutions to common challenges. Learn from fellow administrators, share your expertise with others, and experience a new method for learning and engagement.
||Liz Davis, Belmont Hill School (MA); Lorri Carroll, Hamden Hall Country Day School (CT); Justine Fellows, Greens Farms Academy (CT)||
What are common challenges that other administrators face? How do other administrators deal with these challenges? What does an unconference look like and how can I use it at my school?
|Adults of Color in Our Communities: What About Us?||103||
As independent schools continually seek to diversify their faculty, what are the challenges of recruiting, ... ||Block 1||Intermediate||Leadership Development||
As independent schools continually seek to diversify their faculty, what are the challenges of recruiting, supporting, and retaining faculty of color? Hear a panel of deans of multicultural affairs and a dean of faculty discuss and share programming that has proven successful at their schools. Address what’s still missing from efforts to support faculty of color.
||Veda Robinson, Edmund Burke School (DC); Linda Griffith, Phillips Academy (MA); Robert Edwards, McLean School of Maryland (MD); Ron Kim, Phillips Exeter Academy (NH)||
In what ways can an institution make deliberate efforts to support and retain faculty of color? Where does the responsibility lie? What have been successful models of support for faculty of color? How does an institution address concerns related to the recruitment and support of faculty of color?
|Are You Ready for a Capital Campaign?||308||
Are you ready for a capital campaign? You may need a new science building, more scholarships, or ... ||Block 5||Advanced||Communications and Advancement||
Are you ready for a capital campaign? You may need a new science building, more scholarships, or a larger endowment, but are you – and your donors – really ready for a capital campaign? Gain insight so your school can evaluate its donor and institutional readiness.
||Jeff Muddell, Winkler Group (SC); Christopher Hayes, Holy Trinity Episcopal Academy (FL)||
Are our needs compelling enough and is our board's sphere of influence strong enough for a capital campaign? How do we set a realistic campaign goal? How many qualified prospects do we need to reach our goal?
|Balancing Tradition and Innovation: The Case for a New Model in Global Programs||309||
After conducting an in-depth study of the student experience abroad, School Year Abroad was confronted ... ||Block 3||Intermediate||The Classroom Experience||
After conducting an in-depth study of the student experience abroad, School Year Abroad was confronted with results that challenged accepted assumptions of what students learn by participating in global programs. Learn how this reflection helped SYA create innovative new initiatives aimed at improving student intercultural competence and creativity and how your school can do the same.
||Aric Visser, School Year Abroad (SPAIN); Jack Creeden, School Year Abroad (MA)||
What does current research say about how and what students are learning when they participate in global programs? What can my school do to ensure that our own programs are as efficient and impactful as possible? What types of program elements in global programs help students gain cognitive skills that transfer to the rest of their subjects at home?
|Beyond STEM: Creating Dream Labs (Design, Robotics, Engineering, Arts, and Math)||311||
How does one create project-based and hands-on learning that goes beyond STEM? In our Baldwin School ... ||Block 6||Introductory||The Classroom Experience||
How does one create project-based and hands-on learning that goes beyond STEM? In our Baldwin School DREAM Labs, students design, learn to code, to build robots, and utilize math and science to create and deconstruct. Our reimagined discovery learning labs weave interdisciplinary learning that is relevant and current. This exciting and innovative approach to learning and teaching supports our overall rigorous academic endeavors.
||Mindy Hong, Laura Blankenship, Brie Daley, Ryan Barnes, and Elizbath Becker, The Baldwin School (PA)||
How can I create administrative support for project-based learning? How can I create curricula and professional development opportunities for teachers to create STEM beyond learning? How can I find funding for creating programs based on STEM beyond learning and teaching?
|Board Not Bored: Structuring Board Retreats with 21st Century Learning||102||
Learn how The Hill School completely overhauled its board meetings to leverage the talent in the ... ||Block 3||Intermediate||Governance||
Learn how The Hill School completely overhauled its board meetings to leverage the talent in the room, advance the school's mission, establish true camaraderie, and create a culture of generative governance while simultaneously allowing trustees to experience 21st century teaching and learning first hand. You can do it too!
||Jonathan Martin, Jonathan E. Martin Ed Services (AZ); Clair Ward, Valley School of Ligonier (PA)||
How can board meetings and retreats become more engaging, generative, and substantive for all participants? How can trustees become better informed about and committed to 21st century learning in their schools? What forms of 21st century learning make for better board planning, analysis, and decision-making?
|Branding: Discovering and Communicating Your School's Identity||107||
The brand journey for a school starts with extensive external research, resulting in a vivid expression ... ||Block 2||Intermediate||Communications and Advancement||
The brand journey for a school starts with extensive external research, resulting in a vivid expression of identity. Come share the data we gathered. Explore the implications for all schools, as well as how the data specifically influenced decisions regarding the ultimate brand identity for Oregon Episcopal School.
||Martin Jones and Mo Copeland, Oregon Episcopal School (OR); Lisa Jordan, Mindpower Inc. (GA); Mark Kemball, Oregon Health & Sciences University Foundation (OR); Dana Edwards, SimpsonScarborough (VA)||
How can you lead the discovery of your school's identity and brand essence in 24 months or fewer? How do you develop effective and illuminating quantitative research instruments to guide your branding process? How do you include your community of stakeholders, budget, and roll out branding work in an exciting and compelling way?
|Bring Learning to the Third Dimension: The Ifs, Hows, and Whys of 3D Printing||309||
Gain strategies for incorporating 3D printing into schools. Hear 3D printing experts describe how ... ||Block 5||Introductory||The Classroom Experience||
Gain strategies for incorporating 3D printing into schools. Hear 3D printing experts describe how their schools have successfully embedded 3D printing into the curriculum. Understand the ifs, hows, and whys of 3D printing by analyzing the results of a survey of school tech directors. Take home specific project ideas and access to resources.
||Bonnie Ricci, Association of Independent Schools in New England (MA); Jonathan Schmid, The Meadowbrook School of Weston (MA); Steven Trust, Charles River School (MA)||
What are some specific ways that schools are using 3D printers? How can incorporating 3D printing help my school innovate? How can 3D printing help students utilize design thinking methodology?
|Bringing the Maker Movement to K – 3 Students||202||
Learn how to set up a mini makerspace that encourages your K – 3 students to tinker and play. Journey ... ||Block 4||Introductory||The Classroom Experience||
Learn how to set up a mini makerspace that encourages your K – 3 students to tinker and play. Journey through specific examples of maker projects that work well with early elementary students. With projects like taking apart old keyboards, creating handheld games with cardboard and masking tape, and building simple circuits, it's easy to create the perfect conditions for younger students to explore, invent, and learn!
||Alice Baggett, Seattle Country Day School (WA)||
How can I set up a successful mini makerspace for K-3 students? What philosophical ideas should guide the creation of this space? What are some specific activities I can do with my K-3 students?
|Buckle up, Here We Go! Navigating the Legal Issues for Field Trips||201||
Whether a visit to the local museum or a long excursion to Europe, field trips are essential for ... ||Block 6||Intermediate||Management||
Whether a visit to the local museum or a long excursion to Europe, field trips are essential for today’s students. However such an experience could result in a lawsuit if something unexpected happens. Discuss the variables that are most vulnerable, the measures to reduce risks, and the foundation to create policies, procedures, and documentation.
||Candice Pinares-Baez, Fisher & Phillips, LLP (FL); Diane Jones, Saint Andrew's School (FL)||
What are the proper documentation, policies, and procedures to reduce field trip risks? What is the best way to assess the safety and liability for field trips, and how should these issues be communicated to the school community? How should chaperones be selected and trained?
|Building a Successful 1:1 iPad Program: All Students, All Faculty, All In||203||
Learn how Dana Hall School conceived, designed, and implemented its successful 1:1 iPad initiative. ... ||Block 4||Intermediate||The Classroom Experience||
Learn how Dana Hall School conceived, designed, and implemented its successful 1:1 iPad initiative. Explore the timeline, support structure, change strategy, program goals, assessments, and student involvement. Gain valuable insights into 1:1 program development in light of education in the 21st century.
||Elizabeth Paushter, Charles Breslin, and Robert Mather, Dana Hall School (MA)||
How do you create a plan and roll it out? How do you develop a successful support framework? How do you assess the program?
|Building Relational Trust: A Study, Recommendations, and Reflections||103||
The concept of relational trust formed the foundation for a 2012 dissertation research study exploring ... ||Block 2||Introductory||Leadership Development||
The concept of relational trust formed the foundation for a 2012 dissertation research study exploring how four heads of independent schools built and leveraged relational trust in their first year of headship. Review the study and take away recommendations for new heads of school and head of school search committees. Hear reflections from the heads of schools featured in the study, now in their fifth year of headship.
||Gene Batiste, Independent Education (DC); Caroline Chapin, Christ Episcopal School (MD); Frank Guerard, Dana Hall School (MA)||
What are the elements of relational trust and why is relational trust an important concept in leadership development? What are the opportunities in building relational trust as a leadership capacity for new and veteran heads of schools? What essential questions can head of school search committees utilize in determining a candidate's capacity to build relational trust?
|Building the Plane While Flying: Five Strategies to Launch a Campaign with Ever-Evolving Plans||108||
In today's fast-paced educational environment, schools often need to start campaigns to seize opportunities ... ||Block 2||Introductory||Communications and Advancement||
In today's fast-paced educational environment, schools often need to start campaigns to seize opportunities as they arise. When your plans are still evolving, you must engage your community and make them comfortable with flexibility while you finalize the ultimate vision. Discuss five key strategies to build comfort and buy-in from your constituencies and review a case study of a school that navigated issues.
||Bart Baldwin, St. Luke's School (NY); Eric Javier, CCS Fundraising (NY)||
What is the value of a feasibility study when the strategic vision may not be fully established? How do you position your case statement? How do you instill ownership through your volunteer leadership structure?
|Business Thinking, Engineering Thinking, Design Thinking Strategy, and Board Development||201||
Through the creation of metrics to assess strategic progress, the SCDS board experienced first hand ... ||Block 5||Introductory||Governance||
Through the creation of metrics to assess strategic progress, the SCDS board experienced first hand its goal to cultivate innovation. Employing the tools of business thinking/manage forward, engineering thinking/solve forward, and design thinking/discover forward, the board transformed into a design team of diverse skills. Explore the benefits and challenges of cultivating innovation at the strategic level.
||Kay Betts, Bettstrategic Group (GA); Bradley Weaver and Katie Murphy, Sonoma Country Day School (CA)||
What are the opportunities and challenges presented when a board is expected to work together as a creative team? What results when the board engages in different modalities of thinking (business, engineering, and design) to address strategic issues? How did Sonoma Country Day School demystify its strategic goal of “Innovation” through board development?
|Checking the Box: College Admission and Discipline Reporting from Where We Sit||201||
The college admission process is one where relationships between high schools and colleges must rely ... ||Block 2||Intermediate||Management||
The college admission process is one where relationships between high schools and colleges must rely on trust and candor. Join panelists from both the high school and college side of the desk for an open and honest conversation about discipline reporting policies.
||Brennan Barnard and Brentnall Powell, The Derryfield School (NH); Paul Sunde, Dartmouth College (NH)||
How do our schools best confront discipline violations? What is our duty in reporting violations to colleges? What impact does this duty have on students, parents, school culture, and relationships with colleges?
|Constructing Understanding: Collaboration and the Design Engineering Process||309||
What impact should design thinking, the maker movement, and STEM/STEAM have on your school? Learn ... ||Block 6||Introductory||The Classroom Experience||
What impact should design thinking, the maker movement, and STEM/STEAM have on your school? Learn by doing in a hands-on presentation designed to develop insight into the need for the engineering design process, as well as the need to collaborate with like-minded institutions. Hear MIT’s Edgerton Center and The Meadowbrook School of Weston draw from their collaborative partnership and share how to dive into the world of learning by doing.
||Jonathan Schmid, The Meadowbrook School of Weston (MA); Bob Vieth, MIT Edgerton Center (MA)||
How can STEM/STEAM/design thinking be best incorporated in K-12 education? How might schools and like-minded institutions collaborate to create STEAM curriculum and programs? Why should students construct knowledge in all content areas through the engineering design process?
|Consumer Education About Independent Education in a Changing Market||101||
How do schools communicate their value proposition to a changing demographic of parent consumers? ... ||Block 5||Intermediate||Communications and Advancement||
How do schools communicate their value proposition to a changing demographic of parent consumers? Learn about varying models of independent education that preserve the community and traditions of independent education while diversifying programs to meet the needs of each student, thereby communicating return on investment to parents.
||Kelley Waldron, Sara Rubinstein and Peter Smith, St. Andrew's School (GA)||
How do schools communicate their value proposition to a changing demographic of parent consumers? How do independent schools promote customer service while maintaining the best interest of the student as their highest goal? What models of independent education are available for schools looking to differentiate instruction to meet individual student needs?
|Creating Culture: The Evolution of Independent School LeadershipFellowship Workshop||200||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented ... ||Block 3||Leadership Development||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. Any attendees are welcome to join.
||Christopher Chesley, Interlochen Arts Academy (MI); Henry Fairfax, The Haverford School (PA); John Hoye, The Awty International School (TX); Paul Keller, Wayland Academy (WI); John Newman, Idyllwild Arts Academy (CA); Eric Osorio, Worcester Academy (MA)|
|Creating Whole School Marketing Buy-in at Your School||108||Do you listen to presentations about amazing faculty blogs, web pages or whole-school marketing campaigns ... ||Block 1||;#Intermediate;#||Communications and Advancement||Do you listen to presentations about amazing faculty blogs, web pages or whole-school marketing campaigns and find yourself wishing your faculty colleagues would join the movement? We did! Discover our successes and failures on this journey, swap ideas, and share your own stories of success and frustration.
||Sarah McDonough and Kate Prahlad, Wakefield School (VA)||What strategies can you employ to bring faculty on board with your school's marketing efforts? What marketing efforts are most successful: blog, webpages, direct mail, or others? What are other schools doing that works and what doesn't work?|
|Creating Your Board Dashboard: Aligning Mission with Metrics for Long-Term Sustainability||101||
How do boards and heads of school evaluate the health of their institutions and ensure their school’s ... ||Block 6||Introductory||Governance||
How do boards and heads of school evaluate the health of their institutions and ensure their school’s long-term sustainability? Learn how Shady Hill developed a board dashboard and prioritized mission-aligned metrics. Using existing resources in your community, it is easier than you think to present a meaningful snapshot of your school's health to keep your board focused on the strategic issues and long-term trends.
||Kim Walker and Mark Stanek, Shady Hill School (MA)||
What are the advantages of having a board dashboard? What is the process to create a board dashboard? How do I choose which metrics to report to the board on the dashboard?
|Creative Capacity: Design Thinking, Curriculum, and Networks||210||
Design thinking proves a powerful tool to inform and inspire every dimension of a school. Whether ... ||Block 1||Introductory||The Classroom Experience||
Design thinking proves a powerful tool to inform and inspire every dimension of a school. Whether used to reinvigorate curriculum, grow creative capacity in students and teachers or refocus school culture, design thinking is a dynamic, human-centered approach to understanding and addressing challenges. Explore how design thinking can transform the practices within your school to make it a creative, innovative learning space.
||Paul Kim and Tom Thorpe, Colorado Academy (CO); Savinay Chandrasekhar, FocuseDesign (CO); Jim Stephens, 2Revolutions (CO)||
Why is design thinking such a powerful tool and what are the nuances of using it in schools? How does design thinking improve the work that teachers and students do? How does design thinking strengthen school culture and grow creative capacity?
|Creative LeadershipFellowship Workshop||200||
Explore the theory that the vibrant independent school of the future will be led and sustained by ... ||Block 2||Leadership Development||
Explore the theory that the vibrant independent school of the future will be led and sustained by a creative and relationship-focused head. This group researched success stories of institutions effectively addressing the reality of shifting demographics, the need to articulate a value proposition, and fiscal sustainability to analyze the impact of creative, relational leadership.This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Shannon Harris, Antilles School (VI); Kevin Jacobson, Ethical Culture Fieldston School (NY); Theresa Lui-Kwan, French American School of Puget Sound (WA); Beth Pride, The Lexington School (KY); John Thornburg, St. John’s Northwestern Military Academy (WI)|
|Cultural Competence and Educational-Relational Thinking: Bridging Learning and Community||312||
Join us to extend our conversation from last year's panel on Cultural Competency and 21st Century ... ||Block 5||Intermediate||The Student Experience||
Join us to extend our conversation from last year's panel on Cultural Competency and 21st Century Skills. Together we'll explore the connections between relational learning and inclusive communities and identify the kinds of resources that will help schools cultivate cultural competency for deeper learning in our schools of the future.
||Chris Thinnes, Center for the Future of Education and Democracy (CA); Gene Batiste, Independent Education (DC); Rosetta Lee, Seattle Girls School (WA)||
What are the connections between teaching and learning and diversity and inclusion? How might we leverage the interdependence of relational learning and inclusive community? What resources would help schools cultivate cultural competency for deeper learning in our 21st century schools?
|Current and Coming Legal Issues for Independent Schools||207||
Legal issues continue to fascinate and horrify schools leaders of all kinds. This year's round-up ... ||Block 5||Intermediate||Management||
Legal issues continue to fascinate and horrify schools leaders of all kinds. This year's round-up of the most pressing and pressuring promises to keep you on your toes. Enterprise risk management? National Labor Relations Board? Teachers with tape? Come join this exciting session with NAIS's legal counsel to discuss the current and coming legal issues for independent schools!
||Debra Wilson, NAIS (DC)||
What are the potential cases, regulations, and legislation that might impact the independent school world? What are some of the biggest legal issues that schools should be aware of from this past year? What are some risk management approaches they should consider in light of the every day risks in schools and the hot legal topics?
|Defining Vibrancy - A Pre-Strategic Planning ToolFellowship Workshop||200||
Examine a research-based tool for schools to conduct a self-guided analysis and to produce a context-based ... ||Block 2||Leadership Development||
Examine a research-based tool for schools to conduct a self-guided analysis and to produce a context-based model for vibrancy and vitality as a pre-strategic planning process to ensure the school is both enduring and relevant for years to come.This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Stephen Salvo, Trinity Episcopal School (LA); David Perkinson, Episcopal High School (LA); Lisa Hottin, Lauralton Hall (CT); Andy Davies, Aspen Country Day School (CO); Kelley Waldron, St. Andrew’s School (GA)|
|Design Thinking for Change: Creating Global Student Leaders||313||
Hear from schools that have partnered with EF Education First to create opportunities for high school ... ||Block 2||Intermediate||The Student Experience||
Hear from schools that have partnered with EF Education First to create opportunities for high school leaders to connect and collaborate with their peers around the world to develop innovative solutions to our most pressing global issues. Through the use of design thinking, students link the local to the global and implement their ideas in the real world.
||George Stewart, Education First (MA); Devon Ducharme, St. George's School (RI); Kelly Neely, Brimmer and May School (MA); Walter Swanson, Wilbraham & Monson Academy (MA)||
How do you teach leadership and creativity skills while addressing the challenges of the 21st century global world? How have these schools incorporated the Global Student Leadership Summit into their leadership program? How can the design thinking process be incorporated into mainstream curriculum?
|Design Thinking for Identity-Safe Classrooms: Building Empathy and Diverse Book Collections||206||
To packed crowds at POCC, Prospect Sierra School regularly shares ways to influence institutional ... ||Block 6||Introductory||The Student Experience||
To packed crowds at POCC, Prospect Sierra School regularly shares ways to influence institutional change in support of diversity and inclusion. In 2014, the school began collaboration in design thinking with Equal Read to build more identity-safe classrooms using diverse book collections. Hear lessons learned on how best to facilitate design thinking for participants to seed development of their own programs.
||Taun Wright and Dorothy Steele, Equal Read (CA); Katherine Dinh and Britt Anderson, Prospect Sierra School (CA)||
How can I use design thinking to develop inclusive curriculum materials that foster empathy and understanding for all of a classrooms’ learners? How does the development of diverse and representative book collections contribute to identity-safe classrooms? What are three easy, effective ways to change classroom book collections to increase student engagement and reduce stereotype threat?
|Designing for Global Citizenship||104||
An oft-recurring question in schools has been whether we are preparing students to live and participate ... ||Block 5||Intermediate||Leadership Development||
An oft-recurring question in schools has been whether we are preparing students to live and participate meaningfully in the world as global citizens. More than marketing language, being a global citizen means something in terms of outcomes. Discover those parameters in this session and leave with tools to frame your school’s decision making around being global.
||Kevin Ruth, ECIS (ENGLAND)||
How are we preparing students to live and participate as global citizens? How might we move toward intentional design for global-mindedness in schools? What kinds of outcomes can we reasonably expect from 'being global'?
|Designing the Culturally Aware Device Program||203||
We want all of our students to be continuously adaptive learners, yet frequently we adopt one-size-fits-all ... ||Block 5||Intermediate||Leadership Development||
We want all of our students to be continuously adaptive learners, yet frequently we adopt one-size-fits-all technology solutions. How can your school choose the best device program for your school's culture? University Prep used design thinking to discover norms and habits that informed program design. The Harker School explored the match between device and cognitive development. Come share your experiences.
||Richard Kassissieh, University Preparatory Academy (WA); Daniel Hudkins, The Harker School (CA)||
How is the shift to personal, mobile devices affecting school device program (re)design? What key decisions do schools make for their device programs, particularly with regard to cost, learning theory, and school culture? How may one apply design thinking to 1:1 student device program design?
|Develop, Market, and Manage Revenue-Enhancing Summer Programming at Your Institution||308||
Explore the why and how-to steps, tools, and resources to evaluate and develop successful summer ... ||Block 4||Introductory||Management||
Explore the why and how-to steps, tools, and resources to evaluate and develop successful summer programs. Learn what others are doing and discover how these programs are conceived, launched, marketed, and operated from industry insiders who have done so for private and nonprofit entities in the day camp, sleep-away camp, and education arenas. Evaluate program development using a provided decision matrix.
||Eric Stein and Jill Tipograph, Everything Summer (NY); Peter Gilbert, Salisbury School (CT); Noah Cooper and Margaret Cooper, Ivy League School (NY)||
How can you assess alternatives and providers for summer programming?How can you meaningfully compete for summer program enrollment in your first year? How can you evaluate existing programs, make needed changes, or get started?
|Developing Strategic Partnerships to Raise Reputation, Revenue, and Enrollment||108||
Using strategic planning theory and exploring The Gunston School’s unique partnerships with the YMCA, ... ||Block 5||Advanced||Management||
Using strategic planning theory and exploring The Gunston School’s unique partnerships with the YMCA, the USTA, Horizons, and the Chesapeake Bay Trust, learn how to conceptualize and develop strategic partnerships that can diversify a school’s revenue sources, enhance a school’s brand value, and cultivate new enrollment candidates.
||John Lewis, The Gunston School (MD); Gregory Hagin, CCS (NJ)||
How can strategic planning theory be utilized to promote a school's sustainability? How can a school create partnerships that diversify revenue sources? How can a school create partnerships that promote the school's brand value, and attract new enrollees?
|Discussion and Q&A with SEVP on F-1 Visa Programs in Private k-12 Schools||110||
Join this moderated discussion and Q&A session with representatives from the Department of Homeland ... ||Block 2||Intermediate||Management||
Join this moderated discussion and Q&A session with representatives from the Department of Homeland Security (DHS), Student and Exchange Visitor Program (SEVP) about procedures, best practices, and resources for private K-12 schools with F-1 visa programs.
||Chantal Duke, The Awty International School (TX); John Deziel and Katie Westerlund, Student and Exchange Visitor Program (SEVP) (TX)||
How does SEVP interact with K-12 schools enrolling F-1 students? What are new upcoming policies and regulatory trends for private schools?; Where can private K-12 schools find and share information about best practices and resources specific to their needs and programs?
|Diving into Design Thinking: The NAIS Annual Conference as a Laboratory Experience||210||
Can the conference itself be a laboratory for learning and a playground for exploring design thinking? ... ||Block 5||Introductory||Leadership Development||
Can the conference itself be a laboratory for learning and a playground for exploring design thinking? Dive into the process of creative problem solving by joining an ongoing, real-world design challenge focused on building optimal professional learning experiences for educators. Explore the design modes of prototyping and testing and develop tactics for giving and receiving meaningful feedback.
||Carla Silver, Leadership + Design (CA); Matt Glendinning, Moses Brown School (RI); Greg Bamford, Watershed School (CO)||
How does the building of visual representations of ideas lead to better thinking and problem solving? What if my prototype fails? What are some ways to give and receive constructive and meaningful feedback throughout the design process?
|Diving into Design Thinking: the NAIS Conference as a Laboratory Experience||210||
Can the conference itself be a laboratory for learning and a playground for exploring design thinking? ... ||Block 2||Introductory||Leadership Development||
Can the conference itself be a laboratory for learning and a playground for exploring design thinking? Dive into the process of creative problem-solving by joining an ongoing, real-world design challenge focused on building optimal professional learning experiences for educators. Learn strategies for redefining and reframing problems and techniques that enhance brainstorming and ideation.
||Carla Silver, Leadership + Design (CA); Matt Glendinning, Moses Brown School (RI); Greg Bamford, Watershed School (CO)||
How can empathy research and need-finding produce more innovative solutions? How can brainstorming enhance the quality of ideas and lead to creative solutions? What are some specific brainstorming techniques and tools that can produce both divergent and convergent thinking?
|Do the Right Thing: Understand That Head of School Employment Contract||109||
Examine the key parts of a head of school employment agreement. Explore examples of key contract ... ||Block 4||Intermediate||Governance||
Examine the key parts of a head of school employment agreement. Explore examples of key contract provisions, how to research what to expect and ask from your school, strategy, the role of the school's search consultant, and how to keep the negotiations in perspective with your family. Questions and participation welcomed.
||Terrence Briggs, Bowditch & Dewey, LLP (MA); Ronald Cino, Worcester Academy (MA)||
Can a civilian learn to understand what the terms of a head of school employment contract mean? Even if I understand what the contract means, what good will it do me? Will there still have to be lawyers involved?
|Does Your Mission Match Your Market? An Examination of Market Appeal and Mission Fidelity||103||
Mission statements capture the core focus of schools, proving invaluable when creating curriculum ... ||Block 3||Introductory||Leadership Development||
Mission statements capture the core focus of schools, proving invaluable when creating curriculum plans, assessing student performance, and communicating the value-add to the community. Explore trends in independent school missions and markets. Learn how to strengthen your school’s market appeal by speaking to your value-add. Discover new features of DASL to assist in this effort.
||Constance Clark and Hilary LaMonte, NAIS (DC)||
Why are mission statements important? How can a missions statement (or marketing message) stand out in specific educational markets? How do I create a quality mission statement?
|Dynamic Change for a Changing World||202||
When is the time right to seize a strategic opportunity that will forever change a school’s course? ... ||Block 3||Advanced||Governance||
When is the time right to seize a strategic opportunity that will forever change a school’s course? How does a school handle both the transformational and the daily business at hand? Find out how one school took the leap toward an opportunity of a lifetime and collaborated to manage the biggest project it had ever undertaken to a successful conclusion.
||Stephanie Flanigan, Julie Bragdon, and Monique Davis, Montessori School of Denver (CO); Andy Rockmore, Shears Adkins + Rockmore (CO)||
How do you know when the time is right to undertake a big strategic project that will forever impact your school’s future? How do you successfully collaborate with board members, administrators, and outside experts to organize and manage that project, while at the same time minding the day to day details of school life? How do you leverage those partnerships to seize new opportunities available to your school once the project is completed?
|Education for Global Citizenship: People, Food, Energy, and Sustainability||104||
Discover interdisciplinary, hands-on activities to help students think critically and creatively ... ||Block 4||Intermediate||The Classroom Experience||
Discover interdisciplinary, hands-on activities to help students think critically and creatively about global challenges to the planet and human well-being. Engage in activities that build skills in several content areas while introducing concepts of sustainability, resource use, and living conditions around the globe.
||Polly Vanasse, Lesley Ellis School (MA)||
Why is it important to teach young people about global challenges such as population growth, climate change, and social inequities? How can you construct an interdisciplinary unit to teach about global issues that is interactive, inquiry-based, and age-appropriate? How can you incorporate this unit with the 21st century skills that global citizens will need?
|Education Rethink 2020: Are You There Yet?||304||
What will education look like in 2020? Will private schools as we know them today continue to be ... ||Block 3||Advanced||Management||
What will education look like in 2020? Will private schools as we know them today continue to be successful? What new learning tools will parents expect? How will we measure academic success? Who will be the faculty? What facilities will parents expect? Where do colleges, universities, and businesses fit in our future? What will parents be like in 2020? Join us to rethink education.
||Richard Odell, IMG Academy (FL)||
How do you tackle preparing your school for a successful future? How do you build confidence in the ability to design and direct educational change? . How can you help school leaders realize change is what education should be about?
|Effective Analysis of Your Technology Department||311||
The operation, staffing, and inner workings of IT can be difficult to probe for school leaders. Avoiding ... ||Block 3||Intermediate||Management||
The operation, staffing, and inner workings of IT can be difficult to probe for school leaders. Avoiding all acronyms and geek-speak, gain a detailed framework for evaluating technology department personnel, infrastructure, risk management, and academic impact by cataloging real-world examples of the policy and details behind best practices.
||Demetri Orlando, Buckingham Browne & Nichols School (MA)||
What are the right questions to ask to assess the IT department's educational and infrastructure operations? What IT policies, safeguards, and protocols should every school have in place to protect itself? What IT documentation and system admin accounts should be accessible to the school’s executive leadership?
|Empowering Youth to Engage in Smart, Sustainable Change Through Global Service Learning||109||
For 23 years buildOn has worked with thousands of students to train them in advocacy, fund-raising, ... ||Block 3||Intermediate||The Student Experience||
For 23 years buildOn has worked with thousands of students to train them in advocacy, fund-raising, and leadership skills, as well as the in-depth knowledge necessary to effect long-lasting change in the developing world by building schools and improving access to education. Explore the journey from igniting a passion for sustainable change in our youth to empowering them with the tools to accomplish and assess their impact.
||Jennifer Lishansky and Tom Silverman, buildOn (CT); Paul Benney, St. Ann's School (NY)||
How can we harness the passion, enthusiasm, and idealism of youth into creating smart, sustainable change around the world? How do we engage young people in critical service learning:,looking at sustainability, utility, and effectiveness as essential components of meaningful service? What tools do young people need to successfully galvanize their peers and communities around sustainable development?
|Engendering Leadership: How Independent Schools Support Successful Female Leaders||306||
Join us for a frank discussion with emerging female leaders about forging a career in independent ... ||Block 6||Introductory||Leadership Development||
Join us for a frank discussion with emerging female leaders about forging a career in independent schools. Hear a panel offer a range of perspectives on how to balance family life, self-care, and career. Discuss challenges, including developing a confident leadership style, navigating gender dynamics, establishing healthy relationships with colleagues, and cultivating effective support networks.
||Lindsay Koss, Sinai Akiba Academy (CA); Pearl Kane, The Klingenstein Center (NY); Lucy Goldstein, St. George's School (RI); Meera Ratnesar, Harbor Day School (CA); Frances Fondren, The Westminster Schools (GA); Karen Whitaker, The Branson School (CA); Katie Arjona, The Walker School (GA)||
How can women in educational leadership balance career, self-care, and family? How can independent schools cultivate and capitalize on female leadership? What can female educational leaders do to further the careers of other women in the field?
|Enrollment Management Planning- The Head of School and Director of Admission Partnership||204||
Enrollment management is not a quick fix to successfully enroll a school. The planning process requires ... ||Block 3||Introductory||Leadership Development||
Enrollment management is not a quick fix to successfully enroll a school. The planning process requires schools to cut across traditional boundaries of office functions in order to enroll and retain students. It demands a strong partnership between the head of school and director of admission. Examine the importance of trust and collaboration in planning for a shift from admissions to enrollment management.
||Susanne Carpenter and Antonio Viva, Walnut Hill School for the Arts (MA)||
Why is enrollment management planning crucial for long-term success? What ways must the head of school and director of admission work together as they consider this work? How can the head of school and director of admission champion the enrollment management plan on campus?
|Establishing a Culture of Collaborative Planning||110||
Collaboration is an essential part of creating a great school. It is seen as a goal, but difficult ... ||Block 6||Introductory||The Classroom Experience||
Collaboration is an essential part of creating a great school. It is seen as a goal, but difficult to embed. Our planning allows space for a collaborative process to presenters work collaboratively across the Pacific to extend the practices between the two Chadwick Schools.
||Shelly Luke Wille, Chadwick International (SOUTH KOREA)||
Why is collaboration essential for a learning community? How can we set up collaborative planning process that become embedded into our schools? What are the essential elements to embedding a collaborative process?
|Exploring the Edges: Leading by Rethinking Time, Space, and PlaceBlended Learning Workshop||Ballroom C||
What does it mean to rethink, time, space, and place? Does everyone have to be in a classroom to ... ||Block 1||Intermediate||Leadership Development||
What does it mean to rethink, time, space, and place? Does everyone have to be in a classroom to learn? How is classroom defined in a truly blended learning experience? Explore innovation and leadership through the lens of time, place, and space. Reflect on teachers as students, students as teachers, and what it means to be a community of blended learners.
||Wendy Drexler, International Society for Technology in Education (DC); Amy Hollinger, Global Online Academy (WA); Laura Deisley, The Lovett School (GA)||
How can rethinking time, space, and place accelerate innovation in your school? What small steps can leaders take toward nurturing a community of blended learners? What resources are available to support this evolution?
|From Awareness to Action: The Crucial Role of White Allies in Anti-Racist Work||202||
Recognizing the reality and power of white privilege and understanding the systemic nature of racism ... ||Block 1||Intermediate||Leadership Development||
Recognizing the reality and power of white privilege and understanding the systemic nature of racism in America and our schools, white allies commit themselves to anti-racist work, working with and listening to people of color. Through reflection, writing, and discussion, explore what it means to be a white ally in carrying out the school's commitment to becoming more inclusive and truly multicultural.
||Stephen Clem, Association of Independent Schools in New England (MA); Lewis Bryant, Buckingham Browne & Nichols School (MA)||
What is the role of white educators in advancing a school's diversity goals? How do people of color define "white allies"? What can you do back at school to be an effective white ally to people of color?
|From Fellowship to Headship: Learning to LeadFellowship Workshop||200||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented ... ||Block 5||Leadership Development||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Jay Rapp, NAIS (DC); Fellowship Alumni|
|From Grand Plans to Grand Openings: Realizing the Institutional Strategic Plan||210||
"Reengineering education" is the phrase The Episcopal School of Dallas (ESD) used to describe ... ||Block 3||Intermediate||Communications and Advancement||
"Reengineering education" is the phrase The Episcopal School of Dallas (ESD) used to describe its ambitious and far-reaching strategic plan completed in 2012. Find out how ESD transitioned from the strategic plan to creating a campus master plan based on its principles to constructing a comprehensive campaign to support and fund the people, programs, and facilities needed to realize the school's vision.
||Ruth Burke, The Episcopal School of Dallas (TX); John Prokos, Gund Partnership (MA)||
How can a stratrgic plan be translated into visionary yet fundable campus planning solutions? How can an independent school engage the broad cross section of its community to create buy-in and consensus, particularly in the face of difficult and sometimes sensitive decisions? Once the campus master plan is complete, how can the institution then build a successful campaign to realize its strategic, endowment, and physical plant goals?
|From Homeschool to Your School: Attracting, Admitting, and Enrolling Homeschoolers||207||
Admissions officers, deans of students, and heads of school, gain valuable information about homeschooled ... ||Block 1||Introductory||Management||
Admissions officers, deans of students, and heads of school, gain valuable information about homeschooled students. Learn how to access and attract these innovative, imaginative, and creative students; demographics / facts about homeschooled students nationwide; their profiles as learners; what to expect during the admissions process; and what to expect when they arrive on your campus.
||Steven Lorenz and Michelle Simpson-Siegel, Oak Meadow Curriculum and School (VT); Phil Blood, Lawrence Academy (MA); Erin Lyman, Northfield Mount Hermon School (MA)||
What is the profile of homeschool students and how do you attract them to your school? What should you expect from homeschool students during the admissions process and what types of questions should you ask in order to evaluate them as prospective members of your school community? What can you expect of homeschool students once they arrive on your campus and how can you help and support them?
|From Rocket Stoves to Robohands – Engaging Students Through Real-World Projects||312||
Providing students with the opportunity to learn through innovative projects that address real-world ... ||Block 4||Introductory||The Classroom Experience||
Providing students with the opportunity to learn through innovative projects that address real-world problems can have immeasurable effects on their learning and engagement. Using two such projects (The Global Efficient Cookstove and Brookwood Robohand Projects) as models, uncover the benefits, challenges, and rewards that result from connecting students to their world through work such as this.
||Rich Lehrer, Brookwood School (MA)||
What are the benefits, challenges, and rewards of involving students in real-world projects? What are the steps to mounting a real-world learning project? What are 21st century skills and how can they be taught through real-world projects?
|From Stonewall to Gay-Straight Alliances: GLBTQ Students in Independent Schools||102||
Learn about the experience of gay, lesbian, bisexual, transgendered, and queer students in independent ... ||Block 2||Intermediate||The Student Experience||
Learn about the experience of gay, lesbian, bisexual, transgendered, and queer students in independent schools from a senior school administrator and experienced legal counsel. Gain information to keep you in step with current and evolving practices in this area of student well-being.
||William Hannum, Schwartz Hannum PC (MA); Jon Cassie, Sewickley Academy (PA)||
What laws related to protecting the rights of GLBTQ apply to independent schools? Must an independent school prioritize the rights of a GLBTQ student over those of other students at the school? What types of alterations to an independent school’s program or facilities may be needed to ensure that GLBTQ have a positive educational experience?
|Gender and Sexuality Diversity in PK – 12: Exploring Frameworks, Values, and Practice||308||
Gender and sexuality are core aspects of the developmental process for all PK – 12 students, yet ... ||Block 6||Intermediate||The Student Experience||
Gender and sexuality are core aspects of the developmental process for all PK – 12 students, yet educators are unsure about how andwhen to engage with the daily social, emotional, and cognitive manifestations of these issues at school. Gender and sexuality diversity is a contemporary framework for understanding these parts of identity development and building language, skills, and curriculum. Bring questions, humility, and humor!
||Jennifer Bryan, Jennifer Bryan, Ph.D. (MA)||
What is the Gender and Sexuality Diversity (GSD) framework and how can it be applied to PreK-12 schools? What does GSD look like in PreK-12 and what are age appropriate and pedagogically sound approaches for engaging with these issues? How is addressing GSD part of our educational mission?
|Genius Hour: Making the Most of One Hour a Day||302||
Share our experience implementing our first-ever Genius Hour with our fourth and fifth grade students. ... ||Block 6||Introductory||The Student Experience||
Share our experience implementing our first-ever Genius Hour with our fourth and fifth grade students. We gave them one hour every day for 10 days to pursue their passions. Want to see what they came up with? Come join us.
||Page Lennig and Tim Hebda, Waynflete School (ME)||
What is Genius Hour? Why would I bring Genius Hour to my school? How can I bring Genius Hour to my school?
|Giving It Away: Miss Porter's School Distributed Leadership Model||200||
At Miss Porter's School teacher leaders work collaboratively with the administrative leadership. ... ||Block 6||Intermediate||Leadership Development||
At Miss Porter's School teacher leaders work collaboratively with the administrative leadership. In addition to bolstering faculty morale and accessing the broad expertise of our skilled faculty, this collaborative leadership model is proving to be a more efficient and cost-effective use of financial and human resources. It also allows teachers to take more initiative in developing new programs or in improving traditional ones. Join us to learn more.
||Richard Abrams and Rebecca Plona, Miss Porter's School (CT)||
Why should schools implement a distributed leadership model? How do schools create an environment for effective teacher leadership? How does distributed leadership change traditional administrative responsibilities?
|Global Civic Literacy in the Classroom and Beyond||103||
An aptitude for making rational decisions in complex situations is an essential civic capacity. As ... ||Block 5||Intermediate||The Classroom Experience||
An aptitude for making rational decisions in complex situations is an essential civic capacity. As global networks grow, exposure to diverse perspectives, needs, values, and cultures becomes unavoidable. Consequently the ability to make choices in a pluralistic society is now more critical than ever. Discover tools and strategies for cultivating global awareness and teaching ethical decision making for a connected future.
||Jen Girten and Kim Machnik, Heifer International (AR); Stephen Robinson, Southern Association of Independent Schools (GA); Beverly Fitzsousa, Renbrook School (CT)||
What are the essential understandings that underpin global civic literacy? Why is global civic literacy essential for all learners? How are independent schools integrating global civics into core instruction?
|Global Learning Strategies: Avoiding Pitfalls and Building Equal Partnerships||308||
As global education proliferates, how can we create solid partnerships with schools abroad based ... ||Block 1||Intermediate||The Classroom Experience||
As global education proliferates, how can we create solid partnerships with schools abroad based on reciprocity? How can we create global travel programs where students from different cultures collaborate and value their differences? Explore perspectives from schools that have developed learning partnerships in Haiti, Peru, and Mexico.
||Ross Wehner and Jennifer Klein, World Leadership School (CO); Diahann Johnson, St. Andrew's School (DE); Martha Ashley, St. Mary's Academy (CO)||
How can my school build meaningful partnerships with schools of a completely different socioeconomic demographic? How can my school integrate global ideas and relationships into the classroom experience? How can my school help students learn from and with overseas partner students?
|Globally Relevant and Culturally Responsive Classrooms: A Design Thinking Model||101||
Add a global dimension to service learning and enable deep classroom discourse about race, class, ... ||Block 4||Intermediate||The Classroom Experience||
Add a global dimension to service learning and enable deep classroom discourse about race, class, and power by using the Nobis Global Action Model. This innovative design thinking approach guides students to comprehend and devise ways to respond to global issues through the use of technology. This model focuses on students’ learning using media, creativity, critical thinking, problem solving, and teamwork – all with a global perspective.
||Christen Clougherty, Nobis Project, Inc. (GA); Will Nisbet, Maret School (DC); Natania Kremer, Brooklyn Friends School (NY)||
How can I be more culturally responsive in my teaching about global issues? How can we as a school (teachers, administration, students, parents, board) foster conversations around such issues as global citizenship, race, equity, and human rights? How can I use design thinking and technology to engage students in addressing global challenges?
|Going to School Where Your Parent Is Head: The Real Story from "Faculty Brats"||300||
How do we better support the learning of faculty children while their parents lead? What is it like ... ||Block 4||Advanced||Leadership Development||
How do we better support the learning of faculty children while their parents lead? What is it like to attend the school your parent leads? What are the benefits and drawbacks? What could improve this experience? What does the school need to be aware of for these kids? Join three panelists who can answer these questions and more based on their personal experiences as children of heads who attended or presently attend their parent's school.
||Jodi McGary, licensed clinical social worker (MA); Bridgman Sellers, senior at Friends’ Central School (PA); Elizabeth Suitor, junior at Wentworth Institute of Technology (MA)|
|Grading for Global Competency||302||
Reimagine your assessments in order to provide a complete picture of your students as global citizens. ... ||Block 5||Intermediate||The Classroom Experience||
Reimagine your assessments in order to provide a complete picture of your students as global citizens. Explore how to assess noncognitive measures and core academic competencies to support the growth of middle-level students. Discover how to reframe assessments to ease the burden of grading and foreground 21st century skills.
||Kathleen West, Elizabeth Aurand Hastings, and KK Neimman, The Blake School (MN)||
How do you adequately assess non-cognitive skills? How do you design projects and lessons that build global citizenship? How can grades provide a path forward for teachers, students, and parents as we work to move young people along the spectrum of global competency?
|Green Ribbon Schools: Designing Sustainable Schools||204||
In 2014 the U.S. Department of Education Green Ribbon Schools program recognized five NAIS schools. ... ||Block 6||Introductory||Management||
In 2014 the U.S. Department of Education Green Ribbon Schools program recognized five NAIS schools. Hear leaders from these exemplary schools present their innovative achievements, including the process to apply for Green Ribbon Schools recognition and how this program develops more sustainable facilities, operations, and curriculum.
||Paul Chapman, Inverness Associates (CA); Cecily Stock, San Domenico School (CA); Jay Underwood, High Meadows School (GA); Stefan Anderson, Conserve School (WI); Brigitte Bertschi, Bertschi School (WA); Scott Thacker, Greenwich Academy (CT)||
What is the Green Ribbon Schools program? What are the characteristics of green, environmentally sustainable schools? And how do the NAIS Green Ribbon Schools exemplify best practices for our member schools to follow?
|Greening Together: Sustainable Public and Private Schools||104||
Traditional public and charter schools have made great strides in becoming green and environmentally ... ||Block 3||Intermediate||Management||
Traditional public and charter schools have made great strides in becoming green and environmentally sustainable, especially in energy efficiency, renewable energy, and green purchasing plans. Learn from findings from recent surveys of green public and private schools, present best practices from public schools, and explore opportunities for public-private collaboration.
||Paul Chapman, Inverness Associates (CA); Maureen Aylward, Project Green Schools (MA) ||
What are the characteristics of green public schools? How do their successes and challenges compare with independent schools? What are the possibilities for public and private schools to learn from one another’s best practices?
Randolph School found the best storytelling team for our viewbook — students. The communications ... ||Block 1||Intermediate||Communications and Advancement||
Randolph School found the best storytelling team for our viewbook — students. The communications office collaborated with faculty to help our students demonstrate the value of a Randolph education through their own words, crowd-sourced photographs, and design. The result is a book that captures the authenticity and energy of the student voice. (Added bonus: Our school saved a bundle on design fees.)
||Rebecca Moore, Jennifer Rossuck, and Peter Townsend, Randolph School (AL)||
How can students, parents, and teachers help authentically promote your school? How can you effectively leverage your community's social media content in your marketing efforts? How can the advancement office collaborate with teachers to create project-based learning opportunities for the benefit of all involved?
|Head Contracts and Compensation: Tips, Traps, and Best Practices||310||
Gain an overview of the head of school contract process from an experienced school counsel. Analyze ... ||Block 2||Intermediate||Governance||
Gain an overview of the head of school contract process from an experienced school counsel. Analyze the key terms to include in head of school contracts, benchmarking requirements and best practices, rebuttable presumption obligations, and current trends in benefits provided to heads.
||Sara Goldsmith Schwartz, Schwartz Hannum PC (MA)||
What are the key terms to include and exclude in head of school contracts? What are the requirements and best practices in compensation benchmarking? How can trustees and heads work together to protect the institutionthroughout this process?
|How Do You Measure Up? Strategies for Engaging Users Online||310||
From learning management systems and mobile apps to parallax scrolling and responsive design, independent ... ||Block 3||Intermediate||Communications and Advancement||
From learning management systems and mobile apps to parallax scrolling and responsive design, independent schools are shifting web strategies to engage an increasingly tech-savvy and mobile community. Uncover tips to organize your school’s web strategy, make data-driven decisions, provide a great brand experience, and get the best return on your techology investments.
||Jon Moser, finalsite (CT)||
How can I organize and execute a web strategy at my school? How can my school obtain the best return on investment for our web presence? What are other independent schools doing--and how can I learn from them?
|How Is Global Citizenship Influenced and Limited by Where One Lives and Travels Abroad?||309||
SYA France and Italy students took the same course and studied each nation’s policies on immigration ... ||Block 2||Intermediate||The Classroom Experience||
SYA France and Italy students took the same course and studied each nation’s policies on immigration to learn how political, economic, and social systems influence each country’s response to this growing problem. Explore why and how one’s environment affects cross-cultural understanding, a key component of global citizenship, and how short-term study abroad programs can benefit from our findings.
||Jack Creeden, School Year Abroad (MA); Pascal Monteville and Daniele Gatti, School Year Abroad France (FRANCE)||
How is global citizenship affected by the social, political, and economic practices of a country? Do immersion experiences in another country restrict a student’s ability to understand multiple perspectives on an issue? How can short-term study abroad programs help students develop an empathic understanding of contemporary issues that differ across national boundaries?
|How to Revolutionize Academic Courses for Deeper, Engaged LearningBlended Learning Workshop||Ballroom C||
Can one teach individualized curricula simultaneously in a single class? Use a design thinking framework ... ||Block 4||Introductory||The Classroom Experience||
Can one teach individualized curricula simultaneously in a single class? Use a design thinking framework to understand how students can pursue their own curiosities in the same class with common learning goals. The approach is possible, practical, and inspiring for both students and teachers. Results are more relevance, deeper engagement, and joy in learning. This case study will yield an easy, usable process.
||Jamie Baker and Mitchell Pinkowski, Pomfret School (CT)||
How can one relinquish control of content while maintaining high expectations and rigorous learning outcomes for students? How can one redesign a course so that it satisfies student preferences for the learning experience and content? How can one design a meaningful curriculum that results in skill mastery as well as the development of the lifelong habits of insightful reading and self-directed, perpetual learning?
|How to Simplify Managing Your School’s IT in the Age of 1-to-1, 1+1, BYOD, and BRYD||306||
The historical management model of a centrally, fully controlled IT environment is expensive, ineffective, ... ||Block 4||Introductory||Management||
The historical management model of a centrally, fully controlled IT environment is expensive, ineffective, and counter productive. What is your school’s goal for technology use and deployment? Are you meeting that goal? Is your IT management paradigm assisting the institution or impeding its progress? How does the school evaluate if the current technology model being instituted is as effective as it can be for you students? Come find answers.
||James Huffaker and Mark Davies, The Hun School of Princeton (NJ)||
What is your school’s goal for technology use and deployment? - Are you meeting that goal? -Is your IT management paradigm assisting the institution or impeding its progress?
|I Don't Want to Make the Sausage Anymore: Candid Insights from the World of College Admission||310||
Over the past 20 years, the attention in the media and in our schools on college admission has grown. ... ||Block 5||Intermediate||Management||
Over the past 20 years, the attention in the media and in our schools on college admission has grown. Join two former directors of college admissions (University of Pennsylvania and Dickinson College) who have recently moved into independent school administration to discuss the changing landscape of higher education, realities of selective college admission, and how this topic challenges our schools and missions.
||Gavin Bradley, Pace Academy (GA); Stephanie Balmer, Harpeth Hall School (TN); Quenby Mott, The Kinkaid School (TX); John Mahoney, Boston College (MA)||
What are the pressures and realities of selective college admission that have changed over the past 20 years? How do those changes affect the way different student populations (public vs. independent, first generation, international, high need, legacy, development, etc.) are considered? What do heads and boards need to know in order to honor their school’s mission while still providing support for their college counselors and opportunities for their families?
|ieSonoma: Innovate|Educate: A Unique Partnership Transforming Learning for All Children||203||
ieSonoma: Innovate|Educate is a unique public-private partnership between an independent school, ... ||Block 6||Introductory||The Student Experience||
ieSonoma: Innovate|Educate is a unique public-private partnership between an independent school, public K-12 schools, and a research university. ieSonoma holds events annually to spark conversations about the need to transform education, foster radical collaboration between the public and private sectors, and promote deeper learning. Find out the critical role played by each partner and how to build a partnership in your community.
||Bradley Weaver, Sonoma Country Day School (CA); Dan Blake,Sonoma County Office of Education;Paul Porter, Sonoma State University, School of Education (CA)||
How can you overcome barriers in collaborating with "non-traditional" partners? How can you market and brand your partnership to generate community interest and support? How can you structure and organize large community events and follow -up with extended learning opportunities?
|Imagining a Future-Friendly School: Student Voice, Global Citizenship, and the Environment||111||
Schools around the world are working to drive student engagement by ensuring deep, relevant, and ... ||Block 4||Introductory||The Student Experience||
Schools around the world are working to drive student engagement by ensuring deep, relevant, and authentic learning. Future-friendly schools are part of a global network developing competencies and sharing practices around the values of global citizenship, environmental stewardship, and student voice, measured through a crowd-sourced set of indicators you can use to assess your school's progress. Join us to reflect and learn more!
||Michael Furdyk, TakingITGlobal (CANADA); Michael Adams, American School Foundation of Monterrey (MEXICO)||
Why are global citizenship, environmental stewardship, and student voice important for 21st century teaching and learning? What tools and resources can independent schools access support 21st century teaching and learning? How can independent schools assess their engagement in global citizenship, environmental stewardship, and student voice, and develop a roadmap to strengthen their work in these areas?
|Immersive Professional Development: Rethinking Learning Experiences for Educators||210||
Online and blended courses are changing the landscape of student learning, but what about learning ... ||Block 6||Introductory||The Classroom Experience||
Online and blended courses are changing the landscape of student learning, but what about learning for elementary school educators? Explore a new way to engage in robust, online, professional learning by experiencing authentic UCDS classroom interactions and teacher reflections. Discover our newly released, online, immersive, professional development experience, ImmersiFIRE, created by teachers for teachers.
||Julie Kalmus, Melissa Chittenden, Stephen Harrison, and Timothy Tetrault, University Child Development School (WA)||
What is immersive professional development? How can schools extend professional development experiences in engaging and cost-effective ways? How can educators connect and share in a truly broad professional development community?
|Implementing and Assessing a Reading Workshop Using Choice||207||
Have you been wondering how to transition to a choice-based reading workshop? Do you have questions ... ||Block 6||Introductory||The Classroom Experience||
Have you been wondering how to transition to a choice-based reading workshop? Do you have questions about how to provide rigorous assessment when using a reading workshop? Discover two strong assessment models, the Socratic seminar thematic book discussion and the weekly journal letter. Focus on helping students choose appropriate books. Appropriate for teachers of grades 5 – 9.
||Katherine Inman, Touchstone Community School (MA)||
How do I help students choose the appropriate books? How can students use writing to reflect on what they read and to connect with peers? How can the whole class come together for meaningful conversation when students are all reading different books?
|In the Trenches with K – 12 Design Thinking||206||
Design thinking is human-centered problem solving. One size does not fit all and it's not a step-by-step ... ||Block 3||Introductory||The Classroom Experience||
Design thinking is human-centered problem solving. One size does not fit all and it's not a step-by-step blueprint. Instead the modes and methods of design thinking can be adapted to meet unique needs. Meet a panel of design thinking leaders who came together via Twitter to start and moderate #dtk12chat – a weekly conversation about design thinking in K – 12. Gain key take-aways and trends from a year of talking about design thinking.
||Lisa Palmieri, The Ellis School (PA); Mary Cantwell and Trey Boden, Mount Vernon Presbyterian School (GA); Shelley Paul, Woodward Academy (GA)||
How is design thinking being integrated in K12 globally and by independent schools nationally? What are the biggest takeaways from leading a weekly conversation on design thinking via Twitter and Google hangouts for over a year? How can teachers and schools get started and what are some simple design thinking methods that both teachers and students can use?
|Independent School Leadership Transitions: Is Your School Prepared?||101||
The commitment of time and resources required to search for a new head of school has become staggering. ... ||Block 3||Intermediate||Leadership Development||
The commitment of time and resources required to search for a new head of school has become staggering. Yet many times these are unsuccessful. Most schools do not consider succession planning in their strategic thinking – either for the head or other key leaders. Explore the challenges schools face in leadership transitions for the head of school and other key leaders.
||Marc Levinson, Mid-South Independent School Business Officers (GA)||
What does a search process involve for the head of school and other school leaders? What are the steps that are required and what is the typical investment? What are some alternative solutions?
|Innovation by Design: Revolutionizing Student-Driven Learning||310||
Berwick Academy has experienced exciting growth and national recognition of its Innovation Center. ... ||Block 4||Intermediate||The Student Experience||
Berwick Academy has experienced exciting growth and national recognition of its Innovation Center. Its evolution has touched almost every aspect of strategic thinking and desired student learning outcomes. BIC utilizes elements of design thinking, collaboration, networking, and public demonstration. BIC has created substantial opportunities in marketing, hiring, community relations, and fund-raising. Learn how.
||Darcy Coffta, Gregory Schneider, and Eric Rawn, Berwick Academy (ME); John Gulla, The Edward E. Ford Foundation (NY)||
What is unique about Berwick’s Innovation Center and how does it encompass design thinking elements in a student-driven model? What are the key components of the program and how could they be implemented at my school? What is special about the student experience and what differentiates our students in the college application process?
|Innovation Lab:Incremental Revenue Streams90-Minute Workshop||Ballroom C||
NOTE: This workshop begins at 11:30 AM, 30 minutes before Block 2. Non-tuition revenue sources can ... ||Block 2||Management||
NOTE: This workshop begins at 11:30 AM, 30 minutes before Block 2. Non-tuition revenue sources can help independent schools bridge the gap between what exists and what is needed for longer-term financial sustainability. During this highly interactive session, participants will develop a set of “next practices” for generating incremental revenue streams at independent schools across several categories of exploration. Outcomes from this session will be shared across the NAIS community. Session limited to 50 people, first-come, first served.
||Dan Sundt, CXO Marketing (MI) Donna Orem and Mark Mitchell, NAIS (DC)|
|Inspiring Creation in Middle School History: Digital Timelines, iBooks & Augmented Reality||313||
This is digital history at its finest – interactive timelines, iBooks, and digital museums with augmented ... ||Block 5||Introductory||The Classroom Experience||
This is digital history at its finest – interactive timelines, iBooks, and digital museums with augmented reality! Explore fun and engaging ways to help students create content in a 1:1 environment that builds skills and challenges critical thought. Journey through three specific digital history projects that proved a resounding success with students.
||Elizabeth Gryczewski and Katie Knicely Flint Hill School (VA)||
How can we inspire our students to create content in the History classroom? How can we create meaningful projects for a project-based learning History classroom? How can we help our students to develop 21st century skills to help facilitate their use and manipulation of Digital History in a 1:1 environment?
|Instructional Tech Tools for Independent Schools||Ballroom B||
We are in the foothills of the ed tech revolution. Fueled by advances in bandwidth, mobile computing, ... ||Block 4||The Classroom Experience||
We are in the foothills of the ed tech revolution. Fueled by advances in bandwidth, mobile computing, neuroscience, and big data, we are starting to see models of teaching and learning that allow for customization and differentiation. These new tools generate higher engagement, better retention, and lower costs. Here are the best players and how to deploy them.
||John Katzman, Noodle (NY); Betsy Corcoran, EdSurge (CA); Joel Rose, New Classrooms (NY)||
What are the best instructional technologies available? What do they do and what do they cost? These technologies are mostly being developed for large markets—K-12 school districts, and not to independent schools. How can we best access them, and how do they fit into our schools?
|Is the ADA Making You Mental?||104||
In today’s world schools see more and more students and employees with complicated disabilities, ... ||Block 1||Advanced||Management||
In today’s world schools see more and more students and employees with complicated disabilities, from cutting to suicide to violent behavior. Examine recent trends in disability case law and regulations, as well as best practice tips to improve the development and implementation of programs for managing student and employee disabilities.
||Suzanne Bogdan, Fisher & Phillips, LLP (TX); Marifred Cilella, The Howard School (GA)||
What are the recent trends in disability case law and regulations? What is best practice for improving the development and implementation of programs that manage student and employee disabilities? What are the legal requirements involving medical inquiries and evaluations, granting and adjusting accommodations, and dealing with mental disabilities?
|Is Your School Community Prepared for a Strategic Enrollment Management Plan?||301||
Those of us entrenched in schools are currently seeing a paradigm shift in admissions. Schools are ... ||Block 4||Intermediate||Management||
Those of us entrenched in schools are currently seeing a paradigm shift in admissions. Schools are transitioning in how they attract prospective students by moving from the traditional admission process to strategic enrollment management. Learn how to fill seats and become solvent and resilient against any economic downturn that may affect enrollment. The answer is strategic enrollment management.
||Chris Pryor and Fred McGaughan, Gowan Group (NY); John Barrengos, The Putney School (VT)||
What are the essential elements to a comprehensive strategic enrollment management plan? How can trustees and the head of school play a supportive and active role in enrollment management? How would YOUR school benefit from a comprehensive plan?
|Is Your School Preparing for Teaching and Learning in the New Age?||103||
Most of us have embraced 1:1 and digital learning, but what’s next? Taking a quiz-style approach, ... ||Block 6||Intermediate||The Classroom Experience||
Most of us have embraced 1:1 and digital learning, but what’s next? Taking a quiz-style approach, explore key ideas schools must consider to successfully navigate the uncharted territory of teaching and learning in a new age. Gain insight into moving beyond 1:1 toward the design of a flexible, sustainable plan enabling your school to transform with gusto and flourish as a cutting-edge learning center of the future.
||Gabrielle Hernan and Spencer Edmunds, Boulder Country Day School (CO)||
What key attributes will all schools of the future likely share? Is my school poised to adopt these attributes, or is there work to be done? What steps do we need to take now and in the future to ensure we flourish as a cutting-edge learning center for a new age?
|Kaboom! Launching Your Next Campaign with a Bang||107||
Excited about your new strategic plan? Bringing a vision to fruition is rewarding but daunting work ... ||Block 6||Intermediate||Communications and Advancement||
Excited about your new strategic plan? Bringing a vision to fruition is rewarding but daunting work and therein lies a design challenge: How can schools maintain the high levels of engagement that lead to effective implementation? Find out how one school used design thinking as a leadership strategy to reimagine the whole concept of strategic plan and in the process launch the loudest quiet phase in fund-raising history.
||Matt Glendinning, Moses Brown School (RI)||
How can design thinking be applied as a leadership strategy? After a rousing period of strategic planning, how can we avoid the feeling of dormancy that often accompanies the quiet phase of a capital campaign? What is a strategic plan anyway?
|Key Findings from the NBOA Financial Position Survey||302||
Develop a greater understanding of key financial ratios calculated through the Financial Position ... ||Block 2||Introductory||Management||
Develop a greater understanding of key financial ratios calculated through the Financial Position Survey and how to apply them. Actively engage with the data’s longitudinal value first hand. These data points provide the foundation for key ratios to facilitate financial sustainability conversations among school leadership vital to the health of independent schools.
||Jeff Shields and Genevieve Madigan, National Business Officers Association (DC)||
NBOA’s Financial Position Survey takes a look at the balance sheet of independent schools. This session will discuss key ratios you should be tracking, what these ratios tell you about the financial health of your school and the overall industry, and how you can use them to inform strategic financial conversations at your school.
|Knowing What Really Matters: Creating a Campus Master Plan for Students and School Culture||105||
St. Paul’s Episcopal School has always had a clarity of mission but until recently that mission was ... ||Block 5||Intermediate||Management||
St. Paul’s Episcopal School has always had a clarity of mission but until recently that mission was not always articulated. First through a campus master plan, then a branding exercise, the school is now embarking on building a new student center, which will be the physical manifestation of its brand “Knowing What REALLY Matters.” Explore this highly inclusive and collaborative process.
||Peter Winebrenner, Hord Coplan Macht (MD); Marty Lester, St. Paul's Episcopal School (AL)||
How can a school best utilize a broad and comprehensive approach to first articulate then reinforce their mission? How can the mission be fully realized in all aspects of school life, including campus improvements? How can participants apply the elements from this session to their campus improvement projects?
|Leading and Teaching Through Listening: A Learning Paradigm of Connection||309||
Come to this fun, interactive workshop to explore your listening style and your capacity to help ... ||Block 4||Introductory||Leadership Development||
Come to this fun, interactive workshop to explore your listening style and your capacity to help your students navigate the challenges they encounter in school and life. As we innovate in our schools, we inevitably instigate change, creating an opportunity for growth if it is reflected on and understood. Learn how to listen closely, building a muscle of reflection so our students can develop resilient engagement with the revolution.
||Ellen Honnet, Stanley H. King Counseling Institute (MA); Jack Creeden, School Year Abroad (MA)||
How might we as educators best help students reap the benefits from innovations we put in place in our schools, and how will we know what the impact of the "revolution" has been? What specific listening skills do we bring to our conversations with students and how might we expand our repertoire? How do we help build a "muscle of reflection" in our students, helping them grow their capacity to learn from their experiences?
|Leading in the Middle: Designing Success||304||
Leadership is exhibited at every level in a thriving school. The greatest challenge is to design ... ||Block 1||Intermediate||Leadership Development||
Leadership is exhibited at every level in a thriving school. The greatest challenge is to design a system that builds leadership by creating ownership of decision making and risk taking at multiple levels in a school. Focus on growing strength and skills for leading in the middle and investigate models that build creativity and embrace change.
||Judith Schechtman and Marc Frankel, Triangle Associates (MO); Leitzel Schoen, Friends Seminary (NY)||
What is your school’s present culture regarding change? In your role, how can you harness energy to help move the school forward? How can you contribute to building leadership throughout your institution?
|Leading Online and Offline: Blending Practice for Advancing Leadership Goals||306||
Discover how to run meetings more productively, advance missions more dynamically, and prepare for ... ||Block 1||Advanced||Leadership Development||
Discover how to run meetings more productively, advance missions more dynamically, and prepare for the future more carefully. While sharing practical ideas for organizing teams, communities, and ideas via digital means, explore how agile leaders know when to switch between online and offline modes.
||Stephen Valentine and Reshan Richards, Montclair Kimberley Academy (NJ)||
What kinds of tools can help me lead better? Why are online tools important for school leaders? When should I shift between online and offline modes to maximize potential and opportunity in my school?
|Leading the Disruption: Program Building in Innovation and Entrepreneurship||304||
In 2014, three schools were awarded E.E. Ford Leadership Challenge Grants to develop the skills of ... ||Block 5||Introductory||The Classroom Experience||
In 2014, three schools were awarded E.E. Ford Leadership Challenge Grants to develop the skills of an innovator in semester-long programs connecting high school students to their cities. Explore the unique aspects of each program and consider the common themes of inquiry, design thinking, civic engagement, and real-world problem solving.
||Lisa Feiertag, Seattle Academy of Arts and Sciences (WA); Doris Korda, Hawken School (OH); Laura Deisley, The Lovett School (GA)||
What can innovation and entrepreneurship programs look like at the high -school level? What kind of learning outcomes and benefits for students can I expect from adding a program like this? What are the practical steps I can take to start a course like this, and what are some major curricular pieces I could include?
|Learning by Doing: Sustainable Habits 101||105||
How can schools integrate sustainability practices within the learning context? Waynflete’s lower ... ||Block 1||Introductory||The Student Experience||
How can schools integrate sustainability practices within the learning context? Waynflete’s lower school has established an ethos based around three central tenets: take care of yourself, others, and our environment. The learning community engages all students in sustainability efforts as all students model and practice lifelong habits as members of the learning community.
||Ben Thrash, Kai Bicknell, and Jess Keenan, Waynflete School (ME)||
How do schools develop norms to promote sustainable thinking? How can school communities integrate everyday routines within big picture sustainability efforts? What role can schools play in fostering eco-literate students?
|Legal Concerns when Enrolling International Students||111||
Independent schools are enjoying a boom in enrollment of international students. Is a boom of legal ... ||Block 6||Introductory||Management||
Independent schools are enjoying a boom in enrollment of international students. Is a boom of legal issues to follow? Review potential legal exposure associated with enrolling international students and opportunities to limit exposure, contracting with international student placement firms, enrollment contracts, housing, guardianship, and discipline, as well as visa and vacation/break issues.
||Caryn Pass and Heather Broadwater, Venable, LLP (DC)|
|Letting Go of Lists: Using Theory of the Case to Surge Enrollment||302||
Though today’s spreadsheet parents assemble ever-expanding lists of must-haves, only a coherent theory ... ||Block 1||Intermediate||Management||
Though today’s spreadsheet parents assemble ever-expanding lists of must-haves, only a coherent theory of the case can increase your market share. Engage in a lively discussion to find out how two longstanding Boston schools — just six miles apart — let go of the lists to surge enrollment.
||Patti Crane, Crane MetaMarketing Ltd. (GA); Mark Stanek, Shady Hill School (MA); Todd Vincent, Dexter Southfield (MA)||
Is there a way to respond to spreadsheet parents without ignoring their lists or caving in? What qualifies as a theory of the case, and how do youuse it to reframe an argument with spreadsheet parents? How do you use the theory of the case to do marketing that goes beyond informing to persuading?
|Managing Custody Issues: What to Do When Mom and Dad Disagree?||308||
Today's family relationships are increasingly complex and student issues related to custody and divorce ... ||Block 3||Intermediate||Management||
Today's family relationships are increasingly complex and student issues related to custody and divorce often arise at independent schools. Does one parent have the right to approve his or her child's application to the school over the objection of the other parent? What happens when one parent approves the child's participation in a foreign study program and the other parent says no? How should court orders be handled? Learn this and more.
||Linda Johnson, McLane, Graf, Raulerson & Middleton Professional Association (NH); Peter Saliba, Tilton School (NH)||
What terminology should a school know about custody and divorce rights? What policies and procedures should the school have in place to deal with these issues? How should a school handle the many issues that arise?
|Measuring Best Practices in Institutional Sustainability||108||
Explore Protostar, a robust tool to measure sustainability initiatives at independent schools, using ... ||Block 4||Intermediate||Management||
Explore Protostar, a robust tool to measure sustainability initiatives at independent schools, using three case studies. Discuss how you can use Protostar to spur intraschool collaboration, as well as your school’s sustainability efforts.
||Frank Barros, King Low-Heywood Thomas (MA); James Bentley, St. Johnsbury Academy (VT); Katrina Linthorst Homan, Choate Rosemary Hall (CT)||
Why and how does Protostar reflect "best practices" in sustainability?
What are some good examples that justify the time used to gather sustainability data?
How can schools contribute to the evolution of Protostar metrics?
|Measuring Online Engagement: 10 Things Every School Should Do||110||
Competition among independent schools in some markets is fierce. That competition is driving schools ... ||Block 5||Introductory||Communications and Advancement||
Competition among independent schools in some markets is fierce. That competition is driving schools to invest more in marketing and an improved online presence. Knowing how to leverage digital media to tell your school’s story is more important than ever. If you don’t know what is working, how can you get better? Learn how to measure your digital successes and gather empirical data around your digital communications.
||Jaime Lassman and Elizabeth Pride, The Lexington School (KY); Kelley Jarrett, blackbaud (SC)||
What ways are independent schools connecting with their constituents over digital pathways? How can my school become better at digital communication (emails, website, social media, videos) and make informed decisions about how to allocate time and resources? Once my school starts to measure our digital success, how can we become an organization that learns from that assessment?
|Mindfulness: How to Change Your School Culture by Doing Nothing||311||
By practicing mindfulness (doing nothing – on purpose – for a given amount of time), we can reinvigorate ... ||Block 4||Introductory||The Student Experience||
By practicing mindfulness (doing nothing – on purpose – for a given amount of time), we can reinvigorate and transform ourselves, our students, and our schools in positive ways. Benefits of mindfulness include improved academics and emotionally richer lives. See how cultivating mindfulness in schools is highly conducive to a design thinking culture.
||Larry Kahn, Iolani School (HI); Christa Forster and James Houlihan, The Kinkaid School (TX)||
What is mindfulness, why is it so popular, and how and why does it work? How do we cultivate a mindfulness practice for ourselves, our students, and our schools? How is mindfulness related and conducive to design thinking?
|Mission Advancement Incubator (MAI)Fellowship Workshop||200||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented ... ||Block 3||Leadership Development||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. Any attendees are welcome to join.
||Eric Barber, The Evergreen School (WA); James Carroll, Beauvoir, The National Cathedral Elementary School (DC); Ryan Grady, Pilgrim School (CA); Danny Karpf, The Gordon School (RI); Howard Levin, Schools of the Sacred Heart (CA); Ben Dougherty, The Derryfield School (NH)|
|Mobilizing Your Board to Inspire and Motivate Others: A Trustee’s Perspective||101||
A capital campaign launch is an exciting time and maintaining your board’s active engagement is essential ... ||Block 2||Intermediate||Governance||
A capital campaign launch is an exciting time and maintaining your board’s active engagement is essential for you to galvanize your school community. Hear a trustee’s perspective on mobilizing your board to inspire and motivate donors as you implement your vision for the future.
||Danita Wickwire and Gregory Hagin, CCS (DC); Susan Hutton, The Lab School of Washington (DC)||
Why is ongoing board engagement and active participation necessary throughout a capital campaign to effectively implement your vision? How can you harness the energy generated at a campaign’s outset to galvanize your school’s community? What strategies can be developed to re-engage the board and therefore inspire and motivate donors during longer and possibly slower fund-raising phases?
|No Snoozing Classroom: Incorporating Movement to Enhance Student Learning||306||
Get the blood circulating! Re-energize your students with large and small movements. Discover how ... ||Block 5||Introductory||The Student Experience||
Get the blood circulating! Re-energize your students with large and small movements. Discover how to use everything from a short walk to finger motions. Learn the latest research on why to incorporate movement, as well as tested classroom strategies. Then get up and move, test each strategy, discuss what works, and how you can use it.
||Hadley Ferguson and Betty Ann Fish, Springside Chestnut Hill Academy (PA)||
How does movement, both large and small, enhance learning? What movements are the most effective for different kinds of learning? How can I include movement without disrupting my lesson plans?
|Open Windows and Tear down Walls: A New Design-Based Path of Strategic Innovation||313||
A new design thinking-based approach to visioning and strategy empowers the entire school community ... ||Block 1||Intermediate||Leadership Development||
A new design thinking-based approach to visioning and strategy empowers the entire school community and builds institutional capacity for innovation. Review a case study from The Miami Valley School that traces the methods, results, and solutions of this process, from initial all-school imagination of the future through silo-busting teams that implement vision via core values of great learning, not traditional roles of positional authority.
||Jason Scheurle, The Miami Valley School (OH); Grant Lichtman, Martin Institute for Teaching Excellence (TN)||
How can the implementation of strategic plans become the responsibility of all faculty and administration? How can leaders overcome the inevitable discomfort of fundamental organizational change? How can priorities be defined in a way that advances the school’s educational vision?
|Opting In: Voluntary Retirement Plans||104||
Providing employees with an opportunity for an incentive to retire early often improves morale by ... ||Block 2||Intermediate||Management||
Providing employees with an opportunity for an incentive to retire early often improves morale by giving them financial security and control over their future, while providing the school with the added benefit of refreshing and rightsizing the workforce. This workshop providesExamine guidelines for managing the process properly, to avoid the potential of substantial liability.
||Suzanne Bogdan, Fisher & Phillips, LLP (FL); Steve Piltch, The Shipley School (PA)||
How do we find appropriate incentives for employees choosing retirement? What are good communication techniques to avoid age discrimination claims? What are the necessary documents to ensure all potential claims are waived?
|Outside-the-Box Thinking in Independent School Admission||201||
Traditional admission funnel tactics are failing. NAIS schools must communicate hard-to-quantify ... ||Block 4||Intermediate||Management||
Traditional admission funnel tactics are failing. NAIS schools must communicate hard-to-quantify benefits to busy, financially nervous, and inconsistently informed families. A set of novel outside-the-box tactics delivered a 110 percent increase in applications for one school through the recession. The tactics are transportable and offer a path for enrollment health nationally.
||Peter Anderson, The Episcopal Academy (PA)||
Why are traditional admission funnel tactics failing? What set of novel tactics successfully addresses the key marketing constraints of independent schools? How can these tactics be successfully absorbed and employed by any independent school?
|Parents Who Bully the School: The Compleat Guide to Coping||312||
Schools everywhere report rising concerns about parents who bully educators, insist on getting their ... ||Block 3||Intermediate||Management||
Schools everywhere report rising concerns about parents who bully educators, insist on getting their way, are disrespectful and demeaning, demand, and threaten. They cause fear and frustration and leave educators at a real loss. Discover the Magic Six simple, effective strategies to empower educators, defuse conflict, build trust, and strengthen partnership.
||Robert Evans, The Human Relations Service (MA); Michael Thompson, clinical psychologist (MA)||
What is causing the changes among parents? How can the school as an institution restructure its partnership with parents to better promote the school's values? What strategies can educators apply that will reduce boundary-breaking behavior by parents and resolve confrontation?
|Personalized Storytelling to Drive Word-of-Mouth Brand Attention for Your School||108||
Word of mouth is the most trusted form of advertising and in the Digital Age those testimonials have ... ||Block 6||Intermediate||Communications and Advancement||
Word of mouth is the most trusted form of advertising and in the Digital Age those testimonials have moved online. Worcester Academy and Chapel Hill-Chauncy Hall have both implemented a personalized storytelling strategy to encourage, facilitate, and scale marketing efforts that maximize the number of people talking about positive outcomes at their institutions.
||Greg Abel and Matt Soule, Chapel Hill-Chauncy Hall School (MA); Neil Isakson, Worcester Academy (MA); Amy Mengel, Merit Pages, Inc. (NY)||
How can independent schools leverage parents and students to become brand ambassadors and share positive stories about their school experience? What are strategies for efficiently creating a lot of marketing content that showcases student outcomes and experiences, and then deploying that content to the highest-impact channels? How are schools blending traditional, offline marketing tactics with online strategies like social media to encourage word-of-mouth testimonials and track or measure results?
|Practical Tools to Make Your Messages Sing||103||
Making your mission and vision statements more unique and compelling? Getting everyone in your school ... ||Block 4||Intermediate||Communications and Advancement||
Making your mission and vision statements more unique and compelling? Getting everyone in your school delivering the same key messages? Impossible? Not at all! Focusing on both the high-level mission and vision and the practical day-to-day work of describing the school, learn practical tools you can use in your school immediately. Bring your questions to discuss with the group.
||Skip Kotkins, Carney, Sandoe & Associates (WA); Amanda Darling, Lakeside School (WA)||
How can you make your mission and vision statements truly unique and still have an inclusive process? How can you have an inclusive process in which everyone contributes to and then adopts a few vital key messages that they use to talk about the school? What is the role of messaging in today's competitive, demanding independent school world?
|Preparedness, Leadership, and the Unthinkable||312||
The Boston Marathon bombing response has been lauded for both design and execution, with not a single ... ||Block 2||Intermediate||Leadership Development||
The Boston Marathon bombing response has been lauded for both design and execution, with not a single death occurring among the 200+ victims who arrived alive to area hospitals. Go behind the scenes of the marathon response with two emergency physicians and preparedness experts from Brigham and Women's Hospital and Harvard Medical School, applying key elements of planning, practice, and leadership to the school setting.
||Ron Walls, Brigham and Women’s Hospital (MA); Eric Goralnick, Partners Healthcare (MA)||
What is the role of senior leadership in creating an effective emergency response program? How do education leaders energize faculty and staff around emergency preparedness? How do roles shift when an emergency occurs?
|Private for All to See: The Limits and Lessons of Confidentiality in an Online World||204||
Social media presents independent school employees and students with both opportunities and hazards. ... ||Block 4||Intermediate||Management||
Social media presents independent school employees and students with both opportunities and hazards. Develop a framework for discussing how to navigate the issues that arise when technology catapults private lives into the public eye.
||Michael Blacher, Liebert Cassidy Whitmore (CA)||
How can students and staff best minimize the risk of having their personal information become public information in their school community? What best practices can you implement to prevent and address social media that may negatively affect your school community? What recent relevant cases have other independent schools dealt with that can provide crucial insights?
|Pros, Cons, and Uses of Next-Generation Assessment Tools||102||
Surely we test our students enough already – and at too great a cost? Many schools are finding great ... ||Block 4||Intermediate||Leadership Development||
Surely we test our students enough already – and at too great a cost? Many schools are finding great value in using next-generation value-add assessments. Uncover how NAIS and schools are using these new assessment tools — MAP, HSSSE, MSA, and PISA-based testing — for advocacy purposes and to advance institutional and critical instructional goals.
||Amada Torres, NAIS (DC); Jonathan Martin, Jonathan E. Martin Ed Services (AZ)||
Why should my school add new assessments? What value is there and what is the cost-benefit ratio of doing so? What are the pros and cons of four particular cutting edge tools?
|Putting the "I" in Science: Science Education that Inspires Citizenship||311||
Increasingly to be effective citizens we need a deep understanding of science. Yet in school we tend ... ||Block 5||Intermediate||The Classroom Experience||
Increasingly to be effective citizens we need a deep understanding of science. Yet in school we tend to disconnect science from the way we live and miss opportunities to help students invest in solving science-based societal challenges. Examine ways schools should connect science to citizenship — especially how we teach students to write about science.
||Lise Goddard and Laurie Munger, Midland School (CA); Michael Brosnan, NAIS (DC)||
How can language and voice be blind spots for independent schools aiming to cultivate science-literate citizens? What is the relationship between the active voice in our writing and experience and the way we perceive our engagement with the world through active participation and citizenship? What is experiential education and how can we employ it in science to help students find their “I," and what might this mean to their futures?
|Reconceptualizing Academic Support in Independent Schools: An Approach for the 21st Century||301||
Let’s start a new conversation about students who struggle in school and the ways we support them. ... ||Block 5||Advanced||The Classroom Experience||
Let’s start a new conversation about students who struggle in school and the ways we support them. Hear about one school working to change current beliefs about learning differences by reframing the process by which we identify, evaluate, describe, understand, and respond to typical challenges in students' learning, while significantly reducing the need for accommodations.
||Laura Vantine, The Winsor School (MA)||
How can we help students develop a growth mindset to foster resilience and problem solving skills to be independent self-advocates of their learning experience? How do we invite subject teachers to participate in the problem solving process to support student learning? How can we use technology to streamline information to support student learning, facilitate classroom observation, and improve collaboration between students and teachers?
|Relational Fund-Raising: Major Gift and Mid-Level Donor Strategies||110||
The most successful fund-raising organizations develop strategies not just to acquire donors but ... ||Block 1||Advanced||Communications and Advancement||
The most successful fund-raising organizations develop strategies not just to acquire donors but also grow them seamlessly through the organization. Major gift fund-raising is the single most effective way to increase revenue without increasing expenses. Join us for a fast-paced workshop packed with practical and immediately actionable tools, handouts, and tips on developing, managing, and growing a major and mid-level gifts strategy.
||Daniel Neel, The Fundraising Resource Group (FL); Joseph Therber, Scecina Memorial High School (IN)||
How deep into the donor pool can I effectively go? How do I create and implement an effective portfolio management process? How do I effectively measure the success of my efforts?
|Rethink and Redesign 21st Century Summer Learning||302||
Examine how five independent schools design summer programs that provide students with 21st century ... ||Block 4||Introductory||The Classroom Experience||
Examine how five independent schools design summer programs that provide students with 21st century learning opportunities, faculty with a unique lab setting to pilot new content, and a resource to leverage public partnerships. Uncover specific ways independent schools stand to benefit from implementing innovative summer programs and essential questions that interested schools should consider.
||Charles Housiaux, Ransom Everglades School (FL); Paula Williams, Albuquerque Academy (NM);Mikki Frazier Head-Royce School (CA); Jim Patterson, Harvard-Westlake School (CA)||
How can summer programs foster innovative curriculum, pedagogy, and programming? How can summer learning opportunities enhance traditional school year curricular options for students? How can a school leverage summer programs for 21st century innovation?
|Rethinking Professional Development via the Individualized Teacher Improvement Plan||102||
The individualized teacher improvement plan (ITIP)is a cyclical, three-year model that connects professional ... ||Block 5||Intermediate||Leadership Development||
The individualized teacher improvement plan (ITIP)is a cyclical, three-year model that connects professional development, evaluation, and compensation. Join three teachers from University Prep to discuss the rationale, process, and outcomes of the ITIP from a faculty perspective. Journey through their work on culminating portfolios and find out how the ITIP impacted teaching.
||Ty Talbot, Dana Bettinger, and Mikayla Patella-Buckley, University Preparatory Academy (WA)||
How can independent schools create meaningful professional development opportunities for their faculty? How can independent schools ensure that professional development is ongoing and integrated into faculty culture? How can professional development be tailored to address highly specific needs for individual teachers?
|Rethinking the Balance of Power||304||
Take on the gender gap in leadership using the design challenge. How might we better balance gender ... ||Block 2||Intermediate||Leadership Development||
Take on the gender gap in leadership using the design challenge. How might we better balance gender in positions of influence in independent schools? The statistics are clear: the proportion of female heads of school doesn’t reflect the percentage of women in the leadership pipeline. Why is this so? Does it matter? What can be done to shift the imbalance? What possibilities would such a shift open?
||Gillian Goodman and Susan Feibelman, Greensboro Day School (NC); Sarah Hanawald, Saint Mary's School (NC); Danette Morton, The Westminster Schools (GA); Judith Schechtman, Triangle Associates (MO); Tekakwitha Pernambuco-Wise, Sea Crest School (CA)||
What are the internal beliefs that inform how we think about leadership? What common challenges exist for women in leadership roles? How might we think differently about how to achieve a better balance of influence in independent schools?
|Revolutionary Changes to Faculty Growth, Compensation, and Evaluation||202||
How does a school implement teacher evaluation, compensation, and growth processes simultaneously? ... ||Block 2||Intermediate||Management||
How does a school implement teacher evaluation, compensation, and growth processes simultaneously? Come hear three views on the development, design, and integration of an innovative performance-based compensation structure, a teaching evaluation system, and a new professional growth system including peer observation.
||Matthew Neely, Anthony McGrann, and Vivian Scheidt, Epiphany School (WA)||
How can we best explore faculty compensation changes,performance, and growth? What is the best order to alter these structures at our school? What are the key pitfalls to changes in compensation, evaluation, and growth?
|Revolutionizing Parent Education||202||
One of the keys to an engaged parent community is an effective parent education program. In today’s ... ||Block 5||Intermediate||Management||
One of the keys to an engaged parent community is an effective parent education program. In today’s ever-changing world, it’s not enough to offer an educational program that gives students the tools for a new age without thinking about the tools parents need as well. Find out how to design a new and effective approach to parent education.
||Stephanie Flanigan and Julie Bragdon, Montessori School of Denver (CO)||
How does a school design a new, forward-thinking, and successful mission-driven parent education program that reflects the dynamic nature of today’s world? What role does the faculty play in the design and execution of a successful mission-driven parent education program? How do you measure the impact of an effective parent education program on partnership between school and home, retention, and philanthropic support?
|Roadmap to Global Education: An Electronic Reader for Global Program Development||202||
Ever wondered how to start a global program at your school? Do you have one, but believe it could ... ||Block 6||Intermediate||The Classroom Experience||
Ever wondered how to start a global program at your school? Do you have one, but believe it could be more innovative, cohesive, closely tied to mission or able to serve your students better? Come hear the editors of a new electronic reader, A Roadmap to Global Education, discuss our intentions, collaborative process, and trends and practices in the field. See chapters from the philosophical to the practical and suggest additional articles.
||Vicki Weeks, Global Weeks (WA); William Fluharty, Cape Henry Collegiate School (VA)||
What are some of the trends in global education today? What are the essential elements of a successful global program? How can we use the experience represented by the authors in this book to start a global program or improve the one we already have?
|Rock Your School’s Website: Lessons from 3,000+ Independent Schools||206||
The results are in! Learn the outcomes from an industrywide website navigation and usability survey ... ||Block 4||Intermediate||Communications and Advancement||
The results are in! Learn the outcomes from an industrywide website navigation and usability survey of 3,000+ private school websites. See how schools position themselves for success. Explore how many schools are building responsive websites and how they utilize navigation and content. Use the survey results as a brand new tool to evaluate your website navigation against industry standard practices.
||Peter Baron, Blackbaud (NH); Stacy Jagodowski, Cheshire Academy (CT)||
How do you use analytics, SEO, and survey data to drive your site’s navigation and usability? What is information architecture and why is it critical to your site’s success? How can you use the results from the Independent School Website Navigation study to improve your school’s website?
|School Health and Alignment of Value LanguageFellowship Workshop||200||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented ... ||Block 4||Leadership Development||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Robert Blackwell, Adelson Educational Campus (NV); Allen Broyles, The Howard School (GA); Michael Magno, Providence Day School (NC); Robert McQuitty, Aidan Montessori School (DC); John Melton, The Country School (MD); Jaiwant Mulik, The O’Neal School (NC)|
|Seeing the Big Picture: How to Use Process Mapping to Improve School Operations||312||
Have you ever heard the expression, "You can't see the forest through the trees?" As school ... ||Block 1||Intermediate||Management||
Have you ever heard the expression, "You can't see the forest through the trees?" As school leaders, many times we are so busy getting things done or figuring out why something went wrong that we lose sight of our goal. Discover how to look at your work in a new way – by stepping up, stepping out, and looking at things from the outside in. Process mapping proves a useful tool for managing daily school operations more effectively.
||Andrea O'Brian, Princeton Montessori School (NJ)||
What changes when I look at school operations in a new and different way? What is process mapping and how do I start? What are the benefits to process mapping and how can it help me in my school?
|Sharing Visions: Bringing Public and Independent School Educators Together||312||
Independent school educators join public school colleagues in a roundtable on shared practices, common ... ||Block 6||Introductory||Leadership Development||
Independent school educators join public school colleagues in a roundtable on shared practices, common goals, and misconceptions that inhibit our capacity to collaborate. Join us in the spirit of #PubPriBridge, a Twitter chat fostering intersector dialogue, to explore the shared voices of independent schools and public schools in the national dialogue about education.
||Peter Gow, Beaver Country Day School (MA); John Chubb, NAIS (DC); Laura Robertson, St. Anne's-Belfield School (VA); Chris Thinnes, Center for the Future of Education (CA); Pam Moran, Albemarle County Public Schools (VA); Karen Aka, Academy 21 (HI); Diana Smith, Washington Latin Public Charter School (DC)||
What might independent school educators hope to learn from greater participation in national and global conversations on education? What barriers, real and imagined, stand between the realm of independent school educators and the world of public education? How might these barriers be removed?
|Simple Practice, Big Impact: Bringing Mindfulness Training to School Communities||101||
Consider the implications the current research on mindfulness meditation has for independent schools ... ||Block 1||Introductory||The Student Experience||
Consider the implications the current research on mindfulness meditation has for independent schools and learn how an independent 6 – 12 school designed a training and practice program that is generating strong enthusiasm among faculty, administrators, students, and parents. Get a brief introduction to mindfulness and consider how the practice may benefit your school and how to successfully introduce and promote it.
||Sam Shapiro, The Athenian School (CA)||
What is mindfulness? Why does mindfulness matter to schools? How can I get my school community excited to offer mindfulness training?
|Social Media and the Middle School Student : How to Navigate and Educate||201||
It is inescapable that social networking sites are a significant part of the middle school student’s ... ||Block 3||Introductory||The Student Experience||
It is inescapable that social networking sites are a significant part of the middle school student’s life. It is incumbent on schools to both recognize that this medium of communication is here to stay, and to work with students and parents on educating appropriate and respectful use. This workshop will share our approach to opening up dialogue and partnering with families in creating a community of responsible and respectful users.
||Jason Lewis, Gus Haracopos, and Melissa Medeiros, Chase Collegiate School (CT)||
How can schools create a culture of digital citizenship so that technology and mobile devices can be fully utilized as learning tools? How can schools and families partner to educate children about digital citizenship and the acceptable use of social media both in and out of school? Should schools hold students accountable for behaviors that take place on social media sites outside of school hours?
|Solicitation Savvy = Fearless Fund-Raising||305||
A little experience is all you need to learn the positive language and mindset for enjoying gift ... ||Block 4||Intermediate||Communications and Advancement||
A little experience is all you need to learn the positive language and mindset for enjoying gift solicitation and doing it well. Design a successful solicitation strategy, identify tips and techniques for training volunteer fund-raisers, learn how to address donor objections, and work through a case study that provides an opportunity to put theory into practice.
||Starr Snead, Advancement Connections (SC); Shelley Reese, The Learning Center for the Deaf (MA)||
What (subtle or not-so-subtle) signals do donors give that help us know how and when and why to ask them for a gift? How do we get to a yes and what happens when we geta no when we ask for a gift? What role should volunteers, heads, trustees, and advancement professionals play in the process?
|Special Project? Crowd Fund It!||109||
Donors want to know their gifts will be applied toward needs they can personally endorse. Give your ... ||Block 5||Intermediate||Communications and Advancement||
Donors want to know their gifts will be applied toward needs they can personally endorse. Give your audience a menu of current, detailed funding needs and start seeing new results in fund-raising. With a microsite you can share specific projects that would attract funding so donors can visualize what their gifts will support.
||Mimi McMann and Suzanne Connors, Graland Country Day School (CO)||
How can your campaigns reach Gen Xers and Millennials? Can dynamic communications elevate your fundraising objectives? Is crowd funding a viable approach for your special projects, and what critical features should be considered?
|SSS School and Family Portals||306||
Join SSS for a breakout session devoted to introducing its new financial aid technology: the SSS ... ||Block 3||Introductory||Management||
Join SSS for a breakout session devoted to introducing its new financial aid technology: the SSS School and Family Portals. Get an overview of the new SSS features and capabilities and learn how they can make financial aid management more efficient, strategic, and successful.
||Kristen Power, NAIS (DC)||
How will the SSS School Portal make it easier to decide awards and track financial aid data? How will the SSS Family Portal make it easier for families to complete the PFS and send documents accurately and on time? What are the key differences between the new SSS School Portal and Comp*Assist Online?
|Steps Your School Should Take to Ensure Healthy Employee Interactions with Students||110||
Helping employees set and maintain appropriate boundaries with students takes a systemic approach ... ||Block 4||Intermediate||Governance||
Helping employees set and maintain appropriate boundaries with students takes a systemic approach by schools — from the trustee level down to every employee. Learn the steps your school should take, including adoption of codes of conduct policies, training programs, and educating employees on setting and maintaining appropriate boundaries and knowing when to come forward with concerns.
||Linda Johnson, McLane, Graf, Raulerson & Middleton Professional Association (NH); Chris Day, Holderness School (NH)||
What steps should a school take to help ensure appropriate and healthy interactions between employees and students? What kinds of policies and training programs should all schools have in this area? What steps should a school take to respond to situations of this nature that arise?
|Success by Design: Navigating the Division Head Role-CANCELLED||CANCELLED||
This session has been cancelled.
... ||Block 6||
This session has been cancelled.
||Barbara Kraemer-Cook, Marin Country Day School (CA); Kathleen McNamara, Tuxedo Park School (NY)|
|Successful Endowment Management and Investment Challenges for Smaller Organizations||111||
Address endowment management and challenges faced by independent schools. Discuss what institutions ... ||Block 2||Intermediate||Management||
Address endowment management and challenges faced by independent schools. Discuss what institutions should expect from their endowments over the next decade and what can be done right now in response to a challenging economic environment. Find out how independent school leaders can protect themselves when making investment decisions regarding institutional funds.
||Kevin Moultrie, TIAA-CREF (DC); Ero Johnson and Michael Collins, TIAA-CREF (NY)||
What is successful endowment management and how can we achieve it? What are the challenges facing smaller non-profit organizations and how do we address them? What is an investment policy statement and why should my institution adopt one?
|Summer School Residential Programs: Is Your School Overlooking Risk?||105||
Summer school programs are often overlooked as a source of major risk. Examine integrating risk management ... ||Block 6||Introductory||Management||
Summer school programs are often overlooked as a source of major risk. Examine integrating risk management procedures into such programs. Analyze hiring practices and engagement letters; handbooks and key policies; protocols for internal reporting of harassment, hazing, discrimination, and bullying; protocols for external mandatory reporting; and maintaining safe and healthy adult-student relationships.
||David Wolowitz, McLane, Graf, Raulerson & Middleton Professional Association (MA); Ethan Shapiro, Phillips Exeter Academy (NH)||
Why is risk management and oversight of student safety and well-being so important for summer programs? How can a summer school with limited staff and a limited budget practically integrate oversight and risk management practices from the regular session into the summer session? What are the key risks that a summer program is likely to face?
|Surf and Turf: Let's Talk About Safety Concerns with Wi-Fi and Artificial Turf||201||
Independent schools are confronting many new challenges with respect to demonstrating that the school ... ||Block 1||Introductory||Management||
Independent schools are confronting many new challenges with respect to demonstrating that the school environment is safe including the presence of Wi-Fi and artificial turf on campus. In a lively and interactive format, experienced school counsel and a head of school will offer insights and proactive strategies with respect to the safety of Wi-Fi and artificial turf.
||Sara Goldsmith Schwartz, Schwartz Hannum PC (MA); Robert Gustavson, Jr., Fay School (MA)||
What are safety issues that an independent school should consider and resolve if artificial turf and Wi-Fi are in use on campus? What proactive measures can prepare school leaders to respond to individual inquiries and community-wide concern about these popular products and devices? How can a school manage a concern that has escalated into a disruption?
|Teachers Unplugged||Ballroom B||
Take this opportunity to talk about what interests you! Based on the unconference format, you can ... ||Block 5||Introductory||The Classroom Experience||
Take this opportunity to talk about what interests you! Based on the unconference format, you can drive discussion topics, share knowledge and passions, and find solutions to common challenges. Meet fellow educators from across the country, learn from them, and share your expertise with the group.
||Liz Davis, Keys School (CA); Jenni Swanson Voorhees, Sidwell Friends School (DC); Chris Bigenho, Greenhill School (TX); Sophie Halliday, Saint Andrew's Priory School (HI); Demetri Orlando, Buckingham Browne & Nichols School (MA); Toni Cross, Hathaway Brown School (OH)||
What are common challenges that other educators face? How do other educators deal with these challenges? What does an unconference look like and how can I use it at my school?
|Team Diversity: Creating Institutional Change Through a Diversity Team||207||
How do schools create effective methods to implement diversity education in each division on campus? ... ||Block 3||Intermediate||Leadership Development||
How do schools create effective methods to implement diversity education in each division on campus? Learn how Hathaway Brown School's Center for Multicultural Affairs has implemented a diversity team with the goal of engaging the school in the work of creating an inclusive and informed community. Hear our approach to encouraging leadership and action around topics of diversity and multiculturalism across a PK – 12 school.
||Camille Seals, LaVona Carpenter, and Olivia Geaghan, Hathaway Brown School (OH)||
Why do we need to establish a diversity team? How do I get the administration to understand the value of a diversity team? What will the team look like in my school if and when it is implemented?
|The Battle over Grit in Independent Schools: A Progress Report from the Field||111||
In the spring of 2014, Valwood School launched a campuswide effort to connect university-supported ... ||Block 1||Introductory||Management||
In the spring of 2014, Valwood School launched a campuswide effort to connect university-supported research, popular press accounts, and the lived experience of stakeholders to engage the entire school community in a conversation on the topic of grit. Explore the broader theme of how school stakeholders respond to extended, intentional challenges to status quo beliefs and expectations on campus.
||Darren Pascavage, Valwood School (GA)||
What are the major challenges of connecting popularized notions of grit with the demands, expectations, and limitations of the college-prep independent school experience? What adjustments can be suggested, challenged, and adopted as your school community engages in a conversation on the presence, or absence, of grit on campus? How do Valwood School’s experiences thus far compare with other schools who have engaged a similar effort?
|The Bay Area BlendEd Consortium: Moving Beyond Online InstructionBlended Learning Workshop||Ballroom C||
The Bay Area BlendEd Consortium is the first regional partnership among independent schools in the ... ||Block 5||Introductory||The Classroom Experience||
The Bay Area BlendEd Consortium is the first regional partnership among independent schools in the country to offer its students blended courses that combine face-to-face and online instruction. This innovative partnership creates unique opportunities for students to access an expanded array of challenging, upper-level electives enriched by Bay Area resources, while taking classes with peers and teachers from these five schools.
||Mark Salkind, The Urban School of San Francisco (CA); Eric Temple, Lick-Wilmerding High School (CA); A. Travis Brownley, Marin Academy (CA); Monique DeVane, The College Preparatory School (CA); Eric Niles, The Athenian School (CA); Chris Rapp, Rapp Consulting Group (CO) ||
What does true blended learning -- that is, an approach that combines online learning with face-to-face instruction -- look like, and what are the benefits for independent school students of this approach? What specific steps does a group of schools have to complete in order to launch such an initiative and how long will it take? What are the benefits to independent schools that choose to collaborate (as opposed to compete) with each other in this manner?
|The Blank Slate of New||107||
A new boarding-day school is being created. It aims to produce the outstanding results of the best ... ||Block 5||Advanced||Management||
A new boarding-day school is being created. It aims to produce the outstanding results of the best schools at under half the tuition usually charged. Examine the key decisions that have been made to make this possible – and likely!
||Graham Baldwin, The Westside School (CANADA)||
Can true excellence be truly affordable? Do changes in program delivery help or hinder financial viability? Why will the independent school world will watch us with interest?
|The Board's Role in Development||109||
Every trustee must play a clearly defined role in development! Following the new fourth edition of ... ||Block 6||Intermediate||Communications and Advancement||
Every trustee must play a clearly defined role in development! Following the new fourth edition of The Handbook of Philanthropy at Independent Schools, focus on key trustee roles as fiduciaries, philanthropic leaders, donors, and fund-raisers. Cover themes including assembling the right board, assuring readiness for a successful development program, and working with your head, development director, and volunteers.
||Helen Colson, Helen Colson Development Associates (MD)||
Why is the trustee’s role in development so critical today? How can trustees support the development program as fiduciaries?What are the trustees’ responsibilities as fundraisers and donors?
|The Business of Summer Programs: Innovation Generates Income||203||
Vibrant and profitable summer programming has become essential for independent schools in search ... ||Block 1||Intermediate||Management||
Vibrant and profitable summer programming has become essential for independent schools in search of nontuition revenue. In an increasingly competitive market, the most successful programs intentionally innovate, invest, and continually improve both programs and operations. Design a new strategy to maximize the many potential benefits of your school’s summer programs.
||Nathaniel Saltonstall, Beaver Country Day School (MA)||
How does a school develop a strategy to maximize its summer program potential, both in terms of revenue and other non-financial goals? What are concrete suggestions for immediate steps a school can take to improve its summer programming? In an increasingly competitive summer programming industry, where and how much should a school innovate and invest for ongoing success with its summer programs?
|The Classroom and Beyond: Using Project-Based Learning to Develop Global Leaders||313||
As the world becomes more accessible, teachers must help students make global connections through ... ||Block 3||Intermediate||The Classroom Experience||
As the world becomes more accessible, teachers must help students make global connections through curriculum and travel. Project-based learning helps students become future global leaders and interact with the world around them. While not all teachers can travel to distant lands, they can help students connect their projects with the world through various methods.
||Kelly Neely, Brimmer and May School (MA); George Stewart, Education First (MA)||
How do you create a student interest-oriented global project? How do you teach students to relate empathically with world? How can you incorporate a service agenda into the curriculum of a school?
|The Courage to Change: Gender Identity in our SchoolsFellowship Workshop||200||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented ... ||Block 4||Leadership Development||
This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Julie Bragdon, Montessori School of Denver (CO); Christi Campbell, Ascension Episcopal School (LA); Beth Mulvey, Indian Springs School (AL); Jason Seggern, Delaware Valley Friends School (DE); Kevin Soja, Episcopal High School (VA); Stacy Turner, Hamlin Robinson School (WA)|
|The Exeter-Noble Network Project: A Model for Public Private School Collaboration||108||
Hear about the innovative new collaboration designed to introduce student centered learning into ... ||Block 3||Introductory||The Classroom Experience||
Hear about the innovative new collaboration designed to introduce student centered learning into a new Noble school. Exeter and Noble will work together to do initial and ongoing teacher training, curriculum development, and assessment with the goal of creating a new paradigm in urban public education.
||Ethan Shapiro, Phillips Exeter Academy (NH); Pablo Sierra, Pritzker College Prep (IL)||
How can public and private schools collaborate effectively? What role can independent schools play in the world of education reform in the US? What are the main challenges and opportunities facing such collaborative work?
|The Future of Assessment||310||
What do school leaders need to know to navigate the changing landscape of education, transformation ... ||Block 1||Intermediate||Leadership Development||
What do school leaders need to know to navigate the changing landscape of education, transformation of learning, and assessment? Discuss the next generation of assessments, what the various consortia and developers are doing, online education, and using new types of student performance data to record and assess growth. Glimpse how a thoughtful, systematic, and collaborative approach to looking at data can work.
||David Clune, Educational Records Bureau (NY); Thanos Patelis, National Center for the Improvement of Educational Assessment (NH); David Conley, Educational Policy Improvement Center (OR); Henry Braun, Boston College (MA); Suzanne Lane, University of Pittsburgh (PA); Jim Pellegrino, University of Illinois at Chicago (IL)||
What is the expert's vision of a “next gen “ assessment and what changes are foreseen in the next 3-5 years?” What will be the biggest opportunity provided by next gen assessments to schools,teachers, and students? What advice would you give to an individual school to help them develop a road map to evaluate their assessment needs?
|The Future of Health and Well-Being: Multidisciplinary Strategies for School Communities||304||
Imagine a healthy school. Are students stressed? Are they resilient? Are food options nutritious ... ||Block 6||Introductory||The Student Experience||
Imagine a healthy school. Are students stressed? Are they resilient? Are food options nutritious and diverse? Is there an approach to the “whole child”? Are students engaged socially and emotionally? Are families and faculty partners? Is there an ethical awareness? Engage with school and health and wellness leaders to learn how to implement innovative, multidisciplinary strategies to influence student, faculty, and family health alike.
||Miguel Marshall, Independent School Health Association (CT); Amy Patel, Philips Academy (MA); Allyce Perret-Gentil, Hackley School (NY); Saint Philip's Episcopal School (FL); John Suby, Dana Hall School (MA)||
What do we mean when we say health, wellbeing, and wellness, and how has our approach to these concepts evolved in schools? How can I focus or enhance my school’s focus on health while maintaining a competitive edge and remaining committed to my school’s academic mission? What are some innovative strategies schools are using to positively influence the health of the entire school community?
|The Gratitude Project: How a Schoolwide Focus on One Character Trait Transformed a Community||206||
Friends’ School in Boulder celebrated its 25th anniversary with The Gratitude Project, a yearlong ... ||Block 2||Introductory||The Student Experience||
Friends’ School in Boulder celebrated its 25th anniversary with The Gratitude Project, a yearlong focus on the positive power of gratitude. Share the story of the project and the lessons the school community learned. Learn how to create your own schoolwide project and how Friends' School used The Gratitude Project to launch subsequent themes on character education.
||Steve de Beer, Friends' School (CO)||
How can I incorporate gratitude into school culture? How can I successfully make character education a school-wide theme? What are the takeaways from Friends' highly successful Gratitude Project?
|The Head of School and Business Officer Partnership||302||
You need a team-based program to develop a strong partnership that advances the mission and financial ... ||Block 3||Intermediate||Leadership Development||
You need a team-based program to develop a strong partnership that advances the mission and financial sustainability of independent schools. Hear best practices from a team modeling this strategic relationship. Discuss critical school roles through case studies to create a greater understanding of each others’ perspectives to support working effectively together.
||Jeff Shields, National Business Officers Association (DC); Kimberley Roberts and William Hodgetts, Garrison Forest School (MD)||
Why is the relationship between the head of school and the business officer uniquely important to the long-term financial health of your independent school?
What characteristics building a trusting relationship between these two strategic roles?
How do these roles effectively navigate financial stewardship, governance issues and management responsibilities collaboratively for the success of your independent school?
|The Head’s Retirement as Learning and Innovation (Both for the School and the Head!)||105||
Few people really like change, but it can bring new life. When a head of school decides to retire, ... ||Block 3||Introductory||Governance||
Few people really like change, but it can bring new life. When a head of school decides to retire, everybody feels nervous. However this change can bring important and life-giving opportunities for the head and the school if both plan carefully for it. Examine retirement from the head’s and school’s perspectives, including valuable context and questions that both need to ask.
||D. Ralph Davison, Carney, Sandoe & Associates (NC); Phyllis Palmiero, Collegiate School (VA)||
How can the head retire "successfully" from a personal point of view? How can the head retire "successfully" from the school's point of view? How can the school ensure a smooth transition to new leadership?
|The Ideal Partnership School: Inclusive, Afforable, InnovativeFellowship Workshop||200||
Develop and embrace new schooling models that are more inclusive, affordable, and better at preparing ... ||Block 1||Leadership Development||
Develop and embrace new schooling models that are more inclusive, affordable, and better at preparing students for future success. To that end, we will research and plan a school grounded in partnership with corporations that will allow for an innovative, experiential curriculum.This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Anne Mickle, St. Timothy’s School (MD); Barbara Ostos, Catlin Gabel School (OR); Eileen Councill, Houston Christian High School (TX); Tim Mitchell, Flint Hill School (VA); Tyler Hodges, Laguna Blanca School (CA)|
|The Mindfulness Revolution Arriving at Your School||204||
Experience a comprehensive survey of mindfulness programs at independent high schools nationwide. ... ||Block 2||Introductory||The Student Experience||
Experience a comprehensive survey of mindfulness programs at independent high schools nationwide. Take an in-depth look at one successful mindfulness program as you uncover tools and immersion opportunities to develop your own mindfulness program.
||Patrick Cook-Deegan, Patrick Cook-Deegan Mindfulness Mentoring and Consulting (CA); Jessica Morey, Inward Bound Mindfulness Education (MA); Douglas Worthen, Middlesex School (MA)||
What is happening with mindfulness at independent high schools across the country? What does a successful mindfulness program look like? What organizations, resources, and immersion opportunities exist for my school?
|The MSA Program and the Value of Measuring Non-Cognitive Skills||109||
Through a rigorous scientific approach and a collaboration among 90 schools, the MSA is helping schools ... ||Block 2||Intermediate||The Classroom Experience||
Through a rigorous scientific approach and a collaboration among 90 schools, the MSA is helping schools understand the critical link between noncognitive skills and academic and life success; how to intentionally teach important noncognitive skills; and how to use MSA data to evaluate and demonstrate the value-added of our schools. Hear schools share how the MSA has informed and empowered their educational approach.
||Lisa Pullman, Index (MA); Charles Baldecchi, The Lexington School (KY); Timothy Bazemore, Catlin Gabel School (OR); David Michelman, Duke School (NC); Ned Murray, Episcopal Day School (GA); Jennifer Phillips, Far Hills Country Day School (NJ); Kirsten Rosolen, New Canaan Country School (CT); Allison Webster, Shady Hill School (MA)||
What are non-cognitive skills, and why they are important to academic and life outcomes? What are the benefits of measuring non-cognitive skills? How can our schools use data on non-cognitive skills to inform teaching, curricula, programs, pedagogy, and communications?
|The Public-Private Partnership Advantage||102||
When a school sees public-private partnership only as a nice to-do activity, it misses the benefits ... ||Block 6||Intermediate||Leadership Development||
When a school sees public-private partnership only as a nice to-do activity, it misses the benefits of engaging with public sector peers. Discover how partnership – far from distracting from the "real work" of running a school – can create significant value. Learn from these leaders how their partnership work yields demonstrable returns.
||Claire Leheny, National Network of Schools in Partnership (DC); Janet Durgin, Sonoma Academy (CA); Theodorick Bland, Milton Academy (MA); Thom Greenlaw, The Ethel Walker School (CT)||
How can my school see a return on a partnership investment? How can I present this value-add to different audiences – board, parents, and alumni? What financial sustainability questions might be resolved with the help of public-private partnership?
|The Role of Blended Learning in Independent SchoolsBlended Learning Workshop||Ballroom C||
Shattuck-St. Mary's has established a blended learning model, with more than two-thirds of its students ... ||Block 6||Introductory||The Classroom Experience||
Shattuck-St. Mary's has established a blended learning model, with more than two-thirds of its students enrolled in at least one blended course and 50 students enrolled in all or mostly blended courses. Hear about the experience developing and evaluating this model, which combines classroom-based education with online and student-initiated learning, and discover the opportunities it provides for the whole institution.
||Courtney Cavellier and Nick Stoneman, Shattuck-St. Mary's School (MN)||
Why should all independent schools be considering integrating blended learning? What value do students and families see in a blended learning approach? What are the steps and challenges in establishing a blended learning model in an independent school?
|The Ugly Truth About Branding and Marketing Communications RFPs: They Are Hurting You||111||
Your marketing and branding request for proposal is an essential ingredient in identifying the right ... ||Block 5||Advanced||Communications and Advancement||
Your marketing and branding request for proposal is an essential ingredient in identifying the right strategic partner to help with market research, position analysis, message development, specialized creative and production services, and ad planning. But most school RFPs fail to provide the essential information needed to make the best choice. Learn the right way to get the big results you need.
||Carol Cheney, Cheney & Company (CT); David Thiel, Deerfield Academy (MA)||
What is the anatomy of a Request for Proposal(RFP) and how do you write one after you do your homework on the scope of the project, budget and timetable? How can making the right choice of a strategic partner help support your branding and marketing efforts and give you the competitive edge? How can you nderstand the roles of staff, volunteer marketing committees, and outside professionals in determining the best fit for the job?
|Thinking Like an Entrepreneur: Startup Tools to Drive Strategic Program Innovation||102||
A head of school and trustee found common ground in the tools and practices of startup companies ... ||Block 1||Introductory||Governance||
A head of school and trustee found common ground in the tools and practices of startup companies to create a concrete, inclusive, and fast-moving process for driving generative change at Berkshire Country Day School. Using BCD's ongoing initiatives as a case study, explore specific examples and recommendations to bring back to school and your board.
||Colin Mathews, Merit (NY); Paul Lindenmaier, Berkshire Country Day School (MA)||
What is an effective model for driving significant, generative change with appropriate roles for trustees, administrators, and faculty? What lessons from startup company management can empower an entrepreneurial head of school? How can those lessons also engage, rather than alienate, critical stakeholders while driving significant change?
|Transitioning Leadership in an Era of Accelerating Change||306||
Demands placed on school heads to lead major changes in the way students are educated get exacerbated ... ||Block 2||Intermediate||Governance||
Demands placed on school heads to lead major changes in the way students are educated get exacerbated for heads new to a school. The capacity to lead these innovations depends on how well and how quickly new heads transition into their jobs. Hear Columbia University researchers share findings on an international study of factors that facilitate or impede the transition process and the implications for practice.
||Pearl Kane, The Klingenstein Center (NY); Justin Barbaro, Teachers College at Columbia University (NY)||
What were the greatest challenges confronting heads of school in their first or second year? What should first-time heads know about the transition into headship? How might trustees best support incoming heads?
|Two Schools, Two Farms, Two Chefs||203||
Discover how the Hotchkiss and the Lawrenceville school farms have been developed and utilized as ... ||Block 2||Intermediate||Management||
Discover how the Hotchkiss and the Lawrenceville school farms have been developed and utilized as food-producing, educational resources. Join food service directors and working chefs to explore school-supported agriculture and how to incorporate it into learning, the school program, and menus that offer a new level of local.
||Gary Giberson, Sustainable Fare at The Lawrenceville School (NJ); Samuel Kosoff, The Lawrenceville School (NJ); Joshua Hahn, The Hotchkiss School (CT); Andrew Cox, Sodexo at The Hotchkiss School (CT)||
How can a school develop a garden or farm that serves a function beyond demonstration? How can you integrates curriculum, the community, and real food production?
|Universal Values: Making Diversity Programming Accessible to All Areas of School Life||304||
Find out how to creatively infuse diversity initiatives into the everyday life of a school using ... ||Block 4||Intermediate||The Student Experience||
Find out how to creatively infuse diversity initiatives into the everyday life of a school using five qualities for success: creativity, ambition, universality, teamwork, and resilience. With examples of specific programs and practical steps, examine triumphs and failures on the path toward creating a welcoming, inclusive, and equitable school community.
||Rachael Flores and Carolyn Lewis, Episcopal High School (VA)||
How does one lead or support diversity programs through an organic, unofficial, or unrecognized approach in an independent school? How can diversity work become integral to an institution’s mission and universal in its appeal to all constituents in a school community? Why does diversity work (and ideals like equity, inclusion, cultural awareness, dialogue facilitation, etc.) matter for independent schools?
|Using Data to Inform Decisions||204||
Becoming more disciplined and knowledgeable about gathering and using data to inform decisions is ... ||Block 1||Introductory||Management||
Becoming more disciplined and knowledgeable about gathering and using data to inform decisions is vital for our schools. From creating a comprehensive database to training how to generate and ethically use data, explore the power of data to transform our conversations and give us meaningful tools to meet our missions.
||Eric Temple and Mariel Triggs, Lick-Wilmerding High School (CA)||
Why should schools consider creating the position of institutional researcher? How can schools use data to inform decisions? What data can schools gather to verify and test the efficacy of delivery of its mission and what are best practices in generating, analyzing, and interpreting data?
|Using Empathic Design to Solve NAIS Sustainability IssuesFellowship Workshop||200||
Guided by the premise that increased empathy is critical to independent school sustainability, use ... ||Block 5||Leadership Development||
Guided by the premise that increased empathy is critical to independent school sustainability, use an empathetic design-based action plan to observe and interview school community members. Experiment with a model that will better uncover the complex needs of your constituents with the goal of designing novel approaches to complex issues facing independent schools. This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||David Calamaro, Delaware Valley Friends School (DE); Tim Delahaunty, New Canaan Country School (CT); Matt Green, Haverford School (PA); Henry Heil, Woodberry Forest School (VA); Timothy Hipp, Woodward Academy (GA); Michael Kris, Trinity Valley School (TX) From Fellowship to Headship:|
|Using the Stop Motion Studio App to Enhance Learning in Science||206||
Learn how to use the Stop Motion studio HD App with students to demonstrate understanding of 3D processes ... ||Block 5||Introductory||The Classroom Experience||
Learn how to use the Stop Motion studio HD App with students to demonstrate understanding of 3D processes that occur over time. Well suited to the sciences, such an activity can also be used in other subjects. Bring your iPad or iPhone (iPad preferable). Download the free Stop Motion Studio from the app store before the workshop.
||Stephanie Castle and Richard Thornley, United Nations International School (NY)||
How can using Stop Motion as a teaching tool enhance student understanding? How can Stop Motion be used to assess student understanding in your subject? What are the practical and logistical challenges to using Stop Motion in the classroom and how can they be overcome?
|Warning: Not All Parents Are Alike90-Minute Workshop||Ballroom B||
NOTE: This workshop runs 30 minutes longer than Block 6, ending at 3:00 PM. Independent schools are ... ||Block 6||Management||
NOTE: This workshop runs 30 minutes longer than Block 6, ending at 3:00 PM. Independent schools are unique. Markets vary. Parents differ. Value differentiation, trend spotting, and customer DNA and experience are crucial considerations for schools that want to thrive. Let’s learn and strategize together in this interactive session on how to enhance market awareness and response. Come prepared to engage! Session limited to 50 people, first-come, first-served.
||Dan Sundt, CXO Marketing (MI); Jefferson Burnett and Amada Torres, NAIS (DC)|
|What Is Your R&D Budget?||110||
Find out how to use innovation to develop new programs and generate revenue. Leverage the strength ... ||Block 3||Intermediate||Management||
Find out how to use innovation to develop new programs and generate revenue. Leverage the strength and the talent of your faculty, parents, and alumni to create new programs. In an environment where public schools offer excellent academic alternatives, it is increasingly important to adapt and improve programs to show a distinct advantage and value of an independent school education.
||Kevin Merges and Mythili Lahiri, Rutgers Preparatory School (NJ)||
How can schools leverage current resources to offer exciting new programs? How can schools innovate programs and introduce exciting events? How can schools develop a budget for researching potential offerings and developing successful new programs?
|What Keeps You up at Night? Prepare for What Could be Your School's Worst Event||210||
Even the strongest, best prepared leaders fear crises, which can feel very unsettling. There are ... ||Block 4||Introductory||Communications and Advancement||
Even the strongest, best prepared leaders fear crises, which can feel very unsettling. There are ways you can prepare in advance in addition to policies and procedures. Discuss crises ranging from sexual misconduct to the death of a student and many others. Gain proven strategies that will help manage the unimaginable. Analyze the current crisis landscape and best practices.
||Jane Hulbert, The Jane Group (IL); Myra McGovern, NAIS (DC)||
What can I do in advance to prepare for a crisis? What a crisis team is, who is on it and how should they train as a team? What are the first steps in a crisis?
|What You Learn May/Will Shock You: Parents and Students Weigh in on the School Admission Process||203||
Two surveys: What do students want in a school? What about mom and dad? SSATB separately surveyed ... ||Block 3||Intermediate||Communications and Advancement||
Two surveys: What do students want in a school? What about mom and dad? SSATB separately surveyed students and parents seeking insight into the critical elements of school marketing, the application process, and more. Learn the truth about school fairs, campus tours, common apps, and what you need to focus on in your marketing.
||Aimee Gruber, Secondary School Admission Test Board (NJ); Kevin Plummer, Tampa Preparatory School (FL)||
What are the most valuable marketing messages parents and students are seeking when creating their school selection list? What are the key marketing tactics every admission office should focus on during the year? What student-to-student and parent-to-admission office experiences are most effective in the admission decision process and how can they be enriched to enhance the prospective family’s understanding of your school’s value propositions?
|Why Online Tools Are Worth the Risk||311||
Tools like Google apps, VoiceThread, Facebook, cell phones, cloud storage, etc. have potential for ... ||Block 1||Introductory||Management||
Tools like Google apps, VoiceThread, Facebook, cell phones, cloud storage, etc. have potential for serious misuse. Why do we use these types of risky tools and how do we balance the risks with good policy? Starting from the pedagogy underpinning widespread adoption of one-to-one technology with online tools, discuss policy, process, and PR issues in implementing these tools against a legal backdrop of risk and liability.
||Demetri Orlando, Buckingham Browne & Nichols School (MA); Jenni Swanson Voorhees, Sidwell Friends School (DC)||
Why do schools embrace the use of one-to-one online tools? What are the risks to students and the operation of the school posed by these tools? What policies should the school have in place to mitigate the risks?
|Why Ph.D.s Are Leaving the University and How to Get Them into Independent Schools||105||
For the past decade the number of graduating Ph.D.s has been increaseding while the number of tenured ... ||Block 2||Introductory||Management||
For the past decade the number of graduating Ph.D.s has been increaseding while the number of tenured university positions has decreased. In this session, participants lLearn strategies to recruit more Ph.D.s to independent schools, how Ph.D.s can both elevate the level of expertise and increase the number of diverse faculty at a school, and what the increasing number of Ph.D.s coming to independent schools will mean for our schools' future.
||Stephanie Bramlett and Daniel Budak, St. Luke's School (CT)||
How can independent schools bolster research and specialized study programs? How can independent schools boost the number of highly qualified and diverse applicants? How can independent schools be more attractive to potential applicants with Ph.D.s?
|Why Should More Parents Value Your School? No, Really—Why?||206||
What do prospective and current parents value about your school? Through numerous school examples ... ||Block 1||Introductory||Communications and Advancement||
What do prospective and current parents value about your school? Through numerous school examples and, in particular, one case study, the presenters explain how targeted market research and a planning process focused on the question “What value do we bring?” can lead to unforeseen and important shifts in admissions, communications, program, and even school culture.
||Ben Edwards, Art & Science Group, Inc. (MA); Richard Hardy, Concord Academy (MA)||
How do program distinctions and innovation, marketing, school culture, changing competitors, changing demographics, and other factors affect a school’s value proposition? How do price and financial aid relate to perceived value? How is strategic positioning different from strategic planning?
|You Have How Many International Students? The Importance of Community Buy-in||204||
More than 290,000 degree-seeking Chinese students currently study in the U.S. Despite providing irrefutable ... ||Block 5||Intermediate||Management||
More than 290,000 degree-seeking Chinese students currently study in the U.S. Despite providing irrefutable benefits to schools, misperceptions about the students’ impact remain a problem in American education. Analyze the phenomenon in higher education to discover how community buy-in, professional development, and student support can overcome stereotypes in independent schools.
||Robert Graves, Palm Valley School (CA); Peter BergThe Cambridge Institute of International Education (MA); Jacob Mobley, Gphomestay (MA); Radhika Pillai, Cambridge Institute of International Education||
What have higher education institutions with established international student programs done to counter misperceptions and how can independent schools learn from this at the secondary level? How can community buy-in of students, parents, faculty, staff, and trustees shape how international student programs are received and sustained? What role can academic support (professional development and student support) play in supporting positive outcomes for the entire school community?