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One-Hour Workshops: Block 1

Block 1Thursday 8:00-9:00 AM

  • Communications and Advancement
    • 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 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. ​​​​​​​​​
      Presented BySarah McDonough and Kate Prahlad, Wakefield School (VA)
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      TrackCommunications and Advancement
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      Level Intermediate
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      ExploreWhat 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?
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    • Hashtag Viewbook

      109

      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.)
      Presented ByRebecca Moore, Jennifer Rossuck, and Peter Townsend, Randolph School (AL)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByDaniel Neel, The Fundraising Resource Group (FL); Joseph Therber, Scecina Memorial High School (IN)
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      TrackCommunications and Advancement
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      LevelAdvanced
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      Explore 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?
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    • 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 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.
      Presented ByBen Edwards, Art & Science Group, Inc. (MA); Richard Hardy, Concord Academy (MA)
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      TrackCommunications and Advancement
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      LevelIntroductory
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      Explore 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?    
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  • Governance
    • 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 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.
      Presented ByColin Mathews, Merit (NY); Paul Lindenmaier, Berkshire Country Day School (MA)
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      TrackGovernance
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      LevelIntroductory
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      Explore 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?
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  • Leadership Development
    • A Matter of Trust: Manifestations of Trust for School Leaders

      200

      Fellowship Workshop

      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.  
      Presented ByKatherine 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)
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      TrackLeadership Development
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    • 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, 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.
      Presented ByVeda Robinson, Edmund Burke School (DC); Linda Griffith, Phillips Academy (MA); Robert Edwards, McLean School of Maryland (MD); Ron Kim, Phillips Exeter Academy (NH)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • Exploring the Edges: Leading by Rethinking Time, Space, and Place

      Ballroom C

      Blended Learning Workshop

      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.
      Presented ByWendy Drexler, International Society for Technology in Education (DC); Amy Hollinger, Global Online Academy (WA); Laura Deisley, The Lovett School (GA)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByStephen Clem, Association of Independent Schools in New England (MA); Lewis Bryant, Buckingham Browne & Nichols School (MA)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • Leading in the Middle: Designing Success

      304

      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.
      Presented ByJudith Schechtman and Marc Frankel, Triangle Associates (MO); Leitzel Schoen, Friends Seminary (NY)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByStephen Valentine and Reshan Richards, Montclair Kimberley Academy (NJ)
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      TrackLeadership Development
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      LevelAdvanced
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      Explore 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?
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    • 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 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.
      Presented ByJason Scheurle, The Miami Valley School (OH); Grant Lichtman, Martin Institute for Teaching Excellence (TN)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • The Future of Assessment

      310

      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.
      Presented ByDavid 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)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • The Ideal Partnership School: Inclusive, Afforable, Innovative

      200

      Fellowship Workshop

      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.
      Presented ByAnne 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)
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      TrackLeadership Development
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  • Management
    • 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, 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..
      Presented BySteven Ansel, The S/L/A/M Collaborative (CT); Richardson Schell, Kent School (CT); Eugene Torone, the S/L/A/M
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented BySteven Lorenz and Michelle Simpson-Siegel, Oak Meadow Curriculum and School (VT); Phil Blood, Lawrence Academy (MA); Erin Lyman, Northfield Mount Hermon School (MA)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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    • Is the ADA Making You Mental?

      104

      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.
      Presented BySuzanne Bogdan, Fisher & Phillips, LLP (TX); Marifred Cilella, The Howard School (GA)
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      TrackManagement
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      LevelAdvanced
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      Explore 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?
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    • 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 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.
      Presented ByPatti Crane, Crane MetaMarketing Ltd. (GA); Mark Stanek, Shady Hill School (MA); Todd Vincent, Dexter Southfield (MA)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByAndrea O'Brian, Princeton Montessori School (NJ)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented BySara Goldsmith Schwartz, Schwartz Hannum PC (MA); Robert Gustavson, Jr., Fay School (MA)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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    • 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 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.
      Presented ByDarren Pascavage, Valwood School (GA)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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    • The Business of Summer Programs: Innovation Generates Income

      203

      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.
      Presented ByNathaniel Saltonstall, Beaver Country Day School (MA)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • Using Data to Inform Decisions

      204

      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.
      Presented ByEric Temple and Mariel Triggs, Lick-Wilmerding High School (CA)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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    • Why Online Tools Are Worth the Risk

      311

      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.
      Presented ByDemetri Orlando, Buckingham Browne & Nichols School (MA); Jenni Swanson Voorhees, Sidwell Friends School (DC)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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  • The Classroom Experience
    • Creative Capacity: Design Thinking, Curriculum, and Networks

      210

      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.
      Presented ByPaul Kim and Tom Thorpe, Colorado Academy (CO); Savinay Chandrasekhar, FocuseDesign (CO); Jim Stephens, 2Revolutions (CO)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore  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?
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    • Global Learning Strategies: Avoiding Pitfalls and Building Equal Partnerships

      308

      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.
      Presented ByRoss Wehner and Jennifer Klein, World Leadership School (CO); Diahann Johnson, St. Andrew's School (DE); Martha Ashley, St. Mary's Academy (CO)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore 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?
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  • The Student Experience
    • Learning by Doing: Sustainable Habits 101

      105

      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.
      Presented ByBen Thrash, Kai Bicknell, and Jess Keenan, Waynflete School (ME)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • Simple Practice, Big Impact: Bringing Mindfulness Training to School Communities

      101

      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.
      Presented BySam Shapiro, The Athenian School (CA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore What is mindfulness? Why does mindfulness matter to schools? How can I get my school community excited to offer mindfulness training?
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