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One-Hour Workshops: Block 6

Block 6Friday 1:30-2:30 PM
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    • Success by Design: Navigating the Division Head Role-CANCELLED

      CANCELLED

      This session has been cancelled.
      Presented ByBarbara Kraemer-Cook, Marin Country Day School (CA); Kathleen McNamara, Tuxedo Park School (NY)
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      Track
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  • Communications and Advancement
    • 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 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.
      Presented ByMatt Glendinning, Moses Brown School (RI)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByGreg Abel and Matt Soule, Chapel Hill-Chauncy Hall School (MA); Neil Isakson, Worcester Academy (MA); Amy Mengel, Merit Pages, Inc. (NY)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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    • The Board's Role in Development

      109

      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.
      Presented ByHelen Colson, Helen Colson Development Associates (MD)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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  • Governance
    • 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 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.
      Presented ByKim Walker and Mark Stanek, Shady Hill School (MA)
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      TrackGovernance
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      LevelIntroductory
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      Explore 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?
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  • Leadership 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 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.
      Presented ByLindsay 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)
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      TrackLeadership Development
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      LevelIntroductory
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      Explore 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?
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    • Giving It Away: Miss Porter's School Distributed Leadership Model

      200

      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.
      Presented ByRichard Abrams and Rebecca Plona, Miss Porter's School (CT)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • Sharing Visions: Bringing Public and Independent School Educators Together

      312

      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.
      Presented ByPeter 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)
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      TrackLeadership Development
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      LevelIntroductory
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      Explore 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?
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    • The Public-Private Partnership Advantage

      102

      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.
      Presented ByClaire 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)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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  • Management
    • 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 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.
      Presented ByKim Peckham and Binney Caffrey, The Bishop's School (CA)
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      TrackManagement
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      LevelAdvanced
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      Explore 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?
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    • 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 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.
      Presented ByCandice Pinares-Baez, Fisher & Phillips, LLP (FL); Diane Jones, Saint Andrew's School (FL)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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      Related Documents
      Buckle Up (PDF, 1011 KB)
    • Green Ribbon Schools: Designing Sustainable Schools

      204

      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.
      Presented ByPaul 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)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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    • Legal Concerns when Enrolling International Students

      111

      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.
      Presented ByCaryn Pass and Heather Broadwater, Venable, LLP (DC)
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      TrackManagement
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      LevelIntroductory
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    • 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 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.
      Presented ByDavid Wolowitz, McLane, Graf, Raulerson & Middleton Professional Association (MA); Ethan Shapiro, Phillips Exeter Academy (NH)
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      TrackManagement
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      LevelIntroductory
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      Explore 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?
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    • Warning: Not All Parents Are Alike

      Ballroom B

      90-Minute Workshop

      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.
      Presented ByDan Sundt, CXO Marketing (MI); Jefferson Burnett and Amada Torres, NAIS (DC)
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      TrackManagement
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  • The Classroom Experience
    • 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 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.
      Presented ByClay Kaufman and Anthony Henley, The Siena School (MD)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByMindy Hong, Laura Blankenship, Brie Daley, Ryan Barnes, and Elizbath Becker, The Baldwin School (PA)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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.
      Presented ByJonathan Schmid, The Meadowbrook School of Weston (MA); Bob Vieth, MIT Edgerton Center (MA)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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.  
      Presented ByShelly Luke Wille, Chadwick International (SOUTH KOREA)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?  
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    • Immersive Professional Development: Rethinking Learning Experiences for Educators

      210

      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.
      Presented ByJulie Kalmus, Melissa Chittenden, Stephen Harrison, and Timothy Tetrault, University Child Development School (WA)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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.
      Presented ByKatherine Inman, Touchstone Community School (MA)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?
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    • 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, 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.
      Presented ByGabrielle Hernan and Spencer Edmunds, Boulder Country Day School (CO)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByVicki Weeks, Global Weeks (WA); William Fluharty, Cape Henry Collegiate School (VA)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore 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?
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    • The Role of Blended Learning in Independent Schools

      Ballroom C

      Blended Learning Workshop

      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.
      Presented ByCourtney Cavellier and Nick Stoneman, Shattuck-St. Mary's School (MN)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?
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  • The Student Experience
    • 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 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.
      Presented ByTaun Wright and Dorothy Steele, Equal Read (CA); Katherine Dinh and Britt Anderson, Prospect Sierra School (CA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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!
      Presented ByJennifer Bryan, Jennifer Bryan, Ph.D. (MA)
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      TrackThe Student Experience
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      LevelIntermediate
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      Explore 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?
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    • 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. 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.
      Presented ByPage Lennig and Tim Hebda, Waynflete School (ME)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore What is Genius Hour? Why would I bring Genius Hour to my school? How can I bring Genius Hour to my school?
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      Related Documents
      GeniusHour (PDF, 236 KB)
    • 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, 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.
      Presented ByBradley Weaver, Sonoma Country Day School (CA); Dan Blake,Sonoma County Office of Education;Paul Porter, Sonoma State University, School of Education (CA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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.
      Presented ByMiguel 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)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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