Navigate Up
Sign In

One-Hour Workshops: Block 5

Block 5Friday 11:30 AM-12:30 PM
  • Communications and Advancement
    • 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 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.
      Presented ByJeff Muddell, Winkler Group (SC); Christopher Hayes, Holy Trinity Episcopal Academy (FL)
      -
      TrackCommunications and Advancement
      -
      LevelAdvanced
      -
      Explore 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?
      -
    • Consumer Education About Independent Education in a Changing Market

      101

      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.
      Presented ByKelley Waldron, Sara Rubinstein and Peter Smith, St. Andrew's School (GA)
      -
      TrackCommunications and Advancement
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • Measuring Online Engagement: 10 Things Every School Should Do

      110

      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.
      Presented ByJaime Lassman and Elizabeth Pride, The Lexington School (KY); Kelley Jarrett, blackbaud (SC)
      -
      TrackCommunications and Advancement
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • Special Project? Crowd Fund It!

      109

      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.
      Presented ByMimi McMann and Suzanne Connors, Graland Country Day School (CO)
      -
      TrackCommunications and Advancement
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • 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 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.
      Presented ByCarol Cheney, Cheney & Company (CT); David Thiel, Deerfield Academy (MA)
      -
      TrackCommunications and Advancement
      -
      LevelAdvanced
      -
      Explore 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?
      -
  • Governance
    • 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 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.
      Presented ByKay Betts, Bettstrategic Group (GA); Bradley Weaver and Katie Murphy, Sonoma Country Day School (CA)
      -
      TrackGovernance
      -
      LevelIntroductory
      -
      Explore 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?
      -
  • Leadership Development
    • Designing for Global Citizenship

      104

      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.
      Presented ByKevin Ruth, ECIS (ENGLAND)
      -
      TrackLeadership Development
      -
      LevelIntermediate
      -
      Explore 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 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.
      Presented ByRichard Kassissieh, University Preparatory Academy (WA); Daniel Hudkins, The Harker School (CA)
      -
      TrackLeadership Development
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • 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? 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.
      Presented ByCarla Silver, Leadership + Design (CA); Matt Glendinning, Moses Brown School (RI); Greg Bamford, Watershed School (CO)
      -
      TrackLeadership Development
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • From Fellowship to Headship: Learning to Lead

      200

      Fellowship Workshop

      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 ByJay Rapp, NAIS (DC); Fellowship Alumni
      -
      TrackLeadership Development
      -
    • 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 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.
      Presented ByTy Talbot, Dana Bettinger, and Mikayla Patella-Buckley, University Preparatory Academy (WA)
      -
      TrackLeadership Development
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • Using Empathic Design to Solve NAIS Sustainability Issues

      200

      Fellowship Workshop

      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.    
      Presented ByDavid 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:
      -
      TrackLeadership Development
      -
  • Management
    • 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 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!
      Presented ByDebra Wilson, NAIS (DC)
      -
      TrackManagement
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • 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, 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.
      Presented ByJohn Lewis, The Gunston School (MD); Gregory Hagin, CCS (NJ)
      -
      TrackManagement
      -
      LevelAdvanced
      -
      Explore 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?
      -
    • 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. 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.
      Presented ByGavin Bradley, Pace Academy (GA); Stephanie Balmer, Harpeth Hall School (TN); Quenby Mott, The Kinkaid School (TX); John Mahoney, Boston College (MA)
      -
      TrackManagement
      -
      LevelIntermediate
      -
      Explore  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?
      -
    • 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 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.
      Presented ByPeter Winebrenner, Hord Coplan Macht (MD); Marty Lester, St. Paul's Episcopal School (AL)
      -
      TrackManagement
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • Revolutionizing Parent Education

      202

      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.
      Presented ByStephanie Flanigan and Julie Bragdon, Montessori School of Denver (CO)
      -
      TrackManagement
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • The Blank Slate of New

      107

      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!
      Presented ByGraham Baldwin, The Westside School (CANADA)
      -
      TrackManagement
      -
      LevelAdvanced
      -
      Explore 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?
      -
    • 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 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.
      Presented ByRobert Graves, Palm Valley School (CA); Peter BergThe Cambridge Institute of International Education (MA); Jacob Mobley, Gphomestay (MA); Radhika Pillai, Cambridge Institute of International Education
      -
      TrackManagement
      -
      LevelIntermediate
      -
      Explore 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?
      -
  • The Classroom Experience
    • 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 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.
      Presented ByBonnie Ricci, Association of Independent Schools in New England (MA); Jonathan Schmid, The Meadowbrook School of Weston (MA); Steven Trust, Charles River School (MA)
      -
      TrackThe Classroom Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • Global Civic Literacy in the Classroom and Beyond

      103

      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.
      Presented ByJen Girten and Kim Machnik, Heifer International (AR); Stephen Robinson, Southern Association of Independent Schools (GA); Beverly Fitzsousa, Renbrook School (CT)
      -
      TrackThe Classroom Experience
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • Grading for Global Competency

      302

      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.
      Presented ByKathleen West, Elizabeth Aurand Hastings, and KK Neimman, The Blake School (MN)
      -
      TrackThe Classroom Experience
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • 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 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.
      Presented ByElizabeth Gryczewski and Katie Knicely Flint Hill School (VA)
      -
      TrackThe Classroom Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • 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 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.
      Presented ByLisa Feiertag, Seattle Academy of Arts and Sciences (WA); Doris Korda, Hawken School (OH); Laura Deisley, The Lovett School (GA)
      -
      TrackThe Classroom Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • 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 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.
      Presented ByLise Goddard and Laurie Munger, Midland School (CA); Michael Brosnan, NAIS (DC)
      -
      TrackThe Classroom Experience
      -
      LevelIntermediate
      -
      Explore 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. 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.
      Presented ByLaura Vantine, The Winsor School (MA)
      -
      TrackThe Classroom Experience
      -
      LevelAdvanced
      -
      Explore 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?
      -
    • Teachers Unplugged

      Ballroom B

      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.
      Presented ByLiz 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)
      -
      TrackThe Classroom Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • The Bay Area BlendEd Consortium: Moving Beyond Online Instruction

      Ballroom C

      Blended Learning Workshop

      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.
      Presented ByMark 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)
      -
      TrackThe Classroom Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
    • 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 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.
      Presented ByStephanie Castle and Richard Thornley, United Nations International School (NY)
      -
      TrackThe Classroom Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
  • The Student Experience
    • 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 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.
      Presented ByChris Thinnes, Center for the Future of Education and Democracy (CA); Gene Batiste, Independent Education (DC); Rosetta Lee, Seattle Girls School (WA)
      -
      TrackThe Student Experience
      -
      LevelIntermediate
      -
      Explore 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?
      -
    • 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 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.
      Presented ByHadley Ferguson and Betty Ann Fish, Springside Chestnut Hill Academy (PA)
      -
      TrackThe Student Experience
      -
      LevelIntroductory
      -
      Explore 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?
      -
​​​​​​
 

 Highlighted Sponsor

 
 

 From Twitter...