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One-Hour Workshops: Block 2

Block 2Thursday 12:00-1:00 PM
  • Communications and Advancement
    • Branding: Discovering and Communicating Your School's Identity

      107

      The brand journey for a school starts with extensive external research, resulting in a vivid expression of identity. Come share the data we gathered. Explore the implications for all schools, as well as how the data specifically influenced decisions regarding the ultimate brand identity for Oregon Episcopal School.
      Presented ByMartin Jones and Mo Copeland, Oregon Episcopal School (OR); Lisa Jordan, Mindpower Inc. (GA); Mark Kemball, Oregon Health & Sciences University Foundation (OR); Dana Edwards, SimpsonScarborough (VA)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore How can you lead the discovery of your school's identity and brand essence in 24 months or fewer?  How do you develop effective and illuminating quantitative research instruments to guide your branding process?  How do you include your community of stakeholders, budget, and roll out branding work in an exciting and compelling way?
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    • Building the Plane While Flying: Five Strategies to Launch a Campaign with Ever-Evolving Plans

      108

       In today's fast-paced educational environment, schools often need to start campaigns to seize opportunities as they arise. When your plans are still evolving, you must engage your community and make them comfortable with flexibility while you finalize the ultimate vision. Discuss five key strategies to build comfort and buy-in from your constituencies and review a case study of a school that navigated issues.
      Presented ByBart Baldwin, St. Luke's School (NY); Eric Javier, CCS Fundraising (NY)
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      TrackCommunications and Advancement
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      LevelIntroductory
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      Explore What is the value of a feasibility study when the strategic vision may not be fully established? How do you position your case statement? How do you instill ownership through your volunteer leadership structure?
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  • Governance
    • A Revolutionary Board: How to Design and Actualize Its Competitive Advantage

      311

      Schools today face new, exciting opportunities and challenges that the traditional board is not poised to address. Discuss head of school and board chair responsibilities in developing a revolutionary board able to set a bold strategic direction. The revolutionary board has stronger strategic skills, a growth mindset, deep understanding of all aspects of the school, an innovative culture, and courage.
      Presented ByJamie Baker, Pomfret School (CT); Don Batchelor, Presbyterian Day School (TN); Lee Burns, The McCallie School (TN)
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      TrackGovernance
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      LevelAdvanced
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      Explore What is a revolutionary board and why is it imperative today? How does one lead the developmental process from a traditional to a revolutionary board? What are the competitive benefits and potential pitfalls of a revolutionary board?
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    • Head Contracts and Compensation: Tips, Traps, and Best Practices

      310

      Gain an overview of the head of school contract process from an experienced school counsel. Analyze the key terms to include in head of school contracts, benchmarking requirements and best practices, rebuttable presumption obligations, and current trends in benefits provided to heads.
      Presented BySara Goldsmith Schwartz, Schwartz Hannum PC (MA)
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      TrackGovernance
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      LevelIntermediate
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      Explore What are the key terms to include and exclude in head of school contracts? What are the requirements and best practices in compensation benchmarking? How can trustees and heads work together to protect the institutionthroughout this process?
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    • Mobilizing Your Board to Inspire and Motivate Others: A Trustee’s Perspective

      101

      A capital campaign launch is an exciting time and maintaining your board’s active engagement is essential for you to galvanize your school community. Hear a trustee’s perspective on mobilizing your board to inspire and motivate donors as you implement your vision for the future.
      Presented ByDanita Wickwire and Gregory Hagin, CCS (DC); Susan Hutton, The Lab School of Washington (DC)
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      TrackGovernance
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      LevelIntermediate
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      Explore Why is ongoing board engagement and active participation necessary throughout a capital campaign to effectively implement your vision? How can you harness the energy generated at a campaign’s outset to galvanize your school’s community? What strategies can be developed to re-engage the board and therefore inspire and motivate donors during longer and possibly slower fund-raising phases?
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    • Transitioning Leadership in an Era of Accelerating Change

      306

      Demands placed on school heads to lead major changes in the way students are educated get exacerbated for heads new to a school. The capacity to lead these innovations depends on how well and how quickly new heads transition into their jobs. Hear Columbia University researchers share findings on an international study of factors that facilitate or impede the transition process and the implications for practice.
      Presented ByPearl Kane, The Klingenstein Center (NY); Justin Barbaro, Teachers College at Columbia University (NY)
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      TrackGovernance
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      LevelIntermediate
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      Explore What were the greatest challenges confronting heads of school in their first or second year? What should first-time heads know about the transition into headship? How might trustees best support incoming heads?
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  • Leadership Development
    • Administrators Unplugged

      Ballroom B

      Connect with colleagues and join innovative conversations in this participant-driven session for administrators. Based on the unconference format, this session offers participants the opportunity to drive discussion topics, share knowledge and passions, and find solutions to common challenges. Learn from fellow administrators, share your expertise with others, and experience a new method for learning and engagement.
      Presented ByLiz Davis, Belmont Hill School (MA); Lorri Carroll, Hamden Hall Country Day School (CT); Justine Fellows, Greens Farms Academy (CT)
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      TrackLeadership Development
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      LevelIntroductory
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      Explore What are common challenges that other administrators face? How do other administrators deal with these challenges? What does an unconference look like and how can I use it at my school?
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    • Building Relational Trust: A Study, Recommendations, and Reflections

      103

      The concept of relational trust formed the foundation for a 2012 dissertation research study exploring how four heads of independent schools built and leveraged relational trust in their first year of headship. Review the study and take away recommendations for new heads of school and head of school search committees. Hear reflections from the heads of schools featured in the study, now in their fifth year of headship.
      Presented ByGene Batiste, Independent Education (DC); Caroline Chapin, Christ Episcopal School (MD); Frank Guerard, Dana Hall School (MA)
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      TrackLeadership Development
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      LevelIntroductory
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      Explore What are the elements of relational trust and why is relational trust an important concept in leadership development? What are the opportunities in building relational trust as a leadership capacity for new and veteran heads of schools? What essential questions can head of school search committees utilize in determining a candidate's capacity to build relational trust?
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    • Creative Leadership

      200

      Fellowship Workshop

      Explore the theory that the vibrant independent school of the future will be led and sustained by a creative and relationship-focused head. This group researched success stories of institutions effectively addressing the reality of shifting demographics, the need to articulate a value proposition, and fiscal sustainability to analyze the impact of creative, relational leadership.This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
      Presented ByShannon Harris, Antilles School (VI); Kevin Jacobson, Ethical Culture Fieldston School (NY); Theresa Lui-Kwan, French American School of Puget Sound (WA); Beth Pride, The Lexington School (KY); John Thornburg, St. John’s Northwestern Military Academy (WI)
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      TrackLeadership Development
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    • Defining Vibrancy - A Pre-Strategic Planning Tool

      200

      Fellowship Workshop

      Examine a research-based tool for schools to conduct a self-guided analysis and to produce a context-based model for vibrancy and vitality as a pre-strategic planning process to ensure the school is both enduring and relevant for years to come.This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
      Presented ByStephen Salvo, Trinity Episcopal School (LA); David Perkinson, Episcopal High School (LA); Lisa Hottin, Lauralton Hall (CT); Andy Davies, Aspen Country Day School (CO); Kelley Waldron, St. Andrew’s School (GA)
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      TrackLeadership Development
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    • Diving into Design Thinking: the NAIS Conference as a Laboratory Experience

      210

      Can the conference itself be a laboratory for learning and a playground for exploring design thinking? Dive into the process of creative problem-solving by joining an ongoing, real-world design challenge focused on building optimal professional learning experiences for educators. Learn strategies for redefining and reframing problems and techniques that enhance brainstorming and ideation.
      Presented ByCarla Silver, Leadership + Design (CA); Matt Glendinning, Moses Brown School (RI); Greg Bamford, Watershed School (CO)
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      TrackLeadership Development
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      LevelIntroductory
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      Explore How can empathy research and need-finding produce more innovative solutions?  How can brainstorming enhance the quality of ideas and lead to creative solutions?  What are some specific brainstorming techniques and tools that can produce both divergent and convergent thinking?
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    • Preparedness, Leadership, and the Unthinkable

      312

      The Boston Marathon bombing response has been lauded for both design and execution, with not a single death occurring among the 200+ victims who arrived alive to area hospitals. Go behind the scenes of the marathon response with two emergency physicians and preparedness experts from Brigham and Women's Hospital and Harvard Medical School, applying key elements of planning, practice, and leadership to the school setting.
      Presented ByRon Walls, Brigham and Women’s Hospital (MA); Eric Goralnick, Partners Healthcare (MA)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore What is the role of senior leadership in creating an effective emergency response program?   How do education leaders energize faculty and staff around emergency preparedness?   How do roles shift when an emergency occurs?
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    • Rethinking the Balance of Power

      304

      Take on the gender gap in leadership using the design challenge. How might we better balance gender in positions of influence in independent schools? The statistics are clear: the proportion of female heads of school doesn’t reflect the percentage of women in the leadership pipeline. Why is this so? Does it matter? What can be done to shift the imbalance? What possibilities would such a shift open?
      Presented ByGillian Goodman and Susan Feibelman, Greensboro Day School (NC); Sarah Hanawald, Saint Mary's School (NC); Danette Morton, The Westminster Schools (GA); Judith Schechtman, Triangle Associates (MO); Tekakwitha Pernambuco-Wise, Sea Crest School (CA)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore What are the internal beliefs that inform how we think about leadership? What common challenges exist for women in leadership roles? How might we think differently about how to achieve a better balance of influence in independent schools?
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  • Management
    • Checking the Box: College Admission and Discipline Reporting from Where We Sit

      201

      The college admission process is one where relationships between high schools and colleges must rely on trust and candor. Join panelists from both the high school and college side of the desk for an open and honest conversation about discipline reporting policies.
      Presented ByBrennan Barnard and Brentnall Powell, The Derryfield School (NH); Paul Sunde, Dartmouth College (NH)
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      TrackManagement
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      LevelIntermediate
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      Explore How do our schools best confront discipline violations? What is our duty in reporting violations to colleges? What impact does this duty have on students, parents, school culture, and relationships with colleges?
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    • Discussion and Q&A with SEVP on F-1 Visa Programs in Private k-12 Schools

      110

      Join this moderated discussion and Q&A session with representatives from the Department of Homeland Security (DHS), Student and Exchange Visitor Program (SEVP) about procedures, best practices, and resources for private K-12 schools with F-1 visa programs.  
      Presented ByChantal Duke, The Awty International School (TX); John Deziel and Katie Westerlund, Student and Exchange Visitor Program (SEVP) (TX)
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      TrackManagement
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      LevelIntermediate
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      Explore How does SEVP interact with K-12 schools enrolling F-1 students?  What are new upcoming policies and regulatory trends for private schools?;  Where can private K-12 schools find and share information about best practices and resources specific to their needs and programs?
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    • Innovation Lab:Incremental Revenue Streams

      Ballroom C

      90-Minute Workshop

      NOTE: This workshop begins at 11:30 AM, 30 minutes before Block 2. Non-tuition revenue sources can help independent schools bridge the gap between what exists and what is needed for longer-term financial sustainability. During this highly interactive session, participants will develop a set of “next practices” for generating incremental revenue streams at independent schools across several categories of exploration. Outcomes from this session will be shared across the NAIS community. Session limited to 50 people, first-come, first served.
      Presented ByDan Sundt, CXO Marketing (MI) Donna Orem and Mark Mitchell, NAIS (DC)
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      TrackManagement
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    • Key Findings from the NBOA Financial Position Survey

      302

      Develop a greater understanding of key financial ratios calculated through the Financial Position Survey and how to apply them. Actively engage with the data’s longitudinal value first hand. These data points provide the foundation for key ratios to facilitate financial sustainability conversations among school leadership vital to the health of independent schools.
      Presented ByJeff Shields and Genevieve Madigan, National Business Officers Association (DC)
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      TrackManagement
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      LevelIntroductory
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      Explore NBOA’s Financial Position Survey takes a look at the balance sheet of independent schools.  This session will discuss key ratios you should be tracking, what these ratios tell you about the financial health of your school and the overall industry, and how you can use them to inform strategic financial conversations at your school.  
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    • Opting In: Voluntary Retirement Plans

      104

      Providing employees with an opportunity for an incentive to retire early often improves morale by giving them financial security and control over their future, while providing the school with the added benefit of refreshing and rightsizing the workforce.   This workshop providesExamine guidelines for managing the process properly, to avoid the potential of substantial liability.
      Presented BySuzanne Bogdan, Fisher & Phillips, LLP (FL); Steve Piltch, The Shipley School (PA)
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      TrackManagement
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      LevelIntermediate
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      Explore How do we find appropriate incentives for employees choosing retirement? What are good communication techniques to avoid age discrimination claims? What are the necessary documents to ensure all potential claims are waived?
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    • Revolutionary Changes to Faculty Growth, Compensation, and Evaluation

      202

      How does a school implement teacher evaluation, compensation, and growth processes simultaneously? Come hear three views on the development, design, and integration of an innovative performance-based compensation structure, a teaching evaluation system, and a new professional growth system including peer observation.
      Presented ByMatthew Neely, Anthony McGrann, and Vivian Scheidt, Epiphany School (WA)
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      TrackManagement
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      LevelIntermediate
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      Explore How can we best explore faculty compensation changes,performance, and growth? What is the best order to alter these structures at our school? What are the key pitfalls to changes in compensation, evaluation, and growth?
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    • Successful Endowment Management and Investment Challenges for Smaller Organizations

      111

      Address endowment management and challenges faced by independent schools. Discuss what institutions should expect from their endowments over the next decade and what can be done right now in response to a challenging economic environment. Find out how independent school leaders can protect themselves when making investment decisions regarding institutional funds.
      Presented ByKevin Moultrie, TIAA-CREF (DC); Ero Johnson and Michael Collins, TIAA-CREF (NY)
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      TrackManagement
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      LevelIntermediate
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      Explore What is successful endowment management and how can we achieve it? What are the challenges facing smaller non-profit organizations and how do we address them? What is an investment policy statement and why should my institution adopt one?
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    • Two Schools, Two Farms, Two Chefs

      203

      Discover how the Hotchkiss and the Lawrenceville school farms have been developed and utilized as food-producing, educational resources. Join food service directors and working chefs to explore school-supported agriculture and how to incorporate it into learning, the school program, and menus that offer a new level of local.
      Presented ByGary Giberson, Sustainable Fare at The Lawrenceville School (NJ); Samuel Kosoff, The Lawrenceville School (NJ); Joshua Hahn, The Hotchkiss School (CT); Andrew Cox, Sodexo at The Hotchkiss School (CT)
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      TrackManagement
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      LevelIntermediate
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      Explore How can a school develop a garden or farm that serves a function beyond demonstration? How can you integrates curriculum, the community, and real food production?
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    • Why Ph.D.s Are Leaving the University and How to Get Them into Independent Schools

      105

      For the past decade the number of graduating Ph.D.s has been increaseding while the number of tenured university positions has decreased. In this session, participants lLearn strategies to recruit more Ph.D.s to independent schools, how Ph.D.s can both elevate the level of expertise and increase the number of diverse faculty at a school, and what the increasing number of Ph.D.s coming to independent schools will mean for our schools' future.
      Presented ByStephanie Bramlett and Daniel Budak, St. Luke's School (CT)
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      TrackManagement
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      LevelIntroductory
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      Explore How can independent schools bolster research and specialized study programs?  How can independent schools boost the number of highly qualified and diverse applicants?  How can independent schools be more attractive to potential applicants with Ph.D.s?
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  • The Classroom Experience
    • How Is Global Citizenship Influenced and Limited by Where One Lives and Travels Abroad?

      309

      SYA France and Italy students took the same course and studied each nation’s policies on immigration to learn how political, economic, and social systems influence each country’s response to this growing problem. Explore why and how one’s environment affects cross-cultural understanding, a key component of global citizenship, and how short-term study abroad programs can benefit from our findings.
      Presented ByJack Creeden, School Year Abroad (MA); Pascal Monteville and Daniele Gatti, School Year Abroad France (FRANCE)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore How is global citizenship affected by  the social, political, and economic practices of a country?  Do immersion experiences in another country restrict a student’s ability to understand multiple perspectives on an issue?  How can short-term study abroad programs help students develop an empathic understanding of contemporary issues that differ across national boundaries?
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    • The MSA Program and the Value of Measuring Non-Cognitive Skills

      109

      Through a rigorous scientific approach and a collaboration among 90 schools, the MSA is helping schools understand the critical link between noncognitive skills and academic and life success; how to intentionally teach important noncognitive skills; and how to use MSA data to evaluate and demonstrate the value-added of our schools. Hear schools share how the MSA has informed and empowered their educational approach.
      Presented ByLisa Pullman, Index (MA); Charles Baldecchi, The Lexington School (KY); Timothy Bazemore, Catlin Gabel School (OR); David Michelman, Duke School (NC); Ned Murray, Episcopal Day School (GA); Jennifer Phillips, Far Hills Country Day School (NJ); Kirsten Rosolen, New Canaan Country School (CT); Allison Webster, Shady Hill School (MA)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore What are non-cognitive skills, and why they are important to academic and life outcomes?  What are the benefits of measuring non-cognitive skills?  How can our schools use data on non-cognitive skills to inform teaching, curricula, programs, pedagogy, and communications?
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  • The Student Experience
    • Design Thinking for Change: Creating Global Student Leaders

      313

      Hear from schools that have partnered with EF Education First to create opportunities for high school leaders to connect and collaborate with their peers around the world to develop innovative solutions to our most pressing global issues. Through the use of design thinking, students link the local to the global and implement their ideas in the real world.
      Presented ByGeorge Stewart, Education First (MA); Devon Ducharme, St. George's School (RI); Kelly Neely, Brimmer and May School (MA); Walter Swanson, Wilbraham & Monson Academy (MA)
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      TrackThe Student Experience
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      LevelIntermediate
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      Explore How do you teach leadership and creativity skills while addressing the challenges of the 21st century global world? How have these schools incorporated the Global Student Leadership Summit into their leadership program? How can the design thinking process be incorporated into mainstream curriculum?
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    • From Stonewall to Gay-Straight Alliances: GLBTQ Students in Independent Schools

      102

      Learn about the experience of gay, lesbian, bisexual, transgendered, and queer students in independent schools from a senior school administrator and experienced legal counsel. Gain information to keep you in step with current and evolving practices in this area of student well-being.
      Presented ByWilliam Hannum, Schwartz Hannum PC (MA); Jon Cassie, Sewickley Academy (PA)
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      TrackThe Student Experience
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      LevelIntermediate
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      Explore What laws related to protecting the rights of GLBTQ apply to independent schools? Must an independent school prioritize the rights of a GLBTQ student over those of other students at the school? What types of alterations to an independent school’s program or facilities may be needed to ensure that GLBTQ have a positive educational experience?
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    • The Gratitude Project: How a Schoolwide Focus on One Character Trait Transformed a Community

      206

      Friends’ School in Boulder celebrated its 25th anniversary with The Gratitude Project, a yearlong focus on the positive power of gratitude. Share the story of the project and the lessons the school community learned. Learn how to create your own schoolwide project and how Friends' School used The Gratitude Project to launch subsequent themes on character education.
      Presented BySteve de Beer, Friends' School (CO)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore How can I incorporate gratitude into school culture? How can I successfully make character education a school-wide theme? What are the takeaways from Friends' highly successful Gratitude Project?
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    • The Mindfulness Revolution Arriving at Your School

      204

      Experience a comprehensive survey of mindfulness programs at independent high schools nationwide. Take an in-depth look at one successful mindfulness program as you uncover tools and immersion opportunities to develop your own mindfulness program.
      Presented ByPatrick Cook-Deegan, Patrick Cook-Deegan Mindfulness Mentoring and Consulting (CA); Jessica Morey, Inward Bound Mindfulness Education (MA); Douglas Worthen, Middlesex School (MA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore What is happening with mindfulness at independent high schools across the country?  What does a successful mindfulness program look like?  What organizations, resources, and immersion opportunities exist for my school?
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