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One-Hour Workshops: Leadership Development Track

Designed for heads and all academic and administrative leaders, these workshops focus on effective school leadership. ​​​​​​

  • Block 1 (Thursday, February 26, 8:00 - 9:00 AM)
    • A Matter of Trust: Manifestations of Trust for School Leaders

      200

      Fellowship Workshop

      Trust is a critical element in educational settings, cutting across every facet of school life. As such, trustworthiness is a critical indicator for successful school leaders. Explore the role of trust in independent schools, the current state of trust in the US, and the ways in which the need for trust manifests itself in the head of school search process. This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.  
      Presented ByKatherine Courter, Boulder Country Day (CO): Stephen Dunn, The Ethel Walker School (CT); Eric Hedinger, Providence Day School (NC); Kristen Klein, Winchester Thurston School (PA); Lauren Lambert, The Perkiomen School (PA); George Scouten, Heathwood Hall (SC)
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    • Adults of Color in Our Communities: What About Us?

      103

      As independent schools continually seek to diversify their faculty, what are the challenges of recruiting, supporting, and retaining faculty of color? Hear a panel of deans of multicultural affairs and a dean of faculty discuss and share programming that has proven successful at their schools. Address what’s still missing from efforts to support faculty of color.
      Presented ByVeda Robinson, Edmund Burke School (DC); Linda Griffith, Phillips Academy (MA); Robert Edwards, McLean School of Maryland (MD); Ron Kim, Phillips Exeter Academy (NH)
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      LevelIntermediate
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      Explore In what ways can an institution make deliberate efforts to support and retain faculty of color? Where does the responsibility lie? What have been successful models of support for faculty of color? How does an institution address concerns related to the recruitment and support of faculty of color?
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    • Exploring the Edges: Leading by Rethinking Time, Space, and Place

      Ballroom C

      Blended Learning Workshop

      What does it mean to rethink, time, space, and place? Does everyone have to be in a classroom to learn? How is classroom defined in a truly blended learning experience? Explore innovation and leadership through the lens of time, place, and space. Reflect on teachers as students, students as teachers, and what it means to be a community of blended learners.
      Presented ByWendy Drexler, International Society for Technology in Education (DC); Amy Hollinger, Global Online Academy (WA); Laura Deisley, The Lovett School (GA)
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      LevelIntermediate
      -
      Explore How can rethinking time, space, and place accelerate innovation in your school? What small steps can leaders take toward nurturing a community of blended learners? What resources are available to support this evolution?
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    • From Awareness to Action: The Crucial Role of White Allies in Anti-Racist Work

      202

      Recognizing the reality and power of white privilege and understanding the systemic nature of racism in America and our schools, white allies commit themselves to anti-racist work, working with and listening to people of color. Through reflection, writing, and discussion, explore what it means to be a white ally in carrying out the school's commitment to becoming more inclusive and truly multicultural.
      Presented ByStephen Clem, Association of Independent Schools in New England (MA); Lewis Bryant, Buckingham Browne & Nichols School (MA)
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      LevelIntermediate
      -
      Explore What is the role of white educators in advancing a school's diversity goals? How do people of color define "white allies"? What can you do back at school to be an effective white ally to people of color?
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    • Leading in the Middle: Designing Success

      304

      Leadership is exhibited at every level in a thriving school. The greatest challenge is to design a system that builds leadership by creating ownership of decision making and risk taking at multiple levels in a school. Focus on growing strength and skills for leading in the middle and investigate models that build creativity and embrace change.
      Presented ByJudith Schechtman and Marc Frankel, Triangle Associates (MO); Leitzel Schoen, Friends Seminary (NY)
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      LevelIntermediate
      -
      Explore What is your school’s present culture regarding change?  In your role, how can you harness energy to help move the school forward?  How can you contribute to building leadership throughout your institution?
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    • Leading Online and Offline: Blending Practice for Advancing Leadership Goals

      306

      Discover how to run meetings more productively, advance missions more dynamically, and prepare for the future more carefully. While sharing practical ideas for organizing teams, communities, and ideas via digital means, explore how agile leaders know when to switch between online and offline modes.
      Presented ByStephen Valentine and Reshan Richards, Montclair Kimberley Academy (NJ)
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      LevelAdvanced
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      Explore What kinds of tools can help me lead better? Why are online tools important for school leaders? When should I shift between online and offline modes to maximize potential and opportunity in my school?
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    • Open Windows and Tear down Walls: A New Design-Based Path of Strategic Innovation

      313

      A new design thinking-based approach to visioning and strategy empowers the entire school community and builds institutional capacity for innovation. Review a case study from The Miami Valley School that traces the methods, results, and solutions of this process, from initial all-school imagination of the future through silo-busting teams that implement vision via core values of great learning, not traditional roles of positional authority.
      Presented ByJason Scheurle, The Miami Valley School (OH); Grant Lichtman, Martin Institute for Teaching Excellence (TN)
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      LevelIntermediate
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      Explore How can the implementation of strategic plans become the responsibility of all faculty and administration? How can leaders overcome the inevitable discomfort of fundamental organizational change? How can priorities be defined in a way that advances the school’s educational vision?
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    • The Future of Assessment

      310

      What do school leaders need to know to navigate the changing landscape of education, transformation of learning, and assessment? Discuss the next generation of assessments, what the various consortia and developers are doing, online education, and using new types of student performance data to record and assess growth. Glimpse how a thoughtful, systematic, and collaborative approach to looking at data can work.
      Presented ByDavid Clune, Educational Records Bureau (NY); Thanos Patelis, National Center for the Improvement of Educational Assessment (NH); David Conley, Educational Policy Improvement Center (OR); Henry Braun, Boston College (MA); Suzanne Lane, University of Pittsburgh (PA); Jim Pellegrino, University of Illinois at Chicago (IL)
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      LevelIntermediate
      -
      Explore What is the expert's vision of a “next gen “ assessment and what changes are foreseen in the next 3-5 years?” What will be the biggest opportunity provided by next gen assessments to schools,teachers, and students?   What advice would you give to an individual school to help them develop a road map to evaluate their assessment needs?
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    • The Ideal Partnership School: Inclusive, Afforable, Innovative

      200

      Fellowship Workshop

      Develop and embrace new schooling models that are more inclusive, affordable, and better at preparing students for future success. To that end, we will research and plan a school grounded in partnership with corporations that will allow for an innovative, experiential curriculum.This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
      Presented ByAnne Mickle, St. Timothy’s School (MD); Barbara Ostos, Catlin Gabel School (OR); Eileen Councill, Houston Christian High School (TX); Tim Mitchell, Flint Hill School (VA); Tyler Hodges, Laguna Blanca School (CA)
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  • Block 2 (Thursday, February 26, 12:00 - 1:00 PM)
    • 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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      LevelIntroductory
      -
      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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      LevelIntroductory
      -
      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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    • 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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    • 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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      LevelIntroductory
      -
      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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      LevelIntermediate
      -
      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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      LevelIntermediate
      -
      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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  • Block 3 (Thursday, February 26, 1:30 - 2:30 PM)
    • Creating Culture: The Evolution of Independent School Leadership

      200

      Fellowship Workshop

      This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. Any attendees are welcome to join.
      Presented ByChristopher Chesley, Interlochen Arts Academy (MI); Henry Fairfax, The Haverford School (PA); John Hoye, The Awty International School (TX); Paul Keller, Wayland Academy (WI); John Newman, Idyllwild Arts Academy (CA); Eric Osorio, Worcester Academy (MA)
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    • Does Your Mission Match Your Market? An Examination of Market Appeal and Mission Fidelity

      103

      Mission statements capture the core focus of schools, proving invaluable when creating curriculum plans, assessing student performance, and communicating the value-add to the community. Explore trends in independent school missions and markets. Learn how to strengthen your school’s market appeal by speaking to your value-add. Discover new features of DASL to assist in this effort.
      Presented ByConstance Clark and Hilary LaMonte, NAIS (DC)
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      LevelIntroductory
      -
      Explore Why are mission statements important?  How can a missions statement (or marketing message) stand out in specific educational markets? How do I create a quality mission statement?
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    • Enrollment Management Planning- The Head of School and Director of Admission Partnership

      204

      Enrollment management is not a quick fix to successfully enroll a school. The planning process requires schools to cut across traditional boundaries of office functions in order to enroll and retain students. It demands a strong partnership between the head of school and director of admission. Examine the importance of trust and collaboration in planning for a shift from admissions to enrollment management.
      Presented BySusanne Carpenter and Antonio Viva, Walnut Hill School for the Arts (MA)
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      LevelIntroductory
      -
      Explore Why is enrollment management planning crucial for long-term success?  What ways must the head of school and director of admission work together as they consider this work?  How can the head of school and director of admission champion the enrollment management plan on campus?
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    • Independent School Leadership Transitions: Is Your School Prepared?

      101

      The commitment of time and resources required to search for a new head of school has become staggering. Yet many times these are unsuccessful. Most schools do not consider succession planning in their strategic thinking – either for the head or other key leaders. Explore the challenges schools face in leadership transitions for the head of school and other key leaders.
      Presented ByMarc Levinson, Mid-South Independent School Business Officers (GA)
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      LevelIntermediate
      -
      Explore What does a search process involve for the head of school and other school leaders?   What are the steps that are required and what is the typical investment?   What are some alternative solutions?
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    • Mission Advancement Incubator (MAI)

      200

      Fellowship Workshop

      This presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. Any attendees are welcome to join.
      Presented ByEric Barber, The Evergreen School (WA); James Carroll, Beauvoir, The National Cathedral Elementary School (DC); Ryan Grady, Pilgrim School (CA); Danny Karpf, The Gordon School (RI); Howard Levin, Schools of the Sacred Heart (CA); Ben Dougherty, The Derryfield School (NH)
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    • Team Diversity: Creating Institutional Change Through a Diversity Team

      207

      How do schools create effective methods to implement diversity education in each division on campus? Learn how Hathaway Brown School's Center for Multicultural Affairs has implemented a diversity team with the goal of engaging the school in the work of creating an inclusive and informed community. Hear our approach to encouraging leadership and action around topics of diversity and multiculturalism across a PK – 12 school.
      Presented ByCamille Seals, LaVona Carpenter, and Olivia Geaghan, Hathaway Brown School (OH)
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      LevelIntermediate
      -
      Explore Why do we need to establish a diversity team?  How do I get the administration to understand the value of a diversity team?  What will the team look like in my school if and when it is implemented?
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    • The Head of School and Business Officer Partnership

      302

      You need a team-based program to develop a strong partnership that advances the mission and financial sustainability of independent schools. Hear best practices from a team modeling this strategic relationship. Discuss critical school roles through case studies to create a greater understanding of each others’ perspectives to support working effectively together.
      Presented ByJeff Shields, National Business Officers Association (DC); Kimberley Roberts and William Hodgetts, Garrison Forest School (MD)
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      LevelIntermediate
      -
      Explore Why is the relationship between the head of school and the business officer uniquely important to the long-term financial health of your independent school?   What characteristics building a trusting relationship between these two strategic roles?   How do these roles effectively navigate financial stewardship, governance issues and management responsibilities collaboratively for the success of your independent school?  
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  • Block 4 (Friday, February 27, 8:00 - 9:00 AM)
    • Accreditation: A Transformative Process

      105

      The shift from an emphasis on school sustainability to innovation and revolution is reflected in the approach that forward-thinking independent school associations are taking regarding the role and promise of the accreditation process. In the interest of school improvement and strategic thinking, discuss with accreditation directors how the process leads schools to relevance, renewal, and disruptive innovation.
      Presented ByJudith Sheridan and George Swain, New York State Association of Independent Schools (NY); James Mooney, New England Association of Schools and Colleges (MA); Mary Malter, Pennsylvania Association of Independent Schools (PA); Betsy Hunroe, Virginia Association of Independent Schools (VA)
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      LevelIntermediate
      -
      Explore How does the accreditation process provide a platform for innovation? What similarities and differences distinguish the accreditation process from strategic planning?   How does the consideration of core values and best practices during the accreditation process pave the road to change?
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    • Going to School Where Your Parent Is Head: The Real Story from "Faculty Brats"

      300

      How do we better support the learning of faculty children while their parents lead? What is it like to attend the school your parent leads? What are the benefits and drawbacks? What could improve this experience? What does the school need to be aware of for these kids? Join three panelists who can answer these questions and more based on their personal experiences as children of heads who attended or presently attend their parent's school.
      Presented ByJodi McGary, licensed clinical social worker (MA); Bridgman Sellers, senior at Friends’ Central School (PA); Elizabeth Suitor, junior at Wentworth Institute of Technology (MA)
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      LevelAdvanced
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    • Leading and Teaching Through Listening: A Learning Paradigm of Connection

      309

      Come to this fun, interactive workshop to explore your listening style and your capacity to help your students navigate the challenges they encounter in school and life. As we innovate in our schools, we inevitably instigate change, creating an opportunity for growth if it is reflected on and understood. Learn how to listen closely, building a muscle of reflection so our students can develop resilient engagement with the revolution.
      Presented ByEllen Honnet, Stanley H. King Counseling Institute (MA); Jack Creeden, School Year Abroad (MA)
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      LevelIntroductory
      -
      Explore How might we as educators best help students reap the benefits from innovations we put in place in our schools, and how will we know what the impact of the "revolution" has been?  What specific listening skills do we bring to our conversations with students and how might we expand our repertoire?  How do we help build a "muscle of reflection" in our students, helping them grow their capacity to learn from their experiences?
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    • Pros, Cons, and Uses of Next-Generation Assessment Tools

      102

      Surely we test our students enough already – and at too great a cost? Many schools are finding great value in using next-generation value-add assessments. Uncover how NAIS and schools are using these new assessment tools — MAP, HSSSE, MSA, and PISA-based testing —  for advocacy purposes and to advance institutional and critical instructional goals.
      Presented ByAmada Torres, NAIS (DC); Jonathan Martin, Jonathan E. Martin Ed Services (AZ)
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      LevelIntermediate
      -
      Explore Why should my school add new assessments? What value is there and what is the cost-benefit ratio of doing so? What are the pros and cons of four particular cutting edge tools?
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    • School Health and Alignment of Value Language

      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 ByRobert Blackwell, Adelson Educational Campus (NV); Allen Broyles, The Howard School (GA); Michael Magno, Providence Day School (NC); Robert McQuitty, Aidan Montessori School (DC); John Melton, The Country School (MD); Jaiwant Mulik, The O’Neal School (NC)
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    • The Courage to Change: Gender Identity in our Schools

      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 ByJulie Bragdon, Montessori School of Denver (CO); Christi Campbell, Ascension Episcopal School (LA); Beth Mulvey, Indian Springs School (AL); Jason Seggern, Delaware Valley Friends School (DE); Kevin Soja, Episcopal High School (VA); Stacy Turner, Hamlin Robinson School (WA)
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  • Block 5 (Friday, February 27, 11:30 AM - 12:30 PM)
    • 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)
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      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'?
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    • 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)
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      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?
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    • 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)
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      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?
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    • 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
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    • 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)
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      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?
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    • 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:
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  • Block 6 (Friday, February 27, 1:30 - 2:30 PM)
    • 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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      LevelIntroductory
      -
      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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      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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      LevelIntroductory
      -
      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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      LevelIntermediate
      -
      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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