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Optional Three-Hour Workshops

You may register for one of these optional three-hour workshops during registration for a fee of $180.​​​​​​​​​​​​​

 

 Wednesday, February 24, 1:00 - 4:00 PM

 
  • W01. Advancement Strategies and Solutions for Small Schools

    2011

    Optional Three-Hour Workshop

    Making small school advancement make sense requires vision, confidence, collaboration, creativity, efficiency, and action plans that are both meaningful and practical. Find out the best ways to combine these elements into a strong and sustainable program for your school.
    Presented ByStarr Snead, Advancement Connections; and Shelley Reese, The Learning Center for the Deaf (MA)
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    TrackCommunications and Advancement
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    LevelIntroductory
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    ExploreHow can you, your head, and your board define success? What are the key tools needed to build and manage a successful advancement program? What measurement tools and benchmarks can be used to measure success? What are the essential elements to building a short-term and long-term plan for your school's advancement efforts?
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  • W02. Building a High-Quality Public-Private PD Model: Harvard Project Zero in Washington, DC

    2002

    Optional Three-Hour Workshop

    Explore an ongoing professional development model in DC involving 1,000 educators and a variety of schools, museums, and educational institutions. Engage with pedagogical tools and frameworks that help you create a culture of thinking, educate for global competence, and document student/teacher learning — all steeped in research-based practices developed at Harvard's Project Zero.
    Presented ByJames Reese, Carole Geneix, Richard Anderson, and Vaijayanti Wagle, Washington International School (DC)
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    TrackThe Classroom Experience
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    LevelIntroductory
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    ExploreHow do we use a focused professional development model to foster effective teaching practices in teacher leaders and spread them around a city or region? How do we ensure that this model is inclusive & accessible to all educators? How do we build partnerships around a city or region to sustain this work?
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  • W04. Design Sprint: Create a Maker Project in Three Hours

    2004

    Optional Three-Hour Workshop

    Digital fabrication, making, and physical computing projects are swiftly becoming an integral part of daily life in a K-12 school. Work interactively in teams to identify, ideate, prototype, assess, and promote a hands-on project relevant to your classroom, curriculum, and school.
    Presented ByMartha Erskine and Concepcion Alvar, Marymount School of New York (NY); Don Buckley, Tools at Schools; Angi Chau, Castilleja School (CA)
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    TrackThe Classroom Experience
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    LevelIntroductory
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    ExploreWhat are examples of exemplary makerspaces and interdisciplinary maker education projects? In what ways can maker education projects connect learning objectives and learning outcomes in all disciplines?  What are best practices in developing, implementing, and assessing these projects?
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  • W05. Design Thinking as a Catalyst for Meaningful Learning and Engagement

    2005

    Optional Three-Hour Workshop

    How can a creative problem-solving process transform your learning community? Delve into Notre Dame Academy’s (Georgia) journey to better engage teachers, students, and community partners in meaningful learning through design thinking. Depart armed with resources to get started and a story to share, feeling inspired and ready to take action at your school.
    Presented ByDeborah Parizek, Henry Ford Learning Institute (MI); Cheryl Beshke, Debbie Orr, and Lynne Bombard, Notre Dame Academy (GA)
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    TrackThe Classroom Experience
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    LevelIntroductory
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    ExploreWhat is design thinking? How can I use design thinking to better engage teachers, students, and community partners in meaningful learning projects? How can I apply design thinking at my own school?
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  • W07. Differentiated Mindfulness Practices For Better Classroom Learning

    2007

    Optional Three-Hour Workshop

    Learn new mindfulness approaches and day-to-day practices as you gain a deeper understanding using experiential methods that explore mindful breathing, seeing, listening, speaking, communicating, and teaching. Age-appropriate for lower, middle, and upper divisions, these practices work in the classroom or at home for you, your students, and their families.
    Presented ByDaniel Lauter, Mindful Sync
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    TrackThe Student Experience
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    LevelIntermediate
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    ExploreHow can mindfulness practices be customized and made more accessible? How can we differentiate mindfulness teaching? How can we experience the stillness within through breathing, sound, storytelling, and visual imagery?
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  • W08. Elevating the Black Male: Developing Culturally Competent Schools

    2008

    Optional Three-Hour Workshop

    Examine the societal perceptions of young black males that perpetuate racial disparities in education. Build cultural competence to develop a learning environment that fosters academic success for young black males. When you gain the cultural competence requisite to reach black male students, you develop the competencies needed to reach all students.
    Presented ByOmekongo Dibinga, Upstander International (DC)
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    TrackThe Student Experience
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    LevelIntroductory
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    ExploreHow do awareness, knowledge, and understanding of one’s own culture promote effective teaching and learning?  How do awareness, knowledge, and understanding of the cultures of students promote effective teaching and learning? How can educators establish culturally sensitive learning environments and modify instruction to be culturally reflective?
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  • W09. Establishing Common Ground Between Heads of School and Technology Leaders

    2009

    Optional Three-Hour Workshop

    Technology’s role looms large; it now drives innovation, underpins equity issues and distinguishes schools to prospective families.  In this workshop led by the Association of Technology Leaders in Independent Schools, heads of school and technology leaders will establish common ground through dialogue on tech must-knows and delve into the requirements of today’s innovation initiatives, such as blended learning, making, and BYOD.
    Presented ByKelsey Vrooman, The Urban School of San Francisco (CA); Stuart Posin, Marlborough School (CA); Gabriel Lucas, Association of Technology Leaders in Independent Schools; Sarah Hanawald, Saint Mary's School (NC)
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    TrackLeadership Development
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    LevelIntermediate
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    ExploreFor technology leaders: what information and/or knowledge do you wish your head of school had so that s/he could be a better partner in technology and innovation initiatives? For heads of school: what do you need to know about technology to make more informed decisions in crafting the school’s vision, protecting students, and leading the organization? What elements of leadership and technology are required to successfully support today’s major innovation initiatives?
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  • W11. Forget “The Talk:” Best Practices in Sexuality Education for Today's World, PK-6

    3000

    Optional Three-Hour Workshop

    Pre-kindergarten and lower schools increasingly grapple with the impact of a highly sexualized culture on young children. Ironically these schools teach basic sexuality education benchmarks four to seven years late, indirectly enabling peers, older children, the Internet, marketers, and mass media to become children’s primary educators. Learn how your school can embrace a successful, truly age-appropriate program.
    Presented ByDeborah Roffman, The Park School of Baltimore (MD)
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    TrackThe Student Experience
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    LevelIntermediate
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    ExploreHow can schools re-imagine sexuality education in the early grades and engage parents as authentic and enthusiastic partners? What are the truly age appropriate benchmarks for preschool and lower school children around sex, gender, and reproduction? What best practices create safe, open, and honest places for young children to ask and learn about sexuality in healthy ways, and to identify the immediate nurturing adults in their lives as their primary source of information and guidance?
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  • W12. Grow Agency (Instead of Just Hiring One): A Capacity-Building Brand Workshop

    3001

    Optional Three-Hour Workshop

    Too often even the most expensive agency-created school brand campaigns don’t stick. Why? Expert educators know: New doing requires new thinking, new thinking requires new learning, and new learning can’t be applied from the outside; it must be created from within the school. Learn how to foster deep learning, authentic branding, and culture-reinforcing excitement in your school.
    Presented ByTiffany Hendryx and Lindy Patterson, Firebrand for Education, LLC; Matthew Rush, Allen Academy (TX)
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    TrackCommunications and Advancement
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    LevelIntermediate
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    ExploreHow can my school develop and apply guiding principles and concrete tools that can help build a strong brand, make the most of our marketing and communications budget, and “bake in” school-wide alignment, goodwill, and a sense of collaboration with our marketing endeavors? How have other schools done more with less? How can we more effectively communicate our school’s value proposition in everything we do (rather than just apply brand styles to our marketing materials)?
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  • W13. How to Make Your School's Innovation Story a Bestseller

    3002

    Optional Three-Hour Workshop

    Is innovation at your school true romance, poor foreign translation, or murderous crime fiction? Discover how to pair the stages of innovation with the stories leaders must tell to capture the hearts, minds, and collaboration of stakeholders. Edit your school’s narrative to make innovation a well-written story people hope will never end.
    Presented ByJamie Baker and J. Timothy Richards, Pomfret School (CT); Jonathan Martin, JonathanEMartin Ed Services
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    TrackLeadership Development
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    LevelIntermediate
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    ExploreWhat stories does a leader needs to tell him/herself in order to develop the courage and resilience to overcome the challenges of leading innovation and change? How can a leader tap into the emotional and rational reasoning of colleagues and stakeholders when leading change and innovation? What are the specific types of stories leaders need to tell as counter-narratives to the stories the culture is telling and selling?
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  • W14. Leadership + Design Lab: Seeking 21st Century Talent

    3003

    Optional Three-Hour Workshop

    Want to foster students’ 21st century skills – creativity, teamwork, and critical thinking? Start by seeking and developing those traits in teachers and leaders. Partner with Silicon Valley HR pros and use playful design thinking to explode and reimagine school hiring practices, from recruiting to interviewing and ongoing professional development. Still want more? Attend optional follow-up sessions on Thursday and Friday.
    Presented ByMatt Glendinning, Moses Brown School (RI); Carla Silver, Leadership+Design
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    TrackLeadership Development
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    LevelIntermediate
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    ExploreHow can we overcome the hidden assumptions that shape (and limit) traditional hiring practices? What can educators learn from Silicon Valley about recruiting 21st-century talent? How can rethinking hiring help your school carry out its mission?
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  • W15. Let's Talk: Experts Discuss Head of School Employment Agreements in the Real World

    2012

    Optional Three-Hour Workshop

    Head of school employment contracts are complicated. Examine key terms as current heads weigh in on how these seemingly arcane contract provisions can play out in the real world. Knowledge is power. The more you understand about the contract, the stronger your negotiating position. Explore negotiation strategies in a lively and informative session.
    Presented ByTerrence Briggs, Bowditch & Dewey, LLP; Ronald Cino, Worcester Academy (MA); Arch McIntosh, Charlotte Latin School (NC); Elizabeth Miller, consultant; Rebekah Jordan, Indian Mountain School (CT); and Kirk Duncan, Carolina Day School (NC)
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    TrackGovernance
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    LevelIntermediate
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    ExploreCan I negotiate about pay, benefits, and working conditions, or do I have to take the offer as it comes? And if the answer is yes, how do I know if I have gone too far or asked for too much? If we can’t come to terms that are acceptable to both the school and me, will it hurt my chances for another headship if I walk away? Am I better off with a simple employment letter than a full-blown contract of many pages and why?
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    Related Documents
    2016-Briggs (PDF, 489 KB)
  • W16. Navigating All Things Gender: Concepts and Language to Support Students across the Spectrum

    2024

    Optional Three-Hour Workshop

    Administrators and teachers increasingly need policies and language to serve students with a wide variety of gender identities (transgender, cisgender, agender, etc.) in every aspect of school life: from admissions and athletics to curriculum and beyond. Possessing an informed, thoughtful, and contemporary understanding of gender is rapidly emerging as an indispensable 21st century skill. The concepts offered here--- which have been used with educators for the past 15 years--- are intended to prepare school leaders faced with questions about policy, programs, and values.
    Presented ByJennifer Bryan, Team Finch Consultants
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    TrackThe Student Experience
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    LevelIntroductory
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    ExploreWhat are the ways that expanding 21st century notions of gender impact school life? What kinds of transgender-related changes in policy, program, and school culture are supported by your mission? What is the best approach to educating faculty, parents, and students about these issues?
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  • W19. Successful STEM through Blended Learning and Community Based Public-Private Partnerships

    2018

    Optional Three-Hour Workshop

    St. Andrew's Episcopal Academy (Florida) launched a new upper school in 2014-15, focusing on STEM and water-based activities. Hear about scuba diving, underwater research, digital photography, college credit science classes, wet labs in the Indian River Lagoon, online instruction, more than 25 authentic partnerships, and a downtown redevelopment partnership that make this blended learning model unique.
    Presented ByCaterina Angelone, Zane Barrus, Curry Krasulak, and Anastasia Legakus, St. Andrew's Episcopal Academy (FL)
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    TrackThe Classroom Experience
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    LevelIntermediate
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    ExploreWhat is blended learning and what does it look like on a daily basis for students and staff? What does an authentic public-private partnership really look like in the independent school? Can we partner with you in this?
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  • W20. Taming the Tech Effect: Rethink and Reboot the Integration of Technology at Your School

    2020

    Optional Three-Hour Workshop

    Join two internationally acclaimed experts and trailblazers in education technology and child development to refresh your understanding of the current massive impact of technology on education and child development. Hear stories and research to help you reboot tech integration at your school. Learn innovative approaches to online, blended, and f2f environments, along with sustainable models for student, faculty, and parent well-being.
    Presented ByCatherine Steiner-Adair, Clinical Psychologist; Erin McCloskey, Phillips Academy (MA)
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    TrackThe Classroom Experience
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    LevelIntermediate
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    ExploreHow should we reimagine and redefine student wellbeing and teaching excellence in light of massive transformations in education due to technology? How do we think through and make the best possible decisions about using technologies, given their real and potential effects, both negative and positive? What are some effective strategies for adolescent learners that promote learning, wellbeing, and engagement in f2f, online and blended environments?
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  • W21. A Truly Mission-Driven Academic Program: Leaders Show How to Get There

    2000

    Optional Three-Hour Workshop

    To move beyond standardized curricula or familiar practice takes courage, strategic motivation, a process, and — above all — a compelling case. Learn how to develop your own case and process to create programs and practices that serve your students in the context of your mission and values from leaders of schools that have embraced this novel practice.
    Presented ByElise London, St. Mark's School (MA); Peter Gow, The Independent Curriculum Group; Josie Holford, Poughkeepsie Day School (NY); and Sean Raymond, York School (CA)
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    TrackThe Classroom Experience
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    LevelIntroductory
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    ExploreHow have schools embraced innovative practices that fit their unique missions, cultures, and strategic priorities? What protocols, steps, and processes facilitate the incorporation of school-created, mission-informed teaching and learning? What are effective ways to communicate the purpose and value of innovative practice to key audiences - trustees, parents, colleges, prospective students, and alumni?
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