|"Spiritual but not Religious": Spiritual Care for Students Every Day and in Times of Crisis||2022||
"I'm not religious but I am spiritual" seems to be the new gospel for younger generations. ... ||Block 2||Introductory||The Student Experience||
"I'm not religious but I am spiritual" seems to be the new gospel for younger generations. Teenagers are not attending church or synagogue like they used to and this has big implications for independent schools. Despite lack of church attendance, students still have spiritual and emotional needs and if they are not being met by traditional communities then where? By whom? Come hear ideas for how your school fits in this new religious landscape.
||Aaron Twitchell, The Pennington School (NJ)||
What are the religious and spiritual lives of students like? Based on teenagers' religious and spiritual beliefs, what are their needs, both on a day-to-day basis and, especially, during times of crisis? How can our school meet these needs, whether we are religiously affiliated or not?
|“A Badger, a Porcupine, a Dormouse and a Sloth All Walk Into a Job Interview…”||3020||
Although we have the capacity, we seldom measure the factors that actually cause most new hire failures. ... ||Block 4||Advanced||Leadership Development||
Although we have the capacity, we seldom measure the factors that actually cause most new hire failures. This workshop will present a model that uses the latest assessment tools to look inside candidates’ heads BEFORE you hire them. This sequence of steps can boost hiring accuracy from 14% to nearly 90%. The session will include a pragmatic mindset, relevant examples, good humor, and minimal but very helpful handouts.
||Steve Chapman, Broad Reach Strategies||
How do a person’s behavior style, motivators, soft-skill competencies, and clarity of worldview let us predict their potential for success and how can these be measured BEFORE you offer a contract? Why is it so common that an educator with huge success at a very similar school can arrive here and do so poorly? How can this process be used to nurture a "socially intelligent" school culture and foster meaningful collaboration?
|“Third Culture Stories”: What Do Our International Students Need in Order to Thrive?||3020||This seminar will feature uplifting stories peppered with cautionary tales. We will address the myriad ... ||Block 5||Intermediate||The Classroom Experience||This seminar will feature uplifting stories peppered with cautionary tales. We will address the myriad benefits and the significant challenges of welcoming increasing numbers of “third culture” and international students to independent schools. We will be reflecting critically on why these kids matter. Specifically: who are they, why they’re here, and what do they need?||Melinda Bihn and Andrew Brown, French American International School (CA)||Who are “third culture" kids and international students? What unique attributes do they bring and how can they enrich our school communities? What can we learn from the real-life experiences of international students thrown into boarding or homestay situations far from home? Students hailing from the economic elite of their home country may face significant adjustments when they come to study in the US and Canada. What are the challenges they face and how can schools address these?|
|A Big Audacious Goal: How to Become Carbon Neutral and Save Money in the Process||3020||At a time when so many independent schools seek ways to reduce their carbon footprint and increase financial ... ||Block 6||Intermediate||Management||At a time when so many independent schools seek ways to reduce their carbon footprint and increase financial sustainability, discover how becoming a green school may also improve the bottom line. Learn how a combination of efficiencies, onsite energy production, and carbon allowances can add up to carbon neutrality, without increasing your budget.||Steve Harrington, Katherine Dinh, and Paul Chapman, Prospect Sierra School (CA); Raphael Rosen, Carbon Lighthouse||Why must schools lead the way in combining environmental and financial sustainability? How can one use a combination of efficiencies, onsite energy production, and carbon allowances to achieve carbon neutrality? How can one achieve carbon neutrality, with no upfront costs and potential short and long-term savings?|
|A Head, Two Board Chairs, and an Advancement Director Walk Into A Bar…||3018||
Four school leaders offer their analysis of the changing and challenging topic of school sustainability. ... ||Block 5||Intermediate||Management||
Four school leaders offer their analysis of the changing and challenging topic of school sustainability. Using data analysis, they will pull back the lens to examine trends in consumer spending and anxiety, enrollment, fundraising, and finances. Participants will better understand these trends and take away recommendations for actions for their own schools.
||John Huber, Emerson School (MI); Jenny
Chiang, National Cathedral School
(DC); Julie Klingenstein, The Andrew &
Julie Klingenstein Family Fund; Andy
Klingenstein, The Esther A. & Joseph
Klingenstein Fund, Inc.
What emerging issues are facing independent schools? What are the trends in our independent schools over the past five years? What might schools do to remain financially viable in response to emerging issues?
|A Tale of Two Schools: Catalysts and Calamities of Creating a School Policy to Ban the N-Word||3024||
This interactive session will highlight the challenges, approaches and other factors that two schools ... ||Block 3||Introductory||The Student Experience||
This interactive session will highlight the challenges, approaches and other factors that two schools [William Penn Charter School (PA) and Friends Academy (NY)] considered in their creation and implementation of a viable and effective school policy to ban the N-word and other derogatory language. Participants will have the opportunity to ask questions, share, and outline their own action plans against the N-word in their schools.
||Shanelle Robinson, Friends Academy (NY) and Antonio Williams, William Penn Charter School (PA)||
How can schools create a school policy to address use of the N-word and other derogatory language? How can schools address offensive and/or derogatory language use in educational curriculum and/or by students on social media? What are the advantages and challenges of creating and implementing such a policy?
|Administrator Roundtable: A Model for Participant-Driven Professional Development||3003||
Let’s talk about what interests YOU! Using the unconference format, come ready to drive discussion ... ||Block 6||Introductory||Leadership Development||
Let’s talk about what interests YOU! Using the unconference format, come ready to drive discussion topics, share knowledge and passions, and find solutions to common challenges administrators face. Uncover a new method for facilitating professional development to bring back to your own school.
||Liz Davis, Synapse School (CA); Lorri Carroll, Hamden Hall Country Day School (CT); Justine Fellows, Greens Farms Academy (CT)||
What are common challenges that other administrators face? How do other administrators deal with these challenges? How can I better facilitate professional development at my school?
|Admissions, Attendance and Accommodations: New Perspectives on the ADA||3024||The obligation to provide reasonable accommodations for students under the ADA continues to expand. ... ||Block 2||Intermediate||Management||The obligation to provide reasonable accommodations for students under the ADA continues to expand. Recent enforcement activity from the U.S. Department of Justice highlights the need to track emerging issues under the ADA - ranging from service animals to mental health issues. The presenters will discuss compliance efforts, the impact on schools and strategies to reasonably accommodate students from admissions through graduation.||Bruce Chudwick, Julie Fay, and Leander Dolphin, Shipman & Goodwin LLP and Douglas Lyons, Connecticut Association of Independent Schools||What are the recent changes to the ADA and how will the increased enforcement activity at the federal and local level impact independent schools? How does a school determine what is a reasonable accommodation when determining whether to grant an accommodation request? What are best practices for schools in complying with the ADA from the application process through graduation?|
|Ahead of The Curve: Growing a Culture of Innovation at Your School||2000||
Do you have people on your faculty doing amazing things? Are you an early adopter who sometimes feels ... ||Block 1||Intermediate||Leadership Development||
Do you have people on your faculty doing amazing things? Are you an early adopter who sometimes feels out of place and alone among your colleagues? In this session, administrators will learn how to support the leaders among their faculty and engender a culture of risk taking in their schools. Innovative teachers will be inspired to continue to take risks and try new things, and learn where to go inside and outside their classrooms for support.
||Liz Davis, Synapse School (CA), Karen Blumberg, The School at Columbia University (NY), Kim Sivick, PAIS, and Hadley Ferguson, The Edcamp Foundation (PA)||
How do administrators create an atmosphere that is welcoming to innovators? How do administrators recognize, locate, and support the individuals who are taking risks and trying new things? How can innovative faculty find the support they need to continue doing great work?
|Allow Us to Reintroduce Ourselves: Freshly Framing Your Story to Your Market||2000||
Chances are, your market’s understanding of your school lags far behind your current reality. So ... ||Block 2||Intermediate||Communications and Advancement||
Chances are, your market’s understanding of your school lags far behind your current reality. So how do you get credit for recent strides? Join Patti Crane, president of Crane MetaMarketing, and Sarah Cowan, director of marketing and communications at St. George’s Independent School, to learn how this Memphis treasure retold its compelling story and got its city’s attention.
||Patti Crane, Crane MetaMarketing Ltd. and Sarah Cowan, St. George's Independent School (TN)||
How do you authentically and freshly reframe your school’s evolving story to a market inclined to think of your school as it was several iterations in the past? How can your school get credit—in the form of inquiries and applications — for the strides of the past ten, five, or even three years? How can you help your market see you as you are NOW by replacing old assumptions with your new, compelling story?
|Beating Tuition Dependence With Alternative Revenue SourcesFellowship Workshop||2008||
Financial sustainability depends on breaking dependence on tuition dollars. Find out how schools ... ||Block 3||Introductory||Leadership Development||
Financial sustainability depends on breaking dependence on tuition dollars. Find out how schools are getting creative with alternate income streams to increase affordability. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Quincey Grieve, St. Stephen's & St. Agnes School (VA); Trisha Medeiros, Stuart Country Day School (NJ); William Morris, Choate Rosemary Hall (CT); Kristen Ring, Bayside Academy (AL); Jennifer White, The Emery/Weiner School (TX)|
|Become a Guided Math Guru: Differentiating Math Instruction||3024||
Do you love teaching math every day? Or are you overwhelmed by standards, curricular changes and ... ||Block 4||Introductory||The Classroom Experience||
Do you love teaching math every day? Or are you overwhelmed by standards, curricular changes and technology in your math program? Unlock the power of small group guided math instruction! In this workshop, participants will learn how to introduce, set-up, and develop guided math groups as a way to engage all learners. Our goal is to give ideas that you can use in your classroom tomorrow to make math fun again!
||Kerry Plitnick and Emily Shortridge, Charleston Day School (SC)||
Math centers are overwhelming, where do I start? How do I continually assess my students? Will this model close the gap between struggling and advanced learners?
|Becoming a Relational School: Leveraging Relational Tools to Transform School Culture||3024||
Do you have an advising program that is stuck in the past and is a source of frustration for faculty, ... ||Block 6||Intermediate||The Student Experience||
Do you have an advising program that is stuck in the past and is a source of frustration for faculty, students, and parents? Come learn from a school that radically shifted their program into one that is crafted around deep engagement, a growth mindset, and solid cross-departmental teams. When relational resources are deployed effectively, school culture shifts.
||Alexandra Lockett and Shoba Farrell, San Francisco University High School (CA) and Ellen Porter Honnet, Stanley H. King Counseling Institute (MA)||
How can relationships be leveraged to shift school culture and climate? How can a school based on solid relationships lead to deeper and more fulfilling faculty and student engagement? What are daily practices and small acts which promote relational resources in schools?
|Before and After a Search for a Head of School: How to Maximize Successful Outcomes!||2000||
A head of school search ushers in change and transition. A search is both daunting and exciting, ... ||Block 4||Intermediate||Governance||
A head of school search ushers in change and transition. A search is both daunting and exciting, and affects the entire school community. Learn how preparing for a search before beginning the process, and how supporting the new head after the “search” is concluded maximizes positive, long term outcomes.
||Douglas Cummings and Jayne Geiger, Educators' Collaborative, LLC||
What steps should be taken by the board before the search begins to maximize a successful search? How can a school create a transition that maximizes the new head’s adjustment and success? What are the roles and responsibilities of the board, the senior leadership, and the community before and after search?
|Begin at the Beginning: Implementing Design Thinking||2001||Most schools have approached design thinking by building a lab and then creating a program. Francis ... ||Block 3||Intermediate||The Classroom Experience||Most schools have approached design thinking by building a lab and then creating a program. Francis Parker School took a different approach: we crafted a design thinking vision, and then implemented the vision via lesson development. Now we are building physical lab spaces that support our vision. We will share the highs and lows of our journey and share how you can replicate a vision-oriented design thinking paradigm at your school. See more at www.francisparker.org/designthinking||Laurynn Evans, Sergina Bach, and Laurie Brae, Francis Parker School (CA)||What are some specific, tangible ways that we can deliver design thinking lessons in all curricular areas at all grade levels (lesson plan ideas)? How might we better connect classroom learning with our design lab? What other possibilities are out there to implement design thinking besides spending money on a lab space?|
|Beyond Sustainability Toward an Integrated and Regenerative Ecological Approach to School||2001||
This workshop will examine practical ways schools can create campuses that reach beyond sustainability ... ||Block 1||Intermediate||The Student Experience||
This workshop will examine practical ways schools can create campuses that reach beyond sustainability toward resiliency and regeneration in the face of changing ecological, social, and economic conditions. The workshop focuses on three main topics: facilities, mission, curriculum design, and their integration will be at the heart of the presentation. Specific examples from The Hotchkiss School's environmental program will be used.
||Joshua Hahn, The Hotchkiss School (CT)||
How can a school align mission, facilities, and curriculum? How can independent schools lead for public purpose? How do we alleviate disconnects between what we teach and what we do at school? How can a school's staff be as integral to learning as a school's faculty? How do we live well together in a place?
|Beyond the Myth of Saving Kids: Telling the True Value of Scholarship||2002||For too long in our fundraising and promotional efforts we have relied on the core myth of schools saving ... ||Block 1||Intermediate||Communications and Advancement||For too long in our fundraising and promotional efforts we have relied on the core myth of schools saving kids. This “us helping them” message can have a divisive and toxic effect on schoolhouse culture. Come hear one school’s efforts to change the story of scholarship - to claim the true impact that a diverse student body has on our community and educational mission.||Erik Wilker and Elizabeth Grumbach, Moses Brown School (RI)||How can you tell a better scholarship story - one that creates equitable footing for all students in your school? Which tools are most effective in helping your school community embrace the elevating contributions of a diverse student body? How can your school avoid the dangerous pitfalls that can arise when talking about the relationship between diversity and scholarship?|
|Blazing Trails with Charger Trails: Creating Confident, Contributing Community Members||2002||Looking for ideas to create a sustainable program that develops social and emotional life skills necessary ... ||Block 3||Introductory||The Student Experience||Looking for ideas to create a sustainable program that develops social and emotional life skills necessary for individual and community wellbeing? Join us as we share the story of Charger Trails, a dynamic, faculty-created program that expands and enriches the total education of our students. Return to your schools better equipped to enhance programming that empowers students to become confident, contributing community members.||Marti Jenkins and Kelly Wiebe, Cary Academy (NC)||How do faculty create meaningful topics and self-reflective activities? How do schools foster ownership and empower expertise amongst faculty? How do schools involve parents in supporting their children in these programs?|
|Board Governance: Scandals, Crises, and Other Serious Issues – What’s the Board’s Role?||2024||There is no question an effective board is an essential factor of any successful independent school, ... ||Block 3||Advanced||Governance||There is no question an effective board is an essential factor of any successful independent school, and that the board must work in tandem with the school’s administration on various matters. What is the board’s role in crises and other serious issues? Where are the lines drawn? How does the board square fiduciary responsibility with overstepping into operational matters? Have the lines changed over the years? Should they?||Suzanne Bogdan, Fisher & Phillips, LLP, Debra Wilson, National Association of Independent Schools (NAIS), and Steven Piltch, The Shipley School (PA)||When is it proper for the board to become involved in school affairs and to what extent? What are the steps in making a case for change regarding the board's involvement? What proactive steps can heads take in crisis management to keep control?|
|Board Structure as a Catalyst for Innovation||2003||
With Berwick Academy's financial planning, oversight mechanisms, and head of school functioning at ... ||Block 3||Advanced||Governance||
With Berwick Academy's financial planning, oversight mechanisms, and head of school functioning at a high level, the board undertook a detailed review and subsequent overhaul of its traditional committee structures. This has been a catalyst for significant progress on the school’s long range plan that focuses on building an innovative educational institution for the 21st century and beyond.
||Amy Smucker, Gregory Schneider, and Matthew Friel, Berwick Academy (ME)||
How can a board chair lead fundamental change to traditional governance structures? How can a board truly be a catalyst for institutional evolution beyond writing checks? What are the costs and challenges in making structural changes to both board oversight as well as administrative structures?
|Brand Clarity is Key to Your Leadership and to Your School’s Success||2004||
Brand clarity ultimately involves creativity but first requires objective analysis, rigorous market ... ||Block 3||Advanced||Leadership Development||
Brand clarity ultimately involves creativity but first requires objective analysis, rigorous market research, and frank reflection on your value proposition. This session describes a strategic approach to developing a competitive brand identity. It offers insight into the bold leadership it takes to get there while navigating the charged issues of culture and tradition.
||Ben Edwards, Art & Science Group (NC) and Scott Erickson, The Phillips Brooks School (CA)||
How can you be a trailblazer leading your school towards brand clarity? In leading your school’s brand clarity process, what risks should you consider taking and what pitfalls and potential mistakes will you encounter along the way? What are the most notable rewards and improvements that result from a school’s brand clarity?
|Bridging the Synaptic Gap: A School/Neuroscience Partnership for Innovation in Education||2002||
The future of learning will involve schools transformed by science, just as medical practice was ... ||Block 2||Intermediate||The Classroom Experience||
The future of learning will involve schools transformed by science, just as medical practice was transformed by science a century ago. Independent schools, free to create innovative partnerships, need to act now. Learn how one school dedicated to educating change makers embarked on a partnership with a neuroscientist in order to serve all students and boldly actualize its mission.
||Jim Eagen, Synapse School (CA), Fumiko Hoeft, University of California, San Francisco||
How does a school benefit by partnering with a neuroscientist? How does a neuroscientist benefit by partnering with a school? What works and what doesn't in this partnership?
|Broadening Boarders: Should Your Day School Dabble?||2003||
Opening the doors to a burgeoning new market can change a school’s dynamics. With so many academic, ... ||Block 2||Intermediate||Management||
Opening the doors to a burgeoning new market can change a school’s dynamics. With so many academic, financial and cultural considerations, determining the right approach and process can be challenging. Hampton Roads Academy outlines their establishment of a successful international residency program amid the myriad options available to independent day schools.
||Rebecca Bresee and James Gandolfo, Hampton Roads Academy (VA)||
What is right for my school’s goals and mission – homestay or residential? Size? What are the ramifications (positive and negative) of this new program to my school community and who are the stakeholders? What needs to be done to implement this new initiative? Maintain it?
|Building a (True) Blend: Beyond the Misconception of “Just Add Technology”||3024||
From face-to-face and virtual class scheduling to remote learning spaces, student attendance to faculty ... ||Block 5||Introductory||The Student Experience||
From face-to-face and virtual class scheduling to remote learning spaces, student attendance to faculty accountability when not “on campus,” blended learning requires administrators and faculty to think further outside the box than ever before. With this exploration come failures and triumphs to be shared.
||Shannon Cleary and Shyla Russell, Hawaii Technology Academy PCS (HI)||
What are the benefits of properly funding a functional blended-program? What are the common misconceptions about the buzzword, “one-to-one”? What is the true need for facilities when you move to a blended program?
|Building Schools to Believe In||2000||
Schools who try to compete on price alone will struggle to survive. The most successful schools ... ||Block 5||Intermediate||Governance||
Schools who try to compete on price alone will struggle to survive. The most successful schools are opportunity factories -- building things that have never existed before. They promote purpose and create energy. This session will employ a case study approach to examine the characteristics of these schools to uncover research-based lessons that can be applied to any school, in any market.
||Tim Fish, McDonogh School (MD)||
What are the characteristics of schools that thrive in challenging markets? How can investments in innovation create energy and support enrollment goals? What can marketing and consumer research help us understand about the independent school market?
|Building the ‘Edu-Community’ of the futureFellowship Workshop||2006||
How can independent schools stay relevant to changing demographics, remain financially sustainable, ... ||Block 2||Introductory||Leadership Development||
How can independent schools stay relevant to changing demographics, remain financially sustainable, and make it clear that their value is worth their cost? This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Nicholas Cofod, Town School for Boys, (CA); Will Crissman, Milton Academy (MA); Ray Diffley, Choate Rosemary Hall (CT); Ben Goodrich, Montclair Kimberley Academy (NJ); Stephen Lovejoy, St. Francis Episcopal Day School (TX); Gregory Martin, La Jolla Country Day School (CA); David Perry, International School Nido de Aquilas (CHILE)|
|Business Concepts: No longer the 'Dirty Words' in EducationFellowship Workshop||2005||
Schools can no longer afford to view "branding", "clients", and "bottom-line" ... ||Block 4||Introductory||Leadership Development||
Schools can no longer afford to view "branding", "clients", and "bottom-line" as dirty words. Demographics, rising tuition, and increased competition make it imperative for school leaders to understand and use these concepts to maximize institutional capacity. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Lise Charlier, Severn School (MD); Michelle Dowling, Stuart Country Day School of the Sacred Heart (NJ); La Vina Lowery, Menlo School (CA); Jennifer Rao, Garrison Forest School (MD); Craig Williamson, Chadwick International (SOUTH KOREA); Frances Hoover, The Philadelphia School (PA)|
|Chairs, Boards, and Committees: Assembling and Training a Successful Campaign Team||2001||Successful campaigns hinge on effective volunteer leaders. This interactive session will show participants ... ||Block 5||Advanced||Governance||Successful campaigns hinge on effective volunteer leaders. This interactive session will show participants how to identify and assemble a strong steering committee, engage a board, and pick the right campaign chair or chairs. Jon and Laurie have trained board members and committees to be effective fundraisers. Participants will learn how to maximize their own success.||Jonathan Sturdevant, The Woodstock Academy (CT) and Laurie Hurd, Independent Schools Association of Northern New England||What is the best way to identify and recruit effective board members and trustees? How does a school encourage and train board members and trustees to be active participants in fundraising for an independent school? What are the common qualities of successful board members?|
|Collaborating with Public Schools on a Common Vision||2003||Independent schools and public schools often have the desire to collaborate but many times those efforts ... ||Block 1||Intermediate||Communications and Advancement||Independent schools and public schools often have the desire to collaborate but many times those efforts end in frustration. During this engaging and thought-provoking session led by Ken Kay, chief executive officer for EdLeader21, learn how independent and public school districts are working together on building a common vision of 21st century education.||Ken Kay and Jon Gundry, EdLeader21 (AZ), Josh Brody, Sequoyah School (CA); Brett Jacobsen, Mount Vernon Presbyterian School (GA); Marsha Little, The Lovett School (GA)||How can independent and public schools work together? Why is a common vision so powerful in independent/public school cooperation? What are concrete areas where independent/public schools can cooperate? Why is this independent/public school cooperation so powerful?|
|Communicating in a Catastrophe: Surviving and Thriving in a Crisis||2000||Independent schools periodically face cataclysmic events, but your darkest days also offer opportunities ... ||Block 6||Introductory||Communications and Advancement||Independent schools periodically face cataclysmic events, but your darkest days also offer opportunities to showcase the true character of your community. Discuss the crisis situations you are most likely to experience in the next year. Prepare in advance and learn how to communicate in a way that demonstrates your core values and leadership skills.||Jane Hulbert and Jim Hulbert, The Jane Group; Myra McGovern, National Association of Independent Schools (NAIS)||How can one write a message that sounds authentic and in the voice of the head and not the lawyer, and make sure the message will not get the school sued? How can one write with empathy and integrity? What should every communications director have ready to go in their crisis communications toolkit? How can one craft a message that reflects a school's values?|
|Concussions and the Student Athlete - A Medical Perspective||2004||
The management of concussions for our student athletes is complicated. Independent schools need to ... ||Block 2||Intermediate||Management||
The management of concussions for our student athletes is complicated. Independent schools need to partner with sports medicine doctors, administrators, and teachers as they support students recovering from a concussion. Protocols for concussions, key findings from research and from practice, as well as new diagnostic tests relevant in the field of concussion research will be discussed.
||Mindy Hong, TASIS American School in England (UK) and Eugene Hong, Drexel University||
How to manage student athlete concussions in the independent school setting? What are the key findings about concussions for the student athlete? How to manage academic workload for students recovering from concussions?
|Courageous Conversations: Advancing School Engagement around Race and Equity||3020||To unleash the rich potential of diverse perspectives, says scholar Cornel West, “We must be prepared ... ||Block 3||Introductory||The Student Experience||To unleash the rich potential of diverse perspectives, says scholar Cornel West, “We must be prepared to enter the conversation and be prepared to be changed by it.” Learn about a strategic, multi-year process, involving frameworks and protocols designed for large-scale institutional transformation, that is yielding results at The Dalton School and The Spence School.||Ellanor (Bodie) N Brizendine and Susan Parker, The Spence School (NY); Glenn Singleton, Pacific Educational Group; Caroline Blackwell, NAIS; Ellen Stein and Lisa Waller, The Dalton School (NY)||How do you engage a whole school in conversations about race? How do you build school-wide capacity to capitalize on the richness of different perspectives and to develop equity of voice and presence? How do you integrate equity and inclusivity as part of the whole?|
|Create CODE (Coding Opportunities Delivered in Education)||2001||
Coding is a digital literacy that is needed in K-12 education. Learning the fundamentals of coding ... ||Block 4||Introductory||The Classroom Experience||
Coding is a digital literacy that is needed in K-12 education. Learning the fundamentals of coding provides students with skills for the future. It teaches many 21st century skill such as problem solving and critical thinking. Be part of a worldwide movement and learn the benefits of implementing a coding program as part of your school culture.
||Dean Haratsaris and Sharon Deighton, Detroit Country Day School (MI)||
What is coding and why is it so important in K-12 education? What are some best practices for incorporating coding into your school culture and curriculum? What resources are available to assist in creating coding opportunities in K-12 education?
|Cultural Competency for Graduates of the Future: are we doing enough?Fellowship Workshop||2008||
Cultural competence (CC) is considered a core principle of necessary value in independent schools. ... ||Block 3||Introductory||Leadership Development||
Cultural competence (CC) is considered a core principle of necessary value in independent schools. We present an analysis of the impact of CC from the leadership perspective. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Elizabeth Ashforth, Marlborough School (CA); Brenda Crawley, Sandy Spring Friends School (MD); Donna Lindner, The Agnes Irwin School (PA); Kimberly Ridley, Gordon School (RI); Mónica Ruiz-Meléndez, Westtown School (PA); Todd Zehner, St. Johns Country Day School (FL); Martha Cunningham, Maret School (DC)|
|Designing Interim Leadership||2002||
A rich history of interim leadership exists, often informally, and too often involving a tragic rather ... ||Block 5||Advanced||Governance||
A rich history of interim leadership exists, often informally, and too often involving a tragic rather than an epic hero. Trustees, school heads, and senior administrators can design an effective interim term by mindfully engineering roles and authority. Every school culture confronts interim needs, and many heads are eager to take on a term of interim leadership. Prepare for success based upon experience and intentional design.
||Timothy McIntire, Carney, Sandoe & Associates; and Sean Murphy, St. Andrew's Episcopal School (TX)||
How do you design effective and accountable leadership for your school during an interim period? How can an interim prepare in substance and style to lead within a new culture and move forward strategic initiatives? On whom does the onus of succession planning fall, what is expeditionary leadership, and how does a management letter assure effective teaming, understanding and communicating up, out, and down?
|Developing a Data-Driven Strategy for School Improvement||2006||How do you incorporate parent, student, and faculty feedback to improve school programs, retention, ... ||Block 3||Introductory||Management||How do you incorporate parent, student, and faculty feedback to improve school programs, retention, and reputation? Sorting among different anecdotes and perceptions can be challenging. Market research techniques that identify what matters most can help schools focus on improvement conversations and invest limited resources for the greatest impact.||Monique DeVane, The College Preparatory School (CA); Beruria Novich, The Pacific Consulting Group; and Sabina McMahon, The Thacher School (CA)||How do leading edge market research techniques provide value compared to traditional parent/student satisfaction surveys or stakeholder discussions? What are some examples of how research findings have informed changes in school program or practices? What are some of the longitudinal benefits of sustained market research work over time?|
|Developing Cultural and Global Competency Curriculum for Academic Leaders||2004||
Recognizing that school leaders play a critical role in shaping institutional discourse around cultural ... ||Block 1||Intermediate||Leadership Development||
Recognizing that school leaders play a critical role in shaping institutional discourse around cultural and global competency, learn about one school’s year-long professional development sequence on this important topic. Participants will leave the session with a clear roadmap for initiating similar leadership-level conversation in their own schools.
||Anne Graybeal and Marie Michael, The Blake School (MN)||
Why is it essential for school leadership to be culturally and globally competent? How can a school engage its institutional and academic leadership in ongoing professional development around cultural and global competency? What is one model for in-house professional development in cultural and global competency for school leadership?
|Diversity and Inclusion in Independent School Development||2002||
How can schools maintain a sense of inclusiveness with their development efforts in the face of pressures ... ||Block 4||Advanced||Communications and Advancement||
How can schools maintain a sense of inclusiveness with their development efforts in the face of pressures to bring in philanthropic dollars? Through case studies, participants will gain insight into independent school fundraising and leave with an understanding of how to structure a more inclusive development operation.
||Tiffani Harris, William Penn Charter School (PA); Alexis Wright, Bank Street School for Children (NY); and David Smith, Allen-Stevenson School (NY)||
How can schools maintain a sense of inclusiveness with their development efforts in the face of pressures to bring in philanthropic dollars? If your goal is to raise money, can you find alternate ways to do this while being inclusive? How can you avoid sensitive issues around race, class, and gender in your fundraising program?
|Do More with Less: Building Agency (Instead of Just Hiring One)||2003||Most schools could never afford an agency-created multi-hundred-thousand-dollar brand program. Even ... ||Block 5||Intermediate||Communications and Advancement||Most schools could never afford an agency-created multi-hundred-thousand-dollar brand program. Even those who can struggle to make the branding stick. Expert educators know: new doing requires new learning (not just “right answers”). Discover how your school, like Allen Academy, can foster campus-wide deep learning, authentic branding, and culture-reinforcing excitement.||Tiffany Hendryx, Firebrand for Education, LLC, and Matthew Rush, Allen Academy (TX)||How 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)?|
|Drawing The Lines: Exploring Disciplinary Policies And Practices||2004||
In an interactive format, an experienced school lawyer will help participants think critically and ... ||Block 5||Intermediate||The Student Experience||
In an interactive format, an experienced school lawyer will help participants think critically and creatively about discipline in independent schools. Together, presenter and attendees will examine key components of the disciplinary process, including the role and composition of disciplinary committees. Attendees will be exposed to creative ideas for disciplinary policies and protocols from a legal and practical perspective.
||Sara Schwartz, Schwartz Hannum PC ||
How can schools create disciplinary policies that are effective while still allowing for teachable moments? What types of disciplinary reporting policies are most effective in balancing all the interests at stake? What are the best methods to inform students and parents about expectations for behavior and the consequences that may ensue when students violate school policies?
|Ethical Choices: Developing 21st Century Leaders||2003||
How do we equip students to navigate 21st century issues and become ethical leaders? This workshop ... ||Block 4||Introductory||The Student Experience||
How do we equip students to navigate 21st century issues and become ethical leaders? This workshop presents a values-based approach to ethical decision-making and provides you with the skills needed to facilitate ethical conversations in your classroom. Participants will receive case studies, sample topics, and a decision-making protocol.
||Eva Lazar and Karen Rezach, Kent Place School (NJ)||
How do we equip our students to navigate this 21st century landscape and become tomorrow’s ethical leaders? What tools can we provide to students to help them identify their own values and become familiar with the ethical decision-making process? How can educators implement the ethical decision-making process in different settings and disciplines?
|Executive Mentoring: The Critical Component of Leadership Development||2005||
Learn to lead on the job! Despite the fact that the corporate world has adopted executive mentoring, ... ||Block 5||Intermediate||Leadership Development||
Learn to lead on the job! Despite the fact that the corporate world has adopted executive mentoring, independent schools have been slow to embrace this important component of leadership development. Hear two heads of school and a middle school director talk about the importance of a formal mentoring relationship that helps them to gain deeper insight into leadership challenges and the change process.
||Thomas Olverson, Resource Group 175; Mary Carter, The Derryfield School (NH); Paul Baker, Episcopal School of Acadiana, Inc. (LA); and David Roth, McLean School of Maryland (MD)||
What is executive mentoring? Why is it a critical part of the professional development of heads and senior administrators? What impact can it have on a school?
|Exploring the Edges: Stories of Collaborations that Rethink Time, Space and Place||2007||What does it mean to collaborate by rethinking time, space, and place? Does everyone have to be in the ... ||Block 3||Introductory||Leadership Development||What does it mean to collaborate by rethinking time, space, and place? Does everyone have to be in the same place? How is collaboration defined in a truly blended learning environment? This session will explore innovation and collaboration through the lens of time, place, and space. We’ll reflect on three unique models of collaboration and what it means to collaborate by rethinking time, space, and place.||Amy Hollinger, Emily Hamlin, and Susan Fine, Global Online Academy (WA); Beth Calderone, The Blake School (MN)||How can rethinking collaboration in terms of time, space, and place promote innovation in your school? What small steps can leaders take toward nurturing new models of collaboration? What resources are available to support this evolution?|
|Extensive Global Travel: What Motivates One Independent School to Take Such Risks?||2005||
The French American International School has been running a comprehensive global travel and exchange ... ||Block 2||Introductory||The Student Experience||
The French American International School has been running a comprehensive global travel and exchange program for many decades, involving hundreds of students (some as young as ten) and dozens of employees annually. What can we be thinking? What are the benefits to students? Does "being there" in Tahiti, India, Galapagos, Jordan, Tanzania, Senegal, China, Austria, Brazil, Guatemala, France, and Malawi justify the risks?
||Andrew Brown, Scott Paton, Minakshi Capur, and Laurent Scotto, French American International School (CA)||
What are the concrete benefits to students participating in a cultural, linguistic, or exchange program overseas? What are some of the qualitative differences between traveling with a school group and traveling with family? How important is “being there”? Can authentic international-mindedness be fostered perfectly well closer to home?
|Faculty Stories: Reframing the Narrative, Editing the Outcome||2001||
Building and retaining a strong faculty is critical. Helping teachers reframe their narratives by ... ||Block 6||Intermediate||Management||
Building and retaining a strong faculty is critical. Helping teachers reframe their narratives by telling their stories differently can reengage veterans and improve neophytes. Find out how to use the techniques of editing to enrich and enliven faculty by considering perspective, characters, and alternate endings.
||Debora Phipps, Moses Brown School (RI) and Launa Schweizer, Brooklyn Heights Montessori School (NY)||
How can I help teachers retire gracefully and without bitterness when they are burned out? How can I best help a new teacher whose high standards for herself mean she cannot enjoy her work? How, as an administrator, can I improve the morale of teachers who tell themselves they are overworked and unappreciated?
|Failure 101: Using Disappointments, Frustrations and Stumbles to Teach Character and Grit||2006||
This workshop will explore literature on the subject of failure and how to use the emotions associated ... ||Block 5||Intermediate||The Student Experience||
This workshop will explore literature on the subject of failure and how to use the emotions associated with it as teachable tools. Exercises will be introduced that create discomfort, allowing for authentic discussion and exploration of the topic. The goal is to assist students in reframing how they view the missteps in life, and how these moments can be used by students as positive experiences to grow, mature and build critical life skills.
||Mike Donegan, Loomis Chaffee School (CT)||
How can the necessity of struggles and failures be taught to students in such an entitled age? How can you best identify when a student's struggle becomes unhealthy and thus not productive for them? How can messaging the need for failure be shared with parents so they can best partner with us in our efforts?
|Families First Workshop: Stories About the Power of Diversity from Diverse Heads and their Spouses: Part 1||Alcove 2A||In the first session of this tw-part workshop, three diverse heads of school and their spouses will ... ||Block 4||Introductory||Governance||In the first session of this tw-part workshop, three diverse heads of school and their spouses will tell their stories about rising to first-family positions. They will discuss the issues they considered before deciding to lead their schools, the characteristics they looked for in their boards, the roles their spouses play at their institutions, and the rewards of being a diverse leader. ||Darryl Ford, William Penn Charter School (PA); Gail Sullivan, Monica M. Gillespie, and John K. Gillespie, Saint Mary's School (NC); Ronni McCaffrey, Graland Country Day School (CO); Barbara Frank|
|Families First Workshop: Stories About the Power of Diversity from Diverse Heads and their Spouses: Part 2||Alcove 2A||In the second part of this workshop, a moderator will ask the couples about the benefits and challenges ... ||Block 5||Introductory||Governance||In the second part of this workshop, a moderator will ask the couples about the benefits and challenges they have faced in their leadership positions, how they balance work and family life, the roles their spouses play, advice for rising diverse leaders and their families, and what they look for in a board. ||Darryl Ford, William Penn Charter School (PA); Gail Sullivan, Monica M. Gillespie, and John K. Gillespie, Saint Mary's School (NC); Ronni McCaffrey, Graland Country Day School (CO); Barbara Frank|
|From Content to Context: PD for the Future Independent SchoolFellowship Workshop||2005||A vibrant independent school in the future must prepare faculty in six key areas to help today’s “complicated” ... ||Block 4||Introductory||Leadership Development||A vibrant independent school in the future must prepare faculty in six key areas to help today’s “complicated” learners succeed. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join. ||Jeannine Clarke, St. Margaret's Episcopal School (CA); Claire Hornung-Smith, St. Andrews (FL); Susanne Johnson, Barnesville School of Arts & Sciences (MD); Craig Tredenick, All Saints' Episcopal School (TX); Derrick Willard, Providence Day School (NC); Polly Williams, The Galloway School (GA)|
|From Inspection to Reflection: A Journey from Top-down Evaluation to Instructional Coaching||2007||
McLean Middle School embarked on an experiment, replacing top-down teacher evaluation with instructional ... ||Block 1||Intermediate||Leadership Development||
McLean Middle School embarked on an experiment, replacing top-down teacher evaluation with instructional coaching to improve instruction. Teachers used a professional growth rubric, met one-on-one with the instructional coach, and chose skills to develop. After peer observations, teachers exchanged feedback. We were trailblazers; there was no turning back, and no end to this process of self-reflection and mutual support.
||Kate Rizzi, Robyn Wise, and David Roth, McLean School of Maryland (MD)||
How does giving teachers the choice to set professional goals and providing instructional coaching improve their motivation to implement positive change in their teaching practices? Why is a skill-based, growth-oriented model superior to a one-time performance review and attendance at mass PD presentations? What is the impact on a school's culture when it moves from reliance on ineffective performance reviews toward becoming a learning community in which all members share, reflect upon, and learn from their successes and failures?
|Full STEAM Ahead: Donors as Engines of Innovation||2009||The US will need one million college grads trained in STEM fields in the next decade. Independent secondary ... ||Block 3||Intermediate||Communications and Advancement||The US will need one million college grads trained in STEM fields in the next decade. Independent secondary schools have an important role to play in developing innovative thinkers and providing students tools to pursue careers in science, technology, and engineering. Utilizing case studies from current STEM/STEAM capital campaigns, this session will equip attendees to engage donors and take their programs to the next level.||Rick Happy and Dennis Collins, CCS; Nancy Kehoe, Lick-Wilmerding High School (CA); Nanci Kauffman, Castilleja School (CA); Rob Lake, Collingwood School (CANADA)||What are donor attitudes and giving trends toward STEM/STEAM programs? What are some unique challenges secondary schools face in messaging the value of their STEM/STEAM programs? How can we ensure new funding opportunities align with our school’s vision and strategic plan? What kind of strategies can we develop to engage donors, prospects, and volunteers to propel our school’s STEM/STEAM programming?|
|Growing in Self-Knowledge: Storytelling and Personal Testimony with Your School and Self||2010||
Our life stories shape our leadership. Join us for an interactive SEED-inspired session where we ... ||Block 3||Introductory||Leadership Development||
Our life stories shape our leadership. Join us for an interactive SEED-inspired session where we will delve into our own stories and the ways in which they affect our faculty, students, school culture and our own daily work in schools. Listen to the journeys of others, share your own and learn how storytelling and serial testimony can be catalysts for satisfying and systemic work.
||Ashley Marshall, The Lovett School (GA) and Peggy McIntosh, The Wellesley Centers for Women and the National SEED Project on Inclusive Curriculum||
How does some aspect of my own life outside of school particularly inform the kind of leadership I show in class or in school? How do I feel that my stories could affect faculty, students, and the wider school culture in a positive way? Is there anything systemic in my background that impedes my attention to myself as a confident educator ,trailblazer, catalyst, or person facing calamities?
|Gender and Sexuality Diversity in PK – 12: Old Story? Same Story? New Story.||2006||
Gender and sexuality have always been core aspects of identity development for PreK-12 students, ... ||Block 4||Intermediate||The Student Experience||
Gender and sexuality have always been core aspects of identity development for PreK-12 students, yet in 2016, educators are unsure about how/when/whether to engage with these issues at school. Gender and sexual diversity is a contemporary framework for understanding socio-emotional and cognitive aspects of gender identity and sexual identity development of all students. Explore language/skills/curriculum. Bring questions, humility and humor!
||Jennifer Bryan, Team Finch Consultants||
How can PreK-12 educators organize their thinking about biological sex, gender identity, and sexuality identity development? What is the developmentally appropriate language to use with children and parents when discussing gender and sexuality diversity? How can the gender and sexual diversity framework be used to inform programs, policies, and curricula?
|Getting to Launch: Strategies for a Successful Website Redesign||2002||
Redesigning your school website can feel daunting, but thorough research and planning can make the ... ||Block 6||Intermediate||Communications and Advancement||
Redesigning your school website can feel daunting, but thorough research and planning can make the process less painful. Superb graphic design, navigation, content, overall user experience – these can mean the difference between a mediocre site and a great one. Meadowbrook took a hands-on approach and got what it wanted. Learn strategies for effective redesign.
||Ilyssa Frey and Jonathan Schmid, The Meadowbrook School of Weston (MA)||
What steps do you need to take to develop an exceptional school website? Who should be involved in content and design strategy and what can you do to minimize the pitfalls along the way? How do you ensure your site doesn’t look and feel like every other independent school’s?
|Girl Powered Tech: A Community Partnership||2007||
Nonprofits identify partnerships in terms of a grantmaker and receiver. In this presentation discover ... ||Block 2||Introductory||The Student Experience||
Nonprofits identify partnerships in terms of a grantmaker and receiver. In this presentation discover how four organizations - 2 schools, 1 museum, and a community volunteer organization - came together to create a unique learning experience for girls in tech. This program will add workshops and social emotional learning to improve girls' ability to work in a diverse community while gaining engineering skills and discipline.
||Adnan Iftekhar and Stephanie Seto, Synapse School (CA)||
How does an organization locate like-minded community partners? What are the key things leaders must achieve to launch a successful partnership? What is the best way to design your pilot program to balance learning with scalability for roll out?
|Giving Student Life a Voice While Keeping the Helicopter Grounded||2008||Turn the challenge of communicating your school’s student life curriculum into a unique internal and ... ||Block 5||Intermediate||Communications and Advancement||Turn the challenge of communicating your school’s student life curriculum into a unique internal and external marketing opportunity! This session will explore the structure and planning necessary to successfully implement a parent-centric communication plan that will both ground your helicopter parents and provide rich, crowd-sourced marketing material from your faculty.||Scott Allenby, Proctor Academy (NH) and Travis Warren, WhippleHill Communications||How do you leverage faculty to help tell your student life story? How do you create the internal framework necessary to authentically communicate a student life curriculum? How can you turn internal parent communication into external marketing material?|
|Global Issues Network (GIN)||2011||Join us for this workshop to learn about how your students can engage with GIN projects and conferences. ... ||Block 3||Intermediate||The Classroom Experience||Join us for this workshop to learn about how your students can engage with GIN projects and conferences. A GIN project is focused on working to address global issues in each school's direct community and it can focus on issues that need to be worked on in the school community. Attendees will also learn about attending and hosting a GIN conference and engaging students on work related to global problem-solving.||Ioana Wheeler, NAIS; Linda Sills and Ashley Sills, Global Issues Network; Sophia Clark and Lily Mansfield, International High School, San Francisco (CA); Robert Landau, HAIS||How can students become global problem solvers and agents of change? How can students engage in events related to global issues? How can teachers support students interested in taking on a leadership role in global problem-solving?|
|Green Ribbon Schools: The Story of Environmentally Sustainable Schools||2012||
In 2015 the U.S. Department of Education Green Ribbon Schools program recognized six NAIS schools. ... ||Block 3||Intermediate||Leadership Development||
In 2015 the U.S. Department of Education Green Ribbon Schools program recognized six NAIS schools. Leaders from these exemplary schools will present their innovative achievements. We will describe the process to apply for Green Ribbon Schools recognition and explain how this program develops more sustainable facilities, operations, and curriculum.
||Paul Chapman, Prospect Sierra School (CA); Lucinda Lee Katz, Marin Country Day School (CA); Tamar Cunha, Greens Farms Academy (CT); Paul Stellato, Princeton Day School (NJ); John Farber, Old Trail School (OH); and Dan Frank, The Steward School (VA) ||
What is the Green Ribbon Schools program? What are the characteristics of green, environmentally sustainable schools? And how do the NAIS Green Ribbon Schools exemplify best practices for our member schools to follow?
|Hawken’s Journey to an Alternative, Problem Based, High School Model||2008||
Hawken School has developed a model for experiential and problem-based learning in its entrepreneurial ... ||Block 2||Intermediate||The Classroom Experience||
Hawken School has developed a model for experiential and problem-based learning in its entrepreneurial studies program and is planning an alternative high school program based on this model. Hear about Hawken’s journey creating a new approach for learning core academics through an immersive, cross-disciplinary program where the priority is deep mastery of essential skills.
||Doris Korda and D. Scott Looney, Hawken School (OH)||
What exactly has led Hawken to develop this very different approach to learning and school? How has Hawken developed its program thus far and what are the results? What can like-minded schools/educators gain from Hawken’s journey?
|Head of School as Storyteller in ChiefFellowship Workshop||2006||Great stories attract great families. We decoded how NAIS Heads of School convey their value proposition. ... ||Block 1||Introductory||Leadership Development||Great stories attract great families. We decoded how NAIS Heads of School convey their value proposition. Join us as we pull back the curtain on telling outstanding stories. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join. ||Arvind Grover, Grace Church School (NY); Eric Marner, Gilman School (MD); Steve McManus, Friends School of Baltimore (MD); Joey Menendez, Westminster School of Augusta (GA); John Rigney, Hyde School (CT)|
|Head of School Employment Contracts: Analysis and Examples||2014||This workshop aims to explain the key parts of a head of school employment agreement.. Topics will ... ||Block 3||Intermediate||Governance||This workshop aims to explain the key parts of a head of school employment agreement.. Topics will cover: examples of key contract provisions, how to do the research on what to expect from your school, strategy, the role of the school's search consultant, and how to keep the negotiations in perspective with your family. Questions and participation welcomed.||Terrence Briggs, Bowditch & Dewey, LLP, and Ronald Cino, Worcester Academy (MA)||Does every Head employment contract look alike? Do they all have the same general terms and benefits? If I get offered one thing and it is not something that I want or need, can I switch it for something else? How do I pick out the important parts of a contract that may be a dozen pages long?|
|Head of School Succession: Good Boards and Good Plans Aid Transition||2014||A generation of long-serving school heads is nearing retirement. Schools can mitigate the disruption ... ||Block 6||Intermediate||Governance||A generation of long-serving school heads is nearing retirement. Schools can mitigate the disruption that comes with leadership succession with a strong strategic plan and the proper board role in oversight. Gain strategies to ensure a smooth transition buttressed by best practices in nonprofit governance and planning.||Adam Gaynor, Plan A Advisors; Douglas Lyons, Connecticut Association of Independent Schools; Bryan Nixon, Whitby School (CT); and Carole Everett, New Jersey Association of Independent Schools||At a point of succession, whose responsibility is it to chart a school’s vision and how can the process engender broad buy-in in a school community? What characteristics of high-functioning boards make it more likely that a newly-hired head of school will succeed in their role? Given the high failure rate of new heads-of-school, what are best practices and pitfalls involved in the selection process, and in on-boarding to make them more likely to succeed?|
|Helping Introverts Tell Their Stories and Navigate the Extroverted World of School||2009||View the presentation: https://prezi.com/m/0mwvkr0fysam/helping-introverts-navigate-the-extroverted-world-of-school/
Asking ... ||Block 2||Introductory||The Student Experience||View the presentation: https://prezi.com/m/0mwvkr0fysam/helping-introverts-navigate-the-extroverted-world-of-school/
Asking an introvert to “try to participate more” is unfair if our classroom methods make doing so impossible. This workshop shows how school life routinely rewards extroversion, and then presents direct classroom strategies that help introverts thrive. Some of our best students are introverts who have spent much of their free time reading, reflecting, and observing their world. We owe them more than a spectator’s seat in their schools.||Meghan Regan-Loomis, The Rivers School (MA)||What is the introverted student's experience of school and how can we improve it? What do teachers and extroverted students have to learn from introverts, and how will instituting methods that help them actually help all students? What methods and activities might better draw out the stories, talents, and thinking of students who are more comfortable listening than sharing?|
|Herstory: Behind, in Front of, Next to Every Female Leader, There is a...||2007||
As we understand the need for capacity and pipelines for female leadership roles in schools, we feel ... ||Block 4||Introductory||Leadership Development||
As we understand the need for capacity and pipelines for female leadership roles in schools, we feel it is important to adequately describe our roles as women in leadership and encourage, celebrate, and cultivate the future and current leaders within our communities. Strategic timing and calculated risk taking are critical to having more female leaders take the leap into such roles.
||Penny Bach Evins, St. Paul's School for Girls (MD); Stephanie Balmer, Harpeth Hall School (TN); Ann Klotz, Laurel School (OH); Tekakwitha Pernambuco-Wise, Sea Crest School (CA)||
What does it take to feel and be successful as a female leader? Whether single, married, with young children, a working or non-working partner, what are the optics and benefits of different models? What are the lessons learned from those in the field?
|How to Get an “A” in School Board Fundraising||2016||Get the training and tools needed to effectively engage your board in its most important challenge: ... ||Block 3||Intermediate||Communications and Advancement||Get the training and tools needed to effectively engage your board in its most important challenge: fundraising. Learn how to establish and communicate specific expectations, provide structure and assign responsibilities. Topics covered include: the board development plan, board job descriptions, the role of the development committee, creating sub-committees with specific job descriptions and assignments, and more.||Daniel Neel, The Fundraising Resource Group||How do I effectively communicate specific expectations for board members? How do I provide the appropriate structure and training to empower board members? How do I effectively engage board members to be successful in fundraising for the school?|
|Independence at Independent Schools: Thinking About Organizational Structure||2018||How can an independent school maintain its independent spirit while ensuring accountability and excellence ... ||Block 3||Intermediate||Management||How can an independent school maintain its independent spirit while ensuring accountability and excellence across the board? How do schools manage the tensions between teacher autonomy and teacher independence? In this session, two school administrators will discuss how to encourage distributed leadership, stronger supervising, and greater accountability in order to improve teaching and learning.||Blake Spraggins, Marjo Talbott, and Nicholas Michalopoulos, Maret School (DC)||What should schools think about when considering organizational structure? How can schools distribute leadership effectively? How can schools increase accountability while still allowing teacher independence?|
|Independent School Business Officer Transitions: Succession Planning, Timing, and Search||2008||
This session will present the finding of research about independent school business officer transitions. ... ||Block 4||Intermediate||Management||
This session will present the finding of research about independent school business officer transitions. The focus will be on three key areas: timing of the change, opportunity for succession planning, and the search process itself. Through a series of case studies, the presenter will provide guidance and best practice to attendees which will lead to a successful hire of a new business officer at their school.
||Marc Levinson, Mid-South Independent School Business Officers||
What is the optimal timing for a new business officer to start at an independent school? Can school leadership create effective succession planning for the business officer position?
|Independent School Leadership: Heads, Boards, and Strategic Thinking||2003||How can we design boards of trustees that are well-positioned to think strategically about the long-term ... ||Block 6||Intermediate||Governance||How can we design boards of trustees that are well-positioned to think strategically about the long-term best interests of the schools they serve? Examine survey data, statistical analysis, and case study themes from doctoral research at Vanderbilt's Peabody College of Education. Get recommendations to spur generative thinking and strategic action.||David Ostroff, All Saints' Episcopal School of Fort Worth (TX); Stephen Campbell, Lausanne Collegiate School (TN); and Troy Baker, Pace Academy (GA)||How might school heads and board chairs design boards of trustees that are well-positioned to think strategically about the long-term best interests of the schools they serve? How might independent school leaders assess the effectiveness of their boards? To what extent do board characteristics, structures and activities influence both strategic effectiveness and institutional performance?|
|Inside the Mind of a Major Donor||2010||Everybody knows that relationships are the key when it comes to major donor success. However, most fundraisers ... ||Block 2||Intermediate||Communications and Advancement||Everybody knows that relationships are the key when it comes to major donor success. However, most fundraisers are missing the boat by not working from the donor's perspective. The workshop will share five insights that will help you cultivate deep and trusting relationships with your biggest donors.||Schuyler Lehman, Mission Advancement Professionals (MAP) and Sara Jacobson, Minnehaha Academy (MN)||Why should I approach advancement from the donor’s perspective? How can I take immediate steps to be more donor-centered? What can I do to exceed the expectations of my major donors?|
|Institutional Research: Getting Our Data to Talk and Our Community to Listen||2024||Lick-Wilmerding High School continues to evolve in its use of institutional research to reveal our school’s ... ||Block 5||Intermediate||Leadership Development||Lick-Wilmerding High School continues to evolve in its use of institutional research to reveal our school’s identity and its ability to fulfill its mission, informing decisions at all levels. Learn how we form strategic data research groups, train faculty, staff, and admin to use data, and leverage our community’s diverse perspectives to analyze data, ultimately allowing us to ask and answer more compelling, mission-driven questions.||Mariel Triggs, Eric Temple, Colleen Nyeggen, and Randy Barnett, Lick-Wilmerding High School (CA)||How can we make massive amounts of quantitative data accessible, useful and digestible for our community members? Who should be a part of the collecting and analyzing of the data and what protocols for collaborative analysis actually deepen our understanding and create buy-in by the community? How can schools incorporate classroom video in professional development in a rigorous, meaningful, and non-threatening way?|
|Instructional Rounds and Pedagography: Designs for a Learning Map Revolution||2008||
Three instructional leaders and educational designers from Mount Vernon Presbyterian School (MVPS) ... ||Block 1||Intermediate||The Classroom Experience||
Three instructional leaders and educational designers from Mount Vernon Presbyterian School (MVPS) facilitate a session about ways to build collaborative teaching capacity and map a school’s pedagogical and learning ecosystem. At MVPS they are innovating instructional rounds processes and inventing pedagography - a new strategic practice for mapping and enhancing one’s own school.
||Bo Adams, Shelley Clifford, and Chip Houston, Mount Vernon Presbyterian School (GA)||
How might we create a school culture hungry for feedback, immersed in the growth mindset, and engaged as networked cohorts of learning teams using observation, feedback, and coaching to enhance pedagogical practices for the ultimate benefit of improved student learning? How might we use design thinking and systems thinking to innovate professional learning practices in school? How might we systemically map and visualize our school’s pedagogical ecosystem like Lewis and Clark mapped the Louisiana purchase or like Google is mapping the Earth?
|International Certification for Your School Community||2004||CIS International Certification helps schools educate students to keep pace with internationally recognized ... ||Block 6||Introductory||Leadership Development||CIS International Certification helps schools educate students to keep pace with internationally recognized standards and enable their development as global citizens. Learn how one school moved forward with whole-school development projects focused on developing intercultural understanding and a range of skills for students.||Graham Ranger and Ann Straub, Council of International Schools (CIS) and Deborah Richman, Turning Point School (CA)||In what ways can my school strategically focus on the development of students as global citizens? What does intercultural competence look like in a school? How does the International Certification process explore and evaluate a school community’s fundamental values and beliefs about international education and resulting outcomes for their students?|
|Is Neurodiversity in Your Diversity Plan? Don’t Turn Away the Next da Vinci or Charles Schwab.||2009||While it is nearly undisputed that schools benefit from having racial, cultural, and ethnic diversity, ... ||Block 1||Introductory||The Classroom Experience||While it is nearly undisputed that schools benefit from having racial, cultural, and ethnic diversity, there is little discussion of the value added with neurodiversity. Unfortunately, the negative labels associated with learning-disabled students overshadow the unique contributions they can make in their schools if given the opportunity. Remediation and accommodation are the keys to unlocking their talent.||Rachel Whilby, John Russell, and Jonathan Rosenshine, The Windward School (NY)||What research-based teaching strategies are effective in supporting learning-disabled students? What is neurodiversity? How do learning-disabled students add to the richness of their school community? How do properly remediated learning-disabled students fare in the mainstream as compared to their “neurotypical” peers? What lasting impact do research-based strategies have on future learning?|
|It Ain't the 90s Anymore! Understanding and Communicating International Trend Data||2024||In the late ‘90s, it was impossible to believe it would be difficult to enroll Korean students, or that ... ||Block 1||Intermediate||Communications and Advancement||In the late ‘90s, it was impossible to believe it would be difficult to enroll Korean students, or that Chinese students would soon comprise the majority of schools’ international enrollments. Better prepare to understand enrollment challenges related to the STEEP factors (social, technological, economic, environmental, and political) over which you have no control. Join us for a discussion of trends, opportunities and challenges.||Aimee Gruber, Secondary School Admission Test Board (SSATB) and Francis Ryan, Rumsey Hall School (CT)||Why are all of our international applicants from China? How are today's admission professionals recruiting international students? What does this mean for my school both long and short term?|
|It’s A Girl(s Charter School)!: The Story of Birthing a Public-Private Partnership||2020||
Roland Park Country School, in collaboration with The Bryn Mawr School, created the Lillie May Carroll ... ||Block 3||Introductory||Leadership Development||
Roland Park Country School, in collaboration with The Bryn Mawr School, created the Lillie May Carroll Jackson Charter School as a catalyst for educational change in Baltimore. Discover the story of LMCJCS, hear from school leaders and the inaugural class of scholars, and discuss the big risks and big rewards on this ground-breaking brand of public-private partnership.
||Shannon Montague and Peter Metsopolous, The Bryn Mawr School (MD); Carla Spawn-van Berkum, Roland Park Country School (MD); and Laurel Freedman, Lillie May Carroll Jackson Charter School (MD)||
How and why is it important for independent school communities to cultivate and sustain interest in building partnerships with their local school districts? How do public-private partnerships inspire connections and build community? What’s the path out of our independent school silos individually or as an institution?
|It’s Not Just Your Story, It’s How You Tell It||2012||
Waynflete School was coming off the recent recession and needed to rebuild our applicant pool, overcome ... ||Block 2||Intermediate||Communications and Advancement||
Waynflete School was coming off the recent recession and needed to rebuild our applicant pool, overcome inaccurate perceptions, and create powerful new messaging materials. We selected a firm steeped in branding education and known for simplifying complex messaging. Learn how our work with Right Hat - a nationally recognized brand agency - helped us employ practical methods to avoid falling into the “usual” school messaging.
||Lynne Breen, Waynflete School (ME) and Elonide Semmes, Right Hat||
How do I build in a research phase during a rebrand on a limited budget? How do I create communications materials that cause someone to stop and take notice, who might not otherwise consider an independent school? How do I ensure buy-in and enthusiasm with key stakeholders and convert them into brand ambassadors?
|It's a Trans New World: Legal Issues and Creating a Safe Space For Transgender School Members||2010||This session will review the wide range of both legal and non-legal issues associated with creating ... ||Block 5||Intermediate||Management||This session will review the wide range of both legal and non-legal issues associated with creating a safe space in the school for transgender students, employees and other members of the community. We will review the creation of policies and procedures and the issues that need to be considered to ensure a safe and welcoming environment in a manner consistent and responsive to school culture and philosophy.||Caryn Pass, Venable LLP and Megan Murphy, National Coalition of Girls Schools (MA)||What are the legal issues associated with creating a safe space for transgender members of the community? What policies and procedures are helpful? How can one respond and address the culture of the school when creating these procedures?|
|Leadership + Design Lab: Seeking 21st Century Talent||2005||
Want to foster students’ 21st century skills – creativity, teamwork, critical thinking? Start by ... ||Block 6||Intermediate||Leadership Development||
Want to foster students’ 21st century skills – creativity, teamwork, 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.
||Matt Glendinning, Moses Brown School (RI) and Carla Silver, Leadership+Design||
How 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?
|Leadership + Design Lab: Seeking 21st Century Talent||2010||Want to foster students’ 21st century skills – creativity, teamwork, critical thinking? Start by seeking ... ||Block 1||Intermediate||Leadership Development||Want to foster students’ 21st century skills – creativity, teamwork, 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.||Matt Glendinning, Moses Brown School (RI) and Carla Silver, Leadership+Design||How 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? |
|Leading School Change||3022||Designed for school leaders, this session will explore the key processes and theories of strategic change. ... ||Block 6||Intermediate||Leadership Development||Designed for school leaders, this session will explore the key processes and theories of strategic change. Experienced administrators know that even under the most favorable conditions, leading change can be challenging. This interactive workshop will explore change theory and research-proven leadership strategies associated with building capacity to support change. ||Anne-Marie Lohse and Scott Bauer, George Mason University||What are the most effective strategies and theories associated with school change? As a leader, how can I build the capacity for change – and leadership capacity – in my school? What four questions can leaders use to ensure that their change plans are well developed and that they are ready to move forward with change?|
|Leap of Faith: Challenging Conventions and Rules to Create a Model Program||2006||
Hear the inspiration, pitfalls, and euphoria of starting a new school from its founder as they share ... ||Block 6||Intermediate||Leadership Development||
Hear the inspiration, pitfalls, and euphoria of starting a new school from its founder as they share how they create an innovative, evidenced-based, college preparatory program for students on the autism spectrum. Discuss the value and difficulty of collaborative work and get an outline of this unique program as it has evolved over 14 years.
||Frederick Weissbach, Mary Murphy, Tom Hays, Rebecca Hays, Cynthia Pope, and Lee Barsom, Franklin Academy (CT)||
What does it take to design and implement an innovative school or program? This involves a balance of skills and temperaments and a vibrant community of educators in addition to financing, buildings, and supplies. What are the primary educational needs of bright students on the autism spectrum and how do we best meet those needs and prepare them for college? What are strategies for creating a dynamic, holistic, and healthy learning community for students, teachers, and administrators?
|Lessons From the Field - Catalyzing Change||2014||
Even in the most successful school, change is necessary. Each of the heads in this session has orchestrated ... ||Block 2||Advanced||Leadership Development||
Even in the most successful school, change is necessary. Each of the heads in this session has orchestrated careful change in highly regarded schools. Through a look at three real case studies, participants in this session will leave with a toolkit of ideas for introducing and shepherding change in their schools. The theoretical underpinning of change management, the challenges and dangers, will all be discussed.
||Judith Schechtman and Marc Frankel, Triangle Associates, Lisa Darling, The Awty International School (NM), Lisa Lyle, Mary Institute and Saint Louis Country Day School (MO), and Byron Hulsey, Woodberry Forest School (VA)||
How can leaders engage a school and board in new thinking when the school is already highly successful? How can we use an inquiry model to build community commitment to change? When should we go "all in" and when should we titrate change?
|Listening and Reflection: Two North Stars Guiding Authentic Independent School Leadership||2007||
In an age of rapid communication and immediate gratification, authentic leaders who can put their ... ||Block 6||Intermediate||Leadership Development||
In an age of rapid communication and immediate gratification, authentic leaders who can put their own stories aside, sit with others, and truly listen are uniquely positioned to connect with others. Examine personal leadership stories and the latest educational research on the power of emotional intelligence, listening, and reflection.
||Jessica Flaxman, Charlotte Country Day School (NC); Ann Klotz, Laurel School (OH); Melinda Bihn, French American International School (CA); and Lynn Casto, Sanford School (DE)||
What does effective listening look like in independent school leadership? When and how can reflection be built into the school leader’s day? What are some compelling stories and research that illustrate how listening and reflection empower the school leader to better connect with and understand diverse school constituencies?
|Maker Magic: Middle School “Maker” History Projects Inspire Lifelong Curiosity||2022||Learn what you need to start effective hands-on making projects in the history classroom. “Maker projects” ... ||Block 3||Introductory||The Classroom Experience||Learn what you need to start effective hands-on making projects in the history classroom. “Maker projects” inspire budding historians and foster life-long learners. Leave with clear understanding of how projects work, specific ideas for the classroom teacher with or without a dedicated makerspace, and a keen understanding of how “making” in history develops curiosity.||Heather Pang, Eugenie Paick, and Laura Docter, Castilleja School (CA)||How does “making” enhance the (history) curriculum, inspire students (especially girls) to think across disciplines, and promote students’ intellectual growth? How do we develop, iterate, and coordinate our maker projects within a collaborative teaching environment? What are resources and specific projects for getting started in the classroom, even if you don’t have a dedicated maker space?|
|Making a Substantive Change to Your Institution – Adding a Grade||2011||To address an ever-changing and increasingly competitive marketplace, The Williams School added a 6th ... ||Block 5||Intermediate||Management||To address an ever-changing and increasingly competitive marketplace, The Williams School added a 6th grade to our grade 7-12 institution. A substantive change to Williams created the need to develop a robust middle school program to support our enrollment and programmatic strategic plan.||Mark Fader, Kathy Trammell, Macy Kleinfelder, and Jane Hannon, The Williams School (CT)||What are the key factors to consider when adding a grade? How do you budget for enrollment and program? How do you prepare your community (current students, parents, staff) for the addition of a grade?|
|Making Sense of Technology in Independent Schools and Selecting the Right One for You||2011||
SIS, LMS, PLP...What? If you're not entirely clear about technology terms and applications, this ... ||Block 1||Introductory||Management||
SIS, LMS, PLP...What? If you're not entirely clear about technology terms and applications, this is the session for you. This session will provide you and your staff with a consistent understanding of ed tech. You'll leave this session feeling confident when evaluating different technologies for your school or classroom that you've selected the best fit technology for your needs.
||Kawai Lai, NAIS||
How do I make sense of technology in my school? How do I make decisions on what technologies my school needs? What technologies are other schools using? What works? What doesn't?
|Maneuvering through Milestones: Techniques for Celebrating Major Anniversaries||2012||Is there a major anniversary in your school's future? Are you wondering how to pull off a meaningful ... ||Block 5||Intermediate||Communications and Advancement||Is there a major anniversary in your school's future? Are you wondering how to pull off a meaningful celebration with a small staff? It can be done! Learn how one elementary school engaged all its constituents in planning and executing a unique and memorable centennial year, and get tips for how you can plan your own celebration.||Laura Falk, Community School (MO) and Mark Palmer, Forsyth Country Day School (NC)||How and when should our school begin planning for a major anniversary? What are the best ways to make the anniversary meaningful for all constituencies? How can we integrate the anniversary into ongoing school activities?|
|Marketing Research: Why It Matters for Today's Independent Schools||2000||Many NAIS schools are experiencing enrollment challenges and must have a strong understanding of how ... ||Block 3||Introductory||Management||Many NAIS schools are experiencing enrollment challenges and must have a strong understanding of how they are perceived in the market. We will explore the value of marketing research and the key issues that a head should consider before starting the process. What is your school’s reputation with prospective families and how do you design an effective study?||Neil Mufson, The Country School (MD), Jonathan Oleisky, Kalix Communications, LLC, and Jeff Henn, Consultant||What's the value of market research to a comprehensive re-branding campaign? How do you design an effective marketing research study for an independent school? How does third party objectivity play an important role in this process?|
|May Term: An Experiment in Intrapreneurial, Silo-Busting, Mission-Based Storytelling||2008||
Hear a curricular leader, a technologist, an entrepreneur, a marketing expert, and a social media ... ||Block 6||Intermediate||Communications and Advancement||
Hear a curricular leader, a technologist, an entrepreneur, a marketing expert, and a social media maven share how they collaborated to paint a new and vibrant picture of senior projects completed during the month of May. Examine our experiences using microsites, social media platforms, and silo-busting innovations to amplify the student voice on the way to telling our school's story.
||Stephen Valentine, Reshan Richards, Bill Stites, Kim Saunders, and Gretchen Berra, Montclair Kimberley Academy (NJ)||
How can you knock down silos -- between academic departments, technology teams, and marketing teams -- to build collaborative storytelling muscles in your school? How can effective storytelling and marketing not only report on work in schools but also drive it and shape it? How can you use a collaborative process to generate content for stories in the middle of busy school years?
|Measuring School Success: Determining the Right Indicators for Your 21st Century SchoolFellowship Workshop||2006||
Explore the factors that different types of schools and school leaders consider as they try to assess ... ||Block 1||Introductory||Leadership Development||
Explore the factors that different types of schools and school leaders consider as they try to assess whether or not they are accomplishing their missions. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Susan Dempf, Carrollton School of the Sacred Heart (FL); Michael Dibbert, Saint John School (MA); Rebecca Jackman, Commonwealth School (MA); Heather Mock, Alexander Dawson School (CO); Benjamin Rous, Hampton Roads Academy (VA); Deborah Strainge, Tower School (MA)|
|Mindful Insights into Student SEL Development||2012||Current educational and scientific research suggest noncognitive/SEL traits, such as grit, conscientiousness, ... ||Block 1||Intermediate||The Student Experience||Current educational and scientific research suggest noncognitive/SEL traits, such as grit, conscientiousness, and curiosity, factor into a student’s academic and life success. While we explicitly teach cognitive skills, noncognitive, social-emotional, or soft skills have been addressed less formally. Gain best practices to measure and incorporate SEL into the overall school curriculum and culture.||Sarah Savage and Dave Clune, Educational Records Bureau; Anabel Jensen, Synapse School (CA); and Denise Pope, Stanford School of Education||What are the most important non-cognitive/SEL traits for student academic, career, and life success? How do we measure and support the development of these traits within the school curriculum and culture as a whole? How does growth in these important traits impact student success throughout their academic careers as well as their lives outside of school?|
|Modeling Your Thinking: Helping Students Tell Their Stories as Mathematicians||2009||
How do students tell a story of their math thinking? Whether with the ratio table, bar model, or ... ||Block 6||Intermediate||The Classroom Experience||
How do students tell a story of their math thinking? Whether with the ratio table, bar model, or number line, visual modeling is a key skill of all mathematicians. Teachers play a critical role in helping students develop these powerful representations. Engage in math problem solving, watch video of students working on rich problems, and discuss the work created by these students.
||Julie Broderick, The School At Columbia University (NY)||
How do you design rich contextual problems that engage students in meaningful math investigation? What are effective ways to help students document their math thinking with visual models? What is the teacher's role in helping students to develop clear, detailed, and accurate representations of their math thinking?
|New Leadership Model: Building and Sustaining Faculty Multicultural Leaders||2010||Using case studies examine two initiatives demonstrating a sustained culture of faculty leadership and ... ||Block 6||Intermediate||The Student Experience||Using case studies examine two initiatives demonstrating a sustained culture of faculty leadership and commitment to multicultural education. Inquiry for Equity, an innovative professional development process, builds collaborative inquiry and self-reflection. Faculty-organized, proactive, schoolwide Teach-Ins arose in response to news about police brutality.||Charlotte Worsley, Courtney Rein, Laurie Williams, Jennifer Starkweather, Dawn Jefferson, and Ben Slater, The Urban School of San Francisco (CA) ||How can I create a faculty professional development program that goes beyond one-day conferences and builds faculty commitment to creating more equitable classroom practices? How can I empower faculty to collaborate in teaching each other about issues of diversity, inclusion and equity? How can I create space and time for faculty to translate their knowledge expertise, and questions into teach-ins that can responsively inform students about important current events?|
|New Orleans Scholars – An Edward E. Ford Foundation Educational Leadership Grant in Action||3002||Is your school interested in developing civic leadership as part of a public purpose agenda? Is your ... ||Block 5||Introductory||Leadership Development||Is your school interested in developing civic leadership as part of a public purpose agenda? Is your school being considered for an Edward E. Ford Educational Leadership Grant or envisioning ways to enhance experiential learning for the betterment of your community? Join us for a panel presentation on the New Orleans Scholars Program, a collaborative program between Metairie Park Country Day School and charter school Ben Franklin High School.||Carolyn Chandler, Howard Hunter, Elizabeth Kehoe, and Vanessa Gentinetta, Metairie Park Country Day School (LA)||How can a school use grant funding to broaden the scope of its public purpose through greatercommunity involvement? What creative models can be used to develop civic leadership in the current generation of students? What should a school expect when going through the Edward E. Ford Foundation EducationalLeadership Grant process?|
|Now What? Current and Coming Legal Issues for Independent Schools||2014||
Independent schools face many challenges, and the legal ones can be surprising. What has been happening ... ||Block 5||Intermediate||Management||
Independent schools face many challenges, and the legal ones can be surprising. What has been happening over the last year and what can we see on the horizon? Are the overtime regulations going to go into effect? Are there more ADA and technology issues? Student mental health challenges? Teachers in rebellion? Unpredictable parents? Student data privacy? Come join this interactive legal session with NAIS's general counsel so that you can prepare for the legal conundrums ahead!
||Debra Wilson, National Association of Independent Schools (NAIS)||
What major legal issues have presented themselves in the last year? What major legal issues may come to be in the future? What steps can I take to prepare?
|Now what? Moving from Data to Action Using Benchmarking Reports||2020||Drowning in data? Wondering how to make best use of the benchmarking reports you create every year? ... ||Block 2||Intermediate||Management||Drowning in data? Wondering how to make best use of the benchmarking reports you create every year? This session will discuss select findings from a year-long study of benchmarking best practices and how schools are using benchmark data to evaluate performance, inform decision-making, and enhance strategic planning.||Jonathan Martin, JonathanEMartin Ed. Services; Lisa Pullman, Independent School Data Exchange - INDEX; Steve Bellis, Pembroke Hill School (MO); and Thomas Locke, The Episcopal Academy (PA)||How to create a process in your school to study, review, and glean insight for action from benchmarking reports? What are corporate and not-for-profit best practices for use of benchmarking data? What are some examples of school success stories in the use of benchmarking data?|
|Now, More Than Ever, Schools Need to THINK and ACT Like a Brand.||2010||Schools need to think and act like a brand. Now, more than ever, schools must define their brand story ... ||Block 4||Advanced||Communications and Advancement||Schools need to think and act like a brand. Now, more than ever, schools must define their brand story and purpose to stand out in an educational environment that is more competitive than ever. Learn from real world examples why answering the question “who are we?” is key to galvanizing everyone at your school, elevating brand recognition and reputation, and providing the foundation for enduring success.
https://www.dropbox.com/sh/fxmkh58ruf9qt5o/AACFDFfoT9d1p9hSmnryOgyRa?oref=e||Brett Shevack, Brand Initiatives Group and Donna Kennedy, The Gillen Brewer School (NY)||Why, more than ever, do schools need to think and act like a brand? How should schools go about answering the question, “Who are we?”? How can schools activate their brand positioning once they create it?|
|One School, Two Campuses: Opening and Operating a Second Campus Overseas||2016||What would you do if you had the opportunity to open a second campus halfway around the globe? In 2010, ... ||Block 1||Intermediate||Governance||What would you do if you had the opportunity to open a second campus halfway around the globe? In 2010, Chadwick School said "Yes!" to just such an invitation. Since then, Chadwick International School Songdo (South Korea) has grown to 1100 students PK - G12; our first class will graduate in June 2016. In this session, we will outline key benefits and successes as well as issues of admissions, personnel, school culture, curriculum, and finance.||Ted Hill, Chadwick School (CA); Shelly Luke Wille, Chadwick International School (KOREA)||Why would a school consider opening and operating a second campus in another country? What are the key issues or criteria to consider in evaluating such opportunities? What are critical do's and don't's if a school does decide to take on such an undertaking?|
|Praise, Perfection, and Other Inhibitors to Girls' Confidence: How One School Is Changing Its Culture||2005||Research indicates that girls who succeed in the classroom paradoxically struggle with confidence once ... ||Block 3||Introductory||The Student Experience||Research indicates that girls who succeed in the classroom paradoxically struggle with confidence once they enter the workplace. In our efforts to close this confidence gap, we will share strategies for how we are changing classroom practices as well as the culture of our school to address five primary inhibitors to girls’ confidence: perfectionism, fear of failure, sensitivity to criticism, the language of self-doubt, and comparison.||Armistead Lemon, Jess Hill, Jenny Jervis, Adam Wilsman, Katy Bowers, Buffy Baker, and Maddie Waud, Harpeth Hall School (TN)||What is the latest research on girls and confidence, and how do these issues manifest themselves in the classroom, and later, in the workplace? What can we do as faculty and administrators to mitigate the major inhibitors to girls' confidence, namely perfectionism, fear of failure, sensitivity to criticism, the language of self-doubt, and comparison? How are we educating our faculty, alumnae, and our parent community in order to shift the culture of our school?|
|Preparing a Transformative Day of Study on Invisible Learning Differences||2016||Carolina Friends School developed a full day, student-led program on the topic of invisible learning ... ||Block 5||Introductory||The Student Experience||Carolina Friends School developed a full day, student-led program on the topic of invisible learning differences. Including both a student panel discussing how their own autism affects them personally, and afternoon breakout sessions of simulations of other learning differences, the day left all students better informed and empowered to consider these topics. You will leave the workshop with ideas of how to approach this complex topic.||Anna Lynch, Carolina Friends School (NC)||How can I envision a day of instruction led by students that teaches other neuro-typical students about learning differences? What can students learn about one another to encourage empathy, admiration, and respect? How does the sharing of his or her learning difference with peers empower a student who is sharing?|
|Prepping for Success (and Failure) in Online Learning||2018||
Think your school is ready for an online learning component? Think your students are prepared for ... ||Block 5||Introductory||The Classroom Experience||
Think your school is ready for an online learning component? Think your students are prepared for online experiences where independent learning, problem solving, time management, and self-advocacy skills are essential? Think again! Learn how Berkshire School is leveraging lessons learned while preparing and implementing year two initiatives.
||Jim Dachos, Virtual High School Global Consortium (MA) and Clay Splawn, Berkshire School (MA)||
How can your school prepare for a productive digital learning experience for students? What skills are critical for student success in online learning and how can The Virtual High School’s course delivery methodology support key skill acquisition and development? How will Berkshire School leverage lessons learned into a strategic online/blended learning program as it prepares for year two and beyond?
|Promoting Student Well-Being||3018||
Academic rigor has ruled much of the education landscape for the last couple of decades. However, ... ||Block 6||Introductory||The Student Experience||
Academic rigor has ruled much of the education landscape for the last couple of decades. However, more talk of student balance, health, wellbeing, character, and other elements have been quickly taking over the horizon. These aspects are fundamental to the independent school experience and the missions behind many of our institutions. How are our student faring? What are some of the great practices happening in our schools?
||Debra Wilson, National Association of Independent Schools (NAIS); Jonathan Cohen, National School Climate Center; Emily Jones, The Putney School (VT); Scott Bezsylko, Winston Prep (NY); John Gulla, The Edward E. Ford Foundation||
What is the data on independent school health and wellbeing? What are some great practices independent schools are engaging in? What are some approaches schools should be thinking about to take student health and wellbing into their own corridors?
|Qualities Most Desired and Needed in the Board Chair||2011||This session is for heads and board members aspiring to board leadership. They will hear about 15 qualities ... ||Block 4||Introductory||Governance||This session is for heads and board members aspiring to board leadership. They will hear about 15 qualities of successful board chairs and the research and anecdotal evidence that support why these qualities are critical. The goals are for heads and trustees to learn how to spot and vet talented chair candidates and for trustees to broaden their leadership skill set.||John Littleford, Littleford & Associates||Why are these 15 traits so important in a board chair candidate and what do they have in common? What is the head’s role in the selection of the board chair? What is the role of the committee on trustees?|
|Reading, Collaborating, and Innovating for Sustainability||2018||Two middle school English teachers introducing nonfiction reading with Michael Pollan’s Omnivore’s Dilemma ... ||Block 1||Introductory||The Classroom Experience||Two middle school English teachers introducing nonfiction reading with Michael Pollan’s Omnivore’s Dilemma are joined by two social studies colleagues in piloting an interdisciplinary approach to the most pressing problem of our time: the sustainability of our planet.||Susan Davis, Cate Waidyatilleka, Kimi Frith, and R. Bonning, Iolani School (HI)||How can teachers who embrace innovation spark new approaches at their schools? What are the lessons learned from crossing subject-area boundaries at a traditional independent school to embrace the problems of the future? How can small steps made for students on the ground build towards a bigger impact for our schools, our communities, and our world?|
|Recruiting Chinese Applicants: Understanding Mindset, Challenges, and Engagement||2024||As the number of Chinese applicants increases, admissions offices must develop new strategies and tactics ... ||Block 6||Introductory||Management||As the number of Chinese applicants increases, admissions offices must develop new strategies and tactics to manage this cohort effectively. Explore differences between the Chinese and U.S. education systems, discuss the mindset of Chinese parents and applicants, examine challenges families and schools face, and share best admissions office practices for developing engagement and increasing yield.||Nicki Fung, Vericant; Jennifer Welch, Thayer Academy (MA)||How to effectively engage and yield Chinese applicants? What are some of the market dynamics and parental mindsets driving Chinese applicants to study abroad? What are the underlying issues leading to fraud in Chinese applicant materials?|
|Redefining Normal: Including Our Youngest Learners in Schoolwide Diversity Initiatives||2012||Learn how to bring antibias and diversity work into early childhood classrooms. Creating a new "normal" ... ||Block 6||Intermediate||The Student Experience||Learn how to bring antibias and diversity work into early childhood classrooms. Creating a new "normal" requires teachers, students, and families to lean into discomfort and reflect on gender, family structure, race, and culture as we share our own stories. Study Pre-K examples as model ways of implementing meaningful lessons that redefine what "normal" means within independent schools.||Semeka Smith-Williams and Lynnette Arthur, The Packer Collegiate Institute||How can I avoid stereotyping on the basis of gender, race, ability, age, class, ethnicity, religion, sexual orientation, and other social identifiers and encourage my students to avoid stereotyping as well? How can I encourage my class to practice positive and inclusive language and behavior? How can I share anti-bias work with families to achieve a positive long-lasting results?|
|Responding to Claims of Bullying||3018||When parents or students complain of bullying, how should schools respond? What is required to ensure ... ||Block 3||Intermediate||The Student Experience||When parents or students complain of bullying, how should schools respond? What is required to ensure that schools are protecting themselves from lawsuits and the students from harm? This presentation will take participants through several case studies and an interactive discussion that will reveal exactly what is required in response to claims of bullying.||Michael Blacher, Liebert Cassidy Whitmore; James Busby, The Buckley School (CA)||What is required of a school in the face of a claim of bullying? Who should conduct an investigation into a claim of bullying? What information may be shared at the conclusion of the investigation?|
|Revisiting Diversity - Including Ability in Diversity Education||2020||
Diversity education has become a mainstay in independent school curricula across the country, its ... ||Block 5||Introductory||The Student Experience||
Diversity education has become a mainstay in independent school curricula across the country, its lessons preparing students to participate in a multicultural global community. However, much of the diversity curricula excludes discourse on ability, limiting student awareness of critical members in our society. Learn strategies to include ability education in your school.
||Kristen Van de Geer and Linda Rapciak, The Meadowbrook School of Weston (MA)||
Why is it important that we integrate ability into the national conversation on diversity/multiculturalism and identity education in independent schools? How does the exploration of ability add to the social-emotional development of students and promote a culture of inclusion in our schools? What are some programs in which independent schools can participate to offer authentic opportunities for mainstream students to gain understanding, respect and compassion for their peers with disabilities?
|Revitalize Your Upper School Learning Resource Program||3002||Latin School of Chicago has developed a learning resource program that supports and empowers students ... ||Block 2||Introductory||The Student Experience||Latin School of Chicago has developed a learning resource program that supports and empowers students with varied academic needs. This workshop extrapolates best practices from our current program and provides participants with the strategies to design and implement a student self-advocacy driven learning resource program in their schools.||Stephen Wright and Jennifer Hayman, The Latin School of Chicago (IL)||How do you elevate your learning resource program's profile within your school? How do you leverage your region's professional community to strengthen your learning resource program? How do you foster a learning resource program that both supports students and actively encourages them to become self-advocates?|
|Risk Management, Legal and Practical Challenges for Off-Campus Programming||2012||Independent schools understand and value the enrichment that off-campus experiential learning can offer ... ||Block 4||Introductory||Management||Independent schools understand and value the enrichment that off-campus experiential learning can offer to students. Standard field trips are common, but increasingly, schools do so much more - both in the U.S. and internationally. Activities and trips include hiking, camping, rafting, homestays and rock climbing, to name a few. How are schools assessing and managing risks in this programming – risks to both the student and to the school? How does this programming differ from, but intersect with, a school’s traditional trips and activities? What are the associated legal and practical issues? Come join the conversation to gain perspective on a manageable approach to these issues.||Catherine Hansen-Stamp, Attorney; Debra Wilson, NAIS||Why it is important to assess and consider the intersection between this off campus experiential programming and existing school trips and activities? Why it is important for a school to assess and manage risks to the student as well as to the school? Why it is important to consider the role that teachers play in experiential off campus programming, whether or not the school has hired an independent contractor or third party provider to conduct all or part of a program? |
|So You Think You Want to be a Head of School? An NAIS Fellow’s ExplorationFellowship Workshop||2006||
Teacher. CEO. Fundraiser. Ringmaster. All of the above? Join us as we explore trends in leadership ... ||Block 2||Introductory||Leadership Development||
Teacher. CEO. Fundraiser. Ringmaster. All of the above? Join us as we explore trends in leadership and demystify the role of the Head of School. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join.
||Joseph Codispoti, Harding Academy (TN); Chris Cox, Ravenscroft School, (NC); Kyle Egan, St. Agatha's School Milton (MA); Basil Kolani, Dwight School (NY); Jeff Martin, Covenant Preparatory School (CT); Daniel Seiden, Asheville School, (NC)|
|Spectacular Fails: A Learning Community Takes Risks and Celebrates Failing Forward||3000||
The Northwest Association of Public Schools piloted a new model of shared learning at the 2015 Spring ... ||Block 2||Introductory||Leadership Development||
The Northwest Association of Public Schools piloted a new model of shared learning at the 2015 Spring Heads Meeting and Leadership Institute. Attendees were invited to bring a story for an open mic setting that represented a profound moment of learning through spectacular failure. Come join us, hear stories, and maybe even tell one. See how this model could support learning in pubic, failing forward, and building community at your next retreat or faculty meeting.
||Emily McGrath and Siri Akal Khalsa, Northwest Association of Independent Schools, Percy Abram, The Bush School (WA), and Kisha Palmer, Forest Ridge School of the Sacred Heart (WA)||
How can I support development of a professional learning community that supports administrators and faculty in risk taking and failing forward? How do I go about setting up a spectacular fails open mic? What does a spectacular fail session look and feel like?
|Staying Ahead Of The Curve: Addressing Student Sexual Assault||2014||
Over the last five years, higher education has received all of the attention regarding student sexual ... ||Block 4||Intermediate||The Student Experience||
Over the last five years, higher education has received all of the attention regarding student sexual assault. That focus will likely shift to K-12 institutions. This session will provide an in-depth discussion of student sexual assault, assess potential legal claims against K-12 schools, and discuss best practices and practical steps schools can take to mitigate risk.
||Scott Schneider and Suzanne Bogdan, Fisher & Phillips, LLP (FL)||
What can K-12 schools learn from the way colleges and universities have handled student sexual assault? What proactive steps can K-12 schools take to manage risk associated with student sexual assault? What legal claims are being brought against K-12 schools in the area of student sexual assault?
|Stories About the Power of Diversity from Diverse Heads and Their Spouses Part 1||2005||
This two-part workshop will include three diverse heads of school and their spouses who will tell ... ||Introductory||Leadership Development||
This two-part workshop will include three diverse heads of school and their spouses who will tell their stories about their rise to the first family position. They will discuss the issues they considered before making the decision to become a head of school, the aspects they looked for in their boards, the roles their spouses play at their institutions, and the rewards of being an diverse leader.
||Gail Suitor, Boulder Country Day School (CO); Shauna Betof, Boston University Academy (MA) ||
What special gifts does a diverse head of school and their family bring to a school community? What should a rising diverse leader consider as they embark on a head of school career? What does a diverse leader look for in a board of trustees?
|Stories About the Power of Diversity from Diverse Heads and Their Spouses: Part 2||2004||
In the first part of this workshop, three diverse heads of school and their spouses tell their stories ... ||Introductory||Leadership Development||
In the first part of this workshop, three diverse heads of school and their spouses tell their stories about their rise to the first family position. During this second part, our moderator will ask the couples questions about the gifts and challenges they have faced in leadership, how they balance work/family life, what roles their spouses play, advice for rising diverse leaders and their families, and what they looked for in a board.
||Gail Suitor, Boulder Country Day School (CO); Shauna Betof, Boston University Academy (MA) ||
What special gifts does a diverse head of school and their family bring to a school community? What should a rising diverse leader consider as they embark on a head of school career? What does a diverse leader look for in a board of trustees?
|Strange Bedfellows: Charter Schools and Independent Schools||2016||How have independent schools shaped charter schools? Hear the stories of former independent school ... ||Block 4||Introductory||Leadership Development||How have independent schools shaped charter schools? Hear the stories of former independent school educators now leading charter schools. The stories of these leaders, what drew them to charter schools, the practices they adopted from independent schools, and what they have learned in charter schools that could benefit independent schools is the focus of this presentation.||Tyler Kusunoki, Beijing Capstone Prep Education Center; Molly Jane Layton, Brooklyn Prospect Charter School; Pearl Rock Kane, The Klingenstein Center||Why do independent school administrators and faculty migrate to charter schools, and who are the people likely to make that move? How does an independent school background impact a charter school leader’s vision and practice for his or her school? What can charter and independent school leaders learn from each other in ways that would enhance their respective schools?|
|Strategic Engagement in Online Learning - Five Case Studies||2020||
This workshop will present and discuss five case studies of schools that are strategically engaged ... ||Block 1||Intermediate||Management||
This workshop will present and discuss five case studies of schools that are strategically engaged in online learning. Commonalities among these schools will emerge, including that they: have leaders who put online learning on the table as a solution to challenges around time, space, or staffing; and eventually move to a mindset of leveraging online resources to propel teaching and learning forward within the school.
||Bradford Rathgeber, Online School for Girls (MD)||
How do schools start to engage in online learning? What pathways do schools take as the embed online learning into the curriculum of the school? What commonalities exist between strategically engaged schools?
|Strategic Plan Accountability: Evaluating the Old to Prepare for the New||2018||
Strategic planning must be more than goal-setting and action steps; it needs to become a core component ... ||Block 4||Intermediate||Governance||
Strategic planning must be more than goal-setting and action steps; it needs to become a core component of institutional accountability, both setting the agenda and clarifying the responsibilities for school leadership. Learn how one school added an innovative process to formally evaluate the achievements of its current plan before launching its next planning cycle.
||Carrie Snyder and Christian Talbot, Malvern Preparatory School (PA) and Jonathan Martin, Consultant||
How can strategic planning become a better process for enhancing institutional and leadership accountability and results? How can schools better prepare for the next round of strategic planning by thoroughly and formally evaluating the status and completion of its previous plan? How can schools use outside expertise for formal program evaluation that lends insight into the future direction of the school?
|Strategies for Sustaining Innovation When Hype Turns to Gripe||2022||
Despite organizational inertia and competing priorities, how can meaningful, lasting innovation be ... ||Block 1||Introductory||The Classroom Experience||
Despite organizational inertia and competing priorities, how can meaningful, lasting innovation be realized? Learn from The Urban School of San Francisco’s recent innovations in advancing blended learning, adopting a new LMS and developing an engineering and design program. Assess your school’s relationship to disruptive innovation and strategize for when enthusiasm for a new idea gives way to skepticism and disillusionment.
||Kelsey Vrooman, Riley Maddox, and Geoff Ruth, The Urban School of San Francisco (CA)||
What are the major disruptive forces of innovation in independent schools today? How can school leaders help grow and sustain innovative practices or programs in their school? How have other institutions responded to challenges in implementation of new programs?
|Successful Gift Solicitation Strategies: Not Just a Question of Asking||2022||
A little experience is all you need to learn the positive language and mindset for enjoying gift ... ||Block 5||Intermediate||Communications and Advancement||
A little experience is all you need to learn the positive language and mindset for enjoying gift solicitation and doing it well. In this session we’ll design a successful solicitation strategy, identify tips and techniques for training trustees and key volunteers, learn how to address donor objections, and work through a case study that provides an opportunity to put theory into practice.
||Starr Snead, Advancement Connections and Shelley Reese, The Learning Center for the Deaf (MA) ||
What (subtle or not-so-subtle) signals do donors give that help us know how and when and why to ask them for a gift? How do we get to a "yes!" and what happens when we get a "no" after asking for a gift? What roles should volunteers, heads, trustees, and advancement professionals play in the process?
|Supporting Heads – Sustaining a Flourishing Leadership Partnership||3003||Sustaining a flourishing head–board partnership is crucial for the stability of a school. Boards can ... ||Block 1||Intermediate||Governance||Sustaining a flourishing head–board partnership is crucial for the stability of a school. Boards can best support heads by understanding what their needs are to sustain them in the position long-term. Based on a survey of more than 250 heads and trustees, this session examines how trustees can best support their heads to form and nurture mutually beneficial relationships.||Tekakwitha Pernambuco-Wise and Amy Ramsey, Sea Crest School (CA)||What types of support do Heads most value from their Trustees? Do heads who lead different types of schools (K-8, 9-12, boarding, young, etc.) and at different stages in their headship need different types of support? Does the concept of head “support” have the same implications for heads as it does for trustees?|
|SWOT Analysis for Heads: Make Data Work for You||2020||Jon Moser of Finalsite and Pat Bassett of Heads Up Educational Consulting will share how you can analyze ... ||Block 4||Intermediate||Leadership Development||Jon Moser of Finalsite and Pat Bassett of Heads Up Educational Consulting will share how you can analyze your school’s strengths, weaknesses, opportunities and threats with data-driven information that will help you to make better decisions. We’ll explore how strengths can drive your school’s future engagement with an increasingly mobile and web-savvy constituency. Case studies will highlight what you need to be thinking about now.
View the presentation: https://www.dropbox.com/s/l0t418d4hypxvp8/swot%20analysis%20for%20heads%20of%20school%20-%20nais%202016.pptx?dl=0||Jon Moser, finalsite and Patrick Bassett, Heads Up Educational Consulting||How can one correctly analyze a school's strengths, weaknesses, opportunities and threats? How can one engage constituents by highlighting a school's strengths? How can one use data to prove return on investment?|
|Task-Centered Assistive Technology||2016||Explore task-centered academic goals, supporting assistive tech tools, and assessment ideas while focusing ... ||Block 6||Intermediate||The Classroom Experience||Explore task-centered academic goals, supporting assistive tech tools, and assessment ideas while focusing on tasks that middle and high school students face. Too often we try to fix the tool for the student instead of understanding each student and finding the right series of tools that work best for her or him. Continue to think outside the box!||Jackie Hersh, Jackie Hersh, Sally Garza, and Jason Sepsi, Lawrence School (OH)||What does a task-centered activity look like? How can I advocate for myself/ students in using a tool in a task centered activity? What should I consider? When picking out an assistive technology tools and resources, what should I focus on?|
|Teacher Quality in Independent Schools||2009||Review findings and explore the implications of the recent Measures of Effective Teaching (MET) study, ... ||Block 5||Intermediate||Leadership Development||Review findings and explore the implications of the recent Measures of Effective Teaching (MET) study, which determined that independent schools use four key characteristics to describe high quality teachers. Independent schools value teachers who develop strong relationships with students, demonstrate strong pedagogical knowledge and content expertise, possess a growth mindset about their own capacity, and fit well within the school’s culture. ||Natalia Hernandez, Isidore-Newman School (LA); Matt Balossi, School District of Clayton||How do independent school practitioners describe high quality teachers? Do independent schools’ practices of recruitment and selection reflect what they value in high quality teachers? Do independent schools’ practices of retention and recognition of high quality teachers reflect what they value in high quality teachers?|
|Ten Heads, Ten Years, Ten Lessons: Members of the INH Class of ’06 Tell Their Tales||2018||Over 60 heads of school gathered in July 2006 to take part in NAIS’ Institute for New Heads. Ten years ... ||Block 6||Intermediate||Leadership Development||Over 60 heads of school gathered in July 2006 to take part in NAIS’ Institute for New Heads. Ten years later, ten heads (including INH leader Reveta Bowers) reunite to share ten lessons learned. We welcome sitting heads and heads-to-be to join us for an engaging presentation, rich with wisdom, longitudinal data, reflection, cautionary tale, humor, and inspiration.||John Huber, Emerson School (MI); Reveta Bowers, The Center for Early Education (CA); Carolyn Chandler, Metairie Park Country Day School (LA); Ian Craig, Harding Academy (TN); Mark Devey, Perkiomen School (PA); Julie Elam, Marin Primary & Middle School (CA); Josie Holford, Poughkeepsie Day School (NY); Andy Jones-Wilkins, Tandem Friends School (VA); Annette Raphel, Belmont Day School (MA); and Amy Vorenberg, Beauvoir, The National Cathedral Elementary School (DC)||What lessons can I learn about school leadership from practitioners in the field? How can I avoid the same pitfalls and challenges that these heads have experienced? What is the value of NAIS’ Institute for New Heads?|
|The AltSchool Story: Super Powering Educators To Transform Education||3000||
AltSchool was founded in 2013 by educators, technologists, entrepreneurs, and parents who believe ... ||Block 3||Introductory||The Classroom Experience||
AltSchool was founded in 2013 by educators, technologists, entrepreneurs, and parents who believe technology coupled with empathy has the power to transform education. In this panel discussion and audience Q&A, a teacher, a parent, an engineer, and a student will join AltSchool’s founder to describe how startup culture nurtures innovation and rapid iteration in our 17 classrooms in San Francisco, Palo Alto, and Brooklyn.
||Carolyn Wilson and Max Ventilla, AltSchool, Inc (CA)||
Why did engineers, entrepreneurs, designers, parents, and educators come together to found AltSchool, a network of micro-schools? How do educators, parents, engineers, designers, and product managers work together to build products and design practices which improve the school experience for students, parents, and educators? How can technology and start-up culture empower educators to deliver personalized education in diverse learning communities?
|The Cart Before the Horse: The Story of School (or Program) Creation||3000||
It’s hard enough to show the value of a program that already exists. How about one that doesn’t? ... ||Block 1||Introductory||Communications and Advancement||
It’s hard enough to show the value of a program that already exists. How about one that doesn’t? Learn about Beacon Academy’s journey from idea in 2010 to opening in 2014. Be prepared to swap stories about your own struggles and triumphs when trying to bring innovation, program creation, and new concepts to established schools and communities.
||Kate Anderson, and Jeff Bell, Beacon Academy (IL)||
What are the lessons we can all learn and apply from a founding school story? How do you market and set expectations for a program that doesn’t yet exist? How does this differ for families, donors, banks/lenders, real estate brokers, or the surrounding community? How do you prioritize to focus on attracting and retaining the best teacher talent? What role do autonomy and buy-in play in leadership development in a new school, both at the student and staff/faculty level?
|The Catalytics of Change: Stories of Design, Agency, and Innovation in a School||2022||
Independent schools are often able to be creative and agile in their efforts to grow as forward-thinking ... ||Block 4||Intermediate||Leadership Development||
Independent schools are often able to be creative and agile in their efforts to grow as forward-thinking institutions. Yet, schools face complex obstacles as they work to innovate. Design Thinking as a process can help to create a culture that fosters catalytic agents of innovation (administrators, teacher, students and parents alike) as well as make space for the calamities that inevitably follow movement toward the unknown.
||Tom Thorpe, Meg Hill, Martha Smith, Nick Bain, and Renee Rockford, Colorado Academy (CO)||
How can design thinking be used as a process to allow for success and failure on the journey to grow a culture of innovation in schools? How might schools cultivate greater student agency as institutions while promoting excellence and an engaged perspective? What practices should schools institute to foster innovation?
|The Compelling Case for Instructional Coaching||3002||What is the central mission of every school? Teaching and learning. Yet how much rigorous conversation ... ||Block 4||Introductory||Management||What is the central mission of every school? Teaching and learning. Yet how much rigorous conversation takes place every day and in a variety of ways about teaching and learning? How can schools become environments where observation, feedback, and ongoing conversations about teaching and learning are commonplace - part of the air breathed? Hire an inspired and inspiring instructional coach.||Matthew Horvat, Brenda Leaks, Gerald Buhaly, and Jessica Hanson, The Overlake School (WA)||How can schools create a culture where observation, feedback, and dialogue about teaching and learning occur regularly? How can schools implement an instructional coaching model? Will hiring an instructional coach signal to the parent community that your faculty is not strong?|
|The Edward E. Ford Foundation: Who We Are, What We Do, What We’re Seeing, and What to Expect from Us||3001||
This workshop will present everything you ever wanted to know about the Edward E. Ford Foundation. ... ||Block 2||Intermediate||Leadership Development||
This workshop will present everything you ever wanted to know about the Edward E. Ford Foundation. The nuts and bolts of applying for Foundation grants will be explained. There will be a summary of some of the more unusual and interesting recent proposals that the Foundation has funded. Some of the possible future plans for the Foundation's work will be discussed and there will be the opportunity for those interested to suggest future areas of focus for the Leadership Grants.
||John Gulla, The Edward E. Ford Foundation||
Who can apply and what does the process involve, what is the timeline and how does one get started? What recent proposals have been funded and what patterns are evident to the Foundation as it engages with independent schools of all stripes all over the country? What suggestions might schools have for the Foundation? How can the Foundation best support the work of independent schools?
|The Emerging Conversation: Online Reviews of Independent Schools||2024||Online reviews are a critical source of brand image on sites from Yelp to Amazon, but have been given ... ||Block 4||Introductory||Leadership Development||Online reviews are a critical source of brand image on sites from Yelp to Amazon, but have been given less attention by independent schools. GreatSchools.org, message boards, and chat groups are emerging as conversation hubs domestically and for international parents with less access to information. Join a headmaster alongside PR and international admissions experts to discuss case studies and strategies to manage your institution’s image.||Ketan Gajria, The Cambridge Institute of International Education (MA); Rebecca Bresee, Hampton Roads Academy (VA); Patti Georgevich, Consultant||How important are online reviews to the reputation and brand image of my school with prospective parent applicants domestically and internationally? How can I locate and respond to online feedback for my school, both positive and negative? How can I develop and manage social media conversations about my school to take greater control of my reputation and brand image?|
|The High Rise Urban School: Planning & Design for Community & Connectivity||3022||Learn how a dense urban location and high rise construction influenced the planning of GEMS World Academy ... ||Block 2||Intermediate||Management||Learn how a dense urban location and high rise construction influenced the planning of GEMS World Academy Chicago’s campus, how community partnerships were used to supplement offerings, how design was used to support GEMS educational and marketing objectives, and how state-of-the art technology facilitates collaboration between classrooms around the world.||Lynne Sorkin, bKL Architecture LLC; Arthur Weir, RMC International; Fritz Morris, Mary Beth Wilson, and Kim Wargo, GEMS World Academy-Chicago; John Lupinos, Arcadis US, Inc. ||How does a dense urban site with numerous constraints and the need for multi-story construction create opportunities and challenges that influence the programming and design of a new campus? How can design support educational goals and pedagog, promote an IB curriculum by raising global awareness, and support marketing objectives? How does integration of technology and the development of community partnerships facilitate local interaction with the GEMS global network of classrooms?|
|The Interactive Constitution: Non-Partisan Civics Education for 21st Century Classrooms||2020||
This presentation of classroom applications of the National Constitution Center's new, interactive ... ||Block 6||Intermediate||The Classroom Experience||
This presentation of classroom applications of the National Constitution Center's new, interactive Constitution guides secondary social studies and English teachers through an exploration of how this powerful tool makes the Constitution approachable and meaningful to learners in 21st century classrooms. The session is of particular value to AP US history and government teachers and teachers whose students will take the SAT.
||Kerry Sautner, National Constitution Center||
How can teachers and students approach the Constitution on a non-partisan basis? How can technology be utilized to reverse trends of declining civic education? How does the Interactive Constitution prepare students for AP exams and the SAT?
|The Journey: Fostering Meaningful Institutional Work on Equity and Inclusion||3001||Equity and inclusion are central to many independent school missions. But what does that commitment ... ||Block 4||Intermediate||The Student Experience||Equity and inclusion are central to many independent school missions. But what does that commitment look like “on the ground”? How are schools encouraging faculty to stretch in these areas? In this session, two department chairs and two school administrators will discuss their practical efforts to keep equity and inclusion at the heart of school decision-making from the board room to the classroom.||Blake Spraggins, Holly Hinderlie, Marjo Talbott, Nicholas Michalopoulos, and Laurel Reitman, Maret School (DC)||How can schools foster honest conversation about equity and inclusion? What practical measures can help schools approach issues of equity and inclusion? What first steps are practical in my own school setting?|
|The Lag in Female Headship - When “Lean In” is Not the Answer||3000||Despite statistics documenting that the overwhelming majority of educators in independent schools are ... ||Block 5||Introductory||Leadership Development||Despite statistics documenting that the overwhelming majority of educators in independent schools are women, the historic lag in headship positions persists. Women comprise approximately two-thirds of teachers and administrators but only 34% of NAIS member schools are led by women. In this study we shed light on the problem of female leadership by sharing the perspectives of board chairs, search firms and female division directors.||Lindsay Koss, Sinai Akiba Academy (CA); Pearl Kane and Patricia Burns, The Klingenstein Center; Frances Fondren, Holland Hall School (OK); and Lucy Goldstein, Episcopal High School (VA)||Why does the gender gap persist in headships in independent schools? Is the lag in female headship due to the unwillingness of women to shoulder major responsibilities for a school, the unwillingness of boards to choose women, or is it the unwillingness of search firms to advocate for female candidates? Given the findings of this study, how can we address the root of the problem?|
|The Power of Teacher Language||2022||Learn how teachers can use language — words, tone, and pace — to increase student engagement, build ... ||Block 6||Introductory||The Classroom Experience||Learn how teachers can use language — words, tone, and pace — to increase student engagement, build a positive classroom community, create a growth mindset, and teach prosocial behavior by helping children develop confidence, competence, and self-control. Gain many practical tips and samples of effective teacher language to take back to school.||Sarah Fillion, Responsive Classroom; Earl Hunter, Echo Horizon School (CA)||How is teacher language defined and how does it shape students’ thoughts, feelings, and experiences? What are the tools to help teachers use language to increase student engagement, build a positive classroom community, create a growth mindset, and teach pro-social behavior? What are some examples of strategies and practices teachers can use to support students’ learning and positive behavior with reinforcing language?|
|The Professional Development Process as a Means to Institutionalizing Diversity Goals||3001||This workshop focuses on how professional development for faculty, staff, and administrators can institutionalize ... ||Block 3||Intermediate||Leadership Development||This workshop focuses on how professional development for faculty, staff, and administrators can institutionalize diversity goals at independent schools. Learn how intentional planning of professional development results in cultural shifts where responsibility for diversity initiatives shifts from that of the individual to that of the institution by providing opportunities for leadership to all members of the school community.||David Duane, Tete Cobblah, and Gerard Ward, The Fenn School (MA)||What role does professional development play in fostering growth and leadership as a means to creating institutional change? What are the catalysts and leverage points that schools can use to persist and overcome pitfalls and calamities as they satisfy institutional goals? How does a school intentionally plan and create cultural shifts so that the responsibility of diversity initiatives shift from that of the individual to that of the institution?|
|The Trailblazer in You: How Your School's Story Can Become Your Catalyst for Change||3001||
Using Castilleja’s Partnership for 21st Century Assessment as a model, participants will develop ... ||Block 5||Intermediate||Management||
Using Castilleja’s Partnership for 21st Century Assessment as a model, participants will develop a roadmap to innovate, pilot, launch, and ultimately sustain a new program. These new programs will address new challenges while also supporting the school's mission. This workshop will also give participants an opportunity to consider a fund-raising plan to support their newest ideas.
||Nanci Kauffman, Jose Band, and Karen Strobel, Castilleja School (CA)||
How do you take a single challenge at your school and turn it into a compelling story that justifies a new program? How do you build an infrastructure to pilot, fund, and sustain your new program? How do you assess the impact of your new program and successfully tie it to your existing programs?
|Tomorrow and Tomorrow and Tomorrow: Practical Thoughts About Our Students' Futures||3003||In 2025 what stories will our students tell as adults about how their education prepared them for their ... ||Block 2||Introductory||The Classroom Experience||In 2025 what stories will our students tell as adults about how their education prepared them for their lives? What will matter most? What stuck, and what didn't? In this session, you'll imagine the skills our students will need to thrive in their tomorrow of 2025; you'll also take away practical skills for tomorrow your students can learn today. By imagining our students' tomorrows we can help them build the stories of their future lives.||Larry Kahn, The Bay School of San Francisco (CA); Susan Davis, Iolani School (HI)||What will the world of 2025 be like, and which skills will students need to thrive in that world? Which strategies and tools for tomorrow can teachers share with their students today? How can we work together to redefine learning environments that are relevant for our students for the tomorrow that will be the setting for their own stories?|
|Trailblazers from China: Marry School Mission and Cultural Expectations for Asian Students||2011||Attracting students from China can significantly enrich the learning experience and create opportunities ... ||Block 6||Introductory||The Student Experience||Attracting students from China can significantly enrich the learning experience and create opportunities for cultural awareness in independent schools. Important cultural variations exist within China that can impact students at independent schools differently. Find out what works and what doesn’t from a career educator and business person with significant experience in China.||Kathleen McNamara, Seven Hills School (CA); and Mary Wadsworth Darby, Peridot Scholastic Advisors||How are Chinese students different from typical American students and how do this affect students’ cultural adjustment to life in the independent school? What strategies will help you be more successful in meeting the needs of your students from greater China and managing their parents’ aspirations/expectations? What are the most common mistakes that schools make in dealing with families from China?|
|Trailblazing a New Model for School Finance: One School's Journey Toward Net Revenue||3001||Hear the story of one school's journey toward developing a net revenue financial model. Hear from the ... ||Block 1||Introductory||Governance||Hear the story of one school's journey toward developing a net revenue financial model. Hear from the head of school and trustees about lessons learned along the way, how they have changed their thinking on financial aid, and how they have experimented with alternative revenue sources to supplement income.||Bradley Weaver and Katie Murphy, Sonoma Country Day School (CA)||What is net revenue budgeting? How does financial aid work within a net revenue model? What are unique opportunities for alternative revenue sources within participants' schools?|
|Triple Threat: Crisis Management, Reputational Risk, and Business Continuity||3022||One of the greatest issues facing independent schools today is the issue of crisis management and the ... ||Block 4||Intermediate||Management||One of the greatest issues facing independent schools today is the issue of crisis management and the threat to reputational risk and business continuity for the school. This session will use case studies and actual claims to help identify best practices and strategic models for schools to follow.||Ronald Wanglin and Cheryl McDowell, Bolton & Company; Constance Neary, United Educators Insurance Risk Retention Group; and Lisa Turchan, The Buckley School (CA)||How can one address crisis management in and independent school environment? How can one address and manage reputational risk? How can one establish a business continuity plan for the school?|
|Trustees and Heads Working for Diversity, Inclusion, and Equity||3024||
Diversity, inclusion, and equity are governance responsibilities. In this working conversation, participants ... ||Block 1||Intermediate||Governance||
Diversity, inclusion, and equity are governance responsibilities. In this working conversation, participants will learn about a grass-roots collaborative of diversity-committed trustees and heads, identify governance responsibilities for inclusion and equity, discuss cultural competency needs within boards, and explore effective practices for school leadership.
||Alison Park, Blink Consulting, Alex Wong, Town School for Boys (CA), and Barre Fong, Katherine Delmar Burke School (CA)||
What responsibility and role do boards have in their schools’ commitment to diversity, inclusion, and equity? What are effective practices at the board level? What do boards and heads need in order to be leaders in diversity, inclusion, and equity?
|Turning a Blind Eye to Bullying?||3002||Participants will learn about behaviors that constitute bullying (including cyber-bullying), hazing, ... ||Block 1||Intermediate||The Student Experience||Participants will learn about behaviors that constitute bullying (including cyber-bullying), hazing, and harassment; the differences between them; the impact of the behavior; the legal liability; and methods for both combating the behavior and instituting policies and programs that may help the school avoid liability.||Candice Pinares-Baez, Fisher & Phillips, LLP, and Diane Jones, Saint Andrew's School (FL)||What policies and procedures should be in place to combat bullying? What are proper and improper communications in varying bullying scenarios? What are the differences between bullying, hazing, and harassment?|
|Turning That Ship of a School to a New and Challenging Course!||3000||
Schools have focused on what it takes to prepare students to be 21st century learners, but have we ... ||Block 6||Intermediate||Governance||
Schools have focused on what it takes to prepare students to be 21st century learners, but have we asked what it takes to be a 21st century school? Traditional strategic plans look ahead five years; in today's changing global environment does that still work? Discover how to become nimble, react to change, and implement new programs quickly and effectively.
||Robert Vitalo, Brandon Clarke, and Lydia Denworth, Berkeley Carroll School (NY)||
How does a board of trustees support and promote innovation? Why is it important to speed up the cycle of change in our schools? Who needs their hands on the wheel when an entire school needs, or wants, to change course?
|Two Brains Are Better Than One! The New Normal - Creating Effective Head/Assistant Head Collaboration||3002||
The expectations of heads are daunting. New heads are full of hope but challenged by the realities ... ||Block 3||Advanced||Leadership Development||
The expectations of heads are daunting. New heads are full of hope but challenged by the realities of the position. Rising stars, the future leaders, need mentorship. Authentic, powerful head/assistant head of school teams are the right solution. Through case studies, we will explore creating relationships to navigate successful collaboration and offer a model of healthy, fulfilling, effective teams.
||Matthew Stuart, The Caedmon School (NY) and Honor Taft, Gill St Bernard's School (NJ)||
How do you thoughtfully and respectfully define and balance the exact roles of head and assistant head of school? Is it always “the head’s decision?” How do you continue to build a successful partnership, staying attuned throughout the ongoing process? How do you define and communicate your roles to the entire school community?
|Understanding the K-12 International Student Landscape in US Independent Schools||2016||This session identifies matters of principle and practice schools should consider when choosing to enroll ... ||Block 2||Intermediate||The Classroom Experience||This session identifies matters of principle and practice schools should consider when choosing to enroll international students. The presentation will provide a holistic view of the community and institution as well as the student and it will showcase trends and challenges for both day and boarding schools so that the audience will gain a better understanding about the international students’ landscape in K-12 independent schools in the US. The presenters will share data and findings from various surveys and research projects as well as best practice information and will examine institutional opportunities, costs, risks, and legal aspects.||Ioana Wheeler and Debra Wilson, NAIS; Pete Upham, The Association of Boarding Schools; and Chantal Duke, The Awty International School (TX)||What are new trends and data in international student recruitment, admissions, enrollment? What are some challenges schools face with enrolling international students? What are some best practices for schools considering increasing their international student population? |
|Use of Participant Agreements - Releases and Related Issues||3022||As a school, do you have parents and/or students sign an agreement containing a description of the activities ... ||Block 3||Introductory||Management||As a school, do you have parents and/or students sign an agreement containing a description of the activities students will undertake, both on and off campus, whether in the US or internationally? Does this agreement endeavor to include certain legal protections for the school? This workshop will cover legal and practical issues associated with use of written participation agreements with school families and highlight the value in using these documents as informational, risk management and legal tools. We will identify key agreement components and provide examples of current case law to discuss specific issues affecting schools and other organizations that undertake active programming. Significant issues include: dealing with minors, releases, acknowledgment and assumption of risks, the inter-relationship of various school agreements; e-signatures; and unique state laws and legal doctrines.||Catherine Hansen-Stamp, Attorney||Why it is important to work with informed legal counsel to develop (or revise) your participant agreement, consistent with existing school agreements and information, and consistent with applicable state law and other relevant considerations? Why it is important to understand issues associated with crafting a participant agreement that involves minor participants? Why it is important to consider (with informed legal counsel) the use and implementation of electronic forms and associated compliance with e-sign laws, if the school is planning to have participants electronically sign the participant agreement?|
|Using Branding as a Catalyst for Thriving Auxillary Programs||2009||An interactive session on how branding can be a catalyst to creating successful programs. When is it ... ||Block 4||Intermediate||Management||An interactive session on how branding can be a catalyst to creating successful programs. When is it important for your camp and school to share branding, and when is it important for you to brand in unique ways and what options exist in the middle? Do your summer camp goals match up with your school's mission? Examine current branding trends from Fortune 500 companies and how we can apply them to our programs.||Dan ONeil, The Congressional Schools of Virginia (VA) and Karen McCann McClelland, Sidwell Friends School (VA)||How can you take a team approach in developing your auxiliary/summer/co-curricular program goals to match your branding strategy (e.g. involving development, communication, admissions, HR, etc.)? What lessons can we apply to schools from Fortune 500 companies co-branding successes and failures? What effect does your branding strategy for auxiliary programs have on enrollment?|
|Using Mindfulness and Shared Reflective Practices to Enhance Faculty Culture||3002||
While content knowledge and pedagogical expertise are crucial, educators also need support for their ... ||Block 6||Introductory||Leadership Development||
While content knowledge and pedagogical expertise are crucial, educators also need support for their own emotional and spiritual development. This interactive session provides a range of practices, including mindfulness, text study, reflective listening, and group sharing, that support teachers and build faculty culture by enhancing reflection, resilience, appreciation, and a shared sense of purpose.
||Nancy Leaderman, Shalom School (CA)||
What kinds of support do teachers need to be emotionally and spiritually sustained in their work? What exercises and strategies can we do as a faculty that will build resilience, appreciation, and a shared sense of purpose? How can educators’ own sense of vulnerability and search for meaning make them more effective educators and role models for their students?
|W01. Advancement Strategies and Solutions for Small SchoolsOptional Three-Hour Workshop||2011||Making small school advancement make sense requires vision, confidence, collaboration, creativity, efficiency, ... ||Three-Hour Workshops||Introductory||Communications and Advancement||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.||Starr Snead, Advancement Connections; and Shelley Reese, The Learning Center for the Deaf (MA)||How 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?|
|W02. Building a High-Quality Public-Private PD Model: Harvard Project Zero in Washington, DCOptional Three-Hour Workshop||2002||Explore an ongoing professional development model in DC involving 1,000 educators and a variety of schools, ... ||Three-Hour Workshops||Introductory||The Classroom Experience||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.||James Reese, Carole Geneix, Richard Anderson, and Vaijayanti Wagle, Washington International School (DC)||How 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?|
|W04. Design Sprint: Create a Maker Project in Three HoursOptional Three-Hour Workshop||2004||Digital fabrication, making, and physical computing projects are swiftly becoming an integral part of ... ||Three-Hour Workshops||Introductory||The Classroom Experience||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.||Martha Erskine and Concepcion Alvar, Marymount School of New York (NY); Don Buckley, Tools at Schools; Angi Chau, Castilleja School (CA)||What 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?|
|W05. Design Thinking as a Catalyst for Meaningful Learning and EngagementOptional Three-Hour Workshop||2005||How can a creative problem-solving process transform your learning community? Delve into Notre Dame ... ||Three-Hour Workshops||Introductory||The Classroom Experience||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.||Deborah Parizek, Henry Ford Learning Institute (MI); Cheryl Beshke, Debbie Orr, and Lynne Bombard, Notre Dame Academy (GA)||What 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?|
|W07. Differentiated Mindfulness Practices For Better Classroom LearningOptional Three-Hour Workshop||2007||Learn new mindfulness approaches and day-to-day practices as you gain a deeper understanding using experiential ... ||Three-Hour Workshops||Intermediate||The Student Experience||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.||Daniel Lauter, Mindful Sync||How 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?|
|W08. Elevating the Black Male: Developing Culturally Competent SchoolsOptional Three-Hour Workshop||2008||Examine the societal perceptions of young black males that perpetuate racial disparities in education. ... ||Three-Hour Workshops||Introductory||The Student Experience||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.||Omekongo Dibinga, Upstander International (DC)||How 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?|
|W09. Establishing Common Ground Between Heads of School and Technology LeadersOptional Three-Hour Workshop||2009||Technology’s role looms large; it now drives innovation, underpins equity issues and distinguishes schools ... ||Three-Hour Workshops||Intermediate||Leadership Development||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.||Kelsey 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) ||For 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?|
|W11. Forget “The Talk:” Best Practices in Sexuality Education for Today's World, PK-6Optional Three-Hour Workshop||3000||Pre-kindergarten and lower schools increasingly grapple with the impact of a highly sexualized culture ... ||Three-Hour Workshops||Intermediate||The Student Experience||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.||Deborah Roffman, The Park School of Baltimore (MD)||How 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?|
|W12. Grow Agency (Instead of Just Hiring One): A Capacity-Building Brand WorkshopOptional Three-Hour Workshop||3001||Too often even the most expensive agency-created school brand campaigns don’t stick. Why? Expert educators ... ||Three-Hour Workshops||Intermediate||Communications and Advancement||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.||Tiffany Hendryx and Lindy Patterson, Firebrand for Education, LLC; Matthew Rush, Allen Academy (TX)||How 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)?|
|W13. How to Make Your School's Innovation Story a BestsellerOptional Three-Hour Workshop||3002||Is innovation at your school true romance, poor foreign translation, or murderous crime fiction? Discover ... ||Three-Hour Workshops||Intermediate||Leadership Development||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.||Jamie Baker and J. Timothy Richards, Pomfret School (CT); Jonathan Martin, JonathanEMartin Ed Services||What 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?|
|W14. Leadership + Design Lab: Seeking 21st Century TalentOptional Three-Hour Workshop||3003||Want to foster students’ 21st century skills – creativity, teamwork, and critical thinking? Start by ... ||Three-Hour Workshops||Intermediate||Leadership Development||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.||Matt Glendinning, Moses Brown School (RI); Carla Silver, Leadership+Design||How 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? |
|W15. Let's Talk: Experts Discuss Head of School Employment Agreements in the Real WorldOptional Three-Hour Workshop||2012||Head of school employment contracts are complicated. Examine key terms as current heads weigh in on ... ||Three-Hour Workshops||Intermediate||Governance||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.||Terrence 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)||Can 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?|
|W16. Navigating All Things Gender: Concepts and Language to Support Students across the SpectrumOptional Three-Hour Workshop||2024||Administrators and teachers increasingly need policies and language to serve students with a wide variety ... ||Three-Hour Workshops||Introductory||The Student Experience||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.||Jennifer Bryan, Team Finch Consultants||What 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?|
|W19. Successful STEM through Blended Learning and Community Based Public-Private PartnershipsOptional Three-Hour Workshop||2018||St. Andrew's Episcopal Academy (Florida) launched a new upper school in 2014-15, focusing on STEM and ... ||Three-Hour Workshops||Intermediate||The Classroom Experience||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.||Caterina Angelone, Zane Barrus, Curry Krasulak, and Anastasia Legakus, St. Andrew's Episcopal Academy (FL)||What 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?|
|W20. Taming the Tech Effect: Rethink and Reboot the Integration of Technology at Your SchoolOptional Three-Hour Workshop||2020||Join two internationally acclaimed experts and trailblazers in education technology and child development ... ||Three-Hour Workshops||Intermediate||The Classroom Experience||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.||Catherine Steiner-Adair, Clinical Psychologist; Erin McCloskey, Phillips Academy (MA)||How 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?|
|W21. A Truly Mission-Driven Academic Program: Leaders Show How to Get ThereOptional Three-Hour Workshop||2000||To move beyond standardized curricula or familiar practice takes courage, strategic motivation, a process, ... ||Three-Hour Workshops||Introductory||The Classroom Experience||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.||Elise London, St. Mark's School (MA); Peter Gow, The Independent Curriculum Group; Josie Holford, Poughkeepsie Day School (NY); and Sean Raymond, York School (CA)||How 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?|
|What can the HSSSE do for me?||3022||Participating in the High School Survey of Student Engagement (HSSSE), or the forthcoming Middle Grades ... ||Block 5||Introductory||The Classroom Experience||Participating in the High School Survey of Student Engagement (HSSSE), or the forthcoming Middle Grades Survey of Student Engagement, brings schools a dauntingly large informational report. This session will share stories and strategies about and for the most effective ways to translate student engagement data into action for educational improvement.||Kevin Breen, Marshall School (MN); Chris Bigenho, Greenhill School (TX); Jonathan Martin, Secondary School Admission Test Board (SSATB); Amada Torres, National Association of Independent Schools (NAIS)||Why do schools choose to participate in the HSSSE? What are the most effective ways to interpret HSSSE data reports? What are examples of, and strategies for, school using HSSSE data to drive school improvement?
|What Stories Do These Scores Tell?||3003||
Statistics and storytelling are often thought of as separate and disconnected. This session will ... ||Block 4||Advanced||Communications and Advancement||
Statistics and storytelling are often thought of as separate and disconnected. This session will explore how to blend statistics and storytelling to create more effective narratives that reach their intended audience(s) on both rational and emotional levels. Participants can expect to see case studies of quantitative data storytelling and insights into how to use quantitative data to develop unique independent school messages.
||Nick Standlea, Test Prep Gurus; Hector Martinez, The Webb Schools (CA); Alice Cotti, Polytechnic School (CA); Deren Finks, Cranbrook Schools (MI)||
How can independent schools best make use of their institutional data to create unique, one-of-a-kind institutional stories? How is quantifiable data such as GPA and test scores best supported by qualitative measures such as essays, strength of curriculum, course selection, and letters of recommendation to create powerful student-narratives that positively impact college admissions outcomes? In the landscape of independent schools, what are the short-term and long-term competitive advantages of using hard, quantifiable data to support institutional stories?
|What’s New with DASL and What’s Next?||2024||DASL (Data and Analysis for School Leadership) continues to grow as a collaboration of associations ... ||Block 2||Introductory||Management||DASL (Data and Analysis for School Leadership) continues to grow as a collaboration of associations serving independent schools. Join the NAIS DASL team, along with a panel of independent school association leaders, to learn how the system serves your school as a data system for benchmarking and analyzing your school’s trends. See how we’ve integrated constituent surveys and demographic data into the system. And learn about the future of data collection and use from associations at the national, regional, and state levels.||Hilary LaMonte and Joy Bodycomb, NAIS; Representatives from several relevant associations||How can I use DASL to support the mission of my school? What are the new features available in DASL? How can I expect to use this data in the future?|
|What’s the Next Chapter of Your School’s Story?Fellowship Workshop||2007||Analyzing trends, market strategy, and case studies of schools adapting their own story, we will outline ... ||Block 5||Introductory||Leadership Development||Analyzing trends, market strategy, and case studies of schools adapting their own story, we will outline a roadmap for schools to utilize story as a way to thrive into the future. This 30-minute presentation is part of our NAIS Fellowship for Aspiring School Heads workshop series, presented by the current cohort. All attendees are welcome to join. ||Torsie Judkins, The Town School (NY); John Mathews, Potomac School (VA); Mark McLaughlin, Providence Country Day School (RI); Patrick McHonett, Phoenix Country Day School (AZ)|
|What's Google Got to Do with It? Independent School Enrollment in the Internet Era||3018||
The new generation of parents has countless resources at its fingertips to answer nearly any question. ... ||Block 4||Intermediate||Management||
The new generation of parents has countless resources at its fingertips to answer nearly any question. But, when it comes to deciding to enroll a child in an independent school, Google doesn’t have the answer, and parents feel stuck. This session will address how independent schools can strategically communicate with young parents who are data driven, juggling two full-time jobs, and expect a guaranteed return on their investment.
||Jennifer Elkin, Angela Brown, and Kate Moran, The Pike School (MA)||
The ROI Parent: How do you quantify the intangible benefits of an independent school education? Constant Q&A: How do you satiate the thirst for an overabundance of information from prospective parents? Beyond the Open House: What are alternative methods for reaching prospective families?
|What's the POINT? Learn How to Translate the Stories of Your School from One Group to Another||3018||By learning to act as a POINT person, or "Point Of Information Transfer," the administrator ... ||Block 1||Intermediate||Management||By learning to act as a POINT person, or "Point Of Information Transfer," the administrator will reframe his or her role as a translator of stories that resonate with the school mission, rather than simply a problem solver. This will empower community members to solve their own problems.||Benedict Chant, Margaret Metz, The Mandell School (NY)||Why do the good people I work with not understand each other? How can I sustain my workload and commitment when I am being pulled in all directions? How can I best serve the mission of the school?|
|What's the Race to be Done with Race?||3020||
At a time when college classes are more diverse than ever and one out of every four college students ... ||Block 1||Intermediate||The Student Experience||
At a time when college classes are more diverse than ever and one out of every four college students say that racism is no longer a problem in America, why do so many people of color feel so disenfranchised and why do we see such startling evidence on both social and journalistic media that race matters as much as ever? The national conversation about race still sputters with uncertainty and a lack of conviction. Learn what independent schools can do to stem the tide of avoidance and prepare our institutions and students to lead the charge toward an inclusive America.
||Robert Greene, Jones and Associates Consulting, Inc. ||
What makes race such a difficult topic to engage in our independent schools? Given the social changes in the last 50 years, is race still as relevant a factor in social relationships as it was during the Civil Rights Movement or have class, region, sexual orientation, and other identifiers superseded race in importance and impact? Most importantly, as the news cycle in the last year has featured numerous stories that involve racial differences and the nation has struggled to open and engage an honest and consistent dialogue about the levels of racism that are still prevalent in American society, what can independent schools do to help shape the narrative and prepare our students to be leaders in the world?
|Why Are All the Black Administrators Sitting Together in the Admin Team Meeting?||3003||
Are your administrators of color experiencing “racial fatigue”? Does “stereotype threat” hinder your ... ||Block 5||Intermediate||Leadership Development||
Are your administrators of color experiencing “racial fatigue”? Does “stereotype threat” hinder your admin of color from speaking their truth or hinder you from hearing it? In this interactive workshop, we will explore the concepts of racial fatigue, stereotype threat, and leadership EQ in order to develop new tools and a framework for heads to more intentionally and mindfully govern their institutions.
||Angela Brown and Michael Eatman, The Pike School (MA)||
What are the effects of racial fatigue and stereotype threat on administrators of color? How can heads of school effectively support their administrators of color? How can heads face and dismantle institutional patriarchy in their schools?
|Why Schools Should Train New Teachers: Lessons from the Progressive Education Lab||3018||Where do you find your teachers? Have you considered growing your own teachers? Come learn about the ... ||Block 2||Intermediate||Leadership Development||Where do you find your teachers? Have you considered growing your own teachers? Come learn about the Progressive Education Laboratory, an Edward E. Ford Foundation-funded collaboration among four schools that prepares recent college graduates to work in progressive schools and “to become agents of change in the profession.” We will share our lessons learned and discuss the ways schools can take back the all-important business of training teachers.||Jennifer de Forest, Progressive Education Laboratory; Jane Moulding, Cambridge School of Weston (MA); Sharon Lauer, The Unquowa School (CT); and Emily Jones, The Putney School (VT)||How might schools take back the all-important business of training teachers? What are the rewards and challenges of working collaboratively with other schools to tackle big problems in our field? What kind of experience is most important to you when you recruit and hire new teachers?|
|Women in Independent School Leadership: How Does It Work?||3020||Three school heads, all women, will explore the particular advantages, benefits, and challenges of leading ... ||Block 2||Introductory||Leadership Development||Three school heads, all women, will explore the particular advantages, benefits, and challenges of leading as a female in an independent school and how we might best encourage women to consider school leadership. Anecdotal experiences, relevant data, and recommended reading will be shared with the help of a moderator, a former head of school herself.||Claudia Daggett, Independent Schools Association of the Central States, Laura Fuller, University School of Milwaukee (WI), Ann Klotz, Laurel School (OH), and Melissa Soderberg, The Columbus Academy (OH)||What are the particular advantages, benefits, and challenges of being a female school leader? Why aren't more women interested in headship? How might we best encourage women to consider headship?|
|Youth Sharing Their Inspiration Globally: Bring TEDxYouthDay to Your School||3003||This workshop will provide step-by-step resources on how to apply for a license, what the requirements ... ||Block 3||Introductory||The Student Experience||This workshop will provide step-by-step resources on how to apply for a license, what the requirements are for participation and what tasks must be completed in order to organize a TEDxYouthDay event.||Jill Brown, Albuquerque Academy (NM) and Larry Kahn, The Bay School of San Francisco (CA)||How do you organize a TEDxYouthDay event? What leadership and volunteer opportunities does this provide for your students? How can this event help market your school?|