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One-Hour Workshops: Block 5

Block 5Friday 11:15 AM-12:15 PM
  • Communications and Advancement
    • 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 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.
      Presented ByTiffany Hendryx, Firebrand for Education, LLC, and Matthew Rush, Allen Academy (TX)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      ExploreHow can my school develop and apply guiding principles and concrete tools that can help build a strong brand, make the most of our marketing and communications budget, and “bake in” school-wide alignment, goodwill, and a sense of collaboration with our marketing endeavors? How have other schools done more with less? How can we more effectively communicate our school’s value proposition in everything we do (rather than just apply brand styles to our marketing materials)?
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    • 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 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.
      Presented ByScott Allenby, Proctor Academy (NH) and Travis Warren, WhippleHill Communications
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      TrackCommunications and Advancement
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      LevelIntermediate
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      ExploreHow 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?
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      Related Documents
      2016-Warren (PDF, 919 KB)
    • 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 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.
      Presented ByLaura Falk, Community School (MO) and Mark Palmer, Forsyth Country Day School (NC)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      ExploreHow 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?
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    • 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 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.
      Presented ByStarr Snead, Advancement Connections and Shelley Reese, The Learning Center for the Deaf (MA)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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  • Governance
    • Building Schools to Believe In

      2000

      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.
      Presented ByTim Fish, McDonogh School (MD)
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      TrackGovernance
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByJonathan Sturdevant, The Woodstock Academy (CT) and Laurie Hurd, Independent Schools Association of Northern New England
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      TrackGovernance
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      LevelAdvanced
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      ExploreWhat 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?
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    • Designing Interim Leadership

      2002

      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.
      Presented ByTimothy McIntire, Carney, Sandoe & Associates; and Sean Murphy, St. Andrew's Episcopal School (TX)
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      TrackGovernance
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      LevelAdvanced
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      Explore 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?
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    • 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 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.
      Presented ByDarryl 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
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      TrackGovernance
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      LevelIntroductory
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  • Leadership Development
    • 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, 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.
      Presented ByThomas 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)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByMariel Triggs, Eric Temple, Colleen Nyeggen, and Randy Barnett, Lick-Wilmerding High School (CA)
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      TrackLeadership Development
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      LevelIntermediate
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      ExploreHow 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?
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    • 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 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.
      Presented ByCarolyn Chandler, Howard Hunter, Elizabeth Kehoe, and Vanessa Gentinetta, Metairie Park Country Day School (LA)
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      TrackLeadership Development
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      LevelIntroductory
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      ExploreHow 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?
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    • Teacher Quality in Independent Schools

      2009

      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.  
      Presented ByNatalia Hernandez, Isidore-Newman School (LA); Matt Balossi, School District of Clayton
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      TrackLeadership Development
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      LevelIntermediate
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      ExploreHow 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?
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    • 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 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.
      Presented ByLindsay 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)
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      TrackLeadership Development
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      LevelIntroductory
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      ExploreWhy 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?
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    • What’s the Next Chapter of Your School’s Story?

      2007

      Fellowship Workshop

      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.
      Presented ByTorsie Judkins, The Town School (NY); John Mathews, Potomac School (VA); Mark McLaughlin, Providence Country Day School (RI); Patrick McHonett, Phoenix Country Day School (AZ)
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      TrackLeadership Development
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      LevelIntroductory
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    • 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 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.
      Presented ByAngela Brown and Michael Eatman, The Pike School (MA)
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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  • Management
    • 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.  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.
      Presented ByJohn 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.
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByCaryn Pass, Venable LLP and Megan Murphy, National Coalition of Girls Schools (MA)
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      TrackManagement
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      LevelIntermediate
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      ExploreWhat 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?
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    • 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 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.
      Presented ByMark Fader, Kathy Trammell, Macy Kleinfelder, and Jane Hannon, The Williams School (CT)
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      TrackManagement
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      LevelIntermediate
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      ExploreWhat 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?
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    • 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 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!
      Presented ByDebra Wilson, National Association of Independent Schools (NAIS)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByNanci Kauffman, Jose Band, and Karen Strobel, Castilleja School (CA)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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  • The Classroom Experience
    • “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 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?
      Presented ByMelinda Bihn and Andrew Brown, French American International School (CA)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      ExploreWho 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?
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    • 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 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.
      Presented ByJim Dachos, Virtual High School Global Consortium (MA) and Clay Splawn, Berkshire School (MA)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      Explore 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?
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    • What can the HSSSE do for me?

      3022

      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.
      Presented ByKevin 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)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      ExploreWhy 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?  
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  • The Student Experience
    • 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 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.
      Presented ByShannon Cleary and Shyla Russell, Hawaii Technology Academy PCS (HI)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • Drawing The Lines: Exploring Disciplinary Policies And Practices

      2004

      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.
      Presented BySara Schwartz, Schwartz Hannum PC
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      TrackThe Student Experience
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByMike Donegan, Loomis Chaffee School (CT)
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      TrackThe Student Experience
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByAnna Lynch, Carolina Friends School (NC)
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      TrackThe Student Experience
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      LevelIntroductory
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      ExploreHow 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?
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    • Revisiting Diversity - Including Ability in Diversity Education

      2020

      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.
      Presented ByKristen Van de Geer and Linda Rapciak, The Meadowbrook School of Weston (MA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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