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One-Hour Workshops: Block 2

Block 2Thursday 12:00-1:00 PM
  • Communications and Advancement
    • 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 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.
      Presented ByPatti Crane, Crane MetaMarketing Ltd. and Sarah Cowan, St. George's Independent School (TN)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented BySchuyler Lehman, Mission Advancement Professionals (MAP) and Sara Jacobson, Minnehaha Academy (MN)
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      TrackCommunications and Advancement
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      LevelIntermediate
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      ExploreWhy 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?
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    • 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 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.
      Presented ByLynne Breen, Waynflete School (ME) and Elonide Semmes, Right Hat
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      TrackCommunications and Advancement
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      LevelIntermediate
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      Explore 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?
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  • Leadership Development
    • Building the ‘Edu-Community’ of the future

      2006

      Fellowship Workshop

      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.
      Presented ByNicholas 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)
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      TrackLeadership Development
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      LevelIntroductory
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    • 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 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.
      Presented ByJudith 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)
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      TrackLeadership Development
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      LevelAdvanced
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      Explore 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?
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    • So You Think You Want to be a Head of School? An NAIS Fellow’s Exploration

      2006

      Fellowship Workshop

      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.
      Presented ByJoseph 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)
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      TrackLeadership Development
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      LevelIntroductory
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    • 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 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.
      Presented ByEmily 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)
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      TrackLeadership Development
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      LevelIntroductory
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      Explore 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?
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    • 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. 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.
      Presented ByJohn Gulla, The Edward E. Ford Foundation
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      TrackLeadership Development
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByJennifer 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)
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      TrackLeadership Development
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      LevelIntermediate
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      ExploreHow 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?
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    • 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 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.
      Presented ByClaudia 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)
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      TrackLeadership Development
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      LevelIntroductory
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      ExploreWhat 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?
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  • Management
    • Admissions, Attendance and Accommodations: New Perspectives on the ADA

      3024

      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.
      Presented ByBruce Chudwick, Julie Fay, and Leander Dolphin, Shipman & Goodwin LLP and Douglas Lyons, Connecticut Association of Independent Schools
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      TrackManagement
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      LevelIntermediate
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      ExploreWhat 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?
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    • 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, 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.
      Presented ByRebecca Bresee and James Gandolfo, Hampton Roads Academy (VA)
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • Concussions and the Student Athlete - A Medical Perspective

      2004

      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.
      Presented ByMindy Hong, TASIS American School in England (UK) and Eugene Hong, Drexel University
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      TrackManagement
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      LevelIntermediate
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      Explore 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?
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    • 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? 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.
      Presented ByJonathan Martin, JonathanEMartin Ed. Services; Lisa Pullman, Independent School Data Exchange - INDEX; Steve Bellis, Pembroke Hill School (MO); and Thomas Locke, The Episcopal Academy (PA)
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      TrackManagement
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      LevelIntermediate
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      ExploreHow 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?
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    • 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 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.
      Presented ByLynne 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.
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      TrackManagement
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      LevelIntermediate
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      ExploreHow 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?
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    • 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 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.
      Presented ByHilary LaMonte and Joy Bodycomb, NAIS; Representatives from several relevant associations
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      TrackManagement
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      LevelIntroductory
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      ExploreHow 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?
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  • The Classroom Experience
    • 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 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.
      Presented ByJim Eagen, Synapse School (CA), Fumiko Hoeft, University of California, San Francisco
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByDoris Korda and D. Scott Looney, Hawken School (OH)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      Explore 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?
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    • 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 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.
      Presented ByLarry Kahn, The Bay School of San Francisco (CA); Susan Davis, Iolani School (HI)
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      TrackThe Classroom Experience
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      LevelIntroductory
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      ExploreWhat 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?
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    • 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 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.
      Presented ByIoana Wheeler and Debra Wilson, NAIS; Pete Upham, The Association of Boarding Schools; and Chantal Duke, The Awty International School (TX)
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      TrackThe Classroom Experience
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      LevelIntermediate
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      ExploreWhat 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?
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  • The Student Experience
    • "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. 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.
      Presented ByAaron Twitchell, The Pennington School (NJ)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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?
      Presented ByAndrew Brown, Scott Paton, Minakshi Capur, and Laurent Scotto, French American International School (CA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • Girl Powered Tech: A Community Partnership

      2007

      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.
      Presented ByAdnan Iftekhar and Stephanie Seto, Synapse School (CA)
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      TrackThe Student Experience
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      LevelIntroductory
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      Explore 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?
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    • 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 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.
      Presented ByMeghan Regan-Loomis, The Rivers School (MA)
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      TrackThe Student Experience
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      LevelIntroductory
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      ExploreWhat 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?
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    • Revitalize Your Upper School Learning Resource Program

      3002

      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.
      Presented ByStephen Wright and Jennifer Hayman, The Latin School of Chicago (IL)
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      TrackThe Student Experience
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      LevelIntroductory
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      ExploreHow 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?
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