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NAIS Fellowship Workshops

The fellows of the current cohort of the NAIS Fellowship for Aspiring School Heads will present creative and thoughtful presentations exploring solutions to tough questions facing our schools at the 2017 NAIS Annual Conference. 

If you'd like to learn more about joining the ranks of the next generation of independent school leaders, apply next fall for the NAIS Fellowship for Aspiring School heads and visit www.nais.org.​​​​​​​​​

 

 Fellowship Workshops

 
  • Block 1 (Thursday, March 2, 8:00 - 9:00 AM)
    • Impact Marketing: Leveraging Faculty

      313

      Fellowship Workshop

      Even though your teachers probably don’t see themselves as marketers, they have big impact on how well your school distinguishes itself from its many competitors. This presentation will show you what independent schools are doing to leverage faculty members, how faculty perceive their roles in marketing, and why your marketing efforts benefit when your faculty do what they do well.
      Presented ByTerry Kung, Brooklyn Friends School (NY); Michael Mallett, St. Stephen's & St. Agnes School (VA); Juna McDaid, Drew School (CA); Deborah Monroe, Buckley School (CA); Doug Poskitt, Rocky Hill School (RI); Donna Ruggiero, Albany Academy for Girls (NY)
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      TrackLeadership Development
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      Explore How might schools leverage faculty to make an impact in their marketing efforts? In what ways can schools onboard faculty about their role in marketing if they haven't already? How well are you doing in leveraging your faculty to promote your school?
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  • Block 3 (Thursday, March 2, 1:15 - 2:15 PM)
    • Happy Faculty, Vibrant School: Key Considerations Regarding Faculty Wellness

      313

      Fellowship Workshop

      A vibrant school is one that invests in the health and wellness of its teachers. Find out about an action research project that examines how a school establishes and maintains a healthy workforce. You’ll discover how contributing to the health and success of faculty ultimately bolsters the health and success of the institution itself.
      Presented ByJudith Arnstein, Lake Forest Country Day School (IL); Laurynn Evans, Francis Parker School (CA); Jon Deveauz, Westminster School (CT); Mike Drude, The Harvey School (NY); Rose Helm, Hamlin School (CA); Patricia Sasser, Loomis Chaffee School (CT); Jenn Elkin, The Pike School (MA)
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      TrackLeadership Development
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      ExploreIn what ways can a school structure a benefits program that both attracts and retains great teachers, and contributes to their overall health and wellness? How can a school create a competitive compensation plan to assist in hiring and retaining the best faculty? In what ways can a school improve its professional development model to be oriented toward a program that fosters and inspires growth over time and increased job satisfaction?
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    • Strategic Thinking in Uncertain Financial Times

      313

      Fellowship Workshop

      In the face of increasing financial challenges, independent schools are adopting creative strategies to cut costs, streamline operations, and increase revenue. Explore ways in which schools nationwide are thinking boldly, whether they’re introducing innovative curricular offerings or adjusting enrollments, salaries, and benefit structures.
      Presented ByRick Abrams, Miss Porter’s School (CT); Marc Addington, Parish Episcopal School (TX); Father Charles Blizzard, Casady School (OK); Cotter Donnell, Polytechnic School (CA); Doug Key, Bosque School, (NM)
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      TrackLeadership Development
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      Explore How do factors such as a school’s mission, core values, traditions, brand identity, market competitiveness, and cultural norms influence financial decision-making? What are the fears and reservations that get in the way of bold strategic financial thinking? Does the data suggest that these fears are warranted? If a school wants to maintain its current financial model, how do they increase their perceived value?
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  • Block 4 (Friday, March 3, 8:00 - 9:00 AM)
    • Future Foundations: Retaining Millennial Faculty

      313

      Fellowship Workshop

      In the next 10 years, millennials will make up nearly three-fourths of the teachers in independent schools. That means that to survive and thrive, your school must be aware of how to support and retain millennial faculty. At this session, come hear the results of a survey of millennial faculty and learn answers to questions such as these: Why do millennials pursue careers in independent schools? What causes them to stay? And what can schools like yours do to better retain millennial faculty?
      Presented ByJustin McLean, Meadowbrook School of Weston (MA); Bill Mulcahy, Fairfield Country Day School (CT); Paul Sanders, International School of Amsterdam (Netherlands); Antonio Williams, The William Penn Charter School (PA); Rick Tony, Solebury School (PA); Ben Ketchum, National Presbyterian School (DC)
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      TrackLeadership Development
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      Explore Why do millennials pursue careers in independent schools? Why do millennials stay in independent schools? What can schools do to better retain their millennial faculty?
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    • Why Aren’t We Outraged? Using Moral Leadership to Achieve NAIS Equity & Justice Best Practices

      313

      Fellowship Workshop

      If you’re familiar with Thomas Sergiovanni’s ideas about leadership by outrage, you know he asserts that leaders should be “driven by a deep sense of ethics, core ideals, and a higher purpose.” Considering this, and given the political and cultural tensions in our world today, the speakers at this session studied leaders who mitigate conflict by successfully incorporating NAIS equity and justice best practices into their schools. Come explore ways in which heads of school can lead and facilitate progress around equity and justice.
      Presented ByAimee Giles, San Francisco Schoolhouse (CA); Julie Harris, John Burroughs School (MO); Nancy Nagramada, The Athenian School (CA); Tamara Schurdak, The Town School (NY); Jabali Stewart, The Bush School (WA)
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      TrackLeadership Development
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      Explore Considering Thomas Sergiovanni’s research on moral leadership, how can school leaders effectively leverage their roles in an effort to create school communities that are more equitable and just? To what extent are schools aware of and operating in consideration of the NAIS best practices on equity and justice, and how are they assessing themselves against these principles? From the perspective of heads of school, what does a school culture that supports and encourages equity and justice look like?
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  • Block 5 (Friday, March 3, 11:15 AM - 12:15 PM)
    • Do You Have What It Takes?

      313

      Fellowship Workshop

      If you aspire to become a head of school, you may wonder if you possess the background knowledge, experience, and qualities you need to succeed. Come learn about a study that examines the attributes and behavior of successful school leaders. You’ll get fresh insights from an analysis of effective leadership frameworks, experiences of school heads and board chairs, and search firms’ employment materials.
      Presented ByAnthony Bowes, Greenwich Country Day School (CT); Carolyn Clark, The Brearley School (NY); Kristin Eisenhardt, The Meadowbrook School of Weston (MA); Kathy Trammell, The Williams School (CT); Lisa Bianco, Shorecrest Preparatory School (FL); Debby McLean, Friends Academy (NY)
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      TrackLeadership Development
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      Explore According to a review of leadership literature, what are the qualities and behaviors of successful leaders? Does the research on effective leadership align with the qualities identified by heads of school and board chairs as successful leadership? Is the research on effective leadership and reports from heads of school and board chairs aligned with what search firms post as qualities schools are searching for in new school heads?
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    • Ideal to Real: Deployment of Resources on Faculty Development and Diversity Initiatives

      313

      Fellowship Workshop

      Hear about the findings from a survey sent to heads of schools who recommended personnel to the NAIS Fellowship for Aspiring School Heads for the past three years. The findings shed light on how heads of school navigate and negotiate through the complexities of institutional priorities and the varying degrees to which schools value the importance, impact, and commitment of multicultural programs and professional development opportunities.
      Presented ByTheresa Jespersen, Holy Innocents’ Episcopal School (GA); Ereni Malfa, Roland Park Country Day School (MD); Gary McPhail, Meadowbrook School of Weston (MA); Heather Moore, Hebrew Academy of Tidewater (VA); Elizabeth Pleshette, Latin School of Chicago (IL); Dan Courcey, Choate Rosemary Hall (CT)
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      TrackLeadership Development
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      ExploreIs there congruity or disconnect between school leaders and frontline teachers on to how multicultural issues can be applied to everyday teaching? Are there ways to introduce low-cost, high-impact multicultural programs/outreach initiatives that allow schools to adjust to a changing landscape?  Growing societal inequality and the quest for equity in education are compelling independent schools to pay close attention to who, how, what and where they teach.  As such, can we find viable examples for how to best prepare students/teachers for operating in an increasingly complex world?
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  • Block 6 (Friday, March 3, 1:15 - 2:15 PM)
    • Exploring Global Opportunities & Their Impact on the Value Proposition of Independent Schools

      313

      Fellowship Workshop

      Today’s schools must prepare each student to be a global leader while ensuring their own sustainability and validating their value propositions. Drawing on interviews with school administrators, faculty, and students, this session examines the impact global programs are having on independent schools and students like yours.
      Presented ByJohn Kleiner, University School of Nashville (TN); Brian Mitchell, The Boys’ Latin School of Maryland (MD); Bruce Nkala, Shipley School (PA); Cecil Stodghill, Providence Day School (NC); Christopher Tennyson, Lake Forest Academy (IL); Rick West, Franklin Road Academy (TN)
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      TrackLeadership Development
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      Explore How is the cultivation of global programming through curricular and co-curricular opportunities leading to more marketable and sustainable independent schools? What are schools doing to create more global environments on their campus? What positive and negative impacts has global programming had on sustainability of individual schools?
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    • Hit the Ground Running: Significant Challenges Facing a First Time Head of School

      313

      Fellowship Workshop

      Because independent schools face increasingly complex problems, first-time heads need to arrive on day one with a clear sense of how to successfully navigate their initial year. At this session, you’ll learn about common challenges identified through a study conducted as part of the 2016 NAIS Fellowship for Aspiring School Heads.
      Presented ByJared Harris, Cairo American College, (Egypt); Bryan Oliver, Saint James School (AL); Ryan Pagotto, Blair Academy (NJ); Webster Trenchard, The Loomis Chaffee School (CT); Peter Twadell, Tower School (MA); Joe Viola, St. Albans School (DC)
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      TrackLeadership Development
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      Explore What are the changes in demographics for first-time headships in 2015 compared to 2002? How accurately did first time heads of school predict the challenges facing the respective school, and to what extent did first-time heads of school change the administrative team and implement new initiatives during the first year? To what extent do "position papers" accurately describe the strengths and needs of the respective school?
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