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Optional Three-Hour Workshops

You may register for one of these optional three-hour workshops during registration for a fee of $95.​​​​​​​​​​​​​​​​​​

 

 Wednesday, March 1, 1:00 - 4:00 PM

 
  • W1. ABCs of Risk Management for Global and Off-Campus Programs

    301

    Optional Three-Hour Workshop

    How can your school effectively and affordably manage the risks of a growing number of off-campus programs, from global travel to internships, community service, and outdoor education? Short answer: by professionalizing your risk management practices. In this hands-on workshop, three experienced educators will introduce the basics of risk management. Then they’ll discuss strategies for teacher training, preparing students and parents, and identifying simple next steps.
    Presented ByDaniel Lopez, Colorado Academy (CO); Ross Wehner, World Leadership School (CO); Charlotte Blessing, Lakeside School (WA)
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    Explore Given limited time and resources, what are the easiest things my school can do to improve risk management? How can my school organize an effective training for teachers who take students off campus on a regular basis? How can we do a better job preparing both parents and students for off-campus learning?
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  • W10. Gender Equality Education: Preparing 21st Century Students for Work and Love

    329

    Optional Three-Hour Workshop

    Many high school graduates lack the emotional, relational, and critical skills they need to form healthy intimate relationships. The epidemic of sexual assault on college campuses is one measure of their failure to acquire those skills. Preparing middle and high school students for work and love requires new ways of thinking about social-emotional learning (SEL). Join two respected psychologists for a deep dive into how to to rethink SEL and consider the role of gender equality education in promoting positive academic and social outcomes for students.
    Presented ByJennifer Bryan, Team Finch Consultants; Catherine Steiner-Adair, Clinical Psychologist
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    Explore How can educators expand and improve social-emotional learning opportunities for middle school and high school students? How does Gender Equality Education impact identity development, individual behavior and community values? What skills do our students need in order to be successful in love relationships?
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  • W11. Infectious Leadership: Developing Leadership Capacity to Move Your Mission and Vision Forward

    330

    Optional Three-Hour Workshop

    Discover a new kind of professional development that teaches faculty and staff to build their leadership skills and help move their school community forward. This session’s speakers explore how Ravenscroft School partnered with the Center for Creative Leadership to develop Lead From Here. It’s a unique initiative that trains teachers to infuse better leadership and citizenship throughout the school’s pre-K–12 program. Come learn about research on leadership development and how to create a culture that grows faculty/ staff leadership in your school. Then be inspired to consider your own leadership journey.
    Presented ByChristopher Cox, Colleen Ramsden, Aaron Sundstrom, and Jennifer Baccus, Ravenscroft School (NC); Marin Burton, Center for Creative Leadership
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    Explore How do you leverage your mission to identify your community values and build a leadership model that promotes your school’s vision? How do you align a school community and build capacity from within to make its vision a reality? How do I develop my own mindset, skill set, and tool set to build my own leadership?
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  • W12. Manifest Your Mission: Align Intent with Impact Through Action Research

    336

    Optional Three-Hour Workshop

    This workshop is a crash course in the action research process in which you will examine and then act on what matters most to your school. Drawing on resources from the Independent School Leadership M.Ed. program at Vanderbilt University, the presenters will share action research projects and lessons learned from their schools. Then it’s your turn. You’ll engage in design-thinking activities, use insights from fellow school leaders, and apply action research best practices to a mission-focused initiative of your own. In this way, you’ll lay the foundation for using this evidence-based method in the context of your school-improvement efforts.
    Presented ByJustin Ryder and Kevin Huitt, Brandon Hall School (GA); Rod Jones, Franklin Road Academy (TN); Patrick Schuermann, Vanderbilt University
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    Explore How does your school ensure its mission will be upheld and even manifested as a result of current and future strategic improvement efforts? How can the action research process help school leaders better prioritize mission-focused issues and increase the value of their solutions? How can a disciplined and inclusive process of inquiry conducted by your school and for your school positively impact what matters most to your independent learning community, from instructional programs to school culture?
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  • W13. Mission as Culture: Is Yours More Like Mud or Clear Blue Water?

    337

    Optional Three-Hour Workshop

    When asked about the quality of the water he swims in, the fish said, “What's water?” That’s culture— unseen, largely unattended to, yet all around you in your daily work. Without an intentional culture, fulfilling your school’s mission is impossible. This interactive workshop will focus on the hard work of aligning your school culture with its mission, vision, and values. You’ll learn to deconstruct your school culture and evaluate your cultural alignment. You’ll also find out how to lead the process of shifting culture, align everyone around common goals, and watch for red flags.
    Presented ByJamie Feild Baker and J. Timothy Richards, Pomfret School (CT)
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    Explore What is culture? Why culture matters most? How can my school get the culture it needs?
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  • W14. The Power of Personalized Learning for Independent Schools

    338

    Optional Three-Hour Workshop

    The personalized learning model has gained traction as a way for teachers to reach each child. But many independent schools have trouble envisioning this approach as part of their own culture because it’s used so much in public and charter schools. Come to this workshop to understand the why, how, and what of personalized learning and how the model fits the core promise of independent schools.
    Presented ByBradford Rathgeber, Corinne Dedini, and Joanne Mamenta, One Schoolhouse (MD)
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    Explore What is personalized learning, how is it delivered, and why should independent schools consider the promise of this pedagogy?   How do schools evaluate whether their school is ready for structural and pedagogical shifts to a personalized pedagogy?   How can administrators and teachers chart a pathway to a personalized pedagogy?
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  • W15. The Question Is the Answer: Inspire Authentic Teacher Growth Through Feedback Conversations

    339

    Optional Three-Hour Workshop

    Have you ever observed a lesson and found yourself struggling to provide substantive suggestions to the teacher? Explore the power of meaningful feedback conversations as vehicles for teacher growth. At the heart of this workshop is an understanding that the best way leaders can help teachers is by asking purposeful questions. You will engage in small group work, video analysis, practice opportunities, and whole group discussion. Come learn strategies to facilitate effective conversations and promote reflection in teacher development.
    Presented ByLana Shea, St. Stephen’s & St. Agnes School (VA); Meredith Monk Ford, Folio Collaborative
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    Explore How can we help instructional leaders, coaches, and school leaders provide observational feedback to teachers that is meaningful, helpful, and growth-oriented? How can we use questions to support meaningful conversations about teaching and learning? What role should self-reflection and self-knowledge play in the feedback process?
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  • W16. Shift Happens: Creating a School Culture of Iteration and Professional Learning

    340

    Optional Three-Hour Workshop

    Find out how a schoolwide curricular review process can inspire the changes you need to provide your graduates with today’s complex skills. Educators from Holton-Arms School will share the system they used to motivate teachers and leaders to examine their program, curriculum, and pedagogy. You’ll learn how a multi-level program and curricular review process can support your school’s values, priorities, and mission while encouraging collaboration and professional learning.
    Presented ByRachel Herlein, Mary Dobroth, Christy Diefenderfer, and Sarah Roney, Holton-Arms School (MD)
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    Explore What are the steps in developing a schoolwide program and curricular review process that is organic, ongoing and mission-driven? How do you get teachers and leaders throughout your institution to support and engage in this process? What shifts happened when our school put this generative process into action?
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  • W17. A Solid Foundation: The Head of School Employment Agreement

    341

    Optional Three-Hour Workshop

    In this lively interactive session, you’ll learn why and how a good contract reduces insecurity for both the head and the school. A lawyer will lead you through a head of school contract, section by section. Then, to enrich the technical analysis with real-life perspectives, a panel of heads will discuss how their contracts have affected their careers. Come prepared with questions, including, “Can I negotiate for better terms?” and “Will they be put off if I hire a lawyer?”
    Presented ByTerrence Briggs, Bowditch & Dewey, LLP; Kirk Duncan, Carolina Day School (NC); Arch McIntosh, Charlotte Latin School (NC); Rebekah Jordan, Indian Mountain School (CT)
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    Explore 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 when to stop so that I don't lose the offer or damage my relationship for the long term? If we can’t come to terms that are acceptable to both the school and me, will it hurt my chances for another headship if I walk away? Am I better off with a simple employment letter than a full-blown contract of many pages and why?
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  • W18. So You Think You Can Empathize?

    342

    Optional Three-Hour Workshop

    What is the one quality you need to plan strategically, reimagine your admissions process, reinvent your tuition model, or meet the messy, complex challenges in your school? Empathy. In this hands-on workshop, you will practice sophisticated need-finding techniques that cultural anthropologists and design-strategy firms use to produce surprising insights and more creative solutions. So leave your comfort zone, hack Baltimore, and practice human-centered problem solving in real time.
    Presented ByCarla Silver and Erin Cohn, Leadership+Design; Garrett Mason, St. Martin's Episcopal School (LA); Ryan Burke, Allendale Columbia School (NY)
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    Explore How do you go beyond surveys and focus groups to reach surprising insights and identify stakeholder needs? How does practicing empathy lead to more innovative and creative solutions? How is practicing authentic empathy different than giving people what they want or being kind to others?
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  • W19. Tackling the Big Hairy Audacious Changes of Future “Schools”

    343

    Optional Three-Hour Workshop

    The next 25 years will bring dramatic, disruptive, inevitable changes to education — changes much greater than the vast majority of school leaders anticipate. After hearing the beyond-the-horizon views of the nationally recognized presenters, you’ll work in a small group to grapple with a central challenge: How must the traditional school’s essential elements evolve  to preserve the critical value of the highly relationship-based learning experience at the core of independent education?
    Presented ByGrant Lichtman, Future of K–12 Education; John Gulla, The Edward E. Ford Foundation
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    Explore What are the inevitable drivers and results of dramatic, perhaps even radical, change to the concepts and structures of education as it has evolved over the last 150 years? What structural changes will schools likely have to evolve in order to maintain relevance and success over the next several decades? What are elements of the intersection between the core value of independent school education and inevitable changes in learning and the independent school market?
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  • W2. Advancement Essentials for Small Schools and Small Shops

    303

    Optional Three-Hour Workshop

    Discover ways to keep your small school’s advancement program both far-sighted and responsive to immediate concerns. Figure out what you need to develop momentum and meet your fundraising needs through practical planning, smart action, and clear communication. This workshop will enable you to protect your vision and your program even as you navigate the hazards of having too much to do and not enough time.
    Presented ByStarr Snead, Advancement Connections; Shelley Reese, The Learning Center for the Deaf (MA)
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    Explore What is the guiding vision for advancement in your school? What essential needs must be addressed to build and manage a successful advancement program? How can small schools measure successes in advancement? What are the essential elements to building a short-term and long-term plan for your school's advancement efforts?
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  • W20. A Tale of Two Cities: Authentic Engagement In Public Education

    344

    Optional Three-Hour Workshop

    Explore what it means to engage ethically and intellectually with public education to ensure that all students receive a quality education. Meet with students, leaders, and community members from two Baltimore sister schools, one a public charter, the other an independent school. Leave with an action plan for your school and community plus insights into why such engagement is mission-critical for independent schools. Note: Part of this workshop will take place at the Lillie May Jackson Charter School. Transportation will be provided.
    Presented ByCarla Spawn-van Berkum and Elisha James, Roland Park Country School (MD); Laurel Freedman and Damia Thomas, Lillie May Carroll Jackson Charter Schoo (MD)
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    Explore Why should independent schools engage in public education? What does one model of engagement look like? How does engaging in public education impact students?
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  • W21. Values to Vision: Leveraging the Past and Present as Leaders Embolden the Future

    345/346

    Optional Three-Hour Workshop

    School visions are an amalgam of the founding dream, the reality of its enactment, and the powerful call of the future. As the Baby Boomer changing of the guard continues , heads are problematically being asked to know their vision for the school before or as they enter. Applying Debbie Freed’s Systems and Fractal Lens Model of Leadership, three heads will share their visioning and re-visioning stories. They will also tell how Freed’s historical-cultural mapping exercise reveals the often unknown or forgotten past and its impact on a successful future. Working in a small group, you will chart your school narrative and apply the mapping tool to your school’s unique culture as you shape your informed and compelling vision.
    Presented ByDebbie Freed, Debbie Freed & Associates Katherine Dinh, Prospect Sierra School (CA); Lucinda Lee Katz, Marin Country Day School (CA); Mark McKee, Viewpoint School (CA)
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    Explore Who carries the arc of the school vision? Who creates it? Who should?  How does "systems and fractal thinking" inform leadership, from the boardroom to the classroom? How does the school history and culture, and its relevant and vital mission, inform a compelling vision?  
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  • W3. Building a Collaborative Decision Making Culture with Faculty, Staff and the Board

    307

    Optional Three-Hour Workshop

    Have you ever been in a meeting where it’s unclear who gets to make a decision (even if you’re running the meeting)? During this hands-on workshop, you will identify key elements of a healthy shared decision-making model. Learn new exercises to use with faculty and staff to build trust and collaboration. Identify key elements of shared decision making and develop a decision-making flow chart to use at your school. Then come away with practical activities, a new, ready-to-use framework, and many resources.
    Presented ByEdward Kuh, Fayerweather Street School (MA)
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    Explore What does the literature and research say are the key elements of a healthy work environment that promotes trust, collaboration and efficiency? How can I put specific and explicit structures in place (no matter what my role is in my school) about how decisions are made, who gets to make decision, and who is responsible and accountable to implement them? What are the pitfalls of group decision making that lead to confusion and resentment and how can I avoid them?
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  • W4. Creating a Code of Ethical Conduct: Difficult Conversations Following Boundary Violations.

    314

    Optional Three-Hour Workshop

    This workshop is especially for heads, senior administrators, and faculty leaders who are responsible for responding to faculty behaviors of concern. You’ll start by learning to form a code of ethical conduct . Then you’ll explore ways to respond to boundary crossings, including undertaking difficult conversations, performing investigations, and documenting. You’ll also discover ways to identify and avoid risky conduct and coach faculty about behavioral standards. Leave equipped to respond to both problems with faculty behavior and reports of student-to-student misconduct.
    Presented ByE. Quincy McLaughlin, The Hotchkiss School (CT); Kevin Hicks, Stevenson School - Carmel Campus (CA); David Wolowitz, McLane, Graf, Raulerson & Middleton Professional Association
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    Explore How does a Code of Ethical Conduct guide faculty behavior? How do we respond to inconsistent behavior and boundary violations? How should we prepare faculty leaders and administrators to have difficult conversations with colleagues? How can schools create values driven leadership and develop interventions that support healthy learning communities?
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  • W5. Creating a Wellbeing-Centered School

    321

    Optional Three-Hour Workshop

    This interactive workshop will offer you both the research and the concrete practices to make your school a place where students and adults grow, flourish, and connect in profound ways. The presenter will offer insights into conditioned patterns that make individuals lose sight of what’s most important and engage in pointless behavoir. Then he’ll introduce concepts and techniques to create an upward spiral through which individual well-being and a healthy school culture are mutually reinforced. The ultimate goal: to fulfill the promise of graduating healthy students with the courage and compassion to have a meaningful impact in the world.
    Presented ByDave Mochel, Applied Attention Consulting LLC
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  • W6. Creating Mission-Driven Faculty Evaluation and Compensation

    322/323

    Optional Three-Hour Workshop

    Learn to align faculty compensation and evaluation with your school’s mission. First you’ll delve into how Westtown School developed a banded model for compensation and a growth-oriented annual evaluation system. Then you’ll work with teams to devise your own next steps to put your mission at the heart of hiring, compensating, developing, and honoring your faculty. In addition to exploring compensation and evaluation models, you’ll consider the roles of faculty, administration, and board in implementing a new system.
    Presented ByMargaret Haviland, John Baird, and Carolyn Hapeman, Westtown School (PA)
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    Explore What would it look like to align our school's faculty compensation and evaluation with our mission? What sort of process will we need to create to move towards a mission aligned compensation and evaluation system? Who are the key stake holders and how do we engage them in this vital work?
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  • W7. Design the Edge Effect: Transforming Learning Through Space and Place Renovations

    324/325

    Optional Three-Hour Workshop

    Are you striving to redesign your school’s learning spaces for 21st century teaching and learning? How do you start? Who should be involved? What do you need to do before hiring architects and designers? And how do you create the conditions to develop a bold vision for your project? School administrators who partnered with internationally acclaimed education design professionals will guide you through an interactive and generative design-thinking process. What you learn can lead to a customized blueprint to help jump-start your process back at school.
    Presented ByHoward Levin and Geoff De Santis, Convent & Stuart Hall Schools of the Sacred Heart San Francisco (CA); Christian Talbot, Malvern Preparatory School (PA); Chelle Wabrek, The Episcopal School of Dallas (TX)
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    Explore How do you create a comprehensive learning space renovations process and team? How can you generate authentic community voice among key stakeholders while ensuring creative, forward-thinking and mission-driven results? What do you need to know and do before hiring architects and designers?
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  • W8. From Prototype to Pitch: Designing an Entrepreneurship Program for Your School

    326

    Optional Three-Hour Workshop

    Taught through the lens of design thinking, entrepreneurship offers your students the opportunity to be active participants in their own learning. In this interactive workshop, come explore low-resolution learning experiences in design and innovation while building the foundation for an entrepreneurship program in your school. You’ll develop a new “product” by reimagining an existing one and follow the design-thinking process from initial concept to final design. Then you’ll pitch your product with a Shark Tank- style presentation. Come with your own ideas and an open mind. Leave with a better understanding of the valuable role of entrepreneurship in your curriculum.
    Presented ByKate Godwin, Marymount School of New York (NY); Reshan Richards, Montclair Kimberley Academy (NJ); Jeff Tillinghast, University Preparatory Academy (WA); Don Buckley, Tools at Schools
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    Explore How does an entrepreneurship program offer students the opportunity to designing, prototyping, creating, ideating, producing, and promoting? How can I introduce entrepreneurial thinking and activities at a small scale? What models and examples of entrepreneurship programs at independent schools can I share with colleagues and leadership at my school in hopes of starting something similar?
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  • W9. From Teacher to Learner and Back: A Blended Learning Design Studio

    328

    Optional Three-Hour Workshop

    Your students are becoming modern learners. Are you? In this interactive workshop, you will leverage blended learning to transform traditional lessons into modern learning experiences. By tackling design challenges using core competencies and proven tech-integration strategies, you will leave the studio with a process, a product, and a pedagogy to use in your school community. The workshop’s hands-on activities will be relevant to school leaders and teachers as well as academic and technology directors.
    Presented ByEric Hudson, Kristin Daniel, and Emily Hamlin, Global Online Academy (WA)
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    Explore How might we define blended learning in the context of our missions and shared learning goals? How might professional learning model the kind of learning we want to encourage in our students? How do we empower teachers to own their professional learning and apply it directly to their practice?
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