|(Almost) Everything You Need to Know About Leading School ChangeNAIS Virtual Pass Audio||336||
Designed for school leaders, this interactive session will examine the key processes and theories ... ||Block 3||Leadership Development||
Designed for school leaders, this interactive session will examine the key processes and theories of strategic change. Experienced administrators know that even under the most favorable conditions, leading change can be challenging. Explore change theory and research-proven leadership strategies associated with building your capacity to support change.
||Anne-Marie Balzano and Scott Bauer, George Mason University||
What are the most effective strategies and theories associated with school change? As a leader, how can I build the capacity for change and leadership capacity in my school? What four questions can leaders use to ensure that their change plans are well developed and that they are ready to move forward with change?
|“I Can’t Do That…Yet”: Helping Students Cultivate a Learning DispositionNAIS Virtual Pass Audio||342||
Too often, students see a lack of immediate mastery as a sign of weakness or, worse, inability. This ... ||Block 6||The Classroom Experience||
Too often, students see a lack of immediate mastery as a sign of weakness or, worse, inability. This program will share how our school has engaged both students and faculty in reflection on how to counter that common phenomenon. You will receive a sample curriculum, classroom strategies, and an invitation to engage collaboratively in this work moving forward.
||Noah Rachlin, Phillips Academy (MA)||
Why is talking about and explicitly focusing on the cultivation of “learning disposition” an important and meaningful way to support and encourage students? What are some classroom-based strategies based on established research on mindset, motivation, practice, and focus that teachers can employ to positively impact student learning? How might I be able to work collaboratively with others to help teachers and school leaders explicitly frame mistakes and challenge as a natural part of the learning process for students?
|A Multisensory Curriculum: Teaching LD Students Well, Teaching All Students Well||303||
Your school has more different learners than you think! Discovering how to teach them effectively ... ||Block 6||The Classroom Experience||
Your school has more different learners than you think! Discovering how to teach them effectively enhances the way you reach all your students. A neuropsychologist will discuss the research behind multisensory teaching, and Siena School staff will share practical approaches to multisensory teaching that prepare students for a rigorous college curriculum.
||Clay Kaufman, The Siena School (MD); William Stixrud, psychologist||
How does research about the brain prove that multisensory teaching helps students learn? Why is multisensory learning still rigorous, but more fun for me and my students? Is it hard to integrate the arts into my academic classes?
|A Strategic Agenda: Creating Meaningful Accountability Between the Board and Leadership||328||
Are you looking for a way to facilitate ongoing and authentic conversations between your board and ... ||Block 3||Governance||
Are you looking for a way to facilitate ongoing and authentic conversations between your board and school leadership team? Do you want a plan that is integrated with your mission, vision, and values? Join us to learn about our creation of a strategic agenda. It's a flexible and living document built upon our mission, values, vision, and brand that fosters meaningful conversation and accountability between our leadership team and board.
||Dawn Marie Cunnion and Michael Riera, Brentwood School (CA)||
How does a strategic agenda incorporate a school's values, mission, brand, constituent reactions, and vision? What was the process of creating the strategic agenda and who was included in the various steps? How are the atrategic agenda and other elements used to foster regular and ongoing conversations and accountability that guide the work of the school's leadership team and board?
|A Tale of Three Schools: A Successful Coordination Program||328||
For almost 30 years, three Baltimore schools have had a program that lets them share more than 90 ... ||Block 1||Management||
For almost 30 years, three Baltimore schools have had a program that lets them share more than 90 senior-elective offerings as well as language programs that start in ninth grade. Key program structures include standing meetings among the schools and procedures for introducing new courses and scheduling students. Join us if you’d like a blueprint for your own successful coordination program.
||Ereni Malfa, Roland Park Country School (MD); Jennifer Galambos, Bryn Mawr School (MD); and Rob Heubeck, Gilman School (MD)||
What structures are needed to ensure a successful coordination program? How are "big" decisions made in a coordination program? How can you balance the benefits of coordination with the needs and philosophies of each participating school?
|A Transformational Approach to Thrivability||329||
Ensuring a strong financial future is complex. It requires boards and leadership teams to have a ... ||Block 3||Governance||
Ensuring a strong financial future is complex. It requires boards and leadership teams to have a deep understanding of essential data and institutional narrative. NAIS and NBOA, with support from the Edward E. Ford Foundation, are partnering to develop resources that will facilitate a transformational approach to strategic conversation about thrivability. You are invited to participate, learn, and shape this journey with us.
||Jeff Shields, National Business Officers Association; Tim Fish, NAIS||
What do boards need to know about financial thrivability? How can data inform strategic decisions? What does an effective school leadership team and board strategic partnership look like?
|Addressing Culture Shock: Strategies for a Welcoming Campus||328||
International students bring a rich array of cultural backgrounds, perspectives, and languages while ... ||Block 2||Management||
International students bring a rich array of cultural backgrounds, perspectives, and languages while also reflecting the increasingly diverse world we live in. Their journey, however, is not without its difficulties, from pre-arrival anxieties to adjusting to a new academic system and cultural expectations. This presentation addresses the myriad challenges involved in helping international students fully engage in the community.
||Steve McManus, Friends School of Baltimore (MD); George Boyar, Shearwater; Kevin Allen-Nash, Lake Mary Preparatory School (FL)||
How are other independent schools approaching international student support for students from diverse backgrounds? How can I help international students reduce culture shock, feel at home on campus, and become more engaged members of my school community? How can I increase the number of cross-cultural friendships on campus?
|Aligning Professional Development With Your School's Mission||329||
This session tells how to balance the interests of your faculty with the mission of your school while ... ||Block 2||Leadership Development||
This session tells how to balance the interests of your faculty with the mission of your school while getting the biggest bang for your professional development buck. You will discover ways to leverage the experts in your own building; find sources of outside experts and nontraditional “unconferences”; and take advantage of teacher coaching, action research, professional learning networks, online groups, and more. Throughout, the emphasis will be on prioritizing professional growth plans based on the mission, vision, and goals of your school.
||Liz Davis, Synapse School (CA); Kimberly Sivick, professional development consultant; Karen Blumberg, The Brearly School (NY)||
How does your school's mission support your professional development plan? What types of professional development opportunities match your school’s mission to your faculty’s needs? How does a school leverage the “experts” in the building?
|An “A” Player Who Does Not Share Your Vision Is Not an “A” Player||307||
We know we should hire teachers who fit the culture of our school, but we often interpret culture ... ||Block 6||Leadership Development||
We know we should hire teachers who fit the culture of our school, but we often interpret culture to simply mean "style." The true culture derives from a deeper place, driven by shared assumptions about the very purpose of education. Because these beliefs operate at a subconscious level, we may not even recognize their existence. That is the source of many hiring mistakes. An expert in “best fit hiring” will present a model that addresses these issues, and two current school leaders will discuss real-world experiences.
||Steve Chapman, Broad Reach Strategies; Michael Spencer, St. Paul's School (NH); Clair Ward, Valley School of Ligonier (PA)||
How can we clarify and articulate our schools' seldom-examined assumptions about the goals of education and the role of the teacher? How can we reduce the influence of interviewers' subconscious biases on the selection process? How can we make more accurate hiring decisions by analyzing the soft-skill demands of the job and then letting those results guide the selection process?
|Augmented and Virtual Reality in the Classroom (for $20 or Less)||327||
This session will go over what augmented and virtuality reality are, how they can be used in the ... ||Block 6||The Classroom Experience||
This session will go over what augmented and virtuality reality are, how they can be used in the elementary classroom, and how you and your students can create your own. Specific examples will include QR codes, Google Cardboard, and ways to create your own materials.
||Rosemary Feehan, Wilmington Montessori School (DE)||
How can augmented and virtual technology enhance my classroom? How can augmented and virtual technologies fit into my curriculum? How do I create my own augmented and virtual realities?
|Back From the Brink: Use Your Mission to Transform Enrollment, Governance, and FundraisingNAIS Virtual Pass Audio||338||
Discover how Lake Forest Country Day School dramatically increased enrollment, achieved record fundraising, ... ||Block 1||Leadership Development||
Discover how Lake Forest Country Day School dramatically increased enrollment, achieved record fundraising, and enhanced morale by re-energizing the school’s mission. Learn practical tools and techniques to reinvigorate your mission from the perspectives of the head of school, admissions director, board chair, and division head.
||Robert Whelan, Pete Moore, Judith Arnstein, and Wendy Weil, Lake Forest Country Day School (IL)||
What is one specific strategy I might use immediately to get my community to actively take ownership of my school's mission? How can I gain control or shape word-of-mouth in my community, at little or no financial cost? How can I get the board of trustees to become more actively engaged as standard bearers for the school mission?
|Be Resilient! How to Teach Resilience Within a Low-Resource, High-Impact Context||329||
“Resilience” is the new “R” in education. Discover how a middle school administrator and school psychologist ... ||Block 5||The Student Experience||
“Resilience” is the new “R” in education. Discover how a middle school administrator and school psychologist created a health education class to teach concepts and practice skills involved in resilience. Learn a practical framework of research-based principles and tools to foster emotional strength and empower students, and see how using their real-life, day-to-day stressors creates the lab for relevant learning.
||Jessica Stewart and Jared Schott, Moses Brown School (RI)||
How can a pragmatic approach to teaching resilience have an immediate and lasting impact on students? How can any school incorporate a similar program using existing resources with virtually no additional costs? How can a school counselor and administrator model curriculum development for teachers?
|Best Practices for Mission-Based Risk Management||330||
What are the best ways for administrators and boards to serve the school's mission as they navigate ... ||Block 2||Governance||
What are the best ways for administrators and boards to serve the school's mission as they navigate risks? Proactive risk management requires teamwork among administrators, boards, and outside professionals. Using case studies, this interactive workshop will identify potential pitfalls that are unique to the school setting. It will provide practical methods for managing risks in a way that advances your mission.
||Geoffrey Genth, Kramon & Graham, P.A; Penny Evins, St. Paul's School for Girls (MD); Clifford Lull, former board chair of St. Paul's School for Girls (MD); Michael Young, SC&H Group||
When should school heads call the lawyer, the board chair, the PR specialist, and when should they call it a day? What are the pitfalls that are unique to the school setting and that should be seen and steered clear of to manage risk and advance mission? What methods are most important to school administrators and board members in fulfilling their roles in managing risk in a way that advances mission?
|Beyond Leaning In: What It Takes to Thrive as a Female Leader||314||
In this workshop, we will share the latest research and successful strategies for developing and ... ||Block 3||Leadership Development||
In this workshop, we will share the latest research and successful strategies for developing and supporting women leaders in independent schools. In addition to discussing the key challenges facing women leaders, you will use speed conversations and a quick needs assessment to identify challenges in your own community and create effective prototype models for your school.
||Peggy Procter, Windward School (CA); Crystal Land, Head-Royce School (CA)||
What are the challenges unique to female independent school leaders and how can we begin to tackle these challenges? What is needed to encourage more women to take on challenging roles in our schools including senior administrative and head of school roles? How can schools and cohort groups explicitly support and develop leadership mindsets and skills for women to lead confidently and to thrive in their roles?
|Beyond the Binary: Supporting Transgender and Gender-Expansive Students in Our Schools||303||
The number of children who come out as transgender or gender expansive has been increasing, and schools ... ||Block 2||The Student Experience||
The number of children who come out as transgender or gender expansive has been increasing, and schools are not always prepared to support them and their families. This workshop is an opportunity to engage with a school administrator, a student who came out as transgender during middle school, and the student's family. You'll emerge with a clearer understanding of their partnership and perspectives on how to best support individuals like them.
||Rachel Kane, Sidwell Friends School (DC); Valerie Stone, Jeff Stone, and Chester Stone, Abington Friends School (PA)||
What type of education does a whole community need to best support students who may be transgender or gender expansive? How can schools and families work together effectively as a student is coming out as transgender or gender expansive? What can we learn from the personal experiences of transgender students and families that can inform best practices in supporting those individuals in our school communities?
|Beyond the Interview: From Recruiting to RetentionNAIS Virtual Pass Audio||337||
Although numerous schools wish to increase their staff and faculty diversity, many find it difficult ... ||Block 3||Management||
Although numerous schools wish to increase their staff and faculty diversity, many find it difficult to attract diverse candidates. When they do, they often fail to support the individuals, resulting in low retention rates. Learn strategies to recruit and hire diverse candidates and, equally important, to support new hires. You will gain low-cost ideas, samples, and systems that you can take back to your school and use immediately.
||Edward Kuh, Fayerweather Street School (MA)||
What year-round recruitment activities can my school develop that will signal to diverse candidates that our school is a good match for them and will support them over time? What is the role of the board in hiring and recruiting diverse faculty and staff, and what concrete actions can the board take to help in this effort? How does school culture impact retention of a diverse faculty and what can schools do to improve its culture?
|Beyond the Mission: Inspiring and Igniting the Brand Promise||307||
See how authentic and compelling stories can further your efforts to fulfill your school's mission ... ||Block 2||Leadership Development||
See how authentic and compelling stories can further your efforts to fulfill your school's mission while celebrating and promoting your brand promise. Presenters will share how stories about "Mission Moments" promoted their school brand and became integral parts of the school's family events, faculty meetings, electronic and print communication, social media promotion, and admission events. Learn new and engaging multimedia presentation skills to tell your own story.
||Raymond Yu, The Blake School (MN)||
In what specific ways do we further our school mission and fulfill our brand promise? In what authentic and compelling ways do I describe my school to someone who knows nothing about it? If a well-told story is told from multiple perspectives, then where do I begin to capture community stories?
|Brain Science and the Future of Teacher and School Leader TrainingNAIS Virtual Pass Audio||337||
Learn to apply the foundational research behind Mind, Brain, and Education (MBE) Science, today’s ... ||Block 5||The Classroom Experience||
Learn to apply the foundational research behind Mind, Brain, and Education (MBE) Science, today’s most innovative thinking about how to enhance teacher quality, school leadership, and student achievement. This interactive workshop will convince you that understanding MBE is both vital and not as daunting as many educators believe. You’ll also find out that it’s possible to immediately integrate MBE Science research into the design of your school, your classes, and your work with each student.
||Glenn Whitman and Ian Kelleher, St. Andrew's Episcopal School (MD)||
What research in the field of Mind, Brain, and Education (MBE) Science should inform how teachers and school leaders design their schools, classrooms, and work with each student? How can teachers and school leaders use research from MBE science to improve the learning of all students? How can implementing research from MBE science create professional development that really makes a difference to student learning and teacher satisfaction?
|Brand and Mission Are Not One and the Same||318||
When done well, a rebranding process can help an internal community better understand and articulate ... ||Block 3||Communications and Advancement||
When done well, a rebranding process can help an internal community better understand and articulate the goals of its mission while also strengthening its brand promise to an external audience. This interactive session will lead you through a group discussion based on New Canaan Country School's experience. Country School successfully translated its mission into a brand, increased enrollment, and unified the skeptical internal community.
||Brooke Springer, New Canaan Country School (CT); Maria Kadison, Edwards & Co.||
What is the difference between a mission statement and a value proposition or brand statement? How can branding improve external and internal marketing? What are the steps required for a successful branding process: from selecting a firm, building a project team, getting buy-in and consensus, to successfully launching?
|Breaking the Mold: 21st Century Best Practices for Women LeadersNAIS Virtual Pass Audio||337||
The most recent NAIS statistics show that women continue to be underrepresented in headship positions. ... ||Block 2||Leadership Development||
The most recent NAIS statistics show that women continue to be underrepresented in headship positions. Be a part of a working session that invites both conversation and examination. Build a deeper understanding of the variables at the intersection of gender and culture in independent school leadership.
||Amada Torres, NAIS; Susan Feibelman, educational consultant; Gillian Goodman, Greensboro Day School (NC); Tekakwitha Pernambuco-Wise, Sea Crest School (CA); Laura Blackburn Reed, North Carolina Association of Independent Schools ||
If we are committed to developing an equitable and inclusive leadership model, what are the principles of best practice that would guide our efforts? What are the five-year benchmarks we are prepared to set that will move us closer to increasing the number of women (women of color and white women) leading our schools? What are the metrics that we should use to measure our progress?
|Bridges Baltimore: Transformative Outreach and Service Learning Experiences||315||
Come learn about an innovative, year-round service learning program that supports Baltimore public ... ||Block 2||The Classroom Experience||
Come learn about an innovative, year-round service learning program that supports Baltimore public school students and provides transformational learning experiences for private school students. Get practical advice about how to build a similar program at your own schools by hearing from the program directors as well as public and private school students currently in the program.
||Ned Harris, Gilman School (MD); Robert Paymer, St. Paul's School (MD)||
What are the most important components of meaningful service learning experiences? What are the challenges and opportunities for independent schools in establishing connections with local public schools? What must independent schools do to support a program like Bridges Baltimore?
|Bridging the Gap: Bringing Blended Learning to Our Youngest Students||301/302||
Come learn how to design, develop, and implement blended enrichment-learning classes for your pre-kindergarten ... ||Block 4||The Classroom Experience||
Come learn how to design, develop, and implement blended enrichment-learning classes for your pre-kindergarten through fifth grade students. This session will focus on why it is important to introduce your youngest students to the blended format, how to develop courses that are appropriate for primary- and elementary-aged students, and how to connect with families to engage them in the process.
||Sarah Allen, Megan McManus and Kelly Bryant, Indian Creek School (MD)||
What does blended learning look like in the youngest grades? How can you design, develop, and implement blended learning courses for pre-kindergarten through fifth grade students? Why is it important to introduce our youngest students to blended learning?
|Building a School Community in Tune with Your MissionNAIS Virtual Pass Audio||338||
Explore how one school uses the admission process, parent education, a common language, three different ... ||Block 3||Leadership Development||
Explore how one school uses the admission process, parent education, a common language, three different social-emotional learning (SEL) assessments, and events to ensure that parents and teachers thrive within the school’s social norms and mission. The presenters will show how transparency and intentional culture building through feedback and education have strengthened the school community. More important, presenters will use design thinking to help you find solutions for building your own community.
||Liz Davis and Jim Eagen, Synapse School (CA)||
How is your school’s “why” more important than its “what?” How do you intentionally educate and evaluate all stakeholders within your community? What goes into a communication platform and why does a school’s mission makes each platform different in every community?
|Building an Innovator Mindset by Blending Social-Emotional Learning with Academics||318||
Synapse School’s mission rests on three pillars: social-emotional learning (SEL), academics, and ... ||Block 2||The Classroom Experience||
Synapse School’s mission rests on three pillars: social-emotional learning (SEL), academics, and innovation. Our project-based curriculum integrates these pillars to help us develop change makers. We will share how our teaching models help develop interdisciplinary, constructivist curricula. You will learn about practical tools and models that you can use to integrate SEL, innovation, and academics in your school.
||Stephanie Seto and Noa Mendelevitch, Synapse School (CA)||
How do Synapse School’s teaching models reflect its mission and vision? How can schools use teaching models for SEL, academics, and innovation to effectively develop a project-based, interdisciplinary, constructivist curriculum? How can you use Synapse’s teaching tools and methods to develop an innovative, interdisciplinary curriculum?
|Building Effective Resource Teams to Help Students Reach Their Goals||303||
Independent schools face an urgent need to support the increasing number of students with complex ... ||Block 4||The Student Experience||
Independent schools face an urgent need to support the increasing number of students with complex health, social, emotional, academic, and familial challenges. Using a case study approach, you will work in small groups to come away from this session with specific protocols, strategies, and practices. You'll learn to either build a resource team from scratch or to take an existing team's practices to the next level.
||Jon Cassie; Tarbut V'Torah Community Day School (CA); Shannon Mulholland, and Ken Goleski, Sewickley Academy (PA)||
How do independent schools build effective teams in each division to support students with complex health, social, emotional, academic, and familial challenges? What specific strategies, resources, protocols, and practices can independent schools use to provide targeted, effective support for all students? Following case study examination, what should I reflect on to build more effective support systems for students when I get back to my own school?
|Building to Learn: How Coding, Design Thinking, and Making Pedagogy Inform 21st Century Schools||314||
What is the pedagogy of making? How can making and coding principles strengthen your school’s core ... ||Block 6||The Classroom Experience||
What is the pedagogy of making? How can making and coding principles strengthen your school’s core curricula? Explore how differentiated and authentic learning opportunities can teach students core competencies while building fluency in cutting edge technologies and 21st century skills. This session includes a model for incorporating making, case studies from various subjects in grades 6-12, practical tech tools and resources, and helpful advice.
||Cindy Beals and Geraldine Loveless, Windward School (CA); Paul Way and Kelly Castaneda, Crossroads School (CA)||
How can we fuse making pedagogy and coding principles with our school’s core curriculum? How can we create differentiated and authentic opportunities for students to demonstrate their understanding of core competencies? How can we develop engaging learning activities for students that focus on cutting-edge technologies and critical 21st century skills?
|Change 101: A Narrative for Creating Systemic Equity and Justice ProgrammingNAIS Virtual Pass Audio||339||
Many faculty and administrators struggle to develop a collaborative and cohesive approach to implementing ... ||Block 3||The Student Experience||
Many faculty and administrators struggle to develop a collaborative and cohesive approach to implementing systemic equity and justice programming for multiple stakeholders within their schools. You will be able to use this shared experience to brainstorm ways to create systemic equity and justice programming in you school community.
||Jason Novak and Michelle Belton, Lowell School (DC); Malikkah Rollins, The Barrie School (MD)||
How do I bring quality diversity and inclusion programming to my school with a limited budget? How can faculty effectively sequence diversity and inclusion curriculum throughout a program? How and why do we continuously communicate and engage our diversity and inclusion work in our larger school community?
|Chess with the Press... or Seven Tips for Crisis CommunicationsNAIS Virtual Pass Audio||339||
All schools are liable to confront crises and attract unwanted attention. International schools must ... ||Block 1||Communications and Advancement||
All schools are liable to confront crises and attract unwanted attention. International schools must cope with an added layer of complexity. They have to stay attuned to global events that might stoke fears locally. The French American School in San Francisco has grappled with study trips to Latin American during a Zika outbreak, requests for perspectives on the Parisian terrorist attacks, and an erroneous report of graffiti that resembled an ISIS flag. Find out how the school has managed the ensuing chaos, internally and externally.
||Robert Movradinov and Melinda Bihn, French American International School (CA)||
How can we be prepared for crises, even though they strike when we least expect them? How do you prioritize communication with your internal constituents vs. the press? How do you deal with zealous reporters, control the story, and use the attention to cast a positive light on your school?
|Choreographing Leadership Conversations and Relationships||330||
This is your chance to discuss and practice deliberately focused conversations in a safe, vibrant, ... ||Block 5||Leadership Development||
This is your chance to discuss and practice deliberately focused conversations in a safe, vibrant, and sympathetic setting. You’ll gain a working knowledge of leadership language frameworks and techniques. And you’ll learn to craft the interplay of context, behavior, positive and negative energy, types of listening, open-ended questions, and action plans. The presenter is a certified leadership coach who will draw on her years in the trenches of school administration to help you choreograph a range of leadership conversations.
||Abigail Wiebenson, consultant||
What are the intertwining facets of leadership tools, techniques, and frameworks that constitute leadership conversations? How do I navigate different types of leadership conversations? What role can/do/should leadership conversations play in developing effective teaching and learning relationships?
|Closed-Loop Alumni Programming: Effective Engagement for K-8 Schools||307||
Elementary and K-8 schools face challenges engaging their graduates throughout their high school ... ||Block 5||Communications and Advancement||
Elementary and K-8 schools face challenges engaging their graduates throughout their high school and college years and beyond. Come learn about one school's success with a "closed loop" alumni program. Leave with inspiration and concrete ways to bring together multiple constituencies, serve alumni as well as the community, and connect alumni to your mission.
||Wendy Horng Brawer and Liz Clark, Prospect Sierra School (CA)||
Are the efforts to reach young alumni worth the time and resources vis-a-vis other funding priorities of a K-8 school? What would a successful and effective K-8 alumni program look like? How do you prioritize activities when starting a new alumni program?
|Collaborative Leadership in Action: The Value of Sharing Leadership Roles at Your School||319/320||
Leadership positions have traditionally been the role of one person. Come hear how The Boys’ Latin ... ||Block 2||Leadership Development||
Leadership positions have traditionally been the role of one person. Come hear how The Boys’ Latin School reorganized its divisional leadership structure through a collaborative leadership model. The head of school and the two co-heads of the upper school will discuss the rationale, benefits, and implementation of this leadership model and how it might apply at your school for a number of leadership positions.
||Charles Franklin, Brian Mitchell, and Christopher Post, The Boys' Latin School of Maryland (MD)||
What are the benefits of sharing a leadership position between two people? How can this principle of shared leadership be applied at a variety of administrative levels? What impact does a successful collaborative leadership relationship have on school culture?
|Coming Down the Mountain: The Journey From Innovative Idea to Successful ExecutionNAIS Virtual Pass Audio||338||
Innovation is all the rage in our schools. However, what does innovation actually look like? What ... ||Block 5||Leadership Development||
Innovation is all the rage in our schools. However, what does innovation actually look like? What needs to be in place for it to succeed? What risks are involved? And how do schools adapt to better support failure and rapid iteration? This session will summarize the latest research, provide insights into process, and highlight school-based examples of messy innovation with impact.
||Tim Fish, Jefferson Burnett, and Kawai Lai, NAIS ||
How can we execute on great ideas in order to improve learning for our students and differentiate our school? What process is in place in the most innovative schools and organizations that ensures continual evolution while staying true to mission? What immediate next steps can I take to execute on innovation in my school?
|Community-Based Learning: From Our Schools to Yours||315||
Discover effective ways to integrate community-based learning into your core academic curriculum. ... ||Block 6||The Classroom Experience||
Discover effective ways to integrate community-based learning into your core academic curriculum. This session will explore how Winchester Thurston’s City as Our Campus program has evolved since its creation in 2005 and how Heathwood Hall is adopting and modifying the program to unify its own community-based learning programs. Find out about examples of student learning and strategies for implementing similar programs.
||Adam Nye and Kristen Klein, Winchester Thurston School (PA); George Scouten and Donnie Bain, Heathwood Hall Episcopal School (SC)||
What is community-based learning, and how does it impact students and teachers? How can schools implement community-based learning initiatives into their core academic curriculum? What are effective ways to replicate and modify existing community-based learning programs?
|Conflicting Priorities: Marrying Stakeholder Vision With College Counseling Mission||329||
College counselors are under scrutiny from varied stakeholders — parents, trustees, alumni, heads ... ||Block 1||Leadership Development||
College counselors are under scrutiny from varied stakeholders — parents, trustees, alumni, heads of school, administrators, and students. Often these parties have differing concerns, which create conflicting priorities. Join in a discussion about these issues and hear suggestions on how to use mission to engage with your college counseling team to help manage admission hysteria.
||Jessica Sant, The Lovett School (GA); Gavin Bradley, Pace Academy (GA); Jenny Byers, Harpeth Hall School (TN)||
How can we address stakeholder questions/concerns with integrity, honesty, and collaboration? Which metrics are appropriate in evaluating college counseling process and outcomes? How can you ensure that the quantifiable data points are in line with the mission of the school and the college counseling office? How can and should heads, boards, faculty, and internal stakeholders help manage expectations and assessment/perception of process and outcomes in the college counseling office?
|Congratulations, You’re the New Head! Now, How Do You Establish Yourself as the New Leader?||314||
As the saying goes, you never get a second chance to make a first impression. If you may soon take ... ||Block 5||Leadership Development||
As the saying goes, you never get a second chance to make a first impression. If you may soon take on a new leadership role in your school or division, find out what you need to do to launch into a smooth transition and long-term success. This session examines what prompts faculty and staff to get on board with a new leader and outlines a plan for the summer before you start. You’ll also get examples of great first-meeting agendas and tips for adapting them to your personal style.
||Robert Windham, Carney, Sandoe and Associates ||
What do I need to do to establish myself as the new leader now that I have the job? What messages do I need to send to my new faculty/staff from the very beginning? How can I be assured my actions and message match the leader I am going to be?
|Conversations With Impact: Deepening Annual Fund Support With Major Gifts Strategies||307||
Does it feel like every year your goal for the annual fund gets larger and more challenging to achieve? ... ||Block 4||Communications and Advancement||
Does it feel like every year your goal for the annual fund gets larger and more challenging to achieve? Do you wonder how best to sustain your annual fund long-term in the face of increasing competition and decreasing retention? Join this conversation about the value of applying traditional major gifts strategies to change the trajectory of your institution's annual fund.
||Kelly Fantegrossi, Buckingham Browne & Nichols School (MA)||
How can we create a culture of philanthropy for a new generation of donors while honoring the philanthropic conversation with more mature donors? How does a contemporary major gifts approach increase the long-term growth and retention of an annual fund? What are the key components of an annual fund using major gifts best practices and how can research be a critical investment for an annual fund?
|Creating a Culture of Engagement: From Acceptance to Alumnus||330||
Every school has untapped opportunities when it comes to institutional advancement. This presentation ... ||Block 6||Communications and Advancement||
Every school has untapped opportunities when it comes to institutional advancement. This presentation will explore strategic initiatives that take advantage of the full student experience, from acceptance to alumnus, to build a culture of engagement. Come discuss a more comprehensive institutional advancement strategy, including how to measure your intiative's impact and convey it to the leaders of your school and board.
||Lance Conrad, Chapel Hill-Chauncy Hall School (MA); Peter Bachmann, Flintridge Preparatory School (CA); Henry Smyth, Gilman School (MD); Micajah Dudley, Shearwater||
How can independent schools strategically build an improved culture of engagement from the moment a student is accepted to their time as an alumnus? How can this improved culture of engagement be measured and shared with school and board leadership? How can this improved culture of engagement build a more comprehensive institutional advancement paradigm for schools who embrace it, creating a virtuous cycle of success?
|Creating a New High School Transcript: The Mastery Transcript Consortium||315||
The fact that most high school transcripts are organized around grades, single-discipline classes, ... ||Block 5||The Classroom Experience||
The fact that most high school transcripts are organized around grades, single-discipline classes, and Carnegie units of time is one of the biggest roadblocks to curricular and pedagogical change. Learn more about a joint effort among independent schools to create a transcript organized around student mastery, not seat time. The goal is to develop a transcript that features authentic assessment of learning, not simply letter grades.
||D. Scott Looney, Hawken School (OH)||
How can we move past letter grades and time-based crediting and still have our students accepted at fine colleges? How can we assess for deeper learning? How can we retain the challenge of our curriculum without the pressure of letter grades?
|Creating and Managing the Magic: A Design Sprint for Changemakers in SchoolsNAIS Virtual Pass Audio||338||
How do you balance innovation with the institutional need for predictability and parental buy-in? ... ||Block 4||Leadership Development||
How do you balance innovation with the institutional need for predictability and parental buy-in? Drawing on the speakers' own experiences, this presentation will showcase strategies to help program administrators, department heads, and curriculum developers create and sustain the program of their dreams. You will leave with an actionable plan for how to improve your own change leadership strategy.
||Kim Saxe and Diane Rosenberg, The Nueva School (CA); Scott Swaaley, High Tech High (CA)||
How do you implement and nurture a common mission and vision with a diversified and/or new faculty while retaining and supporting teacher autonomy and innovation? How do you support and coach teachers to maintain the elusive balance between pedagogical strategies, including: open-ended constructivism vs. academic rigor, process vs. product, action vs. reflection, depth vs. breadth, and inspiration vs. mastery? What support is needed from the head of school and the board of directors to create innovative programs and how can that support be fostered?
|Creating Good Citizens at School and at Home… But What About Online?||330||
Digital citizenship — being smart, safe, and kind online — has emerged as a requisite curriculum ... ||Block 1||The Classroom Experience||
Digital citizenship — being smart, safe, and kind online — has emerged as a requisite curriculum to help NAIS schools realize their missions of developing good global citizens. Be the student yourself by participating in a #digcit lesson on “safe chatting” that addresses online safety, security, and digital footprints. Watch videos of lessons on cyberbullying, media literacy, and sexting, and learn how to implement a schoolwide #digcit curriculum.
||Mike Scafati, The Meadowbrook School of Weston (MA); Barbara Huth, Common Sense Education||
Why is digital citizenship a requisite component of any independent school’s social-emotional learning curriculum? How can you use and adapt existing curriculum from Common Sense Education and implement a school-wide digital citizenship curriculum? How do you engage students in meaningful and authentic conversations, activities, and lessons on digital citizenship, including cyberbullying, safety, and sexting?
|Creating Innovators: Developing Creative Capacities of Students in a College Prep Setting||315||
Our students need to be equipped to thrive in this complex world. We say this, but how well do we ... ||Block 4||The Classroom Experience||
Our students need to be equipped to thrive in this complex world. We say this, but how well do we do it? Schools around the globe are finding unique ways to intentionally develop the qualities of innovators. In this workshop-like session, you will join the discussion of how this concept is being explored by experienced educators. You will leave inspired by examples and armed with specific tools to put into action in your own school.
||Peter Dry, Samantha Dry,and Steve Henn,The Principia (MO)||
How do traditional college prep schools create the mental and physical space for students to innovate, collaborate, problem solve, and think critically? How do teachers plan and execute this approach? What are the results students experience?
|Crisis Management in Schools: Lessons Learned||321||
A crisis requires knowledgable leaders who can immediately implement a plan that covers communication ... ||Block 6||Governance||
A crisis requires knowledgable leaders who can immediately implement a plan that covers communication needs, legal implications, and community safety and security. Based on two real-life case studies, this interactive session will prepare you to take the necessary action. You will leave the session with a clearly designed plan to handle significant events in your school.
||Mary Seppala, Educators' Collaborative, LLC; Stephen Druggan, Springside Chestnut Hill Academy (PA)||
Am I prepared to respond effectively should my school experience a crisis? What steps might I take to safeguard my school against risk? What organizations and resources are available to assist in a crisis situation?
|Critical Collaboration: How to Develop Successful Admission and Marketing PartnershipsNAIS Virtual Pass Audio||337||
This session focuses on the importance of breaking down silos. Get strategies for achieving admission ... ||Block 1||Communications and Advancement||
This session focuses on the importance of breaking down silos. Get strategies for achieving admission goals by combining strong recruiting efforts with top-notch marketing plans. Learn how events, travel, inquiry generation, and enrollment can all benefit from coordinated marketing campaigns with targeted email, social media, blogs, SEO, lead nurturing, and more.
||Stacy Jagodowski, Cheshire Academy (CT); Kristen Mariotti, Flintridge Sacred Heart Academy (CA)||
What does an effective admission and marketing partnership look like, and what are the benefits to each office, the school, and its mission? What are some new and innovative tools that can best aid in admission marketing and support the mission of the school? How can we improve our admission marketing efforts now without spending a fortune?
School leaders are often confronted with difficult decisions — ones that can divide a community. ... ||Block 2||Leadership Development||
School leaders are often confronted with difficult decisions — ones that can divide a community. This participatory session will address questions such as, Why are some decisions so difficult? What are the different types of difficult decisions in schools? Where can a school leader turn for help in making difficult decisions? What are the various methods for addressing difficulty?
||Gary Niels and Maura Farrell, Winchester Thurston School (PA)||
What is my leadership style? How can I strengthen my position as a school leader by addressing difficult decisions? What new methods of addressing difficult decisions could be useful?
|Current and Coming Legal Challenges for Independent SchoolsNAIS Virtual Pass Video||308-310||
How are schools managing wage and hour changes? Do you really need to comply with Title IX for student ... ||Block 4||Management||
How are schools managing wage and hour changes? Do you really need to comply with Title IX for student sexual assaults? What kind of documentation is higher education requesting on that front? What about lawsuits against higher education for unreasonable retirement plan fees? These topics and more are all on the docket for this interactive session with NAIS’s general counsel. We will discuss this year's issues and look ahead to the next iteration of legal conundrums.
||Debra Wilson, NAIS||
What are the most pressing legal issues schools currently face? What are the pending regulatory and legislative concerns schools should be aware of? How do you effectively address these risks?
|De-Entitlement: The Art of Healthy Student Humbling||322/323||
The vast majority of students arrive on campus eager to learn, grow, and embrace all that is offered. ... ||Block 6||The Student Experience||
The vast majority of students arrive on campus eager to learn, grow, and embrace all that is offered. Unfortunately, a select few bring with them the belief that the universe revolves around them. We will review current research on aspects of adolescent brain development that contribute to the narcissism of the contemporary teen. We will then explore ways to help students de-center and become more humble in their interactions with others.
||Mike Donegan, Loomis Chaffee School (CT)||
Is this generation more susceptible than past generations to have narcissistic tendencies? How can you encourage a student’s voice without feeding their egos in an inappropriate way? Where is the line between self-confidence and narcissism and how can you best help students see the line themselves?
|Designing Compensation Systems for Mission Congruence and Financial Sustainability||318||
Most boards have little knowledge of whether their schools' salary and benefit system is mission ... ||Block 5||Leadership Development||
Most boards have little knowledge of whether their schools' salary and benefit system is mission specific and driven. Many school heads have neither the time nor the inclination to examine the message that the salary and benefit structure sends about how teachers are compensated and rewarded. This workshop's goal is to promote discussion of an important question: If we could start with a clean slate, what system would we build that would embody and serve our schools' mission and be financially sustainable?
||John Littleford, Littleford & Associates||
What are the latest trends in faculty compensation and benefits worldwide according to Littleford & Associates' experience and research? What questions should boards and heads ask about their school’s current system of attracting, paying, rewarding and retaining quality teachers? How does teacher evaluation relate to this (and it does and should)?
|Designing Heads' Contracts: Maximizing the Payment of Compensation and BenefitsNAIS Virtual Pass Audio||339||
The head of school agreement can serve as an important component of a successful relationship. This ... ||Block 5||Governance||
The head of school agreement can serve as an important component of a successful relationship. This session will focus on the range of strategies schools can use to motivate the heads of school to perform at their highest level and to remain at their schools. You'll learn about the benefits boards can provide that are attractive to the head and cost effective for the school. The session will focus on the pitfalls to avoid and approaches to use when drafting language.
||Caryn Pass and Harry Atlas, Venable, LLP ||
How can I draft a head of school contract that meets the needs of the head as well as the school? How can my school incentivize the head to perform at their highest level by building in timed benefits? How can my school design a contract that ensures the head feels motivated and rewarded for the work they perform?
|Developing Executive Function Skills in the Middle Grades||318||
This session will provide ideas to support all students as they develop their inner executive. We ... ||Block 4||The Classroom Experience||
This session will provide ideas to support all students as they develop their inner executive. We will explore tools to help students organize their materials, create structure for their thinking, manage their time, and develop study strategies. Come explore ways to reinforce executive function skills in individual classrooms and in your larger school community.
||Susan James, McLean School of Maryland (MD)||
What tools and strategies are available that can better support students as they take notes, write papers, and read for understanding? What steps can I take to support students as they become better managers of their materials and their time? How can I bring about school change that will better support all students, but particularly those with executive function challenges?
|Do You Have What It Takes?Fellowship Workshop||313||
If you aspire to become a head of school, you may wonder if you possess the background knowledge, ... ||Block 5||Leadership Development||
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.
||Anthony 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)||
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?
|Does Your Market Value Your Values? Aligning Your School’s Brand With Its IdentityNAIS Virtual Pass Audio||340||
Although the relevance of your mission, values, and vision statements is usually self-evident to ... ||Block 2||Communications and Advancement||
Although the relevance of your mission, values, and vision statements is usually self-evident to school insiders, too often the way you translate these core ideas leaves prospective families baffled, bored, or — worse — convinced you’re something you’re not! Learn tips from one school that strengthened its value proposition and reframed its “artsy, LD school” reputation while remaining steadfastly grounded in timeless values.
||Tiffany Hendryx, Firebrand for Education; Sharon Klein, St. George's School of Montreal (Canada)||
How can my school simultaneously communicate its values and its value proposition — especially if we’re already incorrectly understood by our market? How can we avoid sound-alike, ubiquitous, jargon-filled, co-opted, or stereotype-reinforcing language and imagery in our messaging? How can my school use its founding principles to frame and invigorate current admissions, development, and other marketing campaigns in ways that are both timeless and timely?
|Don’t Play Me: Adopting Playful Learning Strategies in the Classroom and Schoolwide||324/325||
To many adolescents, school is a series of involuntary tasks for which they see no true purpose. ... ||Block 6||The Classroom Experience||
To many adolescents, school is a series of involuntary tasks for which they see no true purpose. Games offer a voluntary experience whose outcomes are excitingly uncertain. Come re-energize your curriculum with playful learning and gamified strategies to engage your middle and high school classrooms. Learn about one school’s journey into hosting Playful Learning Summits.
||Ann Whiting, Genevieve Morgan, and Christopher McAdamis, Milken Community Schools (CA)||
What is playful learning and why is it meaningful for adolescents? How can I implement “playfulness” in my 7th-12th grade classroom? How can I begin a playful learning summit at my school?
|Drug and Alcohol Programs: What’s Legal, What’s Not, What’s Hot?NAIS Virtual Pass Audio||341||
Schools have done a good job teaching students about the perils of drug and alcohol use. Unfortunately, ... ||Block 2||Leadership Development||
Schools have done a good job teaching students about the perils of drug and alcohol use. Unfortunately, schools often learn the hard way that their efforts to dismiss employees or students for drug violations may not hold up in court. As the issues become more complicated, this session will help your school understand the best practices for managing a good drug and alcohol program.
||Suzanne Bogdan, Fisher & Phillips, LLP; Jayme Karolyi, The Shipley School (PA)||
What types of provisions should be in a school’s drug and alcohol policy? Is it legal to prohibit an employee from having marijuana in their system in a state where marijuana is legal? What steps does a school need to take to ensure that a dismissal will be upheld?
|Educating Students for a Sustainable World: An Interdisciplinary Approach||321||
Turn today's global challenges into thought-provoking lessons with hands-on activities that explore ... ||Block 5||The Classroom Experience||
Turn today's global challenges into thought-provoking lessons with hands-on activities that explore world population growth, natural resource use, climate change, and social justice. Presented activities integrate geography, history, and environmental science around authentic problems. Engage in role-playing, mapping, cooperative group problem solving, and more.
||John Mulherin, Baltimore Lab School (MD)||
Why is it important to teach young people about the need for sustainability? How can you construct an interdisciplinary unit to teach about global issues that is interactive, inquiry-based, age-appropriate, and motivational? How can you differentiate these activities to make them appropriate for all kinds of learners?
|Educating the 21st Century Man||319/320||
What does it mean to be a 21st century man? Join leading educators and veteran heads of boys’ schools ... ||Block 3||Leadership Development||
What does it mean to be a 21st century man? Join leading educators and veteran heads of boys’ schools to learn how best to lead and support boys in today’s society. Encourage their growth as both citizens and individuals so they are engaged, virtuous, and kind. Participate in this global conversation to ensure boys’ success in and outside of your school.
||David Armstrong, International Boys' Schools Coalition; Kerry Brennan, The Roxbury Latin School (MA); Bradford Gioia, Montgomery Bell Academy (TN); Christopher Post, The Boys' Latin School of Maryland (MD); Dave Faus, St. Paul's School (MD) ||
What does it mean to be a 21st Century "gentleman" What does educating the whole boy look like? What are current best practices in educating boys?
|Education for Social Innovation: Bringing the Values of Citizenship and Character to Life||301/302||
In early 2016, a group of educators from 20 NAIS schools embarked on a professional learning journey ... ||Block 6||The Classroom Experience||
In early 2016, a group of educators from 20 NAIS schools embarked on a professional learning journey developed by TakingITGlobal in partnership with NAIS. They participated in Education for Social Innovation, an accredited online course, and co-developed projects in their classrooms based on real-world challenges identified by their students. Come hear from educators about what they learned and how the program will evolve in the future.
||Michael Furdyk, TakingITGlobal; Ioana Wheeler, NAIS||
What is social innovation? How can technology be used to make learning visible and expose students to an authentic audience? How can co-designing learning with students drive engagement and participation?
|Elevating the Black Male: Creating Culturally Competent Schools||319/320||
Examine the societal perceptions of young black males that perpetuate racial disparities in education. ... ||Block 4||The Student Experience||
Examine the societal perceptions of young black males that perpetuate racial disparities in education. Then build the cultural competence to develop a learning environment that fosters academic success for these students. When you gain the required cultural competence to reach young black males, you’ll develop the competencies you need to reach all students.
||Omekongo Dibinga, Upstander International||
How do awareness, knowledge, and understanding of one’s own culture promote effective teaching and learning? How do awareness, knowledge, and understanding of the cultures of students promote effective teaching and learning? How can educators establish culturally sensitive learning environments and modify instruction to be culturally reflective?
|Embedding an International Student Program into the Fabric of Your School CultureNAIS Virtual Pass Audio||341||
International student programs are becoming increasingly popular, but all too often these programs ... ||Block 1||The Student Experience||
International student programs are becoming increasingly popular, but all too often these programs become a school within a school. This session will explore effective ways to successfully integrate international learners into your community so these students can deepen the learning experience for everyone. Come ready to learn, reflect, and develop plans to take back to your school.
||Brenda Vishanoff and Kori Hocket, Wheaton Academy (IL)||
Why do international students cling together in groups rather than make broader friendships with domestic students? What structures can be developed by teachers and administrators to help these international learners integrate more deeply? What are the rewards of a deeply integrated international student population within your overall school community?
|Empowering Faculty, Learning From Students, and Redefining the Diversity Coordinator Role||303||
Seeking to build upon internal strengths, a Baltimore school engaged all constituent groups and a ... ||Block 1||The Student Experience||
Seeking to build upon internal strengths, a Baltimore school engaged all constituent groups and a consultant to create a student-centered, faculty-implemented, and administratively led inclusion program. Come learn about a framework for school self-assessment and program implementation. You'll find out how to maximize the role of diversity coordinator and put responsibility for diversity conversations on the desks of all members of the school community.
||Jen Cort, Jen Cort Educational Consulting; Aisha Mason and Penny Evins, St. Paul's School for Girls (MD)||
How can my school examine its policies, practices and staffing to ensure we are consistent with our mission in our diversity and inclusion work? How can my school engage all constituent groups and ask the right questions to develop a plan for a sustainable, visible, and student-centered program? How do I begin to identify which staffing, curricular intersections, and professional development may be necessary for my school?
|Engaging in Honest Conversations on Race Through StorytellingNAIS Virtual Pass Audio||342||
After discovering that personal stories within the school community are an untapped treasure, Cambridge ... ||Block 2||The Student Experience||
After discovering that personal stories within the school community are an untapped treasure, Cambridge School has developed an effective venue for families to share their own life journeys pertaining to racial identity. Hear about Cambridge's experience with storytelling, including how it was developed and implemented, its impact upon ongoing conversations about race, and its potential in other school settings.
||John Blumenstein and Kaliq Hunter Simms, Cambridge School (MD)||
What do we already know about the value of storytelling for shaping the imaginations of children in school communities? How, practically speaking, can the life journeys of families in school communities be told in a way that celebrates the racial diversity and differences that might already exist in school communities? What is the potential for such storytelling as a medium for learning how to talk about race and related issues of social justice and equity?
|Engaging Students in Consequential Learning: Our Journey From Uncertainty to Collaboration||321||
Explore a multi-year process one school used to define how it engaged students in consequential work. ... ||Block 3||The Classroom Experience||
Explore a multi-year process one school used to define how it engaged students in consequential work. What started as schoolwide discussions about core learning beliefs led to a mission/vision redesign and the creation of a robust on-campus adult learning program. During this workshop, the presenters will share their journey, immerse you in discussion, and describe their use of the design thinking process and collaborative routines.
||Gregrey James and Ralph Maurer, International School Nido de Aguilas (Chile)||
What school processes can be used to engage faculty in authentic discussions around core learning beliefs? How can our schools create robust on-campus professional development frameworks that offer multiple ways for faculty to select ongoing opportunities for personal growth? How can my school support risk-taking and the understanding of growth mindsets as teachers change practices based on shared professional growth and learning?
|Enough Is Enough: Student Discipline and Expulsion (What Holds Up in Court?)NAIS Virtual Pass Audio||342||
More parents are suing schools for expulsions related to bullying, drug use, cheating, and other ... ||Block 1||Management||
More parents are suing schools for expulsions related to bullying, drug use, cheating, and other inappropriate behaviors. Do independent schools have the right to remove students in these circumstances? What do the courts assess in determining whether the school had legal justification to expel? What steps should your school take to ensure that its decisions will be upheld?
||Candice Pinares-Baez, Fisher & Phillips, LLP; Helena Levine, Donna Klein Jewish Academy (FL)||
What is the proper process to engage in when making disciplinary decisions? What is the concept of fundamental fairness and how can the school know fairness is properly applied? What are the legal risks schools face when taking disciplinary action?
|E-Portfolios: Unleash Students’ Imagination, Capture Goals||301/302||
Capturing artifacts of understanding and metacognitive reflections leads students to better understand ... ||Block 1||The Classroom Experience||
Capturing artifacts of understanding and metacognitive reflections leads students to better understand what they know and how they came to know it. Through interactive activities, this session addresses how portfolios help students connect learning between courses, foster intrinsic motivation, and develop genuine buy-in into the program. Find out how a portfolio serves as a mirror reflecting growth over time.
||Chris Bigenho, Claudia Loewenstein, and Don Myers, Greenhill School (TX)||
How might the use of ePortfolios help students connect learning from one course to another? What role might authentic audience and open structures play in fostering intrinsic motivation around learning? What allows a portfolio to serve as a mirror reflecting growth over time?
|Evolving Expectations of School Responses to Student-on-Student Sexual AssaultsNAIS Virtual Pass Audio||336||
Expectations about how to prevent and respond to sexual assault on college campuses have had a trickle-down ... ||Block 1||The Student Experience||
Expectations about how to prevent and respond to sexual assault on college campuses have had a trickle-down effect at independent schools. Using an interactive case student format, learn how schools are responding by developing new policies and procedures, training top administrators and responders, and educating students about rights, responsibilities, and ramifications of their behavior.
||Linda Johnson, McLane Middleton Professional Association; Maureen Ferris, Phillips Academy (MA); Eric Seaborg, United Educators Insurance Risk Retention Group; Sandy Lish, The Castle Group||
What policies and procedures should schools have on hand when cases of student-on-student sexual assault arise? What preventive measures and training programs should a school implement regarding student-on-student sexual assault? What responsive actions should a school undertake, including such issues as conducting the investigation, hiring an independent investigator, coordinating the school's investigation with the police, disciplinary response, accommodations needed by the student, medical and counseling needs of the student, insurance issues, and communications?
|Expanding Enrollment by Identifying and Converting Fence-SittersNAIS Virtual Pass Audio||340||
As competition for students continues to increase among all types of schools, how does your school ... ||Block 3||Communications and Advancement||
As competition for students continues to increase among all types of schools, how does your school expand its pool of potential students? One viable possibility may be to pursue "fence-sitters" — families who are somewhat likely to consider attending an independent school but currently choosing another education option. This session will cover the market research necessary to find and influence this untapped market.
||Beruria Novich and Brian Doyle, Pacific Consulting Group||
As competition increases in the education market, how can schools expand their reach of potential applicants? What are the population segments of fence sitters that may be most likely to consider independent schools? How can market research be leveraged to better understand and market to local families and students who may be on the fence about attending an independent school?
|Exploring Global Opportunities & Their Impact on the Value Proposition of Independent SchoolsFellowship Workshop||313||
Today’s schools must prepare each student to be a global leader while ensuring their own sustainability ... ||Block 6||Leadership Development||
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.
||John 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)||
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?
|Eyes Wide Open: Fearless Institutional Risk ManagementNAIS Virtual Pass Audio||345/346||
Does thinking about every one of your school's risks keep you up at night? It doesn't have to. NAIS ... ||Block 2||Management||
Does thinking about every one of your school's risks keep you up at night? It doesn't have to. NAIS and United Educators teamed up to survey schools and identify the best, most manageable, and most easily implemented and sustained institutional risk management techniques. Join this conversation to hear the results of the survey and practical approaches to risk management that suit even the small schools.
||Debra Wilson, NAIS; Constance Neary, United Educators Insurance Risk Retention Group||
What are the results of the NAIS and United Educators study? How do you manage risk in a school that is not hugely resourced? How do you maintain that management going forward?
|Facebook, Stanford, and NAIS: Moving the Innovation Puck ForwardNAIS Virtual Pass Audio||345/346||
Learn from some of the nation’s premier experts in personalized and blended learning. This session ... ||Block 3||The Classroom Experience||
Learn from some of the nation’s premier experts in personalized and blended learning. This session will include an overview of the blended learning world, comments from the high-profile Alt School, and a case study from Impact Schools at Tahoe Expedition Academy. Impact Schools became the first NAIS member to partner with Summit Basecamp, an open-source platform and personalized learning system created with help from Facebook software engineers and validated with Stanford assessments.
||Ryan Aldrich and Mark Kushner, Tahoe Expedition Academy (CA); Michael Horn, Christensen Institute; Coddy Johnson, ALT Schools (CA)||
Why should independent schools consider blended learning and competency-based education? What were the challenges one school faced and what were some tactical decisions that had to be made? What steps can your school take to move to where the puck is going?
|Facilitating Growth Through the Teacher Review Process||329||
Informed by research and the exigencies of the community, Miss Porter's School developed a reimagined ... ||Block 4||Management||
Informed by research and the exigencies of the community, Miss Porter's School developed a reimagined teacher review process aimed at transforming teachers into stakeholders who approach their work with a growth mindset. Find out how teacher review at Porter's supports growth through reflection in three domains: planning, prep, and instruction; developing relationships with students; and investment in school culture and its mission.
||Paul Dolan and Sarah Odell, Miss Porter's School (CT)||
How can the review process become a tool that produces meaningful growth in the faculty? What do schools gain by giving away the development and implementation of faculty review to teachers and not farming it out or developing it at the administrative level? How can schools create contexts that encourage teachers to identify deficits, set goals and work to redress shortcomings in the classroom?
|Failure 2.0: Creating a Failure-Friendly School Community||322/323||
This workshop goes beyond accepting failure and challenges as necessary components of healthy student ... ||Block 5||The Student Experience||
This workshop goes beyond accepting failure and challenges as necessary components of healthy student development. You will learn about specific programs and ideas to best create a failure-friendly school community. This workshop is geared to professionals who embrace the need for failure in the lives of those in their charge. The goal is to look at ways to create an environment for students to best build needed skills in resilience.
||Mike Donegan, Loomis Chaffee School (CT)||
How can you best build a failure-friendly school culture and community? What specifically can you do to "walk the walk" and show students that the adults in their lives support them as they gain confidence in testing the waters and attempt to move beyond their own comfort zone? How can school personnel best evaluate when a student who is working through a difficulty or disappointment may need more formalized support?
|Family Leave Policies: Challenges and Opportunities for Working ParentsNAIS Virtual Pass Audio||337||
As conversations regarding childcare and paid leave move forward in the national dialogue, how can ... ||Block 6||Management||
As conversations regarding childcare and paid leave move forward in the national dialogue, how can family leave policies in independent schools create a more equitable climate for faculty and staff? At this presentation, you'll learn about current data on practices and policies in independent schools relevant to working parents. This session will offer a safe forum for sharing resources and conducting affinity group conversations.
||Angela Miklavcic, The Episcopal Academy (PA); Priscilla Morales, The Park School (MD)||
What leave policies are offered by independent schools? How can we offer support for working parents in our school communities? What are the specific challenges faced by working parents of color?
|Fifteen Formative Assessment Strategies That You Can Use TOMORROW||324/325||
If you have been wanting to build your formative assessment toolkit, this session is for you. You ... ||Block 5||The Classroom Experience||
If you have been wanting to build your formative assessment toolkit, this session is for you. You will try 15 formative assessment strategies that are proven to increase student retention and achievement. They are fun, take minimal time, and do not require hours of extra grading to implement. You will walk out with a how-to guide to implement these strategies in your classroom and school.
||Laurynn Evans, Francis Parker School (CA)||
What are some specific, easy-to-do formative assessment strategies that I can use daily, weekly, or during each unit of study? How can I improve student retention of learned material (and improve student achievement) in my classes? What can I do to increase the engagement of my students in their learning and in our classroom?
|Fifty Shades of Pluralism: Uncovering the Genius in Every Child in All School Settings||347/348||
As educators, we can develop lifelong learners by creating learning communities that respect and ... ||Block 6||The Student Experience||
As educators, we can develop lifelong learners by creating learning communities that respect and embrace individual differences. A worthwhile goal is to support both independent and public schools in uncovering the genius in every student. In this workshop, experienced presenters will show how you can join a movement for change — as individuals and as independent schools — in service to all children.
||Wendy Horng Brawer, Prospect Sierra School (CA); Joel Pelcyger, PS1 Pluralistic School (CA)||
What does the independent school community have to offer in terms of teacher training, curriculum, pedagogical practices, leadership training, mentoring programs, and more? What channels of engaging public school teachers and administrators would be the most effective? What would success look like?
|Find Your Market Share and Growth Potential Using NAIS Demographic Center||321||
Come see how you can utilize a few NAIS tools to determine your market share, growth potential, and ... ||Block 1||Management||
Come see how you can utilize a few NAIS tools to determine your market share, growth potential, and other market opportunities. We will explore how to get ahead of forecasts of slowing population areas near you well before the next admissions season approaches. Lastly, we will show you how to determine your affordability range.
||Alisa Evans, NAIS||
What is my school's growth potential? Are my school's attrition/yield rates good, bad, or ugly as compared our peer school, and what can we do about it? Does the analysis align with the long term goals of the school and my department?
|Finding the Right Match: Attracting and Maintaining Mission-Appropriate TeachersNAIS Virtual Pass Audio||336||
Independent schools are facing increasing competition to fill positions. A head of school and a teacher ... ||Block 5||Management||
Independent schools are facing increasing competition to fill positions. A head of school and a teacher will discuss the measures that have helped their small school with limited resources attract, on-board, and maintain high-quality faculty while staying true to its mission of being an innovative school.
||Tekakwitha Pernambuco-Wise and Emily Travis, Sea Crest School (CA)||
How can small schools with limited resources compete for and attain top-quality teachers? What are effective ways to on-board new teachers at your school? What are effective ways to maintain top-quality teachers in your school?
|Five Top Priorities for an Independent School Communicator||322/323||
In this interactive session, a veteran of 20 years in independent school communications will attempt ... ||Block 2||Communications and Advancement||
In this interactive session, a veteran of 20 years in independent school communications will attempt to boil down his wisdom into five top recommendations for anyone working in this field. How many will involve websites? Indeed, how many will involve formal communications such as magazines, websites, and viewbooks at all? Come with your own list of five and see how they compare to the presenter’s recommendations.
||Mark Neustadt, Neustadt Creative Marketing||
How should I set my priorities as someone in charge of communications at an independent school? What tips can I get for better doing my job? What advice can I get for improving my school's website?
|From Trend to Traction||Hilton: Billie Holiday 4||
Schools are continually looking to improve, innovate, and initiate new ideas and programs, which ... ||Block 2||Leadership Development||
Schools are continually looking to improve, innovate, and initiate new ideas and programs, which are driven by a blend of mission, aspirations, and financial realities. Managing change requires a combination of creative leadership, effective networking, resource allocation, and faculty and board support. Learn from the experiences of school professionals who’ve worked mission-aligned initiatives through from inspiration to reality.
||Michael Nachbar, Global Online Academy (WA); Monique DeVane, The College Preparatory School (CA)||
How do you know when an initiative will stick? How do you engage your school’s various constituencies in moving from trend to traction? How do you sustain momentum for a new venture over the long term?
|Fundraising Can Be Fun! Generating Excitement and Philanthropy Using Mini-Campaigns||307||
Could your annual fund use a mid-winter boost? Perhaps a fun mini-campaign would energize your donors. ... ||Block 1||Communications and Advancement||
Could your annual fund use a mid-winter boost? Perhaps a fun mini-campaign would energize your donors. This presentation will explore Woodlynde School's use of themed mini-campaigns to build interest in the annual fund, galvanize the community, and create a culture of philanthropy. Come see the music videos, morning assemblies, and marketing materials that have enabled this school to reach its goal for five consecutive years!
||Chris Fulco and Lisa Ketcham, Woodlynde School (PA)||
How can my school use mini-campaigns to generate excitement for the annual fund? How can a campaign for donor dollars also help to educate the community and create a culture of philanthropy? How can the incorporation of humor and friendly competition be used to maximize the annual fund?
|Future Foundations: Retaining Millennial FacultyFellowship Workshop||313||
In the next 10 years, millennials will make up nearly three-fourths of the teachers in independent ... ||Block 4||Leadership Development||
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?
||Justin 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)||
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?
|Gather, Utilize, and Capitalize on Information for Fact-Based Decision Making||326||
Discover a system to evaluate a school’s performance through trend analysis and benchmarking. Originally ... ||Block 5||Governance||
Discover a system to evaluate a school’s performance through trend analysis and benchmarking. Originally created a decade ago to objectively measure progress on key strategic initiatives, University School’s Trustee’s Resource Book serves as a foundation for good decision making and has been a valuable management tool for school leadership as well as the board.
||Don Molten, University School - Shaker Campus (OH); Jonathan Bridge and Laura Marshall, University School (OH)||
How can my school obtain, track, and analyze strategic information in a way that does not consume extraordinary resources? Using carefully mined data and appropriate benchmarking metrics, how is my school doing in achieving its critical strategic initiatives? How does a head of school use fact-based information effectively to manage "upward" with the board to gain support for important strategic decisions?
|Gender and Sexuality Diversity in Pre-K-12: Exploring Mission, Frameworks, and Values||328||
Does your school commit to working with the whole child? Is your community based on respect for all ... ||Block 4||The Student Experience||
Does your school commit to working with the whole child? Is your community based on respect for all individuals? Are you preparing students for citizenship in an increasingly complex, interconnected world? Examining gender and sexuality diversity through the lens of school mission clarifies the educational imperative for engaging these issues in the Pre-K-12 setting. Take part in this interactive session by bringing your mission statement and exploring your values and pedagogy.
||Jennifer Bryan, Team Finch Consultants||
How does your school mission inform your thinking about and engagement with gender and sexuality diversity? What conceptual framework will help you organize your thinking about gender and sexuality as educational issues in Pre-K-12 schools? How can schools best prepare to address gender and sexuality diversity in a manner that supports their school mission?
|Getting There and Staying There: From Year 0 to 1 as a Division Head||322/323||
Ready to grow, eager to learn, curious to lead: These are necessary attributes for any division head. ... ||Block 4||Management||
Ready to grow, eager to learn, curious to lead: These are necessary attributes for any division head. Yet knowing how to channel these traits into both an effective job search and the first year of divisional leadership is daunting. This workshop includes interview scenarios, practical tips, and suggestions for leveraging your unique skills and particular path as you work your way to and through the first year of a division headship.
||Nancy Dickson and Lisa Sun, The Park School of Baltimore (MD); Tung Trinh and Felicia Wilks, Garrison Forest School (MD)||
When are you ready for a division headship, and how do you know? What should or can you do to prepare for a division headship position? How do you stay clean while managing the messes?
|Global Citizenship at Home: Leveraging the Local as Global||327||
Providing students with the chance to become global citizens is the responsibility of your entire ... ||Block 5||The Student Experience||
Providing students with the chance to become global citizens is the responsibility of your entire school community. Limiting opportunities to a handful of school experiences will not lead students to an authentic appreciation of the world. Hear how two schools in the middle of the Pacific Ocean use their community’s strengths to leverage local assets as global assets. Find out how they devote curricular and non-curricular elements to their efforts to make sure their students are introduced to and able to practice global citizenship.
||Chai Reddy and James K. Scott, Punahou School (HI); Sophie Halliday and Ruth R. Fletcher, The St. Andrew's Schools (HI)||
How do local community values enrich or enhance characteristics of good global citizenship, making global citizenship more relevant and place-based for your students? What are the entry points to promoting global citizenship through the leveraging of local assets? How do you engage your role within your school administrative structure or classroom to institutionalize global citizenship practices in all grades and classrooms?
|Good Intent vs. Intentional Execution: Establishing a Bona Fide Culture of Equity and Inclusion||314||
Many independent schools have well-meaning programs and practices that celebrate difference. However, ... ||Block 1||Leadership Development||
Many independent schools have well-meaning programs and practices that celebrate difference. However, this approach to diversity does little to facilitate cultural competence and mitigate systemic bias. Asking “What will my school look like when it has successfully created a culture of equity and inclusion?” is useful for moving beyond good intent. Find out the steps you need to take to answer that question as you explore one school’s journey to systematically establish equity and inclusion as school-wide cultural norms.
||Eric Jones and Jocelyn Hillman, Community Partnership School (PA); Edith Arrington, Consultant||
How does a school tell if it is stuck at good intent with its equity/inclusion initiative(s) or ready to move to intentional execution? How does a school know if it is actually executing in an intentional manner? What pieces need to be in place to move from good intent to intentional execution?
|Grading for Growth: Strategies for Creating Mission-Based Assessment PracticesNAIS Virtual Pass Audio||339||
Teaching and learning have changed dramatically over the past 20 years, yet grading practices look ... ||Block 4||The Classroom Experience||
Teaching and learning have changed dramatically over the past 20 years, yet grading practices look very similar to those in classrooms of yesterday. Learn why and how you can reimagine assessment and grading practices to put mission and growth at the forefront. Co-led by a science teacher and two English teachers, this presentation will involve both large- and small-group discussion and time to brainstorm how to implement changes. You will leave with a variety of rubrics and cross-disciplinary resources for your future teaching.
||Rebecca Cook-Dubin, Donna Daigle, and Monica Kirschmann, Miss Hall's School (MA)||
Why and how do I currently assess my students? Why should mission and growth guide assessment and grading strategies? How can I implement mission-based grading strategies and also retain a challenging, rigorous curriculum?
|Green Ribbon Schools: The Sustainability Mission Is Possible||318||
In 2016, the U.S. Department of Education Green Ribbon Schools program recognized five NAIS schools. ... ||Block 1||Leadership Development||
In 2016, the U.S. Department of Education Green Ribbon Schools program recognized five NAIS schools. Leaders from these exemplary schools will present their innovative achievements and the benefits of becoming a Green Ribbon School. You will learn about the Green Ribbon Schools application process and how this program develops more sustainable facilities, operations, and curriculum.
||Paul Chapman, Inverness Associates; Stephen Phelps, Bishop O'Dowd High School (CA); Frank Barros, King School (CT); Brian Kane, St. Stephen's & St. Agnes School (VA); Laurie Orsic, Wilmington Montessori School (DE) ||
What is the Green Ribbon Schools program? What are the characteristics of green, environmentally sustainable schools? And how do the NAIS Green Ribbon Schools exemplify best practices for our member schools to follow?
|Greening Your Mission: High-Impact Environmental Strategic Planning and Partnerships||319/320||
Environmental stress is a central challenge facing humanity, and schools are increasingly placing ... ||Block 1||Governance||
Environmental stress is a central challenge facing humanity, and schools are increasingly placing environmental sustainability at the center of mission and program. Using The Gunston School’s innovative environmental strategic planning process as a model, this session will focus on how such planning can enhance a school’s curriculum and physical plant, as well as lead to the development of new programs and high-impact partnerships.
||John Lewis and Emily Beck, The Gunston School; Tom Ackerman, The Chesapeake Bay Foundation||
How can boards and school leaders effectively use environmental strategic planning to integrate environmental sustainability into the heart of their school's mission and practice? What are the elements of a successful and high-impact environmental strategic planning process? How can diverse institutional partnerships serve to amplify a school’s “environmental mission”?
|Happy Faculty, Vibrant School: Key Considerations Regarding Faculty WellnessFellowship Workshop||313||
A vibrant school is one that invests in the health and wellness of its teachers. Find out about an ... ||Block 3||Leadership Development||
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 students ultimately bolsters the health and success of the institution itself.
||Judith 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)||
In 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?
|Healthy Head of School Transitions for Small SchoolsNAIS Virtual Pass Audio||344||
The recent head of school transition at Maple Street School went exceptionally smoothly, and this ... ||Block 2||Governance||
The recent head of school transition at Maple Street School went exceptionally smoothly, and this was by no means an accident. It was a result of clear forethought, careful planning, timely communication with everyone involved with or affected by the transition, as well as a set of common goals for all. Find out how Maple Street has set itself up for success heading into the next chapter of its life.
||Jeffrey Barclay, Amy Panitz, and Fanning Hearon, Maple Street School (VT); Fran M. Bisselle, Hathaway Brown School (OH)||
How does our new head of school get integrated into our community? How is communication and a plan of action facilitated between the new head and board? Who should be involved with the head's transition and goal setting?
|Hit the Ground Running: Significant Challenges Facing a First Time Head of SchoolFellowship Workshop||313||
Because independent schools face increasingly complex problems, first-time heads need to arrive on ... ||Block 6||Leadership Development||
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.
||Jared 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)||
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?
|Honoring Parentless Students: Addressing Equity Through Family and Non-Family ProgrammingNAIS Virtual Pass Audio||338||
The landscape of families is changing, and “Muffins with Mom,” “Dad’s Day,” and Parent/Teacher Associations ... ||Block 6||The Student Experience||
The landscape of families is changing, and “Muffins with Mom,” “Dad’s Day,” and Parent/Teacher Associations are no longer relevant to all students. This workshop will focus on a change in how we think and speak about parents, guardians, and families. You will come away with a shift in how you think about students' family status and new ideas for addressing your campus's traditions and programs that lead with a bias lens.
||Michael Goodman, University of Maryland||
How do I better include students who have a "non-traditional" family or parenting structure? What does this look like on my campus, how does language play into how we include/exclude, and "what could possibly go wrong?" When we talk about identity development for students, are we considering students who are developing their identity within walls of exclusion that are preset by the institution itself (specifically re: campus programming)?
|How a Multi-Year, Highly Targeted Facebook Ad Campaign Helped Grow Enrollment||324/325||
Many NAIS schools today are using Facebook as part of their social media marketing. To maximize your ... ||Block 4||Communications and Advancement||
Many NAIS schools today are using Facebook as part of their social media marketing. To maximize your investment of time and money, you must have a keen understanding of how to design and successfully implement a micro-targeted campaign with measurable results. Find out how to create a focused strategy that integrates content engagement wih specific calls to action and provides your administrative team and board with analytics that demonstrate return on investment.
||Cami Colarossi and Maureen Cannon, Notre Dame Preparatory School (MD); Jonathan Oleisky and Gerri Baum, Kalix Communications, LLC||
How can my school build a comprehensive editorial engagement strategy that is a key part of my admissions marketing? How can we use Facebook advertising campaigns for successful micro-targeting? How can I provide my administrative team and board with measurable analytics that demonstrate return on investment?
|How International Is Your School?||301/302||
The staggering growth in international student enrollment at NAIS schools shows no sign of abating. ... ||Block 2||Leadership Development||
The staggering growth in international student enrollment at NAIS schools shows no sign of abating. The implications for mission and bottom line are significant, providing both challenges and extraordinary opportunities for the independent school community. Explore enrollment trends and engage in a discussion of what it means to be an “international” school.
||Ioana Wheeler, NAIS; Aimee Gruber, The Enrollment Management Association||
What are the strategic implications of a growing international student population? How can schools promote an environment that enhances positive interaction between domestic and international students? Why is an “international” school an asset in today’s competitive market?
|How to Find and Keep an Exceptional Board Chair (or Mentor a Poor One)NAIS Virtual Pass Audio||338||
Most board chairs are loyal, embrace the partnership with the head, build consensus on their boards, ... ||Block 2||Governance||
Most board chairs are loyal, embrace the partnership with the head, build consensus on their boards, and bring passion and time to the position (and money to the school). How does a head (along with the nominating committee) find and encourage a capable chair to serve or continue to serve? And how does a head or board handle a chair either unwilling or unable to learn the role? Both heads and chairs will find the true case studies used in this session enlightening.
||John Littleford, Littleford & Associates||
What options does a board have when it inherits or elects a board chair who does not live up to expectations or performs poorly in a crisis? What does the head do in this awkward and serious situation? When it finds a “gem” how do the board and head entice them to stay in the role for as long as possible?
|How to Make Your School's Values VisibleNAIS Virtual Pass Audio||339||
Most schools pride themselves on having core values. But possessing a list does not guarantee that ... ||Block 6||Leadership Development||
Most schools pride themselves on having core values. But possessing a list does not guarantee that the values are being taught, learned, or practiced among students and faculty. This presentation’s goal is for you to reflect on and share your school’s values; consider how you inculcate them; and then walk away with specific resources, activities, and a mindset to take back to your school. Discover ways to move your values from page 5 of your school handbook to your classrooms, hallways, and fields.
||Sumant Bhat, St. Anne's Episcopal School, Inc. (CO); Heather Mock, Alexander Dawson School (CO)||
How do you make your core values visible in all aspects of your school rather than merely living in your handbook? What are formal and informal ways you can allow your core values to be practiced among teachers and students? How can your discipline system be used to support your core values?
|Impact Marketing: Leveraging FacultyFellowship Workshop||313||
Even though your teachers probably don’t see themselves as marketers, they have big impact on how ... ||Block 1||Leadership Development||
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.
||Terry 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)||
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?
|In Their Shoes: Data, Empathy, and Designing for the Learner Experience||314||
How do you know your students are learning? Evidence-based pedagogy and an entrepreneurial approach ... ||Block 4||The Classroom Experience||
How do you know your students are learning? Evidence-based pedagogy and an entrepreneurial approach to teaching can ensure you understand how, when, and why your students learn. Discuss how to use data to create student-driven experiences. Then learn how to connect theory to practice using data and best practices in instructional design.
||Corinne Dedini, One Schoolhouse (MD); Eric Hudson, Global Online Academy (WA)||
What is the role of data in understanding how students learn? What are essential best practices in designing for the learner experience? How might we establish a “feedback loop” between online and campus-based environments?
|Innovation and Preservation: Our Road to Implementing a Bold Vision for Teaching and Learning||347/348||
Through an assertive strategic planning process, Madeira School undertook innovative steps to integrate ... ||Block 5||The Classroom Experience||
Through an assertive strategic planning process, Madeira School undertook innovative steps to integrate its academic program, residential life program, and signature internship program. The result has fortified its identity and brand for decades to come. This case study will show Madeira as a sound example of deep institutional change while sharing both the good thinking and missteps along the way.
||Andre Withers, Andrew Sharp, Ashlevaey Johnson, Pilar Cabeza de Vaca, Kathryn McGroarty, Tracie Epes, and Stacie Steinke; The Madeira School (VA)||
How does a school make substantive change to enhance teaching and learning? What are some ways in which a school can innovate while preserving what's core, sacred, or distinguishing about its brand? What are some examples of ways a school can have an interdisciplinary approach to teaching and learning?
|Innovation Through the Lens of Neuroscience: What Our Ancestors Already Knew About Learning||324/325||
Neuroscientific research suggests that innovative frameworks like design thinking, STEAM, and the ... ||Block 3||The Classroom Experience||
Neuroscientific research suggests that innovative frameworks like design thinking, STEAM, and the Maker Movement are strongly aligned with how the brain wants to learn and are ideal for all students — from those with learning differences to advanced learners. This session will translate these connections into a broader framework to help you design intentionally innovative, cerebrodiverse, meaning-rich classrooms.
||Allen Broyles, The Children's School (GA); Scott Hamilton, The Howard School (GA)||
How can I better serve the increasing range of learning needs in my classroom? How how can I integrate recent innovative movements in education into my classroom? Given the world students will step into as adults, what should curriculum look like today?
|Inspiring Million-Dollar Giving From Women: Real Data, Real Results, Unreal Impact||322/323||
Women are a force in the philanthropic landscape; are you prepared to harness this force? This session ... ||Block 1||Communications and Advancement||
Women are a force in the philanthropic landscape; are you prepared to harness this force? This session provides an overview of research on women in philanthropy and offers actionable data findings to cultivate million-dollar gifts from women donors. You'll emerge with insights from the tangible results of campaign efforts at selected girls' schools.
||Elizabeth Zeigler, Graham-Pelton Consulting, Inc.; Louise Peterson, The Madeira School (VA); Preston Athey, T. Rowe Price Group, Inc.||
What does the latest data tell us about the philanthropic behavior of women? How should the findings about women philanthropists change how independent schools prepare their cultivation, solicitation, and stewardship strategies? What are proven best practices for schools to follow to more effectively motivate campaign giving at transformational levels from its female constituencies?
|Institutional Change and Cultures of Innovation||330||
Presenters from two schools, one relatively young and one more established, will share how they create ... ||Block 4||Leadership Development||
Presenters from two schools, one relatively young and one more established, will share how they create school cultures centered around innovation and continuous improvement. The key is to honor tradition without being trapped by it. The presentation will focus on valuing process at least as much as outcome; designing fully participatory, strategic change processes that align with mission, culture, governance, and systems; and a description of the leader’s role in upholding the integrity of a change process. You will leave with an understanding of how to activate your community as a hub of innovation, both through change design processes and cultural practices that establish change as a community norm.
||Richard Kassissieh and Matt Levinson, University Preparatory Academy (WA); Luke Felker and Andrew Shaw, The Bay School of San Francisco (CA)||
How can one lead a school community through innovation and school change, using inclusive process as the driver? How can a leader reveal and maximize the full potential of a school community in order to facilitate and foster innovation? Why is teacher collaboration a key investment and a core driver in producing a more innovative school culture?
|Is Title IX the New Standard for Sexual Misconduct Investigations?||349||
This presentation will explore the evolving standards that pertain to sexual misconduct investigations ... ||Block 5||Management||
This presentation will explore the evolving standards that pertain to sexual misconduct investigations at independent schools. It will examine legal obligations, best practices, and unavoidable risks that schools face when responding to these claims.
||Michael Blacher, Liebert Cassidy Whitmore (CA); John Bracker, Polytechnic School (CA); James Smith, United Educators||
How does Title IX set the standard for sexual assault claims? What policies and checklists should schools have in place to be prepared for claims of sexual assault? What are the minimum requirements for determining appropriate discipline in sexual assault claims?
|Issues of Race, Class, and Gender: A Framework for Teaching and Inspiring Social Justice||326||
Your students live in a world where they need to be able to understand and confront the complex issues ... ||Block 6||The Student Experience||
Your students live in a world where they need to be able to understand and confront the complex issues of race, gender, and class. Learn how to create a create a community of learners who can engage in difficult conversations, become allies, and take on the work of social justice all while striving to make your school community a more inclusive one for all.
||Laura Robertson, Jon Shoup, and Antxon Iturbe, St. Anne's-Belfield School (VA)||
How do teachers create a community of learners able to have difficult conversations about the complex issues of race, gender, and class inherent to modern life? How can teachers and students work together to do the meaningful work of social justice and to make the school community a more equitable and inclusive place for all? What materials and skills do teachers need in order to foster a dynamic classroom experience that allows for the creation of a tight-knit community of learners who are committed to using the benefits of their experiences to make the world more equitable and just?
|It's Here Again, But Are You Ready? Navigating the Independent School Hiring Season||324/325||
A well-crafted hiring strategy is critical to ensuring your school has the best possible faculty. ... ||Block 2||Management||
A well-crafted hiring strategy is critical to ensuring your school has the best possible faculty. Careful planning can mean the difference between a faculty that shines and one that has you tossing and turning at night. Hear from experienced educators and recruiters what works and what doesn’t. From establishing timelines to determining the role of the search committee, every step matters.
||Lisa Lovering and Abby Glover, Educator's Ally; Jennifer Zaccara, The Nightingale-Bamford School (NY); Jim Reynolds, The Browning School (NY); Roberto D’Erizans, The American School of Sao Paulo (Brazil)||
What is the best way to ensure that your candidate pool is as diverse as possible? Search committees: what works, what doesn’t? What are the top three pitfalls to avoid that will be sure to derail your search process?
|Joy in Work, Play, and Discovery: Prep Work for LifeReady and Making Learning Visible||326||
In preparation for the launch of its strategic plan, called LifeReady, a 143-year-old Baltimore school ... ||Block 4||The Classroom Experience||
In preparation for the launch of its strategic plan, called LifeReady, a 143-year-old Baltimore school underwent a thinking and learning shift, with all the messiness that entailed. Teachers changed the daily class schedules, implemented built-in meeting times, and engaged in many professional development activities. Presenters will share how they’ve begun to implement project- and problem-based learning with authentic, cross-disciplinary thinking even though most of them haven’t taught this way before. They welcome conversation with other teachers at all points on this path to change.
||Ane Lintvedt, Jennifer Jerger, Heather Ford, and Kevin Costa, McDonogh School (MD)||
If it ain’t broke, why are we fixing it? How do you teach old dogs new tricks? What’s going better than we thought; what hasn’t gone as well as we’d hoped in the first 6 months?
|Keepin’ It Real: Rewards and Risks of Using Authentic Voices in Marketing Independent Schools||326||
Consumers love companies that are “authentic.” So what does that mean for independent schools? Learn ... ||Block 2||Communications and Advancement||
Consumers love companies that are “authentic.” So what does that mean for independent schools? Learn how two communications directors highlighted the authentic voices of students, faculty, and alumni on their new websites. You will learn marketing best practices, hear how to deal with the challenges of combining authenticity with strategy, and get tips on how to use real voices of community members to convey what is unique about your school.
||Amanda Darling, Lakeside School (WA); Joanna Gilman, Thayer Academy (MA)||
Why and how should I use authentic voices from students and faculty in marketing materials, including websites, social media, and print publications? Why does it pay to be strategic when planning your marketing and communications projects for the year – and what does that strategy looking like in a finished product? As you move through the steps of a successful website design process, how do you incorporate and highlight authentic voices?
|Kids in Conflict: Solving Problems in a Digital Era Without the Delete Button||327||
Learn how to facilitate conflict resolution between students by practicing proven, hands-on strategies. ... ||Block 2||The Student Experience||
Learn how to facilitate conflict resolution between students by practicing proven, hands-on strategies. Implement strategies that provide a structure for students to identify a conflict, self-advocate, and work to solve problems. This session includes a brief history of one school's program as well as small break-out sessions in which you will role-play various scenarios.
||Alissa Abelson and Sara Jo Wayne; Friends School of Minnesota (MN)||
How can I foster students’ social development and self confidence amidst conflict? How can I encourage meaningful, authentic, face-to-face verbal communication when conflict arises? How can I create a learning environment where students can resolve conflicts?
|Leadership Coaching: A Powerful Practice to Support the New Head of School||324/325||
In the last 15 years, executive coaching has grown from a relatively novel to a mainstream development ... ||Block 1||Governance||
In the last 15 years, executive coaching has grown from a relatively novel to a mainstream development activity in organizations worldwide. Join two current school heads who benefitted from working with an executive coach and two former heads who are now certified executive coaches in a discussion focusing on the coaching process and the value of coaching for heads and schools.
||Ann Teaff, certified executive coach; Paul Barton, Holy Innocents Episcopal School (GA); Bill Clarkson, certified executive coach; Lisa Lyle, Mary Institute Country Day School (MI)||
What is the value of an executive coach from the research on coaching and from the view point of a new head, and how is it different from mentoring? What are examples of the work you as a head have done with a coach that has had particular value for you and the school you serve? What were the challenges for you as you worked with your coach?
|Leadership Lessons From the Seat of My Bicycle: On Becoming a More Authentic Leader||Hilton: Billie Holiday 1||
This workshop will explore ways you can learn to become a more effective school leader by carefully ... ||Block 6||Leadership Development||
This workshop will explore ways you can learn to become a more effective school leader by carefully mining your own interests, passions, and experiences outside of school. Specifically, the facilitator will tell how his own personal leadership and work with emerging school leaders have been influenced by endurance cycling as well as his recovery from a devastating accident.
||George Swain, New York State Association of Independent Schools||
How can school leaders find and model balance between their personal and professional lives? In what concrete ways can my own personal interests and passions influence my success as a leader? What steps can I take to achieve better balance in my life while also increasing my effectiveness in meeting the needs of others?
|Leadership Quicksand: Advancing School Mission and Culture in Disruptive TimesNAIS Virtual Pass Audio||341||
Join three school heads for an intimate session on the unexpected moments when school mission is ... ||Block 3||Management||
Join three school heads for an intimate session on the unexpected moments when school mission is challenged by highly disruptive external events. Whether rebuilding in the aftermath of Hurricane Katrina, managing student and faculty grief during the Baltimore uprising, or addressing gender diversity in a single-sex environment, these heads will share lessons learned about crisis, community, and healing.
||Kimberley Roberts, Garrison Forest School (MD); Nanci Kauffman, Castilleja School (CA); Carolyn Chandler, Metairie Park Country Day School (LA); Ann Teaff, Carney, Sandoe, and Associates||
How can school leaders build internal and external community relationships and administrative support structures so that they are best prepared to address disruptive events? What are the particular challenges in leading during a disruptive event as a female head? As a new head? As a new community member? As a veteran community member? How can school leaders weather the inevitable conflicts among mission, culture and diverse constituent values and beliefs in the face of disruptive political events?
|Leading IT All: The Role of the Chief Information Officer in Independent SchoolsNAIS Virtual Pass Audio||340||
While most schools do not currently have a CIO, chances are they may in the future. The session will ... ||Block 6||Leadership Development||
While most schools do not currently have a CIO, chances are they may in the future. The session will examine what prompts the addition of a CIO and what happens when the role evolves from tech director to strategic school leader. This presentation will inform school leaders, particularly heads and associate heads, about an emerging trend in independent school leadership.
||Jason Ramsden, Ravenscroft School (NC); Jamie Britto, Collegiate School (VA); John Hardcastle, McDonogh School (MD); Barry Kallmeyer, Hathaway Brown (OH)||
What is the role of a CIO and how does it differ from traditional director of technology roles? What career path leads to a CIO position? How can CIOs inform and help direct business strategy?
|Leading to Results: Unconventional Ways to Limit Operating Costs and Bolster Your Budget||326||
School leaders concerned with escalating costs seek new ways to evaluate budget priorities and achieve ... ||Block 1||Management||
School leaders concerned with escalating costs seek new ways to evaluate budget priorities and achieve greater financial efficiencies. This session will explain how to go beyond typical approaches and limit expenses, cut costs, and bolster revenue. The presentation will provide strategies such as price-based costing and tuition-only budgeting. You will engage in small groups and lively discussion, with time for Q & A.
||Olaf Jorgenson, Almaden Country School (CA); James Wickenden, Wickenden Associates, Inc.; Bernie Noe, Lakeside School (WA)||
What is “price-based costing” and how is it superior to traditional approaches to budgeting and operational design? How can a tuition-only budget model meet a school’s revenue needs, particularly in schools contending with declining enrollments? In what ways can a market survey help school leaders make difficult staffing and program decisions, and what should we be cautious about when employing market research?
|Leading With Identity Intact: Life as an LGBT Head of School||307||
Three school leaders, each identifying as gay or lesbian, will discuss rewards and obstacles on the ... ||Block 3||Leadership Development||
Three school leaders, each identifying as gay or lesbian, will discuss rewards and obstacles on the path to headship and successful service as a head of school. Count on lively interaction among panelists and with the audience and the experienced moderator.
||Claudia Daggett, Independent Schools Association of the Central States; A. Travis Brownley, Marin Academy (CA); Michael Roberts, The Catherine Cook School (IL); Eric Temple, Lick-Wilmerding High School (CA)||
At what point in your career did you become open with your school community about your sexual orientation, and, if you were to rewrite history, in what ways, if any, would it be different? In what ways has LGBT identity affected your access to and service in leadership positions? What recommendations would you give to LGBT aspiring heads and their allies?
|Let’s Give ‘Em Something to Talk About: Community Engagement as an Advertising Strategy||Hilton: Billie Holiday 4||
In an increasingly competitive market, independent schools have become embroiled in a marketing arms ... ||Block 4||Communications and Advancement||
In an increasingly competitive market, independent schools have become embroiled in a marketing arms race — but branding and advertising draw dollars away from program development and scholarships. Learn how one school is leveraging earned media coverage by building buzz from outside sources.
||Adam Olenn, Moses Brown School (RI)||
How can I build brand awareness for my school without vaporizing my budget? How do I decide what sorts of community engagement support our mission and which are a distraction from it? Do I need to hire someone to run this program, or can it be executed by existing staff?
|Looking East: Diversity, Globalization, and SustainabilityNAIS Virtual Pass Audio||340||
Gain an overview of why it is important to have educational and cultural exchanges with Chinese schools ... ||Block 5||The Classroom Experience||
Gain an overview of why it is important to have educational and cultural exchanges with Chinese schools and students, and find out about the many program options available. Three schools share their programs, lessons learned, and insights into the benefits of looking east.
||Daniel Greenwood, Pacific Rim Education and Consulting; David Colon, Wakefield School (VA); Christian Proctor, North Cross School (VA); Clare Sisisky, Collegiate School (VA)||
Why is collaboration with China important and why should our students be literate in Chinese culture? What are the types of programs available and the relative merits and challenges of each? i.e. What is involved with setting up a sister-school relationship with “key-pal” and video conferencing? How do you find a school in China with similar curricular goals and time allocations? How do you setup an exchange program or admit a foreign national? What support systems do you need in both case? How do you begin to develop a program to collaborate with schools and students in China?
|Make New Friends But Keep the Old: Including "Outside" Trustees on Your BoardNAIS Virtual Pass Audio||342||
Traditionally, trustees are recruited from the school community. But a new breed of trustees is joining ... ||Block 3||Governance||
Traditionally, trustees are recruited from the school community. But a new breed of trustees is joining the ranks: the interested outsider. These trustees forge relationships and partnerships. They also provide expertise, diversity, and an outside perspective. The benefits of, and strategies for, finding, recruiting, and embracing these "outside" trustees will be explored.
||Mike Saxenian and Lynn Friedman, McLean School of Maryland (MD); Valaida Wise, National Child Research Center||
What are the benefits of recruiting and integrating outside trustees onto your board? What sorts of expertise, and diversity, might these trustees bring and how might they contribute to the mission, values, and sustainability of the school? What steps can board leaders take to ensure that these trustees, once appointed, are oriented, integrated and embraced?
|Mapping the Change From an Operational to a Strategic/Generative BoardNAIS Virtual Pass Audio||343||
Are your trustees failing to accomplish important long-range work because they spend too much time ... ||Block 1||Governance||
Are your trustees failing to accomplish important long-range work because they spend too much time on day-to-day oversight? Are board meetings dreaded events instead of opportunities for leadership and partnership? This session will explore concrete steps to move your board from being too operational to focusing on strategic and generative questions.
||David Michelman and MC Ragsdale, Duke School (NC)||
What are the practical obstacles to moving your board from overly fiduciary to strategic and generative? What are practical strategies to change the work of the board to more strategic and generative? What is the road map to make such changes?
|Marketing Your School to Millennials||326||
Millennial families are a fast-growing population segment. Will they choose your school or your competition? ... ||Block 3||Communications and Advancement||
Millennial families are a fast-growing population segment. Will they choose your school or your competition? In this session, we'll explore why marketing to Millennial families is key for long-term growth, and we'll show you how to do it, too. From Facebook to Pinterest and mobile apps to responsive websites, new tools vital for getting ready for the new generation of families at your school.
||Jaclyn Day, RenWeb; Courtney Haindel, Parkview Baptist School (LA)||
What is a millennial and how do they parent? Why does it matter? How do they want to interact and communicate with our school? How do you reach millennial parents and then prepare to teach their children?
|Maximizing Student Engagement (or) Stop the Bloodletting: Stop Lecturing (& Start Engaging)||Hilton: Billie Holiday 2||
Rarely do students cite lectures as the most memorable part of a course. Even more troubling, growing ... ||Block 6||The Classroom Experience||
Rarely do students cite lectures as the most memorable part of a course. Even more troubling, growing research suggests lectures result in minimal actual learning. In this interactive, reflective session, explore pedagogical strategies that shift learning from teacher to student and from low to high engagement while deepening understanding.
||Raymond Wright, Landon School (MD)||
Why do I need to move away from a lecture-based, teacher-focused course format? What are the benefits to providing students with highly engaging learning experiences? How do I implement these strategies in my own classroom?
|Meeting Learners Where They AreNAIS Virtual Pass Audio||337||
One of the challenges independent schools face is meeting the needs of students who learn differently. ... ||Block 4||The Classroom Experience||
One of the challenges independent schools face is meeting the needs of students who learn differently. Sometimes these students have been identified as dyslexic or are being treated for ADHD. In many instances, up to 10 percent of a school's population will have diverse learning needs. The presentation will discuss how to implement a program that will benefit all students in the independent school setting.
||Jane Childers and Charles Baldecchi, The Lexington School (KY); Liz Hofreuter-Landini, Wheeling Country Day School (WV); Lou Salza, Lawrence School (OH)||
Who are these students and what are their needs? How can independent school maintain their standards of rigor and learning and provide programs for students with diverse learning needs? How can independent schools create programs within their schools to provide quality learning experiences for students who learn differently?
|Message Your Mission: How to Tell Your School’s Story to Capture the Interest of New FamiliesNAIS Virtual Pass Audio||340||
If you know what makes your school special but struggle to describe it in a succinct way, this session ... ||Block 4||Communications and Advancement||
If you know what makes your school special but struggle to describe it in a succinct way, this session is for you. Learn how to use the Minute Message Model to powerfully convey your school’s values to prospective families. You’ll hear from a high school in San Francisco that had so much success with this model that it had its most successful admissions season in history. The school even had to open up new slots to accommodate the incoming ninth grade.
||Jonathan Herzenberg, Drew School (CA); Jennie Winton, Mission Minded||
With so much to share, how can I succinctly describe my school’s values and mission in a way that resonates with right-fit families? How can I create messages that everyone at my school, including the head, faculty, staff, board, and parents want to use? How can new messages support our admissions and development efforts, and why is the right message so important when our mission is already clear?
|Mirrors and Windows: Reaching, Supporting, and Cultivating Relationships with Our Families of Color||301/302||
Learn about efforts to increase diversity at a boys’ school originally founded in 1890 for white, ... ||Block 5||Communications and Advancement||
Learn about efforts to increase diversity at a boys’ school originally founded in 1890 for white, upper-class students. The framework and programs the school has developed to connect admission, students, and parents can serve as a blueprint for other schools trying to create unified support for families of color.
||Lauren Calig and Joseph Hollings, University School - Shaker Campus (OH); Terry Lipford, University School (OH)||
How can we attract families of color to our school? How can we support the families once they are a part of our community? How can we create an overreaching presence for equity and inclusion for the whole community?
|Mission and the Modern FamilyNAIS Virtual Pass Audio||336||
The structure and function of the family have changed in the last two decades. Anxiety has crept ... ||Block 4||The Student Experience||
The structure and function of the family have changed in the last two decades. Anxiety has crept into the fiber of the American psyche, promoting an insatiable pursuit of certainty and happiness. Characteristics of the modern family and its evolving needs will be shared. While considering schools' traditions and values, we will discuss how to adapt to contemporary demands and more effectively connect families to our schools' missions.
||Armond Lawson, Gilman School (MD)||
What has changed most about families and why? Which changes most impact independent schools? How do schools direct energy to create stronger bonds with family and decrease anxiety and tension?
|Mission Control: Launching Your Small School Marketing StrategyNAIS Virtual Pass Audio||341||
Guided by the head of a school with 60 students, this session will show you how marketing a small ... ||Block 5||Communications and Advancement||
Guided by the head of a school with 60 students, this session will show you how marketing a small school requires a paradigm shift away from corporate-style brand awareness and big idea strategies. You will learn how to leverage students, faculty, families, and programs to generate word of mouth and grow enrollment and donor prospects. Find out how to examine your mission, develop mission-based key performance indicators, conduct no-cost market research, and leverage your assets to create powerful direct marketing plans for your school.
||Alex Brosowsky, The Quaker School at Horsham (PA)||
Heads of school know they need to vigorously market their schools with a small budget and with minimal personnel, where do they start? Now that big time marketing theory has entered the collective vocabulary of independent school leaders, what are small schools to do? How does a school relate all of their marketing efforts back to their mission?
|Moving Forward Together Into a Brave New World||318||
What is the relationship between empathy, intimacy, and technology? How might schools respond to ... ||Block 6||The Student Experience||
What is the relationship between empathy, intimacy, and technology? How might schools respond to the opportunities and challenges in a way that is mission-driven and forward-focused? This workshop reviews the findings from a national symposium in which thought leaders and educators tackled these questions and produced a set of recommendations designed to meet the challenges of the wired world and the paradox of human dis-connectedness.
||Michael Spencer and Theresa Ferns, St. Paul's School (NH); Chad Green, Shady Side Academy (PA); Monica Gillespie, St. Mary's School (NC)||
Given what we have learned and what we already know, what are the opportunities and challenges that we face in our own particular school contexts? How does the relationship of empathy, intimacy, and technology impact school life broadly speaking, and specifically impact more discrete realms of school life that we are charged with stewarding and leading? What are the potential outcomes of the intersection of empathy, intimacy, and technology and what are the concrete steps that schools need to take in order to shape and/or leverage these outcomes in order to better meet their missions?
|Navigating the Wage and Hour Maze: What Independent Schools Really Need to Know||347/348||
The doubling of the minimum salary requirement for exempt employees and increased scrutiny on wage ... ||Block 2||Management||
The doubling of the minimum salary requirement for exempt employees and increased scrutiny on wage and hour compliance are hot topics in the business world, but what do these developments mean for independent schools? This session will explore the new Department of Labor exemption regulations effective December 1, 2016, as well as other hot wage and hour topics, such as rules affecting independent contractors and volunteers.
||Kathleen McLeod Caminiti, Fisher & Phillips, LLP; Raye Jean Leastman, Oak Knoll School of the Holy Child (NJ)||
What are the DOL requirement for exempt employees and how do they impact independent schools? What are the most frequent (and costly) mistakes that schools make in the wage and hour arena and how can you prevent them? What are the most important wage and hour compliance tips for independent schools?
|Need Board Education? Join Forces and Find Solutions: The Governance Roundtable||301/302||
The Governance Roundtable gathered trustees and heads from 12 California schools facing the same ... ||Block 3||Governance||
The Governance Roundtable gathered trustees and heads from 12 California schools facing the same challenges: affordability, adaptability, financial sustainability, measuring value-added, and more. The result was rich collaboration and practical takeaways. We’ll explain how to develop and deliver a roundtable, review our structure and topics, and share tips to help you optimize this powerful trustee education model.
||Olaf Jorgenson, Almaden Country School (CA); Tekakwitha Pernambuco-Wise, Sea Crest School (CA)||
How can schools provide concentrated, meaningful education for its trustees (who are volunteers and may have limited time and bandwidth to devote to board education)? How can schools in a competitive market build collaborative relationships to tackle shared school leadership challenges? What practical takeaways does the governance roundtable model provide?
|New Essential Attributes for School Leaders||315||
Based on his own work as a board chair, governance consultant, and search consultant, Skip Kotkins ... ||Block 3||Governance||
Based on his own work as a board chair, governance consultant, and search consultant, Skip Kotkins will tell you about the most desirable skills in a head of school. Some are teachable skills, but many are predispositions of character and personality. These are the strengths that enable you to build enrollment, manage parents, support faculty, partner with your board, create high-performing communities, raise money, and adapt to the new normal.
||Skip Kotkins, Carney, Sandoe, & Associates|
|New NAIS Research Offers Keys to Bolster Opportunity for Headship Among People of Color and WomenNAIS Virtual Pass Video||316/317||
Recent NAIS statistics show that only one-third of school heads are women and just 7 percent are ... ||Block 4||Leadership Development||
Recent NAIS statistics show that only one-third of school heads are women and just 7 percent are people of color. Gain insights into the root causes for this from a new NAIS study involving search firms, search committees, and potential candidates who are female or people of color. NAIS staff will share findings about the recruitment and selection process, the aspirations of women and people of color, and these candidates’ backgrounds and career paths. You’ll also learn about guidelines and strategies to ensure that your school’s next head search offers all candidates an equal opportunity.
||Amada Torres and Caroline Blackwell, NAIS||
What are the dynamics in the recruiting process that contribute to or hinder the hiring of women and people of color for headship positions? What are the career aspirations, interest in a headship position, barriers, and motivators of the position among current independent school administrators? How can independent school leaders improve the process to ensure women and people of color candidates have an equal opportunity to reach headship roles?
|Normal Social Conflict or True Bullying? How to Differentiate and Respond Effectively to Each||330||
Parents and students are quick to label all unkind behaviors as bullying. In truth, there is a big ... ||Block 3||The Student Experience||
Parents and students are quick to label all unkind behaviors as bullying. In truth, there is a big difference between normal social conflict and actual peer bullying, and the way adults should respond to each is vastly different. Join an expert on bullying dynamics and learn to quickly assess a painful situation using several criteria. If it’s normal social conflict, you’ll find ways for kids to resolve their problems in a healthy manner without having adults “fix it.” If it’s bullying, you’ll gain effective responses that don’t blame the victim but do emphasize positive school climate.
||Carrie Goldman, author||
What is the clear difference between normal social conflict and true bullying, and how do we quickly assess a situation between students? If a situation meets the criteria for normal social conflict, how can we teach students emotionally intelligent strategies for healthy conflict resolution? If a situation meets the criteria for bullying, how can we effectively respond in a pro-social way from the point of view of all parties, including the target, the aggressors, the bystanders and the school administrators?
|Not Enough or TMI: What the Board Needs To Know and When They Need to Know ItNAIS Virtual Pass Audio||342||
Using real-world examples involving serious incidents of student or employee misconduct, this session ... ||Block 5||Governance||
Using real-world examples involving serious incidents of student or employee misconduct, this session will illustrate when the head should contact the board chair, when the chair should contact the executive committee, and when — if at all — the full board needs to be informed. You’ll see that the situation grows more sensitive when there’s a possibility of scrutiny by the media or the public. The presenters will articulate a baseline structure for communication decisions. They will also explore trustees’ obligations to maintain confidentiality and the particular challenges facing parent-trustees.
||Susan E. Schorr, Tennant Lubell, LLC; Vince Watchorn, The Providence Country Day School (RI)||
How can independent schools strategically build an improved culture of engagement from the moment a student is accepted to their time as an alumnus?
|Oh, the Relationships You'll Build: Using Technology to Make Things More PersonalNAIS Virtual Pass Audio||343||
This interactive presentation explores how teachers can leverage technology to create and personalize ... ||Block 5||The Classroom Experience||
This interactive presentation explores how teachers can leverage technology to create and personalize an environment where learning takes center stage. To facilitate this student-centered experience, tech tools provide both a snapshot of individual learners' needs and an overview of how the class is performing as a whole. You will use tools such as EDpuzzle, Pear Deck, and Plickers to actively participate in the session.
||Stacey Roshan, Bullis School (MD)||
How can teachers shift their classroom to a student-centered learning environment and foster a culture of collaborative learning? How can teachers use technology to personalize, both inside and outside of the classroom? How can teachers use technology to pre-identify individual student and class needs and differentiate the learning experience?
|Parents Who Insist Their Child Is Being Bullied (Even Though the School Doesn’t See It)||347/348||
When parents see their child as a victim of bullying and the child's teachers do not, the alliance ... ||Block 4||The Student Experience||
When parents see their child as a victim of bullying and the child's teachers do not, the alliance between school and parent can quickly break down. This interactive workshop will provide practice in managing the disconnect between parents pushing a bullying agenda and schools earnestly working to help them understand that providing a “safe” school is not the same as creating an environment where nothing socially challenging, difficult, or negative ever happens to a child.
||Daisy Pellant, Breck School (MN); Michael Thompson, Psychologist||
How do schools help parents step back from attacking and labeling their child as victim, and see that their “support” is actually undermining important social learning opportunities? How can schools support faculty to effectively work with parents through a healthy social-emotional developmental process that will include some bumps in the road? How can a case-study approach to professional development boost the confidence and efficacy of faculty in these difficult situations?
|Passing the Torch: Effective and Successful Head of School TransitionNAIS Virtual Pass Audio||341||
The most important task for any school may well be to select and then ensure a smooth transition ... ||Block 6||Governance||
The most important task for any school may well be to select and then ensure a smooth transition for a new head. In this session, learn about how a school with a long-tenured head handled the search, selection, and plan for transition. While paying careful attention to all aspects of the process but emphasizing successful transition, presenters will discuss the process, offer strategies, and welcome your questions.
||Linda Gibbs, Resource Group 175; Jean Brune, retired head; Ashley Thayer and Catherine McDonnell, Roland Park Country School (MD) ||
What is the process for effective transition in a search? What are practical strategies to make it work successfully? Why is this transition important for the outgoing head, the incoming head and the board of trustees as well as the entire school community?
|Planning a Capital Campaign: Are Your Trustees Ready to Take the Lead?NAIS Virtual Pass Audio||336||
Before you begin a capital campaign, look carefully at your board of trustees. Are there major donor ... ||Block 2||Communications and Advancement||
Before you begin a capital campaign, look carefully at your board of trustees. Are there major donor prospects and potential campaign leaders on your board? Have you done recent strategic planning? Will your trustees help to cultivate and to steward top donors? And will all of your trustees be the first to give? What can you do if your board is not ready to take the lead in fundraising? Come to discuss these questions and to share your experiences.
||Helen Colson, Helen Colson Development Associates; Anne Seltzer, consultant||
How should the board get ready for a capital campaign? What are the trustees' most important responsibilities during a capital campaign? What strategies can you use if the board is not yet ready to take the lead?
|Project 2051: The Future of Canadian Independent Schools: Design Thinking the Findings||327||
Come learn about Project 2051, designed by Canadian Accredited Independent Schools (CAIS), and experience ... ||Block 1||Leadership Development||
Come learn about Project 2051, designed by Canadian Accredited Independent Schools (CAIS), and experience the design-thinking framework that enabled it. You will use design thinking to process and engage with the Project 2051 findings to reveal opportunities for academic and business innovation in your own school.
||Anne-Marie Kee, Canadian Accredited Independent Schools; Garth Nichols, Havergal College (Canada); Justin Medved, The York School (Canada)||
Why do independent schools need to innovate in order to ensure their long term sustainability? What academic and business areas in independent schools are ripe for innovation? What are some example "lighthouse" schools that are already innovating in both the academic and business spaces?
|Protecting The Student Experiences and the School Amidst Allegations of Sexual Assault||Hilton: Billie Holiday 3||
An experienced school counsel will explore the deluge of sexual assault allegations that are affecting ... ||Block 6||Leadership Development||
An experienced school counsel will explore the deluge of sexual assault allegations that are affecting independent schools. How does your independent school know if it is covered by Title IX? What does Title IX compliance mean? If your school is not subject to Title IX, what are the school’s obligations and risks? How do you protect the alleged victims, perpetrators, witnesses, and your school?
||William Hannum, Schwartz Hannum PC||
How can you help faculty and administrators be prepared for when an allegation does arise? Which policies, protocols and educational programming are recommended and/or essential? What traps exist and how can the leadership avoid them?
|Ready, Action! Making Video the Best Tool in Your Kit||Hilton: Billie Holiday 2||
Images elicit seven times the online engagement that text does — and video does seven times that. ... ||Block 2||Communications and Advancement||
Images elicit seven times the online engagement that text does — and video does seven times that. The tools have gotten easier and more accessible, but many schools still struggle to produce quality videos that draw viewers in. Learn what to buy, how to use it, and basic principles of filmcraft which will take your video game to a new level.
||Adam Olenn, Moses Brown School (RI)||
How do I structure a video so people will watch to the end? How do I make it look professional? I made a good video–now what do I do with it?
|Really? I Cannot Discipline the Teacher Who Is Badmouthing the School?||327||
Gone are the days when schools could require their faculty and staff to be supportive and positive ... ||Block 4||Management||
Gone are the days when schools could require their faculty and staff to be supportive and positive about the school. This session will examine related trends and provide guidance on how to deal with faculty member inciting the school community. The session will offer best practices to ensure that the appropriate steps are taken to give your school the most leeway possible while not stepping over the constantly shifting line.
||Susan Guerette, Fisher & Phillips, LLP||
What can schools limit and where is the line between justified discipline and improperly preventing concerted activity? How can schools draft narrowly tailored policies that employees would not reasonably read to prohibit discussion about wages, hours, and others terms and conditions of employment, however negative? What practical responses can be applied to the disruptive faculty member when the law prohibits discipline?
|Return on Investment: Why an Independent School Education Is Worth the CostNAIS Virtual Pass Audio||336||
Although independent schools operate under a variety of organizing principles, they all share one ... ||Block 6||Communications and Advancement||
Although independent schools operate under a variety of organizing principles, they all share one thing: a mission-driven, student-centered, culture-rich, non-bureaucratic model. This model has distinct advantages over the increasingly standardized, compliance-driven model that characterizes public education today. Is an independent school education worth the cost? Come to this session for well-researched data and provocative information that will support the independent school value proposition.
||Douglas Lyons, Connecticut Association of Independent Schools; Andrew Niblock, Greenwich Country Day School (CT)||
How does the limbic system influence memory retrieval? What components of a school experience advance both learning and attitudes toward learning? How can schools market the independent school advantage?
|Risk Management and Crisis Response: An Integrated Approach||315||
Increasingly, schools have much more on their risk management plates. Is your school creating an ... ||Block 1||Management||
Increasingly, schools have much more on their risk management plates. Is your school creating an integrated culture to effectively address and manage risks to both the student and the school without limiting important opportunities for students? In this session, you will examine three case studies to consider a schoolwide approach to risk management.
||Catherine Hansen-Stamp, attorney; Daniel O'Brien, High Mountain Institute (CO)||
Why is it important for a school to assess and manage risks to students as well as to the school? How do schools create an integrated school-wide risk management culture and response, with good information exchange flowing between the "field" and the administration? Does the school's current incident/crisis response plan adequately address its "field"?
|Roots and Wings: Preparing Students for the New College Campus Reality||349||
How does your school prepare students to choose where they go to college when academic fit alone ... ||Block 4||The Student Experience||
How does your school prepare students to choose where they go to college when academic fit alone is no longer sufficient to ensure a happy and successful matriculation? How do you ensure that today’s independent school graduates are equipped with the skills to proactively demonstrate their cultural competency in the midst of new peer groups, new political landscapes, and new economic realities? Learn from your peers' experience about what is not only possible, but increasingly necessary.
||Ryan Dahlem, Roland Allen and Jeneen Graham, St. Margaret's Episcopal School (CA); Robert Greene, Jones & Associates Consulting, Inc.||
What has been happening on college campuses in the past year and a half and how do we make sense of it? What skills and perspectives are required of 21st century students as they move into college communities, whether from diverse backgrounds, privileged backgrounds, or combinations thereof? How can we prepare our students to be effective leaders in a multicultural landscape where the stakes are significant and the anxieties are high?
|School as Launch Pad: How Start-Up Schools Are Creating Impact and Change in EducationNAIS Virtual Pass Audio||344||
This decade has seen the creation of new independent schools that differentiate themselves with a ... ||Block 1||The Classroom Experience||
This decade has seen the creation of new independent schools that differentiate themselves with a specific focus, like adaptive and personalized instruction, innovation, and social-emotional learning. Yet, the question is the same: What type of education will best prepare children for the future? Come hear how two schools being built in the iPhone era are answering that question and contending with the challenges they face.
||Jim Eagen, Synapse School (CA); Alex Ragone, AltSchool (NY)||
How should we educate children and young adults in the 2020s and beyond? What pieces of the 20th century school have been shed and what has been added for the future? Are there best practices that new schools are finding and defining?
|School Safety: Security and Space on the Independent School Campus||Hilton: Billie Holiday 1||
How does your school determine an "adequate" level of security? This session will focus ... ||Block 2||Management||
How does your school determine an "adequate" level of security? This session will focus on how a collaborative, multi-disciplinary approach can provide answers that will help to ensure the safety of your campus community. You will also explore ways in which the design of the physical building and campus environment can help to create more secure school settings.
||Walter Kneis, NK Architects; David McCann, Wivenhoe Management Group||
What types of security challenges are common amongst and unique to many independent school campuses, and what are some strategies that can be employed to establish an appropriate balance between security, functionality, and convenience? What are the determining factors in defining an "adequate level of security"? How can a Security Vulnerability Assessment identify areas of physical and operational concern, aid in prioritizing needs, reduce legal exposure, and identify functional, cost-effective solutions?
|Sex and Race: Confronting Complex Challenges on Campus||303||
Our society is grappling with complex, volatile issues of race and sexual misconduct. Drawing from ... ||Block 3||Leadership Development||
Our society is grappling with complex, volatile issues of race and sexual misconduct. Drawing from numerous real-world scenarios, an experienced attorney will facilitate a frank conversation about these challenging developments and how to handle them.
||Sara Schwartz, Schwartz Hannum PC||
What can schools do to anticipate racial and sexual issues, and act proactively? Which policies are most helpful in protecting the school and the community? What traps should schools avoid?
|Sexting, Digital Dating Abuse, and Other Relationship Issues||328||
If you're facing problems at the intersection of teens, technology, and romantic relationships, know ... ||Block 5||The Student Experience||
If you're facing problems at the intersection of teens, technology, and romantic relationships, know that best practices are evolving to help you with both prevention and response. Should you teach abstinence or "safe sexting"? How can you discuss inappropriate dating relationships marked by power and control? How can you connect safely with students on social media? Identify how best to navigate these and related issues.
||Sameer Hinduja, Florida Atlantic University; Chad Green, Shady Side Academy (PA)||
Should we teach abstinence or "safe sexting"? How do we discuss inappropriate dating relationships that are marked by control, power, and abuse online? How can we get youth to understand digital permanence, even on apps like Snapchat or while using iCloud, without using scare tactics and fear-based messaging?
|Shaping Leadership Identity in Young Girls||Hilton: Billie Holiday 6||
Find out what one pre-K-12 girls’ school has discovered about what leadership looks like in the very ... ||Block 5||The Student Experience||
Find out what one pre-K-12 girls’ school has discovered about what leadership looks like in the very young, how its development can be fostered, and whether everyone has the potential to lead. Through participatory action research, teachers and administrators designed L3: Living Leadership in the Lower School, now fully integrated into the division.
||Mariandl Hufford and Donna Lindner, The Agnes Irwin School (PA)||
What does a successful leadership development program for elementary school students look like? Does everyone have the potential to lead? How do students learn to identify themselves as leaders? How can one create programmatic change that generates overwhelming teacher buy-in in a school?
|Shifting Assessment Cultures: Tools and Strategies for Teaching and Assessing Habits of Mind||303||
School missions highlight habits of mind (HoM), but classroom-based assessments tend to prioritize ... ||Block 5||The Classroom Experience||
School missions highlight habits of mind (HoM), but classroom-based assessments tend to prioritize content. Mission-driven changes require changes in assessment practices. In this workshop, we will share steps for designing assessments of HoM such as empathy, perseverance, and collaboration. You will learn strategies for training teachers to use instructional and assessment tools that target both content and HoM.
||Karen Strobel, Castilleja School (CA); Jenna Dunn, The Ethel Walker School (CT); Natalie Froman, Garrison Forest School (MD); Jennifer Selvin, Lick-Wilmerding High School (CA); Lorelei Saito, Punahou School (HI)||
What are concrete steps for designing classroom-based assessments of collaboration, perseverance, and empathy? What are strategies for successfully encouraging and training teachers to implement Habits of Mind instruction and assessments in their classrooms? How can e-portfolio tools be used to define Habits of Mind and document performance and growth?
|So Long, Farewell: The Legal Challenges of Employee Departures||Hilton: Billie Holiday 4||
Review the issues schools confront when employees depart, whether voluntarily or involuntarily. Hear ... ||Block 3||Management||
Review the issues schools confront when employees depart, whether voluntarily or involuntarily. Hear best-practice tips for planning for the departure, responding to claims raised by the departure, and protecting the school from liability. Learn concrete strategies for establishing policies and procedures to limit liability, promote a smooth departure/transition, and handle crisis management.
||Caryn Pass and Megan Mann, Venable, LLP||
What is the checklist I should consider before I terminate an employee? What steps can I take to limit legal exposure? What steps should I take to make certain that if the terminated employee brings a legal claim I will be prepared?
|Soft Skills and Hard Data: Validating the Character Traits That Matter Most||Hilton: Billie Holiday 4||
In the future, the most important competencies may be more social-emotional than technical. Today ... ||Block 6||The Student Experience||
In the future, the most important competencies may be more social-emotional than technical. Today robots are evolving to replicate many human capabilities; however, they falter when given tasks that require inter- and intrapersonal intelligence. This workshop will detail how to validate emotional intelligence and also demonstrate that it is at the foundation of strong character.
||Josh Cobb and Ben DeVoss, Graland Country Day School (CO)||
How can you spread a focus on emotional intelligence across the curriculum? How can you educate your entire community on the importance of social-emotional learning? How can you measure your students’ progress on the character skills related to emotional intelligence?
|Speak Up, Not Over: Helping White Allies Move Beyond "White Fragility" to Real Solidarity||Hilton: Billie Holiday 5||
By framing the anti-racist struggle in ways that place their own experiences in the foreground, white ... ||Block 4||The Student Experience||
By framing the anti-racist struggle in ways that place their own experiences in the foreground, white allies often miss important opportunities to use their position and privilege to amplify the voices of the marginalized. This workshop will explore the role of allyship in anti-racist work. You will be encouraged to break down barriers, build relationships, and create institutional climates that seek an end to racism in our schools — and in ourselves.
||Candice Powell, Newark Academy (NJ)||
In what ways does white fragility compromise the effectiveness of white allyship in our schools? How can would-be white allies more critically examine and engage their privilege to become full participants in interracial dialogues and multiracial communities? What are some of the self-reflective practices that white independent school educators can employ to dismantle the racism in our schools and, ultimately, become effective anti-racist allies and resources to people of color?
|Stop Being the Best-Kept Secret: Amp Up Your Online Presence, Improve Your ImpactNAIS Virtual Pass Audio||341||
Word of mouth is king when it comes to driving contact-form completion, tours, and admissions. But ... ||Block 4||Communications and Advancement||
Word of mouth is king when it comes to driving contact-form completion, tours, and admissions. But more and more K-12 schools are amping up their online visibility and making sure they’re findable to their target market, influencers, and referral partners through search and social SEO (search engine optimization). In this workshop we'll pull back the curtain to shed light on the path to modern SEO success.
||Jenny Munn, The Munn Group||
Why am I not ranking better? Why are other schools ahead of me? What do I need to do to get started today improving our presence online?
|Strategic Thinking in Uncertain Financial TimesFellowship Workshop||313||
In the face of increasing financial challenges, independent schools are adopting creative strategies ... ||Block 3||Leadership Development||
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.
||Rick 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)||
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?
|Stressed-Out Students Are the New Normal: How Educators Can Alleviate AnxietyNAIS Virtual Pass Audio||342||
With student anxiety skyrocketing, how do you encourage “submarine parents” to stay below the surface ... ||Block 4||The Classroom Experience||
With student anxiety skyrocketing, how do you encourage “submarine parents” to stay below the surface until they are needed while ensuring that students still feel supported? Veteran administrators and counselors will offer practical solutions to alleviate stress for families. Learn how to implement a seminar about the college process in your curriculum, offer targeted parent programming, and effectively counsel to reduce stress.
||Virginia Cobb and Jean Cohen, St. Andrew's Episcopal School (MD); Kathleen Glynn-Sparrow and Denise Key, Stone Ridge School of the Sacred Heart (MD)||
What are the trends we are seeing with the increased anxiety in teens and families? How can a comprehensive college seminar program in your school help alleviate the stress? What are the tools that anxious families need to help them navigate the high school years and beyond?
|Struggling to Launch: Rethinking the College Search to Find Success in Tomorrow's Job Market||347||
High school students devote much time, effort, and money to the college search, but little time focused ... ||Block 1||The Student Experience||
High school students devote much time, effort, and money to the college search, but little time focused on how they will spend their undergraduate years. This session’s presenter is the author of There Is Life After College. The book is based on a national survey of 20-somethings about the experiences from high school on that shaped their lives. Explore his findings about the decisions that start the moment young people secure their spot on campus — decisions that play a much larger role in life after graduation than where they go to college.
||Jeffrey Selingo, The Washington Post||
How does the college decision shape what happens to students after college? What are the fundamental experiences in and out of school that equal success in the job market today? What are the skills that prove most helpful in today's job market?
|Success and Sanity: How Not to Die as Division Head||Hilton: Billie Holiday 6||
The division head’s role can be the most demanding job in the school. With stakeholders above and ... ||Block 3||Leadership Development||
The division head’s role can be the most demanding job in the school. With stakeholders above and below you, it’s easy to lose your sense of calm and confidence as you attempt to manage everything from enrollment pressures to family emergencies. Intentional practice can preserve your sanity and bring joy back to your work. This workshop hopes to offer perspective, concrete strategies, and humor to those on the journey of a division head.
||Jennifer Rao, Garrison Forest School (MD); Amanda Macomber, The Bryn Mawr School (MD); Joshua Wolf, The Park School of Baltimore (MD)||
What is the real role of the division head? What does success look like? How can a division head frame his or her work within the context of me, you, us? And why is this framework important? What strategies can a division head employ to maintain a healthy life and build a strong division?
|Supporting the Access and Success of Lower-Income African American Students: A Model That Works||Hilton: Billie Holiday 1||
How is your school enrolling, supporting, and retaining lower-income African American students? Examine ... ||Block 3||Management||
How is your school enrolling, supporting, and retaining lower-income African American students? Examine the ways the Baltimore Educational Scholarship Trust (B.E.S.T.) is partnering with its member schools to provide the support necessary for students to flourish in their communities and for parents to navigate the process. Hear from a head of school and an alumna of the B.E.S.T. program about this 29-year-old organization and its model for success.
||Jessica Suriano and Crystal Lee, Baltimore Educational Scholarship Trust; Dan Paradis, The Park School of Baltimore (MD)||
What is a successful model of a nonprofit working in partnership with local independent schools to encourage and achieve both access and success for lower income African American students? What are some of the protective factors necessary to help ensure the success of lower income African American students at independent schools? How can this model be replicated or modified by independent schools to enhance a culture of support for lower income students and their families?
|Sustainability and Innovativion||Hilton: Billie Holiday 5||
Discover the alternative revenue strategies employed by the Barstow School, including establishing ... ||Block 6||Management||
Discover the alternative revenue strategies employed by the Barstow School, including establishing satellite campuses and a robust online learning program. You will leave with the knowledge of how to adopt strategies that will increase student retention, decrease reliance on tuition, increase marketing and admission, enhance existing as well as new programs, and allow students to network with students from across the globe.
||Shane Foster, The Barstow School (MO)||
How do you stay relevant in a competing market? How do you establish a satellite campus? What are the essential approaches to global education and online learning?
|Sustainable Schools: How Utilities Metrics Can Save Money and Reduce Your Carbon Footprint||Hilton: Billie Holiday 2||
Sustainable schools can save money and reduce their carbon footprint, but many have yet to do so. ... ||Block 3||Management||
Sustainable schools can save money and reduce their carbon footprint, but many have yet to do so. How can we ensure that all schools become more financially and environmentally sustainable? Through case studies and online tools, this workshop will describe how your school can reduce costs for electricity, natural gas/fuel oil, water, and waste, and in the process, build a “virtual endowment.”
||Paul Chapman, Inverness Associates; Robert Oxenburgh, The Athenian School (CA); Liz Zavattero, Marin Country Day School (CA); Frank Barros, King School (CT); Brian Kane, St. Stephen's & St. Agnes School (VA) ||
How can schools use metrics and benchmarking to reduce their utilities costs? What tools are available to assist school efficiency efforts? How much money can schools save to be used to meet other needs?
|Teaching and Learning in an Era of the Polarization Industrial ComplexNAIS Virtual Pass Audio||343||
Living in an increasingly polarized society demands that we reflect on how we tackle important controversies ... ||Block 4||The Classroom Experience||
Living in an increasingly polarized society demands that we reflect on how we tackle important controversies in our classrooms. How do our values and visions reflect the way we think about the partisan cultural landscape? How can these conversations include multiple perspectives and help assuage discomfort? We will introduce research, suggest strategies, and host a forum for you to share ideas.
||Marc Alongi, Sequoyah School (CA); Robert Evans, Chadwick School (CA); Sarah Cooper, Flintridge Preparatory School (CA)||
Why should schools foster thoughtful engagement with critical concepts, controversies, issues and topics in the classroom and beyond? What practical strategies can we use to welcome multiple perspectives and engage students and adults in constructive dialogue with difficult issues? What challenges should we be aware of as we bravely engage in this type of dialogue?
|Technology at Your Service: Building a Mission-Driven Technology DepartmentNAIS Virtual Pass Audio||343||
All too often, technology decisions are focused on efficient management rather than mission-aligned ... ||Block 2||Management||
All too often, technology decisions are focused on efficient management rather than mission-aligned educational objectives. In this session, you will learn how to engage the technology staff in focusing decision making on the mission of the school while supporting what is best for teaching and learning. Come explore how to build a mission-driven technology department that aligns with your school’s core values.
||Sarah Hanawald, Association of Technology Leaders in Independent Schools; Jennifer Carey, Ransom Everglades School (FL); Kelsey Vrooman, NAIS||
What techniques help leaders make the mission of the school central to the work of the entire technology staff? What kind of support and programming can help build a stronger sense of mission in non-academic staff? What outcomes improve at a school when the technology staff is mission-driven?
|The 160-Year-Old Startup: How to Grow a (Truly) Mission-Based School||Hilton: Billie Holiday 1||
This session will focus on how a school can use its mission to make significant and meaningful change ... ||Block 5||Management||
This session will focus on how a school can use its mission to make significant and meaningful change in all areas of operation. Learn how one school’s mission led it to double its student population and physical space while keeping tuition 50 percent lower than its competitors. You will explore the benefits and challenges of incremental, mission-based change as you hear how the school achieved greater diversity in race, family structure, and religion.
||Ryan Kimmet, Erica Snowden, and Jason Sears, Greene Street Friends School (PA)||
What does it take to create meaningful mission-based change in an independent school over time? How should/does mission influence every aspect of a school’s operation (including business office, admission, development, academic program etc.)? How can other schools with different missions apply these principles to effect change?
|The Chicken or the Egg: Can Strong Branding Lead to Stronger School Programs and Pedagogy?||Hilton: Billie Holiday 2||
This workshop tells how marketing and program improvement can connect, how branding can inspire, ... ||Block 5||Communications and Advancement||
This workshop tells how marketing and program improvement can connect, how branding can inspire, and how a K–8 school community jumped aboard a bandwagon and made a pedagogical push something to celebrate. Learn the role that traditional and digital storytelling played in bringing about a positive cultural shift in the classroom and in an entire community. Come ready to collaborate; expect to leave with a fresh perspective and creative solutions.
||Elizabeth Pride and Jaime Lassman, The Lexington School (KY)||
What are mission skills and why are they important for independent schools? How do you brand and market a methodology, especially one as esoteric as mission skills? Can marketing/branding a method inspire the improvement of pedagogy and programming in an independent school, and how does that translate in terms of overall school success?
|The Homework Dilemma: Achieving the Right Balance With Appropriate Homework Time and RigorNAIS Virtual Pass Audio||344||
When parents, students, and even some teachers complain about excessive homework, how should a school ... ||Block 5||The Classroom Experience||
When parents, students, and even some teachers complain about excessive homework, how should a school respond? Follow Pembroke Hill's transformative three-year journey toward achieving a healthy balance for students while maintaining rigorous academic standards. You will be immersed in collaborative breakout discussions, engage in role play, and view media clips of pertinent issues.
||Mike Hill, David Burke, and Siabhan May-Washington, The Pembroke Hill School - Wornall Campus (MO)||
Why is my school's homework philosophy important? What kind of homework is occurring at my school site? How can I design a survey to help examine my school's homework load?
|The New Realities in Crisis ManagementNAIS Virtual Pass Audio||345/346||
The fallout from a poorly managed crisis can have very significant consequences. However, if prepared, ... ||Block 6||Communications and Advancement||
The fallout from a poorly managed crisis can have very significant consequences. However, if prepared, a school can get through a tough situation and emerge even stronger. This session will help you be crisis ready. Get an up-to-date list of issues to be aware of, learn the elements of crisis planning, and receive a crisis checklist to take back to school with you.
||Jane Maxwell Hulbert and Jim Hulbert, The Jane Group||
What are the trending crisis topics? What are the best strategies for preparing for a crisis? What are the pitfalls to avoid in protecting the reputation of the school.
|The Power of Stories: Creating an Inclusive Curriculum Through Student Voices||Hilton: Billie Holiday 2||
Each of us has a story to tell. Each of us has a desire to be known, heard, and understood. When ... ||Block 4||The Student Experience||
Each of us has a story to tell. Each of us has a desire to be known, heard, and understood. When we're creating an inclusive curriculum, stories can play a powerful role. They have the capacity to bring us together as well as the potential to divide. You will leave this workshop with a new lens for teaching and learning. You'll find out how to use stories to better understand students, to build community, and to examine history and current media.
||Caroline Varner and Nicole Robinson, The Phillips Brooks School (CA); Kelly Hoy, Katherine Delmar Burke School (CA)||
Why are personal stories important and powerful? What does examining history and current events teach us? How do teachers use stories to create inclusive classrooms?
|The Power of Teacher LanguageNAIS Virtual Pass Audio||343||
Learn how teachers can use language — words, tone, and pace — to increase student engagement, build ... ||Block 6||The Classroom Experience||
Learn how teachers can use language — words, tone, and pace — to increase student engagement, build a positive classroom community, create a growth mindset, and teach pro-social behavior by helping children develop confidence, competence, and self-control. This interactive session will provide you with many practical tips and samples of effective teacher language to take back to your school.
||Earl Hunter, Oakwood School - Elementary School Campus (CA); Sarah Fillion, Responsive Classroom||
How is positive teacher language defined and how does it shape students’ learning? What are the tools to help teachers use language to increase student engagement, build a positive classroom community, create a growth mindset, and teach pro-social behavior? What are some examples of language teachers can use to support students’ learning and positive behavior?
|The Self-Healing Board: A Master Class in Staying on Track Through Any Challenge||319/320||
Even the best boards go through rough patches from time to time. Some manage to get themselves back ... ||Block 6||Governance||
Even the best boards go through rough patches from time to time. Some manage to get themselves back on track while others fall into still greater stages of dysfunction. Drawing on experience as board chair, board member, and governance consultants, this session will explore case studies in what makes for a “self-healing board” that can self-correct and get back on track.
||Marc Frankel and Judith Schechtman, Triangle Associates; Lisa Flashner, Wildwood School (CA)||
What makes a board self-healing? How can boards pull themselves back from the brink? What characteristics make for enduring board health?
|The Smart Money: Designing a School Budget to Get the Most for Your School Dollar||314||
In this hands-on workshop, you'll take a deep dive into the math of school resource allocation. You ... ||Block 2||Management||
In this hands-on workshop, you'll take a deep dive into the math of school resource allocation. You will learn innovative financial strategies and how to apply concepts to your own school context. Topics include getting a grip on rising costs; gauging value for programs and courses; paying good teachers well amid cost constraints; personalizing education without breaking the bank; and making costs part of everyone’s agenda.
||Marguerite Roza, Georgetown University ||
How can school leaders help keep escalating costs in check and ensure their school’s financial model remains viable in the future? Why does understanding per unit of everything matter? What can school leaders do to better leverage the dollars they do have to do the most for their students?
|The State of Financial AidNAIS Virtual Pass Audio||345/346||
What are the goals of other schools' financial aid programs? How well funded, trained, and equipped ... ||Block 5||Management||
What are the goals of other schools' financial aid programs? How well funded, trained, and equipped are today's financial aid professionals? How and when do practitioners make financial aid decisions? Using findings from the 2016 SSS State of Financial Aid survey, explore questions like these to help your school meet financial aid goals in today's climate. Consider ways to hone your practices and leverage your resources for better enrollment management.
||Mark Mitchell, NAIS||
What are the biggest challenges facing financial aid administrators and how do we address them? How well-prepared are the people handling millions of dollars of investment in economic diversity and what resources do they need to be more successful? As a school leader, how do I ensure that the state of financial aid in our own school is sound?
|The Tao of Small School Advancement||328||
Making small school advancement make sense requires vision, confidence, collaboration, creativity, ... ||Block 6||Communications and Advancement||
Making small school advancement make sense requires vision, confidence, collaboration, creativity, efficiency, and action plans that are both meaningful and practical. In this session, you’ll figure out the best ways to combine these elements into a strong and sustainable program for your school.
||Starr Snead, Advancement Connections; Shelley Reese, The Learning Center for the Deaf (MA)||
How can you, your head of school and board define success in a small advancement shop? What are the tools needed to build and manage a successful advancement program? What tools and benchmarks can be useful in measuring success? What are the essential elements to building a short-term and long-term plan for your school's advancement efforts?
|The Teaching and Learning Center: An Innovative Model for Professional Development||Hilton: Billie Holiday 3||
Have you found it challenging to find the time and resources to provide faculty with the professional ... ||Block 3||Leadership Development||
Have you found it challenging to find the time and resources to provide faculty with the professional development they want and need? Learn how you can easily create and run an in-house teaching and learning center to provide faculty with accessible, meaningful, and cost-effective PD. Through a quietstorming activity and an interactive protocol, this workshop will help you envision how a teaching and learning center can work for your school.
||Ruth Aichenbaum, David Brightbill, and Marianne Master, William Penn Charter School (PA)||
What are some of the logistics involved in creating and running an in-house Teaching & Learning Center? How does a Teaching & Learning Center build community, provide leadership opportunities, and help teachers advance their professional practice? What are various types of workshops, one-to-one sessions, class visits, reading groups, Critical Friends Groups, and webinars that a Teaching & Learning Center can offer in the areas of pedagogy, tech, diversity, the arts, your classroom and life, and enrichment?
|The Whole Child Not Left Behind: Develop, Implement, and Assess Your School's SEL ProgramNAIS Virtual Pass Audio||343||
Social-emotional intelligence (SEL) is associated with higher cognitive and academic performance. ... ||Block 3||The Classroom Experience||
Social-emotional intelligence (SEL) is associated with higher cognitive and academic performance. Implementing a program that is well designed, assessed, and marketed is challenging. Explore one school’s several-year journey to create a cornerstone SEL program that led to higher school climate ratings. You will have the opportunity to reflect upon your own school’s needs and determine your next steps.
||Maria Arellano and Shanie Israel, Montclair Kimberley Academy (NJ)||
What is the research that supports the development of social-emotional programs in schools? What steps are needed to create a viable plan for the implementation of SEL programming at my school? Have you assessed your own school’s SEL programming and how have you used that data? What structures are or are not already in place that will assist with the development of such curriculum? What research-based resources are available that will help start in the planning of SEL curriculum?
|They’re Back: Parents Who Bully the School||347/348||
At the 2015 NAIS Annual Conference, educators packed a room to talk about the small but ever more ... ||Block 3||Leadership Development||
At the 2015 NAIS Annual Conference, educators packed a room to talk about the small but ever more challenging minority of parents who are rude, demanding, and disrespectful; who make personal attacks on teachers and administrators; and who repeatedly violate the school’s policies and values. Now let's delve further into the causes and types of bully parents. We'll also present more specific steps for managing confrontation, building faculty skill and confidence, and redesigning the parent partnership. As a bonus, you will walk away with four foolproof things to say that help with even the most hostile parent.
||Robert Evans, psychologist and consultant; Michael Thompson, psychologist and consultant||
What motivates parents who attack the school? What are the key steps in reducing conflict and mediating between bully parents and teachers who feel victimized? How can the school restructure its parent partnership to enhance its authority and maintain tive boundaries for all?
|Thriving or Barely Surviving? Strategies for School Board SuccessNAIS Virtual Pass Audio||339||
Why do some boards seem to flourish and others seem to flounder? This session will walk through steps ... ||Block 2||Governance||
Why do some boards seem to flourish and others seem to flounder? This session will walk through steps for building a more diversified board and address best practices for focusing on the long-term health and sustainability of your school. Topics include brand member skill sets, strategic planning, and fundraising.
||David Schriver, Ellin & Tucker||
How do you assemble an independent school board with a focus on strategic diversification of members and trustees? What strategies will ensure that all board members take seriously their responsibility to give back financially and introduce the school to new financial partners in the community? What key functions should boards do to help make the school financially sound and viable for the long-term?
|Translating the Brain: How to Actually Use Research About Neuroscience in the ClassroomNAIS Virtual Pass Audio||344||
This interactive session won’t just explore what neuroscience tells us about how to bring about better ... ||Block 4||The Classroom Experience||
This interactive session won’t just explore what neuroscience tells us about how to bring about better learning; it will also show how you can incorporate the research into your teaching. You and your colleagues will break into small groups by grade level, discover how to adapt research findings from other fields, and come away with findings that will help you teach your own students about the brain.
||Cynthia Belnomi, Indian Creek School (MD)||
What are the latest neuroscience findings? How can this information be applied to education? How can educators translate these pertinent research findings in order to use it to improve their teaching and learning of their students?
|Tuition Trends in Independent Day SchoolsNAIS Virtual Pass Audio||344||
Explore the results of a study that examines the factors that drive tuition increases, the decisions ... ||Block 3||Management||
Explore the results of a study that examines the factors that drive tuition increases, the decisions school leaders make about tuition and spending, and potential interest in cost-cutting measures and alternative business models. You'll emerge with recommendations for making decisions about programmatic changes and tuition and financial policies at your own school.
||William Daughtrey, University School (OH); Will Hester, Nashville School of the Arts (TN); Kevin Weatherill, St. Martin's Episcopal School (LA)||
What drivers influence the total cost to educate an independent school student? How are school leaders making decisions about programs and tuition as they compete for students to enroll? How are school leaders seeking to curb costs, and to utilize alternative income sources or business models to close fiscal gaps?
|Vision and (Di)Visions: Tackling Thorny Issues With Faculty, Students, and School Mission||348||
We all try to live our missions, but sometimes school divisions split on how that mission actually ... ||Block 1||Management||
We all try to live our missions, but sometimes school divisions split on how that mission actually plays out. What happens when an upper school divides over student discipline, middle school faculty resent the admission process, or a small school needs to restructure its divisions? Whether you're a teacher or administrator, we invite you to discuss processes for structuring mission-based discussions that lead to real outcomes for real problems.
||Barry Gilmore, Hutchison School (TN); Matthew Rush, Allen Academy (TX); Michelle Alexander, Cannon School (NC)||
How can school divisions best handle the tough topics that threaten culture and identity through specific types of mission-based discussion? What does research (through a survey of around 900 independent school administrators) tell us about school decision making in response to tough times? How do we examine tough issues for schools in light of school context, mission, and the surrounding market to broaden our ideas about specific issues that arise in schools?
|W1. ABCs of Risk Management for Global and Off-Campus ProgramsOptional Three-Hour Workshop||301||
How can your school effectively and affordably manage the risks of a growing number of off-campus ... ||Three-Hour Workshops||
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.
||Daniel Lopez, Colorado Academy (CO); Ross Wehner, World Leadership School (CO); Charlotte Blessing, Lakeside School (WA)||
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?
|W10. Gender Equality Education: Preparing 21st Century Students for Work and LoveOptional Three-Hour Workshop||329||
Many high school graduates lack the emotional, relational, and critical skills they need to form ... ||Three-Hour Workshops||
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.
||Jennifer Bryan, Team Finch Consultants; Catherine Steiner-Adair, Clinical Psychologist||
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?
|W11. Infectious Leadership: Developing Leadership Capacity to Move Your Mission and Vision ForwardOptional Three-Hour Workshop||330||
Discover a new kind of professional development that teaches faculty and staff to build their leadership ... ||Three-Hour Workshops||
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.
||Christopher Cox, Colleen Ramsden, Aaron Sundstrom, and Jennifer Baccus, Ravenscroft School (NC); Marin Burton, Center for Creative Leadership||
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?
|W12. Manifest Your Mission: Align Intent with Impact Through Action ResearchOptional Three-Hour Workshop||336||
This workshop is a crash course in the action research process in which you will examine and then ... ||Three-Hour Workshops||
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.
||Justin Ryder and Kevin Huitt, Brandon Hall School (GA); Rod Jones, Franklin Road Academy (TN); Patrick Schuermann, Vanderbilt University||
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?
|W13. Mission as Culture: Is Yours More Like Mud or Clear Blue Water?Optional Three-Hour Workshop||337||
When asked about the quality of the water he swims in, the fish said, “What's water?” That’s culture— ... ||Three-Hour Workshops||
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.
||Jamie Feild Baker and J. Timothy Richards, Pomfret School (CT)||
What is culture? Why culture matters most? How can my school get the culture it needs?
|W14. The Power of Personalized Learning for Independent SchoolsOptional Three-Hour Workshop||338||
The personalized learning model has gained traction as a way for teachers to reach each child. But ... ||Three-Hour Workshops||
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.
||Bradford Rathgeber, Corinne Dedini, and Joanne Mamenta, One Schoolhouse (MD)||
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?
|W15. The Question Is the Answer: Inspire Authentic Teacher Growth Through Feedback ConversationsOptional Three-Hour Workshop||339||
Have you ever observed a lesson and found yourself struggling to provide substantive suggestions ... ||Three-Hour Workshops||
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.
||Lana Shea, St. Stephen’s & St. Agnes School (VA); Meredith Monk Ford, Folio Collaborative ||
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?
|W16. Shift Happens: Creating a School Culture of Iteration and Professional LearningOptional Three-Hour Workshop||340||
Find out how a schoolwide curricular review process can inspire the changes you need to provide your ... ||Three-Hour Workshops||
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.
||Rachel Herlein, Mary Dobroth, Christy Diefenderfer, and Sarah Roney, Holton-Arms School (MD)||
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?
|W17. A Solid Foundation: The Head of School Employment AgreementOptional Three-Hour Workshop||341||
In this lively interactive session, you’ll learn why and how a good contract reduces insecurity for ... ||Three-Hour Workshops||
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?”
||Terrence Briggs, Bowditch & Dewey, LLP; Kirk Duncan, Carolina Day School (NC); Arch McIntosh, Charlotte Latin School (NC); Rebekah Jordan, Indian Mountain School (CT)||
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?
|W18. So You Think You Can Empathize?Optional Three-Hour Workshop||342||
What is the one quality you need to plan strategically, reimagine your admissions process, reinvent ... ||Three-Hour Workshops||
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.
||Carla Silver and Erin Cohn, Leadership+Design; Garrett Mason, St. Martin's Episcopal School (LA); Ryan Burke, Allendale Columbia School (NY)||
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?
|W19. Tackling the Big Hairy Audacious Changes of Future “Schools”Optional Three-Hour Workshop||343||
The next 25 years will bring dramatic, disruptive, inevitable changes to education — changes much ... ||Three-Hour Workshops||
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?
||Grant Lichtman, Future of K–12 Education; John Gulla, The Edward E. Ford Foundation ||
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?
|W2. Advancement Essentials for Small Schools and Small ShopsOptional Three-Hour Workshop||303||
Discover ways to keep your small school’s advancement program both far-sighted and responsive to ... ||Three-Hour Workshops||
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.
||Starr Snead, Advancement Connections; Shelley Reese, The Learning Center for the Deaf (MA)||
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?
|W20. A Tale of Two Cities: Authentic Engagement In Public EducationOptional Three-Hour Workshop||344||
Explore what it means to engage ethically and intellectually with public education to ensure that ... ||Three-Hour Workshops||
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.
||Carla Spawn-van Berkum and Elisha James, Roland Park Country School (MD); Laurel Freedman and Damia Thomas, Lillie May Carroll Jackson Charter Schoo (MD)||
Why should independent schools engage in public education? What does one model of engagement look like? How does engaging in public education impact students?
|W21. Values to Vision: Leveraging the Past and Present as Leaders Embolden the FutureOptional Three-Hour Workshop||345/346||
School visions are an amalgam of the founding dream, the reality of its enactment, and the powerful ... ||Three-Hour Workshops||
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.
||Debbie Freed, Debbie Freed & Associates Katherine Dinh, Prospect Sierra School (CA); Lucinda Lee Katz, Marin Country Day School (CA); Mark McKee, Viewpoint School (CA)||
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?
|W3. Building a Collaborative Decision Making Culture with Faculty, Staff and the BoardOptional Three-Hour Workshop||307||
Have you ever been in a meeting where it’s unclear who gets to make a decision (even if you’re running ... ||Three-Hour Workshops||
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.
||Edward Kuh, Fayerweather Street School (MA)||
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?
|W4. Creating a Code of Ethical Conduct: Difficult Conversations Following Boundary Violations.Optional Three-Hour Workshop||314||
This workshop is especially for heads, senior administrators, and faculty leaders who are responsible ... ||Three-Hour Workshops||
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.
||E. Quincy McLaughlin, The Hotchkiss School (CT); Kevin Hicks, Stevenson School - Carmel Campus (CA); David Wolowitz, McLane, Graf, Raulerson & Middleton Professional Association||
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?
|W5. Creating a Wellbeing-Centered SchoolOptional Three-Hour Workshop||321||
This interactive workshop will offer you both the research and the concrete practices to make your ... ||Three-Hour Workshops||
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.
||Dave Mochel, Applied Attention Consulting LLC |
|W6. Creating Mission-Driven Faculty Evaluation and CompensationOptional Three-Hour Workshop||322/323||
Learn to align faculty compensation and evaluation with your school’s mission. First you’ll delve ... ||Three-Hour Workshops||
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.
||Margaret Haviland, John Baird, and Carolyn Hapeman, Westtown School (PA)||
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?
|W7. Design the Edge Effect: Transforming Learning Through Space and Place RenovationsOptional Three-Hour Workshop||324/325||
Are you striving to redesign your school’s learning spaces for 21st century teaching and learning? ... ||Three-Hour Workshops||
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.
||Howard 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) ||
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?
|W8. From Prototype to Pitch: Designing an Entrepreneurship Program for Your SchoolOptional Three-Hour Workshop||326||
Taught through the lens of design thinking, entrepreneurship offers your students the opportunity ... ||Three-Hour Workshops||
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.
||Kate Godwin, Marymount School of New York (NY); Reshan Richards, Montclair Kimberley Academy (NJ); Jeff Tillinghast, University Preparatory Academy (WA); Don Buckley, Tools at Schools||
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?
|W9. From Teacher to Learner and Back: A Blended Learning Design StudioOptional Three-Hour Workshop||328||
Your students are becoming modern learners. Are you? In this interactive workshop, you will leverage ... ||Three-Hour Workshops||
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.
||Eric Hudson, Kristin Daniel, and Emily Hamlin, Global Online Academy (WA)||
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?
|Walking the Tightrope: Balancing Effective Communication with Privacy LawsNAIS Virtual Pass Audio||345/346||
Internal investigations, untimely departures, and public allegations can lead to uncomfortable questions ... ||Block 1||Management||
Internal investigations, untimely departures, and public allegations can lead to uncomfortable questions from parents, students, and employees. This session will address how your school can address these legitimate issues with the community, correct misinformation, and deter gossip. Emphasis will be placed on discussion of the most common scenarios faced by schools, and examples of what your school can communicate in those situations.
||Linda Adler, Liebert Cassidy Whitmore; Dan Glass, Brandeis School of San Francisco (CA)||
What are the common scenarios where the school’s communications need to balance the community’s interests with its obligations under privacy laws? What can schools lawfully communicate in those situations? What are effective strategies for positive messaging, correcting misinformation and deterring gossip and speculation?
|What is Your Role in Preventing Harassment and Maintaining Appropriate Boundaries?||Hilton: Billie Holiday 5||
With independent schools in the spotlight regarding harassment, inappropriate relationships, and ... ||Block 3||Management||
With independent schools in the spotlight regarding harassment, inappropriate relationships, and sexual assaults, heads of school at all levels of experience may have questions about their role in incident response and prevention. Come discuss concrete steps to address past incidents and to help ensure a healthy school culture.
||Heather Broadwater, Potomac Law Group||
What are three key steps heads of school can take to build a culture that reduces harassment and boundary-crossing? Who are the key administrators to assist heads in this effort? What are common mistakes that are easy to make, hard to correct, and preventable?
|What’s on Your Strategic Agenda for the 2017-2018 School Year?||327||
The time to plan for 2017 is now. Get a look at the top 10 things to put on your agenda, including ... ||Block 3||Management||
The time to plan for 2017 is now. Get a look at the top 10 things to put on your agenda, including the need for a crisis communication plan, effective techniques to recruit and retain the best talent and students, and ways to communicate with families while protecting their information online. You’ll also get examples of how smart schools are using their websites as marketing engines to boost inquiries and enrollment. Don’t miss this chance to get primed for success in the school year to come.
||Jon Moser, Finalsite; Patrick Bassett, Heads Up Consulting||
How do you use your website to boost inquires, enrollment and retain top talented students? How can my school be better equipped to handle a crisis and have a plan in place? How can I protect families' information online?
|Where Learning Meets Design: Taking Control of the Visual Classroom||Hilton: Billie Holiday 3||
The ubiquity of handheld devices and learning media means that every educator (and student) makes ... ||Block 5||The Classroom Experience||
The ubiquity of handheld devices and learning media means that every educator (and student) makes daily choices about how to shape content. The prominence of visual stimuli places a heightened emphasis on the design of information. Explore the theories beneath visual scholarship, including illustrative examples and group exercises. Probe how cognition and perception can have real-world effects on critical thought and creativity.
||Mercer Hall and Patricia Russac, Buckley Country Day School (NY)||
How do visual thinking and visual literacy represent crucial tools in a contemporary teacher's toolbox? What are hands-on applications of visual design practices to enhance the value of learning materials and student creations? What resources and real-world examples can help educators craft rich learning tools for student engagement?
|Why Aren’t We Outraged? Using Moral Leadership to Achieve NAIS Equity & Justice Best PracticesFellowship Workshop||313||
If you’re familiar with Thomas Sergiovanni’s ideas about leadership by outrage, you know he asserts ... ||Block 4||Leadership Development||
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.
||Aimee 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)||
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?
|Words to Action: Smart Deployment of Multicultural Conference Ideas to Everyday School LifeFellowship Workshop||313||
Discover the varying degrees of institutional import, impact, and commitment — from classroom to ... ||Block 5||Leadership Development||
Discover the varying degrees of institutional import, impact, and commitment — from classroom to boardroom — that multicultural programs and related professional development opportunities can have. The session will be informed by findings from two surveys. One concerns participants in Meadowbrook School’s Multicultural Teaching Institute (MTI). The other involves heads of school who sent personnel to the NAIS Fellowship for Aspiring School Heads.
||Theresa 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)
Is 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?
|You Can't Get Strategic Unless You Get StrategicNAIS Virtual Pass Audio||340||
How do schools become diverse and inclusive communities? It only happens through the skillful and ... ||Block 1||Leadership Development||
How do schools become diverse and inclusive communities? It only happens through the skillful and culturally competent leadership of senior administrative teams. Come learn how to identify this work as being mission critical; communicate frequently and effectively the connection between diversity and inclusion to your core educational operation; and incorporate inclusive and innovative policies and practices into your leadership role.
||Veronica Codrington-Cazeau, The Evergreen School (WA); Robert Greene, Jones and Associates Consulting||
What skills and perspectives are required of 21st century independent school leaders, given the more diverse and multicultural nature of our school populations and increasing pressures for high returns on the value of an independent school education? How can senior administrative teams lead diversity and inclusion initiatives more effectively, leveraging the work as core to the school’s mission? How do we help senior administrators develop the understanding that cultural competency is good leadership, and good leadership is culturally competent?
|Your Feelings Are Wrong||329||
Survey courses of normative ethics share a poorly kept secret: Students don’t seem to finish these ... ||Block 6||The Classroom Experience||
Survey courses of normative ethics share a poorly kept secret: Students don’t seem to finish these courses morally “better.” Contemporary moral psychology indicates that the reason for this may involve ethics courses’ failure to engage emotions. This session will examine the idea that our rational minds inform behavior and moral judgments far less than previously thought. Then you’ll learn how ethics courses can engage emotions more effectively and, arguably, make students more moral.
||Stephen Miller, Oakwood Friends School (NY)||
What implicit moral claims underly tradition ethics curriculums? Why do typical ethics survey courses fail to make students more "moral?" How could an ethics curriculum make students actually morally better?
|Your School’s “4D” Curriculum for the 21st Century: Knowledge, Skills, Character, Meta-Learning||319/320||
In this interactive workshop, you will explore how to use a design matrix to allow each department ... ||Block 5||The Classroom Experience||
In this interactive workshop, you will explore how to use a design matrix to allow each department to systematically and deliberately embed skills, character, and meta-learning in its discipline. Examples will come from STEM, humanities, and the arts will be shown. In addition, you will participate in an open conversation about how to use out-of-school activities to build the character qualities that transcend four walls.
||Charles Fadel, Center for Curriculum Redesign||
What should students learn for the 21st century? How do we deliberately and systematically help students learn the four dimensions of knowledge, skills, character, meta-learning? How do we adapt curriculum to teach knowledge and competencies symbiotically?
|Your School’s Mission and Values: How To Use Them To Attract a Wider Pool of Applicants||Hilton: Billie Holiday 3||
Whether you realize it or not, your school’s values link directly to your mission — and also to your ... ||Block 2||Communications and Advancement||
Whether you realize it or not, your school’s values link directly to your mission — and also to your school’s brand. In this interactive session, you will learn how two very different schools each successfully used their values to create a brand and admission campaign to attract new families. You’ll leave smarter about school branding; clearer on how your mission, values, and brand are linked; and practiced in a powerful new way of describing your school.
||Dan Glass, Brandeis School of San Francisco (CA); Trent Nutting, Marin Academy (CA); Jennie Winton and Zach Hochstad, Mission Minded||
Why should my school care about its brand, and how would a stronger brand support admissions and advancement? Since my school already has a mission, why do I need a brand, and what’s the difference? How can I use my school’s values and mission to more efficiently attract a wider and more diverse pool of applicants?