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One-Hour Workshops: Block 1

Block 1Thursday 8:00-9:00 AM

  • Communications and Advancement
    • Chess with the Press... or Seven Tips for Crisis Communications

      339

      NAIS Virtual Pass Audio

      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.
      Presented ByRobert Movradinov and Melinda Bihn, French American International School (CA)
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      TrackCommunications and Advancement
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      Explore 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?
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    • Critical Collaboration: How to Develop Successful Admission and Marketing Partnerships

      337

      NAIS Virtual Pass Audio

      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.
      Presented ByStacy Jagodowski, Cheshire Academy (CT)
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      TrackCommunications and Advancement
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      ExploreWhat 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?
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    • Fundraising Can Be Fun! Generating Excitement and Philanthropy Using Mini-Campaigns

      307

      Could your annual fund use a midwinter 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.
      Presented ByChris Fulco and Lisa Ketcham, Woodlynde School (PA)
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      TrackCommunications and Advancement
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      ExploreHow 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?
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    • 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 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.
      Presented ByElizabeth Zeigler, Graham-Pelton Consulting, Inc.; Louise Peterson, The Madeira School (VA); Preston Athey, T. Rowe Price Group, Inc.
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      TrackCommunications and Advancement
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      ExploreWhat 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?
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  • Governance
    • 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 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.
      Presented ByJohn Lewis and Emily Beck, The Gunston School; Tom Ackerman, The Chesapeake Bay Foundation
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      TrackGovernance
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      ExploreHow 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”?
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    • 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 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.
      Presented ByAnn Teaff, certified executive coach; Paul Barton, Holy Innocents Episcopal School (GA); Bill Clarkson, certified executive coach; Lisa Lyle, Mary Institute Country Day School (MO)
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      TrackGovernance
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      ExploreWhat 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?
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    • Mapping the Change from an Operational to a Strategic/Generative Board

      343

      NAIS Virtual Pass Audio

      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.
      Presented ByDavid Michelman and MC Ragsdale, Duke School (NC)
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      TrackGovernance
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      ExploreWhat 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?
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  • Leadership Development
    • Back from the Brink: Use Your Mission to Transform Enrollment, Governance, and Fundraising

      338

      NAIS Virtual Pass Audio

      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.
      Presented ByRobert Whelan, Pete Moore, Judith Arnstein, and Wendy Weil, Lake Forest Country Day School (IL)
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      TrackLeadership Development
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      ExploreWhat 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?
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    • Conflicting Priorities: Marrying Stakeholder Vision With College Counseling Mission

      329

      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.
      Presented ByJessica Sant, The Lovett School (GA); Gavin Bradley, Pace Academy (GA); Jenny Byers, Harpeth Hall School (TN)
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      TrackLeadership Development
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      Explore 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?
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    • 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, 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.
      Presented ByEric Jones and Jocelyn Hillman, Community Partnership School (PA); Edith Arrington, Consultant
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      TrackLeadership Development
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      Explore 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?
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    • 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. 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.
      Presented ByPaul 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)
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      TrackLeadership Development
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      ExploreWhat 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?
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    • Impact Marketing: Leveraging Faculty

      313

      Fellowship Workshop

      Even though your teachers probably don’t see themselves as marketers, they have big impact on how well your school distinguishes itself from its many competitors. This presentation will show you what independent schools are doing to leverage faculty members, how faculty perceive their roles in marketing, and why your marketing efforts benefit when your faculty do what they do well.
      Presented ByTerry Kung, Brooklyn Friends School (NY); Michael Mallett, St. Stephen's & St. Agnes School (VA); Juna McDaid, Drew School (CA); Deborah Monroe, Buckley School (CA); Doug Poskitt, Rocky Hill School (RI); Donna Ruggiero, Albany Academy for Girls (NY)
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      TrackLeadership Development
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      Explore How might schools leverage faculty to make an impact in their marketing efforts? In what ways can schools onboard faculty about their role in marketing if they haven't already? How well are you doing in leveraging your faculty to promote your school?
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    • 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 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.
      Presented ByAnne-Marie Kee, Canadian Accredited Independent Schools; Garth Nichols, Havergal College (Canada); Justin Medved, The York School (Canada)
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      TrackLeadership Development
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      Explore 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?
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    • You Can't Get Strategic Unless You Get Strategic

      340

      NAIS Virtual Pass Audio

      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.
      Presented ByVeronica Codrington-Cazeau, The Evergreen School (WA); Robert Greene, Jones and Associates Consulting
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      TrackLeadership Development
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      Explore 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?
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  • Management
    • 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 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.
      Presented ByEreni Malfa, Roland Park Country School (MD); Jennifer Galambos, Bryn Mawr School (MD); and Rob Heubeck, Gilman School (MD)
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      TrackManagement
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      Explore 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?
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    • Enough Is Enough: Student Discipline and Expulsion (What Holds Up in Court?)

      342

      NAIS Virtual Pass Audio

      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?
      Presented ByCandice Pinares-Baez, Fisher & Phillips, LLP; Helena Levine, Donna Klein Jewish Academy (FL)
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      TrackManagement
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      Explore 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?
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    • 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 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.
      Presented ByAlisa Evans, NAIS
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      TrackManagement
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      Explore 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?
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    • 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 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.
      Presented ByOlaf Jorgenson, Almaden Country School (CA); James Wickenden, Wickenden Associates, Inc.; Bernie Noe, Lakeside School (WA)
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      TrackManagement
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      Explore 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?
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    • Risk Management and Crisis Response: An Integrated Approach

      315

      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.
      Presented ByCatherine Hansen-Stamp, attorney; Daniel O'Brien, High Mountain Institute (CO)
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      TrackManagement
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      Explore 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"?
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    • Vision and (Di)Visions: Tackling Thorny Issues With Faculty, Students, and School Mission

      349/350

      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.
      Presented ByBarry Gilmore, Hutchison School (TN); Matthew Rush, Allen Academy (TX); Michelle Alexander, Cannon School (NC)
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      TrackManagement
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      ExploreHow 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?
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    • Walking the Tightrope: Balancing Effective Communication with Privacy Laws

      345/346

      NAIS Virtual Pass Audio

      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.
      Presented ByLinda Adler, Liebert Cassidy Whitmore; Dan Glass, Brandeis School of San Francisco (CA)
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      TrackManagement
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      Explore 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?
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  • The Classroom Experience
    • 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 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.
      Presented ByMike Scafati, The Meadowbrook School of Weston (MA); Barbara Huth, Common Sense Education
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      TrackThe Classroom Experience
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      Explore 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?
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    • E-Portfolios: Unleash Students’ Imagination, Capture Goals

      301/302

      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.
      Presented ByChris Bigenho, Claudia Loewenstein, and Don Myers, Greenhill School (TX)
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      TrackThe Classroom Experience
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      Explore 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?
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    • School as Launch Pad: How Start-Up Schools Are Creating Impact and Change in Education

      344

      NAIS Virtual Pass Audio

      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.
      Presented ByJim Eagen, Synapse School (CA); Alex Ragone, AltSchool (NY)
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      TrackThe Classroom Experience
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      Explore 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?
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  • The Student Experience
    • Embedding an International Student Program into the Fabric of Your School Culture

      341

      NAIS Virtual Pass Audio

      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.
      Presented ByBrenda Vishanoff and Kori Hocket, Wheaton Academy (IL)
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      TrackThe Student Experience
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      Explore 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?
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    • 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 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.
      Presented ByJen Cort, Jen Cort Educational Consulting; Aisha Mason and Penny Evins, St. Paul's School for Girls (MD)
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      TrackThe Student Experience
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      ExploreHow 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?
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    • Evolving Expectations of School Responses to Student-on-Student Sexual Assaults

      336

      NAIS Virtual Pass Audio

      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.
      Presented ByLinda Johnson, McLane Middleton Professional Association; Jennifer K. Elliott, Phillips Academy (MA); Eric Seaborg, United Educators Insurance Risk Retention Group; Sandy Lish, The Castle Group
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      TrackThe Student Experience
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      ExploreWhat 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?
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    • Struggling to Launch: Rethinking the College Search to Find Success in Tomorrow's Job Market

      347/348

      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.
      Presented ByJeffrey Selingo, The Washington Post
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      TrackThe Student Experience
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      ExploreHow 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?
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