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One-Hour Workshops: Block 6

Block 6Friday 1:15 - 2:15 PM
  • Communications and Advancement
    • Creating a Culture of Engagement: From Acceptance to Alumnus

      330

      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.
      Presented ByPeter Bachmann, Flintridge Preparatory School (CA); Henry Smyth, Gilman School (MD); Micajah Dudley, Shearwater
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      TrackCommunications and Advancement
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      ExploreHow 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?
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    • Return on Investment: Why an Independent School Education Is Worth the Cost

      336

      NAIS Virtual Pass Audio

      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.
      Presented ByDouglas Lyons, Connecticut Association of Independent Schools
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      TrackCommunications and Advancement
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      ExploreHow 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?
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    • The New Realities in Crisis Management

      345/346

      NAIS Virtual Pass Audio

      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.
      Presented ByJane Maxwell Hulbert and Jim Hulbert, The Jane Group
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      TrackCommunications and Advancement
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      Explore 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.
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    • The Tao of Small School Advancement

      328

      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.
      Presented ByStarr Snead, Advancement Connections; Shelley Reese, The Learning Center for the Deaf (MA)
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      TrackCommunications and Advancement
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      Explore 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?
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  • Governance
    • Crisis Management in Schools: Lessons Learned

      321

      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.
      Presented ByMary Seppala, Educators' Collaborative, LLC; Stephen Druggan, Springside Chestnut Hill Academy (PA)
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      TrackGovernance
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      Explore 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?
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    • Passing the Torch: Effective and Successful Head of School Transition

      341

      NAIS Virtual Pass Audio

      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.
      Presented ByLinda Gibbs, Resource Group 175; Jean Brune, retired head; Ashley Thayer and Catherine McDonnell, Roland Park Country School (MD)
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      TrackGovernance
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      Explore 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?
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    • 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 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.
      Presented ByMarc Frankel and Judith Schechtman, Triangle Associates; Lisa Flashner, Wildwood School (CA)
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      TrackGovernance
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      Explore What makes a board self-healing? How can boards pull themselves back from the brink? What characteristics make for enduring board health?
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  • Leadership Development
    • Exploring Global Opportunities & Their Impact on the Value Proposition of Independent Schools

      313

      Fellowship Workshop

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

      313

      Fellowship Workshop

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

      339

      NAIS Virtual Pass Audio

      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.
      Presented BySumant Bhat, St. Anne's Episcopal School (CO); Heather Mock, Alexander Dawson School (CO)
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      TrackLeadership Development
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      ExploreHow 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?
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    • 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 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.
      Presented ByGeorge Swain, New York State Association of Independent Schools
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      TrackLeadership Development
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      ExploreHow 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?
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    • Leading IT All: The Role of the Chief Information Officer in Independent Schools

      340

      NAIS Virtual Pass Audio

      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.
      Presented ByJason Ramsden, Ravenscroft School (NC); Jamie Britto, Collegiate School (VA); John Hardcastle, McDonogh School (MD); Barry Kallmeyer, Hathaway Brown (OH)
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      TrackLeadership Development
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      Explore 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?
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    • Protecting the Student 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 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?
      Presented ByWilliam Hannum, Schwartz Hannum PC
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      TrackLeadership Development
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      ExploreHow 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?
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  • Management
    • Family Leave Policies: Challenges and Opportunities for Working Parents

      337

      NAIS Virtual Pass Audio

      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.
      Presented ByAngela Miklavcic, The Episcopal Academy (PA); Priscilla Morales, The Park School of Baltimore (MD)
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      TrackManagement
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      ExploreWhat 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?
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    • Sustainability and Innovation

      Hilton: Billie Holiday 5

      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.
      Presented ByShane Foster, The Barstow School (MO)
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      TrackManagement
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      ExploreHow 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?
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  • The Classroom Experience
    • “I Can’t Do That…Yet”: Helping Students Cultivate a Learning Disposition

      342

      NAIS Virtual Pass Audio

      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.
      Presented ByNoah Rachlin, Phillips Academy (MA)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByClay Kaufman, The Siena School (MD); William Stixrud, psychologist
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByRosemary Feehan, Wilmington Montessori School (DE)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByCindy Beals and Geraldine Loveless, Windward School (CA); Paul Way and Kelly Castaneda, Crossroads School (CA)
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      TrackThe Classroom Experience
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      Explore 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?
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    • Community-Based Learning: From Our Schools to Yours

      315

      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.
      Presented ByAdam Nye and Kristen Klein, Winchester Thurston School (PA); George Scouten and Donnie Bain, Heathwood Hall Episcopal School (SC)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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. 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.
      Presented ByAnn Whiting, Genevieve Morgan, and Christopher McAdamis, Milken Community Schools (CA)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByMichael Furdyk, TakingITGlobal; Ioana Wheeler, NAIS
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByRaymond Wright, Landon School (MD)
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      TrackThe Classroom Experience
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      ExploreWhy 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?
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    • The Power of Teacher Language

      343

      NAIS Virtual Pass Audio

      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.
      Presented ByEarl Hunter, Oakwood School - Elementary School Campus (CA); Sarah Fillion, Responsive Classroom
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      TrackThe Classroom Experience
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      Explore 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?
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    • Your Feelings Are Wrong

      329

      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.
      Presented ByStephen Miller, Oakwood Friends School (NY)
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      TrackThe Classroom Experience
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      Explore 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?
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  • The Student Experience
    • 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. 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.
      Presented ByMike Donegan, Loomis Chaffee School (CT)
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      TrackThe Student Experience
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      Explore 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?
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    • 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 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.
      Presented ByWendy Horng Brawer, Prospect Sierra School (CA); Joel Pelcyger, PS1 Pluralistic School (CA)
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      TrackThe Student Experience
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      Explore 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?
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    • Honoring Parentless Students: Addressing Equity Through Family and Non-Family Programming

      338

      NAIS Virtual Pass Audio

      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.
      Presented ByMichael Goodman, University of Maryland
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      TrackThe Student Experience
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      Explore 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)?
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    • 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 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.
      Presented ByLaura Robertson, Jon Shoup, and Antxon Iturbe, St. Anne's-Belfield School (VA)
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      TrackThe Student Experience
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      Explore 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?
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    • Moving Forward Together Into a Brave New World

      318

      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.
      Presented ByMichael Spencer and Theresa Ferns, St. Paul's School (NH); Chad Green, Shady Side Academy (PA); Monica Gillespie, St. Mary's School (NC)
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      TrackThe Student Experience
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      Explore 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?
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    • 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 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.
      Presented ByJosh Cobb and Ben DeVoss, Graland Country Day School (CO)
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      TrackThe Student Experience
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      Explore 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?
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