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One-Hour Workshops: Block 4

Block 4Friday 8:00-9:00 AM
  • Communications and Advancement
    • 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? 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.
      Presented ByKelly Fantegrossi, Buckingham Browne & Nichols School (MA)
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      TrackCommunications and Advancement
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      Explore 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?
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    • How a Multiyear, 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 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.
      Presented ByCami Colarossi and Maureen Cannon, Notre Dame Preparatory School (MD); Jonathan Oleisky and Gerri Baum, Kalix Communications, LLC
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      TrackCommunications and Advancement
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      ExploreHow 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?
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    • 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 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.
      Presented ByAdam Olenn, Moses Brown School (RI)
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      TrackCommunications and Advancement
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      Explore 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?
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    • Message Your Mission: How to Tell Your School’s Story to Capture the Interest of New Families

      340

      NAIS Virtual Pass Audio

      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.
      Presented ByJonathan Herzenberg, Drew School (CA); Jennie Winton, Mission Minded
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      TrackCommunications and Advancement
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      Explore 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?
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    • Stop Being the Best-Kept Secret: Amp Up Your Online Presence, Improve Your Impact

      341

      NAIS Virtual Pass Audio

      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.
      Presented ByJenny Munn, The Munn Group
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      TrackCommunications and Advancement
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      Explore 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?
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  • Leadership Development
    • An “A” Player Who Does Not Share Your Vision Is Not an “A” Player

      321

      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.
      Presented BySteve Chapman, Broad Reach Strategies; Michael Spencer, St. Paul's School (NH); Clair Ward, Valley School of Ligonier (PA)
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      TrackLeadership Development
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      ExploreHow 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?
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    • Creating and Managing the Magic: A Design Sprint for Changemakers in Schools

      338

      NAIS Virtual Pass Audio

      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.
      Presented ByKim Saxe and Diane Rosenberg, The Nueva School (CA); Scott Swaaley, High Tech High (CA)
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      TrackLeadership Development
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      Explore 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?
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    • Families First Workshop: Building Inner Strength: Contemplative Practices for Calm, Clarity, and Renewed Spirit in the Life of a School’s First Family

      311

      ​The contemplative mind can be activated through a wide range of practices that quiet the daily chatter.  From poetry to meditation, these practices open the mind to a greater capacity for awareness, concentration, clarity, creativity, and insight. Heads and their spouses will be introduced to practices that can provide space in the midst of a busy day, a fresh lens on daily challenges, and a renewed sense of self and relationships.
      Presented ByIrene McHenry, Friends Council on Education
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      TrackLeadership Development
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    • Future Foundations: Retaining Millennial Faculty

      313

      Fellowship Workshop

      In the next 10 years, millennials will make up nearly three-fourths of the teachers in independent schools. That means that to survive and thrive, your school must be aware of how to support and retain millennial faculty. At this session, come hear the results of a survey of millennial faculty and learn answers to questions such as these: Why do millennials pursue careers in independent schools? What causes them to stay? And what can schools like yours do to better retain millennial faculty?
      Presented ByJustin McLean, Meadowbrook School of Weston (MA); Bill Mulcahy, Fairfield Country Day School (CT); Paul Sanders, International School of Amsterdam (Netherlands); Antonio Williams, The William Penn Charter School (PA); Rick Tony, Solebury School (PA); Ben Ketchum, National Presbyterian School (DC)
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      TrackLeadership Development
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      Explore Why do millennials pursue careers in independent schools? Why do millennials stay in independent schools? What can schools do to better retain their millennial faculty?
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    • Institutional Change and Cultures of Innovation

      330

      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.
      Presented ByRichard Kassissieh and Matt Levinson, University Preparatory Academy (WA); Luke Felker and Andrew Shaw, The Bay School of San Francisco (CA)
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      TrackLeadership Development
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      ExploreHow 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?
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    • New NAIS Research Offers Keys to Bolster Opportunity for Headship Among People of Color and Women

      316/317

      NAIS Virtual Pass Video

      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.
      Presented ByAmada Torres and Caroline Blackwell, NAIS
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      TrackLeadership Development
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      ExploreWhat 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?
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    • Why Aren’t We Outraged? Using Moral Leadership to Achieve NAIS Equity & Justice Best Practices

      313

      Fellowship Workshop

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

      308-310

      NAIS Virtual Pass Video

      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.
      Presented ByDebra Wilson, NAIS
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      TrackManagement
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      Explore 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?
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    • Facilitating Growth Through the Teacher Review Process

      329

      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.
      Presented ByPaul Dolan and Hur-shiu Webb, Miss Porter's School (CT)
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      TrackManagement
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      ExploreHow 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?
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    • 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. 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.
      Presented ByNancy Dickson and Lisa Sun, The Park School of Baltimore (MD); Tung Trinh and Felicia Wilks, Garrison Forest School (MD)
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      TrackManagement
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      Explore 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?
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    • 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 about the school. This session will examine related trends and provide guidance on how to deal with faculty members 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.
      Presented BySusan Guerette, Fisher & Phillips, LLP; Sally Keidel, Montgomery School (PA)
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      TrackManagement
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      ExploreWhat 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?
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  • The Classroom Experience
    • 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 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.
      Presented BySarah Allen, Megan McManus and Kelly Bryant, Indian Creek School (MD)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByPeter Dry, Samantha Dry,and Steve Henn,The Principia (MO)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented BySusan James, McLean School of Maryland (MD)
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      TrackThe Classroom Experience
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      ExploreWhat 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?
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    • Grading for Growth: Strategies for Creating Mission-Based Assessment Practices

      339

      NAIS Virtual Pass Audio

      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.
      Presented ByRebecca Cook-Dubin, Donna Daigle, and Monica Kirschmann, Miss Hall's School (MA)
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      TrackThe Classroom Experience
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      ExploreWhy 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?
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    • 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 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.
      Presented ByCorinne Dedini, One Schoolhouse (MD); Eric Hudson, Global Online Academy (WA)
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      TrackThe Classroom Experience
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      Explore 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?
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    • 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 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.
      Presented ByAne Lintvedt, Jennifer Jerger, Heather Ford, and Kevin Costa, McDonogh School (MD)
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      TrackThe Classroom Experience
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      Explore 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?
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    • Meeting Learners Where They Are

      337

      NAIS Virtual Pass Audio

      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.
      Presented ByJane Childers and Charles Baldecchi, The Lexington School (KY); Liz Hofreuter-Landini, Wheeling Country Day School (WV); Lou Salza, Lawrence School (OH)
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      TrackThe Classroom Experience
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      Explore 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?
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    • Stressed-Out Students Are the New Normal: How Educators Can Alleviate Anxiety

      342

      NAIS Virtual Pass Audio

      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.
      Presented ByVirginia Cobb and Jean Cohen, St. Andrew's Episcopal School (MD); Kathleen Glynn-Sparrow and Denise Key, Stone Ridge School of the Sacred Heart (MD)
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      TrackThe Classroom Experience
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      Explore 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?
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    • Teaching and Learning in an Era of the Polarization Industrial Complex

      343

      NAIS Virtual Pass Audio

      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.
      Presented ByMarc Alongi, Sequoyah School (CA); Robert Evans, Chadwick School (CA); Sarah Cooper, Flintridge Preparatory School (CA)
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      TrackThe Classroom Experience
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      Explore 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?
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    • Translating the Brain: How to Actually Use Research About Neuroscience in the Classroom

      344

      NAIS Virtual Pass Audio

      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.
      Presented ByCynthia Belnomi, Indian Creek School (MD)
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      TrackThe Classroom Experience
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      Explore 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?
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  • The Student Experience
    • 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 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.
      Presented ByJon Cassie; Tarbut V'Torah Community Day School (CA); Shannon Mulholland, and Ken Goleski, Sewickley Academy (PA)
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      TrackThe Student Experience
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      Explore 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?
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    • Elevating the Black Male: Creating Culturally Competent Schools

      319/320

      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.
      Presented ByOmekongo Dibinga, Upstander International
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      TrackThe Student Experience
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      Explore 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?
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    • 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 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.
      Presented ByJennifer Bryan, Team Finch Consultants
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      TrackThe Student Experience
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      Explore 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?
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    • Mission and the Modern Family

      336

      NAIS Virtual Pass Audio

      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.
      Presented ByArmond Lawson, Gilman School (MD)
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      TrackThe Student Experience
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      Explore 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?
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    • 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 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.
      Presented ByDaisy Pellant, Breck School (MN); Michael Thompson, Psychologist
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      TrackThe Student Experience
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      Explore 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?
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    • Roots and Wings: Preparing Students for the New College Campus Reality

      349/350

      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.
      Presented ByRyan Dahlem, Roland Allen and Jeneen Graham, St. Margaret's Episcopal School (CA); Robert Greene, Jones & Associates Consulting, Inc.
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      TrackThe Student Experience
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      ExploreWhat 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?
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    • 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 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.
      Presented ByCandice Powell, Newark Academy (NJ)
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      TrackThe Student Experience
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      Explore 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?
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    • 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 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.
      Presented ByCaroline Varner and Nicole Robinson, The Phillips Brooks School (CA); Kelly Hoy, Katherine Delmar Burke School (CA)
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      TrackThe Student Experience
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      ExploreWhy are personal stories important and powerful? What does examining history and current events teach us? How do teachers use stories to create inclusive classrooms?
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