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One-Hour Workshops: Block 5

Block 5Friday 11:15 AM-12:15 PM
  • Communications and Advancement
    • Closed-Loop Alumni Programming: Effective Engagement for K-8 Schools

      307

      Elementary and K-8 schools face challenges engaging their graduates throughout their high school and college years and beyond. Come learn about one school's success with a "closed loop" alumni program. Leave with inspiration and concrete ways to bring together multiple constituencies, serve alumni as well as the community, and connect alumni to your mission.
      Presented ByWendy Horng Brawer and Liz Clark, Prospect Sierra School (CA)
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      TrackCommunications and Advancement
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      Explore Are the efforts to reach young alumni worth the time and resources vis-a-vis other funding priorities of a K-8 school? What would a successful and effective K-8 alumni program look like? How do you prioritize activities when starting a new alumni program?
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    • Mirrors and Windows: Reaching, Supporting, and Cultivating Relationships with Our Families of Color

      301/302

      Learn about efforts to increase diversity at a boys’ school originally founded in 1890 for white, upper-class students. The framework and programs the school has developed to connect admission, students, and parents can serve as a blueprint for other schools trying to create unified support for families of color.
      Presented ByLauren Calig and Joseph Hollings, University School - Shaker Campus (OH); Terry Lipford, University School (OH)
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      TrackCommunications and Advancement
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      Explore How can we attract families of color to our school? How can we support the families once they are a part of our community? How can we create an overreaching presence for equity and inclusion for the whole community?
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    • Mission Control: Launching Your Small School Marketing Strategy

      341

      NAIS Virtual Pass Audio

      Guided by the head of a school with 60 students, this session will show you how marketing a small school requires a paradigm shift away from corporate-style brand awareness and big idea strategies. You will learn how to leverage students, faculty, families, and programs to generate word of mouth and grow enrollment and donor prospects. Find out how to examine your mission, develop mission-based key performance indicators, conduct no-cost market research, and leverage your assets to create powerful direct marketing plans for your school.
      Presented ByAlex Brosowsky, The Quaker School at Horsham (PA)
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      TrackCommunications and Advancement
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      Explore Heads of school know they need to vigorously market their schools with a small budget and with minimal personnel, where do they start?  Now that big time marketing theory has entered the collective vocabulary of independent school leaders, what are small schools to do? How does a school relate all of their marketing efforts back to their mission?
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    • The Chicken or the Egg: Can Strong Branding Lead to Stronger School Programs and Pedagogy?

      Hilton: Billie Holiday 2

      This workshop tells how marketing and program improvement can connect, how branding can inspire, and how a K–8 school community jumped aboard a bandwagon and made a pedagogical push something to celebrate. Learn the role that traditional and digital storytelling played in bringing about a positive cultural shift in the classroom and in an entire community. Come ready to collaborate; expect to leave with a fresh perspective and creative solutions.
      Presented ByElizabeth Pride and Jaime Lassman, The Lexington School (KY)
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      TrackCommunications and Advancement
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      Explore What are mission skills and why are they important for independent schools? How do you brand and market a methodology, especially one as esoteric as mission skills? Can marketing/branding a method inspire the improvement of pedagogy and programming in an independent school, and how does that translate in terms of overall school success?
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  • Governance
    • Designing Heads' Contracts: Maximizing the Payment of Compensation and Benefits

      339

      NAIS Virtual Pass Audio

      The head of school agreement can serve as an important component of a successful relationship. This session will focus on the range of strategies schools can use to motivate the heads of school to perform at their highest level and to remain at their schools. You'll learn about the benefits boards can provide that are attractive to the head and cost effective for the school. The session will focus on the pitfalls to avoid and approaches to use when drafting language.
      Presented ByCaryn Pass and Harry Atlas, Venable, LLP
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      TrackGovernance
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      Explore How can I draft a head of school contract that meets the needs of the head as well as the school? How can my school incentivize the head to perform at their highest level by building in timed benefits? How can my school design a contract that ensures the head feels motivated and rewarded for the work they perform?
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    • Gather, Utilize, and Capitalize on Information for Fact-Based Decision Making

      326

      Discover a system to evaluate a school’s performance through trend analysis and benchmarking. Originally created a decade ago to objectively measure progress on key strategic initiatives, University School’s Trustee’s Resource Book serves as a foundation for good decision making and has been a valuable management tool for school leadership as well as the board.
      Presented ByDon Molten, University School - Shaker Campus (OH); Jonathan Bridge and Laura Marshall, University School (OH)
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      TrackGovernance
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      Explore How can my school obtain, track, and analyze strategic information in a way that does not consume extraordinary resources? Using carefully mined data and appropriate benchmarking metrics, how is my school doing in achieving its critical strategic initiatives? How does a head of school use fact-based information effectively to manage "upward" with the board to gain support for important strategic decisions?
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    • Not Enough or TMI: What the Board Needs To Know and When They Need to Know It

      342

      NAIS Virtual Pass Audio

      Using real-world examples involving serious incidents of student or employee misconduct, this session will illustrate when the head should contact the board chair, when the chair should contact the executive committee, and when — if at all — the full board needs to be informed. You’ll see that the situation grows more sensitive when there’s a possibility of scrutiny by the media or the public. The presenters will articulate a baseline structure for communication decisions. They will also explore trustees’ obligations to maintain confidentiality and the particular challenges facing parent-trustees.
      Presented BySusan E. Schorr, Tennant Lubell, LLC; Vince Watchorn, The Providence Country Day School (RI)
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      TrackGovernance
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      Explore How can independent schools strategically build an improved culture of engagement from the moment a student is accepted to their time as an alumnus?
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  • Leadership Development
    • Choreographing Leadership Conversations and Relationships

      330

      This is your chance to discuss and practice deliberately focused conversations in a safe, vibrant, and sympathetic setting. You’ll gain a working knowledge of leadership language frameworks and techniques. And you’ll learn to craft the interplay of context, behavior, positive and negative energy, types of listening, open-ended questions, and action plans. The presenter is a certified leadership coach who will draw on her years in the trenches of school administration to help you choreograph a range of leadership conversations.
      Presented ByAbigail Wiebenson, consultant
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      TrackLeadership Development
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      Explore What are the intertwining facets of leadership tools, techniques, and frameworks that constitute leadership conversations? How do I navigate different types of leadership conversations? What role can/do/should leadership conversations play in developing effective teaching and learning relationships?
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    • Coming Down the Mountain: The Journey From Innovative Idea to Successful Execution

      338

      NAIS Virtual Pass Audio

      Innovation is all the rage in our schools. However, what does innovation actually look like? What needs to be in place for it to succeed? What risks are involved? And how do schools adapt to better support failure and rapid iteration? This session will summarize the latest research, provide insights into process, and highlight school-based examples of messy innovation with impact.
      Presented ByTim Fish, Jefferson Burnett, and Kawai Lai, NAIS
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      TrackLeadership Development
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      Explore How can we execute on great ideas in order to improve learning for our students and differentiate our school? What process is in place in the most innovative schools and organizations that ensures continual evolution while staying true to mission? What immediate next steps can I take to execute on innovation in my school?
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    • Congratulations, You’re the New Head! Now, How Do You Establish Yourself as the New Leader?

      314

      As the saying goes, you never get a second chance to make a first impression. If you may soon take on a new leadership role in your school or division, find out what you need to do to launch into a smooth transition and long-term success. This session examines what prompts faculty and staff to get on board with a new leader and outlines a plan for the summer before you start. You’ll also get examples of great first-meeting agendas and tips for adapting them to your personal style.
      Presented ByRobert Windham, Carney, Sandoe and Associates
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      TrackLeadership Development
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      Explore What do I need to do to establish myself as the new leader now that I have the job? What messages do I need to send to my new faculty/staff from the very beginning? How can I be assured my actions and message match the leader I am going to be?
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    • Designing Compensation Systems for Mission Congruence and Financial Sustainability

      318

      Most boards have little knowledge of whether their schools' salary and benefit system is mission specific and driven. Many school heads have neither the time nor the inclination to examine the message that the salary and benefit structure sends about how teachers are compensated and rewarded. This workshop's goal is to promote discussion of an important question: If we could start with a clean slate, what system would we build that would embody and serve our schools' mission and be financially sustainable?
      Presented ByJohn Littleford, Littleford & Associates
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      TrackLeadership Development
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      Explore What are the latest trends in faculty compensation and benefits worldwide according to Littleford & Associates' experience and research?  What questions should boards and heads ask about their school’s current system of attracting, paying, rewarding and retaining quality teachers? How does teacher evaluation relate to this (and it does and should)?
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    • Do You Have What It Takes?

      313

      Fellowship Workshop

      If you aspire to become a head of school, you may wonder if you possess the background knowledge, experience, and qualities you need to succeed. Come learn about a study that examines the attributes and behavior of successful school leaders. You’ll get fresh insights from an analysis of effective leadership frameworks, experiences of school heads and board chairs, and search firms’ employment materials.
      Presented ByAnthony Bowes, Greenwich Country Day School (CT); Carolyn Clark, The Brearley School (NY); Kristin Eisenhardt, The Meadowbrook School of Weston (MA); Kathy Trammell, The Williams School (CT); Lisa Bianco, Shorecrest Preparatory School (FL); Debby McLean, Friends Academy (NY)
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      TrackLeadership Development
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      Explore According to a review of leadership literature, what are the qualities and behaviors of successful leaders? Does the research on effective leadership align with the qualities identified by heads of school and board chairs as successful leadership? Is the research on effective leadership and reports from heads of school and board chairs aligned with what search firms post as qualities schools are searching for in new school heads?
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    • Words to Action: Smart Deployment of Multicultural Conference Ideas to Everyday School Life

      313

      Fellowship Workshop

      Discover the varying degrees of institutional import, impact, and commitment — from classroom to boardroom — that multicultural programs and related professional development opportunities can have. The session will be informed by findings from two surveys. One concerns participants in Meadowbrook School’s Multicultural Teaching Institute (MTI). The other involves heads of school who sent personnel to the NAIS Fellowship for Aspiring School Heads.
      Presented ByTheresa Jespersen, Holy Innocents’ Episcopal School (GA); Ereni Malfa, Roland Park Country Day School (MD); Gary McPhail, Meadowbrook School of Weston (MA); Heather Moore, Hebrew Academy of Tidewater (VA); Elizabeth Pleshette, Latin School of Chicago (IL); Dan Courcey, Choate Rosemary Hall (CT)
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      TrackLeadership Development
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      Explore Is there congruity or disconnect between school leaders and frontline teachers on to how multicultural issues can be applied to everyday teaching? Are there ways to introduce low-cost, high-impact multicultural programs/outreach initiatives that allow schools to adjust to a changing landscape?  Growing societal inequality and the quest for equity in education are compelling independent schools to pay close attention to who, how, what and where they teach.  As such, can we find viable examples for how to best prepare students/teachers for operating in an increasingly complex world?
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  • Management
    • Finding the Right Match: Attracting and Maintaining Mission-Appropriate Teachers

      336

      NAIS Virtual Pass Audio

      Independent schools are facing increasing competition to fill positions. A head of school and a teacher will discuss the measures that have helped their small school with limited resources attract, on-board, and maintain high-quality faculty while staying true to its mission of being an innovative school.
      Presented ByTekakwitha Pernambuco-Wise and Emily Travis, Sea Crest School (CA)
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      TrackManagement
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      Explore How can small schools with limited resources compete for and attain top-quality teachers? What are effective ways to on-board new teachers at your school? What are effective ways to maintain top-quality teachers in your school?
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    • Is Title IX the New Standard for Sexual Misconduct Investigations?

      349

      This presentation will explore the evolving standards that pertain to sexual misconduct investigations at independent schools. It will examine legal obligations, best practices, and unavoidable risks that schools face when responding to these claims.
      Presented ByMichael Blacher, Liebert Cassidy Whitmore (CA); John Bracker, Polytechnic School (CA); James Smith, United Educators
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      TrackManagement
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      Explore How does Title IX set the standard for sexual assault claims? What policies and checklists should schools have in place to be prepared for claims of sexual assault? What are the minimum requirements for determining appropriate discipline in sexual assault claims?
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    • The 160-Year-Old Startup: How to Grow a (Truly) Mission-Based School

      Hilton: Billie Holiday 1

      This session will focus on how a school can use its mission to make significant and meaningful change in all areas of operation. Learn how one school’s mission led it to double its student population and physical space while keeping tuition 50 percent lower than its competitors. You will explore the benefits and challenges of incremental, mission-based change as you hear how the school achieved greater diversity in race, family structure, and religion.
      Presented ByRyan Kimmet, Erica Snowden, and Jason Sears, Greene Street Friends School (PA)
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      TrackManagement
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      Explore What does it take to create meaningful mission-based change in an independent school over time? How should/does mission influence every aspect of a school’s operation (including business office, admission, development, academic program etc.)? How can other schools with different missions apply these principles to effect change?
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    • The State of Financial Aid

      345/346

      NAIS Virtual Pass Audio

      What are the goals of other schools' financial aid programs? How well funded, trained, and equipped are today's financial aid professionals? How and when do practitioners make financial aid decisions? Using findings from the 2016 SSS State of Financial Aid survey, explore questions like these to help your school meet financial aid goals in today's climate. Consider ways to hone your practices and leverage your resources for better enrollment management.
      Presented ByMark Mitchell, NAIS
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      TrackManagement
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      Explore What are the biggest challenges facing financial aid administrators and how do we address them? How well-prepared are the people handling millions of dollars of investment in economic diversity and what resources do they need to be more successful? As a school leader, how do I ensure that the state of financial aid in our own school is sound?
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  • The Classroom Experience
    • Brain Science and the Future of Teacher and School Leader Training

      337

      NAIS Virtual Pass Audio

      Learn to apply the foundational research behind Mind, Brain, and Education (MBE) Science, today’s most innovative thinking about how to enhance teacher quality, school leadership, and student achievement. This interactive workshop will convince you that understanding MBE is both vital and not as daunting as many educators believe. You’ll also find out that it’s possible to immediately integrate MBE Science research into the design of your school, your classes, and your work with each student.
      Presented ByGlenn Whitman and Ian Kelleher, St. Andrew's Episcopal School (MD)
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      TrackThe Classroom Experience
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      Explore What research in the field of Mind, Brain, and Education (MBE) Science should inform how teachers and school leaders design their schools, classrooms, and work with each student? How can teachers and school leaders use research from MBE science to improve the learning of all students? How can implementing research from MBE science create professional development that really makes a difference to student learning and teacher satisfaction?
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    • Creating a New High School Transcript: The Mastery Transcript Consortium

      315

      The fact that most high school transcripts are organized around grades, single-discipline classes, and Carnegie units of time is one of the biggest roadblocks to curricular and pedagogical change. Learn more about a joint effort among independent schools to create a transcript organized around student mastery, not seat time. The goal is to develop a transcript that features authentic assessment of learning, not simply letter grades.
      Presented ByD. Scott Looney, Hawken School (OH)
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      TrackThe Classroom Experience
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      Explore How can we move past letter grades and time-based crediting and still have our students accepted at fine colleges? How can we assess for deeper learning? How can we retain the challenge of our curriculum without the pressure of letter grades?
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    • Educating Students for a Sustainable World: An Interdisciplinary Approach

      321

      Turn today's global challenges into thought-provoking lessons with hands-on activities that explore world population growth, natural resource use, climate change, and social justice. Presented activities integrate geography, history, and environmental science around authentic problems. Engage in role-playing, mapping, cooperative group problem solving, and more.
      Presented ByJohn Mulherin, Baltimore Lab School (MD)
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      TrackThe Classroom Experience
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      Explore Why is it important to teach young people about the need for sustainability? How can you construct an interdisciplinary unit to teach about global issues that is interactive, inquiry-based, age-appropriate, and motivational? How can you differentiate these activities to make them appropriate for all kinds of learners?
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    • Fifteen Formative Assessment Strategies That You Can Use TOMORROW

      324/325

      If you have been wanting to build your formative assessment toolkit, this session is for you. You will try 15 formative assessment strategies that are proven to increase student retention and achievement. They are fun, take minimal time, and do not require hours of extra grading to implement. You will walk out with a how-to guide to implement these strategies in your classroom and school.
      Presented ByLaurynn Evans, Francis Parker School (CA)
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      TrackThe Classroom Experience
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      Explore What are some specific, easy-to-do formative assessment strategies that I can use daily, weekly, or during each unit of study? How can I improve student retention of learned material (and improve student achievement) in my classes? What can I do to increase the engagement of my students in their learning and in our classroom?
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    • Innovation and Preservation: Our Road to Implementing a Bold Vision for Teaching and Learning

      347/348

      Through an assertive strategic planning process, Madeira School undertook innovative steps to integrate its academic program, residential life program, and signature internship program. The result has fortified its identity and brand for decades to come. This case study will show Madeira as a sound example of deep institutional change while sharing both the good thinking and missteps along the way.
      Presented ByAndre Withers, Andrew Sharp, Ashlevaey Johnson, Pilar Cabeza de Vaca, Kathryn McGroarty, Tracie Epes, and Stacie Steinke; The Madeira School (VA)
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      TrackThe Classroom Experience
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      Explore How does a school make substantive change to enhance teaching and learning? What are some ways in which a school can innovate while preserving what's core, sacred, or distinguishing about its brand? What are some examples of ways a school can have an interdisciplinary approach to teaching and learning?
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    • Looking East: Diversity, Globalization, and Sustainability

      340

      NAIS Virtual Pass Audio

      Gain an overview of why it is important to have educational and cultural exchanges with Chinese schools and students, and find out about the many program options available. Three schools share their programs, lessons learned, and insights into the benefits of looking east.
      Presented ByDaniel Greenwood, Pacific Rim Education and Consulting; David Colon, Wakefield School (VA); Christian Proctor, North Cross School (VA); Clare Sisisky, Collegiate School (VA)
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      TrackThe Classroom Experience
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      Explore Why is collaboration with China important and why should our students be literate in Chinese culture? What are the types of programs available and the relative merits and challenges of each? i.e. What is involved with setting up a sister-school relationship with “key-pal” and video conferencing? How do you find a school in China with similar curricular goals and time allocations? How do you setup an exchange program or admit a foreign national? What support systems do you need in both case? How do you begin to develop a program to collaborate with schools and students in China?
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    • Oh, the Relationships You'll Build: Using Technology to Make Things More Personal

      343

      NAIS Virtual Pass Audio

      This interactive presentation explores how teachers can leverage technology to create and personalize an environment where learning takes center stage. To facilitate this student-centered experience, tech tools provide both a snapshot of individual learners' needs and an overview of how the class is performing as a whole. You will use tools such as EDpuzzle, Pear Deck, and Plickers to actively participate in the session.
      Presented ByStacey Roshan, Bullis School (MD)
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      TrackThe Classroom Experience
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      Explore How can teachers shift their classroom to a student-centered learning environment and foster a culture of collaborative learning? How can teachers use technology to personalize, both inside and outside of the classroom? How can teachers use technology to pre-identify individual student and class needs and differentiate the learning experience?
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    • Shifting Assessment Cultures: Tools and Strategies for Teaching and Assessing Habits of Mind

      303

      School missions highlight habits of mind (HoM), but classroom-based assessments tend to prioritize content. Mission-driven changes require changes in assessment practices. In this workshop, we will share steps for designing assessments of HoM such as empathy, perseverance, and collaboration. You will learn strategies for training teachers to use instructional and assessment tools that target both content and HoM.
      Presented ByKaren Strobel, Castilleja School (CA); Jenna Dunn, The Ethel Walker School (CT); Natalie Froman, Garrison Forest School (MD); Jennifer Selvin, Lick-Wilmerding High School (CA); Lorelei Saito, Punahou School (HI)
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      TrackThe Classroom Experience
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      Explore What are concrete steps for designing classroom-based assessments of collaboration, perseverance, and empathy? What are strategies for successfully encouraging and training teachers to implement Habits of Mind instruction and assessments in their classrooms? How can e-portfolio tools be used to define Habits of Mind and document performance and growth?
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    • The Homework Dilemma: Achieving the Right Balance With Appropriate Homework Time and Rigor

      344

      NAIS Virtual Pass Audio

      When parents, students, and even some teachers complain about excessive homework, how should a school respond? Follow Pembroke Hill's transformative three-year journey toward achieving a healthy balance for students while maintaining rigorous academic standards. You will be immersed in collaborative breakout discussions, engage in role play, and view media clips of pertinent issues.
      Presented ByMike Hill, David Burke, and Siabhan May-Washington, The Pembroke Hill School - Wornall Campus (MO)
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      TrackThe Classroom Experience
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      Explore Why is my school's homework philosophy important? What kind of homework is occurring at my school site? How can I design a survey to help examine my school's homework load?
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    • Where Learning Meets Design: Taking Control of the Visual Classroom

      Hilton: Billie Holiday 3

      The ubiquity of handheld devices and learning media means that every educator (and student) makes daily choices about how to shape content. The prominence of visual stimuli places a heightened emphasis on the design of information. Explore the theories beneath visual scholarship, including illustrative examples and group exercises. Probe how cognition and perception can have real-world effects on critical thought and creativity.
      Presented ByMercer Hall and Patricia Russac, Buckley Country Day School (NY)
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      TrackThe Classroom Experience
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      Explore How do visual thinking and visual literacy represent crucial tools in a contemporary teacher's toolbox? What are hands-on applications of visual design practices to enhance the value of learning materials and student creations? What resources and real-world examples can help educators craft rich learning tools for student engagement?
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    • Your School’s “4D” Curriculum for the 21st Century: Knowledge, Skills, Character, Meta-Learning

      319/320

      In this interactive workshop, you will explore how to use a design matrix to allow each department to systematically and deliberately embed skills, character, and meta-learning in its discipline. Examples will come from STEM, humanities, and the arts will be shown. In addition, you will participate in an open conversation about how to use out-of-school activities to build the character qualities that transcend four walls.
      Presented ByCharles Fadel, Center for Curriculum Redesign
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      TrackThe Classroom Experience
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      Explore What should students learn for the 21st century? How do we deliberately and systematically help students learn the four dimensions of knowledge, skills, character, meta-learning? How do we adapt curriculum to teach knowledge and competencies symbiotically?
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  • The Student Experience
    • Be Resilient! How to Teach Resilience Within a Low-Resource, High-Impact Context

      329

      “Resilience” is the new “R” in education. Discover how a middle school administrator and school psychologist created a health education class to teach concepts and practice skills involved in resilience. Learn a practical framework of research-based principles and tools to foster emotional strength and empower students, and see how using their real-life, day-to-day stressors creates the lab for relevant learning.
      Presented ByJessica Stewart and Jared Schott, Moses Brown School (RI)
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      TrackThe Student Experience
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      Explore How can a pragmatic approach to teaching resilience have an immediate and lasting impact on students? How can any school incorporate a similar program using existing resources with virtually no additional costs? How can a school counselor and administrator model curriculum development for teachers?
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    • Failure 2.0: Creating a Failure-Friendly School Community

      322/323

      This workshop goes beyond accepting failure and challenges as necessary components of healthy student development. You will learn about specific programs and ideas to best create a failure-friendly school community. This workshop is geared to professionals who embrace the need for failure in the lives of those in their charge. The goal is to look at ways to create an environment for students to best build needed skills in resilience.
      Presented ByMike Donegan, Loomis Chaffee School (CT)
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      TrackThe Student Experience
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      Explore How can you best build a failure-friendly school culture and community? What specifically can you do to "walk the walk" and show students that the adults in their lives support them as they gain confidence in testing the waters and attempt to move beyond their own comfort zone? How can school personnel best evaluate when a student who is working through a difficulty or disappointment may need more formalized support?
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    • Global Citizenship at Home: Leveraging the Local as Global

      327

      Providing students with the chance to become global citizens is the responsibility of your entire school community. Limiting opportunities to a handful of school experiences will not lead students to an authentic appreciation of the world. Hear how two schools in the middle of the Pacific Ocean use their community’s strengths to leverage local assets as global assets. Find out how they devote curricular and non-curricular elements to their efforts to make sure their students are introduced to and able to practice global citizenship.
      Presented ByChai Reddy and James K. Scott, Punahou School (HI); Sophie Halliday and Ruth R. Fletcher, The St. Andrew's Schools (HI)
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      TrackThe Student Experience
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      Explore How do local community values enrich or enhance characteristics of good global citizenship, making global citizenship more relevant and place-based for your students? What are the entry points to promoting global citizenship through the leveraging of local assets? How do you engage your role within your school administrative structure or classroom to institutionalize global citizenship practices in all grades and classrooms?
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    • Sexting, Digital Dating Abuse, and Other Relationship Issues

      328

      If you're facing problems at the intersection of teens, technology, and romantic relationships, know that best practices are evolving to help you with both prevention and response. Should you teach abstinence or "safe sexting"? How can you discuss inappropriate dating relationships marked by power and control? How can you connect safely with students on social media? Identify how best to navigate these and related issues.
      Presented BySameer Hinduja, Florida Atlantic University; Chad Green, Shady Side Academy (PA)
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      TrackThe Student Experience
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      Explore Should we teach abstinence or "safe sexting"?  How do we discuss inappropriate dating relationships that are marked by control, power, and abuse online?  How can we get youth to understand digital permanence, even on apps like Snapchat or while using iCloud, without using scare tactics and fear-based messaging?
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    • Shaping Leadership Identity in Young Girls

      Hilton: Billie Holiday 6

      Find out what one pre-K-12 girls’ school has discovered about what leadership looks like in the very young, how its development can be fostered, and whether everyone has the potential to lead. Through participatory action research, teachers and administrators designed L3: Living Leadership in the Lower School, now fully integrated into the division.
      Presented ByMariandl Hufford and Donna Lindner, The Agnes Irwin School (PA)
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      TrackThe Student Experience
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      Explore What does a successful leadership development program for elementary school students look like? Does everyone have the potential to lead? How do students learn to identify themselves as leaders? How can one create programmatic change that generates overwhelming teacher buy-in in a school?
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