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Organizational Development and Institutional Change

  • Workshop Session A (Thursday, December 8 10:15-11:30 AM)
    • AIM to Create Change: Using AIM and Other NAIS Resources to Create Institutional Change


      B308

      Graland Country Day School has taken NAIS’s Assessment of Inclusivity and Multiculturalism (AIM) twice in an effort to create systemic change in its community. In this workshop, you will hear how the data and information the school gained from the AIM process helped bring about changes and influenced its strategic plan for the next five years. You’ll also learn how the professional development NAIS provided helped Graland administrators feel confident about taking their next steps toward organizational and developmental change. This workshop is designed for diversity practitioners, senior administrators, heads of school, and other school leaders.
      Presented By James Foreman, Graland Country Day School (CO)
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    • Friend-raising: Empowering Parents of Color in Your School’s Fundraising Culture


      A408

      Families of color in independent schools often experience the fundraising culture and financial aid process through the lens of stereotype threat. Some parents of color will broadly demonstrate high socioeconomic status in an effort to dispel stereotypes — which can deeply complicate the experiences of families of color engaged with financial support. Come to this workshop to learn the joint perspectives of a director of annual giving and a director of diversity. They will share best practices in school transparency and ways to respond to the unique needs of families of color when you’re addressing who gives money, who receives money, and how those transactions take place.
      Presented ByErica Corbin and Courtney Archer-Buckmire, The Chapin School (NY)
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    • How Do We Break Down Racial Barriers in Independent School Communities?


      A407

      Discover ways to change your school’s culture so it can be more inclusive of people of color. During this workshop, you will learn about implementing new student organizations and look at ways to increase recruitment and retention of both employees and students of color. Come ready to brainstorm and discuss academic program offerings that could help increase interest in your school among people of color.
      Presented By Laura Desai, The Lewis School of Princeton (NJ)
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  • Workshop Session B (Thursday, December 8 3:30-4:45 PM)
    • Building a Gender Inclusive Community From the Bottom Up and the Top Down


      A301

      In its 2015–2020 strategic plan, Prospect Sierra School envisioned a community where “everyone thrives.” The school has made significant strides toward becoming an identity-safe community for everyone, with a specific focus on gender. In this session, you’ll hear stories to inspire you to act and learn strategies you can take back to school leadership to effect change.Learn how Prospect Sierra has increased identify safety in the school and the community through ongoing professional development, the active middle school gender and sexuality awareness group, and administrative commitments to build gender-neutral bathrooms. Also hear about how running its first summer day camp for gender-diverse kids has broadened Prospect Sierra’s work in the greater community.
      Presented By Britt Anderson, Katherine Dinh, Sandra Collins, and Jessica Walker, Prospect Sierra School (CA)
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    • Elevating Equity in Education by Countering Characteristics of White Supremacy Culture


      A311

      According to a nationwide poll conducted by CNN and the Kaiser Family Foundation, 49 percent of Americans believe racism is a big problem in our society. Meanwhile, a New York Times/CBS News poll shows that nearly four in 10 Americans think race relations are getting worse. As an educator who believes in leading racially just classrooms and schools, you must  examine how your school’s policies, practices, and values may uphold components of white supremacy culture. During this session, you‘ll have the opportunity to learn how schools unknowingly promote white supremacy. You’ll also be able to develop short- and long-term goals to counteract this within your current role.
      Presented By Rachel Willis, Elevating Equity
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    • Now That You're Here, What Will Make You Stay?


      A312

      Building from a study presented at the 2011 People of Color Conference in Philadelphia, this workshop will explore more data and stories about the path for people of color at independent schools. In addition to learning why retention rates remain low for faculty of color, you’ll discover support sources and ways in which your school can be proactive about retaining a diverse faculty. The data will be helpful if you are in a position to work on ways to retain faculty of color at your school, including by getting ahead of the reasons they leave.
      Presented By Johara Tucker, Cambridge School of Weston (MA)
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    • Parent-Employee, Employee-Parent: Navigating Dual Roles Within Your School


      A403

      This workshop is for teachers and administrators of color whose children attend their school, for those who teach or support the children of school staff, and for anyone interested in the complexities that arise in these situations. This workshop will explore how parent-employees navigate the difficulties that present themselves when they must switch hats from faculty to parent. This panel of employee-parents will also provide best practices for faculty who wish to work with and communicate honestly with parent-employees.
      Presented By Johanna Aeschliman, Brooklyn Heights Montessori School (NY)
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  • Workshop Session C (Friday, December 9 10:15-11:30 AM)
    • Are the Numbers Enough?


      A406

      Imagine that your head of school has just ask you to lead a task force to assess your school’s practices in regard to equity and inclusion and also to measure the cultural competency of your school community (students, faculty/staff, parents, and more). Where do you begin? And what do you do when you’re told, “Our school is quite diverse. Why would we need a diversity practitioner?” In this session, find out how to get naysayers to see the value of focusing on the quality of a school community in addition to the quantity of a diverse populations. You will walk away with tools and resources to take back to your school that delineate what’s included in a diverse and inclusive campus climate.
      Presented ByTerri Wallace, Quest Academy (IL); Jackie Wells, Maumee Valley Country Day School (OH)
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    • How Collaborative Leadership Supports Organizational Change, Strategies, and Conversations in a Diverse School


      A301

      The ability to collaborate within diverse groups is a skill our students must master to thrive in our rapidly changing world. But how can we teach this fundamental skill if we are unable to consistently use collaboration ourselves in our daily work? This workshop will present a way to understand and engage in institutional collaboration using a principle-based leadership approach, the Collaborative Operating System. You can these principles and collaborative framework to better engage the collective intelligence of any diverse team’s thinking, engagement, and strategic problem-solving ability.
      Presented ByJoanne Chu and Carri A. Carver, Woodward Academy (GA)
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    • Trustees and Heads Working for Diversity, Inclusion, and Equity


      A408

      An innovative grassroots program in the San Francisco Bay Area is bringing trustees and heads together to enhance governance efforts and resources surrounding diversity, equity, and inclusion. Attend this workshop to learn how this program has identified vital areas of responsibility for heads and boards and to discuss cultural competency needs within any board. Participate in a generative discussion about what it means to be a diversity, inclusion, and equity leader in independent schools.
      Presented ByAlison Park, Blink Consulting; Alex Wong, Town School for Boys (CA); Barre Fong, Katherine Delmar Burke School (CA)
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    • What About the Content? Revising Curricula for Educational Equity Through Human and Civil Rights


      A316

      Has teaching for social justice and educational equity penetrated core secondary school curricula? If we are to fully serve our students, the core academic coursework cannot remain unchanged. In this workshop, you will analyze selected independent school curricula for principles of human and civil rights, address questions of student inclusion and access, imagine an alternate vision of what your own school might teach in the future, and identify points of access to the process of curriculum revision.
      Presented By Richard Kassissieh and E-chieh Lin, University Preparatory Academy (WA)
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