SPECIAL OPPORTUNITY FOR ADVANCEMENT/DEVELOPMENT/SCHOOL ADMINISTRATION:
ICGS Strategic Partner Graham-Pelton, a fundraising firm chosen by leading nonprofits worldwide, is offering a special breakout session track designed for professionals working in advancement/development and other school leadership positions, with two dedicated morning sessions described below, followed by roundtable discussions at lunch. There is no extra cost to participate in this programming, but we request that you indicate your interest on the Educating Girls Symposium registration form.
Friday, February 7, 2025
BREAKOUT SESSION 1
10:10-11:00 a.m.
Inspiring humans, not donors: How to develop a case for support that inspires action – Room 617 special Advancement session presented by Graham-Pelton
With an average attention span of just 8 seconds, today’s fundraising professionals face the challenge of making a case for support that truly cuts through the noise. But what if your case could not only capture attention but also deeply engage your school community?
In this dynamic session, you’ll learn the proven “Case IN5” framework—a simple, five-part approach to crafting a case for support that inspires action. You’ll discover how to engage stakeholders intentionally, where the true value lies not just in the final case but in a purposeful, engaging development process. Together, we’ll explore practical ways to involve your school community, shape your message, and leverage the process itself to transform your case for support into a powerful tool for growth and lasting connection.
Presenter: Nicole Antil, Principal | Graham-Pelton
The Power of Civic and Civil Discourse – Room 205
At the Chapin School in NYC, young women in grades 6–12 build confidence and joy in public speaking through afterschool programs offering competitive and non-competitive opportunities. Students learn to articulate ideas with clarity, engage logically and persuasively, and develop skills in listening and refutation. Activities such as improvisation, character analysis, and poetry enhance their creativity and confidence. Sensitive to developmental stages and personalities, this workshop provides a flexible outline for teaching speaking skills. In today’s polarized environment, single-sex schools have a unique role in fostering young women’s voices to confidently navigate and shape public discourse.
Presenters: Jim Shapiro, Speech and Debate Coordinator | The Chapin School
Digital Empowerment: Ethical Boundaries and Resilience for Middle School Girls – Room 1004
This session empowers middle school girls to navigate the digital world confidently by setting ethical boundaries, building resilience against online challenges, and fostering healthy digital habits. Participants will also learn how to establish an ethics committee, REBOOT Jr., which aims to guide the middle school community in exploring the benefits of technology and social media while emphasizing the importance of ethical use and digital boundaries. REBOOT Jr. strives to create a safe and responsible digital environment for students and parents alike.
Presenters: Alicia Regnault, Education Technology & Support Specialist and REBOOT Advisor MS/US; Student Representatives | Kent Place School
Leveraging the Girls’ School Network to Promote Leadership and Service – Room 815
Service learning and leadership development can be closely intertwined, and most impactful for students when scaled collaboratively and implemented on a larger scale. Both of these skills and experiences can be honed in the elementary and middle school classrooms. Utilizing the Goals and Criteria of the Sacred Heart as a foundation, Stuart Country Day School and Convent of the Sacred Heart partnered to design an in-person three-day service and leadership experience for middle school students. Attendees will leave with tangible service project concepts and leadership activities to implement, and strategies for partnering with other schools.
Presenters: Dominique Kucharczuk, Director of Summer Programs; Jacqueline Silva, LS Service Learning and Leadership Coordinator; Kristen Zosche, MS/US Dean of Students; Marianne Palacios, MS Dean of Students | Stuart Country Day School of the Sacred Heart
At the Intersection of Global Education & STEM: A Cross-Curricular Journey from 1854 London to Modern-Day Classrooms – Room 814
This session will explore how strategic planning, interdisciplinary collaboration, and experiential learning can amplify girls’ STEM education and foster global competencies. Using Nightingale’s cherished 20-year-old London travel program as a case study, we will share how Design Thinking was employed to reimagine this experience, empowering ninth-grade girls to see themselves as changemakers at the intersection of STEM, history, and global challenges.
Anchored in The Ghost Map, this interdisciplinary study brought the gripping story of the 1854 London cholera outbreak to life through history, math, science, and data science. Students transcended traditional learning—they became investigators, analysts, and problem-solvers, embodying the spirit of curiosity and innovation. The program culminated in an unforgettable, immersive trip to London’s SoHo. Students walked the streets of history, collaborated with British peers, and bridged classroom concepts with real-world experiences, both past and present.
Highlights included learning from a renowned environmental expert, uncovering data-driven solutions to contemporary challenges, and exploring iconic landmarks like the Royal Observatory and Tower of London through a STEM lens. These experiences sparked critical thinking, systems thinking, and collaboration, helping them see how we learn from the past and use it to shape our ever-evolving world.
Presenters: Nichole Foster-Hinds, Head of Upper School, Director of STEM Integration and Innovation; Bryan Rosen, Computer Science Department Chair; Adam Alsamadisi, Computer Science Teacher; Mary Beth Spina, Science Department Chair; Peter Prince, Math Department Chair | The Nightingale-Bamford School
Affinity Groups in the Middle School – Room 1014
Affinity groups are very common amongst Upper School divisions. But are Middle School students too young for them? In this workshop we will discuss why affinity groups are critical to the racial identity development of adolescents based on William Cross’s Black American Racial Identity Development Model (other iterations of this model exist for different groups and are applicable as such). We will explore different activities and events that can occur in Middle School affinity groups and attendees will participate in one of these activities. Walk away ready to implement concrete materials for your own MS affinity group. By creating these important spaces for our middle schoolers, we can support our students while they grapple with and grow into their racial identities.
Presenter: Gabbie Álvarez-Spychalski, Middle School Dean of Students & Spanish Teacher | The Baldwin School
Empowering Girls: STEAM Integration through PBL and the 17 Sustainable Goals – Design & Engineering Studio (first floor)
This session explores how an all-girls primary school integrates STEAM through cross-content Problem-Based Learning Projects connected to the 17 Sustainable Goals. Attendees will learn how these projects empower girls to think critically and creatively while addressing global challenges. The session will also demonstrate the use of pre and post assessments to ensure alignment with district standards, providing insights into measuring student growth and mastery across STEAM subjects within district units. Discover how to foster collaboration and innovation in young learners while meeting academic benchmarks.
Presenter: Eliza Battles, STEAM Instructional Coach; Jennifer Elwood, Principal; Janice Garces, Instructional Coach; Kyla Vasquez, School Counselor; Cindy Jasso, Fourth Grade Math and Science Teacher; Monica Graham, First Grade Math & Science Teacher | Young Women’s Leadership Academy
Rise and Shine: Mindful Ways to Start Each Day – Room 819
Mindfulness can be used as an effective tool to support student well-being. Learn how the Junior School girls in Grades 1 – 6 at St. Clement’s School have created a daily mindful practice that fosters resiliency and self-regulation skills. This session will focus on how incorporating choice and ownership throughout the process led to high engagement and promoted greater independence in accessing these tools when faced with challenges throughout the day.
Presenter: AnnMarie Zigrossi, Learning Strategist | St. Clement’s School
In this session, participants will gain new perspectives and practices for providing feedback in student-centered and developmentally-attuned ways. Our workshop has three components: An introduction to the TRU Framework to help us articulate practices that encourage student agency, productive struggle, and equitable access to content; Feedback methods we use with our own students and how these practices can be adapted K-12; Strategies for establishing and maintaining healthy relationships that allow students to be receptive to feedback. Participants will benefit from our experience K-12 and the yearlong, cross-divisional professional working group on feedback we led at The Spence School.
Presenters: Georgina Emerson, Teacher; Pam Vlach, Teacher; Eliot Greene, Teacher | The Spence School
The Power of Performing Arts in Schools – Theater (second floor)
This session highlights the transformative power of performing arts in K-12 education. Presenters will explore how music, theater, dance, and drama contribute to academic success, emotional development, and social skills. Attendees will learn practical strategies for incorporating the arts into school curricula to foster creativity, build community, and support inclusive learning environments. We will also discuss the long-term benefits of arts programs and provide actionable steps for educators and administrators to strengthen their school’s performing arts offerings.
Presenters: Rita Pietropinto-Kitt, Director of Performing Arts, Arts Engagement and Enhancement and the Drama Department Chair; Tamara Nozik, Director of Music | Marymount School of New York
BREAKOUT SESSION 2
11:10 a.m.-12:00 p.m.
Rewriting the Playbook: Bold Strategies for Women’s Million-Dollar Giving – Room 617 special Advancement session presented by Graham-Pelton
As women’s wealth and philanthropic influence reach unprecedented levels, girls’ schools are uniquely positioned to inspire transformational giving. This session explores recent trends in women’s major giving, including their preference for deep engagement, impact measurement, and multi-generational involvement. Drawing from recent studies and real-world examples, we’ll examine practical strategies for cultivating women donors, building meaningful relationships, and creating giving opportunities that resonate with women’s philanthropic values. Participants will leave with actionable insights to enhance your major gift program and position your school to secure million dollar giving from women.
Society often tells us what our paths should look like. But what if your dream job doesn’t exist yet? Or if your passion lies outside the traditional track? This session is for girls who dare to think differently. We’ll explore how to identify your unique talents and passions, and how to turn them into a fulfilling career or life path. You’ll learn strategies for overcoming self-doubt, building confidence, and creating your own opportunities. Whether it’s a traditional career or a groundbreaking venture, this workshop will empower you to define success on your own terms.
Presenter: Worokya Duncan, Associate Director for Professional Learning | New York State Association of Independent Schools
Calling Education Innovators – Design For Social Impact! – Room 814
How can you inspire your educators to take risks, to co-learn with students and leave room for student exploration? Join Project Invent for a session with our partner Presentation High School, where we’ll tackle a real-world problem for social impact and explore effective teaching practices that cultivate key student mindsets—resilience, curiosity, agency, and problem-solving skills. Project Invent empowers youth with future readiness mindsets to succeed individually and impact globally, through invention. We encourage school leaders, administrators and education innovators to join us!
Presenters: Jax Chaudry, Executive Director | Project Invent; Kristina Luscher, Principal; Diane Rosenthal, Science Instructor | Presentation High School
Hair: A Culturally-Competent Framework for Student-Developed Lessons – Room 815
In Hair, we will present a student-developed lesson framework that tasks students with building a culturally competent lesson involving scientific, historical, and social-emotional connections to hair. We will present the prompt given to students and review the process through which they developed the lesson. The framework prompts educators to evaluate whose stories they center, what stories of resistance and oppression they share, and how they can empower students to work towards positive social change and cultural competence. Educators are invited to bring a lesson they would like to workshop.
Presenters: Paulianda Jones, Upper School Science Department Chair; Fiona Williams, Science Teacher; Safeya Carey, Director of Belonging and Community Engagement | Marymount School of New York
Empowering Girls: Your Guide to Running Entrepreneurial Hackathons – Design & Engineering Studio (first floor)
Learn how to host an impactful 5-hour Entrepreneurial Hackathon at your school! This hands-on workshop will equip you with all the tools needed to organize a day of innovative problem-solving for your students. Discover the importance of these events in fostering entrepreneurship and student ventures. Experience key activities firsthand, gaining insight into the student perspective. We’ll cover how these hackathons can complement any school program, regardless of your current entrepreneurship offerings. You’ll leave with a comprehensive understanding of the event’s structure, necessary supplies, and implementation strategies. Join us to empower the next generation of girl changemakers through the dynamic world of entrepreneurial hackathons! Note: Entrepreneurial hackathons focus on innovative business solutions and rapid prototyping, with no coding required!
Presenters: Catie Mino, Engineering + Entrepreneurship Program Head; Lauren Choi, Accelerator Program Manager | Marlborough School
COACHES: Creating Opportunities for Athletic Coaches to Hone Expertise and Succeed – Room 1014
We will explore strategies for recruiting and developing coaches for girls’ school athletic programs. By identifying talent pools that go beyond traditional sources, we can find role models who inspire and connect with student-athletes. I will share success stories and practical tips on how to nurture these coaches through specialized curriculum focused on personal and professional growth, coaching techniques, and leadership development. Additionally, we’ll discuss ways to retain them long-term, fostering a culture of support and progression. Attendees will leave with actionable insights to build a strong, sustainable coaching team dedicated to empowering young female athletes.
Presenter: Warren Perry, Director of Athletics | Newton Country Day School
Developing Student Ambassadors – Room 1015
Students can be the best ambassadors during your admissions process, but how do you get them ready? We will discuss the SH program and how we train student tour guides, speakers and admissions representatives. How to empower young women to present the mission of an all-girls school.
Presenters: Rachael Macchiesi, Director of Admissions, Enrollment Management & Financial Aid; Jessica Anub, Associate Director of Admissions | Convent of the Sacred Heart
Essential Insights: What Educators Need to Know About Consent and Healthy Relationships – Room 709
Join I Have The Right To Co-Founder Susan Prout and Program Development Coordinator Karen Udall for an essential discussion on why every school should have a robust curriculum on consent and healthy relationships. Both Susan and Karen are mothers of survivors of high school sexual assault and will share their experiences, including what they wish educators had known, how they hoped educators would respond, and actionable steps to prevent sexual assault.
Presenters: Susan Prout, Founder; Karen Udall, Program Development Coordinator | I Have The Right To
Intercultural Dialogue Workshop: Connecting with Empathy Across Difference – Room 804
Our students want to engage with challenging issues and talk about what’s happening in the world. Yet most secondary schools have limited capacity to provide curriculum-integrated opportunities for real dialogue that develops competencies students need to succeed in schools, workplaces, and beyond. In this workshop, participants will have the opportunity to explore the various school models of intercultural dialogues, to learn from data collected by the Global Education Benchmark Group (GEBG) over two years of study with a group of educators, and to engage with a new publication on integrating intercultural dialogue in various aspects of a school’s curriculum.
Presenter: Melissa Brown, Director of Professional Development and Intercultural Programs | Global Education Benchmark Group
Implementation of a Successful Co-Teaching Model – Room 205
The Trinity Hall co-teaching model is another way in which we distinguish ourselves as a Professional Learning Community. By pairing veteran teachers with teachers new to the profession, new to independent schools or new to Trinity Hall we are creating an environment where experienced and new teachers can both bring their unique experiences and perspectives to the students.
Presenters: Melissa Fairchild, Academic Coordinator; Jennifer Havens, Assistant Head for Teaching and Learning; Kari Larsen, Teacher; Alyssa Morreale, Assistant Head for Student Services and Programming; Mara Pagan, Teacher; Katie Venezia, Teacher | Trinity Hall
The Impact of Body Positivity Curriculum on Middle School Students – Room 1004
For the past several years, Kent Place has celebrated Love Your Body Day and has integrated body positivity as part of its health education curriculum in the middle school. Come learn why and how Kent Place addressed body positivity and the impact it has had on its Middle School students.
Presenters: Neisha Payne, Middle School Director; Joan Wilson, Middle School Social Worker/Health Education Teacher | Kent Place School
BREAKOUT SESSION 3
1:00-1:50 p.m.
Reputation: The Ultimate Strategy Responsibility and Measure of Heads – Room 617
In our extensive global commissioning with ICGS schools, we consistently find Heads challenged to consciously shape, and evaluate school reputation and build insights into a school wide strategy.
Reputation is the optimal, controllable planning and evaluation solution for Heads of girls’ schools to meet a complex interplay of educational and market challenges. The best Heads create ambitious, big picture understandings, bring them into possibility through strategic foundations including visioning, make them live through pedagogy, habitat, and curriculum, and articulate them through authentic messaging. Joining these elements in one reputation evaluation and development process is now crucial and the session focus. This session provides new skills and perspective for Heads to measure and manage school reputation to drive an impactful school wide strategy.
Presenter: Stephen Holmes, Founder | The 5Rs Partnership
ICGS Insights: Research-Driven Strategies for Girls’ Education – Room 814
This presentation highlights key findings from recent studies, including the PISA results, Stanford University’s Challenge Success data, our Global Action Research Collabortive findings, and other impactful research, to inform strategies for advancing girls’ education. We will explore actionable insights that support girls’ learning and overall well-being.
Presenter: Dr. Laura Blankenship, Director of Research & Strategic Learning Initiatives | International Coalition of Girls’ Schools
Come Back and Give Back: Encouraging Alumnae Engagement at Schools – Room 804
Ursuline Academy in Dedham provides meaningful opportunities for alumnae to return to campus to connect with current students. Whether it’s singing in the alumnae choir, leading a class retreat, presenting at Women in Leadership, speaking to classes, or hosting through our job shadowing program, we invite our alumnae to return and give back to this community which supported them in their middle and high school years. We will share what we do, our successes and challenges, and look forward to a conversation with others to help us all expand these opportunities for young women to meet and learn from alumnae.
Presenters: Sue Petrone, Principal; Victoria Thaler Cabot, Director of Alumnae Relations | Ursuline Academy
Independent Science Research: A Strategy to Engage More Girls and Young Women in STEM – Room 815
The current data continues to show a discrepancy in girls in STEM fields relative to boys, but it also shows there has been some gains in the past decade. A possible reason for this increase may have to do with one variable that repeats itself in several pieces of literature- representation. This session will examine a current model for independent science research that increases the possibilities for students’ interests and can greatly expand representation. Whether you have interest in starting an independent science research program or would like to connect and share your practice, this is a space for you.
Presenter: Robert Getz, Science Teacher | Marymount School of New York
Learning Growth Among Students in ICGS Schools—Before, During and Since COVID – Room 205
The impact of the COVID pandemic on student learning was profound in all schools – public and private, single sex and coeducational. The COVID impact was especially great on those students whose academic performance was relatively weak before the pandemic, since those are the students who most rely on teachers and other educational supports. Among ICGS member schools, however, student learning has made a complete recovery from the COVID disruption. Assessment data from the 2023-2024 school year show that the pace of student learning in ICGS schools today often exceeds pre-pandemic rates. In this session we will demonstrate these trends, discuss factors that support strong student learning growth, and identify areas of focus that can further enhance the educational success of ICGS schools.
Presenters: Colleen Caulfield, Chief Revenue Officer | ERB; Kim Field-Marvin, Head of School | Louise S. McGehee School
Integrating Mind, Body, and Spirit for Transformative Leadership in K-12 Education – Room 1004
In the evolving landscape of K-12 independent school education, Stuart Country Day School has recognized that academic excellence alone is not enough to meet the diverse needs of today’s students. This session will explore *Cor Cordis*, a transformative framework that integrates intellectual, emotional, physical, and spiritual development into a cohesive educational experience. By breaking down traditional silos and fostering collaboration among academic departments, support staff, and co-curricular initiatives, *Cor Cordis* empowers students to become compassionate, purpose-driven leaders. Participants will learn practical strategies for implementing an integrative approach that prioritizes well-being alongside academic rigor, preparing students for lives of leadership and service.
Presenters: Marissa Muoio, Head of Upper School / Director of the National Center for Girls Leadership; Kristen Zosche, Dean of Student Life | Stuart Country Day School of the Sacred Heart
Grounding for Growth: Empowering Students Through Mindful Transitions – Room 819
Discover how grounding strategies can transform classrooms into supportive, focused learning spaces. In this session, I’ll share insights based on a year-long action research project that followed six teachers and surveyed or interviewed over 120 students. We’ll explore the impact of non-academic transitional activities on students’ emotional well-being and readiness to learn. Through real-world case studies, learn how simple, mindful practices improve classroom environments, foster belonging, and build well-being in students and staff. Tailored for educators passionate about social-emotional learning and teacher development, this session provides practical tools to create thriving classrooms.
Presenter: Joanne Kimmel, Coordinator, Student Well-being & Social Emotional Learning | Crofton House School
Equal and Different: The Transformative Power of The New Single-Gender Education – Room 1015
Equal and Different is a non-profit association whose purpose is to promote educational pluralism, through the dissemination and support of the model of single-gender educational model in conditions of equality, at the national and international levels. At Equal and Different we seek to respond to the uniqueness of each person, overcome gender stereotypes, reduce school failure and advance educational equity. In this session we will describe what we define as The New Single-Gender Education and how Equal and Different promotes this educational model. Additionally, we will share best practices for a positive and constructive advocacy action in favour of girls’ schools.
Presenter: Felipe Mosquera, Manager | Iguales y Diferentes/Equal and Different
Her Success is My Success: Cultivating a Culture of Non-Toxic Achievement – Room 1014
Inoculate girls against toxic achievement culture by fostering belonging, collaboration, and aspirational leadership. Jennifer Wallace’s bestseller, Never Enough, showcases Archer’s award-winning journalism program as an antidote to toxic competitive school culture. Hear from student editors and faculty advisor Kristin Taylor, MJE, about how a student-led journalism program elevates and empowers students in a collaborative culture of excellence. Explore how real-stakes learning inspires girls to actively seek out leadership and critical feedback as a part of achieving success rather than seeing it as a pressure-driven race.
Presenter: Kristin Taylor, Head of Scholastic Journalism | The Archer School for Girls
Here Comes Trouble: Preparing to Communicate in a Crisis – Room 916
Within schools, just as in the rest of our lives, bad things inevitably happen. Wise school leaders recognize and prepare for this by practicing to deal with different types of crises. This session, led by an experienced crisis communicator, will show how officials can predict and plan how they’d inform constituents and retain their trust in various scenarios. The process develops resilience, confidence and habits that benefit the institution. Participants will also get to team up with their peers and try out the process on torn-from-the-headlines situations.
Presenter: Scott Butterworth, Principal and Founder | Fine Point Communications
BREAKOUT SESSION 4
2:00-2:50 p.m.
Effective Communication with Parents/Caregivers – Room 617
This session delves into practical strategies for educators who may struggle with parent/caregiver communication. The session will explore various communication methods, including phone calls, emails, curriculum night, conferences, and more. The aim is to provide teachers with actionable advice and tools to build strong parent-teacher partnerships, even if making phone calls isn’t their forte.
Outcomes for Participants:
Communication strategies differentiated for families.
Practical tools for effective communication.
Increased confidence in parent-teacher interactions.
Stronger partnerships with parents/caregivers for student success while maintaining professional boundaries.
Presenter: Crystal Frommert, UMS/US Math Teacher | Marymount School of New York
Enough! The Impact of the College Admission Process on Girls and Identity Development – Room 814
The college admission process is overlayed on one of the most tender identity development periods for girls and young women. As shared in Jennifer Wallace’s book, Never Enough, When Achievement Culture Becomes Toxic and What We Can Do About It, “our kids are absorbing the idea that their worth is contingent on their performance – their GPA, the number of social media followers they have, their college brands – not for who they are deep at their core.” This session will focus on the reality of college admissions for girls in today’s ultra-competitive landscape. Is it actually harder for girls than boys with similar profiles to gain offers of admission and why? How do girls, and particularly girls at girls schools, experience this process? Together, we will explore educators can help insure they come out the other side affirmed and whole, knowing they are indeed enough?
Presenter: Amy Rogers, Consultant | Carney, Sandoe & Associates; former Dean of College Counseling, Miss Porter’s School
The Power of Collaboration: Coordinating Student Support Across Teams – Room 804
Join Dr. Rachael Flores, Head of Upper School at Spence, and Pete Russell, CEO of August Schools, for a conversation on how schools can foster collaboration among counselors, administrators, and educators to ensure every student receives the support they need to thrive. Dr. Flores will share how she creates spaces for thoughtful team coordination and how the August Schools platform allows counselors to collaborate with teachers in a secure way. Whether you’re looking to strengthen collaboration within your school or build new systems for student support, this conversation is one you won’t want to miss.
Presenter: Dr. Rachael Flores, Head of Upper School | The Spence School; Pete Russell, CEO | August Schools
Everyone Watches Girls Sports: Go Beyond, Nightingale’s first-ever athletics strategic plan – Room 709
In 2022 the Nightingale Board of Trustees supported school leadership’s request to direct more institutional focus towards athletics, and team sports in particular. We wanted athletics to be afforded the same level of energy and focus as other areas of school life and believed that to do so we needed to identify specific steps that we were then held accountable to over the course of a five-year period. We engaged a former athletic director at another girls’ school to lead an audit of existing programming to help us identify opportunity areas. We documented those needs and shared our plans with the broader community. Recently we announced that we are building an athletic facility that will support all of our sports teams when it opens in a few years. Additionally, we have gone through an athletics rebranding process to both accelerate and celebrate the changes we are making and seeking. The entire community is rallying behind girls’ sports and our Nighthawks and we believe that doing so will elevate our programming across the board, in the classroom and on the field. This session is intended to share our ideas and also to share our learning. We have experienced both!
Presenters: Mandy Cecil, athletics director; Paul Burke, head of school; Nightingale coaches; Tom Hein, director of communications | The Nightingale-Bamford School
The Experiential Education initiative at Newton Country Day School has systematized our approach to the planning and implementation of field trips by integrating them into individual courses and the school curriculum as a whole. Intentional scheduling and cross-curricular connections allow teachers to expand the impact of their instruction through off-campus excursions and guest workshops. In this session, we will explore the challenges of implementing experiential education beyond sporadic field trips and the necessity of blurring the line between classroom subjects and real-world application.
Presenters: David Byron, Director of Experiential Education, Upper School history teacher; Catherine Barber, Assistant Head of the Middle School, Middle School history teacher; Emily Horwitz, Grade 6 Lead Teacher, Middle School English teacher | Newton Country Day School of the Sacred Heart
Yes, We Can! Experiential Learning and Community Partnerships in Middle School – Room 819
Students and adults thrive when they are deeply engaged and immersed in teaching and learning. We will share our experience and inspire others to create experiential programs and community partnerships, which will ultimately lead to thriving school communities. Our day-to-day routines can be full and the curriculum can feel stale and traditional; educators can feel like they are simply surviving instead of thriving. We’ll share how thinking outside of the box, following the curiosity and enthusiasm of our students and teachers, and embracing a middle school culture of “Yes!” has led us to develop impactful new programming for our students.
Presenters: Louisa Polos Condon, Head of Middle School; Ashley Massey Marks, Science Faculty and Experiential Learning Coordinator | School of the Holy Child
In this session, we will look at how Elmwood School is supporting students who identify as Elite Athletes. We have a program run in conjunction with our Student Success team and Guidance team, and are looking ways to expand this program to fall within our strategic initiatives and help with admissions and recruitment.
Presenter: Jen Walsh, Director of Student Experience | Elmwood School
Bringing Biomes to Life—The TDF at Ashley Hall – Room 916
What happens if you let students take charge of their learning? Third-graders designed an interactive educational experience activating the five senses of visitors to showcase their local biome. Student agency cultivated ownership, drove motivation and supported ingenuity. Working collaboratively and creatively, students experimented with new techniques and adapted to challenges. Building upon prior knowledge, students led the process with an interdisciplinary approach culminating in authentic learning fully integrating literacy skills, art innovations, musical compositions,dance exploration, science research, animation technology, engineering construction, math calculations, public speaking and inquiry. Attendees will leave with ideas for practical application across different classroom settings.
Presenters: Katie Rodgers, Third Grade Teacher; Tina Hirsig, Lower School and Middle School Art Teacher; Meghan Ward, Lower School Science Teacher; Tyler Moseley, Community Partnerships and Global Education Coordinator | Ashley Hall
Affirming Gender Identity in Admissions While Honoring Your Girls’ School Mission – Room 1015
As members of this generation of independent school applicants view gender in a much more fluid way Girls’ Schools have been charged with honoring the gender identities of their applicants while still affirming their girls’ school mission. This shift has compelled schools to examine the relevance of girls’ schools in an ever-changing marketplace and to determine best practices around gender policies during the admissions process and beyond. This session will provide guidance on moving forward with a policy that both supports the mission of your school and welcomes students who identify in more fluid ways to experience the transformative places our institutions are.
Presenter: Kristen Mariotti, Head of Enrollment Management | Emma Willard School
Empowering Girls and Educators Through Research in a K-12 School: A Case Study – Room 205
Hewitt is committed to research that, in particular, relates to the experiences of girls and young women, in and out of the classroom, and the ways that our practices and instructional design disrupt or perpetuate socialized expectations of female students. Our commitment to research includes knowing and implementing current scholarship specific to girls education, and extends to the development of students and faculty members as researchers in their own right. Our presentation will highlight a selection of ways in which research is embedded into life at Hewitt as we delve into the transformative power of relying on, gathering, and conducting research with students and educators in a K-12 space.
Presenters: Daron Cyr, Director of Faculty Practice & Research; Benjamin Dickman, Mathematics, Teacher & K-12 Department Chair; Tim Clare, Mathematics, Director of Sustainability, Science Teacher | The Hewitt School
From Research to Results: Reimagining Lower School Literacy Instruction – Room 915
Have you been exploring ways to align your program with the Science of Reading? Are you and your colleagues wondering how to make this shift meaningful for your youngest learners? Join us as we share how Chapin has reimagined our Lower School approach to literacy and redesigned our Kindergarten program to strengthen foundational reading skills. We’ll share our comprehensive approach, including engaging students as they build literacy skills, supporting teachers in collaborative creation, and communicating our pedagogy and program to families. Whether in the early stages of adopting Science of Reading practices or anticipating changes to your program, this session offers insights and ideas for creating an effective, child-centered Lower School reading program.
Presenters: Thérèse Cruite, Head of Lower School; Miranda Orbach, Head of Lower School Literacy and Social Studies | The Chapin School
ICGS Strategic Partner Graham-Pelton, a fundraising firm chosen by leading nonprofits worldwide, is offering a special breakout session track designed for professionals working in advancement/development and other school leadership positions, with two dedicated morning sessions described below, followed by roundtable discussions at lunch. There is no extra cost to participate in this programming, but we request that you indicate your interest on the Educating Girls Symposium registration form.