ICGS Educating Girls Symposium at Marlborough School – Breakout Sessions

Symposium Overview | Schedule of Programming | Keynote Speakers | Sponsors | Registration | While You’re in LA

With thanks to our ICGS colleagues and educational partners, we are pleased to offer the following slate of presentations at the February 15, 2024 Educating Girls Symposium at Marlborough School. Presenters are selected by ICGS for their subject-matter expertise, engaging content, and alignment with the Coalition’s vision and principles. There will be three opportunities for delegates to select the breakout sessions they would like to attend at the Symposium. All descriptions are listed below. Information related to each presentations will also be listed in the event mobile app. 

Igniting Impact: Entrepreneurial Students Solving Problems That Matter
Casey Sherriffs, Entrepreneurial Platform Director, Miss Edgar’s and Miss Cramp’s School; Danielle Lecuyer, Director of Student Experiences, Miss Edgar’s and Miss Cramp’s School – D104
This session will demonstrate how Miss Edgar’s and Miss Cramp’s School is bridging the worlds of entrepreneurship and sustainability through the lens of the United Nations Sustainable Development Goals. Participants in this workshop will be introduced to our platform framework that guides students in crafting sustainable ventures and initiatives that align with the SDGs. Discover strategies to help students identify gaps in existing business models, explore case studies, and learn how to foster entrepreneurial mindsets while driving innovative solutions for critical global challenges. Elevate your skills to cultivate students with agency – the next generation of socially responsible leaders.

Designing a Discussion Skills Strategy: from Division-Wide Vision to Impact
Alyssa Villarreal, Academic Dean, Hutchison School; Robby Uhrman, Middle School ELA Department Chair – C109
In our screen-bound, polarized world discussion has never been more important – or harder for adolescent girls!  Teens often lack the concrete skills to engage in meaningful discussions in and beyond the classroom –  What if we could reframe classroom discussion in middle school, by explicitly teaching, assessing, and celebrating the skills girls need to engage deeply with each other?   This session will focus on one school’s journey to make this type of classroom discussion a reality – division wide – using R.E.A.L. discussion strategies. Join our journey.

Climb your mountain! Developing resilience, self-confidence and leadership in girls, through adventure and travel.
Ali Ions, Regional Development Manager US & Canada, World Challenge Expeditions – C110
Adventurous travel in the developing world is known to foster leadership skills, resilience, confidence and global understanding – yet young women are often underrepresented in this space. How can we encourage girls to be bold and step out into the world – but all within a safe framework? This session explores how World Challenge empowers young women to take the lead, while travelling to exciting destinations, engaging in adventurous activities, and undertaking community and conservation initiatives across the globe.  We’ll explore the impact of these experiences on female travellers, and the positive impact on women and girls in our host communities around the world.

Power Up:  Creating a Transformative First Year at a Girl’s School
Jonathon Allen, Director of Studies, Marlborough School; Morgan Duggan, Director of Educational and Counseling Services, Marlborough School; Andrea Fuentes, Department Head of World Languages, Marlborough School; Allison Ponzio, Interim Director of the Center for Entrepreneurship and Innovation, Marlborough School; Dr. Sean Fitts, Middle School Division Director, Marlborough School – Collins Room
Girls arrive in middle school intrinsically driven to explore and learn, yet too often, middle schools miss the opportunity to provide choice, exploration, and necessary self-management skills as a key component of their program.  At Marlborough, we have crafted a unique 7th-grade experience to celebrate the power of transformative curriculum and student-centered instruction.  From our new initiatives in World Languages and Center for Entrepreneurship and Innovation to alignment in both instructional goals and executive functioning skills, we are putting our new students at the center of a foundational, forward-thinking experience that we’d love to share with you.

From Data to Discovery: Teachers as Classroom Researchers
Adam Colombo, Upper School Mathematics Teacher, Harpeth Hall School; Jennifer Webster, Director of the Center for STEM Education for Girls, Harpeth Hall School – C209
Discover practical strategies to enhance teaching, foster inclusivity, drive creative thinking, and boost girls’ confidence. This session is designed for teachers interested in evolving into classroom researchers. Hear from Harpeth Hall upper school mathematics teachers who have embraced the role of researchers in their own classrooms. We are committed to complete transparency regarding our progression, sharing insights from embracing research-based strategies, making decisions informed by data, and customizing these approaches to effectively address our girls’ needs.

To Be or Bot to Be? Discussion of Successful Integration of AI into our Schools
Claire Goldsmith, Principal, Lamplight Education – C210
When the calculator was invented, experts said we’d never teach math again. When language translators came on the scene, some thought we’d never teach language. And when the pandemic pushed our schools online, it was said to be the end of test taking. Instead, education adapted. In this session, a longtime education technology practitioner will engage teachers and administrators on where we are now with generative AI in our schools. As a group, we will touch on positive uses of AI (specifically ChatGPT) in the classroom, policy formation in schools and departments, and both risks and possibilities.

Empowering Futures: Centering Girls of Color in Your School’s Philanthropic Initiatives
Andrea Bastiani Archibald, Managing Director & Impact Officer, Orr Group – C213
This interactive session will focus on how to prioritize girls and women of color in girls’ schools’ philanthropic initiatives. Recognizing that we learn best when we learn together, the facilitator will share but also drawn upon the collective knowledge and experiences of participants through strategic discussions and engaging activities to yield (1) best practices, (2) the identification of new opportunities, (3) a recognition of potential challenges, and (4) evaluation methods to demonstrate and communicate outcomes and impact; ultimately ensuring investments in equity and inclusivity that will positively shape school cultures and educational environments that benefit all.

Strengthen Your Brand by Bookending the K-8 Experience
Rebecca Wolski, High School Admissions Counselor, Katherine Delmar Burke School; Natalie Mast, Director of Admissions, Katherine Delmar Burke School – C220
The links between the admission and “ex-missions” departments are the key to demonstrating your mission to external audiences. From gathering student ambassadors to analyzing and visualizing market data, the professional support and collaboration between an admissions director and the high school admissions counselor strengthens messaging for the parent community, improves the experience at each end of the K-8 school, and creates a fuller, richer picture for the Board of Trustees. Attend this session to learn the myriad ways these roles can improve your brand and highlight female empowerment in meaningful ways.

Implementing a Full Stack Web Development Class: A Case Study
Daniel Calmeyer, Computer Science Teacher, Westridge School – C221
Explore the genesis and pedagogical approach of Westridge’s Full Stack Web Development class in this session. We’ll dissect how the course was built upon the foundation of existing AP computer science classes to advance students to proficiently crafting complete web applications. The discussion will also cover the challenges overcome to introduce and establish this comprehensive program. Insights into the structured progression and support mechanisms that have been instrumental in students’ journeys from novices to skilled developers will be shared.

Celebrating the Trailblazers: How We Used Our Origin Story to Energize Our Community
Theresa Kiernan, Interim Head of School, Trinity Hall; Chloe Toole, Communications Manager, Trinity Hall; Lorraine Knepple, Assistant Director of Development for Alumnae Engagement, Trinity Hall – D104
On August 10, 2023, Trinity Hall hosted an event to premiere a documentary about the founding of the school. The film “Trinity Hall: Origins” – which was created in-house – captured the compelling story of Trinity Hall’s humble beginnings, challenges and triumphs, as told by its founders and its founding head of school. The premiere event was planned to delight its audience of current and former students and their families, current and former faculty, current and former trustees, and friends of the school. The sold-out event energized the 400+ attendees and created great momentum leading into the school year – and a capital campaign.

Her Success is My Success: Cultivating a Culture of Non-Toxic Achievement
Kristin Taylor, English faculty, Archer School for Girls; Archer School Students – Collins Room
Inoculate girls against counter toxic achievement culture by fostering collaboration skills, aspirational leadership, and a healthy sense of competition. Explore Archer’s student journalism program showcased in Jennifer Wallace’s bestselling new book Never Enough as an exemplar of healthy school culture. Hear directly from the student editors and their faculty advisor about how they foster confidence, resilience, and agency in a culture of shared excellence. See how real-stakes learning inspires girls to embrace challenges and seek out critical feedback as valuable components for achieving success.

The Power of the Admissions and Marketing/Communications Partnership
Jawaan Wallace, Director of Enrollment Management & Collegiate Partnerships, Marlborough School; Stephanie David, Director of Communications, Marlborough School – C221
Join our session as we discuss unique marketing recruitment strategies that put prospective families at the center of the experience. Our distinctive cross-departmental collaboration has elevated the recruitment process, crafting materials to engage students and their families, setting our institution apart from the saturated LA independent school market. In this session, you will discover the strategies, design elements, and content approaches that have made our materials exceptional. Gain practical insights, best practices, and tips to help your institution achieve recruitment success. We hope this session inspires you to elevate your recruitment efforts and create a lasting impact on your target audience, showcasing that each family matters in your personalized approach.

Representation in Movies and Film of Women in Education/All Girls Schools
Jacqueline Landry, Head of School, Marymount High School; Robin Kolstad, English Teacher/Women in Dramatic Literature, Marymount High School; Corey Wexler, Performing Arts Chair, Marymount High School – C109
Our ICGS Girls Symposium is in iconic Los Angeles, a perfect setting to explore the impact of how film depicts women specifically in education and all girls schools.  Movies are powerful and yet the stereotypes persist. This session will use clips of films and ask participants to think critically about representation and lack thereof and the overall impact of the repeated tropes and stereotypes that are perpetuated. Innovation for the creation of new images will  also be discussed and proposed.

Reputation Management: A new Lens for Strategic Planning for Girls School Heads
Stephen Holmes, Principal and Founder, The 5Rs Partnership – C110
Almost universally, school leaders are finding that to repurpose and reimagine school identity requires evidence led, new planning approaches are needed that impact on school reputation. The importance of distinctive, impactful, and authentic strategic plan in schools is now clear to almost all. Yet, there is still so often a sameness around schools look and sound in their strategic planning. This session will provide unique, internationally applied frameworks to review and develop school reputation, laying the essential groundwork for more impactful strategic planning. The outcome will be a strengthened identity, sharper educational and market alignment, and a more managed reputation. Learn more about The 5Rs Partnership’s work with schools here.

Engineering for US All
Stacy Klein-Gardner, Executive Director, Engineering for US All – C209
Engineering for US All (e4usa) is an NSF-funded, first-of-its-kind, national initiative designed to introduce engineering design principles to a new generation of high school students. e4usa invites all schools, teachers, and students to fully participate, regardless of their technical background or preparation. Learn more about the e4usa curriculum by completing hands-on active-learning activities and come to hear about our robust teacher professional learning and community of practice. This session will also include information about the research supporting e4usa, assessments, and college credit opportunities for students! You’ll be inspired to join because the “US All” in e4usa must include you!

How Innovative Schools Are Addressing Social Media, Current Events, and Tech
Lisa Stern, Strategic Partnerships, The Social Institute – C210
Get ready to discover how innovative schools are  reimagining whole-student development in a post Covid-19  world. Attendees will learn actionable strategies to build  a systemic approach to modern life skills that also  addresses one of the biggest influences on students: social media. Learn how evidence-based, developmentally- relevant lessons – co-created with 50,000 students – are turnkey for teachers and pass the student “snicker-test”. In this keynote presentation, The Social Institute will share strategies that fuel students’ health, happiness, and success.

Empower Student Success in an Ethnic Studies Course: Curriculum Development & More
Tina Zapata, Dean of Faculty, Social Science Teacher, Mayfield Senior School; April Garcez, Social Science Department Chair, Mayfield Senior School – C213
The state of California will require a one-semester Ethnic Studies course for students beginning with the class of 2030. Learn from experts who have successfully implemented an Ethnic Studies course to empower students in their cultural and historical competency. Students who took this course leave with the courage to engage in meaningful conversations and become active community builders who play a role in discussions on race and ethnicity. Curriculum development, content selection, and resources will be shared. ICGS’s principles of equity and inclusion, opportunity and innovation, and community and collaboration will be highlighted during this session.

Building Student Agency Through Hands-on Regenerative Practices
David Prince, Art & Engineering Teacher/Permaculture Coordinator, Westridge School; Mick Lorusso, STEAMWork Design Studio Coordinator, Westridge School – C220
The Westridge Permaculture Laboratory, launched in 2022, is an interdisciplinary and cross-divisional hub for applied engagement with biology, ecology, engineering, computer science, history, and other disciplines. At this new site, focused on regenerative practices, students have the chance to implement real, scalable solutions to the pressing issues of climate change, food security, energy, and sustainable design. In this presentation we will share our goals for hands-on and interdisciplinary learning as they relate to school-wide goals of sustainability, collaboration, problem solving, equity, and student driven learning.

The Positive Effects of the Girls’ School Environment: An Analysis of PISA Data
Natalie Demers, Director of Research Initiatives & Professional Learning, International Coalition of Girls’ Schools – C221
As a global organization, the International Coalition of Girls’ Schools (ICGS) explores data that extends beyond political and geographic boundaries, to evaluate and understand the unique learning environments of girls’ schools. This session will explore key findings in the recently released ICGS study exploring the experiences of girls participating in the Programme for International Student Assessment (PISA). This research report compared data from girls enrolled in coeducational schools and girls’ schools in 12 of the participating countries. In addition to the research, attendees will learn about ways in which girls’ schools can use these data in their schools today with ideas on advocating for the benefit of girls’ schools and informing decision and practice.

Empowering Inquiry: Unleashing Student Voice and Vision through Guided Research
Shawn Hanley Social Studies Teacher Academy of Our Lady of Peace; Lauren Lek, Head of School, Academy of Our Lady of Peace; Siobhan MacManus, Librarian, Academy of Our Lady of Peace – D104
This workshop will showcase how fostering a research mindset in any course can transform the way students view learning and themselves. They become creators of knowledge, not just consumers, and learn to value the journey of exploration as much as the destination. By encouraging this spirit of inquiry, we are not just teaching students to research, but empowering them to voice their perspectives and envision a future where they contribute meaningfully to the world they are poised to inherit.

Holding Multiple Truths: How Do We Empower Young Women to Move Beyond Binary Thinking? 
Elana Goldbaum, History Department Chair, Archer School for Girls – C220
Nothing is in black and white but it’s certainly easier for us to think that way! It’s hard to embrace the messiness of what might feel like dissonant or competing realities about the past, progress, and people. Additionally, it can be even more challenging for young women to participate in dialogue or offer opposing viewpoints. We know how important this is for a functioning, healthy society, so how can educators help?      This session will explore why multiple truths are challenging, the negative impact of learning overly simplistic history, and strategies that can help support students, particularly girls, to complicate the way they see the world and engage with diverse viewpoints more effectively.

Understanding Student Well-Being, Engagement, and Belonging: Discover How Your School Can Learn From the ICGS-Challenge Success Research Partnership  
Drew Schrader, School Program Manager, Challenge Success – C209
Challenge Success is a non-profit school reform organization affiliated with the Stanford University Graduate School of Education. They partner with school communities to elevate student voice and implement research-based, equity-centered strategies that improve student well-being, belonging, and engagement. ICGS has teamed up with Challenge Success to collect and analyze actionable data around the well-being, engagement, and belonging of students in ICGS schools.  Challenge Success survey data and support often serve as a catalyst for schools to make meaningful shifts in use of time, teaching and learning, and school culture.  In this session, you will learn about the research collaboration, understand why it is critical that we gather this data from a wide range of schools, and find out how your school can be a part of this exciting research project.

Empowering Girls to Lead Their Way with Lean In Girls
Vanessa Garza, Founding Principal and Executive Director; Girls Athletic Leadership School Los Angeles; Erikka Moreno, Director of Partnerships, Lean In Girls; Latricia Barksdale, VP, Head of Lean In Girls – Collins Room
Traditional definitions of leadership don’t resonate with girls, who also face expectations to conform to limiting stereotypes and experience pushback when they don’t. To empower girls to lead, we need to redefine leadership and prepare them for what stands in their way. Through strength-building activities and real talk on topics like bias and allyship, Lean In Girls helps unlock girls’ leadership superpowers and equips them to be self-assured, resilient, and inclusive everyday leaders. In this session, you’ll experience aspects of the curriculum and hear why Vanessa Garza, GALS LA Founding Principal, is excited to bring the program to her students.

The Forces Shaping Women’s Lives: The Report on Status of Women and Girls in California and Girls Schools
Dr. Nicole Haggard, Director, Center for the Advancement of Women at Mount Saint Mary’s University – C210
Have you used The Report on the Status of Women and Girls in California™ in your classrooms and communities?  Each year, Mount Saint Mary’s University (the only Women’s University in Los Angeles) releases the findings from The Report at a public event in March, gathering over 500 thought-leaders to foster conversation and inspire action to address inequalities and gender gaps in our state. Join Dr. Nicole Haggard as she gives us a sneak peak into the 2024 Report data. The only comprehensive report of its kind, The Report has been a valuable resource for educators, advocates, business leaders, elected officials, and engaged citizens since 2011. The insights gained from this presentation will help you to understand the forces shaping girls lives and how to effectively address the challenges and opportunities faced by women and girls.

Beyond Crisis Management: The Significance of a School Critical Incident Team
Jenn Wells, Director of Equity and Inclusion, Marlborough School; Morgan Duggan, Interim Director of Educational and Counseling Services, Marlborough School; Stephanie David, Director of Communications, Marlborough School – C221
In the increasingly complex world of education, it is vital for staff and faculty in schools to be prepared to respond to critical incidents in a comprehensive, intentional, effective, and strategic manner. This workshop will showcase Marlborough School’s Critical Incident Team and the protocol we employ to evaluate potential critical incidents. We’ll delve into real-world scenarios and engage in discussions on how to recognize, respond to, and support individuals and groups impacted by critical incidents. Participants will gain a deeper understanding of our comprehensive approach and learn best practices for managing personnel, site logistics, and postvention protocols.

Empowering the Digital Generation: Navigating the Path to Digital Wellness
Larissa May, Founder and CEO, #HalfTheStory – C110
In a world where Meta lawsuits and whistleblowers emerge, and with today’s adolescents spending an average of 8 hours online, the imperative to address digital wellness is clear. #HalfTheStory is tackling this challenge head-on, empowering adolescents with the skills to harness the positive aspects of digital technology while mitigating the negative ones. Founder/CEO, Larissa May and a youth co-creator will engage the room in activities to reframe our relationship with digital mindfulness, and an interactive roundtable to spark dialogue around digital wellness and the vital role of students in shaping policies for their own well-being.

What I Really Want to Do Is Direct My Own Learning. Or Do I?
Eric Walters, Director of STEM Education, Marymount School of New York – C109
As a result of the pandemic, the terms synchronous and asynchronous moved to the forefront of educational vernacular. This raises the question: how can students build an effective framework that allows them to direct and reflect on their learning? In this presentation, participants will review the outcomes of a Global Action Research Collaborative (GARC) project that focuses on strategies for the development of student autodidactic skills. You’ll hear the voices of students as they discuss the benefits and challenges of this approach to mastery learning as well as mechanisms for implementing such a model in your own classroom.

“Where Am I in All This?”: Developing Girls’ Self-Efficacy in Turbulent Times
Katherine Burd, Upper School English and American Studies Teacher, The Chapin School – C213
Many students feel a sense of hopelessness in response to larger political and systemic forces in the world. This session seeks to share interventions from 8th grade English classrooms and an 11th grade American Studies course that design curriculum to empower girls to know and courageously claim their place in the troubled world. Interventions include: teaching public writing, making declarative statements, application of theoretical texts, and text selection.