SAIS Fall 2018 Magazine by SAISnews

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2018 SAIS ANNUAL CONFERENCE October 14-16 | Charleston, SC

ANNOUNCING THE NEW SAIS PRESIDENT

2018 BOARD/HEAD RETREAT October 14, 10:00 AM – 4:00 PM Charleston Marriott, Charleston, SC register at sais.org/BHR

Speakers

Jefferson Burnett, NAIS • Kawai Lai, VizLit • Debra Wilson, NAIS Designed to strengthen the communication and partnership between the head of school and members of the board, the SAIS Board/Head Retreat offers the opportunity to collaborate on current challenges and identify common goals for the success of the school. This workshop will provide an overview of the challenging trends facing our industry and our students, as well as the opportunities ahead. Teams will work to identify the trends and topics that are most challenging for their particular schools and have time to collaborate on potential paths forward.

SAIS SURVEY CENTER

SAIS CAREER CENTER

VALUE NARRATIVE SURVEY The SAIS Value Narrative Surveys are designed to help schools understand the relationship between the value stakeholders place on a variety of characteristics and the perceived performance of the school at delivering on the characteristics.

Job postings are free and unlimited for SAIS member schools. The SAIS Career Center is easy to use and allows you to post, manage, and edit jobs right from your desktop.

GOVERNANCE SURVEY SAIS offers a Governance Survey, which is aligned with the SAIS governance workshop and measures the board and the head’s commitment to the five domains of governance. The survey results include a custom report that shows the current benchmarks. sais.org/surveycenter

Job seekers may also search for positions in the Career Center.

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sais.org/career

CONTENTS

Great Expeditions: Student travel in the U.S. and beyond

Woodward teacher shares students' work with the Dalai Lama

Taking Action on Diversity Initiatives

Looking at more than just numbers

6 12

Building Entrepreneurs

Students go into the 'Shark Tank'

2 3 8

14 17 20

IN BRIEF STATE OF THE SCHOOL

A successful town hall meeting

BUILDING MOMENTUM FOR CHANGE The collaborative for innovative education

PROFILE: DR. SHIMI KANG

Navigating Modern-Day Realities: Stress & Adaptability

PROFILE: DR. KHYATI JOSHI Building Our More Perfect Union

PROFILE: TIM FISH

An Innovator's Journey

HEADS ON THE MOVE PERSPECTIVE: Managing Polarities

The mission of SAIS is to strengthen member schools by providing high quality accreditation processes, comprehensive professional growth opportunities, and visionary leadership development programs. The SAIS magazine is published twice annually. Contact Christina Mimms, director of communications, with any comments (404) 883-5369 or christina@sais.org. SAIS | 6050 Peachtree Parkway, Suite 240-199 | Norcross, GA 30092 | www.sais.org

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IN BRIEF

Announcing the New SAIS President Debra Wilson The SAIS Board of Trustees is pleased to announce that Debra Wilson has been selected to serve as the next SAIS president as of July 1, 2019. Wilson currently serves as general counsel for the National Association of Independent Schools (NAIS). In addition to her role as chief legal officer, she has presented to school leaders around the country and abroad, including at many SAIS events. SAIS school leaders may also know her from phone calls and emails she’s fielded from member schools facing particular legal or governance issues. Search committee chair Byron Hulsey, head of Woodberry Forest School, said, “Debra Wilson will be a fantastic president for SAIS. She is known as a natural leader and problem-solver with a deep regard for all of our member schools and the children we are privileged to serve. Equally accomplished as a strategic thinker and a practical doer, Debra is poised to lead SAIS to even greater heights.” Wilson is committed to helping schools prevent and mitigate risks before they become crises and is heavily involved in initiatives addressing many of the most pressing issues facing schools today, including promoting good governance, ensuring student safety, fostering equitable communities, and improving student mental health. She has authored many articles and chapters on the legal, governance, and student well-being issues impacting independent schools. In her role at NAIS, she directs the organization’s government relations work, reviews and analyzes federal regulations and legislation, tracks legal trends, and coordinates independent school advocacy at the federal level. In accepting the role as president of SAIS, Wilson said, “I am extremely excited and honored to be asked to work more closely with and on behalf of the schools of SAIS. SAIS has such a firm commitment to providing quality services and accreditation to its schools. I look forward to working with the talented SAIS team to continue its great work.” Donna Orem, president of NAIS, said, “Debra joined NAIS in August 2000 and during her tenure she has become a champion of our association and community. Her contri-

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butions to independent schools are many, and we join SAIS member schools in congratulating her on this tremendous opportunity. We will miss her greatly, although we recognize strong ties between our associations help us serve our schools more effectively.” Before joining the NAIS staff, Wilson was a tax litigator at the Department of Justice. She grew up in Connecticut, where she graduated from the Williams School, an independent school located on the campus of Connecticut College. She received her B.A. in English from Sewanee, The University of the South, and her J.D. from the University of South Carolina at Columbia. She is an avid reader, photographer, and cook, and loves to be outdoors in the low country of South Carolina. Wilson and her husband, James, reside in Mount Pleasant, SC, with their three children. Wilson will begin her role on July 1, 2019, succeeding Dr. Kirk Walker, whose term will end on June 30, 2019. SAIS would like to extend thanks to Pat Bassett and Rich Odell of Heads Up Consulting for leading a thorough nationwide search which began on January 11 and generated applications from school leaders from across the country. Thank you also to the members of the search committee: • Marifred Cilella, The Howard School (GA) • Byron Hulsey, Woodberry Forest School (VA) • Cliff Kling, Gulliver Schools (FL) • Dennis Manning, Norfolk Academy (VA) • Mark Reed, Charlotte Country Day School (NC) • Lori Spear, SAIS • Jackie Westerfield, Grandview Preparatory School (FL)

State of the School BY CHRISTINA MIMMS, SAIS Schools rarely host town hall meetings these days. Some may do so in order to introduce a new head of school or to announce construction plans, but the idea of taking spontaneous questions “from the floor” could place a school leader in a difficult position. At Atlanta Academy in Roswell, GA, however, Head of School Angela Naples has held open meetings almost since the school’s founding in 2000. Initially, Naples included a “state of the school” report at other large events such as awards day or parent information night. As the agendas for those programs filled, she created a new event strictly focused on the school update. A survey is conducted each winter to “check the pulse” of the school community prior to each meeting. “We get the feedback and we know what the hot issues or concerns are,” Naples said. The meeting is held in early February immediately after morning dropoff. In 2017, the school started streaming the program live so that parents may still view it even if they are not able to attend in person. The meeting lasts about one hour.

Naples provides an overview of the school’s current endeavors and results from the parent survey. She often invites other school leaders to present at the meeting about topics such as curriculum, teacher professional development, security, and student achievement. In 2018, Naples invited Director of Marketing Stephanie Kashdan to speak about the school’s new website and marketing plan, and Associate Head of School Shannon Dishman spoke about new technology initiatives. The board chair or a board representative reports on the school’s financial well-being and facilities. The presentation includes a variety of facts, photos, and occasionally a short video. “We try to keep it light and

personable and tell a story,” Naples said. She also has found the forum to be helpful in reducing chatter among parents and clarifying the school’s plans or overall direction. “People don’t always read newsletters or emails,” she said. At the end of the program, Naples invites parents to ask questions. Most are predictable, based on the latest survey results. Parents often ask if the school, which currently ends in 8th grade, plans to add a high school. Naples and other school leaders are ready to answer anything. “If you don’t know the answer, say that, but then promise to follow up,” she advised. “Just be calm and pleasant.” Sometimes a parent will approach Naples after the program with additional questions. If possible, she will meet with them in her office that day or set up an appointment for later. Nothing has ever gone terribly awry during or after the program. “We try to be transparent and include parents in everything on a regular basis,” Naples said. “The state of the school meeting has always been delightful for me and never worried me.”

A Tribute to Ned Fox (1935-2018) Dr. Edward (Ned) J. Fox, Jr., passed away on July 29, 2018, in hospice in Charlotte, NC. Born in Charleston, WV, on January 1, 1935, he grew up in Galveston, TX, and graduated from Woodberry Forest School in 1952. He earned his undergraduate degree in history from Rice University, his Master's of teaching degree in English from Johns Hopkins University, and his Ed.D in school administration from Nova Southeastern University. A lifelong educator, he taught at St. Stephen's and Episcopal High School in Alexandria, VA; St. Andrew's in Boca Raton, FL; Collegiate School in Richmond, VA; and served as head of Charlotte Latin School in Charlotte, NC, for 27 years. He also worked as a consultant in the areas of strategic planning, board training, head searches, and school assessments. After retiring from Charlotte Latin, he took a series of one-year interim headships before finally retiring to Cashiers, NC, with his wife, Joanna Pittman Fox.

Ned served in leadership positions for SAIS, NAIS, NCAIS, SACS, and many other civic and charitable organizations, including the national board of the Cum Laude Society. During his career, he participated in more than 70 SACS accreditation visits and led the development of the accreditation program for SAIS. Ned also founded the SAIS Institute for New Teachers and the SAIS Administrative Institute in the mid1980s. Additionally, he taught seminars on independent school administration at colleges around the country. He received the SAIS Distinguished Service Award in 2014. Ned served as a mentor to many in the independent school community, including SAIS Executive Vice President Lori Spear. “Ned was an incredible mentor

to me when I came to SAIS in 2003 and continued to be a wonderful friend over the past decade and a half,” Spear said. “As many of you know from having been his friend and colleague for many years, he helped shape the organization that SAIS has become today. In addition to his leadership in starting our accreditation program, he also founded and led the only two professional institutes SAIS offered throughout '80s and '90s, which was the foundation for the 19 programs we offer today.” A memorial service for Ned was held at Christ Episcopal Church in Charlotte on September 1, 2018. In lieu of flowers, the family has requested donations to the American Association for People with Disabilities or the Faraja School for Children with Physical Disabilities, based in Tanzania, Africa, a nonprofit in which Ned had a personal interest. For more information, please visit www.sais.org/nedfox. FA L L 2 0 18 | SA I S.ORG

Taking Action on Diversity Initiatives

BY SONJA L. TAYLOR, ED.D, DIRECTOR OF DIVERSITY AND INCLUSION, CHARLOTTE LATIN SCHOOL, CHARLOTTE, NC

"We need more diversity." Whether you are an administrator, a teacher, a board member, or part of the advancement team, you have probably thought about — or even made — this statement. But, what follows this declaration? How should independent schools address the call for increased diversity? Getting Started Many conversations about diversity begin and end with counting. We count the number of students who contribute to racial diversity and the number of teachers who make us more geographically diverse. The notion of "needing more" is one result of an identified discrepancy between our present state and the composition we desire. It is the launching pad for posing the questions that set the stage for action. Think about common questions such as, "How can we attract and retain more teachers and administrators of color?" Or, "How can we increase our school's socioeconomic diversity?" These are fair inquiries and they are appropriate for assessing your current standing, for acknowledging your desire for change, and for beginning to explore your school's diversity aspirations. At the same time, such questions often generate responses which define diversity narrowly and ignore significant factors which sustain diverse communities. Focusing on Equity and Inclusion First A lack of compositional diversity is often a symptom of insufficiencies in terms of equitable and inclusive policies and practices. Even if a diverse candidate accepts the offer to teach, she may not return the next year if the campus climate is unwelcoming. If a student from a lower socioeconomic background is granted full financial assistance, the monetary support alone does not address his academic deficiencies and need for a culturally competent teacher in the classroom. Our school communities must be prepared to support the diverse persons we hope to attract. To do that, we must structure the diversity agenda with a

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focus on equity and inclusion. As an important first step, explore these essential questions with pertinent members of your school community: • How does our current institutional structure create opportunities for persons from historically underrepresented groups to become a part of our school community? • To what extent do our academic programs address the achievement and opportunity gaps which often prohibit underrepresented students’ chances for admission and success? • Are we dedicating a fair portion of faculty, staff, administrator, and board members’ professional development to building cultural competency? • What intentional steps can our school take to foster a culture of inclusion? Moving Forward As you reflect upon the answers to these questions, seek out connections between the responses and your school’s mission and core values. Even if your school’s mission statement and core values do not explicitly include words such as diversity, inclusion, and equity, you may find these principles are implied. Consider Charlotte Latin School’s mission which is "to encourage individual development and civility in our students by inspiring them to learn, by encouraging them to serve others and by offering them many growth-promoting opportunities." Individual development places an emphasis on what each person needs

to honor his or her personal identity and values, while civility creates a pathway to affirm others. Acts of civility require empathy, respect, and a commitment to courtesy, even in moments of disagreement. So as we embrace and affirm others, we recognize the value of individual differences (diversity), create spaces for exploring those differences (inclusion), and acknowledge that all human beings deserve justice despite their differences (equity). Securing Buy-In An equitable and inclusive diversity agenda is multi-faceted and at different levels, it should engage all stakeholders: board members, administrators, faculty, staff, and families. The agenda is strengthened when it is tied to your school’s mission and well-supported among all groups of stakeholders, especially when you encounter obstacles. If you invest the necessary time to field-test ideas among various groups, then you are likely to emerge with streamlined action items for which you have already established support and can be championed by a number of passionate and influential persons across the school community. Acting on Equity and Inclusion When I joined the Charlotte Latin School family about a year ago, I spent several weeks seeking answers to the essential questions as they pertained to our school’s mission. The investigations were fruitful, and they were helpful for collaborating with and securing support from several stakeholders to launch exciting initiatives. One initiative, the Latin Fellows program, is an equity-focused approach to attracting and retaining faculty from historically underrepresented groups. Fellows are recent college graduates who co-teach alongside an experienced faculty member in one of the academic divisions. Over the course of the yearlong fellowship, the Fellow gradually assumes a greater degree of lead teaching responsibilities under the guidance of the

expert teacher. Fellows also benefit from ongoing professional development opportunities which include attending the SAIS Institute for New Teachers and the NAIS People of Color Conference as well as participating in bimonthly teaching seminars to improve their pedagogical skills. Ultimately, we hope to cultivate an internal pool of talented educators to fill classroom teaching positions as they become available. As part of the Latin Fellows program launch, we hosted prospective Fellows and college and university representatives on our campus last winter. Guests learned about the program and application process, toured the campus, and interacted with members of the school community. A second initiative focuses on civil discourse, which is also closely aligned with our school’s mission. Student engagement in civil discourse is an ideal platform for fostering a culture of inclusion and it promotes collaboration across several departments. For example, I recently worked with social studies teachers Doug Ellison and Eric Smith, and Maureen Paschal, middle school librarian, on an 8th grade civil rights project. Doug and

Eric provided historical perspective and in-depth discussions about the civil rights movement while Maureen focused on principles of digital literacy which included examining primary source documents such as the Letter from Birmingham City Jail, the Civil Rights Act of 1964, and the lyrics to Strange Fruit by Billie Holliday. After reflecting on these lessons, the students also situated current events, such as the #MeToo movement and DACA, within the historical context of the civil rights movement and the primary sources they explored. This activity set the stage for my lesson to prepare the students for discourse. Through their discussions, the students engaged in productive dialogue about issues of equity and

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inclusion as they contemplated America’s progress since the Civil Rights Act was passed more than 50 years ago. Begin Where You Are No matter where your school is on its diversity journey, there is always an opportunity to try something new or different. If you are unsure where to begin, start small. Even the simplest acts, such as inviting a parent to share a story about her family’s culture, can be just the spark you need to generate thoughtful discussions within your community. And when these conversations begin, engage with the understanding that our schools can achieve diversity if we put effort and resources toward creating equitable and inclusive learning settings.

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TEACHER SHARES STUDENTS’ WORK WITH THE DALAI LAMA

BY JENNIFER KNOX, UPPER SCHOOL TEACHER, WOODWARD ACADEMY, COLLEGE PARK, GA

s part of the Mind & Life Institute’s 2018 Dialogue, I visited the private residence of the 14th Dalai Lama in Dharamsala, India, from March 12-16, 2018. The dialogue, called “Reimagining Human Flourishing,” focused on the thoughtful exploration of secular ethics and innovation in the education of the hearts of youth in K-12 settings. For five days, the Dalai Lama engaged in dialogue with the 17 members of our group, which included scientists, education researchers, and education practitioners. The dialogue provided an opportunity for these interconnected fields to consider how compassion-based ethics can be more fully integrated into existing social emotional learning frameworks to better optimize human flourishing. Of the programs presented, the Social, Emotional, and Ethical (SEE) learning framework, which was developed at Emory University’s Center for

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Contemplative Science and Compassion-Based Ethics, is uniquely aligned with the Dalai Lama’s writings on secular ethics from its origin. Stepping into the main temple adjacent to the Dalai Lama’s residence, not as a traveler but as a faculty member for the Mind & Life Dialogue, alongside individuals I admire deeply, was both humbling and overwhelming. I was honored to serve as a conduit to share the work of countless individuals who contributed to the creation of Emory SEE learning framework and curricula. As a practitioner, I also was given the responsibility of sharing what the application of this program looks like at the granular level. Until the moment I entered the temple, I felt unsettled. But, even as I felt the weight of responsibility, I simultaneously felt the support of the countless individuals who are devoted to this work of educating the heart. Viewing my conversation with the Dalai Lama

as a gift, my nerves disappeared. Participating in the dialogue gave me the opportunity to make visible the work of Woodward Academy students who engaged in making meaning out of ethical concepts that His Holiness promotes for human flourishing. These upper school students engaged in topics such as self-compassion, interdependence, and common humanity by reflecting on and analyzing their personal experiences using common sense and scientific perspectives. I was able to bring these teenage student voices into the dialogue to share their work, which was catalyzed by His Holiness’ writings in Ethics for the New Millennium and Beyond Religion: "For all its benefits in offering moral guidance and meaning in life, religion is no longer adequate as a basis for ethics. Many people no longer follow any religion. In addition, in today’s

I have seen positive shifts in the lives of my students when I walk alongside and assist them as they investigate their inner landscapes, self-identities, and biases and as they cultivate discernment rooted in their personal values. As we navigate the curriculum, we collectively move through three levels of understanding — from received knowledge to critical insight to embodiment — by scaffolding learning, practicing skills, and reflecting in our journals. The shifts in thinking, attitudes, and habits allow students to be more self-com-

passionate, content, and less reactionary in a time when anxiety is on the rise in our youth. Their stories indicate meaningful application and authentic transformation. For example, one student commented on how the course helped him become a better, more open person, while another shared that her deep investigation of how emotions are made inspired her to navigate life with resolve. Through this work, the students offered up spontaneous acts of kindness and revealed their challenges openly and vulnerably to one anoth-

Photo by Jonathan Joy-Gaba, Mind & Life Institute

secular and multicultural societies, any religion-based answer to the problem of our neglect of inner values could not be universal, and so would be inadequate. We need an approach to ethics that can be equally acceptable to those with religious faith and those without. We need a secular ethics." HH Dalai Lama, Beyond Religion

er, with trust. Their stories show that explicit investigation of compassion can have very real effects in the lives of students. In sharing their stories with the Dalai Lama during our 30-minute dialogue, my hope is that our students’ viewpoints revealed the ability of SEE learning to bring about decision-making rooted in compassion and to transform one’s life, relationships, and the lives of others.

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BUILDING MOMENTUM FOR CHANGE:

The Collaborative for Innovative Education

BY MARTINA GREENE, DEAN OF FACULTY, CARY ACADEMY, CARY, NC

onferences and workshops are terrific opportunities for educators to connect, learn, and share, but all too often, we find ourselves putting promising new relationships and ideas on hold as we return home and are swept back into the hectic daily routine of running our schools. How might we break out of this frustrating pattern of inertia and build the momentum needed to bring about transformative change? Cary Academy is working to address this challenge through participation in an exciting new partnership called the Collaborative for Innovative Education (CIE). The CIE is a small, highly-curated coalition of six schools around the world that are like-minded in vision, thought process, quality of program, and ambition to share ideas, practices, and resources. The other schools joining Cary Academy in the coalition include Singapore American School, Frankfurt International School, American

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International School of Johannesburg, Nueva School, and the American School of Bombay. The heads of the six schools aspired to form a network of forward-thinking teachers who could engage in ongoing conversation and reflection around the future of education and commit to action to make a lasting impact on student experiences and outcomes. With this goal in mind, each head agreed to send a team of five volunteer teachers and one coordinating administrator to a series of six four-day forums focused on the subject of personalized learning, a key component of each school’s vision and strategic plan. The forums are held twice a year over the course of three years, with each collaborating school hosting a forum on its campus. By establishing a robust framework for sustained collaboration, the cooperating heads hoped to create the conditions for what Good to Great author Jim Collins termed “the flywheel effect.”

Transformative change, according to Collins, does not come about as a result of any single defining action or miracle moment of insight. Instead, Collins likens the change process to “relentlessly pushing a giant, heavy flywheel, turn by turn, building momentum until a point of breakthrough, and beyond.” The secret to the flywheel is the accumulation of effort in a single direction over a sustained period of time, which is precisely what the CIE is designed to accomplish. It may seem unusual — unwieldy even — for two U.S. independent schools on opposite coasts and four international schools spread across Europe, Africa, and Asia to enter into a partnership rooted in extensive face-to-face collaboration. The travel involved is indeed a bit daunting at times but is also wonderfully eye-opening and motivating to those participating in the project. The CIE intentionally sought the membership of both international

schools and globally-oriented independent schools, believing that the resulting diversity of perspectives and approaches would serve as a wellspring of creativity and allow the most innovative ideas to emerge. The CIE further hoped that the involvement of schools from different geographic areas would help to align our individual efforts in a way that would transcend specific regions and position us to act as a collective voice for educational innovation and relevance. The Nueva School in California was the first to host a CIE forum in October 2017. This initial forum was purposely timed to follow the biennial Innovative Learning Conference so that teams traveling great distances could benefit from participation in both events on the Nueva campus. The team from Cary Academy had the opportunity to visit several other innovative schools and organizations in the Bay Area, including the Khan Lab School, Lick-Wilmerding High School, Alt-School, Brightworks, and the CK-12 Foundation. Another major highlight was a tour of the Stanford d.school with founder David Kelley as our guide. The goal of this first forum was to develop a shared understanding of the key dimensions of personalized learning and to find inspiration in schools and other institutions that are doing cutting-edge work in one or more of those dimensions. Or, to return to the Collins analogy, our goal was to conceptualize our flywheel, identifying a specific set of strategies toward personalized learning that could support and push one another in a self-reinforcing loop. The second CIE forum took place in February 2018 at the Singapore American School. This time, the school teams took a deeper dive into four key questions surrounding the implementation of personalized learning, gleaned from a recent RAND Corporation study funded by the Bill and Melinda Gates Foundation: 1. Learner Profiles: How might we better understand the strengths, motivations, and needs of our students and help them better understand themselves in these areas? 2. Competency-Based Learning Progressions: How might we better communicate learning goals and learning progress

to students in ways that promote student agency and self-efficacy? 3. Personalized Learning Pathways: How might we provide students with more choice in what they learn and how they demonstrate their learning? 4. Flexible Learning Environments: How might we rethink time, space, teacher roles, and instructional modes to better respond to student needs? Singapore American showcased a number of innovative programs they have developed to personalize learning in these ways, and the teams from the other schools were also able to share some of their efforts in these areas. The forum ended with a brainstorming session within and across our school teams about how we could bring elements of what we learned back to our home schools. Planning is now under way for the next two forums, to be held at the American School of Bombay in fall 2018 and at the American International School of Johannesburg in spring 2019. We expect the structure of these forums to be similar to that of the first two, with emphasis on spotlighting promising practices, providing meaningful feedback, and finetuning our collective efforts. By engaging in this continuous and disciplined process of searching, doing, learning, and modifying within our flywheel for personalized learning, we feel confident that we can generate the momentum we need to achieve significant and long-lasting results. As we look ahead to the second year of the CIE, one aspect of our coalition that we would like to strengthen is our use of technology to support the efforts of the school teams. While we have successfully utilized the Google Drive platform to share information and store our work, we see a need to

better organize and curate these materials so that others at our schools can more readily navigate the content, follow the flow of our efforts, and build upon our progress. This will be particularly important for continuity as we carefully rotate faculty members on and off our school teams, with an eye to expanding the reach of our network within and across the participating schools. We also wish to explore ways to use technology to keep conversation going between forums and broaden participation to include teachers from our schools who are not members of the traveling teams. Last but not least, we would like to leverage technology to share our work more effectively with audiences outside of our collaborative. The coordinating administrators serving on our school teams are likely to play a key role in the year ahead to help the collaborative meet these objectives. Based upon our experiences so far, we at Cary Academy believe that the CIE has lived up to its promise to create connections, to nurture and develop teacher-leaders, and to drive high-impact teaching and learning practices. And while the CIE has certain structural characteristics that are uniquely suited to our particular coalition, the basic framework for sustained collaboration and innovation that we are employing is replicable in a variety of contexts. In our view, the crucial components for a successful collaborative are: • a group of schools that share a similar philosophy and culture; • a common goal that is compelling to each participating school; • a commitment to providing significant blocks of collaboration time, measured in days, over a sustained period, measured in years; and • a disciplined and action-oriented approach to collaboration, focused on the generation of creative ideas and the testing and refining of solutions. With these elements in place, any group of schools can consciously and effectively harness the flywheel effect to generate the momentum needed to bring about meaningful change — or, to borrow another well-known phrase from Jim Collins, make the leap from good to great. FA L L 2 0 18 | SA I S.ORG

NAVIGATING MODERN-DAY REALITIES: STRESS & ADAPTABILITY

BY CHRISTINA MIMMS, SAIS

r. Shimi Kang has seen the impact of stress, anxiety, and depression up close. As the former medical director of child and youth mental health for the city of Vancouver, she knows how often young people are affected by these issues, both in their school-age years and beyond. Her presentations at the 2018 SAIS Annual Conference will give educators an opportunity to hear from a unique voice about how they can best support their students. Dr. Kang will present a keynote session titled “Navigating Modern-Day Realities: Stress & Adaptability” in addition to a featured breakout session, “Enhancing Social, Emotional, and Cognitive (SEC) Skills in Schools, Classrooms, and Homes.” She will review the pressures facing young people today and discuss effective teaching and coaching activities to support self-motivation, adaptability,

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resiliency, leadership, and wellness. That message applies to teachers as well; 46% of teachers state they are chronically stressed. As a profession, teachers are second only to nurses in terms of stress levels. “I see it as a message of hope, moving toward solution,” Kang said. “I have a real passion for education as educators are such a key part of our society. I want to put these messages in schools and give teachers the resources they need.” Her featured session on SEC skills will allow interaction among attendees as they explore the topic and practice specific activities. Social, emotional, and cognitive learning is a powerful initiative linked to the reduction of anxiety, depression, substance abuse, addiction, and violence. At the same time, research shows that SEC learning has improved attendance, test/evaluation results, and prosocial behavior such as kindness, empathy, and personal awareness. Attendees

will leave the session with an action plan to integrate SEC learning in their schools. Much of what Dr. Kang will discuss in her two sessions is applicable to adults as well. Issues of sleep deprivation, busyness, and perfectionism persist among educators in particular. Wearing multiple hats in school roles is not at all uncommon but how can people cope – and succeed – with so many pressures on them? In fact, one registrant for an SAIS summer program listed their job title as “Upper School Administrative Assistant, Yearbook Adviser, Winterim Logistics Coordinator and Historian, Head Boys Cross Country Coach, and Assistant Track Coach.” Dr. Kang offers a solution to all that will help people embrace downtime, interact with others in a positive way, make time for play, and bring balance back into their lives. “We need to move out of that stress response and get away from perfection,” she said.

PROFILE: DR. SHIMI KANG SAIS Annual Conference Keynote Address Tuesday, October 16, 9:00 AM A Harvard-trained medical doctor, No. 1 best-selling author, award-winning researcher, and expert on human motivation and neuroscience, Dr. Shimi Kang provides science based tools for health, happiness, and achievement in the workplace, classroom, and at home. Dr. Kang is the author of The Self-Motivated Kid and The Dolphin Parent: A Guide to Raising Healthy, Happy, and Motivated Kids. This critically acclaimed book became a No. 1 national bestseller, has been translated into ten languages, and won the 2015 U.S. News International Book Award. Dr. Kang is a writer whose articles have been featured around the world including The Washington Post and TIME magazine. She is a health expert for major media outlets such CTV & CBC National News. Her TEDx talk on the Power of Adaptability has more than half a million views.

"Dr. Shimi Kang is a powerful voice in the world of adolescent emotional health. She speaks to the challenges and opportunities in schools and families today, and her greatest gift is to leave the audience with practical tips and insights to bring to our work as educators as we care for children in our schools today." Byron Hulsey, Head of Woodberry Forest School

Dr. Kang is the past medical director of Child & Youth Mental Health for the City of Vancouver and a clinical associate professor at the University of British Columbia. Dr. Kang has made promoting mental health and wellness a priority. She is the founder and CEO of Dolphin KIDS: Achievement Programs in Canada, Dolphin POD: Life Skills Center In India, and Dolphin Early Learning Online. These are positive mindset and social-emotional training programs for students, teachers, and parents around the world. Dr. Kang is most proud of receiving the Diamond Jubilee Medal for her years of outstanding community service and being the mother of three “awesome but exhausting” children.

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Building Our More Perfect Union BY CHRISTINA MIMMS, SAIS

any schools prioritize diversity among their strategic goals. Whether they aim to recruit minority faculty or improve multicultural education, schools may struggle with implementation of these goals. Without background research into the core issues, however, school leaders may not have a clear understanding of what they need to address. In her presentation at the 2018 SAIS Annual Conference, Dr. Khyati Joshi will speak about race relations, social justice, oppression, and citizenship by looking at historical moments as well as current events. "We get a better understanding of where we are today by looking back at history," she said. "History can provide some concrete information of why things are happening today and how certain stereotypes have come to be." When a school community addresses subjects such as racism, it can be a challenge to put everyone at ease. "One of the most important things in doing

this work is being comfortable with being uncomfortable," Dr. Joshi advised. "If you wait until you are 100 percent comfortable, you’ll never do anything." Some schools initiate their multicultural education program with celebrating holidays beyond the most common ones. While a good notion, this does not offer enough substance to understand the core topics at hand. "It’s

one thing to celebrate diverse holidays but schools need to address injustice and discrimination and the distinction between the two." Her presentation will include advice on how to talk with board members about diversity and inclusion issues. She wants to help schools with their diversity initiatives, so they can better understand students and families that may enroll and so that the students see their lives reflected in the school and curriculum. "Difficult dialogues and courageous conversations are part of it," she said. "I hope things will make sense to people where they didn’t before." As a native of Atlanta, and a graduate of both the Walker School and Emory University, Dr. Joshi is excited to return to the region for the 2018 SAIS Annual Conference, October 14-16, in Charleston, SC. Her presentation will include an opportunity for Q&A, and she will also be available to speak with attendees afterward.

PROFILE: DR. KHYATI JOSHI SAIS Annual Conference Featured Session Monday, October 15, 2:30 PM and 4:15 PM Khyati Y. Joshi is a professor of education at Fairleigh Dickinson University. Dr. Joshi is the recipient of the 2014 FDU Distinguished Faculty Award for Research and Scholarship. She is the author and co-editor of many publications including: New Roots in America’s Sacred Ground: Religion, Race, and Ethnicity in Indian America; Teaching for Diversity and Social Justice; Asian Americans In Dixie: Race and Migration in the South; Understanding Religious Oppression and Christian Privilege; and has authored numerous book chapters and articles on race, immigration, and religion. In addition to numerous invitations to U.S. academic conferences, Dr. Joshi has presented her research on Hindu communities at the White House as well as to the Organization for Security and Cooperation in Europe (OSCE) in Vienna, Austria, where she addressed the racialization

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of religion, particularly Hinduism, Sikhism, and Islam as it relates to the development of policies to prevent and combat hate crimes in the OSCE region. She has also spoken at several conferences in India, including an international conference of scholars on the Indian Diaspora sponsored by the Government of India. Additionally, she was a consultant for the Pew Research Forum’s groundbreaking survey on Asian Americans and Religion. Dr. Joshi earned her doctorate in social justice education at the University of Massachusetts-Amherst. She is a graduate of Emory University and pursued post-graduate studies at the Hebrew University of Jerusalem. Often contacted by journalists, Dr. Joshi has appeared on C-Span, has been interviewed on PRI’s The World and Danish Public Radio, and been quoted in the New York Times, The Times of India, the Wall Street Journal, the Washington Post, Deseret News, the Boston Globe, Voice of America, the Houston Chronicle, India Abroad, the Saint Louis Dispatch, the Star Ledger, The Tennessean, and the Daily Record of New Jersey.

SAIS Board of Trustees: 2019 Nominees

Dr. Autumn Graves has served as head of Girls Preparatory School in Chattanooga TN, for the past four years. Previously, she was president of Girard College in Philadelphia from 2009-2012. She holds a B.A. from the University of Virginia and Ed.D from the University of Pennsylvania. She served as a trustee for the Tennessee Association of Independent Schools from 2015-2018 and is a current trustee for The Headâ&#x20AC;&#x2122;s Network.

Dr. Brett Jacobsen has served as head of Mount Vernon Presbyterian School in Atlanta since 2009. Previously, he was head of Second Baptist School in Houston, where he also served as division head and dean of students. He earned a B.A. from Texas Tech University and Ed.D from Baylor University. He serves as vice chair of the board of Leadership + Design and is on the board of governors for Consilience. He served on the 2018 NAIS Annual Conference ThinkTank.

Doreen Kelly has served as the head of Ravenscroft School in Raleigh, NC, for the past 15 years. She was lower school head from 1999-2003 and was middle school head at Trinity-Pawling School in Pawling, NY, from 1989-1999. She holds a B.A. from University of Pennsylvania and is the vice chair of the North Carolina Association of Independent Schools. She also serves as vice chair of Note in the Pocket, a local nonprofit. She has served on the board of Spoleto Study Abroad since 2003.

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Re-Imagining Independent Schools: An Innovator's Journey BY CHRISTINA MIMMS, SAIS

hen school leaders talk about innovation, they often reach for the latest, “bright and shiny” idea without necessarily fitting it into their strategy, mission, or identity. It can be easy to get caught up in a new technology or curriculum without understanding how new efforts connect to a larger differentiated idea. Tim Fish, chief innovation officer at the National Association of Independent Schools, understands the excitement that swirls around innovation. “Schools need to clearly understand who they serve, why they exist, and what they do that is unique and has real value,” he said. “Clarity is the foundation for strategy.” In his presentation at the SAIS Annual Conference titled “ReImagining Independent Schools: An Innovator’s Journey,” Fish will

outline tools for schools looking to embark on a strategic, missionaligned journey. Achieving clarity of mission, market, and identity can allow schools to move forward with new initiatives. “Schools need a commonly understood ‘north’ – a goal we are all striving for together,” Fish said. “People need a common language.” As well, schools must set appropriate and realistic expectations for what they can achieve. “Schools need to know who they are, whom they serve, and what they do well,” he noted. When schools face a decline in enrollment or economic challenges, they may lose sight of their mission or core identity in an attempt to reach admission goals. They may even rush to try new initiatives without a solid plan. Alternatively, when schools receive an unexpected donation or a sudden surge in enrollment, they need to take the time to review

their budget, faculty, and facilities to avoid jumping to hasty solutions or overcommitting their resources. Internal review exercises can be helpful not only for new leaders but to refresh longtime employees as well. From there, schools can begin to execute new plans, “moving from an idea to your identity,” Fish said. “Finding a value proposition is not merely about creating a new marketing message, it’s about making your vision a reality.” Fish also will address the collaboration necessary to innovation. The process is not for one person to lead or do everything but a team effort. During his presentation, Fish will provide opportunities for attendees to share ideas with each other as well as time for Q & A. Learn more about tools for innovation at the 2018 SAIS Annual Conference, October 14-16, in Charleston, SC.

PROFILE: TIM FISH SAIS Annual Conference Featured Session Monday, October 15, 9:00 AM and 10:45 AM Tim Fish serves as chief innovation officer at the National Association of Independent Schools (NAIS). Prior to joining NAIS, Tim was associate head at McDonogh School, where he led the advancement of strategic initiatives and oversaw admission, technology, student services, diversity, and service learning. Tim is the coauthor of an NAIS book on technology leadership and has consulted for more than 50 schools and organizations. From 2011-13, Tim served as the founding president of the FolioCollaborative, a nonprofit community

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of more than 85 independent schools working together to improve teaching by inspiring informed conversations for growth. Tim is passionate about transformative teaching, technology integration, enrollment management, and big ideas. He has a bachelor’s degree from St. Francis University and an M.Ed in instructional technology from George Mason University.

Building Entrepreneurs BY CHRISTINA MIMMS, SAIS

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very entrepreneur started somewhere – perhaps in their parents’ basement or a friend’s garage. Students at Battle Ground Academy (BGA) in Franklin, TN, have a rare opportunity to experience entrepreneurship starting their freshman year as part of the Entrepreneurial Leadership (EL) program. Now in its fourth year, the program started with just one class, history of entrepreneurship, after a school parent approached administration with the idea. The curriculum has expanded to include a speech class for freshmen and economics of business for sophomores. Juniors choose from macroeconomics, microeconomics, history of the industrialized world, advanced speech, or civics. Seniors participate in a two-semester course in applied models of economics, a hands-on learning opportunity in which students create their own businesses. Students who complete the six-credit program graduate with EL distinction. To date, ten students have received the EL accolade. “There was more interest in the program than we expected,” said Dr. Andy Graham, associate head of school. “We have had fantastic collaborations with some startup companies in the city.” As part of the fall senior course, students break into fourperson teams. They meet with a local company that presents a problem for them to brainstorm, research, and analyze. Students use their speech and presentation skills as well as critical thinking, problem solving, and teamwork to present their solution. During the spring EL course, seniors work in their teams to create their own startup business. Each team presents its business plan to an advisory board of faculty and parents, “Shark Tank” style. They build prototypes and assemble various materials for their presentations. Past proposals have included a T-shirt company, a portable tree stand, and a black-tie rental delivery service. Students are evaluated not just on their business plans but also on the research and data they assemble, presentation skills, teamwork, and knowledge of the industry they studied. The experience students gain throughout the program can prove to be invaluable, especially as they prepare to graduate from high school and select college majors and future careers. “We want students to walk away with a mindset and a toolbox,” said BGA Head of School Will Kesler. “We want them thinking about how they create solutions, build wealth, bring ideas to fruition, and make a positive change in their community.”

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GREAT EXPEDITIONS

BY CHRISTINA MIMMS, SAIS

rom 5th grade on, every student at Veritas Christian Academy of Houston looks forward to adventures unlike any others in their lives. The school’s Cultural Expeditions Program (CEP) immerses students in the culture and complexities of historic, diverse cities and allows them to experience unique opportunities outside the classroom. CEP trips are designed specifically for each grade level. Fifth graders visit Texas cities of San Antonio, Fredericksburg, and Austin. “Students start at the core of who we are in Texas before moving on,” said Head of School Brad Sewell. After learning about their state’s government and history in the 5th grade, 6th graders embark on a trip to Washington, DC. They explore the nation’s capital in small groups, using public transit and bicycles. The 7th graders who visit New York and Boston also travel in the same manner. “We want students to get to know the city like residents," Sewell said. These inexpensive methods of transportation provide a cost savings as well. As a capstone to their Veritas education, the 8th grade experience includes a trip to London and Oxford, England. They

utilize a tour guide to visit historical landmarks such as the Tower of London as well as major museums and churches. Every CEP trip includes visits to local college campuses. In Texas, the students tour Rice University and Baylor University. In England, the group spends an entire day at Oxford University. Churches also make the agenda for each annual trip. In Texas, the students tour the Painted Churches of the Hill Country and in Washington, DC, the National Cathedral is on their list. In England, the group spends time at both Westminster Abbey and St. Paul’s Cathedral. “A lot of our kids go to contemporary worship at home and we want to expose them to the old architecture and churches,” Sewell explained. Highlights of each experience are embedded into class curriculum. Broadway and London’s West End theatre serve as fine arts lessons. Shakespeare’s writing springs to life in England. Experiences in government serve as units in social studies and history. Travel education has become an enjoyable and meaningful part of the Veritas experience. The opportunity to gain independence away from home and experience history in person enhances classroom lessons and creates lasting memories.

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HEADS ON THE MOVE Fall 2018

Jon Alden, head of Springmont School, Atlanta, GA, from head of Nantucket New School, Nantucket, MA. Judith Foley Arnstein, head of Charleston Day School, Charleston, SC, from director of enrollment, marketing, & financial aid, Lake Forest Country Day School, Lake Forest, IL. Lionel Cable, head of New Hope Christian Academy, Memphis, TN, from instructional leadership director for Shelby County Schools, TN. Lawrence Coco, head of Jackson Preparatory School, Jackson, MS, from attorney at McCraney, Coco & Lee, PLLC. Meredyth Moredock Cole, head of The Lovett School, Atlanta, GA, from head of The Episcopal School of Dallas, Dallas, TX. Tricia Drake, head of Linden Waldorf School, Nashville, TN, from administrative chair. Christopher Durst, head of The Altamont School, Birmingham, AL, from upper school head, Holy Innocents' Episcopal School, Atlanta, GA. Penny Evins, head of Collegiate School, Richmond, VA, from head of St. Paul's School for Girls, Brooklandville, MD. Astrid French, head of Lamplighter Montessori School, Cordova, TN, from Shelby County Residential & Vocational Services, Memphis, TN.

Jack Milne, head of Jackson Academy, Jackson, MS, from vice president and dean. Kevin Mullaly, head of Marist School, Atlanta, GA, from academic dean. Elizabeth Null, head of Lerner Jewish Day School, from director of community advancement, MetroWest Jewish Day School, Framingham, MA. Dr. Bryan Oliver, head of Tuscaloosa Academy, Tuscaloosa, AL, from high school principal, Saint James School, Montgomery, AL. Hart Roper, head of Oak Hill School, Nashville, TN, from director of strategic initiatives/ associate development, Montgomery Bell Academy, Nashville, TN. Father William F. Rowland, S.M., president of Marist School, Atlanta, GA, from acting president and alumni chaplain. Erika Senneseth, head of Sandhills School, Columbia, SC, from assistant head. Tom Sheppard, head of St. Andrew's Episcopal School, Ridgeland, MS, from dean of enrollment management, The Lawrenceville School, NJ. Linda Trethewey, head of Rosarian Academy, West Palm Beach, FL, from middle school principal. James Watts, Jr., head of Windsor Academy, Macon, GA, from interim head. Andy Wells, head of Harrells Christian Academy, Harrells, NC, from assistant head.

Kent Harrison, head of Christian Heritage School, Dalton, GA, from athletic director, Mount Pisgah Christian School, Johns Creek, GA.

Dr. James Calleroz White, head of Galloway School, Atlanta, GA, from head of Louisville Collegiate School, Louisville, KY.

Jess Hill, interim head of school, Harpeth Hall, Nashville, TN, from interim director, Westminster School for Young Children, Durham, NC.

Dr. Tim Wiens, head of Mount Paran Christian School, Marietta, GA, from head of Delaware County Christian School, Newtown Square, PA.

Dr. Jeff Marx, head of Hill Country Christian School, Austin, TX, from upper school principal.

Patrick Yuran, head of Oak Mountain Academy, Carrollton, GA, from head of Monsignor Donovan Catholic High School, Athens, GA.

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ANNUAL CONFERENCE BREAKOUT SESSIONS Featured Sessions Re-Imagining Independent Schools: An Innovatorâ&#x20AC;&#x2122;s Journey: October 15, 9:00 AM and 10:45 AM Tim Fish, NAIS The Third Education Revolution: October 15, 2:30 PM Donna Orem, NAIS Building Our More Perfect Union: Getting Comfortable With Uncomfortable Conversations: October 15, 2:30 PM and 4:15 PM Khyati Joshi, Fairleigh Dickinson University Enhancing Social, Emotional, and Cognitive Skills (SEC) in Schools, the Classroom, and Home: October 16, 10:30 AM Shimi Kang

Leadership

Where Budget Meets Mission Brad Rathgeber, One Schoolhouse & Jeff Shields, NBOA Initiatives and Strategic Mindsets Martha Caldwell, iChange Collaborative & Oman Frame, The Paideia School Essential Skills and Attitudes of Effective Heads of School Madeleine Ortman, ISM Moral and Practical Leadership in Contentious Times Michael Thompson & Rob Evans

Legal Issues Evolving Legal Trends for Employee and Student Handbooks Caryn Pass, Venable When You Have to Terminate the Popular One Candice Pinares-Baez, Fisher Phillips Simplifying the Complexities of Employee Leaves of Absence Caryn Pass, Venable People and Perimeter: Defining School Safety and Security Steve Mandell, Big Back Pack & Devon Gregory, Pinewood Preparatory School

You Have an Allegation of Sex Abuse ... Now What? Jane & Jim Hulbert, The Jane Group Tom Franz, Trinity Episcopal School

Teaching & Learning Professional Development Badging Kendall Terry, Clayton-Bradley Academy Strategies to Minimize Anxiety in Today's Independent School Shannon Dishman, Angela Naples & Stephanie Kashdan, Atlanta Academy Parents Who Insist Their Child Is Being Bullied Michael Thompson & Daisy Pellant, The Breck School Adventure with a Purpose: Beyond the Beach Trip Sandy Boyd, Carolina Day School & Ryan Carlson, Black Mountain Expeditions Teaching & Learning Speed Session Expanding the Classroom Beyond the Confinement of Walls, Jodie Haynie, Charleston Collegiate School Moving Beyond the Gender Binary in Schools, Kristin Moffett, The Walker School & Megan Nellen, Confluence Educational Consulting Project-Based Learning: Dive Deeper with Digital Portfolios, Liz Boyd & Sarah Ellis, Charleston Collegiate School Create a Purposeful SEL School Advisory Program, Rachael Lee & Leigh Toomey, Frederica Academy

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Technology Learning Walks: Trail Hikes in Pedagography Derek Willard, Providence Day School & Bo Adams, Mount Vernon Presbyterian School The Future of Social Media Education Laura Tierney & Sean Kelly, The Social Institute & Sarah Loyola, Ravenscroft School Innovation, Technology, and Academics: Finding Your Sweet Spot Gabriel Lucas, ATLIS Protecting Student Data in an (Un)Secure World Melissa Grand & Magdalen Bickford, McGlinchey Stafford How to Manage the Mountains of Data Palmer Ball, Palmer Ball Consulting

Admissions, Development & Communications

No Matter the Title Our Work Must Have a Mindset Janice Crampton, AISAP Converting the Reluctant Solicitor into a Dynamic Fundraiser Herb Soles, ISM & Phil Higginson, Ravenscroft School Branding Is More Than Your School’s Logo Emily McClain & Ryan Sherman, Jackson Preparatory School Continuous Enrollment: Considering the Move? Blair Fisher, St. Paul’s Episcopal School

Roundtables Lower School Roundtable Sarah Housley, Montgomery Academy Middle School Roundtable Scotty Jones, McCallie School Upper School Roundtable George Scouten, Heathwood Hall Episcopal School Small Schools Roundtable Kerin Hughes, Palisades Episcopal School Special Needs Schools Roundtable Tara Terry, The Howard School

Diversity Roundtable Leah Nestor, Savannah Country Day School Admissions Roundtable Bill Diskin, Cannon School Communications Roundtable Stephanie Kashdan, Atlanta Academy Technology Roundtable Connie White, Woodward Academy

General Session | Imagine 2028: Next Gen Schools | October 14, 5:00 PM Bo Adams, Mount Vernon Presbyterian School • Tim Fish, NAIS • Brad Rathgeber, One Schoolhouse Quinton Walker, University School of Nashville • Debra Wilson, NAIS

A conversation with distinguished voices in innovative education. This opening session will bring together great minds to discuss the future of independent schools. While no one can accurately predict what schools will look like in the next decade, we can increase awareness of what is on the horizon in the areas of teaching, learning, facilities, and technology. Five educators will discuss how learning environments and school communities might evolve over the next two decades. Emerging technologies, innovative use of space, and deeper learning will be the core of this fishbowl approach to a shared discussion. Different from the traditional panel discussion, this format facilitates a natural conversation between the participants as the audience listens in. Set like a theatre in the round, the audience surrounds a central stage. Instead of scripted questions and targeted answers, the conversation can take unpredicted avenues resulting in an engaging session for all.

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PERSPECTIVE

Managing Polarities

The Potential of 'Both/And' for Education Leaders GUEST COLUMN BY DOREEN KELLY HEAD OF RAVENSCROFT SCHOOL RALEIGH, NC

ike many educators, I have been energized by the work of Dr. Carol Dweck and her book Mindset: The New Psychology of Success, which has expanded and shaped our understanding of teaching and learning. The Ravenscroft leadership team and I have shared the book with our school community, and we recommend it as an important tool for educators and parents. Initially, using knowledge gained from Dweck’s book, our leadership team focused on how to encourage a growth mindset in our students.

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We agreed that producing “grittier kids” is an integral part of our work. As part of that approach, though, we had to consider our own responses to the growth opportunities Dweck explores in her work. More specifically, how can we, as adults, encourage growth in our students if we struggle to receive constructive criticism — the very feedback that is designed to enhance our professional growth and development? What does that say about our belief systems and abilities to be role models for our students? An essential part of growth is allowing oneself to be vulnerable and acknowledging that everyone has opportunities to grow and learn. I even wondered if I, as a positional leader, am ready to take my own learning “public” and model the vulnerability that comes with this kind of growth. For most of my career, I approached my work from a “problems to solve” position and that problem-solving skill set was generally rooted in “either/ or” thinking. I saw myself as being generally good at handling problems and viewed my career path as a direct result of that ability. I saw problems as having one “right” answer or multiple independent right answers. Now, I am beginning to approach my ongoing development through the understanding of polarities, interdependent pairs that support a common purpose and one another. Polarity thinking emphasizes “both/ and” rather than “either/or.” I have come to appreciate that, indeed, most of our work together in schools can be conceived through

the lens of a polarity. The challenges we face are ongoing, and there is no endpoint. In fact, many challenges are not solvable. They must be managed together, and oftentimes there are two “right” answers that are interdependent. Grappling with this notion stretched my own belief about leadership. To test the theory, for my New Year’s resolution I decided to replace “but” with “and” in conversations to see how it changed my responses to others’ ideas. This shift has truly been a game-changer for me and my colleagues. Rather than enter a meeting believing I have the problem addressed or solved, I leave myself open to feedback, new ideas, and a greater capacity to collaborate with others. Dr. Peter Koestenbaum of the Koestenbaum Institute has said, “I believe that the central leadership attribute is the ability to manage polarity.” As educators, we manage the polarities of tasks and relationships all the time: candor and diplomacy, confidence and humility, control and empowerment, structure and flexibility, and planning and implementation are just a few examples we deal with regularly. I have learned the importance of taking time to consider — and even map out — what polarity might be at play. I have learned how important it is to start with relationship first and then move to the task at hand. It’s important that we as leaders create an environment of unconditional respect for our colleagues and address the conditional expectations of, for example, job performance. This is the crucial energy system in which we live and work.

2019 SAIS PROFESSIONAL DEVELOPMENT OPPORTUNITIES ATHLETIC DIRECTORS CONFERENCE JANUARY 27-29, 2019 | NASHVILLE, TN A professional development opportunity for new and experienced athletic directors from across the region. Learn alongside colleagues as you discuss leadership, communications, and best practices unique to the culture of an independent school athletic department. FINANCE INSTITUTE JANUARY 27-29, 2019 | NASHVILLE, TN An overview of independent school finance for aspiring and early career heads of school. Informative and engaging sessions will be led by financial professionals and independent school leaders. Enjoy opportunities to discuss and reflect with colleagues as you learn to make sense of your schoolâ&#x20AC;&#x2122;s financial landscape. This program is being offered in partnership with MISBO. ACADEMIC SUPPORT CONFERENCE JANUARY 27-29, 2019 | NASHVILLE, TN This new conference will welcome professionals who support students with learning differences. Whether they work within a traditional classroom setting, as part of a learning support team, or in a special needs school, this conference will offer the latest research and methods to help all students reach their fullest potential. AUXILIARY PROGRAMS CONFERENCE JANUARY 27-29, 2019 | NASHVILLE, TN This program is for all things before and after the bells ring. After care, extended days, summer camp, and enrichment programs are all important to the school community. Offerings outside the classroom can mean additional revenue for the school, much needed childcare for parents, and exposure to a variety of activities for students. This conference will offer professional development, networking opportunities, and an exchange of ideas for those that work with auxiliary programs. This program is being offered in partnership with MISBO. LEADERSHIP RETREAT APRIL 15-16, 2019 | NEW ORLEANS, LA Different from the whirlwind of conference sessions, this program offers administrative leaders time to focus on personal growth, leadership abilities, and relationship development surrounded by colleagues who face similar hurdles and aspire to reach common goals. Whether a new administrator or a seasoned veteran, the leadership retreat provides an opportunity to take a step back from the day-to-day demands of school life and focus on the cultivation of individual strengths and leadership skills. INDEPENDENT SCHOOL COUNSELORS CONFERENCE JUNE 10-11, 2019 | ATLANTA, GA Join school counselors from across the region for this informational and inspirational CEU opportunity. Grow your professional network and make contacts to call on for support throughout the year. Discuss the latest research and learn new ideas to implement at your school.

INSTITUTE FOR NEW HEADS JUNE 12-14, 2019 | ATLANTA, GA An informative program for a successful transition to new headship that offers an opportunity to build a supportive network and gain valuable leadership skills. Learn from experienced heads as you acquire the tools needed to be an effective leader including: best practices for working with the board, personnel, and parents; developing a strategic plan; issues related to budgeting, finance, and fundraising; and managing the media. INSTITUTE FOR STRATEGIC LEADERSHIP JUNE 12-14, 2019 | ATLANTA, GA Examine the nature of strategic leadership and explore a path for continual growth. Open to heads and administrators. Particularly helpful to those considering headship in the future. Especially useful for leadership teams to attend together. Featuring Keith Evans and David Mahler. DEAN OF STUDENTS SYMPOSIUM JUNE 19-21, 2019 | CLEARWATER BEACH, FL Develop a network of peers, discuss best practices on current issues, and gather practical ideas from colleagues. Learn from experienced deans and work with focused groups to share specific challenges and solutions for middle and upper school students. DIVISION HEADS CONFERENCE JUNE 19-21, 2019 | CLEARWATER BEACH, FL Designed for those who lead from the middle, this event offers networking, skill building, and resources for division heads at all grade levels and years of experience. Learn together in small groups, discover new strategies, and celebrate successes around topics such as curriculum, assessment, scheduling, working with faculty, and communicating with parents. INSTITUTE FOR ADMINISTRATIVE ASSISTANTS JUNE 19-21, 2019 | CLEARWATER BEACH, FL This program provides resources and tips for the varied tasks included in the role of the assistant to the head of school, division head, or other school leader. Learn practical strategies for handling the types of issues related to supporting a school administrator. Network with other assistants to share time-saving tricks and proven solutions. ADMINISTRATIVE LEADERSHIP INSTITUTE JUNE 19-21, 2019 | CLEARWATER BEACH, FL This workshop helps develop your leadership style and expand your management skills. Gain a new perspective on what it means to be a leader in an independent school with practical techniques and real-life solutions. Featuring Rob Evans and Michael Thompson. INSTITUTE FOR HEADS JUNE 25-28, 2019 | CLEARWATER BEACH, FL This energizing and nurturing retreat offers an opportunity for thoughtful dialogue and engagement with other heads on key issues facing heads of school and their spouses. Featuring Rob Evans and Michael Thompson.

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6050 Peachtree Pkwy Ste 240-199 Norcross, GA 30092 sais.org

UPCOMING ANNUAL CONFERENCES

SAVE THE DATES SAIS Annual Conferences October 27-29, 2019 | Atlanta October 18-20, 2020 | Nashville October 17-19, 2021 | Atlanta

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