The publication of Smart By Nature by the Berkeley-based Center for Ecoliteracy in September 2009 tells the story of nearly two dozen schools across the country that have made systemic progress in becoming model green schools. This workshop will provide an opportunity to hear how two Bay Area Schools, Head-Royce School and Marin Academy, have made significant strides toward that vision. Members of the Center for Ecoliteracy staff, and Board members and administrators from the schools will describe their partnership that has stimulated bold and dynamic change.

This session will include a presentation and discussion about the essential elements that should be included in enrollment contracts, faculty contracts, student and parent handbooks, and employee handbooks. Specific practical advice that will help schools to analyze and then revise their current versions of these documents. Time will be provided to answer questions about other school documents (e.g., forms granting permission for field trip participation, or student drivers).

What can trustees and heads of school do to support and encourage the professional growth of faculty and to promote innovation in the educational program? How can institutional leaders help schools to become more intellectually engaging places where teachers are inspired to ask questions about teaching and learning and become innovators and collaborators? How can trustees help to assure that precious professional development dollars are well used and actually translate into the desired school change? This workshop offers a conversation among a school head, a trustee, and an educational researcher about re-imagining school leadership. The panelists draw upon the latest educational research and their own experiences to surface the elements of leadership and culture that can ensure effective use of a school's investment in professional development resources.

Independent schools are faced with the ever increasing challenge of managing financial risk within their institutions from both internal and external sources. The challenge of the current economy, the structure of the school's financial model and decision making, and critical insurance and risk management issues can have a significant impact on long-term sustainability. This session will provide a "best practices" approach for addressing these key areas from both an operational and fiduciary perspective and provide attendees with a template for auditing their own school's risk management practices.

Learn about the most effective Marketing and Admissions Best Practices. As the education market in California experiences dramatic changes: economic down-turn, diminished funding for public education, family job loss, and evolving parent expectations, it is essential for Independent Schools to take advantage of the marketing and admissions Best Practices that can make a difference. OMP Research Associates will provide insights into how to assess your marketplace, (including evaluating competition, community perceptions, etc.) and increase the effectiveness of admissions practices in the context of overall marketing planning. Don't miss out on this invaluable workshop.

Strategic Planning is an opportunity to strengthen a school community through exploration of core values & shared educational philosophy. We will share a case study from Windrush School where the process incorporated the following characteristics: full community engagement of students staff, faculty, parents, and trustees; the use of core values as a touchstone for the entire strategic planning process; iterative conversations with key stakeholders, building and expanding upon one another and process leadership by a small representative body. Through the presentation of Windrush School’s Strategic Plan, Growing Into the Future (2009-2014), participants will explore and understand the values-driven process used by the school. The process not only set the school’s direction for the next five years, but also deepened the Board’s capacity for governance framed by the mission, core values and a clear educational philosophy. A formal presentation will be followed by exploration of essential questions and lively conversation.

The next decade will bring an unprecedented transition in the leadership of independent schools in California. If you are a member of a Board anticipating hiring a new head of school, are a current head mentoring an up-and-comer, or are simply interested in the concerns and challenges of new heads, come and gain a sense of who Boards are hiring today to lead their schools. Independent Thinking, an educational leadership search firm, surveyed 150 new and first-year heads from California and across the country, gathering data about each head’s previous experience, his or her preparation for the job, and the greatest challenges faced in the first year. The data provides insights into the background of the future leadership cohort, as well as identifies specific steps that Boards and new heads can take to maximize the success of those in their first few years of headship.

A diversity incident occurs and conflict erupts: class differences are having a negative impact on parents feeling included on campus, or a group of students wants to start a gay-straight alliance affinity group. These are just a couple of the kinds of challenges that independent schools are facing today, given the intentional efforts being made to deliver their missions within an increasingly diverse and global environment. This workshop will provide Heads of School and Boards with a set of skills, common language, and mental models to support the adults in our communities with the ability to unpack and resolve these challenging realities in a way that strengthens the community. Dr. Jones, featured by DiversityInc as one of the nation’s top diversity experts, has been partnering with Fortune 500 companies, colleges and universities (such as Vassar, St. Mary’s, and Harvard), and independent schools to build inclusive communities around the nation for the past 22 years.

The relationships between the Board, its Head, and the Director of Admission goes beyond the usual Board-Head report. It's a critical relationship in the strategic planning process for every school, particularly during these difficult economic times. Hear from a very experienced Head of Schools/Director of Admissions team as they outline the roles and responsibilities inherent in this critical partnership between key administrators and the Board of Trustees.

This workshop, designed for new trustees, will focus on clarifying the roles and responsibilities of the Board. It will review accepted principles of good practice and the fundamental activities of effective Boards. Brief case studies will invite participants to discuss wise ways of handling the trustee challenges, dilemmas, and temptations regularly presented by life in independent school communities.

This session will make the case for public-private school partnerships and profile three schools at differing stages in their development of these programs. Wingspan Partnerships, a national non-profit dedicated to closing the education gap through public-private school partnerships, will present the benefits of these collaborative endeavors as they relate to mission and market. Campbell Hall, Sage Hill School and Park Day School will describe their approach and experience in building partnerships with public schools. Participants will learn about national trends in this field and hear about partnerships from the different perspectives of a Board Chair, a Head of School, and an administrator responsible for the school’s partnership. The session will be interactive and will end with a “partnership fair,” enabling every participant to follow up with any of the three schools or with Wingspan Partnerships.

Many of us have read Jim Collins' book Good to Great. He advocates that we must continually refine the path to excellence with the “brutal facts” of reality. As one leader summarizes, “My job is to turn over rocks and look at the squiggly things underneath!” So what does “confronting the brutal facts” mean in a practical way at a small independent school? In this session, one school will share some of the techniques it has used to generate important data for the administration and Board. Annual parent surveys, demographic studies, grade analysis of our graduates, and open-ended meetings with the Head of School, are all examples of tools we have used to create a culture where people (and the truth!) are heard.

In the fall of 2008, Castilleja School in Palo Alto faced the challenge of preparing to find a successor to their long-serving and respected Head of School, who had set a date to retire. The task was complicated by the fact that the school had an internal candidate likely to be in demand by other independent schools conducting searches during the twelve-to-eighteen-month cycle typical of more conventional search processes. An Additional complexity was the need to satisfy high community expectations for a comprehensive process that would yield the best available candidate. This session will review the innovative process that the Board of Trustees' Transition Committee designed and carried out over four months, involving all the key constituencies of the school and resulting in a selection quickly embraced by the Castilleja community.

Heads of Schools and Board members need to keep up with the legal obligations facing independent schools. We have been tracking the most relevant cases and controversies of the last year. This presentation will address the enforceability of enrollment agreements, discrimination claims, wage and hour cases, employee leaves, and privacy concerns. Issues such as the new Form 990, responding to H1N1, and other matters frequently raised in the past year will also be discussed. Come prepared to ask questions and share your own experiences!

Two independent schools, Head-Royce in Oakland and Saint Marks in San Rafael, recently completed strategic plans. Each school, working independently, framed the process with the NAIS challenge to create sustainable schools for the future in five areas: finance, demographics, program, global, and green. The Head and chair of the strategic planning process from each school will compare and contrast their efforts to develop new models for the 21st century.

Has the economic meltdown created an inhospitable climate for capital campaigns? Over the past year, Heads of School and trustees have asked themselves many questions. Will donors continue to pledge heroic gifts in an uncertain economic environment? Will volunteers feel enthusiastic about soliciting gifts from their peers? Will financing options become too costly?Now, with some glimmers of recovery, can schools move forward with renewed confidence? In this timely session, two schools will describe recent decisions regarding capital campaign plans: The Seven Hills School, a PS-8 school in the Bay area, launched a campaign in January 2008 and the Webb Schools were poised to launch when the economy collapsed in the fall of 2008. Following brief presentations by the two schools, the moderators and panelists will engage in an interactive discussion to address your concerns about initiating a campaign or completing one already in progress.

How do we develop an approach to fostering diversity which works given our unique school histories, cultures, missions, and communities? This workshop provides Heads of School and Board members with a framework for creating and sustaining inclusive campus environments, focusing on 4 key success factors: 1) linking to a school’s mission and values beyond the mere words; 2) creating a leadership infrastructure that produces results; 3) developing cultural competency skills for faculty, parents, and Board members; and 4) leading through strategic implementation. Dr. Jones, featured by DiversityInc as one of the nation’s top diversity experts, has been partnering with Fortune 500 companies, colleges and universities (such as Vassar, St. Mary’s, and Harvard), and independent schools to build inclusive communities around the nation for the past 22 years.

The very nature and structure of independent schools produces conflict. Issues between the Board and Head of School, between the faculty and administration, and among parents and faculty and administrators are all too familiar to those who work in schools. Some of these issues are transitory, but others can lead to years of disruption in school communities. The good news is that all school conflicts can be mitigated--and many outright avoided--through an understanding of how the structure of schools leads to conflict, and through learning communication techniques to engage conflicted groups in open, productive dialogue.

Does your school’s brand clearly reflect and communicate your institution’s most defining attributes? Are you in control of the impression that you leave with parents, alumni, and the broader community? In today’s economy, consumer expectations, points of reference, and demands affect everything from the toothpaste they buy to the schools they select for their children. The Internet has opened up channels of communication and opportunities for research and comparison that didn’t exist in the 20th century. As a result, every institution, from schools to hospitals to major corporations, define themselves by their brand. Trustees play a critical role, from serving as “brand ambassadors” to championing the resources that administrators need in order to undertake a serious rebranding initiative. Learn how to look at your school’s brand critically and how to make it successfully reflect your school’s ethos and core values.

Heads of Schools and Board members increasingly need to concern themselves with wage and hour issues. This presentation will explain the basic legal issues and common misconceptions. It will cover the policies that every independent school should have in place for teachers and staff, as well as the best practices for protecting against potential claims. Overtime, rest and meal breaks, and overnight trips will be discussed in detail. If you have not considered what your school should be doing to ensure that it is complying with the law, or if you want confirmation that your policies and practices are up to date, this presentation is for you.

In 2009, the CAIS Board of Directors changed the Association’s policy regarding the ERB test. It now recommends, rather than requires, the administration of the ERB in grades three through eight. In light of this change, schools are looking seriously at their assessment practices, and there is a need for models of assessment that go beyond conventional standardized testing. This session will explore assessment practices that have been employed successfully in schools for years and which can be used either to supplement ERB testing or to replace it. Examples of the use of portfolios, rubrics, teacher-made tests, demonstrations, capstone projects, and other options will be discussed and the rationale for their use will be explored.