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News reports about sexual misconduct in schools are no longer uncommon. Whether the allegations are about current student - student sexual assault or past teacher - student sexual abuse, no type of school is immune, including independent schools. A c...
Editor’s Note: In June of 2013, Pat Bassett retired as president of NAIS, the National Association of Independent Schools, and now consults with schools. Pete Upham is executive director of TABS, The Association of Boarding Schools.1 This blog was o...
Our Associate program is designed for those individuals and organizations - not eligible for traditional membership - which serve, study, or otherwise are deeply involved in the TABS community of schools.
George Stevens AcademyBlue Hill, Maine, USA
Foxcroft SchoolMiddleburg, Virginia, USA
Interlochen Arts AcademyInterlochen, Michigan, USA
St. Margaret's School - VirginiaTappahannock, Virginia, USA
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2020 By 2020: The North American Boarding Initiative
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8:00AM - 4:30PMDavid Hanson, CFO, Phillips Exeter Academy, NHJane Hulbert, Partner, The Jane Group, ILJim Hulbert, J.D., Partner, The Jane Group, ILLinda Johnson, Esquire, McLane Law Firm, NHLaura Kirschstein, J.D., Vice President, T & M Protection Resources, NYCaryn Pass, J.D., Chair Education Practice, Venable, LLP, DCDavid Wolowitz, Esquire, McLane Law Firm, NH
Recently the responses of independent schools to reports of past abuse of students by faculty have received intense scrutiny by the news media, social media, survivors, victim’s lawyers and alumni. We are in a period of cultural change in which there is a convergence of attitudes and expectations relating to sexual abuse of students, without regard to when it occurred or whether the abuser was an adult or another student. In this interactive workshop, you will hear from some of the nation’s foremost sexual assault crisis response practitioners about what steps a school should take in response to knowledge of a student sexual assault, past or present. Through interactive case studies, we will look at the role of legal counsel, crisis communications, and independent investigation; and how the three areas work together and interconnect. Participants will learn best practices and strategies for managing these complex issues, and how schools can stay abreast with the ever-evolving standard of care.
Complimentary Pre-Conference session for new Heads — and Heads new to Boarding — who began their roles in 2016 or 2017 as Heads of School (TABS members only)
8:00AM - 4:30PM • Program AgendaAlex Curtis, Ph.D., Headmaster, Choate Rosemary Hall, CTAnthony Sgro, Ed.D., Head of School, Rabun Gap-Nacoochee School, GASuzanne Walker Buck, Rector/Head of School, Chatham Hall, VASpecial Guest Faculty: Theo Coonrod, Former Head of School of Saint Mary's School, NC
Being a Head is being a leader. Heading a Boarding School is a unique journey encompassing many domains of leadership. Designed specifically for new Heads just starting or about to begin the journey, TABS New Heads Symposium is a rich, day-long exploration of the challenges and opportunities of leading your community, your school, your organization—and yourself. A faculty of boarding school Heads with diverse experiences will share what you can expect professionally and personally, and offer thoughts on how to best orient yourself for initial and enduring success. The program does not replace, but builds upon the NAIS New Heads Institute and other standing offerings in the field, yet it takes a singular view of the unique dimensions and differences of boarding school Headship. In addition to key information and sound professional counsel, you’ll also develop a peer network of new and experienced Boarding School Heads, and leave with a set of resources you can carry with you as you step forward into leadership.
8:00AM - 12:30PM • Program AgendaTommy Adams, Head of School, Grosse Pointe Academy, MIQuentin McDowell, Assistant Head of School for Enrollment, Mercersburg Academy, PABios
The size and scope of admission offices have expanded considerably in recent years and, as a result, the role of enrollment leadership has also shifted. Traditional gatekeeper positions that once oversaw small offices have largely given way to what we now call enrollment managers. These leaders are being held increasingly more accountable to perform a broader range of duties. The use of the word manager is not one of pure convenience, but instead representative of the type of work that must now be done in order to meet ever-changing enrollment goals. Through group discussions and case studies, attendees will explore three critical management areas for independent school admission leaders: 1) the mentoring of personnel, 2) the use of data and evidenced-based decision-making, and 3) the importance of having a fundamental understanding of how finances impact recruitment and operations. Topics may include:
8:00AM - 12:30PM • Program AgendaDavid Irwin, Director of Secondary School Counseling, The Fenn School, MA (Formally at Cardigan Mountain School)Dan Morrissey, Dean of Admission & Financial Aid, Western Reserve Academy, OHDr. Christopher Thurber, Psychologist & Educator, Phillips Exeter Academy, NHBios
Create a stellar advising program by defining your signature strengths of those of your students. Then, motivate positive change by framing needs, goals, and choices clearly. Next, adopt a growth mindset, partner with parents, and find a balance between your personal and professional lives. This engaging pre-con will combine the presenters’ expertise in psychology, administration, and leadership to help participants retool their current advising practices into process-based curricula that bring out the best in everyone.
The following half-day sessions will be hosted at local boarding schools on Thurs., December 1. Transportation and lunch will be provided.
8:00AM - 12:30PMEPISCOPAL HIGH SCHOOL • ALEXANDRIA, VA (Session limited to first 30 registrants)Program Agenda
Mary Fielder, Assistant Head of School for AcademicsJeremy Goldstein, Director of the Washington ProgramMille McKeachie, Assistant Director of the Washington Program
What does an all school place-based learning curriculum look like? This pre-conference session will introduce educators to the EHS Washington Program through a presentation and panel facilitated by participating EHS faculty and other members of the EHS community including Concentration Advisors (faculty members) and students. From campus, the group will travel to a location in Washington D.C. to experience a live Washington Program Experience that is a hands-on demonstration of the innovative experiential learning taking place in the EHS Washington Program.
8:00AM - 12:30PMGEORGETOWN PREP • NORTH BETHESDA, MD(Session limited to first 30 registrants)Program Agenda
Brian Gilbert, Dean of Faculty, Georgetown Prep, MDChris Rodriguez, Dean of Students, Georgetown Prep, MDJoseph Harkins, Dean of Residential Life, Georgetown Prep, MD
When John Carroll founded the school that would become Georgetown Prep in 1789, his charter stated that the school would be “open to students of every religious profession.” From its earliest days, Georgetown Prep has educated a global community. In order to address issues that arise from such a diversity community, our retreat program has been central in breaking down cultural prejudices, strengthening the community dynamic, and fostering a safe and inclusive home for all of our students. Currently, Georgetown Prep’s boarding population of 113 represents 12 countries and 12 states. The oldest Catholic school for boys in the nation, we serve students of many faiths, including Christian, nonChristian, and undecided. Our day population represents students from 75 zip codes.T his presents a challenge as we attempt to form a close knit community in which students gain respect and understanding for difference. Our retreat program, a four year curriculum built around student leadership, provides a framework which fosters interpersonal connections and mutual understanding. An added benefit from the program is that it has encouraged our boarders to take on an increased leadership role in the broader community. Each grade level has activities that are developmentally appropriate and build upon previous experiences. The program has as its goal to develop young men who fit the “Profile of a Georgetown Prep Graduate at Graduation,” which calls students to be “open to growth, intellectually competent, religious, loving, and committed to doing justice.” However, the activities involved in the process can easily be adapted to fit any boarding institution.This preconference session will feature:1. The details of our 4 year retreat program and how it helps to foster community in thedorms.2. Testimonials from alumni, current students, parents, and faculty on how the program haschanged our culture.3. A session on how we foster peer leadership through intentional co-curricular initiatives.
December 1 • 1:30 - 2:45 pm
CC-1 • Admissions Practices and Inclusion: Making The Right Choices
In this lively and interactive program, experienced school counsel will explore legal mandates, best practices and practical guidance about the increasingly complex world of boarding schools’ admissions policies and practices. Through real-world scenarios, the session will review best practices for interacting with students and applicants who may be disabled, how to manage risks associated with interviews and on-campus visits, documenting the process and delivering the good (or bad) news.
Sarah Fay, Attorney, Schwartz Hannum PC, MA
CC-2 • Emotional Intelligence, School Culture and The Rise of the Transgender Movement
How does the dramatic appearance of transgender and gender non-binary students offer educators the opportunity to consider that curriculum and school culture may reflect previously unconsidered biases, and how those biases affect all aspects of school life? As schools focus curricular attention on social justice and inherent cultural assumptions on race and class, those discussions remain incomplete unless they include the nature and impact of gender identity. This session is for anyone interested in exploring the interrelationship between mindfulness, gender and the growth of emotional intelligence. We will also spend some time on Transgender 101-understanding the basics.
Alexandria Scott, Principal, Alex Scott Consulting, DC - Presenter Bio
CC-3 • Tempers, Turbulence, and Touchdowns: Leading School Transformation
Leading change is difficult and scary, yet paramount to our schools’ continued success and sustainability. Based on our work at Pomfret, we will share tips for managing tempers and resistance, smoothing out the ups and downs of progress, and making wins count and grow. Participants in this session will leave with an idea of how to develop a multi-year action plan to lead their school through the travails of school change and transformation.
Jamie Baker, Chief Academic Officer, Pomfret School, CTTimothy Richards, Head of School, Pomfret School, CT
CC-4 • A Mindfulness Meditation Practice Improves Relationships
Join this session to examine the question: "Does a Mindfulness Meditation (MM) practice by a professional result in improved relationships with others?" The paper links current definitions, to various MM techniques being applied in the helping fields, to identifying symptoms of stress and burnout in the professional, to how a professional establishing a MM practice improves self-care skills, resulting in strengthened relationship building skills with others.
Dr. Laurie Redfield, Director of Mental health, Hebron Academy, ME
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