NCGS is a “coalition,” which is quite different from being an “association.” When you associate with something, it implies both connection and distance allowing you to disassociate with ease. Coalescing, on the other hand, signals ownership and suggests something bigger than just one person. It is the cornerstone for a community.
Highlights of how NCGS convened and advanced its global girls’ school community over the past year:
- NCGS serves nearly 260 member schools, the highest in the Coalition’s almost 30-year history, whose diversity includes North American and international independent, public, charter, and religiously affiliated PK-12 girls’ schools with the shared goal of educating and empowering girls to become tomorrow’s leaders. In the 2019-2020 school year, NCGS welcomed 27 new members, growing its global network to include 17 countries, 26,000 educators, 115,000 students, and over one million alumnae.
- NCGS celebrated the success of two Educating Girls Symposiums held in Baltimore at The Bryn Mawr School in partnership with the Baltimore Leadership School for Young Women and in Dallas at The Hockaday School in partnership with the Young Women’s Preparatory Network. These one-day professional development events brought 750 educators together from over 115 schools representing 36 states and 3 countries.
- NCGS offered a record-high 18 cohorts in the Headways™ program, which engages girls’ school educators in an online conversation series for facilitated discussions related to role and topic. View the 2020-2021 program offerings and join the advance-registration list to receive information ahead of the general registration period in August 2020.
- NCGS launched the Global Action Research Collaborative on Girls’ Education to engage girls’ school educators from around the world in a collaborative, disciplined, and sustained action research program.
- NCGS engaged students in global leadership opportunities through recognition of the Moulton Student Global Citizen Grant and the Student Leadership Conference Grant, which is offered in partnership with the Alliance of Girls’ Schools Australasia.
- NCGS presented the Beyond the Book Author Series with Claire Shipman, author of The Confidence Code for Girls: Taking Risks, Messing Up, and Becoming Your Amazingly Imperfect, Totally Powerful Self, for which 69 educators from 27 member schools participated. Karen Gross, author of Trauma Doesn’t Stop at the School Door: Strategies and Solutions for Educators, PreK through College will be presenting two upcoming Beyond the Book series, one in July on reopening schools post-COVID-19 closure and one in the January-February focusing on the longer-term issues of how trauma impacts student learning and psycho-social readiness.
- NCGS promoted a weekly #MemberSpotlight social media campaign and the Raising Girls’ Voices blog highlighted the innovating and exciting programs and unique missions of girls’ schools.
- NCGS hosted over 140 videoconferences on topics related to COVID-19, supporting over 3,500 girls’ school educators and administrators around the world and reaching over 80% of its membership, along with offering a COVID-19 Resource Center.
“I appreciate all NCGS does routinely—and in this historic moment—to bring colleagues together to collaborate and learn from one another in unimagined circumstances. I have been struck by everyone’s generosity of time and talent. It is somehow reassuring to know the challenges we face ‘rhyme’ in schools across the country… particularly our need to nurture (virtual) community that is such a hallmark of all-girls schools and helps our young women learn well and with confidence—especially now.”
— Mary Kate Blaine, Principal, Georgetown Visitation