Breakout Sessions: New York City

Breakout Session A

11:00 AM – 11:50 AM

Changing an Athletic Culture

Miss Porter’s School has an excellent reputation for innovation and academic rigor, but it has never been known for its athletic programs. This session will address the evolution of our athletic culture and why our motto is #GirlsWinHere. In a short period of time, we have worked hard to change the conversation internally and externally about our athletic environment. Our facilities, coaching standards, and professional and modern approach will enable us to become the destination for all-girls athletics.

PRESENTER: Avi Dubnov, Co-Director of Athletics, and Carrie Begey, Co-Director of Athletics | Miss Porter’s School

Deconstructing/Reconstructing Assessments

In this interactive workshop, teachers and students will lead participants in a discussion of the deconstruction and reconstruction of traditional assessments to a framework where students represent their knowledge in ways that are meaningful to them while receiving authentic, robust, and holistic feedback. Using an unconference model, participants will analyze the transformation of several traditional assessments into assessments that probe student understanding in new and innovative ways. We’ll also discuss the benefits and challenges of new assessment models that capitalize on girls’ unique learning styles and how they prepare students to solve problems in situations for which they were not specifically prepared.

PRESENTERS: Eric Walters, Director of STEM Education; Aruna Chavali, Science Educator; Patricia Bauer, Chair, Science; Katie Krueger, Chair, Science; and Jessica Genter, Science Teacher | Marymount School of New York

Empowering Girls in a Co-ed School: A Cooperative Approach

Do males still dominate your curriculum—as authors, historical figures, artists, inventors? Do boys dominate class discussions and capture your school’s leadership titles while girls perform vital support services? Forces of change gain strength when combined. Sitting in a classroom hearing 15 girls and one boy discuss Creating Gender Equity (their club name) and macho culture’s dismissal of all things female, we realized we could increase momentum just by continuing to do our jobs—not only separately but collaboratively. We will present our progress and explore further solutions with our colleagues from other schools at the Symposium.

PRESENTERS: Gigi Edwards, College Office Administrator, Newspaper Faculty Advisor; Heather Denbow, History Teacher; Faculty Advisor, “Creating Gender Equity” club; and Sarah Cusick, Theatre Dept. Head & Teacher | Columbia Grammar and Preparatory School

Faculty-Student Advising: A Program Where Girls are Called to Greatness

This presentation will provide an introduction to our individualized Advising Program. The Willows Academy and Montrose School’s Advising Programs foster each student’s ownership of learning and development to reach her full potential. Each student receives individualized attention from a faculty mentor to help her reflect on her personal and academic growth, while fostering a generous use of her talents for the others. Advisors meet with students every 2-4 weeks and collaborate closely with parents. The presentation will discuss the benefits of an individualized advising program, provide resources on structuring and running a similar advising program, and allow opportunity for Q&A.

PRESENTERS: Maria Fernandez, Director of Advising, Teacher | Willows Academy, and Ellen Baker, Director of Advising & Parent Engagement | Montrose School

From 21st Century Girls to 21st Century Global Leaders

Looking at recent outstanding and unlikely leadership examples, as well as neuroscience and global competence research and practice, we will explore new skillsets and mindsets to transition from the question of “What do you want to be when you grow up?” to “What problem do you want to solve now?” Presenters will share learnings from Notre Dame Academy’s Center for Global Leadership, working with global adviser, Homa Tavangar ( to develop a program integrated into the broader school culture and strategic goals.

PRESENTERS: Nora Moffat, Director, Center for Global Leadership | Academy of Notre Dame de Namur, and Homa Tavangar, Author and Speaker

Leading with Heart: How Social-Emotional Learning Enhances Leadership in Girls

Girls today often talk about high levels of anxiety and stress as a regular part of their experience in school. This session focuses on providing you with tools, including lesson ideas, rationale, and resources, to create a richer learning environment. The goal is intentionality; that is, to teach skills that lead to greater self-care and improve emotional intelligence. Faculty from across disciplines will share how they have implemented social and emotional learning programs and advocacy. Students will demonstrate how these lessons have been an important aspect of their learning and improved their social and emotional wellbeing.

PRESENTERS: Jennifer Peck-Nolte, Counselor; Denise King, 3rd Grade Teacher; Michelle Dowling, Head of Lower School; and Allison M., Charlotte J., Charlotte L., Eillen L., Kayden P., and Ave S., 4th Grade Students | Stuart Country Day School of the Sacred Heart

Opening Doors: Hutchison and Girl Scouts Community Engagement

Learn how a strategic partnership between Hutchison and Girl Scouts Heart of the South has impacted both nonprofits by extending their resources and reach. Explore how a strategic partner can help create a nontraditional student pool and extend programmatic impact far beyond the school’s neighborhood while optimizing exposure of the school as a teaching and learning resource. Logistics of sharing a school’s spaces, camp collaborations, and teachers as resources will be addressed. Hear how this partnership most recently inspired a Strong GIRL Fest for 2000+ girls from a tri-state area.

PRESENTERS: Tracey Zerwig Ford, Director of Fine Arts and the Center for Excellence | Hutchison School

Partnership with Parents

In this session we will share the structure of our parent/teacher programs, highlighting the benefits of intentionally designed sessions that bring parents and educators together in a shared effort to educate and raise healthy, confident, and authentic girls.

PRESENTERS: Jennifer Landis, Upper School Division Head; Marie Chobor, Parent’s Association President; and Stephanie Hadley, Parent’s Association Liaison | Oak Knoll School of the Holy Child

Rethinking Time: How One School Created a Thriving Computer Science Program When There Seemed to be no Time for It

When our K-12 girls school decided it was time to move away from a broadly-defined Academic Technology program to an academically rigorous Computer Science curriculum, we faced the challenge so many of us have – there’s no room in the schedule. But with creative thinking about time and possibility, our Lower- and Middle-School programs have flourished. In this session, we will share what motivated us to partner with another NYC school, and how we reorganized time in partnership with our Science Department to make Computer Science more relevant and more effective in how we teach it.

PRESENTERS: Michele Murphy, Director of Curriculum; Khairah Klein, Teacher of Grade 3; and Jeremy Joven, Teacher of Computer Science | The Spence School

Setting the Stage for Success: The Role of Theatrical Improvisation in Shaping Strong, Successful, and Supportive Young Women

How can we teach young women to be bold, to speak up, to be supportive of other young women, and to make their unique voices heard? Theatre improvisation is a powerful tool for achieving those goals. Through fun and interactive activities, this workshop provides educators tools to empower young women now and in the future. Participants will also benefit personally and professionally by exploring practical advantages of improvisation and by considering the role drama programs can play in their school’s mission to empower women.

PRESENTERS: Bettie-Ann Candelora, Director of Performing Arts, and Merideth Maddox, Drama Teacher/Director | The Hackley School

STEEM is the New STEM: Entrepreneurship as the New Path to College and Career Success

There are a host of STEM and coding programs, but are we neglecting to give our girls the skills to innovate and lead in a new economy? One of the nation’s most exciting after-school tech-enabled programs is driving girls’ college and career readiness while doubling confidence and equipping them with vital leadership and business skills. Hear from Girls With Impact’s CEO and national expert and an educator from The Hewitt School on the impact they’ve seen from students, parents, and colleges.

PRESENTER: Jennifer Openshaw, CEO | Girls With Impact

Voices and Choices: Empowering Middle School Girls

From class officers and advisory, to student-led conferences and comment notes, to building community and confidence, the GPS Middle School program allows for leadership and growth opportunities for girls with many strengths and varied learning styles. Girls have been involved in Design Thinking Challenges to enhance our on-boarding and orientation procedures, and they learn how to express their thoughts and ideas, collaborate with students and adults, and hone presentation skills through these opportunities. Girls are empowered to use their voice to lead change in our school and enhance the student experience.

PRESENTERS: Debbie Glasscock, Dean of Students, Middle School, and Kipton Tugman, Sixth Grade Dean, Science Teacher | Girls Preparatory School

Walking Together: Taking Mindful Action in a Complex World

It is time to move from the traditional idea of “service learning” to a model that allows for authentic exchange and provides young women with opportunities to take responsible and meaningful action. In partnership with World Leadership School, Lincoln School has developed unique travel programs that allow students to explore their purpose by walking with community leaders in Cuba and India to learn from them as a way to prepare young women to make a difference in a complex and changing world.

PRESENTERS: Barret Fabris, Director of the Center for Justice, Peace and Global Citizenship | Lincoln School, and Erin Hawk, Executive Director | World Leadership School

What’s in a Pronoun?

Using people’s preferred pronouns is crucial, but it’s just a first step. In this roundtable discussion, we will share — and employ — more inclusive practices for supporting learning about gender. We will begin from the assumption that “educating girls” means educating people with anatomically diverse bodies and varying gender expressions, with their own sense of selves. What do educators need to know and practice in order to support all our students? The roundtable format will encourage cisgender allies, trans people, and gender nonconforming people — everyone! — to work together to encourage respect, bravery, and deep learning in our schools.

PRESENTERS: Launa Schweizer, Assistant Head of Middle School, and sade Nickels, Upper Elementary Teacher | Brooklyn Heights Montessori School

Breakout Session B

1:00 PM – 1:50 PM

Block by Block: Local History as American History, New Opportunities in a Post-AP World

As leaders, our students harness the shared strengths of their communities through active engagement, navigating and assessing their own learning. This workshop provides an overview of a post-AP history curriculum, drawing on discipline-specific skills rather than external measures. We will showcase a hands-on, field research project where students create snapshots of one NYC block at two moments in time: the 1920s and the present. These snapshots illustrate change and continuity over time and the interaction of local, national, and world history. We will share guidelines, samples of student work, and brainstorm ways to adapt this project for your local community.

PRESENTERS: Elizabeth Fernandez, Library Director; L. E. Hartmann, History Teacher; and Liz Angney, History Department Chair | The Nightingale-Bamford School

Bringing the Outdoors Inside: How to Engage Girls in Extra-Curricular Science

This session will introduce participants to strategies to excite girls to enjoy and succeed with science in the classroom and beyond. Even in all-girls settings, girls demonstrate more confidence with the humanities compared to science. How can we increase our students’ comfort level with science? We can encourage them to pursue extra-curricular science opportunities, conduct hands-on activities, and connect experiences to their daily lives. If students enjoy science, they will push through when they struggle. We will explore overcoming challenges and discover that a strong science background supports all the academic disciplines.

PRESENTER: Melissa Shumer, Science Teacher | The Young Women’s Leadership School of Queens

Empowering Girls Through Dance

As dance becomes more popularized through television shows and YouTube videos, the sexualization of girls has increasingly become problematic in the field of dance education. The desire for students to copy popular dance styles and the pressure on dance teachers to entertain audience members has created a situation where sexualized choreography, lyrics, and costumes have become more common. This phenomenon holds risks for girls which will be examined in this workshop. Participants will leave with tools to create safe and creative dance programs with the goal of empowering girls through self-awareness, inquiry-based learning, and confidence-building activities.

PRESENTER: Jessie Levey, Director | Barefoot Dance Center, LLC

Hot Coffee & Open Conversation: Discussing Diversity

Created by the Head of School to specifically and regularly address topics of equity and inclusion with the K-12 parent body, Chapin’s “Hot Coffee & Open Conversation” program has grown into well-attended and highly anticipated events for parents willing to take a deep dive into discussions of bias, privilege, oppression, racial identity, and social justice. “HoCo” is a critical factor in keeping Chapin accountable to its mission and goals in expanding and supporting a diverse community. This workshop will detail planning strategies between the Head of School and Director of Diversity along with takeaways from this successful parent program.

PRESENTERS: Patricia Hayot, Head of School, and Erica Corbin, Director of Community Life and Diversity | The Chapin School

Journey to Genius: How Time for Pursuit of Passion Develops Leadership Skills

What happens when girls are offered time for, and choice of, their own learning path? Through designated weekly time for girls in grades 7-12 to explore their interests, girls gain skills in decision making, collaboration, communication, self-advocacy, and “plan-B thinking.” Attendees of this session will learn how our school researched, and then created a “Genius block” modeled after Google’s Genius Hour. We will share our framework and resources, as well as successes and challenges in our three-year implementation of this game changing pathway for girls to be empowered to pursue their passions within the school day.

PRESENTERS: Julia Gentile, Director of Studies; Neisha Payne, Middle School Dean of Students; Lydia Barovero, Upper School Spanish and Women’s Studies Faculty; and Wendy Hall, Middle and Upper School Science Faculty | Kent Place School

Leadership in Practice: How Practices of Teacher Leadership can Engage Student Leaders

Many schools provide classes, athletics, and extracurricular activities as opportunities for students to develop leadership skills. While these efforts are an important part of the equation, simply enabling girls to lead is not enough. Teachers need to teach and model leadership in action. This presentation will explore the benefits of cultivating teacher leaders; when teachers are supported in enhancing their own potential, students witness their teachers modeling leadership and advocacy skills in practice. Consequently, leadership and advocacy skills are more consistently woven into every part of a school’s culture, allowing students the opportunity to envision their own potential as leaders.

PRESENTERS: Rachel Mullervy, Graduate Student, and Kimberly Evelti, Lecturer | Mount Holyoke College

Leading Confidently: Facilitating a Leadership Curriculum Through Student Proposed Initiatives

At Harpeth Hall, leadership is not a title bestowed or an office held. It is cultivated-every day and at every level-through intentional programming. Supporting students’ and clubs’ ideas and initiatives while remaining consistent and mission-focused is a delicate balance. We foster competencies and habits of mind that prepare leaders for challenges with a healthy mix of confidence, empathy, vulnerability, and boldness. Through our club structure, approach to service-learning initiatives, and introduction to grant writing, we facilitate an entirely student-run program. This session highlights core components and provides accessible strategies that serve girls and young women.

PRESENTERS: Liz Stockdale, Upper School Dean of Students, and Jessie Adams, Upper School Public Purpose Coordinator | The Harpeth Hall School

Leading into the Future

The world frequently reminds us that girls need to develop a unique leadership style that blends courage, confidence, and integrity with a healthy dose of impatience. How can educators empower optimistic young women to embrace the call to leadership while honestly communicating a realistic sense of the challenges that still face women leaders today? This interactive session will draw upon current events, recent research, and personal experience to tackle some of these perplexing and still challenging realities. By sharing successful leadership development models from two all-girls schools, and encouraging dialogue, questions, and sharing of best-practices from schools gathered, we look forward to an honest session on what educators of young women really need to do to inspire leaders who are prepared for the future.

PRESENTER: Kristin Graham, Sacred Heart Academy (Long Island) | Sacred Heart Academy (Long Island) and Mary Kate Blaine, Principal | Georgetown Visitation Preparatory School

The New Paradigm of Leadership Education for Girls: Leveraging Applied Neuroscience in Leadership Development During the Academic School Day

What happens when professors from Harvard, West Point, The Center on Leadership & Ethics at Duke, and Kellogg School of Management team up with global leadership thinkers and education experts with the shared mission to expand the paradigm of traditional girls’ education? The Leadership Course: The first-ever applied-neuroscience leadership course for girls taught during the academic school day and best-practice leadership framework. Learn how Malden Catholic leveraged this evidence-based approach to create a powerful school culture of collaboration and self-acceptance, boost enrollment and parent satisfaction, and build confidence and equip girls with the social-emotional leadership skills to succeed in academics and in life.

PRESENTERS: Lisa Cenca, Principal | Malden Catholic School for Girls, and Julie Carrier, CEO | Girls Lead Worldwide

The Power of Collaboration: Building Strength, Joy, and Confidence through Mathematical Problem-Solving

Teachers are still observing that even girls with strong abilities and sincere interest in math can perceive themselves as not able in the subject. As a result, girls often shy away from careers in STEM. In this workshop, we will experience how rich mathematical problems from the Ten Theorem Project can inspire and help all learners find joy, excitement, and confidence in the power of their own thinking. Content will be particularly well suited for teachers of grades 6-10.

PRESENTERS: Marisha Plotnik, Teacher of Mathematics and Physics, and Natasha Go, Director of Admission, Grades 7-12 | Rudolf Steiner School

Riley’s Way Council: Connecting and Empowering Teens to Lead with Kindness

Join a dialogue with a Riley’s Way Program Director, Riley’s Way Council faculty member, and Riley’s Way Council students to discuss how our Councils connect teens from public and independent schools and empower them to make their communities kinder in service of breaking down barriers and making the world a kinder place.

PRESENTERS: Lauren Shenkman, Program Director, and Laura Kikuchi, Program Director | Riley’s Way Foundation; Damaris Maclean, Director of Global Partnerships and Community Engagement, and Brooke Giddon, Student/Council Member | The Nightingale-Bamford School; Thais Salas, Student/Council Member | The Hewitt School; and Jazmin Rojas, Student/Council Member | The Young Women’s Leadership School of Astoria

Sustainability as a Purpose in Cultivating Student Leaders and Problem Solvers

Environmental challenges such as climate change, freshwater shortages, and feeding a human population of nine billion plus individuals will present unique challenges for upcoming and future generations to tackle. As such, environmental literacy and sustainability education are essential core competencies for 21st century problem solvers and leaders. This session will use The Hewitt School’s Middle School Service & Sustainability Committee, a 38-member club of 5th-8th grade students, as a case study to explore how we are developing purpose within future young female leaders through service-learning and sustainability education. Participants will learn how we are cultivating leadership skills as students identify challenges relating to sustainability within our school community, work with community stakeholders, and implement solutions such as a school-wide composting program, marker recycling, and a reusable water bottle initiative. Best practices on building confidence and resilience through work meaningful to students will be shared for participants to bring back to their institutions.

PRESENTER: Tim Clare, Science Teacher and Sustainability Coordinator | The Hewitt School

Teaching Girls to Disagree and Still Stay in the Discussion

When girls learn through discussion, they must take on the authority of knowing, the uncertainty of not knowing, and the challenge of disagreeing with a peer’s statement — hard tasks when a teacher may not immediately step in to correct or modify. In a discussion-based classroom, how do teachers insure that necessary disagreement can be sustained? How can we teach students to build intellectually accurate and emotionally authentic discussions? After a summary of current research on disagreement, this workshop will offer participants the chance to try several specific classroom strategies designed to help students who identify as girls build the trust in order to disagree — and still stay engaged in collaborative learning.

PRESENTERS: Becky Moore, Instructor in English | Phillips Exeter Academy, and Sarah Odell, Doctoral Candidate in Educational Leadership and Policy Analysis | University of Wisconsin-Madison

Cross Divisional Collaboration:  Discovering the Power of Putting our Ideas Together

PRESENTERS: Jamie Schiff, Director of the Program for Young Children; Tammy Pedon, Faculty; Kevin Sweeney, Faculty; and Lena Furci, Director of HER Academy | Columbus School for Girls

Breakout Session C

2:05 PM – 2:55 PM

Choosing Courage: Bravery Training for Girls

Bravery Training is an initiative designed to empower girls and cultivate the courage and confidence necessary to help them overcome obstacles in order to realize their own unique leadership potential. The freshman year course is part of a 2-year L2T (leadership, life skills, amd technology) program created to foster the competencies for girls that today’s world demands from its leaders and addresses a critical need in the education of girls. This session introduces how Bravery Training meets the demand of leadership programming for girls and provides key concepts and experiences that help support efforts to prepare girls for the future.

PRESENTERS: Brooke Coyle, Head of School, and Jennifer Valore, Dean of Academics & Leadership | Our Lady of Mercy Academy

Developing Girls as Globally Competent Leaders

How do we design our curriculum and programs to intentionally prepare girls to lead in the complex, diverse, inter-connected world of their futures? This session will offer a brief overview of research and frameworks around global competency, and engage participants in an active discussion on what this can look like in girls’ schools. Leaders from two girls’ schools with strong global leadership programs will share their case studies.

PRESENTERS: Clare Sisisky, Executive Director | The Global Education Benchmark Group; Melissa Brown, Director of Diversity and Global Education | Holton-Arms School; and Amanda Neill, Director of Teaching and Learning | Ursuline Academy

Empowering Students through Student Council

During this session, the experience of developing a student council at Trinity Hall will be shared. The multiple layers of student council allows for 25% of the student body to hold a leadership position in student government. With many aspects of student life represented, girls are empowered to plan and lead activities in their areas of interest. Participants in this session will be asked to consider ways their current structure of student government can be expanded to allow for more student voices to be heard. Examples of the planning process and council structure at Trinity Hall will be shared.

PRESENTERS: Melissa Whelan, Dean for Student Activities, and Alyssa Morreale, Dean for Academics | Trinity Hall

Finding your Voice through Curiosity

Current trends in research are showing that our students are living in an anxiety epidemic. Academic, social, emotional, and even parent pressures are affecting our students daily. In this session, we will show how we have used the research behind curiosity to improve the well-being of our students this school year. Through the theme of curiosity, we have been able to create an interactive wellness program for our students, faculty, and parents. This program is focused on learning and modeling the skills of self-awareness, using your voice, empathy, and resilience.

PRESENTERS: Alexandra Holowach, Health/Physical Education Teacher; Lisa Weinman, Dean of Students; Christine Gifis, Assistant Dean of Students/Middle School Spanish; and Bunny O’Reilly, Middle School English | Sacred Heart Greenwich

Helping Girls Become Masters of Their Money

With young women and men equally financially literate but women lagging in financial confidence, how can your students buck the trend? They need financial education – and also the belief that they can capably manage their money and make choices that will improve their lives and expand their career options. In this session, learn about a hands-on, interactive program that achieves both goals. Hear from Elizabeth Woodall, upper school head at Kent Place School, which uses the program, and Kelley Holland, a financial coach for women – and New York Times/Business Week/CNBC business journalist – who created and delivers it. Sample exercise included.

PRESENTERS: Kelley Holland, Founder | Own Your Destiny, and Elizabeth Woodall, Head of Upper School | Kent Place School

How Do We Teach About the 1%… to the 1%?

While many difficult issues lie beyond our school walls, the fault line between rich and poor runs right through campus. Thus, knowing about the richest 1% often means knowing something about our own community. Our girls, with their appetite for social justice and their commitment to leading change, will need to learn how to bridge this wealth divide as they navigate the future. Join us as we explore the factors that accelerate wealth inequality world-wide, then help us explore how we can engage students in a candid discussion of this thorny yet essential issue.

PRESENTERS: John Ball, Science and History Instructor, and Robert Naeher, History Instructor | Emma Willard School

It takes Vision, Voice, Interpersonal Efficacy, and Gumption!

Traditional modes of leadership are primarily solitary and independent. Striving to “climb the ladder,” “break the glass ceiling,” “open the door,” implies the singular leader. These metaphors, and this leadership paradigm, are zero-sum and winner-take-all. What happens if we stop training leaders and, instead, coach leadership? In this workshop, teachers will explore collaborative and inclusive approaches to leadership, in which girls explore personal power in group settings. Guided by Miss Hall’s School’s core competencies of Vision, Voice, Interpersonal Efficacy, and Gumption, girls prepare to navigate varied contexts with the fluency, generosity of spirit, and wisdom to lead a purposeful life.

PRESENTERS: Alison Basdekis, Director of Horizons; Monica Kirschmann, English Teacher, Lacrosse Coach; and Donna Daigle, Science Department Chair, Teacher | Miss Hall’s School

It’s All About Relationships! The Power of Appreciative Inquiry in Strategic Planning

Effective leadership today requires a high EQ. Regardless of school size, leaders must also become better interpreters of data on all fronts. Evidence – both objective and subjective – should be collected, analyzed, and better utilized over time to get the most bang for our buck in independent schools. While this may seem unnecessary or contrary to your school culture, not partaking is a missed opportunity to better adapt to community needs in real time. By sharing lessons learned from Nightingale’s endeavors with appreciative inquiry in strategic planning, participants will gain an understanding of how data, when aligned with mission and culture, can elevate a school to the next level.

PRESENTER: Nikki Vivion, Director of Strategic Initiatives | The Nightingale-Bamford School

Leadership for Students and for Teachers

School of Leadership-Afghanistan is the first and only boarding school for girls in Afghanistan. Believing that educated citizens, including girls and women, will build a peaceful future for their country, SOLA offers a leadership curriculum to supplement traditional Afghan classes and professional development programming for the all-female faculty. This two-fold approach addresses the persistent need in Afghanistan for educated teachers and a young generation with the competencies to build a united Afghanistan.

PRESENTERS: Kathryn Good, Consultant; Freshta Basij-Rasikh, Principal; Elise Riegel, Vice President | School of Leadership-Afghanistan

Leading to Learn: A Whole-school Approach to Student Leadership Development

The world beyond our walls continues to change, and talented female leadership is more important than ever. In this context, our 1-12 school in Toronto has identified core leadership competencies that provide our girls with skills that are relevant at school and beyond. We will share successful initiatives in our primary/middle/senior divisions to align leadership development with (co-)curricular programs so our girls begin learning from their own leadership experiences. Attendees will hear about the role faculty mentors play in modelling leadership for students. Attendees can reflect on their programs’ successes, and leave with practical ideas for empowering their girls.

PRESENTERS: Mark Will, Coordinator of Student Leadership, and Barb Macintosh, Director of Student Life | St. Clement’s School

Leading With Calm: Sharing Mindsets and Practices with School Administrators

Leading girls’ schools requires much of those at the helm-vision, tenacity and perhaps above all the calm to discern what is important and what is not in any given day or season. We are often the most proximate example of female leadership for our students. In this session, we will share mindsets and practices that help create a culture of serenity amidst the daily tasks. What kind of protocol enables us to tackle problems and turn them into growth opportunities? What resources do we need? How do we stay strategic while also dealing swiftly with the needs of our students and families? Through sharing and discussion we hope to provide insights into what helps us face our responsibilities with humor, hope, and confidence.

PRESENTERS: Dr. Mary T. Ortiz, Head of School, and Virginia Boles, Dean of Students | Oakcrest

Ready? Set. Discuss!

We know we want girls to have a seat at the table, but are we preparing them to be able to discuss when they get there? In this rapid-fire session, participants will experience three game changing discussion protocols designed to increase student data through quality questioning.

PRESENTER: Tyler Griffin, Assistant Principal of Curriculum and Instruction | BELA Charter School

What do Girls Want… What do Girls Need?

Most often the contributions of women and girls in society isn’t vastly reflected in school curricula. As a result, many young womyn are searching for spaces to find reflections of themselves within the classroom and school environment. Exploration of this phenomenon through an intersectional lens reveals even less visibility unless educators are intentional about the contents of the curriculum, topics of discussion, and the many contributions that womyn from all walks of life have made throughout the course of history. Is curriculum just about what’s being taught in the classroom space? How are young womyn of color impacted by this? In this workshop, we’ll answer these questions and listen to some of the stories that girls of color share about their experiences in school and how they have impacted their sense of self as well as their capacity to develop into the leaders that they are destined to become.

PRESENTER: Orinthia Swindell, Director of Equity and Inclusion, and Zenzile Keith, Upper School Math Teacher | Brooklyn Friends School