Event Pages - Archive
ADVIS – E. E. Ford Exposition and Forum
October 17, 2018
Wednesday, October 17, 2018
8:00 AM to 5:00 PM
ADVIS members pay $80 per person. Payment should be made by check or credit card in advance of the program. Program fee includes breakfast and lunch and cocktail hour snacks (cash bar).
Please note ...this event is open to ADVIS member schools and potential project partners only. $200 Non ADVIS member program fee. All fees contribute to the required $100,000 grant match.
Registration closes on October 10th.
For those coming from a distance and wishing to arrive the evening prior, there is a Courtyard by Marriott located at the Springfield Country Club. ADVIS has reserved a block of rooms at the discounted country club rate of $199 per room per night plus tax.
Guests can reserve directly by phone – (610) 543-1080, ask for Lisa Ciavardelli, Sales Manager. Guests may also explore the option of other discounts if eligible, and available (AAA, AARP, Marriott Rewards, etc.) and can do so online at
or with Reservations - (610) 543-1080.
Springfield Country Club
400 W Sproul Road
Springfield, PA 19064
We are extremely grateful to the following generous Grant Program Underwriters for their support and partnership.
ADVIS - Edward E. Ford Foundation Exposition and Forum
For Heads, CFOs and Trustees to Attend as a Team (other school leaders welcome as appropriate)
Transformative Models for Independent School Sustainability
The ADVIS – E. E. Ford Exposition and Forum is part of a $100,000 grant awarded to ADVIS by the Edward E. Ford Foundation to support transformative collaboration for financial sustainability amongst our schools. John Gulla, Executive Director of the Edward E. Ford Foundation, will open the program with his thoughts about the big, hairy, audacious changes of future schools. His talk will be followed by a panel discussion with representatives of schools from across the country that have implemented transformative operational models. The following folks will join us for the day to help us learn about (and from) their schools’ experiences
John Kerney, The Winchendon School
Robert Kosasky, St. Andrew's Episcopal School
D. Scott Looney, Hawken School
Michael Nachbar, Global Online Academy
Bernie Noe, Lakeside School (and current NAIS Board Chair)
Charlie Sachs, The Greenwich Country Day School/The Stanwich School
The panel discussion will be followed by two rounds of concurrent deep dive sessions that will offer attendees the opportunity to learn more about the different initiatives. The day will conclude with a networking cocktail hour to keep the conversation going!
Following this event, ADVIS will issue a Request for Proposals* for seed money funding for collaborative projects that explore and experiment with school partnerships that might result in potentially transformative operational models. Though this event is open to all ADVIS member schools, as per the Foundation’s terms, at least one member of every project team receiving funding must be an ADVIS/NAIS member with an Upper School; beyond this, the possibilities are limited only by conventional thinking!
*In order for a proposal to be considered, at least one team member school will need to have attended this program.
8:00 AM to 8:30 AM
Registration and continental breakfast
8:30 AM to 9:30 AM
Barbara Kraus-Blackney, President, ADVIS
Big, Hairy, Audacious Changes of Future Schools
John Gulla, Executive Director, Edward E. Ford Foundation
9:30 AM to 11:00 AM
Moderated by Marc Frankel and Judy Schechtman,
11:00 AM to 11:15 AM
11:15 AM to 12:30 PM
Deep Dive Round I
12:30 AM to 1:30 PM
1:30 PM to 2:45 PM
Deep Dive Round II
2:45 PM to 3:00 PM
3:00 PM to 4:00 PM
Deep Dive Reflections, Closing
4:00 PM to 5:00 PM
Cocktails and Conversation
The Downtown School: A Lakeside School
Bernie Noe, Head of School
After much planning, in June 2017 Lakeside School in Seattle publicly announced its plans to open The Downtown School in August 2018, an affiliated micro-school in a renovated historic building near Seattle Center. The proximity to downtown Seattle facilitates the use of the city and its resources as a classroom, and the location and lower tuition structure offers accessibility to students and families that otherwise would not be part of the Lakeside community.
Facts about The Downtown School
This new high school aims to provide a more affordable independent school option for academically talented students.
It will preserve the fundamental components of Lakeside School: a high-quality academic education, meaningful student-faculty relationships, and a diverse body of students and adults.
With full enrollment, The Downtown School will serve 160 students in grades 9-12.
Tuition will be set at approximately $17,000 per year (Lakeside School's 2017-2018 tuition is $33,280).
The school will be separate from but affiliated with Lakeside, with a different educational model, admissions process, student-life program, and cost.
Global Online Academy (GOA)
Michael Nachbar, Executive Director
Founded in 2011 by ten independent schools, GOA has been a model of school collaboration for close to 80 schools around the world. Whether as a supplemental program, graduation requirement, or professional learning partner, GOA’s different programs serve schools in a number of ways. Through economies of scale that involve sharing faculty, funding, and student bodies, GOA offers a program that no single school could have developed, built, and run on their own. Now accredited by the New England Association of Schools and Colleges, GOA has expanded its consortium membership, partnership opportunities and services, providing potent opportunities for competency-based learning for students, and models for collaboration, change management and partnership for education leaders.
The Greenwich Country Day School/The Stanwich School (and more)
21st Century Reconfigurations
Charlie Sachs, Head of School
As a result of shrinking enrollments in a highly competitive, expensive market, The Stanwich School (PS-Grade 12 founded in 1998) conceded its market position to Greenwich Country Day School (founded in 1926 and the largest independent PS-Grade 9 in the country). In its acquisition GCDS absorbed all Stanwich assets and debt with a commitment to absorb all Stanwich students and faculty in good standing after the 2018-2019 transition year. A PS-Grade 12 GCDS will open in the fall of 2019 with its Upper School on the former Stanwich School campus. During this transition year approximately $33mm are being invested in Phase I facilities expansions and improvements, which will be followed by a Phase II development.
In the wake of the 2008 economic downturn, Charlie led the merger of two PS-Grade 8 schools: the Colby School (founded in 1998) and Park City Academy (founded in 1989) in Park City, Utah to become Park City Day School. The resulting school opened with a new mission statement, brand, by-laws, curriculum, Board, and protocols developed with input from the teachers of the two former schools, all of whom migrated into the new school during its first year. As a result of the merger, PCDS was able to improve and expand its facilities, increase enrollment and bolster its financial position.
Between those two institutional consolidations, Charlie served as Head of Chadwick International in Songdo, South Korea, an outreach effort of Chadwick School in Palos Verdes, CA (founded in 1935). Chadwick School had been invited to develop—for a significant annual fee—a western educational option for primarily Korean students in a new international free-trade zone.
Hawken School’s Three Attempts at Satellite Campus Expansion
D. Scott Looney, Head of School
In the past three years, Hawken School has merged an existing PS-8th grade school into Hawken, attempted to open a new Early Childhood Center (6 weeks to Kindergarten) on the west side, and is currently in the process of opening a laboratory high school in the city of Cleveland to operate as a parallel high school to Hawken’s current upper school. This workshop will explore the rationale for satellite campus expansion (or merger) and the successes, failures and ongoing challenges of becoming (or becoming part of) a larger, multi-campus school.
St. Andrew's Episcopal School
Robert Kosasky, Head of School
Founded in 1978, St. Andrew's moved to the former North Bethesda Junior High School campus in 1981. In 1989 the County decided to reclaim the site, and subsequently the school purchased a 19 acre site in Potomac, MD (Postoak Campus) in 1993 and quickly grew to 450 students in grades 6 - 12. In 2008 St. Andrew’s grew again when it made the quick and strategic decision to acquire a former parish school, transforming that site into its new Lower School (now preschool-grade 2). St. Andrew’s has grown to 615 students in preschool through grade 12. In 2019 the school will open a new 29,000-square-foot preschool to grade 5 Lower School building, bringing the full community together on one (the Postoak) campus.
In 2011, the school launched its Center for Transformative Teaching and Learning (CTTL) to make St. Andrew’s a destination school for research-informed teaching, learning, and leadership. In addition to directing research, partnerships, and professional growth at St. Andrew’s, the CTTL works with leading thinkers and funders in the field of mind, brain and education science to train teachers and school leaders regionally and globally through its workshops, consulting, and publications. This initiative has offered significant marketing and retention benefits through improving teaching and learning for every St. Andrew’s teacher and student. In 2019 the CTTL plans to launch an app-based, credentialed professional development program that will dramatically expand its reach.
The Winchendon School
John Kerney, Chief Executive Officer
Founded in 1926, The Winchendon School (TWS), serves 240 students from around the world, primarily on its boarding school campus in Winchendon, MA. It offers a highly individualized education utilizing innovative approaches especially effective for students with mild learning disabilities and those who have struggled to achieve their full potential in more traditional settings. In order to provide a TWS education to thousands more students and use its innovative practices and programs to enable it to offer it at 25 -30% lower tuition than other leading independent schools, TWS plans to open eight or more satellite campuses over the next decade. Each campus will serve approximately 200 high school students in major urban centers. The satellite schools will focus on students who will benefit most from TWS’s individualized programs, and students will be immersed in its innovative approach to community-based learning, thereby lessening the physical expense structure inherent with most academic campuses, as the boarding campus in Winchendon, MA will serve as the “flagship” - providing the satellites with centralized programmatic, advancement, administrative, and financial services. Teachers from satellite locations will come together for curriculum development, planning, and professional development, and students will be benefit from having access to both a boarding campus and the urban campus centers.
TWS opened its first satellite campus this month in Brooklyn, NY (Sept. 2018). The Brooklyn satellite is located in a building owned by the Child Development Support Corporation (CDSC), an established service provider to the surrounding neighborhoods. The CDSC and TWS are working together to create opportunities for students to extend WTS’s Service Learning program to benefit the local Brooklyn community; Winchendon students will be involved in the CDSC hydroponic garden and food pantry among other initiatives.
Presenters and Panelists ~ Bios
became Executive Director of
The Edward E. Ford Foundation
in July 2013. From 1998-2012, he was Head of School of The Blake School in Minneapolis. Previously he held administrative positions at Riverdale Country School (Bronx, NY), Isidore Newman School (New Orleans, LA) and Saint Ann’s School (Brooklyn, NY). A native of Walpole, MA, John earned an undergraduate degree from Amherst College and an M.A. from Teacher’s College, Columbia University. He currently serves on the Board of the Fund for Teachers and has been involved in many other non-profits.
Dr. Marc Frankel, Ph. D.
is a Senior Consultant and partner in
, an international consultancy specializing in higher, independent and international education. A psychologist by training, Marc facilitates governance workshops, leadership development programs, and strategic planning in the US and around the world, and coaches numerous senior leaders in universities and independent schools, including large and small institutions and Tier 1 universities. Among his accomplishments are the development of evaluation methodologies for governing boards and senior academic and administrative leaders, co-founding the School Leadership Institute for NAIS, and authoring or co-authoring numerous articles and white papers on issues in governance and leadership of schools and universities. Marc is a member of the governing board at the Wildwood School (Los Angeles).
Judith Schechtman, M.S.W.
is a Senior Consultant and principal in
. Formerly an adjunct professor at Washington University in the graduate school of Social Work for 15 years, Judy has researched and written on a broad spectrum of topics related to leadership and governance. Judy works internationally in the fields of higher education and independent elementary and secondary school education. She specializes in governance, strategy, executive coaching and leadership development. She has developed assessment tools for boards and heads of school as well as professional development assessments specifically designed for independent/international school leaders. Judy is co-founder of the Leadership Program for Aspiring Heads for independent schools, the International Leadership Institute for EARCOS, as well as the ILEAD program for department chairs at the University of Virginia. Her interest in women’s roles in leadership has led to speaking engagements on this topic with groups as diverse as college sororities to national conferences.
, Chief Executive Officer,
The Winchendon School
(MA). For twenty years John worked in finance and business ventures before making the turn towards education, and nine years ago he became the 6th Head of School of Winchendon. In 2017 John was made Chief Executive Officer of
The Winchendon School
as part of the strategic plan to open satellite campuses. John operates from this premise and this goal, “Education can be really, really good, very interesting, fun, and highly individualized, and we can figure out how to make a great education cost less in the future too.”
has been the Head of School of
St. Andrew's Episcopal School
, Potomac (MD), since 2002. Since that time, St. Andrew’s enrollment has increased by 37%, and the school has become one of the most broadly diverse independent schools it its area. Robert led St. Andrew’s expansion from grades 6-12 to PreK-12, including the acquisition of a former feeder school in 2008. During the past decade St. Andrew’s has conducted capital campaigns to create endowment and transform and consolidate campus facilities. Robert is a former Trustee of Green Acres School, The Barnesville School, AIMS, and AISGW, and the former Board President of AISGW. Prior to his headship at St. Andrew's, Robert was Upper School Director at Friends Select School and Assistant Head of School/Head of Upper School at The Rockland Country Day School in Congers (NY).
D. Scott Looney
’s tenth head of school in July, 2006. During his tenure, he has overseen the development of Hawken’s urban extension campus in University Circle, an Early Childhood Center in West Cleveland (abandoned effort), and a state-of the-art Upper School academic facility. In addition, Scott is the Founder of the Mastery Transcript Consortium, an organization of over 150 independent schools working together to change the high school system of assessment, crediting and transcripting. Prior to becoming head of Hawken, Scott spent eleven years at Cranbrook Schools in Bloomfield Hills, MI, where he served as Assistant Director of Schools, Co-Head of the Girls Middle School, Director of External Affairs, and Director of Admission and Financial Aid. Before Cranbrook, he was Director of Admissions at Lake Forest Academy in Lake Forest, IL and Assistant Dean of Admissions at Phillips Academy in Andover, MA. An influential voice in the national independent school arena, Scott served as a trustee and executive committee member of NAIS, faculty member at the NAIS Institute for New Heads and the NAIS Finance Institute, and Executive Director of the Midwest Boarding Schools Association.
is the Executive Director of
Global Online Academy
, a pioneering network of schools and educators reimagining learning to empower students and educators to thrive in a globally networked society. He is a frequent speaker and workshop facilitator at national and international conferences, and presents on such topics as educational trends, modern teaching and learning, and global education. He is an active board member for several education organizations, including the National Association of Independent Schools (NAIS), Independent School Association Network (ISAnet), and Jump! Foundation. He has served as a board member for the Mastery Transcript Consortium and Summer Search.
Head of School,
, Seattle (WA), Board Chair, NAIS. Bernie Noe has been Head of School at Lakeside School (WA) since 1999. Among his recent initiatives is The Downtown School: A Lakeside School, which opened in fall 2018. Previously, Bernie served for seven years as upper school principal and assistant head of school for international education at Sidwell Friends School (DC), where he promoted initiatives on educational excellence, diversity, and community expectations. From 1984 to 1992, he was history department chair and director of summer programs at The Landon School (MD), where in 1990, he received the Senator Danforth Excellence in Teaching Award. In the late ’70s and early ’80s, Bernie worked as history department chair at the American schools in Israel and Switzerland. Bernie was founding board chair (2011-2015) for the Global Online Academy and currently chairs GOA’s Strategy Committee. He also served as a board member of School Year Abroad.
A graduate of a great independent school,
began teaching English in the Peace Corps and continued in boarding and day classrooms for 20 years until becoming Head of School. Since 1994 he has headed five independent schools leading significant strategic initiatives around the country and in Asia. Beginning as a one year interim, Charlie concludes his four year tenure at
The Stanwich School
in June 2019.
Possible Collaboration Models
In its proposal to the Foundation, ADVIS offered the following as Collaboration Models. While by no means exhaustive or intended to limit possibilities, we share it here to ignite schools’ thinking.
Win students away from public (charter), parochial, and other independent schools (+ home schooling).
Albany Academies, Springside Chestnut Hill Academy, St. Paul's Schools
Reduce overhead and administrative costs by combining operations.
St. Catherine’s & St. Christopher’s, Baltimore Ind. Schools, Global Online Academy, One Schoolhouse
Increase revenue or reduce costs via shared programs, facilities, or personnel.
Hawken School, The Greenwich Country Day School/The Stanwich School
Gain market share or secure enrollment pipeline via merger and/or acquisition, preserve assets for mission.
Lakeside/Global Online Academy, McDonough School/Folio
Create new business streams in concert with like-minded peers.
Triangle and Heads Up Consulting
Compete in some areas and cooperate in others.
Winchendon, Landmark School, Lakeside School
Franchise model: in full or in part-stand-alone school or provide special services, i.e. an LD school provides LD support to other schools. This example could also be the Alt School model; i.e “stripped down” schools in strategic locations
Landmark School and SNHU,
Lovett School and Atlanta (city)
College/University/School partnership for teacher training or credit (or Healthcare System/School, Museum/School, Business/School, etc.)
*In order for a proposal to be considered, at least one team member school will need to have attended this program.
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