Breakout Session Tracks

Smarter Marketing, Stronger Enrollment, Better Retention: Moving Beyond the Challenges 

Breakout Session B — June 24 | 3:40-4:30 p.m.

While schools across the globe face enrollment hurdles, this session pivots the narrative from obstacles to opportunities. Finalsite invites you to an interactive, peer-led exploration of successful strategies being implemented by schools worldwide. Modern families connect with educational institutions through impactful digital journeys that leverage authentic storytelling to establish early trust. Successful enrollment marketing prioritizes finding the right fit for each family rather than relying on promotional hype. We will highlight specific examples from girls' schools, showcasing websites that masterfully articulate their unique value propositions. Attendees will gain shared insights into how data, technology, and storytelling can be harnessed to enhance differentiation, retention, and enrollment. 

Presenters: Rob DiMartino, Co-Founder and Chief Evangelist; Meredith Kaplan, Director of Global Markets | Finalsite (United States)

The Garden Legacy Project: Rooting Schools to Community Through Collaboration

Breakout Session C — June 24 | 4:40–5:30 p.m.

Are you interested in collaboration, institutional history, alumnae relations, and new experiential learning opportunities? Join us as we discuss our ongoing collaborative research on the lifelong friendship between Foxcroft School founder Charlotte Haxall Noland and Rachel "Bunny" Mellon, their mutual commitment to place-based education, and the transformative gifts their relationship yielded. Our archival research has itself led to vastly enriched learning experiences for students, alumnae, and community members.

Presenters: Meghen Tuttle, Ph.D., STEAM Teacher and STEM Lead Concentration Mentor; Julie Fisher, M.F.A., Director of STEAM Education; Hayley Munroe, Director of Institutional Advancement | Foxcroft School (United States)

Historically Modern: Modernize Your School's Identity Without Losing Your Soul

Breakout Session D — June 25 | 10:20–11:10 a.m.

Led by Connie Ozan, Chief Creative Officer of TWIST Creative with 25+ years of experience in brand identity and design leadership, this session explores how all-girls schools can evolve their visual identity while preserving the emotional equity that matters most. A school’s logo, identity, and color system are not simply aesthetic choices: they are the most visible expression of its spirit and its promise. They signal who you are to prospective families, while holding deep meaning for students, parents, faculty, alumni, donors, and the broader community. When approached strategically, these elements become a powerful bridge between legacy and future growth. This session will demonstrate how to thoughtfully modernize your identity in ways that strengthen recognition, deepen connection, and reinforce trust across generations. Attendees will gain insight into how visual identity systems can support enrollment, inspire pride, and align internal and external perceptions without abandoning the traditions that define your institution. Through real-world examples and practical guidance, you’ll learn how to evolve your brand with intention while ensuring it reflects not only where you’ve been, but where you’re going. 

Presenter: Connie Ozan, Co-Founder and Chief Creative Officer | TWIST Creative, Inc. (United States)

Rethinking How Girls' Schools Engage Women and Next-Generation Supporters

Breakout Session E — June 25 | 1:00–1:50 p.m.

Girls' schools are uniquely positioned in a global moment when women's leadership, purpose-driven engagement, and trust-based philanthropy are reshaping how institutions build lasting support. This research-grounded, practical session helps school leaders translate what girls' schools already do well into engagement strategies that resonate with women and next-generation supporters now. Drawing on current research and global engagement patterns, the session connects leadership culture, community trust, and philanthropy as interdependent forces rather than separate functions.

Presenters: Erika McMahon, Founder & Principal | Tidemark Philanthropy; Jacqueline Ackerman, Director, Women's Philanthropy Institute | IU Lilly Family School of Philanthropy (United States)

York House School Gets a Glow-Up: Refreshing a 93-Year-Old Brand

Breakout Session F — June 25 | 2:00–2:50 p.m.

York House School's reputation is built by almost a century of transformational girls' education. And yet, the new Leadership Team believed the school's newly launched strategic plan could only be achieved with the help of a gutsy brand strategy. Through slick before and after images, this case study shows how intentional brand positioning, a refreshed visual and verbal identity, and an unconventional advertising campaign is helping a traditionally positioned school enter the modern era.

Presenter: Kelly Walker Schobel, Director of Communications & Marketing | York House School (Canada)

Women in Philanthropy: Unlocking the Power of Girls’ Schools

Breakout Session G — June 26 | 9:40–10:30 a.m.

Across the globe, girls’ schools are asking a familiar question: Can we fundraise? At the same time, women are emerging as one of the most powerful forces in philanthropy—giving with intention, connection, and a deep commitment to impact. This session explores the unique opportunity at the intersection of these trends. Grounded in global insights and real-world examples, participants will examine common barriers—from limited resources to disengaged alumnae—and learn practical strategies to move beyond them. Through storytelling, discussion, and actionable tools, this session will help school leaders reframe fundraising as relationship-building and unlock the untapped philanthropic potential already within their communities. 

Presenters: Megan Famular, Senior Consultant; Laura Curley, Executive Director | Meitler Consulting

Balancing Relevance and Responsibility: Strategic Social Media Leadership in Independent Girls' Schools

INSPIRE! Session 1 — June 25 | 3:00–4:00 p.m.

In an ever-evolving social media landscape, independent girls' schools must balance relevance with responsibility. This session will explore how girls' schools can stay current without compromising integrity, leverage community-driven content creation, and align social media efforts with institutional goals. Attendees will develop the confidence to experiment thoughtfully, adapt quickly to platform shifts, and lead their schools' digital presence with both agility and intention.

Presenter: Alison Smith, Social Media Specialist | The Bishop Strachan School (Canada)

Opting Out Is Not Neutral: The AI Gender Gap and Girls' Schools

Breakout Session A — June 24 | 2:20–3:10 p.m.

As generative AI rapidly reshapes education and the workforce, a troubling gender gap is already emerging. Research from UNESCO and academic researchers shows that girls are engaging with AI tools at significantly lower rates than boys, in part influenced by cultural narratives that position AI as a male-dominated space and by socialized tendencies toward perfectionism over iteration. For girls' schools, this is not a peripheral issue. It is an urgent leadership challenge. When girls opt out of AI, they risk losing not only competitive advantage, but also the ability to shape, regulate, and challenge technologies that disproportionately impact them, from algorithmic bias to the rise of deepfake harassment. This session will examine the roots of the AI gender gap and its long-term consequences, while offering concrete strategies for school leaders.

Presenters: Erin Rehel, PhD, Chief Operating Officer | One Schoolhouse & Association for Academic Leaders; Sarah Hanawald, Executive Director | Association for Academic Leaders (United States)

Engineering for US All (e4usa) and How "Us All" Includes You! 

Breakout Session A — June 24 | 2:20–3:10 p.m.

Engineering for US All (e4usa) works to demystify and democratize engineering through inclusive high school engineering courses designed for all students, schools, and educators. In this interactive session, participants will engage in a community-based, authentic engineering design problem solved by e4usa students. Participants will learn about e4usa’s teacher professional learning model, the research behind the program, assessment strategies, and student college credit opportunities. Join us to discover how e4usa expands access to engineering—and see how the “Us All” in e4usa truly includes you and your girls.

Presenter: Stacy Klein-Gardner, Executive Director | Engineering for US All (United States)

From Planning to Perseverance: Leveraging AI to Personalise Learning and Boost Confidence in Girls' Classrooms

Breakout Session B — June 24 | 3:40–4:30 p.m.

"What happens when artificial intelligence becomes a collaborative partner in classroom planning? In this session, two action research projects explore how AI can support personalised learning and strengthen confidence in girls’ classrooms across Mathematics and English. Together, the projects demonstrate how AI can help teachers design responsive learning experiences that meet students at their level while maintaining high expectations. When guided by teacher expertise and student data, AI-supported planning can open opportunities for richer discussion, stronger language use, and greater academic confidence. Attendees will leave with practical strategies for using AI as a planning partner to personalise learning, challenge gendered confidence gaps, and create sustainable approaches to differentiation without displacing the relational, responsive teaching that defines quality girls' education."

Presenters: Jemma Cattell, Leader of Learning and Head of Junior English | Rangi Ruru Girls’ School (New Zealand); Deane Valodimos, Junior School Classroom Teacher | Genazzano FCJ College (Australia)

Thinking Beyond the Prompt: Cultivating Critical Thinking in the Age of AI

Breakout Session B — June 24 | 3:40–4:30 p.m.

As students adopt AI tools at an accelerating rate, teachers have an urgent role in guiding thoughtful and critical use. In this session, learn how we scaffolded strategies and approaches to help girls aged 14–18 to become critical users of AI. Across both action research projects, students demonstrated more intentional, confident, and collaborative engagement with AI, alongside a strengthened sense of agency as learners. Importantly, findings also highlight that students continue to value teacher presence, welcoming open dialogue as they navigate the evolving AI landscape.

Presenters: Tina Huang, Secondary English and Literature Teacher | All Hallows’ School (Australia); Zoe Steer, Head of Biology; Co-Head of Science; School Consultant Teacher for Teaching and Learning | Oxford High School GDST (United Kingdom)

Unassisted: Using AI Assistants as a Catalyst for Student Agency and Confidence in the Middle School Classroom

Breakout Session B — June 24 | 3:40–4:30 p.m.

How can AI move beyond providing answers to fostering confidence and independence in the middle school technology classroom? This session presents findings from two international action research projects conducted in Computer Science and Design and Technology. Both projects aimed to increase agency and self-efficacy among 13- to 14-year-old girls by integrating customized AI chatbots. These assistants were developed using platforms including Google Gemini and Flint AI to serve specific pedagogical needs. Within the Design Technology classroom, an "AI Architect" was generated to break the cycle of design fixation through Socratic dialogue, while in Computer Science, a "SMARTIE" chatbot provided iterative coaching to scaffold independent project planning. We will demonstrate how shifting the AI’s role from a "solution-giver" to a "supporting actor" creates a bridge that empowers students to move from teacher-dependency toward true intellectual ownership. 

Presenters: Claire Sargo, Middle School Computer Science Teacher | The Bryn Mawr School (United States); David Bratton, Teacher of Design and Technology | Bromley High School GDST (United Kingdom)  

From BlueBot to Ceci: Designing AI Writing Partners with and for Girls

Breakout Session C — June 24 | 4:40–5:30 p.m.

In the midst of growing concern about AI in education, new possibilities are emerging for how it can support student writing. While it is often framed as a threat to the English classroom, it may also serve as a potential ally when thoughtfully designed and implemented by teachers. This session shares findings from two classroom-based projects in which teachers designed AI writing chatbots to support girls’ writing: BlueBot with Year 5 students and Ceci with Grade 9 students. In both cases, the chatbots were intentionally designed to extend teacher feedback and support students during the revision process. Findings suggest that teacher-designed AI partners can help foster metacognitive engagement with writing, strengthen writing confidence, and encourage persistence through challenging moments of revision. At the same time, the projects highlight how students’ perceptions of AI shape their engagement and responsibility as writers, and why differentiated scaffolding is necessary to ensure AI feedback is accessible to all learners.

Presenters: Maki Ryland, Year 5 Classroom Teacher | Kincoppal-Rose Bay School of the Sacred Heart (Australia); Mary Jane Kennedy, Upper School English Teacher | Marymount School of New York (United States)

Coding Across the Curriculum

Breakout Session C — June 24 | 4:40–5:30 p.m.

Eleven years ago we started a new Computer Science program at Marlborough School, with a single coding class. Since then, we have followed our students' interests to create a curriculum that encourages students to create with code, and to bring their code to the real world. We have built the curriculum solely on open source software and open educational resources. In this session I will present specific ways where students can bring Computer Science to other areas of campus, including History and Social Science, Robotics, Engineering, Entrepreneurship, Academic Research, Performing Arts, and Social Justice.

Presenter: Darren Kessner, Program Head in Computer Science and Software Innovation | Marlborough School (United States)

Brains Over Bots and Why Thinking Still Matters 

Breakout Session C — June 24 | 4:40–5:30 p.m.

In an era where AI tools are rapidly integrated into classrooms, much of the conversation has focused on adoption and innovation. But what happens when students use their voices to advocate for the value of human thinking over AI use? This session highlights two action research studies focused on developing emotional intelligence and strengthening critical thinking in adolescent girls. Together, we will explore how student advocacy can be a powerful driver of authentic learning, and how engaging with that resistance allowed us to partner with students in shaping more meaningful, human-centered learning experiences. 

Presenters: Frankie Beyer, Assistant Director of Student and Community Life | Chatham Hall School (United States); Sydney Costa, 8th Grade Social Emotional Educator | Girls Athletic Leadership School (United States) 

Safe Enough to Speak, Bold Enough to Create: AI, Social Risk, and Girls’ Expression

Breakout Session D — June 25 | 10:20–11:10 a.m.

A girl who knows exactly what she needs to improve still says she lacks confidence. Another girl, brilliant in her ideas, stays silent in class — yet fills pages of digital notebooks with radical, creative thought. Both phenomena are well documented in girls’ education, and both sit at the heart of two action research projects conducted on opposite sides of the world. Bringing together research on public speaking and digital design, this session explores the conditions under which AI can lower the social risk of participation for girls — opening new spaces for voice, creativity, and agency — while revealing its limits in helping them feel recognised and heard. This is not a session about AI. It is a session about girls, and what becomes possible when we get the environment right.

Presenters: Kerry Daud, Head of Faculty - Digital Innovation and Design | St Margaret's Anglican Girls School (Australia); James Porter, Junior School Teacher | Wimbledon High School GDST (United Kingdom)

Growing with AI: A Progressive Journey from Engagement and Feedback to Critical Thinking and Evaluation in Girls’ Science Education

Breakout Session D — June 25 | 10:20–11:10 a.m.

Discover how two connected action research projects used AI to enhance girls' engagement and deepen critical thinking in the middle years of Science. Explore how Year 7 students built engagement and confidence through structured opportunities for reflection and revision using AI as a cognitive partner, and how Year 9 students used structured routines to strengthen critical thinking, evaluative judgement, and agency when working with AI. This session highlights how intentional design – design the thinking first, then decide where AI fits – can reinforce student engagement and confidence while also promoting deeper scientific reasoning, ethical AI use, and stronger ownership of ideas.

Presenters: Alex Stevens, MS Science, Math, and Physical Education Teacher | St. Mildred’s Lightbourn School (Canada); Jo Oreo, Head of STEM and AI Education| Ruyton Girls’ School (Australia)

AI-Powered Futures: Empowering Girls Through Self-Directed Innovation

Breakout Session E — June 25 | 1:00–1:50 p.m.

We are preparing students for jobs that don't yet exist and a workplace that we've never seen before. As AI transforms our world as we know it, it is crucial that youth are empowered to be critical thinkers, problem solvers, and community leaders. Girls' schools are uniquely positioned to be a space where students can develop these skills and launch into community leadership. This session will unfold in three sections: AI Today, AI in Action, and AI for the Future.

Presenter: Technovation

How is this useful? Critical thinking and Generative AI in Year 9 and Year 6

Breakout Session E — June 25 | 1:00–1:50 p.m.

The rise of generative AI has given way to important discourse on the topics of discernment and critical thinking. This session will focus on these key concepts in two vastly different contexts: Year 9 Science (Chemistry and Earth and Environmental Science - looking at how GenAI modelling can help with girls’ conceptual and critical thinking) and Year 6 Wellbeing (how using GenAI can develop discernment between what is and is not real in online media). Learn how the use of generative AI can foster and develop critical thinking skills in these contexts and how students reflect on the benefits and drawbacks of using generative AI.

Presenters: Linda Chui, Science Teacher | MLC School (Australia); Hugh Earlam, Year 6 Teacher and Years 3-6 Coordinator | Seymour College (Australia)

AI as a Catalyst for Confidence: Action Research on Girls’ Self-Efficacy in Cybersecurity and Mathematics

Breakout Session F — June 25 | 2:00–2:50 p.m.

Learn how to design AI-mediated learning environments that actively address the gendered confidence gap and build critical thinking skills. This presentation synthesizes findings from two action research projects in Year 6 Mathematics and Grade 10–12 Cybersecurity. We demonstrate actionable strategies, such as implementing prompt injection testing and assessing the impact of strategic teacher withdrawal that successfully shift girls from passive users to autonomous, empowered problem solvers.

Presenters: Dr Thomas Heverin, Director of Technology and Computer Science and Engineering Teacher | The Baldwin School (United States); Lauren Parker, Junior School Class Teacher and Digital Strategy Lead | Notting Hill and Ealing High School (United Kingdom)

The AI Safety Net: Boosting Confidence and Agency in Student Learning

Breakout Session F — June 25 | 2:00–2:50 p.m.

This presentation examines two approaches in secondary humanities classrooms that use AI tools to support student confidence, agency, and metacognitive growth in written and oral learning tasks. In project-based writing units, students used Flint (powered by Anthropic’s Claude) for iterative feedback guided by teacher-calibrated comments, illustrative quotes, and reflective prompts. Students learned to critically evaluate AI suggestions, revise independently, and take ownership of their feedback cycles. In language study, ChatGPT Pro offered a low-pressure rehearsal space that reduced anxiety, encouraged risk-taking, and helped students develop adaptive strategies, moving from passive users to active “trainers” of the technology. These studies show how AI can complement human feedback to promote self-direction, critical thinking, and confidence in complex learning tasks. Conducted as part of the 2026 Global Action Research Collaborative, these findings are especially useful for teachers of language arts, history, theology, and world languages.

Presenters: Marianne Rule, Theology Department Chair and Diploma with Distinction Program Coordinator | Merion Mercy Academy (United States); Irina Braun, Head of Languages | Kambala (Australia)

From Awareness to Action: Building AI-Ready and Digitally Resilient Students 

Breakout Session G — June 26 | 9:40-10:30 a.m.

This interactive breakout dives into how schools can operationalize AI readiness and digital resilience in a way that actually engages students. We’ll explore how to move beyond static lessons into immersive, behavior-driven learning that resonates with today’s learners. Participants will: 1) Examine real AI-driven scenarios students face today (deepfakes, social engineering, AI misuse); 2) Learn how to embed AI safety into existing curricula without overloading teachers; 3) Explore a gamified, student-centered approach that drives measurable behavior change; 4) Walk away with actionable strategies to implement immediately within their schools. The focus: turning complex AI risks and digital habits into relatable, teachable moments—so students are not just aware of the dangers, but are equipped to navigate technology with intention, balance, and confidence. 

Presenter: Avni Trivedi, CEO/Founder | Mask NextGen

The Next Era of Education: AI in the Classroom 

Breakout Session H — June 26 | 10:40-11:30 a.m.

A conversation on how AI is reshaping education, from personalized learning and creativity to new models of teaching and assessment. Featuring perspectives from both venture capital and frontline AI education technology, this session explores how schools can prepare students for an AI-native future while keeping curiosity, ambition, and human connection at the center. 

Presenters: Amber Atherton, Founder of The Atherton Award and Partner | Patron; Sohan Choudhury, Founder and CEO | Flint (United Kingdom) 

If You Can See It, You Can Be It: Exploring Female Changemakers  

Breakout Session A — June 24 | 2:20–3:10 p.m.

How do we help young girls see themselves as Changemakers? This session will be anchored in the mechanics behind the context, practice and impact of a Year 7 Integrated Learning project at Loreto Normanhurst, Sydney. The session will highlight how interdisciplinary learning assists girls in becoming confident communicators whilst also developing their conviction, ultimately becoming advocates for change. The process of researching female Australian Changemakers, developing communication skills across modalities, and designing an ‘Interactive Installation’ that showcases learning will be outlined. Participants will leave with practical strategies for embedding changemaker education in their own contexts, fostering student agency and voice. 

Presenter: Chloe Vardy, Assistant Head of English | Loreto Normanhurst (Australia) 

Fit Over Fame: Guiding Girls Beyond Prestige-Driven College Lists

Breakout Session A — June 24 | 2:20–3:10 p.m.

This session invites educators to rethink college planning through a holistic, student-centered lens that centers girls' voices, values, and aspirations. Participants will explore strategies that shift conversations from prestige-driven expectations to authentic fit, purpose, and realistic outcomes. Attendees will learn tools that spark agency, support identity-affirming exploration, and help students articulate their own goals while balancing family expectations and peer pressures.

Presenter: Tiffany Hervey, College Counselor | Girls Academic Leadership Academy (United States)

Designing for Impact: How Branksome Hall Reimagined the Innovation Ecosystem

Breakout Session A — June 24 | 2:20–3:10 p.m.

True innovation happens when physical environments align with educational philosophy. Megan McKellar and Emily MacLean share the Branksome Hall story: a transition from a Junior School Makerspace to an intentional Innovation Hub where space and ideology transformed pedagogy. Discover how this evolution culminated in the iCAST (Innovation Centre and Studio Theatre), a facility designed to spark new opportunities for girls in STEAM. This session explores how to build a sustainable innovation ecosystem, offering K–12 educators a framework for leveraging architecture and mindset to empower the next generation of female creators, engineers, and digital leaders.

Presenters: Megan McKellar, Director, Curriculum Innovation K-12; Emily MacLean, Head, Junior School | Branksome Hall (Canada)

Work Integrated Learning: Supporting Student Agency in a VUCA World

Breakout Session B — June 24 | 3:40–4:30 p.m.

Today's high school students have experienced uncertainty, isolation, and limited peer interaction, often needing extra opportunities to build skills for adulthood and the workplace. The CHS Career Education & Post-Secondary Counselling team supports the whole child, understanding each student's unique journey and focusing on developing essential skills that form the foundation for their long-term goals. Students are the "drivers" of their own vehicles, building agency with guidance from trusted adult "passengers."

Presenters: Jennifer Cheong, Department Head, Career Education & Post-Secondary Counselling; Satchel Purcell, Manager, Work Integrated Learning; Cassie Dixon, Assistant Department Head | Crofton House School (Canada)

Teaching Girls Bravery over Perfection

Breakout Session B — June 24 | 3:40–4:30 p.m.

The Wall St. Journal and National Public Radio have done stories on The Ethel Walker School's approach to teaching and learning, which strives to show girls how to embrace bravery over perfection. This concept, and Walker's Capabilities Approach—the philosophical framework that provides its bedrock—are at the heart of The Ethel Walker education. Hear what reporters are flocking to find out more about and engage with Dr. Meera Viswanathan—who introduced Walker's Capabilities Approach nearly a decade ago—and faculty who teach elements of the program.

Presenters: Meera Viswanathan, Head of School; Brett Benzio, Assistant Head of School for Equestrian, Athletics and Co-Curriculars; Randall Shō Northrop, Executive Director, Walker's Capabilities Approach | The Ethel Walker School (United States)

Empowering Girls Through Engineering: Designing Solutions, Building Confidence 

Breakout Session C — June 24 | 4:40–5:30 p.m.

How can engineering education empower girls to see themselves as confident problem solvers? In this interactive session, participants will engage in a real-world design challenge inspired by declining bee populations, creating a hand pollinator that connects science to meaningful action. Afterward, we’ll reflect on key engineering practices, examine curriculum resources, and highlight asset-based approaches that support girls’ engagement and participation in STEM learning. Educators will leave with practical strategies to strengthen STEM identity, confidence, and problem-solving skills in girls across PreK–8 classrooms.

Presenters: Marianne Knowles, Manager, STEM Learning Design | Youth Engineering Solutions (YES), Museum of Science, Boston (United States)

Conceptual Thinking: Transforming Students' Engagement with the Process of Learning

Breakout Session C — June 24 | 4:40–5:30 p.m.

Three schools come together from Australia and the UK to explore a transformative approach to thinking that transcends the boundaries of individual subjects. Our research has found that students who embody conceptual thinking can move into inhabiting a more dynamic and powerful frame of mind, thereby going beyond concrete content to situate their knowledge within meaningful conceptual frameworks. Our approach is interdisciplinary in nature and draws on our professional experiences in the fields of Science, English and Computing.

Presenters: Priya Christie, Head of English | Bromley High School GDST (United Kingdom); James Christie, Head of English | The Godolphin and Latymer School (United Kingdom); Linda Chui, Teacher of Science | MLC School (Australia)

Romans in Cyberspace: Interdisciplinary Storytelling Through Video Game Development

Breakout Session D — June 25 | 10:20–11:10 a.m.

What do Latin, art and computer science have in common? They all came together in an innovative project, where students worked collaboratively to develop a historically accurate video game. Latin students took on the role of writers and historical consultants, and their work informed the character and environmental art developed in the visual arts class. Computer science students then integrated the Latin and visuals using principles of computational thinking and iterative design to create an interactive game.

Presenters: Nazrin Alaskarov, Art Teacher; Sang Moo Lee, STEM Teacher; Erika Sakaguchi, Humanities Teacher | The Linden School (Canada)

From Effort to Empowerment: Educating Girls as Agents of Change

Breakout Session D — June 25 | 10:20–11:10 a.m.

Loreto Kirribilli's Education Framework and Strategic Vision present a holistic approach to girls' education that cultivates confidence, curiosity, and compassion. Through evidence-informed teaching, reflective practice, and the Effort Tracking and Goal-Setting program, girls are empowered to take ownership of their learning and wellbeing. This framework integrates academic growth, resilience, and ethical awareness, equipping girls to lead with integrity and purpose.

Presenter: Nicole Archard, Principal | Loreto Kirribilli (Australia)

Confident Learners, Confident Lives: A Case Study in Metacognitive Growth

Breakout Session D — June 25 | 10:20–11:10 a.m.

This session explores how self-regulated learning, and metacognition can empower senior girls to become confident, independent learners. Drawing on Dr Shyam Barr’s research and a case study from a Stage 6 Modern History class at Loreto Normanhurst, it demonstrates practical strategies for fostering reflective thinking, goal setting, and ownership of learning. Participants will gain insights into how metacognitive development enhances academic performance and personal growth, and how educators can embed these practices in girls’ schools. The session offers a compelling model for cultivating lifelong learning habits and building resilient, self-aware students. 

Presenter: Peta Holmes, Head of History | Loreto Normanhurst (Australia)

Thinking about Thinking: Supporting Neurodiversity through Metacognitive Coaching

Breakout Session E — June 25 | 1:00–1:50 p.m.

When students understand how they learn, they become more active participants in their education rather than passive recipients. This interactive workshop explores the power of metacognition—understanding how we learn and how to plan, monitor, and evaluate that learning. Research shows this high-impact, low-cost approach strengthens agency and lifelong learning capacity. Metacognitive coaching can help all learners—whether or not they have diagnosed learning differences—become more independent, reflective thinkers.

Presenter: Kelly Ross, Upper School Academic Support Counselor | Oak Knoll School of the Holy Child (United States)

Learning to Thrive: Talking to Alum about Preparedness for Life After Graduation

Breakout Session E — June 25 | 1:00–1:50 p.m.

Explore how to prepare your students effectively for life after graduation by attending this session that will offer compelling insights from recent girls' school alum. We'll share how we moved beyond traditional measures of preparedness to implement a 5-year interview-based research study that centres the voices of graduates themselves. Whatever your role in your school community, you'll want to hear what these alum had to say about their experiences across seven dimensions of preparedness.

Presenters: Jaime Malic, Teacher and Researcher; Heather Henricks, Vice Principal – Learning, Research and Innovation | St. Clement's School (Canada)

It's Not Adding Up: Why Girls Aren't Doing Economics (Yet)

Breakout Session E — June 25 | 1:00–1:50 p.m.

Despite growing awareness of gender equity in education, girls remain underrepresented in Economics classrooms and careers. This session explores this issue through macro, meso and micro perspectives. At a macro level, it examines the visibility of women in economics and finance as role models; meso explores the Australian context of school economics education; and micro highlights Ascham's success in reversing national trends.

Presenter: Lesley Brown, Head of Social Science | Ascham School (Australia)

Unleashing Creativity: Three Perspectives on Integrating Collaborative Interdisciplinarity 

Breakout Session E — June 25 | 1:00–1:50 p.m.

Being committed to our motto, "the world needs great women," we strive to equip girls for a rapidly changing world. We designed and launched our own interdisciplinary initiative in 2021. It bridges traditional subject silos to deepen student understanding, build real-world skills, and streamline evaluation. We are keen to share the rationale behind developing our own interdisciplinary approach and the insights we can offer from three perspectives: Deputy Head, Interdisciplinary Coordinator, and Teacher. 

Presenters: Lisa Jacobsen, Pedagogical Advisor and Interdisciplinary Coordinator; Kim Turcot DiFruscia, Deputy Head of School; Sophie Champagne, French Department Head and Teacher | The Study (Canada) 

Why Is Cognitive Science and Metacognition So Important in Girls' Education? 

Breakout Session F — June 25 | 2:00–2:50 p.m.

Take part in a highly interactive and engaging session full of activities, research and discussion as to the benefits of integrating cognitive science and metacognitive approaches in the curriculum to specifically benefit girls. This session explores a range of relevant theories and the effective application of cognitive science and metacognitive principles to accelerate learning, maximise wellbeing, enhance inclusion and help girls develop future-ready skills. All centred around a whole school case study of how this is driven to success by leadership and stakeholders in an ICGS member school in London, UK.

Presenter: Reece Merk, Director of Teaching and Staff Development | South Hampstead High School GDST (United Kingdom)

Making Meaning Queer: Co-designing Disruptive Discussions in a Feminist Classroom

Breakout Session F — June 25 | 2:00–2:50 p.m.

Who we are affects how we read and the meanings we make. In our grades 11–12 English elective, we pair Sophokles' Antigone with its contemporary revision, Kamila Shamsie's Home Fire. Rooted in intersectional feminism and reader-response theory, we aim to queer classroom power dynamics through the co-design of discussion and assessments. By decentering authority, sharing inquiry, and co-creating meaning, we actively disrupt traditional pedagogies.

Presenter: Miriam Walden, Upper School English Teacher | The Hewitt School (United States)

How to Encourage Girls to Take Risks in Math: Overcoming the Perfection Stigma

Breakout Session F — June 25 | 2:00–2:50 p.m.

This session will guide teachers in building a positive math classroom culture where students feel confident exploring ideas without the pressure of always being right. Participants will experience student-led assessment strategies and hands-on activities that encourage girls to take risks, think creatively, and tackle open-ended math problems. Teachers will leave with practical tools to engage their students in meaningful, enjoyable problem-solving.

Presenter: Robin Garand, Middle School Math and Science Teacher | St Mildred's-Lightbourn School (Canada)

The Survey is Dead! Long Live the Survey! Building Girls' Engagement in History

Breakout Session F — June 25 | 2:00–2:50 p.m.

The survey is dead! It cannot be resuscitated…or can it? Many a history teacher's reality is that their curriculum content expectations grow daily, but the amount of class time does not. Come to this workshop to explore, with specific examples and available resources, how survey courses can be reimagined so that a wider variety of girls can learn thematically and collaboratively, across time periods, while strengthening their historical thinking skills.

Presenter: Mark Will, Curriculum & Department Leader, Social Sciences | St. Clement's School (Canada)

Collaborative Classrooms: Advancing UDL Through Co-Teaching 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

How can diverse educators work together to create inclusive, thriving classrooms? Drawing on a two-year action research study in a Junior School, this session explores how Learning Resource Teachers, Educational Assistants, and Associate Teachers can co-teach with classroom teachers to implement Universal Design for Learning (UDL). We'll examine models such as Alternative Teaching, Station Teaching, and One Teach, One Assist, and share how student and teacher feedback highlight the value of multiple educators. Participants will leave with strategies for clear role definition, shared planning, and proactive collaboration to strengthen inclusive practice and center student voice. 

Presenter: Andrea Page, Assistant Director, Junior School | Crofton House School (Canada)

'Unboxing' Learning: Making Time and Space for Competencies 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

If we continue to privilege content over competencies, we risk preparing students for a world that no longer exists. At Ivanhoe Girls' Grammar School, we are 'unboxing' learning for our Years 7–10 students, freeing them for a block of time each year from the confines of classrooms, subjects, and timetables that restrict curiosity and agency. Through a new learning program housed within a purpose-built facility, we are reimagining education as fluid, interconnected, and human-centred—creating the time and space for students to cultivate and demonstrate agency in learning. 

Presenter: Narelle Umbers, Principal | Ivanhoe Girls' Grammar School (Australia)

That's a Class? The Impact of a Women's Sports Class 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

In the 2025–26 school year, the Madeira School introduced a new class: Women, Sports, and American Popular Culture. This session will investigate the impact of a women-centric class in a historically single-sex environment, using data collected by the instructor. Learn about how discussing gender and sports impacted high school girls' sense of self and the success and challenges the school faced. From local, experiential learning at a National Women's Soccer League practice to in-class discussions on issues women specifically face in professional sports, hear from Madeira's experience to bring a similar class to your campus. 

Presenter: Nicki Felmus, History Teacher | Madeira School (United States) 

The Round Square Heroes of Discovery - Character Education in Elementary Years

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

Join us for clay modelling and meet the Round Square (RS) Heroes of Discovery – 12 cartoon superheroes that promote positive character traits and skills for young learners. Each RS Hero encourages a different aspect of personal growth and social responsibility (e.g. Inquisitive Indu promotes curiosity and questioning, Problem Solving Papri encourages creative thinking, Tenacious Tino models resilience and learning from mistakes, and Sustainability Suki emphasizes environmental responsibility). Schools integrate the RS Heroes into school curricula helping students explore these traits in practical, hands-on ways. The same approach can be applied to any school values – join this session to explore how. 

Presenter: Rachael Westgarth, Chief Executive | Round Square

Shaping a New Women's History Through Primary Sources 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

Join a collaborative "speed innovating" session to help shape a forthcoming primary source anthology. Focused on the 1600–1770 era, this workshop moves beyond the "greatest hits" of history to uncover the lived experiences of early American women. Participants will engage directly with draft primary sources, offering critical feedback on classroom usability and pedagogical framing. Designed for middle and secondary educators, this interactive dialogue explores how to center women's agency in early U.S. history and Civics. 

Presenter: Bridget Riley, Middle School History Teacher, Social Studies Department Chair | Stone Ridge School of the Sacred Heart (United States)

The Artist and Historian 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

How do we integrate the arts into our teaching of History? Drawing on decades of K-12 teaching experience, we will focus on how art can enrich the teaching of twentieth-century global women's movements. Participants will explore classroom techniques that use the artist as historian to deepen students' critical engagement in complex subjects, exploring the Black Arts movement, the intersection of arts and activism in the Middle East, and Ballroom Culture on New York City's Lower East Side. 

Presenter: Marcos Rosales, Head of the Visual Art Department | The Spence School (United States) 

Reaping the Dividends: Girls' Leadership and Support in Writing and Math Centers 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

In this interactive session, Writing and Math Center Directors at Westridge School for Girls discuss how peer-tutoring structures create great opportunities for both students who excel and students who struggle. Our two disparate disciplines use common organizational principles and pedagogies while adapting to the specific needs of each. We'll share the evolution of our models, including failed experiments, innovations along the way, and ways we hope to expand to a more cohesive, interdisciplinary model in the future. 

Presenters: Tarra Stevenson, Writing Center Director; Leah Dahl, Math Department Chair | Westridge School for Girls (United States)

Implementing Deliberative Dialogue in your Classroom 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

Join Close Up Foundation as they take you through a quick model deliberation and share the framework for implementing more dialogue in your classrooms. 

Presenters: Sara Emhof, Academic Director; Jon Gerst, Manager of Business Development | Close Up Foundation (United States)

Failure without the "F" 

INSPIRE Session 2 — June 26 | 8:30–9:30 a.m.

STEM's grandmother IS Shop Class. Come hear from former trigonometry teacher, Brian Schaffran, as he talks about building vintage motorcycles as an introduction to mechanical engineering. As students struggle their way through taking apart and rebuilding Honda CB350s, they learn to embrace failure as learning, rather than an "F." 

Presenter: Brian Schaffran, Cofounder | Motogo (United States)

From Academic Achievement to Entrepreneurial Action: A Structured Framework for Young Women

INSPIRE Session 2 — June 26 | 8:30–9:30 a.m.

There is growing interest in how students translate academic achievement into real-world creation. This session presents a structured approach to bridging that gap through applied entrepreneurship education. Rooted in higher education and piloted at the University of Toronto, ICUBE, it introduces the Entrepreneurial Compass, a four-stage proprietary framework developed through InnovateHERed. This venture learning programme supports young women aged 15 to 25 through two pathways, Launchpad for ages 15 to 17 and Incubator for ages 18 to 25. The framework integrates STEM and AI-informed thinking and enables participants to develop tested prototypes, venture projects, and early career capability through a fast build sequence and replicable model. 

Presenter: Gurjit, Founder GDEdu-InnovateHERed (Canada)

Implementing Deliberative Dialogue in your Classroom 

INSPIRE Session 2 — June 26 | 8:30–9:30 a.m.

Join Close Up Foundation as they take you through a quick model deliberation and share the framework for implementing more dialogue in your classrooms. 

Presenters: Sara Emhof, Academic Director; Jon Gerst, Manager of Business Development | Close Up Foundation (United States)

Empowering Girls Through an Evidence-Based Teaching and Learning Framework

Breakout Session G — June 26 | 9:40–10:30 a.m.

At Toorak College, our Teaching and Learning Framework is built on three core principles: Explicit Instruction, Cognitive Load Theory and Developing Self-Regulated Learners. Tailored to how girls learn best, this framework supports clear, structured teaching while building independence, drive and motivation. Our approach is grounded in current research and responsive to each student's needs, fostering both academic success and a lifelong love of learning.

Presenter: Melissa Schoorman, Deputy Principal, Head of Wardle House | Toorak College (Australia)

Aligning Engineering Standards K-7: Lessons from The Chapin School's Approach

Breakout Session G — June 26 | 9:40–10:30 a.m.

There is a lot of interest in the United States in integrating Engineering into K–12 schools lately. And rightly so. In the early 2000s, India and China surpassed the US in the number of engineers graduating each year. Today, the US graduates roughly 140,000 engineers annually, while China graduates 1.5 million. In other words, China produces roughly the same number of engineers annually as the US has in total. The Society of Women Engineers estimates that women comprise merely 16% of US engineers. The number in India and China is likely less. When it comes to making up the gender gap (and pay), it’s incumbent on girls’ schools to recognize this lag and help bridge the gap. At Chapin, we have built custom spaces dedicated to giving girls the access and practice that a strong engineering program requires. Specifically, we have integrated them into our Science curriculum. Today, we would like to share our approach.

Presenters: Anna Jacinta Mello, Middle School Head of Science; Mary Ostrover, Lower School Head of Science | The Chapin School (United States)

Integrating the Curriculum

Breakout Session G — June 26 | 9:40–10:30 a.m.

Effective curriculum integration serves as a medium for engaged and measurable student learning. Innovative curriculum design can address diverse learning needs, encourage cognitive demand and provide a sense of academic belonging. A multidisciplinary, movement-rich approach allows for engaging entry points and translates to broader academic gains. This session will explore examples of current curriculum integration projects at the Spence Lower School in New York.

Presenter: Pam Vlach, Lower School Faculty | Spence School (United States)

Beyond Climate Anxiety: Empowering Girls to turn Anxiety into Action 

Breakout Session G — June 26 | 9:40–10:30 a.m.

Climate (or ‘eco’) anxiety is rising among young people, who often feel powerless in the face of a warming planet and growing inequalities. Research has shown that gender is a critical axis in vulnerability, where girls aged 15-16 in urban areas are the most susceptible to experiencing climate anxiety. This session explores practical strategies to transform fear into agency, build resilience and empower girls to see themselves as changemakers. Using inquiry-based learning and primary research, participants will explore how to guide students to become changemakers, transforming their climate anxiety into meaningful action and advocacy for global challenges and inequalities. 

Presenter: Emily Behan, Social Sciences Teacher | Loreto Normanhurst (Australia)

Futures… Now! Gender and Re-imaginings with Young People 

Breakout Session H — June 26 | 10:40–11:30 a.m.

A dominant narrative of work with young people focuses on discourses of “this is for your future” or “you are the next generation”. But what if, as teachers and researchers, we say, “the future is now”? In this interactive session, Claudia, as a teacher educator and researcher working in transnational contexts with young people, and Marie, as a new teacher in a girls’ school in Montreal, bring together ideas on pedagogy and  participatory visual methods to reflect on what social change is looking like in their work with young people. The presentation will incorporate ideas from the exhibition at the conference, Youth United Will Never Be Defeated. 

Presenters: Claudia Mitchell, PhD, Distinguished James McGill Professor | McGill University; Marie Sakr, Senior English Teacher | The Study (Canada) 

Nurturing the Gifts of Girls

Breakout Session H — June 26 | 10:40–11:30 a.m.

This session explores how Loreto Kirribilli nurtures the gifts of girls in the Junior School. Guided by our Education Framework with students at the centre, our High Potential and Gifted Education (HPGE) approach celebrates each learner's individuality and potential. Through mentorship, creative problem-solving, critical thinking and real-world inquiry, our students are empowered to think deeply, act ethically and lead with purpose.

Presenter: Kate Archer, Coordinator of Teaching and Learning and High Potential and Gifted Education Teacher | Loreto Kirribilli (Australia)

Evolving Her Story: Empowering Girls Through the Science of the Female Body

Breakout Session H — June 26 | 10:40–11:30 a.m.

This session highlights a high school science course, The Evolutionary History of the Female Body, which reimagines evolutionary biology through the lens of the female experience. Inspired by Cat Bohannon's Eve: How the Female Body Drove 200 Million Years of Human Evolution, the course empowers girls to ask bold questions about what makes the female body unique and how those differences have shaped human evolution.

Presenter: Hanna Robertson, Science Department Chair and Teacher | The Archer School for Girls (United States)

Tell Me a Story 

Breakout Session H — June 26 | 10:40–11:30 a.m.

To become who we want to be, we must first believe in who that is and see a path to get there. When girls lack the narratives that give them meaning, purpose and connection, the attainment of success, both academic and more broadly, is compromised. This session will consider how we help girls to access the stories, drawn from fiction, history and the world around them, to enable this positive identity formation and conceptualisation of their place in community and the broader world, while also considering how we help girls to challenge the negative narratives which serve to undermine them. 

Presenter: Patricia Taaffe, Head of House | Loreto Normanhurst (Australia)

Institutional Transformation and Student Empowerment Through Futurist Thinking

Breakout Session H — June 26 | 10:40–11:30 a.m.

In an age of global uncertainty, education must move beyond preparing students for a single future. This session explores how futures thinking—the practice of envisioning and creating preferred futures—empowers students as changemakers while supporting wellbeing. Using The Girls' School of Austin's Future Thinking curriculum as a model, we'll examine how equity-centered, future-focused learning cultivates agency, social justice, and inclusive innovation.

Presenters: Lorna Torrado, Director of Future Thinking and 21st Century Skills; Malia Wagner, Counselor | The Girls' School of Austin (United States)

Girls Who Tinker (in World Languages)

Breakout Session H — June 26 | 10:40–11:30 a.m.

Four World Languages educators share the pedagogy behind the interdisciplinary and multi-faceted projects they developed alongside the makerspace director, projects that nurture imagination and creativity, ensure differentiation and inclusion through choice, promote problem-solving skills, and make language learning relevant by placing teaching and learning with purpose and heart at the core of each of them. Panelists will share their thinking behind each project: "Ma maison de rêve”; "Design a Chinatown” (VR); “‘En los zapatos del otro’: Developing Historical Empathy” (VR); and “vestigia Romana: Roman Clue.” Attendees will see some student work and share takeaways to bring to their own classrooms. 

Presenters: Inés Gomez-Ochoa, Head of Upper School World Languages/Upper School Spanish Teacher; Catherine Bender, Dean of Class 11/Upper School Classics Teacher; Lodz Pierre-Juanso, Upper School French Teacher; Jie Yang, Upper School Mandarin Chinese Teacher | The Chapin School (United States)

Belonging Is a System, Not a Feeling: Reimagining Culture for Girls of Color

Breakout Session A — June 24 | 2:20–3:10 p.m.

Belonging is often treated as a feeling, yet for girls of color in predominantly white schools, belonging is shaped by systems, not sentiment. This session reframes belonging as a schoolwide design challenge—one shaped by language norms, adult behaviors, curriculum signals, and the social architecture unique to girls' schools. Participants will map their school's current "belonging ecosystem" and identify practical leverage points that reduce cultural friction and increase psychological safety. Through research, a case study, and lived experience, this session offers actionable strategies to build a measurable, sustainable culture of belonging where every girl can thrive authentically.

Presenters: Rita Jajjo, Director of DEIB and Auxiliary Programs; Heidi Contreras, Spanish Teacher and Spanish Outreach and Family Support Liaison | Presentation High School (United States)

Affinity Groups in the Middle School

Breakout Session C — June 24 | 4:40–5:30 p.m.

Affinity groups are very common amongst upper school divisions. But are middle school students too young for them? In this workshop we will discuss why affinity groups are critical to the racial identity development of adolescents based on William Cross's Black American Racial Identity Development Model. We will explore different activities and events that can occur in Middle School affinity groups and attendees will participate in one of these activities.

Presenter: Gabbie Álvarez-Spychalski, Middle School Dean of Students | The Baldwin School (United States)

From Awareness to Action: Developing White Anti-Racist Educator Capacity

Breakout Session E — June 25 | 1:00–1:50 p.m.

In this session, we will share our multi-year model for fostering meaningful identity development in white educators, grounded in Dr. Janet Helms's White Racial Identity Development framework, highlighting early successes and challenges. Participants will learn about the structure of the white faculty cohort, the facilitated learning arc developed with racial literacy expert Jenna Chandler-Ward, and workshops created by cohort members to support colleagues' ongoing growth as anti-racist white educators.

Presenters: Cathie Hillian, Associate Director of Counseling and WARE Cohort Advisor; Susan Martell Jenkins, Chief Equity & Inclusion Officer | Miss Porter's School (United States)

Embracing Girls' Neurodiversity Through Relationship Building

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

Often diagnosed later in K-12 education, neurodiverse girls add a vibrancy to the tapestry of an independent school setting. While exceptionalities are often confined to the parameters of an IEP, successful engagement with neurodiverse students hinges on a meaningful sense of belonging. This session will highlight how a population of neurodiverse students may be overlooked by independent schools, ways in which faculty can authentically build inclusive community, and adopt a teaching posture that encourages transformational learning for everyone.

Presenter: Olivia DiGiammarino, Learning Strategist | St. Mildred's-Lightbourn School (Canada)

Our Journey to Better Relationships with Our Indigenous Land Owners

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

We have been working with our local iwi (regional indigenous group) to upskill our staff and develop greater culturally sustainable practice. This session will outline our work to date and give space for sharing successful practice in other schools.

Presenter: Julia Davidson, Principal | Wellington Girls' College (New Zealand)

Afghan Girls' Education

Breakout Session B — June 24 | 3:40–4:30 p.m.

Girls aren’t allowed above third and sixth grade in Afghanistan right now. However, even with extreme restrictions and limitations, many Afghan women and girls have found a pathway to secure scholarships at various Canadian secondary and post-secondary institutions. Women Leaders of Tomorrow has connected over 40 Afghan women and girls with different educational institutions in Canada, offering full-ride scholarships from the institutions in partnership with WLOT.  

Presenter: Friba Rezayee, Founder and Executive Director | Women Leaders of Tomorrow (Canada)

Voices from the River: How Art, Storytelling and Film Empower Girls as Environmental Changemakers

Breakout Session C — June 24 | 4:40–5:30 p.m.

Award-winning filmmaker Stephanie Boyd takes you beneath Peru's Amazon rivers into the magical spirit world of the Karuara. Discover how Kukama Indigenous women leaders and children joined forces with Stephanie's team to make the award-winning film, Karuara: People of the River. The Kukama's art, music and stories became the heart of the film and helped win a ground-breaking lawsuit that secured legal rights for the Marañón River, one of the Amazon's largest tributaries. Explore how animation, music, storytelling, and art can awaken students' connection to nature and empower girls as changemakers. Leave with creative tools to bring environmental justice into your classroom.

Presenter: Stephanie Boyd, Producer and Director | Asociación Quisca (Peru)

Global Citizenship in a Changing World: A Panel of School Models

Breakout Session D — June 25 | 10:20–11:10 a.m.

Many of our schools center global citizenship, leadership, and engagement with the world in their missions. Yet today’s young women are coming of age in a world marked by volatility, polarization, and profound uncertainty. As global dynamics shift and pressures on young women intensify, schools are being called to evolve. This panel brings together leaders from Institute for Global Learning member girls’ schools to explore:

• How are we preparing students to navigate uncertainty with confidence and integrity?
• How are we cultivating the ability to hold complexity, listen across difference, and lead in contested spaces?
• How are girls’ schools cultivating the skills that matter most like perspective-taking, nuance, comfort with ambiguity, intercultural dialogue, and ethical action so that our students remain grounded, connected, and prepared to meet the challenges of a complex and changing world?

Join us to hear from multiple schools about the programs, pedagogies, and partnerships they are using to engage students with global challenges, from climate change to political polarization, without leaving them overwhelmed or disengaged.

Presenters: Claire Sisisky, Executive Director; Melissa Brown, Director of Professional Learning and Intercultural Programs | Institute for Global Learning (formerly GEB)

Building a Global Campus Through All-Girls School Partnership

Breakout Session F — June 25 | 2:00–2:50 p.m.

This session demonstrates how St. Margaret’s School (SMS) operationalizes global citizenship for girls through its comprehensive Global Campus Model, directly implementing the vision of our strategic plan, Leading from the Global Stage – Blueprint for Humanity. The Global Campus is defined by three interconnected pieces: mission-rooted international partnerships, flexible academic programming, and pathways for enhanced leadership development. We will showcase how this holistic approach creates uniquely powerful learning experiences that foster confidence, global awareness, and essential leadership skills like cultural situational awareness. Presenters: Paula Procyshyn, Deputy Head of School, Student Life | St. Margaret's School (Canada)

What Girls’ Schools Do Differently — and Why It Matters

INSPIRE! Session 1 — June 25 | 3:00-4:00 p.m.

This session will explore the distinctive educational experience offered by girls’ schools through the narration of a real-life case and personal educational experiences. Drawing on firsthand perspectives, the session will reflect on how girls’ schools intentionally create environments that foster confidence, participation, leadership, wellbeing, and academic growth. The discussion will examine the specific ways girls’ education supports students during key stages of adolescence, encouraging them to develop their voice, ambition, and sense of belonging. Particular attention will be given to classroom dynamics, leadership opportunities, STEM participation, and the freedom to learn and grow without limiting stereotypes or social pressures. Through a practical and human-centred perspective, the session will highlight why the distinctive approach of girls’ schools continues to matter in the educational and personal development of many young women. 

Presenter: Iguales y Diferentes

Living & Learning Together: Authentic Engagement Between Girls' and Boys' Schools

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

As a world-first initiative, Pymble Ladies' College has pioneered a month-long Year 9 Residential Program with leading all-boys schools at its Vision Valley Outdoor Education Campus. Since 2022, these immersive programs have brought single-sex girls' and boys' schools together in shared living and learning environments, fostering authentic engagement, respect, and healthy relationships in a safe and supervised tech-free setting.

Presenter: Tom Riley, Head of Campus, Vision Valley | Pymble Ladies' College (Australia)

The Opportunities and Essential Role of Girls’ Schools in This Moment of Intersecting Crises

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

In this complex geopolitical moment in time, the climate and biodiversity emergencies are deepening, along with the many intersecting social crises. Research shows women and girls are both disproportionately affected, and disproportionately leading society towards solutions. Join us to discuss how this is showing up in our schools, and how we can connect and amplify our work on wellbeing, justice, community service, environmental sustainability and more. The presenters are experienced educators and school leaders working at DoorNumberOne.org, catalyzing bold climate and Nature action in schools. 

Presenters: Barb Macintosh, CAAP Facilitator & Mentor; Michèle Andrews, M. Ed., Co-Founder | DoorNumberOne.org (Canada)

Simplify Travel Logistics, Amplify Global Learning 

Breakout Session G — June 26 | 9:40–10:30 a.m.

The value of personal growth and leadership development in girls that occurs as a result of educational travel is invaluable. However, it is becoming increasingly difficult to take students out of the country while managing risks and student safety.  After years of inconsistent approaches to travel protocols and policies, the Academy of Notre Dame’s Center for Global Leadership looked to standardize and simplify travel planning. This presentation will highlight tips for how to streamline logistics, paperwork, and communications so that global educators can focus on mission-aligned travel programs that inspire, educate, and connect girls with the world. 

Presenters: Nora Moffat, Director, Center for Global Leadership | Academy of Notre Dame de Namur – Villanova, PA; Stephanie Fluharty, Co-Founder | Vervet – Virginia Beach, VA

Cultivating the Dispositions for Global Mindedness: From Vision to Practice 

Breakout Session H — June 26 | 10:40–11:30 a.m.

Since the launch of our 2024–2027 strategic vision, we have been committed to providing students with an education that builds an awareness of a future that belongs to all of us. From vision to a philosophy for dispositional learning, our focus has been on developing curriculum, pedagogy, and programs that nurture globally-minded changemakers committed to equity and inclusion. In this session, we share how a senior leadership team can collaboratively realise the Principal's vision across all facets of school life. 

Presenters: Jane Danvers, Principal; Lauren Walsh, Executive Director of Professional Practice and Learning Culture; Samantha Gooch, Deputy Principal – Pastoral Care | Kambala (Australia)

Developing Teacher Leaders Through Reflective Book Study and Practical Professional Learning Community (PLC) Protocols

Breakout Session B — June 24 | 3:40–4:30 p.m.

This session shares how YWLA Primary develops teacher leaders by pairing reflective book studies with practical Professional Learning Community (PLC) protocols. Through a book study, teacher leaders examine values, courage, and vulnerability to strengthen leadership identity. Complementary PLC-focused meetings equip them with facilitation tools to analyze student work, guide collaboration, and lead purposeful discussions.

Presenter: Jennifer Elwood, Principal | Young Women's Leadership Academy Primary/SAISD (United States)

Humanities - and Humanity! - in an AI World: A Manifesto and Discussion

Breakout Session B — June 24 | 3:40–4:30 p.m.

We know that our shared future depends on our students building human skills alongside AI skills. And yet, it feels like much of the conversation about AI in schools focuses on policies and tools – not the existential questions weighing on humanities educators' hearts and minds. In 25-26, R.E.A.L. Discussion convened twenty-five leaders of humanities departments - including from girls' schools like St. Catherine's School (VA) - to engage these big questions about humanities instruction in an AI world and co-author a "Manifesto." The Manifesto offers guiding values and practical design principles for re-considering how we teach human skills like reading, writing, and discussion in an AI world. Join this breakout to see the Manifesto, nerd out about big ideas, dive deep into pedagogy -- and then leave equipped to facilitate similar discussions in your own school community. 

Presenter: Frances Doyle, Associate Head for Academics | St Catherine's School (United States) 

Authentic Student Leadership: Designing a Framework and Program that Empowers Every Girl

Breakout Session C — June 24 | 4:40–5:30 p.m.

Every girl has both the capacity and the right to lead. As educators, our responsibility is to equip them with the skills, knowledge, and confidence to challenge inequity and lead with integrity in an increasingly complex world. This session explores the development of a bespoke leadership framework that authentically engages students and staff, grounded in our school's rich history. We will share how this framework informed a P–12 leadership program and the pivotal role of student voice in its creation.

Presenter: Pascale Drever, Deputy Head of School | Ascham (Australia)

Leading with Empathy: Managing through Change

Breakout Session D — June 25 | 10:20–11:10 a.m.

Schools are constantly adapting to meet the needs of an evolving world. An advantage of serving as a girls' school leader is the opportunity to center dignity and model compassion through change. Leading with Empathy allows us to champion those in our care while guarding against our own compassion fatigue. In this practical and interactive session, we will focus on the elements of change that leave people confused, anxious, or frazzled. Participants will use a three-step protocol to work through a sticky situation with colleagues in similar roles.

Presenter: Cintra Horn, Assistant Head of School for Student Affairs | Ashley Hall (United States)

The Leader Within: Building a Universal Language for Leadership in Your School

Breakout Session E — June 25 | 1:00–1:50 p.m.

What if leadership development didn’t require more programming? This session explores how schools can build a consistent and universal approach to leadership across advisory, athletics, co-curricular spaces, AND teacher development – using a simple, powerful language for understanding how we each lead, connect, and perform at our best. 

• Drawing on recent research and case studies, this session explores how a shared language of leadership creates alignment across a school – enabling both educators and students to see themselves as leaders, strengthening confidence, resilience, and engagement in everyone.
• Participants will identify practical strategies to bring existing programs to life in day-to-day practice. 
• And by discovering their own unique Leader Within, they will understand firsthand how this language can be used across contexts to build a cohesive, transformative leadership culture within their school.

Presenter: Jennifer Johnson, CEO & Chief Learning Officer | Captains & Poets (Canada) 

Leadership Beyond Titles: Empowering Girls with the Tools to Lead

Breakout Session F — June 25 | 2:00–2:50 p.m.

Girls' schools are powerful incubators of leadership – and Lean In Girls is designed to deepen that work. Even in the strongest leadership cultures, girls benefit from explicit, structured practice: the practical 'how' of leading with confidence, voice, and authenticity. Lean In Girls fills that space with a free, research-backed curriculum that builds the mindset, behaviors, and skills girls need to step into leadership — and own it. In this interactive session, you’ll experience activities from the curriculum, explore how the program strengthens confidence, voice, and agency, and hear from educators already implementing it. You’ll leave with evidence-based strategies to strengthen your school’s leadership ecosystem and ensure every girl has the tools to lead.

Presenter: Stephanie Florence, Interim Senior Manager, Girls Partnerships | Lean In Girls

Levelling the Playing Field: How School Sport Cultivates Women Leaders 

Breakout Session H — June 26 | 10:40-11:30 a.m.

This session presents doctoral research investigating how school-based sport during formative years influences women's professional leadership trajectories. Through qualitative research with women leaders across industry sectors, this session identifies the specific mechanisms through which sport participation translates into professional leadership skills, explores optimal pedagogical approaches, and offers evidence-based insights for strengthening leadership development through your school's sport program. 

Presenter: Lisa Brown, Principal | Meriden School (Australia)

Genuine Co-Creation in Program Design

INSPIRE! Session 1 — June 25 | 3:00–4:00 p.m.

This session will highlight the intentional steps used to co-create the 30 Birds Foundation Canada Ambassadors Program alongside Afghan girls who were evacuated to Canada following the Taliban's takeover. Rather than designing a program for participants, this approach centres designing with them—ensuring their voices, priorities, and lived experiences shape every stage of development. The session explores practical methods for shared decision-making, trust-building, and constructive feedback, demonstrating how co-creation fosters agency, ownership, and empowerment.

Presenter: Jessica Lewinski, Interim Country Director | 30 Birds Foundation Canada

From Athena to AI: Place, Passion, & Leadership Lessons

INSPIRE! Session 1 — June 25 | 3:00–4:00 p.m.

Our girls particularly flourish when put in spaces where they can test their voices and practice skills. When they see they can make a difference, it matters more. This session explores three of Girls Preparatory School’s place-based, passion-driven programs which were explicitly designed to nurture leadership and spark change-making across a range of girls, not just the heads of the pack. Participants will explore how research, reflection, and real-world connections help girls link knowledge to action and theory to practice. Attendees will leave with strategies to help girls lead with confidence, curiosity, and compassion.

Presenter: Ralph Covino, Humanities Coordinator | Girls Preparatory School (United States)

Small Investment, BIG Impact!

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

The 30 Birds Foundation Canada's Microgrant Program provides access for its members to modest, flexible funding for professional development. Access to small capital enables pursuit of certifications and training that align with professional goals in often creative and unexpected ways. Alongside funding, recipients build practical skills in financial literacy, research, and accountability through guided reporting and reflection. This session highlights how small, targeted investments create meaningful momentum—supporting confidence and skill development, while empowering individuals to take ownership of their learning and professional growth.

Presenter: Anja Bundy, Program & Operations Manager | 30 Birds Foundation Canada

Letting Go of Being Fixer in Chief

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

Many school leaders rise because they are responsive, capable, trusted and excellent at quickly fixing problems. This is a strength — but over time, it can become a significant limitation on developing leadership skills, promoting frustration and burnout. When leadership is defined by fixing, leaders take on too much responsibility, teams become overly dependent, underlying tensions remain unaddressed and a job can feel like it’s all giving with not much in return. This session will help individuals explore their fixer role and create a path forward towards more sustainable leadership.

Presenter: Julie Faulstich, Principal | Stony Creek Strategy (United States)

Ignite Your Authentic Leadership Style: A 25-Minute Leadership Reset

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

Effective leadership starts with self-awareness. Learn the simple language of Captain and Poet to uncover your signature leadership style – and recognize it those around you – all for greater impact. Explore how the inner partnership between Captain (action, drive, decision-making, and discipline) and Poet (awareness, empathy, creativity, intuition, values, and vision) creates an inner compass for navigating challenges and leading with clarity. Join us for an energizing reset on your leadership and leave with a sharper understanding of how to lead with intention when it matters most.

Presenter: Jennifer Johnson, CEO & Chief Learning Officer | Captains & Poets (Canada) 

Building Crisis-Ready Girls' School Leadership Teams

Breakout Session A — June 24 | 2:20–3:10 p.m.

In a crisis, every decision shapes trust. Schools may have solid manuals, but are they ready to respond in an emergency? This session shares how York House School used a custom tabletop exercise to strengthen decision-making, emergency planning and communications under pressure. We'll discuss why girls' schools benefit from scenarios that reflect their unique communities, outline the approach we used, and unpack how scenarios can inform planning, reveal gaps, and drive critical protocol changes.

Presenters: Kelly Walker Schobel, Director of Communications & Marketing | York House School; Kate Chandler, Principal and Founder | Chandler Communications (Canada)

The Obsolescence Equation: Why Playing It Safe Is the Riskiest Thing Your School Can Do

Breakout Session A — June 24 | 2:20–3:10 p.m.

The independent school model was built for a world that no longer exists—designed for stability, predictable cycles, and slow-moving change. That world is gone. In a sector where 32% of schools have seen enrollment decline and the pace of global change has never been faster, incremental improvement is no longer enough. Girls' schools sit at a uniquely powerful inflection point, but seizing that moment requires something most institutions struggle with: the willingness to take calculated, courageous risks. This session will challenge you to reframe risk: not as something to be managed and minimized, but as the very engine of institutional survival. You'll leave with a framework for assessing your school's risk appetite, practical tools for dismantling the cultural anchors holding your community back, and a clear-eyed case for why the boldest thing you can do right now is change.

Presenter: Alanna McKee, Founder & CEO | Scarlet Oak Consulting (United States)

On My Honor: Mission-Aligned Approaches to Discipline

Breakout Session A — June 24 | 2:20–3:10 p.m.

Integrity is a pillar that stands tall in education, underpinning both the philosophies and procedures in independent schools. The Archer School for Girls' approach to disciplinary issues is both compassionate and firm, a mission-aligned process that centers repair and accountability. Through an exploration of Archer's Honor Education Council, this session will highlight how we leverage our core values of empathy, integrity, and responsibility to ensure that our disciplinary process contributes to—and does not diminish—a student's sense of belonging at school.

Presenters: Stephanie Nicolard, 12th Grade Dean; Casey Huff, 11th Grade Dean; Tracy Poverstein, 10th Grade Dean; Stephanie Ferri, 9th Grade Dean | The Archer School for Girls (United States)

Food, Identity, and Influence: Understanding How Girls Engage with Food 

Breakout Session A — June 24 | 2:20–3:10 p.m.

Food is a central part of our students’ daily lives—and a powerful lens through which to understand wellbeing, identity, and belonging. This session explores how girls of all ages experience and perceive food, the influence of social media on their choices and expectations, and how nutritional needs evolve across stages of growth and activity. Grounded in the context of our communities, we will consider how educators and schools can foster positive, informed relationships with food. Participants will leave with a deeper understanding of how their communities are engaging with food and the forces shaping those interactions. 

Presenters: Donna Bottrell, Registered Dietician, Director of Culinary | Dexterra Signature Dining; Jo-Ann McArthur, President | Nourish Food Marketing (United States) 

Student-Centered Schedule Design: Aligning Time with Learning

Breakout Session B — June 24 | 3:40–4:30 p.m.

School schedules are almost never designed from scratch. They accumulate over years, shaped by tradition, timetabling habit, and the path of least resistance rather than by any serious thinking about learning. This workshop challenges that pattern. It asks what a schedule would look like if it were built around how students actually learn rather than around adult convenience. 

Presenter: Andrew Taylor, Senior Consultant | The 5Rs Partnership 

Strategies for Inclusive Philanthropy: Engaging Women, Multicultural, and Multigenerational Donors

Breakout Session B — June 24 | 3:40–4:30 p.m.

This session explores how girls' schools can broaden their philanthropic base by understanding the distinct motivations and giving patterns of today's most dynamic donor communities. Drawing on research in women's philanthropy, generational trends, and multicultural giving traditions, participants will leave with practical strategies for reimagining fundraising events, cultivation approaches, recognition programs, and volunteer engagement — so that your advancement program reflects and resonates with the full diversity of your school community.

Presenters: Jamie Pugh, Principal Consultant; Kathleen Marano, Senior Consultant | Graham-Pelton (United States)

Blueprint for Humanity: Designing a Strategic Plan where Girls Lead from the Global Stage

Breakout Session B — June 24 | 3:40–4:30 p.m.

Co-presented by a Head of School and an educational consultant, this session outlines the collaborative process behind developing St. Margaret's School's Blueprint for Humanity—a strategic plan that builds on the school's long-standing strengths while intentionally integrating emerging priorities such as inclusion and Indigenous education. The presenters will share how reaffirming core values of care, courage, curiosity, challenge and connection informed every stage of planning.

Presenters: Sara Blair, CEO & Head of School | St. Margaret's School; Mackenzie Farrell, Management Consultant | Berlineaton (Canada)

School-Wide Climate Action in Girls’ Schools: A Case Study with Insights for All

Breakout Session B — June 24 | 3:40–4:30 p.m.

This presentation will review the essential role for girls’ schools in the climate and nature crises and highlight why whole-school climate action plans are essential for girls’ leadership, agency, and future readiness. We will share the climate and regeneration journey of Crofton House School as a case study, including early structures, educator learning, and whole-school alignment. We will also review how climate and nature action connects to and complements other overarching school priorities including wellness, pluralism, and service. The session will provide actionable pathways for schools to advance institutional and community leadership, climate learning and action.

Presenters: Claire Allen, Teacher, Science, and Sustainability Lead, Senior School | Crofton House School; Dr. Travis T. Fuchs, SSHRC Postdoctoral Fellow | Brock University; Michèle Andrews, M. Ed., Co-Founder | DoorNumberOne.org (Canada)

Designing Effective Advisory Programs

Breakout Session C — June 24 | 4:40–5:30 p.m.

Crafting engaging advisory programs for Middle and Senior School can be a challenge. Join our session to explore the successful framework we've developed over the last four years. We'll share how a strategic blend of pre-packaged and self-designed programming, along with the key ingredient of student agency, has led to an advisory model that is valued by both teachers and students. You will leave with practical strategies for designing a program that works for grades 7–12.

Presenters: Deirdre Timusk, Head of Senior School; Cissy Goodridge, Head of Middle School | Havergal College (Canada)

Beyond the Headlines: Student Learning and Well-Being in Independent Schools 

Breakout Session C — June 24 | 4:40–5:30 p.m.

ICGS schools have demonstrated strong academic recovery following pandemic disruptions, outperforming the broader NAIS cohort and, in several areas, public school peers. Yet aggregate outcomes obscure important variation. In this session, participants will examine recovery patterns by achievement level, subject, and grade, using comparative data from independent and public schools, and explore the three factors that contribute to the variation in how much students grow academically. The session also explores national evidence on student engagement, well-being, and belonging, from a recent study of 15K independent school students, highlighting the middle school transition as a pivotal point for academic and developmental trajectories. Together, these findings provide a nuanced view of student performance and experience, prompting focused discussion on instructional priorities, program design, and targeted supports. Participants will leave with data-informed insights applicable to diverse student populations. 

Presenters: Colleen Caulfield, Chief Revenue Officer; Mark Hastings, Member Solutions Director | E3n (United States)

What's Next? A Conversation About Leadership and Career Growth

Breakout Session C — June 24 | 4:40–5:30 p.m.

Whether you're actively considering a leadership transition or simply thinking ahead, this interactive session will offer strategic guidance on preparing for your next professional opportunity. We'll discuss how to assess your readiness for senior leadership roles, identify experiences that strengthen your candidacy, and effectively engage with search firms and consultants. After a brief overview of current leadership hiring trends and the search process, the session will be driven by participant questions and discussion, offering practical advice and insider perspectives for educators considering future leadership opportunities and seeking to expand their impact within their school community. 

Presenter: Amy Rogers, Search Consultant | Carney Sandoe & Associates (United States)

Safer School Trips: A Joint Approach to Risk, Incidents and Crisis Response

Breakout Session D — June 25 | 10:20–11:10 a.m.

This session examines a partnership-based approach to risk management, incident response and crisis leadership in educational travel. It focuses on shared responsibilities, clear communication protocols and practical safeguards that reduce harm to students and staff while protecting school reputation. 

Presenter: Jamie Wansey, Managing Director, Owner, Founder of Student Horizons (Australia)

Heads Panel on Institutional Sustainability

Breakout Session D — June 25 | 10:20–11:10 a.m.

Running a school is like running a state: What resources do you consume in the present rather than conserve for the future? Join four heads of school in a session moderated by a management consultant in institutional economics to explore challenges and opportunities in fostering long-term sustainable economics for their school—and all schools. Examine actions they took (in position, product, population, price, philanthropy, productivity and plant). Investigate the culture and indicia of sustainable and unsustainable schools. Investigate with depth, data, and honesty 10 vital signs of school health. Session includes sustainability analytics by region, scale and type for 50 girls schools and extended Q&A. 

Presenters: William Kummel, Principal | Rational Partners – moderator (United States)

What Girls Really Think About Their Sportswear & How Participation Builds Confidence 

Breakout Session D — June 25 | 10:20–11:10 a.m.

Limitless is a leading provider of sportswear to independent schools in the UK and Australia. This session explores the findings from the 2026 Limitless Female Sportswear Survey, conducted with over 1,160 girls, parents, teachers and coaches. The research highlights the key barriers preventing girls from enjoying and participating in sport and demonstrates the critical role sportswear plays in confidence and participation.  Attendees will gain insight into why greater choice, comfort and inclusivity in sportswear matter, alongside the growing need for education around sports bras and period support. The session will conclude with practical actions schools can take to help keep more girls active, engaged and enjoying sport throughout their school years. 

Presenters: Niamh Harrington, Business Merchandising Manager | Schoolblazer (United Kingdom)

Finding Your Market Position in a Culture of Comparison: The Path to Sustainability for Girls' Schools

Breakout Session E — June 25 | 1:00–1:50 p.m.

Developing a compelling and authentic positioning for your school to support educational, economic and sustainability objectives is the focus of this workshop. Schools must consider positioning well beyond traditional differentiators—namely their history, location, and values. How to stand out authentically and educationally from the crowd through deeper positioning that differentiates you in high-value ways will be a focus and deliverable in this workshop. This workshop will present an integrative, strategic perspective and approach to positioning that Dr. Holmes has applied across the world over three decades including with ICGS schools in each of Africa, Asia, UK, Australia and across the USA.

Presenter: Stephen Holmes, B Ed, MBA, M Ed, PhD, Principal/Founder | The 5Rs Partnership

Seeing Her Clearly: Evaluating Teaching Through the Lens of Girls' Learning

Breakout Session F — June 25 | 2:00–2:50 p.m.

Traditional evaluation frameworks often fail to capture the nuances of how girls learn through relationships, collaboration, and voice. This session introduces a gender-responsive observation and evaluation model developed at Sacred Hearts Academy, reimagining how we measure effective teaching in all-girls schools. Participants will explore practical strategies for aligning evaluation criteria with mission, empowering teacher reflection, and cultivating instructional practices that build girls' confidence and agency.

Presenters: Elizabeth Loehr, Upper School Principal; Cynthia McIntyre, Lower School Principal | Sacred Hearts Academy (United States)

Social Media Concerns Around the World—A Discussion with ICGS Heads of School

Breakout Session G — June 26 | 9:40–10:30 a.m.

How are girls' schools around the world responding to the rapidly evolving social media and technology landscape? In this panel, heads of school from diverse global contexts explore how new legislation, school policies, and cultural expectations are shaping student behavior, family partnerships, and digital wellbeing. Panelists also consider how emerging tools—including AI-enabled image manipulation, algorithmically amplified feeds, and chatbots that increasingly serve as social or emotional outlets—are complicating students' online experiences. Join this forward-looking conversation for insight, perspective, and practical takeaways from school leaders navigating these challenges at the leading edge.

Presenters: Fionnuala Kennedy, Head | Wimbledon High School, GDST (United Kingdom); Jennifer Galambos, Head | Kent Place School (United States); Fiona Johnston, Principal | St Hilda's Anglican School for Girls (Australia)

Frensham's Character Approach to Staff Induction

Breakout Session G — June 26 | 9:40–10:30 a.m.

At Frensham Schools, staff induction is guided by a character education and values-based approach that reflects our commitment to holistic development, inclusion, and community. Beyond administrative orientation, new staff are immersed in the school's ethos through mentoring, reflective practice, and engagement with our core values. Character education is introduced as both a teaching framework and a lived experience, fostering alignment with our philosophy: In Love, Serve One Another.

Presenter: Sarah Tynan, Deputy Head of Frensham Schools | Frensham Schools (Australia)

Is Your Learning Management System (LMS) Enabling Your School’s Vision for Teaching and Learning? 

Breakout Session G — June 26 | 9:40–10:30 a.m.

Independent schools are often at the forefront of innovation in teaching and learning - but many still rely on systems that were not designed to support that vision. Traditional Learning Management System (LMS) platforms tend to focus on content delivery, leaving gaps when it comes to inquiry-based learning, portfolios, and experiential education. As schools look to integrate AI and more personalized learning approaches, these limitations become even more visible. In this session, we’ll explore what it takes to move beyond legacy systems toward a platform that truly supports modern learning. 

• Support inquiry-driven and experiential learning models 

• Embed AI into everyday teaching workflows 

• Create more connected and personalized student experiences 

This session will provide a practical look at how independent schools can better align their technology with their vision for the future of learning. 

Presenter: Katy McIntyre, Senior Manager, Business Development | Toddle

From Consultation to Co-Creation: Listening, Learning and Leading with Families

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

How might schools move beyond traditional consultation toward true co-agency with families? This session shares Stuartholme School's "Families Advisory Cabinet," a model designed to deepen parent engagement and voice in shaping school strategy and culture. Participants will explore how structured dialogue, trust-building, and shared decision-making can transform relationships from transactional to transformative. Through practical frameworks and interactive discussion, attendees will gain insights into creating sustainable, values-aligned partnerships that honour parent expertise while maintaining school leadership clarity.

Presenter: Daniel Crump, Principal | Stuartholme School (Australia)

"I Feel Seen, Heard, and Valued": Cultivating a Culture of Feedback with Educators

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

How do we keep and support the growth of educators when the incidence of teacher burnout is at an all-time high? Consider a multi-faceted approach to making teachers feel seen, heard, and valued through a combination of research-based formal observation, informal drop-ins, and instructional rounds. As a result of Hewitt's three-tiered model of feedback, faculty express positive feedback around feeling seen, heard, and valued by their colleagues and administrators while also feeling supported and challenged to grow in their practice.

Presenters: Daron Cyr, Director of the Center for Girls' Research and Leadership | The Hewitt School (United States)

Bridging the YWLA Pipeline: Expanding Access and Strengthening Continuity

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

YWLA Primary and YWLA Secondary are working together to build a seamless PK–12 leadership pipeline for young women. With Secondary shifting from a selective admissions process to a lottery system, cross-campus collaboration has become essential to maintaining access, equity, and continuity for families. This session will share how both campuses created aligned communication, joint family information sessions, and clear systems for ensuring YWLA Primary students receive priority seating.

Presenters: Jennifer Elwood, Principal | Young Women's Leadership Academy Primary, San Antonio; Diana Perez Gaona; Alexis Suarez, Teacher | Young Women's Leadership Academy, San Antonio (United States)

Mapping the Next Step: Designing Meaningful Global Experiences for Girls

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

How do schools move from wanting meaningful global experiences for girls to actually building them, without needing to have it all figured out? What could become possible if girls at your school had opportunities to build confidence, leadership, cultural humility, and deeper connection to the world through transformative experiences? Through an energetic, collaborative roadmap activity, educators will identify one meaningful facet of global learning or travel their school is uniquely positioned to strengthen, while experiencing a bit of the magic, reflection, and student-centered approach that Terra Education brings to programs around the world. Participants will leave inspired by peer ideas, energized by possibility, and equipped with one realistic next step to help bring global learning to life for their students. 

Presenter: Mary Gannon, Director of Partnerships | Terra Education

Student Travel Made Simple: A Practical Guide for Schools 

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

Student travel can be a powerful tool for learning, engagement, and cultural awareness, but organizing a trip can feel overwhelming. This session will provide educators and school leaders with practical strategies to simplify the planning process, reduce administrative burdens, manage risk, and create meaningful travel experiences for students. Participants will learn best practices for trip planning, stakeholder communication, budgeting, and logistics, along with tips for increasing student participation and ensuring successful outcomes. Whether you’re planning your first trip or looking to streamline an established program, this session will help make student travel easier and more impactful for your school. 

Presenter: Abigail Mclaughlin, Student Travel Specialist; John Raymond, Student Travel Specialist | Grand Classroom (United States)

Beyond Labels: Rewriting How We Talk about Food and Nutrition in Girls’ Schools 

INSPIRE! Session 2 — June 26 | 8:30–9:30 a.m.

The way adults talk about food, bodies, and performance in school has a lasting impact on how students (especially athletes) see themselves and perform. In this INSPIRE Session, participants will explore how everyday language in dining halls, classrooms, and on the playing field can impact students in girls' schools. Drawing on current research and examples from experience, Lesley Vogel, RDN, will invite school leaders to connect their missions of enriching the “whole” student to the messages embedded in their menus and mindsets. Together, we will explore common nutrition mindsets and surface our own implicit beliefs about “healthy eating.” School leaders will leave with practical, mission-aligned ways to ensure their schools’ programs are truly fueling girls’ bodies, brains, and confidence. 

Presenter: Lesley Vogel, RDN, LDN, Vice President of Food and Nutrition | SAGE Dining Services (United States) 

Supporting Student and Educator Well-Being in Girls' Schools

Breakout Session A — June 24 | 2:20–3:10 p.m.

While schools recognize that creating supportive relationships is paramount to student success, they often struggle to identify and prioritize the most effective interventions to bolster well-being. Nina Kumar, Co-Founder & CEO of Authentic Connections, will highlight the aspects of school life and belonging most linked to well-being, based on results from surveys administered to over 16,000 students and 3,250 educators at girls' schools. Nina will share best practices for supporting resilience gathered from research and schools that have been successful in creating climates of well-being.

Presenter: Dr. Morgan Duggan, Director of Educational and Counseling Services | Marlborough School (United States); Nicole Hager, Director of School Partnerships | Authentic Connections (United States)

SmartAge for Smartphone: Extreme Social Experiments 

Breakout Session A — June 24 | 2:20–3:10 p.m.

Natalie Meerholz, Principal of Holy Rosary School for Girls in South Africa, is pioneering digital wellness in education. Her leadership in her Smartage for Smartphone campaign saw two groundbreaking long-term social experiments: "Phone-Free 40 Days" and "80 Days: Phone Like It's 1999." Both experiments challenged students to disconnect from smartphones and find connection elsewhere. Her qualitative research shows effects on mental health and how these groundbreaking initiatives had a profound effect in the most unusual ways. 

Presenter: Natalie Meerholz, Principal | Holy Rosary School (South Africa) 

Empowerment Through Owning Your Story

Breakout Session A — June 24 | 2:20–3:10 p.m.

Led by a group of remarkable young women from Afghanistan who were evacuated to Canada following the Taliban's takeover in 2021, this program will explore what it means to own your personal narrative—deciding what to share, what to hold privately, and how to respond to questions in ways that feel safe and self-directed. The session emphasizes agency, boundaries, and emotional wellbeing. It concludes with the young women sharing practical insights from their experiences as newcomers in Canadian classrooms, offering educators concrete strategies that supported their learning and reflections on what could have been done differently.

Presenter: Jessica Lewinski, Interim Country Director | 30 Birds Foundation Canada

Wellbeing for Learning and for Life: An Integrated Approach

Breakout Session A — June 24 | 2:20–3:10 p.m.

Learning and wellbeing are inextricably linked and our frameworks and approaches for the two key components clearly demonstrate this. Our school focuses on the significance of enhancing the wellbeing and resilience of our students in order to ensure that each student is able to reach their full potential and to flourish in both learning and life. A combination of Professional Learning experiences for staff, explicit teaching, approaches to learning, and methods for measuring the growth and development for our students has been our main focus on this journey.

Presenters: Megan Krimmer, Headmistress; Liz Cannon, Director of Wellbeing | Abbotsleigh (Australia)

Leading with Care 

Breakout Session B — June 24 | 3:40–4:30 p.m.

This interactive workshop supports educators in recognizing and addressing compassion fatigue through practical, real-world strategies. Participants explore the difference between compassion fatigue and burnout, examine how gender and racial bias shape emotional labor, and engage in game-based activities that simulate everyday leadership challenges. Through reflection, collaborative problem-solving, and guided micro-practices, participants leave with concrete tools to set boundaries, redistribute emotional load, and sustain themselves while continuing to support their school communities. 

Presenter: Takai Tyler, Co-CEO | Girls Leadership (United States)

The Parent Code

Breakout Session C — June 24 | 4:40–5:30 p.m.

This session will explore the power of building authentic relationships between parents and teachers. Utilising the concept of the "mothers group," The Parent Code is a series of parent seminars from K–12, that provides a small environment of discussion and support. Core to the discussion is recognising that raising children is becoming increasingly complex for parents and when we work together we are one of the greatest protective factors for our students.

Presenter: Suzanne Kerr, Head of Senior School | Loreto Kirribilli (Australia)

Raising Girls Who Never Lose Their Voice: The Colors of BE-longing™ 

Breakout Session C — June 24 | 4:40–5:30 p.m.

Every person tells us “who they are” just not always in the way you expect. What if the challenge isn’t student behavior but how we’re reading it? In this highly interactive workshop, educators and school leaders will explore four distinct communication and leadership styles that show up in every classroom, meeting, and hallway conversation. Through real-time, experiential activities, you’ll learn to recognize patterns in how others engage, where breakdowns happen, and how to respond in ways that build trust, voice, and belonging. No scripts to memorize. No frameworks to follow. Just real-time awareness you can use immediately. You’ll leave with a sharper ability to read what’s actually happening in the moment and a practical lens to identify different communication and engagement styles. 

Presenter: Joni Quintal, CEO | Girls Who CEO

Call a Thing a Thing: Honest Conversations That Empower Girls to Handle Reality 

Breakout Session C — June 24 | 4:40–5:30 p.m.

We've renamed defiance as "spirited," avoidance as "anxiety," and disrespect as "boundary-setting." In our effort to protect girls' confidence, we've softened the very feedback that builds resilience. This session challenges educators to reclaim honest, direct communication as the foundation of true empowerment. Drawing from 25+ years teaching K-12, explore why "calling a thing a thing"—naming behavior, addressing patterns, speaking uncomfortable truths—prepares young women for leadership better than any amount of praise or protection. Leave with practical strategies for having difficult conversations, setting firm boundaries with love, and teaching girls that discomfort is growth, not danger.     

Presenter: Rose Agamegwa, School Intervention, Climate, and Culture Coordinator | Girls Academic Leadership Academy (GALA) (United States)

Relationship Mapping and Sociograms in the World of AI

Breakout Session D — June 25 | 10:20–11:10 a.m.

This interactive workshop empowers teachers and administrators to harness authentic, student-created data alongside AI tools to generate dynamic sociograms and relationship maps. Participants will explore how these visual models reveal patterns of belonging, social dynamics, and peer connections—informing targeted intervention planning. By leveraging data already collected in schools, AI can streamline analysis and help monitor the impact of social-emotional interventions over time.

Presenter: Vera O'Connor, Vice Principal, Middle School | St. Mildred's-Lightbourn School (Canada)

The Big and Small of Academic Care: Scholarship Skills and Student Confidence

Breakout Session D — June 25 | 10:20–11:10 a.m.

This presentation explores how All Hallows' School developed and now embeds academic care through both structured programmes and personalised mentoring. At a macro level, we have developed a dedicated Scholarship Skills and Dispositions programme, explicitly teaching study strategies often assumed but rarely explicitly taught in the curriculum. At a micro level, our mentoring approach fosters individual confidence, engagement, and positive attitudes towards learning and assessment.

Presenters: Christine Beckmann, Dean of Student Learning and Data; Catherine O'Kane, Principal | All Hallows' School (Australia) 

From Anxiety to Resilience: Helping Girls Build the Confidence to Thrive

Breakout Session D — June 25 | 10:20–11:10 a.m.

While anxiety is often the challenge we see, confidence, resilience, connection, and coping skills are the foundations that help girls flourish. This session explores how schools can move beyond simply managing anxiety to proactively developing the emotional skills students need to navigate setbacks, uncertainty, social pressures, and increasing expectations. Participants will gain practical tools to support girls' mental wellbeing, strengthen emotional resilience, encourage healthy risk-taking, and foster greater confidence both inside and outside the classroom. 

Presenters: Jen Peacock, Founder; Courtney Dowling, Registered Psychotherapist | Straight Up Health (Canada)

The Benefits of Hardship in the Age of Wellbeing: Building Courage and Resilience in the Anxious Generation

Breakout Session E — June 25 | 1:00–1:50 p.m.

With a rise in teenage anxiety and students' right to wellbeing, and a decline in schools' capacity for risk-taking, education is facing a growing challenge: How do we develop students' resilience, courage and confidence amidst the growing tension between comfort and character-building? How do we enable girls to feel safe, but also to be brave? In this breakout, we'll hear from a panel of educators whose schools are Members of the Round Square movement, which thrives on pushing students outside their comfort zone, and share practical examples in which challenge, uncertainty and failure are promoted as essential ingredients for growth. 

Presenter: Rachael Westgarth, Chief Executive | Round Square

Building from the Ground Up: A 5–12 Health & Wellness Curriculum for Girls

Breakout Session E — June 25 | 1:00–1:50 p.m.

How can schools create a unified Health & Wellness program that supports girls from early adolescence through young adulthood? This session shares how Newton Country Day School developed a 5–12 curriculum rooted in connection, confidence, and belonging. Presenters will outline a framework integrating physical health, emotional literacy, and relational learning, including middle school initiatives such as We Belong and the Teachers and Girls (TAG) program.

Presenters: Crystal Mims, Director of Student Support; Catherine Roy, Health and Wellness Curriculum Coordinator | Newton Country Day School (United States)

The Resilience Partnership: Teachers and Counselors Shaping Confident Young Women 

Breakout Session E — June 25 | 1:00–1:50 p.m.

This presentation will highlight the essential partnership between teachers and counselors in fostering resilience among young women in an all-girls school setting. By working collaboratively, educators can create a supportive environment that encourages students to embrace challenges, recover from setbacks, and develop confidence in their academic and personal lives. The session will explore practical strategies for integrating social-emotional learning, mentorship, and classroom practices with counseling support. 

Presenters: Lindsay Carlino, School Counseling Department Chair; Dawn Weldon, Freshman Foundations Teacher | St. Joseph's Academy (United States) 

Keeping Girls in the Game: Why Participation Drops from Middle to High School

Breakout Session E — June 25 | 1:00–1:50 p.m.

This session presents research and findings from an action research study conducted at a K–12 girls' school in New York City. Drawing on both data and student interviews, the study uncovers key factors—ranging from gender norms and body image to coaching, family life, and self-confidence. Through these firsthand perspectives, we'll explore how social and cultural influences shape girls' choices and discuss what these findings mean in our own contexts.

Presenters: Katherine Miller, PE Teacher and Coach; Daron Cyr, Director of Research and Faculty Practice | The Hewitt School (United States)

Making Policy Work for Youth: Centering Girls in Decision Making Through Child Impact Statements

Breakout Session E — June 25 | 1:00–1:50 p.m.

Too often, young people—especially girls—are left out of the decisions that shape their lives. Child Impact Statements (CIS) are changing that. This practical civic tool empowers youth to assess how policies, programs, and budgets affect their health, education, and well-being and to turn those insights into clear, actionable recommendations. In this session, participants will explore a new youth-friendly CIS toolkit designed for use in schools, city councils, and state policy spaces. By guiding reflection, analysis, and advocacy, CIS help move youth and girls from overlooked to influential voices in policy conversations. You’ll leave with a ready-to-use approach for centering girls’ voices and ensuring youth are not just included but actively shaping the decisions that impact them. This session is best suited for those working with high school and college-aged youth, including educators working with high school students.

Presenter: Alexa Zartman-Ball, Senior Associate Youth Engagement | UNICEF USA (United States)

Beyond Discipline: Implementing a Restorative Approach to Behavior

Breakout Session F — June 25 | 2:00–2:50 p.m.

Girls’ schools are uniquely positioned to center voice, identity, and relationships, yet many behavior systems still rely on models that don’t fully reflect how girls learn, communicate, and grow. This session explores how schools can move beyond reactive discipline toward a restorative, relationship-centered approach that truly supports young women. We’ll talk through how August Schools enables this shift by bringing together behavior, counseling, and learning support into one cohesive system. By providing critical context—academic, social-emotional, and behavioral—August helps school leaders see the whole student, not just the incident, allowing for more informed, compassionate, and effective responses.
Through real-world examples and practical frameworks, we’ll show how restorative practices can be operationalized at scale: tracking patterns, strengthening communication across teams, and aligning decisions with school values. The result is a more consistent, insight-driven approach to student support, one that helps girls develop accountability, resilience, and the skills they need to thrive both in school and beyond.

Presenter: Victoria Bush, Product Manager | August Schools (United States)

“The Pause Button”: Co-creating a Wellness Space with Students Across Grades & Subjects

Breakout Session F — June 25 | 2:00–2:50 p.m.

Four educators from The Linden School undertook a multi-grade, interdisciplinary project referred to as The Pause Button, which empowered girls to design a living, musical installation promoting mental-health awareness and community well-being. Grounded in research and integrating learning in music, art, biology, and psychology, the project positioned girls as leaders, researchers, and creators. This panel explores outcomes related to student voice, agency, and belonging, while critically reflecting on barriers to subject integration in busy school settings.

Presenters: Cassie Parkin, Senior English & Social Science Teacher; Deanna Harris, Senior Science & Biology Teacher; Meaghan Bedal Grunberg, Grade 6 Teacher; Molly Tucci, Music & Strings Teacher | The Linden School (Canada)

Stronger Together: A Global Emotions Project

Breakout Session F — June 25 | 2:00–2:50 p.m.

This session will explore the transformative two-year research project conducted by three leading schools in collaboration: Seymour College, Adelaide; Pymble Ladies College, Sydney; and St. Clement’s School, Toronto. This social-emotional programme, designed by ICGS GARC graduates, investigates the impact of explicitly teaching emotional regulation skills to girls in Year 10, Year 7, and Year 4. This collaborative work aims to enhance the well-being of girls at key stages in their lives by fostering skills and building individualized protective and coping strategies that girls can employ throughout their school life and beyond.

Presenters: Kate Giles, Deputy Head of Junior School- Students | Pymble Ladies’ College (Australia); Rachel Butler Wills, Head of Clan Douglas | Seymour College (Australia); AnnMarie Zigrossi, Junior School Learning Strategist | St. Clement's School (Canada)

Girls Are Already Building It — How Can They Bottle Healthy Girl Culture and Help It Spread? 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

Healthy girl culture doesn't happen by accident — it's built intentionally, in girls' schools, empowerment programs, community circles, and youth organizations. Girls shouldn't have to stumble upon it. And girls who have experienced it don't just want it for themselves — they want to spread it. They're ready to be bridge-builders across every kind of difference and privilege. But what does that actually look like? Could girls co-create podcasts, zines, or campaigns together across communities? Run virtual book clubs or peer-facilitated circles that cross school and neighborhood lines? Join civic and creative projects where healthy culture travels? This session is a conversation about big ideas and practical steps for supporting girls in spreading healthy girl culture within and beyond the walls of their school. 

Presenter: Ann Muno, Executive Director | Justice for Girls WA State and Author of Powerful Girls: A Practical Guide to Raising Strong, Just, and Compassionate Young Women

WAVES: Wellbeing And Values Empower Students (for Junior Schools) 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

WAVES is Loreto Kirribilli's values-driven wellbeing program, empowering junior school girls to flourish with confidence, empathy, and resilience. Grounded in five Loreto values—Felicity, Freedom, Justice, Sincerity, Verity—students engage in fortnightly "Value Time" sessions with role play, peer leadership, therapy dog visits, and student-led initiatives. Year 6 leaders mentor younger girls, fostering belonging and authentic cross-age connections. Aligned with the NSW PDHPE K–6 Syllabus (2024), WAVES integrates socio-emotional literacy, conflict resolution, digital citizenship, friendship and inclusion. 

Presenter: Linda Walburn, Assistant Head of Junior School | Loreto Kirribilli (Australia) 

Designing Agency: Applying Positive Psychology to Build Girls' Self-Belief and Leadership 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

How do we move beyond access to education and intentionally cultivate agency? This session explores how SEGA Girls' School in Tanzania integrates positive psychology principles into its Education for Life curriculum to strengthen girls' self-belief, leadership, and emotional resilience. Positive psychology expert Clare Davenport will connect the science of flourishing, habit design, and identity formation with SEGA's practical, culturally grounded approach to developing confident young women. Together, we will examine how structured well-being practices can transform education into a platform for lifelong agency. 

Presenter: Clare Davenport, Advisor | Nurturing Minds (Partner of SEGA Girls' School)

Celebrating Neurodivergent Girls: Nurturing Mental Health, Neurodiversity, and Support 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

This session will explore strategies for empowering neurodivergent girls by recognising their unique strengths and promoting mental health awareness. Participants will gain insight into the critical importance of early intervention and personalised educational support and the resilience and leadership qualities exhibited by neurodivergent girls. The session will also highlight the essential role of collaboration among educators, pastoral care teams, and peers in fostering a supportive, inclusive, and equitable environment. 

Presenter: Janine Barr, Director of Learning Enhancement (K-12) | Queenwood (Australia) 

Raising the Barre: How Dance Builds Self-Confidence in Young Women 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

This presentation will explore how dance builds authentic self-confidence in young women by promoting body positivity, self-expression, collaboration and risk-taking. 

Presenter: Alison Valadez, Dance Teacher and Dance Coach | Regina Dominican High School (United States) 

SEL Shine Time 

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

At Solar Preparatory School for Girls we believe that building a strong foundation of SEL leads to more powerful academic learning and sustainable long-term success for girls. We use the Responsive Classroom SEL learning program as a framework for implementing SEL across our PK–8th grade campus. Shine Time is a daily classroom morning meeting in which scholars are immersed into an environment that promotes our school-wide core values—Grit, Empathy, Self Awareness, Humility, Leadership and Curiosity. 

Presenter: Claudia Capetillo, Lead Teacher | Solar Preparatory School for Girls (United States)

Cookies with Counselors: A Wellness Support for Upper School Students

INSPIRE Session 1 — June 25 | 3:00-4:00 p.m.

The importance of establishing a school culture that promotes wellness is essential in today's society. The presenter will discuss how an upper school intervention extended space for students to build rapport with their school counselor, strengthen peer relationships, engage in mindfulness activities, and learn specific SEL skills rooted in data. This session will provide a step-by-step framework to implement the proactive approach, allowing participating students a safe space to relax, reflect, and learn. 

Presenter: Nkenji Clarke, Upper School Counselor/Psychologist | The Hewitt School (United States) 

From Consent to Leadership: Insights from Case Studies

Breakout Session G — June 26 | 9:40–10:30 a.m.

Join I Have The Right To in this workshop to explore how teaching consent and accountability lays the foundation for confident, empathetic, and empowered student leaders. Drawing on years of experience working with students and educators, as well as real-world case studies from all-girls schools, participants will see how these principles have been successfully implemented and the lasting impact they have on school culture. The session will provide practical insights and adaptable strategies, giving educators the tools to integrate consent education into their own communities while supporting students in leading with integrity, making thoughtful decisions, and navigating complex social dynamics with confidence.

Presenters: Katie M. Shipp, Executive Director; Karen Udall, Program Director | I Have The Right To (United States)

Beyond Screen Time: Rethinking Safe-by-Design Technology for Girls

Breakout Session G — June 26 | 9:40–10:30 a.m.

Most technology platforms weren’t designed with girls’ wellbeing in mind — they were designed to maximize engagement. The result is a generation navigating comparison, anxiety, and unsafe digital experiences by default. In this conversation, Moxies Founder & CEO Juliette Blake explores how safe-by-design technology can create healthier digital experiences for girls through intentional product design, moderation, privacy protections, and features built to support confidence, connection, and wellbeing. The session will also explore how Moxies partners with parents, educators, and communities to help girls build healthier digital habits and balanced relationships with technology from an early age. 

Presenter: Juliette Blake, CEO & Founder | Moxies

Integrating Mind, Body, and Spirit: A Strengths-Based Approach to Purpose-Driven Leadership 

Breakout Session H — June 26 | 10:40–11:30 a.m.

In the evolving landscape of K-12 independent school education, Stuart Country Day School has recognized that academic excellence alone is not enough to meet the diverse needs of today's students. This session will explore Cor Cordis, a transformative framework that integrates intellectual, emotional, physical, and spiritual development into a cohesive educational experience. By breaking down traditional silos and fostering collaboration, Cor Cordis empowers students to become compassionate, purpose-driven leaders. 

Presenter: Kristen Zosche, Dean of Student Life | Stuart Country Day School of the Sacred Heart (United States) 

From Play to Purpose: Cultivating High Challenge & Support in Girls' Schools

Breakout Session H — June 26 | 10:40–11:30 a.m.

At Wimbledon High, we talk a lot about play. In the Junior School, it's understood as essential—a joyful, imaginative, developmental need. But in our Senior School, play transforms. It becomes status work: the drive to be recognised, to lead, to matter. Our Playful Scholarship Portfolio (PSP) is a whole-school response to that shift—a framework and philosophy that reimagines how we challenge, motivate and recognise girls across every aspect of school life.

Presenter: Ben Turner, Senior Deputy Head | Wimbledon High School GDST (United Kingdom)