The GEBG strives to provide substantial professional growth opportunities for faculty and administrators, at member schools and beyond. Our professional learning opportunities include leadership development, global curriculum and content for classroom educators, global competency based curriculum and program design, and risk management workshops.
>> Summit on Climate Education // Winter 2025 // San Francisco, CA
>> Student Dialogues // Ongoing 2023-24 School Year // Learn More
>> NAIS-GEBG Institute on Intercultural Dialogue // Learn more
July 15-17, 2024 / Washington DC
>> Intercultural Dialogue & the Balkans Collaborative Travel Program // Learn more
July 28 – August 3, 2024 / Croatia and Bosnia
>> New Global Learning Directors Program // Learn more
July 22-24, 2024 / New York, NY
>> Risk Management Leadership // Learn more
July 24-25, 2024 / New York, NY
>> Global Competence Certificate for Educators in Partnership with AFS // Learn more
June 1-August 31, 2024 / Virtual, via AFS LMS
>> Supporting Student Mental Health on Overnight Programs // Learn more
Ongoing Registration / Virtual, via Canvas LMS
>> Virtual Risk-Management Course for Overnight-Travel Program Leaders // Learn more
Ongoing Registration / Virtual, via Canvas LMS
>> Risk Management Leadership and Administration for Domestic and International Travel Programs // Learn more
Ongoing Registration / Virtual, via Canvas LMS
>> Developing and Utilizing Virtual Exchange in Course or Program Curriculum // Learn more
Ongoing Registration/ Virtual, via Canvas LMS
>> Global Education in the French and Spanish Language Curriculum // Learn More
February-May / Virtual
>> Global Education in the Mandarin Language Curriculum // Learn More
February – May / Virtual
>> Global Education in the English and Language Arts Curriculum // Learn More
February – May / Virtual
>> Competency-Based Curriculum Design for Experiential Programs // Learn More
February – May / Virtual
>> New England // Sustainability Education Workshop for Teachers and Students // Learn more
February 22, 2024 / Loomis Chaffee School, Windsor, CT / Member Schools Only / Registration Open!
>> Meet-Up on Ongoing Risk Assessment for 2024 Travel Programs // Learn more
January 11 and 16, 2024 / Virtual / Member Schools Only
January 11, 2024 // 9AM Pacific / 12PM Eastern / 6PM Central European
January 16, 2024 // 1PM Pacific / 4PM Eastern / 10PM Central European
In light of ongoing world events, many schools have been reassessing planned travel programs for 2024. Join this meet-up to hear from other schools about their thoughts, conversations, and challenges in relation to this ever-evolving topic. GEBG will share our newly developed resource on Guiding Questions for Ongoing Risk Assessment of Location and Activities that can be used to lead conversations with school leaders. We offer meet-ups free of charge to adults from GEBG Member Schools, and you are welcome to register for one or both of them. We don’t record meet-ups in support of frank and open conversation.
As many schools focus on equipping leaders in risk management of overnight travel programs in domestic and international settings, we will be offering a fully virtual, asynchronous, self-paced course this school year.
Leaders of overnight programs in schools are usually teachers, coaches, and other members of the school community. While the skill set necessary for leadership of overnight programs has many overlaps with the competencies of these school professionals, there are other essential understandings and skills necessary to manage the many risks associated with domestic and international learning experiences. This custom course is catered to support these busy school leaders and to support your continued work in developing and improving your school’s risk-management policies, procedures, and capacity.
Course Essential Questions:
>>What is risk management (RM)? Why is it important to teacher-leaders of overnight programs, domestic and international?
>>What are some of the relevant model practices in managing risk for overnight travel? What does pre- and post-travel risk management entail—in addition to on-site risk-management for domestic and international programs?
>How can I as an educator and trip leader best keep students, leaders, and the institution safe from both wellbeing and liability risks before, during, and after an overnight travel program?
Microcourse content to include some recorded presentations, video content, scenarios, and related resources. Participants who complete all required components of the course will receive certificate of completion.
+ FORMAT: Virtual, fully asynchronous online course through Canvas LMS // 4-6 total hours (self paced)
+ DATES: Course runs asynchronously through the 2023-2024 school year
+ COST: $195, members only; discount for schools with more than 10 participants
+ AUDIENCE: Travel program leaders, global directors, school administrators
This microcourse helps participants identify aspects of their current practices that they want to expand as well as areas for new development through collaborative efforts. Through a series of recorded conversations with experts across the international risk-management field, participants will be able to identify the core practices relevant to their school at this time and to learn about how these experts are thinking about and managing COVID-related risks at this time. Curated resources support participants’ ability to look deeper into topics of particular relevance and interest, and the self-paced, fully asynchronous model provides flexibility and independence during this particularly busy time.
Guest speakers include
+ Katie Baum Mettenbrink, Associate Director of Operations, National Outdoor Leadership School (NOLS)
+ Jeff Baierlein, Director, Viristar
+ Sara Boisvert, Director of the Powell Institute for Responsible Citizenship, Collegiate School, VA
+ Felipe Correa, Managing Partner and Co-Founder, Envoys
+ Dr. Clare Dallat, Director of Risk Resolve and adjunct member of the Centre for Human Factors and Sociotechnical Systems
+ Dr. Mark Fischer, Medical Director, International SOS
+ Bill Frederick, Director of Safety at the Guarini Institute at Dartmouth and Founder of Lodestone Safety International
+ Liz Gray, Consultant, Remote Area Risk International (R2Ri)
+ John Hughes, Director of Experiential Education, The Lawrenceville School, NJ
+ Justin Kollinger, Risk Management Consultant, United Educators
+ John Nordquist, Cross-Perspective Consultant, AEE Accreditation Council
+ Bobby Riley, Vice President, Fred C. Church Insurance
+ Steve Smith, Founder, Outdoor Risk Experiential Consulting
+ Henning Snyman, Security Director, International SOS
FORMAT: Virtual, fully asynchronous online course through Canvas LMS // 12-15 total hours (self paced)
DATES: Course runs asynchronously through 2023-2024 school year
COST: $300 for members; $375 for non-members
AUDIENCE: School administrators, global directors, travel program leaders
Virtual exchange provides students in a class or activity an essential opportunity to continue to make connections with others, near and far, developing global competencies. This independent, self-paced course provides teachers, program leaders, and school curriculum developers with model practices in virtual exchange, advice for establishing and sustaining exchanges, and guidance on developing exchanges that are integrated into preexisting programming or coursework. Learning modules include videos, readings, and curated resources.
+ FORMAT: Virtual, fully asynchronous online course through Canvas LMS // 10-12 total hours (self paced)
+ DATES: Course runs asynchronously through the 2023-2024 school year
+ COST: $300 member schools, $375 non-members
+ AUDIENCE: Classroom teachers of all subjects and grade levels, program leaders, and school curriculum developers
Developed and facilitated by Leah Rockwell, Rockwell Wellness Consulting
This course seeks to equip learners with a variety of ways that they can support student mental health in their processes and protocols leading up to travel, during travel and after travel as to mitigate risks related to student mental health crises and to support resilience development in program participants.
Learners will become familiar with mental health concepts such as:
> Current mental health trends in today’s students
> Informed consent
> Definitions of mental health
> Trauma and post-traumatic growth
> Trauma-informed program design
> The “window of tolerance”
> The role of the counselor and the limits of the counseling profession
> The basics of mental health first aid, adapted for travel programs
> Stabilizing and grounding exercises to support mental health
> Emotional dysregulation and co-regulation
+ FORMAT: Virtual, fully asynchronous online course through Canvas LMS // 4-6 total hours (self paced)
+ DATES: Course runs asynchronously through the 2023-2024 school year
+ COST: $300 member schools, $375 non-members
+ AUDIENCE: Overnight Program Leaders, Global Directors, School Administrators
In order to teach the intercultural competencies necessary for students to thrive as engaged citizens in a diverse society and interconnected world, educators need to understand what those competencies are, what they look like in both students and in themselves, and how to best develop educational environments and opportunities to model and teach these competencies.
GEBG is partnering with AFS Intercultural Programs to offer a Global Competence Certificate program for educators across grade levels and subject areas at GEBG member schools. The program includes a combination of AFS-developed asynchronous online coursework as well as synchronous GEBG-facilitated educator dialogues.
Welcome & Roadmap, Culture & Identity, Observe Your Context
When Differences Collide, Empathy & Listening, Stereotypes & Generalizations, Suspending Judgment, Cultural Value Dimensions, Communication Styles, Dealing with Conflict, Polarized Societies, Understanding Inequality
Teaching the SDGs, Taking Action, Globally Competent Teaching
Support the educators in your school to develop and demonstrate the intercultural competencies your global education and DEI commitments ask of them. Participants who complete the program will receive a certificate to accompany the new knowledge, skills, and attitudes developed through the program!
+ FORMAT: Asynchronous online coursework (10-15 hours) and four synchronous, virtual educator dialogues
+ COST: $250 member schools only
+ AUDIENCE: Adults interested in developing their global competence
+ DATES: Summer Cohort: June – August // A certificate for the course requires full participation in 4 synchronous Facilitated Dialogue Sessions which cover 4 different content areas. Each session is offered at two different dates and times.
Thursday, June 13, 2024 — 9-10.30AM Pacific / 12-1.30PM Eastern / 6-7.30PM Central European
or
Tuesday, July 16, 2024 — 12-1.30PM Pacific / 3-4.30PM Eastern / 9-10.30PM Central European
Thursday, June 27, 2024 — 9-10.30AM Pacific / 12-1.30PM Eastern / 6-7.30PM Central European
or
Tuesday, July 30, 2024 — 12-1.30PM Pacific / 3-4.30PM Eastern / 9-10.30PM Central European
Thursday, July 11, 2024 — 9-10.30AM Pacific / 12-1.30PM Eastern / 6-7.30PM Central European
or
Tuesday, August 13, 2024 — 12-1.30PM Pacific / 3-4.30PM Eastern / 9-10.30PM Central European
Thursday, July 25, 2024 — 9-10.30AM Pacific / 12-1.30PM Eastern / 6-7.30PM Central European
or
Tuesday, August 27, 2024 — 12-1.30PM Pacific / 3-4.30PM Eastern / 9-10.30PM Central European
Participants may choose to participate only in the asynchronous aspect of the course; no course certificate will be issued. If a participant is unable to attend a session, they will be able to makeup missed dialogues in future GEBG-AFS cohorts (dates for the 2024/25 School Year TBD).
Although “World” Languages might seem inherently global in nature, teachers committed to developing students as global citizens can go far beyond teaching language skills and cultural knowledge. This PLC will engage current teachers of French and/or Spanish at any grade level K-12 in dialogue around the following questions, as well as any of their own:
> What global competencies are best developed in language classrooms?
> What does competency-driven French or Spanish curriculum look like across grade levels and schools? How can teachers of French or Spanish better integrate global competencies and/or content into their classes?
> How might educators of French or Spanish evaluate student development with regard to global competencies and global citizenship learning outcomes?
Participants will explore GEBG resources and numerous school models, and will share their progress around their unique curriculum design goals and contexts. Sessions will include some presentation, dialogue, resource-sharing, modeling, and guest speakers when possible.
Space is very limited in support of meaningful dialogue and cohort development.
+ FORMAT: Virtual
+ DATES: All sessions take place over Zoom
> Tuesday, February 13 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
> Tuesday, March 19 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
> Tuesday, April 23 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
> Tuesday, May 28 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
+ COST: $195, members only
+ FACILITATOR: Kassandra Brenot, Director of Global Education, Santa Catalina School (CA, USA)
+ AUDIENCE: Classroom teachers, curriculum leads, department chairs
Although “World” Languages might seem inherently global in nature, teachers committed to developing students as global citizens can go far beyond teaching language skills and cultural knowledge. This PLC will engage current teachers of Mandarin at any grade level K-12 in dialogue around the following questions, as well as any of their own:
> What global competencies are best developed in language classrooms?
> What does competency-driven Mandarin-language curriculum look like across grade levels and schools? How can teachers of Mandarin better integrate global competencies and/or content into their classes?
> How might educators of Mandarin evaluate student development with regard to global competencies and global citizenship learning outcomes?
Participants will explore GEBG resources and numerous school models, and will share their progress around their unique curriculum design goals and contexts. Sessions will include some presentation, dialogue, resource-sharing, modeling, and guest speakers when possible.
Space is very limited in support of meaningful dialogue and cohort development.
+ FORMAT: Virtual
+ DATES: All sessions take place over Zoom
> Wednesday, February 14 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
> Wednesday, March 13 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
> Wednesday, April 17 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
> Wednesday, May 15 from 12-1PM Pacific / 3-4PM Eastern / 9-10PM Central European
+ FACILITATOR: Pearl Zhu, Middle School Mandarin Teacher, The Westminster Schools (GA, USA)
+ COST: $195/participant
Although the subjects of English and Language Arts provide ample opportunities for students to engage in dialogue around topics associated with identities and perspectives, often largely through literature, teachers committed to developing students as global citizens can go far beyond exposing students to perspectives, people, and places beyond those typically encountered in a student’s daily life. This PLC will engage current teachers of English and Language Arts at any grade level K-12 in dialogue around the following questions, as well as any of their own:
> What global competencies are best developed in English and Language Arts classrooms?
> What does competency-driven English and Language-Arts curriculum look like across grade levels and schools? How can teachers of English and Language Arts better integrate global competencies and/or content into their classes?
> How might educators of English and Language Arts evaluate student development with regard to global competencies and global citizenship learning outcomes?
Participants will explore GEBG resources and numerous school models, and will share their progress around their unique curriculum design goals and contexts. Sessions will include some presentation, dialogue, resource-sharing, modeling, and guest speakers when possible.
Space is very limited in support of meaningful dialogue and cohort development.
+ FORMAT: Virtual
+ DATES: All sessions take place over Zoom
> Tuesday, February 13 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
> Tuesday, March 12 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
> Tuesday, April 16 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
> Tuesday, May 14 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
+ FACILITATOR: Scott Parsons, Upper School Director, Columbus School for Girls (OH, USA) and Director of GEBG’s Global Writers Initiative
+ COST: $195/participant
Leading a department or program that utilizes place-based, experiential learning involves strong understanding of global curriculum development and relevant pedagogies, developing connected curricular experiences across various experiences or grade levels, and mentoring educators who often teach both in and out of the classroom. This PLC will engage current program leaders for any grade levels K-12—including global directors, experiential education directors, and other relevant curriculum leaders—in dialogue around the following questions, as well as any of their own:
> What does competency-driven global curriculum look like across grade levels and schools? What are sample practices and pedagogical tools that teachers who work in predominantly experienced-based teaching and learning utilize in their work?
> How might educators evaluate student development with regard to global competencies and global citizenship learning outcomes?
> How do leaders of departments or programs collaborate with key stakeholders to improve current curriculum or to develop new courses, large-scale, or all-school programs?
Participants will explore GEBG resources and numerous school models, and will share their progress around their unique curriculum design goals and contexts. Sessions will include some presentation, dialogue, resource-sharing, modeling, and guest speakers when possible.
Space is very limited in support of meaningful dialogue and cohort development.
+ FORMAT: Virtual
+ DATES: All sessions take place over Zoom
> Tuesday, February 27 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
> Tuesday, March 26 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
> Tuesday, April 23 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
> Tuesday, May 20 from 9-10AM Pacific / 12-1PM Eastern / 6-7PM Central European
+ FACILITATOR: Sophie Paris, Director of the Institute for Global Education, Miss Porter’s School (CT, USA)
+ COST: $195/participant
Thursday, February 22, 2024 from 8:15am – 1:30/3:00pm in Windsor, CT
The Loomis Chaffee School and GEBG are partnering for a one-day Sustainability Education Workshop for Teachers and High School Students to be held on-campus at Loomis in Windsor, CT. During this educator and student program, Jaimie Cloud of the Cloud Institute for Sustainability Education will facilitate a hands-on workshop focused on increasing participants’ awareness, knowledge, and understanding of the core concepts, content, and habits of mind that characterize Education for Sustainability. The workshop engages participants in interactive and replicable learning experiences that combine systems thinking tools with interdisciplinary content and lively discussions about our unique role as educators and student leaders in moving toward a more sustainable future. This opportunity is designed for teaching faculty, administrators, and student leaders with a commitment to climate action and sustainability from schools in the New England region.
+ FORMAT: One day, in-person event hosted at and in partnership with The Loomis Chaffee School, Windsor, CT
+ DATE: Thursday, February 22, 2024 from 8:15am-1:30pm, Optional Loomis Chaffee Sustainability Initiatives Exploration 1:30 – 3:00 PM
+ COST: $50 (adults) and $25 (high school students) / Registration includes lunch
+ AUDIENCE: Educators bringing climate action into their curriculum and/or leading sustainability initiatives; High School Student leaders in sustainability initiatives (recommended 2-4 students per school)
+ FACILITATORS: Jaimie Cloud, Founder and President, Cloud Institute for Sustainability Education
8:15am – Registration and Welcome
8:45am – “Educating for Sustainability” Workshop with Jaimie Cloud
12:45pm – Lunch
1:30pm – Loomis Chaffee Sustainability Initiatives Exploration (optional)
+ Exploring Energy at LC – Learn about LC’s 1MW Solar Area, the metrics we use to calculate our annual carbon footprint, and how we incorporate these sustainability initiatives into our curriculum. (Jeff Dyreson)
+ Something Sweet – Learn more about LC’s Maple Sugaring and Apiary programs and the ways we incorporate them into our curriculum (Sarah Griggs)
+ For the Future – Utilize what you learned in the “Educating for Sustainability” workshop to help make plans for the future. Take this time to brainstorm ideas for new sustainability initiatives, curricular connections, Earth Week events, etc.
2:45pm – Closing & Goodbyes
Jaimie Cloud, Founder and President, Cloud Institute for Sustainability Education
Jaimie P. Cloud is the founder and president of the Cloud Institute for Sustainability Education in New York. The Cloud Institute is dedicated to the vital role of education in creating awareness, fostering commitment, and guiding actions toward a healthy, secure and sustainable future for ourselves and for future generations. The Cloud Institute monitors the evolving thinking and skills of the most important champions of sustainability, and transforms them into educational materials and pedagogical systems that inspire young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way.
Through The Cloud Institute Jaimie has developed exemplary curriculum units and full courses of study, and produced the Cloud Institute’s EfS Framework and EfS Standards and Performance Indicators that schools are using to design and innovate their own curricula to educate for sustainability. She is the curator, editor and a contributing author of, Educating for a Sustainable Future: Benchmarks for Individual and Social Learning, released by The Journal of Sustainability Education. This 70 page account is authored by, and represents the current and best thinking of forty-two scholars and practitioners of the field of Education for Sustainability.
July 28 – August 4, 2024 // Croatia, Bosnia & Herzegovina
The former Yugoslavia is one of the most incredible and diverse regions of Europe. During its time Yugoslavia was a multi-ethnic state working to break down religious divisions to form a Union of Southern Slavs. In the early 1990s, the Balkans erupted into war. Bosnia & Herzegovina in particular, a nation made up of three primary religious ethnic groups, went from peace to violence in a matter of days. Now, less than 30 years later, the wars are over, but divisions between different communities still remain.
This one-week summer travel program will focus on the concept of intercultural dialogue, both as the subject of travel as a global pedagogy that can be used across disciplines and at all grade levels. We will meet as a group in Croatia and travel together to Mostar and Sarajevo both in Bosnia & Herzegovina. On our program we can begin to unravel the complex reverberations of conflict, and importantly how communities can be brought together and pulled apart. We’ll talk with members of different organizations, generations, and ethnic groups to learn how people are working to discuss the past and prepare youth for the future. We’ll get a sense for the divisions and debates that still linger, and expand our own perspectives as we look for our own tools and connections to intercultural dialogue in the region and beyond.
In partnership with Atlas Workshops, who have long-standing partnerships in the region, this program will take an in-depth approach with a fairly small cohort. The program is suited for any educator or school leader interested in intercultural dialogue as a pedagogy.
Read more and share this program overview.
+ FORMAT: Collaborative Travel Program, limited spots available, member schools only
+ DATE: July 28 – August 4, 2024
+ COST: $2800 + flights to/from Dubrovnik , includes meals, lodging and in-country transportation; Cost is for single rooms; double rooms possibly available upon request. Registration includes a $500 deposit, the balance will be invoiced later. Registration opens Tuesday, February 20th.
+ AUDIENCE: Educators interested in intercultural dialogue skill development for faculty and students; educators interested in place-based learning and experiential pedagogies to support student development of intercultural competencies
This preliminary itinerary is a working plan for the Professional Development program in the Balkans planned for the summer of 2024. We aim to refine the itinerary in collaboration with you and local partners in the coming weeks.
July 15-17, 2024 // Washington D.C.
This three-day institute focuses on how schools can utilize intercultural dialogue to engage their community and further their strategic goals, especially around contested issues or at times of division. Intercultural dialogue is proven pedagogy in helping students and faculty listen with empathy and respectfully share perspectives to build a more inclusive community. The institute will explore model practices in intercultural dialogue, developed over three years of practice and research with school leaders. Participants will learn how to identify mission-aligned intercultural dialogue skills that will work for your school’s unique context and design their own program to develop them in students and faculty. Teaching intercultural dialogue skills and facilitation can empower teachers and students to lead in the classroom and beyond, including in student leadership, advisory, clubs, affinity spaces, and courses. The specific school examples shared will allow for a variety of entry points, including schools with limited budgets or resources, to think about competency-based learning outcomes as part of your strategy to navigate conflict or engage in challenging topics, and build a sense of belonging for each student.
What is intercultural dialogue?
The skills and competencies that can be best developed using intercultural dialogue.
Furthering your strategic goals and initiatives with intercultural dialogue.
Model practices in dialogue design, implementation, and facilitation.
Leading and facilitating intercultural dialogues – pre-, during, and post- dialogue.
Developing a pool of trained facilitators in students and faculty.
Communications and developing buy-in across stakeholders.
Scaling and assessing an intercultural dialogue initiative.
Melissa Brown, Director of Diversity, Wellbeing, and Global Education, Holton Arms School (MD)
Chad Detloff, Director of Professional Learning and Curriculum, GEBG
Clare Sisisky, Executive Director, GEBG; Postdoctoral Research Fellow, The Klingenstein Center, Columbia University
+ LOCATION: NAIS Central Office, 1129 20th Street NW, Suite 800, Washington, DC 20036-3425
+ DATES: Monday, July 15, 2024: Half Day (1:00pm to 4:30pm), Tuesday, July 16, 2024: Full Day (8:30am to 4:30pm), Wednesday, July 17, 2024: Half Day (8:30am to 12:00pm)
+ COST: $1050 Early Bird member school rate / $1250 Regular member school rate
+ AUDIENCE: School leaders; educators working in student leadership and student life; social science, humanities, and language teachers; division leaders; global education and DEIB leaders
July 22-24, 2024 // New York, NY
A hallmark of the GEBG Community, our workshop for “new” administrative leaders in the areas of global education and off-campus experiential programs uses a set of standards to guide leadership development and practical planning to give leaders the tools they need to thrive in complex roles. Topics range from competency-based curriculum design for programs in the field to recruiting and overseeing faculty program leaders. An essential benefit of the course is the opportunity to connect with a community of committed peer educators with similar roles, opportunities, and challenges. The program will be facilitated by GEBG Senior Staff and include guest speakers.
Participants will each receive a copy of the GEBG Annotated Guide to Global Education, and workshop sessions to address all primary focus areas of leadership of global education in schools, including: mission and vision, leadership and governance, curriculum development across disciplines and student ages, communications, program management, and risk management.
This program is particularly suited for global directors in their first 5 years in the role or who are undertaking significant program development. Participants interested in a deep dive into travel program and risk management should consider registering for the Risk Management Leadership workshop, taking place immediately after the New Global Directors Workshop (details below).
+ LOCATION: The Nightingale-Bamford School, New York, NY (20 E 92nd St, New York, NY 10128)
+ DATES: Monday, July 22 (beginning 9AM) – Wednesday, July 24 (ending 12PM)
+ COST: $995 member schools, $1175 non-members; lunch and dinner on July 22, and lunch on July 23 included; housing not included (see recommendations below)
+ AUDIENCE: Global directors/coordinators in years 1-5, Administrators overseeing off-campus or experiential programs
+ FACILITATED BY: Clare Sisisky, GEBG Executive Director, and Chad Detloff, GEBG Director of Professional Learning and Curriculum
Recommended hotels within walking distance of the school:
The school is also located near multiple subway lines.
July 24-25, 2024 // New York, NY
Strong risk management of overnight travel programs requires consistent practice and consideration of both longstanding and emerging risk areas. Participants in this program will engage in dialogue around model practices in managing risks associated with overnight travel programs, with special attention to emerging risk areas such as mental health, gender identity, third-party providers, and the need to re-evaluate risks as location-specific risks change. Participants will also leave with a series of scenarios that they can use in trainings at their own schools, and consider their own leadership strengths in their work with colleagues. The program will be facilitated by GEBG Senior Staff and include guest speakers.
+ LOCATION: The Nightingale-Bamford School, New York, NY (20 E 92nd St, New York, NY 10128)
+ DATES: Wednesday, July 24 (beginning 1PM) to Thursday, July 25 (ending 5PM)
+ COST: $445 member schools, $565 non-members; lunch on July 25 included; housing not included (see recommendations below)
+ AUDIENCE: Global directors and other administrators overseeing school programs with overnight-travel
+ FACILITATED BY: Clare Sisisky, GEBG Executive Director, and Chad Detloff, GEBG Director of Professional Learning and Curriculum
Recommended hotels within walking distance of the school:
The school is also located near multiple subway lines.
