Heroes and Villains: Civic Virtue Through Inquiry and Primary Sources

Participants will work through three Bill of Rights Institute lessons to develop skills for providing students with primary sources, content-rich narratives and critical thinking as part of integrated civic learning and character development.

Rachel Davison Humphries

Rachel Davison Humphries has worked as an educator for almost a decade, most recently as a mentor teacher in Guatemala City, Guatemala. She has presented at conferences and led professional development workshops in a variety of subjects, including economics, literature, adolescence, Socratic teaching, project-based learning and the pedagogy of freedom. Rachel has worked to help students grow and learn in a variety of environments, including charter schools, private schools and summer programs for college students. She earned her bachelor’s degree from the Great Books Program at St. John’s College, and a teaching certificate in adolescent education from the Association Montessori Internationale. She started at the Bill of Rights Institute in 2015 and now leads its teacher programs team.

Henri Nouwen: Spirituality for Teachers

Join this session to examine the intense spiritual nature of the job of teaching. We’ll also explore how the writings of Henri Nouwen might aid in cultivating a healthy inner life and create an atmosphere of spiritual growth in ourselves and our students.

Charlie Ritch

Charlie Ritch has been a teacher for 10 years. He has a bachelor’s degree in philosophy and a master’s degree in Bible. Charlie is married with four children.

“What’s a Trivium? And Who’s Plato?”- How to Speak “Classical” for Progressively Trained Educators

The way that classical educators think and talk about education is fundamentally different than the way most of us have been taught to think our entire lives. When training new teachers — who are rarely trained in classical education — we like to say it is like crawling out of the Atlantic Ocean, running across the continent and jumping into the Paci c. Teachers are changing educational oceans, and they have to come across a large, rocky continent of vocabulary, philosophy, psychology and experience to get there. Because so many teachers in classical schools come from progressive backgrounds, it is essential for them to understand three crucial differences: 1) who we teach; 2) how we teach; and 3) why we teach. New teachers — and those who train them — will leave this session with a rm grasp on some key vocabulary within classical education, as well as a clear picture of how it compares to the educational environment of the last century. We will also discuss a few practical pedagogical tools every classical educator needs in his or her repertoire. Lastly, we’ll discuss why what we’re doing matters, not only for the embodied souls of our students, but for the public good, as well.

Dusty Kinslow

Dusty Kinslow holds a master’s degree in educational leadership and has served as the Head of Austin Classical School since it opened in 2013. In the last five years, the school has grown from 13 to over 120 thriving students. ACS is a blended-schedule school that partners with families in the classical Christian education of their students, facilitating learning between days on campus and days at home. As such, Dusty also serves as homeschool mom to her three children within this unique model. She enjoys equipping teachers — both those in the classroom and those in their homes — with the tools to teach effectively, and she loves to come alongside educators to encourage them in the noble, difficult, creative and worthy endeavor of teaching. When she’s not teaching or leading, Dusty can be found sitting next to her husband while they cheer for their kids on the soccer field, watching reruns of The Offce or listening to any number of interesting podcasts while folding seemingly endless piles of laundry made possible by the aforementioned kids.

Teaching in the Light of Christ’s Achievement

Christ was born of the Virgin, incarnated the Word, suffered under Pontius Pilate, was crucified, resurrected and ascended into heaven. Join us to examine His person and His accomplishments, as well as their influence over the establishment of the foundations and goals of our teaching.

Andrew Kern

Andrew Kern is the Founder and President of CiRCE Institute. He has also helped found Providence Academy, Ambrose School, Great Ideas Academy and Regents Schools of the Carolinas. Andrew is the co-author of Classical Education: The Movement Sweeping America, The Lost Tools of Writing and The CiRCE Guide to Reading. Andrew is also a consultant and founded the CiRCE apprenticeship.

Instructional Support Program

Westminster’s Instructional Support program wants to share its success with other schools looking to increase the student/teacher ratio, give students more individualized attention and increase opportunities for students who need remediation, enrichment or reinforcement of required content and skills. From the “how and why” of the program’s establishment to practical scheduling and logistics issues, we hope that teachers and principals will learn how they can begin a similar program in their own schools. The Instructional Support team will be available for a Q&A session.

Lori Jill Keeler

Lori Jill Keeler is the Lower School Principal at the Westminster School in Birmingham, Alabama, a role she has enjoyed for the past 13 years. She earned a bachelor’s degree in secondary education and English literature and a master’s degree in integrated curriculum and instruction from Covenant College. She served as the educational expert on the founding board of directors for Evangelical Classical Christian School in Helena, Alabama. Lori Jill has written curriculum for Bible and literature, and has a passion for training teachers. She and her husband, Scott, have two sons.

Navigating Middle Earth: Creating Community in Logic School

Logic School is often viewed as just a bridge between the Grammar and Rhetoric years, but these years are a time of great change and growth for students. Enriching these years with a true sense of community among the students is essential to a successful Logic School. However, creating a sense of belonging and a true feeling of community among the students can be challenging, particularly as a school grows in size. With over 170 students, the Geneva School of Boerne Logic School has found success in cultivating community and unity through a Tolkien-themed annual celebration. This tradition fosters community and is highly anticipated by students, as well as faculty. In this session, we will explore how to create a Logic School honor code, how to use devotion groups to create fellowship across grade levels and the importance of celebrating together.

Mary Clifford

Mary Clifford has been in the field of education for almost 20 years and has taught at the Geneva School of Boerne for 12 years. She currently teaches 6th-grade English and 8th-grade dialectic. She is a two-time recipient of the Paideia Award for excellence in teaching in both the Grammar and Logic Schools. She and her husband have two sons who are both graduates of the Geneva School of Boerne. Mary is an avid reader, paddleboarder and Francophile.

Enrollment Management: A Case Study in Attrition and Retention (Part II)

Enrollment and Re-Recruitment: Why do students come to your school? More importantly, why do they stay? Do you know? Are you sure? If not, you are quite possibly jeopardizing your ability to deliver on your mission. Building on the data of the preceding session, we will explore management and teacher strategies that will make a difference in a family’s decision for classical Christian education.

John Heaton

John Heaton is a native of Orlando, Florida. He has concluded his 20th year as the second Headmaster of New Covenant Schools in Lynchburg, Virginia. New Covenant is a classical Christian School serving around 450 students in Pre-K through 12th Grade.

He Who Has Eyes to See: Drawing From Life

People say it all the time: “I can’t even draw stick gures!” Perhaps you’ve said this yourself. Perhaps you’re even an art teacher! Many people are intimidated by the idea of making drawings — the blank page induces fear! Drawing must be approached with confidence because it is the foundation of all the visual arts from painting and printmaking to sculpture. We’ll put the fear of drawing to rest in this workshop. Participants will observe drawing demonstrations, learn how to break down complex objects into manageable pieces and develop the skill of really “seeing” a subject before translating it to the paper.

Matthew Clark

Matthew Clark has been a practicing artist for as long as he can remember. He earned a bachelor’s degree in drawing and painting at the University of Central Florida and a master’s degree in printmaking at the University of Florida. Matt has been teaching art in classical and Christian schools since 2002. He makes art whenever and wherever he can. He and his wife live in the wilds of central Florida with their chickens, ducks, goats and seven children.

Art Through the Humanities

In a strong classical education, it can be difficult to find the time and place for a rigorous focus on the arts. Many classical schools seek to integrate their subjects, weaving content between the disciplines. Although we celebrate a rich history of integrating subjects in order to address and train the whole intellect, teaching the arts in a classical context often falls short of providing every student with a strong art education. The Latin term “Imago Dei” reminds us that we are created in God’s image, and thus we reflect the Creator. We love to create because we were made to create. It is on this premise that art classes can be focused. In this session, participants will learn logical and practical approaches for combining the study of humanities with art education. Works of art — in a variety of mediums and styles — reflect the period being studied, giving students a better understanding of culture while cultivating artistic knowledge and abilities.

Cathye Price

Cathye Price has been teaching at Westminster for eight years. During that time, she has developed and executed art curriculums for both the Lower and Upper School. She holds a bachelor’s degree in graphic design and a master’s degree in art education. She is passionate about Christian education in the arts. She encourages students to pursue creating because we are created in the image of God — and therefore were made to create.

Enrollment Management: A Case Study in Attrition and Retention (Part I)

What Matters Most at School: Data can show us precisely the driving factors that sustain academic excellence over time. How is this to be accomplished with GenX’ers and Millenials? This session will explore those drivers using New Covenant as a case study. The practical takeaways will include what school boards, administrations and faculties must do to achieve real academic results.

John Heaton

John Heaton is a native of Orlando, Florida. He has concluded his 20th year as the second Headmaster of New Covenant Schools in Lynchburg, Virginia. New Covenant is a classical Christian School serving around 450 students in Pre-K through 12th Grade.