JAM_Assoc_Portfolio_2010-low_res

Association & Non-Profit Marketing Portfolio
Direct Marketing Campaigns
Conference & Event Materials
Member Acquisition Programs
Member Retention Programs
Websites, Banners, & Emails
And more!
www.jamagency.com 1108 K Street, NW 3rd Floor Washington, DC 20005 P 202.986.4750 F 202.232.9146

Since 1992, JAM Communications has been offering creative marketing and branding to the association
and non-profit industry. Acquiring and retaining members, increasing non-dues revenues, driving conference
registrations and building more valuable relationships – achieving these goals for our clients is all in a day’s work
at JAM.
This mini-portfolio offers a quick glance at a few of our creative collaborations in print, online, on the trade floor,
and in transit – all heading in the direction of moving each association client’s membership, marketing and
business goals forward.
We’re proud to include these industry leaders on our association and non-profit client roster:
AARP
American Association for Health, Physical
Education, Recreation and Dance
American Association of Museums
American Chemical Society
American Federation of Government
Employees
American Foundation for the Blind
American Health Lawyers Association
American Management Association
American Medical Student Association
American Nurses Association
American Nurses Credentialing Center
American Psychiatric Press
American Red Cross
American Society of Civil Engineers
Construction Institute
Council on Foundations
Engineers Without Borders - USA
FBI Citizen’s Academy
Food and Friends
Ginnie Mae
IEEE Computer Society
Marine Corps Scholarship Foundation
Mechanical Contractors Education and
Research Foundation
National Association for Business Economics
National Association of Independent Schools
National Court Reporters Association
National Dance Association
National Geographic Society
National Mentoring Partnership
Optical Society of America
Society of Automotive Engineers
The Shakespeare Theatre
Learn more about working with JAM. Visit us online at www.jamagency.com or contact Neil Griffin at
202-986-4750, ext. 11 or email Neil@jamagency.com.

direct marketing results
Sharing Client Success Since 1992
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American Medical Student Association
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Metro Station Banner
American Nurses Association
Web & Metro Campaign

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American Nurses Credentialing Center (ANCC)
Print Advertising Campaign

From the Office of Patrick J.Natale,P.E.,F.ASCE | Executive Director,ASCE
[Month X, 2008]
Dear [Personalized First Name],
I want to personally thank you for your steady participation in ASCE’s initiatives over
the years. For your dedication, and in recognition of your professional accomplishments
and Fellow grade status, we have enclosed your new ASCE Fellow Gold Membership
Card — with details of the many unique benefits you receive as an ASCE Fellow.
Fellows-only benefits increase your prestige and elevate your visibility within the civil
engineering profession . . . and bring you prestige within ASCE. Your special status as a
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Receive the full attention of a dedicated ASCE staff liaison whenever you need
our assistance;
Bypass the long registration lines at our Annual Conference; and
Enjoy special recognition with your profile in ASCE News and in the online
Hall of Fellows.
Plus, there are many other Fellows-only benefits outlined in the enclosed brochure.
Should you have any questions about your ASCE Fellow grade membership or if you
have a colleague you’d like to recommend to become a Fellow, please feel free to
contact the Fellow liaison directly at (703) 295-6289, (800) 548-ASCE (2723) ext. 6289,
or fellows@asce.org.
I remember how proud I felt when I first achieved the grade of Fellow, and could add
“F.ASCE” to my professional credentials. I have kept that feeling of pride and hope you
feel the same way today.
As our Society’s most committed members, Fellows like you give so much to ASCE . . .
and we want to give back. We truly appreciate your devotion and hope the special
benefits that come from being a Fellow are rewarding and useful throughout the year.
Sincerely,
Patrick J. Natale, P.E., F.ASCE
Executive Director, ASCE
P.S. Do you know an ASCE Member who you feel is ready to be recognized as a Fellow?
If you do, I encourage you to give this professional friend the enclosed brochure about
this prestigious membership distinction. They’ll thank you — and I thank you.
Proud Fellow oF the
AMerICAN SoCIetY oF CIVIl eNGINeerS
[embossed name and credentials here]
MEMBER SINCE
MEMBER I.D. #
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Mentoring Program Marketing Campaign
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Carolina Alumni Association
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Database-driven Web Site: www.mycarolina.org

Membership Brochure
Membership Development Collateral
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Engineers Without Borders - USA
“Green” Membership Kit

FBI Citizen’s Academy
Fundraising Campaign
Join Us in Our Mission
Enhance Quality of Life in the
National Capital Area
The Federal Bureau of Investigation Citizens’ Academy Alumni Association
(FBICAAA) of Washington, D.C. is a community-based nonprofit organization
– distinct and separate from the FBI – dedicated to working with the FBI to
enhance the quality of life in the Washington, D.C. metropolitan area.
Founded in 2005, the association provides much-needed funding for several
important initiatives of the FBI Washington Field Office Community Outreach
Program and offers networking opportunities for the academy’s alumni with
local business, religious and civic leaders within the national capital area.
Through the fostering of relationships and understanding between the FBI
Washington Field Office and members of the community, the FBICAAA’s
primary goal is to teach Washington, D.C. residents – young and old – on how
to be better citizens and friends to their community, their fellow residents,
and the steady stream of visitors who visit the nation’s capitol from around
the world.
A Positive Agent for Change
in the Lives of D.C.-Area Kids
Helping the Community and At-Risk Kids
The FBI Washington Field Office's Junior Special Agent Program enables
students to reinforce basic academic principles and learning skills while
emphasizing responsible personal behavior. Students who participate in
the program learn subjects such as English, Geography and Science by
studying the history of the FBI, the location of FBI offices around the world
and fingerprint identification. The program also includes an emphasis on
physical fitness and the cultivation of
drug and violence prevention skills and
awareness. Each year approximately
250 students from area middle schools
participate in this effort, which is part of
the FBI’s Adopt a School Program. The
Association sponsors field trips to help
instill pride of government, history, and
civic duty. Students have enjoyed a variety
of educational excursions with visits
to interesting places including the FBI
Academy, Williamsburg, Mount Vernon, the
Gettysburg civil war battleground, Luray
Caverns, and New York City.
The FBI Washington Field Office Mentoring Program provides an
opportunity for children to tackle challenges they face by interacting with
Special Agents and other FBI personnel.
Scholarships are awarded by FBICAAA to college-bound students who have
interned in the FBI Washington Field Office and demonstrated a sincere
interest in civil service.
Help make D.C. a better place for all to live and learn.
Visit us online at www.wfocitizensacademy.org
or complete and mail in the attached form with your
tax-deductible contribution today!
Citizens’ Academy Alumni Lead the
Way in Public-Private Partnership
Graduates of the FBI Washington Field
Office Citizens’ Academy received
an extensive inside look at federal
law enforcement in general and the
FBI in particular. Along the way,
relationships and understanding
between the FBI and these community
leaders were developed to help
improve the Bureau’s ability to solve/
detect crimes... and help citizens'
make their communities a better and
safer place. Graduates of the FBI
Citizens’ Academy use the Alumni
Association as a vehicle to support the
Bureau’s important work to improve
the quality of life in the national
capital area.
It is our belief and experience that through the teaching and
encouragement of civic participation and cooperation with the
FBI’s efforts to solve crimes, the neighborhoods, residents and
visitors to the community benefit from heightened safety and a
greater sense of pride in this great city.
A Better Community –
Every Day, In Every Way
Helping to teach the citizens of our
community to become active participants
in making the National Capital area a
safer and greater place to live, work,
and visit.
Please support the FBI Citizens’ Academy Alumni Association in its efforts to
help make our nation’s capital a safer and more civic-minded city.
I would like to make the following donation:
___$10,000 ___$5,000 ___$2,500
___$1,000 ___Other ____________
Company Name _________________________________________________
Your Name _____________________________________________________
Address _______________________________________________________
City _____________________________ST __________Zip _______________
Please cut along perforation and send this form along with your donation to:
The FBI Citizen’s Academy
Alumni Association of Washington, D.C.
2237 33rd Street, NE, Washington, D.C. 20018
The FBI Citizen’s Academy Alumni Assocation of Washington, D.C. is a 501 (c) (3) non-profit organization.
The Foundation's Federal Tax Identification Number is 34-2066968.
FBI Citizens' Academy
Alumni Association of Washington, D.C.
2237 33rd Street, NE, Washington, D.C. 20018 | 202.278.4211
www.wfocitizensacademy.org
“It’s therapeutic to walk into a classroom and talk about what makes a good
person. Programs like Adopt-a-School help to plant a seed in at-risk youth who
are in need of strong role models. The Citizens’ Academy Alumni Association is
the vehicle for the FBI’s Adopt-a-School initiatives and offers hands on support
to kids who seek a better future.”
– Joseph Persichini, Jr., Assistant Director in Charge
“Having the support of community leaders is intrinsic to the success of the
District’s kids. The Metropolitan Police Department recognizes and appreciates
the work that the FBI and its Citizens’ Academy Alumni Association accomplish
through the Adopt-a-School program. The FBI has identified a model that
works. By educating the community on the FBI’s key challenges and successes,
leaders become empowered to give back to our youth. This makes the District a
better place to live and work.”
– Chief Cathy Lanier, Metropolitan Police Department
Support FBICAAA and help our efforts to:
n Through education, active participation and awareness, reduce drug use
and violence among children of Washington, D.C. and Northern Virginia.
n Teach students of area schools responsible personal behavior and the
value of civic duty.
n Visit us online at www.wfocitizensacademy.org or complete and mail in the
attached form with your tax-deductible contribution today.
Learn more at www.wfocitizensacademy.org.

Food & Friends
Event Marketing Collateral
Signage
Program
Invitation
Invitation
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a cause to celebrate
Food & Friends’
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Chef’s Best Dinner & Auction
presented by
G Foundation is privileged to support America’s diverse communities.
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e information on our Partners In Empowerment opportunities,
sit: www.ing-usafoundation.com.
services are offered through the ING family of companies. Please log on to www.ing.com/us for information regarding other products and
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y joining our different backgrounds,
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gned by JAM Communications
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Ginnie Mae
Annual Reports
18
2008 Ginnie Mae Annual Report
19
Our 40th Anniversary
policy or programmatic decisions. PFAM incorporates
Ginnie Mae’s inherent operating risks with modeling that
employs economic, financial, and policy variables to assess
risks and overall performance.
In FY 2008, PFAM was used to estimate Ginnie Mae’s
credit subsidy rate based on historical loan performance
data, economic measures, and program and policy
assumptions. Every year, Ginnie Mae works with FHA,
USDA, and VA to obtain loan-level data. The data
supports detailed segmentation of loans according to key
risk indicators, including loan type, loan size, loan-to-
value ratio, and region. Changing economic conditions
related to interest rates, housing values, population
demographics, consumer prices, and income levels
are accommodated by updating key economic drivers
within PFAM’s econometric functionality.
Ginnie Mae’s expertise in understanding
and managing risks associated with its MBS
guarantee business are accommodated by
adjusting management assumption drivers
within the model.
Cash flows for income and expenses
associated with Ginnie Mae’s MBS
guarantee business were estimated by
simulating loan level performance for the
existing book of business and forecasted
new business. The simulated loan level
performance was used to forecast the
effects on defaulted portfolios managed
by Ginnie Mae and levels of new issuer
defaults. The model’s cash flow output was
used to estimate the net present value of
Ginnie Mae’s future cash flows from the
outstanding guarantee portfolio at the end
of FY 2008 and estimated new business for
30 years into the future.
Ginnie Mae updated this model with economic and
financial data from Global Insight, a key industry source
of economic and financial data. Among other things, this
model is used to predict future default rates for single and
multifamily issuers.
PFAM is a stand-alone application that resides on a single
server that does not connect to any other system. All the
security measures according to the Government security
standard are fully considered. The System Security
Plan, Risk Assessment, Self Assessment and Private
Impact Assessment were implemented on the system and
completed at the end of FY 2008.
Liquidity and Capital Adequacy
Ginnie Mae’s primary sources of cash are MBS and
multiclass guaranty fee income, commitment fee income,
and interest income. After accounting for expenses
and other factors, on September 30, 2008, Ginnie Mae
reported $4.8 billion in funds with the U.S. Treasury,
compared to $4.4 billion on September 30, 2007.
In addition to the funds with the U.S. Treasury,
Ginnie Mae’s investment in U.S. government securities
was $9.3 billion as of September 30, 2008. Of this
amount, $2.3 billion was held in overnight certificates.
The balance of the portfolio’s maturities is spread over time
to ensure that Ginnie Mae has a ready source of funds to
meet various liquidity needs. Emergency liquidity needs
are met through short-term maturities.
over expenses of $906.2 million for FY 2008 versus
$738.3 million for FY 2007 (see Figure 9).
To support U.S. military personnel called into action,
Ginnie Mae reimburses the interest on loans to service
members who have FHA or VA mortgages with interest
rates in excess of 6 percent. In FY 2008, this expense
totaled $1.4 million, an increase over FY 2007 related
expenses.
Table 2 represents the expenses related to program/
contractors used by Ginnie Mae during the last five years.
This chart demonstrates that Ginnie Mae has successfully
managed its expenses over this period of time.
Credit-Related Expenses
Credit-related expenses include Ginnie Mae’s Provision
for Loss and defaulted issuer portfolio costs. Provision for
Loss is charged against income in an amount considered
appropriate to maintain adequate reserves to absorb
potential losses from defaulted issuer portfolios and
programs. Ginnie Mae defaulted three single family issuers
during FY 2008. Ginnie Mae believes that the reserve
for loss estimate is adequate to cover any noninsured loss
sustained for these issuers and from unknown future losses
from the occurrence of periodic defaults.
Financial Models
Ginnie Mae’s Policy and Financial Analysis Model
(PFAM) allows Ginnie Mae to evaluate its financial
condition in terms of cash flow, capital adequacy, and
budget projections. The model does this using an
array of economic and financial scenarios modified by
Fiscal Year
0
100
200
300
400
500
600
700
800
900
1000
2006 2007 200820052004
Figure 7
705738
789
$Millions
738
906
Figure 9: Excess of Revenues
over Expenses, FY 2004 – 2008
2008 2007 2006 2005 2004
(Dollars In Millions)
Central Paying Agent $ 8.0 $ 6.8 $ 8.5 $ 9.3 $ 12.9
Contract Compliance $ 0.4 $ 0.9 $ 0.2 $ 0.8 $ 0.2
Federal Reserve $ 2.5 $ 3.2 $ 1.9 $ 2.8 $ 2.1
Financial Support $ 0.7 $ 0.8 $ 0.6 $ 0.7 $ 0.8
IT Related & Miscellaneous $ 6.9 $ 4.6 $ 6.8 $ 3.0 $ 4.2
Mortgage-backed Securities
Information Systems Compliance $ 15.7 $ 11.9 $ 9.9 $ 17.0 $ 13.4
Multiclass $ 11.2 $ 8.7 $ 7.9 $ 9.5 $ 10.0
Multifamily Program $ 2.2 $ 5.0 $ 8.9 $ 11.1 $ 7.8
Servicemembers Civil Relief Act $ 1.4 $ 0.0 $ 3.0 $ 4.1 $ 11.9
Total $ 49.0 $ 41.9 $ 47.7 $ 58.3 $ 63.3
Table 2: Program/Contractor Expenses, FY 2004 – 2008
2008
Annual Report
Government National Mortgage Association
Celebrating 40 Years
of Financial Stability
2009 Ginnie Mae annual RepoRt
20 21
pools, once again exceeding the performance goals
set by HUD. These goals include that Ginnie Mae
securities contain at least 94 percent of eligible FHA
single family fixed-rate loans and 85 percent of VA
single family fixed-rate loans. Ginnie Mae exceeded
these goals in FY 2009 by 5 percentage points and
12 percentage points, respectively.
Although loans underlying its securities are
concentrated in specific areas, Ginnie Mae has
provided homeownership opportunities in every U.S.
state and territory. Figure 12 highlights the geographic
distribution of single family properties securing
Ginnie Mae securities as of September 30, 2009.
The recent surge in single family issuance, together
with internal operational enhancements that
improved Ginnie Mae’s ability to identify targeted
loans, also enabled the number of loans in TLI pools
and the average dollar size of TLI pools to increase.
In FY 2009, 25 percent of pools received TLI credit,
exceeding HUD’s performance goal that 20 percent of
all Ginnie Mae single family pools issued are TLI pools.
Multifamily program
As of the end of FY 2009, Ginnie Mae guaranteed
securities that contained 98 percent of eligible
multifamily FHA loans. This result is a 3 percentage
point increase over HUD’s performance goal that at
least 95 percent of eligible multifamily mortgages
be placed into Ginnie Mae pools. In FY 2009,
the Multifamily Program portfolio increased by
$2.4 billion from $39.4 billion to $41.8 billion,
marking 15 years of growth in Ginnie Mae’s
multifamily housing program.
Figure 13 shows the geographic distribution of
multifamily properties securing Ginnie Mae securities
as of September 30, 2009. Since 1971, Ginnie Mae
has guaranteed $109.5 billion in multifamily MBS,
helping to finance affordable and community-
stabilizing multifamily housing developments across
the nation.
In addition, Ginnie Mae’s portfolio of Multifamily
Rural Development loans grew significantly in
FY 2009, with an outstanding principal balance
above $216.9 million at fiscal year end. These loans
are guaranteed through the U.S. Department of
Agriculture’s Rural Development Guaranteed Rural
Rental Housing Program. The Multifamily Rural
Development program became more diverse in
FY 2009 than in previous years, as new issuers entered
the program. There were Rural Development loans
from 31 states in Ginnie Mae pools by the end of
FY 2009.
Figure 12: Geographic Distribution of Single Family Properties Securing
Ginnie Mae Securities as of September 30, 2009
Distribution of Ginnie Mae
Single Family Loans by State
Multiple Family Loans by State
More than 400 Loans 300 – 399 Loans 200 – 299 Loans
100 – 199 Loans Less than 100 Loans
More than 200,000 Loans 150,000 – 200,000 Loans
100,000 – 149,000 Loans Less than 100,000 Loans
State Loans
Percent
of Total
SF Loans
RPB
($ Millions)
Texas 702,650 12.3% $73,825
Florida 312,788 5.5% $40,618
Georgia 288,907 5.0% $37,432
California 278,881 4.9% $59,639
Ohio 247,785 4.3% $27,653
North Carolina 231,004 4.0% $28,963
Virginia 201,077 3.5% $35,776
Illinois 195,024 3.4% $26,945
Pennsylvania 178,381 3.1% $22,572
Indiana 174,842 3.1% $18,194
Figure 13: Geographic Distribution of Multifamily Properties Securing
Ginnie Mae Securities as of September 30, 2009
Single Family Loans by State
Multiple Family Loans by State
More than 400 Loans 300 – 399 Loans 200 – 299 Loans
100 – 199 Loans Less than 100 Loans
More than 200,000 Loans 150,000 – 200,000 Loans
100,000 – 149,000 Loans Less than 100,000 Loans
State Loans
Percent
of Total
MF Loans
RPB
($ Millions)
Ohio 659 8.0% $2,172
Texas 571 6.9% $3,821
California 569 6.9% $2,957
Illinois 456 5.5% $2,850
New York 394 4.8% $2,743
Indiana 380 4.6% $1,373
North Carolina 330 4.0% $1,440
Michigan 285 3.4% $1,284
Minnesota 272 3.3% $1,429
Tennessee 235 2.8% $862
2008 2009
0
500
1,000
1,500
2,000
2,500
2006 20072005
Figure 11
790
660
UnitsinThousands
Fiscal Year
646
940
1,589
Figure 11: Ginnie Mae Supported Units
of Housing, Fiscal Years 2005 – 2009
0
100
200
300
400
500
2007 2008 200920062005
Figure 10
90.3
$Billions
81.7
85.1
Fiscal Year
Figure 10: Mortgage-Backed Securities
Issuance of Ginnie Mae, Fiscal Years 2005 – 2009
220.6
418.9
AnnuAl RepoRt
2009
Government national mortGaGe association
2008 Annual Report
2009 Annual Report

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toKYo, JaPan
Dear Member:
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Annual Report Statistics
Fundraising Brochure
Donor Reply Card
Marine Corps Scholarship Foundation
Donor Outreach
Nation’s Oldest and Largest Provider of Need-Based
Scholarships to Military Families
In 1962, Brigadier General Martin F. Rockmore USMC (Ret) read a
New York Times article about a Medal of Honor recipient who could not
afford to send his son to college. Inspired to honor this Marine, he and
a few determined volunteers established the New York Leatherneck Ball
which raised funds for the Foundation’s very first scholarship.
“You are indeed contributing to the development of one of our nation’s most precious resources and to the future of our country.”
President John F. Kennedy
On the occasion of the first New York Leatherneck Ball, 1962
1000
2002 2003 2004 2005 2006 2007 2008 2009
1200
1400
1600
1800
2000
5,000
0
10,000
15,000
20,000
25,000
13,050
1999 2004 2005 2006 2007 2008 2009
17,750
18,789 19,766
20,810
22,206
23,611
2010
25,034
$5,000,000
0
$10,000,000
$15,000,000
$20,000,000
$25,000,000
$30,000,000
$35,000,000
1999
Unrestricted Temporarily Restricted Permanently Restricted
2004 2005 2006 2007 2008 2009 2010*
15.5%
10.2%
20.4%
53.9%
16.5%
16.4%
20.6%
46.5%
14.8%
12.8%
21.1%
51.3%
13.2%
12.2%
18.5%
54.5%
• Scholarships Awarded since 1962: 25,034
• Scholarship Dollars Awarded: $50,000,000 value
• Scholarships Awarded in 2010: 1,423
• Average Recipient Family Income: $46,400
• Application Growth: 41% since 2007
Scholarship Application Growth
Cumulative Scholarship Awards
Net Assets
n Scholarships n Special Events n Fundraising n General & Admin
Contributed Revenue
Resource Allocation: Total Expenses
2007
2009 2010*
2008
$2,000,000
0
$4,000,000
$6,000,000
$8,000,000
$10,000,000
$12,000,000
$14,000,000
1999
Contributions Special Events
2004 2005 2006 2007 2010*2008 2009
*As of 6/30/10
American Patriots
Campaign Begins
“The Scholarship Foundation has changed our lives.
We are both so proud, humbled and honored by this experience.
God bless you and Semper Fidelis!”
Lance Corporal Cynthia Burton (1986-1993)
and Scholarship Recipient Shannon Burton
Destin, FL
Florida State University ’09
*Projected
*As of 6/30/10
*Projected

National Association of Independent Schools
Publications Catalog
goveRNANce ANd leAdeRShIP goveRNANce ANd leAdeRShIP
This edition of the Trustee Handbook provides a
detailed overview of all school board roles and
responsibilities. The ninth edition includes updates in
the following areas:
• The increasing demand for accountability and
transparency from governments, foundations,
accreditors, parents, etc.
• Developing and reviewing policy
• Strategy making/planning
• Transitioning to a new head of school
• Organizing an effective board
• Complying with NAIS’s Principles of Good Practice
for Boards of Trustees
trustee handbook:
A Guide to Effective Governance for
Independent School Boards, Ninth Edition
mARY huNdleY dekuYPeR
list Price $55
member Price $40
Item #B116
NAIS, 2007
226 pages
You’ll find the Principles of Good Practice for both
independent school boards of trustees as a group and
for individual trustees in this three-by-five-inch booklet.
A handy resource for your board, the booklet is also
included in the Trustee Kit.
list Price $4
member Price $2
Item #B58
NAIS, 2003
Size: 3”x 5”
Principles of good Practice for
boards and trustees (A Pocket Guide)
trustee kit
list Price $80
member Price $50
Item #B51
NAIS, 2003
This boxed kit brings together NAIS resources for
trustees, including the latest Trustee Handbook,
to help new and established trustees understand
their roles and to be effective in fulfilling them. Use
these kits in trustee orientations or retreats. The kit
includes the following documents and advisories:
• Trustee Handbook, Ninth Edition
• Principles of Good Practice for Boards of Trustees
• A profile of statistical indicators
• Monographs on board bylaws and intermediate
sanctions
• A list of NAIS resources on governance
• Instructions for signing up for the NAIS E-Bulletin
and subscribing for a free year of Independent School
magazine
• A copy of Holding the Trust
International trustee handbook
This edition of NAIS’s Trustee Handbook has been
adapted for trustees who serve on school boards
throughout the world. Although trustees at
international schools share much in common with
those at NAIS schools, international school boards
are usually elected, their members are more likely to
serve shorter terms, and their host countries are likely
to consider institutional self-governance an anomaly.
This handbook addresses challenges such as these,
while providing an overview of the principles and
practices of good trusteeship that are common to all
independent school trustees.
Also available to download as a pdf file for a fee.
Edited by dAvId choJNAckI
list Price $55
member Price $40
Item #B115
NAIS, 2007
200 pages
holding the trust:
An Independent School Trustee’s Guide to
Fiduciary Responsibilities
Read an excerpt online at www.nais.org
Read an excerpt online at www.nais.org
241
This booklet, the first in the Independent School
Trustees’ Series, addresses trustees’ major areas of
responsibility, ranging from compliance with the spirit
of the Sarbanes-Oxley Act, to standards of conduct
and duties, to conflicts of interest. It covers state and
federal laws that affect nonprofits like schools as well
as governance practices not mandated by law. This
booklet covers such topics as the audit committee,
trustee term limits, and parent trustees. The appendix
offers a sample conflict of interest policy.
A guidebook to the NAIS Principles
of good Practice
Edited by JAmeS tRAcY
list Price $48
member Price $35
Item #B107
NAIS, 2007
195 pages
School leadership demographics are undergoing a
major shift. Thousands of schools, both independent
and public, need strong, effective leadership. And
many of these schools are looking for leaders at the
very same time you are. Your search committee needs
expert guidance to find the best leader for your school.
This concise book reflects the latest thinking and best
practices for each step in this vitally important process,
whether or not you work with a search consultant.
In addition to rich content, the handbook includes
a wealth of sample forms, schedules, checklists, and
resources to adapt to your school’s own needs. The
NAIS Head Search Handbook is an indispensable tool
to help your search committee master the practice of
conducting a strategic head search.
Explores every facet of the school leader’s challenging,
fascinating role. Citing his own experience as well as
insights from a wide variety of school administrators
and management experts, Hoerr outlines what it takes
to be a strong leader and get results. Whether you’re
new to your job or a veteran in your field, this new
book is a must-read.
the NAIS head Search handbook
A Start-to-Finish Guide for the
Search Committee
School leadership for the Future:
Leading an Independent School
SCHOOL
Leadership
for the Future
national association
of independent Schools
Thomas R. Hoerr
Edited by AgNeS uNdeRwood
list Price $46
member Price $35
Item #B95
NAIS, 2006
145 pages
thomAS R. hoeRR
list Price: ??
member Price:
Item #B128
NAIS, 2009
144 pages
dAvId oRmStedt, eSq.
list Price $20 | member Price $15
Item #B110 | NAIS, 2006 | 38 pages
Buy a packet of 10!
list Price $160 | member Price $120
Item #B110A
Conflicts over such critical issues as admissions,
development, and trustee and parent roles are too
important to be handled ad hoc. That’s why NAIS
developed its Principles of Good Practice (PGPs),
which provide high standards of educational quality
and ethical behavior for member schools to follow
when problems arise. The comprehensive A Guidebook
to the NAIS Principles of Good Practice delves even
further into more than a dozen of the NAIS PGPs.
The book combines a vivid case-study format with
real-life examples of the PGPs in practice. Along with
discussion questions and targeted bibliographies, it
helps you do the right thing in key areas of school
administration.
PHILANTHROPY
at Independent Schools
third edition
Helen A. Colson, Editor
SCHOOL
Leadership
for the Future
national association
of independent Schools
Thomas R. Hoerr

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Philadelphia Public Schools/Microsoft
School of the Future Discovery Briefs
Building the School of the Future
Discovery Brief 7: Information Technology
accelerate
Microsoft Surface
Microsoft Surface represents the
next generation of Learner digital
interaction and an opportunity to
change the way future classrooms
are designed. With multi-touch
recognition seat and a more
natural user interface, multiple
Learners are able to collaborate
while engaging and interactive
education applications.
Tools to take notes.
In a joint partnership with Dell, a select number of learners at School of the
Future are using Tablet PCs for everything from note-taking to assignments
to research in an effort to understand the benefit of tablet enabled devices
vs. standard laptops. Writing on the Tablet PC is also made easier by
the Tablet PCs screen which has been designed to operate with both an
electromagnetic digitizer as well as a touch sensitive screen similar to those
typically found in Personal Digital Assistants (PDAs). Microsoft Office
OneNote®
2007 note-taking program also helps the learners and educators
to electronically capture, organize, and reuse notes on a laptop, desktop, or
Tablet PC. OneNote 2007 provides learners with a single place to collect and
customize notes, allowing them to capture lessons or research information in
multiple ways and organize it according to their needs.
The note-taking technology treats the information students input using the
Tablet PC’s digital pen as regular text, allowing them to convert handwritten
notes to typed text. While some learners are handing in assignments on
paper, the learners with Tablet PC’s can easily email or save a digital copy
of their assignments written in their own handwriting. and convert them to
a typed Microsoft Word-based format when it’s time for the assignment to
be marked. OneNote 2007 also includes tools which make research easier to
manage; the software allows learners to date stamp screen captures of online
research material and automatically stores the Web address of the information.
OneNote 2007 is a digital notebook used by educators, learners, and
parents as a shared multi-media organizer of a classroom assignment’s
content and class notes. Educators are able to build their entire course
curriculum with OneNote 2007 by incorporating content, text, and recorded
videos including, instructional messages and other repurposed information
from any variety of external resources into one handy and user-friendly
electronic notebook.
6 7
How does Thomas Gaffey, Math and Technology
Educator, utilize his school’s IT resources on any
given day?
Before School
Checks Outlook for meetings and events on daily calendar.
Begins ideas for the day, primers activities, and assignments. Starts
detailed planning for the day by organizing lesson plan with OneNote.
Creates assignments on the Portal — automatic distribution of
assignments goes to all learners. Posts all accompanying PowerPoint and
Word documents.
During School
Uses ScholarChip online attendance application to check students in.
Uses Smart Board setup and Projector to enhance the learning experience. Utilizes the document camera in the
ceiling to automatically track his movements as he demonstrates concepts in front of the class.
“After solving the equation on the board I want my learners to be able to solve them using a scientific calculator. In
order to demonstrate this I set the camera to track my hands and the calculator so that everything that I’m doing is
displayed through the projector and they can follow along.”
Uses the promethean whiteboard to initiate and enhance learner interaction and calls on learners to come up and
answer questions on the whiteboard.
“Demonstrating learning is an important aspect of ensuring engagement, so I have my learners take the
Promethean pen and complete geometry equations using digital ink. They also solve algebra equations on the
board that can be saved directly into OneNote in their own handwriting using the examples they’ve completed on the
Promethean board.”
Uses OneNote to track everyone’s brainstorming ideas for class projects.
Keeps in touch with educators throughout the day not only in person, but also using Instant Messaging to get
information needed immediately, sometimes during the middle of a classroom session. Educators also IM him for
information before and after classes.
After School
Takes notes from the day and submits them to his class portal notes section — learners can access these anytime
and anywhere and it allows those who missed class the opportunity to stay on top of missed work.
Searches online for digital textbooks for homework, guides learners to the right resources — digital, PDF or
OneNote. Finds online interactive activities so learners can find answers to their questions while still being engaged.
Uses OneNote for after school meetings.
At home, checks to see who submitted assignments, uses his online digital grade book to send messages about
missing homework directly to learners and parents.
“My philosophy on integrating technology into the classroom is that it’s not about just using technology, it has more to
do with using tools to enhance the learning experience. If you can find a flash animation on the Internet that illustrates
something a static picture in a book can’t, that’s integration. A teacher’s notes on a blackboard can’t be saved, a teacher’s
notes in OneNote can not only be instantly be saved, but can link to multiple additional resources, that’s integration. My
ultimate goal is to have learners using wikis, blogs, and other tools to collaborate together and to be able to facilitate the
completion of assignments in a way that sitting next to somebody using separate sheets of paper can’t do, that’s integration.”
Building the School of the Future
Discovery Brief 6: Building Better Learning
Environments with Green Building Design
sustain
9
a lesson in the many benefits
of sustainable design
Going green and preserving our world is
essential to our well-being and our children’s
futures. Designing green – whether from
the ground up in new construction or in
retrofitting an existing school – is a necessary
benefit to everyone in the long run.
Additionally, building sustainably does not
need to be an “all or nothing” approach.
School construction and renovation projects
that make decisions to adhere to the
standards of sustainable design delineated by
the LEED rating system can expect significant
benefits in a variety of areas. Some of these
reported benefits delineated by the LEED
rating system include:
20-26% better performance from students
on language and math tests
16% better performance from educators
and other school employees on the job
Dramatic reduction in sick days
40-90% lower maintenance and
operating costs
School building as a valuable and
interesting teaching tool
Decreased or no liability from Sick
Building Syndrome
Improved public image and
community relations
Learning by Design: School of the
Future Learners Produce Global
Warming Public Service Announcement
School of the Future Environmental Science and Earth
Science educator Charlena Martin has integrated
the green aspects of the building into her classroom
curriculum. Using the School of the Future as a learning
and instructional tool, several of her learners prepared a
Global Warming Awareness Public Service Announcement
(PSA) which was used for a pre-panel discussion held at
Drexel University on April 9, 2008.
The theme of the discussion was “Your Health, Your
Home, Your Neighborhood” and highlighted a number of
the unique aspects of attending a green school. Among
the benefits highlighted were the use of environmentally-
friendly cleaning products in facility maintenance, the
installation of motion sensored bathroom fixtures to
reduce the spread of germs, findings of educational
studies that indicate a direct positive impact of day
lighting in improving student test scores, and how
the school’s excellent air quality seems to help several
learners literally breathe easier and feel healthier
throughout the day.
The School of the Future learners involved were Janika
Bennett, John DeGregorio Jr., Kevin Hyman, Khalil
Hobson, Al-Nisa Mills, Raheem Robinson, Ryan Taylor,
Terrell Young, Victoria Thornton, and Allen McPherson Jr.,
who was the videographer.
Learning in Green – involve your educators
and learners and the entire community in
projects and programs that teach the value
of going green!
Energy audits
Encourage educators to incorporate an “Energy Audit” into a class
project. Form student teams to conduct audits to calculate and
assess energy efficiencies throughout the school, including water
usage, electricity, and waste disposal. By researching and performing
energy efficiencies and illustrating their findings in the form of graphs
and charts, students learn first-hand what to look for and ways to
conserve energy both at the school and at home. Consider assessing
the excessive consumption of everyday occurrences such as:
Light bulbs left on when not being used
Drafty windows and doors
Leaky faucets
Temperature settings on air conditioners and heating systems
Inefficient use of appliances, computers, and printers
Unnecessary paper waste
Inadequate recycling procedures
tree drives
Involve the school’s community members, including educators,
learners, parents, siblings, and administrators to donate saplings to
plant on school grounds. Inform everyone that planting trees near air
conditioners creates shade that saves valuable energy.
Gardening
If your school has outdoor space to spare, establish a garden as an
outdoor learning project. Everyone in the school community can take
part and enjoy the “fruits” of their labor in making the tending of the
school’s garden a part of the school routine. Ask parents to volunteer
to provide gardening lessons, or even seeds and seedlings. Make
a composting station near the garden for any organic waste the
school produces.
Reduce, Reuse, Recycle
Start a recycling club at the school. Members can go around on a
weekly or daily basis to collect recyclable material from classrooms
for pickup by the city. Also encourage students to buy reusable
water bottles and lunch boxes and other reusable containers to help
minimize the amount of plastic and paper being used in the school
eating and vending areas on a daily basis.
8
“Beyond creating a building where
teaching and learning merely happen,
we focused on integrating technology,
curriculum, and sustainable design
elements in ways that enable students
and educators to use the building
and all of its features as ‘built-in’
learning tools.”
Scott Prisco, Principal/CEO, EQ Architecture, LLC

TAGLINE AND MISSION
LOGO
COLOR PALETTES
COLOR USAGE CONSIDERATION
TYPOGRAPHY
IMAGERY
Graphic Elements
GUIDELINES
MCERF GRAPHIC GUIDELINES
Logo
Color Palettes
Color Usage Consideration
Typography
Imagery
Graphic Elements
GUIDELINES
national
Association of
independent
Schools
INFORMSMCERF NAIS
Styleguides and Branding Guidelines

Trade Show Exhibits and Booths
Building Security Council
Construction Institute

d
For further information about these projects or to start working with JAM on your next
marketing campaign, please contact: Neil Griffin at 202-986-4750, ext. 11, or send e-mails to
neil@jamagency.com.
You can learn more about JAM and the work we do for other clients by visiting our website
www.jamagency.com.

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