The full Dalton faculty and staff gathered on Tuesday for a day of professional growth. The day began with a session on the Unafraid Project. Hosted by Harvard’s EdEthics, the workshop offered nine different scenarios for table members to gather and discuss different perspectives stemming from what they read. Topics ranged from student mental health to adult use of AI to whether or not students should miss school to engage in political protests. While the scenarios varied in levels of intensity to ensure everyone could find an entry point to doing the work of identifying multiple values and the ways that they shape conversations, all tables were seen having spirited conversations and challenged participants to read about or listen to perspectives on these topics different from their own. This session was part of the Unafraid Project and our efforts to develop both students’ and adult skills and capacity for engaging in challenging conversations to have dialogue across ideological differences. The day continued with a presentation by writer John Warner, author of “How to Think About Writing in the Age of AI,” on teaching and writing in the age of generative AI. The day culminated in departmental work so that grade-level teams and academic departments could think through Assignments in a more sustained way, which is difficult to do during the school year.