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Guide to

Baltimore Independent Schools What you need to know to make the best choice for your child

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Independent School Guide Publisher and Editorial Director Susan G. Dunn

Market Editor and Stylist Halle Von Kessler

Editor in Chief Muffy Fenwick

Intern Ali Royals

Photographer Whitney Wasson

Advertising Executives Chris Frederick Julie Sawyer

Contributors Sarah Achenbach Rachel Bone Elizabeth Heubeck Emily Parks

The Baltimore Fishbowl Guide to Baltimore Independent Schools is published once yearly by Indicia Media, publishers of baltimorefishbowl.com. To advertise in the guide, contact Chris Frederick at chris@baltimorefishbowl.com or Susan Dunn at suzy@baltimorefishbowl.com. Â Indicia Media, 1014 West 36th Street Baltimore, Maryland 21211 443-668-2182. This guide was produced for Indicia Media by Today Media Custom Communications 410-828-0120 todaymediacustom.com

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Contents Editorial


Back-to-School Essentials Pack your bag with back-to-school must-haves for the new school year.


Beyond the Application Prospective students offer their insights on the independent school admissions process.


A Leap of Faith The Archdiocese of Baltimore is building its first new school in 50 years.


First Steps Choosing the right preschool to prepare for an independent school education.


Where Are They Now? Illustrious alums from local independent schools.


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Program Profiles New Kids on the Block School Spirit Independent School Directory

Letter from the editor WE ARE EXCITED to introduce the third edition of the Baltimore Fishbowl Guide to Independent Schools. Inside these pages, you will find some familiar content as well as new features. In a city saturated with impressive independent school options, the choice of school can be daunting. Often the exploration begins early, with the right preschool. Here, we look at area preschool options, from local church preschools to Montessori schools and those attached to an independent school. We continue on the path to independent school by unveiling the admissions process through the eyes of the applicants — the kids who take the tests, sit for the interviews and tag along on shadow days. Their perspectives are invaluable.

Our popular School Spirit section captures the unique perspectives of area independent school students, from enthusiastic lower schoolers to engaged middle and thoughtful upper schoolers. Many area schools have also brought new administrators on staff whose breadth of experience and innovative ideas about education will bring a fresh take on the independent school experience. New cocurricular programs often capture this fresh perspective, and local schools have not shied away from embracing 21st-century classroom practices — from robotics to leadership programs, independent school kids are engaged in exciting programs in and outside the classroom.

It goes without saying that in Baltimore, we are incredibly fortunate to have a wealth of independent schools. The challenge can be finding the one that feels like the best fit. We hope we can offer some insights into the process. Ask questions, do your homework and, most importantly, explore. Delve deep into what these schools have to offer. We hope you will discover, as we have, that there is much more than you may realize.


Essentials Pack your bag with must-haves for the new school year




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Guide to Baltimore Independent Schools


For the girls R





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11 3


1 4 13

1. U  nder Armour nylon backpack from Cohen’s Clothiers 2. Colored pens from Becket Hitch 3. Ice cream composition book from Becket Hitch 4. Facial spray from Target 5. Knit boucle hoodie from Mint Hand Picked 6. Ear buds from MICA school store



7. Nike running shoes from Cohen’s Clothiers 8. Lily Pulitzer SWELL bottle from Becket Hitch 9. Elephant tape dispenser from Target 10. Trumpet from Music & Arts 11. Sports bra from Lululemon Athletica 12. Headscarf from Cohen’s Clothiers 13. Pencil case from Anthropologie

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Program Profiles From STEM initiatives to internship opportunities,

Baltimore independent schools bring learning outside the classroom. Learn more about the expanded course offerings local schools provide their students.

program profile Building Community at Boys’ Latin, One Robot at a Time

Boys’ Latin School of Maryland


The fast-growing robotics program at Boys’ Latin offers students the opportunity to express creativity, work collaboratively and refine their problem-solving skills. Robotics team members gain firsthand experience with sensors, controls, programming, design, mechanisms and 3D modeling, while addressing real-world problems in a hands-on way. Building on the success of a competitive, decade-old upper school robotics program, Boys’ Latin’s lower and middle school programs were formed in 2011 to support growing student interest in programming and

engineering. The middle school robotics teams have competed in the FIRST Lego League (FLL) challenge, reaching state competition four times. The lower school fielded an FLL team in 2017 and 2018 and all third-grade students participate in annual Junior FLL challenges. With dedicated lab space for each age group, students are able to meet, design, build and test their robots professionally. For the past three years, Boys’ Latin has hosted a largescale FLL qualifier event, bringing over 30 youth robotics teams and 700+ visitors to the school’s North Baltimore campus. www.boyslatinmd.com/page/arts--tech

Cultivating Leaders of All Ages through the Leadership Programs at Calvert School

Calvert School


The newly formalized Institute for Leadership and Purpose at Calvert School works to prioritize education, action, partnership and reflection in students at all grade levels. With hands-on learning, purposeful mentorship from the entire community, and an enriched service curriculum, students at Calvert are taught that leadership is cultivated through action and example, and that emphasis should fall on the quality of leadership, rather than the individual leader.

empowers them to make a difference both inside and outside our school,” says Jay Parker, director of student life at Calvert School.

“Our program encourages students to experience leadership in a positive way and

www.calvertschoolmd.org/page/academics/ the-institute-for-leadership-and-purpose

Starting as young as kindergarten, and running through Eighth Grade, the program aims to foster an environment of self-discovery. The goal is to create confident, responsible, globally aware and independent thinkers, to share their voices and make ethical decisions, forming a deeper sense of purpose through service and leadership.

Law and Leadership in the Franciscan Tradition at The Catholic High School

The Catholic High School of Baltimore




The Law and Leadership Program at The Catholic High School empowers young women to be active, engaged citizens by providing them with the academic experiences they need to successfully effect change in their local communities and beyond. The program provides extracurricular involvement, and opportunities for real-world experiences in law and leadership, to young women with excellent writing, presentation and communication skills. The curriculum develops a comprehensive appreciation for the principles and values of the legal system, which allows its participants to positively

impact society. Students develop the skills for responsible leadership through a four-year program, beginning with foundation classes in public speaking, history, leadership in the Franciscan tradition and language. Juniors and seniors are active in extracurricular activities such as Youth Government Council and Student Congress, and attend courses in government, economics, writing, global issues, law through history, leadership and social justice. The program culminates senior year in a capstone student project. www.thecatholichighschool.org/ lawandleadership

Polo Program Offers Opportunity for High-Level Athletic Competition Garrison Forest School (GFS) is the only girls’ school in the United States to offer polo. Founded in the late 1970s, the Grizzlies have successfully competed against co-ed and all-male high school, college and club teams across the country. Varsity polo has won 13 national championships and 12 former GFS players have won national polo honors. Several polo alumnae are current or former members of the prestigious Team USPA, including Director of Polo Jenny Schwartz ‘11.

Garrison Forest School


The polo program is one of several equestrian sports at GFS; competitive polo is open to middle and upper school students, and introductory polo is available for students in grades 4 and 5. In addition to competition and instruction, polo offers GFS students a wide range of experiences, including team trips to Yale, Cornell and Sarasota to compete and train. Equipped with top-notch facilities, Garrison Forest is one of few schools in the Mid-Atlantic with two outdoor rings. www.gfs.org/athletics/polo

Preparing Dynamic Leaders at Maryvale For more than 70 years, Maryvale Preparatory School has molded dedicated learners into dynamic leaders.

Maryvale Preparatory School


The Catholic, independent school for girls has alumnae sitting at the helm of companies, heading nonprofits, directing boards and overseeing schools. Each developed the skills and the confidence to lead at a young age in her formative years at Maryvale. In 2014, Maryvale translated longstanding leadership initiatives into a new Leadership Institute. With an impressive lineup of leadership offerings, the Leadership Institute provides Maryvale students with the academic training, real-life experience and

opportunity to develop exemplary leadership skills for success in college, career and life. Through the Leadership Institute, every Maryvale student receives a variety of leadership training during each academic year. Whether it is through the rigorous Leadership Certificate Program, a middle school course, upper school electives, regular lessons in advisory, guest speakers, field trips to local companies or all-school assemblies, the Institute offers leadership skill development at every phase of a student’s journey. www.maryvale.com/leadership-service/theleadership-institute

Experiential Learning at Notre Dame Preparatory School

Notre Dame Preparatory School

Since 2006, Notre Dame Preparatory School’s “Women In…(WIN)” Internship and Career Exploration Program has placed over 1,000 students into mentored career settings. The growing program allows students the valuable chance to explore professional interests, applying classroom learning to real-world experiences in the fields of science, medicine, business and law.


All high school students at NDP are eligible to participate in WIN, with mentor sponsor opportunities ranging from short-term “shadow” experiences to full-time, unpaid internships. In advance of their placement, students learn workplace etiquette in a

seminar highlighting expectations for proper work attire, conduct and manners. NDP was founded in the spirit of transformative education. Programs like WIN have proven life-changing for young women, by helping them become responsible citizens, effective communicators and collaborative workers. Past WIN experiences have been held at McCormick and Co., Royal Bank of Canada, Under Armour, Whiting-Turner, Baltimore Center Stage, Maryland Attorney General’s Office and St. Joseph’s Medical Center. www.notredameprep.com/WIN

Guide to Baltimore Independent Schools


program profile Social Justice in Action at School of the Cathedral

School of the Cathedral


Students at School of the Cathedral are working to interpret and address social justice issues from every angle. Beginning in middle school, Cathedral students attend a specially designed social justice class weekly. The class curriculum considers social issues in today’s world from multiple perspectives and offers students service-learning opportunities that will prepare them to become global citizens. After completing the core Servant Leadership program in sixth grade, Cathedral students take Introduction to Social Justice in seventh. They complete their experience in eighth grade by

preparing for the Faith in Focus Leadership Conference during their Social Justice in Action course. The conference is the culmination of Cathedral’s social justice program, which is the only program of its kind in the area. The conference’s mission is for “Cathedral eighth-grade students to serve as leaders by inspiring members of the community to live their faith more intentionally.” As part of the Social Justice in Action course, students research ideas related to a theme and develop a TED-style talk that they share during the end-ofthe-year conference. Past themes have included solidarity and equality. www.schoolofthecathedral.org

Makerspace Hones Students’ 21st-century Skills “Our makerspace activities allow students to become resilient in their approaches to problem-solving and learning. We may not know what jobs our students will face, but we do know what skills they will need to be successful,” said Lori Dembo, lower school head at St. James Academy (SJA).

St. James Academy


The foundation of SJA’s approach to learning is inquiry, exploration and reflection. The process allows students to develop the 21st-century skills that are necessary in today’s society. Students work collaboratively, think critically, communicate effectively and

explore global issues. It provides students with an opportunity to foster awareness of challenges and address needs in our world. All students work in the makerspace lab on different types of projects to enhance lessons by combining core subjects with the leveraging of the available technologies. “SJA students impact our world through innovation and strong leadership,” said Katie Wareheim, director of admission and enrollment management. saintjamesacademy.org

SPIRITUS Scholars Program Allows for Hands-on Research

St. Paul’s School for Girls




The SPIRITUS Scholars Program at St. Paul’s School for Girls (SPSG) is a two-year exploratory program open to juniors and seniors. The program empowers students to develop and investigate a self-directed research question in their chosen field of interest. From entrepreneurship to environmental science, and social justice to sociology, students approach information hands-on, with the help of on-campus experts and faculty advisors. Supported by a generous grant from The

Edward E. Ford Foundation and a matching gift from within the SPSG community, the program is a launch pad for experiential learning. It serves as an incubator, a co-working space and an application lab for SPSG and its community. With state-ofthe-art learning facilities and the support of professional mentors, each student pursues not just the answers to any single question, but solutions to impact the greater world. www.spsfg.org/scholars

Respecting Mother Nature at the Waldorf School of Baltimore

Waldorf School of Baltimore


The Waldorf School of Baltimore (WSB) is doing its part to save the bees. The school’s North Baltimore campus is a certified wildlife habitat for indigenous species, with pollinator gardens and a thriving beehive. Partnering with the Association of Waldorf Schools in North America, and over 1,100 Waldorf schools across Europe, Asia and beyond, the school has joined an initiative to create a global Bees & Trees Pollinator Highway in celebration of Waldorf Education’s centennial in 2019. The Bees and Trees project is just one of the many ways the Waldorf School, a Maryland Green School, is proving its dedication to eco-literacy. Since 2010, the school has created a dedicated Eco-literacy & Sustainability teaching position, a Nature Studies curriculum and Forest

Aftercare. Waldorf even offers schoolwide composting and received a Baltimore City Master Gardener’s Outstanding School Garden Award. In addition to tending to resident chickens and harvesting honey, students participate in workshops on floriculture with University of Maryland Master Gardeners, water conservation and preservation with Blue Water Baltimore, and launched a community terra-cycling program with MOM’s Organic Market. Waldorf School operates under the core belief that every child is an enthusiastic and engaged learner, and when taught to respect nature at an early age, will work to keep our planet beautiful and healthy for generations to come. www.waldorfschoolofbaltimore.org

Guide to Baltimore Independent Schools


Beyond the

Prospective students offer their insights on the independent school admissions process By Elizabeth Heubeck





igh school sophomore Matt Smith (not his real last name) attended the same parochial school for nine years. By the end of his tenure at the pre-k-8 school, Matt had no reservations about starting the next phase of his academic journey.


was definitely ready to go,” he said. Embracing the high school search, Matt was excited to visit the four area independent schools to which he and his parents had narrowed their search. Hoping to forge his own academic path, Matt felt fairly certain at the onset of the search process that he would choose a school on his list other than the one his older sibling had attended. Matt is among thousands of students in Baltimore who, each year, embark on a sophisticated search process that allows them to explore which of the many area independent schools might be a good place for them to spend the next few, or several, years. The lengthy procedure can take many months and includes shadow days, spent tagging along with a current student on a typical school day; interviews with school administrators; and academic admissions tests. Beyond these formal aspects of the search process, families pore over school websites, confer with friends and family members, make lists of prospective schools’ “pros and cons,” and otherwise engage in activities they hope will result in an informed and satisfying decision.  Increasingly, children play a bigger role in the school search process — from identifying the schools they want to visit to, in some cases, making the final decision about where they’ll attend. In response, schools are working to ensure that they provide prospective students a “student-centric” admissions experience. “One way to look at it is the student as the client, the parent as the customer,” says Peter Baily, executive director of AIMS, an association serving independent schools in Maryland and Washington, D.C.  Increasingly, schools recognize the need to appeal not just to parents, but to students as well. This applies to every facet of the admissions process, even before families step foot on campuses. “I think schools are aware of the fact that, as early as middle school, kids are indeed looking at websites, sharing with their friends via social media what they see and what they think,” Baily says. “I think all schools are trying to tap into that phenomenon and those thought processes that are taking place among pre-college age kids.” 



Steve Birdsall, director of admissions and financial aid at McDonogh School in Owings Mills, explains how his team has tweaked the admissions process, making it more student-centered. Just this year, the admissions team changed the format of a middle school acceptance reception. Historically, senior administrators would make speeches, while parents and accepted students remained in the audience. This year, during that portion of the event, prospective students were invited to participate in a group exercise that involved building towers with marshmallows; posing for pictures in a photo booth adorned in the school colors, orange and black; and engaging in other activities designed to introduce them to other prospective students. “We make it more of a party, so those fifth-, sixthand seventh-graders feel a little more engaged in the experience,” Birdsall explains. Portions of the admissions process that are already considered student-centric, like the shadow day, can become even more so with minor details. “We try to have student hosts contact their guests by phone a couple of days before,” Birdsall offers. This approach establishes rapport between students in advance of the shadow day, he explains. When they arrive at school on the appointed date, organizers hand prospective students a schedule, so they know what to expect. These tactics can help minimize anxiety around the admissions process — one that, for many students, is new and potentially overwhelming.  


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schools are aware “Iofthink the fact that, as early as middle school, kids are indeed looking at websites, sharing with their friends via social media what they see and what they think.

Ten-year-old Abby Szokoly of Monkton has always attended her local public school. Just this year her mother, Robyne Szokoly, began considering a switch to an independent school. She and her husband did not grow up in Baltimore, and they both attended public schools as children. Not accustomed to the culture here, whereby a large percentage of families enroll their children in independent schools, Robyne wasn’t sure what to expect when she initiated the search process. The family looked at two schools in Baltimore; both experiences left her feeling positive. “At the end of the day, there was no question that she would get an amazing education at either school,” Robyne says. Even at just 10, Abby played a central role in the search and admissions process, which she described as both “overwhelming” and “exciting.” She says the shadow days were her favorite part because that’s where she got to meet kids who one day might be her schoolmates. As for the hardest part? “Deciding which school would suit me. We liked both schools,” says Abby, who will attend Friends School of Baltimore as a fifth-grader this fall. Area high school sophomore Matt also ranked the shadow portion of the admissions process highly. “You got a real sense of how things worked,” he says of the experience. It even helped him eliminate one school from his list entirely. “The day seemed really long and boring,” he recalls, which made his ultimate decision that much easier.



While prospective students tend to rank the shadow day high in the admissions process, many dread the testing portion. And most, if not all, independent schools require applicants to complete a test they use to demonstrate students’ academic preparedness and existing knowledge. Even applicants entering first grade are likely to face admissions testing. “For admission below grade two, AIMS schools are particularly interested in a child’s developmental readiness for the activities and challenges of preschool, kindergarten and first grade,” AIMS’ Baily says. Such tests are often designed to gauge applicants’ intelligence, learning style, academic readiness, as well as fine and gross motor skills, he explains.  While the end goal of the testing is to determine the best fit between student and school, applicants tend to focus on pre-test jitters. “Although I was prepared, I was very nervous to take the tests,” says Matt, who took both the ISEE, or Independent School Entrance Exam, administered by area independent schools, and the HSPT, or High School Placement Test, given by Archdiocesan high schools. Ultimately, he did well on both. Matt also experienced a few surprises along the admissions process journey. Admittedly nervous about the interview portion, Matt found it to be far less nerve-wracking than he’d expected. “They [the interviews] were definitely more of a conversation with the interviewer than I’d anticipated,” he says. “That took the pressure off.” That he came to the interviews well-prepared probably helped, too. Before each one, he studied the school’s website, looking at everything from the institution’s academics to its values statements. (Full disclosure: this was his mom’s idea.)  Perhaps the biggest surprise to Matt was which school he ultimately decided to attend, a decision in which he claims to have had the final say. He chose Gilman, where his older brother had gone. “I didn’t want to follow him,” Matt says. But after a thorough search, it seemed to make the most sense. He explains: “It was such a good fit for me.”   And that, parents, teachers and administrators agree, matters most.



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New Kids on the Block

This fall, students at area independent schools will see new faces in the hallways and at the helm. Meet the new administrators whose breadth of experience, passion and vision are revitalizing Baltimore independent schools.

New kids on the block Courtesy: Kevin J. Parks/Catholic Review


Donna M. Hargens Superintendent of Catholic Schools

one of paying it forward. In many ways, this was the case of Donna M. Hargens, superintendent of Catholic schools. Hargens traces the trajectory of her career in education to first grade when, as a student at St. Helen Catholic School in Milwaukee, her teacher, Sister Ann Marie, recommended her for participation in a second-grade reading group. “I read constantly to live up to her expectations,” Hargens recalls.

Archdiocese of Baltimore

In second grade, her teacher, Sister Clarine, predicted that she could one day be valedictorian

Greg Schnitzlein

IT DIDN’T TAKE LONG for Greg Schnitzlein, the new lower school head at Boys’ Latin School of Maryland, to figure out his career path. Soon after graduating from Bradley University, he realized that the summers he spent as a camp counselor were the most rewarding of his life. “I loved interacting with the children at camp and especially enjoyed when they would learn or experience something for the first time,” he says. He decided to get his master’s degree in education.

Lower School Head Boys’ Latin School of Maryland


“I was hooked after my first classroom teaching experience, and I have never once in the last 18 years in education regretted that choice,” he says.


of her class and again, Hargens explains, “I worked to live up to her strong belief in me.” Her hard work ultimately earned her a four-year scholarship to Marquette University, where she became the first in her family to graduate from college. She believes, “I became a teacher to be able to give students what I had been given.” Today, in her current role as superintendent of Catholic schools for the Archdiocese of Baltimore, Hargens works with teams of educators to change the lives of students, as her life was once changed.

After serving first as a teacher and later as the assistant lower school head at Boys’ Latin for the past decade, he sees how well the school “gets” boys, reaching them as learners and young men. “I have always felt that most elementary schools design the educational environment for students who sit still, stay quiet and color in the lines,” he says. In the Boys’ Latin lower school, it is his goal to find the balance between knowing how best to reach the boys academically and emotionally while maintaining high educational standards. In his new role as the lower school head, he plans to build

She firmly believes that a Catholic education will educate the whole child. She points to its precepts of Christ-centered values and academic skills. “The motto RISE ABOVE means that we all must be better and help our students to rise to high expectations both of what it means to be Catholic and to serve Christ and to be excellent in our academic preparations to be able to develop our God-given gifts to serve,” she explains. In her new role, Hargens embodies the belief that education can and will change lives.

on the traditions at Boys’ Latin, emphasizing the core values of courage, compassion and integrity to develop boys into young men of good character with a high sense of honor and personal responsibility. With an active faculty in place and dedicated parents, he feels ready to continue the success that has made Boys’ Latin a top Baltimore boys’ school or, as he puts it, “experts in educating boys.” “It is no secret that there is a special brotherhood at Boys’ Latin,” he says, “and those relationships that our boys cultivate in later grades begin here in the lower school.”


Sarah Crowley Director of Academic Affairs Calvert School

new director of academic affairs at Calvert School. In the early 90s, she worked as an associate acquisitions editor for pedagogy and teacher education at an academic publishing company. A mentor shared with her a passion for excellence in classroom teaching. “At the same time,” she says, “I was spending a lot of time with my sisters’ young families. My conversations shifted to talk of school — the social, the emotional and the academic. I became interested in the relationship between the child at home and the child at school.” The experiences motivated the University of Connecticut


Forest School’s campus, he was immediately struck by a strong sense of community. Just weeks into his new post as the school’s 12th head of school, the welcome he has received has reminded Hughes each day of the warmth, caring and spirit so characteristic of his new school.

Chris Hughes Head of School Garrison Forest School

Hughes feels very at home in a school community, having devoted his career to education. He first decided to pursue a career in education as a seventhgrader, and, he says, “I never really wavered from that.” While pursuing his B.A. from Lafayette College, Hughes spent his summers teaching and coaching. The experience led to his first job — a juggling act of teaching three

graduate to earn her M.S. Ed. from Bank Street College of Education, focusing on elementary and secondary special education. For nine years, Crowley served as the director of academic support at the Collegiate School in New York City. For five of those years, she worked alongside Calvert School Head Master Andrew Holmgren. In her role at Collegiate, she worked with department heads to design developmentally appropriate curricula for students. She also served as a learning specialist in all three divisions and taught reading in the lower school, a course on learning and memory in the middle school, and a course on grammar in the upper school. As the director of academic affairs

subjects, coaching two varsity teams and living in a residential dorm. He exclaims, “I wouldn’t have traded it for anything!” Hughes went on to earn an M.A. from Lehigh University and to work for seven years at the all-girls boarding school Chatham Hall in Virginia. His new role at Garrison Forest recalls his experience and it feels like a natural fit. “For me, it is a very welcome return to the world of girls’ schools and residential programs, with all the many opportunities those provide to connect with and support the students as they grow,” he says. Hughes also brings a 10-year tenure as upper school principal at St. Paul Academy and Summit

at Calvert, she works closely with faculty to continually fine-tune the already top-notch Calvert curriculum. She also works to ensure professional development opportunities abound so that teachers at Calvert continue to represent the best of the profession. Despite her recent entry, Crowley understands the Calvert community. “Calvert cultivates deep and honorable respect for tradition. It goes hand-in-hand with a mission to provide students with an education that will prepare them for the world they live in, and — perhaps more importantly — for the world they will be inheriting.” With Sarah Crowley in a leadership role, the school seems wellpositioned to do just that.

School in St. Paul, Minnesota to his new role. At St. Paul, he taught a global issues and ethics class as well as enhanced the school’s STEM program and helped bolster its enrollment. At Garrison Forest, he plans to focus on providing resources, support and opportunities for faculty and staff that will enhance the academic and cocurricular programs for students and carry on the school’s strong tradition of educating girls. As a day-boarding school, Garrison Forest attracts students from all over the world. Hughes is eager to get to know all the Garrison Forest students, both boarding and day, and immerse himself in the residential community by living on campus with his family.

Guide to Baltimore Independent Schools


New kids on the block AFTER FIVE YEARS OF SERVING on Maryvale

Mary Ellen Gallagher Barthelme Board Chair Maryvale Preparatory School

Preparatory School’s Board of Trustees, alumna Mary Ellen Gallagher Barthelme assumes the role of board chair this year. As a 1972 graduate of the school, Barthelme brings a deep personal connection and professional expertise to the job. A former banking executive, Barthelme was raised in a large family that appreciated the importance of education. Her father taught at Johns Hopkins University while attending law school. Both of her parents were involved in the young Barthelme’s education, giving Mary Ellen and her siblings vocabulary words and poems to memorize to supplement their summer reading.


Dame Preparatory School’s new dean of students, Jenna Kotarides, spent a year working in politics. While she enjoyed the work, she felt removed from the lives she was trying to change. So over a long break, she worked as a substitute teacher.

Jenna Kotarides Dean of Students Notre Dame Preparatory School


“By the end of the first week, I was hooked,” she says. She found the work exciting and the students to be thoroughly engaging. It was a perfect fit for the longtime teacher and administrator who spent nearly two decades at various


Upon her graduation from Maryvale, Barthelme attended Hollins University (formerly Hollins College) before entering the financial sector. She has nearly three decades of banking experience, having worked for Bank of Maryland, Bay National Bank and finally Blue Ridge Bank, where she served as vice president of private banking. She is an active volunteer with several organizations, including Catholic Charities, GBMC and the One Love Foundation. As a mother of two daughters, Barthelme also prioritizes education, especially single-sex education for young women. She continues to be impressed with Maryvale’s individualized attention, flexible curriculum and innovative programs that allow for girls’ intellectual and personal growth.

Baltimore private schools before finding her place at Notre Dame Preparatory (NDP). The school attracted Kotarides, she says, with its mission: “Notre Dame Prep… Where girls become women who transform the world!” She saw how the school put the statement into practice each day, building up girls and instilling them with a sense of purpose. “NDP lives its mission, and it is undeniable that there is amazing and important work being done for the students and by the students,” she says. In her new role, Kotarides wants students to feel comfortable going to her

“I was drawn to the school’s mission to educate young women for life, with a particular emphasis on leadership,” Barthelme recalls. She adds that her experience on the Board of Trustees has given her the opportunity to be surrounded by talented trustees, teachers, administrators and students, and has strengthened her ties to lifelong Maryvale friends. In her new role, Barthelme looks forward to having greater responsibility over the school’s future. “Given the fast-paced environment in today’s world, Maryvale is exposing students to the newest technologies and leadership paths for young women. I plan to do all I can to continue this important work,” she explains.

to discuss challenges and successes. Building on the power and presence of student voices, she wants the young women at NDP to feel connected to one another and confident to push themselves to better their communities and empower all people. “There are so many things I love about NDP,” she says, “but I think the thing that stands out the most is the positive energy that swirls among the students and the faculty. The love that the members of the community have for one another, as well as the community beyond the campus, is something quite amazing.”


St. James Academy’s recently appointed head of school, is no stranger to independent schools, having grown up and taught in independent schools since her graduation from Skidmore College. But the seeds for her new role were sown well before that.

Charlotte Riggs Head of School St. James Academy

“I was one of those students who wanted to return to school at the end of the summer,” she recalls. She credits passionate teachers and coaches for inspiring her career in education. After receiving her B.A. in Art History from Skidmore, Riggs earned a master’s degree in Teaching Visual Arts from the University

of the Arts and was the 2003 recipient of the school’s Student Teaching Award. Riggs was also an accomplished collegiate athlete and was named to Skidmore’s Athletic Hall of Fame in 2016 for her stellar lacrosse career. Riggs has spent much of her professional life at St. Stephen’s and St. Agnes in Alexandria, Virginia, where, most recently, she served as the middle school director, art department chair and co-chair of the campus master plan committee. She brings this experience to her new role at St. James Academy (SJA). She explains, “I was struck by the deeply devoted SJA

community and I found the Episcopal identity and connection to character building very appealing.” In Riggs, the St. James Board of Trustees immediately recognized a strong presence and ability to engage with others. She looks forward to working with St. James’s faculty to build on the school’s strong reputation and commitment to preparing its students for a global society. However, it is the school’s student-centered approach and strong sense of community that has convinced her that she has found the right fit for the next step in her career.

Guide to Baltimore Independent Schools


A Leap

of Faith By Sarah Achenbach


atholic education in Baltimore is about to make history. Again.

This past spring, the Archdiocese of Baltimore Catholic Schools announced plans to build a new school in West Baltimore, the first new Catholic school in the city in 57 years. It’s all part of the Archdiocese’s vision, Godly and otherwise. A short history lesson: Catholic education has its roots right here in Baltimore. In 1798, the Archdiocese of Baltimore became the first Catholic diocese in the country, and in 1810, Elizabeth Ann Seton created what would become the first Catholic school system in the U.S. by founding St. Joseph’s Free School, the first Catholic school to educate underserved children. Two decades later, Mother



Mary Lange founded St. Frances Academy in Baltimore, the first U.S. Catholic school for children of color. Today, St. Frances Academy is the country’s oldest continuously operating, predominantly AfricanAmerican Catholic high school. With its founding mission in mind and a $120 million master plan by Ayers St. Gross for all Archdiocese city schools in hand, the Archdiocese is seizing the moment and joining the effort to revitalize West Baltimore. The new West Baltimore Catholic school will open its doors for the 2020-21 school year on the site of the former, now razed, Lexington Terrace Elementary School. The 66,000-square-foot building will house 500 boys and girls, preschool through eighth grade, with two sections planned for each grade.

“We have a strong presence in West Baltimore with several parishes and an array of Catholic Charities services,” says Jim Sellinger, chancellor of Catholic Schools. “This is the third leg of the stool.” “Catholic schools in urban environments can help stabilize and revitalize a community,” he explains. “Building a new school in West Baltimore, instead of restoring an old building, really speaks to the impact that the Archdiocese of Baltimore can have in the life of the city.” Archbishop William Lori, Sellinger and other administrators saw clear opportunity in the West Baltimore revitalization. “We’re working in partnership with the University of Maryland Baltimore, University of Maryland’s BioPark, the Southwest Partnership and the communities in the area,” says Sellinger.

“The Archdiocese’s announcement to build a new elementary/ middle school in the Southwest Partnership is exciting news,” adds Michael Seipp, executive director of the Southwest Partnership. “All neighborhoods benefit from having different educational options to choose from for their children. We are anxious to work with the Archdiocese in the planning and implementation of the project.”

Photo courtesy of Immaculate Conception School, Towson

More than $15.3 million has been raised toward the $18.5 million price tag for the new school. The planned 21st-century educational amenities include a STEM lab, high-tech media center, regulation athletic court and offices for counselors and other student support services. In fact, all Catholic schools in the Archdiocese of Baltimore have a similar focus on 21st-century classrooms and technology integration. Catholic school classrooms have changed dramatically. For Baltimore’s Catholic schools, the key word is flexibility: flexible classrooms, technology and teaching and learning styles, explains Joe Oleszczuk, director of educational technology for the Archdiocese of Baltimore Catholic Schools. “Every student learns differently,” he says. “In our classrooms, you will see chairs and desks on wheels, with students breaking into reading pods. There could be a group on Chromebooks and another reading on iPads. Students have whatever IT best supports their learning. We look at curriculum first, then layer on technology.”

Photo courtesy of Our Lady of Perpetual Help, Ellicott City

Rather than a 1:1 tablet program, classrooms have carts with Chromebooks and iPads. While the exact types of devices differ from school to school, 95 percent of the Archdiocese schools use G Suite, the Google Cloud-based program. “It’s been a phenomenal tool for us [in] kindergarten through 12th grades,” Oleszczuk notes. “It’s opened up a whole new world of the Google classroom. It’s a game-changer.” “I tell our teachers that we need to treat devices like cattle, not pets,” he says. “Our students form an attachment to their work when it’s in the cloud.” He rattles off the possible technological bells and whistles — planning is in the early phases — for the new West Baltimore Catholic school: integrated technology, a makerspace, a STEM lab with 3D printing, a media center. While the new school will have the latest in hardware and software — and teachers trained to squeeze every educational drop out of the technology — Oleszczuk uses a current classroom Photo courtesy of Immaculate Conception School, Towson

Photo courtesy of St. Michael-St. Clement School, Overlea

lesson to showcase what Catholic school education looks like today. “In English Language Arts lessons on fairy tales for fourth grade, the student will go to a STEM lab to design a castle using CAD design, then take it to art class, where they will draw their castle in charcoal,” he explains. “Next, they will pull all of it into Google Slides with background information about who lives there and what they do there. It’s not a co-curricular approach, but pan-curricular.” The Archdiocese’s approach to technology at its schools wouldn’t change if “we won the lottery and could have any technology we wanted,” he says. “We would do the same thing we are doing.” One of those things includes creating its own robotics league. “Lots of schools have LEGO Robotics programs, but we and the teachers created the Catholic Robotics League (CRL) last year,” Oleszczuk says. LEGO robotics competitions follow a fall/winter schedule, with competitions typically ending in January. The CRL, which is both

curricular and co-curricular with afterschool activities, runs scrimmages throughout the school year. Middle school and high school students at Archdiocese schools still participate in regional and national LEGO, VEX Steel and FIRST robotics programs, but the CRL allows them to extend their passion for programming, building and competing. “In our lower grades, we use LEGO robotics to teach the fundamentals of robotics, not to compete,” Oleszczuk says. For Sellinger, whether it’s STEM innovations in the Archdiocese of Baltimore’s current schools or its historic decision to construct a new school for the first time in nearly six decades, it all goes back to beginnings. “We’re working to provide an academically excellent, values-based Catholic education for kids in Baltimore City,” he says. “The West Baltimore Catholic school will send a strong, purposeful message of hope and encouragement to students and to families seeking to give their child the best possible start in life.”

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Catholic schools are a place where every student is valued, learning is celebrated, and faith is strengthened. Catholic schools provide a rigorous, 21st-century education, in a safe and nurturing environment.

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School Spirit

Straight from the students: From missions to traditions, boys and girls from Baltimore-area schools come together to share their perspectives on their places of learning.

school spirit The Bryn Mawr School, Gilman School, Roland Park Country School

The Bryn Mawr School (BMS), Gilman School and Roland Park Country School (RPCS) offer their students “the best of both worlds” — the benefits of a single-sex education with the opportunity to share classes in the upper school. Connected by the bridges that span Roland Avenue and Northern Parkway, the three schools are distinct but united, coordinating their schedules to offer students a unique breadth of courses in all disciplines. This year’s student leadership — BMS senior Sophie, Gilman senior Steven and RPCS senior Emma — reflect on what each of their schools means to them.


Which two adjectives best describe your school? S/BMS: Inclusive and empowering. S/Gilman: Matchless and eye-opening. E/RPCS: Loyal and supportive. Which special event at your school fills you with school spirit? E/RPCS: My favorite special event, and I am sure most of the students will agree with me, is the Opening Day Convocation. That day is not only extremely special to the seniors, but it also unites the entire school from kindergarten to 12th grade. That event is the first time in the year when the entire school is together, cheering on the seniors as they begin their final chapter of their high school career. S/BMS: Gym Drill. On the first Saturday in May, the middle and upper school students gather on the upper field to perform dances that represent a variety of cultures, and we pass class banners from one grade to the next to signify our moving up within the school community. This is something that only a Bryn Mawr girl gets to experience, which adds a special touch to the spirit felt during Gym Drill. S/Gilman: The Gilman spring musicals fill me with school spirit in their display of immense talent and hard work from tri-school faculty and students with interests ranging from acting to music to dancing to engineering. What makes you proud to be a student at your school? S/Gilman: The heterogeneity of opinions and the diverse backgrounds which inform it, in addition to the compelling dialogue that results, is a significant part of what makes Gilman so special and what makes me feel proud to be a part of this community. E/RPCS: What makes me proud to be an RPCS girl is knowing that I am not afraid to push myself even further and I am not afraid to fail. I know that there are so many people ready to help me back onto my feet whenever I stumble. The sense of community I feel every day makes me stand a little bit taller and fills me with a sense of pride in being a Red. S/BMS: Bryn Mawr has taught me to be proud of my peers as well as myself. So, when any of my classmates accomplish something great for Bryn Mawr, such as winning a championship game or an academic

competition, I tend to feel pride in the girls around me, and the legacy that all of us continue. What is the greatest lesson from your school you will take away with you? S/BMS: Be proud of who you are, whoever that may be. I have really come to appreciate that we are all different, and our differences create one diverse and enriched community. S/Gilman: Coming to Gilman in ninth grade, I initially approached tasks individually, often at the expense of a healthy sleep schedule and the quality of my performance. Upon attending Gilman for three years now, my teachers, my friends and my advisor have encouraged me to reach out to those around me whenever I feel stressed or overwhelmed. E/RPCS: The greatest lesson from my school that I will take away with me for the rest of my life is a piece of advice that one of my teachers told me when I was feeling frustrated with myself. He told me, “You are stronger than you know, but that doesn’t mean you have to be that strong every waking moment.” RPCS has taught me that challenging yourself is just as important as taking a moment to breathe. Creating that balance is important and RPCS truly does help you feel challenged, but also comfortable at the same time. Which person on campus (student, teacher or staff member) best exemplifies your school? E/RPCS: I believe Ms. Diver, an RPCS alumna and a teacher, best exemplifies my school. She is always full of spirit and energy and does all she can to help those around her. S/BMS: Our head of school, Ms. Sadler, truly exemplifies the Bryn Mawr community. She makes an incredible effort to connect with each and every person on campus, and shows her interest in all aspects of our school lives. I love her @shoutthelovebms Instagram account. It’s really nice to have that kind of excitement coming from the head of the school. It’s contagious! S/Gilman: Ms. Linda Trapp exemplifies Gilman. Her unwavering devotion to her modern language classes and students and to the intramural bowling program is unparalleled. Her warmth and kindheartedness serve as a model of character for everyone at Gilman.

Guide to Baltimore Independent Schools


school spirit Boys’ Latin School of Maryland At Boys’ Latin School, a feeling of brotherhood pervades. Lower, middle and upper schoolers interact regularly, mentoring and inspiring one another, engaging in activities from LEGOs to robotics. Here, senior Xander, eighthgrader Seth and fourth-grader Cade describe their community.


Which two adjectives best describe your school? XM: Enriching and nurturing. ST: Fun and interesting. CB: Very fun and educational. What makes you feel proud to be a student at your school? XM: I feel most proud when visitors comment on Boys’ Latin’s inviting culture. Boys’ Latin is special and unique in its ability to establish a foundation that permits members of the community to feel at ease, as if Boys’ Latin is their “second home.” ST: The legacy of an outstanding education, the dedicated teachers and the good athletic programs. CB: I have grown up with sisters, but since kindergarten, I also feel like I have brothers. I am proud that we are all Lakers and we help each other out. What were your first impressions of your school? How have they changed? XM: At first, I thought that most of the students at Boys’ Latin would share similar



experiences and backgrounds. However, after being a member of the community for three years, I’ve realized that the contrary is true. The diversity in the experiences of my classmates has allowed me to understand and appreciate others’ perspectives on a multitude of ideas and topics. ST: I thought it was going to be hard to make friends, but the students are super nice and friendly. I feel like I have another family. CB: I was scared, but quickly saw how amazing it was because of my teacher. Now, I’m no longer scared and I love going to school every day. Where is your favorite place on campus? XM: Mr. Dagenais’s office. He is an English teacher and the 12th-grade dean. The layout of his office invites casual conversation, and I always seem to leave the room feeling more fulfilled, whether it is on an academic or personal level. ST: Smith Hall. That is where the Student Commons, digital media lab and robotics labs are. CB: This is so hard to answer. I like my

classroom, and I like the gym because it’s where we play dodgeball and tag. I also like the Student Commons. It’s where we have lunch, and I get to talk to my friends there. Which person on campus (student, teacher or staff member) best exemplifies your school? XM: Matt B. (class of 2018). His exceptional leadership in academics, athletics and other areas of student life represents the qualities that the school strives to develop in its students. I wish him luck at Yale. ST: Carrington S. (class of 2018). When I was new at school, he would always speak to me, even when I was in the lower school. Later, he was my rec lacrosse coach. He went out of his way to give me encouragement and make sure I was on the right path. He actually does that with everyone, making sure that Boys’ Latin is a nice place for everyone. CB: Mr. Schnitzlein (lower school head) because he always is a good role model. Plus, he’s always happy to see us in the mornings when he greets us at carpool.

Calvert School At Calvert School, students are fully immersed in the K-8 experience, sharing lower school traditions before transitioning to middle school in the Fifth Grade. Through community-wide service projects and planned buddy days, lower and middle schoolers regularly interact, allowing for the youngest students to learn from their older peers. Here, Sixth-Age classmates Jack and Violet join Eighth-Grader Beth to share what their school means to them.


Which two (or three) adjectives best describe your school? BN: Challenging and sense of community. JB: Great and super. VL: Happy, awesome and warm. Which special event at your school fills you with school spirit? JB: Lower School Track and Field Day. VL: Lower School Halloween parade. BN: Calvert’s Bar-bee-que, a student-run fundraising event during sports games. Where is your favorite place on campus? BN: My favorite place on campus is Molly’s Garden because it adds character and history to the story of the school. JB: Molly’s Garden and the gymnasium for P.E. class. VL: My homeroom. Which person on campus best represents your school? JB: Mr. Holmgren, the head master. VL: Mr. Wareheim, the assistant head of the lower school. BN: Mrs. Catlin, my Sixth-Age teacher, exemplifies my school because she is very kind and fun, but keeps her class on track. What were your first impressions of your school? How have they changed? BN: When I came in Sixth Age (pre-first), I was very small compared to the school and the older kids. I did not know anyone, while a lot of the people in my grade started in Fifth Age. I was very intimidated. Now that I am an Eighth-Grader, it has come full circle, and it is very interesting now that I am the oldest at the school.

Guide to Baltimore Independent Schools


school spirit

Friends School of Baltimore At Friends School of Baltimore, students are told, “Be yourself. Find an interest that brings you joy and pursue it. That’s excellence.” Senior Kai, eight-grader Abby and fifth-grader Ingrid capture this spirit. They are celebrated for their passions and interests and appreciate those in each other. What two adjectives best describe your school? KJ: Open and student-led. AR: Amazing and connected. IL: Creative and amazing. How would you describe the culture at your school? KJ: Extremely welcoming and warm, with a chill and relaxed atmosphere that both the




students and teachers help bring to fruition on a daily basis. AR: The culture at Friends is vibrant and lively. There is always something interesting going on on-campus, and it is hard to find a dull moment in class, during our free time or during after-school activities. When you walk across campus, you can hear the happy energy that bounces from student to student.

What makes you proud to be a student at your school? KJ: Realizing that I have the opportunity to make a positive impact makes me feel super proud to go to Friends. I know my voice is heard. AR: One of the many things that makes me proud to be a Friends School student is the (continued on p. 44)

St. James Academy With its expansive campus nestled in the Monkton countryside of northern Baltimore County, St. James Academy evokes a warm sense of community. Students are bonded through their pre-kindergarten through eighth-grade years and share close relationships with their teachers and across grade levels. The enriched program is intentionally balanced between character building, experiential learning and academic excellence. Eighth-grader Annie, a St. James “lifer,” shares her own experience alongside first-grader Andrew and fourth-grader Keira, who was a new student at St. James last fall.


Which two adjectives best describe your school? AS: Open-minded and respectful. KH: Friendly and pleasant. AL: Helpful and caring. What extracurricular activity is most meaningful to you? AS: The sports teams I play on — field hockey, volleyball and lacrosse — these are the most meaningful extracurricular activities to me because the teams vary from fifth- to eighthgraders. This allows many students to branch out and create bonds with younger or older

students. I enjoy spending time with other students outside of my grade. KH: Piano lessons are the most meaningful to me because I get to play on a baby grand piano during lessons and occasionally get to play on the church’s organ. What is your favorite place on campus? AS: The new athletic pavilion because it looks over Connor Kohl’s field, where girls’ lacrosse and field hockey are played. KH: My favorite place on campus is the

library because it has great books and good resources. AL: My favorite place is recess and the pony ring where I play sports. What makes you feel proud to be a student at your school? AS: All of the opportunities that are handed to us. KH: I am proud to be a student at St. James Academy because they always make you feel special. Every event or special project is done with extra thought and attention to detail. AL: I am proud of my friends and teachers.

school spirit The St. Paul’s Schools The St. Paul’s Schools journey allows students to experience the benefits of co-ed and single-gender education and opportunities all on one campus. In lower school, boys and girls share classes before transitioning to single-gender classes in the middle school years. By upper school, students can navigate their expansive campus together, with opportunities to share academics and extracurricular activities, as well as longstanding school traditions. St. Paul’s School for Girls (SPSG) and St. Paul’s School upper school students Maggie, a junior, and Lou, a senior, join fourthgrader Niovanni to reflect on what makes their combined experiences so special.


Which two adjectives best describe your school? NC: Positive and magnificent. MN: Community and support. LB: Together and diverse. How would you describe the culture at your school? MN: The culture at SPSG is diverse, but incredibly inclusive. No matter where I am on campus, whether it’s in the classroom, on the field, or even just walking down the halls, I feel involved and excited to be a part of it.



LB: There is a wide spread of interests at our school. There are the people that play three sports a year, there are the people that do plays throughout the year, and there are some people who do both. Everybody is involved in extracurricular activities, which makes everyone more connected with the school. It also helps people get to know each other better. NC: The culture at my school is warm and inviting.

LB: I am proud of the sense of community at sporting events across campus. NC: Having teachers and friends that are open-minded, trustworthy, and willing to try new things makes me proud to be a student at St. Paul’s. MN: My involvement in the Community Service Organization makes me proud of SPSG and the work we do. Working closely with students and faculty, we encourage and plan community outreach to those in

What makes you feel proud to be a student at your school?

(continued on p. 44)

Waldorf School of Baltimore

At Waldorf School of Baltimore, the motto “head, heart and hands� inspires all learning. Students engage with subject matter in a hands-on way, often reinforcing math and science concepts with woodworking and handwork projects. In the wood shop, fourth-grader Dakota and eighth-grader Harper share their understanding of what makes their school unique.


Which two adjectives best describe your school? DS: Epic and fun. HP: Inclusive and vibrant. How would you describe the culture at your school? DS: Happy! Everyone is nice, and we learn something new every day.

HP: Earth-centered, balanced and real. Our class verses are about how we, as humans, interact with the world around us. Students are allowed to express themselves and are accepted for who they are. What were your first impressions of your school? How have they changed? DS: Our classes have gotten bigger. My

friends have gotten taller. My class has matured, and we play calmer games now. HP: My first impression of WSB was that it was different from any school I had ever seen. Every day was filled with academics and art classes that change. I met brilliant (continued on p. 44)

Guide to Baltimore Independent Schools


school spirit >> Friends School of Baltimore, continued from p. 40

way in which the school is engaged within our small community as well as the greater Baltimore community. I appreciate that there is room for students to lead movements, and that the teachers and other staff members are always willing to support the students in all that they do. IL: I am very proud of my school because I think that our teachers and principals and our head of school are very nice.

Where is your favorite place on campus? KJ: I love the art facilities.

AR: The picnic glades outside of the dining hall. IL: The middle school science lab. It is really cool! What is the greatest lesson from your school that you will take away with you? KJ: The importance of community. I’ve never been a part of any other group of people that relies on a shared love and support of the people like Friends does and it makes me really appreciate our community and the people that reside within it.

>> The St. Paul’s Schools, continued from p. 42 need in the greater Baltimore community, and we work closely with important nonprofit organizations such as House of Ruth, Paul’s Place, and Civic Works, fulfilling SPSG’s mission of being leaders who serve in the world.

Where is your favorite place on campus? NC: My favorite place on campus is the lower school playground. You get to talk and play with your friends and build relationships. MN: My favorite place on campus is the Octagon in the Ward Center for the Arts. There, I can hang out with my friends during lunch and work collaboratively with St. Paul’s boys during our free periods. The sunlight

and open environment always makes for a fun place to relax and a good spot to get work done. LB: As a varsity athlete, I spend much of my time in the Golf Center. Some of my best memories with my teammates have been there during practices. What is the greatest lesson from your school you will take away with you? LB: At St. Paul’s, we develop strong relationships with faculty and with students from other divisions. One of my favorite experiences at St. Paul’s was helping coach eighth-grade basketball. I learned that students in the middle school look up to

>> Waldorf School of Baltimore, continued from p. 43

teachers who helped me to grow accustomed to things. All the students I met were unique, talented and had different personalities. They were fun and inclusive, and I made friends quickly. Even though I was nervous when I first joined, I felt like WSB was the perfect school for me, and this has not changed.

above it is still hard for me, but the number five and below, I am perfect. HP: That others will be there for you if you are there for them. My class has really bonded and become a part of my heart and brain. The majority of my class has been at WSB longer than I, but I feel like we are a family.

What is the greatest lesson from your school you will take away with you? DS: Long division, because it is very hard. Working with the number six and anything

Where is your favorite place on campus? DS: The library! I love finding new books, and when I am reading I pretend that I am a character in the story.



AR: Friends has made me more aware of the needs and desires of those around me. This was my first year at Friends, and already I have noticed myself thinking more thoroughly about the implications that my actions have on others. Friends has also taught me how to be comfortable with the uncomfortable, and how to be a leader in sparking change on marginalized social issues. IL: The greatest lesson I will take away with me is to always, always, always be yourself.

upper school students, which makes it even more important for us to set a good example for them. I also learned that the connections you have with people can allow you to be a part of something bigger than yourself. MN: The greatest lesson that I will take away from SPSG is that making mistakes can be a good thing! My teachers have consistently taught me that I can learn from my failures. Being a perfectionist, this has always been hard for me, but my teachers have shown me that with an incredible support system, I can pick myself back up after anything. NC: The greatest lesson I will take away from St. Paul’s is to treat people the way you want to be treated.

HP: My favorite place is the Eurythmy room. I had never heard of Eurythmy (a system of rhythmic movements set to music to increase coordination, spatial awareness and musical understanding) before WSB and now it is one of my favorite classes. There is a piano, a huge window that illuminates the room, pastel rainbow walls and a smooth wooden floor. It is easy to move around in and I feel at peace when I am in this room.

Partnering with families for the first 15 years to ignite responsible and empowered learners Schedule your visit today! greenspringmontessori.org/visit






First Steps

Choosing the Right Preschool

T By Emily Parks


THE FORMATIVE PRESCHOOL YEARS mark a pivotal time in a young child’s life. Mastering simple academic tasks while learning to be a good citizen sets the foundation for school readiness. Finding the right preschool to prepare a child for kindergarten, whether at a public, private or parochial school, can make all the difference in a student’s educational career. The abundance of preschools in the Baltimore area can be daunting for parents, so it’s best to check in with satisfied customers — that is, other families. “Our families are our best marketers. Word of mouth helps our enrollment,” says Mary Knott, director of the Church of the Redeemer Parish Day School.

Church Preschools

Church preschools, like The Wilkes School at Grace & St. Peter’s in Mt. Vernon, Good Shepherd Preschool in Ruxton, The Church of the Redeemer Parish Day School in North Homeland, St. David’s Church Day School in Roland Park and Brown Memorial Weekday School in Owings Mills (recently relocated to St. Thomas Church from Woodbrook), send many students to the independent schools.


“Our students really go everywhere,” Knott says. “We typically feed into over 15 different schools, [including] public, independent and parochial schools.” Knott notes that Redeemer has the added attraction of convenience. Located on the city and county line, the school is an accessible destination for parents driving south for work or for those families who have children in the nearby Roland Park private schools. “We are also close to some of the independent schools, so we’ll get younger siblings whose parents are dropping off the older sibling at the independent schools,” she says. Church schools are known for a loving and warm environment, perfect for a child’s first initiation to school. They still provide students with the foundation — basics like the alphabet, numbers, animals, colors, reading and more — they need to be successful wherever they end up after preschool. Of course, many church preschools incorporate age-appropriate Christian lessons into the curriculum, although not necessarily religious instruction (expect a Christmas pageant but probably no memorization of The Lord’s Prayer). Most church schools enroll all denominations in the school.

The Montessori Method

Another popular preschool choice is The Montessori School. Montessori emphasizes independence, freedom within limits, and respect for a child’s natural psychological, physical and social development. The Montessori

Guide to Baltimore Independent Schools


able to thrive in a nurturing, self-directed environment,” says Lori Baylin, a Greenspring Montessori parent.

Private School Preschool

method tends to develop the minds of independent thinkers, and tech leaders. Google co-founders Larry Page and Sergey Brin, Amazon founder Jeff Bezos, Facebook founder Mark Zuckerberg and Microsoft founder Bill Gates are all Montessori alums. For parents who want a non-traditional choice, Montessori seems to be a good alternative. In a Montessori classroom, children learn at their own pace, moving freely around the room and choosing from a wide range of hands-on activities. Betsy Wimbrow, director of education at Greenspring Montessori, points out that the difference between Montessori and conventional education is an emphasis on the natural development of the human being. “[Montessori] views the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and the development of the whole child — physical, social, emotional, cognitive,” she says. For parents new to Montessori, the self-direction may seem too much for the young child, but for children for whom it is the right fit, it can be an intellectual awakening. “My son was eager and yearning to learn at a very young age. When he enrolled at Greenspring Montessori, he was



A few independent schools such as the Bryn Mawr School, Calvert School, Friends School, Garrison Forest School and St. Paul’s have nursery school programs, too. One of the many benefits these preschools share is continuity. Attending a preschool at a private school allows the student to become very familiar with the lower school campus and can provide a smooth transition into kindergarten. St. Paul’s Plus, an early education program that serves children from infants to preschoolers in conjunction with the St. Paul’s Schools, tries to make the transition from their preschool to kindergarten as seamless as possible. Isabel Nussbaumer, executive director of St. Paul’s Plus, explains how “if a preschool student plans to continue in the St. Paul’s community, they already have a comfort level with the lower school, having taken part in activities at the lower school.” She describes how preschool students interact with students of other grades while studying Japan through their world cultures program. “The students from the lower school teach the pre-k kids how to write their name in Japanese, while the middle school kids teach them how to do some basic origami,” she says. “The preschool students go up the hill to the lowerschool Japanese class and experience a lower-school Japanese lesson as well. So there’s a lot of mixing and opportunities to interact.” She adds that school also provides a “field trip” to kindergarten so the preschool students can learn that “it’s not a scary place, there’s snack time and story time, and not a new, scary world.” Allowing the preschoolers to interact in small classes during the year at lower school provides them with a “home court advantage,” as they are familiar with the space and the teachers. St. Paul’s Plus also tries to make it easy for the parents: There’s no application for current preschool students wanting to move on to kindergarten, in an effort to remove as many roadblocks as possible.

“We provide the kindergarten assessment for classroom placement during a weekday during school hours,” says Nussbaumer. “Preschoolers take the bus up the hill for a fun activity morning assessment in small groups, making it feel more like a fun field trip.” Learning in a mixed-age classroom can also help preschool students feel comfortable in the lower school. Megan Brown, director at the Bryn Mawr Little School, explains how having mixed-age classrooms for ages three, four and five is beneficial for all the age groups. “Older children can be leaders, and the younger children learn from watching the older children,” she says. “Modeling the proper behavior gives the older kids a sense of responsibility and more independence.” She adds that the younger students learn how to take a turn, how to manage their belongings, learn the alphabet and build social skills by watching older students, thereby ensuring they are emotionally, socially and academically ready to take the next step to kindergarten. Elizabeth Hurwitz, mother to Sascha, a fifth-grader at the Bryn Mawr School, as well as to Bryn Mawr Little School student Tysie, who is a kindergartener, agrees. She feels like the Little School prepared her daughter well for kindergarten, arming her with the necessary skills to succeed academically. But what she liked most of all was the sense of ownership and community the family felt being a part of Bryn Mawr. “You want to feel like your family are members of that community,” she says, “that your child feels like they are welcome, wanted and safe so that when that transition [to kindergarten] happens, they know that school is a place they want to go to in the morning where they have that curiosity, care and trust.”

Tips to Keep in Mind

Mary Knott at Redeemer encourages parents to do their homework and look at a lot of different schools during their search. “Really think about the individual child because there are so many different types of programs and many could be a good fit,” she says. “Keep an open mind, learn as much as you can about what your options are and know that there’s isn’t just ONE school out there for your child.” Considering what is best for your child and your family is critical as well. Liz Meredith, director of Good Shepherd Preschool and Kindergarten, explains that “some children aren’t ready for the next step of kindergarten, as they may need another year to build their confidence.” She goes on to note that knowing your child’s learning style can be helpful when choosing the right kindergarten and school. Good Shepherd gives a presentation to preschool parents about what to look for in a kindergarten. She notes Good Shepherd has also received excellent feedback from area schools that its students are well-prepared for kindergarten. Melissa Hood, director of child care at Kiddie Calvert, a preschool in conjunction with the Calvert School, encourages parents to keep things in perspective when it comes to the process of finding the right kindergarten for their child. To make the transition easier and to help them understand that kindergarten is a safe place, she advises parents to reassure their child that you’re going to come back and that they can do things for themselves. “Prepare them for their independence by helping them to understand that they can put their own coat and shoes on, they can get things from their personal belongings,” she says. “Try to prepare them to be independent learners, not always doing for them but [having] them do it for themselves.” Whether it’s at a church preschool, an independent school preschool or a Montessori preschool, Brown encourages parents to look for a school that provides a warm, community environment. “As you visit schools, it’s important to look for a school that is loving, caring and is going to really get to know your child for who they are as an individual and meet his or her needs,” she says. “You want to get that sense of community in a place that feels caring, and that really understands young children.” Guide to Baltimore Independent Schools


School directory Independent School Guide Directory

Only advertisers are included in the print directory. For a complete directory, please visit baltimorefishbowl.com.



Good Shepherd School

Calvert School

1401 Carrollton Avenue, Ruxton, Maryland 21204 school.goodshepherdruxton.org 410-825-7139 TUITION: $1,400–$8,200 TOTAL ENROLLMENT:150 APPLICATION DEADLINE: Applications are available October 1, 2018 OPEN HOUSE DATE: Week of November 12-16, 2018 SCHOOL TYPE: Co-ed YEAR FOUNDED: 1958 RELIGIOUS AFFILIATION: Episcopalian Overview: At Good Shepherd School, children delight in discovery and development. Our school has a longstanding and solid reputation for preparing children with the skills, concepts and background knowledge essential for future educational success. We value children’s wonder, curiosity and perspectives. Our community supports our families and their hopes and dreams for their children. We celebrate our teachers’ skills, talents and commitment to nurturing children. Our teachers work closely with parents to meet each child’s educational, social and emotional needs. Our school provides an enriching curriculum in which each child develops their full potential and cultivates a love of learning. For more nursery schools, please see the following listings: • Bryn Mawr School • Calvert School • Friends School of Baltimore • Garrison Forest School • Greenspring Montessori School • Glenelg Country School • Immaculate Conception School • McDonogh School • Roland Park Country School • Sacred Heart School of Glyndon • St. James Academy • St. Joseph School, Cockeysville • St Paul’s School for Girls • St. Pius X School • Trinity School • Waldorf School



105 Tuscany Road, Baltimore, MD 21210 calvertschoolmd.org 410-243-6054 TUITION: $12,700–$25,950 TOTAL ENROLLMENT: 596 APPLICATION DEADLINE: January 8, 2019 OPEN HOUSE DATE: Considering Calvert Days – October 18, 2018 and November 14, 2018, 9:00-11:00 a.m.; Head Master’s Coffees – November 6, 2018 and December 11, 2018, 9:30-11:00 a.m.; Prospective Parents’ Fair – November 29, 2018, 6:30-8:00 p.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1897 RELIGIOUS AFFILIATION: None Overview: Calvert School is a co-ed lower and middle school with half-day and full-day programs available for students ages four to five years old. The lower school ranges from Fifth Age (kindergarten) to Tenth Age (fourth grade), and focuses on teaching students spelling, grammar, geography, mathematics and history. Students also have the ability to focus on special subjects, such as art, P.E., foreign language, and music, science and technology. The middle school curriculum builds upon that of the lower school, with opportunities for students to engage in long-term projects that vary by grade level. Emphasis is placed on critical thinking and problem solving, prompting students to become confident in their abilities and develop a love of learning. Calvert is a school committed to preparing each student to become well-rounded and to succeed in high school and beyond.

Cambridge School

110 Sudbrook Lane, Baltimore, MD 21208 cambridgeschool.org 410-486-3686 TUITION: $8,585–$11,825 TOTAL ENROLLMENT: 120 APPLICATION DEADLINE: January 18, 2019 OPEN HOUSE DATE: October 15, 2018, 9:00-11:00 a.m.

October 16, 2018, 6:30-8:00 p.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1998 RELIGIOUS AFFILIATION: Christian Overview: Cambridge School is a classical, Christ-centered community of learners partnering with parents to inspire the hearts and minds of students in virtue and truth. The school seeks to develop students’ capacity and character to live out their God-given destinies as they proceed to high school and beyond. Drawing on children’s innate curiosity, the curriculum strives to spark the imagination, and ignite a passion for learning that lasts a lifetime. At Cambridge, teachers inspire children’s imaginations by immersing them in time-tested, rich literature, history, art and music within an environment where they are encouraged to question and explore. Students experience the relationships between subject matters in a way that reflects “the big picture,” not as isolated bits of information. Classrooms are spaces to absorb and ponder and students are encouraged to relive historical events and identify with the characters of a book. Through this sense of wonder, students learn and make connections.

The GreenMount School

501 West 30th Street, Baltimore, MD 21211 greenmountschool.org 410-235-6295 ext. 22 TUITION: $12,300 TOTAL ENROLLMENT: K –Grade 8, 119 APPLICATION DEADLINE: Friday, December 7, 2018, no later than noon OPEN HOUSE DATE: Experience GreenMount, November 11, 2018, 1:00-3:00 p.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1993 RELIGIOUS AFFILIATION: None Overview: The GreenMount School began as the dream child of six adventurous parents devoted to a model for childcentered education. Opening in 1993 as a one-room, churchbasement parent co-op, GreenMount is now a thriving school community inhabiting the entire building and grounds of the former Wyman Park Recreation Center. Each of its nine grades, K-8, has wonderful students, a talented team of teachers and administrative staff, and a dedicated cadre of parent volunteers. The school’s full-time teaching staff is augmented by an adjunct faculty that provides instruction in areas such as

music, art, environmental and urban explorations, and physical education. Each year, the curriculum is fashioned around three different theme-based programs. Each theme culminates in a school-wide event wherein the school and all its inhabitants are transported to another time or another place or another way of thinking about things. Full enrollment at GreenMount is around 119 students in grades K through 8, which allows the school to cultivate a small community in which each individual is valued and known.

Immaculate Conception School 112 Ware Avenue, Towson, MD 21204 theimmaculate.org 410-427-4801

TUITION: $2,770–$9,635 TOTAL ENROLLMENT: 534 APPLICATION DEADLINE: Rolling admissions policy OPEN HOUSE DATE: Middle School Open House – October 18, 2018, 6:30-8:30 p.m. General Fall Open House – November 8, 2018, 9:30-11:30 a.m. Catholic Schools Week Open House – January 31, 2019, 9:30-11:30 a.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1887 RELIGIOUS AFFILIATION: Catholic Overview: Located in the heart of Towson, Immaculate Conception School is not just a school, it’s a family. Immaculate Conception School, also known as ICS, is a National Blue Ribbon, Catholic Parish School offering a safe and nurturing environment focused on academic excellence. The educational focus of Immaculate Conception School is to provide a solid academic foundation and to develop critical thinking skills. The ICS STREAM curriculum serves to engage students in science, technology, religion, engineering, the arts and math and to provide them with the problem-solving skills they will use to remain immersed in all academic areas. Additionally, students are encouraged to give witness to Catholic values through service to the church, parish, family and society. The ICS Pre-K Programs are certified by the Maryland State Department of Education as a Maryland EXCELS Level 5 provider, solidifying a commitment to high-quality child care and early education. The Level 5 rating is the highest rating available, and ICS is the only pre-k program in the Archdiocese of Baltimore that has achieved this rating. The school offers a before and after Extended Day Program as well as a wide variety of athletics and after-school clubs and activities. Guide to Baltimore Independent Schools


School directory TUITION: $32,050 TOTAL ENROLLMENT: 160 APPLICATION DEADLINE: January 11, 2019 OPEN HOUSE DATE: Thursday, January 24, 2019 Snow date: Thursday, January 31, 2019 SCHOOL TYPE: Co-ed YEAR FOUNDED: 1994 RELIGIOUS AFFILIATION: None

Krieger Schechter Day School 8100 Stevenson Road, Baltimore, MD 21208 ksds.edu 410-824-2066

TUITION: $17,850–$20,500 TOTAL ENROLLMENT: 295 APPLICATION DEADLINE: December 31, 2018 OPEN HOUSE DATE: November 28, 2018, 7:00 pm. Drop-In Days: October 17, 2018, 9:00 a.m.; December 12, 2018, 9:00 a.m., and January 9, 2019, 9:00 a.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1981 RELIGIOUS AFFILIATION: Judaism Overview: Krieger Schechter Day School is a co-educational, k-8, independent Jewish day school offering exceptional academics and a dual-language curriculum within a vibrant community. Its AIMS-accredited program is recognized by top Baltimore-area high schools and, later, by highly regarded colleges and universities.

The Odyssey School

3257 Bridle Ridge Lane, Stevenson, MD 21153 theodysseyschool.org 410-580-5551



Overview: Founded in 1994 by a group of dedicated parents, The Odyssey School is a unique, co-educational independent day school for students in kindergarten to eighth grade, with a 3:1 student/teacher ratio. Odyssey specializes in meeting the needs of bright students who have dyslexia or other related language-learning differences. Widely recognized for academic excellence and evidence-based teaching techniques, Odyssey’s effectiveness is well-established. The program provides innovative multisensory teaching methods, small group instruction and daily periods of reading tutoring. The Odyssey School was named a 2010 Maryland State School for Character Education. Its 42 acres of campus include streams, meadows, woods, playgrounds and two athletic fields. The school building was designed to look like a home and includes a theater, gymnasium, computer lab, science labs, tutoring rooms and a lunchroom. Special programs include art, library, music, physical education, violin, journalism, community service, student clubs, and outdoor and environmental trips. Athletics after school include soccer, cross country, basketball, squash, lacrosse and track. What begins at Odyssey changes everything!

The Sacred Heart School Of Glyndon

63 Sacred Heart Lane, Reisterstown, MD 21136 shgschool.org 410-833-0857 TUITION: $7,200–$10,100 TOTAL ENROLLMENT: 465 APPLICATION DEADLINE: Rolling admissions policy OPEN HOUSE DATE: October 13, 2018, 10:00 a.m.-noon, and January 28, 2019, 9:00-11:00 a.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1956 RELIGIOUS AFFILIATION: Catholic

Overview: For over a century, the Sacred Heart parish and school in Glyndon has addressed the spiritual and educational needs of its surrounding community. As a k-8 co-ed Catholic parish school, Sacred Heart prepares its students for independent, public and Catholic high school through its focus on academic excellence, faith formation and service to others. Its motto, “Loving, Learning and Service,” captures the school’s mission. With average class sizes of 20-25, students enjoy a comprehensive curriculum that includes religion, foreign language, arts and physical education.

St. James Academy

3100 Monkton Road, Monkton, MD 21111 saintjamesacademy.org 410-771-4816 TUITION: $7,000–$18,125 TOTAL ENROLLMENT: 270 APPLICATION DEADLINE: January 9, 2019 OPEN HOUSE DATE: November 15, 2018, 9:00 a.m.-10:30 a.m.; Coffee & Conversation Dates: November 25, 2018 and December 5, 2018, 8:30 a.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1821 RELIGIOUS AFFILIATION: Episcopalian Overview: St. James Academy is a leading pre-kindergarten through eighth grade independent school. The Academy is dedicated to providing a program of excellence while developing students to their highest potentials. Enriching classroom instruction inspires creativity and promotes exploration. Lessons encourage open-ended conversations, inquiry and critical thinking while balancing important developmental concepts and skills. The curriculum builds year upon year, thus preventing gaps and ensuring 10 consistent years of academic preparation for success in high school and beyond. The academic program includes accelerated small-group math and reading instruction and intentional technology integration. World language classes begin in pre-kindergarten as cultural exploration and continue through middle school. Students study visual and performing arts, including chorus, band and drama. There are three after-school musicals per year. The artist-inresidence program and visiting author series further enhance the student experience. Students in fifth through eighth grades have opportunities to participate in interscholastic athletics. St. James is one of the few schools authorized with the prestigious International Baccalaureate Middle Years

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School directory Programme. This program lays the foundation for success at the highest academic levels in high school and college.

St. Joseph School, Cockeysville 105 Church Lane, Cockeysville, MD 21030 sjpray.org 410-683-0600 ext. 2200

TUITION: $7,950 TOTAL ENROLLMENT: 300 APPLICATION DEADLINE: Rolling admissions policy OPEN HOUSE DATE: Open House: November 2, 2018 Middle School Shadow Day: November 9, 2018 Open House Express: January 31, 2019. Programs will start at 9:30 a.m. and 12:30 p.m. Tour Tuesdays: October through May SCHOOL TYPE: Co-ed YEAR FOUNDED: 1856 RELIGIOUS AFFILIATION: Catholic Overview: Named a National Blue Ribbon School in 2013 by the U.S. Department of Education, St. Joseph School is a Catholic parish school serving children in pre-k to grade 8. Located in the heart of Cockeysville, the mission of St. Joseph School is to embrace the whole child in a Catholic, faith-filled learning environment of academic excellence. Grounded in an atmosphere that values respect, responsibility and service, students, in partnership with parents and the parish community, grow spiritually, intellectually, morally and socially in pursuit of their individual potential. St. Joseph School offers a variety of athletic, social and extracurricular opportunities. The school’s curriculum utilizes creative instruction as well as state-of-the art technology that keeps students engaged in learning. Founded in 1856, St. Joseph School welcomes families from all faiths and parishes; it currently enrolls 300 children and has a full- and part-time faculty of 35 educators.

St. Pius X School 6432 York Road, Baltimore, MD 21212 stpius10school.org 410-427-7400

TUITION: $7,200–$9,500 TOTAL ENROLLMENT: 170 APPLICATION DEADLINE: Rolling admissions policy OPEN HOUSE DATE: Welcome Wednesday events or personal tours are available through the Admissions Office. SCHOOL TYPE: Co-ed



YEAR FOUNDED: 1962 RELIGIOUS AFFILIATION: Catholic Overview: St. Pius X School provides a challenging environment of academic excellence and a strong spiritual foundation of Catholic values that will enable every student in the diverse school community to reach their full potential. As the only Catholic Montessori school in Maryland, St. Pius X School offers a unique and cohesive program that inspires a love of learning and quest for success.

The School of the Cathedral of Mary Our Queen 111 Amberly Way, Baltimore, MD 21212 schoolofthecathedral.org 410-464-4100

TUITION: Cathedral Parishioner $9,755 Non-Parishioner $11,375 TOTAL ENROLLMENT: 370 APPLICATION DEADLINE: December 1, 2018, rolling admissions after deadline (based on space) OPEN HOUSE DATE: October 9, 2018, 8:30-11:30 a.m.

November 6, 2018, 8:30-11:30 a.m. January 29, 2019, 8:30-11:30 a.m. April 16, 2019, 8:30-11:30 a.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1871 RELIGIOUS AFFILIATION: Catholic Overview: The School of the Cathedral, a Blue Ribbon School, offers a strong foundation in spiritual strength, academic excellence and 21st-century learning. Located in Baltimore, Cathedral educates students in kindergarten through eighth grade. Lower school students begin their academic journey by developing their social skills, reading and writing principles, math and science. Beginning in third grade, the educational scaffolding is reduced as students grow in independence. Students complete their academic journey in middle school, where they serve as leaders in the school through liturgical ministry, mentorship programs and service projects. To enhance students’ education, technology is incorporated into every class through individual iPads and Chromebooks, and electronic whiteboards. Modern facilities include a k-8 science lab, turf field, a makerspace, and some classrooms with flexible seating options. As a Catholic parish school, students’ spiritual needs are attended through weekly Liturgies, religion class, sacrament prep and service projects. Graduates of Cathedral are prepared to meet the leadership needs of an evolving world.

RELIGIOUS AFFILIATION: Catholic Overview: Located in Ellicott City, Maryland, Trinity School places its students at the center of its teaching. Steeped in the Catholic tradition, Trinity is committed to nurturing self-respect, self-discipline and self-direction in each student. Each student is valued and recognized for his or her uniqueness. Teachers take a personalized approach to their students’ learning and classes remain small to give individualized attention. The school promotes a strong academic program balanced by enriching extracurricular offerings that include the study of the Gospel.

Waldorf School of Baltimore

4801 Tamarind Road, Baltimore, MD 21209 waldorfschoolofbaltimore.org 410-367-6808 TUITION: $8,460–$20,360 TOTAL ENROLLMENT: 155 APPLICATION DEADLINE: January 5, 2019: Deadline for

Trinity School

4985 Ilchester Road, Ellicott City, MD 21043 trinityschoolmd.org 410-744-1524 TUITION: $4,200–$14,120 TOTAL ENROLLMENT: 348 APPLICATION DEADLINE: Rolling admissions policy OPEN HOUSE DATES: All grades: October 12, 2018, 9:00 a.m.; November 11, 2018, 11:00 a.m.; December 6, 2018, 9:00 a.m.; January 11, 2019, 9:00 a.m.; February 10, 2019, 11:00 a.m.; March 7, 2019, 9:00 a.m.; May 3, 2019, 9:00 a.m. Kindergarten and Pre-K Open House – January 21, 2019, 9:00 a.m. Kindergarten Observation – November 8, 2018 and February 7, 2019, 9:30 a.m. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1941

Teen Maker Shop at Open Works! www.openworksbmore.com Guide to Baltimore Independent Schools


School directory families to submit financial aid applications February 1, 2019: Application deadline. Rolling admissions process after this date (based on space) January 5, 2019: Financial aid deadline OPEN HOUSE DATE: One-hour Windows into Waldorf tours are scheduled monthly, throughout the school year. Please contact the Admissions Office at admissions@twsb.org for more information and to sign up. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1971 RELIGIOUS AFFILIATION: None Overview: Founded in 1971, the Waldorf School of Baltimore (WSB) is a private, independent day school from nursery age through eighth grade. Its mission is to educate and inspire children to think, feel and act with depth, imagination and purpose. The school believes every child is an enthusiastic and engaged learner and places an emphasis on the role of creativity and the imagination in learning. The Waldorf method offers a renaissance in education, favoring hands-on, experiential academics over rote memorization and technological reliance. Students are immersed in a rigorous academic environment that fosters intellectual curiosity, emotional resiliency and a strong sense of selves in relation to the rest of the world. As a Maryland Green School, Waldorf fosters a deep appreciation for the planet with outdoor parent and child classes, nature studies, forest aftercare, farm trips, school-wide composting and terracycling. Its beautiful campus is a certified wildlife habitat that boasts a thriving beehive, pollinator gardens and several chickens. WSB is conveniently located in scenic northwest Baltimore and attracts families from diverse communities in and around the greater Baltimore metropolitan area. The school is a full member of the Association of Waldorf Schools of North America (AWSNA), fully licensed by the Maryland State Department of Education (MSDE) and accredited by the Association of Independent Maryland Schools (AIMS).

Pre-K-GRADE 9 Greenspring Montessori School

10807 Tony Drive, LuthervilleTimonium, MD 21093 greenspringmontessori.org 410-321-8555 TUITION: $16,000–$21,000 TOTAL ENROLLMENT: 252



APPLICATION DEADLINE: January 12, 2019 OPEN HOUSE DATE: Saturday, November 10, 2018 Additional dates: Tuesday, September 25, 2018; Tuesday, October 16, 2018; Thursday, December 6, 2018; Sunday, January 13, 2019 SCHOOL TYPE: Co-ed YEAR FOUNDED: 1962 RELIGIOUS AFFILIATION: None Overview: Greenspring Montessori School offers academic programs for children ages 18 months through ninth grade. Montessori is a continuum of education that allows children to build upon their experiences from year to year and from one level to the next. Greenspring promotes self-paced, collaborative learning to ignite the passion and curiosity of our students. Montessori nurtures the child’s innate desire to learn, allowing them to develop strong academics, leadership, self-discipline, independence and responsibility — traits they will carry with them through high school and beyond. For over 50 years, Greenspring Montessori School has built a tradition of serving children implementing the educational philosophy of Dr. Maria Montessori, an Italian physician and pioneer in child development who observed that children have an innate aptitude and desire for acquiring knowledge about their world. Montessori’s approach of “following the child” is at the root of the philosophy at Greenspring Montessori School. Greenspring Montessori School is the only Montessori school in the area that is fully accredited by two external organizations — the American Montessori Society and Association of Independent Maryland and DC Schools.

Pre-K/K-GRADE 12 Beth Tfiloh Dahan Community School

3300 Old Court Road, Baltimore, MD 21208 bethtfiloh.com/school 410-413-2323 TUITION: $2,600–$21,600 TOTAL ENROLLMENT: 950 APPLICATION DEADLINE: Rolling admissions policy; families are encouraged to submit applications by midJanuary. OPEN HOUSE DATES: Lower School Group Tours: November 6, 2018 and December 5, 2018 Middle School Open House: November 27, 2018 High School Open House: November 19, 2018 SCHOOL TYPE: Co-ed

YEAR FOUNDED: 1941 RELIGIOUS AFFILIATION: Judaism Overview: Beth Tfiloh Dahan Community School is Baltimore’s only co-educational college preparatory Jewish day school that prepares students from preschool through 12th grade to meet local and global challenges of contemporary society. Beth Tfiloh’s unique philosophy and curriculum emphasize the values and traditions of a rich Judaic heritage and American democratic ideals. Its faculty and student body represent a broad spectrum of practices and beliefs, embracing those differences and valuing that which unites its diverse Jewish community. Students benefit from a rigorous dual curriculum — a comprehensive education in both General and Judaic Studies — that meets each student’s individual needs. A wealth of extracurricular opportunities allows students to express their creativity, develop leadership skills, and strengthen their ties to the community. This educational journey, culminating with its renowned individualized college guidance program, ensures that 100% of Beth Tfiloh seniors who apply to a fouryear university get accepted to the one that is right for them.

The Bryn Mawr School 109 West Melrose Avenue, Baltimore, MD 21210 brynmawrschool.org 410-323-8800

TUITION: $26,290–$31,990 TOTAL ENROLLMENT: 678 APPLICATION DEADLINE: December 18, 2018 OPEN HOUSE DATE: October 21, 2018 SCHOOL TYPE: Single sex, girls with co-ed preschool YEAR FOUNDED: 1885 RELIGIOUS AFFILIATION: None Overview: Located in Baltimore, Maryland, The Bryn Mawr School is an independent all-girls kindergarten, elementary, middle and high school with a co-ed preschool for ages 2 months through 5 years. Bryn Mawr provides students with exceptional educational opportunities on a beautiful 32acre campus. The school cultivates respect for diversity and engenders habits of moral and ethical leadership and a sense of responsibility to the broader community. Inquisitive girls,

The Boys’ Latin School of Maryland

822 W. Lake Avenue, Baltimore, MD 21210 boyslatinmd.com 410-377-5192 TUITION: $20,500–$29,500 TOTAL ENROLLMENT: 630 APPLICATION DEADLINE: December 15, 2018 OPEN HOUSE DATE: Sunday, October 14, 2018, 10:00 a.m.-noon SCHOOL TYPE: Single sex, boys YEAR FOUNDED: 1844 RELIGIOUS AFFILIATION: None Overview: Boys’ Latin is Maryland’s oldest independent, non-sectarian college-preparatory school for boys. Since 1844, Lakers have embodied their Latin motto, “Esse Quam Videri” (to be, rather than to seem). For each of them, that means pushing beyond what seems sufficient to others. Boys are encouraged to seek true excellence in ways measured by deeper insights, extra steps, harder decisions, and ultimately, greater impact. By understanding how boys learn best, the school’s talented faculty fosters enduring personal relationships and empowers each student to strive for success in his academic and personal pursuits.

Summer Camp at Open Works! www.openworksbmore.com Guide to Baltimore Independent Schools


School directory excellent teaching, strong student-teacher relationships and a clear mission sustain this vibrant school community where girls always come first.

Friends School of Baltimore

5114 North Charles Street, Baltimore, MD 21210 friendsbalt.org 410-649-3211 TUITION: $19,840–$30,690 TOTAL ENROLLMENT: 820 APPLICATION DEADLINE: December 15, 2018 OPEN HOUSE DATE: First Look at Friends – September 26, 2018; October 23, 2018; November 15, 2018; December 6, 2018; April 12, 2019 SCHOOL TYPE: Co-ed YEAR FOUNDED: 1784 RELIGIOUS AFFILIATION: Quaker Overview: For 234 years, Friends School of Baltimore has provided students with challenging academics that allow them to bring a sense of purpose, joy and openness to each learning situation. Named Baltimore’s “Best Private School” in 2018 by the Baltimore Sun Reader’s Choice award, Friends is the option for families seeking an inquiry-based pre-k-12 academic program that puts its values of social justice and human kindness to work every day, in the classroom and in the community. Outstanding teachers instill academic fundamentals while equipping students with the tools, skills and mindsets to discern what’s essential and why in an information-driven society. Prospective applicants are invited to visit the school’s beautiful campus, tour classes, connect with current families, and discover for themselves why Baltimore’s oldest school is also its best.

Garrison Forest School 300 Garrison Forest Road, Owings Mills, MD 21117 gfs.org 410-363-1500

TUITION: Pre-school to day school range – $1,550–$30,555 Boarders – $60,600 TOTAL ENROLLMENT: 550 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATE: Visiting Days - Lower School: October 12, 2018; Middle School: October 24, 2018; Upper School:



October 25, 2018 SCHOOL TYPE: Co-ed preschool; single sex, girls; boarding program, grades 8-12 RELIGIOUS AFFILIATION: None Overview: Garrison Forest School (GFS) is an all-girls k-12 day and boarding school with a co-ed preschool, located in Owings Mills, Maryland. It includes a seven-day boarding program for both national and international students in grades 8-12. At GFS, student-centered classes allow pursuit of girls’ passions, interests and academic strengths. Girls are encouraged to be adventurous and think creatively in their learning in order to become informed students and citizens. In addition to its core academics, GFS also provides several unique co-curricular programs, like Women in Science and Engineering (WISE), a partnership between GFS and Johns Hopkins University that prepares girls for STEM-related fields by allowing GFS students to participate fully in the research focus of a Hopkins lab with the guidance of a Hopkins mentor. GFS is home to many extracurricular activities, athletic teams and a nationally recognized equestrian program.

Gilman School

5407 Roland Avenue, Baltimore, MD 21210 gilman.edu Lower School: 410-323-7284 Middle & Upper Schools: 410-323-7169 TUITION: $21,320–$30,550 TOTAL ENROLLMENT: 1,023 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATES: Visit gilman.edu/fallvisiting to register for an on-campus experience this fall. SCHOOL TYPE: Single sex, boys YEAR FOUNDED: 1897 RELIGIOUS AFFILIATION: None Overview: Boys have very specific educational and developmental needs, and Gilman has spent more than 120 years tailoring age-appropriate learning experiences to meet those needs. Gilman’s mission is exceedingly focused: to unlock the greatness within each student by educating the entire boy — mind, body and spirit. To accomplish that goal, the school provides space and opportunity for crucial learning and self-expression to take place. Gilman’s dynamic curriculum encourages each boy at each stage of his educational, emotional and social development to discover his own innate talents and interests. Nothing a boy does at Gilman is

considered extracurricular: lessons learned in the chemistry lab or English classroom are as vital as lessons learned on the playing field, in the art studio or at a soup kitchen. The school’s rich and comprehensive program, talented and interesting faculty and students, and belief in the character traits embodied by the Gilman Five — Honor, Integrity, Respect, Humility and Excellence — combine to form the foundation of an educational environment dedicated to helping boys grow into men of character.

Glenelg Country School 12793 Folly Quarter Road, Ellicott City, MD 21042 glenelg.org 410-531-7347

TUITION: $18,670–$29,460 TOTAL ENROLLMENT: 750 APPLICATION DEADLINE: January 15, 2019; Rolling admissions thereafter OPEN HOUSE DATE: October 19, 2018; November 6, 2018; December 5, 2018 SCHOOL TYPE: Co-ed YEAR FOUNDED: 1954 RELIGIOUS AFFILIATION: None Overview: Glenelg Country School provides a college preparatory academic program for children ages 2 through grade 12. Located in the center of Howard County, between Baltimore and Washington, its beautiful 90-acre campus offers an inspiring learning environment with exceptional facilities for academic and extracurricular programs. The Little Dragons program for 2- and 3-year-olds offers flexible options for half or full days for nine or 12 months during the year. Using the Reggio Emilia approach, learning is child-centered. Lower school extends through fifth grade and further emphasizes a project-based learning approach, with an emphasis on collaboration. In middle school (grades 6-8) and upper school (grades 9-12), students rotate through a seven-period day that includes core academics (humanities, mathematics, science and world languages), physical education (through ninth grade), arts and elective offerings. Since 1954, the school has maintained the values of academic excellence, community engagement, athleticism and sportsmanship, artistic expression, and the sense of family within its community. All Glenelg graduates are admitted to colleges and universities, but most importantly they are prepared to become responsible and contributing members of a global society.

Jemicy School

Upper School: 11202 Garrison Forest Road, Owings Mills, MD 21117 Lower and Middle Schools: 11 Celadon Road, Owings Mills, MD 21117 jemicyschool.org 410-653-2700 TUITION: $34,600–$36,200 TOTAL ENROLLMENT: 390 APPLICATION DEADLINE: January 15, 2019 OPEN HOUSE DATE: Call to schedule a visit. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1973 RELIGIOUS AFFILIATION: None Overview: Jemicy School, founded in 1973, provides a highly individualized, flexible and challenging education for aboveaverage to gifted college-bound students with dyslexia or other related language-based learning differences. A recognized leader in the field of education, Jemicy is the first school in the country to be accredited by the International Dyslexia Association. Jemicy educates students between the ages of 6 and 18 on two campuses. The lower and middle school and the upper school are each based in Owings Mills, Maryland, just a short distance from one another. For more information, please visit jemicyschool.org.

McDonogh School

8600 McDonogh Road, Owings Mills, MD 21117 mcdonogh.org 443-544-7020 TUITION: $16,710–$30,720 TOTAL ENROLLMENT: 1,400 OPEN HOUSE DATE: Middle & Upper School: October 28, 2018; Lower School: October 11, 2018; October 24, 2018 & November 6, 2018 SCHOOL TYPE: Co-ed YEAR FOUNDED: 1873 RELIGIOUS AFFILIATION: None Overview: McDonogh is a welcoming community where young people become LifeReady under the guidance of talented and caring teachers. Opportunities abound for deep thinking, innovating, discovering passions and helping others. In all endeavors, students and adults are guided by the virtues on McDonogh’s Character Compass: respect, responsibility, Guide to Baltimore Independent Schools


School directory honesty, kindness and service. Learning is enhanced by topnotch facilities, including an innovation center, STEM building, two theatres, an art gallery, a riding hall, an Olympic-sized pool, and numerous playing fields and tennis courts. The school’s 800-acre campus also includes a six-acre farm where students of all ages experience hands-on learning by tending the crops and harvesting produce for the dining hall and area food pantries. McDonogh operates a fleet of 27 buses with community stops in four counties (Anne Arundel, Baltimore, Carroll and Howard) and Baltimore City. Five-day boarding is an option for students in ninth through 12th grades. Established in 1873 and steeped in tradition, McDonogh remains true to its founding mission and provides need-based scholarships through the generosity of loyal supporters.

The Park School of Baltimore 2425 Old Court Road, Baltimore, MD 21208 parkschool.net 410-339-7070

TUITION: $17,680–$31,970 TOTAL ENROLLMENT: 822 APPLICATION DEADLINE: Kindergarten–grade 5: December 1, 2018 Grades 6-12: January 1, 2019 OPEN HOUSE DATES: Tours with Principals (parents only): October 5, 2018, November 2, 2018 and December 6, 2018 Lower School Open House: October 6, 2018; Middle and Upper School Open House: October 28, 2018. Visit the website for a complete list of admission events. SCHOOL TYPE: Co-ed YEAR FOUNDED: 1912 RELIGIOUS AFFILIATION: None Overview: Founded in 1912, The Park School of Baltimore is an independent, co-educational, non-sectarian, progressive pre-k through grade 12 school located on a 100-acre campus minutes from the city. Park students are inquisitive, comfortable in their own skin, show and earn respect, and are mature beyond their years. They are bright, motivated, curious, and love to explore — always asking “What if?” and “How and why?” and “Why not?” By immersing students in a challenging curriculum and surrounding them with a dedicated, impassioned faculty, Park creates an environment that enables them to become their best, authentic selves. Having experienced diverse perspectives and positive expectations, Park students venture into the world with the knowledge, the confidence and the skills they need to become successful adults.



Roland Park Country School

5204 Roland Avenue, Baltimore, MD 21210 rpcs.org 410-323-5500 TUITION: $13,080–$30,590 TOTAL ENROLLMENT: 587 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATES: Lower School: October 4, 20, 2018; November 19, 2018 and December 5, 2018; Middle and Upper School: October 14, 2018 and April 25, 2019 Reference the website for additional visiting dates. SCHOOL TYPE: Co-ed pre-school; girls, grades k-12 YEAR FOUNDED: 1894 RELIGIOUS AFFILIATION: None Overview: At Roland Park Country School, there is a belief that girls and young women who build each other up will thrive. There’s no hurdle too high for an RPCS girl because she has the collective support of her community lifting her toward her goals. While this spirit certainly sets the school apart from others, it’s the effect on its graduates that’s so remarkable: Roland Park Country School students develop a profound understanding of who they are and how to lead together to impact the world. RPCS is an independent school for girls in grades k-12 that acknowledges female empowerment begins with girls empowering each other. Located in the historic Roland Park neighborhood, RPCS is a spirited place of profound learning with a rich history of dedication to the intellectual and moral development of our students.

St. Paul’s School

11152 Falls Road, Brooklandville, MD 21022 stpaulsschool.org 410-825-4400 TUITION: $22,000–$29,800 TOTAL ENROLLMENT: 758 APPLICATION DEADLINE: December 31, 2018 OPEN HOUSE DATE: Lower School: October 16, 2018 (Open House); Information Sessions: Lower School: November 14, 2018; December 5, 2018; January 9, 2019; Middle School: October 2, 2018; October 23, 2018; November 13, 2018; December 4, 2018; Upper School: October 4, 2018; November 8, 2018; December 6, 2018 SCHOOL TYPE: Co-ed kindergarten through fourth grade,

boys fifth-12th grades YEAR FOUNDED: 1849 RELIGIOUS AFFILIATION: Episcopalian Overview: St. Paul’s School is a kindergarten through 12th grade college-preparatory day school in Brooklandville, Maryland, conveniently located on Falls Road off I-695. St. Paul’s students are explorers. Every day, they find limitless opportunities to pursue existing passions and to uncover interests and talents they never knew they possessed. The school is co-educational in the lower school (kindergarten to fourth grade) and all-boys in the middle and upper schools (grades 5-12). St. Paul’s shares a campus with St. Paul’s Plus Co-ed Preschool and St. Paul’s School for Girls, grades 5-12.

St. Paul’s School for Girls 11232 Falls Road, Brooklandville, MD 21022 spsfg.org 410-823-6323

TUITION: $28,300–$29,800 TOTAL ENROLLMENT: 444 APPLICATION DEADLINE: December 15, 2018 OPEN HOUSE DATE: SPSG offers monthly parent information sessions and weekly student visit days from September through January. Individual tours are also available. Prospective parents and students should contact the Admissions Office to schedule. Parent Information Sessions – Middle School: October 26, 2018; November 7, 2018; December 4, 2018; January 11, 2019; Upper School: October 23, 2018; November 7, 2018; November 27, 2018; January 8, 2019 SCHOOL TYPE: St. Paul’s Plus Preschool: Co-ed, 6 weekspre-k; St. Paul’s School for Girls: all-girls, grades 5-12 YEAR FOUNDED: 1959 RELIGIOUS AFFILIATION: Episcopalian Overview: St. Paul’s School for Girls (SPSG) is an independent, college-preparatory school serving girls grades 5-12 in Brooklandville, Maryland. Grounded in the Episcopal values of respect, integrity and spiritual growth, SPSG cultivates a bold and courageous community of unique girls who will use their education and ethics to improve their world. Through its extensive connections and alumnae network, the school provides unparalleled learning through independent projects, professional internships, community service and nonprofit partnerships. As part of The St. Paul’s Schools, SPSG shares a campus with St. Paul’s Plus, which has been educating infants, toddlers and preschoolers for over 25 years, and St. Paul’s

School, offering both co-ed lower school and all-boys grades 5-12. SPSG encourages and provides co-ed opportunities in and out of the classroom at just the right times, providing the best of both worlds on one campus. Its students’ strengths are made stronger in an inclusive environment that feels like home, building not just lifelong skills, but lasting bonds.

GRADES 6–12 Loyola Blakefield

500 Chestnut Avenue, Towson, MD 21204 loyolablakefield.org 443-841-3680 TUITION: $20,100 + $725 in fees TOTAL ENROLLMENT: 970 APPLICATION DEADLINE: December 15, 2018 OPEN HOUSE DATE: October 21,  2018, 10:00 a.m. - 1:00 p.m. SCHOOL TYPE: Boys, grades 6-12 YEAR FOUNDED: 1852 RELIGIOUS AFFILIATION: Catholic/Jesuit School Overview: Loyola Blakefield is a Jesuit school for boys in grades six through 12. Its challenging college preparatory curriculum provides a broad range of major course offerings, including honors and advanced placement courses, complemented by a selection of enriching electives and cocurricular activities. Ignatian service and spiritual formation, in the Jesuit tradition, is the hallmark of a Loyola education. There are 17 interscholastic sports teams at Loyola Blakefield, as well as musical and dramatic performing arts ensembles, and many clubs and student organizations. Students benefit from our unique formation, which holds as its first priority the personal care and support of the individual student. The school works to ensure the appropriate level of support and rigor that is best for the individual student — one of the many reasons Loyola students succeed in college and beyond.

School directory Maryvale Preparatory School

11300 Falls Road, Lutherville, MD 21093 maryvale.com 410-252-3366 TUITION: $21,400 TOTAL ENROLLMENT: 425 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATE: Meet Maryvale: Upper School Dates: September 28, 2018, 8:30 a.m. or October 25, 2018, 8:30 a.m. Middle School Dates: October 12, 2018, 8:30 a.m. or November 6, 2018, 8:30 a.m. SCHOOL TYPE: Single sex, girls YEAR FOUNDED: 1945 RELIGIOUS AFFILIATION: Catholic, independent Overview: Maryvale is a Catholic, independent school for girls in grades six through 12. Affiliated with the Sisters of Notre Dame de Namur, Maryvale combines tradition with the latest trends in technology and education to offer an invaluable, customized learning experience for each student. Situated on a beautiful, college-like campus in Green Spring Valley, Maryvale gives every girl the skills and confidence to learn, lead and succeed each day throughout the school day and throughout life. With its manageable size, innovative teaching methods and flexible curriculum, Maryvale is able to provide the individualized approach that each student needs to excel in all aspects of her education — academic, spiritual and social. Opportunity is a word you will hear a lot at Maryvale. That’s because this incredible school — with its perfect size, joyful environment, excellent teachers and innovative programs like the Leadership Institute — is able to offer each girl something other schools cannot. Students are given the chance, the opportunity to ace a test, to score the winning goal, to land the lead role in the school musical, to lead a club, to volunteer with a service organization, to try something new, all the while fitting in. From Advanced Placement (AP) classes and social justice programs to athletics and arts, students have immense opportunities to develop lifelong talents and friendships.



Notre Dame Preparatory School 815 Hampton Lane, Towson, MD 21286 notredameprep.com 410-825-6202

TUITION: $19,990 TOTAL ENROLLMENT: 800 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATES: All School: Open House October 13, 2018; Middle Level: Open House November 14, 2018. Reference website for additional admissions events. SCHOOL TYPE: Single sex, girls YEAR FOUNDED: 1873 RELIGIOUS AFFILIATION: Catholic Overview: Notre Dame Prep (NDP) is a Catholic all-girls middle and high school situated on a 60-acre Towson campus. Curriculum at the middle school level — which ranges from sixth through eighth grades — focuses on age-appropriate challenge, responsibility, spirituality and service. The middle school has an Innovation Lab where girls take part in specialized Innovate-Design Time (IDT) courses, as well as a new art studio. There is also a wide variety of clubs, ranging

from yoga to afternoon tea for middle school students. The high school boasts several unique education programs, such as humanities, social justice, and a fusion between STEM and arts programs called STEAM. NDP as a whole is committed to producing global citizens: girls who can think critically about both local and global issues with a sense of empathy, and learn how to exercise personal rights while still honoring their responsibility to others. In addition to interpersonal and academic programs, NDP has strong athletic and fine arts programs. All graduates of the school go on to four-year colleges and universities.

GRADES 8–12 Oldfields School

1500 Glencoe Road, Sparks, MD 21152 oldfieldsschool.org 410-472-4800 TUITION: Boarding school – $58,400 Day school – $32,800 TOTAL ENROLLMENT: 120 APPLICATION DEADLINE: Rolling admissions policy OPEN HOUSE DATE: November 12, 2018 SCHOOL TYPE: Single sex, girls YEAR FOUNDED: 1867 RELIGIOUS AFFILIATION: None Overview: Oldfields is an independent boarding and day school that provides an exceptional college preparatory curriculum for girls grades 8-12. Founded in 1867 by Anna Austen McCulloch, Oldfields celebrated its 150th anniversary in 2017. The school is the oldest all-girls boarding school in Maryland and the first to offer a science and athletic curriculum to young women. Rich in tradition, Oldfields has been a mission-driven school, dedicated to the intellectual and moral development of young women by focusing on “Each Girl’s Success.” Oldfields is known for its balanced approach to high academic standards, its caring and supportive environment, and its ability to meet each girl where she is. May Program, one of Oldfields’ signature programs, provides 20+ unique options for two weeks of experiential learning each spring that takes girls on a journey of self-discovery that is a hallmark of an Oldfields education. Day students have the unique opportunity to experience a diverse global student body, access to on-campus faculty for extra support, evening study hall, weekend activities and many other benefits that only a boarding school can offer.

GRADES 9–12 The Catholic High School of Baltimore

2800 Edison Highway, Baltimore, MD 21213 thecatholichighschool.org 410-732-6200 TUITION: $14,600 TOTAL ENROLLMENT: 330 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATE: October 20, 2018, 9:00 a.m.-noon SCHOOL TYPE: Single sex, girls RELIGIOUS AFFILIATION: Catholic Overview: The Catholic High School, a high school for girls, first opened its doors in 1939 with 254 freshmen. Today, the school has a thriving program for young women in grades 9-12. The school’s eight-acre campus in northeast Baltimore City includes a fine arts wing, world languages lab and a chapel. Empowered by Gospel values and rooted in the spirit and tradition of Saints Francis and Clare of Assisi, The Catholic High School fosters Christian attitudes of dignity and respect for all people. The school’s mission recognizes that education can empower women to effect change in our society. Academic excellence, responsible leadership and community service are at the core of this mission.

Mount Saint Joseph High School

4403 Frederick Avenue, Baltimore, MD 21229 msjnet.edu 410-644-3300 TUITION: $16,500 TOTAL ENROLLMENT: 925 APPLICATION DEADLINE: December 14, 2018 OPEN HOUSE DATE: October 28, 2018, 11:00 a.m.-2:00 p.m. SCHOOL TYPE: Single sex, boys YEAR FOUNDED: 1876 RELIGIOUS AFFILIATION: Catholic Overview: Mount Saint Joseph is a Catholic, collegepreparatory school for young men sponsored by the Xaverian Brothers. Faithful to the tradition of Xaverian education, Mount Saint Joseph strives to be a community of growth and learning characterized by enduring personal relationships, an emphasis on spiritual formation, a challenging academic program, and a commitment to justice and peace. Guide to Baltimore Independent Schools


Beyond the Classroom… Where Are They Now Baltimore’s independent school graduates go on to do great things! Whether in the worlds of finance, business, politics or the arts, the schools lay the groundwork for futures of accomplishment. See below some of the impressive achievements of local alumni.


Melanie Whelan CEO, SoulCycle The Bryn Mawr School


John Waters Film Director Calvert School and Boys’ Latin School of Maryland


Julie Bowen Emmy Award-winning actress and star of the television show Modern Family Calvert School, Garrison Forest School and Roland Park Country School

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baltimorefishbowl.com baltimorefishbowl.com


Eileen Goldgeier Vice President and General Counsel, Brown University Friends School of Baltimore


John Sarbanes U.S. House of Representatives, Maryland’s Third District Gilman School


Bill Stromberg President and CEO, T. Rowe Price Group, Inc. Loyola Blakefield


John Bolton National Security Advisor of the United States McDonogh School


The Honorable Catherine “Katie” Curran O’Malley Baltimore City Circuit Court Judge and former First Lady of Maryland Notre Dame Preparatory School


Tom Rothman Chairman, Sony Pictures Entertainment, Motion Picture Group The Park School


Mark Pellington Film Director, Arlington Road and award-winning music video director St. Paul’s School


Adena Testa Friedman President and CEO, Nasdaq Roland Park Country School

Guide to Baltimore Independent Schools



Why choose the Whit Harvey Group? “Because I am committed to the needs of my clients, including the schools that their children will attend.” An Independent School education is vitally important to many of our clients. Not only do they wish to make an investment in their child’s education, but also a wise investment in their choice of home and community. We can advise our buyers on neighborhoods that meet their school needs, and we can promote these same schools and neighborhoods when it comes time to sell. How can we help you?

“I support an independent school education in Baltimore. The schools not only help build a strong foundation for their students, but provide a strong foundation for neighborhoods in the city and county.”

Cell: 443.286.5808 | Office: 410.235.4100 | 38 Village Square | Baltimore, MD 21210

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Profile for Baltimore Fishbowl

Baltimore Fishbowl Guide to Baltimore Independent Schools  

The ultimate guide to Baltimore's independent school community.

Baltimore Fishbowl Guide to Baltimore Independent Schools  

The ultimate guide to Baltimore's independent school community.