Bonita Lea Associate Head of School & Head of Middle School
Mike Sasso Director of Advancement and Institutional Growth
Steve Marshall Director of Enrollment & Auxiliary Programs
Bethany Weinstein Communications Manager
2020-2021 Board of Trustees
Mr. Jeffrey Brooks, Board Chair
Mr. Bryan Bonner, Vice Chair
Mrs. Jacquie Bloom
Mr. Earl Brown
Mrs. Joan DeBoer
Ms. Julia Ebron
Ms. Valerie Hardy
Mrs. Akilah Harris COL Christopher Lettieri
Mr. Michael Lowsen
Mr. Charles Platt
Ms. Cecelia Prewett
Mr. Jeffrey Short
Ms. Patricia St. George
Mr. Peter Aliferis, Trustee Emeritus
Mr. A. Everett Hoeg, III, Ex-Officio
Preschool students enjoying socially distanced PE with Mr. Post
Peggy Otey Head of School
Dear Browne Academy Community,
HEAD OF SCHOOL’S MESSAGE
It is hard to imagine that just a little over a year ago, the world was shutting down and the Virginia governor closed all area schools. There was no way of knowing what was in store for our community or the greater world, but it was clear that this pandemic was going to be an influencer that would rock the very core of our existence. The past year has brought constant crises: pandemic, social isolation, confronting and addressing inequities in our social justice system, multiple natural disasters and significant loss of life. We have all been touched in multiple ways and are itching to get back to life as we used to know it.
From the moment we closed our doors and pivoted to virtual learning, the administrative team, director of health services and I began working on how we could get back on campus for in-person learning. Human beings are social creatures and we need human interaction; children and young adolescents are especially dependent on this for healthy social/emotional development. Many children can learn from a distance, but the critical relationships between teacher and student are hard to foster when you try to learn through an electronic device; moreover, peer relationships are better fostered face to face. For five months we learned everything we could about COVID. We followed the CDC and health department recommendations, made plans, learned more and revised our plans. Over and over again, we reviewed and revised our safety mitigation strategies until we were confident that we could open school. Throughout this process, our top priorities remained the safety of our students, staff, and families; the emotional needs of the children in our care; and the continuity of learning for all. To this day, we follow weekly COVID updates and continue to review our strategies to assure that we are doing all we can to remain safely open.
I am a firm believer that times of crisis bring great opportunity. I’m not ashamed to admit that I was afraid of opening school. But with knowledge comes strength and courage. I had so much faith in our staff and this community, that I knew if we worked together, we could achieve great things. As a collective group, this community made sacrifices for each other so that our students could be in school. Our teachers are genuine heroes! They overcame their anxiety about returning to the classroom because they knew it was best for their students. They put the Browne community above their own personal fears to do the important work of teaching and mentoring. They have provided learning opportunities that are engaging, experiential, and challenging, while focusing on safety mitigation strategies and adjusting the schedule for cohorting. Our teachers are not the only heroes this year: We would not have been successful without the commitment of our families. By completing daily health checks, communicating with the nurse, and adhering to recommended protocols, our community has stayed healthy and our school open.
This year, I have been reminded many times that kindness multiplies, and it makes difficult things possible. Every small action that supports our community is an act of kindness! This has been without doubt a very challenging year for all of us. But it has also been filled with blessings, even when they are sometimes hard to name. This community is a bright spot in the lives of all who are lucky enough to be members. We have grown through our challenges and recognized the goodness in others. Our core values have guided us through these challenges and we will emerge stronger and more committed to our mission and each other. Those of us on campus deeply miss the interactions that we normally have during the school year, but this situation is temporary and we know that the events, drop-in visits and face-to-face meetings will return in time. I, for one, can’t wait until we can welcome parents back on our campus! In the meantime, thank you all for your kindness, patience, understanding and support. Even during these difficult times, working together, we have accomplished great things for your children and our school.
Peggy Otey Head of School
Mrs. Otey
Photo courtesy of
Secondary Schools Chosen by the Class of 2021
DAVA ARKOH
Bishop O’Connell High School
RET BARAN
Gonzaga College High School
SYDNEY BONNER
St. John’s College High School
LOGAN BROOKS
St. John’s College High School
SIMONE FORREST
Christchurch School
DAVID GLOVER-BARR
Choate Rosemary Hall
GABRIELA GOMEZ
Bishop McNamara High School
WILLIAM JACKSON
DeMatha Catholic High School
GABRIELLE JOHNSON
Bishop McNamara High School
CHELSEY KO
Bishop Ireton High School
JANE MARSHALL
West Springfield High School
NATE MIDDLETON
The Field School
BRYCE PALMS
DeMatha Catholic High School
WYATT PARKS
Mercersburg Academy
ELEA RUEGER
The Field School
EVAN SIMMONS
Bishop McNamara High School
CHARLOTTE SMITH
Bishop McNamara High School
MAYA SOARES
St. John’s College High School
HUGH SULLIVAN
Oakton High School
ABBY ZADAREKY
The Madeira School
Cheers
Class of 2021 Graduation Speech Excerpts
Dava Arkoh
“...as long as you put your mind to it and build up enough courage, you’re going to be able to accomplish whatever challenge is in front of you.”
Nate Middleton
“It will be a difficult experience for some people to transfer from middle school to high school, but I believe it will be easy for my peers and me. We have been well prepared by our experience here.”
Gabrielle Johnson
“I’ve learned how to incorporate the four core values into my daily life during my time here. I’ve also picked up a number of skills, like public speaking and writing an essay, that I’ll carry over to high school and beyond.”
Charlotte Smith
“Being at Browne has changed me not only as a student but as a person. It has shown me that I am capable of doing things I never could have imagined doing before, whether that be better managing my time, collaborating with others, or opening up to people and being my real self.”
Ret Baran
“I’ve learned a good amount about not just academics but also about people and being empathetic. Browne has helped me become a better person who tries to see things from others’ points of view.”
Logan Brooks
“I’ve learned about taking what I’m passionate about and implementing it into the real world. In English, history, and science I have learned to form a strong opinion and to argue my case.”
Abby Zadareky
“Shoutout to Ms. Laha, who first introduced me to my First Amendment rights and thanks, Mrs. Kharkar, for teaching me more about them! I will certainly take this knowledge with me to high school and beyond.”
Gabriela Gomez
“Browne was not only the place I learned how to count to 100 and how yummy cicadas can be, but also the place where I learned how to be a true friend and an active member of my community. A place where you aren’t only judged by your grades but the content of your character and the kind of person you are on and off campus.”
STUDENT AWARDS
Marion Browne Award
Logan Brooks
The Marion Browne Award is given to the student who exemplifies the mission statement of the school. This is a faculty-nominated award given to an 8th grade student at graduation.
Peter V. Aliferis Award
Hugh Sullivan
The Peter V. Aliferis Award honors an 8th grade student who exhibits the qualities of Mr. Aliferis, the first chair of the Browne Academy Board of Trustees. This student demonstrates a strong love for Browne Academy and a great respect for independent school education.
Alex Clain Endowed Award for Performing Arts
Elea Rueger
The Alex Clain Endowed Award for Performing Arts is given to an 8th grade student who, over his/her lifetime at Browne Academy, demonstrated the same passion and commitment to performing arts as Mr. Clain.
Subject Awards
These awards are given to students who consistently excelled in and clearly demonstrated a love for a particular subject throughout their middle school career.
The BEAR Awards are given to one student in each middle school grade to honor those students who are positive role models for the Browne community.
5th Grade: Lilah Ross
6th Grade: Grace Laha
7th Grade: Lucas Kalo
8th Grade: Charlotte Smith
STUDENT AWARDS
Mickey Hamilton Award
The Mickey Hamilton Award goes to a student in each 4th grade class who best exemplifies Browne’s mission and core values. This year, the award went to Mila Smith and Alix Ares
Congratulations!
FACULTY AWARDS
Lois Ferrer Award
Robyn Laha
The Lois Ferrer Award, a peer-chosen recognition for excellence, is named after the late Dr. Ferrer, who was Browne Academy’s Head of School for 25 years, concluding her service in 2000. The award is presented to a teacher who consistently demonstrates Browne Academy’s four core values, is mission-sensitive, is a respected colleague, and strives for excellence in teaching at all times. We are proud to announce the 2020-2021 Lois Ferrer Award recipient: 3rd grade teacher Robyn Laha.
One of her nominators wrote, “Ms. Laha is an incredible educator, wonderful mentor and amazing friend.”
Another nominator said, “She consistently strives to be there for each student… through embracing every child’s personality, strengths, weaknesses and struggles. The students who come out of her class are ready for any challenge that comes their way.”
Congratulations to Ms. Laha from the entire Browne community. Your Lois Ferrer Award is well deserved!
Retirement - Sharon Lyon
After 14 years at Browne Academy, Sharon Lyon has decided to retire from teaching junior kindergarten and, instead, will be working part-time in our library. Mrs. Lyon spent her first five years here teaching the three-year-olds in Preschool Yellow. She then joined Janis Rosen and the four-year-olds in Preschool Red before moving to junior kindergarten five years ago.
While we will miss having Mrs. Lyon in the classroom, we are grateful that she chose to stay at Browne on a part-time basis. Of her new role and increased spare time, Mrs. Lyon said, “I look forward to being in the library part time and having the opportunity to see more of the older students whom I taught in preschool/JK, as well as having story time with the preschool and JK students. I am looking forward to having more flexibility to travel with my husband and friends and also plan on visiting my children, Davis (rising sophomore) at the University of Tennessee, and my daughter Karson, who is starting her first year of law school at Washington and Lee University.”
Please join us in wishing Mrs. Lyon well as she moves to her new role at Browne Academy.
Mrs. Lyon’s last field day as a classroom teacher
Mrs. Otey presenting the Lois Ferrer Award to Robyn Laha
Mila Smith receiving the Mickey Hamilton Award from Ms. McCue and Mrs. Johnson
Alix Ares receiving the Mickey Hamilton Award from Mr. Johnson and Ms. McCue
Longevity Awards
In 2021, Browne Academy honored the following faculty and staff who have reached milestones with the school:
Browne Students in (and on!) the News
William Jackson
Browne Academy alumnus William Jackson (Class of 2021) serves on the student-led executive board of the Patriots Technology Training Center, whose mission is “Empowering Students Through Technology. ” The non-profit Center has been providing STEM opportunities for minority students in grades 5-12 since 1997.
WJLA-TV recently featured the Center in its piece on the Airport Madness 3D Competition hosted by the National Air Traffic Controllers Association and the University of Maryland Eastern Shore Aerospace/Aviation Program. Patriots provided competition attendees an overview of the Center’s upcoming virtual programs and competitions. William’s interest in STEM grew when he was allowed to build his school projects with his favorite medium, Legos. The Patriots Technology Training Center offered many classes in Lego Robotics and it was a win-win. From Lego Robotics came a number of competitions which led to his present career choice of cybersecurity. He commented, “I like technology because when used positively and proactively it can benefit society and help others.”
In September 2020, Fox 5 TV (WTTG) interviewed Browne Academy alumna Ahlam Idris (Class of 2020) about her experience with the Emerging Scholars program. During the piece, Ahlam noted that Emerging Scholars allowed her to work with incredible teachers and opened her eyes to the opportunities available to her.
Browne Academy is a founding partner of Emerging Scholars, “a program dedicated to providing life-changing opportunities that improve the educational trajectory of bright children whose families face economic challenges.” This interview also featured Ruth Hazel, the program’s executive director.
William Jackson talking about his interest in cybersecurity on a Center YouTube video
Ahlam Idris on Fox 5 TV
Ahlam Idris
Paige Wallis
Steve Marshall
Ann Feeley-Leetz
Robyn Laha 20 Years
David Post
CELEBRATING THE LIFE OF WADE OTEY
Wade Otey, husband of Browne Academy Head of School Peggy Otey, passed away at home in Alexandria, VA, on December 2, 2020 surrounded by loved ones. His peaceful passing was a gracious end to a long and heroic battle with cancer. Besides Peggy, his wife of 40 years, Wade is survived by his children, Leigh Otey Faha (Chris) and Tommy Otey (Zoe), grandson, Wade William Faha, and brother Kirkwood Otey III (Carol Lee), and many beloved nieces and nephews. While leaving us, he is reuniting with his mother, Mary Leigh Burleson Otey, father, Kirkwood Otey II, and sister Leigh Otey Cortez.
Raised in Charlotte, NC, Wade graduated from East Carolina University in 1979 and embarked on a career in medical equipment sales and equipment planning. Wade’s ‘other,’ and perhaps more defining, career began in the Spring of 1975 when he picked up, and almost certainly knocked on, his first rugby ball. The community that Wade built through his years with the Charlotte Rugby Football Club (CRFC) surrounded him through his final days and will continue to keep his memory alive.
Wade’s greatest joy came from supporting his children’s endeavors. From cheering loudly at Country Day Buccaneer football games to moving them across the country for school or work, his love took many forms.
Long after hanging up his rugby boots when he and Peggy were empty nesters, Wade discovered cycling. Never being able to do anything halfway, Wade’s cycling adventures started with early morning and weekend rides, but quickly evolved into long distance bike touring. His cycling career culminated in an 81 day cross county trip from Anacortes, WA to Bar Harbor, ME. His passion for life behind the handlebars led him to pursue a position as a Tour Leader with the Adventure Cycling Association before cancer put an early end to his mileage.
Wade’s crowning achievement is undoubtedly the family that he leaves behind. The love that surrounded him in his final moments is a testament to that.
A celebration of life will be held at a later date in Charlotte, NC. Since moving to Alexandria, Wade considered the Browne Academy community family and was comforted in knowing that Peggy will have the warm embrace of this incredible community in the months to come. In lieu of flowers, gifts in memory of Wade may be made to the Browne Academy Endowment Fund online at www.browneacademy.org, checks made out to Browne Academy can be mailed to Browne Academy, Advancement Office, 5917 Telegraph Road, Alexandria, VA 22309.
Wade Otey was an enthusiastic supporter of his wife Peggy and of the Browne community as a whole. His presence on campus will certainly be missed, but we will smile as we remember the joy and energy he brought to those in his orbit.
Faculty Profile - Danté Johnson
This year Browne Academy welcomed Danté Johnson to its lower school team. Mr. Johnson, who teaches 4th grade at Browne, moved to the DC area from North Carolina.
Growing up as the child of a military preacher, Mr. Johnson lived all over the world, eagerly soaking up the culture of wherever he lived. He comes from a family of gospel and jazz singers, tellers of Afro-centric stories, and teachers (of six cousins on his father’s side, three are educators).
Mr. Johnson did not always plan to be a teacher. He was studying vocal performance and music therapy at East Carolina University when his professors recommended that he take a year off because of significant damage to his vocal cords. This unplanned break from his path took Mr. Johnson by surprise, and he took to prayer for guidance. One day he walked by the campus education building, realized teaching was his calling, and started classes. The rest is history.
Clearly in his element integrating math and technology with the Clear Touch board
As for his passion for music, Mr. Johnson never abandoned the arts world, even after his college major changed. He is active at the Alfred Street Baptist Church, teaching children and teens about music, particularly gospel. He also performs at weddings.
There are only three words in Mr. Johnson’s educational philosophy, but it is powerful: Everyone can learn. He sees each student’s best place to learn and goes in that direction. That was one of the things that drew him to Browne - the school’s small class sizes are conducive to differentiated learning. Another was Lower School Head Kim McCue. He said, “Meeting Kim and talking to her solidified my decision” to join Browne’s faculty.
He believes that “some students really need the benefit of extra time and frequent feedback.” Those small class sizes also allow him to dive deeper into subjects, while meeting each student where they are. Simultaneously, Mr. Johnson has been able to scale back and figure out where he needs to dive deeper as a teacher; he views himself as a facilitator for his students.
So far at Browne, he has most enjoyed stretching himself using technology, such as Tinkercad. He chuckled when he noted that tech projects are student-driven, which means the tables are turned and he is learning from the children.
Even though this year has been unusual in its absence of group gatherings, Mr. Johnson noticed that the closeness of the Browne community still shines through. “You can tell how people take the time to celebrate each other,” he said.
Thank you, Mr. Johnson, for answering the call to teach. Your passion and expertise are a gift to the community.
Mr. Johnson, who came from a military family, proudly showing his colors with Mrs. Johnson for Purple Up! Day.
BLACK HISTORY MONTH
Thanks to the generosity of the Ervin family and retired Lt. Col. David Terrell, Browne Academy hosted an incredible display about the Tuskegee Airmen during Black History Month. The display included pictures and memorabilia along with a short video by Lt. Col. Terrell explaining who the Tuskegee Airmen were and his involvement with the organization today. In-person and distance learners enjoyed visiting the exhibit and learning more about these aviators.
To enhance the display, Alissa Kharkar, 7/8 history teacher, curated Black History projects from our students. Each grade jumped into the research and creative processes, as evidenced by 1st grade’s biplane models; 4th grade’s music-inspired mixed media collages; and 8th grade’s Inspiration Village showcasing African-American contributions in areas such as arts, STEM, and athletics.
The Parents Association also got involved with the display by collecting artwork from the school's families.
Clockwise from top: 4th grade teachers Danté Johnson and Rana Johnson with a piece from the Tuskegee Airmen exhibit; original art from 6th grader Olivia Ervin; 8th grade’s Inspiration Village; 5th grade’s Women of Color in STEM project; students visiting the exhibit; donor Dana Ervin setting up the display in the CAPA.
HALLOWEEN
Despite the pandemic, Browne Academy still threw a Halloween celebration, albeit in a different form than usual. Students donned their costumes and enjoyed a pizza lunch (courtesy of the Parents Association) and holiday activities in their individual classrooms.
DAY OF SERVICE
To honor the legacy of Martin Luther King, Jr., Browne Academy’s students and teachers held a dedicated day of service in January. The Student Council Association (SCA) and advisor Janet Merrifield organized the event. The day began with a morning assembly (via Zoom, of course) where 1st grade teacher Sky Wright shared the importance of MLK’s legacy to her and about community service at our school. Fourth grade teacher Danté Johnson and 7th grader Danielle Johnson then spoke about Operation Gratitude, whose mission is “to forge strong bonds between Americans and their Military and First Responder Heroes through volunteer service projects, acts of gratitude, and meaningful engagements in communities nationwide.” Wrapping up the assembly, SCA Co-President Gabi Gomez provided an overview of the day’s service activities.
Students and teachers then got to work with their service day activities, which included:
Partnering with Alive! to pack almost 900 bags of food for families in need!
Making New Year’s cards and art to include in each food bag “I Have a Dream” reflections
Creating puzzle-piece art
Writing Operation Gratitude letters
Posting notes on the Gratitude Wall to show appreciation to friends and colleagues
Following the activities, students indulged in a special pizza lunch (thank you again, Parents Association) while hearing 6th grade teacher Charles Edwards’ reflections on MLK’s legacy and the historical significance of this day. The Day of Service concluded with SCA Co-President Logan Brooks talking about the importance of service in the Browne community.
Browne’s Campus Open for Business
Facilitating a return to in-person learning took fastidious planning...and a village. And there were many silver linings!
It’s no exaggeration to say that this has been a year like no other. Because of the COVID-19 pandemic, Browne Academy quickly pivoted to virtual learning from March-June 2020. After the academic year ended, efforts turned to determining how to safely open campus for in-person learning for the 2020-2021 school year.
Research shows that in-person learning is most beneficial to children’s social-emotional and academic growth.
With the children first and foremost in mind, faculty and staff delved into seminars, public health research, logistical planning, safety measures, what-if scenarios, and cost analysis to determine how best to deliver a Browne education safely and effectively after summer break ended.
In the end, based on health data, Browne’s small class sizes, enhanced safety protocols, and the large campus, Browne’s leadership decided that the school would, in fact, be able to operate in-person school, five days per week, for the 2020-2021 school year. (Depending on their own circumstances, families also had the option to continue with distance learning for the year.)
To return safely, the school added numerous physical enhancements and safety protocols on campus. Browne also improved its technolo-
gy for this school year. Using donations from the Annual Fund and last year’s auction Emotional Appeal, the school upgraded wi-fi across campus and added eight Clear Touch boards to classrooms. Moreover, all students from kindergarten-8th grade now have 1:1 devices: iPads for kindergarten-2nd grade, Chromebooks for 3rd-4th grade, and MacBooks for 5th-8th grade. Having access to their own device was crucial for both in-person and virtual learners.
Yes, the first day of school looked different this year, but students were nonetheless delighted to be back with their friends, even at a distance.
Faculty and staff discovered that the school’s COVID safety protocols opened the door for new opportunities that have enhanced the student experience.
This year specialists came into the classrooms instead of students coming to them. This allowed more overlap with classroom teachers and subsequent dialogue regarding and implementation of cross-curricular activities for students. Maggie Marshall, innovation instructor, commented, “I love the new schedule for the lower school specials. I enjoy having a two-week block with a few classes, because the students get excited about starting and finishing a project in two weeks rather than two months!” (See project examples on page 20.)
Katie Rasmussen, 2nd grade teacher, “discovered so many neat programs, apps, and websites to help kids practice in engaging ways. We have had the opportunity to travel the world more frequently through regular virtual field trips, such as visiting the Buffalo Zoo to learn more about the rainforest and the Wyoming State Museum to learn more about indigenous tribes.”
Creative classroom layout and prioritizing wellness were pandemic pluses for Jenne Olivares, 1st grade teacher. She said, “I had to get creative on flexible seating, and luckily I have found ways to make it work with surfaces that can be easily cleaned. I also leave school earlier than usual because I view resting and relaxing as a priority so I can boost my immunity. I also like all of the breaks we’ve been able to take and how much I’ve grown as a teacher because we are constantly having to adjust to a ‘new normal.”
This year’s annual auction was a virtual affair. Director of Advancement and Institutional Growth Mike Sasso noted that this allowed more people to participate, no matter where they lived or whether they could find a babysitter! In fact, this year’s event was record setting. Even when Browne returns to an in-person auction, the online silent auction will continue to be a component of the event.
Browne’s admissions department appreciated the more intimate setting of the virtual open houses. Director of Enrollment Management & Auxiliary Programs Steve Marshall commented, “Through informal Q&As, we were able to have unscripted conversations in smaller groups, allowing prospective families to learn more about Browne and vice versa.”
Lower School Head Kim McCue’s list of things to appreciate this year was long. They included “watching children play and learn, knowing that teaching is so much more than a lesson, being creative, giving everyone grace, showing up for each other, relationships are everything, being forced to grow/rethink everything, dogs at work, cross-curricular collaboration with cohorted schedules, thinking outside of the box, friendships still growing when masked and distanced, realizing that we can do hard things, and knowing that Browne Academy is still committed to building a community of belonging.”
The resiliency of children stood out to Serie Haeseler, Browne’s school counselor. “Our students have figured out how to wear masks all day, connect with each other from six feet apart, laugh and play while observing COVID precautions, and learn while life as they know it is turned on its head. They have shown themselves to be flexible, adaptive, and have embraced new strategies and coping skills to keep moving forward I have been inspired by and learned so much from them all year. The kids are alright!”
Second grade al fresco book club
Mrs. Marshall helping a 1st grader code on his iPad
ACADEMICS
Something’s Fishy at Browne
This fall Eric March, middle school science teacher at Browne Academy, received approximately 100 trout eggs courtesy of the local chapter of Trout Unlimited. Through the “Trout in the Classroom” program, Browne’s students raised the fish in chilled, 55-degree water until the spring. Over the winter, the students were in charge of decorating the tank stand, doing water testing, and examining the fish for any problems. Once these small brook trout were about four inches long, they were released into the wild.
While mainly a 7th grade project, the trout could be used in any grade level and across multiple disciplines. In fact, Tim Ladonna, Browne’s lower school science teacher, created trout-based science lessons for both kindergarten and 4th grade classes. Many students had seen fish tanks, but none of them had seen wild trout raised from tiny eggs all the way up to being released into the wild. The students were fascinated and shocked how small the fish were when they first hatched, and marveled at how those tiny creatures could survive in water that is so cold!
This program was made possible by a Veverka Family Foundation grant that was used to purchase the water chiller and other supplies; Trout Unlimited; and Browne parents who donated the tank and some supplies.
Honors at C-SPAN StudentCam Competition
Congratulations to Dava Arkoh and David Glover-Barr for their Honorable Mention awards in the C-SPAN StudentCam competition!
Mrs. Kharkar’s 8th grade history students created original documentaries for the national C-SPAN StudentCam competition, addressing the prompt, “Explore the issue you most want the president and new Congress to address in 2021?” It has been a long journey since September when each student chose a topic of interest. Topics included immigration policies, drug addiction, homelessness, police brutality, LBGTQ rights, climate change, and more. Each student researched, reached out to topic experts, conducted interviews, and used this collection of data to create unique documentaries.
Every child submitted their work to C-SPAN for award consideration. There were over 1200 documentary submissions from middle and high schools across the country. Dava and David were two of only 16 middle school students selected for Honorable Mention!
release time
Charlotte’s documentary on systemic racism in police departments across the US featured Antonia Hill as one of her subject matter experts. Fun fact: Ms. Hill is a member of the Browne Academy Class of 2008 and now works for House Majority Leader Steny H. Hoyer!
Maya on a split screen with her subject matter expert
Testing the water
Kindergarten students examining the baby trout
Almost
Challenge: Sound Logo Competition
From September to January, students in 8th grade learned about the world of audio advertising culminating in each class presenting their audio branding portfolio to a panel of judges. Students began by learning about sound logos and the importance of audio branding. They examined famous sound logos from companies like Netflix, Xbox, Playstation, McDonalds, and many more to draw conclusions about what makes an effective sound logo. Students then applied their understanding of successful audio branding to creating their own sound logos.
To make the exercise feel more realistic, Director of Advancement and Institutional Advancement Mike Sasso submitted a Request for Proposals (RFP) for sound logo designs. Each class then formed their own Silicon Valley-style sound design firm and worked with their colleagues to come up with a company name, catchphrase, and logo. They even designed their own “swag” in the form of stickers and apparel that the school ordered for them to wear during the pitch session at the end of the unit.
The primary platform students used to create their sound logo was Bandlab, a cloud-based platform that has thousands of music samples, loops, and recording and editing capability. During the process, each design firm thought critically about what makes Browne Academy unique. They pulled inspiration from Browne’s Core Values as well as their own experiences as Browne students. Students also conducted interviews with the client (school administrators) to better guide their composition process in order to meet the client’s needs.
After many weeks of peer review and editing, each firm put forward a portfolio of their top 4-6 sound logo products. They created a slide show using techniques from real tech start-up entrepreneurs. On the day of the pitch to school administrators, each firm presented their portfolio, complete with product demos of their sound logos.
Congratulations to Dava Arkoh, whose sound logo was chosen and is now used in Browne Academy marketing collateral.
Designing a Life on Mars
In Tim LaDonna’s 4th grade science classes, students created their own Mars colony using the design thinking process (its 5-steps include empathizing, defining, ideating, protoyping, and testing). The children researched what would be needed for a functioning Mars colony, brainstorming ideas as to what buildings and equipment would be required. Then they broke down the list into Wants and Needs for the colony. Using drawings, sketches, and blueprints, each student then created their structure under a dome.
Mr. LaDonna set up a table to represent a basic Martian landscape with hills and valleys, and the class arranged the colony in a functional manner. Eric March, middle school science teacher and avid photographer, took photos of the colony and -- you be the judge -- may have enhanced them ever-so-slightly.
The Bear Track firm, which included winning composer Dava
The Core Beats firm at their presentation for the panel of judges
Using the design thinking process, 4th graders created this Mars colony.
Ms. Schaefer demonstrating a sound logo using a Clear Touch board
Music Across the Curriculum
There were many challenges this year, but with adversity came the opportunity for growth. To maintain cohorting and follow safety protocols, specialists taught on a two-week rotation with each grade. These teachers found that the new schedule allowed for more creative, cross-curricular activities. This was especially true for the music instructors, who took many opportunities to make music across the curriculum. According to Lucia Schaefer, middle school music teacher, “The silver lining of being in our cohorts is that I have really gotten to do a deep dive with the students through arts-integrated units...We are breaking down the perceived barriers between content areas and it is so exciting to see the kids make meaningful connections.”
Rolling the Dice
Students in 6th grade strengthened their understanding of probability through music. They rolled dice with rhythm values and pitch letter names to compose music by chance. This method of composition is called “aleatoric music.” Once they completed rolling, students used the music notation software flat.io to notate their music on the staff as well as add harmonies through additional instruments. Students calculated the theoretical and experimental probability of each note and rhythm value in their composition. Some musicians ran into a roadblock when whole notes were held across bar lines, but with some creative use of ties they solved the problem. Once the score was completed, students took it a step further to create something called a “graphic score.” This is an alternative way to write music that uses images and other symbols rather than traditional music notation. Students had to think outside the box every step of the way and apply a wide range of knowledge to this project!
Musical Culture
In the fall, students in 5th grade made cultural connections between music and Spanish. Working with middle school Spanish teacher Brianna Meyer, students explored pre-colonial cultures of Central and South America. They then researched a pre-Columbian instrument of their choice. To show their understanding of the instruments’ role in indigenous culture, students created a virtual museum with images, background information, and links to videos of the instrument being played. Students then presented their exhibit and discussed, in Spanish, how the instrument is played and what it is made of and then continued in English about the connection to an instrument or musical tradition in their own culture.
This successful project continued into the spring, with students taking a deep dive into the musical traditions of Cuba. Students learned to identify the 2:3 and 3:2 “son clave” rhythm pattern that is the foundation of most Caribbean musical genres such as Rumba, Salsa, Conga, Reggea, Samba, Bossa Nova and countless others. They are also examining the clave’s origin in African music traditions brought to Cuba via the transatlantic slave trade. Students enjoyed using their hands to make their own claves from birch branches.
Black History Through Art
Lower school music teacher Brittany Brandt and her art counterpart Tietjen Alvarez collaborated on a project during Black History Month. First Mrs. Brandt taught students about musical genres such as jazz, hiphop, pop, and gospel. Students then chose poetry written by African American poets they would then turn into a song. With their knowledge of genres, students chose a genre they thought worked well for their selected poems. Using background tracks in that genre, they created a song or rap using the lyrics of their poem to perform. Next Ms. Tietjen oversaw a mixed media collage project during which each student first chose a genre and an African American or black musician who fit the genre. They incorporated the poems they selected in music class as elements of their art collage. This project explored the creative process in both art and music: creating a collage with meaningful pieces for Black History Month as well as the creative process of organizing the form of a song and making artistic choices that helped the poem shine.
Studying probability through music
Connecting language, culture, and music - making a clave by hand
The intersection of performing and fine arts
Soundtracks
Fifth grade science teacher
Kristen Oberhofer and music teacher Lucia Schaefer married their two subjects by designing a nature documentary soundtrack project. First each student selected an animal to research after learning about classification and adaptations. They then wrote a research paper, accompanying script, and bibliography. On the music side, students explored the elements of music and used relevant vocabulary to describe music. Next they composed new music for nature documentaries on their selected animal, using those elements of music to sonically describe what was happening in the video. Finally, using their original scripts, they recorded and edited voiceover audio to match the documentary’s video.
Educational Videos
Browne’s 7th and 8th graders completed a “Spanish Sesame Street” project that spanned three subjects: Spanish, music and art. Middle school Spanish teacher Brianna Meyer, music teacher Lucia Schaefer, and art teacher Polly Beam designed the project whose purpose was to explore how music, art, and culture are incorporated into children’s programming. Using their Spanish vocabulary, child development research, and pedagogical strategies (i.e., repetition, singing, movements, pictures), the middle schoolers wrote scripts, crafted puppets, and painted scenery. The end results were original video segments targeting young Spanish-speaking viewers. Browne’s lower school students were an eager audience for the finished products.
Working on a nature documentary voiceover and soundtrack
Painting scenery for the “Spanish Sesame Street” project
Perfecting character development and dialogue for their Spanish-language video
ADVANCEMENT NEWS Masquerade Movement Auction
Browne’s community gathered virtually on May 1 for the Masquerade Movement Auction. The annual auction raises funds for professional development for staff, curricular enhancements, need-based tuition assistance, and, this year, COVID safety enhancements. A tremendous thank-you goes to auction co-chairs Raven White and Joni Rae, whose vision, creativity, and energy resulted in an amazing event to support Browne’s students and teachers.
Between the live and silent auctions and the emotional appeal, the event raised $207,000 for Browne Academy. This year’s emotional appeal goal soared past its original $85,000 goal, raising $112,000! This “raise the paddle” money will go toward putting a Clear Touch interactive board in every classroom, as well as other technology enhancements, including a new laser cutter for the Innovation Center.
Even though the auction was virtual, attendees still had a ball from home. While they ate catered dinners from Lori’s Table and sipped the accompanying beverages, guests enjoyed a magician, the Ray Robinson Band, and a competitive round of Jeopardy, hosted by David Post. Thank you to everyone who donated, sponsored, volunteered, attended, bid high, and raised their paddles to support Browne Academy!
A RECORD-SETTING EVENT!
$112,360 Raised for new Clear Touch boards!
SCENES FROM THE EVENING
A CLEAR TOUCH IN EVERY CLASS
This is why we do it: to create engaging, hands-on experiences that will build our children’s foundation for lifelong success. Next year, thanks to our donors’ generosity, every classroom on Browne’s campus will have its own Clear Touch board. These are robust technology tools with “sky’s-the-limit” potential, and they are intuitive and easy to navigate, even for our youngest learners.
Auction co-chair Raven White (center) and her Envision Firm team who made the magic happen on auction night
Auction co-chair Joni Rae (left) taking a break from her official duties to mug for the virtual photo booth
Having fun with meal prep Enjoying the show...and the photo booth Exhausted from the flurry of bidding!
ADVANCEMENT NEWS
Impact of Gifts
Professional Development
Donations to the Annual Fund made it possible for four faculty members to attend this year’s NAIS People of Color Conference (POCC). First grade teacher Sky Wright, 4th grade teacher Rana Johnson, middle school Spanish teacher Brianna Meyer, and school counselor Serie Haeseler found the conference worthwhile, with takeaways they shared with their colleagues and are implementing in their classroom and lives.
Ms. Haeseler stated, “There were a lot of times when I felt uncomfortable...and that was a good thing. I needed to sit with my discomfort and figure out which steps I need to take...to make sure my actions align with my values.” She noted that it is important to figure out where we are now and what we need to do to move toward where we want to be.
Mrs. Johnson underscored the importance of having a Diversity Equity Inclusion curriculum and making sure classroom bookshelves reflect diversity. Since the conference, the book Just Mercy, Bryan Stevenson’s memoir about injustices in the judicial system, has been added to the 8th grade curriculum. Also, Browne continually conducts equity audits of its library collection, making sure it aligns with our support of DEI on campus.
For Ms. Meyer, equitable, anti-racist grading was a POCC topic that resonated with her. She has thought about the impact of grades on each student, realizing that the 0-100% system is based on the presumption that there is a fixed amount of knowledge each student brings to the class. This system has been used to categorize students as workers or bosses. Anti-racist grading means being anti-ableist, as well, realizing that different abilities achieve success differently.
During the POCC, Mrs. Wright recognized that rest and self care are crucial to being her best in the classroom. She commented, “Learning more about rest has really changed my approach to teaching. Now that I have established a rest routine, I am able to be more physically active with my students. I now have energy to even join them in recess fun! I was also able to incorporate various versions of rest into our daily classroom happenings. We have all benefited from a better understanding of rest.”
Mrs. Johnson, pictured during “Read Across America Day,” resolved to ensure our bookshelves reflect diversity.
Mrs. Wright, clearly rested and ready to hit the playground with her 1st graders
ADVANCEMENT NEWS
Update on Annual Giving
Annual Fund-The Annual Fund is a vital component of Browne’s operating budget. Your Annual Fund donations help support curricular and technology improvements, professional development for faculty and staff, and need-based financial aid.
To date we have raised $160,500 from Annual Fund donations and $66,500 to the Endowment in Memory of Wade Otey. Invest in the future of our Bruins and Browne Academy by making a gift to the Annual Fund or Endowment today.
How to Give
Online: www.browneacademy.org
By mail: check made out to Browne Academy Stock/Will/Estate Plan: contact Mike Sasso at 571-451-1005
Gifts made by August 31 will be included in the 2020-2021 Annual Report. Please contact Mike Sasso at msasso@browneacademy.org with any questions.
Every gift matters and helps Browne deliver on its mission. Thank you for your continued support for Browne Academy!
The world is their oyster with the Clear Touch screen.
ADVANCEMENT NEWS
Impact of Gifts
New Stringed Instruments for the Music Department
A grant from the Veverka Family Foundation made it possible for Browne’s music department to purchase new orchestra instruments, including three cellos, four violas, and five violins. Middle school music teacher Lucia Schaefer received an added surprise when she went to pick up the new instruments from Foxes Music in Falls Church: The store generously donated two additional violins, 12 extra bows, five rosins, and finger tape. Ms. Schaefer integrated string playing into the 5th and 6th grade general music curriculum, so now every Browne student will have a string ensemble experience as part of their robust music education!
Thank you to the Veverka Family Foundation for making Browne a grantee and to Foxes, a locally owned music store, for their continued generosity.
Ms. Schaefer picking up new instruments from Foxes Music Learning how to play the new strings in 6th grade music
Preschool Discovery Room
Browne’s preschool students have loved their new Discovery Room. The room was made possible by gifts from grandparents Billy and Ginger Hood and contributions to the 2020 auction emotional appeal for instructional technology upgrades.
Head of Lower School Kim McCue is enthusiastic about the addition of the Discovery Room. She stated, “We are so grateful for the generous donations that made this dream a reality for our youngest learners! This space allows the preschool and junior kindergarten students at Browne to take fun risks, ignite their innovative spirit, and work through the inquiry process with hands on experiences and technology. With exposure to sensory light tables, Osmos on the iPads, Rigamigig building kits, literature-based engineering projects, maze creations, and gardening projects, our children are exploring how the world works. Our intention in creating this STEAM Discovery Room is to spark collaborative curiosity and a problem-solving skills for the students, that will continue through their many years through Browne’s innovative curriculum.”
Browne’s youngest students engaging in some hands-on discovery activities
LIFE AFTER BROWNE
Hannah Miller, Class of 2011, is a Browne “lifer,” and not just because she was a student here from preschool-8th grade. Read the Q&A below for how Hannah went from student to staffer and life lessons she has learned from her time at Browne.
Please talk about all the hats you have worn at Browne, starting with student. I was a student at Browne from preschool Blue with Ms. Janet all the way up to 8th grade. I was also a CIT and assistant staff at Browne Summer Camp. Afterward, I became a camp counselor at Browne Summer Camp and then worked my way to aftercare counselor. I am currently a 2nd grade teacher.
Where did you go to high school and college?
I went to Bishop Ireton High School right after Browne and studied teaching at Marymount University.
What keeps bringing you back to Browne?
I just can't get away from Browne, and I think it has to do with how close the community is. Ever since I was little, I always thought of Browne as "my second home." I was there from 7 o'clock in the morning until 5 o'clock at night. When you are at a place so often you get really comfortable, which is how I felt while being a student at Browne. When I got older and became a staff member and teacher, I still felt the warmth that the Browne community upholds to this day. This is what keeps drawing me back into this wonderful place.
Any important life lessons you learned as a student? Any important new life lessons you are learning as a teacher?
Some important life lessons that I learned as a student were to always be kind and to always have a thoughtful character. Being a student at Browne also taught me to give my best effort at anything I do. Important life lessons that I am learning as a teacher are along the same lines that I learned as a student, to always value character. I think that in the world, a great life lesson is to always be an empathetic, kind, and helpful community member. Something that I continue to ask daily to my students is how can we grow from yesterday to today. Did we grow academically? Did you learn something new? Did you grow by being kinder and helping out a friend in need? I believe that by having that mindset, it will continue to help my students to strive for the greatness that I know that they have.
Do you keep in touch with your school friends from Browne?
Yes- I still do keep in touch with some of my friends from Browne. I have made some lifelong friends here and those are some of my best friendships to this day.
What do you like to do in your spare time?
I like to go running and work out. Although COVID has put a halt on exercising at the gym, I still try to do as many home-workouts as I can. I also enjoy being outside in the sun by going to the beach or being out in nature.
What’s the first thing you want to do when the word goes back to normal again?
The first thing that I am going to do when the world goes back to normal again is to travel to as many tropical places as possible.
What’s your favorite children’s book and why?
My favorite children's book is The Day You Begin by Jacqueline Woodson. I enjoy this book because of its creative illustrations by Rafael Lopez and the descriptive language that helps any student adjust on their first day of school or any first activity they begin. I do recommend checking it out.
Hannah Miller’s Browne kindergarten photo
Ms. Miller now
LIFE AFTER BROWNE
Grateful to this Day for her Teachers at Browne
Diana Winter, Class of 2008 -- I started at Browne Academy when I was four years old. Mrs. Rosen’s Preschool Red classroom was located in a temporary trailer and we still held all of our school-wide events in the outdoor wooded amphitheater. In my 10 years as a student at Browne Academy, many things changed. We had three different school leaders, the preschool relocated, the amphitheater was replaced by the CAPA building, and the middle school building was completed. When I was in preschool, I distinctly remember the older kids calling me “OshKosh Girl” because that’s where my mom bought most of my clothes – at some point in the early 2000s we switched to the uniform that is still used today. (I haven’t worn a single pair of khaki pants since I graduated in 2008.)
One thing that never changed over the 10 years that I was enrolled at Browne was the dedication of every adult there to the lives of the students. In my own experience, the most poignant example of this was when my father was diagnosed with brain cancer. I was in 6th grade, which is already a terrifying time for most kids. In addition to the normal concerns about fitting in and fighting the scourge of acne on my forehead, I was losing one of the most important people in my life up to that point, and my Browne Academy teachers showed up in ways that went far beyond their job descriptions.
Mrs. Rosen drove me to the hospital after school when my mom could not come to get me - eight years after I had left her class – and sat with my dad in his hospital room to reminisce about when I was little. Mr. Clain told me that if I ever needed to step out of class for a little bit and talk, I was more than welcome to come sit in his office and talk, read, or look at his coin collection. Mr. Sasso started an after-school club called “Running for a Cause” so my classmates could train to participate in the Race for Hope 5K to raise money for brain cancer research. Ms. King gave me a small ceramic heart-shaped box with the lyrics to Box of Rain by the Grateful Dead (my mom’s favorite band) printed on the inside. The list goes on.
I cannot begin to describe how grateful I am to this day for every teacher who went out of their way to support me and my family during such a difficult time. Over the years, I have come to understand that what I experienced as a student at Browne is rare. Most children do not have a teacher who can drive them to the hospital, spend time showing them antique coins, lead after school clubs, or give them beautiful heartfelt gifts. I have been fortunate throughout my education to have teachers who can show up for me and my classmates in these ways, but in this country and across the world, most children are not so lucky.
I graduated from the College of William and Mary in 2016 and I joined the Peace Corps as an education volunteer in Ethiopia. My colleagues at Enewari Millennium Secondary and General Preparatory School, a rural high school five hours from Addis Ababa, cared deeply about their students. However, most of them were teaching six or more class sections, each with forty or more students. Most of the students at the school were struggling to meet basic grade-level learning targets and only a handful were expected to move on to the university level. It becomes very difficult in a situation like this to meet the needs of each of your students individually. Teachers are constrained by inadequate resources, inflexible policies, poor professional support, and countless other challenges in every place that you find schools - in Africa, in Asia, in Europe, and most certainly in the United States.
Today I work as the Associate Director of an education non-profit based in Kampala, Uganda called Elevate: Partners for Education. Our core programs focus on identifying, supporting, and sharing practices that teachers, school leaders, parents, and community members have developed to improve children’s learning outcomes in rural areas. I absolutely love my job because I get to work with educators who are passionate about finding ways that they can better support students, despite the many financial and policy constraints they face in their profession. During the COVID-19 pandemic, we have been hosting a weekly radio program across six districts of Uganda where teachers, parents, and administrators have been coming together to discuss the challenges they have faced due to school closures across the country and the solutions they are implementing to try and address learning loss, dropout, and the rise in child labor across the region. It is my hope that in some small way the work I am doing at Elevate is helping educators to show up for their students the way that my teachers at Browne were able to show up for me.
Diana Winter
LIFE AFTER BROWNE
Class of 2010, Reconnecting in Medical School
Yousef Beidas, Class of 2010-- My name is Yousef Beidas and I graduated from Browne Academy in 2010. I went on to attend SSSAS for high school and then William and Mary after that. I graduated from William and Mary in 2018 with a B.S. in biology and a minor in public health. I decided to do my master’s at Boston University immediately after and applied to medical school during my second year there. I am currently a first-year medical student at Eastern Virginia Medical School, pursuing my M.D.
The one thing I can always attribute to my success is the rigorous academics that Browne Academy provides to its students. I learned how to work hard, especially in Ms. Cheney’s math class, whose work I will never forget. I am grateful for my time at Browne Academy as it helped develop me into the person I am today. Mr. Post’s PE classes are some of my most fond memories at school because of the creative games we used to play. Mr. Post made it easy to look forward to school every day. My biggest piece of advice to current students is trusting the process when it comes to the hard work that Browne Academy assigns. The work assigned definitely challenged me and made high school much easier than I thought it was going to be. I developed critical thinking skills and learned how to write well.
Rayghan Larick, Class of 2010 -- It’s hard to believe it’s been more than 10 years since I graduated from Browne Academy in 2010! I remember my days at Browne like they were yesterday—from Ms. Cheney’s geometry class to PE with Mr. Post to taking on school rivals as goalie on the soccer field. When I look back on my time at Browne, I am filled with an overwhelming sense of honor and pride. I feel incredibly grateful to have grown up surrounded by dedicated teachers and cherished classmates, some of whom have become lifelong friends. Browne Academy is where I discovered my love of learning that has, without a doubt, led me to where I am today.
After graduating from Browne, I attended Bishop Ireton High School in Alexandria, VA. It was the academic and social foundation that Browne provided me that allowed me to excel in high school. I was well-prepared to succeed in honors and Advanced Placement (AP) courses and to take on leadership positions in various extracurricular activities. My love of sports and competition first sparked at Browne was further fueled at Bishop Ireton on the volleyball court. Upon graduating, I attended the University of Virginia where I majored in kinesiology and then stayed an extra year to complete my master’s in exercise physiology.
I trace my love of science back to Mr. Sasso’s 5th and 6th grade science classes. It was at Browne Academy that I first knew I would one day pursue a career in science. Somewhere between 5th grade and now, I found a calling in medicine. I am currently in my first year of medical school pursuing my M.D. at Eastern Virginia Medical School in Norfolk, VA. Amid a global pandemic, my first year of medical school has been anything but ordinary. Between navigating a mostly virtual learning environment and the rigor of medical school, I’ve found comfort in knowing I’m exactly where I’m supposed to be. One of the most surprising aspects of medical school was realizing I would again have the privilege of being classmates with my fellow Browne alumnus and friend, Yousef Beidas! I can’t wait to see where the next four years take us!
Rayghan Larick
Yousef Beidas
LIFE AFTER BROWNE
Pursuing Curiosity, Making a Difference
Ryan Seldon, Class of 2007
I’m Ryan Seldon of the Browne Academy Class of 2007. Today, as a Senior Software Engineer with Cruise, I help make Autonomous Vehicles - robotic cars driven entirely by a computer rather than a human driver. I’ve been living in Colorado for the past two years, having taken my work remote from San Francisco, to spend my free time outdoors rock climbing, hiking, and skiing.
I started at Browne in 6th grade for middle school years that shaped me deeply - I had teachers pushing me toward ever-increasing potential and friends with whom I made cherished memories. I highly valued the closeknit community that I found at Browne, and this small feel played no small role in my choice to go to the Maret School for high school, in an admittedly very tough choice between Maret and Thomas Jefferson High School for Science and Technology. Beyond the huge inherent value I place in those small-community relationships I would make at Maret, I think those relationships with my teachers and the college counseling office were key in finding the perfect fit for college. I earned my undergraduate degree in 2015 from Harvey Mudd College, a small, STEM-focused liberal arts college in Southern California. I majored in engineering (a mix of mechanical and electrical) with an emphasis in environmental analysis; I also took a healthy dose of courses in computer science. Harvey Mudd is not on everyone’s radar, but for students set on studying math, science, and technology, I would definitely recommend putting it on your list as one of the most rigorous STEM programs you can find.
Today, I work at Cruise to help make robotic cars that will be driven entirely by a computer - no gas or brake pedals, nor even a steering wheel. I hope this all-electric fleet will displace personal gas vehicles, making city streets and air cleaner while making transportation more convenient and accessible, all while bringing a level of safety unmatched by any human driver. My specific work is in simulation, which means creating virtual worlds - like in a video game - where the cars are tested in countless ways to make sure they are safe before going on the road. In my move to Software at Cruise I have found an ability to start making a difference very quickly, and, for any student aspiring to change the world, I recommend studying software as one potential avenue to realizing those dreams.
I can trace much of my academic and professional growth to experiences at Browne where I was encouraged to pursue a sense of curiosity across all fields. I see much of that growth as rooted in a personal love for math I had, and my teachers at Browne went out of their way to help me follow that interest - by challenging me in class, through opting to run extracurriculars like the Mathcounts team, and even in writing me recommendations to encourage me to apply to math summer camps. It wasn’t just the math department at Browne that brought this notable sense of challenge combined with unlimited room to grow. More broadly, the way in which teachers pushed me to be my best in all fields at Browne gave me foundations in the skills of inquiry, communication, interpersonal connection, and interpretation of socio-political context. It is these skills that help me today as I try to align my impact on the world around me with a sense of the greater good, both in my work and in my activism. Even today, writing code that can bring robots to life feels to me like magic or science fiction that is achievable in real life; as I look back on my time at Browne, I realize more and more just how much those experiences were forming the foundation of an ability to work on amazing projects. To current students: Imagine without constraints all the ways you could change the world, and frame the things you’re learning today as skills to hone that will help you to make that difference.
Hi, Class of 2012!
Where are you now? We’d love to know what you’ve been up to since you graduated!
Ryan Seldon
LIFE AFTER BROWNE
Elizabeth Hunter and Kim Lundberg, Class of 1994
Elizabeth (Ahlgren) Hunter and Kim Lundberg (Browne Class of 1994) have been friends since they met on that first day of 3rd grade at Browne Academy in 1988. They are both only children and people often asked if they were sisters. They were together from 3rd to 8th grade, playing softball and basketball together for many years. Liz attended Bishop Ireton High School where she played softball. Kim moved to San Antonio, TX, and attended Randolph High School where she played volleyball. They continued to write letters via snail mail, then eventually kept in touch by e-mail and Instant Messenger. In 1996, Kim’s parents surprised her by flying Elizabeth to Orlando so they could spend a week at Disney World together. Liz attended Longwood College (now Longwood University) in Farmville, VA, where she majored in elementary education, played varsity softball, and met her husband Eric. Kim moved back to the East Coast and attended Franklin & Marshall College in Lancaster, PA, where she majored in biology and government, minored in mathematics, and played varsity volleyball. Liz completed a Master’s in Library Science and has served as an elementary school teacher and librarian for 18 years in Chesterfield, VA. She will celebrate 16 years of marriage with Eric this November and they have two daughters Megan (8) and Sarah (5). Kim completed a Master’s in International Affairs and Masters in Public Health from George Washington University in 2005. She has been working in public health research, data analytics, and project management for the past 15 years. She is currently a health specialist at the Department of Health and Human Services. Kim has been married to her husband, Karl, for 7 years and they have one son Courtland (5). Liz and Kim continue to get their families together several times a year and remain close friends.
Malaika Murphy, Class of 2003
Malaika Murphy graduated from Browne in 2003 and went on to attend Massanutten Military Academy. After graduating from the Academy in 2011, Malaika attended the University of Maryland where she majored in business management. She currently resides in Alexandria with her family, working as a web developer for a non profit organization. She also assists in the orchestration of medical missions to help millions of people all over the world.
Mustafa Beidas, Class of 2013
Mustafa Beidas, Browne Class of 2013, recently received the Phi Kappa Phi Medallion Award as the top graduating senior in the College of Science at Virginia Tech. Only one such award is given to each college at Virginia Tech. After graduating from Browne in 2013, Mustafa completed high school at Gonzaga in 2017. He then went to Virginia Tech, majoring in biology with a minor in chemistry.
In August 2021, Mustafa will join AmeriCorps for a year of service, dedicating 1700 volunteer hours to mentor and educate inner-city school kids in the District of Columbia.
His family strongly feels that Mustafa’s pursuit of perfection and his love of service were cultivated with Browne Academy’s core values of Excellence, Diversity, Character & Community. They thank the school from the bottom of their hearts.
Matthew Lettieri, Class of 2016
Matthew Lettieri, class of 2016, graduated from Bishop O’Connell in the spring of 2020, after captaining the ice hockey team and earning the rank of Eagle Scout. This past fall, Matthew started studying bioengineering at the University of Pittsburgh’s Swanson School of Engineering.
Olivia Short, Class of 2019
L to R: Fawzia Beidas ‘20 (Mustafa’s sister),Bassem Beidas (Mustafa’s dad), Rania Beidas ‘22 (Mustafa’s sister), Sawsan Beidas (Mustafa’s mom), Mustafa, Dr. Mike Rosenzweig of the College of Science at Virginia Tech and the Director of Biological Sciences Outreach Program, Tohfe Beidas ‘16 (Mustafa’s sister)
Olivia Short graduated from Browne in 2019. “Life at Browne Academy has been great. By attending Mercersburg, I have met so many amazing people worldwide and have had many great experiences at my school so far. Going to boarding school has been one of the best experiences in my life. Starting at a new school was interesting after being a lifer at Browne. There are so many memories, and lessons learned that prepared me for Mercersburg Academy. I began to try new things, such as diving, and became the second freshman to become a varsity diver in the past decade. After diving for only four months, I earned my first varsity letter, which is extremely rare. Browne taught me about trying new things out of my comfort zone, which was incredibly helpful.”
Elizabeth Hunter and Kim Lundberg
LIFE AFTER BROWNE
Ella Platt, Class of 2018 - Winner of the Browne Academy Alumni Raffle Swag! Ella Platt has been a part of Browne since preschool, both as a student and a camper. Although she graduated from Browne in 2018, she is still a familiar face around campus. Throughout her high school career at St. John’s College High School, Ella has remained active in the Browne community. She works at Browne Summer Camp and as an aftercare counselor during the school year. Well-known around campus for her artistic talent, Ella also has a passion for space and hopes to study astrophysics, as well as art, in college. In her free time, Ella enjoys art (obviously) and getting creative with her hair and nails. She also spends time with her siblings.
When asked what draws her back to the school, Ella commented, “The Browne community is a big family, and that is what has kept me here. Whatever I am doing (even when I looked at high schools), I always look for the sense of community that Browne has.” She is still in touch with her Browne classmates and loves reconnecting with her camp friends during the summer. High school is a busy time of life, and Browne is delighted that Ella still finds time to contribute to our community!
for
Have class notes or a story to share with Browne? Email communications@browneacademy.org.
Need to update your contact information? Visit https://www.browneacademy.org/support-browne/alumni and fill in your information.
College Choices - Browne Academy Class of 2017
At left, Browne alumna and aftercare staff member Ella Platt poses with friends and her new Yeti. Submit your alumni update
your chance to win cool swag!
The Browne Class of 2017 during their 8th grade trip
SPECIAL VISITORS
In April Gordon Stephens and his daughter Lauren Stephens made a special trip to Virginia from Georgia to visit Browne Academy. Why? Mr. Stephens’ mother was the sister of Marion Browne, founder of the school!
Mr. Stephens spent the first few years of his school life in Browne Academy, back when it was Brownie School, and he and his daughter were eager to learn more about their family’s legacy.
Ms. Stephens stated, “It seems that you have certainly cultivated a wonderful learning environment and that's something we're very proud of.”
After his visit, Mr. Stephens heartily thanked the school for hosting him and wrote, “Great job with the school! Keep it up!”
Thank you, Stephens family, for making the effort to learn more about Browne’s journey from 1941 until today. We loved having you on campus and promise to keep honoring your family’s legacy.
HOMECOMING
Bonita Lea Returns to Browne
Bonita Lea will return to Browne for the 2021-2022 school year as associate head of school and head of middle school. After serving 20 years at Browne as a kindergarten teacher, middle school math teacher, and head of lower school, Ms. Lea left our hallowed halls in 2017 to become head of school for Houston’s Westside Montessori School, which educates children from 18 months to 14 years old. Ms. Lea is returning to the mid-Atlantic to be closer to her family in Maryland. She is also eager to rejoin Browne, because she considers our community extended family.
Ms. Lee commented, “One of the things I missed about Browne is being part of a larger team comprised of both administrators and teachers. This collaborative nature of the Browne faculty and staff is a big draw for me. In addition, my long history with the school puts me in a great position to hit the ground running when I return.”
Welcome home, Bonita Lea!
Gordon and Lauren Stephens during their visit to campus
Proud to be a member of the Browne family...literally!
Bonita Lea
With Mrs. Otey in front of the Greystone
A huge THANK YOU to our faculty, staff, and community for rallying during a difficult, unprecedented year. Although school looked different, our campus successfully stayed open! Every Browne Academy student experienced the personal, nurturing, best-in-class educational environment for which Browne has always been known.
