Bonita Lea Associate Head of School & Head of Middle School
Ann Feeley-Leetz Business Manager & CFO
Kimberly McCue Head of Lower School (PS-Grade 4)
Mike Sasso Director of Advancement and Institutional Growth
Steve Marshall
Director of Enrollment & Auxiliary Programs
Bethany Weinstein Communications Manager
2021-2022 Board of Trustees
Mrs. Joan DeBoer, Board Chair Mr. Charles Platt, Vice Chair
Mrs. Dawn Biggins
Mrs. Jacquie Bloom
Mr. Bryan Bonner
Mr. Je rey Brooks
Mr. Earl Brown
Ms. Julia Ebron
Ms. Valerie Hardy
COL Christopher Lettieri
Mr. Michael Lowsen
Ms. Cecelia Prewett
Mr. Je rey Short
Ms. Patricia St. George
Mr. Peter Aliferis, Trustee Emeritus
Mr. A. Everett Hoeg, III, Ex-O cio
JK students celebrating Browne’s maintenance crew on a special appreciation day for “ e Guys,” as they are affectionately known on campus
Dear Browne Academy Community,
HEAD OF SCHOOL’S MESSAGE
We all belong to multiple communities. What does community mean, however, when we refer to it as one of Browne Academy’s core values? I’ve asked myself that question a million times since joining Browne Academy in 2014, but the question has taken on new importance since the pandemic.
When I taught 1st grade, my students learned that a community is a group of people working and/or living together to achieve a common goal. at was a great working de nition for 7-year-olds, but it means so much more. A healthy community has implied responsibilities for all its members and requires that decisions and actions re ect the collective needs of its members over individual needs.
Prior to the pandemic, I would have described the Browne community through the events that we shared and the feelings of belonging, understanding and respect that resulted from those community gatherings. But, a er much re ection, I’ve realized that the depth of our community re ects so much more than the times we share. I know this to be true because over the last two years when we could not host in-person events and when just being in school itself was a feat, our community continued to thrive and strengthen.
In spite of our di ering viewpoints and life experiences, we share a common goal: our mutual commitment to the growth and well-being of the children. No matter the constituency, we are all committed to providing each child in our community the best opportunities to learn, grow and thrive as individuals. It is this shared commitment that binds us as a community and strengthens us as an institution.
When students graduate from Browne, they take with them the knowledge, skills and self-con dence to face new challenges. Having bene ted from this loving, supportive community, graduates know what healthy relationships look like and they know how to advocate for themselves as individuals and learners.
I thank each of you for the role you play in making our community a healthy, happy environment for student success. Together we are a thriving community, committed to the success of every child. is publication documents the strength and commitment we share. Enjoy reading about the successes and challenges our students face as they grow and the successes our alumni experience as professionals who began their career preparations at Browne.
Peggy Otey Head of School
Mrs. Otey
Professional Artist Educators Draw Out Student Creativity
Tietjen Alvarez, Browne’s lower school art teacher, had an unusual artistic journey before nding her home at Browne. She grew up in a Marine Corps family and attended Virginia Tech, where she earned her art degree. A er graduation, she started her art career in aviation illustration for the Marines. Working as a commissioned artist, she created detailed paintings of aircra for occasions such as changes of command and military retirements. e positive feedback she received from pilots whose aircra she depicted piqued her interest in ultra-realism, her favorite genre to this day.
Additional commissions include a show for Turkey’s Isik University for its inaugural commencement. e university ew over 10 of Ms. Alvarez’s paintings. She counts the exhibit as her “biggest art show.” Cleary, the school was impressed with her talent, as Isik recently invited Ms. Alvarez to do another show there. Although COVID put the plan on hold, Ms. Alvarez plans to bring her next show at Isik to fruition in the near future.
A seasoned world traveler, Ms. Alvarez has found her greatest in uence through her time in Turkey, the Middle East, and driving the “roads less traveled” across the U.S. She fell in love with Americana and scenes that evoke nostalgia. Her paintings of roadside restaurants, signs, and sites exude such realism that viewers might assume they are looking at a photograph.
Ms. Alvarez is o en considered an “uno cial artist in residence at Browne.” She spends non-class time creating her own work, and her students eagerly track her progress from conception to completion. Each year she donates a giclee print of one of her pieces to the Browne auction; as a result, several lucky Browne families get to display Ms. Alvarez’s work in their own homes.
She brings extreme creativity to her classroom, as well. Her students undertake projects ranging from Matisse to Record Store Day to Amanda Gorman portraits to using the art room as a maker space. But behind these varied and multi-faceted projects is Ms. Alvarez’s dedication to discipline-based art. She said, “I am a big believer in art education, process, elements, and language. Being gi ed alone is not the ticket to artistic success. Part of my job as a teacher is to empower the students with self-con dence along with skill development. An artist should always feel con dent in the process for whatever medium they are exploring.”
Her students undertake projects that are age-appropriate, and also culturally and currently relevant.
“We like to push limits,” Ms. Alvarez noted, “not just of the imagination, but also each child’s comfort level. Even my youngest students feel safe coming to me and asking to work outside their comfort zone. As they move toward middle school, I encourage my older students to express themselves and be more vulnerable. I want them to move to middle school equipped with the foundation to continue their creative journey, but also with the con dence to do so in their own artistic voice.”
roughout the article above are Ms. Alvarez’s favorite ultra-realistic paintings from her portfolio.
Ms. Alvarez working with a student on her Record Store Day album cover
Welcome to the Lower School Art Gallery
Butter ies - PS
Self-Portraits - JK
Chalk Butter ies K
Self-Portraits with bubbles - 1st
Owls - 2nd
Amanda Gorman
Portraits - 3rd
Food Art - 4th
Polly Beam, Browne’s middle school art teacher since 2019, studied illustration at Pratt Institute in Brooklyn. Upon graduation she pursued illustration, which is generally freelance work. As she explored freelancing, Ms. Beam realized that the business of art was not full lling for her and that teaching was where her passion lay. She started her teaching career in the Shenandoah Valley, where she grew up, and later back in New York, where she tutored and then taught in the Bronx.
Fortunate to teach all school age ranges, Ms. Beam found herself drawn to middle school, because they are years of growth. She said, “Middle schoolers are old enough to tackle more challenging projects and materials (we learn safe use of tools like x-acto knives and hot glue guns toward the end of 6th grade), but they’re still young enough to get really excited about things. It’s also an amazing period of transition. In 5th grade, kids love free draw time. eir imaginations are vivid, and they’re interested in exploring new materials and techniques. In 6th grade, they become much more self-conscious about their work, so my job is to help them keep a growth mindset and nd projects they feel really positive about. Seventh grade sees a big uptick in students’ sense of fairness and justice, which makes it a great time to look at currently-working artists, who o en focus on related issues. By 8th grade, I know their artistic strengths and challenges and can help guide them in more independent projects. It’s so satisfying to see each student develop their own artistic style over the four years I work with them!”
At Browne, Ms. Beam is thrilled that she gets to create her own curriculum and that exploration is highly encouraged. “My training in New York made me aware that it is important to hit several genres each year, building on the students’ skills as they grow,” she commented. “Take mixed media in 3D, for example. In 5th grade, students design and create a Greek mask (aligns with history unit), in 6th they create a recycled art sculpture, in 7th they make a plaster cast of their arm and paint it with cultural symbols, and in 8th they make lightboxes, where they layer paper to create a 3-D scene.” Besides her regular art classes, Ms. Beam also teaches electives that have included ber art, taught with Ms. Cheney, and graphic novel creation. She hopes to o er a children’s book illustration elective in the future.
e opportunity to o er cross-curricular projects is something that Ms. Beam appreciates about Browne. One of her favorites has been the Calle Oso project that 7th and 8th grade students undertook last year. is project–imagine a Spanish Sesame Street segment– spanned art, Spanish, and music. Students engineered mouth mechanisms for their puppets, cra ed puppets, and lmed their segment. In fact, Ms. Beam and Spanish teacher Brianna Meyer were invited to present this project at the Northeastern Conference of Teachers of Foreign Languages conference in New York earlier this year (see page 25 for details).
As her students y the Browne nest for high school, Ms. Beam wants them to understand that art processes do not only apply to ne art. “Even if you don’t take art in high school, being able to gure out how things are made is important and applies to all subjects,” she advises. “Problem-solving is one of the things I try emphasize most. Eighth grade recently completed their light boxes - one of my favorite projects. I walk them through the process of creating the stacked paper pieces, but by the time they’re ready to create the exterior box, I hand them a few sample boxes and ask them to gure it out. By reverse engineering the box, they’re using similar skills as designers in STEM elds. It’s the same process teachers go through with backwards design, when you identify the goal of a unit and then chart out how your students will get there.”
In her spare time, Ms. Beam loves to travel and lists a summer in Southeast Asia as the next big trip she’d like to take. She also continues to practice her own art, keeping a sketchbook, and working on her portfolio of both hand and digital illustrations. She would love to get an agent, with the ultimate goal of having a children’s book published.
Ms. Beam creates both by hand and through digital illustration, as seen in the works above
Ms. Beam conferring with a student on an animation project
A Visit to the Middle School Art Gallery
Donuts, a custom mask, and stu ed emojis from the ber arts elective
Greek masks -5th grade
Recycled art - 6th grade
Plaster cast - 7th grade
Lightbox - 8th grade
e Sky’s the Limit for Mrs. Wright
First grade teacher Sky Wright is originally from Chicago, but le to brave the warmer climate of Washington, DC, while completing a teaching licensing program. She enjoyed DC so much, she decided to stay in the area, and fortunately, for Browne, was drawn to the school. “A er exploring the website, I could tell right away that Browne didn’t just list diversity on the website, but practiced diversity in deed. All of my interactions with leadership and faculty were kind and genuine from our initial meeting, and I knew it was a community I wanted to be a part of!” she explained.
Mrs. Wright, who holds elementary teaching licensure, has a bachelor’s degree in clinical psychology, a master’s in curriculum and instruction, and currently is a doctoral student studying educational leadership. Asked about her favorite aspect of teaching, she said, “I love to see students have aha! moments. When information clicks for them or they are able to make connections, I know that they have an understanding that goes beyond a textbook.”
Just as Mrs. Wright is a positive role model for her students, she values the in uence of her friends and family. “ ey truly back my decisions and cheer me on 100%. With their constant love and support, I am able to reach and exceed my goals!” she commented. Mrs. Wright takes her personal experience and supports her students in the same way.
When not inspiring Browne’s students, Mrs. Wright has a cool hobby: sneaker collecting! She said she is “always connecting with people all around the world to nd the rarest sneakers around.” She mentioned she would also love to “try my hand at photography. I love taking pictures and would like to grow my skills in that area.”
Mrs. Wright chose the words “kind, methodical, dedicated” when asked for three adjectives to describe herself.
Kim McCue, Head of Lower School, believes those adjectives are accurate, saying, “Sky is one of the most dedicated and caring people I have ever known, and I am forever grateful that our paths crossed, as I am better for having her in my life. She creates instant connections with students and sta , fosters a caring and collaborative community, and teaches with precision and passion. She is a natural, making teaching look so easy, and we all know that is not the case!”
Mrs. Wright, thank you for giving up the cold of Chicago to warm the heart of our school.
Mrs. Wright celebrating an aha! moment in reading with her students
Mrs. Wright puts a pair of her collectible sneakers to the playground test.
HALLOWEEN
is year Browne’s students and sta went all-out on costumes for the annual Halloween parade. A er building up some scary appetites during the parade, students enjoyed a pizza lunch (courtesy of the Parents Association) and then participated in fun- lled classroom activities.
Community & Service
Veterans Day
For Browne’s Veterans Day celebrations, students at all grade levels participated in activities to honor our veterans. For example, Browne’s campus driveway was lined with American ags that led to a unique art installation created by our 7th and 8th graders. Each plate represented a member of the Browne community who has served. As a Purple Star School recognized for our commitment to military families, we thank all veterans for their bravery and service.
All grades expressed their gratitude for our veterans through art and other activities.
Scan this QR code to watch our Veterans Day video.
Raising Dwarfism Awareness
On October 25, Browne Academy celebrated International Dwarfism Awareness Day. To support Little People, their families, and a family in the Browne community, the school invited students, staff and faculty to wear green. e community celebrated advocacy, pride, and the willingness to fight for equity for Little People like Browne JK student Nia as they continue breaking physical and social barriers. Spreading awareness of dwarfism and honoring Little People is just one of the ways Browne Academy lives its core value of diversity.
JK student Nia (far right) raising dwarfism awareness with her classmates
SCA Leads Service Projects
Browne Academy’s Student Council Association (SCA) recently spearheaded a community-wide service project to stock Dr. Bear’s Closet at Children’s National Medical Center. Dr. Bear’s Closet accepts donations including toys, books, games, clothing, and gi cards to bring joy and some normalcy to children who are hospitalized. anks to the generosity of Browne’s families, the SCA collected over 200 gi s and delivered them to the hospital, spreading some cheer to families who need it most. SCA President Rania Beidas was grateful for the community’s contributions to the drive, commenting, “I am so glad that we made a huge impact and that the kids will have items to make them happy while they are going through hard times! ank you to everyone for their support!”
Never too Young to Help
During the holiday season the Preschool/JK classes took part in a kindness service project to deliver warm sleepwear to children in need. e students collected new pajamas to donate to DC-based Community Family Life Services, which distributed Browne’s donations to children in shelters, orphanages, and foster care facilities.
rough the PUSO Foundation, our youngest students collected shoes to help people in the Dominican Republic. e children -- and teachers -- were thrilled when they received a video thanking them for their help. Browne’s students realize at a young age the importance of service and how doing good feels good.
Top photos: Prechoolers in pajamas smiled in front of the pajama tree. Bottom: Browne received special thanks from Dominican children.
Community & Service
Art on the Avenue
Browne always loves participating in Del Ray’s annual Art on the Avenue festival. is year our booth featured a take-home circuit cra that combined science and art into a bright nished product. We are also proud of Browne alumna, Abby, who had her own booth at Art on the Avenue.
Music, Marketing, Service
Following the success of last year’s Browne Academy sound logo project, Lucia Schaefer’s 8th grade music students once again got their creative juices owing. is year the sound logo project was outward-focused, to bene t Alexandria’s Child and Family Network Centers (CFNC). e students divided into two teams, District Chordz and Swag Sounds, to produce sound logos that re ected the organization’s mission and community. e students then presented their creative process and nished products to CFNC representatives, who had the monumental task of selecting the logo for their organization.
Swag Sounds presenting their sound logo creations to CFNC staff via Zoom
Working on the circuit cra at Art on the Avenue
Browne alumna Abby’s colorful pooch paintings benefit the Animal Welfare League of Alexandria.
District Chordz and Swag Sounds designed their own visual logos for the competition.
Drawing Paws for a Cause
What began as a simple collaboration between Browne Academy’s kindergarten students and the Animal Welfare League of Alexandria (AWLA) morphed and grew into something truly amazing. e students used their passion for animals, and what they have learned about empathy, to make magic!
Kindergarten teachers Rebecca Culbreth and Maddie Fields helped students research all types of creatures to gure out what types of animals made good pets, and why. Students spent time looking on the AWLA website and reading about the animals up for adoption, and what kinds of homes would be best. Kindergarten had a Zoom eld trip to meet some AWLA animals and learn how AWLA sta supports the animals and pet lovers in our community. e children also made personal connections, as their classroom pet Peter Rabbit is an AWLA alum!
To reinforce their persuasive writing unit in the classroom, students used what they learned during their AWLA virtual visit to write persuasive stories and signs convincing potential adopters to look into rescuing from the AWLA. Lots of details were included, as the students described speci c animals as well as wrote general reasons why pets would be perfect ts for a variety of families. ese writings were shared with the AWLA, who then hung them up around the animal shelter for adopters to read!
In innovation and science classes, the students worked with their teachers to learn about animal instincts and how they guide what toys they prefer. e students created cat toys and pillows for the animals.
As they learned what it takes to help animals, the students were determined to raise funds to sponsor the adoption fees for an animal. e kindergarten artists welcomed well over a hundred photos of Browne community pets, and students worked hard
to create one-of-a-kind portraits of each animal. Families paid $1 per portrait, and there was a Portrait Pick Up Party during carline! One of Browne’s kindergarten families has personal connections to the AWLA, a former employee mom and a current volunteer aunt, and they came to rock out to music and help pass out the adorable and creative portraits.
Overall, kindergarten raised more than $340! at is enough to sponsor the adoption fees for an animal, and more. e Zebra newspaper even ran a story on this community project. Browne’s kindergarten students–and teachers!–are so excited about what they were able to accomplish through this incredible project-based learning experience.
Top to bottom: researching animals, working on a rabbit portrait, Zebra coverage of Browne’s check presentation to the Animal Welfare League of Alexandria , a finished puppy portrait
Mountain Campus
Each year Browne’s middle schoolers look forward to their Mountain Campus experience. is year 5th and 6th grade stayed on Browne’s campus for a day of Mountain Campus activities, while 7th and 8th grade students went to the Outdoor Learning Center in Harrisonburg, VA, for the traditional two-night experience. Besides promoting teamwork and leadership, Mountain Campus encourages “challenge by choice,” in which students decide independently whether to undertake a challenge. Having this agency over their individual decisions is bene cial because it deepens the children’s learning experience.
Seventh grader Grace Laha noticed that each mountain campus experience builds on the earlier ones, saying, “Mountain Campus was a great experience for the whole grade, and I discovered a lot of things that I liked about Mountain Campus that I didn’t realize the rst time. I liked the ropes course the second time, because we got to do more of it, and I pushed myself more.”
e trip also can help students grow personally, as another 7th grader noted: “I thought Mountain Campus was fun because we got to do so many cool things like ziplining and hiking up a mountain. It was my rst time overnight without my parents and, surprisingly, it was ok, and I managed to sleep!”
A PEEK INTO THE BROWNE EXPERIENCE
Testing the Waters... Literally
Middle School science teacher Kristen Oberhofer challenged her 6th graders to create a water ltration system during their water testing unit. e goal of this project was for the students’ design to remove particulates that Ms. Oberhofer put into the water at the beginning. A er running the water through the lters that they constructed, students were able to measure the turbidity (amount of suspended particulates) in the water using the Vernier probes. e class used the ClearTouch board to display and discuss results.
District Chorus
Five singers from Browne joined over 200 7th and 8th grade students from all over Northern Virginia in auditioning for 2022 District Chorus. Each vocalist had to prepare a solo piece, sing a major scale, and sight read a passage. ree of the ve Browne musicians earned a high enough score for entrance into this honors choir, with a special congratulations to Sammie Weinstein and Joel Crump for earning the second highest score in their respective voice categories!
Middle School Music Teacher Ms. Schaefer led the Soprano Sectional to prepare the performers for guest conductor Jessica Cummings from Baltimore’s Peabody Institute. Everyone did an amazing job showcasing Browne’s musical talent. A big round of applause to all of our singers!
“Outsider Art” Comes to Browne
Browne’s middle school students had the opportunity to view works by 20th-century “outsider” artists including Jimmy Lee Sudduth, Emma Lee Moss, and Roy Ferdinand. Outsider art is typically created by artists who haven’t had formal training, o en using readily available materials, such as house paint, scrap metal, and plywood.
Each student selected one piece to draw themselves and chose three facts from an artist’s biography to guide a robust class discussion. Many thanks to the Nuckols-Prewett family for lending Browne their “outsider” collection and making this incredible learning opportunity possible!
Getting their sketch on, with “outsider” art as inspiration
Creating a water filtration system
Joel, Ms. Schaefer, and Jefferson are performance ready!
Young Journalists at Browne
Public speaking, writing and publishing, and the power of questioning are woven throughout the curriculum at Browne, beginning in the youngest years and culminating in speeches our 8th graders write and deliver for graduation. Starting this foundation in preschool and building upon it each year at Browne produces self-assured graduates with solid skills for success in high school, college, and beyond.
Kindergarten
Sporting the requisite press passes and notebooks, our kindergarten classes practiced their interviewing skills in meeting with faculty and sta , including Head of School Peggy Otey. rough asking a series of questions, the students had the opportunity to broaden their understanding of the di erent roles and responsibilities that our faculty and sta take on every day.
Middle School
Browne’s middle school curriculum includes electives, and this year students had the opportunity to become photojournalists. Colleen Co een and Kristen Oberhofer took the helm of the 5/6 class, and Brianna Meyer led the 7/8 class. Finished products included several newspaper issues that the young journalists conceived, wrote, photographed, designed, and published. e journalists tackled wide-ranging topics, including in-depth faculty pro les; a dive into Shark Tank and other electives; “new and old” student insights into their Browne experience; and Browne 5th grader Ava, who trains retrievers in her spare time.
e 7th grade newspaper elective had the opportunity for a virtual eld trip with reporter Olivia Anderson and sales representative Marty Devine from the Alexandria Times. Ms. Anderson told the students the origins and journey of her passion for journalism and photojournalism. She shared that “at the end of the day it’s about storytelling.” e takeaways for Browne’s young journalists were that they should always be thinking about potential stories, and ne tuning their skills. e students enjoyed getting a peek into the world of journalism. Late-breaking news: Four 7th-grade journalists had their article on best places to visit in the DMV published in the March Kids section of the Alexandria Times!
Aquatic Exploration
Earlier this year 3rd and 4th grade innovation and science students had special visitors from the Carderock Naval Surface Warfare Center, the Navy’s experts on maritime technology. Students learned about glaciers while making slime and about bioluminescence in aquatic animals while discovering how to make a Cartesian diver with a jelly sh. Maggie Marshall, director of innovation and information literacy, said the visit aligned well with Browne’s design thinking initiatives: “In the Innovation Center students learn to use the design thinking process to solve issues, whether it is in their daily lives or on a global scale. We teach our students to be change makers, to use empathy, and to always be looking for ways to improve our world. Browne students were among the rst to learn lessons from a new curriculum developed by Carderock for schools around the globe. e students learned about various environmental issues involving our waterways. A er the lesson they engineered projects and discussed why these issues occur and how they would x them.”
Soaking in the news in the latest Paw Print
Our 3rd and 4th grade students getting slimy and creative during their virtual field trip with Carderock representatives
Kindergarten interviewers honing their cra
8th Grade Capstone
Browne’s 8th graders have a busy nal year that includes applying to high schools, preparing for and participating in the We the People competition, and completing their Capstone project. Capstone is an appropriate showcase for numerous skills the students develop over their time at Browne: learning to question, employing design thinking, nailing the research process, honing their writing skills, and commanding an audience as con dent public speakers.
Last school year, Alissa Kharkar, middle school history teacher, enhanced the already robust Capstone experience by connecting it to the C-SPAN StudentCam competition, giving Browne’s students an additional audience for their hard work. C-SPAN’s competition invites students in grades 6-12 to explore the year’s theme in-depth and create a 5-6 minute video documentary that explores various viewpoints on the topic. e 2022 prompt was “How does the federal government impact your life? Explore a federal policy or program. Evaluate its e ectiveness from multiple perspectives.” is year there were over 3000 submissions from 41 states and Washington, DC, South Korea, and Morocco. A er multiple rounds of judging and much deliberation, C-Span selected this year’s 150 prize-winning documentaries. Congratulations to Gabriel Swinton for winning Honorable Mention!
e Capstone process lasts several months and is multi-faceted. A er selecting their topic, students conducted extensive research, which not only involved online research, but also rst-person interviews with subject matter experts. Each student then used their collection of data to write a comprehensive research paper and create individual documentaries for submission to C-SPAN.
Ms. Kharkar chose to add the C-SPAN competition to the Capstone mix because “the annual themes connect really well with the 8th grade history curriculum and o er a wonderful, real-world experiential learning opportunity for the students. e 8th graders are studying the fundamental principles of our government established in the U.S. Constitution and the roles and responsibilities of a citizen in our country. eir classroom learning on civic engagement is reinforced as they reach out to their local and state government o cials to discuss a program or policy they are researching for Capstone. e real-world applications of skills utilized during this project are incredible and will stay with the students long a er they leave Browne Academy.” Her choice was de nitely wise: Browne’s 8th graders have yet another experience under their belts to help them as they tackle complex projects, embrace leadership roles, and become purposeful, engaged citizens during life a er Browne.
Gabriel Swinton’s Capstone presentation on gun control was awarded Honorable Mention in the C-SPAN documentary competition. His biggest takeaway from the project was learning how gun violence can impact a normal person’s everyday life. He said, “I think that I do have a better understanding on how federal programs impact my life, because now I know how things that happen on a federal level still impact citizens.”
Gabriel re ected, “One way I think Capstone has set me up for life a er Browne is that in the future, if I have a really big research project for high school, then it probably will be a lot less daunting because of the skills/ habits I learned from this project.”
Gabriel’s title slide and slide showing his subject matter experts he interviewed and his key takeaways from those conversations
Capstone SNAPSHOTS
The Class of 2022 tackled multifaceted subjects and made personal connections for their Capstone projects.
Solomon Younger The Refugee Crisis
Alli Tharp, Public Housing
Abigail Taylor Greenhouse Gases & How They Affect Climate Change
Sophie Pienaar Mica in the Makeup Industry
Ricardo Guadalupe Health Care for the Homeless
Ashley Johnson Funding for the Arts
Joel Crump Funding for the Arts in Public Schools and the NEA
Chloe Covington Cancer Research and Funding
Lucas Kalo, Child Poverty in Washington, DC
Danielle Johnson How COVID Impacted Student Learning
Rania Beidas Teacher Salary
Browne alumna and subject matter expert!
Capstone Reflections
Anaiah Garcia-Charway
Combatting the Eating Disorder Crisis in the US
“ roughout the course of my project, it was surprising to see the statistics and to simply educate myself. I always knew that eating disorders are a problem but a er really digging into the dirt, I learned just how much of a ‘hidden crisis’ this actually is. Eating disorders and the topic of eating disorders is o en stigmatized and not many people know about how dangerous they are. While researching, it made me think of ways I could help spread this information to other individuals.”
Ramon Morado
The Student Debt Crisis
“ e biggest takeaway I had from this project is there are many little things that contribute to a big problem and in order for us to make progress in the world we need to pay attention to the little details because they can make a big di erence. My advice to future 8th graders is to pace yourself well.”
James Younger The Vaping Epidemic
“One of my biggest takeaways is that when you’re doing a research project like capstone, interviewing people can be really helpful because they have a lot of information that you can’t just look up on the internet. Advice to future 8th graders: Pick a topic that you are passionate about or interests you. Keep up with capstone assignments. Keep track of all the information you nd online about your topic.”
Paige Zadareky Title IX
“Now that Capstone is over I feel I did well with managing the long-term project. Making sure all deadlines are hit on time and completed well is a skill that I value and plan to continue in high school; I feel that Capstone helped me with that.
I was surprised at how controversial Title IX actually is. Before I researched it I had no idea of all the negative e ects of Title IX. I do have a better understanding of how federal programs or policies - not just through my own reserach about Title IX - connect to or directly impact me, being a girl.”
Browne’s annual auction will be on April 30 this year. The theme is Browne on Broadway--a tribute to our amazing performing arts program--and we cannot wait to see how everyone chooses to represent their favorite musical! If you can’t be here in person, please join us for our online auction and support our emotional appeal!
2022 EMOTIONAL APPEAL
Simply scan this QR code to step into the spotlight and support the Browne on Broadway Auction!
The pandemic has completely changed the childhood experience! Children learn to build relationships, problem solve, communicate kindly and effectively, and so much more through play. During the pandemic, social distancing has been an effective mitigation strategy to keep children safe, but it has isolated them and stunted their opportunities for social and emotional growth. As the pandemic continues, we see the impact on our children and know, with your help, we can do more to support our children. At Browne, we are committed to educating the “whole child” including their social and emotional growth.
This year’s “Raise your Paddle” will provide funds for the children’s outdoor learning experiences, which will include a multi-phased approach to installing playgrounds and a multi-use pavilion to further our commitment to relationship-building and social-emotional growth.
Playground next to carline circle
Playground in front of Lower School
30 foot x 60 foot pavilion with exible seating, to be used for outdoor classes, assemblies, lunches, and socializing
If you have questions about the auction, please contact Mike Sasso at msasso@browneacademy.org or visit our auction site for more information.
192 DONORS MAKING A DIFFERENCE
$281,000 ANNUAL FUND RAISED TO DATE
100% FACULTY & STAFF PARTICIPATION IN ANNUAL FUND
51 GREYSTONE SOCIETY GIFTS ($1000+)
100% BROWNE STUDENTS BENEFITTING FROM YOUR GENEROSITY
e Importance of Giving at Browne
Annual Fund- e 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 sta , campus programming, and need-based nancial aid.
Invest in the future of our Bruins and Browne Academy by making a gi to the Annual Fund or Endowment today.
Make Your Gi Today
Online: www.browneacademy.org (or QR code to right) By mail: check made out to Browne Academy Stock/Will/Estate Plan: contact Mike Sasso at 571-451-1005
Scan this QR code to make your pledge or gi to Browne!
Gi s made by August 31 will be included in the 2021-2022 Annual Report. Please contact Mike Sasso at msasso@browneacademy.org with any questions.
YOUR GIFTS TRANSFORM THE STUDENT EXPERIENCE
Classroom Enhancements
PROFESSIONAL
MICROPHONES The middle school music department recently purchased six professional quality microphones. The microphones will be used in grades 6-8 for podcasting, sound effects, voice over work and much more.
AVANTIS WORLD VR SOFTWARE/CLASS VR SUBSCRIP-
TION With this software, students travel to Avantis World, a virtual reality “theme park” divided into different educational worlds including History, Science, Geography, and Literacy. Through the magic of VR, children are able to take a deeper dive into pertinent curriculum in every classroom! For instance, when students are learning about dinosaurs, rocks, and minerals they are able to put dinosaurs at their fingertips. If they are studying Shakespeare, they can instantly take a tour of the Globe Theater.
ISM MEMBERSHIP Independent School Management (ISM) offers resources, tools, and advisory services to private school leaders. Through the association with ISM, Browne’s leadership is able to grow professionally, thereby enhancing our students’ experience, as well.
DIGITAL SIGN
The new digital sign outside the middle school head’s office is a go-to source for the daily schedule, announcements, and recognition.
ROBUST FIELD TRIP OFFERINGS The DC area is rich in field trip opportunities. For instance, 7th grade field trips this year include Mount Vernon and the Tall Ships Providence, a replica of the first ship authorized to serve in the U.S. Navy. These experiences complement the study of the Revolutionary War in history and English classes. In history, the focus was on the causes leading to war, the battles, and the aftermath of winning independence and governing a new nation. This study of the Revolutionary War was complemented in English, by Laurie Halse Anderson’s book, Chains, about the life of Isabel, a teenage African-American slave fighting for her freedom during the revolution.
Browne is commited to Diversity, Equity, Inclusion and continually works to ensure that all members of our community feel valued and represented. Annual Fund donations help us meet these goals.
MS CLASSROOM LIBRARIES Middle school English teachers have been growing their classroom libraries, ensuring that diverse perspectives, characters, and authors are represented. Seeing characters that reflect their culture and identity helps students see their place in society, learn about the experiences of others, and understand that everyone’s stories matter.
DIVERSE DOLLS FOR JK
The dolls puchased for junior kindergarten help our young learners see their own differences and also understand that others are unique, too. Toys such as these help build the important socialemotional foundation that will serve these children throughout their lives.
BROWNE’S FACULTY: ADVANCING THEIR FIELDS AT PROFESSIONAL CONFERENCES
Showcasing Browne’s Expertise in the DMV...
Plants from Fish Poop is year Browne’s middle school science teachers were invited to speak at the National Science Teaching Association (NSTA) conference, held at National Harbor in November. Kristen Oberhofer (5/6 science teacher) and Eric March (7/8 science teacher) presented about the aquaponics system Browne’s environmental conservation students built in collaboration with the Trout in the Classroom program and using funds from a Veverka Family Foundation Grant. e catchy title of their presentation was “Plants from Fish Poop: Exploring Classroom Aquaponics and Raising Trout.”
NUMBER OF FACULTY PRESENTING AT CONFERENCES
In the school’s trout tank, the sh waste supplies nutrients for hydroponically-grown plants, which in turn purify the water. To replicate natural conditions as closely as possible, Mr. March and Mrs. Oberhofer also included lighting that simulates the cycle of the sun. e hard work of the teachers, students, and trout paid o in the form of a plentiful garden of dill and various lettuces.
e multimedia presentation at the NSTA conference covered the aquaponics project from soup to nuts and featured video of students (and sh!) in action, cross-curricular and cross-grade connections, and “how-to’s” for their peers who might want to undertake a similar project.
Mrs. Oberhofer’s and Mr. March’s colleagues and students certainly know how inspiring these teachers are in the classroom, and Browne is delighted that they were invited to share their expertise and enthusiasm with the “outside” world.
*Mr. March was also invited to speak about the success of Browne’s Trout in the Classroom and aquaponics programs at the spring meeting of the Northern Virginia Chapter of Trout Unlimited.*
Mr. March and Mrs. Oberhofer presenting at the NSTA conference.
Cleaning the tank
Enjoying the fruits(well, vegetables) of their labor
Harvesting
IN-DEMAND PRESENTERS
...and in NYC
e Intersection of Art, Music, and Spanish Middle school art teacher Polly Beam and Spanish teacher Brianna Meyer recently spoke at the Northeastern Conference of Teachers of Foreign Languages conference in New York City. ey were invited to present last year’s 7/8 cross-curricular project, Calle Oso, which combined Spanish, art, and music elements into an educational video a la Sesame Street.
Conference attendees included educators from elementary to higher education and also educational researchers. For their presentation, Ms. Beam and Ms. Meyer showed examples of the lesson’s objectives; described approaches and the grading rubric, which students determined through collaboration with Browne’s lower school teachers; and shared videos of the nal product. ey also talked about how Calle Oso lent itself well to the hybrid atmosphere during the 2020-2021 school year, with students both at home and on campus.
Ms. Meyer was pleased that their presentation was well received by their audience. It particularly resonated with elementary and middle school audience members who were interested in implementing a similar, cross-curricular project in their schools. She noted that “Browne is lucky to have robust world language and ne arts programs. Many attendees also wanted to hear our perspective on pro ciency in world language and the arts and how we might recommend engaging their students in a similar project but with fewer resources.”
Browne’s teachers did more than present at the conference, they also were engaged audience members during other sessions. Ms. Beam said, “It was amazing to see how many interdisciplinary sessions were o ered. In particular, I enjoyed the session on a cross-curricular project that dove into various indigenous cultures. Students today really get to engage in real-world learning.”
Ms. Meyer was inspired during a mentoring session she attended. In fact, she came back to Browne and immediately went to work designing a multi-faceted life skills elective for this year’s spring session. Ms. Meyer agreed collaborative projects between teachers of di erent disciplines increase students’ interest, noting “We really see an uptick in student engagement during cross-curricular projects.”
Ms. Meyer (top) at the screen announcing their session at the NCTFL conference in NYC
Students engineering the puppet they made for the Calle Oso project
100%
FACULTY & STAFF ENGAGING
IN PROFESSIONAL DEVELOPMENT
PURSUING EXCELLENCE
Professional Growth at Browne
Each year your generous gi s to the Annual Fund provide robust professional growth opportunities for faculty and staff.
Literacy Approach that Meets Diverse Needs
From January-May of this year, second grade teacher Katie Rasmussen and junior kindergarten teacher Michele Conklin are undergoing Associates Level training in the Orton-Gillingham method. rough their gi , the Nuckols-Prewett family generously provided this opportunity for the two teachers, covering books, materials, and participation fees. Kim McCue, head of lower school, explained that, “Orton-Gillingham is a multi-sensory, structured way to teach literacy (reading, writing, spelling). It’s an approach – not a program – to help meet diverse needs. Being trained in this approach bene ts all students because it helps us be able to personalize instruction.”
Because the participating teachers are in two buildings, they can collaborate and share with other faculty, who then can use it in their classrooms. Ms. Conklin explained one way the technique is used in JK, ”When we are learning a new sound that a letter makes we have been focusing on what our mouth is doing as we make the sound.” She continued, “Teaching mouth formation cues are essential for anchoring sounds to letter representations, especially for struggling readers. When we teach mouth formation when learning sounds this helps to create a connection between what we are hearing and how that sound feels in our mouths. is will help in segmentation of sounds when reading. When we learn the sound that the letter m makes, we learn that our lips are closed to make the sound as opposed to the sound the letter n makes where our lips are parted and our tongue touches the roof of our mouth.”
Mrs. Rasmussen has noticed that Orton-Gillingham has been a phonics game-changer for her students, saying: “Our class is on Wednesday nights. Each ursday morning when phonics begins, the kids ask what I learned the night before and what ‘cool new thing’ they get to try. is is de nitely not the reaction I got to phonics time before. I am seeing the students take ownership over their decoding and encoding of challenging words in a way they weren’t prior to this class. ey are really starting to understand syllable types, how placement in words can help determine spelling patterns, and they aren’t afraid to try spelling on their own!"
Building Belonging
Ms. Rasmussen working with one of her 2nd graders on a phonics lesson
In the fall of 2021, Browne’s faculty and sta participated in the Building Belonging webinar series, which supported Diversity Equity Inclusion (DEI) training in AISGW schools. It is important that DEI and belonging work is done throughout the school, and this series o ered programming for all divisions, enhancing Browne’s overall DEI e orts. Head of School Peggy Otey found the series extremely valuable, saying, “ e Building Belonging DEI series has been an especially important professional growth opportunity for me. I am committed to the ideal that every child deserves to feel a sense of belonging. In school, a sense of belonging gives students feelings of security, identity and community, which, in turn, support academic, psychological and social development. rough the building of our own cultural competencies, we are better equipped to establish authentic relationships with our students based on understanding. Research con rms that it is those authentic relationships we build with students that provide them a sense of belonging.”
Sarah Rojas, lower school Spanish teacher, re ected, “ e Building Belonging professional development sessions held during the fall reinforced how it is important to make sure all students, no matter their background, feel comfortable in the classroom. As an educator, I try to be as empathetic as possible, and remember the importance of students being able to feel that they belong and feel safe about being who they are while at school.”
DEI-A PRIORITY AT BROWNE
People of Color Conference
In November, Preschool Assistant Teacher Charles Copening, 4th Grade Teacher Danté Johnson, and Director of Enrollment and Auxiliary Services Steve Marshall attended the virtual National Association of Independent Schools (NAIS) People of Color Conference. e conference‘s mission is “to provide a “safe space for leadership, professional development and networking for people of color and allies of all backgrounds in independent schools.” Browne’s attendees all le the conference with valuable takeaways.
Mr. Copening re ected, “It feels special to be in a space with so many people that are knowledgeable on social subjects that are o en tough to dissect and talk about. My eyes have been opened further on how much work is being done, as well as how much work there still is to do in helping to make schools more racially and socially equitable. As a male African American teacher in an independent school, it was very encouraging to see and hear from people that looked like me, showing great leadership and knowledge.”
One session that particularly resonated with Mr. Copening was titled “Awareness to Action: Talking Doesn’t Cook Rice,” and focused on raising awareness about diversity, equity and inclusion. e speaker emphasized taking the step from just being aware, to actually doing something about it. However, she advised attendees to try to understand a problem’s cause and e ects, as well as next steps, before taking action. Mr. Copening commented, “My biggest takeaway from this session was to be embracing of others, considering we are all learning. It is important to focus on learning, not judging so we can empower each other through our individual experiences.” e conference inspired Mr. Johnson to create his own acronym for PoCC. He explained, “I like ‘P’ for ‘perspective and personalities.’ All of our lives and experiences came together, and talking and sharing with each other was awesome. at opened up ‘Opportunities’ for us to connect and collaborate and really learn from each other. From there, we were able to really ‘Clarify’ our purpose in life as educators and what we really give to our students. And, lastly, I went back home to Browne and was able to ‘Collaborate’ with my students—understanding the need to promote more student-centered instruction and teacher facilitation.”
Mr. Johnson thought the session on di erentiation and culturally responsive teaching was especially interesting. “I learned the importance of looking at each student as an individual and valuing what they are bringing from their culture and their beliefs and actually really unpacking that,” he commented. “More speci cally, in a lesson that I taught recently, I looked at how di erentiation is important throughout the whole process - in my planning, as I am thinking about each student and what their needs are; and in the learning, as the students are digging deep within the content on di erent cultures and how those cultures interpret text and what those texts represent. is approach really sparked some interesting conversations in the classroom. “
Mr. Marshall enjoyed a session on strategic planning for DEI work that provided some great frameworks for building a team, collecting data, making plans, and gathering support for DEI/DEIJ/DEIB* work at school. He commented, “We joined in small groups to share successes, challenges, ideas, and to network. As we prepare for a strategic planning/accreditation year, I look forward to refocusing our e orts in building a formal DEI structure.”
*DEI - Diversity, Equity, and Inclusion
DEIJ - Diversity, Equity, Inclusion, and Justice
DEIB - Diversity, Equity, Inclusion, and Belonging
Mr. Copening
Mr. Marshall
Mr. Johnson
OUR TEACHERS: LIFELONG LEARNERS
Math in Focus Training
is year Browne’s lower school instituted a new math program, Math in Focus, which combines global best practices and research to create a unique approach-based learning program that uses powerful visual models and engaging hands-on activities. Lower school faculty underwent initial training in Math in Focus at the beginning of the school year. Because there is a lot to learn with this program, the professional development was structured to last all year, with a consultant who continues working with the faculty.
Stephanie Goldberg, 1st grade teacher, is enthusiastic about the new math program. She commented, “Math in Focus uses a Singapore math approach to meet the needs of all learners. It places heavy emphasis on not just the product, but the process as well, thus promoting higher level thinking. Students enjoy the hands-on approach and use of manipulatives as they move from concrete to abstract. Students also have multiple check points throughout each lesson to ensure that there is mastery of each concept, even if it isn’t on their initial attempt. e digital component is wonderful as well since it provided teachers with slides aligned to each lesson as well as the correct pacing, additional activities, and so much more.”
Leading Learning
Kim McCue, head of lower school, is working on a certi cate in school management and leadership from Harvard University. is year she completed “Leading Learning,” the rst course in this program. “At Browne we o en talk to our students about the importance of being a lifelong learner, and I make sure to model this endeavor in my professional career and conversations with children and colleagues. Persuing a certi cate in school management and leadership connects me with up to date educational data and a network of global leaders. I am learning how to better align my vision for excellence in teaching and learning, create a strong instructional and caring culture, and develop our team even further in a changing educational landscape,” McCue commented.
SEL Support for Faculty & Staff
Knowing the importance of mental health and self care, school counselor Serie Haeseler arranged a professional development session for all sta during teacher workdays at the beginning of the school year. LCSW Amanda Good from e Sibley Group facilitated a session titled “Understanding and Reducing Stress, Supporting Mental Health During COVID.” Ms. Haeseler noted that Ms. Good “helped the sta understand the impact of stress on themselves, and talked about coping mechanisms sta can utilize to manage the stress.”
Middle School Spanish Teacher Colleeen Coffeen doing her homework for the all-faculty book club
All-Faculty Book Study
All faculty and sta are engaging in a study of How the Word is Passed, a book presented as a travelogue but that takes readers on an educational and, o en, eye-opening journey into the history and circumstances of slavery in the U.S. All Browne faculty and sta are writing post-read re ections and coming together in an all-sta book club to discuss. Kim McCue, head of lower school, believes that “It is important to take a step back and re-evaluate what we thought we knew and understood. Truth is more than just what we have been told.”
Math in Focus in action in Robyn Laha’s 3rd grade class
LIFE AFTER BROWNE
Browne Alumna Dora Cottrol Receives Teacher of the Year Award
Dora Cottrol, Class of 2007
Dora Cottrol, a kindergarten teacher at Ferdinand T. Day Elementary School in Alexandria, recently was voted Teacher of the Year by her colleagues. e award goes to a teacher who “instills in students a desire to learn and achieve, understands the individual needs of students, encourages their talents and fosters their self-esteem, demonstrates a thorough knowledge of subject matter and the ability to share it e ectively with students, fosters cooperative relationships with their colleagues and the community, and demonstrates outstanding leadership.” Ms. Cottrol said she was “surprised” by the award. Frankly, we are not.
Ms. Cottrol’s interest in teaching started early, as she was inspired by her kindergarten and 2nd grade teacher, Ariana Noerr. “I used to constantly tell Ms. Noerr, ‘I am going to be a teacher like you,’” Ms. Cottrol re ected.
A er graduation from Browne, Ms. Cottrol attended St. Stephen’s & St. Agnes School. She then pursued her dream by earning undergraduate degrees in education and sociology and a master’s in teaching from Virginia Commonwealth University.
Ms. Cottrol views the Browne community as a family and still appreciates the relationships she fostered here. “I had great models in teachers I had at Browne and also in faculty I didn’t have. e teachers’ philosophy seemed to be that everyone is their student, even if they are not in their particular classroom. at is something I try to emulate in my current school, too,” she said. As a result of her Browne years as a student and also as a CIT and counselor at Browne Summer Camp, Ms. Cottrol nds fostering relationships very natural. In fact, she is still close with her friends from Browne.
Congratulations to Ms. Cottrol for being named Teacher of the Year! We are proud of her passion, hard work, and appreciation for her time at Browne.
Dora Cottrol a er receiving her Teacher of the Year award
Ms. Cottrol working on days of the week with her kindergarten students
LIFE AFTER BROWNE
Hoping to Reconnect
Richard
Warfield,
Class of 1983
A er graduating from Browne in 1983, Richard War eld attended Bishop Ireton High School and the University of Iowa, where he studied law. He currently lives in Belleville, IL. He is interested in connecting with classmates and teachers from Browne, so if you were at Browne in the early 1980’s, please reach out!
Building a Brand with a Browne Foundation
John Hall, Class of 1988
I’m currently married to my wife of 19 yrs and have an 18-year-old daughter who is a senior at Alexandria City High School.
Its been a while since I’ve done one of these updates with Browne. I believe the last update I did was in ‘99 or ‘00. At that time, I was an employee at EDS as an accountant. In 2005, I gave my resignation to Corporate America, and began my journey into the world as a full edged entrepreneur.
I created e Ultimate Barber brand in 2016. e Ultimate Barber is a barbering brand and it represents just what we are all about: the “Ultimate” in barbering services.
e Ultimate Barber has won countless awards since 2012. In 2016, we opened our standalone store and in 2020, we started franchising. I just returned from Los Angeles, presenting the Ultimate Barber Franchise to current and former NFL players and associates.
I also own a salon suite concept that I founded in 2019, called Ultimate Salon Suites.
I love the educational foundation Browne established for me at such a young age. Very small and intimate setting. I started Browne while I was in preschool and I graduated from Browne. My 8th grade graduation was memorable! My graduating class comprised of just four of us…three young ladies and myself. Browne has de nitely grown since then.
From Browne to the Connecticut Legislature
Eleni Kavros DeGraw, Class of 1989 anks for reaching out to a proud member of the class of ’89.
A er leaving Browne, I went to Bishop O’Connell in Arlington and then went to James Madison University, graduating from there in ’97 with a BA in English. A er some time as a journalist, and a er moving to Connecticut, I married, had three children (current ages, 21, 18, and 12) and spent a lot of time as a volunteer and an activist. In 2017, I became a campaign manager for my town’s local Democratic municipal slate of candidates. I ran for State Representative in 2018, lost by less than 100 votes, spent the next two years working at a foodbank and managed a campaign for a state senator. I ran in 2020 and won my current seat. I am up for re-election this November.
Looking back, many of the projects we did at Browne would be considered activism, but at the time, I don’t think I thought of it that way. One project where we created products and then sold them and the proceeds went to e Community for Creative Non-Violence stands out in my mind because, at the time, Washington, DC, had a signi cant homeless community. We found a way with our teachers to creatively a ect the issue with real dollars while raising awareness of the issue of homelessness. I’d also say my 6th grade civics class with Carole Tenenbaum has served me well my entire life.
John Hall
Richard Warfield
Rep. Eleni Kavros DeGraw
LIFE AFTER BROWNE
A Stellar Career in Dance
Erica Rebollar, Class of 1991
Professorial Lecturer of Dance Erica Rebollar was born in Madrid, began studies at Washington School of Ballet, and completed her BFA in dance at Cornish College of the Arts and MFA in dance at UCLA. As an undergraduate student, she received ACDA’s national award in choreography. With the founding of RebollarDance in 2003, Ms. Rebollar created a modern dance collaborative where multi-genre artists can make innovative work.
Ms. Rebollar produced her rst show in 1999 at Seattle’s Mime eater. She was a 3-time Lester Horton Award nominee in Los Angeles. Awarded the prestigious Mabou Mines Suites residency program in NYC, Rebollar showed evening-length works at PS 122 and St. Mark’s Church. She was a recipient of Joyce Soho’s A.W.A.R.D show, performing at Judson Church, DTW (NY Live Arts), DNA, TPAC, and the Flea.
Upon relocating to DC, Rebollar received funding from the Art Council of Fairfax County, Kennedy Center’s LDCP grant, Culture DC’s Mead eatre Lab Program/CityDance at Strathmore, and space grants from American Dance Institute and Dance Place. RebollarDance has performed numerous evenings at Dance Place, VelocityDC/ Harman Hall/Shakespeare eatre, Kennedy Center’s Millennium Stage, ADI, Atlas, Roundhouse, and Jack Guidone eaters.
Nominated for two Dance Metro DC Awards, Ms. Rebollar has been twice highlighted as a Season Pick in City Paper and e Washington Post with features on WAMU radio, FOX 5, and NBC news shows, along with a feature in the “Arts and Power” issue of DC Magazine/Modern Luxury. Hailed as “exactly what the District needs,” she was the recipient of the 2013 Dance Metro DC Award for “Excellence in Choreography” and the prestigious Pola Nirenska award for “Outstanding Contributions to Dance.” Ms. Rebollar was a four year Visiting Artist and Lecturer of Dance at University of Maryland – Baltimore County and is now in her h year teaching at George Washington University.
To this day, Ms. Rebollar remains in uenced by her time at Browne, saying, “ e best teacher of my life, Carole Tenenbaum, was loving, encouraging, and had an artistic mind. Besides being my overall 4th grade teacher, she also taught my 6th grade history/social studies classes and art class throughout middle school. She was an instrumental woman and teacher in my life. e care and devotion she gave sel essly, and because she loved her job and her students, in uenced not only what she taught academically, but also what she taught as an empathetic humanitarian, giving us love for each other and social skills well beyond the scope of academia. Her funny and sharp personality, coupled with her loving and kind embrace of her students goes unparalleled. She is truly a gem, one of those ‘once in a lifetime’ teachers. From Browne Academy to high school, to undergraduate, to graduate, to current studies in a second master’s degree program, Carole Tenenbaum has and will always be, the best teacher I’ve ever had.”
We love to hear from our alumni! Please send your update so we can feature you in our next magazine or on Browne’s social media! Scan the QR code to right to fill out our alumni update form! or email communications@browneacademy.org
Erica Rebollar
LIFE AFTER BROWNE
Lifelong Inspiration from her Mentor at Browne
Betsy Metcalf, Class of 1996 -- I was in the class of ‘96 and Browne is a very special place to me. I came to Browne in November of 6th grade a er starting at a public middle school and not feeling challenged. Browne took a chance on me and I am so grateful. I strongly feel that those 2 1/2 years at Browne gave me the tools to be successful in many ways throughout the rest of my education. Browne taught me about intellectual curiosity, the importance of being my own person, self advocacy and leadership. I attended Episcopal High School (in Alexandria) and then went on to UVA as a Je erson Scholar.
I was inspired by my language arts teacher, Dr. Albrecht, at Browne and always wanted to be a teacher like her. She was a mentor and just a fabulous person. She treated me like someone whose voice mattered and a person who had important things to say. She gave me a con dence that I carried with me many years down the road. I also think o en about how Browne was ahead of its time with “hands-on learning” and doing design thinking before that was even a term used in education.
A er high school, I taught high school history, coached, served as a grade dean and advisor at St. Paul’s School for Girls in Baltimore and then was a teacher/administrator/dorm head at Episcopal. Once my husband nished law school in DC, we moved to Atlanta and have been there ever since. I worked and coached at e Lovett School for many years and ultimately decided to be an educational consultant which I love. It gives me a more exible schedule but I still get to help families in the educational realm. I work with families K-12 on school placement in boarding and day schools. My company is called Education Connection Advisors. I have two daughters, Laney (3rd grade) and Grace (2nd grade).
Update: Betsy Metcalf and Dr. Albrecht have reconnected!
Browne Summer Camp is hiring counselors and lifeguards for 2022!
Email auxiliary@browneacademy.org or go to Browne’s website for details.
Betsy Metcalf and Family
LIFE AFTER BROWNE
Taking Flight With Excellence
Antonio Marrero, Class of 2011
Since my last update I commissioned as a Second Lieutenant in the US Air Force and began pilot training at Columbus AFB, Mississippi. I hope to track ghter aircra with the hope of becoming an F-16 / F-15E pilot. If I had to pick a Browne core value that has helped me the most so far, it would be Excellence.
Pilot training is tough. We mission prep for hours before each ight, perform with accuracy and precision while airborne, and come home to study and prepare for the next day. It’s critical to have a solid foundation to draw from, and expect excellence out of yourself even when you feel tired. I think Browne helped me develop that foundation, the expectation of excellence out of myself, that makes sure I’m advancing my skills as an aviator every time I step into the jet.
Hey, Alumni!
What are you up to now? Fill us in on your life since graduation, and you can see your story in the next issue of the magazine!
Lieutenant Antonio Marrero’s photo from his Dollar Ride, the first flight a student pilot takes, a er which the student traditionally reimburses the instructor one dollar for the ride.
Class of 2008
Browne’s Influence on a Learning Journey LIFE AFTER BROWNE
Calista Doulis, Class of 2013
My name is Calista Doulis. and I am an alumna of Browne Academy, Class of 2013. I recently graduated from James Madison University. roughout my college experience, I have been working toward earning my master’s in teaching. I am currently in a 5-year master’s program in inclusive early childhood education. Upon my completion of this master’s degree in the spring of 2023, I will be dually licensed in special education/early intervention birth -5 years and general education Pre-K- 3rd. I have been hired by Fairfax County Public schools at Belvedere Elementary (as of January 3, 2022) as a special education Pre-K teacher. is job experience is counting toward my student teaching to complete my masters program at James Madison University. Belevedere is such an amazing place and I feel so lucky to have this opportunity to be a part of their wonderful school community! I have been granted an extremely supportive team and extraordinary students. ey’re incredibly bright, courageous, and caring; they’re always willing to help others and their teacher! Everyone whom I have met at the school has such a lively passion for helping others and making each day special for their students, and that’s something I cherish so much! My strong passion for helping students learn has only grown since embarking on this experience and I look forward to continuing to develop my skills as an e ective educator!
e values instilled in me throughout my time at Browne Academy have in uenced me tremendously along my learning journey. Browne Academy taught me the supreme importance of a passion for its core values, Community, Diversity, Excellence, and Character. ese core values have shaped my values as an individual and have impacted my outlook on life and challenges that I face. My education at Browne instilled in me the drive to help others, approach each and every opportunity with optimism and determination, and view every opportunity or challenge with a growth mindset. I learned at Browne that my positive approach and commitment to these values, as well as my integrity, are supremely important to achieving success. I am extremely thrilled to have this opportunity to impact the lives of my students and I can’t wait to continue my learning journey!
I wish everyone at Browne Academy well. I hold my time spent there very close to my heart and feel so blessed and grateful each day that I had the opportunity to attend such an extraordinary school. e connections I made with my classmates and my teachers were incredibly meaningful; I learned lessons that instilled core values in me that I continue to carry to this day. I sincerely hope everyone is doing well and I have no doubt that you are continuing to positively impact your students! Go Bruins!!
Still Living Browne’s Core Values
Ryan
McGlynn,
Class of 2014
Ryan McGlynn
It is amazing how fast time has own by since I graduated from Browne Academy in 2014. I recall some of the best childhood memories I made there including Fairy Tale News, eld day, holiday shows, and many more. Browne Academy’s core values, Excellence, Diversity, Character, and Community, have always stuck with me. ese values helped guide my navigation of the world a er my time at Browne. On top of that, the rigorous curricula I was presented with truly gave me comfort and stability with my future academic endeavors. It is crazy to say but I am graduating from Penn State University this spring of 2022 with a bachelor’s degree in human-centered design and development from the College of Information Sciences and Technology. My next step is to apply for positions as a user experience designer in the technology industry and continue my passion for digital creation.
Calista Doulis
LIFE AFTER BROWNE
A Love of STEM Took Root at Browne
Elyssar Grimmet, Class of 2016
Elyssar Grimmett is a pre-med sophomore at George Washington University where she is majoring in neuroscience and applied ethics. Elyssar also serves on the board of Student Rights and Responsibilities at GW, which reviews reports of academic and non-academic misconduct by students and student organizations. Elyssar thanks Browne Academy and especially her STEM teachers for encouraging her to explore her passions.
Pursuing Business in California
Jonny Collins, Class of 2016
I am currently a sophomore at Santa Clara University located in Santa Clara, CA. I am a student in the Leavey School of Business where I am studying management with a minor in communications. I enjoyed my time at Browne and have great memories.
Confidence to Step out of her Comfort Zone
Gabrielle Johnson, Class of 2021
Since graduating from Browne, I have experienced a great deal of personal growth. Browne has shaped me into the person I am today. At rst when I le Browne and had to go to high school, I was a little nervous because I didn’t know what to expect. Even though I felt that way, I was able to join the girls tennis team. I had a really nice time and I made many friendships. I was also able to join student government and the archery club, too. ank you to Browne and my family for all the support.
InMemoriam
Sara Beth Robinson McClincey, Class of 1992
Sara Beth Robinson McClincey attended Browne from 1982 to 1992. She went on to be a valedictorian at Wake eld High School, earned a B.A. from Cornell, and an M.S. in genetic counseling from Brandeis University. She was employed as a genetic counselor by the Lehigh Valley (PA) HealthNetwork at the time of her death in March 2020.
Elyssar Grimmet in the laboratory
Jonny Collins
Gabrielle Johnson on the court and in her high school photo
Encouraging Innovation
Clockwise from top le : Seventh graders on a field trip to the Virginia Tech inkabit Lab, 3rd graders mastering the laser cutter, kindergarten students concentrating deeply on their project, 2nd graders showing off their finished product
Authentic Audiences
In lower school, students engage in “buddy reading,” which provides authentic audiences and peer support, as the children navigate new and reinforce previous reading concepts
Student-led Global Initiatives
Browne’s Student Council Association established an ongoing partnership with the St. Andrew Ukrainian Humanitarian Crisis Center to collect critical medical supplies for Ukraine. ank you to our community for their overwhelming response.
We are a community of superheroes!
THANK YOU to everyone for doing their part over the past two years. Because of you, Browne Academy has been safely open for in-person learning since the beginning of the 2020-2021 school year.
