Canterbury Today: Fall 2016

F A L L

2 0 1 6

Welcome to New Teachers, Staff, Trustees PAGE 3

Embracing Diversity at Canterbury PAGES 8 – 14

Faculty Enjoy Summer Enrichment PAGE 21

T H E

C A N T E R B U R Y

E X P E R I E N C E

Hello to everyone in the “Canterbury Today”

individuals thus far to learn more about them and hear their own

audience! I am delighted to share a few

Canterbury stories, with the goal of meeting with an equal number

words to introduce this important window

or more by the end of October. I have also attended an all-school

into the Canterbury experience. As I write

“Courageous Conversation” activity among all faculty and staff; an

this piece, we have just recently held our

Early Childhood retreat; faculty meetings in all divisions; and an

annual Convocation with students and

appreciation luncheon for our indoor maintenance staff. All of these

faculty, Grades K-12. The theme of our

opportunities have helped me to establish relationships with faculty

gathering was “Building Community” – the

and staff, opening important lines of communication as well as

daily work of all of us, together, in the

broadening my perception of the school community beyond my own

coming year and in the years to come. In my remarks to the audience,

daily experience to identify common themes of excellence, and areas

I wondered, “Why is it important that we all be called together from

of potential focus.

time to time during the school year?” for events such as Convocation – literally, a “calling together.” I suggested that, as a community composed of students and families from a broad area surrounding Fort Wayne proper,

• I have attended Orientation events, Back-to-School Nights, several games, and recently addressed parents at their first Parents’ Association meeting. These opportunities have been enormously helpful in meeting parents, hearing their perceptions

“ we must be deliberate…to ‘call together’ the members of the

and experiences, addressing questions and concerns, and, more

community in a variety of forms and a variety of ways…to renew and

generally, in helping them to become familiar faces for me, with

reaffirm our commitment to each other and to this school community

whom I expect to interact for years to come.

that brings us together each and every day.”

• I have been out and about in the hallways and lunchroom meeting as

This idea of building community has been on my mind since before

many students as I can. I recently attended the tenth grade Chicago

my family and I arrived in July, as it is an important aspect of being

trip, served as a “Mystery Reader” for Mrs. Barr’s second grade class

Head of School. Since I arrived, I have found it remarkable – and

(and will for the other two second grade classes, as well), attended

really a refreshing refrain from all members of the school – that

the Middle School and High School House Kick-Off events, and helped

the first question people often ask when I meet them is, “How are

with Lower/Middle School carpool on Friday afternoons. These times

you and your family settling in to the community?” This poses an

have provided wonderful opportunities to meet and interact with

interesting question: How does one exactly go about helping to build

large numbers of students in the context of their daily lives here

a community that he has just been introduced to, and is working to fit

at school.

into himself?

It has been an overwhelming and exhilarating six weeks. I have

I find it helpful (because I love word origins) to note that the word

learned so much about the Canterbury community, and have definitely

community itself comes from the Latin word meaning, “shared by all

expanded my capacity for memorizing names. With alumni, parents of

or many.” This, I think, is a vital point – “community” is, in fact, not a

alumni and friends of the school still on my list of people to meet, and

thing, but a shared experience that leads to a feeling that is common

about nine more months of school to go, I anticipate a very busy year

(a word with a related word origin) to everyone in that group. As

acclimating myself to the community, and working hard to become an

someone new to Canterbury, who seeks to participate fully in and help

active member of Canterbury School.

lead this school community, it is thus important for me to immerse myself in as many of these common experiences as possible to begin to feel the spirit and pride that are hallmarks of the school.

I hope to see you all very soon.

Kind Regards,

Accordingly, my first six weeks have been filled with a flurry of activity – • While I have certainly had the occasion to meet nearly all 170+ members of our faculty and staff (and, proudly, know most all of

Bill Ennist Head of School

their names), I have spent time meeting individually with nearly 70

THANK YOU TO ALL IN THE CANTERBURY COMMUNITY WHO HAVE CONTRIBUTED ARTICLES AND PHOTOS TO THIS ISSUE. SPECIAL THANKS TO SARAH GALLIHER ’17 AND TIM BRUMBELOE FOR THEIR PHOTOGRAPHIC CONTRIBUTIONS TO THIS ISSUE.

Articles may be reproduced with permission and proper attribution by contacting Alice Hancock, editor, at 260.436.0746 ON THE COVER Lukas Johnson, kindergarten, inspects the veganimal during the Lower School Plant, Flower and Vegetable Show.

CANTERBURY SCHOOL MISSION Canterbury School is an independent, coeducational day school offering a college-preparatory education to students in Early Childhood through Grade 12. The school seeks to enroll students of diverse talents and backgrounds.

Canterbury promotes the total development of each child in his or her intellectual, physical, social and spiritual growth.

Copyright ©2016 by Canterbury School, Inc.

C A N T E R B URY TODAY • F ALL 2016

W E L C O M E “I think Canterbury is the best school for my children. I am excited to help make it even better. I think that this world is changing rapidly, and we have to help our children be ready for whatever it throws their way.”

NEW TEACHERS AND POSITIONS Kara Alverson Early Childhood JK B.S., Elizabethtown College 9 years teaching experience Fraser Coffeen Molly Sigler, Bill Ennist, and Cynthia Kent.

Middle School Dean and English Teacher

CANTERBURY SCHOOL BOARD OF TRUSTEES WELCOMES TWO NEW MEMBERS THIS YEAR Cynthia Kent and her husband, Bill, moved to

the lunchroom. This year, she is the Parent

Fort Wayne from California in 2011, and their

Association President.

son Peter began his career as a fourth grade student. The next year Matt ’15 started in the High School as a sophomore and Lindsay began in 2014 as a freshman. Jackson, senior, is at Carroll. Cynthia home schooled her children for seven years when she and her husband lived in Orange County.

Cynthia holds a bachelor’s in American Literature from the University of Southern California and received her M.Ed in elementary education with a reading specialty. She has taught English in Nagoya, Japan, kindergarten in South Central Los Angeles, first through third grades in St. Louis, and science in elementary school at a charter school in Newport Beach.

Cynthia volunteered for the first time at Canterbury for Grandparents’ Day. But each year, she found herself getting more and more involved. Helping out with New Student/Parent Orientation at the Middle School and High School, Cynthia has continued her involvement with Grandparents’ Day, with the Book Fair and

As a member of the Board of Trustees, Cynthia says she “is looking forward to learning more about the leadership of the school, the decision-making process and plans for continued growth and success.”

A second new member of the Board of Trustees is Molly Sigler. Molly is a dentist who went to Indiana University both for her undergraduate degree and for Dental School.

She owns her own dental practice, Riverstone Dental with her partner Dr. Blake Taylor.

B.A., Northwestern University M.A., National Louis University 7 years independent school administrative and teaching experience Megan Campbell Early Childhood 3’s B.A., Saint Mary’s College M.S., Nova Southeastern University 10 years teaching experience Pavel Morunov Middle School Band D.M.A., University of Wisconsin Madison M.Mus., Northwestern University B.S., Russian Academy of Music, Moscow Uma Natarajan Short High School Mathematics B.S. Vanderbilt University M.Ed., Tennessee State University 11 years teaching experience

Molly and husband D.J. have two daughters

Jennifer Reelsen

at Canterbury Middle School, Addie and

Early Childhood 2’s

Brynn.

B.S., Purdue University

Molly says she has been as active at

Canterbury Faculty

Canterbury as she can while also running

Deb Williams

her business. “I have served on many

Middle School Librarian

committees, chaired different committees—

B.A., Indiana University

Sock Hop—been a room mother multiple

M.A.T., Indiana University

times, worked the lunchroom, helped with

Middle School English teacher

carpool, helped with Canterbury Fund, and am presently the co-chair of that committee.”

Looking forward to learning even more about

Jessica (Stephenson) Sharpe Director of Alumni Relations B.S. University of Tampa

the school and how it functions, Molly says,

P AG E 3

A T H L E T I C S

“What’s really going on while I’m playing the games?”

– A behind-the-scenes look at athletics participation

By Ken Harkenrider, High School Athletic director

appropriately fits within a group, and the roles that one needs to accept and fulfill, can expand one’s sense of self knowledge in a positive way. Roles change and evolve naturally through time (from freshman to senior year) and are potentially completely different from one team to another (i.e. how am I seen if I am the strongest player on a roster versus being a beginner)? As a season progresses, team dynamics create opportunities to lead and opportunities to follow, and the ability to understand the difference. A genuine commitment to and interactions with teammates Canterbury School, through its formal

longer?” These questions lead an athlete

foster a deep loyalty and bond that may

“Policy of Inclusion,” encourages every

to continue to revise the sense of self

last a lifetime—ask any 40-something to

student to become an athlete at some

through successes and failure...gaining

tell of his/her own high school sporting

point during the school year. And

confidence with success, resilience and

experience.

for good reason. In addition to the

persistence with failure. When entered

excitement of competition, the sense of

into with an attitude of independence,

community fostered, and the enjoyment

the athletic arena allows adolescents to

of success, there are many benefits to be

learn decision-making and self-advocacy,

had by the student who decides to make

maneuvering the ups and downs of

the commitment and join a team. The

a season and gathering a sense of

parallels that can be drawn between an

autonomy that will serve them well in

athletic experience and the classroom

adulthood. Furthermore, the properly

allow us to say with confidence that the

motivated athlete, showing discipline

fields and courts are, in fact, an extension

and commitment, can learn respect

of that classroom.

for the authority of a coach and the

With strong emphasis on effort, growth, and development, the athletic environment challenges the individual student to embrace self-knowledge, creating an identity and a mindset.

“What are my strengths? Where do I

proper way to address that authority when disagreements arise. A steady regimen of practice leads to a high level of preparedness, and an honest accountability becomes a huge asset in the journey toward self-knowledge.

need help or support? What limitations

On a social front, the concepts of team

are real and which can I overcome

goals and a shared vision may be among

if I work a little harder or stay a little

the top modern workplace skills taught through athletics. Knowing where one

C A N T E R B URY TODAY • F ALL 2016

In addition to presenting the benefits of knowing oneself well and having a good sense of one’s place in the group, athletics may lead a student to acquire a long list of more practical skills, things like time management and conflict resolution, goal setting and deferred gratification. Being able to think quickly, to assess and respond to ever-changing stimuli in a public setting during competition, can lead to the development of composure and presence of mind, not to mention an ability to problem solve. Hopefully an athlete brings a level of passion to the pursuit, which in turn can foster optimism for the future, an appreciation for the present and a sense of gratitude for the past.

Taken as a whole, the athletic arena is a pretty busy place…and that’s not even counting the games! GO, CAVS!!!

A R T S

&

A T H L E T I C

A W A R D S

ARTS AWARDS

ACADEMIC ALL STATE

NATIONAL VOCAL INSTITUTE

were selected as First Team Academic

Mitchell Railsback performed at

All-State by the Indiana High School

the University of Michigan MPulse

Golf Coaches Association. This honor

Summer Vocal Institute, a two-week

goes to the top 15 senior golfers in the

intensive program. Mitchell lived in

state. Sara Diem received an Honorable

the dorms, took theory and voice

Mention, putting her among the top 60

lessons, ensembles, and performed an

Senior golfers in the state.

Addie Stinson and Deborah Choe

incredible program. He was one of 30 singers in the nation selected for the institute.

ALL STATE CHOIR Sophia Slates, junior, and Mitchell Railsback, junior, were selected to the 2017 Indiana All State Honor Choir. They will perform at the 2017 Indiana Music Education Conference at the Embassy Theater in January.

ALL REGION HONOR BAND Clarinetists Meghana Nalamolu and Nnenna Ijomanta, freshmen, were

SUMMER SPORTS AWARDS SCHOLAR ALL-AMERICAN TEAM The National Soccer Coaches

ACADEMIC ALL-STATE Baseball players John Langmaid and Jack Wojewuczki were named Academic All-State by the Indiana High School Baseball Coaches Association.

Association of America announced that

NEWS-SENTINEL

Brandon Renninger was selected to

PREP SPORTS AWARDS

the 2016 NSCAA High School Scholar All-

Kyra Foster and Samantha Becker

America Team. In a letter to Brandon,

made the News-Sentinel All-Area Tennis

the NSCAA wrote, “Congratulations on

Team and Kyra took the top award:

being named one of the nation’s best

News-Sentinel Player of the Year.

on the field and in the classroom during the 2015-16 academic year.”

selected to the All Region Honor Band.

IHSTECA AWARDS The Indiana High School Tennis Coaches Association named Kyra Foster and

They performed at DeKalb Middle

Samantha Becker to the All-District

School on November 13.

Team for singles tennis. Kyra also made 1st team All-State and Samantha made Honorable Mention All-State. Alexa Habig was named 1st Team Academic All-State.

ALL-STATE TEAM The Indiana Coaches of Girls Sports WORLD FUTSAL CHAMPIONSHIPS Justin Baeten, soccer player for

Association named Kyra Foster to 1st Team All-State in tennis–singles.

Canterbury High School, Fort Wayne Sport Club, and Fort Wayne Phoenix Futsal, helped ABK Futsal Club of Grand Rapids, Michigan, bring home the World Futsal Championships. The tournament

FALL SPORTS AWARDS SCHOLAR ATHLETE Sean Smits was selected as the 21Alive/ Parkview Sports Medicine Scholar

was held at the ESPN Wild World of Sports Complex in Orlando August 4-7.

Justin also was named to the All Division Team ISL Spring 2016 BU15 1st by the Fort Wayne Sports Club.

Athlete of the Week. Sean is a captain for the Canterbury boys soccer team and has a 4.1 GPA.

P AG E 5

CANTERBURY FUND SURPASSES GOAL IN 2015 year we offered donors the opportunity for gift designation to support student financial aid, faculty professional development, academic and cocurricular programming or the general fund. Choices will be offered once again with an additional “write in” opportunity to ensure your gift will impact the area of most importance to you. Please consider what area of school life you want to advance this year.

Thank you for your commitment to the Canterbury Fund during the 2016-17 fiscal year. To make your contribution, please visit canterburyschool.org/ supporting-canterbury. Your generosity impacts every student, every day.

Most sincerely,

I would like to extend our sincerest

generous support by so many members

gratitude to each of the 950 donors who

of the Canterbury community. The

collectively contributed $650,260 to

Canterbury Fund remains the school’s

the Canterbury Fund during the 2015-

second-largest source of revenue after

16 fiscal year. Our successful annual

tuition.

appeal was led by co-chairs Megan and Ryan Campbell (parents of Gavin ’24, Jackson ’27 and Cash ’31) and Sue and Matt Wojewuczki (parents of Jack ’16, Meredith ’18, Andrew ’21 and Monica ’24). We are most appreciative of the

As we launch the 2016 Canterbury Fund, it is my hope that everyone in the Canterbury family understands that each gift and every dollar raised will benefit all students throughout the divisions. New this year is the opportunity for every donor to make his or her gift in honor or in memory of someone special. Perhaps there is an extraordinary faculty member that has made a difference to you or your student. I’d encourage you to recognize him or her this year with your Canterbury Fund contribution. Last

C A N T E R B URY TODAY • F ALL 2016

Melinda Perry Director of School Development

FINANCIAL REPORT 2015-2016 SCHOOL YEAR Transfers to School from Foundation

Operating Revenue Tuition and fees

$15,375,430

Contributions

1,569,539

Investment Income

$16,968,825

Operating Expenses

Student services Financial aid

Restricted 292,180

Student Publications

6,000

Canterbury Fund

Grandparent Hand-In-Hand

4,645

Trustees $124,505

Alumni Trivia Night

1,750

Alumni 62,779

Summer Camp Sponsorship

3,000

Parents 330,302

897,981

Grandparents 106,816 Alumni Parents

1,071,123

Faculty

General and administrative

2,712,819

Staff

144,238

Total Operating Expenses

$16,968,825

35,000

Summary of Gift Income

$8,355,113 3,787,551

$36,065

Financial Aid Young Scholars Academy

Other 6,979

Operations and maintenance Allocation to other funds

Special Gifts

$179,590

23,856

Total Operating Revenue

Instructional

Unrestricted

$93,439

Total Special Gifts

210,397 27,755 5,040

Cavalier Open Net event income

$22,068

Friends 3,800 Laughing Cavalier $650,260

Total Canterbury Fund

Net event income

$325,263

(contributions may fall into more than one category)

Parent Association Contributions Excess of Operating Revenue Over Operating Expenses Foundation Assets

Early Childhood $0 $14,763,990

Endowment Gifts

$135,426

$3,000

Lower School

7,000

Middle School

7,000

High School

7,000

Total Parent Association Contribution $24,000

WELCOME, 1977 SOCIETY MEMBERS

The 1977 Society of Canterbury School includes individuals who have included the school in their estate plans. We are pleased to welcome our newest members and extend our gratitude and thanks for their special support:

Jessica (Stephenson) ’03 &

Blake Sharpe ‘03 IS CANTERBURY SCHOOL IN YOUR ESTATE PLANS?

Bequests and other planned gifts for the benefit of Canterbury School can provide for scholarships; bolster faculty salaries and enrichment; assist with academic and capital improvements; or be used for general operating purposes. If you have made arrangements to honor our school in this special way please let us know. We would welcome the opportunity to thank you today for the support you will be giving in the future by including you as a member in the school’s planned giving recognition club, the 1977 Society (named for the school’s founding year.)

For further information, please contact: Melinda Perry Director of School Development (260) 436-8786 mperry@canterburyschool.org

Or, write: Melinda Perry Canterbury School 5601 Covington Road Fort Wayne, IN 46804

P AG E 7

D I V E R S I T Y

A T

Diversity

C A N T E R B U R Y

remains an important philosophy to Canterbury

By Fraser Coffeen, Middle School Dean

“We believe that our school community and its members are enriched by understanding, respecting, and celebrating the uniqueness in all people. We actively seek to create an inclusive environment that emphasizes the importance of embracing our differences. We believe all voices in our community should be valued, appreciated and respected. We are committed to embracing differences in race, religion, ethnicity, national origin, gender, sexual orientation, and socio-economic status and to affirming the dignity and worth of every individual. We will support policies, programs and practices that promote the diversity of the world in which we live, that create an inclusive and evolving environment in which to teach and accept these differences, and that are consistent with our school’s mission.”

This is the Philosophy of Diversity at Canterbury School, a

Key to the 2015 diversity plan was the hiring of an all-school

schoolwide philosophy showing the dedication of the entire

Diversity Coordinator. This was to be a new position, with

Canterbury community towards these values. This emphasis

the goal being to build the diversity programming beyond

on inclusion and diversity has long been an important tenet

the few diversity classes available at that time. In 2015, that

at Canterbury. Recognizing the changing values of diversity

position was filled when the school hired Pascal Losambe as

in today’s world, the school looks at this philosophy as a

Canterbury’s first Diversity Coordinator. Over the past two

living document, and as such, updates this statement and the

years, under Losambe’s leadership, the school has moved

school’s Diversity Administrative Action Plan every seven years.

forward with the diversity plan, implementing a number of

The current statement and plan were approved by the Board of Trustees in 2015. That approval came at the end of a nearly year-long process in which board member Shep Moyle led a taskforce comprised of administrators, teachers, and parents and charged with re-evaluating the school’s diversity plan and considering its overall philosophy in this area. That team met monthly, engaging in deep, challenging conversations about the role of diversity in today’s world, Canterbury’s responsibility to its students, and how these areas and needs

programs designed to help make this Philosophy of Diversity statement a reality. These include community outreach events and high school clubs, among others. Last year, Losambe launched a Courageous Conversations event with the goal of bringing in members of the community to discuss issues of diversity, inclusion, and community in a relaxed and supportive setting. The event was met with rave reviews, and this year, Losambe again staged the conversation, this time as a kick-off event for the entire Canterbury staff.

tie in to the school’s mission. In May 2015, the taskforce

Diversity has been an important piece of Canterbury’s

submitted this new statement as part of an overall diversity

philosophy from the earliest days of the school, and it is a

plan to the board, who approved it and adopted it for the

piece the school continues to evaluate on a regular basis,

entire school.

ensuring that the philosophy and practices stay current in our ever-changing times. Today, that philosophy is practiced by actively engaging all members of the Canterbury community in discussion, working together as a team to ensure that the spirit of inclusion and acceptance for all remains felt within these walls.

C A N T E R B URY TODAY • F ALL 2016

D I V E R S I T Y

A T

C A N T E R B U R Y

Community outreach group helps Canterbury live its philosophy of

Diversity

By Ben Ottenweller, Middle School Director, Assistant Headmaster

As the 2015 Diversity Task Force

Brown (Lower School Teacher), Maria

concluded their work and presented

Hanewald (Spanish), Susan Johnson

their recommendations to the Board

(Admissions), Ranae Butler (Fine Arts

of Trustees, one thing was clear:

Chair), Kathy Todoran (Executive

Inclusivity, understanding, celebrating

Assistant to the Head of School), Cookye

of differences, and respect for the

Rutledge (Board Member), Julie Ervin

uniqueness each person brings to

(Science Department Chair), and John

Canterbury were unanimous words

Aiden (High School Teacher). We listed

and phrases, which is why they can

every individual we knew personally

now be found in Canterbury’s updated

who had experiences professionally or

Philosophy of Diversity. What was even

personally that could help us all grow.

clearer was the desire for guidance

The list grew quickly. After carefully

and professional development to help

vetting the list, these community leaders

us live those same phrases on a daily

were chosen to speak at our first

basis. The group recognized that in

High School Diversity Summit: Dawn

order to truly grow professionally and

Rosemond, Jeff Markley, Rev. Dr. Terry

personally in this area, Canterbury

Anderson, Barbara Szweda, Jonnelle

Board members, administration, faculty,

Brehob, Dr. John Aden, Mr. JARJOUR,

parents, and students would need

Caleb Jehl, and Amar Masri. Topics

access to groups in our community who

included from race, socioeconomic

could help us learn and grow to become

differences, immigration, global refugee

a model of inclusivity.

issues, power and privilege, mental

In the fall of 2015, I began meeting

disabilities, and gender.

regularly with our Diversity Coordinator,

This community outreach group

Pascal Losambe. We knew our

has now established a network of

colleagues craved support and

community members, many who are

direction in many areas of diversity.

mentioned above and spoke at our

We quickly went to work establishing a

Summit, and they will continue to

group of faculty who had community

bring in perspectives at all divisions as

connections to people and groups who

we look ahead to the 2016-17 school

could help us work through diversity

year. The outreach group members

issues, and analyze our own beliefs and

are committed to being liaisons to the

biases. Joining Pascal and me were Tira

community we live in, and providing

led by people who have the knowledge and experiences that can help us all grow, and most importantly, help us be better colleagues and better teachers to our students. That’s ultimately what this group is trying to accomplish. We want to grow and to be able to help understand to the best of our ability where our students and families are coming from. Why are there biases and why are there misunderstandings? We want to be able to admit that we don’t know everything and we need help to understand our differences.

It takes humility to admit that you need help to understand another’s perspective. The outreach group puts professionals in position to help us see those perspectives. This group is a key contributor to helping us live those phrases written in our philosophy of diversity.

opportunities for safe conversations,

P AG E 9

D I V E R S I T Y

A T

A community’s strength is rooted in its

C A N T E R B U R Y

Diversity

By Pascal Losambe, High School Biology teacher and Diversity Coordinator

the speakers for their participation in the summit. In the future, these students will be trained on how to be ambassadors and champions for diversity at Canterbury School and engage other neighboring schools in spearheading student-led initiatives across Indiana.

The Courageous Conversations breakfast and dinner were progressive-style events. Both events were well attended; the dinner had 40 invited guests (including parents, teachers, board members and members of the administrative team) and the This year, new diversity initiatives have positively impacted the Canterbury community. Under the guidance of an action plan laid out by Canterbury’s diversity task force, our community engaged in dialogues that informed our students, faculty, staff, parents and broader community on issues relating to inclusivity and social justice both inside and outside our school’s walls. Hallmark events from the past year included a Diversity Summit, the creation of diversity student ambassadors, and a progressive dinner and breakfast involving faculty, staff, board members, parents and other stakeholders from the Canterbury community.

breakfast had 175 attendees, including all of Canterbury’s faculty and staff. Both events were structured as follows: tables were set up with three sets of questions accompanying a three-course meal. Each person in attendance was assigned a different table for each course the goal was for no two people to be at the same table for more than one course. The questions for the first course were lighter questions, such as what a people’s favorite seasons were or the food they would serve if they opened a restaurant.

These questions were designed to get conversations going by enabling participants to get to know one another. After about 20 minutes, all attendees went to their second table assignment.

The first annual Diversity Summit, titled Courageous

They were instructed to open up the second set of questions,

Conversations, was organized by Canterbury’s diversity committee

which were about family life, personal beliefs, philosophies, and

with the goal of educating our faculty, staff and students on

backgrounds. For example, questions like “what is your most

different topics relating to diversity, inclusion and social justice.

favorite childhood memory?” were included. At the end of 20

The diversity committee leveraged the strong relationships

minutes, all attendees went to their third table assignment for

Canterbury has maintained with influential individuals throughout

the last course and opened up the last set of questions. These

Indiana and invited seven esteemed guests to campus to give

stretched individuals to think about diversity and inclusion in

presentations to the student body as part of the diversity

Canterbury and American society as a whole in order to start

summit. Each speaker spoke on the theme of promoting a culture

conversations on how we can be agents of change.

of inclusion, respect, and honor regardless of race, religion, nationality, and sexual orientation. Feedback was solicited from the student body and other participants an overwhelming majority regarded the event a major success.

The Canterbury community will continue to grow as we have conversations that stretch us and take us out of our comfort zones. The strength of any community is rooted in its diversity and difference because of the different perspectives

To encourage student participation and leadership, 20

and approaches individuals bring to the table. In essence,

Courageous Conversations student ambassadors were

acknowledging and honoring difference will foster growth. The

assembled for the Diversity Summit. The vision was to identify

goal is to encourage the community to make Canterbury a place

and empower students who have a passion for issues relating to

that values the lives of each member within our community—

diversity, inclusion, and social justice. On the day of the summit,

all races, religions, orientations, sexualities, cultures, customs,

the ambassadors welcomed our guests with a light breakfast,

genders, and nationalities. Most of all, we want to stay true to our

introduced them to the student body by reading short biographies

diversity philosophy and the school’s mission.

on their accomplishments, and gave gifts and thank-you letters to

C A N T E R B URY TODAY • F ALL 2016

D I V E R S I T Y

A T

C A N T E R B U R Y

Department Chairs make the word for the year

Diversity

By Alice Hancock, English Department Chair

The Faculty Curriculum Review Committee (FCRC) was charged

affirm the dignity and worth of every individual,” and students

last year by the Diversity Task Force with examining how

of other faith traditions are encouraged to share their beliefs.

Diversity was explicitly represented in the school’s curriculum.

The Fine Arts department believed that “participating in the

The committee asked department chairs to consider with their

arts offers opportunities for self-reflection, self-expression,

departments four questions:

and meaningful collaboration for all people and draws upon the talents of a diverse collective.” The English department stated a commitment to a safe and inclusive learning environment, in which faculty “provide opportunities for students to see various human experiences through the different lenses of characters and authors.” The Foreign Language department defined diversity as the “differences of people who speak languages other than English, have different cultural practices, believe in different religions and ideologies, or come from different backgrounds.” The Mathematics department approached diversity through gender, learning styles, socioeconomic backgrounds, and ethnicity. The Science department believed that diversity is the result both of natural selection and societal construction.

And the Social Studies department felt that reflecting diversity “means encouraging, supporting and welcoming a variety of student opinions, including competing political views, and it means having a faculty that brings diverse perspectives.”

In many department discussions, the first two questions blended together. As faculty considered how to define diversity, they slipped inevitably into talking about how diversity is currently represented, and examples were naturally related to the specific content and concepts of each department. The Social Studies department saw that currently

• How can diversity be defined in your department?

• How is diversity represented in your department currently?

• How would you like to see diversity represented?

“the overall structure of the curriculum gives roughly equal weight to U.S. society and non-U.S. societies” and that “every major geographical region of the world is studied at some

• What do you need to get there?

point in the curriculum.” The Foreign Language department

It was a fascinating exercise, yielding rich conversations and

pursue their own interests in language and culture through

encouraging each teacher to consider what was happening in classrooms through the lens of diversity.

In answering the first question—How can diversity be defined in your department?—department chairs offered a wide range of responses. In the Religion and Philosophy department, members agreed that their courses sought “to uphold and

noted that the Global Studies Certificate allows “students to the Independent Project,” and that all four language skills are taught and assessed “through a variety of activities that target different learning styles.” The Physical Education department described “a varied curriculum and activities that attempt to complement students’ interest, ability levels, motivation, and

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confidence.” The Health department believed their curriculum offered “exposure to topics that are of interest and relevant to particular diverse groups.” The English department noted that “writing opportunities ask the student writer to see the world a bit differently by studying a divergent voice.”

The third question was intended to force departments to look forward in their thinking, and yielded many important ideas. All departments saw their commitment to diversity continuing to make our school a more inclusive place. For example, the Religion and Philosophy department wanted to see diversity further represented in the ways faculty teach and model how to disagree respectfully, and in revitalizing the way “we approach community service in order to develop service as a lifelong habit, not a duty or obligation.” The Fine Arts department would like to be involved in helping “Canterbury grow into a place where the creators, producers, and audiences reflect the diversity of a global community.”

The Physical Education department wished to continue to “cultivate an environment that supports increased confidence among female students to perform to their highest abilities in mixed gender settings.” The Foreign Language department suggested that they “need to offer more local experience, including classroom visits by native or heritage speakers or professionals who use foreign language in their careers or field study opportunities.” The Social Studies department suggested that a student diversity advisory board might be instituted “to assist the department in understanding how students of diverse groups perceive the instruction.” The Library department spoke of inviting visiting authors who represent diverse backgrounds. The Mathematics department believes “it is important to be more considerate of students’ socio-economic and ethnic backgrounds when writing and assigning story problems.” And the Science department hopes to be able to offer more opportunities for scientific research both to broaden the curriculum and to encourage students to explore deeply a range of topics of individual interest.

In considering the final question of “What do we need to do to get there?” most departments immediately identified both a need and commitment to professional development.

The English department focused on methods “to engage those who may not learn in the more traditional sense.” The Health department noted an interest in exploring diverse resources available in our local community. The Foreign

C A N T E R B URY TODAY • F ALL 2016

Language department wished to explore the opportunities for technology to allow faculty and students to stay connected on global issues. The Library department noted that they would like “to provide additional quiet, small-group settings to accommodate the variety of learning styles/differences represented in the student body.” The Mathematics department spoke of “education for parents…so that they don’t inadvertently send the message to their daughters that women aren’t usually good at math.” The Social Studies department saw the benefits of “diversity training to enhance the cultural sensitivities of the faculty.” The Science department mentioned “training to be more knowledgeable, understanding, and empathetic towards those who do not possess the same beliefs” about scientific material.

Just as department chairs found interesting and informative discussions within their departments, so the FCRC believed that the sharing of information and perspectives across the curriculum was very beneficial. Faculty come to see their classrooms in a broader and more meaningful light, and perhaps most importantly how diversity should be represented in the future. This led to discussions about the resources and training that would be most valuable for faculty as a group and as individuals, and to the benefits of such professional development both for individual subjects and for our work in all areas of school life.

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Cultural Expo teaches appreciation and understanding of others’ cultures

By Miriel McFarland, Middle School Social Studies teacher

display allows their creativity and heritage to shine as they educate their peers through multiple approaches. Music, clothing, holidays, food, games, and much more are carefully constructed elements of a vision to convey a nationality or culture.

There is a tangible excitement in this pilgrimage. As classes come through the event, it becomes apparent that they are not simply coursing through the countries to amass stamps for their personal passports. The hands-on encounters provide a deeper sense of understanding and appreciation.

The interaction holds a consequential value to both the presenter and the onlooker.

Certainly, there is a large component of bravery to consider Amid the frigid February temperatures in Fort Wayne, the halls of Canterbury Middle School greet and engulf all with the warmth and wafting aromas of world spices and international flair. The sensory immersion begins immediately as a 20-foot. dragon seamlessly weaves its red and yellow wing through the library. At the left bobble head races are scuttling along as Prince Charles and Camilla vie for a title. Meticulous paper crane tutorials are being conducted to the right, and straight ahead one can indulge in the homemade falafels and

when families allow their most personal values to come to the surface and be placed on display for all. At the Cultural Expo, these acts of courage are embraced and even seen as enviable as many students rush home to ask their own parents, “Where did our family come from originally?” or “What do we celebrate that is considered unique?” Therein lie the beauty and the purpose of the event, a desire for the uncommon, a hope for a distinctive attribute, and a penchant to stray from the norm.

hummus or traditional baklava. The jovial hum of a classic European accordion or a cacophony of students from the Lower School and Middle School trying their hands at African percussion instruments accompany these encounters.

From Syria to Seoul, Lithuania to Lebanon, Canterbury families offer a unique representation of world cultures within our small community. As a school with such rich backgrounds, the Cultural Expo is an opportunity to celebrate these nations and values. Both parents and children use the occasion to create their own unique exhibit that allows them to revel in world histories and traditions that may typically only be

At Canterbury it is evident that cultural pride is a common theme in many of our students’ homes. Families are able to take this opportunity to share and educate others on the fundamental roles of world identities through personal

displayed in their home or a house of worship.

connections that provide lasting impressions.

Friday, February 3, will mark the Expo’s third year. Over the

Canterbury families interested in participating in this year’s

course of its two year existence, students and their families have not only embraced the event, but also are ignited with the desire to come back each year with even more cultural

Cultural Expo should stop by the Middle School Office or contact Miriel McFarland at mmcfarland@canterburyschool. org for an application. Forms are due by December 16.

traits to share, often in a richer, more dramatic fashion. Each

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Upcoming diversity events As Canterbury creates and plans on-going events related to diversity for students, faculty, and our greater community, our goal of creating an inclusive environment where differences are embraced is kept central. In the hope of making all voices in our community feel valued, appreciated, and respected, the following events will be taking place in the coming year: • DIVERSITY PROGRESSIVE DINNERS

• DRAMITAS (DRAMA+INTEGRITAS) These special events will use

(Thursday, September 29, and

the arts as a medium for exploring issues of diversity, integrity,

Wednesday, April 12)

honor, and personal responsibility in a safe, open forum.

• DIVERSITY SUMMITS will take place again at the High School and will be initiated at the Middle School. The goals of the Diversity

The first play that will be read and discussed is 12 Angry Men. (Wednesday, November 9, and Monday, January 30) • FOUR FACULTY MEMBERS will be traveling to Atlanta, Georgia

Summit are to bring members of our

for National Association of Independent Schools People of Color

community into school to teach and invite

Conference with the goal of finding strategies and ideas that

discussions of diversity both on the local and

encourage open dialogue between faculty, students, parents,

global level with students and faculty.

and other members of the Canterbury community about how to

• HAVEN INTERFAITH PARENT GROUP is hosting an event called “Love Thy Neighbor.”

This special event hopes to unite and

encourage the expression of each person’s unique experience in and understanding of the world around us. (December 2016) • CANTERBURY WILL HOST the fall Indiana Association of

celebrate all the different faiths practiced

Independent Schools Member meeting, with the topic focus

within our Canterbury family.

being on Diversity programming that we’ve implemented.

(Wednesday, November 2)

(Fall, 2017)

CANTERBURY BY THE NUMBERS

55

FIELD TRIPS TAKEN BY A CANTERBURY K-12 STUDENT GRADUATE

LAUGHING CAVALIER

171

NATIONAL MERIT SEMI-FINALISTS

1986 • ATTENDANCE 140 • PROFIT $5,000

168

NATIONAL MERIT COMMENDED STUDENTS

2016 • ATTENDANCE 230 • PROFIT $325,042

1,650

CANTERBURY ALUMS

TOTAL $4,791,666

128

54

1,214

186,910

74

REGULAR PART-TIME EMPLOYEES

19

NAMED MALONE SCHOLARS

CAVALIER OPEN

10

CURRENT MALONE SCHOLARS

1996-1997 • $1,600

56

SECTIONAL CHAMPIONSHIPS FOR SCHOOL TEAMS

2015-2016 • $23,000

38

REGIONAL CHAMPIONSHIPS FOR SCHOOL TEAMS

12

STATE CHAMPIONSHIPS FOR SCHOOL TEAMS

FULL-TIME EMPLOYEES NUMBER OF ZIP CODES CANTERBURY FAMILIES COME FROM

ANNUAL FUND

NUMBER OF ZIP CODES FOR CANTERBURY TODAY MAILING

1977-1978 • $24,000 • 75 DONORS

SQUARE FEET UNDER ROOF AT CANTERBURY

2015-2016 • $649,609 • 947 DONORS

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D E V E L O P M E N T

WHAT IS THE LAUGHING CAVALIER?

By Sandy Frappier, Development Officer

The Laughing Cavalier began in 1985 as a dinner event

This year’s events include:

featuring a name comedian. Hence the name Laughing

Holiday Online Auction – Shop Canterbury for unique

Cavalier! Today, Laughing Cavalier is a series of fundraising

holiday gifts, especially for your students. The Auction opens

efforts that culminates with a celebration event in February.

November 15 and concludes November 22.

On that evening the High School Auditorium is magically transformed. Over the years we have been transported many places, from “Where the Wild Things Are” to last year’s “Le Cirque de Canterbury.” It’s always amazing.

Laughing Cavalier joins the Canterbury Fund as a major contributor to the school’s financial well-being. Each year the Canterbury Community comes together with these various efforts to enhance education programs, enrich faculty development, supplement financial aid, and assist with the maintenance of our campus. With Anne Laurie, Kristin Pine

On February 18, 2017, Laughing Cavalier walks the red carpet with, And the Oscar goes to…Channel your favorite movie star as Hollywood comes to Canterbury!

Please join the fun and help make a difference for our school!

For details contact one of this year’s Laughing Cavalier co-chairs: • Niki Carver (nikicarver@yahoo.com) • Kristin Pine (kristinpine@gmail.com) • Brooke Stewart (brooke.stewart1977@gmail.com)

and Brooke Stewart leading the way, last year’s Laughing

or Laughing Cavalier Coordinator

Cavalier raised a record-setting $325,000 to benefit our school.

• Sandy Frappier (sfrappier@canterburyschool.org)

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CANTERBURY FORGES POWERFUL MEMORIES AND WISHES

By Alice Hancock, English Department Chair

When asked what they would replicate

functions.” Memcor supplies Boeing,

at Canterbury for other students or

Bell Helicopter, and the Defense

their own children, alums responded in

Department with an assembly that goes

a number of ways, but it was fascinating

into the flight controls of helicopters.

how often their answers came back to

After graduating from Canterbury, Lee

the Canterbury atmosphere. Whether it

received a B.A. in Management from the

was free periods, small classes, faculty

University of Dayton.

closeness and wisdom, it all seemed to have a good deal to do with what has always been at the center of what is Canterbury—a small school that held students accountable for their

Another graduate from 2004, Gabriel

education through the connections

Smith left Canterbury to get her B.S.

forged between them and their

in Science Psychology from Carnegie

teachers. Fourteen students recounted

Mellon and then an M.A. in Social Service

their favorite memories over their 16, nine, or even four years.

Graduating from Emory University with a B.A. in English Literature and from Kennesaw State University with a M.S. in Quality Assurance, Mary Craighead ’04 now lives in Portland, Oregon, with her partner Jes. Mary works as a Manufacturing Consultant for Oregon Manufacturing Extension Partnership, which helps “small to mid-sized Oregon manufacturers to be competitive in a global marketplace.” Her favorite

Lee Crawford ’98 recalled that “Canterbury really pushed me hard academically…I really did not like doing all that school work, but…it really helped me be prepared for college.” Lee remembers whipping out college papers while his friends were stymied about how to write. Worrying now that things are too easy for children, he believes that a rigorous curriculum along with athletics teaches students how to manage time. Presently Lee works with his father at Memcor Inc. in Huntington where he wears many hats, “managing people, hiring people, performing all the accounting tasks and all the quality

memories of Canterbury had much to do with the relationships she formed with her teachers—“these people strove toward that identity-based level of trust with students.” What she would like to preserve from her Canterbury experience was the collection of advisors she had. “They helped me to realize that I was responsible for the choices I would make, so it was important to have a goal in mind and use my decisions to inch me closer toward it. They also taught me that it was ok to ask for help along the way.”

Administration from the University of Chicago. For a long time, Gabe worked as a Research Associate for Devereux Advanced Behavioral Health, where she helped develop and evaluate programs and resources used by child-serving professionals to enhance the socialemotional health and resilience of children. Now she works as a family therapist traveling to homes and schools to build supports around children with behavioral health diagnoses. Some of her favorite memories of Canterbury were “sneaking behind the school to catch grasshoppers with my friends…playing on the tire swings…sitting on the couches in the morning at the High School… laughing together before the first bell rang.” What she would love to ensure continues is chapel. “I now realize that the regular opportunity to hear about the values held by adults in the school community and reflect on those values was something that is not afforded to many children in other settings.”

An entrepreneur, Lowell Caulder ’05 is the co-founder and CEO of Studio Dental, a modern mobile dental practice in San Francisco. He started the company with

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Chiang walking the hallways with chalk everywhere or Mr. King’s larger-thanlife presence in the science hall” were also notable memories. What she would preserve is the feeling that “being smart is cool.” She said she was eager to learn, and it was great that Canterbury his best friend in 2013 after having been in investment banking for three years.

He knew he wanted to work with people he liked, so when the opportunity came along, he grabbed it. Lowell attended Penn after graduating from Canterbury,

was a place where that eagerness was celebrated. “Going to a school without

Liz Schloss ’07 attended Ithaca College,

locks on lockers, a school where

where she received a B.A. in Art History

everyone knew each other so well—all

and a minor in Anthropology. She is

of those things I would wish for my

a sales associate and assistant event

children.”

coordinator with Three Rivers Running Company. “I have loved helping out with

receiving a B.S.E. in Economics, and

the local road racing scene and being

then went to Harvard Business School,

around those getting into running and

leaving after a year to start Studio

fitness in Fort Wayne.” Liz claims that

Dental. His favorite memories were

the bonds she formed at Canterbury

debate tournaments, tennis matches,

stay with her today. “My favorite

house parties, and soccer games. And he would maintain the college trip because it was a big deal for him. Lowell was recently engaged, and hastened to explain that Megan Nichols ’03 and Amanda Burns Cardosi ’04 were there to share the moment with him.

Megan Brooks ’06 lives in Chicago and works at a large public relations agency, Weber Shandwick. “It’s a face-paced world; I never know what my day will entail and there is certainly never a typical day. I love working in such a collaborative, creative environment with people that are always looking to try something new.” Megan went to Miami University in Ohio and earned a B.A. in journalism and political science. Some of her favorite memories were field days, Graduation, and the Thanksgiving Feast, but she was quick to add “Mr.

memories include having Mrs. Hancock Another member of the class of 2006 is

and Mrs. Crupi who encouraged me

Neil Bansal. After leaving Canterbury,

to write…I never would have found my

he went to Indiana University where

love of running without Coach Gregg

he received a B.A. in Economics and

Osborn and my teammates.” What she

a B.S. in Finance. He went to Penn for

feels made her Canterbury experience

an M.B.A. in Health Care Management

important is “the environment where

and Entrepreneurship. Presently Neil is

questions and discussion were

the head of Mergers and Acquisitions

welcomed.” Liz also feels that her

for a healthcare services business

friends were very important. If she

providing pharmacy services to patients

could keep anything it would be the

in long-term care settings. He also

desire for curiosity and exploration. “As

launched a ski/snowboarding apparel

an adult you will team up with different

company called Apres Performance.

people, and they can offer their valuable

“We’re developing performance apparel

input. Appreciate it from an educational

to give skiers and snowboarders more

and cultural background.”

stylish identities on the mountain.”

His company is committed to using the highest levels of sustainable manufacturing. His favorite memories all revolve around people at school.

“Canterbury gives students an unbelievable amount of freedom, and I think that has been a foundation for my life…You can choose what to do during free periods, what subjects to explore, what extracurriculars to pursue.” What he would maintain—“the faculty and staff fostered the environment that I enjoyed so much.”

Another member of the class of 2007, Ryan Walbridge, went to the University of Tampa, where he received his bachelor’s in marketing. He works for a digital marketing agency called Bayshore Solutions as a Digital Media Strategist. Ryan admits that his love of

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marketing was seeded during his time

Ohio. Now she does reporting for

passion for education policy.” Shannon

at Canterbury. “I had to be involved

one domestic opportunistic fund and

also echoes many of the other alums

in planning and promoting school

one international opportunistic fund.

who said that it was ok to be bright at

events.” Some of his favorite Canterbury

What she loves are the people. “I

Canterbury and that is a culture she

memories are funny and embarrassing.

work with hardworking, challenging,

would duplicate.

“The time Mr. Chiang chucked a two-

creative people who make every day

month-old brownie at me during class,

interesting.” Catherine says what she

which I blocked with a notebook at the

would preserve is the size of the school

last second, or hiding Dr. Griffin’s shoes

and the class. “I was thankful for the

in his file cabinet…that final riveting

individual attention each student was

report card from Dr. Price, where he

able to receive.” She also claims that

wasn’t afraid to let me know what nearly

Canterbury is a “great network to tap

failing senior year English could do to

into even in my professional career.”

my life.” Free periods are what he would maintain. “Giving us that responsibility… really taught me how to hold myself accountable and prepared me for the multitasking world we live in.”

Graduating from Canterbury in 2009, Kali Almdale went on to Wittenberg Receiving her bachelor’s from Indiana University and her master’s from Harvard, Shannon Hossinger ’08 is a legislative fellow working in education policy for a U.S. senator. “I love that I am essentially paid to learn and to help people on a large scale. My job is also As an accounting associate at Harrison

very strategic. Constituents come to

Street Real Estate Capital, a private

me with specific problems, and I work

equity firm that invests in health care,

to find policy solutions.” Shannon says

education, and storage real estate,

skills she gained at Canterbury are ones

Catherine Pingree ’08 said her

that she finds handy now. “Canterbury

friends are what made her Canterbury

was the first place in my life where my

experience important to her. “The

intellect was cultivated and appreciated.

challenge that Canterbury presented

I never felt that I was just working to

and the students I was surrounded

obtain a particular grade, but rather

by prepared me well for college and

all of the adults valued my insights

postgrad employment.” Catherine

and pushed me to think critically and

got her B.S. in Accountancy with a

to defend my positions.” Because she

minor in Art History from Miami of

came to Canterbury as a ninth grader she also was exposed at an early age “to the vast inequity in our education system, helping to fuel my continued

C A N T E R B URY TODAY • F ALL 2016

University, where she received a B.A. in Biology but also pursued her interests in English, vocal music, and Spanish. She was asked to work in the Writing Center as an advisor and was on the staff of one of the university’s publications.

Kali sang with the choir in touring the east coast, the Midwest, and Germany, following Martin Luther’s steps across Germany in the country-wide celebration of the 500-year celebration for the 95 theses posting. Her fondest memories of Canterbury are of the teachers and “their commitment to our learning.” She remembers many specifics of her favorite teachers from Mrs. Hamilton’s assignment to write to her future 12th grade self, to Mrs. Stath’s song choices for ISSMA contests, to Mrs. Crupi’s unique reading list, to Mr. Hancock’s chapels on sailing, to Mr. DeMarchis’ engaging stats lectures,

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to Dr. Wehrli’s encouragement to

A love of reading is what Canterbury

dig deeper with the senior seminar

instilled in the heart of Matthew

research papers. Kali received her

Wiersma ’11, a graduate of

doctorate in Physical Therapy this

Northwestern University with a degree

year from Northwestern University,

in history with a minor in Business.

and is now a full-time therapist at the

Matthew is in sales and trading with J. P.

University of Wisconsin Rehabilitation

Morgan in New York. “I trade everything

Hospital.

from basic stocks to Brazilian credit default swaps and no two days are the same, which always keeps things interesting.” He admitted that he typically “reads a book every week or two across all subjects.” His fondest A graduate of the University of California at Berkeley, Jimmy Toetz ’11 received a B.A. in Urban Studies. He presently works at Gillman Consulting Inc., an architectural consulting firm in New York City. “In essence we help building owners and developers manage major construction projects, specializing in new buildings and

Another 2009 graduate is Natalie Wagner, who attended Ball State and graduated with a B.A. in telecommunications. Presently, Natalie works at WANE-TV (NewsChannel 15) where she is a producer. What she loves about her job is the telling of stories.

Natalie was a lifer at Canterbury, so the memories that stick out the most involve teachers. “I came back from an orthodontist appointment in third grade, and I was in a lot of pain.

Mrs. Horton comforted me while the other students were away. I’ll never forget her kindness and generosity, something many teachers have.”

Natalie remembers that in college “Other students stressed over papers and hadn’t read the literature I had. I hope that current Canterbury students realize all their hard work does pay off.

It seemed like a lot of work at the time, but college was nearly a breeze. I’m so happy that I had to read dozens of

memory of Canterbury was going to state for golf during his senior year.

“We were never able to make it as a team, but it was a great way to finish out my time at Canterbury by playing golf in the state finals and going out on a high note.” His brother Michael ’11 graduated from USC with a major in business and at Apple in San Francisco.

high-rise buildings. We coordinate engineers, architects, construction companies, developers, and the city agencies to finish these major development projects.” He appreciates the friendships he made at Canterbury both with other students and faculty.

“I cherish all the fun memories of advisories, after-school clubs, and some of the fun May Term classes—Rubik’s Cube has come in handy.” What Jimmy would be sure to maintain is college guidance as well as the critical thinking skills he developed. “Without the preparation and guidance of the faculty and the drive of my peers, I would not have had the tools to succeed in such a prestigious school. I doubt I would have pursued the education that I did without Canterbury as the vaulting point into UCB.”

It is hard after listening to the voices of alums not to imagine how our country might change if there were more Canterbury’s around. From conversations with alums at informal gatherings or from reading their thoughtful insights, one might think that it would be a much better world if we could take the huge schools, the overworked teachers who have lost their love for teaching, and the atmosphere of distrust so endemic in education and turn them into smaller schools with teachers who love what they do and classmates who spur each other on to greatness.

books and write multiple papers.”

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U P

C L O S E

National Merit Scholarship program announces Semi-Finalists and Commended Scholars Officials for the National Merit Scholarship Corporation announced this fall that four Canterbury students are SemiFinalists for the 62nd annual National Merit Scholarship Program. These students were among 16,000 high school seniors who were named Semi-finalists. They will have the opportunity to continue in the competition for some 7,500 National Merit Scholarships to be offered this spring. The students selected as Semi-Finalists based on their 2015 PSAT scores are Deborah Choe, Michael Liu, George Sun, and Jonathan Zhou. National Merit designated four students as Commended Scholars: Micaiah Caudill, Richard Lou, Emily Westropp, and Sally Witwer. Additionally, Madison Hoover-Ferretti was named a Scholar in the National Hispanic Recognition Program, which honors about 5,000 of the highest-scoring students from the more than 250,000 Hispanic/Latino juniors who take the PSAT.

CANTERBURY STUDENTS RECEIVE 94 AP SCHOLAR DESIGNATIONS AND 13 NATIONAL AP SCHOLAR AWARDS Last May, Canterbury High School students wrote 403 Advanced Placement (AP) exams. Out of a possible score of 5, 89 percent earned 3 or higher and 72 percent earned scores of 4 or 5. Canterbury students averaged 3.98 on all AP exams.

The Indiana average was 2.63.

The College Board recognizes several levels of achievement based on student performance on AP exams: NATIONAL AP SCHOLARS

46 AP SCHOLARS WITH DISTINCTION

21 AP SCHOLARS WITH HONOR

27 AP SCHOLARS

Average grade of at least 4

Average grade of at least 3.5 on all

Average score of at least 3.25 on all

Completed three or more AP Exams,

on all AP Exams taken, and

AP exams taken, and grades of 3 or

AP Exams taken, and grades of 3 or

with scores of 3 or higher.

grades of 4 or higher on eight

higher on five or more AP Exams.

higher on four or more of these exams.

or more of these exams.

CLASS OF 2016

Victor Pan

CLASS OF 2016

CLASS OF 2018

CLASS OF 2016

CLASS OF 2017

CLASS OF 2016

Nikhil Aggarwal

Zoe Parker

Gavin Demerly

Rishubh Jain

Katherine Bowen

Neha Agnihotri

Nikhil Aggarwal

Rebecca Alifimoff

Jashan Patel

Lauren Keesling

Jordyn Caffray

Ryan Boyd

Rebecca Alifimoff

Jake Allan

Aashka Piprottar

Davis Lamm

Madison Davis

Ricky Cai

Austin Ash

Austin Ash

Claire Rorick

Manjari Lokender

Adrienne Guyton

Cai Caudill

Nicole Baumgartner

Hannah Babcock

Chengcheng Sha

Madison Morey

Jack Haines

Yinyan Feng

Sabrina Beaver

Nicole Baumgartner

Hope Steele

Kirsten Rockey

Madison Hoover-Ferretti

Shafer Garrett

Harsha Chilakamarri

Sabrina Beaver

Caroline Tsai

Nolan Roher

Gramm Kauffman

Rob Greene

Peter Dun

Nick Bellavance

Jonathan Vanden Akker

Benjamin Ryker

Andrew Killen

Yinsong Gu

Kreigh Elzey

Abby Bergeron

Ava Vanhelfteren

Thomas Losher

Aeleia Hughes

Aashka Piprottar

Sam Brinneman

Kathryn White

Mackenzie Martinez

Bailey McBride

Caroline Tsai

Linbo Chen

Jack Wojewuczki

Brandon Renninger

Claire Powell

Kathryn White

Harsha Chilakamarri

Victoria Yanez

CLASS OF 2017 Michael Liu Jonathan Zhou

Yidong Ding Gracen Disher Peter Dun Kreigh Elzey Emily Fisher Stephanie Gall Alec Goetz Alexa Habig Htut Htet Jamison Kline Nicole LaRue

CLASS OF 2017 Sarah Croft Avery Erickson Mina Gerken

CLASS OF 2019 Sam Witwer

Jackson Steffy Addison Stinson

CLASS OF 2017

Bo Geyer

Michael Brothers

Adrianna Hartburg

Yiyang Chen

Haoliang Jiang

CLASS OF 2018

Deborah Choe

Ricky Lou

Aarnav Lal

Michael Liu

Nick Pavelec

Yujie Wang

Jelena Nguyen

Alyssa Sandlin

Sean Smits

Ramya Tummala

George Sun

Sally Witwer

Yinluo Wang Jonathan Zhou

Lutong Li

C A N T E R B URY TODAY • F ALL 2016

Zhenghao Zeng

F A C U L T Y

E N R I C H M E N T

WATERFIELD FAMILY SUMMER GRANT PROGRAM MAKES LIFE-LONG LEARNERS OF FACULTY This past summer, once again, faculty from all divisions enjoyed the benefits of the endowed Waterfield Family Faculty Summer Grant Program in pursuing a variety of professionally and personally enriching activities. Twenty-seven teachers participated in the program this year, and the recipients’ plans included international travel; supervision of Canterbury student adventures; conferences and seminars; and the development of skills and content to enrich the school’s curriculum. As always, the announcement of the awards last spring was greeted with enthusiasm and gratitude by those chosen, and a sampling of teachers’ comments at the end of the summer captures the faculty’s excitement and appreciation for this annual program.

• Beth Patterson participated in a variety of workshops at the Lyric Theater in New York, and saw seven Broadway shows, meeting the casts and learning of the life of a musical performer. “I returned with concrete examples of how to motivate young performers. The workshop we did on score study and song analysis was so helpful.” It was “my dream experience.”

• Janet Lynch continued to work towards a year-long certification in Mindfulness training. The focus included such areas as “how to use the practice for the real-life benefits of refocusing, self-regulation, and growing empathy and kindness.” When Janet receives her certification, she will be in the international directory of certified Mindfulness teachers.

• Kelly Madarang visited several sites in Ohio, such as the Ohio Caverns, Platt’s Castles, and the Armstrong Air and Space Museum, which have given her ideas and inspiration to share with the school’s STEM (Science Technology Engineering Math) committee.

• David Habecker enriched his teaching in World History and U.S. History courses by visiting a number of sites of cultural and historical interest in the Los Angeles area. Specifically, he studied the area’s rich Spanish heritage, a working ranch

established during the 19th-century Mexican period, and the Chinese American Museum, which explained the history of 150 years of Chinese immigration.

• Shawnda Hamilton’s grant took her to Savannah and a conference on Positive Behavior Intervention and Support. Skills learned will be used to support the student positive mentoring group established in the Middle School last year with plans for monthly themes of positive messages this school year.

• Kate Crupi used her grant to enable her to write a vocabulary book for sophomores that included words from the literature they study, concepts from the material presented, and terms commonly used in literary criticism. The book includes both practice exercises and writing-response prompts. Kate will complete the book over the course of this school year.

year to give an illustration of life during periods studied in seventh grade U.S. History class. He also hopes that his new skills will help with the fledgling Middle School bluegrass club. Stay tuned.

• Rob Goetz traveled to South Africa on a medical missions trip through the International Medical Relief (IMF) organization. Rob worked with children in villages and townships surrounding Durban on public health education. “It allowed me to see how blessed we are and how giving back just a little makes a huge difference in some children’s lives.”

This experience confirmed for Rob just how important the emphasis placed on philanthropy in the fourth grade signature program is.

• Teha Cobler traveled to Indianapolis for a workshop on the Lindamood-Bell method of teaching reading. The process focuses on visualizing and verbalizing as a method of developing “concept images from language as a basis for comprehension and higher-order thinking skills.” Teha will incorporate this method into her small group Lower School reading instruction, and also train other teachers in how to use these strategies in their classrooms.

• Pascal Losambe was awarded a grant to attend a week-long science modeling workshop at Columbia University. The modeling method has been adopted by the Science Department as a strategy to encourage students through personal inquiry and exploration “to develop their critical thinking skills and engage with their subject matter in meaningful ways.”

Pascal writes: “In addition to growing as a teacher, I made wonderful relationships with remarkable educators from across the country.”

• Rob Westfall’s grant supported him in taking fiddle lessons from “a local fiddle pro.” Rob uses the fiddle and traditional American music in lessons throughout the

• Kevin Torwelle took a mathematical tour through Greece and Italy. Kevin saw the places where Pythagoras and Archimedes lived; the scale of the Parthenon and the Coliseum, marveling at the engineering necessary to build them; the actual tools that Galileo used in Italy; and many products of the Renaissance and its contributions to art and culture. “I visited the grave of my favorite mathematician, and saw where Fibonacci lived in Pisa. I got to climb Mount Vesuvius and experience the massive crater left from the eruption that extended the coast several hundred meters.” Kevin promises that he has ideas for lessons based on what he saw on his tour.

While the Waterfield Grant funds cannot fully underwrite all the requests submitted or granted, this is a program that is so much appreciated by the faculty as they continue to further the art and craft of teaching and serve as excellent examples of life-long learning for their students.

P AG E 2 1

S C I E N C E

Chemistry-first switch has begun

By Julie Ervin, Science Department Chair

The proposal that went forth to FCRC included a revamping of our 8th grade physical science program.

The new 8th grade course is called Foundations in Science. The first third of the Foundations in Science course teaches students essential math skills that will be used in all their future science classes. The second third

In 1953, James Watson and Francis Crick used the work of Erwin Chargaff, an American chemist, and Rosalind Franklin, an English chemistry and X-ray crystallographer, to establish the first model of deoxyribonucleic acid (DNA).

On that day, a door was further opened that strengthened the connection between chemistry and biology. Sixtythree years later, with the help of increasing technology, biology has been transformed. Today, many biologists study life and biological processes on the cellular and molecular levels – which are best explained by chemistry.

In the many high schools across America, biology is historically taught before chemistry. Today, this is still the case because it is seen as the more “traditional” order in which science should be taught and because biology generally does not have quite the math element that chemistry does. But, if biology is taught before chemistry, than many biological phenomena cannot

be addressed with depth or answered.

teaches basic chemistry concepts, and

For example, it is of extreme biological

towards the end, begins to include the

significance that ice floats. But to truly

math (stoichiometry and dimensional

understand why ice floats, a student

analysis). The last third includes

must examine the polarity of the

information on thermodynamics,

water molecule itself (which in turn is

energies, catalysts (enzymes), activation

explained by its molecular geometry

energy, and pH. This new course

and differences in electronegativity),

addresses the math issue that so many

hydrogen bonds formation, and the

other schools have when considering

crystal structure it forms. If students

placing chemistry before biology. It

understand all of the above, then they

also establishes a nice foundation in

will also easily be able to understand

chemistry for students to build on

cohesion, adhesion, surface tension,

during their 9th grade year. The change

and capillary action, all of which are

to the 8th grade science curriculum

crucial to all life forms.

happened first (school year 2015-

To overcome a student’s deficiency in chemistry at a biology-first high school, most 9th grade biology teachers spend a significant period of time teaching

2016). Now that those students have completed Foundations in Science, the switch to chemistry first in the High School has begun.

students basic chemistry. This is exactly

This first year of 9th grade Chemistry

what was happening in Canterbury’s 9th

has three offerings: Advanced

grade biology classes; almost an entire

Chemistry, Chemistry, and Foundational

quarter was spent learning chemistry

Chemistry. Advanced Chemistry is a

so students would have a better

quick-paced class for those students

understanding of the biology they were

who have successfully completed

about to learn. Three years ago, after

Foundations in Science, are well

a year of reflections, discussions, and

organized and academically responsible,

research regarding our High School

and can pick up math concepts quickly.

Science curriculum, Canterbury’s

Chemistry is a slower-paced class

Science Department put forth a

for those students who have also

proposal to switch the order of our core

successfully completed Foundations

9th and 10th grade science classes – 9th

in Science. Foundational Chemistry is

graders would be taught chemistry and

a quick-paced class for those students

10th graders, biology. This proposal was

brand new to Canterbury and who

reviewed and approved by Canterbury’s

have not taken Foundations in Science.

Faculty Curriculum Review Committee

By offering three different Chemistry

(FCRC).

courses, it is the hope of the Science Department to meet the needs of all our students.

C A N T E R B URY TODAY • F ALL 2016

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FORT WAYNE, IN PERMIT NO. 243 Canterbury School 5601 Covington Road Fort Wayne, IN 46804 260-407-3553 www.canterburyschool.org

ALUMNI ARE #MAD4CANTERBURY Giving Tuesday, November 29, is a national day to support non-profit organizations that have made a difference in your life. For this past Giving Tuesday, the alumni relations team developed the campaign #MAD4Canterbury - Make A Difference, encouraging alumni to support the Canterbury Fund. #MAD4Canterbury has raised more than $10,000 so far. Alumni sent in testimonials about their Canterbury experience along with their donations, which were shared with faculty, and created quite a buzz on Facebook, Twitter, and Instagram.

If you missed the Day of Giving, it’s not too late to participate. Your gift brings us closer to our overall goal for the Canterbury Fund and increases alumni participation percentages, which are very important to the health of our school. Visit www.canterburyschool.org/ mad4canterbury to give a gift and tell us “Who or what made a difference for you.”

WINDSYNC COMES TO CANTERBURY The Fischoff Chamber Music Competition, located in South Bend, is one of the most prestigious chamber music competitions in the country. Each year it hosts ensembles from around the world to vie for prizes totaling almost $40,000 in cash awards. In 2016, WindSync, a Houston-based woodwind quintet featuring oboist Emily Tsai ‘07, won the Senior Winds Division, earning a cash prize and a Midwestern Tour.

Emily and WindSync returned to Canterbury School on Friday, September 30, as part of this Winners Tour, performing a high-energy mini-concert/workshop for Lower and Middle School students that provided a fresh, innovative approach to classical music.

Students learned about the different timbres and range capabilities of the instruments during Copland’s “Hoedown,” experienced the magic of the Scherzo from Mendelssohn’s “A Midsummer Night’s Dream,” watched Prokofiev’s “Peter & The Wolf” come to life as the musicians integrated stagecraft with their colorful and artfully executed orchestration, and experienced the storytelling brilliance of Leonard Bernstein’s “West Side Story.”

WindSync then performed a public evening concert, hosted by Fine Arts Department with support and assistance from the Lower School Staff and a dedicated group of volunteers that hosted Pipes & Pies, pizza, pie and salad for purchase prior to the dinner. An appreciative audience included not only members of the Canterbury family, but also musicians and music lovers from the community at large.

SAVE THE DATE Gandparents’ Day MS: 9 a.m. November 21 HS: 1 p.m. November 21 LS: 8:30 - 11:30 a.m. November 22 Parents of Alumni Breakfast 8 a.m. November 22 #MAD4Canterbury Alumni Giving Day November 29 Laughing Cavalier Online Auction November 15–November 22 A Canterbury Christmas at Trinity 3 p.m. December 4 Canterbury Kids Angel Band 9:30 a.m. and 1:30 p.m. December 13 Middle School Winter Concert 7 p.m. December 13 Alumnus Festivus V Alumni Holiday Gathering 7 p.m. December 23 EC Open House for prospective families 9 a.m. - 1 p.m. January 10 and January 11 LS Young Meteorologist Night 6:30 - 8 p.m. January 12 Parent Association meeting 8:30 a.m. January 19 Fine Arts Department Play Reading 6 - 8:30 p.m.

Grade 5 Scholar Challenge 8:30 a.m. - 12:30 p.m. January 21 MS Cultural Expo 1 - 3 p.m. February 3 Laughing Cavalier 6 p.m. February 18 ALUMNI REUNIONS Indianapolis Area Alumni Gathering Thursday, February 9, 2017 Chicago Area Alumni Gathering Winter 2017, details to follow Washington, D.C., Alumni Gathering Winter 2017, details to follow