Summer 2020
Connect | Change | Stand
1 A Letter from Damian’s Desk 2 A Look Back at Spring 2020 3 Part I: Connect
4 6 7 8 10
Connect With Burke Senior Week A Letter from the 2019-20 SGA Co-Presidents On Self-Discovery and Softball Creativity Corner
11 Part II: Change
12 Damian’s June Address 13 Discussing Inequity in a Pandemic 14 Affinity Groups
16 Part III: Stand
17 Stand With Burke Campaign Update 18 In Memoriam: Monica Miracky 21 Farewells 23 Alumni Events 24 Alumni in the News
Dear Burke Community, I am comforted to be part of such a caring school community during these challenging times. We are living in a world that has abruptly changed the way we educate, that has significantly altered how we live in relation to one another, and that has undeniably compelled us to take a clear-eyed look at injustice in the world. These are the conditions that are informing how we are approaching the design of our curricula, community, and commitment to social justice at Burke for the upcoming school year. While we are all facing so much uncertainty, we are continuing to take steps forward at Burke in developing new and innovative ways to support and educate our students. We are focused on building community in creative ways in-person and through virtual spaces. And we are talking about the greater need to discuss and teach about racial justice, equity, the power of protest, and civic action.
We are committed to equipping our students with the care, compassion, and critical thinking skills needed in this rapidly changing world.
As we pursue this critical work, we are guided by our school’s mission, which calls us to “consciously bring together students who are different.” We are guided by our commitment to equity and inclusion, which compels us to affirm the worth of all community members and “challenge behaviors that demean, marginalize, or exclude others.” This work has always been at the center of the Burke experience and, with renewed determination, we are committed to equipping our students with the care, compassion, and critical thinking skills needed in this rapidly changing world.
Regards, Damian R. Jones Head of School
Winter 2019
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A Look Back at
SPRING SPRING SPRING SPRING SPRING
On Thursday, March 12, we gathered as a school community in the Atrium,
before partaking in some (individually wrapped and packaged) pie slices for an early Pi Day and leaving campus for a long weekend. We all assumed we’d be back together by the following Tuesday. As you well know, we have yet to gather in person since that afternoon. Our return date moved from March 17 to after spring break to the end of the school year, as the COVID-19 pandemic rapidly spread across the globe and infection rates spiked here in DC. By March 30, our faculty and staff had pivoted to distance learning, and our final months of the school year took place within the now-ubiquitous Google Meet grid. We connected through Zoom town halls and Flipgrid collaborations, through YouTube videos and Instagram stories. We created digital art galleries and musical performances. We mailed caps and gowns to graduating seniors and posed for photos on front lawns. But we all know that what makes Burke special, what feeds our souls and our minds, is being together – interacting casually in the library or the Commons, joking outside Damian’s office, jamming with the band, walking down to Rock Creek, or catching the Metro with friends. Such spontaneity and casual connection epitomize our Burke experiences – and even the best technology is no substitute. This became all the more clear in early June, following the murders of George Floyd, Breonna Taylor, and Ahmaud Arbery. Protests erupted across the nation, and worldwide attention focused on Lafayette Square, just a few miles down Connecticut Avenue. The crowds grew in number, and the calls for change, so profoundly needed in our nation, grew in force. A reckoning was, and is, at hand. And we could not process it together, in person.
Coverage of Graduation and Moving Up Ceremony will appear in the Winter 2020 issue of 1968 Magazine.
Our young people, and especially our African American students, are contending with profound stress and pain. As we moved through the summer and looked to a new school year in 2020-21, we were asking anew how to live out Burke’s values of equity and inclusion, of advocacy for the self and for others – how to challenge behaviors that marginalize or demean, how to be actively anti-racist, and how to use our skills and knowledge to make the world more just. This present moment demands such questions, and we will not stop asking them. Whether we are together, apart, or some combination of the two, our nimbleness can serve us well and these most crucial values will endure. That is our commitment for 2020.
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CONNECT Part One:
Staying close through remote learning.
Summer 2020
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K R E U H T B I T C W E CO N N A Look Into Remote Learning in Spring 2020
As a small independent school, we have the freedom to learn, adapt, and improve as we go; to be responsive to student and family feedback; to design assessments that are not traditional tests; and to keep in close touch with each individual student. These attributes served us well as we reimagined the spring trimester from a distance. In rapidly adapting curricula to the realities of a global pandemic, Burke faculty’s approaches were as varied and creative as you might expect...
Reorienting Chemistry In transitioning from the lab to the laptop, Bob K. (Science, Department Chair) completed the upcoming lab activities himself and filmed the process from his empty classroom – starting with how to use the Ideal Gas Law to complete stoichiometry problems. Chemistry students could then watch the lab on YouTube, download the data, and analyze it from home. Wondering how to find the mass of magnesium without an electronic balance? Follow along with Bob K. on YouTube.
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Drawing Figures In this spring course in figure drawing, experienced art students develop fundamental technical skills through perceptual, observational, and theoretical approaches. However, can you draw from a live model without a “live” class? Isabel M. (Visual Arts) made it happen. Students all gathered on Google Meet, sketched together, and held their work up to the camera at the end.
Arranging Music
Sharing Poetry
This spring, in John H.’s (Performing Arts) Intermediate Instrumental Music class, students studied the chord progression and the scale modes of Pachelbel's Canon. A counterpointbased technique, the canon employs one melody, succeeded by at least one repetition. Turn up the volume and enjoy the music from Lena S. '22, Miles T. '22, and Wes C. '22.
After moving her 11th Grade American Literature course online, Sarah S. (English) continue to delve into Claude McKay’s “If We Must Die” (1919) during the unit on Resistance and Change – thanks to some screen-sharing to highlight and discuss specific elements.
Landscaping with Legos In Kelly W.’s (Science) 6th grade class, the hands-on work continued, even from afar. During one synchronous class, each student built a miniature "lego landscape," then drew a simple topographic map and shared the results. This hands-on activity spun into work with real maps of the District and discussions of watersheds.
Suggesting the Subjunctive In Mónica V.’s (World Language) Spanish 4 class, students practiced the subjunctive mood by giving advice to their classmates: filming videos about building community remotely and staying positive during these tough days. They also crafted "survival manuals" with images and drawings. Suggestions included a space to share music or jokes. Damian was swiftly recruited to provide a few groan-worthy knock-knock jokes for our digital morning announcements. They also advised classmates to focus on the positive, not panic, and reach out to friends.
Summer 2020
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Senior Week VIRTUAL & VIVACIOUS!
A greatly anticipated tradition, Senior Projects and Senior Retreat & Sendoff at Burke typically begins with senior project presentations and concludes with a spirited and heartfelt “send-off” for our departing 12th graders on the Friday before Graduation weekend. Pivoting quickly and energetically, the Burke faculty ensured that this tradition could live on for the Class of 2020 – even from a distance. Our virtual Senior Week kicked off with a "senior brunch," thanks to an online cooking (or rather, "cook along") class with City Cooking West End. Additional morning events included final advisory meetings and an Academic Awards ceremony, conducted via Google Meet and YouTube Premiere. Photo by Mónica Vallin
On Tuesday through Thursday mornings, students chose among several ”Senior Project Explorations:” virtual discussions and workshops with guest speakers, tying into common themes from their planned Senior Projects. Our explorations and guests included: “Pursuing a Career in Broadcast Journalism” with Megan Wheeler ‘06, NBC News “Planting Seeds to Preserve DC History and Community” with Steve Colman, Washington Parks & People “A National Plan for COVID-19 Case Finding, Contact Tracing and Interrupting Transmission” with Anita Cicero, Johns Hopkins Center for Health Security “Capturing Gender, Sexuality, Identity and Trauma Through Photography” with Annie Flanagan ‘04, professional photographer “Political Advocacy in 2020: COVID 19, the Election, and You” with Morgan Moran, Save the Children Action Network “Reproductive Justice 101” with Jill Morrison, Georgetown University Law School “How to Think About Energy Resources and Climate Change During and Post COVID-19” with Jason Hutt, attorney “Investment in DC’s Youth Through Sports and the Arts” with Tony Francavilla and Charity Blackwell, DC SCORES “Fighting for Maternal Health for All” with Whitney Pinger, George Washington University Hospital, and Maddie Stewart, student and advocate Afternoons were more casual, with two activity blocks each day, ranging from "Fun Food Science" with Bob K. (Science), Hip Hop History with Ryan L. (History), Speed Drawing with Chary A. (Math), and even virtual Karaoke with Damian J. (Head of School). On Friday, seniors and faculty gathered on Google Meet to share their memories, anecdotes, and thank-yous from their years at Burke – a virtual send-off that ultimately lasted nearly three hours and encapsulated the support and deep kindness of our Class of 2020.
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FROM YOUR 2019-20 STUDENT GOVERNMENT CO-PRESIDENTS Dear Burke Community, It was a great honor to serve as your SGA Co-Presidents this past year. Unfortunately, we were not able to thank you all in person. Still, we’d like to extend our gratitude to the student body for everything you did to support SGA last year. To all of our grade representatives, thank you so much. The year’s work could not have been done without you. In addition to continuing the work of past student administrations, the 2019-20 SGA hosted a Winter Formal for Financial Aid that raised more than $1,000, implemented “Fun Fridays” and Cereal Bars to engage and feed the community, formed strong connections with our new neighbors, and fostered productive relationships with our administration and student body – to name just a few initiatives! While we regret that our time in person was cut short, we look forward to seeing you all again as soon as possible. Regardless of how Burke and the world at large looks in the coming months, we are committed to doing our part to better Burke and assisting Sidney H. ‘21, Leah W. ‘22, Jonah L. ‘21, and Marlon D. ‘21 in their 2020-21 Co-Presidential term. Congratulations to the Class of 2020, and we wish you the best of luck. April W. ‘21 and Nathan W. ‘21 Summer 2020
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ON SE L F- D I SCOVERY & SO F T BAL L by Elez Beresin-Scher ‘20
“Not that I’m expecting to play, but in which situation do you need to tag the person, rather than just tag the base to get them out?” This is a question that I asked a teammate on the bus to our first softball game during the spring of my freshman year. Not only was it my first softball game ever, but also my first sports game ever. Obviously, I was clueless. As in every game I would play over the next three seasons, my expectations were broken. My coach placed me in left field in the last inning. I was terrified, but lucky. The only ball that came in my direction stopped a few feet short of where I was standing, so that all I had to do was run forward, pick it up, and toss it to the shortstop. A small victory, but I still remember how proud I felt on the ride home.
This essay is dedicated to my teammates, who inspired and made me laugh every day, specifically Sofia Ohanian ‘18 and Vera Walsh-Alker ‘19, who taught me to trust myself, and my coach, Scott Reynolds, who constantly supported and believed in me – and helped me become the best athlete I could be.
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But let’s start at the beginning. Even before my first day at Burke, I was aware of the sports requirements and I dreaded them. I strongly disliked gym class and quit the swimming team after one day. I never had, and assumed I never would, consider myself an athlete. When the spring of freshman year came around, I was encouraged by some friends to come out for softball. I knew I would need the credit to graduate and didn’t look beyond the task at hand: getting through just one season. But to my great surprise, after one practice, I realized I had found something I liked. And that only escalated. After that first game I played, I was hooked on the sport and looked forward to it every day. Practice took my mind off of anything going on off the field; for two hours my head was clear and focused. The thought of competitive games would stress me out during the day, but once I stepped up to the plate, every worry was replaced with excitement and exhilaration. I became part of a team, like I never had before. A strong trust and love of my teammates grew easily and unexpectedly. For the first time in my life, I was giving as much effort to something as I gave to my schoolwork, if not more. And it paid off. I was starting in the outfield by my third game, and stayed there all season, occasionally playing second base or shortstop. Did I mention we were pretty good? The Burke softball team was successful before I was a part of it. They went undefeated and won the championship title the year prior, so I knew I had a lot to live up to. The upperclassman amazed and inspired me every day, and I wanted nothing more than to prove myself to them. While I made hundreds of mistakes, I also
succeeded more than I ever could have imagined: hitting triples, stealing home, making clean outs, and much more. After a tough fight in the semi-finals, we made it to the championship game against Oakcrest. Determined to score a run, I made it to first on an error, stole my way to third, and came sprinting home, scoring the third run of the game. And it was a close one, we beat Oakcrest by just two runs. Eight weeks ago, I was completely skeptical and inexperienced, and now I was a contributing member of a championship team.
Speaking of challenges, as I write this, my senior (and final) season has been cancelled. The coronavirus pandemic has resulted in great losses – far greater than just sports. I am heartbroken that it ended this way. I feel for all Burke students, especially seniors, who are missing their spring sport. It is something truly special and irreplaceable.
Sophomore year, I started the season batting leadoff and playing second, but because many players had graduated I was constantly moved around. By the end of the season, I had played every position in a game except pitcher and catcher. After another close semifinal, we were on our way to the school’s third straight championship (and my second). But still, some confidence was lacking. I remember almost coming to terms with the prediction that we would lose. Our opponents were skilled and had beaten us soundly in the regular season. But we had all improved a great deal, and by putting our best foot forward over the course of two days (there was a storm), we brought the banner home again. The next fall, I sat next to my coach at the school play and listened with anxiety and excitement as he told me that I would be filling the shoes of our (recently graduated) best player, the catcher. I’d come a long way since freshman year but catching isn’t something you easily learn in a few months. Vera (the pitcher) and I spent all winter on our own practicing in the Burke gym on weekends. By the start of the season I had the basics, and by the first game I was up to par with our opponent’s catcher. Again, I was immediately hooked. It was my favorite position yet. My junior season was harder than ever. We lost more games than we had in previous years and we struggled through the playoffs, barely making it through the quarter and semifinals. However, I felt like we had more small victories than ever. I hadn’t even expected to make it to championships and yet we pulled through again. We fought hard and even had the lead late in the final game, coming up just short in the end. Disappointing, but there were more meaningful things. We were a team and I was the proudest I had ever been. It was my favorite season yet. I found rewards in places I hadn’t before; the comradery, newfound leadership, and the toughest challenges.
Yet while there is disappointment, softball still brings me comfort. Early this season, before school closed, I was training to be the new pitcher – possibly my most difficult feat yet. During a practice with my coach, he told me that what I did this season would not define my career. He was referring to my new position, but his words have stuck with me. In my three seasons, we had more success than most teams get to experience. I feel fortunate for every day that I did get, to have found a passion I never knew existed, and to have experienced the bond that only comes from being part of a team. Our careers are defined by all that we have accomplished, not what we’ve lost. To my fellow (softball) seniors: We may have lost our last go, but we had three unforgettable, remarkable seasons. I’m certain the future will hold broken expectations, newfound passions that breed both challenges and rewards, and victories both big and small. I look forward to it. //
Summer 2020
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CREATIVITY CORNER TINY OFFICE CONCERTS
ART BUSTS OUT
Ever listened to NPR's Tiny Desk Concerts? If not, quick primer: musicians and bands set up shop on the desk of All Songs Considered host Bob Boilen here in DC and present a live performance.
In April, the Visual & Performing Arts faculty at Burke invited our student and extended community to share creative work created in quarantine. From those submissions, Burke launched a continually growing online showcase. “Art Busts Out” ultimately featured work from middle and high school students, parents, faculty, and even incoming students. In the words of Jim Gagne (Performing Arts, Department Chair), “Art transcends time and space. Let’s stay connected through our art work.”
This past winter, our Burke Film Club put their own spin on the concept with Tiny Office Concerts, featuring our Head of School’s desk and office. The club filmed their first episodes just before the stay-athome orders were issued and then edited the footage in quarantine. Enjoy Episode 1: "Hold On I'm Coming," directed by Arin G. '20, produced by Peter A. '21, Madison W. '20, and Ben K. '25 and featuring the Burke School Band.
INLIGHT MAGAZINE: SPECIAL ISSUE Following our campus closure this spring, InLight Diversity Magazine co-editors Kyra L. '21 and Sigita P. '21 quickly decided to forge ahead with a new issue and new theme. As Kyra wrote in her opening letter on May 7, "We figured that everyone could use a little extra light and hope in their life, and this issue is intended to bring those things to you!" Artwork (left to right) by Phoenix G. B. '24, Xiyao D. '22, Georgia S. '22, Tessa L. '25
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CHANGE Part Two:
Responding to seismic change in our nation.
Summer 2020
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On Monday, June 1, the day after graduation for our Class of 2020, Head of School Damian Jones sent this letter to our parents and students.
Dear Burke Community, These have been difficult days. For the past six nights, we have witnessed the images of George Floyd’s tragic death, and we have heard news coverage of the deaths of Breonna Taylor and Ahmaud Arbery. We have watched the ensuing protests in reaction to this string of senseless losses of life. While many people are grappling with critical questions, like how to seek just and fair treatment in response to these incidents, some are asking what justice means within communities of color – and this particular question takes on deep and historical significance for many in the African American community. What is most challenging is that, at the same time that African Americans are dealing with anxiety, stress, and pain, these moments are compounded by the disproportionate loss of life in communities of color due to COVID-19. As I’ve shared over the course of these past weeks, several of our community members have lost close relatives due to the pandemic. For many students of color at Burke, we must exercise great care in how we handle these matters. We must be fully present, support them, and exercise the patience that they require at this time. We also need to listen more carefully to these students, and we need to be more fully present when conversations arise regarding these difficulties and reassure our students that they are safe and there is space for them to talk when they are ready. Throughout this week, we welcome and encourage all of our students to participate in affinity group meetings, to speak with their advisors, and to talk with adults they know and trust at Burke. As conversations take place through this week, we will be paying close attention to our students – exploring what they are feeling and discussing how best to support them. Students can expect to receive more details by the end of the day tomorrow. As we near the end of this very challenging school year, we will do so with the patience and care our students require at this time. Please hold your children tight and remind them of your own availability to talk through all the issues impacting our country. Warm regards, Damian R. Jones Head of School
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Discussing Inequity in a Pandemic Throughout May 2020, Burke offered weekly discussion groups on Google Meet for students in Grades 9-10 – creating space to grapple with issues of equity and inclusion that the COVID-19 pandemic brought into sharp relief. To the right are discussion questions from Director of Equity & Inclusion Steven Lee, and we welcome you to discuss them on your own.
Economic Uncertainty and Food Insecurity The precipitous downturn in the US economy has resulted in many people being furloughed or laid off from their jobs. Even people who are fortunate enough to remain employed are experiencing heightened levels of financial anxiety. Suggested Reading Washington Post: Coronavirus is forcing food banks to step up like never before | April 8, 2020 AP: Pandemic provokes spike in demand for food pantries in US | April 18, 2020 Discussion Questions Have you witnessed or experienced food scarcity and/or financial anxiety in your community (perhaps including your own family)? What does this look like and how does this make you feel?
COVID-19 and Racial Disparity An equity issue that has become increasingly manifest is the racial disparity in reported coronavirus cases and deaths. As various journalists have noted, the pandemic has exposed the structural inequities in both our healthcare system and our society in general. Suggested Reading Washington Post: African Americans Are at a Higher Risk of Death from Coronavirus | April 7, 2020 CNN: Native Americans & Coronavirus | April 14, 2020 Discussion Questions A similar racialized pattern of COVID-19 cases is currently playing out in the DC region. How does a knowledge of this make you feel? Can you imagine a different public health reality?
Anti-Asian Violence and Xenophobia Many in the independent school world are familiar with the superficially positive stereotype of Asian Americans as a “model minority” (i.e. in comparison to other racial minority groups), but there is a rise of anti-Asian violence across the country and throughout the world. Suggested Reading “The Long History of US Racism against Asian Americans” by Professor Adrian De Leon (USC) NBC News: Federal agencies are doing little about the rise in anti-Asian hate | April 18, 2020 Discussion Questions Why do you think xenophobia rises during times of crisis? What role do you think the government should play in addressing this phenomenon? Summer 2020
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AFFINITY GROUPS “There are no simple ‘solutions’ to our fractured society. But today, it is crucial for us to provide safe spaces in which students can support one another and express their thoughts and feelings about recent events under the guidance of adult facilitators who know and care for them.” Steven Lee, Director of Equity and Inclusion
“Affinity spaces are not created to isolate, but rather to provide a safe and inclusive environment for students to express themselves and be heard in a world where they are otherwise silenced. I’ve seen the power and effect it has had in my own life, both professionally and personally, and I strive to provide the same for all of my students. As the facilitator for ‘Black Girls Meet’, I cannot convey in words the powerful moments we have shared; it allows us to better understand ourselves and, therefore, each other. Burke’s commitment to Equity and Inclusion often requires hard and uncomfortable conversions, but that is exactly what is required in order to effect change. We must become comfortable with being uncomfortable.” Vanessa Aird, High School Dean of Students
“In my time at Burke, affinity groups have become very important to me. They create a safe space that allows me to talk with other students who understand and can relate to what I am experiencing and have experienced. In my affinity groups at Burke, I never feel silenced and no one has ever made me feel that my opinions are not valid. The groups encourage me to embrace who I am and to feel confident and proud of my identity. Affinity groups at Burke create opportunities to build connections with other students who can relate, who are there as a solid support system, and who have meaningful discussions. These groups have been a big part of making me feel like I belong in the Burke community.” Leah H. ‘22
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“Following the People of Color Conference, which I attended as a student chaperone in 2016, Steven helped me begin AWARE: the Alliance of White Anti-Racist Educators. In 2018, we began having some joint meetings with the FOC (Faculty of Color), which were very successful. Jim Gagne joined me as a co-facilitator, and the number of regular attendees has continued to increase throughout 2019-20. This summer, we have continued to meet virtually and collect and share resources.” Amanda Bozarth, Library Director
2019-2020 SCHEDULED AFFINITY GROUPS Asian Students Alliance Black Girls Speak Black Student Union Boys Leading Boys Chinese Affinity Group Club Hispano Feminist Cooperative (FemCo) Immigrant Family Affinity Group Mixed Race Affinity Group Muslim Student Association Students of Color (MS and HS) Students Supporting All Sexualities and Identities (SSASI) White Allies/Accomplices (MS and HS) Young Black Men
Explore Burke’s crowd-sourced Equity & Inclusion Resource Library at www.burkeschool.org/equity.
Summer 2020
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STAND Part Three:
Positioning Burke for the future.
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Dear Burke Community, While the pandemic forced Burke faculty and administrators to heroically reinvent our educational program on the fly, all aspects of our school operations endured disruption, including our Development efforts. Throughout the spring, we faced the dilemma of knowing that Burke had real and growing needs, but that everything we’d planned – including the conclusion of the Stand with Burke Campaign and the return of our beloved Auction for Financial Aid to the Burke gymnasium – would no longer be possible. While we grappled with how to proceed knowing that some would not be in a position to give, we had confidence that our community would want to see Burke strong and intact on the other side of this moment of crisis. Though we’d been well on our way to achieving our $6 million goal, we decided it was best to pause the Stand with Burke Campaign, and redirect all of our fundraising efforts towards financial aid throughout the spring. We shifted to an all-virtual auction effort in April. We missed the joyful fellowship of our in-person event, but were thrilled to still be able to raise $40,000 in an online auction, and $100,000 in donations through our “virtual paddle-raise,” sponsorship, and other gifts. As the spring progressed, the economic impact on our institution and for our families came into better view. It became clear that members of our community were facing acute hardships and loss. Damian and the Board made the bold statement that they wouldn’t allow the loss of a single student for financial reasons in 2020, and it was estimated that an additional $500,000 in aid dollars would be needed. In response, a generous parent donor came forward with a $25,000 matching gift, hoping to inspire the rest of the community to give. Wow, did our community respond! We blew past the match, and raised an additional $70,000 for financial aid in June alone. While we did choose to postpone a final push for the Stand with Burke Campaign this spring, the goals of the Campaign are as important as ever. We certainly still intend to realize needed campus improvements through this campaign, but the goals of building a stronger culture of philanthropy and strengthening Burke’s financial outlook for times like these are equally important. Our community should be incredibly proud that giving to the Campaign has put Burke in a far better position to ride out this rocky period. We hope – as uncertainty is likely to persist – that you’ll stand with Burke once more when we come calling in the near future for one last chance to be part of this effort. We are so grateful for all who have standing with Burke throughout the Campaign, especially our Campaign and Development Chairs – Sydney Bath, Wendy Cividanes, Sharon Davis, and Meredith Jason. Promise, we’ll get you a chair soon. Be healthy and well Burke, Jennifer Kozak Rawlings, Director of Development and Alumni Affairs
This is just a brief synopsis of Burke Development in quarantine times. The next issue of 1968 will include a full reporting of the Stand with Burke Campaign and other giving in the 2019-20 Annual Report.
Summer 2020
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R E M EM B ERIN G
Monica Miracky B ur k e Ten u r e :
198 0- 2020
“She was always a reason for me to smile during the school day. I will miss that.” Vidya Seejattan (Math Department) “I have learned so much about being a strong, compassionate leader from Monica, and I will miss her dearly.” Alexis Martina (10th Grade Dean, English Department)
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Letter to the Community From Damian Jones July 2020 Our colleague, dear friend, and dedicated Assistant Head of School for Program & Head of Middle School Monica Miracky, spouse to Edmund Burke School co-founder Jean Mooskin, and mother to Enti Mooskin ‘13, passed away after a courageous battle with cancer on Thursday evening, July 23. Monica touched the lives of countless students, parents, faculty, and staff during her 40 years at Burke. She was a gifted teacher, mentor, coach, educational leader, and beloved friend, whose indomitable spirit and passion, especially for her students, inspired all who knew her. Monica’s charm and wicked sense of humor made us smile, and her kindness, patience, and determination provided us all with the strength that we needed to carry on each day. Monica was an extraordinary listener, providing others with room to be heard, and in turn, offering sound and measured counsel. She was an advocate of equity, inclusion, and justice, and she consistently worked to ensure that this was reflected in her work as a school leader. Monica was a powerful woman with an enthusiastic presence and great intelligence, who fully embodied our school’s mission, and whose vision and conviction have left an enduring impact on the Burke community. We will miss her spunky resolve and her joyfulness.
“Middle school mainstay Monica Miracky reflects on 40 years” By Jennifer C. ‘21 Originally printed in The Cageliner, January 2020 Monica Miracky came to work at Burke as an English teacher in 1980, only 12 years after the official founding of the school. Forty years later, Miracky now serves as the Head of the Middle School and the Assistant Head of School for Programming for Burke. However, Burke was completely different from what Miracky was used to. She was looking for English teaching jobs in the DC area when she found Burke. She got job offers from Burke and Immaculata Catholic School, but the Catholic school reminded Miracky of her own high school life. “Immaculata was going to make me enforce the dress code and to enforce that you walk on a certain side of the stairways. It was very rigid. It was like the high school I came out of, and I knew I didn’t like,” Miracky said. “It was obvious to me that Burke was the best fit for me. Since I stayed here for 30 years, that must have been true.” Miracky grew up in Milwaukee, Wisconsin with devout Catholic parents. She spent her childhood going to various Catholic schools in Milwaukee before later moving to Minneapolis to finish high school. Miracky ended up in DC when she began graduate school at Georgetown University. In DC, Miracky had various jobs before coming to Burke. “I did a lot of waitressing and stuff like that. When I was in graduate school, although my tuition was paid from a fellowship, I had to pay living expenses.” Miracky said. “So I worked in the animal lab of neurology department, and my job was to clean the rodents’ cages, and they all had big tumors because the lab was doing cancer research.” Miracky began at Burke as an 8th grade English and AP English teacher. However, it wasn’t long before she took over as Head of Middle School for Burke. (continued p. 20) Summer 2020
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R E ME M BERIN G Monica Miracky “I was working closely with the person who ran the middle school. She was one of my mentors” Miracky said. “I was not ready at all to lead the middle school, but I did the best I could.” Miracky’s responsibilities at Burke developed further when she created and applied for the role of Assistant Head of School for Programming. She got the job and for almost 10 years has been both the Assistant Head of School for Programming and Head of Middle School. During her time at Burke, Miracky has seen first-hand the changes that took place in the school. “Burke is definitely different, but not in its core values and not in its spirit,” Miracky said. “All the changes that take place in Burke all serve its mission. It still puts kids at the center of their own education.” Miracky finds that these aspects of Burke, the aspects that have stayed constant throughout her time here, are among the best things about Burke. However, Miracky also finds that her interactions with kids are another part of her job that she deeply values. “I have always loved being around kids,” she said. “I love what kids bring to our community and to a classroom. My own ideas and my own thinking have changed because of my interactions with kids.” Miracky plans to continue advising and engaging in the Burke community after she leaves, as well as volunteering with kids outside of Burke. “I’m planning to explore and find a good volunteer situation that puts me in contact with kids. Something that will keep me connected to my neighborhood and my community and keep me in connection with kids.” Miracky said. After leaving Burke, Miracky also wants to spend her time reading, traveling and writing. She also hopes to get physically stronger so that she can continue skiing and staying active. For Burke’s future, Miracky hopes to see Burke continuing to be a joyful, committed, passionate, and intellectually focused school. “It has been a joy and an honor for me to work at Burke. It’s strange these days for a person to stay at the same job for 40 years. And I feel really lucky that I was able to do it and it was obviously such a good fit. It’s been a joy and a delight. Not every day has been a joy and a delight but something in every day has been,” Miracky said about her time here. “My hope for this school is that it continues to attract wonderful students and families that are so different from one another and terrific teachers who enjoy the company of young people.”
Visit www.burkeschool.org/remembering-monica to read more tributes and share your own memory.
ALL T HE B EST FRO M BURK E
Left Lucinda Leach (15 years at Burke) Right Veda Robinson (7 years at Burke)
Lucinda Leach
Visual Arts Burke Tenure: 2005-2020
We are wishing Lucinda the very best after teaching 15 years at Burke, not to mention her years as a Burke parent (‘07). Lucinda has long been a driving force for the arts at Burke, and she led both the expansion and interdisciplinary integration of the visual arts across our school’s curricula. We will miss how she rallies the community during the holiday season for our annual communitywide art project, and how she helped us use the arts as a vehicle and tool for social justice.
Christiane Connors Director of Civic Engagement Burke Tenure: 2012-2020
Throughout her eight years, Christiane had a far-reaching influence on how Burke teaches social change and leadership. From helming the senior projects in the spring to leading the social justice “growth track” for faculty, from planning trips to West Virginia and South Dakota to integrating the social change curriculum into the classroom, Christiane has been part of countless students’ and teachers’ Burke experiences. Your passion for and commitment to equity are unmistakable.
Summer 2020
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ALL THE B EST FRO M BURK E Veda Robinson
Dean of College Counseling Burke Tenure: 2013-2020
After eight years helming the College Counseling Office, Veda heads north to Westtown School (PA) to serve as the Upper School Principal. Her staggering depth of knowledge and wisdom, support for her colleagues, patient and thoughtful guidance of students through the labyrinthe college process, and (of course) leadership of the delectable Joy Luck Club will be greatly missed in the years to come.
Viktoria Shofield
Middle School Learning Specialist Burke Tenure: 2016-2020 Burke is deeply grateful for Viktoria’s deft and personalized support of so many Middle School students. Your guidance was invaluable this past spring during our sudden transition to a brand-new learning medium. We will miss you on the 4th floor and on the softball diamond.
Séverine Vogel
Middle & High School French Burke Tenure: 2018-2020 Burke extends its gratitude to Séverine for her contributions to the World Language department, from introducing 6th graders to French language and culture to guiding high school students through the passé composé versus the imparfait to joining the Academic Tech team during quite the technically demanding time. We are wishing you all the best.
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ALUMNI EVENTS Alumni Holiday Party
Though the Alumni Holiday party had to be rescheduled due to snowy weather, even a winter storm couldn’t keep us from gathering together in January to celebrate with Burke alumni! Alumni gathered at Uptown Market on January 21, 2020 to reconnect with friends and faculty, and to raise a glass to Burke. Thanks to all who joined us there!
Young Alumni Coffee & Doughnuts With Faculty
Young alumni were invited back “home” to campus on December 19, 2019 for coffee and doughnuts in the library - and to reconnect with classmates, faculty, and staff. It was such fun to have so many familiar faces back on campus!
Alumni Thanksgiving Basketball Game
On November 27, 2019, the day before Thanksgiving, alumni were invited back to Burke for a fun and casual pick-up basketball game hosted by Burke Athletic Director JD Sand. Several alumni spanning the last 12 years and their families returned to Burke for a fun evening of basketball, pizza, and time together over the holiday.
2020-2021 Alumni Events
We are exploring ways of “gathering” virtually (and physically, when/if we are able) over the course of the coming year. Though things may look a bit different, we still want to see you, and we’d love to know what kinds of programming would be most appealing to you! We hope you will visit www.burkeschool.org/ alumni to complete a short survey to let us know what kinds of programming you’d like to see from Burke.
Summer 2020
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ALUMNI
in the News
National Geographic | June 2020
“‘I want to be part of the change’: Why thousands are demanding racial justice”
New York Times | May 2020
“African-Americans Are Highly Visible in the Military, but Almost Invisible at the Top: Seventy-five years after integration, the military’s upper echelons remain the domain of white men” Photographs by Nate L. Palmer ‘12 Hailing from the profoundly creative class of 2012, Nate came to Burke as a 7th grader, took a wealth of photography classes with Allen J. (Visual Arts), and now is a DC-based documentary portrait photographer – working with the New York Times, the New Yorker, National Geographic, and TIME, among many others. Follow him @langstonpalmer.
RunWashington | May 2020
“Rescue squad volunteer’s 24-hour run raises $11,000” Featuring Ashley Donovan ‘02 This past May, Ashley ran a 0.20-mile loop around the BethesdaChevy Chase Rescue Squad's station for 24 hours, raising funds and awareness for volunteer emergency responders. In the end, she covered more than 86.5 miles (or more than 430 laps), while wearing a face mask, and raised more than $11,000. Ashley returned to Burke in 2015 to serve as a long-term substitute in the Math Department, and now serves as Senior Education Program Manager at the American Chemical Society.
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1968 Edmund Burke School Magazine
AFRO: The Black Media Authority | May 2020 “Meet the Pageant Queen”
Interview with Sydney Jackson ‘19 This past winter, Sydney was named Miss District of Columbia Teen USA 2020. Heading to the University of Maryland to study journalism, Sydney is also the founder of Girl Empire 202, “a space for girls in the DMV to spread positivity, stories, and empower one another.” Photo provided by Sydney Jackson ‘19
New York Times | April 2020
“Portraits From New Orleans: A Close-Knit City Keeping a Safe Distance” Photographs and Text by Annie Flanagan ‘04 In the earlier days of quarantine, Annie awoke at dawn, walking the streets of New Orleans as the city awoke and its residents uneasily kept their distance. A freelance photographer and journalist, Annie’s clients include the ACLU, CNN, NBC, Smithsonian Magazine, and the Washington Post. Follow them @annieflanagan.
Head of School Damian Jones
Board of Trustees 2019-2020
Janine Goodman, President Sharon Davis, Vice President Angela Jaffee, Treasurer Nick Keenan, Secretary Emily Alexander Susannah Baruch Sydney Bath Hadley Boyd Joe Clark Dawn Chism Wendy Cividanes Norman Dong
Lucinda Eng Garcia Richard Gersten Sue Keisler Brian McMaster Ruta Puskorius Kira Swencki Stephen Weisbrod Monque Willard Damian Jones, Head of School Maureen Minard, Faculty Representative
Edmund Burke Parents Association 2019-2020
Meriwether Beatty Sydnye White-Oyugi
Kevin Willcutts Mark Hunker
Office of Development and Alumni Affairs
Jennifer Kozak Rawlings, Director of Development and Alumni Affairs Susan Kay Jones, Assistant Director of Development, Advancement Services Kate Maskarinec, Assistant Director of Development, Special Events
Office of Communications
Julia Harman Cain, Director of Communications and Marketing JadĂŠa Asante, Communications and Marketing Associate
Our Mission
Burke consciously brings together students who are different from one another in many ways, actively engages them in their own education, holds them to high expectations, gives them power and responsibility, and supports and advances their growth as skilled and independent thinkers who step forward to make positive contributions to the world in which they live.
Equity and Inclusion at Burke
Burke respects the dignity and humanity of our students, faculty, staff, parents, alumni and trustees, as well as our broader community. We embrace a wide range of backgrounds and perspectives. We strive to cultivate understanding and appreciation of diversity that includes, but is not limited to, age, ability, ethnicity, family structure, gender, gender identity, political perspectives, race, religion, sexual orientation, and socioeconomic status. We acknowledge and encourage differences of opinions, ideas, and interests, and we expect thoughtful discussion and civil engagement. Burke affirms the individual worth of all community members, and we challenge behaviors that demean, marginalize, or exclude others. Our goal is to maintain a diverse school community that exemplifies these values and to fulfill our commitment to equity and inclusion consistently in all areas of school and community life.
Follow Burke on Social Media Facebook /edmundburkeschool Twitter @burkeschooldc Instagram @edmundburkeschool
Address
4101 Connecticut Avenue NW, Washington, DC 20008
Website
www.burkeschool.org
Phone
202-362-8882
Alumni Email
alumni@burkeschool.org 1968: Edmund Burke School Magazine is produced by the Office of Development and Alumni Relations and the Office of Communications and Marketing for alumni, parents and friends of the School. Letters and comments are welcome. The editors express their appreciation to all the writers and photographers who contributed to this issue of 1968. Cover Image by Kalea G.-P. ‘21
4101 Connecticut Avenue NW Washington, DC 20008
MEMORY PROJECT During Distance Learning this past spring,
Mixed Media students (and Ceramics-turnedMixed Media students) created portraits of teenagers in Afghanistan for the Memory Project – which forges connections through art with youth around the world who have experienced war, violence, poverty, family loss, or other challenges. This summer, the portraits are being delivered to their subjects, with a selfie and note from each Burke artist on the back. www.burkeschool.org/arts/visual-arts “FATEMA” BY RACHEL G. ‘22
"SALAHUDIN" BY LARA C. '22
