ESD Spring 2023: The Crest

CREST

Davis Felder ’06 and Ginny Schommer ’07 read scripture verses at Lessons and Carols.

1.6M+ math facts

NINE

solved by Kinder-fourth grade using Reflex Math

1,166 STUDENTS ENROLLED Beginner - Grade 12

upper school students recognized as AP scholars and above

468 have slept in a tent or cabin at Wolf Run or a state or national park

67 % faculty hold advanced degrees

119 of the first grade welcoming the Christmas season with a musical

79

sixth graders and their chaperones went to DC in October 2022

863 133-167

40YRS

2022-23

BY THE NUMBERS

middle school students attended and won Premier Delegation at the State Youth and Government Conference in Austin so far

43 years of jumping rope for heart health in the Kids Heart Challenge

282 upper school enrollments in one of 6 engineering design or programming classes or 5 business courses

lower school students attend Chess Club every Friday

167 middle schoolers enjoyed visiting authors and writers through the Bill Cook Endowed Series

100 PERCENT

participate in community service learning and leadership

59 2023-24 applications processed spaces available

123 professionals have dedicated 20 years or more of service to ESD and are a part of the Keri Scholtz Hall ‘87 Convocation

16,478 BOOKS checked out in LOWER SCHOOL

20 100%

of WORX applicants placed in internship opportunities (90 applicants this year!)

traveled to Paris in March:16 upper school Humanities Club students and 4 faculty

Dear ESD Community,

It is a great time to be an Eagle! We have had an exciting year filled not only with the student triumphs and growth opportunities that every school year brings but also with the creative thinking and planning that every great school does. This edition of The Crest is filled with the news of that work that so many in our community have been engaged in. We are thrilled to be able to share it with you and even more eager to embark on the efforts that will enable us to implement all we have been planning.

During the past two years, ESD leadership, including the Governing Board and the administrative team, has engaged in a cooperative and iterative process to update the school’s strategic plan. Our thinking has been grounded in the idea that we have been entrusted with Father Swann’s vision – embodied in our Founding Tenets, mission, and Episcopal Identity – and it is our charge to imagine how we can make ESD an even fuller expression of that vision. ESD has never been stronger, and is poised to gain recognition as one of the great schools in the country. We believe our planning process gives us the map to that destination.

Great schools know who they are, have mission-driven programs, and have the people and financial resources to fulfill that mission. During our Independent Schools Association of the Southwest (ISAS) reaccreditation process, detailed by Associate Head of School Ruth Burke elsewhere in this edition, ESD was commended by ISAS as having an extremely strong sense of mission and identity, along with several other attributes. ISAS called on us to think about how we could strengthen our program to even more comprehensively fulfill our mission of igniting lives of purpose. Our work has led us to create ESDistinction, an intentional curriculum of purpose that unites our academic efforts from our early childhood program to grade 12. I invite you to read more about it in an article by Rebecca Brady, our Chief Academic Officer.

Great schools are also financially sustainable. ISAS recognized that in order for us to be the school we want to be, building our endowment has to be a priority. The National Association of Independent Schools tells us

that a great school should have an endowment of approximately two and a half times its operating budget. That means ESD should have an endowment of roughly $90 million. Our current endowment is $31 million. This shortage results in a $2,000 gap per year per student that we have to spend on salaries and programs. When compared to our near competitors’ endowments, with whom we compete for the best teachers, that gap is closer to $6,000. Our planning and fundraising emphasis will be built squarely on how we address this shortfall moving forward.

Great schools are also filled with great teachers. We are fortunate to have an abundance of adults in all three divisions who make transformative impacts on young people every day. Some of them are profiled in these pages. As part of our strategic plan, we have created a program that ensures we maintain and enhance teacher quality through professional development, leadership opportunities, and increased compensation. We have determined that employee pay, in particular, is a point on which we must work hard to ensure we are competitive with the best schools in the region.

My hope is that after reading this edition of The Crest, you will be filled with joy, awe, and optimism about what ESD is and what it can be. I am proud and blessed to be part of this journey with you and cannot wait to see what the future holds for all our Eagles.

Onward and upward,

David L. Baad

The Ann and Lee Hobson Family Head of School

THE PATH TO ACCREDITATION RENEWAL:

Reflecting, Questioning, Understanding, and Thinking Aspirationally

by Ruth Burke, Associate Head of School

Earlier this school year, on October 2, 2022, the faculty, staff, and board welcomed the Independent Schools Association of the Southwest (ISAS) visiting committee to campus, marking the beginning of our accreditation visit and the end of an intensive 18-month self-study process. The visiting committee’s three-day visit was the culmination of school-wide collaborative work in assessing how and to what degree ESD is delivering on its mission, identifying what we are doing well, where there is room for improvement, and how we might think more aspirationally about igniting purpose in the lives of our students.

The committee’s visit began with a reception at which they were introduced to our entire faculty and staff. The committee was composed of colleagues at other ISAS schools who brought their expertise and professional experiences in independent schools, representing all facets of school life – from all levels of classroom teaching, student activities, athletics, and the arts to finance, facilities management, technology, and communications. While on campus, they visited almost every classroom to observe ESD’s learning and teaching in process, held divisional and department meetings with faculty, and facilitated conversations with a large variety of staff – admission, college guidance, health services, food service, and more. In addition, a few were charged with taking a deep dive into the school’s policies, procedures,

operations, and governance.

Not surprisingly to those of us who live and breathe all things ESD, the visitation committee’s preliminary summary was extremely complimentary of the exceptional efforts of our faculty, staff, and administration and of the strength of our school community.

Although the final approval of ESD’s reaccreditation takes place at an upcoming ISAS Standards Committee meeting, we have received the visiting committee’s report and its vote of confidence for our full reaccreditation. The next few pages outline the timeline of this work, including key highlights, takeaways, and lessons learned from this affirming and growth-oriented process.

THE SELF STUDY

The task of the ISAS self study is the heavy lifting and core essence of the accreditation process. It is through this exhaustive work that key themes and discoveries lead to further growth, truly valuable beyond measure. Our self-study work was a learning and growing experience for all involved. The requirements are centered on asking hard questions about how ESD delivers and lives out our mission, allows space for taking pride in all we have accomplished, and encourages having an open mind and open heart in recognizing where growth is needed. The comprehensive nature of the process affirmed how ESD delivers its mission to ignite lives of purpose through an educated conscience and identified those things that are going well and areas of our school that deserve more attention.

Producing a comprehensive report and visit required input from our entire faculty and staff

JANUARY-JULY 2021 PREPARING THE FOUNDATIONAL ELEMENTS OF OUR SELF STUDY

The first emphasis of work in the spring 2021 semester was largely focused on the formation of the Steering Committee. It was important for the Steering Committee to be representative of all three divisions, administration, and staff. Under the direction of the chair, the Steering Committee set the early tone for the self study and preparing for our yearlong conversation around our school’s strengths, challenges, aspirations, and areas for growth and improvement. The initial focus of the committee was to determine how to engage our entire faculty and staff in this work and how we might best receive feedback from parents and students. Through our August in-service engagement activity and the surveys for both parents and our older students, this group paved the way for a transparent and engaging process.

AUGUST 2021 KICKOFF SELF-STUDY ENGAGEMENT ACTIVITY FOR FACULTY AND STAFF

The first day of our August professional in-service was devoted to the self study. The goal was to educate and engage all employees. Through a fun exercise we termed “Artifactivity,” we began the conversations about pride in ESD, the challenges and opportunities ahead of us, and the hopes and aspirations for our school’s future. In groups of 10, each employee brought an artifact that represented the values of pride, hope, and growth. As examples of what this entailed, please see the following responses from Marcela, Katherine, and Megan.

HOPE During the most challenging times of the pandemic, we never lost hope, and we worked as a team. We learned new things, and we demonstrated that we were the best educators in town. Attending graduation was extremely emotional for me.

Members of the Steering Committee included Ruth Burke, Lead (not pictured), Kamaile Anderwald, Cathy Arvizu, Eric Boberg (not pictured), Sylvia Bogard, Julie Clardy, Amy Cuccia, Allison Darnell, Dawn Eatherly, Dana Hicks, Dawn Lewis, Phil McCarthy, and Shelle Montgomery

PRIDE The quality of our graduates and how we are building strong leaders for the future.

Marcela Garcini Upper School Spanish Instructor and Senior Class Dean

PRIDE I’ve been helping coordinate the Eastin Family WORX Internship Program for nine years and am proud of the program’s tremendous growth. Ninety students are participating this year! I’m proud of the students for their preparation (creating resumes, interviewing, and participating in internships), and I’m so proud of how the ESD community at large comes together to support and prepare our students for a world after graduation.

GROWTH/ASPIRATION

I aspire to create a safe space for everyone so every student at ESD can find their place. My job is to continue helping diverse students and families so they can have a real and strong connection with ESD.

HOPE For seven years, I’ve advised ninth and 10th graders and developed a get-to-know-you game to help bring us closer. Each advisee takes turns selecting a question and sharing their responses with the group. I love hearing everyone’s answers to questions like, “What traditions would you most want to pass on to your children?” or “If you opened a restaurant, what kind of food would you serve?”

GROWTH/ASPIRATION In College Guidance, we are always trying to introduce students to colleges that they may not be familiar with but that would be great fits for them. I have a bulletin board in my office that contains logos of different colleges. My goal is to fill all of the blank spaces with more schools for students to look up and explore! I often have students and parents send me new items to add to my board! I love that!

HOPE I am so excited and hopeful for the future of ESD. Pom-poms represent school spirit to me, and I believe school spirit embraces all of the three areas, but I selected it for hope. I am hopeful that the school will continue to grow and build like our school spirit has over the years.

GROWTH/ASPIRATION

I would love for the school to continue to find ways to highlight our students, faculty, and families who go above and beyond for ESD.

PRIDE I feel so much pride for ESD, and I am proud to be able to serve the school that has shaped me for 90 percent of my 31 (almost 32) years. I could not be more proud of who we are and where we are going.

Katherine Montgomery ’10 College Guidance Coordinator and Eastin Family WORX Internship Program Coordinator

Megan Boyd Schroeder ’09 Assistant Director of Admission for Lower School and Cheer Program Director

SEPTEMBER 202-MARCH 2022

FEEDBACK, EVALUATE, AFFIRM, THINK BIG

Immediately following the engagement activity, 41 teams were formed, covering every aspect of school life – inclusive of all programs, academic and cocurricular, and the school’s operations, from finance and human resources to advancement and facilities. All employees were asked to serve on at least one team, and many volunteered for two. Team leads were charged with facilitating conversations that were open and honest, pushing the team to consider what was going well, what challenges exist, and how that particular program might improve and grow.

An important part of these conversations was the input and feedback we received from parents, middle and upper school students, and all faculty and staff members through constituent surveys. The surveys were shared in early October 2021, and the aggregate and detailed responses were an impactful lever in our conversations.

Each team’s final report followed a template that included an overview of the team’s subject or topic area, strengths, plans and priorities, and recommendations for growth. Several reports also included aspirations for the future.

Faculty and staff members came together on our inservice day after spring break (March 2022) to take part in a schoolwide “share-out” of initial findings and themes from the work of our self-study teams. The engagement and energy of those who participated in this activity were representative of the passion and dedication our faculty and staff members have for this school and their profession. What we learned through this process is that our community will never be satisfied with the status quo. Consistent with the entrepreneurial and restless spirit of our founding years, ESD is always striving to do and be better. ESD is on the trajectory of becoming a great school in every respect. We will take what we have learned from the self-study process and the recommendations of the visiting committee to relentlessly continue on that path forward.

With the additional feedback from this session, the team leads were ready to finish writing their reports, which were due in early May 2022.

Consistent with the entrepreneurial and restless spirit of our founding years, ESD is always striving to do and be better.

“Share-outs” of initial self-study findings

Creating a meaningful and comprehensive self study required engaging the entire campus. Many thanks to our team leads.

ACADEMIC PROGRAM

Eric Boberg, Chair

Zora Skelton, Academic Assessment Lead

Mary Hansell, Educational Technology Lead

Lindsay Cullins, Global Education Lead

Adam Jones, Learning Support Lead

Jenn Jarnigan, Classical & Modern Languages Lead

Tolly Salz, English Lead

Mary Jo Lyons, Libraries Lead

Lauren Redmond ’01, Performing Arts Lead

Evan Hadrick, Physical Education Lead

Maggie Ferris, Mathematics & Computational Thinking Lead

Mary Hansell, Religious & Historical Studies Lead

Amy Henderson, Science Lead

Brenda Hatter, Visual Arts Lead

DIVISIONAL REPORTS

Amy Cuccia, Early Childhood Lead

Tracey Shirey, Elementary Lead

Jon Chein, Middle School Lead

Henry Heil, Upper School Lead

NONACADEMIC PROGRAMS

Ruth Burke, Chair

Meg Fahrenbrook ’01 and Henry Heil, Mission Co-leads

Mary Adair Dockery, Governance Chair, Board of Directors

Dawn Lewis and Bernadette Gerace, Personnel and Administration Co-leads

Mary Hernandez, Finance, Facilities, Food Service, and Institutional Technology Lead, with writing support from

Bryan Barnett, Jay Michael, and Maura Jackson

Elizabeth Goatley, Diversity, Equity, and Inclusion Lead

Jon Chein, School Climate Lead

Jeffrey Laba, Student Body Lead

Mary Beth Weinberger, Parent Community Lead

Kam Bakewell, Local Community Lead

Cindy Newsom, Admission and Enrollment Lead

Denis Stokes, Advancement Lead

Claire Mrozek, Advisory Program Lead

Megan Schroeder ’09 and Asia Hawkins ’13, Alumni Relations

Dan Gill, Athletics Lead

Jody Trumble, Campus Security Lead

Chris Gonzales, College Guidance Lead

Julie Clardy, Communications Lead

Courtney Phelps, Community Service Learning Lead

Nate Bostian, Daily Chapel and Episcopal Identity Lead

Cara Holmes, Emotional Wellness Lead

Donna Hull, Extracurricular Activities Lead

Carla Thomas, Health Services Lead

Eddie Eason, Outdoor Education Lead

Mike Schneider, Summer and ESD+ Program Lead

APRIL-MAY 2022 DOCUMENTS, DOCUMENTS, AND MORE DOCUMENTS

One of the most arduous aspects of the self-study process is the compilation of the Documentation of Adherence to Standards (DAS). While the writing of the selfstudy report demands qualitative analysis, reflection, and specific calls to action for school improvement, the DAS is an objective report that includes school data and statistics, critical narrative responses to specific questions, and copies of school policies, handbooks, and publications. Shelle Montgomery, our Director of Tuition Assistance and Data Systems, was asked to lead this part of the self study. Shelle’s vast knowledge of school operations and her attention to detail made her a perfect candidate for this role. I, for one, was extremely grateful she accepted this important responsibility.

JUNE-AUGUST 2022 FINALIZING THE SELF-STUDY REPORT AND DAS

Several of us were extremely busy finalizing the report and the DAS over the summer months, from compiling, proofreading, and organizing the 40+ reports into a streamlined digital and printed document to entering the narrative responses in the DAS portal and collecting all requested documents and materials.

SEPTEMBER 2022 SELF STUDY AND DAS SUBMITTED TO ISAS

The 148-page self-study report was uploaded to the ISAS portal, and a hardcopy version was mailed to each visiting committee member in early September. Soon thereafter, the DAS was uploaded and shared with ISAS.

While all of this work was going on, we were also preparing for the 21 members of the visiting committee to come to campus in early October. Thanks to the efforts of

Kamaile Anderwald and Sylvia Bogard, every “i” was dotted and “t” crossed, and we were ready!

OCTOBER 2-5, 2022 ISAS VISITING COMMITTEE ON CAMPUS

Preparations for the committee’s three-day visit began more than a year prior. Leaning on Sylvia Bogard’s experience from the accreditation visit in 2012, she and Kamaile Anderwald pulled together the many layers of details to ensure a smooth visit and ESD hospitality for the committee – including hotel accommodations, travel arrangements, meals, supplies, tech support, and documents.

Having read our self-study report prior to their visit, the committee members were ready to see ESD in action. The visit began Sunday evening with a campus tour led by Student Ambassadors and a welcome reception hosted by all faculty, staff, and board members. On Monday and Tuesday, committee members were on campus from 7:30 a.m. through 5:30 p.m., visiting classrooms throughout campus and meeting with school personnel, board members, students, parents, and alumni. On Tuesday evening, the committee members began writing their individual reports. Wednesday morning was reserved for last-minute conversations, questions, and follow up. At noon, the preliminary report was finished, and later that day, the committee chair, Chris Gunnin, Head of School at St. Stephen’s Episcopal School, shared the committee’s overarching findings and feedback with our faculty and staff. The full report, with more detailed feedback on each topic area, will be received later this school year. On April 12, I will be presenting key takeaways, commendations, and recommendations at a community meeting. Look for the meeting notice in the News You Can Use in March.

EMERGENT THEMES

Forty-one teams of faculty and staff were formed in August 2021; shortly thereafter, conversations, reflections, and collaborations on our self-examination commenced. This work afforded all of us the opportunity to consider, explore, discover, question, and validate the programs and systems that fuel our efforts and provide the framework for delivering our mission.

WHAT DID WE LEARN THROUGH OUR SELF-STUDY PROCESS?

This spring, the visiting committee’s full report will be available and distributed to the appropriate offices and departments. Plans will be developed, if not already in process, to implement the recommendations for growth and to continue plans and priorities in place for strengthening our programs. Included here are excerpts taken from the summary conclusion I wrote for our self-study report. I hope these will shed even more light on the impact and importance of this reaccreditation process and how it has contributed to our growth as a school.

Major themes of strength that were omnipresent included:

• Strong understanding of and belief in our mission

• An engaged and passionate community of students, employees, parents, and alumni

• Excellent programs

• Talented faculty and staff members who take pride in their work

• Care for students’ academic, emotional, spiritual, and physical needs

• Financial stability with increased endowment and a balanced budget

Major areas of school life we discovered or affirmed require our attention:

• One Campus, One Community

GRATITUDE

It truly was an honor and a labor of love to lead ESD’s self-study and reaccreditation process. I have immense gratitude to all who engaged in this work and who have contributed to our school’s growth and maturation over the last 10 years; students, faculty, staff, past and present parents, past and present board members, and countless alumni.

As we approach our school’s 50th anniversary, our programs, infrastructure, and community have never been stronger.

As I commented in my 2022 spring issue Crest article, in the last decade, we have experienced unprecedented challenges, distinctive resilience, and phenomenal growth. I could not be more proud – or more fortunate –to have been a small part of this journey through such a remarkably inspiring time.

The Lower School opened at Merrell Road in August 2019, shortly after many in our community and neighborhood were devastated by a tornado in late October; later that school year, the pandemic hit. The 2021-22 school year was our first full, in-person school year as One Campus, One Community. There remains much work to be done in existing as one campus and community; this work must be prioritized.

• Strengthen and ensure alignment of our curriculum from early childhood through upper school

• Develop regular opportunities for parent education on relevant topics such as diversity, equity, and inclusion (DEI); Episcopal Identity; academic and cocurricular programs; and challenging social or political issues as they relate to our mission and the experiences of our students

• Expand the emotional wellness and learning support programming in middle and upper schools

• Enhance efforts to increase diversity among our employees, students, and families

602 174

Survey Highlights

Understand the school’s mission

Academic program achieves positive results for my child

Teachers are dedicated to student success

Administrators and staff are qualified and professional

Would recommend ESD to a friend or colleague

Good understanding of Episcopal Identity

Communication from school to parents is timely and informative

Effective means for individual communication between parents and school

Consistent/effective approach communicating student concerns/progress

Effective communication of parent expectations

Mission aligns with perception of what is happening in the classroom

Parents feel welcomed and included

Policies are clear and equitable

Understand the school’s mission

School is attentive to campus security and safety

Find the school welcoming and inclusive

Understand Episcopal Identity

School’s program is grounded in the mission School supports professional development

Feel supported by colleagues

Would recommend to other educators

Would recommend to friends/acquaintances for their children

Feel supported by administration

Feel supported by parents

School seeks a diverse student body

School seeks a diverse employee base

Culture encourages input and innovation

Leadership opportunities are available, shared, and encouraged

Students find the school welcoming and inclusive

Communication to employees is clear, timely, and comprehensive School effectively communicates expectations of parents

School policies are clear and equitable

Jordan Hale, Elementary Art Teacher, sits in front of the Year of the Rabbit Wall on display outside of the dining commons. The collection was created by lower school artists and modeled after artist Hunt Slonem’s “Bunny Wall.”

ESDISTINCTION

A CURRICULUM OF PURPOSE

by Rebecca Brady, Chief Academic Officer

What drew me to ESD is the incredible mission that is both aspirational and actionable: “Igniting a life of purpose through the development of an educated conscience.” As a parent of two young boys and someone who cares deeply for all of God’s children, the Episcopal belief that each child is unique, created in and reflecting the image of a loving God resonates deeply with my values. What I have found in my first year as Chief Academic Officer is a learner- and learning-centered culture in which the mission and Episcopal Identity are lived authentically every day. The faculty members across all divisions of the school are committed to igniting purpose and building on our foundation of academic excellence. ESD faculty members are collaborative, flexible, open, passionate, and brilliant.

As we embark on a strategic plan that involves creating a more intentional curriculum of purpose, I feel grateful for our mission, tenets, manifesto, Episcopal virtues, and hallmarks of an ESD student and educator that provide guidance for our work. The goal of ESDistinction is to identify and develop the skills, virtues, dispositions, academic interests, and community connections in our students to allow them to identify their life’s purpose and live a fulfilled life. While living one’s purpose may look different for all of us, our common understanding of living purpose is making the world better for those around us.

Through ESDistinction, we will more intentionally cultivate experiences that ignite purpose through our programming, ending with an authentic assessment opportunity for students to demonstrate fulfillment of our mission. ESDistinction is a scaffolded, whole school endeavor. ESD students will reflect on the skills and interests that excite them as potential avenues of purpose to pursue, with age-appropriate targets. Through opportunities of discovery in lower school, deep exploration in middle school, and cultivation of skills and interests in upper school, with a culminating senior showcase, students will reflect on a regular basis to discern their particular gifts and life’s purpose. ESDistinction cements the connection between our mission, our expectations for students, their experiences in our curriculum, and our students’ performances on measures that matter.

As we have developed ESDistinction, we have identified interconnected lanes of work. First is a comprehensive skill-building curriculum that gives students the tools they need to succeed in an uncertain future. ESD students will develop D.I.S.T.I.N.C.T skills to design, interpret, solve problems, think deeply, innovate, negotiate, collaborate, and take action across the curriculum. They will focus on E.P.I.S.C.O.P.A.L virtues of empathy, peacemaking, integrity, service, creativity, openness, perseverance, appreciation, and love. Students will develop these skills and virtues through curricular experiences and,

“Purpose is a long-term, forward-looking intention to accomplish aims that are meaningful to the self and of consequence to the world beyond the self.”

Purpose and Character Development in Early Adolescence by Malin, Liauw, and Damon

(2017)

importantly, have reflective opportunities as they develop these skills and virtues. From the time that students are able to write, they will document their journeys of skill and virtue development in a portfolio that will follow them throughout their time at ESD.

Secondly, students will experience focused content across high-interest and high-impact curriculum networks, including leadership, government, and public policy; global education and citizenship awareness; business, entrepreneurship, and advertising; STEM; art, design, and architecture; and environment, energy, and sustainability. Our goal is for students to have experiences in these particular areas of interest, though we will not be tracking or assigning students to a particular content area. ESDistinciton exposes students to multiple areas of interest, engaging them in real-world problem-solving in their areas of passion, to explore what excites them and ignites their purpose. We plan to align our community connections, including WORX and local business partnerships, alumni outreach, community service experiences, ESD student clubs, and our Global Service Learning program, with our curriculum networks, giving students opportunities to make purpose-driven contributions to their local and global communities through a curriculum network that ignites their passion.

“My hope for all ESD students is that they are excited by learning, eager to grow through reflection, and called to make an impact through living their purpose.”

Finally, students will engage in a process that leads them on a regular basis to discern their life’s purpose. Using guided questions and reflection, starting simply and becoming more sophisticated through their academic journeys, students will reflect on their passions and gifts. This opportunity to reflect and build a portfolio will provide a solid foundation of self-knowledge and experience to develop their paths and make life-shaping decisions.

I am incredibly excited to engage in this work with school leaders and faculty to serve our students and prepare them for a purpose-filled and happy life. My hope for all ESD students is that they are excited by learning, eager to grow through reflection, and called to make an impact through living their purpose.

A CURRICULUM OF PURPOSE

ESD students will:

• Understand and cultivate dispositions, virtues, and essential skills.

• Master relevant, high-interest curriculum content.

• Engage in real-world problem-solving.

• Make purpose-driven contributions to their local and global communities.

ESD students will discover purpose through building self-awareness, growing in understanding, and taking action.

ESD students will reflect on the skills and interests that excite them as potential avenues of purpose to pursue. Through opportunities of discovery in lower school, deep exploration in middle school, and cultivation of skills and interests in upper school, with a culminating senior presentation, students will reflect on a regular basis to discern their life’s purpose.

Igniting a life of purpose through the development of an educated conscience.

virtues of the month

2022-2023

Interconnected character traits that form aspirational goals for the development of the whole person ethically, socially, intellectually, and spiritually.

This year, Stemmons Family Senior Chaplain The Reverend Nate Bostian launched a nine-month series of ethical values and spiritual practices following the acronym E.P.I.S.C.O.P.A.L. as a foundation for ESD’s Virtue of the Month. Each virtue includes a description, a list of associated values, and a Scripture passage as “a theme verse” for each month.

“As an Episcopal school, we welcome all faiths, so it was important to select ideals that resonate with all denominations and spiritual practices,” said Father Nate. “We also wanted values we could build upon. Every virtue can be used multiple years and be taken in different directions related to our relationship with ourselves, others, and the wider world. Finally, the acronym helps us remember.”

Every year, it is our goal for E.P.I.S.C.O.P.A.L. virtues to ignite lives of purpose and develop educated consciences!

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

EEmpathy

This is my commandment, that you love one another as I have loved you.

(John 15.12 )

WE ARE COMMITTED TO welcoming every person as a child of God, by seeing ourselves in each other and treating others as we want to be treated to create an environment in which we respect the dignity of every person, with fairness and equitable treatment for all.

PPeacemaking

Offer prayers and thanksgivings for everyone, so that we may lead a quiet and peaceable life in all reverence and dignity.

(1 Timothy 2.1-2)

WE ARE COMMITTED TO becoming calm and mindful so we may create peace and forgiveness in our community and work toward harmony and reconciliation in our world.

IIntegrity

Good people bring good things out of the good stored up in their heart: Out of the overflow of the heart the mouth speaks.

(Luke 6.45)

WE ARE COMMITTED TO becoming people of character and virtue, who are trustworthy, honest, and reliable, but when we fall short of being our best selves, we admit it and make restitution for our wrongdoings.

SService

Jesus said: I have set you an example, that you also should do as I have done to you.

(John 13.15)

WE ARE COMMITTED TO becoming servantleaders who have compassion and mercy for others, which leads us to use our blessings to bless others and manage our resources to help those in need, as faithful stewards of God’s gifts to us.

ASSOCIATED VALUES hospitality, fairness, equity, reciprocity, justice, dignity, and respect

ASSOCIATED VALUES calmness, mindfulness, peace, harmony, forgiveness, and reconciliation

ASSOCIATED VALUES righteousness, honor, virtue, character, goodness, honesty, humility, and repentance

ASSOCIATED VALUES stewardship, charity, generosity, compassion, kindness, mercy, and leadership

STRIVING VIRTUES

Character traits that help us love ourselves by seeking to become our best self.

FEBRUARY

SERVING VIRTUES

Character traits that help us love our neighbors by giving ourselves for their good.

SEEKING VIRTUES

Character traits that help us receive Divine Love by searching for purpose and meaning.

CCreativity

God has filled them with skill to do all kinds of work as craftsmen and as designers.

(Exodus 35.35)

WE ARE COMMITTED TO living as creative children of our creative Creator who use our vision to imagine new possibilities for the future and use our gifts and talents to turn these dreams into reality to heal the world and bring hope to our communities.

OOpenness

Do not be conformed to this world, but be transformed by the renewing of your minds.

(Romans 12.2)

WE ARE COMMITTED TO the pursuit of understanding, knowledge, and wisdom, through curiosity and questioning, by exploring the wonders of our world and listening to a diversity of voices to gain insight into who we are and why we exist.

PPerseverance

I can do all things through the One who strengthens me.

(Philippians 4.13)

WE ARE COMMITTED TO becoming our best selves through hard work and self-discipline, as we continually strive to overcome challenges and achieve excellence and encourage one another in our struggles and successes.

AAppreciation

This is the day that the LORD has made. Let us rejoice and be glad in it!

(Psalm 118.24)

WE ARE COMMITTED TO an attitude of gratitude for every aspect of life, with wonder and delight in the world around us and joyful hearts for the blessings we experience, which lead us to worship God and give thanks to one another.

Love

LLove the Lord your God. Love your neighbor as yourself. There is no commandment greater than these.

(Mark 12.30-31)

WE ARE COMMITTED TO letting God’s Love shine through us as we love others as God has loved us, in healthy and life-giving relationships, as well as in inclusive and caring communities, so we ignite a life of purpose as we develop an educated conscience, to share God’s Light and Love and Life with our world.

ASSOCIATED VALUES imagination, vision, innovation, artistry, inspiration, resourcefulness, and hope

ASSOCIATED VALUES learning, wisdom, understanding, curiosity, diversity, exploration, mindfulness, and listening

ASSOCIATED VALUES discipline, hard work, self-control, patience, resilience, commitment, excellence, and encouragement

ASSOCIATED VALUES joy, wonder, awe, worship, thanksgiving, gratitude, and mindfulness

ASSOCIATED VALUES inclusion, unity, healthy relationships, mission, passion, purpose, and vocation

ESD is rooted in our Episcopal Identity, the common thread that weaves together so much of our daily work as an institution. Through community service, our students are instilled with a sense of lifelong responsibility for the world God has entrusted to our care. Serving others raises social awareness in our global context and develops compassion, empathy, and a heart open to others. We believe that we are following Christ’s teachings when we share our blessings of resources, time, and commitment. While service learning is a key aspect of our Episcopal Identity, it is also highlighted in other guiding statements, like our Founding Tenets, Educational Philosophy, and Hallmarks.

As we moved into an exciting new season at ESD, there was no better time to reimagine our Community Service Learning program to brighter heights. Our overarching mission as a community is to ignite lives of purpose through the development of an educated conscience. In doing so, our service learning efforts can be a unique tool to help our students reach their full potential while being the hands and feet of God. With more defined goals for the service learning program, we can become more intentional about the service work we commit to each day.

by Courtney

OUR FAITH

WHERE DO WE GO FROM HERE?

During the January in-service, we gathered faculty and staff members to ask this question; “What does it mean to elevate our service work?” I asked during a presentation that explored our current program initiatives and the potential benefits service learning provides to our students. I offered new suggestions on how we might seek a more enhanced vision of our service program. We focused on a more defined purpose for better goal alignment, community engagement that fosters more positive relationships with partners and amplifies our impact to measure our value.

Through community service, our students are instilled with a lifelong responsibility for the world God has entrusted to our care.

Phelps, Director of Community Service Learning

INACTION.

Middle schoolers make dolls to help comfort children in distress.

LEVELS OF ENGAGEMENT

The work we do is designed to develop critical thinking, compassionate action, reciprocal relationships, and ultimately, positive impactful change within the community.

After the formal presentation, we divided into breakout groups by division to gather insight on what a possible new structure of the service learning program might embody. We asked divisions to define their service cultures, the goals they sought for our students as a result of their service work, and the potential barriers that might impact meeting these goals. The session provided great insight to the shared goals we have as a community. It highlighted the necessary work required to shift our students’ perspectives, use our resources more strategically, become a better partner

to our local community, and improve how we integrate service work into the classroom.

As we envision the next steps of our Community Service Learning program, we seek to define possible pillars of the program that would provide us with the best framework to achieve our goals. This strategy will help guide us to engage in purposeful service work that contributes to our mission: igniting lives of purpose.

Providing assistance to an individual or groups in need in

The focus is equally on student learning and service to the community. Academic content is blended with community service, and students reflect on the connections between the classroom content and service.

Long-term connections with the community that build relationships in a cyclical manner.

COMMUNITY SERVICE

IMPACT develops

ESD SERVES ON MARTIN LUTHER KING JR. DAY

Eagles of all ages showed up to serve during our third annual Martin Luther King Jr. Day Community Service and Conversation Lunch. This year’s theme, ESD’s Beloved Community: Knitting Together Our Garment of Identity, came from a quote from Dr. King’s 1965 address at Oberlin College; “All I’m saying is simply this: that all mankind is tied together, all life is interrelated, and we are all caught in an inescapable network of mutuality, tied in a single garment of identity,” he said. “Whatever affects one directly, affects all indirectly. For some strange reason, I can never be what I ought to be until you are what you ought to be. And you can never be what I ought to be until I am what I ought to be – this is the interrelated structure of reality.”

The day began with the service activity of assembling education kits for children and necessities for those impacted by homelessness. A provided lunch and conversation followed.

“MLK Day of Service is a national day of service often deemed a day on and not a day off,” said Courtney Phelps, ESD Director of Community Service Learning. “I am excited to see that so many of our community members chose to be ‘on’ and do the work that Dr. Martin Luther King Jr. spent his life working toward justice for all and building a beloved community.”

Following the all-school event, current ESD eighth graders and new applicants for ninth grade worked together with Children’s Hunger Fund in honor of MLK. The students worked alongside 40 of our upper school student ambassadors and completed more than 2,100 boxes that were used to deliver food and share the Gospel with people in need in the DFW area.

Current and prospective parents also visited with Clark Family Head of Upper School Henry Heil about the transition to upper school from middle school and the attributes he feels are critical to success.

“It was a great way for our current students to get to know prospective members of the Class of 2027 while supporting the ESD’s commitment to service and what Dr. King called us to do. Their service will help so many members of our greater community.”

Cindy Newsom esd director of enrollment management

THE HALLMARKS OF AN ESD EDUCATOR

The quality of instruction provided in a classroom is directly correlated with the quality of the educational professionals providing that instruction and leadership to our students. Best practices, strong pedagogy, and content knowledge are important, but when one looks past the measurable and observable characteristics of a teacher, what sets ESD educators apart from others? During the spring of 2022, ESD students, faculty, and staff collaborated during focus-group discussions to explore what truly makes an ESD educator unique. During these meetings, the qualities discussed naturally

fell into the same categories that make up the Hallmarks of an ESD Education: academic rigor and excellence, a strong sense of community, an understanding of self, and a faith-informed foundation of values. In developing the Hallmarks of an ESD Educator, we are validating the necessity of fostering, promoting, and aiding the development of qualities that are not typically presented in a job description or evaluation instrument. Our ESD educators model these hallmarks for one another and for our students and community.

by Bernadette Gerace, Chief Human Resource Officer

Amy Henderson, Upper School Teacher and Department Chair, exemplifies the first hallmark, academic rigor and excellence. Mrs. Henderson sets the bar high for her students and helps them to achieve their goals. She says, “I want my students to have confidence that they can do the difficult material and believe in themselves. In working with them, encouraging them, and providing achievable stepping stones to get there, they continue to build that courage.” As a department chair, she supports her teachers and invites collaboration and discussion during all of their meetings and interactions. Lenore St. John, Lower School Librarian, strives to make learning fun for all students. She encourages the youngest of learners to use their natural curiosity to guide them in exploring their individual interests, exposing them to many different authors and illustrators in order to expand their understanding of the world outside themselves.

ESD promotes enduring understanding through classroom experiences and real-world applications that involve students in the in-depth discovery and development of their talents, skills, and acquired knowledge.

STUDENTS:

• Think flexibly as they engage in complex, ambiguous, and thought-provoking educational experiences.

• Draw upon higher-order cognitive and soft skills to develop questions and address problems.

• Take responsible risks that appropriately challenge their competence and comfort.

• Strive for accuracy as they persevere toward achievement at high standards.

• Think about their thinking as they reflect on their achievement and remain open to continuous learning.

The second hallmark, a strong sense of community, is something we at ESD are immensely proud to model. ESD’s Director of Campus Safety, Jody Trumble, depends on her connection with the ESD community to be the most effective in her role. One of her favorite things to do is walk around the campus and greet those she meets along the way. Each communication, short or long, helps her understand what ESD needs each day. If she can help bring a smile, comfort, or peace to just one person, then she has helped strengthen connections at ESD. Kwinten Brown, middle school teacher and coach, has spent the past few years in various positions at ESD, beginning as a seasonal coach, moving into the facilities department, and now is in his first year as a teacher and coach. One morning, he noticed a fellow staff member had a flat tire and dropped what he was doing to change her tire. What a true example of community!

STUDENTS:

• Listen to others with understanding and empathy and think interdependently as they collaborate in teams.

ESD provides strong community-based support and shared goals that help students develop an understanding of and appreciation for the strengths and challenges of the broader community.

• Communicate effectively across varying media for a wide range of audiences and purposes.

• Understand and appreciate differences (e.g., individuals, nations, cultures) while recognizing the dignity of every human being.

• Take individual and collective action to redress communal concerns that demonstrate their growing global competence and service to those in need.

The fourth hallmark is a faith-informed foundation of values. Gabrielle Harrington, ESD Eagles’ Nest Merchandising and Inventory Specialist, is not only a staff member at ESD but also a loving mother of ESD graduates and grandmother of current ESD students. She says that ESD is a community like no other. Her heart is invested not only in her work but also the greater ESD community as a whole, and she strives to encourage others and show love and respect daily. She has watched her daughters and granddaughters develop their own lives of purpose through their years at ESD.

Understanding of self is the third hallmark, and Scott Goetsch, Middle School Teacher and dean, shares that his natural curiosity and love of learning are what led him to be a teacher. He continues to learn, experiment, and explore while bringing the joy of his experiences to his students, helping them understand that science is an ever-changing and exciting field, not just terms to memorize. They spend time in class in demonstrations, labs, and collaborative work so students are active in learning, engaging, and talking about all things science. Mr. Goetsch is grateful for ESD’s support for teachers and staff to continue their growth and development as educators. ESD has supported him as he has traveled to China for a program on eclipses, to Hawaii for graduate-level work on the slopes of active volcanoes, to Costa Rica for volcano and climate change studies, and to local and national conferences to help him update and innovate his teaching.

ESD nurtures each student’s individual talents and skills by providing opportunities for those individual traits to flourish and develop in numerous settings and myriad experiences.

STUDENTS ARE:

• Developing self-awareness and discipline through introspection and action.

• Developing and can articulate a strong sense of their own strengths and challenges as they embrace opportunities for both success and growth.

• Becoming health conscious as they learn to successfully manage their own self-care and develop mindfulness.

Building upon our Episcopal Identity, Founding Tenets, and Code of Conduct, ESD presents students with value-based decision-making and leadership opportunities that help each student develop a strong belief system, an educated conscience, and a guiding moral compass.

STUDENTS:

• Apply moral reasoning in their self-discipline and decisionmaking as ethical citizens.

• Take responsibility for their actions as ethical citizens.

• Understand that leadership involves moving a common mission forward through engagement, empowerment, and service.

As a longtime educator, I have spent time in different educational communities, and ESD is unique in its commitment to its mission and Episcopal Identity. The Hallmarks of an ESD Educator allow us to help our faculty and staff members continue to grow and develop into the best versions of themselves in order to provide the best possible educational experience for our students. Developing these hallmarks is a lifelong process, and our ESD educators strive to model this growth mindset for our students and for each other.

HEAD OF SCHOOL ADDRESSES COMMUNITY

David Baad discusses the future of school curriculum, budget, and leadership

by Abby Baughman ’24

Head of School David Baad addressed ESD faculty, staff, and parents on January 26 in the second annual community meeting. Baad covered the school’s annual operating budget, the endowment, and the findings of the Independent Schools Association of the Southwest report, which is a combination of internal and external reports about all aspects of the school. He also shared plans to add to the curriculum, develop more landscaping, and hire the new head of upper school.

Typically, private schools have an endowment of around two and a half times the size of the operating budget – the operating budget is made up of tuition. ESD’s operating budget is about $40 million, so the endowment would ideally be about $90 million.

“We are a young school; however, we’re competing in schools that are much larger in Dallas,” Baad said. “For us to maintain our excellence, we have to continue to think about the size of our endowment, so we have three strategic priorities [with the endowment]. [The] first that we’re putting forward is that we want to create what we’re calling an intentional curriculum of purpose. Second, we want to make sure that we are attracting, developing, and retaining exceptional employees to work at ESD. Third, we want to attract, develop, and retain a talented and diverse student body.”

Baad was accompanied by Mary Adair Dockery, the chair of the ESD Board, in the address, as she explained the school budget, financial needs, and the board’s role in ESD’s management. The meeting was well attended, with 75 percent of the Bray Theater filled.

“It is important as a community to have transparency from the executive team and board about the state of the school,” Diane Nealon, eighth-grade parent attendee, said. “For me, [and] I expect others as well, it is reassuring to see that the school is in the very capable and experienced hands of the leadership team and board.”

The meeting also announced some potential new classes, like personal finance, Spanish for professionals, philosophy and religion, the science of wellness, and introduction to law. “Rebecca Brady, our new chief academic officer, has been hard at work on a lot of academic initiatives with the department chairs,” Baad said. “Every year, we think about new electives to add to the upper school curriculum, and the creative faculty come up with these ideas. It’s a real wide range of possible intellectual interests that kids can spark in those classes.”

Associate Head of School Ruth Burke recently secured ESD the right to develop the land east of Eagle Family Way. Baad also introduced plans for the campus landscape. They are planning to add a full rock road, holly trees along the east stadium fence along Midway Road, and six to eight large caliper trees on the southern border of our campus.

“We’re going to start doing some work to beautify the south side of campus, as I know it’s a little ragged right now over there,” Baad said. “We had this zoning proposal that we got approved recently, so later this spring, you’re going to notice some landscaping improvements along the eastern and southern borders.”

ESD is planning to change out the stadium lights to LEDs. In addition to helping reduce ESD’s carbon footprint, the new lights will lessen light pollution. “We also know that through our zoning application we had permission to install two cell phone towers, and we’re going to do that on campus here this spring,” Baad said. “What we’re really excited about is that in tandem with the cell phone towers, it’s going to also allow us to install new green LED lights in the stadium, meaning higher-quality lights in the stadium and less light pollution out into the neighborhood in our effort to be a good neighbor.”

This year, ESD is adding a health curriculum for middle school. There will be a required course for the seventh graders to take in the second semester. “We recognize the need amongst our middle school students for health [to be taught], so we have developed and started to implement a formal health and wellness curriculum,” Baad

said. “The content is focusing on learning skills to maximize students’ physical, mental and emotional health.”

Current Head of Upper School Henry Heil is leaving ESD at the end of the school year to become the Head of School at Brookstone in Columbus, Georgia. ESD has begun its formal search for a new head of upper school.

“We are so thrilled and proud of Henry,” Baad said. “As I said in my letter, it’s a real sign of institutional strength when we send leaders off to

ACADEMIC ASSISTANCE: ACADEMIC ENRICHMENT CENTER DEBUTED FALL 2022

by Elliot Lovitt ’24

The Academic Enrichment Center, founded by upper school learning support counselor Ashley Beck, made its upper school debut this fall as an in-house tutoring center.

“Mr. Heil and I had conversations about the fact that we have so many outside tutors that come on campus,” Beck said. “We thought it would be great if all students can have access to extra support and tutoring, at no cost to parents, from our own faculty and our own National Honor Society students.

We often say to students, ‘Who else better knows our curriculum [than students and faculty]?’”

The center is situated in the upstairs letter pod near Beck’s office, which is right next to the stairs. Math support is offered at least once each day in the schedule, while writing support is provided each Monday, Thursday, and Friday as well as on upper school schedule Day 1 and Day 4.

“As of right now, we’re not looking

go be leaders in other independent schools.”

ESD hired Educators Collaborative, a nationwide search firm that specializes in executive searches for independent schools. Sixty candidates were found before being narrowed down to 10.

“These 10 applicants that we got were really wonderful,” Baad said. “Their current jobs ranged from a sitting head of school, many heads of upper school at various independent schools around the country, high school principals, and chief academic officers who had been heads of upper school before that – a really wide variety of folks. There were five men and five women in the pool and one person of color. Everybody had an advanced degree: nine with master’s [degrees] and one with a Ph.D.”

Baad and the search committee have been meeting in person with the four finalists. “We are very, very excited about the group,” Baad said. “The finalists obviously will have an opportunity to talk to a broad cross-section of the faculty, but also [to] students. And we also plan to have a small group of parents meet with them to try to give them a really broad experience while they are here. We hope to have an appointment within a month, maybe less than that.”

at going past just the basic writing, math, and executive function support,” Beck said. “We want that part to really take off.”

The center not only offers help to students with ESD-related assignments but also offers assistance to seniors with college applications. Beck hopes that the center will become a place where students can drop by for help at any time.

“I think there’s a really big need for it, and our students are using it,” Beck said. “Our big plan is to have it staffed all day long, full time. We’re not there yet, but we definitely have a place to start, and it’s exciting.”

It is important as a community to have transparency from the executive team and board about the state of the school.

Diane Nealon ’87 eighth-grade parent

Whether during Friday morning’s lower school club or middle or upper school free time, Eagles love chess.

Back-to-School Picnic CommUNITY

ESD’s CommUNITY Event on Friday, September 16, 2022, was an inclusive, welcoming school year kickoff to bring the entire ESD community together under a global theme. Hosted by the ESDPA and the Classical and Modern Languages Department, parents, students, staff, and teachers gathered in Stoffel Commons to experience cultural activities, decorations, food, and takeaways from around the world.

“Transforming our back-to-school picnic into a CommUNITY celebration was a beautiful opportunity for our students and their families to share cultural traditions with our school community,” said Jomita Fleming, ESDPA Episcopal Identity chair. “I loved seeing new and returning families, faculty, and staff across all divisions joining together to host tents establishing new friendships and support networks.”

Many thanks to the Classical and Modern Languages Department, parent and student volunteers, and SAGE Dining for this incredible event. “We hope to continue engaging with our commUNITY in meaningful and memorable ways here at ESD,” said Laila Kharrat, Classical and Modern Languages Department chair. “I am thankful for everyone who helped with this first event and excited for what’s to come.”

Later that evening, ESD football defeated Trinity Leadership Cedar Hill. It was a great night to be an Eagle.

I am a school –But so much more. I am a family, a sanctuary, a catalyst. My mission is lofty, and my standards are extraordinary. I appreciate the importance of exemplary test scores, but my goal is exemplary lives. I strive to send my graduates to exceptional universities, but my ultimate destination for them is exceptional happiness. I am not just educating, not just mentoring, not just shepherding, not just inspiring.

I am preparing lives that will go out from the classroom, reach out to the community, and stand out in the world.

I am The Episcopal School of Dallas.

And I am igniting lives of purpose. Meet eight ESD seniors who exemplify our manifesto in action, and learn how ESD has nurtured them and the ways they have influenced our school community in an effort to positively impact all the Eagles who follow.

MADISON MCCLOUD ’23

Madison has been an ESD Eagle since Beginner. She said her favorite memory during her time here was in lower school when she was greeted in the morning by Father Harmuth and Eve.

She said she thinks her most important contribution to the ESD community is “being a good example of a young, black girl who began at ESD at the age of four and has grown up in this community and has thrived, as well as being a well-rounded student who participates in arts, sports, and different councils.”

Her activities include Discipline Council on which she served as head moderator, Diversity Council, varsity volleyball, varsity basketball, varsity softball, varsity track, field hockey (captain), and vestry co-chair.

She said she would tell younger students to “never conform to the people around you.” She said, “Be your true, authentic self, and keep on being a happy and loving child.”

Ella joined the ESD family at the beginning of her freshman year, and she jumped right into becoming an Eagle. Her participation in daily ESD life is vast and varied. Over her four years, she could be found on the lacrosse field, the soccer pitch (serving as co-captain her senior season), the publications room, serving the greater DFW community, and a whole host of other places.

Her activities have included soccer (co-captain), lacrosse, Student Council executive board (public relations and treasurer), yearbook (managing editor and senior page editor), Mu Alpha Theta, political science, Spanish club (president),

class officer, and Horde Board (ESD’s spirit organization that focuses on promoting attendance at ESD student events).

She said what she will remember most about ESD is how close her senior class has become and the camaraderie of the entire school. “Looking up to the upperclassmen, you can envision what you hope to be and what you have to look forward to,” she said. “Then you become those people and make your best friends along the way. I think the ESD traditions that progress as you get older and move through upper school build lasting bonds that make ESD really special.”

HENRY HAMLIN ’23

Described by his classmates as “the spirit of ESD,” Henry has been a part of the ESD community since Beginner.

Fittingly, he was part of the rebooted Wingmen this year. Henry was one of five seniors to lead the ESD student section, the Horde, as a 2022-23 Wingman – the popular flag bearers who bring sideline excitement to games. Henry said one of his favorite ESD traditions is the Hockaday and St. Marks rivalry games because the Eagle spirit comes out in full force.

He also played basketball during his freshman and sophomore years and tennis during his junior and senior years.

He earned Eagle Scout distinction and was in the orchestra all four years of high school. He plans to attend the University of Virginia to major in performing arts.

“When I think about ESD, I will remember my friends the most,” Henry said. “I will remember all the fun times we had together.” He said he would also encourage younger students to have fun during their time here while building their character, potential, and the foundations for a strong future.

Finally, he said that he is grateful for his teachers. “ESD has so many great teachers. They have been so influential during my experience here.”

I think the ESD traditions that progress as you get older and move through upper school build lasting bonds that make ESD really special.

ELLA SJOGREN ’23

Ogden entered ESD in third grade. Some of his favorite traditions during his 11 years as an Eagle are Field Day, the Hockaday and St. Mark’s rivalry games, and trips to Wolf Run.

“Wolf Run is a great place for students to learn in a different environment,” he said. “I still remember going for the tree trip and learning about Wolf Run’s environment from Mr. Eason.”

During upper school, he participated in athletics, PVSA-level community service, student publications, the performing arts, the Student Managed Investment Fund, and the visual arts. He was also a member of the fishing and car clubs and the National Honor Society and was named an AP Scholar.

BRIGGS BRINER ’23

grade. Since then, he has enjoyed nearly

During upper school, he earned Eagle ambassadors, Honor Council, Wingmen, crew, and basketball. “These activities required a good amount of time over the years, but it was time well spent,” he said. “I have grown so much as a person and cemented my values. My experiences have helped me become more independent —

buddy for a senior, and a good friend. He also enjoyed Field Day, the Hockaday and St. Mark’s rivalry games, Rally Days, and senior year traditions.

Because of his educational experience, Briggs said he would encourage younger students to take full advantage of Eagle life. “Don’t be afraid to go out and try new things because you may never know what you will love until you try it,” he said. “Always be open-minded, and stay true to yourself and your morals.”

Briggs said some of his favorite memories as a student have been being a Wingman, a senior buddy for a fifth grader, a fifth-grade

His favorite ESD memories are from the classroom. “I think some of my favorite memories here are when Mr. Cook and Mr. Couch told stories during their classes,” he said. “Going to their classes felt like a break from the day [when] I could relax.”

Ogden said the classes that pushed him the most were AP Physics 2 and AP Statistics. “Some of my classes were very difficult, but they forced me to work hard and to put my best foot forward,” he said. “I not only grew academically because of them, but I grew as a person too.”

OGDEN LINDH ’23

Some of my classes were very difficult, but they forced me to work hard and to put my best foot forward. I not only grew academically because of them, but I grew as a person too.

Grace has been at ESD since she was a Beginner. She plans to attend Davidson College and plans on majoring in science, political/ social science, or pre-law. But she’s currently cherishing her remaining time at ESD.

“I have been involved in a variety of clubs and academics throughout my time here,” she said. “Newspaper was definitely my largest commitment. I took it for all four years, and my senior year, I was editor-in-chief. It was an amazing experience and well worth the late nights!”

In addition to reflecting on her contributions to ESD, she’s been thinking about the ways ESD has contributed to the person she has become. “One of my favorite ESD memories is in Ms. Neill’s classroom. I have always loved animals, and

Tom’s first year at ESD was eighth grade. He said he believes his biggest contribution to the ESD community is his time spent increasing interest in STEM. For example, he introduced “Math Corner” to the Eagle Edition, ESD’s student newspaper.

“I’ve spent a lot of time sharing the subjects I love with others,” he said. “I’ve been a part of Mu Alpha Theta for four years – serving as vice president and president in 11th and 12th grades – and the Technical Students Association – serving as president in 12th grade – and I founded the Data Science club in 11th grade. Outside of academics, I enjoyed discussing with others about how to serve in Community Service Council and leading our daily chapel service in vestry. I also helped

keep clubs running as a member of the Club Committee – serving as vice president in 12th grade.”

Tom said his ESD experience has been enriched because he’s not afraid to broaden his horizons, and he encourages younger ESD students to do the same. “I would tell them don’t be afraid to try new things. Join as many clubs as you can if they interest you. If you never try something, you never know what’s going to happen. You will get a lot further in every aspect of life that way.”

having them running around the classroom was a really unique experience. She also let me name one of her fish,” she said. “I also loved Spooktackular and looked forward to it every day in lower school. The visiting author was also a very special experience for me because not only did my friends and I get to hear from amazing authors, but I got to meet the author oneon-one with my grandma and mom because the program was named after my sister who passed away.”

She said her advice to younger students is to make sure to have fun! “I know everyone says time flies,” she said, “but I never believed it until now. It truly does.”

GRACE WORSHAM ’23

Don’t be afraid to try new things... If you never try something, you never know what’s going to happen.

Teddy began at ESD as a Beginner, and he said he is grateful for the ESD community and how it has shaped his life.

“My favorite ESD memories are those made with other ESD students,” he said. Being surrounded by such amazing friends, leaders, and mentors made every second on campus enjoyable. The unbreakable bonds I’ve formed are some that I wish to hold on to for many years to come.”

His activities range from serving as president of the chess and global culinary clubs to being a three-year varsity football starter. He was named Rookie of the Year in soccer and received the President’s Service Award for three years.

appreciates the education ESD has provided him. “Every teacher is so kind,” he said. “Every ESD faculty member shows genuine care for the students they teach. From staying late to help kids out to sending late-night emails to the hundreds of questions before a test, the ESD teachers will always be there for the students.”

He said he would encourage students to take nothing for granted. “You might not realize how great you have it,” he said, “but make sure you are grateful for the gifts ESD offers you.”

Teddy plans to attend Washington and Lee, where he will play football and major in business.

TEDDY SPARROW ’23

softball) for all four years of high school and participated in vestry for three years, taking on a lead position for two of those. She has also been a member of Latinos Unidos and Strings for four years. As part of Strings, Camila performed for admissions events, spring and fall concerts, and Lessons and Carols on campus and traveled to ISAS.

“My time at ESD has been amazing,” she said. “I honestly don’t know how time has gone by so fast. It seems like just yesterday I was putting on my little sailor outfit and my mom was putting pigtails in my hair. ESD has taught me so many lessons and has given me many life-changing opportunities. The things I will miss the most, however, have nothing to do with my classes or teachers. One thing I will miss the most is the environment cultivated by ESD that is meant to nurture and prepare us for college. I can truthfully say ESD has done a great job of that. Secondly, the familiar faces. Seeing people who I’ve grown up with, matured with, and have shared countless memories with is something I will miss dearly. And lastly, I’m really going to miss the traditions that I have been fortunate enough to participate in. Lessons and Carols, Junior Ring Ceremony, Pass It On, and being a senior buddy are all traditions I will keep with me for the rest of my life. Thank you, ESD, for the best nine years of my life.”

Thank you, ESD, for the best nine years of my life.

Kelsey and David Davidson Jr. ’05, P’37 Establish Endowment Fund

The David Council Davidson Jr. ’05 family creates a legacy of support for ESD with their family’s endowment. The family leads the way as the school gears up for its next major fundraising effort – a campaign focused on endowment, investing in people and programs – to be launched in celebration of ESD’s 50th anniversary during the 2024-25 school year.

Have any old photographs, clippings, scrapbooks, historical content, or stories you’d like to share? We would love to hear from you! In celebration of our 50th anniversary (1974-2024), we are creating a coffee table book, multimedia, and other presentations. Everyone is invited to take part – we hope you will add your story to the ESD timeline.

HERE’S HOW:

• Complete a brief survey.

• Upload a photo(s) or news clipping(s), or share memorabilia.

• Sign up for a memory-sharing Zoom session.

Get details by scanning this QR code or going to esdallas.org/esd50th

From Homecoming to our athletic games, from our California road show to local networking events, and from our holiday celebration to Alumni Lessons and Carols, we’ve enjoyed connecting with you, ESD alums! We hope to see you this spring at another one of our signature alumni events.

NOW?

From the arts to finance or education to engineering, ESD alumni can be found in nearly every field around the globe. Featured here are seven, one who has returned to the nest, three in the arts, and three real estate professionals.

Jack Neuhoff ’17

Associate Engineer, Oncor Electric Delivery

What makes your job exciting? One of my favorite parts of my job is that I’m not sitting behind a desk every day. While I do spend most of my time in my office, I frequently get to travel and see the areas I’m designing transmission lines for in person. I’ve also been able to go to several other states to inspect some of the factories we source our materials from.

What are the biggest opportunities in your industry at the moment? With all of the concern about the electric grid, electric utilities are taking on a ton of projects to add redundancy to existing systems. What this means for me is that there are a lot of new projects going on in order to make sure we can handle extreme weather and keep the lights on.

How did ESD play a role in shaping who you are today and your chosen career path? ESD was extremely influential in helping shape who I am today. I was a lifer at ESD, and growing up there is where I learned to manage multiple projects at once and face challenges head-on instead of running from them. ESD also played a huge role in how I wound up in my current role today because I was reaching out to the ESD network when I got the opportunity to interview at Oncor.

COMMON THREAD: STEM

Jory Shive ’13 Intern Physician, Internal Medicine, Baylor University Medical Center Dallas

What are the biggest opportunities in your industry at the A huge area of opportunity is preventive medicine. We currently have a very reactive system – we diagnose a patient, and we start a medication. If we could prevent patients from developing disease in the first place, we would improve quality of life and decrease healthcare utilization. Treatment options out there are truly incredible, but I’d love to see that same research and attention given to preventive medicine.

How did ESD play a role in shaping who you are today and your chosen career path? I knew I wanted to be a doctor before I came to ESD my freshman year. Biology with Mr. Auge only furthered my interest, and I am forever grateful for how well he prepared me for college and medical school. Dona Hotz also primed me to study abroad in college and speak in near-fluent Spanish with my patients. Though my dad founded the ESD WORX Internship Program the year I graduated, I was still able to work with founding WORX Partner Dr. Megan Wood in her office and see firsthand what it is like to be an exceptional physician. Though I did not follow her into surgery (incredible to witness but certainly not for me), I continued to refer back to that experience during college to keep me motivated through particularly tough classes (such as organic chemistry). The ESD faculty and community created such a supportive learning environment, and the leadership opportunities and challenging coursework instilled in me the work ethic and confidence needed to make my way through undergraduate studies and medical school. I must also mention that the friendships I formed at ESD are, to this day, some of my very closest.

Words of wisdom: what do you think are the secrets to being successful in your profession? To be successful in medicine, commit to being a lifelong learner. There is no “I’ve made it” knowledge endpoint, and many experienced physicians still say “I don’t know” on a regular basis. Not having an answer serves as an impetus for further study. Above all else, listen. Listen to patients, their families, and your colleagues. You could have all the knowledge in the world, but it is of little value if your patients don’t trust you or feel heard. Your treatment plan is only as strong as your communication with your patient.

Daniel Hull

’13

Engineering Manager, Baebies

What makes your job exciting? My job is to manage a team that helps make sure our products meet the needs of our customers, both in the present and in the future. I love the opportunity to make a difference. A sampling of what I do is flying to our hospital/lab customers, providing requirements for future products, and managing a team of service and support engineers.

How did ESD play a role in shaping who you are today and your chosen career path? Can I say deeply? It’s hard to overstate the foundational beliefs in loving your neighbor and that every child is significant because

of being made in the image of God. My company’s mission statement is “Everyone deserves a healthy start.” There’s definitely some overlap there. On a more practical level, my peers ahead of me at ESD chose a similar major, and I loved Mr. Auge’s biology class and Mr. Rooney’s chemistry class. All pointed me in the right direction.

Words of wisdom: what do you think are the secrets to being successful in your profession? Whether you’re managing people, talking to vendors, or interacting with customers, try to put yourself in their shoes. It’s hard to solve someone’s problem if you don’t know them or empathize with them.

COMMON THREAD: STEM

Allison Kramer Ratner ’09

Obstetrician and Gynecologist, Vernon & Waldrep OB-Gyn Associates (The founder is Kathryn Waldrep whose son, Kyle, also went to ESD. She was one of the first doctors that I shadowed while I was in high school.)

What are the biggest opportunities in your industry at the moment? Robotics and minimally invasive surgery. We can now take out uteri using only small laparoscopic port sites that we previously would have had to remove with large incisions. Some patients can even return home the same day after a surgery that previously would have kept them hospitalized for at least two nights. This technology has been groundbreaking, especially in the field of gyn-oncology where they use fluorescent dye and the improved visualization and mobility of the robot to find the lymph nodes closest to the organ of interest and remove them.

How did ESD play a role in shaping who you are today and your chosen career path? Both my husband and I always say that ESD gave us the foundation to be successful in any career that we wanted. Namely, we learned to love the pursuit of knowledge, how to be comfortable presenting ourselves in a professional environment, and finally, how to stay well rounded.

Words of wisdom: what do you think are the secrets to being successful in your profession? Working hard, finding a mentor, and not always taking the most straightforward path toward one’s desired outcome. I didn’t do this, but I have so many happy colleagues in the medical field who pursued other interests prior to going to medical school, and these experiences enabled them to have different perspectives or insights as physicians.

Laken Litman Prosperi ’07 Reporter, Fox Sports

What makes your job exciting? The very nature of it! I covered Lionel Messi versus Kylian Mbappé in the World Cup final and, less than two weeks later, covered the College Football Playoff semifinal between Georgia and Ohio State. I saw the U.S. women’s hockey team beat Canada in a penalty shoot-out to win a gold medal at the 2018 Pyeongchang Olympics. I’ve interviewed Megan Rapinoe, Kevin Durant, Nick Saban, and Breanna Stewart. I’ve been fortunate to travel around the world for work and go to places I never dreamed of going, like South Korea and Qatar. This summer, I’ll be going to New Zealand and

Australia for the Women’s World Cup.

How did ESD play a role in shaping who you are today and your chosen career path? I discovered my passion for sports writing at ESD, specifically in Mr. Randall’s class my junior year. I was lucky enough to be in his advisory, have him for junior year English, and then again for short stories class as a senior. He helped me develop my voice and writing style that I have only continued to hone and craft. I always loved sports and knew I wanted my career to have something to do with them, but it wasn’t until Mr. Randall taught me how to write at ESD that I knew I could have a career doing what I love.

Words of wisdom: what do you think are the secrets to being successful in your profession? Be curious and ask a lot of questions. Don’t take no for an answer. Apply for the jobs you want, even if you might not be the most qualified candidate. Use your failure to fuel your future success. And always bring snacks to the press box (the food is never that great).

COMMON THREAD: SPORTS

Drew Moor ’02 Major League Soccer Player, Colorado Rapids, FC Dallas, Toronto FC

How did ESD play a role in shaping who you are today and your chosen career path? ESD taught me many things: the value of my faith and family, developing relationships, the importance of time management, and working hard even when nobody is looking. I feel like these are all values that I used during my soccer career and have and will continue to use in my everyday life.

What setbacks from your time in sports later gave you an advantage? Sports are a microcosm for life. There are many challenges along the way: losing

Alumni, please keep us posted on where you are; we hope to highlight more of you in coming editions.

championship games, having long-term injuries, being traded, and getting benched. However, every day is an opportunity to go out and prove to myself and my team that I will do everything I can to perform to the best of my abilities no matter the situation.

Words of wisdom: what do you think are the secrets to being successful in your profession? The advice I always give to young players just starting their professional careers is to embrace every single day: the good days, the bad days, and every day in between. Each day is an opportunity to make yourself better both on and off the field, so embrace ALL of them.

What makes your job exciting? The sports industry is constantly evolving. Each year, we have a new group of athletes entering the MLB and NFL draft with the hopes of making their athletic dreams a reality. Our job as an agency is to ensure they are prepared on and off the field to maximize their potential. At Ballengee Group, our motto is “Make It Matter.” Whether negotiating contracts or helping establish a foundation for causes close to athletes’ hearts, we want each athlete to feel as though they are making a difference in their community. Those events and foundations have let me see into the personal lives of our athletes and what their passions are away from the field. It’s important to remember that these highly trained athletes have unique interests that, in many cases, have nothing to do with their chosen profession.

How did ESD play a role in shaping who you are today and your chosen career path? Part of the original reason I moved to ESD in the seventh grade was to have the chance to get involved in athletics at an interscholastic level. The coaches, teachers, and classmates I had throughout my years played a crucial role in developing the person that I am today. Each pushed me in different ways to lay the foundation to become successful in my current position.

Words of wisdom: what do you think are the secrets to being successful in your profession? There are two pieces of advice I would give to those looking at the sports industry. The most important would be to create and maintain a network of contacts. Some of the connections I made at ESD eventually led to my current job. In addition, I advise everyone with an interest to be open to new and different opportunities. You never know what can happen unless you keep an open mind to the opportunities that are presented to you.

How did ESD play a role in shaping who you are today and your chosen career path? Being at ESD, you get your first glimpse into the competitive nature of the world both on the field and in the classroom. Being around a competitive atmosphere academically pushed me to be better in the classroom, and in turn, those traits like hard work and communication were what I was able to translate to the field.

What setbacks from your time in sports later gave you an advantage? In sports, you’re gonna beat people, but you’re also gonna get beat sometimes. In general, what I am always seamlessly able to translate from sports to the real world is that failure is inevitable. I can’t count on my hands the number of times I lost, or I failed, or my job didn’t get done on the field. And when that happens, it’s hard, but it really is back to

the drawing board. You’ll get another shot at it, and it’s about what you’ve been able to learn and your attitude after failure. So in life, when things don’t go right (all the time), I’m just like, hey, it’s all good. How can we be better next time?

Words of wisdom: what do you think are the secrets to being successful in your profession? I think the keys to being successful are simple. First, everyone should live to make the world a better place. The older I get, the more I realize that it isn’t simply about me; it’s about us. Second, open your doors and open your lives up to other people who are different from you. The broader your perspective, the more places you’ll fit in, the more you’ll allow yourself to learn, and the more you’ll learn to appreciate where it is that you come from.

Travis Conine ’12

Finance and Operations Director, Ballengee Group Sports Agency

Nakeie Montgomery ’17

Professional Lacrosse Player, Redwoods Lacrosse Club

COMMON THREAD: SPORTS

Social Media Manager, The Dallas Mavericks

What makes your job exciting? What makes my job exciting is the opportunity to tell stories about the Dallas Mavericks as a team and an organization through social media. Each day, there is a new story to tell visually through video, photo, and graphics, to name a few, and no day is ever the same. Being able to humanize our players and show fans what they don’t get to see on a daily basis is one of my favorite things about my job.

How did ESD play a role in shaping who you are today and your chosen career path? ESD played a huge role in who I am and my career path. For one, my closest friends are from ESD, even 12 years after graduating. My work ethic, success in college, and passion in my past and current jobs stem from my experience at ESD as well. Being challenged as a student and being pushed to be my best self at school taught me to strive for what I really wanted to do with my path and career. I love being involved at ESD to this day because of what I gained from going there as well from my current participation in the Alumni Board and in coaching cheerleading.

Words of wisdom: what do you think are the secrets to being successful in your profession? Always be open to learning. In my field of work, things change every day, and we constantly have to adapt. I am always trying to learn new skills, enhance existing ones, and experiment with different ways of doing things when it comes to social media and content. It has opened up so many opportunities and played a huge role in my success.

Jack Betts ’19

Senior Wide Receiver, Amherst Mammoths College Football Team, Founder of The Make Your Own Legacy Academy

What makes your job exciting? What makes my position especially exciting is the fact that I’m running a business while I’m still in school. Running a business while being a studentathlete has taught me several important skills – especially time management. I also get to work and connect with athletes from all over the country – D1 to D3 – who might become business partners sometime down the line! By utilizing the platform I have today, I’ve also been able to forge relationships with fellow entrepreneurs both inside and outside the sports industry, thereby enabling me to increase my professional presence.

What setbacks from your time in sports later gave you an advantage? Being an athlete, you’re always going to face adversity at some point in your career. In my athletic career, I’ve consistently played on teams that were upperclassman dominated, which didn’t allow me to get much playing time. I’ve always been a firm believer that good things come to those who wait, and that’s been my philosophy, especially in my athletic career. Having patience is a skill that is applicable not only in sports but also in life. But equally as important is seizing the opportunity when it is presented to you. It’s the reason why I am playing collegiate athletics today, and it is the reason why I have been able to find success off the field as well.

How did ESD play a role in shaping who you are today and your chosen career path? ESD played a role in shaping who I am today by helping me discover my passions. Being an English major, taking classes that especially aligned with this interest aided my discovery of my passion for writing. By taking classes such as Mrs. Livingston’s Entrepreneurship Class, I discovered a gravitation toward being my own employer and creating work for myself. Being part of the community that ESD fosters was also very beneficial in my upbringing. As a lifer, I created several meaningful friendships that have extended far beyond my time at ESD, and I am forever grateful for them.

weddings

On 6/11/2022, Kathryn Anderson, Class of 2013, married Hunter Williams in Santa Barbara, California.

On 5/7/2022, Nick Boulle, Class of 2007, married Allison Bereswill in Cabo San Lucas, Mexico.

On 4/30/2022, Camie Carlock, Class of 2009, married Matthew McKee in Hunt, Texas.

On 12/31/2022, Shelby Conine, Class of 2014, married Captain Colin Vestal in Austin, Texas.

On 8/20/2022, Lacy Cowden, Class of 2009, married Zach Perry in North Carolina.

On 9/3/2022, Landen Kerr, Class of 2010, married Romain Blouquit in Paris, France.

On 2/26/2022, Laken Litman, Class of 2007, married Alex Prosperi in Dallas, Texas.

On 8/20/2022, Caroline Low, Class of 2011, married Trafford Lamar Jr. in Dallas, Texas.

On 2/19/2022, Larson Lynn, Class of 2015, married Nolan Pickens ’13 in Dallas, Texas.

On 10/29/2022, Arzu Molubhoy, Class of 2008, married Farouk Jamal in Dallas, Texas.

On 11/19/2022, Janette Rojas, Class of 2012, married Tomas Eduardo Becerra in Dallas, Texas.

On 10/22/2022, Ellie Skochdopole, Class of 2011, married William Wolfe in New York, New York.

On 4/16/2022, Kimberlee Staffieri, Class of 2011, married Joe Sorce in Jekyll Island, Georgia.

On 4/22/2022, Austin Patry, Class of 2013, married Colby Plott in Orlando, Florida.

On 4/23/2022, Jeff Patton, Class of 2014, married Sally Raymond in Dallas, Texas.

On 12/10/2022, Hunter Crow, Class of 2012, married Cameron Cleveland in Dallas, Texas.

On 11/12/2022, Kyle Noonan, Class of 2014, married Sarah Ellis in Dallas, Texas.

births

On 3/10/2022, Monica Mehra Armstrong, Class of 2003, and Adam Armstrong welcomed Axel Armstrong.

On 11/26/2022, Oliver BarbierMueller, Class of 2006, and Katelyn Barbier-Mueller welcomed Ann Bennett Barbier-Mueller.

On 8/17/2022, Anna Williams Brown, Class of 2011, and Cary Brown welcomed Noah Brown.

On 5/20/2022, Natalie Chavez, Class of 2010, and Chris Michael welcomed Charlie Chavez-Micheal.

On 8/17/2022, Marianne Miller Davidovich, Class of 2005, and Mark Davidovich welcomed Mary “Mimi” Davidovich.

On 8/25/2022, Jessica Jones Donnell, Class of 2011, and Cameron Donnell welcomed Eugenia “Gigi” Donnell.

On 5/15/2022, Davis Felder, Class of 2006, and Laura Felder welcomed William Felder.

On 8/29/2022, Taylor Frank, Class of 2007, and Amberly Frank welcomed Beckham Frank.

On 5/7/2021, Parker Ackerman Gutjahr, Class of 2012, and Joshua Gutjahr welcomed Scarlett Gutjahr.

On 8/13/2022, Valerie Bangs Hayes, Class of 2008, and Bryan Hayes welcomed Harrison Hayes.

On 11/15/2022, Matthew Marshall, Class of 2005, and Colleen Marshall welcomed Lucy Marshall.

On 8/8/2022, Catherine Cannata McNabb, Class of 2012, welcomed Jack McNabb.

On 6/8/2022, Christina Berg Mealey, Class of 2008, and Matthew Mealey welcomed Jackson Mealey.

On 12/2/2022, Bradley Agather Means, Class of 2005, and Coley Means welcomed Hunter Means.

On 12/1/2022, Ross Mulford, Class of 2008, and Tori Mulford welcomed Ross Mulford.

On 6/29/2022, Alexa Wisz Pass, Class of 2008, and David Pass welcomed Oliver Pass.

On 11/11/2022, Amanda Whitlock Piper, Class of 2005, and Brian Piper welcomed Jackson Piper.

On 8/15/2022, Caroline Khoury Sabeti, Class of 2009, and Michael Sabeti welcomed Sebastian Sabeti.

On 3/8/2022, Ahnie Gampper Sheehy, Class of 2009, and Topper Sheehy welcomed Holland Sheehy.

On 11/8/2022, Jack Vander Linden, Class of 2010, and Kayla Vander Linden welcomed William Vander Linden and J. Vander Linden.

On 6/4/2022, Vanessa Varela Viloria, Class of 2013, and Amable Viloria welcomed Valentina Viloria.

Izzy Martin ’28, seventh-grade friend, died on July 29, 2022, after valiantly battling cancer for the past two years. She was named Readers’ Choice 2021 Person of the Year by People Newspapers. One of Izzy’s nominators said, “She not only maintained a positive attitude but also spent countless hours helping the community.” Her efforts included donating hundreds of care packages to Austin Street Center, raising significant funds for pediatric cancer research, and serving as an inaugural member of United Way’s “Team United.” Many community members joined “Team Izzy”; in her passing, may we continue to honor her legacy of courage and leadership in service to others.

Charlyn Aikman

John A. Alexander

James Michael Allen

Helen L. Allison

Marion Baker

Rhodes Semmes Baker

Bobbie Bass

William M. Bass

Lucy Belknap

Ralph A. Belknap

Frederick Hagaman Benners

Katharine Beutel

Jane R. Bowles

William Britain

John R. Castle

Eric Chancellor

Carolyn Clark

Donald R. Cochran

Olive Gray Coe

Frances S. Coleman

Jack Rue Coleman

W. Deryl Comer

Pamela Cothard

Lois Couch

Gary L. Cowger

John Cranfill

Morrow Cummings

Steven A. Davis

David Earl Deason

David Dinsdale

Jean L. Duffy

Stanley Edwards

Nohelia Eells

Carter Flynt Emmons ’11

Donald F. Finn

Frances Fitts

Jacqueline Elaine Fojtasek

Russell Steven Fojtasek

Lois F. Folse-Alford

Jerome McNair Fullinwider

Rutila Garduno

William Kernan Gayden

John George Angelo Joseph Giorlando

Laurice Rountree Goodrich

Vaughn E. Groom

Malcolm J. Gudis

Fred Lee Hackney

Isabell Haggar

Ellen Helbing

Donald Ray Herring

John G. Himelfarb

David Hodges

Blaise Warren Jones

Marilyn Koontz

William M. Lamont

Maxine Langston

Jean W. Lattimore

Elbert Hampton Lewis

Ann Madans

Ann Royall Maffitt

Richard Marcus

Isabelle Grace Martin ’28

Max McNabb

Ed C. Miller

Ellen R. Miller

Sadie Montagna

Mark Hector Narvaez ’17

Henry Neuhoff

Dennis Noteboom, M.D.

Amy L. Osler

Margaret Elizabeth Perot

Ruth Prats

Rustan Rhone

Billie Leigh Rippey

Aidan Patrick Salmon

Randall Jack Shafer

David Patterson Smith

Shawn Smith

Robert Smythe

Darlene Hunsaker Spellings

Linda B. Steelman

Joseph Stout

Edie Tomsyck

Lee Daniel Vendig

Torie Ann Walker

Steve Westmoreland

Beverly Wilson

James R. Wood

Cayla Woodruff

Georgia Zaemes ’88

Barbara Zale

Mal Gudis served on the ESD Board of Directors from 1991 to 2012, and he held the position of Chancellor for 10 years. When Mal accepted his position on the Board in 1991, Father Swann penned a letter expressing his appreciation in the following words: “You have already served our mission well as a parent, benefactor, advocate and friend…(You) in my opinion, will join the ranks of our founders who you know well.” During his time of service to ESD, Mal’s intuitive manner helped guide the Board during the school’s strong growth and development. Father Swann wrote, “The days and years have gone quickly. Your 25 years of friendship and service to ESD have seen me and this school through valleys and across mountain tops.”

ESD celebrates the lives of and acknowledges the loss of alumni, alumni parents, grandparents, alumni grandparents, faculty and staff members, past Board members, friends, and benefactors. May the memory of their lives be blessings for all who loved them. This list is taken from our records and primarily includes calendar year 2022. Please reach out to Denis Stokes to honor your loved ones in our spring 2024 issue.

Izzy and her sixth-grade lunch bunch.

Mal Gudis (left) pictured with John Eagle, Mitch Hart, and Father Swann.

EAGLE SPIRIT SOARS

AT THE LOWER SCHOOL CARNIVAL

A treasured tradition, the Lower School Carnival brimmed with action and excitement again this fall. Many thanks to everyone who volunteered and attended, including ESDPA Carnival Chairs Cassy Sands and Lauren Stewart.

MARCH 25

APRIL 17 AND 21

APRIL 26

MAY 19

EAGLE LAUREATE DINNER

MAY 30

ALUMNI & BOOSTER SPRING SWING TOURNAMENTS

AUGUST 23

PASS IT ON

AUGUST 24

SUMMER AT ESD STARTS

FIRST DAY OF MIDDLE AND UPPER SCHOOL 2023-24

FIRST DAY OF LOWER SCHOOL 2023-24