The Crest - Summer 2013

INNOVATE, INSPIRE, IMPROVE: THE STRATEGIC PLAN IN ACTION

REST C

THE

The Magazine of the Episcopal School of Dallas

SUMMER 2013

ESD DATES TO SAVE 2013-14 AUGUST 21 22 22 23 26 27

OCTOBER Dads’ Partnership Breakfast Booster Club Golf Tournament Homecoming Games Alumni BBQ Spooktacular Carnival

NOVEMBER Grandparents’ Day

DECEMBER 13 19

MARCH Parents’ Association Auction Benefit Party Junior/Senior Prom

APRIL 2 9 11

Seniors to Lower School Chapel Parents’ Association Spring Luncheon Diversity Dinner

MAY 3 8 9 10 16 21 21 22 25

ASSISTANT HEAD OF SCHOOL FOR ACADEMICS

Robert A. Buchholz CHIEF FINANCIAL OFFICER

Dawn Thomas DIRECTOR OF HUMAN RESOURCES

THE CREST STAFF Julie Clardy DIRECTOR OF COMMUNICATIONS

Nicole Jacobsen COMMUNICATION COORDINATOR

Jamie Mitcham DIGITAL COMMUNICATION SPECIALIST CONTRIBUTORS

Lessons and Carols Lower School Christmas Service

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Erin P. Mayo

CHIEF ADVANCEMENT OFFICER

Head of School Installation Ceremony Upper School Back-to-School Night New Parent Reception Lower School Back-to-School Night

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INTERIM HEAD OF SCHOOL

Ruth Burke

SEPTEMBER

2 4 18 18 25

EXECUTIVE LEADERSHIP TEAM Kimberly A. MaGee

New Student Orientation (Grades 5-12) Upper School Orientation Middle School Back-to-School Night Middle School Orientation Lower School Orientation First Day of School

4 10 17 19

2012-13

Coffee House Pass It On Ceremony Founders’ Weekend for Alumni: Alumni Golf Tournament Eagle Laureate Dinner ESD Honors Assemblies Lower School Closing Service Last Day of School, Beginner - 6th Grade Last Regular Exam Day, 7th - 11th Grade Lower School Field Day Graduation Ceremony Please visit www.esdallas.org/calendar for additional important events and dates, including holidays and early dismissal dates.

Diane Allen Cindy Newsom Eleanor Arnold Geraldine Owens Ashley Beck Brian Rawson ’96 Carol Bergman Phil Ritter Eric Boberg Tolly Salz Laura Boeckman Ken Schnitzer Ruth Burke Chris Steele Cullum Clark Stephen Swann ’93 Sylvia Chavez Carla Thomas Sharon Chapman David Tollison Robert Clements Richard Williams Meredyth Cole Allison Dawson Casey Fields Dobson Eddie Eason George Fiala Gabrielle Griffin Mary Hansell Daniel Hull ’13 Donna Hull Susie Kissner Peter Lutken Kim MaGee Austin Magnuson ’13 Erin Mayo Shelle Montgomery Elaine Murphy

in this issue 2 The Top 10 Things I Learned in My 10 Months at ESD 8 Integrating Technology for Purposeful Learning and Teaching 10 Inquiry-Based Learning and Classroom Innovation:

2013 and Beyond 14 Wolf Run: Digging History 16 Building a Legacy: The Impact of Board Governance 19 Coming Soon: ESD Code of Conduct 26 Reflections on the ESD Experience 32 2012 - 2013 Awards 40 Lower School Field Day 41 Annual Fund Thank You 42 Habitats and Helping 44 Letter from the Parents’ Association President 45 ESDPA Spring Luncheon and Fashion Show 46 Quick Connections 48 Baseball Buddies Leads to Summer Fun, New Friendships 49 Pass It On 52 Faculty News 56 With Gratitude We Say Goodbye 60 Nine Athletes Recognized for

Continuing Athletic Careers in College 61 Student News 70 ESD Volunteer Fair 71 Letter from the Alumni Association President 72 Founders’ Weekend: Save the Date

summer 2013 Innovate, Inspire, Improve: Year One of the ESD Tomorrow Strategic Plan in Review

4 Open Minds Through Multicultural Discussions

22 Hats off to the Class of 2013 for Earning $12M in Scholarship Offers

24 Fine Arts: Learning Through Expression

58 Eagle Laureate Dinner: Alumni Honor Dedicated Faculty and Staff

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78 Alumni News

Connect with ESD Visit ESD’s new mashup page at www.esdallas.org/stayconnected to explore all of the School’s social media channels.

The Crest, the magazine of the Episcopal School of Dallas, is published two times a year.

on the Cover Danny Kung ‘19 shows Julie Butterworth, Maggie Pickens ‘26, Raafae Haq ‘23, and Harrison Teegarden ‘26 one of the many insects living in the Butterfly Garden.

the top 10 things I learned in my 10 months at esd

By Kim MaGee, 2012 - 2013 Interim Head of School

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I have learned that the students think I have a funny accent.

This happened near the end of the year – before then I was blissfully ignorant. A seventh grader was worried she wasn’t going to get cake at lunch and she came to ask me if someone was going to cut it. She started to giggle while I was responding and when I stopped short, puzzled, she looked at me and said, “Your accent is funny.” I really never thought about having an accent. However, try as I might, I still can’t seem to implement the you all convincingly enough to pass for a Texan.

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I learned that “Bishop Arts” and “Deep Ellum” are not emerging Dallas rock bands, but rather only two of the diverse and interesting neighborhoods that make up this great city. Dallas has been a pleasant surprise! In my 10 months here, I have had the opportunity to explore the many sights, events, and activities Dallas offers. It has been a real treat, from the symphony to the Dallas Arboretum, the Katy Trail, the Cowboys Stadium and games, the Dallas Museum of Art, the Nasher ... and don’t even get me started on the shopping and dining opportunities. (My trainer and I have a lot of catching up to do!) I had no idea how many things could be deep fried until I went to the State Fair of Texas; I, like all of you, will miss Big Tex, but at the same time I am happy to have met him.

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I have learned the real meaning of cool. I don’t know another Head of School anywhere who has received a gift of cowboy boots from their Board as a going away gift. You need to know that my new boots will have the ESD crest and three crosses engraved on the boot pulls to always remind me of this wonderful School.

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I learned that if you have a really tough problem, ask a fifth grader. I was sitting in my office before Christmas around the time of parent conferences, and Abby Brand was hovering in the hall waiting for her parents. She must have thought I needed company

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because she asked if I was busy and then proceeded to drape herself over one of the chairs for a chat. I was complaining about how hard it was to type on my new iPhone and she looked at me and calmly said, “Why don’t you turn the phone sideways?” So much for who is the smartest in the room.

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I have learned that, while ESD is still a relatively young school, from the very beginning the Founders took care to preserve the history and to create traditions that have become key character attributes of the institution. Father Swann knew the importance of this, and many here in this community not only created some of that history, but also are diligent in stewarding it. History and traditions are a method by which institutions carry today’s learning and experiences forward for future generations. I believe this is an important value that great schools like ESD hold dear.

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When I arrived at ESD in August, I commented to many that there was this special feeling in the halls of ESD. I called it community at first, but I have come to think it is so much more than that. It is evident in the way students and adults interact, in the way adults work together, in how they look at challenges and opportunities, and in how everyone supports the school with thousands of volunteer hours. If you could label and package that which makes the staff say they want to work here forever and our graduates say they want their children to go here, we would have finished the fourth key initiative in our strategic plan.

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I learned that moving to a new location is an opportunity to bring even more depth and meaning to many of the expressions that we regularly and sometimes unthinkingly use. The one that comes to my mind is Southern hospitality; I have experienced it in so many ways here. I believe it comes from the welcoming and open nature of the people here. I suspect over time that many Southerners may have

lost sight of just how powerful it is for a newcomer to hear, “Well, welcome to Texas! We are glad to have you here.” Especially for me, the Southern hospitality that I received from the entire community not only made me feel at home right away, but it gave me the support I needed in order to do the best I could for ESD.

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Change – it is never easy. Yes, I did know that before coming here, but having been asked to implement a new strategic plan this year, I was truly surprised at the willingness of everyone to quickly move outside their comfort zone, take on extra work, commit their time to learn about new approaches, and start implementing them right away. I want to thank all those who volunteered their time on a Learning Team this year and an especially big hug to those who went out on a limb to lead them. We have talked a lot about 21st century learning and published our vision for the future – I am amazed at how far we have come in 10 months. What I have learned is that an organization that can implement change at a more rapid pace will sustain a leadership position among peer schools. I have already seen the community excited about the things accomplished in the last 10 months. There is so much more to come!

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I always knew it took a village. Until my time here, I didn’t have the depth of understanding about that phrase. When you are an interim, with so little time to truly understand the culture you are in, you need the village to help. I want to thank everyone who has worked so hard to make this such a special year. I have been awed by the number of parents who give their time to support ESD. I have loved working with the Parents’ Association this year and my social calendar has never been more active with community events including the Spooktacular Carnival, Carlyn Ray ’00 Reception, Rockin’ ESD Auction, Bingo, Board Dinner, Homecoming, Senior Dinner, Eagle Laureate, and much, much more!

History and traditions are a method by which institutions carry today’s learning and experiences forward for future generations. I believe this is an important value that great schools like ESD hold dear.

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Along with Southern hospitality, one more saying also comes to mind: “To whom much is given, much is required.” While the usual connotations of financial support and philanthropy are at worldclass standards here, again I have seen another dimension exhibited by this wonderful community. We all have different sets of assets which we have been given, and the talent and skills at ESD are truly amazing.

I have seen you share your talents, your assets, and your expertise with the students, staff members, and the entire community. You make this colloquialism true at a new level. As beautiful as this campus is, as wonderful as the new facilities are, as picturesque as the quarry view, the treasure at ESD is you.

Thank you to the ESD community for being number one of my 10 months here.

Sincerely yours,

Kim MaGee 2012 - 2013 Interim Head of School

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Innovate, Insp Year One of the ESD Tomorrow Strategic Plan in Review

By Ruth Burke, Assistant Head of School

As I sat down to write this article about the 2012-13 school year, Year One of ESD Tomorrow, it seemed as though the entire year flashed before my eyes. What a year it has been!

None of us knew quite what to expect as we entered the school year on the heels of Father Swann’s retirement and welcoming Kim MaGee, our Interim Head of School. It was a year filled with challenges, accomplishments, excitement, continuing traditions, and anticipation of the future and of our incoming Head of School, Meredyth Cole. The year proved to be the bridge from our founding era to the postfounding era we had hoped for – and this “bridge” is solid.

The ESD Tomorrow strategic plan is the blueprint for making our great School an even greater School. Never before has ESD embarked on such a strategic planning effort – an ambitious initiative which is all about our core business, learning and teaching. The 10-year plan is divided into two, five-year operational plans. In Year One, the Year of Learning, our work focused on building the framework to support our highest strategic priorities over the next decade: • Create and sustain a learning and teaching environment

that infuses students with habits of mind and skills that are essential for success in the world of today and tomorrow, and • Invest in our faculty and staff with professional

development, training, support, and compensation.

While reflecting on 2012-13, I realized how well the key components of ESD’s trajectory aligned with the Winter 2013 article written by Pat Bassett, the past president of the National Association of Independent Schools, entitled “Twenty-Five Factors Great Schools Have in Common.”1 I would like to highlight four of the many factors that resonate throughout our strategic plan.

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pire, Improve.

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Pat Bassett says great schools create and perpetuate an intentional culture.

This is one of my favorite measures of greatness because I strongly believe that a school’s culture should be cultivated and it should be distinctive – which is very much the case for ESD. ESD’s culture of excellence, community, and faith was formed and nurtured by our founding headmaster, The Reverend Canon Stephen B. Swann, and all who worked with him over our first 38 years. They created a school culture that is rich in tradition, infused with ESD’s Mission and belief that all children are created in the image of God. Through the Sustainability Initiative of ESD Tomorrow, one of our Learning Teams, led by Lower School Librarian Bonnie Tollefson, was asked to research and investigate best practices of community involvement across all constituencies. The team broke down this broad topic into various categories and will tackle two in each of the first three years of the plan. The Community Involvement Learning Team’s work is ensuring ESD will continue to recognize, involve, and cultivate all of our constituencies, which is critical to perpetuating ESD’s culture.

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Great schools offer a coherent philosophy of learning and teaching.

Learning and teaching is our core business and the heart of ESD Tomorrow. Elaine Murphy and Cam Christensen led the Learning and Teaching Team this year. The team’s mandate was “to research, design, and implement best practices for an inquiry-based, experiential program that includes models of interdisciplinary, real-world problem solving.” Through their work, the team drafted an all-school educational philosophy for ESD (see inset on page 7). This philosophy will guide our learning and teaching program throughout the strategic plan and for years to come. (See www.esdinquiry.info for additional information.)

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Great schools make a substantial commitment to the professional development of faculty.

ESD’s commitment to the ongoing professional development and support of our teachers has been strong throughout ESD’s founding era. Great teachers make great schools. The Exemplary People Initiative

of the strategic plan challenges ESD’s leadership to take this commitment to a new and even more comprehensive level.

Thanks to the financial support of the Parents’ Association, this effort is already underway. Faculty were offered two development programs this summer – Faculty Professional Development Grants and Learning Innovation Grants.

These two grant programs combine to support traditional professional development opportunities, like attending conferences and visiting exemplary schools, and new innovative opportunities for researching and developing inquiry- and project-based programs for our students. Professional development of this nature is critical to the work of ESD Tomorrow.

When we return to the Merrell Road campus in August, students and parents will notice a renovated space in the School House, now called the Learning and Teaching Suite. Mary Hansell, our Technology Innovation Specialist, and Eric Boberg, our new Learning Innovation Specialist, will be based in this suite. In their roles, Mary and Eric will support faculty as they pilot and implement a range of purposeful learning and teaching methodologies in the classroom. The suite will also offer collaborative work and meeting space for faculty.

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Great schools adopt a big vision.

The Premier Recognition Initiative is rooted in the vision Father Swann created years ago, a vision grounded in our Mission and Founding Tenets. This vision is now expressed through the lens of 21st century education. The purpose of the ESD Tomorrow strategic plan is to inject innovation while constructing a robust framework for the founding vision that will be carried into the post-founding era. To be successful, our students must be lifelong learners, equipped with impeccable critical-thinking skills and the ability to communicate effectively in multiple modalities.

Meredyth Cole will now take the lead and ensure the vision is carried forward as our great institution rises to a new echelon in the independent school world.

As I consider ESD’s alignment with Bassett’s important factors and I wind down my 16th year at ESD, I could not be more excited and hopeful about what lies ahead for our students and our teachers. The next 10 years will bring about important changes in our classrooms, procedures, and protocols school-wide – changes that mirror our swiftly changing society and are essential for preparing ESD students for a world quite different from today’s.

It is important to thank and acknowledge the incredible work done by our faculty, staff, and volunteers. More than 130 volunteers, including faculty, staff, students, alumni, and parents, spent

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countless hours researching, deliberating, and working on their Learning Team’s mandate, expending time and energy well above and beyond their normal scope. Without their enthusiasm, talent, and passion for our School, ESD Tomorrow would be a dream rather than reality.

Innovate, inspire, and improve: these three words sum up ESD Tomorrow. Our restless nature is intrinsic to the level of greatness we will achieve. I am happy to report that we, the Board of Directors, faculty, and staff of ESD, are very restless and even greater things are on the horizon for ESD. At this moment in the School’s history, the sky is the limit. Let’s enjoy the ride!

ESD Tomorrow Year One: “Wins!”

Learning Teams comprised of faculty, staff, students, alumni, parents, and friends were able to achieve great things in the first year, such as: •D istilled strategic plan into four key initiatives with specific goals, objectives, and outcomes: - Excellence in Learning and Teaching - Exemplary People - Sustainability - Premier Recognition iloted iPads across all three divisions •P • S ignificantly increased the attendance of faculty and staff at national, regional, and local conferences • I ntroduced human resources processes around hiring, onboarding, training, and retaining excellent faculty and staff eveloped and launched the Learning Innovation Grant •D program for faculty • S ignificantly improved cash flow from operations and working capital • Revised tuition remission policy, currently in final review stages •D rafted a statement of Educational Philosophy •R esearched and developed new schedules for the Middle and Upper School •D esigned May in-service to introduce and refine the use of innovative learning platforms •D rafted a framework for a new Code of Conduct •E xamined and recommended technology solutions •D rafted a mentoring program for new faculty •R esearched processes and protocols to steward and thank benefactors and for endowment reporting •R ecommended avenues to strengthen the School’s relationships with alumni and grandparents •C onducted comprehensive research on our pre-elementary program’s market position regarding size of classes, teacher/student ratio, cost, days offered, hours, and more eveloped a staff evaluation tool, currently in final stages •D • Researched and planned the pilots and implementation of tools and resources to improve school-to-parent communication

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To read Mr. Bassett’s complete article, please visit www.nais.org/ MagazinesNewsletters/ ISMagazine/ Pages/TwentyFive-Factors-GreatSchools-Have-inCommon.aspx

Year Two: What to Expect • Provide a smooth and effective transition for Meredyth Cole, our incoming Head of School • Offer continuous and ongoing faculty training and support for the new schedules and modes of instruction • Launch, monitor, and evaluate pilot programs • Monitor and evaluate new schedules • Pilot a new technology tool for faculty • Implement a new Code of Conduct • Retain select Learning Teams from Year One and introduce new Learning Teams for Year Two

Continuing Teams

Learning and Teaching Arts Sustainability: Community Best Students: Admission Communications HR Continuum Performance Evaluation Alternative Revenue Generation Episcopal Identity New Teams

STEM Library Information Systems/Media Literacy Wellness • Host a Learning Summit, Fall 2013 • Continue to find, hire, retain, and develop exemplary faculty and staff

If you are interested in participating on a Year Two Learning Team, please contact Ruth Burke at burker@esdallas.org.

Thank You to the Anonymous Donors for the Gift in Support of ESD Tomorrow’s Strategic Plan In May, the School received wonderful news of an anonymous gift for operational support of the strategic plan. Five families joined together to make a $500,000 gift to show their support of and belief in ESD Tomorrow and the future of the School.

This transformational gift will provide funds for the professional development, training, and support of our faculty as they take on the new demands of 21st century learning and teaching. The gift will also provide the tools and resources necessary to successfully implement the Excellence in Learning and Teaching Initiative in Years Two and Three of ESD Tomorrow.

Although the families wish to remain anonymous, please join our faculty, staff, and students in appreciation of them for this important and impactful gift.

Year One: Learning Team Leaders Special thanks to our more than 130 faculty, staff, alumni, parents, students, board members, and community members who were actively engaged in one of 17 Learning Teams this year. We also appreciate the community members who provided their unique insight to surveys and areas of expertise.

Learning and Teaching

Middle School Schedule: Darla Hodge Upper School Schedule: Mark Mrozek Inquiry and Project-based Learning: Cam Christensen and Elaine Murphy Educational Technology: Mary Hansell Enhanced Arts Program: Vikki Martin

Best Students – Admission Process: Alan Neuhoff ’89 Best Students – Program: Allison Hogan Sustainability

Community Involvement: Bonnie Tollefson Development Practices: Allison Dawson Alternative Revenue Streams: Marc Salz

Co-curricular Code of Conduct: Donna Hull and David Tollison

Episcopal Identity: Chris Steele

Pre-Elementary Inquiry Team: Sandy Kerr

Premier Recognition

Exemplary Staff and Students

Communications: Julie Clardy

Performance Evaluation – Process and Criteria: Tanya Harris

ESD Tomorrow: Ruth Burke

Statement of Educational Philosophy, Episcopal School of Dallas Students learn best through active pursuit of knowledge and relevant application of that knowledge. We believe this is best achieved in a community that fosters critical thinking, creativity, collaboration, personal responsibility, and intellectual risk-taking in a safe and open environment. ESD educators endeavor to guide students through inquiry-based, real-world learning experiences that yield enduring understanding and encourage students to become life-long learners in an ever-changing, global society.

Human Resources Professional Growth Continuum: Scott Kimball

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Integrating Technology for Purposeful Learning and Teaching

By Mary Hansell, Technology Innovation Specialist and Humanities Instructor

Milton Chen, senior fellow at The George Lucas Educational Foundation and author of Education Nation: Six Leading Edges of Innovation in Our Schools, wrote in the Summer 2013 issue of NAIS’s Independent School magazine, “Let’s acknowledge that we’re lucky to be living in a unique time in history in which global forces in the early 21st century, enabled by the Internet, have rewritten the rules we lived by in the 20th century – in politics, economics, and now education. A deep and fundamental cultural change is taking shape in our lifetimes.”1

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his is an exciting time for educational technology and innovation. We are keenly focused on teaching our students 21st century skills to better prepare them for their world, a world that will require them to think critically, to learn contextually, and to communicate in multiple modalities. To this purpose, the ESD Tomorrow Tools and Resources Learning Team, one of 17 working this year, researched various faculty and support resources for pre-elementary to grade 12. We visited schools and libraries, attended conferences, and compiled and analyzed research on what was happening in schools across the country. The team looked at various models of integrating technology to enable and enrich learning, and researched different devices. Their criteria for a device included cost, adaptability, and availability of educational resources. Apple’s iPad was selected as the device which would best help teachers integrate technology effectively into the classroom.

Thanks to the generosity of anonymous donors, all ESD teachers were given iPads to pilot during the 2013-14 school year. During the end of year in-service, guest presenters from EdTechTeacher conducted presentations and hands-on training sessions. Tom Daccord, director of EdTechTeacher, set the tone for the week of learning with, “The only thing I’m interested in is effective and purposeful learning and teaching using technology.”

Throughout the week teachers shared and listened to each other and the EdTech facilitators about the importance of utilizing the iPad as a versatile, portable learning device, with the potential to transform learning. As teachers planned to use iPads in their classrooms, they were encouraged to focus on specific goals that would promote critical-thinking, collaboration, creativity, and the creation of student-centric learning environments. Teachers discussed various open-ended apps which could be used throughout the curriculum to make learning more engaging and allow the expression of a student’s understanding. Comments from the in-service survey included the following: “Inspirational and invigorating!”...“It changed how I think of iPads ... it’s not about the apps ... it’s about what you want the students to DO.”... and “Excellent! I am excited to begin trying innovative ideas in the

classroom.”

Learning and exploration will continue. In-service in August will include iPad training sessions differentiated by skill level. Other sessions will highlight this summer’s work by the Learning Innovation Grant (LIG) teams who, in small, collaborative groups comprised of faculty and staff, have researched and developed innovative ways to teach 21st century skills. These programs will be piloted during the 2013-14 school year.

Different LIG topics include geocaching, flipped classrooms, digital magazine production, screencasting, iBook author development of textbooks, PhET (interactive computer simulations for math and science), Wolfram Alpha applications, Caldecott Awards simulation, and many other interdisciplinary projects enabling students to be producers, not just consumers, of information. Looking forward to next school year, teachers will be using shared iPad carts to pilot new uses of the device to enhance their curriculum. Additionally, they will share tech integration ideas at department and in-service meetings.

Chen concludes his NAIS article with, “Technology visionary Alan Kay once said, ‘The best way to predict the future is to invent it.’ Let’s invent an educational future in which technology is used well by faculty and students to access new learning resources and to share their learning, in which they collaborate in new ways and connect to the larger world. The new learning landscape calls for thoughtful, creative leadership, and independent schools are well positioned to take up this mantle.”

At ESD, we are preparing and equipping our faculty and students to meet Chen’s charge. We are eager and excited to experience Year Two of ESD Tomorrow.

Milton Chen, “The Best Way to Predict the Future Is to Invent It: Harnessing Technology in Schools,” Independent School Magazine, Summer 2013. National Association of Independent Schools. www.nais.org.

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GREAT USES OF TECHNOLOGY TO CONVEY UNDERSTANDING Sixth grade students blended studies in English and science to create videos about ESD’s quarry, complete with photos, scripting, and music.

Using Screenr to demonstrate their understanding, Honors Algebra II students calculated the meters per second of initial force required on the NFL’s longest punt.

In a video titled “ESD Primer Is Super,” a Primer student shared how she reads books online at home and her teacher can check her progress.

The Quarry video and “ESD Primer is Super”can be viewed at www.youtube.com/ episcopaldallas

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Inquiry-Based Learning and Classroom Innovation 2013 and beyond Introduction and aggregation of project samples by Elaine Murphy

Introduction: context

At the beginning of each of her workshops, education guru Heidi Hayes Jacobs pulls an empty chair into the middle of the stage and asks the teachers in the audience to imagine one of their students sitting there. I imagine the class live wire, the quiet intellectual, the risk taker, the night owl who needs a few minutes to spring into action in a first-period class.

Motioning toward the chair, Jacobs asks, “What will be the best educational experience for Tamika or Aidan or Sonia? What will best prepare this child for life in the 21st century? What will capture his or her imagination, ignite the intellectual fire, provide enduring understanding? And what will happen if you fail to deliver?”

As ESD launched a year-long study of 21st century learning and teaching, I often reflected on the implications of our work for the child sitting in that chair. Clearly a one-size-fits-all plan was out of the question.

Inquiry-based experiential learning does fit the bill for all of our students. An inquiry study typically originates with an issue, problem, or exploration that asks students to make real-world connections and hone real-world skills. Each student or learning team exercises critical thinking, creativity, and problem-solving skills in determining the scope and shape of the study. Students develop habits of mind that call them to ask important questions: How do we know what we know? How can we build on prior knowledge and skills? Where can we go to learn more? How might we test the validity of new information? How might our learning make a difference in our own learning community and the world?

The exploration is active and engaging. Students may do field work or labs, conduct interviews, consult experts in the field via Skype, participate in global schoolhouse projects, or visit virtual museums.

They collaborate with classmates via learning circles, blogs, Google Docs, and Prezis. They learn to support and respectfully challenge each other’s ideas as they develop an understanding of important concepts. They learn to negotiate in regard to both the learning process and the product. And the products may be as different as the students themselves: movies, tablets, models, debates, dramatic performances, a new invention, a screen play, or a design plan for

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a physical space.

Assessment goes far beyond a number in a teacher’s grade book.

The students themselves provide input about assessment criteria and engage in self-assessment and peer critique throughout the learning process. They may communicate their new understanding with students in other grades or schools, the scientific community, or a government agency. Their work may be judged by experts in the field or submitted for publication.

Throughout the inquiry process, teachers offer mini-lessons, skills practices, and resources. They model strategies for navigating the sometimes messy process of sorting through information, zeroing in on a specific objective, reaching consensus, and meeting deadlines.

As guides on the side, they facilitate, encourage, and coach.

The child who just slipped into that empty chair is in good hands.

Building on a solid foundation

During our May in-service week, teachers used the inquiry method to explore possibilities for their own classrooms. Starting with their current units of instruction, they worked in small groups to research, brainstorm, refine, critique, and design, and then they shared their ideas with a larger group. We offer this peek at some of the ways that inquiry-based learning is coming to the forefront of the ESD curriculum.

Lower School: becoming culturally aware

This year teachers Kris Brockhagen, Judi Davidson, Cathy Ruempolhamer, Zora Skelton, and Martha Bowden have outlined a project to enhance the School’s study of the 2014 Olympic Games. Although classes will research a number of countries, the ultimate focus for the entire school will be Sochi, Russia, who will be hosting the Olympics. First and second grade, for example, will focus on Russian art, architecture, and music (folk music, composers, folk instruments, etc.).

Each third and fourth grader, who will later play on a team in the Lower School’s version of the Olympics, will research the country he or she will represent in the games.

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Pre-elementary classes will develop age-appropriate projects of their own. Every class will play a role in contributing to students’ understanding of the world in which we live.

With able assistance from the art and computer departments, the students may design their own Olympic logo, travel brochures, videos, and commemorative books. Students will have access to world maps and library resources, and television monitors will draw students into Olympic events in the news: local events hosted by the Perot Museum, the 123-day passing of the Olympic torch from Greece to Russia, the opening day ceremonies, and the Games themselves. They will also make their own meaning as they get to experience their own Olympic Games and ceremonies.

Second Grade / Eighth Grade Collaborative Learning and Mentorship

In April, as part of their “day of giving,” ESD eighth graders served as mentors to their second-grade buddies, who were engaged in an inquiry-based project on the water resources of the world. Having completed their own inquiry in Scott Goetsch’s science class, the eighth graders were the in-house “experts” on water filtration and purification; however, they received some advance tips from their advisors on what it would mean to “guide” rather than “drive” the inquiry process of their young students. Second graders took charge, choosing what they thought might be viable filtration materials, constructing their own lab conditions, conducting trials, and drawing conclusions while the eighth graders offered encouragement and helped to facilitate the process. An exercise in hauling large jugs of water helped to drive home to second graders the importance of having an easily accessible source of clear, clean water.

This kind of cross-grade collaboration will be one of the earmarks of the ESD curriculum. Our educational philosophy suggests that we learn best by doing, and we can reinforce our own

Students in second and eighth grade teamed up this spring to build their own filters and find creative ways to conserve and transport clean water.

learning by guiding the learning processes of others. Both eighth graders and second graders knew they had played a role in trying to solve an important real-life problem: finding ways to save the natural resources of the world.

Fourth Grade integrating Curriculum And Inquiry

While reading Search for the Shadowman, a novel about a boy who researches his family history, some fourth graders were inspired to research their own genealogy (see inset below). One student shared family artifacts that connected his own ancestors to the fourth grade’s previous study of land grants and the Texas Revolution in their history class. Another student shared a family tree that included the name of an ancestor who migrated to Texas in the nineteenth century, while another found a letter that his great grandmother had written to Andrew Carnegie requesting funds for a public library to be built in Dallas.

Next year, fourth grade teachers Becky Roberts, Emily Ackermann, Ashley Jarol, and Brenda Wilder have plans to enhance the inquiry-based dimensions of their current Texas regions unit.

After brainstorming the possible inducements for people to visit each of the seven regions, small groups of students will select one region for closer study. As they do preliminary research, group members may play the role of meteorologist, geologist, ecologist, historian, and demographer, consulting with adults who assume those roles in real life and making use of local resources such as the Perot Museum. Ultimately each group will play the role of tour guide as they create books and visual presentations pitching the highlights of that region’s entertainment, cultural attractions, interesting history, climate, and natural features.

Fourth graders report on classroom projects that demonstrate the students’ understanding of research, Texas history, and Language Arts.

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En français, students made crepes in the SAGE kitchen.

MIDDLE SCHOOL SUMMER READING AND ENGAGING IN “CORE” CONVERSATIONS

MIDDLE SCHOOL MODERN LANGUAGES: DEVELOPING CULTURAL COMPETENCY

Each summer, students in all three divisions dive into the wonderful world of reading with a rich variety of required and optional offerings spanning science fiction, fantasy, historical fiction, biography, and history. Typically the school year begins with literature-based discussions of the required book at each grade level. This fall, however, all Middle School students will engage in CORE (character education) conversations about R. J. Palacio’s Wonder, the story of a 10-year-old boy who wonders whether his physical differences will make him the subject of cruel taunts or pity as he transitions from home schooling to a fifth-grade classroom at a private school. Our students will develop their own rubrics for an activity that calls them to reflect on the nature of compassion and respect and to formulate a meaningful personal action plan that will be executed during CORE activities throughout the year.

Our seniors, who will also read the book this summer, will be on hand to offer insights to their fifth-grade buddies on good ways to contribute to a culture of kindness at ESD.

French teacher Geraldine Owens, Spanish teacher Chancey Canon, and Mandarin Chinese teacher Faye Williams have big plans for bringing real-life experiential learning to the new fifthgrade Phenomenon of Language class. As students rotate through all three of the trimester-length courses, they will enjoy the common experience of learning about the food of each culture by making menus, tracking down ingredients in the dining hall kitchen, cooking with the chefs, creating formal invitations to their dinner party guests, writing dialogs, and creating videos of their experiences.

Should students later elect French I as their language concentration in eighth or ninth grade, they will enjoy French teacher Laila Kharrat’s extension of the food experience. Each of her students will conduct online research to identify a unique and interesting Parisian restaurant and will simulate a virtual café/restaurant experience using screenshots or videos of the restaurant, waiters, chef, patrons, dishes, tables, patio, etc.

Learning about cultural courtesies and other rules of etiquette is a must for complete authenticity. Students will write their own scripts to include all aspects of the restaurant experience. They will memorize, rehearse, and enact their skits for others – and all in French, bien sûr.

EIGHTH-GRADE REENACTING HISTORY

Under the leadership of Michael York and Meg Fahrenbrook ’01, the eighth grade history curriculum will be reorganized into four strands, each of which involves a substantial researchbased inquiry project. Sample projects include a re-enactment of Martin Luther’s trial and a jigsaw-style research project that makes history come alive by asking each student to walk in the shoes of one person who was affected in some way by the horrors of the Black Death in the medieval era.

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ENGLISH III/ UNITED STATES HISTORY PROJECT AT WOLF RUN: ANALYZING AND SYNTHESIZING

The Wolf Run project has been a mainstay of the junior curriculum for more than two decades, and this year students will have the

AP students present images of their work, while describing their influences and creative processes.

States as well as the teaching materials Ms. Arnold developed after her recent trip to Cuba.

Upper School Visual Arts Program: Expressing via Multiple Modalities

benefit of a small team (quad) as well as a mentor teacher who will offer encouragement and ongoing feedback about each student’s proposed project. Sharing strategies and resources will help students to crystallize their own thinking and to see how their own research relates to that of other students. As always, students will have access to experts in archaeology, history, and the natural world as they explore the house, the barn, and the trails at Wolf Run. Learners as Teachers: Strengthening Cultural Competency

“Global Perspectives: Case Studies in World Problems and Solutions” will be offered by Middle School teacher Meg Fahrenbrook ’01 and Upper School teacher Eleanor Arnold as a junior-senior elective next spring, with the technological support of Deb Goudy, computer department chair. The course will focus on the developing world in the 21st century, with special attention to Nepal, Kenya, and Cuba. After acquiring a basis of relevant national and regional history, students will view the countries through the lenses of geography, economics, politics, culture, and ethics. The students will demonstrate their knowledge and understanding through “real-world” activities such as creating and participating in simulations, drafting policy statements, conducting and videotaping round-table discussions, corresponding with people in the regions, and blogging. The final project will be to create an age-appropriate curriculum unit on some aspect of the course and actually teach it to a Middle or Lower School class. The five-lens program is based in part on the curriculum developed by ESD’s partner organization Students Shoulder-to-Shoulder and will incorporate the expertise and contacts of SSTS personnel in Nepal, Kenya, and the United

ESD has long offered AP Studio Art students the opportunity to explore a chosen area of inquiry (organic forms/ceramics, portraiture/acrylic paint, urban architecture/photography, etc.) and then to display their work in an art show in the Jennifer and John Eagle Gallery. Each student writes an individual artist’s statement and delivers an artist’s talk in the Bray Performance Hall. While the talks have always been a great showcase of each artist’s work, visual art teachers George Fiala, Barbara Brault, Barbara Purdy, and Kathleen Raymond would like students to use the experience to hone their skills in public speaking and presenting as well. This coming year the students will prepare for the talks by viewing videos of model presentations, capturing images for photos and videos on iPads, and using iPad apps to improve the quality of their presentations. They will videotape their rehearsals and benefit from peer critique as they work toward visually compelling and cogent presentations to share with the entire ESD community.

Students as Critical Thinking Scientists: Extending Biological Inquiry

Upper School science classes have always met the need for experiential, hands-on learning through labs; interactive web pages; simulations; debates about bioethics and environmental issues; and on-site research drawn from ESD’s butterfly garden, biodome, and quarry. Biology teachers Max Auge and John Gallo have even bigger plans to enhance the student inquiry aspect of their course in the coming year. For example, they have, with the help of science teachers Liz Peterson and Nick Brette, developed a unit on DNA that calls students to work in collaborative groups to answer these questions: How do you isolate DNA from a cell?

What materials should you use to test? Can the same method be used for different types of cells? Each group will share their findings with the whole class and then analyze their process as well as their content. It is equally important for students to reflect on how they developed certain strategies and how they determined the validity of their approach. The students will then use the information garnered from this inquiry project to piggyback on related content (DNA model building, etc.).

For more about the inquiry-based projects and curriculum, please attend one of the 2013-14 ESD Tomorrow Learning Sessions.

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wolf run

Digging History Since the first trip to Galveston in 1974, outdoor experiences have played an important role in ESD’s Mission, curriculum, and Founding Tenet of Community. ESD’s 300-acre campus, Wolf Run Outdoor Education Center, established in 1997, provides a perfect platform for integrated and experiential learning that captures the minds of students and brings classroom curriculum alive. In one of more than 30 annual Wolf Run adventures, young archeologists turn up clothing, buttons, arrowheads, pottery, animal teeth, and more. (This year’s dig turned up an old wagon wheel, presumably from a Shields’ family baby buggy!) The historical dig gives students the opportunity to combine classroom history lessons with hands-on experience.

“The students get so excited when they find an artifact,” Denise Stark, a Middle School history teacher, says. “The dig brings out their curiosity and desire to learn about the past. It inspires questions about the Shields family who lived at Wolf Run and what their lifestyle was like.”

Started more than a decade ago, this experience helps students develop an interest in ancient civilizations and understand the different methods used by historians and archaeologists. Dr. Randy Moir, a professional historic preservation archaeologist, assists with the dig and teaches students about what they will find and how to excavate artifacts correctly. Before and during the dig, students also learn how artifacts are recorded and preserved in different historical contexts.

The archeology trip is one of several history-based projects made possible by Wolf Run Outdoor Education Center. For more information, please visit www.esdallas.org/outdooreducation.

building a legacy:

the impact of board governance B

oard governance is a critical component of highly effective schools. Understanding the role of a Board and its relationship to the Head of School, students, parents, faculty, alumni, and its own internal operation is crucial to maintaining and enhancing the stability and viability of an independent school.1 While it is imperative that the Board ensures the continuity of the School’s founding Mission, its core activity is planning for the future sustainability of the School. Independent School Management (ISM), an international organization that provides comprehensive consulting to independent schools, emphasizes that “the Board’s primary constituency is not today’s students but the students of the future.”2 The National Association of Independent Schools (NAIS) and the Independent School Association of the Southwest (ISAS) are additional professional organizations that offer an enormous amount of training, research, and editorial on the matter.

Examining and advancing ESD’s Board structure and responsibilities were among the recommendations given to ESD in the 10-Year Accreditation Study in the spring of 2012. A Task Force on Governance, led by Board members Suzanne McGee, Matt Waller, Bill Felder, Plack Carr, and Ann Hobson, with guidance from educational governance consultant Jacqueline Smethurst, and Tom Harris and Ron Breaux at Haynes and Boone, L.L.P., examined and researched the best practices in board governance that would support ESD in its post-founding era.

This spring, the Board and the Endowment Trust approved realigned committee structures and updated committee charters.

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(See next page.) The goal is to improve the Board’s effectiveness to meet its three levels of responsibility: • fiduciary - “doing things right” • strategic - “doing the right things” • generative - “leaving a legacy”3 At the closing convocation for faculty and staff, Board Chair Ken Schnitzer commended the amount of progress made in Year One of ESD Tomorrow and announced the structural changes adopted by the Board. “I recognize that change is never easy but somehow you made it seem that way by doing what you do best, keeping the students at the center of everything while stepping up to meet challenges. The goal of the Board is the same as yours: providing the best place for students to learn. Just as the School underwent change this year, there is a parallel with how the Board itself is better positioned to support the School.”

ESD’s Board structure will ensure achievement of ISAS’s “Characteristics of the Effective Board at an Independent School:” he Board understands its responsibilities and remains •T faithful to them.

•T he Board sets major policies and delegates school management to the Head of School and reviews the Head annually.

•T he Board maintains a size that is sufficiently large and a composition that is sufficiently diverse to ensure that it can accomplish its role effectively.

• The Board selects new members thoughtfully, orients them for

ESD BOARD OF DIRECTORS GOVERNANCE STRUCTURE

BOARD OF DIRECTORS

Finance Committee

Advancement Committee

Compensation Sub-committee

ESD Tomorrow Campaign Sub-committee

Information Technology Sub-committee

Fundraising Approval Sub-committee

Executive Committee

Nominating & Governance Committee

successful trusteeship, and finds meaningful work for each.

• The Board continually informs, educates, and evaluates itself.4

NAIS emphasizes that individual Board members should never be involved in specific management, personnel, or curricular issues.

“The Board exists to ensure that the School is thriving for the long term and to lead the School into the future. It is not our role to manage the day-to-day programming or operations,” Chair of Nominating and Governance Committee Laura Boeckman said.

“Adhering to bylaws, hiring and evaluating the Head of School, developing a strategic plan, policy development and approval, overseeing financial accountability, approving the annual budget and tuition, and ensuring that the School is driven by its Mission are the core functions of an independent school board.”

The Head of School is responsible for carrying the vision of the School and managing its day-to-day operations. New Head of School Meredyth Cole emphasizes the importance of the relationship between the Board and Head of School and adhering to good governance. “Our roles must be clear and harmonious. A doubles tennis team is a good analogy to the Board-Head relationship. There are areas of the court that are the responsibility of one of the two team members, and there is an area down the center that requires collaboration and judgment. We are playing on the same side of the net, continuously communicating, evaluating, and working together to win the match. At ESD, our common goal is to provide the very best educational experience for the children we serve.”

Board member diversity of experience and connection with

Daily Worship & Religious Life Committee

Strategic Planning Committee

Audit Committee

Campus Planning Committee (Ad-hoc)

“

The School is committed to moving forward, being innovative, having the best and most knowledgeable faculty, and becoming a benchmark institution for other schools.

”

the School are also essential for healthy board functioning. NAIS recommends no more than 50 percent of the composition be current parents.5 Other key board constituencies are alumni, past parents, and grandparents, as well as local and educational leaders who are friends to the School. Best practice suggests that faculty, staff, and students be considered for certain subcommittees and task forces, but not as voting members. ESD’s Board bylaws also require that 50 percent of its members be practicing Episcopalians.

Boeckman added, “Board members who are also current parents have the responsibility to take off their parent hat and differentiate between their roles of Board member and parent in order to make long-term decisions. Inviting the presidents of the Parents’ Association and the Alumni Association to sit on the Board in an exofficio capacity gives those two important constituencies a voice, yet allows the Board to function strategically. We must trust and rely

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2013-14 Executive Committee Kenneth L. Schnitzer

Conner Searcy

Laura B. Boeckman

Gillian McCombs

Chair

Treasurer and Finance Committee Chair

Nominating and Governance Committee Chair

Strategic Planning Committee Chair

Suzanne P. McGee

Matthew S. Waller

W. Plack Carr, Jr.

Secretary and Advancement Committee Chair

Daily Worship and Religious Life Committee Chair

Chair Emeritus (ex officio)

Joseph I. Worsham II Vice-Chair

2013-14 ESD Board of Directors Jeannie Hines Berry ’83 Laura B. Boeckman Gerald Bulloch, M.D. W. Plack Carr, Jr. Christine Cook* (Parents’ Association, ex officio)

J. H. Cullum Clark Pat Crow Allen Custard III

John R. Eagle F. Barron Fletcher III Terry J. Flowers, Ed.D.* R. Lawrence Good, Sr.* Richard W. Heath Anne J. Helbing Ann V. Hobson Frank-Paul King* David T. Martineau ’87

Gillian M. McCombs Suzanne P. McGee David M. Munson, Sr. Shannon Newsom Jason L. Nix Brian Rawson ’96* (Alumni Association, ex officio)

Stan H. Richards Ann Reese Said

Kenneth L. Schnitzer Conner Searcy M. Clay Smith Carol Carlock Vig ’89* Matthew S. Waller Lucy Aston Witte ’86* P. Zachary Wooldridge ’92 Joseph I. Worsham II

2013-14 Endowment trust J.H. Cullum Clark W. Plack Carr, Jr. Donald J. Carty*

Chair

Brian O. Casey* William D. Felder F. Barron Fletcher III*

R. Kent McGaughy, Jr.* Christine P. Schmitt* Kenneth Schnitzer (ex officio)

Andrew E. Sinwell*

With gratitude for the retiring members of the Endowment Trust:

Special thanks to these Board members whose service concluded this year:

Robert C. Berry Virginia H. Brown John R. Eagle Malcolm J. Gudis Milledge A. Hart III Philip J. Romano

Frank M. Aldridge III Virginia H. Brown Melissa M. Carry, M.D. Joe Colonnetta William D. Felder Jeremy B. Ford ’93

Milledge A. Hart III Alan T. Neuhoff ’89 Gayle B. Stoffel Gregory D. Whiteman ’81 Christine P. Schmitt (ex officio) Stephen J. Swann ’93 (ex officio)

* Newly-elected

on our Head of School to oversee programming and operations and allow ESD’s gifted faculty, staff, and administrative team to successfully manage and deliver an exemplary education.”

Schnitzer concluded his address to the faculty and staff: “The School is committed to moving forward, being innovative,

having the best and most knowledgeable faculty, and becoming a benchmark institution for other schools. If we all continue to work together and strive to challenge ourselves, I am confident that it will be a rewarding journey for all of us.”

“ The Function of Boards in Private Schools: Parameters and Best Practices In Current School Board Literature,” Dan Guernsey, July 10, 2003 Independent School Management, “The Board as a Strategic Entity,” 2002, p.4 3 Adapted from Board Member, May 2004, Chait et al. Patrick Bassett’s NAIS presentation, “Exceptional Boards,” Slide 42.

4 Independent School Association of the Southwest, “Characteristics of the Effective Board at an Independent School,” www.isasw.org, July 2013 5 IE and VAIS Head of School Board Chair Program presentation, “Trustee Governance: Beyond the Basics,” September 2011. Original text from DeKuyper, Mary H., NAIS Trustee Handbook, 2003.

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coming soon:

ESD code OF

cond ct

By Dr. Donna M. Hull, Head of Upper School

I

recently finished a book by Simon Sinek entitled Start with Why. I picked it up at the National Association of Independent Schools (NAIS) conference last year, looking for a book to read on the plane ride home. The title appealed to me because it echoed a hard-learned lesson about life and teaching that I experienced when still a graduate student. The lesson I learned was simple: if you can’t explain why a concept is important, then all your best efforts and teaching will miss their mark. People need to understand why a concept or idea matters.

So it seems wise to begin this article with the key question: Why did we write an ESD Code of Conduct? The answer is this: We have written a code of conduct as a means to clearly define the kind of community that we want to be and that we believe we can be. The Code of Conduct describes a community that allows our children to thrive as individuals and embraces them as children made in the image of a loving God. Without a doubt, we live in a challenging, competitive, and fast-paced world overloaded with information and mixed messages. The defined set of values in the ESD Code of Conduct, which are in keeping with our Mission, ground us and give us direction in good, and in difficult, times.

I’d like to be able to tell you that we were wise and started our work on the Code of Conduct with why, but it didn’t actually begin that way. True to Sinek’s laments about how the vast majority of companies and organizations work, we entered the conversation trying to produce a what – another set of rules and policies governing student behavior at extracurricular events. We assembled a team of 13 people, including teachers, coaches, counselors, parents, and students, and called ourselves the “Extracurricular Code of Conduct Learning Team.” David Tollison and I volunteered to take the helm, inasmuch as both

of us had several concerns about student behaviors during extracurricular events. We began by brainstorming a set of criteria that we thought a good code of conduct would need. As a team we then conducted research, gathering and reading various conduct policies from nearly 25 private schools across the U.S. It seemed like a great start.

But the variety of approaches to student and adult conduct is as diverse and abundant as the number of schools out there. To be sure, there is general overlap in what defines good behavior, but there was a sea of information to wade through. We very much needed to determine what ESD’s approach would be. Fortunately for us, some of our team members had attended high schools or colleges that had very powerful honor codes which included personal conduct. These individuals brought to our attention the fact that the best schools didn’t have a scattering of codes. They had ONE code, the simplicity of which permeated every aspect of community life – in the classroom, on the field, on the stage – wherever a member of that institution walked. Thus we finally came back to embracing our real challenge: defining our why.

And in defining our why, it was clear that what we wanted for ESD was a simple, easily understood statement of who we aspire to be as a community and a set of principles to guide us in how to be that community every day.

That is how the Code of Conduct statement and the Principles of Honesty, Respect, and Integrity came to be. They were included with the enrollment contract that was released last January. The Code of Conduct Learning Team has gone on to describe in the student handbooks how the principles carry into academics (including our Honor Code, now called Academic Pledge, which remains intact), the community (as members of ESD on and off

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ESD Code of Conduct The ESD community is bound by honor, respect, and integrity.

The Episcopal School of Dallas believes that everyone is created in the image of God. It is fitting then, that students, parents, faculty, and staff conduct themselves with honor, respect, and integrity in a manner consistent with the ideals of ESD’s Mission Statement and Principles of Honor, Respect, and Integrity. Collectively, we take pride in making a commitment to these higher ideals and hold each other accountable when we fall short.

Principles of Honor, Respect, and Integrity Honor: a keen sense of ethical conduct.

Respect: a high regard and esteem for another.

Integrity: a firm adherence to a code of high moral values.

1. Trust is the key to mutual respect, honor, and integrity.

2. Each of us is accountable for our actions and interactions.

3. We respect one another’s ideas, perspectives, property, and boundaries.

4. We strive to be kind, fair, and compassionate.

5. We abide by our Academic Pledge: “I will not lie, cheat, or steal.”

6. We have a calling to do our best for ourselves and others every day.

ESD Code of Conduct in Summary The Episcopal School of Dallas requires all members of our school community to uphold the Principles of Honor, Respect, and Integrity.

The Code of Conduct is defined more specifically through the student Academic Pledge, The ESD Acceptable Use Policy, enrollment contract, sportsmanship expectations, and state laws related to illegal drugs and underage drinking. Violations of school policies, rules and expectations, and state laws, by community members, will result in disciplinary action.

All adults in the community, faculty, staff, Board members and parents, are expected to embrace the Code of Conduct principles, expectations, and supporting policies in any situation that involves the school and its good name. Students look to adults as role models and for examples of appropriate boundaries.

ESD believes that working with students is best done in partnership with their families.

Faculty and staff strive to maintain positive and professional communication, act as role models, and work to protect the physical and emotional safety of their students. Faculty and staff are required to report breeches in the Code of Conduct within the ESD community.

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campus), onto the field (as athletes, coaches, and spectators), into our role as parents (supporting the school and our children), and into our role as faculty and staff supporting students and families.

It is, at present, written primarily for our older students and adults, although we intentionally wrote the principles in a way that can be easily explained to younger children. Future work in the coming year includes creating a version of the Code of Conduct that is developmentally appropriate for our younger students.

Early in the writing stages, as we were growing in

confidence and thinking that we were definitely onto something good, we decided that a reality check might be a wise thing.

There is no point in writing a document that no one outside the room believes in or is willing to follow. Thus the parent survey was born: 20 multiple choice (strongly agree to strongly disagree), followed by seven short answer questions. We had 205 responses in a three-week period. Here are a few highlights (more results will be presented at the Code of Conduct presentations in the fall): •

95 percent responded that they agree or strongly agree that the Episcopal School of Dallas needs a strong Code of Conduct for its students

•

89 percent agree or strongly agree that the entire community needs a code of conduct

•

97 percent believe that the School’s administration should have jurisdiction over student conduct at off-campus ESD events

•

84 percent agree there should be a Parent Conduct element

The comment sections were extensive, and to preserve the anonymity of the survey, the responses won’t be shared verbatim.

Those who responded had a lot to say, and if you were one of those individuals, we heard your concerns. There are several themes expressed repeatedly: alcohol and drug use, the power of peer pressure, concern regarding abuse of social media, and a sense that there isn’t consistency in consequences among students.

Without a doubt, jurisdiction of the School regarding student behavior is a hot-button issue across the board, and we have a full range of opinions on the subject. The ESD administration will be spending time reviewing those policies.

The Code of Conduct is undergoing additional review this summer. In particular, we want to give our new Head of School, Meredyth Cole, and our new Director of Athletics, Jerry Reese, a chance to see what has been written and receive their feedback.

The “final” version will be completed in August. I put the word “final” in quotes, because I do want to emphasize that this is version 1.0. The Code of Conduct statement and the Principles of

“

They had ONE code, the simplicity of which permeated every aspect of community life – in the classroom, on the field, on the stage – wherever a member of that institution walked.

Honor, Respect, and Integrity will likely stay the same. However, this is meant to be a living document, and other sections can and should be altered through time to match the needs of the School and the community. There will no doubt be a 2.0 and a 3.0 as the years go by.

The students and faculty will sign the new Code of Conduct together in a ceremony in September. We will have a series of chapel talks on honesty, respect, and integrity leading up to that ceremony. We will also have a few presentations regarding the Code of Conduct for faculty, staff, and parents. Advisories will spend time talking about the Code of Conduct, and we will, as requested by the survey, spend more time making sure that our students know the consequences of making poor choices.

(The full Code of Conduct will be included with the enrollment contract in January 2014.) Our hope is that we will all grow as a community and become even better over time.

”

The Learning Team has put in a great deal of thought,

energy, compassion, and time in creating the Code of Conduct.

David Tollison and I, co-chairs of the team, would like to thank the following members: Laurie Ellison, Scott Goetsch, Larry Herrick, Paul Meredith, Claire Mrozek, Renee Phillips, Edna Cannata, Sarah Hamlin, Zach Wooldridge ’92, Caroline Beutel ’16, and Drew Winsauer ’15. We aren’t done quite yet – there will be a partial team working on implementation (think: traditions) and adapting the code to younger children over the next year. We believe we are well on our way to creating a lasting document that we, as a community, can live through in our words and actions for years to come.

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“

They were willing to ask high school students questions ...

The conversation was two-way, and their openness to a younger generation in a foreign country was incredible.

”

OPEN MINDS through Multicultural Discussions

By Eleanor Arnold, Director of Global Education

I

love the word collaborate, especially because of its Latin roots: it means to work along with, and it is generally applied to situations where multiple authors contribute to a shared final product. One of the richest collaborations ESD has participated in over the last year has been with the North Texas Council for International Visitors (NTCIV).

Tracing its roots back as far as 1954 and now part of a national network, the NTCIV is a nonprofit volunteer organization that concentrates on citizen diplomacy. It hosts a wide array of international visitors channeled to this part of the country by the U.S. Department of State. The visitors are leaders in their own communities; they are government workers, politicians, educators, artists, members of the news media, or business people.

Each group has a defined purpose, and the NTCIV arranges a detailed, multi-day schedule that meets the stated goals of the group. Our collaboration with the NTCIV began under the good offices of Conrad Ornstein, an ESD parent and former NTCIV Executive Director.

In the past year, we’ve hosted a fascinating array of international visitors. One of the first in the spring of 2012 was Hanna Björkman, Head of International Relations for the Helsinki (Finland) City Education Department. Her visit was of particular interest to faculty and administrators because Finland has one of the acknowledged best educational systems in the world.

Ms. Björkman wanted to learn how ESD differentiates learning experiences for students with varying academic needs and abilities.

In Finland, that has always been considered discriminatory, but

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educators like Ms. Björkman are questioning whether some degree of individualized learning might be beneficial.

Since that very successful visit, we’ve hosted a diverse group of visitors. In the fall, eight Russian students visited along with one of their teachers. Although not directly involved with this group, NTCIV facilitated our contact with the Dallas-Saratov (Russia) Sister City project that scheduled the visit to ESD. As a prize for their English language skills, the students were awarded a trip to the U.S. At ESD, they sat in on a variety of classes all day, participating in wide-ranging discussions with our students and faculty. They characterized their Texas hosts most favorably; one young woman commented that we smile a lot and are very friendly. (So much for de-bunking the Texas stereotype; maybe it really is true!) Continued Saratov-ESD contacts have emerged from that visit. For example, seventh-grade Global Studies teacher Denise Stark has been in touch with a middle school teacher in Saratov, and several of her students will begin contact with them over the summer; at the Upper School level, a teacher in Saratov has suggested a joint Shakespeare project for 2013-14.

Three of the most memorable NTCIV groups we have hosted visited the U.S. this spring for similar reasons: to understand how education and religion can work together in a positive way.

One group included nine Muslim imams from Libya; another large group was comprised of Islamic leaders from Egypt, Iraq, Lebanon, Morocco, the Palestinian Territories, Qatar, and Saudi Arabia; and the most recent group was a mixed Christian and Muslim delegation from Uganda. In each case, these influential

religious leaders were amazed at what they saw at ESD, and we clearly changed their pre-conceptions of American education and American teenagers. They were all fascinated, and initially a bit affronted, by the notion of a religious school that is diverse.

One Egyptian imam challenged us quite forcefully to convince him that not all our students are Episcopalian or even Christian and that we indeed have or have had at various times Jewish, Muslim, Hindu, and Buddhist students, as well as students who are agnostic or atheist. One Libyan imam was so impressed with a religion textbook that taught accurately about all world religions, including Islam, that he took it with him when he left.

Ornstein spoke directly to the benefits the guests received from visiting ESD: “They get to see how a school with a foundation in religion teaches to children from all backgrounds. Some of our visitors come from societies where there is no separation of church and state, and they are intrigued by how ESD finds such a comfortable space in a secular society and how they explore issues related to morality, religion, and ethics in a way that encourages the contribution of everyone.”

Our students and faculty were clearly challenged in their thinking as well. Rachel Hersh ’15 served as a tour guide for one of the groups of imams, and she was struck by their question on how ESD deals with religious diversity and in particular what the student council does to ensure that students of different religions actually interact with each other. Rachel realized that, in effect, we don’t have any policies on that question because it’s simply not an issue. Rachel noted, “I didn’t know how to

respond because I don’t know of a time when people wouldn’t interact with others of a different religion. Looking back on this experience, it made me realize how accepting ESD is.” Jenkins Bender ’14 was impressed by the curiosity the visitors displayed: “They were willing to ask high school students questions – and American high school students. The conversation was two-way, and their openness to a younger generation in a foreign country was incredible.”

So back to that notion of collaboration: What is the “shared final product” that we’ve been working on with the NTCIV and especially with our visitors? (Maybe a “shared work in progress” would be more accurate.) We are expanding each other’s understanding of the world, of the similarities that unite us as well as of the differences that sometimes divide us. That revised understanding has clearly been mutual, and mutually enriching.

The best summation from the school’s point of view was offered

by Mike Schneider, Physical Education Department Chair and Assistant Director of Wellness, who participated in a luncheon seminar with one of the groups: “What a fascinating meeting we had! The feelings of mutual respect and appreciation for the different cultures and religions at the table were tangible. I left the room with a renewed sense of hope that the world can get along.”

For more about the North Texas Council for International Visitors, including upcoming events and volunteer opportunities, see their website (www.ntciv.org) or visit them on Facebook.

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hats off to

the class of 2013

Onan Ahmed Christian Albright Arianna Allen Kathryn Anderson Barrett Anigian Blake Archer Will Auberty Bryan Beagles Alexander Beane Arthur Beckel Ellen Beecherl Jack Blair Kirby Brand Rachel Brooks Blaire Buchanan Mitchell Burden Claire Cahoon Courtney Chavez Ellie Collins Michael Collins Lucy Colonnetta Ryan Converse Lora Cox Taylor Curtis-Wheeler Mary Cole Daulton Catherine Duffy Amanda Eggers

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University of Oklahoma Abilene Christian University University of Southern California Southern Methodist University United States Air Force Academy Colorado College Southern Methodist University University of Oklahoma Southern Methodist University Tufts University Texas Christian University Washington and Lee University Tulane University University of Oklahoma St. John’s University - Queens Campus Texas A&M University University of Southern California Texas Christian University Furman University Texas Christian University University of Oklahoma University of Oklahoma Clemson University University of Louisville Auburn University Boston College Auburn University

Trevor Elrod Peter Etheridge Baron Farmar Sarah Ashley Firstenberg Emily Fitzgerald Liliana Franco O’Neal Galbraith Lindsay Gerard Tyler Good Garrett Greenberg Lauren Griffin Daniel Guerrero Maggie Hackney Cyrus Hamid-Khani Coleman Hands Anna Hansell Maya Harris Asia Hawkins Sam Higgins Sheridan Hoover Daniel Hull Jamila Jenkins Chad Johnson Sydney Jordaan Ashley Kenkel Katie Kerrigan

University of Oklahoma Texas A&M University New York University The University of North Carolina at Chapel Hill Wake Forest University The University of Texas, San Antonio Southern Methodist University University of Washington Southern Methodist University University of Mississippi Pepperdine University The University of Texas, Austin The University of Georgia Texas Christian University Southern Methodist University Pomona College Iowa State University Texas Tech University Hendrix College The George Washington University Duke University Howard University University of Houston The University of St. Andrews Auburn University Wake Forest University

The multi-talented 105 members of the Class of 2013 received more than $12.0 million in merit scholarship offers and acceptance to 161 colleges and universities.

“I am confident in the success of this class for two reasons,” Wilson Miller said in his valedictory address. “The first is that each person on the stage has the ability to do great things with the talents and opportunities they have been given. Whether our occupation is in sports, research, music, medicine, education, architecture, law, art, or politics, victory will be attained as a result of the hard work and abilities that define every person here. The second is that we are a group that will support each other as well as the people we encounter. As a result, we will be a steady resource that will bring happiness and development to a much larger community.”

Christopher Khoury Katherine Kob Crawford Kob Rithi Kotamarti Hudson Leiser Wade Lindsley Austin Magnuson Lauren Maguire Charlie McKinley Tommy McNamara Ryan Meier Wilson Miller Blake Moore Matthew Mrozek Vinita Mundluru Sydney Narvaez Paige Needles Hunt Neurohr Matt Ornstein Carolyn Overbeck Austin Patry Meredith Perot Brittany Perry Will Phillippe Nolan Pickens Charlie Radford Cliff Ritter

Dallas Baptist University The University of Texas, Austin Vanderbilt University University of California at Los Angeles University of Southern California Texas Christian University The George Washington University The University of Texas, Austin University of San Diego Texas Christian University Wake Forest University Washington and Lee University Amherst College The University of Texas, Austin Southern Methodist University The University of Arizona University of San Diego Texas Christian University St. Edward’s University Southern Methodist University Texas Christian University Texas Christian University Texas A&M University Texas Christian University University of Oklahoma The University of Texas, Austin Texas Christian University

Reiny Rundell David Saustad Reed Seidel Megan Sheets Jordan Shelby Jory Shive Ellen Sliva Kaitlin Smith Leah Smith Sarah Spellings Chloe Staffin William Stargardt Jonathan Stern Seth Stukalin Catherine Talbot Grace Trammell Cat Turner Vanessa Varela Kelsy Wade Ann Walker James Walker Matthew Wheeler Tristan Whitcher E. Marie Witkin Erica Zhao

DePaul University Boston College University of Oklahoma University of Missouri Columbia Auburn University Georgetown University Wake Forest University Texas A&M University Washington and Lee University Northwestern University Indiana University at Bloomington United States Merchant Marine Academy Duke University Chapman University University of Denver The University of Texas, Austin Southern Methodist University St. Edward’s University Baylor University Southern Methodist University Southern Methodist University Vanderbilt University Rochester Institute of Technology Pomona College Harvard University

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reflections on the ESD

Experience We invited 10 members of the Class of 2013 to share their thoughts on the ESD experience. How has ESD helped shape their lives? Clearly the Class of 2013 is well-prepared to tackle the adventures that lie ahead and grateful for the incredible education received at the Episcopal School of Dallas.

Arthur Beckel Years at ESD: 9 College: Tufts University Major: Undecided ESD Profile includes: • Eagle Edition Co-editor • AP Scholar

How have ESD’s Founding Tenets of daily worship, experiences in

• Youth and Government

of service to others, the highest manifestation of God’s presence in our

How has ESD helped you develop an educated conscience? Our

teachers may have been hired to teach their subjects, but they developed our consciences more by being strong role models. Mr. Lutken’s unflagging encouragement and vitality, Mr. Eason’s quiet strength and integrity, Ms. Howell’s compassion and care for each one of her students, Mrs. Murphy’s boundless energy and hardworking intensity, Dr. Hull’s comforting motherly presence and infinite wisdom … all of these things did more to develop my educated conscience than anything in the curriculum, as strong as it is.

Give one example of being inspired by a faculty member. What did you learn? Mrs. Remaud, my eighth-grade English teacher, probably taught

me more about reading and writing literature in a single year than other teacher. But she wasn’t just a fabulous teacher; she was insightful, funny, kind, and a little crazy! Mrs. Remaud was always eager to talk and to listen. Even as a high schooler, I always loved going back to see her; a few times I helped her set up for her conferences. Even during my busy

26

senior year, I would go talk to her in her classroom. One of the great things about ESD is that even as early as Middle School, all of your teachers care about you and want to get to know you. Taking advantage of that is one of the best things you can do.

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community, and studies in ethical decision making prepared you for a life lives? Once again, our teachers show us every day what it means to put the tenets into practice in the form of service. Mr. Steele impressively took on the big job of being chaplain mid-year to steward our daily worship.

Mrs. Morrow’s endless energy and enthusiasm inspired us to greater heights in community service. And all of our teachers’ class discussions and thought-provoking questions honed our decision making.

Describe one of your aha moments at ESD. I am not an outdoorsy

person at all, so when I first told my parents that I was going to join backpacking sophomore year, they thought I was joking. It was certainly unlike anything I had ever done. But when I went on the trip that first year, I discovered how much fun it was and how little my inexperience mattered. I had a great time. That experience made me realize that if you want to try something new, no matter how “out there” it may seem, just try it and see how it goes. I ended up doing backpacking for the rest of high school.

If you could do one last thing at ESD, what would it be? Climb up the stairs in the back of the chapel – that’s probably the only place on campus I’ve never been.

blaire buchanan Years at ESD: 15 College: St. John’s University Major: Psychology Dream Job: Professional Dancer ESD Profile includes: • Varsity Cheerleader • AP Artist • Student Ambassador How

has

ESD

helped

you

develop an educated conscience?

Throughout all of my years at ESD, I have been exposed to so many subjects and styles of learning. I have had to learn in new ways and figure things out by myself. Now that I have graduated, I feel really confident going into college. I know how to adapt to all learning styles, and study on my own. ESD has also taught me a lot about myself, and I know that with a positive attitude, anything can be achieved. I really look forward to going to college and learning new things, but I’m also prepared for the real world, not just school. Thanks to ESD, I know what I am capable of, so I’m ready for the challenge.

Give one example of being inspired by a faculty member. What did you learn? In sixth grade, I took Mrs. Patterson’s history class. She and

Describe one of your aha moments at ESD. I’ve never been a strong student in science, but this year I decided to take Mrs. Henderson’s psychology class because it was a subject I really wanted to study in college. I immediately fell in love with the class and finally felt like I had clicked with science. I really enjoyed each day of that class and felt so confident. After receiving successful test grades, I knew this was a subject I really wanted to study in college and do well in.

If you could do one last thing at ESD, what would it be? I would like to spend a day and take one last class from all of my teachers I’ve had the last fifteen years. All my teachers at ESD were so special and really taught me a lot. I appreciate all of their interests in helping me be as successful as possible. It feels great to take a class where you know the teacher wants you to succeed.

Taylor CurtisWheeler Years at ESD: 4 College: University of Louisville Major: Business Dream Job: Pro Soccer Player ESD Profile includes: • Varsity Soccer • AP Artist

I got along really well so I was fortunately invited by her to attend a school trip to Europe during Christmas of my seventh and eighth grade years. With her, I got to see Spain, Germany, Austria, and the Czech Republic. It was my first time to travel out of the country and the experience was amazing. She really inspired my love for history and traveling. She taught me to be open to new things and be adventurous in life. I’m so grateful she took me on those trips because they are some of my fondest memories.

• Student Ambassador

How have ESD’s Founding Tenets of daily worship, experiences in

Give one example of being inspired by a faculty member. What did you

community, and studies in ethical decision making prepared you for a

learn? Coach Gardner has really inspired me. His love not only for the sport of soccer but for his players is really what sets him apart. He has only grown my own passion for soccer and motivated me through his instruction. I couldn’t have asked for a better coach through my high school career.

life of service to others, the highest manifestation of God’s presence in our lives? Community service is very important to students at ESD, and although we are required to complete only a minimum number of hours per year to graduate, I and many other students have taken our service to another level. I branched out and found a dog rescue group called Paws in the City that I became a full time foster parent for. I have rescued and fostered about twenty puppies. My community service experience has really taught me how to be responsible for someone or something other than myself. It really opened my eyes to see that dog rescuing is something I’m very passionate about and want to continue the rest of my life. My college, St. John’s, has a major focus on community service as well, so I look forward to continuing to serve others in need. I just hope that I can make a difference in someone’s life and inspire someone to serve others like Paws in the City has done for me.

How has ESD helped you develop an educated conscience? It has

taught me to use what I have and never be afraid to ask questions. My educated conscience is definitely a product of my environment and I can see my self using what I’ve learned at ESD throughout my career and life.

How have ESD’s Founding Tenets of daily worship, experiences in community, and studies in ethical decision making prepared you for a life of service to others, the highest manifestation of God’s presence in our lives? I think the tight-knit community of ESD is unlike any other.

I’ve grown extremely close to the people around me throughout my four years and the values of loyalty, integrity, and servitude have been instilled in me with my time at ESD. Describe one of your aha moments at ESD. A big aha moment I had

was towards the end of senior year when we were writing our senior

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statements in English. I realized how privileged I was and I realized all of the great opportunities and gifts I was given during my time at ESD.

well, and that’s really cool. I think that the environment at ESD has played a large role in developing who I am as I do my best to reflect the lessons that I have learned when I am not at school.

If you could do one last thing at ESD, what would it be? Win the SPC Championship one last time for Coach Gardner and Coach Perry.

Describe one of your aha moments at ESD. One of my biggest aha

Maya Harris Years at ESD: 6 College: Iowa State University Major: Chemical Engineering

moments was when I realized that I don’t have the ability to be a part of everything. When we first got the club period in the schedule, I signed up for about twenty clubs even though I didn’t have a study hall. I used to run back and forth undetected during club period so I wouldn’t miss out on any news or activity. It took me three weeks too many to realize that it wasn’t logical for me to try and be in every club.

Dream Job: Private Investigator ESD Profile includes: • National Achievement

Scholar Finalist • AP Artist • Varsity Softball How has ESD helped you develop an educated conscience? ESD

has given me the tools to achieve an educated conscience. So many of my classes have been directed towards seeing subjects from different perspectives and respecting that my way isn’t the only way of thinking. I’ve learned about many different versions of the same stories from my history and culture classes, and I’ve learned about other forms of justifications in my math and science classes. Even the art classes emphasize different perspectives. There are so many classes to choose from and there is never a wrong choice.

Additionally, the many visitors and events allowed me to see and understand so many new concepts.

If you could do one last thing at ESD, what would it be? If I could do

one last thing at ESD, I would go back and take part in a flash mob during lunch. I’ve always wanted to break out into a corny song about napkins, bad choreography and all. I guess I’ll have to cross that goal off my bucket list some other time.

Crawford Kob Years at ESD: 13 College: Vanderbilt University Major: Undecided Dream Job: General Surgeon,

Journalist, completely undecided ESD Profile includes: • AP Scholar • Honor Council • Barbara Meier Award Winner How has ESD helped you develop

Give one example of being inspired by a faculty member. What did

an educated conscience? It’s said

you learn? Sometimes, during the rush of the school year, I become

that it takes a village to raise a child. At ESD, the same is true. Each student is molded and shaped into an embodiment of the school’s core values, giving him or her an educated conscience. The environment created by faculty, students, and even the curriculum teaches each student about the values of morality, fairness, and responsibility. It teaches students to approach problems from a variety of ways and always keep an open mind. I have no doubt that I’ve developed an educated conscience over these past 13 years.

absent minded, and I forget that not everyone runs on my schedule.

This past January, there was a period where I was filling out a constant stream of scholarship applications, each a day or two before they were due. Too many times I walked up to the college guidance office with forms for my counselor and a line about never procrastinating again.

For some reason, my guidance counselor never got annoyed with me, and she always had whatever paperwork I needed when I needed it.

She was amazingly patient with me, and gradually I began giving her at least a week’s notice on my paperwork. My guidance counselor has shown me patience at its best – and she makes me want to be less of a procrastinator.

How have ESD’s Founding Tenets of daily worship, experiences in community, and studies in ethical decision making prepared you for a life of service to others, the highest manifestation of God’s presence in

How have ESD’s Founding Tenets of daily worship, experiences in

our lives? As with many other ESD students, I live in a bubble. Inside

community, and studies in ethical decision making prepared you for a life

the bubble, reality can be distorted at times. I’m not always exposed to the realities of the rest of the world. However, ESD’s emphasis on daily worship, community service, and ethical studies has helped broaden my view of what the world outside the bubble is like. I am much more aware of how fortunate I am, and I also understand the responsibility that

of service to others, the highest manifestation of God’s presence in our lives? At ESD, I’m surrounded by people who live their everyday lives

to make sure that I am getting a good education. I’m surrounded by people who genuinely want me and hundreds of other students to do

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accompanies this position. We have a duty to serve our community to the best of our abilities.

us how to make reading fun and enjoyable, which I’ve used greatly throughout my time at ESD.

Give one example of being inspired by a faculty member. My greatest

How have ESD’s Founding Tenets of daily worship, experiences in

moment of inspiration without a doubt came this year as details of Mrs. Meier’s battle with cancer surfaced. As a journalism teacher, she devoted countless hours to her many students and the six issues we put out each year. When I learned that she had been undergoing chemotherapy while simultaneously spending long days in the Journalism Lab, I was amazed. During those months, she had given virtually no indication of her battle. Like always, she maintained her cheery demeanor. I have never been more inspired by someone’s determination and sheer indomitable willpower.

community, and studies in ethical decision making prepared you for a life

Describe one of your aha moments: One of the most influential aha

moments I’ve had at ESD was during my Junior Year in Mr. Randall’s AP English class. For the first time, I felt as though I knew how to write both concisely and effectively. Mr. Randall’s mantra of “show, don’t tell” helped me change my entire writing style. I learned to cut sentences until only the most important ideas remained. This transformation made me a much better student and will certainly help me throughout college and in whichever career I choose.

If you could do one last thing at ESD, what would it be? I’d probably go

of service to others, the highest manifestation of God’s presence in our lives? Through ESD’s Founding Tenets, I have become aware of how

unbelievably blessed we are to go to such an incredible school and to live in such an amazing country. Through the strong ESD community, we have served on many service trips and learned first hand how a small group can create a massive impact in a community.

Describe one of your aha moments at ESD. My biggest aha moment

occurred at 5:30 on a Tuesday morning when I should’ve been deep asleep. After spending the past twenty hours editing our Shakespeare film, I finally came to the realization that I have a problem – I spend way too much time creating movies; however, I was also enlightened as to my true passion – film.

If you could do one last thing at ESD, what would it be? If I could do

one last thing at ESD, I would invite the Class of 2013 and all my teachers to Wolf Run to have one last hurrah and to thank our teachers for all that they’ve done. And then of course do some good ol’ fishing with Mr. Perry and Mr. Lutken.

canoeing with Mr. Lutken in the quarry.

Jory Shive

Hudson Leiser

Years at ESD: 4

Years at ESD: 11

College: Georgetown University

College: University of Southern

Majors: Biology and Spanish

California Major: Business Cinematic Arts Dream Job: Producer

Dream Job: Physician

ESD Profile includes: • Film Club • Student Council • John Eagle Award for the

• Voted “Most Likely to Succeed” How has ESD helped you develop

Highest Achievement in the Arts Winner How

has

ESD

helped

ESD Profile includes: • Student Council • Student Ambassador

an educated conscience? ESD

you

develop an educated conscience? For me, the most impactful class

for developing an educated conscience has been English. Through deep discussions about human nature and tough moral decisions, my views have broadened exponentially and I have become much more accepting of people’s differences.

works to expose students to local and global issues. The school set up many volunteer field trips for my class and me. One trip we spent a morning handing out bags full of food to those who needed it. Additionally, we watched movies such as Hotel Rwanda and read literature that focused on the lives of the less fortunate followed by discussion in class. We were taught to be aware of the world around us.

Give one example of being inspired by a faculty member. What did

Give one example of being inspired by a faculty member. What did

you learn? Mr. Rooney’s devotion to teaching goes far beyond his

you learn? Before sixth grade, I despised sitting down and reading

interest in chemistry: he’s truly invested in his students. He and his wife attend ESD games to cheer on his students and their teammates.

Mr. Rooney always goes the extra mile to support students in every aspect of their lives. He taught me that a truly dedicated teacher can

literature; I would make up all kinds of excuses to not have to read.

Then, in sixth grade, Ms. Van Ingen (now Mrs. Fahrenbrook) came along and completely transformed my views on reading. She taught

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make AP Chemistry a class to look forward to.

How have ESD’s Founding Tenets of daily worship, experiences in community, and studies in ethical decision making prepared you for a life of service to others, the highest manifestation of God’s presence in our lives? The Founding Tenets are the foundation of the ESD family.

Together we worship, venture into the community, and study ethical dilemmas. The unity that comes from working together in each of these efforts instills in us the importance of helping others. By doing these things, we can better understand how blessed we all are and how we need to use our God-given gifts to help those in need.

Describe one of your aha moments at ESD. My aha moment at ESD was my induction into the Cum Laude Society. It made me understand that all of my hard work was worth it and was proof that I had challenged myself. It was the culmination of my four years at ESD, making me that much more appreciative of all the help from teachers and friends I had along the way.

If you could do one last thing at ESD, what would it be? I would like to sit in a room with all the teachers I’ve had over these last four years and express my gratitude for the life lessons and amazing experiences they have given me. They will always be a part of my life and have shaped me into who I am.

Sarah Spellings Years at ESD: 8 College: Northwestern University Major: Journalism Dream Job: Fashion Editor ESD Profile includes: • Eagle Edition Co-editor • National Merit Finalist • Student Vestry How

has

ESD

helped

How have ESD’s Founding Tenets of daily worship, experiences in community, and studies in ethical decision making prepared you for a life of service to others, the highest manifestation of God’s presence in our lives? I’ve been incredibly fortunate to go to ESD, not just because

of my parent’s commitment to my education, but because ESD has ingrained a sense of purpose in me I don’t think I would get from anywhere else. It boils down to “To whom much has been given, much will be required.” We learned love, faith, community, and right and wrong in the classroom by the way that our teachers and peers treated us. Through that I know that giving back isn’t limited to a food bank or a mission trip – giving back is how we treat each person that we see, how we strive to help in all that we do.

Describe one of your aha moments at ESD. In AP Chemistry my junior year, my class of seven bonded under our shared stress and love for the class. We had Starbucks study groups before each test, where we would sit for hours – the baristas actually got to know us and would give us free food if we stayed there past 9:00 p.m. (which was often).

Those study sessions weren’t all work and no play – we had formed friendships based on intellectual respect. The class went against the previous standard of solo work and taught us to collaborate, like we would in the real world. The result? We all did well in the class and on the AP test, and several seniors (including myself) gave shout-outs to the class in our yearbook blurbs.

If you could do one last thing at ESD, what would it be? I would tell my

Middle School crushes that I liked them. It’s been pent up for so long.

you

Jonathan Stern

develop an educated conscience?

Years at ESD: 11

Honestly this question is like asking how my life has shaped who I am. I never knew an educated conscience outside of ESD – the term didn’t exist to me when I was nine. ESD was where I did all of my higher education.

College: Duke University

Give one example of being inspired by a faculty member. What did you learn? Mrs. Meier inspired me not only as a journalist, but as

a person. She expected excellence from us, but unlike many people, she was willing to work with us until we got there. She’s the reason I study journalism, yes, but it would be doing her and her legacy a disservice to say that she was only that. She was every positive adjective I can think of: compassionate, young at heart, sassy, intelligent. In journalism, she would teach us how to write a story and then send us off on our own to craft one by ourselves. In life, she taught me how

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to be a leader and in passing, sent me out to be one by myself. The day I got into college, Mary Cole Daulton brought cake and sparkling cider to Journalism to celebrate. Mrs. Meier fussed over the disorder and when I said, “but it’s a special occasion,” she said “Yes, it is: you’ve ruined my lesson plan!” That’s how she was. She was professional. She was funny. She wanted us to learn above anything else.

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Major: Undecided (probably

Mathematics, Statistics, or Economics) Dream Job: Professional Sports Team Owner ESD Profile includes: • Salutatorian • Varsity Golf • Voted “Most Spirited” How has ESD helped you develop an educated conscience? Though I definitely enjoy and may even

pursue mathematics in college, ESD has enabled me to become more than just a “numbers guy.” It is through riveting discussions and

heated debates about things like religion, ethics, novels, and politics that I have grown the most intellectually and have better learned to think for myself.

Give one example of being inspired by a faculty member. What did you learn? Mr. Kimball’s inspirational chapel talks about honor and

integrity have stuck with me over the years. Even though it is difficult to remember the specifics of the stories he told, I will never forget the powerful and wise messages at the heart of each of his chapel talks.

This terrific influence in my Middle School years helped build the core values that have become part of me throughout Upper School.

all develop our own unique educated conscience.

Give one example of being inspired by a faculty member. What did you learn? Mrs. Meier will forever hold a place in my heart because she showed me the importance of dedication, passion, and determination.

She was a perfect example of grace under pressure each and every day.

The Journalism room is on the of the most chaotic places on campus since there is always a task list that needs to be completed but she kept everything under control at all times. She valued her friends and family above everything, and I hope that I love my career as much as she loved hers. The Eagle Edition was her true passion, and she showed up to school every day with a smile on her face and a sparkle in her eyes. I will always look up to her.

How have ESD’s Founding Tenets of daily worship, experiences in community, and studies in ethical decision making prepared you for a

How have ESD’s Founding Tenets of daily worship, experiences in

life of service to others, the highest manifestation of God’s presence in

community, and studies in ethical decision making prepared you for a life

our lives? I have gained an incredible amount of perspective in the last

of service to others, the highest manifestation of God’s presence in our

few years by spending time helping others through ESD’s community service program. Although I will no longer have a community service requirement, I look forward to continuing the work I started at ESD.

lives? I love how ESD provides students with opportunities to take what

Describe one of your aha moments at ESD. Until last year, I hadn’t

really developed a personal voice for my writing. The turning point came in Mr. Randall’s English class while writing my fall and winter narratives. Those two papers marked the first time that I actually enjoyed spending time on an essay, and I found that I was able to write much more freely. I am excited to have advanced my writing style and know it will serve me well.

If you could do one last thing at ESD, what would it be? I never got to

swim or canoe in the quarry, so that might be a fun thing to go back and do!

Grace Trammell Years at ESD: 12 College: University of Texas,

McCombs School of Business

we hear and learn about in chapel and apply it to real life. Whether it’s volunteering at the food bank or becoming a partner school with Students Shoulder to Shoulder, ESD encourages students to leave the classroom and actually experience life. Each morning in chapel, we talk about the importance of characteristics such as honesty, integrity, and good sportsmanship; however, the fact that ESD provides students with opportunities to actually develop these characteristics is why I feel that I will be able to go to college prepared to deepen my faith and continue to serve others to the best of my ability.

Describe one of your aha moments at ESD. This past year, I had the opportunity to return to the Lower School and talk to prospective families about my experience with ESD. While there, I saw Mrs. Baker and Mrs. Bickley, who were my first and second grade teachers.

They were so excited to see me again and talk to me about the college application process. They remembered all of my friends and wanted to know how everyone was doing. The fact that they could remember so many details about our lives 10 years later really made me realize how ESD truly is a family and the teachers value their students as individuals.

Major: Business If you could do one last thing at ESD, what would it be? If I could do

Dream Job: Beauty Editor at

Vogue magazine ESD Profile includes: • Students Shoulder to Shoulder • Varsity Cheerleader

one more thing, I would ask to be in a class taught by Mr. Lutken because I never had the opportunity to have him as a teacher.

• Student Council How

has

ESD

helped

you

develop an educated conscience?

Although the term “educated conscience” may not be used in our classrooms every day, it is definitely a concept that ESD students manage to develop without realizing. Through the books we read, the cultures we study, and the discussions that take place, we leave ESD as individuals with an informed opinion. We are encouraged to become active members in our communities, and through our experiences, we

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field day Lower School Field Day, held Thursday, May 23, marked the end of school and the beginning of summer for ESD Beginners through fourth grade. This annual event, organized

by Lower School dads and the Lower School PE teachers, was held on the Troutt Athletic Fields on the Merrell Road campus. In addition to the ever-popular sponge war, students raced, hopped, rolled, and ducked and goosed their way to a fabulous time. It was a wet and wild blast for all!

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Thank You

this year Your annual fund support provided

1 0% IMPACT From big

competitive compensation for our

opportunities to

256

little details, the Annual Fund helps make it possible.

gifted and tireless faculty and staff

The 2012-2013 Annual Fund raised more than $1.8 million and hit a record 91% parent participation rate.

100% of the board and faculty were “all in� too.

Thank you for making ESD extraordinary.

33 trips to Wolf Run

2,621

light bulbs purchased and installed

1,322

safe and secure campuses

24/7

hours (or more!) of exemplary learning experiences for each of our 1,192 students summer 2013

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habitats and helping

“

It’s good to help other people because it makes everyone smile.

”

On April 30, the quarry was the ideal learning environment for students to blend their classroom studies and understanding of the world around them with serving others. Primer students spent the afternoon examining the habitat of different fish, insects, and other wildlife. The students also filled flower boxes for Habitat for Humanity.

The flower boxes, which were built by the fifth grade class during a trip to Wolf Run, were filled with six bright orange flowers. Primer students lined each box with rocks and dirt before carefully placing the flowers in the dirt. Members of the Dallas-area Habitat for Humanity delivered the boxes to homes later that week.

“The kids that get these flowers are going to love them!” one Primer student said.

“It’s good to help other people because it makes everyone smile,” another student said.

One of the School’s Founding Tenets, Service to Others, focuses students’ efforts on giving back to their community through acts of kindness and generosity.

After the flower beds were planted, students wandered down to the water with Andy Perry to study the habitat that hosts frogs, fish, and water insects.

Students used nets to collect large and small samples of plants, as well as some minnows and beetles. After a picnic lunch they toured two other sustainable habitats: the campus’s butterfly garden and Geodesic Growing Dome.

The group traveled to the Texas Discovery Gardens and Children’s Aquarium in May to continue their study of different habitats.

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Dear ESD Parents and Friends, What an incredible second half of the year this was thanks to our many parent volunteers, culminating in a record setting gift to our School – but more on that later! The 2012-13 school year was jump-started by the Parents’ Association with an incredible Bingo Night for Lower School families accented by great prizes, an awesome DJ and dancing, and the perfect combination of fun and relaxation. Great job Monti Konen and Laura Hudson on a very successful event.

Spring was more festive than ever with the Parents’ Association’s standout Rockin’ ESD Auction. The crowd was invigorated as they were seated in a beautifully decorated dining hall (who would guess it was the Daryl Johnston Family Dining Commons?), served an incredible meal, and promptly inspired to swirl their napkins in revelry with the surprise singing waiters. This fun-filled community event led to record-breaking success. After dinner, parents danced the night away to the Spazmatics. Thank you, Becky and Marshall Mills and Eugenia and Frank-Paul King, for an evening that will long be remembered as one of the most fun school parties and a night that well exceeded all goals in fundraising. Thank you to the many auction committee chairs who selflessly gave their time to help make the auction a success. We couldn’t have done it without each one of you.

Many PA leaders are hard at work behind the scenes throughout the year. Thank you, Lauren Cheetham, for your endless hours in constructing, managing, and monitoring our volunteer system. It takes a special skill set and patience level to manage this important job, and we are all extremely appreciative. The year would also be incomplete if we did not have our Teacher Appreciation teams who provided monthly goodies to our beloved faculty and staff.

Thank you to Michelle Sims, Rebecca De Loache, Paula Dross, and Ashli Clements for making this happen each month and for doing it so well.

One of the joys of spring is seeing our campus full of prospective families. We would not have nearly the success in welcoming and integrating new students so smoothly if it were not for Jan Kelley coordinating a warm welcome for all new families with personally delivered gifts and spring to summer welcome gatherings. Thank you, Jan, for another year of a job well done!

Our final event for the year was the beautiful Spring Luncheon

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chaired by Christie Scardino and Cammy Davis. Their “Feathering the Nest” theme was perfect. The Dallas Country Club was a beautiful new venue for our traditional lunch and seniors and moms fashion show with clothing from Stanley Korshak. Christie and Cammy also presented the memorable gift of a daffodil garden in the senior quad that will bloom each spring as a remembrance of our 2013 class.

Because of the outstanding work of our auction, carnival, and resale chairs, the Parents’ Association presented a check to the School for $640,000. All of our chairs should be recognized for their strong contribution to this gift through their leadership and countless hours. However, they would be the first to say that it would not be possible if the community at large was not involved and passionate about ESD. You parents are the fabric that makes our School strong with every kind word, deed, and generous gift of your time, talent, and treasure. Thank you all for making 2012-13 such a successful year.

Next year looks to be even better. It is with high enthusiasm that I pass the PA President bell to Christine Cook, mother of Catherine Cook ’19. Our community is blessed to have Christine lead us this next year; she is thoughtful, kind, and incredibly organized. Her blend of gracefulness and professionalism will serve us well in the coming year as she is sure to be an inspiration to all.

Have a wonderful rest of the summer!

Sincerely,

Christie Schmitt 2012-13 Parents’ Association President

The annual Spring Luncheon and Fashion Show honors the remarkable results of ESD parent volunteers and senior moms.

On April 17, 2013, more than 100 mothers gathered at the Dallas Country Club for a fantastic show featuring Stanley Korshak fashions worn by members of the Class of 2013 and their mothers. Because of the generosity of our parent community in both time and talent, ESDPA president Christie Schmitt was able to present a record-setting gift of $640,000. These funds directly support technological resources for our students, Learning Innovation Grants, professional development opportunities for our faculty and staff, and help kick off the ESDPA’s commitment to the ESD Tomorrow campaign. Additionally, ESD parents gave thousands of volunteer hours to the school, always ensuring that our community is warm and welcoming.

Thank you to all who make ESD such an extraordinary place.

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Quick Connections SCHOOL-TO-PARENT COMMUNICATIONS The 2012-13 Premier Recognition: Communications Learning Team was charged with examining and improving school-toparent communication. To determine where the complexities were, the team, comprised of faculty, staff, alumni, parents, and students, studied best practices and surveyed current parents.

The goal was, and continues to be, to make communication easy and meaningful. Several recommendations were made.

One of the Learning Team’s recommendations suggested retooling the Private Parent Portal to make it more user-friendly and relevant. With significant input from Parents’ Association volunteers, here are some of the representative enhancements: • Improve navigation: Parents now have a single, tabbed portal page to view when they log in to the ESD website. By dragging the mouse, users can rearrange the tabs to fit their preferences.

• Eliminate redundant information: All class pages are now Division Level pages except the Class of 2014.

• Train and offer resources: he “Tech Training” tab provides how-to guides for using º T ESD apps, including Alerts, the MyBackPack app, free photos via SmugMug, and how to add the ESD calendar into your iPhone or Google calendar.

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º T he new social media “mash up” page allows visitors to see all of the content ESD is sharing with our online communities in one place, without an account.

A second recommendation regarded email communication. Gleaned from the spring 2013 parent survey, essential and desired components include reminders of events and deadlines, as well as academic updates, headlines, and news from school leadership. Also important are timeliness, relevancy, and elimination of redundancy. For 2013-14, expect the following schedule of email communication from the School: •F irst and third Monday: “Division Level News” • S econd and fifth Monday: “All School News” •F ourth Monday: “Just Dates and Deadlines” for the following month As with all of the Year Two pilots and with communication as a whole, ours is a practice of ongoing dialog and evolution. Integral to the ESD experience is the continual examination and implementation of best practices at every touch point. We are here not only to assist you with our website and online reach, but also to help you navigate the rapidly changing intricacies of today’s online world.

Digital Mentorship The content teens willingly share and their definition of privacy is vastly different than that of their parents. A Pew Research Center report published in May 2013 noted the decreasing sensitivity to privacy. Pew Research Center found increases of teens posting their cell phone number on social media accounts from 2 percent in 2006 to 20 percent in 2012; of teens posting their school name from 49 percent in 2006 to 71 percent in 2012; and of teens posting a photo of themselves from 79 percent in 2006 to 91 percent in 2012.

Also increasing is the number of viable applications of social media. When used properly in the classroom, social media tools boost student engagement, link students to content experts and real-world examples of classroom lessons, and help them establish an online body of work.1 Other 2012 reports indicate that more than one in three college professors are using social media in the classroom … like Harvard, MIT, USC, UT, and Hofstra.

It is imperative for ESD to study these trends to educate students

Jukes, Ian, “The Benefits of Using Social Media in the Classroom,” March 25, 2013, 21st Century Fluency Project (www.fluency21.com).

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onnections

Five Facts

and help them make informed decisions about their digital reputation. The concern is not tweeting or posting; it’s the content and context.

By maintaining a presence across existing and emerging social media platforms such as Facebook, Twitter, Pinterest, and Vine, ESD is able to position itself as a digital mentor to its students.

This mentorship models time management and how to effectively connect, disconnect, and engage via social media. Our presence also demonstrates how to network with outside organizations to identify opportunities for continuous learning through sharing and online collaboration.

ESD’s digital mentorship also serves to help raise attention to the fine print of popular mobile apps, such as Snapchat, Instagram, and Kik. These apps are preferred over many social media platforms by teens, according to a 2013 report by Piper Jaffray. By educating students on the capabilities of apps, they become more aware of the power that is at their fingertips and how to use the platforms safely and effectively.

For the upcoming school year, students will be able to access ageappropriate emerging social media news frequently via FirstClass Student Notices and in presentations given to them throughout

•

Instagram now allows users to create and edit 15-second videos with filters. (June 2013)

•

Snapchats do not necessarily disappear; hacks for the app have been discovered by both Android and iPhone users.

the school year beginning in their Middle School years. This is a continuation of a series that began in 2012-13. Parents will also have the opportunity to attend social media presentations which are geared to help understand the emerging trends and ways to help their families keep their private information private.

It is important for parents to talk to their students about being respectable digital citizens. ESD is able to serve as a reference for students to come to; however, as a school we are not actively seeking out student’s online activities. ESD recommends visiting Common Sense Media’s website frequently, which, according to its mission, is dedicated to improving the lives of kids and families by providing trustworthy information and tools so that families can have a choice and a voice about the media they consume.

Some of the 2012-13’s Most Popular Posts

(Forbes.com, May 2013) •

Teen social media users do not express a high level of concern about third-party access to their data; just 9 percent say they are “very” concerned.

(2012 Pew Research Center Report)

•

Users happy with their social life online tend to be happy with their social life offline, according to a session at SXSW interactive on “social sick.” (Copyright Abelson Taylor)

•

More than 6 billion hours of video are watched each month on YouTube – that’s almost an hour for every person on Earth. (YouTube)

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Baseball Buddies Leads to Summer Fun, New Friendships

Hal Hundley from the Class of 2010 started Baseball Buddies in the summer of 2009 as a way to combine his two passions: baseball and community service. Since teaming up with the Notre Dame School, Hundley’s summer camp program at the Episcopal School of Dallas has grown exponentially.

Located just a few miles away from ESD, the Notre Dame School is dedicated to providing a quality education to intellectually and developmentally disabled boys and girls between the ages of eight and 23-years old. Now, every June, students from the Notre Dame School and ESD team up for one week of baseball and summer camp fun. Activities range from baseball, volleyball, and basketball scrimmages to waterslide adventures, Home Run Derby’s and even a World Series showdown.

“I worked for The Arc of the United States for several summers and saw how much the campers enjoyed a baseball-like game we played with them,” Hundley said. “I wanted to provide an opportunity for the campers at The Arc to enjoy the games and sports camp I had always been able to do through the YMCA and ESD.” In the camp’s first year, Hundley obtained permission from Mike Schneider and David Tollison to use ESD’s fields. Next, he recruited several of his classmates to help run the camp, including Shelby Conine ’14 and Preston Crow ’14, two of this year’s camp organizers. (Shelby’s twin brother, Mason, also helped run the camp.) Every year since, siblings have passed the camp down to

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their younger brothers and sisters, ensuring the traditions and camaraderie stays alive.

“We planned all the activities, recruited the students, shopped for snacks, and basically made sure everything was going to run smoothly on the first day,” Shelby, who inherited the camp from her brother Travis (Class of 2010) two years ago, explained. “Seeing the kids come back year after year is the most rewarding experience, especially when you notice how much they have developed.”

This year, more than 15 students from the Notre Dame School signed up to learn the basics of several different sports and other team activities. On the last day, ESD students organized a small baseball scrimmage and home run derby for the students where they could showcase their hitting, throwing, and base running skills. By the end of the day, every participant had either hit a home run or circled the bases.

For all involved, participating in the Baseball Buddies program is a winning combination. The ESD students say they get to meet new friends and spend a week of their summer vacation playing sports, while the students from the Notre Dame School develop their confidence and make new friends, too.

“Bonding with the students from the Notre Dame School and seeing their excitement every morning is the best part about Baseball Buddies,” Crow said. “Seeing all the hard work we’ve put into organizing the camp definitely pays off at the end of the week.”

pass it on With Excerpts the 2013 Pass It On Homily by Eddie Eason, Director of Campus Scheduling and Alumni Liaison

Seniors, it’s time to take that last step in the senior life cycle we discussed at your Senior Retreat…The feelings and emotions you have right now sitting in that chair – stress, joy, fear, excitement, panic, confusion, and relief – are normal. Your brain is simply trying to let you know that you’re ready to complete this stage of your journey and move on to the next.

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O

n Thursday, May 9, the 105 members of the Class of 2013 lined up to light their candle and pass the light of ESD on to the incoming freshmen class. What started in a small, rented basement in Saint Michael’s Church in 1978, has evolved into ESD’s oldest tradition.

Every year, the senior class invites a member of the ESD community to deliver the much-anticipated homily. Eddie Eason was selected to address the senior and incoming freshmen classes.

He often reflected on his own experiences with the students and offered his own words of wisdom to help carry them through college and the Upper School.

Today we welcome our rising freshmen class, the Class of 2017. We are looking forward to having you join us in August. The expectations are very high. You are artists, athletes, performers, scholars, and yes, some interesting characters, too. You are ESD Tomorrow. Remember how you got here, and remember that you didn’t get here alone.

This year, five pairs of siblings went through the ceremony together, including senior Mary Cole and rising freshman Carter Daulton. As members of the Upper School choir sang the senior song Friends are Friends Forever, members of the Classes of 2013 and 2017 paired up to approach and light their respective candles before ascending the staircase and joining the circle above the crowd inside the Competition Gymnasium.

“Pass It On was really special for my family because my little brother and I got to do it together,” Mary Cole said. “I had been looking forward to ‘passing it on’ to Carter for a long time; we are pretty close, so passing the light to him was special for me. Even though I won’t be home much through his high school career, I know he’ll do amazing things.”

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… Seniors, always remember and be grateful for the opportunity your parents and our founding benefactors afforded you. As alumni you will become our future ESD parent community and entrusted benefactors. Second, never, never forget Father Swann’s constant reminder that your worth as a person will always be more than the sum total of your success and failures; because each and every one of you is a unique, special, beautiful child created in the image of a loving God. “Pass It On really makes you feel like you’re part of ESD and it makes you look forward to high school. For me, I got to share it with my sister, so that was really special for us,” Carter said.

“When I pass the light to an eighth grader, it will be an entirely new experience that I can’t wait to share with my peers.”

The eighth grade experience of learning to look beyond yourself, and learning to find your way, is an important chapter in your life.

But your story doesn’t end here. In fact, the most exciting chapters of your ESD novel wait to be written. The literary imagery and symbolism are exponential.

Parents and other members of the ESD community anxiously watched and listened from the bleachers as Mr. Eason showered praise on the Class of 2013 and talked about turning their vision into reality. His speech also reminisced of the annual trip to Washington D.C., overnight adventures at Wolf Run, backpacking trips, Galveston, and many references to the numerous traditions ESD holds dear.

Seniors, your ESD journey has come to its end. Take a good, long look at the ground beneath your feet and know that you may always call ESD home. God bless you always. Your special time to Pass It On has come.

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faculty

news Allison Hogan will present “Is anybody out there? Motivating students outside the walls of the classroom” at the 2013 Chicago Public Schools iPad Academy in August. The CPS iPad program is one of the nation’s largest and most groundbreaking. CPS iPad Academy panelists are educators who have seen their classrooms transformed by authentic, innovative, and effective integration of mobile devices.

Stuart Paul Luthye was born June 22 at 4:02 a.m., weighing 8 pounds, 13 ounces. Dad Steve Luthye proclaimed, “He’s not all that punctual (only two weeks late), but everyone is happy and healthy!” (photo a)

this summer in Las Vegas and honeymoon in the Dominican Republic before she transitions from third to fourth grade in the fall. (photo c) Primer teacher Allison Hogan was selected for the Order of the Pearl honor by Kappa Delta for her dedication to service outside of the sorority. Allison and Meg Fahrenbrook ’01 spent this summer volunteering with Students Shoulder to Shoulder.

This is Meg’s second year to lead a group of students with the international service organization.

ESD veteran of 32 years, Robbie Cook’s dog, Her Nibbs, was nominated for cutest pup ever. (photo d)

On June 24, Lisa Rusnak married Ron Chapman.

Mike Ragan was named 2013 Park Cities YMCA Father of the Year. He was nominated by his wife, and ESD Lower School teacher, Cindy Ragan, as a great example of what a father and husband can and should be.

Dr. Renee Phillips, the Middle and Upper School Emotional Wellness Counselor, and her husband joyfully welcomed Anna Elise Phillips to their family on Friday, June 14. Anna was born 6 pounds, 4 ounces. (photo b) Congratulations to Emily Ackermann on her engagement to Eddie Romprey. Emily and Eddie will be married

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Congratulations to French teacher David Azzi for winning the ESD Faculty Ping Pong Tournament. The former tennis player from the University of New Hampshire defeated Scott Goetsch for the title. Andy Perry and Corey Henderson helped round out the top four finishers. (photo e) Congratulations to Paul Meredith and his wife Suzanne.

The couple had a baby boy on March 4. Walter Samuel Meredith was born weighing 7 pounds and 3 ounces. All are well. (photo f) Laura Baker was invited to present at the Advancing Core Principles Conference

at Greenhill on March 9. Her presentation focused on creating honorable school communities, particularly at the Middle School level. Charlotte Chambliss presented on “AP Art History: What’s the Big Idea? Connecting Global Artistic Traditions” at the NAEA National Convention in early March.

Congratulations to Marc Salz for winning the first ESD March Madness challenge. Marc beat Clayton Sanders by one point, despite not picking Louisville as the overall winner. (Clayton correctly selected the Cardinals to win it all.) Mike Schneider rounded out the top three.

In memoriam

An example of how our faculty reaching further than our community, Martha Bowden received a thank you letter from a North Carolina mom in appreciation of Martha’s ESD webpage loaded with links to great stories for children.

Technology Coordinator, and his wife Cari welcomed their second child, Andrew Joseph Bray into the world on January 20. Baby Andrew weighed in at 8 pounds, 9 ounces. (photo g)

Several Upper School students participated in the Independent Schools Association of the Southwest Arts Festival in Austin this spring. Elaine Biwenga, Barbara Brault, Kristi Cardwell, Suzette Carona, Charlotte Chambliss, Dusty Davidson, George Fiala, Donna Hull, Steve Luthye, Barbara Purdy, Kathleen Raymond, and Joe Snyder accompanied the students.

Ben Bray, the Lower School

Barbara Meier, beloved 30-year member of our faculty, journalism teacher, advisor, and friend.

In May, Laurie Ellison, the head cross country and track coach at ESD, graduated from Texas Woman’s University with her Master of Science in Kinesiology.

Barbara Sampson, along with Wilson Miller ’13 and Tommy Hessel ’17 attended the First 43 Tour of the George W. Bush Presidential Library and Museum. (photo h) Congratulations to Angela Sessions on her engagement to Jim Sabonis.

a

b

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Special Thanks and appreciation for two 2012-13 executive administrative team members who have accepted new roles: Kim MaGee, Interim Head of School, has returned to retirement. In her ten months with us, she helped guide the School into the post-founding era. She embraced our Mission and Founding Tenets and lent her expertise in 21st century education and leadership to help ESD faculty and staff continue their path of innovation and excellence.

Erin Mayo, ESD’s Assistant Head of School for Academics, will serve as Head of School for Fryeberg Academy. Erin’s deep understanding of all facets of learning and teaching has raised ESD to a new level and will continue to reap benefits for ESD students, teachers, and program for years to come.

2013-14 Executive Team Dives Into Action This Summer ESD’s 2013-14 executive administrative team has rolled up their sleeves to continue to build upon the momentum of 2012-13. The 2013-14 executive administrative team includes Head of School Meredyth Cole, Assistant Head of School Ruth Burke, Chief Financial Officer Robert Buchholz, Director of Human Resources Dawn Thomas, and Head of Upper School Donna Hull, who represents the Division Heads and Department Chairs. In addition to strategic planning and operations, this summer the team has participated in several NAIS and academic conferences, as well as a summer retreat which included Head of Middle School Scott Kimball and Head of Lower School Sandy Kerr.

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Bishop Stanton Honors Father Swann and Father Harmuth The Right Reverend James M. Stanton, the sixth bishop of the Episcopal Diocese of Dallas, honored Father Swann and Father Harmuth in two special services in May. At the closing convocation for faculty and staff on Friday, May 31, Bishop Stanton elevated and recognized The Reverend Stephen B. Swann as Canon of the Cathedral Church of St. Matthew. “Canon means ‘measure,’ and we make people Canons when they become a measure of what we expect a priest to be,” Bishop Stanton explained.

The Class of 2013 and students from

the Lower School of the Episcopal School of Dallas gathered Wednesday, May 1, to celebrate The Reverend Canon K. Michael Harmuth’s 50th anniversary of ordination.

Bishop Stanton led the chapel service in recognition of the tremendous milestone. Of special note, Father Harmuth started at ESD the same year as 21 “lifers” from the Class of 2013 who have been enrolled at the School from Beginner through 12th grade.

During the recessional, the students sang Father Harmuth’s favorite hymn, “Amazing Grace.”

2012-13 Service Awards At the closing convocation, the faculty and staff honor our peers for milestones of service to the Episcopal School of Dallas. We appreciate and celebrate your contributions to our community.

5 YEARS

15 YEARS

30 YEARS

Max Auge Mike Beidel Eva Creel Peter Gurnis Lauren Hill Larry Herrick Geraldine Owens Michael Principe Marc Salz Thom Smith Tyrone Thornton Linda Van Der Kar Faye Williams

Angela Fritsen Scott Goetsch Father Harmuth Hilary Hodgson Ruth Howell Zora Skelton David Tollison

Suzie Cary Bill Cook Connie Elms Vikki Martin

10 YEARS

Corey Henderson Darla Hodge Christian Remaud Jill Remaud Steve Rooney Tolly Salz Jesus Soto Jill Stanford

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20 YEARS

Mary Bickley Kristi Cardwell Tim Couch Mark Gardner Karen Ginsberg Mark Mrozek Bonnie Tollefson 25 YEARS

Nancy Bloede Suzette Carona Peter Lutken Claire Mrozek

RETIRING FACULTY & STAFF

Jan Norris Elaine Murphy Barbara Sampson Susan Pollan Nancy Bloede Betty Maberry Elaine Biewenga Joanne Jones ROYALL CROSS presented by the Alumni Association to retiring faculty and staff who served the ESD community for 20 or more years:

Nancy Bloede Elaine Biewenga Joanne Jones Betty Maberry

Six Faculty Teams Attend Toronto Project-Based Learning Workshop In late June, six faculty teams, totaling 16 teachers and representing all three divisions, attended a progressive Project-Based Learning (PBL) Workshop at Havergal College in Toronto, Canada. This conference will be instrumental in several of the accepted Learning Innovation Grants that will incorporate an inquiry-based learning project in classrooms next year. The innovative PBL achievements discussed by High Tech High (California) presenters were particularly invigorating. Through hands-on activities and a peer critique and revision process, our faculty created effective work plans that will have practical, real-world value.

Ruth Burke and Donna Hull also attended the workshop and developed a project that focuses on incorporating inquiry-based initiatives into all aspects of our learning community and communicating the value and outcomes of the initiatives.

“It was an incredible three days. We all left the workshop energized and excited about the possibilities of inquiry-based learning at ESD,” Burke remarked. “We have a deeper understanding of collaborative teaching, alternative methods of assessment including digital portfolios and public presentations of learning, and meaningful technology applications to learning in today’s classroom. I’m so glad I was able to attend with this wonderful group of teaching professionals and can’t wait to see their projects come to life in the classroom.”

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With Gratitude We Say Goodbye

At this year’s closing service for faculty and staff, eight retiring ESD teachers were honored for their unwavering dedication to the School. With a combined 135 years of service, we honor Elaine Biewenga, Nancy Bloede, Joanne Jones, Betty Maberry, Elaine Murphy, Jan Norris, Susan Pollan, and Barbara Sampson. Rebecca Royall and Stephen Swann ’93, president of ESD’s Alumni Association, also presented the Royall Cross to Elaine Biewenga, Nancy Bloede, Joanne Jones, and Betty Maberry in recognition for their 20 years or more of service to ESD. Elaine Biewenga started teaching in the theater department at ESD in 1981. Over the years, she has served as a Drama and Speech instructor, as well as the Fine Arts Department Chair.

Joe Snyder, ESD’s Middle and Upper School Choir teacher and a friend of Elaine’s for 24 years, praised her “inspiration to her students” and her insistence that each student “be responsible for their work and take no shortcuts so they could feel satisfaction in a job well done.”

Nancy Bloede, a 25-year veteran at ESD, started teaching Beginners in 1988. Over the years, “Mrs. Bologna” has been a mentor and friend to several Lower School teachers. “She’s deeply

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spiritual, extremely creative, and fiercely loyal,” Suzie Cary said.

“Nancy’s mind is always moving. Her friends sought her out to talk to her when they had important decisions to make.”

Joanne Jones joined the Episcopal School of Dallas in 1977.

In 1995, when the Saint Michael School and ESD merged, she helped meld the foreign language department into a seamless spiral. Along with husband Peter, Joanne is a staple in the outdoor program. “Her students adore her, not only because of her uncanny knowledge of French language and culture, but also because of her calm demeanor and extra personal touch,” says David Azzi.

Betty Maberry came to ESD in 1982, and has since served as the Middle School Computer Science instructor and Instructional Technology Specialist. She also started the first sixth grade class at ESD with the help of Stuart Gill. “Betty helped to bring ESD into the computer age – admittedly some of us came kicking, screaming, and crying despite her many efforts, and a few of us are still struggling to make the leap,” Karen Stutsman said.

“Thank goodness for Betty’s understanding, patience, and determination.”

Elaine Murphy, English Department Chair and Curriculum Coordinator came to ESD in 2005. During her time here, Elaine greatly influenced members of the community, including Tolly Salz. “She’s been a valued colleague, mentor, and friend. With her understanding, kindness, and compassion, as well as her eager, earnest desire to help others, she has taught us the importance of balancing work and family, touching the hearts of others along the way.”

Jan Norris, a third and fourth grade teacher, started at ESD in 2007. After teaching for more than 40 years, she developed an incredible talent for inspiring and educating students. Becky

Roberts said Jan’s students described their teacher as “super nice,” “always happy,” and “an amazing teacher for making them better readers, writers, and persons.”

Susan Pollan started teaching Latin at ESD in 1995. Often referred to as the “tall Latin teacher” by her students, she also came to be loved for her West Texas stories, and Angela Fritsen, the “short Latin teacher” says, “Susan, thank you for your love of Latin, your years of teaching, and for telling students what’s what.

We will miss your indomitable spirit and all the Susanisms.”

Barbara Sampson joined ESD in 2004 as an Upper School history teacher. Called a “world class teacher” by Claire Mrozek, Barbara inspired her students to pursue degrees in political journalism and intern at Politico.com, and even aspire to become a Supreme Court Justice. “Thank you for being an amazing combination of passion and objectivity who somehow managed to demonstrate your affection for your students while still maintaining a tremendous amount of rigor,” Mrozek said.

“Thank you also for being one of the nicest and most humble people to grace these halls.”

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the arts From the beautiful Upper School performances at ESD’s Cabaret Night to the traditional Lower School showcases to incredible exhibitions of myriad forms, the performing and fine arts offer students and audiences alike an enriched experience. The goals of ESD’s fine arts department include exploring the joy of creating and appreciating artistic forms, developing confidence in one’s own personal vision and expression, and becoming culturally literate and involved participants in the community. Whether playing the xylophone or participating in the ISAS Fine Arts Festival or creating Chihuly-inspired art or harmonizing with friends or presenting an AP portfolio, spring at ESD is filled with many opportunities for students to take center stage.

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(Christian Albright not pictured)

Nine Athletes Recognized for Continuing Athletic Careers in College On Thursday, April 18, the Episcopal School of Dallas celebrated nine students continuing their athletic careers at the collegiate level this fall: Christian Albright, Barrett Anigian, Jack Blair, Lora Cox, Taylor Curtis-Wheeler, Sarah Ashley Firstenberg, Christopher Khoury, Blake Moore, and Erica Zhao.

Albright, who has been enrolled at the Episcopal School of Dallas since his freshman year, also played for the Texas Titans in the AAU Super Showcase on ESPNU in Orlando. He will play basketball for Abilene Christian in the fall.

Anigian, a four-year varsity member of the ESD lacrosse team will join the U.S. Air Force Academy Falcons in the fall. As a team captain his junior and senior seasons, Anigian received All-District Honorable Mention, All District, All North-Zone, and All-SPC Honors. Having already received his appointment to the Academy, Anigian will report to campus at the end of June.

Blair, a senior captain of the ESD lacrosse team, signed to play for Washington and Lee University in Lexington, Virginia, in the fall.

During his long lacrosse career, Blair has played for various select teams, including Dallas, Maryland, and New Jersey, as well as for the Edge USA Redshirts, the Tri-State All Stars, and Iron Horse.

Blair also helped coach the ESD fifth and sixth grade lacrosse teams on weekends.

Cox, who started practicing crew during her freshman year at ESD, will continue her athletic career as a coxswain at Clemson University in the fall. She has excelled in several regattas in Georgia, Oklahoma, Tennessee, and Texas as a member of Dallas United Crew. She has won several gold, silver, and bronze medals, including a first-place finish in the women’s lightweight eight boat.

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Curtis-Wheeler, a four-year member of ESD’s varsity soccer team, will join the Louisville Cardinals in the fall. In addition to helping lead his team to an SPC Championship his freshman year, CurtisWheeler has earned All-SPC, All North-Zone, and several MVP awards throughout his career. He has also been a member of the Olympic Development Regional Team for several years, in addition to playing club soccer for Solar Chelsea the past nine years.

Firstenberg, a four-time All-SPC soccer player, will join the University of North Carolina Tar Heels in the fall. A four-year member of the ESD varsity team, Firstenberg was named All-SPC four consecutive years. A Gatorade Player of the Year nominee, Firstenberg had a team-high 36 goals in 16 games. She also helped lead the team to one of the best records in the School’s history.

Khoury, a competitive golfer, will continue his golf career at Dallas Baptist. A member of the Four Seasons Junior Golf Association, Khoury has competed in the American Junior Golf Association and the Texas Junior Golf Tour. He was a member of ESD’s varsity golf team for four years.

Moore, a four-year varsity player and captain of the ESD lacrosse team, will play for Amherst College in the fall. Moore was named an Under Armor All-American last year as a member of the South Team.

He also coached the first and second grade ESD lacrosse teams.

Zhao, a nationally-recognized fencer, will become a member of Harvard University’s varsity fencing team in the fall. As a sophomore, Zhao won a world cup tournament in Germany and earned a silver medal at the Junior North American Cup. She has also won a bronze medal at the Junior Olympics.

Dear alumni Friends and family, This is an exciting time for ESD as we start a new chapter with Meredyth Cole as the next Head of School. The ESD Alumni Association is truly committed to assisting Ms. Cole in making this transition as smoothly as possible and helping her to further the Mission and Founding Tenets of the School.

In May, the Alumni Association had the privilege of honoring ESD’s Founder, The Reverend Canon Stephen B. Swann, with the Inspirit Accolade Award at the Eagle Laureate Dinner. It is hard to believe that when Father Swann founded ESD in 1974, it was in two rooms at Saint Michael and All Angels Church.

Eight students were enrolled. ESD graduated its first senior class of nine students in 1980. Through the hard work and dedication of Father Swann and many gifted faculty and staff, ESD is now a renowned educational institution consisting of three campuses on 300 acres, more than 250 employees, and a total value in excess of $150 million. Under Father Swann’s watch as Rector and Headmaster, 2,176 students graduated from ESD. The ESD alumni community will always be grateful to Father Swann for his leadership, love, and service. ESD helped shape and mold us into the people we are today. For that, we thank and love you, Father Swann.

As the next chapter begins for ESD, Ms. Cole brings with her many great ideas for the School that the Alumni Association is interested in assisting in implementing. One of these is a Senior/ Alumni Internship Program, which will provide ESD seniors with real world experience interning for ESD alums. Not only will this program help our future alumni build an impressive resume before college, but will also assist them in identifying what academic and career path they want to pursue.

The Alumni Association plans to continue its traditions of the Homecoming BBQ, class reunion parties, quarterly meet and greets, the Easter Eggstravaganza, the Alumni Golf Tournament benefitting the Mary Elizabeth Williams Endowed Scholarship Fund, the Senior/Alumni Lunch, the Eagle Laureate Dinner, and the presentation of the Keri Scholtz Hall Convocation, Inspirit Accolade, and Royall Cross awards. This year we are moving the Alumni Golf Tournament to the spring and opening registration up to the entire ESD community to increase participation. The Tournament will be on the Friday of the newly-created ESD Founders’ Weekend, May 8 - 10. Founders’ Weekend will conclude with the Eagle Laureate Dinner that Saturday night.

I look forward to seeing you at one of our events this year. As always, please contact me with any questions or comments. It is a pleasure to serve as your president.

Sincerely,

Brian Rawson ’96 Alumni Association President

SAVE THE DATE!

Friday, October 18

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v a S

e date! h t e

f

This spring,

the Alumni Executive Committee began looking at some of the ESD alumni traditions with a fresh perspective. Wonderful events such as the Homecoming BBQ, the Alumni Golf Tournament, and the Eagle Laureate Dinner are all opportunities for alumni to come back to campus and gather with one another and reconnect. The Alumni Executive Committee thought, “Why not harness this energy into one action-packed weekend and create a spring Homecoming?”

And just like that, they did! With enthusiastic approval from the administration, the Alumni Board is proud to announce that the first annual Founders’ Weekend will take place May 8 - 10 in Dallas. The agenda for the weekend will include the Alumni Golf Tournament benefitting the Mary Elizabeth Williams Scholarship, the Eagle Laureate Dinner, and reunion parties for 4’s and 9’s. (Don’t worry 3’s and 8’s; in order to make a smooth transition without losing any reunions, your class parties will be held at Homecoming the weekend of October 18, 2013.)

The weekend will also be comprised of some new elements.

Classroom demonstrations, campus tours, and learning opportunities will be available for alumni and their families.

There will be an opportunity to connect with the new Head of School, Meredyth Cole, who will be nearing the completion of her first year at ESD. The inaugural Founders’ Weekend details are still a work in progress. Any and all alumni involvement is welcome so if you’d like to help, please get in touch with Allison Dawson in the Development and Alumni Affairs office at dawsona@esdallas.org or (214) 353-5808.

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ders’weekend May 8 - 10, 2014

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EagleDinner Laureate Founded almost 40 years ago, the Episcopal School of Dallas plays host to more than memories of history classes and Homecoming celebrations.

What began with eight 7th grade students in two borrowed classrooms in 1974 has since graduated 2,176 students and now educates nearly 1,200 students, ages 3 – grade 12, each year. A phenomenal story by any measure is this incredible institution, built firmly on the belief that every child is made in the image of a loving God and the Founding Tenets of Daily Worship, Community, Ethical Decision Making, and Service. ESD has been made possible by and will perpetuate through the dedication and life’s work of many.

Each year at the Eagle Laureate Dinner, the Alumni Association honors the people who have dedicated their professional lives to Episcopal School of Dallas. This year, more than 300 alumni, faculty, staff, parents, and friends gathered on the evening of May 11 in the Daryl Johnston Family Dining Commons to honor seven new members of the Keri Scholz Hall ’87 Convocation and one 2013 Inspirit Accolade awardee.

The Keri Scholz Hall ’87 Convocation recognizes faculty and staff who have served the Episcopal School of Dallas for 20 or more years. Seven faculty and staff members were welcomed this year: Mary Bickley, Kristi Cardwell, Tim Couch, Mark Gardner, Karen Ginsberg, Mark Mrozek, and Bonnie Tollefson. Since joining ESD in 1993, these individuals have made tremendous contributions, on the athletics fields, in the classrooms and libraries, on the stage, and in the chapel. Since the Convocation’s inception in 2011, 80 faculty and staff members have been recognized. A ceremonial plaque with all of the inductees’ names sits prominently on one of the walls in the Commons.

Several of the alumni in attendance wore ESD ties to celebrate their appreciation for the School, Father Swann, and the faculty and staff. A special presentation of the Royall Cross was made to Frank Meier, whose wife and long-time beloved teacher, Barbara, died earlier this year.

“ESD would not be what it is today without its outstanding faculty,” Brian Rawson ’96 said to the convocation members. “You are the best of the best, and I thank you for your service, loyalty, patience, wisdom, understanding, and love. Your hard work and sacrifice makes ESD an unbelievable institution.”

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ESD Founder, The Reverend Canon Stephen B. Swann, who retired this year, was celebrated as the recipient of the 2013 Inspirit Accolade. Inspirit means to “fill with spirit,” and the award honors those who embody the Mission and Founding Tenets. Traditionally reserved for two male and two female members of the convocation, this year the Alumni Association voted unanimously to give the award solely to Father Swann. At Father Swann’s request, this event was the only official celebration of his retirement.

“Father Swann has inspired every single student who has come to the Episcopal School of Dallas to dream more, learn more, do more, and become more,” Rawson said.

Jeannie Berry ’83 and Tana Bishop Parsons ’83 produced a special video in celebration of the evening. The film remembered the founding years and featured special messages for Father Swann

and well wishes for ESD’s post-founding era.

Delightfully woven together were many early alumni and faculty telling the story of what it was really like “back then.” The video is available through the Alumni Facebook page, and will be shown at the Class of 2014 Senior Retreat along with the graduation address of Josh Allen Stokes ’90.

Father Swann was introduced by his children, Amy ’89 and Stephen ’93. Their heartfelt stories and appreciation for their father’s career were moving and well-spoken.

“As I walk through ESD’s world-class facilities, I cannot help but be impressed by the bricks, mortar, and steel that you built, but as everyone can attest to, it’s the lives that you changed and the culture you created that is your true legacy,” Stephen Swann, who is also a current parent, said. “It’s hard to believe your tenure of headmaster of the School has come to a close.

However, with the Tenets and Mission you’ve crafted, the foundation is strong and ready for the next chapter.”

When Father Swann spoke, he honored the faculty and community members who helped ESD become what it is today and created the momentum that carried the School forward.

“God called this community into being in

order for children to mature knowing that they are precious in the eyes of God,” Father Swann said. “This belief has sustained me and this institution for almost 40 years, and it is the responsibility of the alumni to perpetuate this belief. The institution is embracing the post-founding era with the most sophisticated anticipation of defining 21st century learning and redefining the learning process. What will always remain steadfast is our belief that an educated conscious flourishes in a community of faith and service. This is ESD.” “Even as the School grows and prospers, it still maintains the same spirit of the early days,” Amy Swann Henning ’89 said, “The best teachers and staff and my father’s commitment to ESD and its Mission contributed to that continuity.”

Scan this QR Code to view the video created by Jeannie Berry ’83 and Tana Parsons ’83.

When inducted, Keri Scholz Hall ’87 Convocation members are given a special copy of Christopher Logue’s poem “Come to the Edge.” The poem epitomizes the role the faculty and staff played in the alumni’s lives.

Come to The Edge Come to the edge.

We might fall.

Come to the edge.

It’s too high!

COME TO THE EDGE! And they came, and we pushed, And they flew.

Scan this QR Code to view the event video by Cesar Jasso ‘05 and David Redish ‘05.

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ESD ALUMNI association

connecting with oTHER ESD ALUMNI is now at your fingertips.

Discover what your school and your classmates are up to, network with the LinkedIn partnership, share real time class notes, and reconnect with old friends and classmates. Questions? Contact Megan Boyd ’09 at boydm@esdallas.org.

Download the free App today!

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For photos from the alumni events, visit the ESD Evertrue app or www.facebook.com/esdalumni.

Current and alumni families, faculty, staff, and friends enjoyed outstanding performances on July 19 and 20 of “The 25th Annual Putnam County Spelling Bee.” Cast included Emily Stephenson ‘06, Michael Said ‘06, Britani Bulloch ‘11, George Graves ‘01, Jonathan Dewbre ‘99, Victoria Knight ‘12, Donna Marie Knight ‘10, Alex Beane ‘13, and OJ DeSouza ‘02. The director was Lauren K. Redmond ‘01. Musical direction was provided by Joe Snyder. Bryan Barnett ‘00 and Tommy Sisson ‘10 handled technical direction.

Other members of the creative and technical team included Ashley Carter Johnson ‘01, Allison Becker, Ross Terada ‘10, and Joshua Vahala ‘10. Bravo!

ON SUNDAY, MARCH 17, alumni and faculty and staff members gathered in All Saints Chapel for the seventh annual Alumni Easter Service and Eggstravaganza. Father Harmuth started the morning with a special chapel service before dismissing the children out into the Stoffel Commons for the annual Easter egg hunt. Dozens of children spent the afternoon filling up their ribbon-laced baskets with yellow, pink, and green plastic eggs, and taking pictures with Hoppy the Easter Bunny.

Many thanks to the Alumni Association for orchestrating this wonderful tradition!

4100 Merrell Road • Dallas, Texas 75229 www.esdallas.org

TREASURED SPRING TRADITIONS Every spring, the Episcopal School of Dallas celebrates some of the School’s oldest traditions.

Following the Easter holiday, Beginner students from the Class of 2027 carried handmade crosses down the aisle of the Lower School Chapel. At Pass It On in May, the Class of 2013 welcomed the Class of 2017 into the Upper School. Shortly after, the Class of 2014 received their ESD class rings, modeled after Father Henning’s family ring. Then, on the final day of school, the Class of 2021 received their medals to symbolize their completion of classes at the Lower School and rise into Middle School. The spring was capped off with Baccalaureate in All Saints Chapel on Saturday and graduation at the Meyerson Symphony Center on Sunday, May 26.

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