The Very Reverend Katherine B. Moorehead Carroll (Vice-Chair)
Cathy N. Cranberg
Patrick Dussinger
Heather Fouts
Alexander M. Graham ’00
Michael J. Grebe (Board Chair)
Paige Hakimian
Colleen Haley
Anne Grace Lee ’84
John B. Magevney ’89
Andrew K. McCain ’80
Catherine Mitchell
David Nunes (Treasurer)
Ty Petway
Jeffrey Rosen
John-Paul Saenz ’89
John C. Schmidt ’70
Kenneth D. Sweder
Amy Harris Wacaster ’94 (Secretary)
Sidney E. Wells ’91
Stephen D. Busey (Chancellor)
The Rev. Adam S. Greene, Head of School, Ex-Officio
Mary Lanier Cook ’94 Alumni Board/President, Ex-Officio
The Reverend Charles L. Holt ’89, Rector of St. Mark’s, Ex-Officio
Foundation Board
George M. Egan
Lou Fouts
Michael Kelley (Chairman)
Lori Moffett
Stephen D. Moore Jr.
Marcus C. Rowe
Michael J. Grebe, Board of Trustees Chair, Ex-Officio
The Reverend Adam S. Greene, Head of School, Ex-Officio
David Nunes, Chair of the Finance Committee
Trustees Emeriti
William B. Bond
E. Bruce Bower
J.F. Bryan IV
Peggy P. Bryan
Stephen D. Busey
The Right Rev. Frank S. Cerveny
John W. Donahoo Jr. †
David W. Foerster †
Henry H. Graham Jr. †
Joan S. Haskell
Preston H. Haskell III
Mark Hulsey †
Delores T. Lastinger
Allen L. Lastinger
Hugh M. Magevney III
J.T. McCormick †
Thad L. McNulty
Walter A. McRae Jr. †
John A. Mitchell III
Jane S. Munnerlyn †
W. Wilson Munnerlyn †
The Rev. Dr. Robert Parks †
Gert H.W. Schmidt †
The Hon. Gerald B. Tjoflat
Elizabeth S. Walton †
William H. Walton Jr. †
Mary B. Winston †
James H. Winston †
Katharine K. Zambetti
Head of School Emeritus
Charles F. Zimmer
Honorary Trustees
William B. Barnett
Franklin R. Beard, Sr. ’70
Clare G. Berry ’73
Jackie Jennings Busse
Robert M. Clements
Maxwell K. Dickinson
Thomas M. Donahoo
J. Dix Druce, Jr.
David C. Hodges, Jr. ’90
Susan McLaughlin Jangro
Richard H. Jones
Ross T. Krueger
Joan W. Newton
Marian B. Poitevent
Helen C. Rowan
Luther F. Sadler
Alumni Board
Hillary Liles Almond ’90
Mary Burke Baker ’93
Peter Blumeyer ’08 (President-Elect)
Will Braude ’07
Mary Lanier Cook ’94 (President)
Harry D’Agostino ’16
Matthew Fox ’01
Derek Gaff ’87
Tyler Gay ’11
Patrick Hale ’94
Caroline Oakley Heinmiller ’13
Kia Mitchell Kemp ’93
Joseph Murray ’99
Todd Ogletree ’88
Shannon Shea ’89
Shaara Pajcic Swallow ’99
Dearing Setzer Thoburn ’88
Tori Thompson Tutwiler ’14
Robert Van Cleve ’83
Mary Dudley Lee White ’12
Will Wickenden ’15
David Wingard ’92
Che’ Suggs Young ’94
Editor
Meg Scheu Sacks
Design and Production
Katie Lawrence
Contributors
Katie Black-Bowling ’95
Stacy Brunell
Caroline Carithers Close ’03
Kari DeFilippo
Ashley Davis
Laura Fackler
Natalie Herford
Christy Hodges
Cathy Kanaday
Heather Newman Johnson ’90
Andy Kidd ’99
Jane Labossier
Paige McGee
Jessica Michaud
Trish Shilling
Chip Stroud
Wyatt Walker
Brandon Westerman ’99
Jennifer Windley
Photography
Laura Evans Photography
Joe Kohla
Brandon Westerman ’99
THE MISSION OF EPISCOPAL SCHOOL OF JACKSONVILLE
is to provide a superior college-preparatory education in an environment marked by high expectation, Christian nurture, and social diversity. Through a balanced program of academics, arts, and athletics, Episcopal’s faculty seeks to instill in each student intellectual growth, character development, responsible leadership and a commitment to community service.
Eagle Ambassadors greet new students at check in for New Student Orientation at the beginning of school in August.
MORNING MEETING: Enzo leads morning meeting in first grade on the St. Mark’s Campus as part of the school’s learnercentered classroom instruction.
Head of School
Dear Episcopal Community,
As we head into the spring, I find myself reflecting on the trust that is at the heart of our school community. This trust isn’t just something we hope for—it is something we actively build every day, with every interaction. As we journey through 2025, I want to express how much we, as a school, cherish the trust you place in us. It is our mission to ensure that trust continues to grow in our community and that the first instinct of our parents, alumni, students, and faculty is always one of confidence. This can be a challenge in the world we live in, abiding trust, but we will continue to ensure we foster its growth.
I also want to take a moment to celebrate how much I trust our incredible faculty and staff. The passion, dedication, and love they bring to their work every single day shape the unique and vibrant culture of Episcopal. Their commitment to our students and to each other is a constant source of inspiration. We are so blessed to have such a talented and devoted team, and I am deeply grateful for everything they do as teachers, mentors, coaches, and leaders. You will read about what they do on the field, or the stage, or in the classroom in these pages, and I know you will be as inspired by their dedication and love for our students as I am every day.
However, we also know that teaching today presents challenges unlike those we’ve faced in the past. The demands on our students have changed, and as a result, our work has become more complex. Our children are growing up in an age of constant connection and multitasking, which makes it harder for them to focus on just one thing at a time. This shift challenges us to adapt, to be more innovative in our approach to education, and to meet our students where they are. This is where Episcopal’s focus on learner, student-centered teaching becomes irreplaceable. This is our “secret sauce,” and what makes an education on our campuses so unlike any other opportunity anywhere else.
We also have exciting news to share about our school’s growth and development. This year, we will be re-
accredited by the Florida Council of Independent Schools (FCIS) and the Southern Association of Independent Schools (SAIS) on all three of our campuses. This marks the first time we have been accredited as a three-campus, age one through grade 12 school, and I want to extend my heartfelt thanks to all those who contributed to this incredible achievement; most notably, our faculty.
As I look forward to the rest of this school year and all of the exciting events of spring, I’m reminded of the profound impact that teachers and mentors have on our lives. The memories we have of those who believed in us, challenged us, and nurtured us, are the ones that stay with us forever. We know that our faculty, staff and coaches’ work is shaping lives and influencing generations for good, as Episcopal develops leaders and doers of good.
As we step into spring, may we continue to build on the foundation of trust that makes our community so special.
With gratitude and excitement for all that lies ahead,
The Rev. Adam Greene Head of School
Learner-Centered Teaching at Episcopal
AT EPISCOPAL SCHOOL OF JACKSONVILLE, OUR COMMITMENT TO FOSTERING A LEARNERCENTERED ENVIRONMENT SHAPES THE HEART OF OUR EDUCATIONAL PHILOSOPHY.
We believe in creating an environment that meets the diverse needs, strengths, and passions of each student, creating a dynamic and inclusive classroom experience. Central to this approach is the dedication and expertise of our faculty, whose passion for teaching and continuous professional development is integral to our success. Through innovative strategies and a deep understanding of inspiring generations of students, our educators empower students to take ownership of their learning journey, ensuring that each child is equipped with the skills and confidence to thrive – and fail – safely. Here we celebrate the role of our faculty in making learner-centered teaching a reality at Episcopal, highlighting their unwavering commitment to shaping the next generation of thinkers, leaders, creators, and doers of good.
Ten Years of Harkness Teaching in the Classroom
By Cathy Kanaday, Dean of Faculty
TEN YEARS AGO, EPISCOPAL’S
ENGLISH CLASSROOMS
UNDERWENT A QUIET REVOLUTION.
Traditional desks gave way to oval tables in the G Building, and the familiar rhythm of teacher lecture-discussions yielded to something more dynamic: the sound of students wrestling with ideas. In a recent sermon, The Rev. Teresa Seagle, Director of Spiritual Life and Service, reminded our community of Jacob’s transformative struggle in Genesis -- how he wrestled through the night with both divine and human, emerging changed but blessed. Her words captured something essential about what we’ve discovered over a decade of Harkness discussions: there is profound value in learning to engage deeply with difficult ideas.
Contrarily, technology is to thank for the emergence of Harkness and student-centered learning at Episcopal. In 2013, new technologies like the iPad offered exciting new avenues for discovery. As ESJ faculty looked into such possibilities for classrooms, one of the most valuable findings was the enormous power of that dark screen and its enticing apps. While screens could take our students in all sorts of educational directions, they could also be a vortex that could too easily suck in students and interfere with faceto-face exploration of those ideas.
Looking for alternatives to screen-centric classrooms, a handful of English and history teachers who had independently heard of Harkness-style classrooms started working together toward a solution. Constantly comparing approaches and discoveries of this pedagogy during planning periods and lunches, they worked towards creating increasingly learner-centered classrooms which called for more active student engagement with the texts being studied. As then-Head of School Charley Zimmer watched and listened to the energy around this experiment, he saw to it that all Upper School English classrooms were equipped with Harkness tables, followed quickly by history classrooms.
Episcopal’s incorporation of the Harkness method could not have been better timed. Gen Z students live in a world where it’s easy to spend more time online and absorb information in isolation. Harkness discussions give students regular practice with face-to-face interactions, which might otherwise feel intimidating. We often hear from recent graduates – even those who were more reserved in high school – about the comfort (and even advantage) they have in being able to easily enter into discussions and interactions with their college classmates and professors. Just as importantly, in our increasingly polarized world, Gen Z Eagles have learned the value of listening, thinking, and responding according to solid information.
The transformation in Episcopal’s community has been remarkable. English Department Chair Kate
Wallis has watched students become “bolder— more willing to speak up, advocate for themselves, and express their ideas with conviction.” When Caitlin Fitzpatrick started teaching at Episcopal in 2017 she saw students who often seemed hesitant to follow a point without teacher validation. “Over the years I’ve watched their relationship with Harkness transform; now they relish the shared collaboration that happens between each of them at the table, and they are experts at collectively building a meaningful and impactful interpretation of a text,” she said.
We’ve seen this growth at every grade level on the Munnerlyn Campus, including Middle School. In sixth grade, Debbie Deppe helps her younger students dive into their first Harkness discussions, eagerly sharing their ideas and interests and backing them up with evidence from their reading. In seventh and eighth grades, Peyton Chunn sees her students “learning to respectfully disagree, and practicing the core tenets of civil discourse.”
Peyton Chunn, who taught at Episcopal before the shift to Harkness, has witnessed the power of this change firsthand. “I can honestly say that
it has transformed the way students learn,” she said. “Because they are more active participants in the learning process, they experience greater engagement with and retention of material. Because students are pushing themselves to reflect upon literature in a new way, their writing improves. Because students are being held to high communication standards, they become more articulate speakers and better listeners.”
The transformation has reached far beyond students’ classroom experiences. Upper School instructor Marin Flint has watched skills from discussion-centered classes ripple outward. “It has empowered students to speak up on campus and take charge of things in ways they never used to,” she said.
Teachers, too, have been changed by this decadelong journey. This shift from teacher-as-authority to teacher-as-guide has deepened our community’s capacity for genuine engagement with complex questions. Teachers have become “more flexible and creative in the classroom, adjusting our plans to better support students’ interests and learning styles and allowing for more organic, student-
driven exploration of ideas,” Kate Wallis said. Discussion also keeps things fresh and lets the teacher experience be dynamic.
“I love how much the discussion varies from year to year and class to class,” Caitlin Fitzpatrick said. “It invites me to continue to discover new and remarkable things hiding in each of the texts I teach.”
Instructor Rebecca Hall frames the whole learning process as a shared journey with her students. “I tell my students that Harkness is a way for us to make meaning together,” she said, describing how the method has reshaped the traditional teacher-student dynamic. She, like several other newer members of the department, said this approach was a significant part of what drew her to Episcopal.
Faculty participate in ongoing training regarding the Harkness method. Episcopal routinely sends faculty to the Exeter Harkness Institute at Phillips Exeter Academy in New Hampshire, where Harkness was developed in the 1930s. Trainers also come to ESJ, helping faculty to refine their approach and focus on “what’s next” in Harkness. Beyond the critical thinking and civil discourse that are essential elements of what teachers do, discussion-centered classes also give faculty a chance to help teach confidence and belonging at foundational ages. It’s a teaching pedagogy in which there are always new and remarkable aspects to discover.
When ChatGPT surfaced in late 2023, the English Department had long since embraced the value of thinking critically and authentic interactions. As Episcopal’s AI policy states, alongside the presence of artificial intelligence and large language models, “our programs and pedagogy
continue to emphasize the irreplaceable value of that which makes us human.”
Perhaps most striking is how Harkness has prepared our students for an increasingly complex world full of apps, AI, and screens.
“AS THE WORLD BECOMES INCREASINGLY ALGORITHMIZED BY TECHNOLOGIES THAT PRESENT THEMSELVES AS SHORTCUTS TO GENUINE THOUGHT, STUDENTS WHO LEARN THROUGH HARKNESS WILL FIND THEMSELVES CAPABLE OF THE KIND OF IMPROVISATIONAL THINKING AND CRITICAL REASONING THAT SEEM TO BE FALLING OUT OF FAVOR IN THE LARGER CULTURE,” SAID DR. DERRICK KING.
As we look toward the future, particularly in an era increasingly dominated by artificial intelligence and algorithmic thinking, our commitment to deep engagement with ideas becomes even more crucial. Discussion-centered classes have put our students in an excellent position for the world that lies ahead. Episcopal students don’t just learn to speak and listen; they learn to persist in the face of difficult questions, to engage respectfully with different perspectives, and to seek understanding rather than easy answers. As in the story of Jacob shared by The Rev. Teresa Seagle, they discover that transformation often comes through the willingness to wrestle with what matters most.
STUDENTS FIND THEIR VOICE WITH HARKNESS
By Natalie Herford, Head of Upper School, AP World History faculty
HARKNESS
TEACHING AND LEARNER-CENTEREDNESS
HAVE INDEED TRANSFORMED OUR HISTORY CLASSROOMS OVER THE LAST TEN YEARS, AS STUDENTS REALIZED THAT THEY PREFERRED DOING HISTORY TO BEING TOLD ABOUT IT.
by-step instructions – without being told. In taking this leap into Harkness, we were asking students to trust us and themselves: trust us when we promised that this approach would yield more authentic knowledge and a deeper understanding than if we simply told them what to know and what to think, and trust themselves that they possessed, or could develop, the capacity to build understanding in this way.
In the process, they learned that they have a voice that is worth being heard, and sought to use that voice to better their classrooms and community. While it may be true that the only constant is change, it is also true that humans fear few things more than the unknown. Students were unsure at first of the Harkness approach and some were distinctly uncomfortable with the shift away from teacher-centered, lecturefocused history classrooms. “How will I know what I need to know if you aren’t telling me?” asked more than one student.
The students’ concerns were understandable. Up until the incorporation of Harkness, faculty had inadvertently convinced our students that they couldn’t be trusted to build understanding without step-
The students’ fear also came from an initial misunderstanding of the teacher’s role in Harkness. While it may appear on the surface that a teacher is a dispassionate observer, the contrary is true. Time and care are invested in determining guiding questions that align with our curricular goals, shaped by the department along with AP course guides, then researching, editing, and curating collections of primary and secondary source documents that provide a variety of perspectives on the question. In this approach, students learn the historical content (what they need to know) while practicing the same thinking processes that historians themselves use to “do” history (rather than their teacher telling them).
In one example from AP United States History, the guiding question for a lesson on the debates surrounding the Constitution may be “How much power should the people have?”
Students read excerpts from an article written by Peter Oliver in 1781, from letters written by
Thomas Jefferson in 1787, and from the Federalist Papers, along with a chart depicting direct and indirect input of voters on the government institutions created in the Constitution. In another example from World History, students are asked to define what it means to be a Renaissance man or woman. Students explore depictions of masculinity and femininity in art from the Italian and Northern Renaissance and read excerpts from Castiglione’s The Book of the Courtier, Christine de Pisan’s City of Ladies, and the letters of Laura Cereta. The different, even contradictory points of view presented in the documents in each of these examples lead to lively debate in the classroom, as students share their opinions, challenge each other’s assertions, support ideas with text references, and respond to gentle but intentional prodding from their teacher, whose role it is to help direct the flow of conversation towards productive and historically accurate conclusions.
As our embrace of Harkness broadened to embrace learner-centered teaching beyond discussion, our history classrooms were further
transformed to incorporate more project-based learning and collaborative assignments. In our World History I classes today, student groups share presentations on the culture and lifestyles of different classical civilizations, including foods to sample. U.S. History students impersonate Progressive-era reformers, complete with historically appropriate costumes, and debate how best to achieve their desired reforms. Students present development proposals to real-life industry experts in the Urban Plan competition in Microeconomics, hand-craft 3-D relief maps of the countries they study in World Geography, and haggle with each other to maximize profits in a simulation of Silk Road trade in AP World History. They create museum displays of 20th-century artifacts for the Museum of American Transformation in U.S. History and create art informed by the study of the Holocaust in Modern World History. In all cases, as with continued discussion at the Harkness table, students develop a deeper knowledge of the historical content because they are using historical skills to build their own understanding.
As students learned to trust their voices in the classroom, as they lost their fear, they realized they had a voice to be heard. Students began using their voices to advocate for change, they put their lessons into action, which has had a transformational impact on our community. Early on, this led to initiatives led by ESJ’s Student Government, including the introduction of our “stress-down” policy, which came about because students argued that comfortable attire would lead to less stress during exam time at the end of each semester, and the introduction of open
gradebooks, which resulted from student surveys that indicated more information about their progress during a semester would help students manage their workload and alleviate uncertainty about grades.
Students also sought opportunities to expand their discussions beyond the classroom, asking several of their teachers to sponsor and facilitate student-led political discussions during the activities period and after school. Recognizing student interest in these discussions, faculty members worked to launch our Civil Discourse Initiative. Grounding the conversation in Community Norms that emphasize respect for our differences and willingness to listen to the perspectives of others, this initiative continues today under student and faculty leadership.
developed in class discussions to share their experiences and their peers, who have learned the value of listening from those same class discussions, were shaped by perspectives and experiences other than their own.
Community Norms
Seek to understand
Speak from the “I” perspective
Listen with an open mind
View the authenticity of others as a gift
Be Respectful (honor the humanity of others)
Withhold judgement
Embrace discomfort and disagreement
Discuss issues, not individuals
Be concise and direct
Practice confidentiality
Expect/Accept non-closure
Most recently, a group of student leaders created and presented a program on the impact of offensive and harmful language. They shared the history of offensive terms and personal stories about their experiences with this kind of language, challenging us all to consider the impact of our words on our community as a whole.
Students used the voices they
Ten years on, the Harkness approach has become central to who we are as a school and a community. At the Harkness table, students see and hear each other’s opinions and insights. Perhaps more importantly, they begin to see each other more fully - as peers and as unique human beings. At the Harkness table, students work together to build understanding, which creates a sense of community in the classroom and for each graduating class as a whole. Because of Harkness, students recognize each other’s excellence, celebrate each other’s successes, and hold each other and the community as a whole accountable to our mission and purpose. Our experience with Harkness has fulfilled the promise of transformation made at the beginning of this journey ten years ago and has allowed us to more fully realize the promise made by our founders almost 60 years ago to shape doers of good and leaders of men and women.
Episcopal’s Unique Sixth Grade Program Helps Students Transition to Munnerlyn Campus
EPISCOPAL’S SIXTH GRADE PROGRAM
IS A UNIQUE, TEAMTAUGHT GRADE LEVEL THAT ENSURES SIXTH GRADERS HAVE THE SUPPORT AND OPPORTUNITIES THEY NEED TO BE SUCCESSFUL TRANSITIONING TO
MIDDLE SCHOOL AND BEYOND.
Four classes, each taught in a team (Shannon Nunley and Daniel Rhiner; Debbie Deppe and Mike Rickey), are tucked in a corner of the Munnerlyn Campus with their own lockers, classroom space, and outdoor seating area. This allows these younger students to form closer relationships and enjoy age-appropriate bonding experiences.
The Middle School curriculum is designed to facilitate a student’s transition from elementary school to the college preparatory program in grades 9-12. Academic subjects in sixth grade include English, math, technology, history, and science; in addition students take mini-classes of each language, as they will have to choose to study one for four years, starting in seventh grade (Spanish, French, Latin, Chinese); as well as PE. During day-today classroom instruction, students also learn study skills, responsible technology use, organizational skills, presentation and public speaking skills, time management, collaborative group work, and they begin Harkness-type learning. Sixth grade students also participate in a hands-on, immersive, offcampus learning experience; for example, this year’s sixth grade students took a marine science trip to Skidaway Island in Georgia as part of their science studies.
“It is the team-taught dynamic that allows the students to be known by their teachers. The extensive time spent with these two teachers builds student-teacher relationships that include an understanding of academic skills but extend beyond the classrooms,” said Paige McGee, Head of Middle School. “The teachers know what student interests are beyond the classroom, about their pets, who is in their friend group, and any challenges they may be facing. Each student is known as an individual, not just a student.”
With Episcopal’s no-cut Middle School sports policy, all sixth graders are able to participate in a sport each season, exposing them to new sports they may never have played before. Cross country, soccer, football, volleyball, and lacrosse are some of the many teams available in Middle School.
“We feel it is important for our sixth grade students to have the opportunity to try any of the athletic offerings at Episcopal. Annually, we see close to 90% of our sixth grade students participate on at least one ESJ team,” said Director of Athletics Andy Kidd ‘99. “In addition to skill development and health benefits, we believe being a part of a team helps our students better integrate into the school community while also building school spirit.”
Sixth graders are exposed to fine arts programs through their academic classes. They take dance,
Sixth graders participate in an immersive learning experience every year. This year the grade went to Skidaway Island in Georgia for a science trip.
studio art, instrumental music, and a choral class so they know what opportunities are available to them in the upper grades. They try something new, and maybe even find a talent they didn’t know they had! Students can also perform in the Middle School play, the school-wide musical, the Middle School dance ensemble, or band.
However, sixth grade is also a safe nest in which taking risks academically, in extracurriculars, and socially, can occur. The sixth grade teachers partner with elective teachers, Student Life, Student Services, and parents to encourage students to step out of their comfort zone. This collaborative team of support can then celebrate when there are successes and lift students up in failure. At this age, students are developing skills to navigate a range of situations. The faculty support builds students’ problem-solving skills and resilience.
“The best part about teaching sixth grade is the opportunity to truly get to know my students, as I see them in both classes and advisory throughout the day. It’s so rewarding to witness their incredible growth—starting the year nervous and overwhelmed
and transforming into confident, capable learners,” said Shannon Nunley. “Sixth graders are such a joy to teach—they have an infectious love for learning, a wonderful sense of humor, and a kindness and respect that make every day fulfilling.”
Episcopal’s unique sixth grade program provides a strong foundation for academic, social, and personal growth, setting students up for success as they transition to Middle School and beyond. The intentional team-taught structure, immersive learning experiences, and extensive extracurricular opportunities ensure that each student is not only known and supported, but also challenged to grow in a nurturing environment. Through collaboration with teachers, parents, and peers, sixth graders develop essential skills, discover new talents, and build confidence to take on new challenges. Episcopal’s sixth grade truly exemplifies the school’s commitment to fostering a learner-centered environment that develops resilient and engaged learners who are prepared to thrive in the years ahead.
Learner-Centered Classrooms in Lower Schools
Rely on
Relationships
By Jessica Michaud (St. Mark’s Campus) and Trish Shilling (Beaches Campus)
The bright maps, calendars, bins, pillows, low tables, reading nooks, sofas, shapes, and colors of Lower School classrooms are welcoming and cheery on ESJ’s Beaches and St. Mark’s Campuses, but make no mistake that deep learning is taking place in each classroom and space, warmly led by faculty who are creating a productive learning environment for every student.
In today’s classroom, a productive learning environment doesn’t solely rely on a teacher’s knowledge of the curriculum, developmental understanding, or effective behavior management strategies. While these factors are essential, there is a critical ingredient that at which Episcopal faculty excel: the relationship between the teacher and the student.
Students perform best and take initiative when they realize that school is not just about learning subjects—it’s about being seen, heard, and valued. When relationships steer the classroom, learnercentered environments thrive. Placing the child at the center of their learning opens up endless possibilities for what can be accomplished. At the lower grade levels, this approach fosters a
natural curiosity and eagerness to engage with the material and each other.
Building Trust and Engagement
From the very first day of school in August, Lower School teachers work diligently to build relationships with their students, established through daily routines that prioritize social and emotional growth, such as Morning Meeting. During this time, students learn to greet one another respectfully, using eye contact, appropriate voices, and hand gestures. They also practice active listening and respond thoughtfully to each other’s shares. This creates a sense of community and trust, making the classroom a safe place for all students.
The Morning Meeting is more than just a time to greet one another; it also serves as an opportunity to share goals, reflect on Chapel messages, and celebrate extracurricular achievements. The teacher weaves academic content into these moments, from counting days of school to reinforcing grammar through Morning Messages. Additionally, spiritual and social-emotional growth is nurtured during this time. Students explore virtues like the Fruits of the Spirit, discussing how to practice kindness, patience, and love in their daily interactions.
At the close of the day, there’s another opportunity for reflection—students participate in a “glow and grow” session, where they reflect on what went well and set goals for improvement. This consistent opportunity for reflection not only builds emotional intelligence but also ensures that each student feels seen and heard throughout the day.
Meeting the Needs of Each Student
A relationship-centered approach to teaching ensures that instruction is not only personalized but also flexible. Lower School faculty get to know their students well enough to design lessons that meet their academic and social-emotional needs. By understanding each child’s strengths, interests, and challenges, teachers can create cooperative learning activities that tap into those qualities, making learning feel relevant and engaging.
For example, a learner-centered approach may involve small, teacher-led groups focused on reinforcing or extending specific skills. The teacher and learning support staff collaborate to ensure that students receive personalized instruction that targets their individual needs. This is often done in small group settings where students rotate between different centers, receiving tailored instruction that addresses their current learning objectives.
The power of independent learning is also nurtured. As students build confidence, they are gradually released from the scaffolded support provided at the start of the year. This process empowers them to use classroom resources, think critically, and solve problems independently. At this developmental stage, this autonomy is an important milestone—teachers celebrate these “Aha!” moments when students grasp new concepts and can apply them on their own. Whole-group instruction remains an essential part of the learner-centered approach, though it is typically short and purposeful, designed to introduce new concepts efficiently, such as a new math skill. In these moments, the teacher is highly focused on ensuring that all students understand the material. Additionally, individualized check-ins are integrated throughout the day. This flexibility allows teachers to pull students aside for one-onone instruction, offering tailored guidance when needed.
The process of meeting with individual students for targeted support is a delicate balancing act, requiring teachers to gauge each child’s readiness and attention levels. It’s a dynamic and responsive approach that ensures students feel fully supported, while also remaining engaged with their peers. Individual teacher-student one-on-one time in the classroom setting and check-ins offer full one-on-one attention, keeping students on track and thriving.
Creating an Active, Flexible Learning Environment
In a learner-centered classroom, the environment is fluid and adaptable. This flexibility is not just physical; it’s also mental. Brain breaks offer students a chance to reset and refocus, ensuring that they remain energized and engaged throughout the day. By understanding each child’s unique stamina and excitement for different activities, teachers create a schedule that keeps learning fun, yet structured.
As the year progresses, teachers continue to evolve their teaching methods, adapting to the interests and strengths of each class year to year. Professional development opportunities also play a crucial role in ensuring that educators remain equipped to meet the needs of their students. Teachers at Episcopal embrace educational career opportunities to refine their practice and stay aligned with – and ahead of – best practices in education, staying current by attending and presenting at leading educational summits, following podcasts, and participating in online courses.
Shaping the Whole Child: Academic and SocialEmotional Growth
At Episcopal, a learner-centered classroom is not just focused on academics; it emphasizes the holistic development of each child. This approach creates a safe and loving environment where students are encouraged to explore their passions, take risks, and learn from their mistakes. The emotional and social growth of the students across ESJ’s Four Pillars is equally important as their academic development. Teachers work closely with parents to help guide students on the path to becoming compassionate, responsible, and wellrounded individuals.
This partnership between school and home also ensures that children are equipped with the social and emotional tools they need to navigate the complexities of life. By working hand-in-hand with parents in an environment of trust and respect, teachers are an integral part of the growth process in shaping young students. This balance between academic rigor and social-emotional growth is what makes Episcopal’s learner-centered education formula so powerful, effective, and life-long.
ULTIMATELY, THE MOST REWARDING MOMENTS IN THE CLASSROOM FOR FACULTY COME WHEN STUDENTS EXPERIENCE THOSE BREAKTHROUGH MOMENTS—THE “AHA” MOMENTS—WHEN THEY NOT ONLY UNDERSTAND NEW CONCEPTS BUT ALSO TAKE PRIDE IN APPLYING THEM INDEPENDENTLY. THIS TRANSFORMATION IS AT THE HEART OF WHAT MAKES LEARNERCENTERED CLASSROOMS SO EFFECTIVE, MEANINGFUL, AND LIFE CHANGING.
The “Conversation vs. Consequence” Approach to Behavioral Development at Episcopal
AT
EPISCOPAL, THE SCHOOL’S PHILOSOPHY IN THE DEANS’ OFFICE ACROSS ALL LEVELS IS ROOTED IN THE BELIEF THAT DISCIPLINE SHOULD DO MORE THAN ADDRESS IMMEDIATE BEHAVIORAL CONCERNS – IT SHOULD FOSTER GROWTH, UNDERSTANDING, AND LONGTERM DEVELOPMENT – AND SHOULD ALIGN WITH THE SCHOOL’S CORE TENET OF RESPECTING THE DIGNITY OF EVERY HUMAN BEING.
This is the essence of the “conversation vs. consequence” approach the school utilizes to build relationships with students. By prioritizing dialogue and reflection, Deans on all three campuses aim to guide students toward selfawareness, accountability, and stronger decisionmaking skills that will serve them in all aspects of their entire lives.
WHY “CONVERSATION VS. CONSEQUENCE”?
Students across all grade levels benefit from understanding the connection between their actions and their impact on others. Immediate punitive measures may address behavior but often fail to engage students in meaningful
reflection. Through conversation, ESJ Deans work to transform disciplinary moments into opportunities to teach emotional intelligence, critical thinking, and empathy.
“When an incident happens, we aim to talk through the actions of what occurred. Allowing the student to process what they were feeling and thinking in the moment. After the child reflects on their reaction or impulses, we discuss alternative desired ways to handle the situation in the future.
“If you give a punishment without explaining to the child why, they may not understand the underlying issue or reflect on their actions,” said Kari DeFilippo, Dean on the Beaches Campus. “A blend of both—conversation first, with clear and consistent consequences when needed—often works best to strengthen emotional intelligence, promote better decision-making, and ensure children understand the why behind their behavior and future expectations. We aim to use undesired behaviors or incidents as teachable moments.”
PROACTIVE ENGAGEMENT:
BUILDING A FOUNDATION OF TRUST
The main focus and role of the dean on campus is proactive relationship-building that creates an environment where students feel safe, seen, and valued.
“It is our priority to develop relationships with the students throughout the year. It is a goal to build trust and rapport with students and help create a supportive environment where the students feel comfortable seeking guidance, not just in times of conflict. I regularly visit classrooms and make my presence available so that students do not only see me when they are “sent” to my office for negative occurrences,” said Kari DeFilippo. “By proactively engaging with students consistently, we build trust and a positive rapport which ultimately creates a foundation that makes future difficult conversations more productive.”
In Middle and Upper School, this includes attending advisory sessions, observing classrooms, and supporting extracurriculars. Over time, these efforts build trust, ensuring students view Deans as allies in their personal and academic growth.
From consistent, approachable interactions during drop-off or dismissal to one-on-one conversations and participation in school activities, the Deans’ presence normalizes engagement with students across divisions.
HOW THIS APPROACH EVOLVES IN MIDDLE AND UPPER SCHOOL
As students progress through Middle and Upper School, the “conversation vs. consequence” method evolves to match their developmental needs.
Middle School students begin to explore autonomy and are encouraged to reflect on how their choices affect themselves and the community. A student who breaks a rule might meet with a peer-led Honor Council to discuss their behavior in a supportive, nonpunitive setting. These discussions emphasize accountability and personal responsibility.
By the Upper School years, the focus is on preparing students for independence, leadership, and life beyond Episcopal. Conversations center on self-advocacy, ethical decision-making, and real-world implications of their actions. For example, Upper School students participate in initiatives like student government or mentorship programs, allowing them to internalize values such as accountability, empathy, and service.
KEEPING STUDENTS AT THE HEART OF DECISION-MAKING
At Episcopal, students are the cornerstone of every decision. Each child is unique, with their own strengths and challenges. The school’s approach addresses the whole child, considering their social-emotional development, academic abilities, and family context.
“We lead with trust and honesty and expect the same respect in return; we give students the opportunity to give their side of the situation without judgement. We lean into conversations that help students understand the balance between having a voice and respecting others, and the ESJ community as a whole,” said Christy Hodges, Munnerlyn Campus Dean of Student Life. “Conversations take longer, but that gives us an opportunity to understand the “why” behind the incident and not just focus on ‘what happened’ because we want each student to feel heard, seen, and valued.”
For example, when Upper School students expressed concerns about uniform policies, the Deans worked with them to revise requirements, demonstrating that student voices matter. Similarly, on the Munnerlyn Campus, the Deans supported initiatives like “stress down” dress days during exams and schedule adjustments to enhance student well-being.
FOSTERING PEER-TO-PEER RELATIONSHIPS
Peer relationships are a vital part of a cohesive community. In Middle and Upper School, structured programs such as Honor & Discipline Councils, student-led councils, the Eagle Ambassador program and other leadership roles and mentorship opportunities, encourage collaboration, empathy, and a sense of belonging.
relationships across grade levels and social groups, for example:
Buddy Programs: Pairing younger students with older peers to create mentoring relationships that include reading together or attending Chapel together.
Cross-Grade Activities: Events such as service projects or holiday celebrations that encourage interaction between different age groups.
School traditions also play a vital role in building community. Events and rituals – such as Chapels, morning flag raising, Homecoming, or Spring Fest week events – bring students together and reinforce their identity as part of the Episcopal family. By participating in these shared experiences, students develop a deeper sense of connection to their peers and the school as a whole.
INCORPORATING THE SPIRITUAL LIFE PILLAR
The Spiritual Life Pillar at Episcopal underpins every aspect of the work Deans do.
The Lower Schools intentionally structure opportunities for students to interact and build
“The Spiritual Life Pillar is grounded in values such as love, respect, and responsibility. We strive to model these values in every interaction with students, parents, and colleagues. Reflection is a key component of spiritual growth, and we incorporate it into our approach with students. This emphasis on reflection helps students develop a sense of purpose and connection to something larger than themselves,” said Laura Fackler, Dean at St. Mark’s Campus. “During moments of individual or group challenges, we
may reference themes from Chapel, such as forgiveness, gratitude, or perseverance, to help students connect their experiences to the lessons shared in worship. When addressing conflicts or behavioral challenges, we incorporate spiritual principles to guide students toward resolution and growth. We encourage students to seek and offer forgiveness when conflicts arise, emphasizing the importance of healing relationships and reconciliation. We help students consider the perspectives and feelings of others, promoting empathy and understanding as a cornerstone of conflict resolution. This approach ensures that discipline is not just about consequences but also about fostering a sense of accountability and care for others.”
Reflection plays a key role in guiding students to consider how their actions align with core values such as forgiveness, empathy, and gratitude. For example, a student reflecting on a mistake might engage in restorative practices like writing an apology letter or performing an act of service, reinforcing the principles of accountability and growth. This balanced approach builds trust, reinforces accountability, and strengthens the student’s sense of personal responsibility.
In Middle and Upper School, students sign a Community Pledge each year in advisory that states: “A member of the Episcopal Community will uphold our Honor System and acknowledge that
every member has the right to learn and grow in an environment that is welcoming and accepting. We will strive to live with honor, and our choices will embody kindness, awareness, inclusion, and respect for all.” Deans make connections with faculty in Spiritual Life and Student Services departments for a student if needed.
THE LONG-TERM IMPACT
By emphasizing conversation over consequence, Episcopal aims to prepare students not just for immediate success but for life. Across divisions, the school’s goal is to nurture emotionally intelligent, thoughtful individuals who contribute meaningfully to their communities and carry forward the values instilled in them during their time at Episcopal.
“We recognize that a strong sense of belonging and connection is vital for students to thrive. Building meaningful peer relationships is a cornerstone of our efforts to create a cohesive and supportive community. By emphasizing collaboration, empathy, and shared experiences, we foster an environment where students feel like part of a family,” said Laura Fackler. “These activities allow students to appreciate each other’s strengths and build connections through shared achievements. By working together, students develop a sense of trust and camaraderie that strengthens our bonds as a community.”
Senior Capstone Project Captures Each Student’s
Essence of “Portrait of a
Graduate”
As the Class of 2025 at Episcopal finishes their final year, they will be the first class graduating after completing a new and significant component of their educational experience: the Senior Capstone project. “At ESJ, we believe that education goes beyond preparing students for future careers; it also involves fostering personal growth and self-awareness,” said Natalie Herford, Head of Upper School. “The Senior Capstone program is designed to help students reflect on their journey at ESJ, the values they’ve developed, and how they can carry those lessons forward into the next phase of their lives.”
The Senior Capstone is a unique opportunity for seniors to engage in deep self-reflection, examining the skills, values, and experiences they’ve accumulated during their time at ESJ. The project encourages students to consider how their Episcopal education has shaped their “Self Portrait”—the identity they have developed over the years—and how they can continue to grow and evolve as individuals.
The Senior Capstone program offers flexibility, ensuring that each student’s experience is tailored to their unique interests and learning style.
Students can choose from three main pathways:
1. Capstone Reflection:
Students reflect on their experiences at ESJ, from academics to extracurricular activities, and explore how these experiences have shaped their values and growth. This option allows students to express themselves creatively, selecting the format that best suits their strengths—whether it’s writing, visual arts, or another medium.
2. Capstone Mentorship:
This pathway connects students with an ESJ community member (faculty, alumni, or parent) to discuss how their Episcopal education has influenced their identity. Through personalized mentorship, students will engage in thoughtful conversations that deepen their understanding of themselves and their future goals.
3. Capstone Experience:
Students can design a self-guided project in one of three categories: Creation, Investigation, or Immersion. These projects provide a handson opportunity for students to explore a personal interest or passion, from creating a piece of art to conducting research or engaging with the community.
The possibilities for Capstone projects are vast and varied, and students are encouraged to think creatively about how they might engage with this program. Here are just a few examples:
Group Projects:
• Creation of an ESJ fashion “Look Book”
• Volunteering with the Boys & Girls Club during “Power Hour”
• Designing and creating a public art mural or installation
• Presenting business plans in a “Shark Tank” format to alumni and parents
Individual Projects:
• Researching the role of outlaws on frontiers in 19th-century history
• Assisting with river dolphin counts alongside a marine biology professor
• Investigating the impact of NIL deals on NCAA athletics
These projects allow students to connect their interests with their education, whether through community service, research, or creative endeavors. Ultimately, the Senior Capstone is about finding a project or experience that is meaningful to the student, aligns with their values, and challenges them to grow. It’s important to note that the Senior Capstone is not a “make work” assignment or an additional burden on seniors, especially during the busy fall semester. It is not a one-size-fits-all project, nor is it a task simply meant to tick off boxes. Instead, Capstone is about engaging with learning in a way that enhances personal growth and provides meaningful reflection on one’s educational journey.
“By integrating the Capstone program into their final year, we are helping students develop skills and insights that will shape their future paths, both personally and professionally. This journey is an essential part of their ESJ experience, providing them with the tools to move forward with confidence, purpose, and an ever-developing sense of self,” said Natalie Herford. “We are committed to creating a space where students can develop experiential learning and reflective thinking skills that are aligned vertically through their Upper School years.”
of a Graduate more explicitly through a Skill Inventory, guided reflection in Advisory, and new leadership opportunities.
11th grade: Students have increasing freedom to choose academic courses that match their interests and are encouraged to pursue extracurricular and leadership opportunities across the Four Pillars that help them build new capacities and greater self-awareness. College Counseling classes focus on who students are as individuals, what they hope to experience, and how they hope to grow, in addition to the nuts and bolts of the application process.
An Episcopal Graduate:
Seeks Understanding Develops a Sense of Self Lives with Honor and Purpose
Pursues a Life of Faith
This work actually begins in ninth grade with the school’s Portrait of a Graduate, which introduces key values and growth markers that students will revisit throughout their time at ESJ.
9th Grade: The Portrait of a Graduate is introduced through community-building activities like Service Learning, Cathedral Day, and Freshman Seminar. Advising conversations start to frame the foundation of this journey.
10th Grade: Students begin to define their Portrait
By the time students reach their senior year, the Senior Capstone program invites them to reflect on how far they’ve come, asking pivotal questions such as, “How did I get here?” and “Where am I going?” The goal is for students to describe their current Self Portrait and articulate how their Capstone experience has contributed to their personal growth – it asks them to embark on a journey of self discovery.
Seniors Amelia Fuller, Payton Marousky, and Lillybelle Thoburn organized and directed a oneact production of Little Women for their Senior Capstone Project. The production was entirely student-run, from the directors to the actors, promotions, costumes, makeup, set design and the technical team. The play was performed January 15-16 in the Sikes Theatre after two months of auditions, rehearsals, and planning by 23 students.
“This project has taught me more than anything else about the power of teamwork,” said Amelia Fuller. “This production truly had the best cast and crew in the world. This capstone project was incredibly difficult to put on, and there were some tough times, but I never dreaded doing
the work or going to rehearsals because I knew I would have the best people on campus by my side, uplifting each other and working together to create this production.”
Capstone is about offering students a space to reflect, learn, and engage with their education in a meaningful and personalized way. The program provides an opportunity for growth that is independent of grades or formal assessments, allowing students to explore their interests and passions outside the traditional academic course load.
“While I hoped to create a beautiful production showcasing student leadership and initiative, directing Little Women has provided me with so much more,” said Payton Marousky. “I now see myself with a refined sense of gratitude, creativity, and spirit to overcome challenges, which I can apply to not only the arts but also to my everyday life. Directing this show has allowed me to become a better director, performer, and person. I want to inspire other seniors to create something based on their own personal passions, and I hope our Little Women performance has made a positive impact on the Episcopal community.”
Amelia, Payton, and Lillybelle have worked together in theatre productions and classes since Middle School. This production was a culmination of all that they have learned, in addition to being a key part of their identities while on campus. The January show exposed them to the top-to-bottom efforts required to stage a production working with their peers and with faculty and staff support.
It was an excellent Senior Capstone project for the three students as they finish the spring of their senior year.
Little Women is a show that examines the process of young women growing from girls into young adults as they navigate their personal relationships and the pressures of society. The struggles and moments shared through this story are becoming truer for myself and my peers as we approach graduation and the beginning of a new chapter in our lives. Like Jo, many of us are trying to decide what path we should take in life,” said Lillybelle Thoburn. “Many of us struggle to fully articulate our emotions and may strain personal relationships similar to Amy. Meg serves as a representation of rejecting expectations as some of us may end up doing. Finally, Beth is indicative of the joy that will continue to linger on with us even as we leave this phase of our lives behind. Alcott’s story has impacted generations of women and has stayed relevant through the years, making it a perfect choice for a story to represent the lives that Payton, Amelia, and I are leaving behind.”
Building Champions on and off the Track: the Relational Coaching of Stacy Brunell
As the director of Episcopal’s Girls Cross Country and Track & Field programs, Coach Stacy Brunell has built a culture that inspires student-athletes to push their limits, while also creating a sense of family and community. Through her leadership, these programs have achieved exceptional success, all while maintaining the highest standards of character, discipline, and teamwork.
At the heart of Coach Brunell’s approach is her ability to connect with her athletes on a personal level while holding them to high standards. She’s not just a coach; she’s a mentor who instills confidence, accountability, and a relentless drive for excellence. Her athletes know she genuinely cares for them, but they also understand that meeting her expectations requires commitment and grit.
Her impact is evident in the numbers. Under her leadership, the Girls Cross Country program has grown from 20 to over 35 athletes, adding 25 new All-Time Eagles (top 25 fastest times run by an ESJ athlete) in recent years, finishing in the top three at the FHSAA state high school championship for three consecutive years, and being named to the Nike All-Region Team for
2024. Meanwhile, the Track & Field team has expanded from 60-70 athletes to a powerhouse of over 120, with the girls’ team claiming district championships in 2023 and 2024 and finishing third in the state last year. The Track & Field program has shattered 48 school records, and under her leadership, Episcopal has celebrated multiple state champions, regional runners-up, and district champions.
Coach Brunell emphasizes the importance of preparation long before the competitive season begins. For Cross Country, the groundwork is laid in the summer, when athletes participate in a variety of bonding and training events like Summer Kickoff Day, Brevard, NC camp, and the Team Tally trip. During these events, athletes focus on everything from mental strategies and goal setting to understanding their physical and emotional strengths.
“It’s all about building a team that will push each other, preparing for the fall,” says Coach Brunell. “Cross country athletes are made in the summer.”
Similarly, for Track & Field, preparation begins with a January team meeting where returning varsity athletes set goals and lay out the expectations for the upcoming season. These meetings foster a shared vision and accountability among the team.
A hallmark of Coach Brunell’s programs is her development of leadership among athletes. Captains play a pivotal role, not only leading warm-ups and organizing team events but also embodying the program’s values of service and selflessness. Captains pick themes and quotes for the season, manage logistical tasks, and promote team unity, setting the tone for success.
In addition, mental strategy sessions led by Coach Amanda Namey ‘09 twice a week equip athletes with tools to balance academics, training, and high-level competition. Coach Namey brings a wealth of experience and knowledge to the program. She is the owner of Fit Peace By Peace, has a master’s degree in Clinical Mental Health Counseling from Jacksonville University, and is a certified health coach and registered Mental Health Counselor. These sessions cover everything from race-day preparation to time management, providing athletes with the skills they need to excel both on and off the field.
Coach Brunell understands the power of tradition in building a sense of identity and pride within a team. From Big Sis/Little Sis reveals and team breakfasts to the Maroon & Gold intra-squad meet, every event reinforces the values of grit, heart, and family. Senior Night celebrations and endof-season banquets honor the contributions of graduating athletes, while weekly Grit Girl Awards highlight the determination and resilience of individuals.
Even postseason training reflects the program’s commitment to excellence. Although only seven athletes compete at the state Cross Country meet, the entire roster of 15-18 stays engaged, supporting their teammates and continuing to train.
Beyond the accolades, Coach Brunell’s true legacy lies in the culture she has created—a culture where athletes grow not just as competitors, but as people. Her emphasis on hard work, balance, and serving others ensures that her athletes leave the program with lessons that will last a lifetime. “Coach Brunell goes above and beyond to make every athlete in her program feel valued. Her athletes know she cares for them both as an athlete and as a young person,” said Director of Athletics Andy Kidd ‘99.
“IN RETURN, HER ATHLETES GIVE THEIR VERY BEST FOR HER, WHICH HAS RESULTED IN HER TEAMS PERFORMING AT THE HIGHEST LEVELS IN STATE COMPETITION. SHE HAS CREATED AN OUTSTANDING CULTURE FOR OUR TRACK AND GIRLS CROSS COUNTRY PROGRAMS.”
Transforming Student-Athlete Performance Through Strength & Conditioning
At Episcopal the goal of the Athletics Department is to empower student-athletes to achieve excellence both on and off the field. Under the leadership of Wyatt Walker, Strength & Conditioning Director, Boys Weightlifting Program Director, and Head Girls’ Basketball Coach, alongside his dedicated team of full-time strength coaches, ESJ’s program takes a whole-student approach to sports performance. By focusing on physical, mental, and emotional development, an environment is created that fosters growth, teamwork, and a lifelong commitment to health and fitness.
The impact of ESJ’s Strength & Conditioning program is evident in its rapid growth and remarkable results. From the 2023-2024 to 2024-2025 academic year, enrollment in sports performance classes more than doubled. Class sizes also expanded, with classes growing up to 18 students. Additionally, participation in lifting during activities period reached 18 students, complemented by an average of five drop-ins per class during free periods.
The program tracks performance using a comprehensive 10-level testing system and key performance indicators to ensure every athlete reaches their full potential. Recent highlights include:
Spring Team Progress: An average increase of 35 pounds in the three-rep max back squat within four months.
Fall Team Progress: An average improvement of three inches in vertical jump over three months.
8th Grade Female Athletes: Gained an average of five inches in broad jump within four months.
“Our sports performance and Strength & Conditioning program goes beyond training muscle groups - our program builds resilience,
work ethic, and leadership. We push student athletes to embrace challenges, learn from setbacks, and lean on each other. Through discipline and perseverance, we develop not only stronger athletes but stronger individuals, prepared to excel in both sports and in life,” said Coach Walker.
Strength & Conditioning advanced testing methods, including laser-timed 40-yard dash, 10-meter sprint, and flying sprint evaluations, emphasize the importance of improving the rate of force development in harmony with strength gains. Students reach their peak performance the stronger and faster they become.
Whether working with seasoned athletes or beginners, ESJ strength coaches tailor training sessions to meet individual needs. The team includes two male coaches, Wyatt Walker and Garrett Scantling ’11 and one female coach, Rachelle Rasley, all with experience at the collegiate and professional levels. This diverse expertise ensures a well-rounded and inclusive approach to sports performance. From enhancing strength, speed, mobility, and conditioning to fostering confidence, camaraderie, and mental well-being, the program prioritizes every aspect of student-athlete development.
“Coach Walker fosters a healthy environment in the weight room through positive motivation, great energy, and encouragement. Under his leadership, our student-athletes have seen positive gains in speed, strength, and mobility. Thanks to the work of Coach Walker and his staff, our strength and conditioning program has become the backbone of our athletic department,” said Director of Athletics Andy Kidd ‘99.
At Episcopal, safety and performance excellence are prioritized while preparing teams for elite competition. The program’s mission is to deliver a collegiate-level sports performance experience while fostering a lifelong love for fitness and wellbeing.
THROUGH DEDICATION, INNOVATION, AND A COMMITMENT TO OUR STUDENT-ATHLETES, WE CONTINUE TO ELEVATE THEIR PERFORMANCE, HELPING THEM BECOME THE BEST VERSIONS OF THEMSELVES ON AND OFF THE FIELD.
Fall Sports Teams Soar Through Season; 16 Make
All First Coast Teams
The Episcopal Eagles had successful fall seasons across various sports this fall, with individual studentathlete successes as well.
Congratulations also to the Episcopal student-athletes who made All First Coast teams by The Florida Times Union or News4Jax. Those earning this recognition were:
Football: Carter Trobaugh ‘25, Macaiden Weise ‘25, Alexander Hillyard ‘25
Girls Golf: Sahana Chokshi ‘27
Volleyball: Lacey Reed ‘27, Alexis Galani ‘27
Girls Swimming: Blakely Hammel ‘27, Summer Taylor ‘25
Boys Swimming: Owen Finn ‘26, Sebastian Guio ‘26, Finn Zubero ‘26
Varsity Volleyball finished as regional quarterfinalists.
Boys Swimming had a regular season meet record of 6-2; the team placed second in the district meet and regional meet, and sixth overall at the FHSAA state championships.
Girls Swimming also had a regular season meet record of 6-2, placed second in the district meet and regional meet, and tenth overall at the FHSAA state championships. Blakely Hammel ’27 won the state championship for the 50m and the 100m freestyle and set a new Episcopal school record in the 50m at 22.90.
Football finished the season 4-6.
Girls Golf placed second in the regional tournament with Sahana Chokshi ’27 capturing medalist honors. The team ended the season placing 16th at the FHAA state championships with Sahana placing sixth overall at the state championship tournament.
Boys Golf placed third in the region tournament, with Aubrey Fellows ’27 finishing T-16 at the FHSAA state tournament.
Old Records
Broken by
Blakely Hammel ‘27 = New Episcopal Swim Records!
50 Free 22.90
100 Free 49.71
200 Free 1:49.65
500 Free 4:55.14
200 IM 2:04.27
Fall Sports Records (cont.)
Girls Cross Country earned third overall at the FHSAA state championships with Lucrezia Gowdy ’25 placing eleventh in the state.
Boys Cross Country placed seventh at the FHSAA state championships; Jake Officer ’25 placed eleventh overall.
Sailing competed in three regattas, highlighted by a fourth place finish at the Carolina Yacht Club’s North Points #4 Regatta.
Seniors Commit on November 20 Signing Day to Play at Next Level
Sixteen ESJ seniors committed to play at the next level November 20 during the early signing period for high school sports. November 20 was the first day of the early signing period for college commitments. Congratulations to the following who signed on November 20:
Baseball
Dominic DeLoreto – Northwestern University
Matthew Devine – Barry University
Cross Country, Track & Field:
Jake Officer – United States Naval Academy (both); Lucrezia Gowdy – University of Denver (Triathlon)
Football
Alexander Hillyard – University of British Columbia.
Lacrosse
Tre Carter – Hampden Sydney College
Jackson Soud – Berry College
Colton Augustine – Berry College
Bella Vitulli – Kennesaw State
Maeve O’Neil – George Washington University
Soccer
Ava Galani – University of Memphis
Rivers Carney – Sewanee: The University of the South
Charlotte Ritter – Austin Peay University
Diving
Laurel Coppedge – Davidson College
Beach Volleyball
Elle Steiger – Stetson University
Caelen Chesser – University of North Florida
Go Eagles!
In addition, the following athletes have committed to play in college since early signing day:
Baseball: Jack Ottesen, College of Central Florida
Girls Basketball: Bailey Harris, University of West Florida
Football: Sam Perkins, Macalester College, Carter Trobaugh, Hampden - Sydney College
Lacrosse: Joey Roberts, Centre College
Softball: Riley Applebee, Valdosta State
Water Polo: Sawyer Weakland, Siena College
Fine Arts Performances 2024
Upper School Presents “The Curious Savage”
The Curious Savage, a lighthearted comedic play, written by John Patrick and performed by Upper School this fall, tells the story of Mrs. Ethel P. Savage, a recently widowed elderly woman who has inherited a substantial fortune, her stepchildren who disapprove of her plan to give the money away to charitable causes, and the group of charming, quirky sanatorium residents that teach her about the true nature of happiness. “I loved being in my first Sikes performance. It was so fun and everyone was so supportive. It was a fabulous way to start the year,” said London Philips ‘26. This production was especially meaningful as it was the first of a series of performances that celebrate the 20th anniversary of the Munnerlyn Center for Worship and Fine Arts, with the original ESJ production taking place 20 years ago. 2005 cast alumni Justin Joseph ‘05, Rebecca Maddox Bowling ‘06, Jarrod Nelson ‘05, Annabel Jones Long ‘06, James Miller ‘06, and Elizabeth Meyers Ramsey ‘05 created short videos of well wishes and memories that were shared with the current cast. “The support of the alumni cast of 20 years was especially meaningful as it connected generations of ESJ actors. It was a rewarding experience for all of the ESJ theatre community,” shared Jono Hustis, Director of Upper School Theatre and The Curious Savage director. The production took place in The Sikes Theatre October 23-26.
The original ESJ production of The Curious Savage was presented in 2005. Left to right: Justin Joseph ‘05, Jarron Nelson ‘05, Elizabeth Meyers ‘05, and Annabel Jones ‘06.
The 2024 cast of The Curious Savage included Simone Duguid ‘25, Lillybelle Thoburn ‘25, Amelia Fuller ‘25, and Clancy Skeels ‘25.
Middle School Rocked the Fall Play: Schoolhouse Rock Live Jr.
The Middle School theatre program delighted audiences in their November performance of Schoolhouse Rock Live, Jr. More than 50 students presented this lighthearted and educational adaptation of the popular 1970s educational TV series Schoolhouse Rock with enthusiasm and high energy. This production was especially meaningful as it was part of a series of performances that celebrate the 20th anniversary of the Munnerlyn Center for Worship and Fine Arts, with the original ESJ production taking place in 2015. Alumnus Kimberly Hogan ‘16 from the original performance, returned to choreograph “Interplanet Janet” for current Middle School students. In addition, six alumni of the original Schoolhouse Rock cast were able to attend the performance and speak with the current cast, sharing their experience and words of wisdom from their own Schoolhouse Rock experience. Third through fifth graders from the ESJ Beaches and St. Mark’s Campuses attended a matinee on the Munnerlyn Campus and interacted with the Middle Schoolers following the show. “As a mother of two alumni, I have always embraced how ESJ adores their alumni and how the alumni adores their years at ESJ. Every moment when the alumni return to campus to enjoy a performance or athletic event is so special,” said Langdon Zimmer, Director of Middle School Theatre. The production took place in The Sikes Theatre November 19-20.
Fine Arts Performances 2024
“A Classic Christmas” Choral Concert
Under the direction of Fine Arts faculty Carolyn Wells ‘03 and Anthony Felton and featuring the Munnerlyn Campus Choral Ensembles, the annual Episcopal Christmas choral concert included holiday tunes that are a throwback to Christmas of another era. Audiences enjoyed jazzy holiday songs such as Frank Sinatra favorites “We Wish You the Merriest,” “Mistletoe and Holly,” and “Man with the Bag.” The concert also featured the premier of the ESJ Faculty Choir. The December 6 performance was held at the St. John’s Cathedral sanctuary. Immediately following the concert was a reception featuring a chocolate fountain, hosted by the FANS parent organization.
Listen to a recording of the concert
Holiday Harmonies Band Concert
ESJ Instrumental Ensembles performed December 12 in the Deming Theatre of the Munnerlyn Center for Worship and Fine Arts. Holiday favorites included “Have Yourself a Merry Little Christmas” and “I’ll Be Home for Christmas.” The concert, under the direction of Fine Arts faculty Greg Hersey and Alex Hernandez, featured Jazz Band, Beginning Band, Middle School Concert Band, and Upper School Wind Ensembles.
After 20 Years, it’s Still the Little Things that Matter
By Katie Black-Bowling ’95, Director of Fine Arts
Sometimes, it’s the little things that matter.
I’ve been reflecting on our growth as a fine arts program here at Episcopal School of Jacksonville over the last 20 years. Why 20? This year marks the 20th anniversary of our Munnerlyn Center for Worship and Fine Arts, which houses the large proscenium Deming theater, the impressive Berg Gallery, band, choral, and dance studios, a fully equipped scene shop, dressing rooms, and the Davis Chapel, a beautiful space for prayer and worship. Add to this a row of beautiful, newly built or renovated houses for photography, ceramics, painting and drawing, and you get the picture. The fine arts programs at Episcopal have
flourished with space to grow and create. I could take all the rest of the article to tout the amazing things our students and faculty are doing, but indulge me instead in a moment of reflection.
As an ESJ alumnus, I know how impressive and influential Episcopal arts programs were before our excellent facilities were a reality. Amazing productions happened in our tiny black box theatre, which gained recognition as we were often asked to perform outside of our walls at impressively large theatre festivals. Our visual arts students were recognized nationally (and continue to be), even if they were bumping elbows as they leaned over shared work spaces
African dance piece performed in the Sikes theatre, 2000.
Production of Peter Pan, 2004. First theatre production in the Munnerlyn Center.
in small classrooms. Back then our fledgling dance program utilized only a part of the bottom floor of the Acosta House, a space that was never meant for turns and leaps. Now our two-night dance show features more than 80 students on a professional stage. In my early years of teaching, the singers worked in a room off of the cafeteria. The band students played in a portable behind the school kitchen. Today our music students work in rooms specially built for acoustics. How far we have come!
I have to admit that in this year of celebrating, I miss those early days of the arts when I was a student and then a young teacher. We were forced to creatively invent and reinvent what was possible in our fields as we faced the obstacles of space and forged paths of resilience and beauty in the midst of a challenge. Direct a tap dance heavy musical with 50+ students in the black box theatre? No problem. Find and rent theatre spaces all over Jacksonville for dance concerts and variety shows allowing for only one rehearsal? Check. Display artwork in makeshift galleries in every nook and cranny of the campus? You bet. Now the tiny team of 10 arts educators has grown to nearly 30, and we are fortunate to have such outstanding faculty who are continually recognized in their various art fields and who work in facilities that reflect the quality of our programs.
But some things, regardless of space, have not changed. That’s because of the ethos of who we are. It’s still the little things that matter - the eighth grader seeing their photo image emerge in the dark room for the first time; the dancer diving into her first student choreography project; the Middle School percussionist dwarfed on the drumline by the seniors to his right and left, finding his way in the world but finding his home in the pep band.
Those are the little things. And whether we work with big or small teams of students and teachers, in big or little spaces, we in the arts can all recognize that it’s the little things that make the biggest difference.
AT EPISCOPAL SCHOOL OF JACKSONVILLE, WHO WE ARE CAN BE FOUND IN THE LITTLE THINGS, IN OUR ESSENCE, EVEN AS OUR STUDENTS REACH A NATIONAL STAGE.
It’s All About Relationships: Student Centered Learning in the Spiritual Life Pillar
The Rev. Teresa Seagle, Dean of Spiritual Life and Service
We have a saying across our Spiritual Life Pillar: It’s all about relationships - Our relationship with God and our relationships with others.
In Spiritual Life, we meet students where they are with their faith. Those who want to grow in relationship with God have opportunities to do so. Student groups, spiritual life events, prayer on the plaza, community service activities, and a variety of other opportunities are available to students seeking to delve deeper into their faith. While students may fulfill the theology requirement encountering faith and religion on a purely academic level, students seeking to intellectually grow in their faith may do so.
An Upper School class, Theological Arts, is for Christian students exploring Christian theology and scripture, while also equipping them to articulate their own Christian beliefs. Students in Theological Arts class fully engage in studentcentered learning while also exploring their own faith. One formative experience students in this class have is crafting and delivering a sermon in Chapel. Students read and study scripture, use commentaries and other reference materials to learn from biblical scholars and theologians, listen to and critique the sermons of various preachers,
identify parts of a sermon, train on public speaking, participate in sermon conferences, and finally craft their own sermon. In the second semester these students deliver their sermon to their peers during both Middle and Upper School Chapels.
Another place where students seek a closer relationship with Jesus, strengthening their faith, is as a member of the Upper School Vestry. The most common responses we see on Vestry applications is that our students desire to know God more clearly and to be around other students who also want to follow Jesus.
Once students join the Vestry, as early as their ninth grade year, they are placed on a team with other students in grades 9-12. Students are often paired with friends along with other students in other grade levels. Each team has at least one ESJ faculty or staff member, who also desires to be active in their faith and who wants to support students who desire to grow in their faith. These faculty and staff members are giving of their own planning or lunch time, to be with students in this special way. They become that trusted person on campus, that one more adult who is looking out for them, that person who also desires to
know Jesus more clearly just like they do. These relationships which are formed on these Vestry teams create bonds which often last all four years of students’ Upper School experience and beyond.
It is in these small groups, these Vestry teams, where relationships grow. In the weekly Vestry meetings, small groups either participate in Faith and Formation activities or they are planning an upcoming Chapel. In Faith and Formation, students learn more about each other and about faith during devotionals, spiritual exercises, or fun and games. Several weeks before their team’s Chapel, they work together to brainstorm Chapel ideas. Once they identify the theme and scripture, they work together to craft all the elements of a meaningful Chapel for their peers. When it comes time for their team’s Chapel, these same Vestry team members lead both the Middle and Upper School Chapels.
Beginning in their 11th grade year, Vestry members who have been on the Vestry for the
two previous years may apply to be on the Vestry Leadership Team. The Vestry Leadership Team casts the vision for the Vestry and the Chapel program, leads their peers in the weekly meetings and in Chapels, and supports the Spiritual Life of the school. These leaders cross grade levels and friend groups. They seek to grow together in faith while encouraging everyone to grow in relationship with God.
Across the Spiritual Life Pillar, the value of relationships is apparent. When we care for one another, when we show empathy and compassion, when grace and love abound, we are reflecting God’s relationship towards us.
AS STUDENTS, FACULTY, AND STAFF SEEK TO KNOW GOD MORE CLEARLY, THEY CARE FOR ONE ANOTHER MORE DEARLY.
Episcopal students have had the most exceptional teachers over the years, from the first day of school in 1967 until today. Alumni were asked to send in memories of those faculty members who made a profound impact on their lives – and even continue to do so. From the Class of 2024 to the Class of 1970, this is everything they shared with The Magazine of Episcopal.
Faculty Leave Lifelong Impressions on Students “
So many teachers made an impact, truly, and I am dear friends with a few now, almost 50 years later. My success in every aspect of life was as important to several of my teachers as it was to me and my parents. Richard Powell was and is to this day my dear friend and an inspiration in ways too numerous to list. Sam Moss, Martin Cole, Judy Norman, and Howard Cox, each in their own way, were engaged and invested in my growth and learning. To say I was fortunate to attend Episcopal when I did is a massive understatement. It was sheer magic.
Tamara Brown Williams ‘77
Lestina Colby was our AP Biology teacher. She took science education to the next level, with amazing experiments and experiences, such as hatching baby ducks in the classroom. She motivated us to excel, and even joined us on Saturdays to help us earn that perfect AP exam score. Mrs. Colby’s mentorship crystallized my future in science, and led me to my career in medicine.
Scott Anderson ’94
Dee Shea transformed me from a D math student to a Ph.D. math student using nothing more than her infinite patience and kindness. She stayed after school every day to help students with their homework. More importantly, she showed the incomparable impact that comes from treating people with respect, meeting people where they are at, and empowering people in everything they do.
Trace Jackson ’07
Coach Charlie Hunt was more than a coach, he was my mentor and friend. He has always been there for me, cheering me on and offering wisdom. From his earliest days to his final moments at the school, he coached more than a dozen of my family members in both track and field, and football. To this day our bond remains strong and he is a vital part of my life. He is like an extended family member. I am grateful for the impact he has had in my life and so many others!
Shaara Pajcic Swallow ‘99
Jennie Rankin, my anatomy teacher, feels like a second mom to me. She truly cares about every student, treating us with kindness and support both in and out of the classroom. Her warmth and dedication have made a lasting impact on my life and school experience.
Maggie Recco ’24
One of my most enjoyable experiences at Episcopal was writing for The Aquila. Under Pat Crandall’s guidance, I not only became a better writer, but I began to view writing as something that could be fun and exciting, rather than just a mundane means to earning decent grades. But Mr. Crandall’s biggest influence on me was undoubtedly on the pitch. As Varsity Soccer coach, he instilled in us a strong, tireless, and relentless work ethic that I still carry with me today. He taught us that by being mentally tough, we could push past what we thought were our physical limits. We may not have been the more talented team every match, but through our work ethic and mental toughness, he made sure that we would always be the more fit.
Philip Trippe ’04
I enjoyed my time with George Warren. In addition to discussing topics that were interesting to me, he had a warmth and sometimes comedic style to his delivery. Yet if you crossed a line, he wouldn’t tolerate the behavior and held you accountable. So, he modeled good life lessons in addition to teaching history and economics. RIP Mr. Warren, you were one of the greats at ESJ in the 90s.
Kevin Waugaman ‘94
Sam Moss and Karen Kelly Becker have been exemplary role models in every decade of their lives. I first knew them in their 20’s and now know them in their 70’s -- patient, kind, gentle, and generous with their time. Karen and Sam taught English from the ol’ Warner’s textbook. A little drill and kill, but to this day, I remember many of those lessons taught in the L building, and many of Sam’s Sewanee stories! Both continue to teach me. Whenever I am working on copy for really anything, I know they are a text away with any grammar question I might have. I am so fortunate to have had Karen and Sam in Middle School and now as dear friends in middle age. Many alumni agree -- they rank among Episcopal’s best!
Missy Walton York ‘74
Many teachers and a couple of coaches made profound differences in my Episcopal experience, which was transformative. But the one who made the greatest impact over time was Flo Sikes, my 4th Form (10th grade) English
teacher. She was the school’s first drama teacher, but she was excellent in the English classroom, as in all the theater classes I eventually took with her. I lost a bet with Mrs. Sikes (who was always right) and had to audition for a play I thought I had no interest in and no time for. Of course, she cast me in Once Upon a Mattress; I had a blast, took every course she taught, went on to double-major in English and theatre, and have been active in educational, community, and semi-professional theatre for nearly 50 years. Flo Sikes was demanding. She set high standards for her own work and for the young people she worked with. I am forever grateful that she strong-armed me into that first audition (in the room now named for her at ESJ). I’ll always be proud of being one of “Flo’s boys.”
Brad Christie ’75
Otto Phanstiel taught us that having fun and enjoying what you do can make hard work easier--a lesson that continues to influence my career and volunteer choices. Judy Norman and Art Peterson stressed the importance of clarity and conciseness in all communication – invaluable for all aspects of life and especially for leadership within a family or an organization.
David Slye ’85
There are several members of the faculty who made an important contribution to my path. Marta Pauly, most especially, inspired a love of learning and inquiry. Louise Bignon held the
torch for learning classical language and culture. John Colby and Richard Powell, though incredibly different in their approaches instilled a reverence for history. Judy Norman, Randy Giarraputo, Pam Mullarkey, Billy Valentine, Susan May. We were lucky teenagers. And a shout out to Father Jim whose folk rock mass I can still sing if needed!
Vickie Taylor ’78
Pam Mullarkey was a fun teacher and her classes were always a thing to look forward to. Dora Palmer was my English teacher and I never would have made it in college without her lessons on writing a paper. Sam Moss also taught English and he was everyone’s favorite. Back then, there were so few of us, so we knew all the teachers. Shelly Fulford Wilson ’72
Judy Norman and Deborah Hicks were two of the many influential teachers I had at Episcopal. I will be retiring this year after teaching high school Spanish for 30 years. To say that they had a hand in my career is an understatement. They both showed their love for their subject areas everyday they taught. They also created relationships where their students knew they were in a loving classroom environment. In my own classroom I would ask “What would Ms. Norman and Mrs. Hicks do?” Memories from my time in their classrooms continue to influence me.
Monica Pina Ellis ’84
Andrew Deskins and Bert Harrell were impactful in the way they encouraged deep and critical thought. They helped open my eyes to the beauty of God through thoughtful reading, writing, and conversation. I keep up with them to this day and value their council as I move into ministry.
Curtis Pajcic ’18
There are a ton of amazing teachers at Episcopal. My fondest memories are working with Sally Russo doing Science Olympiad or the Science Rats for Middle School. I really enjoyed her Honors and A.P. Biology classes and always looked forward to it. She was an amazing teacher and I am proud to give her credit for helping me get ready for Georgia Tech and the engineer I am today at Spirit AeroSystems. Thanks to her I have continued to love science and currently find ways to give back to the Wichita Community that I now call home.
Tyler Rice ’12
Coach John Howard had a monumental effect on me and many students of the 1980s era. He balanced toughness and support perfectly. Coach pushed you to your limits physically and mentally, instilling indelibly that delivering your best and achieving something meaningful came with sacrifice and discomfort. But behind it all, you felt certain Coach Howard loved you, believed in
you, and wanted to help you. Forty years later, we still talk regularly and his support is just as strong today as it was between 1981 and 1984. Not coincidentally, Coach Howard is a deeply committed Christian who walks the talk. I’m grateful for his tough love and lean on his lessons often.
Will Ketchum ‘84
Girls’ soccer coaches Ruth Newsom and Pam Mullarkey taught us sportsmanship, skills, and most importantly, the joy of being on a team. We were so fortunate! Coaches Newsom and Malarky seemed to tap into our individual strengths (definitely smart to put me in as fullback vs. speedy forward) and gave us space to develop friendships and success outside of the usual classroom arena. I still have and highly value my Episcopal blanket with my name embroidered on it for lettering four years in a varsity sport.
Daly Jackson Turnbull ‘75
William Valentine was a dedicated teacher of languages. I studied Russian with Mr. Valentine for three years. There were several aspects of his teaching that made this class special. First, he had a deep passion for the Russian language and culture, and we were moved by his passion. Second, he required our best. He would drill us on pronunciation, seeking that perfect Russian native accent. Still, today native speakers will be surprised by my accent,
thanks to Mr. Valentine. Third, he took a personal interest in us as students. Finally, he set high standards for us in reading and writing Russian, expecting us to memorize scores of lines from Pushkin. I am forever grateful to Mr. Valentine, and to Episcopal, for creating an environment where teachers and students could flourish!
Rev. Dr. Tom Hawkes ’73
When I think back on the teachers, they all cared for us, which puts ESJ in rare company. And then there were those teachers that really pulled for us, made us better people. The level of caring was amazing, but I never adequately expressed my appreciation at the time. The following teachers are on my all-star list: Kim Latham, Louise Bignon, John Colby, Christopher Kelly, William Johnson, George Warren, Bobby Lee Hicks, Ned Becker, Margie Stevens, Sam Moss, and Charlie Platt. I am certain I have left out some other wonderful teachers and coaches that made my time at ESJ incredible. The number of names is telling - we were blessed to have such incredible teachers.
Mike Zambetti ’80
Richard Powell taught our AP US History class in 197576. We all stressed about the upcoming “term paper.” I shouldn’t have worried. The method he taught us for outlining served me well and I used it on every paper going forward: college and law school. (And I still have the original “term paper”!) Thank you, Mr. Powell! (But I’m glad that my days of writing term papers and briefs are in the rear view mirror!)
Lyda Larkins Astrove ‘77
There were so many fantastic teachers and coaches back then; it’s impossible to single out just a few. Truly next level passionate teacherstranscendental; and I had little idea at the time that they were all preparing me quite well for the higher education soon to come. They were superlative; I owe them the moon and the stars in my little career since then. Coach Charlie Platt would coach the crew out on the Arlington and St. Johns, after having passionately taught an hour earlier about “the Hohenzollern (Prussian) Empire;” the way the Mediterranean, the Adriatic and Aegean could be flat like a lake; and how the Bosphorus and Dardanelles connected the Med to what I now know to be the Black Sea, flowing from the Sea of Azov and the Volga. How strategic all that was. Mme. Shaw foisted upon us the Existentialist, nihilist French authors of the post
WWII era, and we read them in French amidst our protests. We had moved on from just conjugating verbs and conversing.
Hugh Morris ‘76
The atmosphere in Martha Jarvis’ history classroom was one that made you want to take academics seriously - because she did. Her demeanor and approach made me want to work to a high standard, which was an invaluable lesson. Bruce Ebersole taught a class on ‘Contemporary Issues,’ which fit perfectly with the social and political ferment of the times. He led us in discussions of a wide range of then-hot issues and, more subtly, provided a model of how to think about complex issues (i.e., nothing is onedimensional) and diversities of opinion (i.e., people are entitled to view issues differently than you.) This class provided an introduction to thinking in a more mature, adult way about really thorny matters. I am not sure anyone exuded the sense of caring about each individual student more consistently than Sam Moss - and not only during their years at the school, but later in life as well. Mr. Moss seemed to embody the unique sense of community that existed in the school’s early years.
Val Stieglitz ‘70
It is difficult to pick out one single teacher at Episcopal that was special and influential on my studies and later choices. Coming to Episcopal for my senior year was an eye opener, and well rounded staff that challenged me in a positive way. If I have to name one it is Judy Norman in English for setting my language appreciation on the right path. I vividly remember reading “Hamlet” in class, and the steep learning curve I was on, and the support I received. Hans Gabel ‘85
Deirdra McAfee was my English and writing teacher in my junior and senior years at Episcopal. She took an interest in my work more than other teachers (besides the great Karen Kelly Becker). She challenged me to give my best effort. Sometimes I was successful, and other times not. She was a strong feminist influence for me then, and in the years to come. She kept up with me and several of my classmates over the years, coming to our reunions, and connecting for dinner while traveling for writing conferences close by. I have looked up to her for many years, and this continues. I will say that I had many other fantastic teachers there from seventh to twelfth grade, and I appreciate all that they did for me as a student, and as a person.
Joanna Young Cox ’75
REUNION WEEKEND 2025 SAVE THE DATE
Friday, April 25 & Saturday, April 26
Especially welcoming the classes of:
The annual Reunion Weekend Kickoff Party is a beloved tradition among alumni, and this year promises to be even more memorable as we come together for the first time in the brand-new Haskell Center for Science and Student Life! All alumni are invited to join the celebration, with special recognition for our milestone reunion classes: 1975, 1980, 1985, 1990, 1995, 2000, 2005, 2010, and 2015. We can’t wait to reconnect, reminisce, and create new memories with you! Contact alumni@esj.org for more information. The Class of 1970 will celebrate their 55th reunion together with the Class of 1971 in 2026.
Homecoming
Episcopal welcomed alumni and their families back to campus on October 4 for the annual Alumni Homecoming BBQ and reception. The event was catered by The Bearded Pig (owned by Michael Schmidt ‘96) and guests attended the Homecoming Football Game against NFEI at 7:00, with the Eagles winning 43-0. Rivers Carney ‘25 and John Ritchie ‘25 were crowned Homecoming Queen and King.
Alumni Events
Five Year Reunion, Class of 2019, November 29 (picture 1)
The Class of 2019 Five Year Reunion was an evening filled with laughter, memories, and reconnection! Held on the Friday after Thanksgiving, November 29, this Episcopal tradition brought classmates together to celebrate the milestones and adventures of their past five years. It was wonderful to see so many familiar faces, share stories, and catch up. The reunion was a perfect reminder of the bonds and friendships that make Episcopal so special! Save the date, Class of 2020 – we look forward to celebrating your five year reunion on November 28, 2025.
Annual
Alumni Soccer Game, December 23 (picture 2)
Alumni soccer players returned to campus on December 23 for the annual alumni soccer game. This holiday event brought Eagles from across the years back to Jangro Stadium for an afternoon of spirited competition and camaraderie. A huge thank you to Coach Jay Bolt, Episcopal’s Program Director and Head Varsity Soccer Coach, for his incredible support in making this event such a success year after year. Thank you to everyone who joined us. Go Eagles!
Annual Alumni Holiday Gathering, New York City, December 5 (picture 3)
Thank you to everyone who joined us on December 5 for the annual Episcopal New York City alumni holiday gathering! It was a joy to catch up with old friends, make new connections, and celebrate the season together. This event is quickly becoming a cherished tradition that our alumni and friends eagerly anticipate each year. We look forward to celebrating with you again in December 2025!
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’71
Mary Tucker Fouraker met her infant great-nephew in August, took advantage of a fall trip to north Georgia to enjoy lunch with classmate Peggy Paul Comin ‘71, and enjoyed a family Thanksgiving at her sister’s home. Peggy and Mary talked a bit about Peggy’s recently published memoir, “In the Freedom of Space: A Memoir on Conquering Blindness,” and took time to reminisce about their days at Episcopal. Mary has been reading advanced reader copies of books by favorite authors for several years and had the opportunity to meet up with one of them in October.
‘75
Jim Crosby was appointed to the International Expert Panel for the Republic of Singapore. He is a Research Associate at Harvard University.
‘77
Pat Nasrallah retired on March 14, 2024 from Digestive Health Specialists in Winston Salem, North Carolina, after 31 years working as a Physician Assistant.
‘84
Chris Farrell’s (picture 1) production company, Velvet Strand, played a key role in producing the powerful new documentary “Left Behind.” Directed by Emmy Award winner Anna Toomey and coproduced by David Beal, Sian Edwards-Beal, Larry Mullen Jr., and Farrell, the film tells the inspiring story of five determined mothers fighting to create New York City’s first public school for children with dyslexia—the “South Bronx Literary Academy,” which opened its doors in September 2023. “Left Behind” shines a spotlight on the challenges faced by 200,000 students in NYC affected by dyslexia and 20% of the public nationwide, tackling the obstacles within the nation’s largest school system. The world premiere was held at the prestigious 25th annual Woodstock Film Festival on October 18 at the Bearsville Theater.
‘86
Shawn Strange graduated from the University of Florida and spent seven years as a meeting planner during San Francisco’s dotcom boom. When the dotbomb crumpled the city’s economy, she went sailing around the world on scientific research vessels for more than five years, and ended up working in Antarctica for a stint.
Deciding that Spanish would be necessary if she ever came back home, she moved down to Santiago, Chile, to learn the language. She fell in love with Chile, where she started an ESL school and lived for 12 years. Five years ago, Shawn moved back to Jacksonville and has just very recently opened her first brick and mortar business, Delightfully Strange Finds Antiques, Vintage, Home Décor and more on Plymouth Street, and welcomes any and all alumni and family.
‘87
(picture 2) After more than 30 years working in education (as an outdoor educator, career and college counselor, and an English Language Arts teacher of 6th - 12th grade students), Leigh McDonald Boulineau retired from Athens City Schools in Athens, Alabama, in June of 2024. She plans to focus more fully on her artwork in the coming years.
Kelly Coker Daniel is the Duval County School Board Member for District 1 in Jacksonville, Florida.
‘89
Meghan Lynch Niemczyk (picture 3) combines her culinary background and passion for public health to address food insecurity across Northeast
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restaurant scene, Meghan and her husband, Todd, returned to Jacksonville. Meghan teaches cooking classes for students and leads Meals on Wings, which has recovered 150,000 lbs. of food and delivered 172,000 meals since launching in 2018. In her spare time, Meghan works on her doctorate at USF Health, visits her college-aged children, walks the beach with her dog and — of course — cooks!
‘94
‘08
Paige Hamilton Kirshner (picture 5) and her husband Josh welcomed a daughter, Adeline Jane Kirshner, to the family in April 2024. “She is the happiest baby and brings joy to anyone she meets! We absolutely adore her,” said Paige.
‘10
5 Florida. She is associate director of the University of North Florida Center for Nutrition and Food Security, director of the NEFL Hunger Network and chef advisor for Meals on Wings. She helps students and volunteers turn leftover food from local hospitals into meals for senior citizens on the Meals on Wheels waitlist. Meghan’s culinary journey began after earning her B.S. in public relations from University of Florida in 1994. She moved to NY to attend The Culinary Institute of America, where she earned an A.A. in culinary arts in 1996. She also eventually earned a master’s degree in public health. After several years in NY’s
Shauna Wuggazer Knott (picture 4) wrote her first children’s book this year, ‘Who’s In the Drive Thru.”
Jessie Drew Hawkins returned to Jacksonville after living in Hong Kong for ten years, eager to reconnect with her roots and give back to the community that shaped
her. One of the first ways she found purpose was by diving into Angels for Allison, a nonprofit that holds a deeply personal place in her heart. The organization was founded in honor of her cousin Allison (sister of Lee Haramis ‘10, daughter of Lee Haramis ‘77 and St. Mark’s Campus faculty Drew Haramis). Allison’s legacy helps pay for funerals and burials of families facing the unimaginable loss of a child.
This past November, Jessie had the privilege of chairing the Angels for Allison annual fundraising event, Flight of Fancy, which surpassed its goal, raising $200,000. To date, Angels for Allison has provided assistance to over 1,200 families, distributing more than $1.2 million in funds. Each dollar represents hope, healing, and a reminder that Allison and all angel children are never forgotten.
“Reengaging with the Jacksonville community after my time abroad has been a profound experience, and I am grateful to contribute to such a meaningful cause. Serving through Allison’s legacy continues to inspire me every day,” said Jessie.
‘15
David Keener and Josey Pierce were married in November 2023.
‘16
Anne Parham (picture 1) released her first studio album, PARALYZED, in July. In December of 2021, Anne started making music after buying a midi keyboard for fun one afternoon. She wrote and recorded the songs in her bedroom, and self-produced the album while attending Jacksonville’s newest law school, JU College of Law. PARALYZED is available on all music streaming platforms under her artist name, Anne Copeland. You can check it out here: https://linktr.ee/ annecopeland
‘19
Stela Chepenik (picture 2) graduated with a MBA with a concentration in finance from Embry-Riddle Aeronautical University in December 2023, where she also played lacrosse for 4.5 years. She currently works in Jacksonville as a Product Analyst for FIS, specializing in a private equity accounting software. In her role, she identifies and resolves software bugs, collaborates with clients and internal teams to understand their needs, and provides guidance on current and upcoming enhancements. “My work allows me to bridge the gap between technology, private equity accounting, and people, ensuring our solutions are both effective and userfriendly,” said Stela.
Matt Cooper performed in Jacksonville on January 4. He has written some of the most beautiful, touching songs. Matt’s brothers, Daniel ‘21 and David ‘22, headed to Nashville in the fall to support Matt at his very first concert.
Olin Moseley (picture 3) earned his master’s degree in international law from Trinity College in Dublin, Ireland. He will be sitting for the Irish Bar exam in 2025 and intends to practice in Ireland and the United Kingdom. He received his undergraduate degree at Elon University in North Carolina. He has enjoyed seeing many fellow Eagle alumni as they have made their way through Ireland these last several years and looks forward to seeing many more.
‘20
Jenny Chen (picture 4) graduated from University of Southern California in the spring of 2024, where she majored in business administration and psychology. Jenny will attend the University of Pennsylvania to pursue a master’s degree in behavioral and decision science.
Reid Hampton (picture 5) graduated from Virginia Military Institute with a major in mechanical engineering and a minor in physics. He commissioned as an Ensign in the United States Navy. He is a Surface Warfare Officer stationed in Norfolk, Virginia.
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Class of 1989
(picture 6) Thank you to all our alumni for your incredible support of this year’s campaign, “Give for Good.” Your generosity continues to fuel our mission and strengthen our community.
A special congratulations to the Class of 1989 for securing the top spot with the most alumni gifts - an inspiring achievement! Cheers to the Class of 1999 for earning second place, and to the Class of 1990 for rounding out the top three.
Thank you, alumni - your commitment makes a lasting impact at Episcopal!
Class of 2013
Kate Brescia ‘13 (picture 7) married Jonathan Cousimano over Memorial Day weekend on Cape Cod. Her bridal party included Maid of Honor Lizzy Brownell ‘13, and bridesmaid
Ashley Kruger ‘13. Group photo (left to right): Ryan Gober ‘13, Ciara Orsi ‘13, Katie Mackoul ‘13, Sam Brownell ‘15, Kate Brescia ‘13, Lizzy Brownell ‘13, and Ashley Kruger ‘13. 2 6 7
St. Mark’s Campus Celebrates a Fun-Filled Fall
Festival and Book Fair
The St. Mark’s Campus Parents’ Association hosted a successful Fall Festival and Book Fair on October 25, bringing together students, families, neighbors, and prospective families for a day of reading, entertainment, and community spirit.
The Book Fair, organized by chairs Maggie Fickling, Callie Sprague, and Kelsey Clarkson, provided young readers and parents an excellent opportunity to explore new titles and kickstart their holiday shopping. The fair raised approximately $2,600 for the St. Mark’s Campus.
The Fall Festival, led by chairs Sara West, Courtney McCormick, and Madison Parman, was a lively and engaging event for children of all ages. Highlights included pony rides, bounce houses, and a variety of food trucks offering delicious meals and treats.
A standout moment of the evening was the involvement of Eagle Ambassadors from the Munnerlyn Campus, who volunteered throughout the festival.
“THEIR ENTHUSIASM AND HARD WORK WERE ESSENTIAL TO THE EVENT’S SUCCESS,” SAID SUSAN KWARTLER, DIRECTOR OF DEVELOPMENT. “IT WAS WONDERFUL TO HAVE OUR OLDER EAGLES JOIN US AT ST. MARK’S!”
The ESJ Campus Store was also present at the Fall Festival, offering a variety of ESJ-branded merchandise for attendees to purchase.
The event’s success was due largely to the hard work of the event chairs and numerous volunteers. Special thanks to Diamond D Ranch for providing the beloved ponies and to DJ Wes Reed for creating the perfect soundtrack for the evening.
Beaches Campus Comes Alive with Annual Boo Bash Festival
The Beaches Campus was full of fall cheer as the Parents’ Association hosted its much anticipated annual Boo Bash on October 25.
Led by parent Mary Broe and her dedicated volunteers, this year’s event transformed the campus into a fall festival. Pumpkins, mums, and hay bales decorated the grounds, creating a picture perfect backdrop for an afternoon of community, fun, and festive activities.
Families and friends gathered to enjoy an array of games and attractions. Classic favorites like the bean bag toss and cake walk brought plenty of smiles, while inflatable bounce houses and face painting stations added to the excitement. Whether dashing through obstacle courses or savoring treats, there was no shortage of entertainment for everyone.
A HIGHLIGHT OF THE EVENT WAS THE RETURN OF 16 BEACHES CAMPUS GRADUATES, WHO JOINED THE FESTIVITIES AS VOLUNTEERS AND PARTICIPANTS. THEIR PRESENCE ADDED A SPECIAL SENSE OF CONTINUITY, UNDERSCORING THE ENDURING CONNECTIONS WITHIN THE EPISCOPAL COMMUNITY.
Thank you to the Parents’ Association for ensuring a memorable evening that is a cherished part of the Beaches Campus tradition.
Fifth Graders at Beaches Campus Host Annual Pasta Dinner
The Petway Family Performance Center underwent a remarkable transformation just before Thanksgiving break, becoming the venue for the much-anticipated Fifth Grade Pasta Dinner.
This annual tradition not only delighted attendees with a delicious meal but also showcased the many talents of the fifth grade students through a vibrant performance.
The event was a true labor of love, blending creativity, hard work, and community spirit. Under the guidance of their dedicated teachers and a team of enthusiastic parent volunteers, the fifth graders took center stage in dual roles: as servers and entertainers. Guests enjoyed an Italian-inspired dinner featuring spaghetti with meatballs, vegetarian pasta options, crisp salads, and a tempting array of desserts—all served with cheerful smiles by the students.
Behind the scenes, the event’s success was bolstered by parent volunteers. These individuals played key roles, from coordinating kitchen operations to setting the festive tone for the evening.
“THIS MEMORABLE EVENT PROVIDED A PLATFORM FOR THE STUDENTS TO SHINE BUT ALSO FOSTERED A SENSE OF TOGETHERNESS AND PRIDE WITHIN OUR SCHOOL COMMUNITY,” SAID JENNIFER KETCHUM, HEAD OF LOWER SCHOOL, BEACHES CAMPUS. “A HEARTFELT THANK YOU TO ALL OUR PARENT VOLUNTEERS WHO MADE THIS EVENING HAPPEN.”
A Joyful Celebration: Pre-K and Kindergarten Christmas Chapel
BEFORE CHRISTMAS BREAK, THE SANCTUARY OF ST. PAUL’S BY-THESEA EPISCOPAL CHURCH CAME ALIVE WITH JOY, LAUGHTER, AND THE TRUE SPIRIT OF THE SEASON AS PRE-K AND KINDERGARTEN
GATHERED FOR A CHRISTMAS CHAPEL.
STUDENTS
Family and friends were treated to a delightful performance by Pre-K 3 and Pre-K 4 students, whose sweet voices brought the magic of Christmas to life with a heartwarming song. Their excitement and innocence shone through, making the moment truly special for all in attendance. Adding to the festive atmosphere, kindergarten students shared their creativity through holiday artwork, which was proudly displayed in the church lobby. Each piece reflected the wonder of the season, and showcased students’ talent and enthusiasm.
Lessons and Carols
Before Christmas, the Beaches Campus held its annual Lessons and Carols service. Fifth-grade students led The Festival of Lessons and Carols in the St. Paul’s by-the-Sea sanctuary, sharing the Christmas story through scripture readings and songs. Students in first through fourth grades joined together in singing a carol, while older students brought the story of Christ’s birth to life through a dramatic performance.
ALUMNI
Dr. James “Davey” Davis Cury ‘73 died August 12, 2024 after a brief battle with cancer. At Episcopal he was vice president of the National Honor Society, a member of the Student Senate, and co-captain of the football and basketball teams. He graduated Summa Cum Laude from Washington and Lee University in 1977, where he was a member of the Sigma Nu fraternity and Alpha Epsilon Delta and Phi Beta Kappa honor societies. He received his medical degree in 1981 from The University of Miami School of Medicine. He became a multi-boardcertified pulmonologist and practiced at UF Health in Jacksonville for 35 years. He served as Chief of the Division of Pulmonary and Critical Care Medicine for 21 years, and was the program director for the division’s fellowship program for 12 years. He was selected as Teacher of the Year 15 times for his work in Internal Medicine and Community Health and Family Medicine and earned the Louis R. Russo Award for Outstanding Professionalism in Medicine in 2004. Davey is survived by his wife Raegan Rogers Cury, daughter Chandler ‘13, son James Davis Jr. ‘17, brother Neal ‘74 (Romany), niece Maren ‘25,
and brother Phil (Jen) and several nieces and nephews. A celebration of life was held at One Ocean Resort, Atlantic Beach, October 5. Memorial gifts may be made in memory of Dr. Dave Cury to Mayo Clinic for Lung Transplant Research within the Center for Regenerative Medicine at Mayo Clinic in Florida. Please contact Miranda McCown (mccown.miranda@mayo. edu).
Laura Griffin Kelley ‘77 died on November 4, 2024. Laura came to Episcopal in Form III. She was passionate about the world around her, evident in her involvement with Friends of the Earth. Her role as manager of the Boys Varsity Soccer Team for two seasons demonstrated her dedication and supportive nature, qualities that defined her throughout her life. After high school, Laura’s path took her to Gainesville, where she
pursued her studies at Santa Fe and the University of Florida. Later, she made her home in St. Augustine, working in the hospitality industry. Jacksonville called her back in 2000, and with her return, Laura reconnected with her roots in ways that enriched us all. She attended reunions, meet-ups, and parties that brought our class together. Her presence reminded us of the bonds we share and the joy of reconnecting with old friends. Laura was a person of many passions. She found joy in music, especially Southern rock and jazz, where melodies became the soundtrack to her life. Nature was her solace— whether fishing, birdwatching, or being on the water, she embraced the world with open arms. She had a tender heart for rescuing and caring for countless cats and dogs over the years, giving them love and safety. Another remarkable aspect of Laura’s life was as a caregiver. She selflessly devoted herself to caring for many family members, providing them with comfort, support, and unconditional love. Above all, Laura loved her family and friends. She poured her heart into these relationships, bringing light and warmth to those around her.
Head of School
Dewey Alvin Cash “Al,” Episcopal headmaster from 1991-1996, passed away in August of 2024. After graduating from the University of Virginia, Al was an English teacher and head football coach at Norfolk Academy, in Norfolk, Virginia. In 1964, he graduated from Fuller Theological Seminary in Pasadena, California. He was president of the student body. After graduation, Al and his family returned to Lynchburg where he was assistant pastor at Rivermont Presbyterian Church. He received a call to pastor Laurel Presbyterian Church, in Laurel, Virginia in 1966. In 1969, he was named head of the Lower School at Norfolk Academy. He received his master’s degree in education from the College of William and Mary in 1971.
Al was named headmaster of Athens Academy, in Athens, Georgia in 1977. He next served as headmaster of the Lovett School, in Atlanta, Georgia. The Al Cash Financial Aid Endowment Fund was established in his honor. His final headmastership was at Episcopal. With vision, wisdom, charisma, and remarkable communication and interpersonal skills, he led each school on a path of continual growth and improvement. After retiring in 1996, Al and his wife of 68 years, Charlotte, lived in Ponte Vedra Beach,
Florida. He was an avid golfer and writer in his retirement. Al is survived by Charlotte, his children Andrea Langsfeld (Joel), Laura Michels (Vic), Sherryl Fern (Scott), his grandchildren, Will Cash Donaldson and Grace Langsfeld, and his sister Bev Wells. A funeral service was held at Christ Episcopal Church on September 12, 2024.
Trustees
Maxwell Knauer Dickinson died on October 9, 2024. A lifelong resident of the Jacksonville Beaches area, he attended Yale University and was a member of the Chi Phi fraternity and the lightweight rowing team. Max was a contract NROTC student with two years active duty upon graduation; he served with the Sixth Fleet in Europe as an Engineering Officer aboard the heavy cruiser USS Des Moines. Upon discharge in 1956, he received an MBA from Harvard Business School. Max had a 43year career with Merrill Lynch, and was proud to partner with his daughter Wyndel (Wendy) Dickinson LaPrade ‘76 (former Board of Trustees member) until they retired in 2001. In addition to serving as Trustee Emeritus at Episcopal, Max was President of the Beaches Historical Society, a life-long member of the Beaches Rotary Club (President, 1983), and supporter of The Boys and Girls Club and Save
Our Students. Max served on numerous other organizations during his lifetime of community service. He is predeceased by his daughter Wyndel (Wendy) Dickinson LaPrade (Marty), brother Franklin Frazier Dickinson, and sister, Carol Dowd (Petra) Dickinson. He is survived by his wife of 68 years, Edna Spencer Dickinson and children Forrest Dickinson Moore ‘78 (Chris), Spencer Knauer Dickinson ‘80 (Susanne Partridge ‘80), and son-in-law, Martin Edward LaPrade. Grandchildren: Maxwell LaPrade ‘04 (Joanna), Charles LaPrade ‘07 (Ashley), Temple Moore (Sarah Kelly), Spencer Moore (Ally), Christopher Moore (Sarah Gray), Nolan Dickinson, and Sinclaire Dickinson (Mike George). Great grandchildren: Estelle LaPrade, Wyndel (Wyn) LaPrade, Sadie Moore, and Caroline Moore.
when she joined the faculty of Episcopal. Marcia served as the school’s Registrar for many years retiring in 2000. In retirement, Marcia enjoyed her dogs, reading mystery novels, and gardening. She volunteered at the Mayo Clinic for over 20 years, was a member of the Family Selection Committee for Beaches Habitat, and supported Goucher College as an alumni fundraiser. She was very active in her church, Our Lady Star of the Sea, where she served as coordinator of the Eucharistic Ministers. A Memorial Mass was held September 28, 2024 in Our Lady Star of the Sea Catholic Church. In lieu of flowers, Marcia asked that donations be made to Our Lady Star of the Sea or Beaches Habitat.
International at P.O. Box 11901 Jacksonville, Florida 32239. Rick is survived by his parents, Jerri and Saint Folino, and his son Ricky Folino Jr. (a member of the Class of 2023). He is also survived by his three sisters and their husbands: Renee’ Blake (Dale), Marcia Eury (Mark), Kim Faulk (Jay).
Faculty and Staff
Marcia Helen Booth passed away on September 16, 2024. She earned a bachelor’s degree at Goucher College, a master’s in education from Seton Hall, and did doctoral studies in counseling psychology at Fordham University. Marcia was a high school English teacher at The Wilson School in Mt. Lakes, New Jersey, before becoming a counselor at Boonton High School. In 1982, she took up residence in Jacksonville Beach
Rick Folino died on June 10, 2024. After graduating from Sandalwood High School, Rick received his bachelor’s degree from Lee University and a master’s degree from Southwestern Baptist Theological Seminary. His career included financial planning with offices in Texas, Colorado, and Jacksonville. At Episcopal, Rick was a member of the transportation department. He was an active member of Deermeadows Baptist Church in Jacksonville. A funeral service was held June 18. In lieu of flowers, the family requests you consider making a donation in his memory to the Gideons
Bobby Lee Hicks passed away on August 8, 2024. “Coach Hicks” graduated from Ferrum College in Virginia and was named to the Ferrum College Lifetime Football All Star Team in 2015. He then received a full scholarship to Western Colorado State where he played football and baseball while majoring in mathematics. In 1960 he enlisted in the U.S. Army as a Paratrooper, serving in the 82nd Airborne. He also qualified as an expert rifleman. When he returned to the US after his honorable release from the army, he graduated from college. He began his coaching career at Massanutten Military Academy in Virginia where he taught mathematics and coached football and baseball for seven years. He went on to teach and coach at Episcopal while also serving as the Athletic Director. He finished his teaching and coaching career at Sandalwood High School. He is survived by former ESJ faculty member Deborah Hicks, his wife of 50 years; his daughter, Kristen ‘94 (Michael) and his son, Kyle ‘00 (Kelly). He also is survived
by his five grandchildren: Jack, Jacob, Caroline, Thomas, and Daniel. A celebration of his life was held on August 15, at Christ Episcopal Church in Ponte Vedra Beach.
Martha Jarvis passed away on May 6, 2024 at the age of 85. Martha attended DePauw University. She received her bachelor’s degree in history and geography in 1960. She was a member of Alpha Chi Omega sorority. Martha did graduate work at Stanford University and later obtained a master’s degree from Emporia State University. She taught for many years at St. Stephen’s and St. Agnes School in Alexandria, Virginia. She spent a year teaching in England through a Fulbright Teacher Exchange. At Episcopal, she was a member of the history department. She taught at Episcopal for almost 20 years. Martha is survived by her niece, Sara Welch of Fairway, Kansas, her nephew John Welch (Margaret Lynn) of Phoenix, Arizona, great-nephew Andrew Welch, and great-niece Cate Welch. A memorial service was held May 13, 2024. In lieu of flowers, donations can be made to DePauw University to support music education. Memorial gifts may be made online at www.depauw.edu/ give or by mailing a check to the office of development and alumni engagement, DePauw University, 201 E. Seminary St., Greencastle, Indiana, 46135.
Eileen Catherine (Barkasy) Kosoy passed away on May 20. Eileen was a resident of Jacksonville for more than 30 years. She is survived by her husband of more than 49 years, Robert, their son and daughter-in-law, Brian ‘97 and Erin Kosoy of Tampa, and two grandchildren, Patrick and Caroline Kosoy. Eileen’s career in administrative and office management roles included the Naval Air Propulsion Center, Notre Dame High School, and The College of New Jersey. She spent more than 13 years in administrative roles at Episcopal. Eileen graduated from Cathedral High School and was an active member of Holy Cross Church (now Divine Mercy) in Trenton, New Jersey. She was also an active member at Holy Spirit, Holy Family, and San Jose Catholic in Jacksonville, diligently serving as Altar Server Coordinator at both Holy Spirit and Holy Family churches. Recently, she served as a lector at San Jose Catholic. A funeral mass was held Saturday, May 25, 2024, at San Jose Catholic Church. In memory of Eileen, donations may be made to San Jose Catholic Church and/ or the National Shrine of the Immaculate Conception in Washington, DC.
