Foxcroft Magazine (Fall/Winter 2022)

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Special Features

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Foxcroft School is accredited by the Virginia Association of Independent Schools. Foxcroft School admits students of any race, color, religion, national, and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, religion, national, or ethnic origin in the administration of its educational policies, admissions, or financial aid policies, loan programs, athletics, and other school-administered programs.

Catherine S. McGehee Head of School

Dr. Tanya Hyatt Assistant Head of School

Marion L. Couzens Executive Director of Institutional Advancement

Whittney Preston Dean of Inclusive Excellence

Ken LaBate Director of Admission and Enrollment

Bethany Stotler Director of Communications and Marketing

Christine McCrehin Advancement Communications/ Engagement Coordinator

Published twice a year by Foxcroft School

Please address queries to:

The Office of Institutional Advancement advancement@foxcroft.org, 540.687.4510 or Foxcroft School 22407 Foxhound Lane

Middleburg, VA 20117

Design by Raison

COVER PHOTO: Class of 2026 at Camp Highroad, Middleburg, VA.

Mission Statement

Foxcroft’s mission is to help every girl explore her unique voice and to develop the skills, confidence, and courage to share it with the world.

Dr. Tanya Hyatt is Building the Scaffolding that Students Need 11 Six Programs that Cultivate Community and Belonging at Foxcroft 18 How Academics and Belonging Align: A Q&A with James Sweeney 21 Afghan Students Enrich Foxcroft's Community 22 Creating Community through Understanding Hearts In Every Issue 2 From the Head of School 3 Notebook 25 Out & About 28 Gone Away 32 Farewell & Thank You Table of Contents Fall/Winter 2022 1

ADDITIONAL PHOTOS: Lauren Ackil, Laura Booze, Jud McCrehin, Ginny Riley, and Bethany Stotler.

From the Head of School

Catherine S. McGehee

Dear Foxcroft Community,

I've been thinking a lot about trees lately. Around Middleburg this past summer, strong thunderstorms knocked down trees, including a beloved old oak on the Schoolhouse lawn, right by the apron for the old Porch dorm. What stories that tree could tell! I like to think it shaded generations of students, providing a peaceful backdrop for reading, studying, or chatting with friends. We certainly enjoyed it when we ate outdoors during the pandemic, and it offered cover from the sun. We are also losing some of the very old cherry trees that create the iconic pink canopy as you drive up Foxhound Lane. Fortunately, these trees have been back planted, and the young ones are ready to take their rightful place. There are only a few left of the apple trees that gave Orchard dorm its name. Thanks to the Class of 2021’s junior project and an alumna, the School has replaced some of these fruit trees in Big Track to carry on the tradition of apple picking and baking.

At Foxcroft and around the world, trees are part of a vital ecosystem in which they support one another, other species, and of course, the planet. A trailblazing female scientist, Suzanne Simard, discovered that trees are connected through vast fungal root systems. These networks share carbon, water, and nutrients. Simard demonstrated how trees communicate and even cooperate between species, relaying distress signals about drought and disease and trading minerals through a complex circuitry that Simard compared to neural networks in the human brain. Her research also identified “mother trees” that act as “hubs” for these networks. They can recognize their own offspring and provide extra resources to them. When these mother trees die, they upload food and information for future generations of trees.

As I thought about this school year, I thought this “Wood-Wide Web” was a perfect symbol for us as a School community and our theme, “Be Well, Be Green, Belong at Foxcroft.”

Foxcroft is made of many strong people of different ages, backgrounds, cultures, identities, and experiences — all part of one community. To make the School community strong, we come together and connect. As students progress through their time at Foxcroft, they develop roots, creating shared support systems that provide the “nutrients” we all need to be healthy, to learn, to build relationships, and to succeed.

And we form networks that last a lifetime. Student leaders, alumnae, teachers, parents, administrators, and board members serve as “mother trees” who provide resources for the School and look out for future generations. But just like forests, our community must be tended to, and no one individual succeeds without the entire community coming together to support one another.

This issue of Foxcroft magazine focuses on how the School intentionally creates systems and programs — in and out of the classroom — to support the most basic need of our students: to feel an authentic sense of belonging so that they may learn, grow, and thrive. It also celebrates the tremendous support of our alumnae in providing our students with the tools and facilities to prepare them for future success. Learn about the transformative gift to the Building for Our Future Campaign by the Mars family and why they chose to give it on pages 30-31 of this issue. I know you join me in thanking them for their incredible generosity and leadership. This is a proud moment for Foxcroft, indeed.

As you enjoy the articles, I hope you know that you — no matter your role at Foxcroft — belong to the vast network of people who love and care for the School and one another.

With excitement for our future,

Foxcroft Notebook

Foxcroft Hosts First Ever BioBlitz

By Seniors Leyla Akhundova, Farah Alvarez-Miranda, and Elizabeth Parra

Scientists around the world are constantly gathering and analyzing data. This year, students at Foxcroft contributed to the effort with the School’s first annual BioBlitz, inspired by this year’s school theme, “Be Well, Be Green, Belong at Foxcroft.” Led by students from Statistics, Biology, and AP Human Geography classes, the results were remarkable, with 186 new observations and 102 species identified on campus in a single day.

The BioBlitz was the conclusion of a 17-day project wherein students contributed 825 observations and identified 288 species, and the 44 student leaders introduced the rest of the community to an educational and delightful way to identify organisms.

During the week before the BioBlitz, students learned to use the iNaturalist app, a nature database accessible to everyone. In the weeks before the BioBlitz, group captains went around campus photographing flora and fauna and logging their findings in the app. Some of the most popular included different species of spiders, butterflies, and many

types of weeds. iNaturalist can correctly identify millions of species of plants and animals. Users can then see what was identified in a specific location and confirm the sighting.

“iNaturalist has a mechanism where if two people confirm an identification, then it becomes research grade,” offered STEM teacher Dr. Lindsay Anderson. “Scientists worldwide can pull that research-grade data out and use it to map species distribution or look for trends in species, disappearances, and even invasive species. We are going to look at [the data] as an example of some statistics, and hopefully, we’re going to do it every year so that we can, over time, use it in classes to look for changes in species composition… Maybe we’ll be able to detect new species on campus.”

Another scientific app used by the Statistics and Biology classes was the Merlin Bird ID application created by The Cornell Lab at Cornell University. This app allowed students to record the surrounding bird songs and identify the names, places of origin, and descriptions of various birds. The app can also identify bird species by photo and allows users to explore birds nearby, showing the latest sightings of birds at their location and regions the birds have traveled from. For instance, one of the groups found that common birds in Middleburg came from Canada, the Southeast, and the Midwest.

On the BioBlitz day, groups of three or four students, each with one leader, were assigned one of three trails to hike: Pink House Trail, Mountville Trail, or Goose Creek Trail. The Pink House and Mountville trails pass by cornfields, while the Goose Creek trail goes down to the creek, where many animals can be seen hydrating or resting. Each hike takes about an hour, but students had two hours to finish, taking photographs along the way. Students in Statistics and Biology searched for interesting plants and creatures to add to the species list at Foxcroft in iNaturalist, while students in AP Human Geography looked for trash, mud, and man-made structures. A total of 133 students participated in the BioBlitz.

“I got to bond with the people in my group,” shared senior Alexa Cuozzo. “It was nice to get a break and be in nature… really healing and rejuvenating for me. I think everyone had a good experience!” Dr. Anderson agreed, “[The students] got fresh air, exercise, and could better connect with the data they were collecting.” Overall, it was a unifying and unique experience and a great start to the school year!

Foxcroft students, including juniors Gracie Rea and Julia Kempf, documented the biodiversity on campus during the inaugural BioBlitz!

Student submissions of plant and animal life uploaded to the iNaturalist app will be confirmed and then become research-grade data.

Mystery Solved!

The Mystery Photo in the Spring/Summer 2022 issue has been identified as the 1965 Glee Club! Alumnae in the photo are:

FRONT ROW: Edith Harte 1965, Felicity Forbes Hoyt 1967, Penny Wick DeYoung 1965, Isabel Comer 1965, Janet Snowden 1965, Tory Cowles 1967, Mary Welby Wattles McGill 1967, Susan deButts Arnot 1967, Estelle Tyne Clarke 1967, Rhea Topping 1965, Peggy Ballard Place 1968, Rebecca Wilmer 1968, Amy Vance 1967, Anne Casey van den Bergh 1967, Mr. Motley. ON STAIRS: Terry Starr Carstensen 1967, Neville Holter 1965, Mina Peabody Coggeshall 1965, Brigid Shanley Lamb 1965, Wendy Sherman 1965, Robin Perkins Willis 1967, Chris Holter Reynolds 1967, Wendy Neel Ellsworth 1966, Phoebe Schoellkopf White 1968, Louise McVickar Marx 1965, Alix Paine 1965, Joan Langenberg 1968, Kathy Francis Page 1967, Natalie Wilmer Blenk 1966, Diana Post 1966, Beatty Page Cramer 1966, Mina Marvel Austin 1966, Lisa McGrath Evans 1967, Erin Drake Gray 1966, Jane Foster 1965, Maidee Walker Head 1966, Mary Lu Hardaway Lampton 1966, Elizabeth Blackford Refshauge 1965, Lee Hovey King 1965.

Thank you to all of the alumnae who shared names and memories. It was fun to hear about senior jackets, drill, and the lovely singing voices of girls in the photo. Judging by the response, alumnae enjoyed the process, too, with one sharing, “Frankly these are a great deal of fun. Bring on more!” We are happy to comply! See the new Mystery Photo on pg. 17 of this issue and email us at advancement@foxcroft.org if you know the timing and/or girls in the photo!

Way to Go!

30 AP Scholar Awards

A total of 12 CURRENT SENIORS and 18 MEMBERS OF THE CLASS OF 2022 earned 2022 AP Scholar Awards from the College Board for outstanding achievement on Advanced Placement exams taken last spring. This is the 19th consecutive year that the number of AP Scholars at Foxcroft has reached double-digits, a testament to the School’s academic excellence.

National Honor Thespian

Senior HEIDI DODD (pictured with Fine Arts Instructor and Theater Director Karin Thorndike) has received the International Thespian Society’s (ITS) second most prestigious rank of National Honor Thespian while simultaneously earning the title of “President’s List Scholar with distinction” after achieving 1,200 hours of distinguished work in the field of theater and maintaining an 'A' average in academics.

Everyday Heroes

Each day, members of the Foxcroft community perform small but meaningful acts. Felt across campus but sometimes unrecognized, this culture of kindness inspired a group of students and faculty to establish the Everyday Hero Award, a monthly recognition designed to catch people doing great things (like inaugural winners Assistant to the Office of Student Life ALEXIS HALL ’12 and EVA COZBY ’24), tell their stories, and celebrate the living spirit of our Foxcroft values: Respect, Integrity, Kindness, and Service.

Fabulous Faculty Feats

2022 Kenan Grant Recipients

Endowed in 1979 by the William R. Kenan, Jr. Charitable Trust to support professional development, Foxcroft was the first girls’ school to award “Kenan Grants” to faculty for summer research, scholarship, and creativity to enhance teaching and learning at the School.

Regan Antila, Director of the Learning Center, explored the topic of executive function (EF) to curate a collection of resource materials for teaching faculty and advisors through a Learning Center tile developed for myFoxcroft. Research demonstrates that EF is a more reliable predictor of success in life and academics than test scores, IQ, and socioeconomic status (edutopia.org) and that EF strategy instruction can help students become effective, flexible, self-reflective learners (understood.org).

STEM teacher Dr. James Sweeney researched and created a curriculum for Algebra II that uses a self-paced and mastery strategy, allowing him to meet students where they are on their math journey and help them progress through the content at a level and pace that makes sense for them. He developed the first two units of his course over the summer and created a framework that will allow him to improve on the ideas as he moves through the school year.

Sharing Expertise

Mr. Northrup Visits the Land of Fire and Ice — and Empowered Women

History Department Chair and Director of The Innovation Lab Alex Northrup presented at the Annual Conference of the National Council on Geographic Education (NCGE) in October. He spoke on the “Site and Situation of Iceland” with a panel of educators who teach Icelandic Geography.

His knowledge of the topic came from being one of 16 U.S. educators to receive a grant from the Virginia Geographic Alliance and the Virginia Tech Department of Geography to participate in GeoCamp Iceland, a professional development opportunity for educators focused on creating teaching materials for their classrooms, sponsored by the National Council on Geographic Education.

“Iceland is a country characterized by the geographic extremes of fire and ice — frequent volcanic eruptions, sometimes underneath immense glaciers,” shared Northrup. “But as I learned this summer, Iceland is also home to the highest level of gender equality and female empowerment in the world.”

In addition to visiting the famous Blue Lagoon, Northrup’s group explored the site where the Eurasia and North America tectonic plates meet in the Reykjanes Peninsula, the 2021 Geldingaladir eruption lava field, and the lake created

by the retreating glacier at Vatnajökull National Park. They also met Icelandic First Lady Eliza Reed, author of the book “Secrets of the Sprakkar: Iceland’s Extraordinary Women and How They Are Changing the World.” Iceland has been ranked number one in gender equality for the past 12 years.

Mr. Northrup was not the only faculty member to present at conferences during the fall semester.

English Department Chair Steve McCarty and English teacher Sidney Tilghman presented a session focused on the implementation of standardsbased learning and equity grading in Foxcroft’s English Department at a conference hosted by the Virginia Association of Independent Schools (VAIS).

Fine Arts Department Chair Julie Fisher and STEM teacher and Wellness Education Coordinator Dr. Meghen Tuttle led a workshop at the Virginia Art Education Association (VAEA) Conference, providing insight into their interdisciplinary lessons bridging the arts and sciences.

3. Alex Northrup speaks about Icelandic geography at the Annual Conference of the National Council on Geographic Education (NCGE).

4. Northrup rafting in the lake created by the retreating glacier at Vatnajökull National Park.

Meet Our New Dean of Students

Jodi Campbell

EDUCATION:

B.A., Dickinson College;

M.A., University of Delaware; Ph.D., University of Guelph; Social Emotional Learning and Character Development

Certificate, Rutgers University; Diversity, Equity, and Inclusion

Certificate, Cornell University

HOMETOWN:

Milford, DE

FOX OR HOUND: GOOOO HOOOUUUNNNDDSSS!

Speak to Me

PET:

Sassafras, a highly anxious miniature pinscher mix rescue dog

WHAT HAS SURPRISED YOU ABOUT FOXCROFT?

The immediate sense of community and how welcoming everyone was. As Dean of Students, I know it’s hard for students to see past the discipline aspect of my job, but they’re giving me a chance to get to know them and be part of the School and I appreciate that.

Lucy Moan ’23 Makes First-Team All-State in Field Hockey

Senior Lucy Moan has been selected to the Virginia Independent Schools Athletic Association (VISAA) Division II All-State First Team in a superb finish to a season that ended with a teamhigh nine goals and seven assists. She also received Greater Piedmont Athletic Conference (GPAC) First-Team honors and was named team MVP.

“Lucy was a threat all over the field and has such a high hockey IQ,” shared Coach Michelle Woodruff. “She's a multidimensional player, a true teammate, and always showed wonderful sportsmanship. It has been such a pleasure to coach her over the years. Her impact on the Foxcroft field hockey program is immeasurable and having coaches from across the state recognize her as a First-Team All-State athlete is well deserved.”

Special visitors brightened our fall schedule. Read more on the Visiting Speakers page of www.foxcroft.org.

SEPTEMBER 23

Mea Anderson Stone ’83

Angora Goat Breeder and Mohair Fiber Artist

STEAM Speaker

SEPTEMBER 16

Carolyn Schulyer

Founder and Executive Director of Wildrock

Leadership Day Speaker

OCTOBER 4

Elizabeth Turk

Artist and MacArthur Fellow

STEAM Speaker

OCTOBER 6

Christine Hilt

Former Serbia Desk Officer, USDOS

Global Studies Concentration Speaker

NOVEMBER 29

Faris

Hadad-Zervos

World Bank Country Director for Maldives, Nepal, and Sri Lanka

Global Studies Concentration Speaker

Sports Shorts

Foxcroft’s fall sports teams and athletes had no shortage of accolades during their second season playing in the newly formed Greater Piedmont Athletic Conference (GPAC). Highlights include:

TENNIS

The GPAC Conference Champion Varsity Tennis team capped off a winning season with a #6 Virginia Independent Schools Athletic Association (VISAA) Division II finish. The team also celebrated Head Coach Michael Ryon receiving All-Conference Coach of the Year and six players earning All-GPAC accolades, including First Team athletes

VASSILIKI MARGAS ’23 and ADRI ANTON ’25. Second Team honors went to CAROLINE CARPENTER ’24 and ELIZABETH VINEY ’24, and CAELYN LUEBKE ’23 and JULIANA ROSE ’24 received Honorable Mentions.

FIELD HOCKEY

GPAC Runner-Up Varsity Field Hockey also found themselves at #6 in the final VISAA Division II rankings. Narrowly losing their state quarterfinal game in a shootout, the team produced five All-GPAC First Team athletes, including co-captains LUCY MOAN ’23, ISABELLE MUNOZ ’23, and OLIVIA WARR ’23 ROCKY COLE ’24 and FLORA WARR ’25 round out the honorees.

VOLLEYBALL

Finishing a very competitive season, Varsity Volleyball saw four players achieve all-conference recognition, including All-GPAC First Team members KAT WAGNER ’23 and GIULIA LIMA LOPEZ VALLE ’23 and Honorable Mentions EVA COZBY ’24 and HAYLEY BUTCHER ’25

CROSS COUNTRY

EMILY WISEMAN ’23 (4th) and CAROLINE WECK ’26 (9th) were recognized as All-GPAC athletes by finishing in the Top 10 at the GPAC Conference Cross County Meet.

5. All-GPAC athlete Caroline Weck ’26 is all smiles as she cruises through the course during Foxcroft’s Cross Country Invitational.

6. Varsity Field Hockey All-GPAC First Team players Rocky Cole ’24 (goalie) and Olivia Warr ’23 celebrate a big win.

7. All-GPAC First Team honorees Kat Wagner ’23 (on the ball) and Giulia Lima Lopez Valle ’23 were key playmakers for Varsity Volleyball.

8. Varsity Tennis players pose with their GPAC Conference Champions plaque!

Dr. Tanya Hyatt is Building the

Foxcroft’s new Assistant Head of School answers questions about education, teaching teens, and her new role at Foxcroft.

By Cristina Santiestevan

1996

You hold a Ph.D. in nutrition and spent some time working in a laboratory during your post doc years. How did you find your way to education?

I got into education about 14 years ago. I thought I was going to try it for a year. [laughs] I really thought it was going to be temporary because I didn’t think high school was where I wanted to go. But I immediately and deeply fell in love with teaching teenagers.

Why do you think that is?

I think my adulthood has brought me a lot of patience, and I think that is

just the right thing for working with teenagers. Just sitting and being with them and all of their energy. It was just wonderful and grounding. It made me feel connected to something. And so, work became a passion for me.

What were your teaching years like?

I loved teaching. I taught AP Biology, AP Environmental Science, and human anatomy and physiology. That was always the kids’ favorite. I took it to a place where we were really letting them learn about their bodies. We spoke about it in very clinical terms, which made it easier for them to ask questions. Especially

when we got to something sensitive, like the reproductive system. They could just speak very clinically because we used the correct terminology. And then our conversations could go from there.

What started your transition from the classroom to administration?

I ended up having some really deep conversations with my students about things like consent. Somewhere in school, they had a sex education class where some of these girls were told that if they dressed a “certain way,” they could be expecting... And I was just like, ‘What? Wait, what? Time out. Time for a different conversation.’

That got me talking with my Head of School. I was still full-time in the classroom at that point, but I had been wanting administrative experience, and this was the moment. Because now I was not just thinking about the students in my classroom. I was thinking about everyone in that senior class. I had 20 students in that classroom, but there were 72 seniors who were going to graduate that year. That meant there were 52 other students who wouldn’t get this message about consent. Well, they did. We had an all-senior program at the end of the year so that nobody graduated without hearing these very important messages about consent and our bodies, how we talk about them, and what’s healthy and what’s not.

For a while there, you juggled teaching and administrative roles. Now at Foxcroft, you are fully out of the classroom in your new role as Assistant Head of School. How has that transition been? Do you miss the classroom?

It's been a big transition. I loved teaching. Most days, it was the absolute best part of my day. But there were days when some of my administrative work made it more challenging to give my all in the classroom.

In my previous role, I was doing a whole lot of meeting with people and trying to troubleshoot different areas of campus, and then I was having to stop what I was doing and run across campus to the classroom to teach. It wasn’t always easy to switch roles mentally, so I wondered if my students were really getting my best.

So I’ve found it quite wonderful to be able to devote my full attention to the student sitting in front of me, or the faculty member who needs my attention, or the administrator who needs to talk, or this meeting that needs to happen. It’s a lot easier to make those things happen now.

What was it about Foxcroft that caught your eye?

The first thing I would do when looking at a school was go to their website and click on academics. I looked at math. I looked at the science electives. Tons of electives. I looked at English. I looked at history. Lots of options. Arts. Lots of options.

I was struck by the variety of classes these students can choose from. And with such a small student body, I knew these classes must be small, which means they’re getting a lot of attention. So

that was what I was excited about and what really struck me about Foxcroft.

Now that you’re here, are there any academic programs that especially stand out?

The EP (Exceptional Proficiency) program. To me, it is a hallmark program of the school because it allows girls to do what they do best, which is learning out in the world. Hands-on. So they are getting these experiences that are super important. For their own development, for whatever it is that’s coming next.

Has life on campus been what you expected?

It has. The community here is lovely. I expected that, and it’s true. So that has been delightful.

Any surprises?

Yes, but it’s more about the area around campus. I didn’t get to see a lot of the surrounding area before moving here. But Middleburg is precious. It is just adorable. And Purcellville isn’t very far away, which has tons of shopping and groceries and things like that.

You know, when you look at it just on a map, and you see the little cities and towns all separated by all that green, you don’t see anything about them other than the dot on the map. So getting here and figuring that out has been super fun.

“We get to be here cheering them on, building all the to help them launch are going."

Meet Dr. Hyatt

Hometown: Born in Hattiesburg, MS, but Birmingham, AL, is where home really is.

Education: Ph.D. in Nutrition Science, B.S. in Biology

Fox or Hound: GO HOUNDS!!!

Pets: I have a dog named Saban and a cat named Mac Jones. The cat runs the house like a fine quarterback should run her offense. Roll Tide.

Favorite Dining Hall meal: I'm a big fan of the salad bar, with all those fresh ingredients. I've been pleased with all of the wonderful options!

Your previous position was in a coed school. Do you see a difference here in a girls-only environment?

Yes. I see them being adventurous. I’ve completely fallen in love with the student body. I mean, they are something else. They are a force. And it is fabulous.

What is a typical day for Assistant Head of School? Or is there such a thing?

When I was growing up, I thought I wanted to be an emergency room doctor because I liked fast-paced thinking. I liked being on my toes and trying to think through problems and figure one thing out after another. That sounded exciting to me. But it turns out that I pass out when I see blood. I actually pass out. [laughs] So I decided not to do that.

Fun Fact: I'm a gamer. I am a big fan of the Call of Duty franchise, and I've owned/played multiple versions of the game. I have stayed up ENTIRELY too late, often with my dad, playing the Zombies map. I haven't played in quite a while, admin duties and all, but my retirement plans might look a little different from yours. ;)

Favorite Movie: Willy Wonka and the Chocolate Factory. I like to bug my brother when it's on during the holidays — it is NOT his favorite movie.

Free-time Fun: I love stand-up paddle-boarding. And going for walks with Saban, which is incredibly fun on campus.

What has surprised you the most about Foxcroft? Oh, man. The fall colors dazzled me this year. Another big surprise: how quickly I knew that I loved it here.

What do you most hope to do for these girls?

They are on the cusp of college. I remember what it was like being a somewhat sheltered teenager going to a big state school. The training wheels were off. No helmet. No elbow pads. It was just: Go. Go be a grownup.

So this is an opportunity to make that transition much, much smoother. We get to be here cheering them on, building all the scaffolding they need to help them launch to wherever it is they are going.

But that is exactly what I’m doing today; a whole lot of problem-solving. We may have an issue with a student’s schedule, so let me see how I can fix that. Or we have a problem with a student who is really struggling in a class, so let me see what resources I might be able to find to provide assistance. So it varies from day to day in a pretty significant way. Dr.

Hyatt reacts to being chosen for the Hound team.

every student

IS KNOWN AND VALUED 6

Programs that Cultivate Community and Belonging at Foxcroft

A community of understanding hearts — a lifetime of friendships and global connections — every student is known and valued. These are not just phrases on our website. They are the heart of our traditions and the essence of Miss Charlotte’s dream to create a school where "girls would want to come to and hate to leave.”

They are also the constants in Foxcroft’s formula for building community and belonging. But how do we work that formula; what does that actually look like at Foxcroft? We asked faculty and administrators in six key programs — enrollment, student onboarding, classroom practices, advisory, sports/riding, and Fox/Hound — to share their thoughts on how these programs build community and foster belonging at Foxcroft. Read on to see what they had to say.

By Krystyna Martin, Associate Director of Admission for Access and Inclusion

For some students, it is the academic prestige or the nationally known equestrian program that draws them to Foxcroft. For others, it is an opportunity to change the trajectory of their entire family. No matter the niche a prospective student and their family fall into, what is central to all is fostering a sense of belonging and connectedness to the School during their journey to Foxcroft.

At Foxcroft, there is a sense of pride that every girl is known and valued, and while many will think that starts at Move-In when our New Girls are finally here on campus or later during Fox/Hound Choosings, it actually begins much earlier — the first time they explore our website, meet an admissions counselor at a local school fair, or first step foot on our 500-acre campus for a personal visit. Belonging is too vital for student success and retention to not be a key factor during the enrollment process.

Meet Our Students

This year Foxcroft has welcomed 165 students to campus! Our girls hail from 21 states (AL, CA, CO, DE, FL, GA, IN, MD, NC, NH, NJ, NM, NY, PA, SC, TN, TX, VA, WA, WV, WY) and Washington, DC!

We have 39 international students this year from the following 18 countries:

Afghanistan (2), Azerbaijan (1), Brazil (1), Bulgaria (1), Canada (1), Chile (1), China (8), France (2), Germany (8), Hong Kong (1), India (1), Japan (2), Mexico (2), Philippines (1), Spain (1), Taiwan (1), Thailand (3), and United Kingdom (1)

Foxcroft

Though there are standard requirements for this enrollment process, each student truly experiences an individualized approach during their journey to Foxcroft. Based on their academic or social interests, prospective students are connected with student ambassadors, fondly named CAPs, who represent a wide range of student experiences. This peer-to-peer relationship provides our prospective students with not only an ‘insider’s scoop’ of the transformational experience at Foxcroft but also a sense of community.

Our dedicated group of enrollment professionals within the Admission Office works to intentionally build relationships with not only prospective students but their families, too. We work hard to get to know our prospective students beyond their grades, teacher recommendations, and test scores; our girls are so much more than that — they are risk-takers,

20% of our students are ITs or Legacies

A testament to the value that our alumnae place on their Foxcroft education. ITs have a mother or grandmother, etc. who attended Foxcroft and Legacies have an aunt, cousin, sister, etc. who attended. Specifically: 11

New Girl ITs and Legacies

22

Returning ITs and Legacies

horse lovers, innovators, bakers, athletes, and change-makers — they are the future, and we treat them as such. •

1. New Girls embrace the tradition of racing to the Dining Hall for breakfast after Sunrise Service opens the new school year.

2. Legacy student Ariana Arana ’26 and her parents find her aunt’s name (Selena Grados ’93) on the Senior Boards in Schoolhouse.

21% of our students identify themselves as students of color

Strengthening the School's commitment to diversity and inclusion, among them include:

6 Asian Students 4 Latinx Students

19 BIPOC Students 8 2 or More Races

with Our PORCHes

By Josie Ross, Dean of Residential Life

When families visit Foxcroft, the first thing they are often struck by is our uncommonly beautiful campus. The second? Our sleeping porches. Here since the School’s beginning, sleeping porches were implemented by our founder, Miss Charlotte, as a way to boost immune systems with fresh air and develop hearty women who could brave the elements. Today, they support good sleep hygiene as dedicated technology-free sleeping spaces in an increasingly plugged-in world.

At its root, our entire residential life program is centered around community, belonging, and holistic care for every student, the same ideals Miss Charlotte held when she introduced the porches all those years ago. And, because everything we do is curriculum, the porches also inspired the acronym PORCH to describe the intentional and purposeful way the residential life program prepares our students for their future:

When students PRIORITIZE, they explore and establish habits and routines that facilitate their success, building a framework for good decision-making.

OWNING their actions helps students understand that building a trusting relationship (and community) begins with admitting mistakes and taking action to make it better.

By RESTING and reflecting, students learn how sleep impacts their daily lives and that their eyes and minds need rest from screens as much as they need rest from sports or classes.

Students learn how to CARE for their spaces (rooms, sleeping porches, laundry rooms, common spaces, and the outdoors) grounding these actions in our school values of respect, integrity, kindness, and service.

Students set HEALTHY boundaries by establishing and communicating personal boundaries while respecting those of others, thereby better navigating conflict when it inevitably arises.

Thus, with the aid of PORCH and our porches, our students can look to the future, convinced of their ability to continue their journeys, finding new places of belonging wherever their lives might take them. •

3. Old Girl Ellie Wicht ’23 guides her New Girl Mimi Hadad-Larrieu ’26 and family through freshman orientation during Opening Days.

4. Our sleeping porches are one of the many unique and special aspects of Foxcroft.

5. Per tradition, sophomores move New Girls' belongings from cars to dormrooms, allowing students and their families to focus on orientation.

Welcoming Freshmen into our Community

When freshmen arrive at Foxcroft, whether from across the country or around the world, each brings a different understanding of what it means to live in a community. Because of this, as a compliment to our PORCH program, a very intentional, skill- and communitybuilding Freshman Program offers multiple layers of support and attention as we introduce them to what it means to be a part of the Foxcroft community.

A longstanding example of this is Old Girl/ New Girl pairings, which begin the summer before freshman year, when the senior Old Girl reaches out to welcome her New Girl, becoming a first friend and someone to go to for advice and guidance. More recently, a required semester of Foxcroft 101 allows freshmen to deepen their understanding of themselves in mind and body as they build their individual voices and take ownership over themselves and their actions.

Every girl, whether a boarder or day student, has a room and roommates, and all freshmen are housed together. From this foundation, we build our understanding of one another, and each girl begins to develop an understanding of how she fits into our larger community.

Everything We Do is Curriculum

As a boarding school where the vast majority of faculty members live on campus, Foxcroft provides a unique opportunity for teachers to apply their knowledge of students outside the classroom to their approaches inside the classroom. Serving as advisors, mentors, dorm team members, coaches, chaperones, and more, faculty engage in inumerable teachable moments throughout the day — equiping students with the skills they need to succeed in the classroom and in life.

As CLAIRE MUNOZ ’24 puts it, “Foxcroft is a community. It is where everyone knows each other and cares for one another. The teachers, especially, always make sure to check up on every student and make sure everyone is doing okay. Things like that make Foxcroft so special, and that is why I love it so much because everyone is seen and heard.”

By Whittney Preston, Dean of Inclusive Excellence

During my time at Foxcroft, one of the things that I have enjoyed the most is getting to know our faculty and seeing how they go out of their way to ensure our students feel as though they belong in their classrooms and on this campus. Before attempting to create a training and professional development program around diversity, equity, inclusion, and belonging (DEIB) for our campus community, I took some time to observe and explore what our faculty were already doing to make those things happen.

93% of faculty and staff live on campus

100% offer extra help outside of class

What I saw was faculty being intentional about including all students in class discussions and, through exciting and engaging lessons, finding organic ways to create “window” and “mirror” opportunities that provide students with insight into the identities, experiences, and motivations of others, as well as reflecting their own. Like when Dr. Lindsay Anderson asked her chemistry students to look up chemists with whom they have things in common. I sat in on this class and participated in this activity, and, once completed, we had a board full of chemists with whom members of our community could truly connect. Activities like this — which shed light on the individual interests, passions, and backgrounds of our students — are essential to ensuring that everyone is known and valued here at Foxcroft.

Working in collaboration with the Virginia Center for Inclusive Communities (VCIC), I have provided professional development for faculty on belonging in our classrooms. We have also done extensive work with VCIC discussing bias, identities, and relational aggression. I am also working closely with the student results of a recent climate survey to ensure we are listening to how our students feel and creating programming they see as beneficial to belonging on this campus.

1:5 faculty to students ratio

13 students per class (average)

5 teachers have Ph.D. or J.D.

Faculty have participated in professional development opportunities such as the Association of Independent Schools of Greater Washington (AISGW) Building Belonging series. They continue to use me as a resource to ensure they are doing all they can to make their classrooms places where our students feel they belong and are ready to learn and grow. •

6. Dr. Lindsay Anderson is one of several faculty members to incorporate “window” and “mirror” opportunities in their classrooms.

Guided by intentional programming over the course of the school year, advisory groups are one of the ways that Foxcroft works to ensure that every student is known and valued. Advisory groups are often the smallest group a student will experience on campus, as advisors work to build a sense of community and belonging. The goal is for advisory groups to be a safe space for students to express themselves, support each other, and have fun together. At the end of each school year, students are given the option to choose a new advisor for the upcoming year to ensure that they have a connection to their advisor and feel supported by the people they are closest to on campus.

Advisory time is a combination of social and academic reflection. Advisors serve as a mentor and advocate for students, modeling how to live up to Foxcroft’s shared

By Jodi Campbell, Dean of Students

values of respect, integrity, kindness, and service. Every month, advisory groups complete one or two lessons focused on social-emotional and character development. The emphasis on these topics in the advisory program will continue to grow each year as we work to ensure there is dedicated time for social-emotional growth outside the classroom.

Advisors also help advisees identify and access the resources they need to succeed at Foxcroft, whether it involves help with time management, organizational skill development, conflict resolution assistance, or identifying ways to be more involved in campus life. Each week, advisors monitor their advisees’ grades and will schedule one-on-one meetings with students, communicating concerns and plans of action with parents as necessary.

All of this is to say that advisors play a vital role as the first point of contact for students' families and the school community.

Wellness Education for Today's Girl

“At Foxcroft, we take a holistic approach to Wellness, focusing on both mind and body so that wellbeing is supported in all areas of our girls' lives,” explains Wellness Education Coordinator Dr. Meghen Tuttle, who works closely with the Office of Student Life, Advisory, and the Office of Residential Life to plan programming.

Foxcroft’s Wellness Program prepares girls for lifelong wellness by engaging topics from health, nutrition, and stress management to financial literacy, healthy relationships, and digital balance. Its centerpiece is a required semester-long class for freshmen, but regular seminars, including a yearly Wellness Weekend, are presented through the other three years.

Advisors have a close relationship with their advisees, allowing them to understand the student's academic and social progress. They are an integral part of the familyschool relationship, guaranteeing that every student is known and valued and that each develops the confidence and skills necessary to share their unique voice with the world. •

8. Puppy time is the best time! Mr. Northrup’s advisory never complains when he brings Mabel for a visit!

7. Feeling connected is important in Sra. Riestra and Ms. Sweet's joint advisory.

Mens Sana in Corpore Sano A

Healthy Mind in a Healthy Body

By Michelle Woodruff, Athletic Director and Kate Worsham, Director of Riding

While academic endeavor is the School’s primary purpose, our philosophy is rooted in the School Motto: mens sana in corpore sano (a healthy mind in a healthy body), reflecting our belief in the vital connection between a girl’s physical, mental, and emotional wellbeing and her academic success.

Together We Succeed

“Together we succeed” is a mentality that sports, as an integral part of the life of students at Foxcroft, work hard to make true. As coaches, our athletes are at the center of all we do. From day one, we listen to and encourage our studentathletes in an effort to cultivate a sense of belonging and community. Courage, sacrifice, determination, commitment, toughness, heart, talent, and guts — these are the enduring qualities that our girls develop through sports.

Developing athletes into leaders with integrity, sportsmanship, and resilience is instrumental in aiding students’ feeling of being known and valued. Athletics give students a sense of purpose and belonging where, as part of a team, they learn and develop alongside their peers. These teams work to build connections at each level as coaches create a safe and supportive environment in which the whole student-athlete is developed: mind, body, and character.

Three beautiful gyms, two new state-ofthe-art turf fields, eight stunning tennis

courts, and a scenic cross-country course show Foxcroft’s commitment to sports as an intentional investment in the healthy development of our students.

Riding is in Our History, Our Present, and Our Future

Long before a student arrives on campus, the Riding Department gets to know her through email exchanges which often include pictures of her favorite horse and videos of her riding. These glimpses into her passion for all things equine allow us to connect with her in a meaningful way before she is officially enrolled as a student.

Once enrolled, our new rider questionnaire gives us additional insight into her skills, comfort level, and goals. Experience allows us to see through the nervous butterflies of the placement rides and interact with each rider to design a lesson schedule for them that encourages confidence and growth.

Our founder Miss Charlotte, a consummate horsewoman, set the precedent that the name Foxcroft School would be synonymous with riding. Her exuberance and love for the sport are still celebrated today as we welcome new riders of all stages to the Jean DuPont McConnell Stables and Riding Arena. Throughout their time at Foxcroft, riders are encouraged to explore their riding interests paying deliberate attention to the development of quality skills and a genuine connection to the horses that serve as their partners for each ride.

Our connection to the horses and the students never fades, as evidenced by the Reunion weekends when riders come to find their favorite horse’s name on the Honor Roll or text us a picture with a Foxcroft classmate on some wild horse girl adventure. •

Foxcroft also offers an Exceptional Proficiency (EP) Program that enables a student with demonstrated talent and passion to spend time away from School to train, compete, and pursue her dream while receiving the academic support to fulfill our high educational standards.

9. Members of the field hockey team ham it up for the camera!

10. Director of Riding Kate Worsham and Cierra Case ’25 celebrate after a successful event at Upperville Colt & Horse Show.

By Patty Boswell, Registrar and Hound Backer and Alex Northrup, Director of The Innovation Lab, History Department Chair, and Foxy Fellow

their tambourines in celebration and confirmation of her belonging.

gazebo on Big Track to see who can climb to the top and touch the weathervane first. Win or lose, the New Girls are embraced for their spirit, and the tone is set for the year.

Created by Miss Charlotte during World War I, the beloved tradition of Fox/Hound has withstood the test of time, becoming an intrinsic piece of the relationships and connections that make us all a part of the fabric of Foxcroft. Within the first week of the school year, Choosings are held, ensuring every New Girl instantly knows that she is a part of this community now and forever. As each student’s name is called for the Fox or Hound team, her peers cheer, bang their drums, and shake

As soon as Choosings is over, the new Foxes and Hounds are whisked away and dressed in very distinctive outfits that reflect the colors of their new team. Then they are taken to their first Sing Sing. New Girl Sing Sing is like walking into a secret room and finding that magic is real. The first things you notice are the beautifully made banners covering the walls. These banners, lovingly made by Fox and Hound Painters of the past, leave a feeling that those women are right here with us, their legacies forming a bond between past and present.

Several Fox/Hound events throughout the year perpetuate the sense of belonging. New Girl Runnings, held on the day of Fox/Hound Field Hockey, is a unique way of celebrating the new Foxes and Hounds. They race to the

Students are encouraged to try out for all Fox/Hound field hockey and basketball teams, even if they have never played. They are then patiently taught by the more experienced students, and the competitions are something to be proud of! Every Fox and Hound has a role in each event, even riding. If a student is not competing on a team, their participation happens in other ways that show their spirit and pride.

There is excitement in the air on Fox/Hound game days, in no small part from the many alumnae that return, sporting their colors and pins, to cheer on their teams. Stories are told of games past, and one can hear the pride in their voices. The best parts of this remarkable tradition are the friendships made, the instant bond through the generations, and the knowledge that they are all, as the School Song promises, “friends 'til life is through and ends.” •

This photo is believed to be circa 1970-80 New Girl Runnings. Do you recognize yourself or anyone else? Help us identify the students and timeframe for this photo. Email

Excited Foxes and Hounds pump up the New Girls as they prepare for Choosings to begin.

How Academics and Belonging Align: A Q&A with STEM Teacher James Sweeney

By Bethany Stotler, Director of Communications and Marketing

away from campus, and I saw students in class or on a duty weekend. But now, I see them walking across campus or playing sports, and certain students are surprising — they're so quiet in class, and then on the field or the court, suddenly they're a completely different person. Those little moments are nice to have when you are in the community with them all the time.

How have the adults helped bring you into the community?

James Sweeney grew up in Maryland, attended Coker University in South Carolina, where he studied mathematics and computer science, then continued his studies at the University of South Carolina, pursuing his Ph.D. in mathematics. After graduation, he taught at Coker for three years before coming to Foxcroft in 2021. Dr. Sweeney teaches AP Calculus and Algebra II & Trigonometry, coaches soccer (a lifelong passion), and is a member of the dorm team in Reynolds, where he and his wife live with their two dogs. He’s enthusiastically embraced the all-encompassing nature of living and working at Foxcroft, and we recently asked him about finding his place here.

Now in your second year at Foxcroft, how has your experience been joining the community?

I feel like I dove in headfirst. I enjoy all the traditions. I really like Fox/Hound, and graduation was awesome. For the first three months last year, I asked myself, ‘What's it going to be like?’ but by the spring, I felt like I had been here for a long time.

The students seem to like me for some reason; they have mentioned me in

speeches and put me in skits. Hanging out with the seniors in Calc, they weren’t like, ‘This is just some person we’ve only known for one of our four years.’ We bonded, even though they didn't know me for as long as their other teachers.

Do you feel like your experience has changed since you moved on campus?

Yes. This year, one of the biggest differences is I've gone to multiple sporting events, seeing the girls in a different arena. Last year we lived far

In general, all my fellow faculty members have helped me out — we have lunch together and all that. The STEM faculty all bounce ideas about what's working in our classes, what's not, and what can we change to make it better. At Faculty Conversations, which is every other week, we talk with other faculty about things they’re seeing in their classrooms. Being able to talk to other teachers about teaching is really beneficial. My mentor last year was [Director of The Innovation Lab and History Department Chair] Alex Northrup. If I ever had a question, I could ask him. Just knowing he was always there as a resource was really useful.

You use Mastery Learning in your pedagogy. What does Mastery Learning mean, and why do it?

Mastery-based learning requires students to demonstrate proficiency in an individual skill set. It allows students to retake and reassess as they continue to work towards that goal. I use it in my class to ensure that all students have built the foundational skills necessary to tackle the next mathematical concept. For example, thanks to the weekly skill checks at the beginning of the year, I knew who needed more help with negative numbers and who didn’t understand fractions. It is also much easier to correct misconceptions over one concept than an entire unit.

What does a typical day in your classroom look like?

Students in my class are in the driver's seat. Any student could be working on learning a new skill through a video, attempting practice problems, or demonstrating their understanding on a skill check. That allows me to move around the classroom and work with individuals and small groups to help the students that need it most. Because the class is selfpaced, students are not required to be on a specific lesson on a specific day.

How do you foster a sense of belonging for students in your classroom?

I get to have one-on-one mini-tutorial sessions with many students throughout a single class. I talk to individual students more often than I ever did before this change and really get to know them. The big thing I'm trying to do this year is foster a growth mindset. I tell them, ‘When I learned this stuff, I didn't get 100% the first time I took that test.’ It takes time to learn all this. When they're doing practice problems and get them wrong, we can talk about it, and then they can do better. If they do a quiz and don’t do great, they can redo it and do better.

And is that part of your masterybased learning approach?

Algebra II is fully mastery-based; the only grades they get are for the skills. Calculus has some other grades mixed in, too, but in terms of the test, that is all mastery-based — you can keep redoing the skill until you know it, understand it, and can do it. We have to make sure they have their foundation before moving on to the next thing. So in

Algebra II, I don't want to get to Unit Four, and they still don’t understand Unit One.

How do you think that'll serve them in a class that's not masterybased learning?

Even if a student takes an assessment and they don't do as well as they thought they would, they still have developed the mindset of ‘I can still learn after an assessment.’ So it's not this deadline where all learning for Unit One stops. We can keep learning Unit One as we're doing Unit Two or even later than that. Say they’re in Spanish and didn't learn, or forgot, the word for ‘stapler’ — it doesn't mean they can't learn the word ‘stapler’ later. Knowing they’ve got to go back and relearn is a skill they can apply outside of my class.

Do you have any specific ways you hope to incorporate this year’s theme into your work?

With “Be Well,” I think the self-pacing I'm doing in Algebra II is good for that. I have a questionnaire they fill out at the start of class, and one question asks, ‘How are you feeling today?’— ‘I'm okay,’ ‘I'm doing great,’ ‘I'm not doing great.’ Once in a while, a student clicks the ‘not doing great’ button, and I know on that day, maybe I'm not expecting them to do a bunch of work. If they do get something done, that’s a good accomplishment for them.’ There also are opportunities throughout the class to take a mental break. I have coloring books in the back if they need five or 10 minutes to do something other than math. I've had students step out of class and walk around the hallway for a bit because there's too much going on, and they couldn't focus. They always come back and get back to work. Having that five minutes is

really useful for them, and if you give them a five-minute break in the middle, they'll be more productive than if you try to make them work for the entire time straight.

Knowing that you can make mistakes is kind of a hard thing to buy into for a student, but in small ways, with retakes and one-on-one help in the classroom, my hope is they’ll find they can speak up and collaborate. I think it's hard to do, but when they get that, it's really beneficial.•

Learn more about Dr. Sweeney’s mastery-based approach on Foxcroft’s “It’s Academic” faculty blog at https://foxcroftfaculty.wordpress.com/.

11. Dr. Sweeney works at the whiteboard with Kaden Weatherford ’26 during his Algebra II/Trigonometry class.

12. A proud Fox and enthusiastic participant in all things Foxcroft, Dr. Sweeney sports a pink tutu during the campus-wide walk for breast cancer awareness.

During the summer of 2022, Dr. Sweeny was the recipient of a Kenan Summer Grant, which provides funding for faculty to study, do research, or work on a project that applies to their classroom.

How did you benefit from the Kenan Summer Grant?

The Kenan Grant was instrumental not only in helping me develop this course but also in making it as successful as it has been. The planning time required to design each unit and curate all the materials students use when working at their own pace is vast. So having that head start on the semester and time to iterate on the design helped me begin this school year with something I can be proud of.

For more information on the Kenan Summer Grant program and recipients, see pg. 5 of this issue.

Like Home to Me

By Wilhelmina McQuarrie

Before Foxcroft, I had only ever attended large, co-ed day schools until the pandemic hit. Then it was online, fully asynchronous learning that best suited my family’s nomadic lifestyle and my passion for showjumping. Still, I felt a twinge that urged me not to stop looking for a school that could provide me the autonomy to follow my athletic aspirations and the structure of a physical campus. It was during a moment of acute panic, just weeks before the start of my junior year, that a Foxcroft student and fellow rider reached out to me, persuading me to apply to the school that had given her the support and stability that I sought. Admittedly, I was terrified when I finally enrolled; but what awaited me at Foxcroft surpassed my hopes and expectations.

My experiences at Foxcroft are significantly different from my virtual learning. The most important aspect of this transition was gaining a community of bright, resilient, and creative peers; even as I sit some 900 miles away from them at a horse show, they continue to inspire and motivate me. The same goes for my teachers, who show their investment in my success and that of my peers by making themselves invariably accessible. Due to the caring efforts of Head of School Mrs. McGehee, my advisors, and my ever-supportive dorm mom Ms. Boswell, I consistently know I have support systems to turn to.

One of the things that drew me to Foxcroft was its Exceptional Proficiency (EP) program, which grants students the flexibility to travel in their quest to develop a skill, sport, or other talents they are passionate about. Of the schools I toured and researched while making my decision, this program was entirely unique to Foxcroft. As a showjumper and member of the program, I spend three to four months away from school each year. I have now experienced being away from school for several months at a time, and in all my years of prolonged absences at different schools, I have never felt more loved and looked after than I do at Foxcroft. Though this comes as no surprise, my teachers continually offer me copious support as the school/riding/ community service juggling continues.

Perhaps the most meaningful support I have received has been from my peers. The tight-knit community that greeted me on my first day has continued to surprise me with how encouraging and uplifting they are. Although I was initially intimidated by the tribal Fox/Hound tradition that has permeated the school spirit for over 100 years, I’ve come to love it so much that I flew back from a competition in Florida specifically to watch a Fox/Hound Field Hockey game. I have certainly reaped the benefits of the “friends 'til the end”

mentality that it fosters. I felt the genuine welcoming community right away. Virginia Bonnie ’22, the very same girl who initially encouraged me to look into Foxcroft, generously offered to be my roommate and Old Girl during my first year and has quickly proven to be one of the most amazing friends I have ever known.

Coming to Foxcroft, I was welcomed by the kindness and compassion offered to me by both new and returning students. This did not negate the sense of alarm that made my throat go tight when my mother hugged me goodbye, but it certainly helped me to discover that Foxcroft was a place I would quickly learn to call home. As a senior, I’m treasuring my last months here and dreading having to walk away, but I know I’ll always have a home ‘in Old Virginia.’ •

’23

“The most important was gaining a resilient, and creative peers... "

13. A proud Hound, Old Girl Wilhelmina welcomes her New Girl, Emerson Sipes ’26, to the pack during Choosings.

Wilhelmina poses with her fellow Applegate dorm officers, (l to r) Prefect Captain Alexa Cuozzo ’23, Wilhelmina and fellow Whip Kylie Ortega ’24, and Prefect Sydney Mannon ’23.

Afghan Students share hopes, dreams, and culture with Foxcroft

year, I feel more comfortable and able to be more independent.” Lema’s favorite class is Modern World History. Khujusta enjoys leadership opportunities and is currently a whip in Dillon Dormitory and an International Ambassador.

Afghanistan around their age, and it's wonderful to welcome them, as I hope my mother was welcomed all those years ago. I even performed an original Afghan dance with them for the school. I am certain they will accomplish a lot in the future. "

It’s been more than a year since Foxcroft welcomed two students fleeing Afghanistan with only their backpacks. Lema S. ’24 and Khujusta N. ’24 arrived at Dulles International Airport with four other students destined for Virginia schools carrying only bare essentials and a commitment to get an education and help other Afghan girls do the same in the future.

When they first arrived, they experienced a very different kind of school community from the one they left behind. “Seeing new and different girls from different countries with different ideas was something good,” shared Lema. “I was happy and excited because the campus and nature look bigger than my old school.”

While they were excited to come, “Last year was hard because there were a lot of new things, and we had to improve our academic English and learn to study in an American school,” recalled Lema. “This

Their journey to Foxcroft began when Head of School Cathy McGehee learned from the International Coalition of Girls Schools about an opportunity to help students fleeing Afghanistan who needed a school home. “It is a big commitment,” expressed McGehee. “These students need everything, from clothing and shoes to phones and computers. Foxcroft has made a three-year commitment to provide financial aid, which is a real cost to the School.” Kate Hastings ’78, Chair of Foxcroft’s Board of Trustees, recalls, “Cathy came to the Board and said, ‘If not Foxcroft, then who will help?’ We all felt this was the right thing to do and fully aligned with our mission.”

Whether sharing traditional music and dance or Morning Meeting presentations on Afghanistan that show how beautiful and different their country is from the news portrayals, and the observance of Ramadan and the celebration of Eid — the entire student body has gained from having Lema and Khustja as classmates. “We feel grateful to have Lema and Khujusta join us and share the cultures and traditions celebrated across Afghanistan and the beautiful traditions and practices in Islam,” confirmed Leyla Akhundova ’23.

For Farah Alvarez-Miranda ’23, it’s personal. “Having Lema and Khustja at Foxcroft has revealed my mother's culture in ways I never thought. She left

After spending time with American families, Khujusta noted that in America, “families let students focus on studies and sports at home whereas in Afghanistan girls are expected to study and to help around the house doing cooking and dishes.” Still, Lema and Khujusta are among the few Afghan girls whose parents are committed to their education, even if it means sending them to the United States and not knowing when they will see them again.

Leaving family behind has been hard, but both girls talk with their families on weekends. “What I like most about Foxcroft are the people who are supportive enough not to give up. And the campus makes me calm,” offered Khujusta.

In the future, both girls want to attend American universities. Khujusta is interested in medicine or law. Lema would like to study dentistry. “I just want to be healthy and succeed in my academic program,” declared Lema. “I want to learn a lot about people’s environments and the things that can help me achieve my goals.” •

THANK YOU to the Foxcroft families and trustees who provided gift cards last year to purchase clothing and supplies for Lema and Khujusta and hosted them on holidays and breaks. Some also donated to a restricted fund (Financial Aid for Students with High Needs) that contributes to the girls’ tuition. It is estimated that Foxcroft will need over $350,000 to cover three years of tuition.

If you would like to help support tuition or incidentals for Lema and Khujusta, contact the Office of Institutional Advancement at advancement@foxcroft.org. If you are interested in hosting the girls, contact the Office of Student Life at studentlife@foxcroft.org

Lema and Khujusta have been a welcome addition to the Foxcroft community.

through Understanding Hearts

A Conversation with Foxcroft’s International Ambassadors

By Christine McCrehin , Advancement Communications/Engagement Coordinator

Launched in 2014, the International Ambassadors program was created to help ease some of the challenges that new students from other countries face. Ambassadors welcome and mentor incoming international students, first by reaching out to them over the summer and then in various ways throughout the school year, helping them to adjust and make connections.

“In addition to being 'first friends' to their international student,” shared Kate Tomaskovic, Director of International Student Services and advisor to the International Ambassadors, “the Ambassadors help them get settled in their dorms, invite them to meals, go on shopping trips with them, add them to our international group chat, plan events, and help me run monthly workshops.”

Any student, domestic or international, can apply to become an Ambassador and

there are currently 11 Ambassadors in the program — Co-Heads Leyla Akhundova ’23 (Azerbaijan), and Mary Joyce ’23 (Virginia), Co-Assistant Heads Bella Fu ’24 (Virginia), Kiki Hughey ’25, (Virginia), Manabi Kono ’25 (Japan), and Ambassadors Avery Hazard ’23 (California), Emily Wiseman ’23 (Virginia), Khujusta N. ’24, (Afghanistan), Kylie Ortega ’24 (Virginia), Frankie Wasinger ’25 (Virginia), and Hailey Yang ’25 (China).

I recently sat down with Leyla (LA), Avery (AH), and Hailey (HY) to talk about the program. Following is our conversation edited for space.

Why did each of you decide to apply to be an International Ambassador?

AH: When I came to Foxcroft, I was exposed to a lot more diversity, like different nationalities. So for the first time, I was exposed to different cultures, and I was like, whoa, and it made me want to learn

more. That's also how I became interested in international relations and global affairs. International Ambassadors is a great way to learn about international relations.

HY: I want to get to know more international students and to help them because that was what happened to me when I first came to Foxcroft. People helped me with my classes, dealing with the schedule, the cultures, the traditions like Fox/Hound, and other things that Foxcroft does differently than in my country.

LA: Being an international student, I know what it was like to go to a different country for education, and sometimes that can be a lot. I know that for me, when I came here my sophomore year, being far from my family and starting a new school with new people was a lot to take in. So I wanted to become an International Ambassador to help those who would go through the same thing, being in a new environment

Left: Leyla Akhundova ’23, Center: Hailey Yang ’25, Right: Avery Hazard ’23

and meeting new people. I also want to make international friends, and I think that's the best way to do it because we have a lot of bonding time together. Not just Ambassadors but international students in general, and being able to plan events that might bring a sense of home to international students really makes me happy.

What events do you have planned for this year?

LA: We're planning some small events for international students and some big events that the whole school can take part in. For the little events, we want to plan workshops to help international students get familiar with our school rules, talk about culture shock, homesickness, or communication difficulties, and who they can reach out to for help — like a starter guide. For the big events, we want to host an international fashion show where students can show their heritage and roots through clothing. We also hosted the International Gala, where students came together to show their talents/skills/dances to express their cultural values. We're also talking about hosting an International Night Market where any student can sell handmade items or food from their culture.

What is your favorite part of being an Ambassador?

HY: International Ambassadors are actually the first ones to meet new international students and make friends. During the first week, we bond and help each other, and we keep doing that — chatting, asking if they need anything, and how they are doing. That's what I like. I want to know if I can help them. I want to make friends with them and introduce my friends to them so they can belong to the community. That makes me happy.

AH: I would agree. You create a lot of bonds and friendships. I was partnered with three girls my sophomore year, and none of them could come to campus; they were all online. Unfortunately, they did not return to Foxcroft, but I'm still friends with them to this day. We still contact and connect with each other, which shows that whether it's online or in person, you still get this bond and friendship.

LA: I think my favorite part is what Hailey said because you're basically the international student's first friend on campus. Most of them, like many of us, are really shy at first and sometimes might be hesitant to talk to people and that's completely normal. Seeing those

international students who were really shy at first end up having so many friends and being in so many circles, like in the Dining Hall talking to people and eating with them — that really encourages me to keep going and helping international students.

This year’s School theme is “Be Well, Be Green, Belong at Foxcroft.” Do you think the International Ambassador program represents any part of the theme?

HY: I feel like ‘Belong’ is the thing that fits the most. I remember my first year in America in 7th grade. I wasn't having a good experience because no one was helping me with English and communicating with people, so I was kind of alone. But [at Foxcroft] the International Ambassadors help the international students to belong in this community and with the stuff they need help with and need to understand. It's really important to try to help them belong in this community.

LA: I agree. I think it's really important that every single person feels they belong at Foxcroft. When you're far from home and in a new environment, feeling a sense of belonging is the best thing anyone can ever feel. We have our own Foxcroft group where it's all of us international students together, and that's really the mission of International Ambassadors — to help everyone be engaged, be involved, and belong.

As they spoke of their passion for the International Ambassador program and affection for the friends they have made, it was not hard to see in these girls — and the International Ambassadors program — the quintessence of Foxcroft’s promises of a community of understanding hearts and a lifetime of friendships and global connections. Indeed it is heartening to know that not only are these promises that Foxcroft fulfills with our students but ones that our students fulfill with each other. •

14. Clockwise Top: Ariana Arana ’26, Ambassador Kylie Ortega ’24, Jeanne Trudeau-Lalancette ’25, and Valeska Furlong ’26 enjoy an evening of pumpkin carving hosted by the International Ambassadors.

FROM THE… Alumnae Council

By Tarin Heilman Horan 1993, President

As representatives of the Alumnae Association, the Alumnae Council is tasked with supporting the mission and purpose of the Association by promoting connection among alumnae and fostering collaboration between the alumnae and the School. We ensure that alumnae are heard, supported, valued, and respected; we uphold the School’s Strategic Priorities and reflect the mission of the School, which is to help every student and alumna explore her unique voice and share the spirit, ideals, and traditions of Foxcroft by continuing to learn and lead beyond graduation.

One of our key objectives is to stay in touch with our diverse alumnae body. We must constantly ask ourselves, as a representative body, if the Alumnae Council is providing the strategic direction for our Association and opportunities for its members to connect with each other and the School. Are we inviting all of our Association’s members to participate? Are we making ourselves and the business of the Council accessible? And, are we representing all the threads of the fabric that make up our constituency, an alumnae body more than 3,000 strong?

With these questions and our mission and purpose in mind, the Alumnae Council reviewed its current structure to see if it was meeting the needs of our Association. It was decided that, while essentially it was, there were minor changes that could have a huge impact on efforts to expand our global reach, foster belonging, increase volunteer opportunities, and strengthen relationships between alumnae and with the School.

I am pleased to share with you the new structure that the Alumnae Council adopted in November 2022. This structure builds off the existing four sub-committees of the Alumnae Council: the Reunion Committee, the Social Committee, the Diversity, Equity, Inclusion, and Belonging (DEIB) Committee, and the Alumnae Outreach Committee. The newly formed Nominating Committee will oversee the institution of the bylaws, receive nominations for new members, and ensure that the Alumnae Council is adhering to its mission and purpose.

In addition, several existing committees have been expanded to include subcommittees and affinity groups. Many of you requested a professional networking subcommittee which was added to the Social Committee. Under the Alumnae Outreach Committee, we created a Class Representative subcommittee and a Giving/Fundraising subcommittee. Finally, we created a Reunion Chair subcommittee under the

Reunion Committee. And there is plenty of room to grow!

For example, there is space for different affinity groups, such as international, BIPOC, and Black Alumnae under the DEIB Committee. The intent is that each committee and subcommittee of the Council will work side-by-side to achieve their individual goals, which, when combined, will serve to support the Alumnae Council’s collective goals of inclusion, engagement, and creating a sense of belonging within our Alumnae Association.

I am excited about the new opportunities this structure provides for all our members. As we develop these new areas, I invite you to follow our progress by signing into myFoxcroft and visiting the Alumnae Association tile. Please continue to share ideas and suggestions with us by reaching out to me or Lindsey Stokes, Associate Director of Alumnae Engagement, at 540.687.4514 or lindsey.stokes@foxcroft.org

Out & About

Gatherings around the country — whether official Foxcroft events attended by Head of School Cathy McGehee, or informal outings organized locally — celebrate the shared experience of Foxcroft. Visit www.foxcroft.org/alumnae to see if there are any upcoming events near you!

Greenwich, CT

Cathy and Board of Trustees Chair Kate Hastings 1978 had a wonderful visit with Elaine Velaochaga Ubina 1984 at the Field Club in Greenwich, CT, September 2022.

Washington, DC

The Army and Navy Club in Washington, DC, provided the perfect venue for parents and alumnae to connect in June 2022 and learn about the exciting future plans of the School. Many thanks to our host and sponsor, Carol

2 3 4

Nashville, TN

Board of Trustees member Lisa Bard Knowles 1978, Cathy, and Lauren Peake Murphy 1995 enjoying a night out to dinner at ‘etc.’ restaurant in Nashville, October 2022.

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2. Janai Cawley P 2024, Tonya Butler-Truesdale 1982 and Cathy McGehee.

3. Laura Rhodes Fortsch 1987 and her husband Greg Fortsch with host Carol Der Garry 1979.

4. Tina Botond 1979, Sherrell Brown Neal P 2025 and Jennifer Thorpe-Lewis 1983.

5. Liliana Gallegos 2021 and her father Gonzalo Gallegos.

Der Garry 1979.

1. Elaine Velaochaga Ubina 1984, Cathy McGehee, and Kate Hastings 1978.

6. Lisa Bard Knowles 1978, Cathy McGehee, and Lauren Peake Murphy 1995.

New York, NY

Many thanks to Board Chair Kate Hastings 1978 for hosting a beautiful event in New York City at The University Club in October 2022, where six decades of alumnae gathered to hear about the incredible life of Miss Charlotte in “Miss Charlotte Haxall Noland: A Trailblazing Educator and Civil Servant” presented by Cathy McGehee.

7. Caroline Coleman 1972, Event Sponsor Erinmaura Condon, Cathy McGehee, and Host Kate Hastings 1978.

8. Calissa McNeely 2019, Rose Uran 2021.

9. Executive Director of Institutional Advancement Marion Couzens, Carrie Bassett 1984, Cathy McGehee, Kendall Blythe 1983, Sascha Douglass 1977, Jeannie Ryan 1985, Sarah Reckford Gray 1986, Courtney Maier Burbela 1985 enjoyed a lively dinner at the Colony Club in New York City, October 2022.

10. Judy Asuzu Lagrou 2004, Jessica Mirshak 2007.

11. Cathy McGehee presenting "Miss Charlotte Haxall Noland: A Trailblazing Educator and Civil Servant".

San Francisco, CA

Board of Trustees members Lizann Haag Gohring 1988 and Jeanette Jones Moore 1988, out to dinner with Cathy McGehee in San Francisco in December 2022.

Boston, MA

A spectacular lunch at Saltie Girl Restaurant in Boston in June 2022.

13. Trevania Dudley Henderson 1976, Elizabeth Lester 1988, Marj Keyser 1979, Axie Clark Diana 1960, and Meredith Gibson 2014.

12. Lizann Haag Gohring 1988, Jeanette Jones Moore 1988, and Cathy McGehee.

Black Alumnae Weekend

The second annual Black Alumnae Weekend took place in June 2022 at Foxcroft, with fun events like the exhibits at ARTECHOUSE DC.

Alumnae Social Committee Events

Equine Sports

The Social Committee organized a gathering for Twilight Polo at the Great Meadow Foundation in August and

Cup in October.

Jingle and Mingle

Foxcroft alumnae of all ages met for a festive holiday celebration at The Ritz-Carlton Georgetown in December 2022.

International Gold

16. Sage Wolf 2023 and her mother, Lisa Kelly 1987; Anne Sikorski 1999 and her son; Tess Mackey 2011, Allie Mackey 2014, and Maddie Travell 2014.

14. Kassinda Usher 1993 and Marlow Buckner 2022.

15. Kassinda Usher 1993, Tonita Austin 1983, and Raquel Morris 2013.

17. Meaghan Hogan 2010, Catherine Kushan 2010, Tess Mackey 2011, Mackenzie Spriggs 2010, Lindsay Allardyce 2010, Devon Donohue Swaim 2010. 18. Marit Hughes 1994, Tarin Heilman Horan 1993, and Prescott Bond 1994.

It’s Full STEAM Ahead for the New Mars STEAM Wing!

By Marion L. Couzens, Executive Director of Institutional Advancement and Katie Thompson, Major Gifts Officer

With the pop of confetti cannons in the Audrey Bruce Currier Library, Head of School Cathy McGehee announced to students, faculty, and staff the news of an extraordinary $22 million gift given by Victoria Beth Mars 1974, Pamela Mars Wright 1978, Bernadette Schuetz Russell 2003, and Charlotte Audrey Rossetter 2012.

“Foxcroft is honored and blessed to receive a $22 million gift that celebrates women, and young women at that, who are leading the way in giving,” said McGehee. “The Mars gift will transform our buildings by creating new learning spaces that reflect and embody best practices for teaching girls the way girls learn best, which is at the heart of Foxcroft’s mission.”

This amazing gift, one of the most generous given to an all-girls school in the nation, has been designated for construction of the Mars STEAM (Science, Technology, Engineering, Arts, and Math) Wing as part of Foxcroft’s $65 million, 10-year Building for Our Future Campaign. The largest gift ever given to Foxcroft by living donors in its 108year history, it enables the completion of Phase I — site work surrounding the newly renovated Music Building — and launches the construction and site work for Phase II, the Mars STEAM Wing.

The Mars STEAM Wing will house the Briggs Biology Lab, chemistry and physics classrooms and labs, collaborative spaces, an engineering/scene shop, and the mechanicals (i.e. geothermal and heat pumps) that will serve as the centralized system connecting all pieces of the project — the Mars STEAM Wing,

the Ruth T. Bedford 1932 Performing Arts Center, the Music Building, and Schoolhouse. Beginning in the fall of 2023, we will offer for-credit seminar courses, titled STEAM Build, taught by the project’s architects, engineers, and construction professionals, that will run throughout the design and construction phases.

With this extraordinary gift bringing the amount raised for the Building for Our Future Campaign to $28 million, Victoria, Pamela, Bernadette, and Charlotte hope to inspire others to be bold in supporting the School that has so greatly impacted their lives and influenced them as they have grown into the great women they are today.

To learn more about the Building for Our Future Campaign and to see the plans and progress on the project’s construction, visit www.foxcroft.org/support/buildingfor-our-future-campaign or scan the QR code on this page. There are still plenty of naming opportunities available in the Mars STEAM Wing and in

the renovated Music Building as well as in the future Ruth T. Bedford 1932 Performing Arts Center and Schoolhouse itself.

For more information about these opportunities or to discuss a gift, please contact Executive Director of Institutional Advancement Marion L. Couzens or Major Gifts Officer Katie Thompson at campaign@foxcroft.org

“These two generations of women epitomize Foxcroft's legacy of educating girls who will become tomorrow's leaders, solve realworld problems, and who will make a positive impact on the world. On behalf of the Foxcroft Community, we are forever grateful for the Mars family’s vision in making such a positive impact on our School.”

Kate Hastings 1978, Chair of Foxcroft’s Board of Trustees

Why We Give

It is truly remarkable for individuals to show such exceptional commitment to their School with a gift like the one given by Victoria Beth Mars 1974, Pamela Wright Mars 1978, Bernadette Schuetz Russell 2003, and Charlotte Audrey Rossetter 2012, but then Foxcroft is made of remarkable women! We recently spoke with these four women about what inspired their extraordinary gift. Below are highlights from that conversation.

WHAT DO YOU LOVE ABOUT FOXCROFT?

Victoria: I love that the friendships I created at Foxcroft 50-plus years ago have endured — those deep friendships that were developed because we were thrown together and lived together and grew up together — and that my two best friends come from Foxcroft.

Charlotte: I would agree with that. I think it's also the connections that you make. There are people I didn't know while I was at Foxcroft, but because we share that experience, there's a bond from the get-go.

Bernadette: The campus itself and the people, the environment, the feeling you have when you're on campus, it's such a unique experience that I loved when I was there and continue to love.

Pamela: I also love that it takes young girls and teaches them to have a voice and to be confident that their voice is worth being heard. I love that it's an all-girls school, and we're dedicated to that.

Victoria: I look at myself and know that what Pamela said about voice and building your confidence shows up in many different ways throughout life, and when you look back, your reflection is always, ‘Yeah, and I know where that started.’ It started at Foxcroft. Foxcroft gave me those tools and began to teach me about finding my voice and having confidence.

WHY IS SINGLE-SEX EDUCATION SO IMPORTANT FOR GIRLS?

Charlotte: I think it instills the confidence to be smart and not have to try and hide that. There's an acceptance and encouragement to explore what interests

encouragement to what interests you and makes you want to study more.

Victoria: I think all the research about single-sex, all-women education comes alive at Foxcroft. All of you [at the School] put a lot of energy into talking about and differentiating how girls learn best and what is the right environment to help girls learn and thrive. I think there is so much value in enabling girls to learn in the fashion that works for them.

WHY GIVE TO FOXCROFT, AND WHY NOW?

Bernadette: I feel like it says more when a group of people give together. All four of us feel strongly about the School and our experiences, and the need to give back.

Pamela: We were all raised with the understanding that you give back. I believe in the value of single-sex high school education, especially for girls. I think that Foxcroft is just a magical place and that you put your money where your mouth is, and I think that it would be a shame if the school wasn't able to compete at the level that it can and should because we didn't do the things that we can do to help make that happen. And truthfully, Bernadette and Charlotte's enthusiasm for joining was very motivating.

Victoria: The other part is we heard for so many years that all the boys schools had these huge endowments. I remember sitting in board meetings where even women gave to [boys] schools because men decided where the money was going. So even though we had all these women who could have given to Foxcroft over the years, that didn't happen, because culturally, that's not how things were done. This is an opportunity to say women have a choice and can give to places they believe in and help drive the message that we can decide for ourselves. We need to be investing in women the same way men have invested in themselves for years. So why wait until I'm dead to support something I believe in? Why not now?

Mars family donors - Charlotte Audrey Rossetter 2012, Pamela Mars Wright 1978, Victoria Beth Mars 1974, Bernadette Schuetz Russell 2003.

Farewell & Thank You

The Foxcroft Community remembers former Board of Trustees members.

BARBARA ISELIN SEARS

Barbara Iselin Sears, 100, died peacefully at her home in Hamilton, MA, on August 19, 2022. A member of the Class of 1939, she supported Foxcroft in myriad ways. From serving as a member of Foxcroft’s Board of Trustees (196366) to hosting alumnae events in Boston, imparting the story of her philanthropic journey in Morning Meeting to students, and even attending a summer Foxcroft computer camp for alumnae, Barbara was always willing to share her time, talent, and treasure with her school.

Barbara spent most of her early years in Middleburg, growing up with a menagerie of animals. She and her sister, Nancy, would often ride their ponies to The Hill School, which she attended before matriculating to Foxcroft and then to Sarah Lawrence College in New York. After college, during WWII, she served as a staff assistant to General William J. Donovan, head of the Office of Strategic Services (OSS), accompanying him to Paris after its liberation from Nazi Germany and then the Nuremberg Trials in 1945. Horses always played an important role in Barbara’s life. She would return to Middleburg every year, often driving her horse van from Hamilton, where she lived with her husband Francis P. Sears, Jr., to foxhunt, a sport she loved. She finally decided at the age of 80 to give up the sport but continued to ride until she was 90. Even after she stopped riding, she made the yearly trek back to Middleburg.

Barbara’s family and Foxcroft have shared a history that spans more than 100 years. Barbara’s mother, Elizabeth Brown Iselin, was one of the first Foxcroft graduates as a member of the Class of 1915. Barbara’s sister Nancy Iselin Marburg 1937 was at Foxcroft with her and they were followed by Barbara’s daughter Nancy Sears Randall 1973, her daughter-in-law Suzanne Harte Sears 1969, nieces Anne Morgan Wiedenmayer 1961,

Elizabeth Morgan Pack 1964, Christine Marburg Wolf 1970, Julie Iselin Diehl 1977, and great niece Amanda Wiedenmayer Wood 1987. All-in-all, the family produced four generations of Foxcroft women.

Barbara learned many of her life’s lessons while at Foxcroft and loved Miss Charlotte. Throughout her life, she was guided by her faith and understanding heart. She was the consummate volunteer, whether for the Bloodmobile, her church, Foxcroft, or just about anywhere else she could help out. She will be missed by all whose lives she touched.

Barbara is survived by her three children, Francis P. Sears, III (Suzanne), Thomas M. Sears, and Nancy S. Randall (Jeffrey), as well as several grandchildren and greatgrandchildren. Her husband, Francis P. Sears, Jr., died in 2004. Her son, Francis, died not long after his mother.

RICHARD CARL RIEMENSCHNEIDER

Richard Carl “Dick, Remo” Riemenschneider died September 23, 2022, at his home in Bluemont, VA. He was 86 years old. Dick was a member of Foxcroft’s Board of Trustees from 198284, is the father of Robin Riemenschneider Burge 1983 and Polly Riemenschneider Gardiner 1985, and the grandfather of Ridgely Burge 2011. A loyal Fox, his wonderful, big smile and sense of fun made the Riemenschneider household a welcoming place for many of his daughter’ s Foxcroft friends.

Dick earned his B.S. from the McIntire School of Commerce at the University of Virginia, then attended the UVA School of Law, graduating in 1964. Upon graduation, he worked at the law firms of Weaver, diZerega & Major and later formed a firm with partners George Martin and Thomas Murtaugh before striking out on his own in 1976. Active in his professional community, Dick served as President of the Loudoun County Bar Association, a member of the Board of Directors for the Virginia State Bar (Representative of the 20th Judicial Circuit Court), on the board of Leesburg-based Jefferson Savings & Loan Association, and as Director of the Marshall National Bank, Marshall, VA. He was also a member of the Board for The Hill School and the Piedmont Fox Hounds in Upperville, VA.

A passionate and talented polo player whose career began at a young age and carried throughout his life, he was honored for all that he had given to the sport when he was inducted into the U.S. Polo Association Hall of Fame in 2016.

He is survived by his wife Andrea, daughters Robin (Richard) and Polly, son John Van Sant (Elizabeth), and ten grandchildren. He was predeceased by his daughter Stephanie Van Sant Auen.

22407 Foxhound Lane

Middleburg, VA 20117

UPCOMING EVENTS

March 23 • Goodyear Speaker Dr. Sylvia Earle

April 5 • Fox/Hound Riding

April 14 • Paul K. Bergan Poetry Festival

April 20-22 • Alumnae Reunion Weekend

April 28 • Admissions Open House

April 28-29 • Spring Theater Production

May 26 • Commencement for Class of 2023

Please note that these dates are tentative and subject to change.

MOST ENGAGEMENT

MOST LIKES/COMMENTS

FOLLOW FOXCROFT

DO YOU KNOW A FOXCROFT GIRL? 2023 ADMISSION OPEN HOUSES

April 28 • October 6 • December 1 FOXCROFT.ORG/ADMISSION/VISIT

MOST ENGAGEMENT

Sunrise Service kicked off the 2022-23 school year this morning, closing with the community singing the School Song around the flagpole before new students dashed off to a delicious breakfast. Have a great first day of classes, everyone!

Foxcroft School is thrilled to announce an extraordinary gift of $22 million from two generations of Mars family alumnae! Read more on our website. Thank you, Charlotte, Pamela, Victoria, and Bernadette!

Fox/Hound festivities are underway! They started bright and early at Morning Meeting and will continue with Big Sing Sing tonight at 9pm, then New Girl Runnings and field hockey games tomorrow!