FOXCROFT SCHOOL
SPRING / SUMMER 2021
Code of Conduct pg. 12
use your
VOICE
Discourse or Deliberation pg. 16
for good Good Day Foxcroft pg. 20
Making Mission Matter More pg. 9
www.foxcroft.org
Table of Contents
MAGAZINE SPRING/SUMMER 2021
Special Features 9 Making Mission Matter More 12 Students Create a Code of Conduct 15 Alumnae Create Safe Spaces 16 Discourse or Deliberation? 20 Good Day Foxcroft 22 From the . . . Board of Trustees 22
14 Foxcroft Code of Conduct Written and adopted by the Student Council August 2020
This magazine is printed on FSC-certified 10% post-consumer waste recycled paper.
Alumnae Council 23 Parents’ Association 24 30 Farewell & Thank You
In Every Issue 2 From the Head of School 3 Notebook
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. Catherine S. McGehee Published twice a year Head of School by Foxcroft School Marion L. Couzens Director of Institutional Advancement Ken LaBate Director of Admission and Enrollment Christine McCrehin Advancement Communications/ Engagement Coordinator
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
ON THE COVER: Clockwise: Senior Hays Turner, History Teacher Erika Page, junior Marlow Buckner, and Assistant Dean of Residential Life Josie Ross. Cover photos by Ginny Riley and photo illustrations by Raison. ADDITIONAL PHOTOS: Kristen Franklin, Abby Pheiffer, Ginny Riley, and Bethany Stotler.
25 Gone Away
Foxcroft School is accredited by the Virginia Association of Independent Schools.
32 Milestones
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.
Spring/Summer 2021 1
Dear Foxcroft Community, This spring, Foxcroft celebrated our student artists and writers who were recognized in the regional Scholastic Art & Writing Awards. Their artistic accomplishments are amazing, and a few even went on to the National competition (see article on page 8 of this issue). Yet, like any work of art, success tends to come after much trial and
From the Head of School
error. Poems and stories evolve from journaling, peer editing, and revision. A scene might have to be photographed multiple times to catch the light just so. The clay pot might crack in the kiln on the first try. The final product doesn’t always show the learning process behind it. Our students’ artwork is one concrete manifestation of our educational mission of helping each student to explore her unique voice and to develop the skills, confidence, and courage to share it with the world. Just as the painter will sketch her concept out in a sketchbook before committing it to canvas, so too, our girls have the opportunity at Foxcroft to practice using their voices, literally and figuratively, during their educational journey. This issue of Foxcroft’s magazine features stories about our students’ voices, celebrating events and programs that amplify this year’s theme, “Use your Voice For Good.”
Catherine S. McGehee During the pandemic and an election year in which we have celebrated 100 years of women’s suffrage and explored topics around civics and social justice, our students have practiced using their voices to make their School, their community, and their world a better place. From launching Foxcroft’s first video news program, “Good Day Foxcroft,” to participating in Student Council, Model United Nations, the Empowering Female Voices civic engagement program, WeekendMission — and so much more — students are developing and expanding their skills in civil discourse, collaboration, advocacy, and environmental stewardship to create a stronger, healthier community of respect, integrity, and belonging. I hope you will enjoy reading about the impact our girls are having on campus and beyond our gates. Education is a process, an evolution, a journey. We are always filling in the lines, always growing in knowledge and understanding, always learning as individuals and as a School community. Thank you for going on the journey with us.
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Foxcroft Notebook
topic with activities that got girls outside and into the fresh air while prompting exploration of our spectacular campus by hiking, mapping our trails, identifying wildlife habitats, and gardening. TRAINING VOICES FOR GOOD Civil Discourse opportunities ranged from participating in the Empowering Female Voices program (see article on page 16 of this issue) and Model UN debates, learning what it was like for faculty members to live under a dictatorship abroad, or even challenging the idea of social norms after watching and discussing an episode of “The Twilight Zone” to develop
Wintermission Pivots to WeekendMission
the skills required for exchanging ideas respectfully. STRETCHING YOUR COMFORT ZONE Some of the classes provided crossover benefits by satisfying requirements for more than one area of focus.
A weeklong departure from their normal class schedule, Wintermission offers students an opportunity to enjoy an immersive experience exploring new topics and developing new skills outside of the classroom. With the academic schedule adjustments and distance learning periods in place during COVID, we were charged with reimagining Wintermission to give students the same opportunities for experiential learning — and so WeekendMission came to be. Our “mission” remained the same, but the ways we achieved it were a bit different.
Girls who participated in the basic car maintenance class not only learned those valuable life skills, they might have also stretched their comfort zone when they successfully changed a flat tire or been enlightened about the inherent STEAM aspects involved in anything automotive. AND SO MUCH MORE ... Our girls enjoyed a wide range of fun, engaging, and enlightening experiences that expanded their horizons. Whether they attended yoga, hooping, juggling, and walking the tightrope
WEEKENDMISSION Using innovative teaching practices and taking advantage of the uniquely beautiful setting of Foxcroft and our regional resources, WeekendMission provided students with the opportunity for choice, exploration, and the development of real-world skills.
classes, or workshopped the art of storytelling, artistic expression of rap and graffiti, or photo editing skills in Adobe Lightroom, all in all, it was a terrific way to reimagine experiential learning.
Each weekend, members of the faculty offered classes, workshops, or experiences from one of seven areas of focus: Wellness, Service, Civil Discourse, Environmental Stewardship, STEAM, Life Skills, and Stretching Your Comfort Zone. Students earned badges for eight accrued hours — or certificates of accomplishment for 18 accrued hours — to a given area of exploration, acknowledging their work toward gaining skills in one or more of these seven non-academic fields. Both recognitions were intended to encourage students to engage with on-campus activities and to tie together the School’s vision, WinterMission, and our goals for community engagement.
Spring/Summer 2021 3
Foxcroft Notebook
EXPLORING THE ENVIRONMENT Environmental Stewardship was a popular WeekendMission
Foxcroft Campus Declared a National Wildlife Federation Habitat Last fall, students worked with faculty members Beth O’Quinn and Dr. Meghen Tuttle to have Foxcroft’s campus designated a Certified Wildlife Habitat by the National Wildlife Federation (NWF).
Sports Shorts Concluding a successful fall season, rider VIRGINIA BONNIE ’22 and her horse, Efodea, had an excellent showing in October at The National Horse Show in Kentucky where they placed 4th out of 24 competitors in the $25,000 SJHF Jr/AO Grand Prix. Well done, Virginia! Two members of the Class of 2021 recently participated in an on-campus signing event. A talented goalie who racked up five saves in the quarterfinal game in 2019 to ensure Foxcroft’s entry into the “final four” of the Virginia Independent Schools Athletic Association (VISAA) Division II Lacrosse state tournament for the first time in three years, JULIA GARRISON ’21 confirmed her commitment to play lacrosse at The College of Wooster.
Using a checklist provided by the NWF, students hiked through the fields and woods down to Goose Creek identifying all of the elements necessary to certify the campus: sources of food, water, and shelter, and places for animals to raise young, as well as confirming the use of sustainable practices on campus. Students who participated also earned Environmental Stewardship WeekendMission credit. “Not surprisingly, this stunning property that is home to many of us for much of the year is also home to an abundance of native wildlife,” commented Claire Healy ’21. “It was easy to see that everything these creatures need to survive and thrive exists here at Foxcroft.” The findings were submitted to the NWF and the certification request was approved. The School now proudly displays two beautiful new signs (one is by the front door of Court and the other is back by the vegetable garden) telling all who visit that Foxcroft has been officially approved by the NWF as a Certified Wildlife Habitat!
ELSIE ROSE ’21, a tough and hard-working defender, confirmed her commitment to play field hockey at Gettysburg College. An integral member of Foxcroft's field hockey team, Elsie was also a part of the USA Field Hockey Futures program from 2018 to 2020. Congratulations Julia and Elsie! Students walk with STEM teacher and Wellness Education Coordinator Dr. Meghen Tuttle during the National Wildlife Federation hike to Goose Creek.
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In a year of adaptation and innovation, what better field than the arts to employ creative thinking and perseverance. The Fall Revue was reimagined for a socially distanced outdoor venue and Theater Production students perfected the art of their monologues for a virtual performance of “Talking With…” This year Foxcroft also became an official member of the International Thespian Society (ITS), the only theater honor society for middle and high school students. The School's troupe inducted its first seven members. The inductees are all seniors who have shown excellence in either on-stage performance ( Jennifer Cramer and Teagan Skinner), highly-acclaimed involvement in the technical crew (Hays Turner, Bianca McNeely, and Gracie Schriner), or both ( Julia Garrison and Harriet Brown). All performed at least 100 hours of community service each in the theater during their time at Foxcroft. Founded in 1929, the International Thespian Society was created Clockwise from the back: Seniors Teagan Skinner, Hays Turner, Harriet Brown, Jennifer Cramer, Julia Garrison, Gracie Schriner, and (not pictured) Bianca McNeely are the inaugural inductees to Foxcroft’s official troupe of the International Thespian Society.
to honor excellence in performance arts and celebrate young thespians. The honor society recognizes the importance of participation in theater by actors and backstage participants.
Using One Project to Enhance Another: Claire Healy ’21 Studies Microplastics in Local Waterways “It was an incredible opportunity to explore the stunning melting pot of nature available at our fingertips,” declared CLAIRE HEALY ’21 after working on the project to have Foxcroft's campus designated a Certified Wildlife Habitat by the National Wildlife Federation. I’m studying the amount of plastic pollution, specifically microplastics, in our local waterways. I was able to collect four water samples down at Goose Creek which I analyzed with the help of [STEM teachers] Dr. Tuttle and Ms. Bowser!”
Spring/Summer 2021 5
Foxcroft Notebook
Performing Arts in the Time of COVID: Foxcroft Inducts First Class of International Thespian Society Members
Four Participate in Student Diversity Leadership Conference Seniors DAMI OGUNMOLA and ELIKEM KALITSI, junior MARLOW BUCKNER, and sophomore JOHANNA BERRY participated in the NAIS Online Student Diversity Leadership Conference (SDLC) this past December. Held annually in conjunction with the NAIS People of Color Conference, SDLC is a multiracial, multicultural gathering of student leaders in grades 9-12 from across the United States and abroad. This year’s theme was entitled: “Keeping it Real in Independent Schools.” Focusing on self-reflection, forming allies, and building community, students worked to develop cross-cultural communication skills, design effective strategies for social justice practice through dialogue and the arts, and learn the foundations of allyship and networking principles. “In discussions around difficult topics like racial discrimination, I had the chance to open up and share my own experiences,” reflected
Dami, who went on to say, “Through listening to the differing experiences and ideas of my peers, I was able to learn about the diversity within each community as well as how to be a better ally to other communities. Though at times it was difficult to be vulnerable with people I had just met, through sharing my experiences and hearing others’ experiences,
Foxcroft’s Director of Access and Inclusion and Senior Associate Director of Enrollment Lauren Lewis served as the School’s liaison between our students and SDLC.
“
In discussions around difficult topics like racial discrimination, I had the chance to open up and share my own experiences.
DAMI OGUNMOLA
”
ELIKEM KALITSI
A Thousand Words A Small Commencement and a Mighty Gift Commencement for the Class of 2020 was delayed from the traditional May ceremony to a more COVID-19 compliant one this past August, and though it was smaller than usual, for those in attendance the joy of being together in Miss Charlotte's Garden was unmistakable. The vision and thoughtfulness shown in their Class Gift — funding for a diversity education program to help their peers to become strong, understanding, and empathetic leaders — raised spirits amid this challenging pandemic. Their gift was used this past December when Thyannda Mack, founder of Inclusive Resolutions, LLC, held a workshop with students aimed at understanding their own experiences, beliefs, biases, and how they may affect interactions with others.
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I ultimately learned a lot and had an enriching experience. I truly enjoyed the discussions as they encouraged me to assess issues from a different lens, and thus allowed me to learn more.”
MARLOW BUCKNER
JOHANNA BERRY
Foxcroft virtually hosted several guest speakers last fall with two — Thyannda Mack and Dr. Marcia Chatelain — talking to our community more than once! Mack offered a series of identity workshops to students, as well as faculty and staff, while Dr. Chatelain used vignettes in history to discuss opportunities and strategies for community change and growth in her Goodyear presentation to the entire Foxcroft community, and in multiple workshops with students, employees, and alumnae.
SEPTEMBER 2020 Marcia Chatelain, PhD Professor of History & African American Studies 2020 Alison Harrison Goodyear ’29 Fellow
SEPTEMBER 2020 Deborah Lee James Author & 23rd Secretary of the Air Force 2020 Alison Harrison Goodyear ’29 Fellow
OCTOBER 2020 Teresa “Tess” Mackey ’11 Program Manager Sargasso Sea Commission Marine Biology Club Speaker
DECEMBER 2020 Thyannda Mack Founder of Inclusive Resolutions, LLC Presented identity workshop for students
Accolades… For the third academic year in a row, Foxcroft has received an AP Female Diversity Award. This time, as one of two schools in Virginia and 56 in the world to earn the prestigious College Board AP Computer Science Female Diversity Award in both AP Computer Science A (AP CSA) and AP Computer Science Principles (AP CSP) courses.
…and Honors Senior SCARLETT DONG (below left) and Class of 2020 graduate KENZIE GREEN both achieved the rare status of National AP Scholar and led a group of 25 Foxcroft girls that earned 2020 AP Scholar Awards from the College Board for outstanding achievement on Advanced Placement exams. To earn National Scholar designation, students must earn an average grade of at least 4 (out of 5) on all AP exams taken and scores of 4 or higher on eight or more of the tests. Altogether 14 current students and 11 alumnae collected AP Scholar honors, marking the 17th consecutive year that Foxcroft has reached double-digits and the fifth consecutive year that Foxcroft has had National Scholars.
APRIL 2021 Sarah Kay Spoken Word Poet Paul K. Bergan Poetry Festival Visiting Poet
APRIL 2021 Rachel Means ’08 Mixed Media Artist Helen Cudahy Niblack ’42 Arts Lecture Series Artist
APRIL 2021 Andrea Ewing Reid ’80 Physician and Teacher at Harvard Medical School Alumnae Career Day Keynote
READ MORE ON THE VISITING SPEAKERS PAGE AT
WWW.FOXCROFT.ORG.
JENNIFER CRAMER ’21 (above right) was recognized last fall as a National Merit Commended Scholar. Of the 1.5 million students throughout the nation who took the 2019 PSAT/National Merit Scholarship Qualifying Test, roughly 34,000 were recognized as Commended Students for their exceptional academic promise.
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Foxcroft Notebook
Speak to Me
Art to Inspire DAMI OGUNMOLA ’21 received a 2021 Scholastic Art and Writing Awards National Silver Medal for her mixed media piece "Don't Touch My Hair." Her portfolio, "Metamorphosis," which won a Silver Key in the regional competition, was also featured on the Scholastic Region-at-Large blog. Foxcroft had a strong showing in this year’s Scholastic competition, with four of our students’ 18 regionally recognized submissions receiving Gold Keys and advancing to the national competition. Those Gold Key winners included Dami’s “Don’t Touch My Hair,” along with “Defiant” by senior ELLEN BURKE (sculpture), “The Best of Both Worlds” by junior NATALIE CHIAO (digital art), and “Tree Teapot” by junior JORDAN MICHLOWITZ (ceramics). Dami also collected two of Foxcroft’s seven regional Silver Keys, one each for her art portfolio and mixed media submissions. Silver Keys also went to Jordan and fellow junior CLARE THOMAS (ceramics), as well as sophomore HELEN VENTIKOS and freshman CLAIRE MUNOZ (photography). Writer TAMI FAMEWO ’21 received a Silver Key for her flash fiction. Honorable Mentions were earned by writers AVERY HAZARD ’23 (poetry collection) and AMELIA FORTSCH ’22 (personal essay), as well as artists NIA DOWLING ’22 and EMMA NORTHRUP ’21 (photography) and ELSIE ROSE ’21 (mixed media). Dami earned an Honorable Mention for printmaking in addition to her Gold and Silver Keys. Among the artistic luminaries who have served as judges are Langston Hughes, Robert Frost, Edwidge Danticat, David Sedaris, Nikki Giovanni, and Roz Chast. The list of past winners is equally impressive with Andy Warhol, Truman Capote, Richard Avedon, Sylvia Plath, and filmmaker Ken Burns — as well as Foxcroft Fine Arts teacher Karin Thorndike.
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1. “Don’t Touch My Hair” Mixed Media National Silver Medal and Regional Gold Key, by Dami Ogunmola ’21.
1
2
2. “Defiant” Sculpture Regional Gold Key, by Ellen Burke ’21.
4 3 3. “The Best of Both Worlds” Digital Art Regional Gold Key, by Natalie Chiao ’22. 4. “Tree Teapot” Ceramics Regional Gold Key, by Jordan Michlowitz ’22.
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M ATTER MATTER MORE
2020-21 SCHOoL YEAR THEME ENCOURAGED FOXCROFT GIRLS TO
Use Your Voice for Good
MAKING MISSION
U SE THEIR USE VOICES FOR GOOD By Josie Ross, Assistant Dean of Residential Life and Rebecca Wise, Director of International Student Services hen Miss Charlotte founded Foxcroft School in 1914 with the goal of educating hardy young women in preparation for college, she couldn’t vote. Miss Charlotte, a woman heralded for being progressive, outspoken — a trailblazer for women — couldn’t participate in the most basic ritual of democracy. It’s hard to reconcile these two points. It wouldn’t be until 1920, after having graduated six senior classes from Foxcroft, that Miss Charlotte and her graduates would be granted that right.
W
As we worked to come up with a theme for the 2020-21 school year, we kept in mind the presidential election, the 100-year anniversary of women’s suffrage, and more generally, the many ongoing struggles for civil rights being fought in our country. Ultimately deciding on “Use Your Voice for Good: Civic Service and Social Action,” we then asked: How do these events
come to fruition? How is momentum built behind a candidate, behind a movement? How does the theme support the School’s mission of helping each girl explore her unique voice and develop the skills, confidence, and courage to share it with the world? In short, how can we teach and encourage our students to use their voices for good? By breaking down the arc of a social movement we’ve been able to demonstrate for our students what it takes to effect change.
context for civic engagement. Dr. Marcia Chatelain, professor of History & African American Studies from Georgetown University, presented the Black Lives Matter movement within the historical context of other civil rights movements in the United States. Deborah Lee James, the 23rd Secretary of the Air Force, spoke to our students about using her voice on her path to leadership in a maledominated industry. Finally, Thyannda Mack, founder of Inclusive Resolutions, LLC led us through exercises that asked us to think more deeply about who we are and what that means as we navigate our own
Emergence
communities. Dorm leaders also facilitated intentional conversations between roommates, allowing students to articulate
First, there is the “emergence” stage, where individuals learn to recognize their unique voice and try it out in the world. For our community, this stage included inviting three different women to engage with our students and provide
their needs and consider the needs of others before signing roommate contracts. Continued on page 10.
Spring/Summer 2021 9
Continued from page 9.
Coalescence The next stage of a movement is “coalescence,” when people start to come together around a shared cause. Several Foxcroft students came together through Empowering Female Voices (see article on page 16). With the support of faculty members Erika Page and John Scharfenberg, students were given the opportunity to engage in civil discourse with other young women from schools around the country. Closer to home, students rallied around their dormmates in our Battle of the Dorms competitions and conversed with each other about democracy and civic engagement at various election day workshops.
school-wide project. During a Morning
years to come. This culminated in
Meeting presentation, alumna
our graduation events as we looked
Kassinda Usher ’93 shared the dreams
back on a unique year that allowed
for Foxcroft of some of her fellow
all of us to grow in unexpected ways.
alumnae. Students also worked on strategizing self-care through our
Women were not given the right to vote
Wellness Week activities which included
in 1920 — they demanded it, and even
topics such as time management,
then poll taxes, literacy tests, and other
chair yoga for distance learning, and
discriminatory laws made it difficult
self-care through civil rights.
for women of color to vote. Not until the passage of the 1965 Voting Rights Act would all women achieve voting
Decline
their place in America’s democracy Finally, movements experience a “decline”
through a decades-long movement of
period, in which leaders pass the torch
women supporting women, working
and envision the next evolution of their
tirelessly to raise their voices and
work. This spring, students went through
capture the attention of a nation.
the leadership application process for clubs, internships, Student Council, Fox/Hound, and other key roles
Bureaucratization
on campus. In this phase, our current leaders mentored rising students
Movements transition from coalescence to the “bureaucratization” phase, in which members express themselves with purpose. Our student leaders were trained in navigating conflict and gave a workshop to the student body in small groups. To celebrate the life and accomplishments of Dr. Martin Luther King, Jr. and the inauguration of President Joe Biden and Vice President Kamala Harris, the Office of Student Life challenged students and faculty to share their visions in our “Dream for Foxcroft and the Nation”
equality. Our predecessors earned
and set them up for success. The work they facilitated in their time at Foxcroft wi w ll con onti tin as their will continue legacy cy ffor or future studen nts, ttheir students, voices c onti on t continuing to do go ood fo good for
Respect,
Integrity,
Kindness, & S e r vi c e
To Tod Today, the work is not done. Our sstudents st uden e are entering a world rife wi ith t cha ha h a with challenges that must be met by yc oall oa coalitions of individuals working togethe for a shared vision. With to together Foxcrof mission and our values Foxcroft’s Res esp es p of Respect, Integrity, Kindness, and Service as their guideposts, our student students can make an impact that lasts gen generations. We are excited to hel e p our ou students recognize their help o ow wn n place in this world and to send own tth the hem forth to use their unique and them w wo n erful voices for good. nd wonderful
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•
Use Your Voice for Good
FOXCROFT RECOGNIZED BY BY RECOGNIZED
N ATIONAL NATIONAL ORGANIZATION AN INnOVATIVE APpROACH TO CIVIL DISCOURSE
F
oxcroft’s leadership around the election and civil discourse was recognized on the national stage when Head of School
Our faculty offered workshops on a variety of topics such as:
Cathy McGehee was asked to serve on a panel for the final
TABS “Election 2020” Educators series. TABS, or The Association of Boarding Schools, is a North American association that includes schools in the U.S. and Canada, and Foxcroft was
The Basics of Our Government: How Does our Electoral College Work?
one of only two schools invited to participate on the panel. Famous/Infamous Past Election Results “I was honored to represent our expert, innovative, and dedicated faculty for their work on civic education in and out of the classroom, work that was on display throughout the TABS series,” says McGehee. “Almost half of Foxcroft’s
What Does the Election Mean for International Students?
teachers attended the TABS virtual annual conference about ’Building Community Amid Political Polarization’.”
Left and “Write,” Journaling Time About the Election
Our faculty spoke to how they incorporated election themes into their courses throughout the fall — in history classes, persuasive writing assignments, statistics and math projects,
Data, Data, Data: Analyzing the Results
and even biology, as well as through dorm activities and guest speakers. The day after the election, teachers planned several special programs and activities which students could attend. In addition, McGehee was delighted to represent Foxcroft’s student body, who through Student Council, Honor Council, and clubs such as Model United Nations, Hispanic Culture Club, the Black Student Union, and We the People, continued to work hard throughout the year to bring our mission and values to life and to use their voices for good.
The voices of our students and faculty connect in the classroom and in the dormitories, forming common ground and an atmosphere ripe for learning. “Educational goals related to civic formation and civil discourse essential to our democracy are always an important part of Foxcroft’s curriculum and co-curriculum,” says McGehee. “Our theme remains urgent not only during an election year but every year.”
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Spring/Summer 2021 11
SSTUDENTS TUDENTS
CODE OF FOR CIVIL
By Stephanie Young ’00, Dean of Students
ast summer the Student Council spent a considerable amount of their vacation developing and drafting the Foxcroft Code of Conduct (Code). This Code is a reaffirmation of Foxcroft’s commitment to an emotionally and physically safe school environment. It sets the tone and expectation for how we treat one another in our community. And the beauty of this Code is that it was developed entirely by students.
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Work began immediately. “We met pretty much weekly, and every time we’d meet we would have ‘homework’ for the next time,” described Student Head of School Moni Corona Perera ’21. “We threw out big ideas,” offered Student Vice Head of School Bianca McNeely ’21, “[about] what we wanted students to take from reading the Code of Conduct. Then we looked at other schools’ code[s] of conduct
J ul i a
After witnessing the social unrest following the police killings of Breonna Taylor and George Floyd and the murder of Ahmaud Arbery, the students wanted to develop a response to the Black Lives Matter movement. “We were inspired by the Courageous Conversations hosted by the Alumnae DEI Committee in partnership with Foxcroft, as well as the @Blackatfxc Instagram,” Senior Class President Julia Clark explained. “The upperclassmen
had a vision of fixing the issues we had encountered or noticed during our time, and we hoped that through collaboration with the underclassmen, we could shape a more inclusive future for Foxcroft.” Honor Council Member Betsy Altenburger ’21 added, “Someone brought up the importance of civil discourse, but we did not have policies in place to manage that. The general consensus was that we need a spoken code to facilitate discourse.”
[and] student behavior expectations to frame how we wanted to organize our own.” Ultimately, it was decided that the Code should be similar in style and structure to the Honor Code because the students were already familiar with that. Meeting regularly over Zoom, members began to flesh out the Code. “We were determined to have it included in the Student and Parent Handbook and made sure to have our final draft before the publication date,” recalled Tami Famewo ’21. Within their timeframe, the Council members created not only the Code of Conduct but also a spoken code to be said aloud — in classrooms and other campus settings — before beginning potentially charged conversations or debates, and a set of case studies to help the entire Foxcroft community practice living by the Code. An undertaking of this scope and scale is particularly impressive given the age of the people involved, as well as their varied backgrounds and points of view. “While we might have different backgrounds or
Use Your Voice for Good
C REATE A CREATE
CONDUCT DISCOURSE
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How the students used their emotions is also very impressive. “Among the Council members, we shared personal experiences to gauge what cultural parts of Foxcroft we wanted to see change and we also took inspiration from the @Blackatfxc Instagram posts and alumnae experiences to shape our Code of Conduct,” emphasized Julia. Bianca added that she saw the most diversity in experiences and viewpoints when they were developing the case studies. “I think some of the students have been on the receiving end of the behavior that the Code of Conduct [tries] to prevent,” she says, “so the Code was personal.”
n er
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“While Foxcroft has had a long-standing policy regarding anti-harassment and anti-bullying, the Code of Conduct is so powerful because it was created by the students themselves and speaks to them in a way they can own it and support it.
I am very proud of them,” said Head of School Cathy McGehee, who met with the student leaders over the summer to provide feedback on their drafts.
Hays
viewpoints, we all wanted the same thing: a Code of Conduct that the Foxcroft community will uphold and respect,” offered Head Prefect Hays Turner ’21. This sentiment was supported by Moni; “Yes, there were different viewpoints, but none too drastic; in the end, we just wanted everyone to feel comfortable in the community being who they are and respecting everyone.” This does not mean that emotions didn't come into play. “We also used our emotions and experiences,” said Betsy. “It was important that we thought about how we wanted people to feel after having a conversation guided by the Code of Conduct.”
This personal aspect of the Code was exemplified by Hays who felt it would
be beneficial with the, then upcoming, presidential election. “I want every Foxcroft student to feel like her voice and opinion belong at Foxcroft, and I do not want any student to feel as if she has to hide that opinion in fear of retribution or conflict.” Julia agreed, “We wanted to ensure that the process did not only surround current students’ issues, but also address[ed] the pain that past students experienced, and to think about the future generations of Foxcroft girls.” In the end, the Code of Conduct is serving to protect all members of the Foxcroft community from harassment based on their identity, their opinions, or their ideals. The significance of these students’ efforts resonated with everyone in the community, and those who put the ideas and discussions to paper learned the value of using their voice for good. “While crafting the Code of Conduct,” reflected Bianca, “we all came to realize the power of words and the impact that adding these 300 words to the handbook could have on Foxcroft now and in the future.”
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Spring/Summer 2021 13
FOXCROFT
CODE OF CONDUCT Written and adopted by the Student Council August 2020
ll members of the Foxcroft community, including students, faculty, and staff, must take action on creating a community of trust which discourages all forms of discrimination, harassment, and relational aggression. (Examples of relational aggression include behaviors such as gossiping, “backstabbing,” spreading untrue things, covert and deliberate efforts to exclude and put down, eye-rolling, heavy sighing, leaving someone out of group projects, “subtweets,” etc.) This expectation extends to all forms of communication on campus and off-campus, applying to both in-person and online presence including social media, regardless of the formality of the situation, in order to create a safe environment for everyone no matter their race, color, sex, sexual orientation, gender identity and/or expression, national origin, religion, age, disability, economic status, personal qualities, or any classification protected by law. The Code of Conduct is a social agreement between members of the community.
A
education, mediation, and taking actions to repair trust, up to meeting with the Honor Council. Even one offense could result in disciplinary action. Furthermore, those who fail to meet these expectations, resulting in repeated conversations, may face disciplinary consequences including suspension or dismissal from school. Faculty and staff are also expected to follow the Anti-Harassment Policy and the Anti-Harassment Complaint Procedure in the Employee Handbook. The following Spoken Code of Conduct is to be posted in classrooms, reviewed before class discussions or open conversations, and is applied to all community-wide events:
Before this conversation, I accept that we may have a difference in opinions. I will respect you, your background, and your identity. I recognize the difference between your identity and your
All community members must take an active role in creating a community without discrimination to ensure that each individual’s dignity is upheld. Community members are free to share their beliefs without disrespecting others or any classifications protected by law. Reporting behavior that disrespects the personal dignity of a person or group is expected. If any member of the community is a witness to the Code of Conduct being broken, the community expects that person to take an active role through facilitating conversations, education, making amends, and reporting the incident to a student leader, trusted adult, or to Human Resources. Any students who breach the Code of Conduct can expect a range of responses, including at a minimum, personal
14 Foxcroft Magazine
personal opinions on this subject, and while I may challenge your opinions, I will not attack your identity. I am accountable for my actions and my words. If I fail to uphold these values, I will take the initiative to make amends for the harm I have caused and further educate myself, so that I may regain respect and work to rebuild trust in my community. Foxcroft is no place for discrimination against others and students and faculty are required to report breaches in these expectations.
Alumnae Create
FROM THE
WORKSHOP
SAFE SPACES
A B ' 14
FOR DISCUSsIONS OF
If you see something; say something. Do not ignore racism or microaggressions.
RACISM & DISCRIMINATION
F
Be open to difficult discussions. The more we have them, the more we grow.
ounded in the Summer of 2020, after discussions of racism, homophobia, and other forms of discrimination at Foxcroft started
to take place on various social media platforms and inspired by the
Li sa
W a s h in
gt o n B a ke r
' 84
Use Your Voice for Good
TAKEAWAYS
USING THEIR VOICE FOR GOoD:
Acknowledge Foxcroft’s past and work to improve its future.
‘Black At’ movements, Foxcroft alumnae of color formed the BIPOC One way to implement change at Foxcroft and beyond is to focus on your personal change.
(Black, Indigenous, and People of Color) Alum Group for Foxcroft. The group aims to facilitate an all-inclusive safe space for the BIPOC alum of Foxcroft and has been working diligently to create workshops and
Lisa Washington Baker ’84, Gabrielle Benson ’14, Alayna Davis ’14,
le B
ie
those that attend them. Founding members of the group are AB ’14,
Some of the ongoing anti-racist work happening at Foxcroft:
Gabr
content for the Foxcroft community that will uplift, inform, and empower
en so n ' 14
Thyannda Mack, Founder of Inclusive Resolutions, offered a series of identity workshops
Johnette Howard ’14, Raquel Morris ’13, and Tessa Bovell Walker ‘87. In March, the BIPOC Alum Group for Foxcroft and Foxcroft School hosted a virtual workshop on racism. Engaging current students, faculty, staff, and alumnae and centered around BIPOC
' 14
experiences and voices, the Foxcroft community came together to
A l a yn a
and the steps Foxcroft is taking and will continue to take moving
Da
vis
discuss past traumas that have affected individuals at our School forward. With over 100 participants from various backgrounds, cultures, ethnicities, and races, the workshop was an important step towards acknowledging our past and healing as a community.
Foxcroft is working with the Virginia Center for Inclusive Communities over the next 18-24 months to not only understand our past and current experiences but to set the path for our future through work with our various constituents.
Joh n ette Ho
As one alumna wrote after the event, “I really appreciated the organization of the workshop. The mix of a lecture type
w
a rd
format to educate the community was really informative, and
' 14
then breaking up into breakout rooms to further spark the conversation about racism was really beneficial to me. Thank you to the BIPOC Alum Group for being so welcoming and creating a safe space for us to learn how to do better.”
Student leaders have created a Code of Conduct for the community.
R a q ue l
“Healing Circle” during Foxcroft’s Virtual Reunion. Several members
rri s '
Mo
More recently, the BIPOC Alum Group for Foxcroft hosted a
13
The School is committed to creating a Restorative Trust Process.
of the BIPOC group who also serve on the Diversity, Equity, and Inclusion (DEI) Committee of the Alumnae Council worked closely with the School on the “Courageous Conversations with
Whittney Preston was named Foxcroft’s first Dean of Inclusive Excellence
Foxcroft Women” event that took place on Reunion Weekend.
•
e s sa
T
and partnership of these incredible and educational experiences.
B o v e l l W a l ke r ' 8
7
Thank you to the BIPOC Alum Group for Foxcroft for their leadership
Dr. Marcia Chatelain, Professor of History & African American Studies at Georgetown University, used vignettes in history to discuss opportunities and strategies for community change in multiple workshops with students, employees, and alumnae.
Spring/Summer 2021 15
or DISCOURSE DISCOURSE DELIBERATION? Students Participate in
Empowering Female Voices Civic Engagement Program for Girls
By Erika Page, History Teacher y most cherished holiday memories are of sitting around the dinner table and discussing the world and how we interact with it. Although I sometimes needed lessons in how to deliberate rather than debate, those discussions have always been invaluable. As a teacher, I strive to provide my students with the same kind of supportive and safe space, and I knew immediately that Empowering Female Voices would be just that.
M
Empowering Female Voices (EFV) is an initiative from the Close Up Foundation and the Hockaday Institute for Social Impact. Inspired by the 100th anniversary of the ratification of the 19th Amendment granting women’s suffrage and with the aim “to help students develop empathy for the perspectives of others and build the skills and confidence to empower a generation of female change-makers by engaging girls from
16 Foxcroft Magazine
different backgrounds in meaningful
met twice a week for six weeks. There
dialogue,” this program is perfectly
were six online workshops, each followed
aligned with Foxcroft’s 2020-21 co-
by debriefing sessions with fellow history
curricular theme, “Use Your Voice for
teacher John Scharfenberg and me.
Good: Civic Service and Social Action.” The first session was a great introduction Seniors Elsie Rose and Hays Turner,
to civil discourse — specifically the
sophomores Avery Hazard, Danielle
difference between debate (a forum
Perkins, and Olivia Warr, and freshmen Sarah Ford, Sofia Ring, and Mimi Walker
Continued on page 18.
Use Their
VOICES FOR GOOD on National Stages
A
s a result of their participation in the Empowering Female
Voices (EFV) program, freshman
my students speak,” shared History teacher Erika Page. “I know how brilliant they
Sarah Ford and sophomore
are in the classroom,
ng Olivia Warr were invited to speak during
and I'm really proud
sessions for the National Coalition of
when I get to hear them
Girls’ Schools (NCGS) and the Women
speak so confidently.”
and Politics Forum, respectively. What an exciting and (l to r) Elsie Rose ’21, Hays Turner ’21, Danielle Perkins ’23, Olivia Warr ’23, Sarah Ford ’24, Sofia Ring ’24, Mimi Walker ’24, and history teachers Erika Page and John Scharfenberg.
“The experience I had presenting my
meaningful
al thoughts to the group was phenomenal
way to experience
m because I was talking about what I am
this year’s
passionate about and what I want to
co-curricular
make a change in,” explained Sarah
theme!
It about her role in the NCGS webinar. “It
•
y was even better that I got to share my oft thoughts as a representative of Foxcroft School because I am proud of my school and want to reflect well on it.” “Participating in the [Women and Politics Forum] was exciting,” offered Olivia. “There were so many powerful and influential women present who have had incredible experiences. I was proud to represent Foxcroft and share my passion as an advocate for mental health awareness!” The feeling of pride is reciprocal. “I get choked up whenever I hear
Spring/Summer 2021 17
Use Your Voice for Good
SARAH FORD ’24 & OLIVIA WARr ’23
Continued from page 16.
OPpORTUNITIES FOR
for defending one’s position) and deliberation (everyone listens to other
CIVIL DISCOURSE & CIVIC ENGAGEMENT
opinions with an open mind). Ensuring
Abound
very closely moderated with attention
hroughout the school year, History teacher Erika Page and Foxcroft students have participated in what would eventually become a multi-session, year-long Empowering Female Voices (EFV) program.
T
that students understood, intellectually and in practice, the difference between the two terms was integral to the program’s success and each session was to these values. In fact, several of the students participating from Foxcroft were so open to new ideas that they changed their minds about policies during sessions. As a single-sex school, Foxcroft assures that our girls thrive by encouraging them to stretch their comfort zones,
“It’s been an honor to participate in these programs with Close Up Foundation,” offered Page. “I went into it in October with no idea how this kind of online initiative might work, but quickly recognized the value of a safe space to discuss tough issues.”
assume leadership roles, and try new
As discussed in her article, the first session offered multiple workshops on civil discourse leading up to the presidential election. A second session focused on the President’s First 100 Days with workshops on researching and deliberating critical policy issues, as well as ways to take action on the issues that matter most to them. The third centered on understanding issues touching on justice, equity, and belonging. It began in late spring and ran through the end of the school year.
receives that kind of encouragement. As
Ultimately, Page and her students were asked to take part in the pilot program for A Starting Point (ASP) Homeroom, an online teaching tool offering cross-cultural and interactive lessons and learning opportunities between different schools, communities, and states on issues surrounding government and politics. As a result, freshmen Madison Burget, Eva Bret Cozby, Sarah Ford, and Marley Frederick were invited to ask questions during a live ASP Homeroom event with Texas Representatives Micheal McCaul and Henry Cuellar, and program creators Chris Evans and Mark Kassen. ASP even sent a small crew (three people, masked and following Foxcroft protocols) to film Page and her students as they used the ASP Homeroom tool.
things — like this program. It is such a part of our nature at Foxcroft that we sometimes don’t realize not everyone Hays Turner ’21 observed, “... a member from another school explained to our group how much these meetings meant to her. She told us that she gets shut down regularly when she tries to share her ideas at her own co-ed school. It is easy to forget that not everyone has the same opportunities that we share in our environment here at Foxcroft. We are so lucky to be a part of such a supportive community.” Many political topics were discussed leading up to the election, including healthcare and criminal justice reform. The most common complaint heard from students was that they didn’t have enough time to discuss each topic as much as they would have liked.
“Our students have had a lot of opportunities,” reflects Page. “They've been asked to present to national audiences of girls from all over the country, audiences of teachers and administrators who sought more information about the programs, women politicians who gave suggestions regarding policy plans, two Texas Representatives, and the co-founders of ASP... In each and every situation, our students have been confident, polished, and brilliant! I'm incredibly proud
opportunity to interact with female
and honored to be part of this with our fantastic students.”
also from our students: the future leaders!
18 Foxcroft Magazine
•
In our fifth session, students had the leaders in various fields. There was so much inspiration in those sessions — not just coming from the current leaders, but
In the final session, students developed plans for future advocacy, brainstorming on the following questions (with a very structured exchange during which students built on what their peers stated): What issue
are they interested in pursuing, what do they need to know about it, who can help, and what are their next steps? “One of the issues that I feel strongly about is climate change and trying to save our planet,” offered Sarah Ford ’24.
“Since we are in the middle of a pandemic, it is kind of hard to get a lot done, but we all seemed to agree that just spreading awareness online through social media would be the easiest and most effective method of making a change for right now. I thought this was a good wrap-up for our time
...we can actually start to
make a change
X
in the world...
together, because after deliberating all of the issues, now we can actually start to make a change in the world, even if it is just here in our Foxcroft community.”
The EFV program has been invaluable to Foxcroft students. Even though most of the students who participated aren’t yet able to vote, with their newfound tools for discourse and knowledge around how to think about social movement and policy, their participation in social change can still go forward! Students can use music, peaceful protest marching, art, social media, fundraising, dance, volunteering, writing, and other media to begin to effect change.
•
Spring/Summer 2021 19
Use Your Voice for Good
“Listening to [the CEO of Johnson & Johnson] was very inspiring because regardless of the fact that we were complete strangers, I was able to ask her some of my many questions and recognize our similarities as hardworking women,” shared Mimi Walker ’24. "As a businesswoman, she was surpassed by many men in her field — even if she was more skillful. Nevertheless, she continued on and worked even harder for her success, which is more impressive to me. I’m so thankful that Foxcroft made this experience possible for me and my peers.”
Heidi Dodd ’23 works the “Good Day Foxcroft” anchor desk, while Chelsie Ekhelar ’22 on the left and Chessa Benevento ’21 on the right have a little fun ‘behind the scenes’ during production.
“GOOD DAY FOXCROFT” A Conversation with
the Cast and Crew By Christine McCrehin, Advancement Communications/Engagement Coordinator
O
ut of a desire to meet people, learn a little something new, and have a whole lot of fun, a group of students started a video show and began to tell the stories of our community. Part “Good Morning America” and part nightly news, “Good Day Foxcroft” has quickly become a bright spot for the entire Foxcroft community. From interviews with students and faculty about their favorite parts of campus life to national news, global events, and viewer’s favorite cooking and pet segments, “Good Day Foxcroft” is as informative as it is fun.
For Marlow Buckner ’22, the creator and driving force behind “Good Day Foxcroft,” the club and video show are a way to create community by giving everyone a voice. She explains, “In elementary and middle school, we always had a TV show that I loved to be a part of and it was like a family to me. It gave everyone a voice in the community and I just really appreciated that and thought that the Foxcroft community would appreciate and enjoy something like this.”
20 Foxcroft Magazine
Each episode is written, filmed, and edited by Marlow and fellow club members Chessa Benevento ’21, Jennifer Cramer ’21, Alexa Cuozzo ’23, Heidi Dodd ’23, Chelsie Ekhelar ’22, Avery Hazard ’23, Cameron Hazard ’23, Elikem Kalitsi ’21, Berkley Mistr ’23, Remy Patterson ’22, Georgia Regas ’22, Ella Siebentritt-Clark ’22, and Helen Ventikos ’23. Club Advisor is Ginny Riley, Video Production Teacher. I recently had a virtual sit down with Marlow (MB), Heidi (HD), Georgia (GR), Remy (RP), and Ms. Riley (MR) to talk about the show. Following is our conversation, edited for space. MANY IN THE FOXCROFT COMMUNITY FEEL THAT “GOOD DAY FOXCROFT” IS A GREAT EXAMPLE OF USING YOUR VOICE FOR GOOD. WHAT DO YOU ALL THINK? HOW DO YOU FEEL ABOUT THAT? HD: I think it's been a bright spot for our community and it's been fun for us to bring a bit of joy. And I think the further we go into this, the more it will reflect the voice of not only us and what
we want to see, but of everyone at the School because the more people watch it and have ideas, the more we can bring that in and implement it. I also think something that's interesting is the outreach we've gotten from alumnae; they've really liked it and reached out to us. My aunt went here and she texted me about it and was like “This is cool.” So I think it's been an interesting connection for some of the alumnae to see our voice and our community reflected in this. GR: When I first started doing this I never realized how much of a voice we gave to our community. I really just saw us as a group coming together and having fun, sharing the joy that we have putting these together and putting it out in the community. But really, it's just been an amazing thing. I didn't know how much it reached people. But seeing that is just awesome. MB: I also feel that it’s created leadership skills for everyone, which is really good because you can use those anytime in your life. It has really
BECAUSE YOU'VE HAD SUCH A GREAT RESPONSE DO YOU FEEL THAT YOU HAVE MORE OF A RESPONSIBILITY WHEN CREATING THE EPISODES? GR: You know, I never realized it until you came to us to set up this meeting, this sense of “Wow, this is like an actual big thing.” Marlow asked me to be the anchor for our upcoming segment and now I actually have to do a good job. So, yeah, it definitely gives you a sort of weight — a responsibility. But it's not a bad feeling. It's good; you want to make this the best it can be. HD: I totally agree with that. I think there is a weight, but I think that weight kind of compels you. It's more of a recognition of the impact that we could have. We kind of have this power right now to be something really great.
RP: I definitely agree with Heidi. I did not expect to get that much of a good response from the community. My mom even texted me to say “this is really cool.” It is such a great feeling to get all that positive response. Also seeing the episodes get better and better as we've been progressing. GR: Seeing how much effort we all put into this and seeing it come out and getting good feedback, just makes me
MR: I think it's really easy to see the hard work and dedication that the girls are putting into it. The difference between the first show and their last show is fun to see. The girls really hit a stride of recognizing where they want to work, who works best where, and just how it all melds together. That's a tough thing to learn and recognize about yourself. And they've done it very quickly. That hard work is definitely paying off and showing.
feel so good inside about myself. And I think that's really helped my selfconfidence, knowing that I can put this effort in and I'm going to get this out. MB: I'm really proud of everyone. They put in a lot of effort and work of their own free will and their own free time.
Created out of a sense of wanting to do something good for — and with — their community, these girls have put together something that embodies not only the mission and values of Foxcroft but also the heart.
•
And it's nice because the product is so nice; you can see your own work go out into the community. And then just having a response from teachers and students, I believe that plays a big part in how we all feel about the show.
Ms. Riley's Video Production class offers additional opportunities for the girls to gain hands-on production experience. Here (l-r) Marlow Buckner ’22, Heidi Dodd ’23, and Alexa Cuozzo ’23 hone their skills during a Video Production short film shoot.
WHAT HAS SURPRISED EACH OF YOU THE MOST ABOUT WORKING ON “GOOD DAY FOXCROFT”? HD: I was surprised at how well it turned out and the positive feedback. I would walk into class and my teachers would say “that was really cool” and it was fun to hear that. The community seems to be responding pretty well to it and they have ideas. They ask “Hey, can you do this?” and we're like “Sure.”
Spring/Summer 2021 21
Use Your Voice for Good
stretched me in a way to be out there and speak more and share my opinions. I think it did that for others in the club too, which I'm really grateful for.
FROM THE…
Board of Trustees By Katherine C. Hastings ’78, Chair
T
his winter I returned to Foxcroft to see firsthand the school’s extraordinary efforts to keep students and employees safe and healthy, to provide innovative teaching to students in the classroom and online, and to create fresh experiences on campus. It was amazing to witness all of the creative energy given the numerous challenges the School has experienced since March 2020. While there is still much to do, collectively we should be thankful for where we are and where the future will take us. This journey would not be possible without all of our combined efforts. One of my goals as Board Chair is to regularly communicate to you the work of the Board. This winter, the Board heard an update from School leadership about progress on improving the culture and climate of the Office of Student Life; Diversity, Equity, and Inclusion initiatives; and student wellness programming focused on the effect of the pandemic on teens. The Board learned how the Administration worked to meet the challenges of the last months and how teachers benefited from professional development opportunities to support remote learners through technology and innovation in the classroom and inclusive practices. We are blessed with their relentless focus to make Foxcroft the best school for our students today and to ensure a future that is inclusive and recognizes the diverse voices of our community. Although the past two years have been hard on Foxcroft’s operating budget given the pandemic, Foxcroft’s finances remain strong thanks to a zero-based budgeting process, the discipline of our budget managers, our strong endowment, and the School’s freedom from long-term debt. This success also relies on gifts to The Foxcroft Circle, our annual fund, which supports 7% of the annual operating budget. Your
22 Foxcroft Magazine
gifts make a difference, especially this year where the school saw a loss of revenue because of the pandemic. The School’s long-term financial stability is at the forefront of any financial decisions made by the Board on behalf of Foxcroft. This Board meeting was no exception. Actions taken this winter include the following: • The Board set tuition for the 2021-22 school year at $61,500 and $49,500 boarding/day respectively. The Board also approved holding tuition increases for our returning families, as we have done for the past several years, near the Consumer Price Index or at approximately 2%. In addition, over the past six years, the Board of Trustees has increased financial aid available to families who demonstrate need as part of our commitment to ensuring that students who will thrive in our program have access to a Foxcroft education. • The Board approved salary increases for Foxcroft’s dedicated employees in recognition of their hard work and innovation during the pandemic. • Following an in-depth RFP (Request for Proposal) process, the Board voted to hire The Fund Evaluation Group (FEG) as Investment Consultants for Foxcroft’s Endowment. A Cincinnati-based mid-size investment firm, FEG has expertise in working with educational institutions. Additionally, CEO and President, Becky Wood, is committed to increasing the number of women and minorities in the investment industry. The Board was impressed by the alignment of culture and values between FEG and Foxcroft; by the extensive research, resources, and access to fund managers; and by the support for Foxcroft’s business office.
Guided by Foxcroft’s strategic priorities, the Buildings and Grounds Committee presented final plans for the renovation of the Music Building, the first phase of the Schoolhouse project. The Committee also presented on electrical upgrades to several buildings and other significant maintenance projects. Trustees heard an update on the clean-up of an oil spill, which fortunately was contained and caused little damage, thanks to the quick response of Foxcroft’s maintenance team, our Environmental Engineering Company, and the Virginia Department of Environmental Quality. The Committee on Trustees, which is responsible for educating board members on good governance practices at independent schools and for nominating individuals to serve on the Board, gave an update on the trustee nomination process. The Board seeks individuals with broad professional expertise and with a history of board experience and philanthropy. The overall Board composition should include diversity of constituency, age, geographic location, and identity. All trustees should demonstrate active engagement with, and support of, the School. The Committee on Trustees reviews individual candidates as well as the overall composition of the board to anticipate specific needs in upcoming years. If you know someone who would make a good trustee, please fill out the nomination form on the Foxcroft website at www.foxcroft.org/trusteenominations. The Board of Trustees looks forward to when we may all return to Foxcroft to experience the extraordinary work done each day that ensures our girls thrive. On behalf of the Board, we thank everyone for their time, expertise, passion, dedication, and gifts to Foxcroft. Our future is brighter because of you.
FROM THE…
Alumnae Council By Ginny Robbins ’91, President The Alumnae Council has had an interesting year rising to the challenges caused by the COVID-19 pandemic and the social unrest in our country. The mission of our association, to connect our alumnae with one another and with the School, has never been more important than during this time of physical and emotional isolation and amidst the continuing calls for justice and social equality. It has guided our activities over the past months. Our committees have sought ways to increase the sense of connection and belonging among our alumnae as well as to give space to their stories and experiences, finding innovative solutions to meeting these goals virtually, which has been our new reality. I am honored to share their work with you and grateful to the members of the Alumnae Council for their determination, creativity, empathy, and commitment to the School and to the members of our Association. The Diversity and Inclusion Committee adopted a new name in the latter part of 2020 to better align themselves with the work that has been done by the committee and which will be done moving forward. They are now the Diversity, Equity, and Inclusion Committee (DEI Committee). In addition to the programming the DEI Committee offered over the summer and fall — four Courageous Conversations addressing mental health led by Jordan Moore Sraeel ’01 and Dr. Emily Eckstein ’00, “Racism and the Black Lives Matters National Movement” led by students, “Bias and Perception” based on Mellody Hobson’s TED talk, and “DEI in the
Workplace and Navigating Your Career” — the Committee supported activities the School undertook in recognition of Martin Luther King, Jr. Day by sharing thoughts from committee members on what the future of Foxcroft looks like to them based on the theme “I have a Dream for Foxcroft.” Current students also shared their dreams which were combined with the committee’s to create a temporary outdoor display around the turf field. The Committee also focused on planning their Courageous Conversations event that took place over Reunion Weekend and offered their support to the newly formed BIPOC Alum Group for Foxcroft on the group’s two spring events, the “Workshop on Racism” and the “Healing Circle.” Kassinda Usher ’93, Co-chair of the DEI Committee, worked with several Black alumnae to host a reunion for all Black Foxcroft Alumnae on June 12. Although this effort was independent of the DEI Committee, it does support DEI objectives. During Reunion 2021, the Reunion Committee reimagined the Senior Dinner and brainstormed exciting programming and engagement for the virtual weekend. The Council welcomed the newest alumnae, the Class of 2021, into the Alumnae Association and honored Distinguished Alumna Barkley Boutell Henning ’73. The Class Representative Committee changed its name this year to the Alumnae Outreach Committee, a much-
needed update to fit with their mission of facilitating communication between the School and alumnae classes. They also reworked the purpose of Class Representative Weekend to make sure it has a more specific goal every year. This year the focus was on the theme of DEI. The committee brought in a guest speaker, Dr. Marcia Chatelain, and led dynamic discussions around inclusivity in alumnae leadership. The Alumnae Outreach Committee plans to personally reach out to Class Representatives with the goal of providing mentorship and support in their work with their classes and the School. Co-Chairs Kendall Blythe ’83 and Jordan Moore Sraeel ’01 are currently designing an “open house meet and greet happy hour” to initiate a “call to action” and answer any questions on how to get more involved with the School. Finally, in addition to their events last spring and summer, the Social Committee hosted three online Zoom happy hours last fall — a Foxcroft Trivia night, a very spooky Halloween evening (in conjunction with Class Rep Weekend), and their signature Jingle and Mingle Holiday Party. Other fun activities and gatherings are in the works. The Alumnae Council reviewed its Articles of Association in preparation for Foxcroft’s accreditation next year and continues its work and offerings for alumnae both virtually and, hopefully, in person. As always, we welcome your thoughts, suggestions, and ideas.
Spring/Summer 2021 23
FROM THE…
Parents’ Association By Vice President Nathalie Mould (Cecilia ’22) on behalf of President Elise Brown (Seabrook ’19, Harriet ’21)
T
he Parents’ Association (PA) seeks to create opportunities for parent engagement across all aspects of the Foxcroft community — a goal that does not change from year to year. This year, however, which included distance learning and reduced access to campus for parents, certainly presented challenges! Nevertheless, the PA continued to embrace its primary mission of community building and met with success across its areas of interest and engagement. Beginning in the summer, the Parents’ Association planned virtual events to bring parents together in preparation for what was likely to be an unusual year. These Parent “Welcome” Zoom sessions were held in July for each class, in conjunction with faculty and administrators, to give parents, especially new parents, an opportunity to meet or reconnect with one another, learn about the activities of the PA and how to be involved, as well as to get some pressing questions answered about returning to school. Each of the calls was well attended, providing encouraging feedback for the use of Zoom for parent engagement.
Though the return to campus was pushed back to early October due to the ongoing COVID-19 pandemic, when students and families finally returned, the President of the PA, Elise Brown, was on hand with a friendly — masked — face and welcome packets for new and returning
24 Foxcroft Magazine
parents. During a reimagined Virtual Family Week in late October, the PA sponsored a Virtual Family Game Night in each of the dorms and our Family Féte Chair provided Halloween-themed treat bags for the girls and dorm faculty. To generate excitement for the Silent Auction — the PA’s main fundraiser, which usually takes place over Family Weekend but was moved to February — and some fun for the girls on campus, the Auction Chairs created an online Raffle during Family Week. A well-attended virtual meeting rounded out that week’s PA events. The PA also welcomed the formation of the Black, Indigenous, and People of Color (BIPOC) Parent Affinity Group to increase awareness and appreciation of the positive cultural identifiers that distinguish us from one another and identify the common ground that binds us. The BIPOC Parent Affinity Group held several virtual meetings throughout this year. The PA’s community-building activities also include the Class Parent Representatives for The Foxcroft Circle, who help coordinate the parent microcampaign and encourage parent participation in Foxcroft’s annual giving fund. Meanwhile, the Parent Athletic Association, which endeavors to engender team spirit for the athletic teams, eagerly awaits a time when the teams will be competing again. The Parents’ Association will continue to seek out new ways to create and build community until we can come back together again safely. We enthusiastically look forward to that happening soon!
2020-21 Parents’ Association Leadership President Elise Brown (Seabrook ’19, Harriet ’21) Vice President Nathalie Mould (Cecilia ’22) Secretary Nicole Munoz (Isabelle ’23, Claire ’24) Treasurer Jennifer Hazard (Avery ’23, Cameron ’23) Silent Auction Chair Lisa Hubbard Patterson ’89 (Remy ’22) Silent Auction Co-Chair Suyen Michlowitz (Jordan ’22) Family Fête Chair Mary Catlett (Bev ’12, Molly ’23) BIPOC Parent Affinity Group & Parents Council of Washington Representative Cori Daniel (Marlow ’22) Athletic Association Coordinators Eileen & Matt Altenburger (Betsy ’21) Performing Arts Coordinators Heather Malone Garrison ’91 (Julia ’21, Gabby ’23) Julie Thomas (Jennifer ’21, Rebecca ’23) International Parent Liaison Kyoung Kim (Semin ’21)
THE FOXCROFT CIRCLE PARENT REPRESENTATIVES Freshman Class Parent Representative Lorina Leonard (Emma ’24) Sophomore Class Parent Representative Nancy Mannon (Sydney ’23) Junior Class Parent Representative Nathalie Mould (Cecilia ’22) Senior Class Parent Representative Hiroko Clark (Julia ’21)
Exciting Schoolhouse Project Update! Construction begins on the Music Building
Interior Rendering
First Floor - Floorplan
This April saw the beginning of Phase One of the Schoolhouse Project — the renovation of the Music Building. Once home to the School Store, the mailroom, and the Business Office, this charming building, which has stood empty since the renovation of Court, will be returned to its original purpose and provide much-needed space for our growing music program. Retaining the original footprint and exterior walls of the 1950’s building, this $5 million renovation project creates a large open
Second Floor - Floorplan
flexible space on the first floor that can be used as a classroom or for small concerts and gatherings, as well as practice rooms and a faculty office. The original stairs will lead to a mezzanine that houses more practice rooms. The anticipated completion date for this project is fall 2021. Accelerating the timing of this phase was a direct result of the lack of larger spaces to hold full classes of students while meeting COVID-19 protocols. Once renovated, the Music Building will allow much-needed flexibility for our co-curricular programs.
Renovating and expanding Schoolhouse to include the Music Building, a STEAM wing, and a new performing arts center is a key priority of Foxcroft’s strategic plan and will create learning spaces that support Foxcroft’s innovative curriculum and pedagogy for teaching girls the way they learn best. For more information about the Schoolhouse project or to make a gift towards the renovation of the Music Building, please email ADVANCEMENT@FOXCROFT.ORG or call 540.687.4510.
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FOLLOW FOXCROFT
UPCOMING EVENTS September 1 • School Starts
November 20 • Fox/Hound Field Hockey
October 8 • Admissions Open House
December 3 • Admissions Open House
October 22-24 • Family Weekend
December 5 • Christmas Pageant
November 20 • Thanksgiving Break Begins
December 17 • Winter Break Begins
Please note that these dates are tentative and subject to change.
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