Spirit of the Dragon Magazine (Winter 2024)

MISSION

At Glenelg Country School, our mission is to cultivate a diverse community of learners who discover, contribute, thrive, and excel.

ACCREDITATION

Glenelg Country School is accredited, age two through twelfth grade, by the Association of Independent Maryland & DC Schools (AIMS) and by the Middle States Association of Schools and Colleges (MSA).

The School is affiliated with the Association of Independent Maryland & DC Schools (AIMS), the National Association of Independent Schools (NAIS), and the Educational Records Bureau (ERB).

HEAD OF SCHOOL

Matt Walsh

EDITOR

Danielle Peterson

CONTRIBUTING WRITERS

Jess Dolan, Sheena Jordan, Melissa Kistler, Danielle Peterson, Krystal Rolon, Joseph A. Sierzega Jr., and Aaron Tolentino

DESIGN

Danielle Peterson

PHOTOGRAPHY

Danielle Peterson, Memi Pluznik, Classic Photography, and the faculty and staff of Glenelg Country School

© 2024 Glenelg Country School

Please direct questions and comments to communications@glenelg.org.

12793 Folly Quarter Road Ellicott City, Maryland 21042 glenelg.org

410.531.8600

FROM THE HEAD OF SCHOOL

In this issue, the vitality and potency of our newly updated mission statement are on full display. Our dedicated Board of Trustees spent a tremendous amount of time on the development of the new mission and strategic plan. They were helped throughout the process by a trove of meaningful feedback about the school from all our constituencies. Many of you will recall the numerous focus groups that were conducted and the extensive surveying that was done by an outside consulting group, information which greatly informed the updating of the mission and the creation of the strategic plan.

As you review the magazine, you will certainly hear our updated mission statement echoing clearly in the background. Brandon Neblett explores how the mission relates to the creative process in the Upper School art department. I imagine that you will find the insights as interesting as I did. Hilary McCarthy’s piece on innovative teaching in the Lower School features a discussion of technology programs and maker space projects that open new avenues of discovery and exploration for our students.

One of the unique aspects of our beautiful campus is the incredible Gould Observatory. It’s gratifying to see how Krystal Rolon has taken full advantage of this unique resource through the creation of new electives for students interested in space. The piece on the astronomy class visiting NASA’s Goddard Space Flight Center is a must read.

Kevin Boland’s update from Middle School features a comprehensive introduction to each new member of the Middle School this year. The diversity of background, talents, and experience represented by our new colleagues is truly compelling, and I encourage you to get to know them on the page and in person! One of the things that was important to our Trustees in crafting the updated mission was to include faculty and staff with students as part of one learning community, which certainly comes through as you peruse the learning journeys of our new hires in Middle School.

All of the work being done across divisions is supported and guided by the outstanding work of our vertical teams and the Academic and Program Committee. Both allow for a comprehensive review of our academic and extracurricular programs—as called for in the strategic plan—to ensure that there is cohesion, coordination, and flow from division to division and that certain key themes and points of emphasis can be carried through from our littlest Dragons all the way up to our graduating seniors!

As always, there are a number of other compelling features and updates herein, among them the Destination Imagination program and the installation of our impressive new turf field at Dragon Stadium. As you work your way through this edition, I’m sure you will be as gratified as I am by the many ways in which our new mission statement is truly coming alive for our students and for all members of the GCS community.

MATT WALSH

CULTIVATING A TRADITION OF EXCELLENCE

A NEW STRATEGIC PLAN AND MISSION STATEMENT

Glenelg Country School (GCS) unveiled its new mission statement and comprehensive strategic plan at the start of the school year. Led by the Board of Trustees and developed in collaboration with key stakeholders and an outside consulting firm, the new strategic plan outlines the school’s vision for the next five years. The plan aims to allocate resources effectively, enhance academic programs, improve campus facilities, strengthen community engagement, and ensure the long-term fiscal health of the school. Along with the strategic plan, Glenelg Country has also crafted a concise and impactful mission statement reflecting its commitment to being a leader within the independent school community.

MISSION STATEMENT

At Glenelg Country School, our mission is to cultivate a diverse community of learners who discover, contribute, thrive, and excel.

STRATEGIC PLAN

The strategic plan consists of four key areas encompassing every facet of the school: technology and facilities, finance and development, curricula and programs, and culture and community.

Technology and Facilities

One of the key priorities outlined in the school’s strategic plan is to ensure that students and faculty have the necessary resources to effectively execute the mission. With academic technology at the forefront, the school plans to focus on providing classrooms with the appropriate hardware, software, and faculty support to facilitate pedagogical excellence. To achieve this, the school aims to develop an effective process for evaluating and implementing classroom technology based on the unique curricular goals of each division and department. This process will involve close coordination with school leadership and a timeline and budget for implementing technology requests.

At the same time, Glenelg Country recognizes the importance of maintaining and enhancing its natural and physical assets to meet the evolving needs of its thriving community. The strategic plan includes goals to improve infrastructure to support campus safety, security, and transportation. These goals include ongoing enhancements to ensure the campus remains a safe and secure environment for students, faculty, and staff. Additionally, the school plans to develop a comprehensive campus master plan that includes all existing buildings, facilities, grounds, athletic fields, transportation, parking, and potential future capital projects. A sustainable capital plan will support maintaining, repairing, and restoring campus facilities, ensuring they align with the school’s mission and traditions.

To promote efficiency and informed decision-making, GCS aims to develop internal data systems that allow stakeholders to make data-driven decisions without redundant department meetings or informal sharing. Focusing on determining meaningful information and key performance indicators for various stakeholders, the school will build custom reports and dashboards, ensuring security and stakeholder permissions are in place to protect sensitive information. By generating reports and dashboards that provide actionable information, GCS aims to empower stakeholders with the data they need to make informed decisions.

In an increasingly digital world, protecting personal and sensitive information is paramount. Glenelg Country School is committed to enhancing its information security practices and processes to ensure robust data protection. The Information Security goal involves engaging a cybersecurity firm to evaluate the school’s security measures and processes. GCS will implement recommendations the firm provides to enhance information security with regular reviews to safeguard the privacy and confidentiality of its students, families, faculty, and staff.

Finance and Development

Ensuring the school’s fiscal health is essential for the successful implementation of GCS’s strategic plan, which involves creating metrics that align with long-term financial sustainability and monitoring them annually. The school aims to review and update risk management guidelines and protocols and optimize insurance coverage and crisis management procedures. In parallel, the school seeks to increase its endowment fund over the next five years by targeting annual increases to the principal.

The strategic plan aims to create a roadmap to increase non-endowment funds to support the school’s continued growth and development. This roadmap involves instituting a long-term development strategy that includes opportunities for various types of fundraising. By creating a community of giving that includes alumni, faculty, families, and staff, GCS will expand its financial resources to support its programs and initiatives. In conjunction with additional funding, Glenelg Country seeks to strengthen its current academic program to serve students seamlessly across all divisions.

Curricula and Programs

Glenelg Country School recognizes the critical role of highquality faculty in delivering academic rigor and maintaining college competitiveness. The strategic plan focuses on recruiting and retaining top-notch educators by committing to regular review of faculty performance, compensation, benefits, and advising roles and ensuring that faculty receive the support and resources needed for professional growth. Strengthening coordination between college counseling and academic advising will provide holistic support to students navigating their educational journeys.

To ensure a cohesive and comprehensive academic experience for students, GCS aims to develop a school-wide approach to curriculum development, assessment, and implementation. This involves initiating cross-divisional curricula reviews and success metrics that evaluate the curricular journey from the early years to the Upper School. By continuously refining and enhancing the curriculum, the school aims to provide students with a robust and wellrounded education.

Extracurricular activities play a vital role in complementing Glenelg Country’s academic program and supporting the holistic development of students. For this reason, the strategic plan also focuses on ensuring that program

offerings align with the curricular philosophy and meet the diverse needs of the student body. These offerings include electives, clubs, sports, STEM activities, visual and performing arts, and more. GCS aims to foster a vibrant and well-rounded learning environment by providing a wide range of extracurricular opportunities.

Culture and Community

Effective communication is vital for building a cohesive and transparent community. The strategic plan aims to strengthen institutional communication internally and externally, including periodic surveying to identify improvement areas. By articulating and marketing the value of a GCS education, the school aims to effectively engage and inform its community.

Cultivating a sense of belonging, inclusion, and unity within the GCS community is a core value. The school must focus on embracing and supporting diversity in all its forms. To achieve this, Glenelg Country School plans to periodically analyze, evaluate, and prioritize community feedback to understand its community’s needs fully. Based on these insights, Glenelg Country School will develop a comprehensive plan to address identified needs and ensure all community members feel valued and included.

Glenelg Country prides itself on its culture of pride and excellence, and the new strategic plan recognizes this asset and aims to foster this culture through meaningful experiences and opportunities for growth. The school plans to build bridges between divisions through community and spirit events, creating opportunities for students, families, faculty, staff, administration, and alumni to connect and engage.

The new strategic plan and mission statement reflect the school’s commitment to excellence, community, and continuous improvement. By implementing this strategic plan, Glenelg Country aims to provide its diverse community of learners with the resources and support they need to discover, contribute, thrive, and excel. With a focus on innovation, inclusivity, and academic rigor, Glenelg Country School is poised to continue its legacy of educational excellence for years to come. n

BUILDING EXCELLENCE THROUGH COLLABORATIVE STRUCTURES

By W. Gregory Koffel ’03 ASSOCIATE HEAD OF SCHOOL FOR PROGRAMS AND STUDENT LIFE

In the ever-evolving landscape of education, Glenelg Country School (GCS) remains at the forefront of innovation by employing robust internal structures that drive professional development and coordination among its faculty. Two integral frameworks, vertical teams and the Academic and Programming Committee, stand as pillars in fostering a vibrant and cohesive educational environment.

Vertical teams at Glenelg Country play a pivotal role in ensuring the coherence and consistency of the school’s educational programs from a multifaceted perspective. Eight distinct vertical teams—arts, athletics and physical education, community engagement, humanities, outdoor and environmental education, science/technology/ engineering/arts/mathematics, student support, teaching and learning, and world languages—are hubs for collaboration and idea exchange. Led by a diverse set of leaders representing all three divisions, each team focuses on specific goals and objectives within their domain, actively working towards enhancing the educational experience. This structure fosters a sense of community among faculty members and propels the institution toward its mission of cultivating a diverse community of learners.

The second cornerstone, the Academic and Programming (A&P) Committee, is a strategic assembly of the school’s leadership team, division and program leaders, and vertical team leaders. The committee functions as a catalyst for strengthening the current academic program at GCS,

ensuring a seamless educational journey for students across all divisions. The A&P committee plays a pivotal role in clarifying measures of success and charting the course for a school-wide approach to curriculum development, assessment, and implementation.

These collaborative structures embody the school’s commitment to excellence, reflecting the school’s mission to cultivate a diverse community of learners who discover, contribute, thrive, and excel. By actively engaging faculty through vertical teams and the academic and programming committee, Glenelg Country fosters an environment where educators are dedicated to their individual areas of expertise and seamlessly connected to a broader educational vision. This interconnected approach ensures that the pursuit of excellence at GCS is woven into the fabric of the entire institution and not confined to specific departments or divisions.

With these initiatives, Glenelg Country School is a beacon of educational innovation, employing collaborative structures beyond traditional boundaries. Vertical teams and the A&P committee underscore the school’s commitment to providing a dynamic and coherent educational experience for all its learners. These efforts align with the school’s mission and propel it forward in its ongoing journey of fostering a community of learners who not only discover and contribute but thrive and excel in an ever-changing world. n

THE STRENGTH OF PARTNERSHIP

SAVING LIVES WITH MINE DETECTION DOGS

By Danielle Peterson DIRECTOR OF MARKETING AND COMMUNICATIONS

In the spirit of compassion and global citizenship, Glenelg Country School has developed a remarkable partnership with the Marshall Legacy Institute (MLI) to support the use of mine detection dogs in mine-affected countries. Through their joint efforts, Glenelg Country and MLI have significantly impacted the lives of individuals affected by landmines.

The seeds of this partnership were sown in 2008 when a then-sixth-grade student, Shelby Patrick, initiated a campaign to fund a mine detection dog (MDD) named Dragon. This began an extraordinary journey to see Glenelg Country School students connect with youth from Afghanistan, Iraq, Bosnia-Herzegovina, and Colombia. Since then, students have continued to raise funds and support MLI’s mission, becoming the only single school in the world to sponsor nine life-saving mine detection dogs.

Marshall Legacy Institute’s Mine Detection Dog Partnership program focuses on providing highly trained explosivesniffing dogs to countries in dire need. These dogs play a crucial role in identifying and locating landmines, ensuring the safety of civilians, and aiding in the clearance of affected areas. The success of this program is measured by MLI’s ability to meet urgent operational requirements from contaminated countries and assess the long-term sustainability of the indigenous human-dog teams developed in each country.

Glenelg Country School (GCS) has made impressive strides in supporting Marshall Legacy Institute’s efforts. One notable achievement is sponsoring two Dog Team of the Year winning teams. The most recent Dog Team of the Year dog, MDD Marschall, is named after two GCS students, Josef ’22 and JonPaul Marschall ’24, who have championed the MLI

cause. This honor speaks volumes about GCS students, staff, and parents’ dedication and commitment to raising funds and supporting this life-saving cause.

MLI has brought survivors and mine detection dog teams of the year to the school for 16 years, raising awareness of the humanitarian impact of landmines and the heroic work of mine detection dogs for the students and faculty. In October 2023, the Marshall Legacy Institute visited once again.

Glenelg Country School had the honor of hosting staff and guests from MLI, as well as individuals from BosniaHerzegovina and Kurdistan. The visit provided students and staff with a firsthand account of the life-saving work mine detection dogs and their handlers do. Presentations were given to students of all divisions, offering them insights into the vital role played by these dogs in ensuring the safety of mine-affected communities.

“Those visiting from Marshall Legacy Institute shed light on the profound impact of landmines and explosive devices in various countries,” says Brian Shearer, community engagement director at Glenelg Country. “Our students and faculty were deeply moved by these discussions and inspired by the dedication of the MLI team.”

The partnership between GCS and MLI has flourished over the years, thanks to the unwavering commitment of the school community. Vital to MLI’s efforts are the fundraising efforts of students like those achieved by the Marschalls and in the Lower School by Jennifer Cope, a third-grade teacher.

The Children Against Mines Program (CHAMPS) is an education and outreach program that allows students and

Top: Representatives from the Ministry of Peshmerga visit Glenelg Country School. From left, Karzan Khalid, K9 unit manager; Sajed Abdulhameed Majeed, handler of the year; Anne Wooleyhand, educational programs director at Marshall Legacy Institute; mine detection dog, Rico; LTG Hoshmend Rashid, deputy chief of staff; and LTC Safin Alchalabi, commander of military engineering.

Bottom: Mine detection dog Rico shows off his skills during a demonstration in front of students in the Lower School gym at Glenelg Country School.

the local community to learn how landmines affect people and animals in war-torn nations. “The CHAMPS program, renowned for instilling values of community service, has been a beacon guiding our students toward the importance of giving back and extending a helping hand to those they may have never met,” explains Cope.

Cope and her CHAMPS club achieved a remarkable feat by raising $20,000 to sponsor the school’s ninth mine detection dog, a truly unprecedented contribution. This noteworthy achievement showcases the deep empathy and compassion of the school community for those affected by landmines.

Anne Wooleyhand, educational programs director at MLI and former head of Glenelg Country School’s Lower School, acknowledges the program’s tremendous growth under the guidance of Jen Cope, who has played a pivotal role in fostering global connections and ensuring the program’s success. “The work done by Jen Cope and her CHAMPS clubs to raise money to sponsor this dog has positively impacted the world. MDD Marschall has contributed to the clearance of land in the Peshmerga region of Iraq, making it safe for people to farm and live safely,” she says.

With MLI’s visit, students and staff better understand a landmine’s impact on individuals and communities. In remembrance of the uncle of Sheena Jordan, director of diversity, who tragically lost his life to a landmine in Vietnam, the new mine detection dog will be named MDD

Dean. Through such acts of remembrance and dedication, GCS continues to honor the sacrifices made by those affected by landmines.

GCS’s commitment to making a difference extends beyond the sponsorship of mine detection dogs. Glenelg Country School students have had the unique opportunity to connect with young individuals from mine-affected countries, fostering a sense of empathy, understanding, and global citizenship. These connections have broadened their horizons and instilled in them a deep appreciation for the value of compassion and making a positive difference in the world.

Students and staff have also raised funds to support survivors of landmine incidents. Through their efforts, they have provided prosthetic limbs to young individuals impacted by landmines, offering them a chance at a better life.

“As I reflect on the incredible journey of the past 12 years as the CHAMPS teacher at Glenelg Country School, I am filled with gratitude,” extols Cope. “It is a true privilege to work alongside dedicated students undoubtedly destined to become the future leaders of our community.”

As GCS continues to nurture its MLI partnership, the impact of their collaborative efforts will continue to grow. The dedication shown by the school community is a testament to the power of compassion and the belief that every individual can make a difference in the world. n

Mine detection dog Rico retrieves a dummy device during a skills demonstration.

Students participate during a demonstration by the Marshall Legacy Institute in the Lower School Gym.

THE BENEFITS OF INNOVATIVE TEACHING

NURTURING A DIVERSE COMMUNITY OF LEARNERS

By Hilary McCarthy LOWER SCHOOL HEAD

In the lively halls of the Lower School, transformative education is unfolding. Here, young minds do not just learn; they thrive, discover, and excel. The school’s commitment to fostering a diverse community of learners is evident in its unique curriculum, designed to prepare students for academic success and to contribute meaningfully to the world around them.

EXPLORING THE DIGITAL REALM THROUGH MUSIC AND CODING

The innovation journey begins early in the Lower School. In grades 2 and 3, students embark on an exciting adventure into coding and programming. Utilizing CS First, an easyto-use computer science curriculum, and Scratch, an application developed at the Massachusetts Institute of Technology, young learners delve into different aspects of coding. Tasks are intriguingly music-related, teaching students how to add sound and music to characters or even record their voices. This hands-on approach demystifies technology, turning complex concepts into engaging, interactive learning experiences. The culmination of this project is a testament to their creativity and newly acquired skills. Students design their music games or stories, showcasing their ability to blend programming with artistic expression.

ADVANCED LEARNING WITH PYTHON AND EARSKETCH

The educational journey progresses as students reach grade 4, where the basics of the computer language Python through EarSketch, an application developed at

Georgia Institute of Technology, is introduced to students. With the software, students learn to create music by developing coding sequences, an innovative approach that marries the logical precision of coding with the creative freedom of music composition. They learn to record new sounds for original songs and code their drum sequences, exemplifying the school’s philosophy of learning through doing. Each student’s journey through this module culminates in creating a virtual music studio, a personalized digital space they proudly share with their families. The project enhances their technical skills and fosters a sense of accomplishment and self-expression.

PINBALL MACHINES AND SKATEPARK ENGINEERING: A DISPLAY OF INGENUITY

Glenelg Country School’s innovative approach extends beyond the digital realm. In the maker space, third-grade students engage in an exciting project of constructing cardboard pinball machines from recycled materials provided by Remida. This project entertains and teaches the importance of sustainability and creative repurposing of materials.

Similarly, fourth-grade students immerse themselves in creating a cardboard skatepark, blending engineering and art. Students use Canva to add graffiti art, bringing an artistic dimension to their engineering project. The skatepark, complete with 3D-printed fingerboards, becomes a testament to their creativity and teamwork.

TREE-MENDOUS AND TASTY TECH: BLENDING SCIENCE WITH TECHNOLOGY

In a harmonious blend of science and technology, students engage in a tree project using Canva presentation tools to transform their research into visually captivating presentations. They take this a step further by converting photographs of leaves into 3D-printable files, resulting in unique leaf-shaped cookie cutters. This project exemplifies the school’s dedication to multidimensional learning, where students can connect their academic knowledge with practical, enjoyable activities.

At the Lower School, education is not just about acquiring knowledge; it’s about inspiring a passion for learning, encouraging creativity, and empowering students to discover their potential. Glenelg Country School is nurturing a new generation of learners prepared to excel and contribute in an ever-evolving world through projects that blend technology, science, art, and sustainability. n

FACULTY ON A MISSION

FRESH FACES AND VETERAN EDUCATORS JOIN THE MIDDLE SCHOOL FOR A NEW SCHOOL YEAR.

By Kevin Boland MIDDLE SCHOOL HEAD

Guided by a refreshed mission statement, the Middle School welcomed a large cohort of new faculty in the fall as Glenelg Country School (GCS) continues to forge a promising future for its students. All are experienced educators who bring diverse experiences and fresh perspectives to campus as they join a core of veteran faculty to support the mission.

Geraldine Butler is an accomplished professional artist with a master of arts in teaching from the Maryland Institute College of Art. She has taught painting and visual arts in various settings, and has studied abroad. Her door is always open to students wanting to work on current projects or discuss their passions and interests.

Kalere Caldwell comes to GCS from St. Louis, MO, with a bachelor of science degree in psychology and a master of science in kinesiology, exercise, and sports psychology. A former assistant girls basketball coach in the Upper School, Caldwell is quickly building positive relationships with students as she takes on many roles, including advisor, teacher, and soccer and basketball coach. She is also returning to work with the girls’ varsity basketball team.

Byung Kang attended the Peabody Conservatory of Johns Hopkins University, where he earned a graduate performance diploma and was a jazz performance merit scholar. His extensive background as an artist and jazz performer is already helping the band program in the Lower and Middle Schools thrive.

Lily Derrick previously oversaw the Moxley Library and is now teaching seventh-grade English, where her experience as a freelance writer and director of marketing helps her mold students into effective writers and communicators. Derrick received a bachelor of arts in English and writing from the University of North Carolina at Chapel Hill and a master’s in landscape architecture from St. John’s College. She is also continuing her work with Battle of the Books, which allows students to pursue a love of reading.

Kelsey Smith joined Glenelg Country School in the spring of 2023 as a long-term substitute teacher and is now a fulltime sixth- and seventh-grade math teacher. She received a bachelor of science in computer and information sciences from Shepherd University, where she played soccer and was a computer software consultant before joining GCS. Smith has worked with various area soccer clubs and is excited to coach in the Middle School. Students find her

approachable, patient, soft-spoken, and committed to their success in the classroom.

George Ding ’16 returns to GCS to teach sixth-grade math. After earning a bachelor of science in economics from the University of Maryland, College Park, Ding taught math and English in China while volunteering at two rural boarding schools. He has also worked as a math and SAT prep tutor. Ding is busily diving back into school life, coaching soccer and basketball, and spending time with students outside of class to build strong personal relationships.

Louise Andrews P ’28 ’31 shares her love of learning and books part-time in the Moxley Library. She graduated from Princeton and New York University and has taught voice, movement, and acting for 20 years. She was a long-term substitute in the Upper School, where she taught French.

The division’s new administrative assistant, Diana Spurgeon, earned a bachelor of science in business administration from Towson University and worked in digital marketing, management, and business communication. Already a fixture in the Middle School, she uses her energy and managerial acumen to streamline the front office; her desk is a hive of activity as students stop by to gossip and chat.

A school’s mission is brought to life by the combined enthusiasm of its students, parents, and faculty. In the Middle School, a community of learners gathers each morning to discover new ideas, create, contribute to the greater good, and thrive in a complex and rapidly changing world. Students feel comfortable asking for academic help, advice on social issues, or just sharing details of their lives. This relationship-building strengthens the bonds of community and helps teachers understand their students as they work to become good decision-makers and responsible citizens, learn to think for themselves, and explore topics of personal importance.

Small daily personal interactions between students and both new and experienced faculty, inside and outside the classroom, are the core of the Middle School experience. This year, many new faces join teachers who have been part of the GCS community for 10, 15, 20, and even 25 years, following in a tradition of dedication that has created a culture of respect, personal responsibility, hard work, patience, and acceptance that is at the core of what it means to be a Dragon. n

PROPELLING IMAGINATION

DISCOVERY, COLLABORATION, AND MORE IN ACTION AS DESTINATION IMAGINATION COMES TO GLENELG COUNTRY.

What allows students to apply concepts learned in core classes, learn to collaborate, work through the engineering process, and understand project management while also honing speaking and improv skills and having a lot of fun? Destination Imagination is a recent addition to extracurricular offerings at the Middle School and now Primary and Lower Schools, which does all this and more.

Destination Imagination is a global non-profit program that centers around regional, state, and international competitions focusing on STEAM and the creative problemsolving process. The program has two components. The primary challenge focuses on skills such as engineering, fine arts, and service learning. In contrast, the secondary challenge focuses on task- or performance-based collaborations to problem-solve in five- to eight minutes. Foundational to the program is the fact that it is also student-driven. Interference from adults is prohibited. Ideas and execution are purely in the hands of students.

In its inaugural year during the 2022–2023 school year, Glenelg Country School (GCS) developed two Middle School teams led by middle school teachers Melissa Kistler and Katie Burkman, which competed in the state competition at UMBC. Both teams placed first in their respective challenges at the state level and moved to compete at the global finals in Kansas City, MO.

Qualifying for the global finals was the culmination of hard work not just by students but by faculty, too. “Bringing Destination Imagination to Glenelg Country was something I thought about very early when I started here three years ago,” says Kistler. “I coached a team in a prior position almost 15 years ago when I started my teaching career.”

During the competition, an engineering challenge required the GCS Algebros team of six sixth-grade students to build a rollercoaster using a provided list of just 14 materials. The challenge also required the creation of a golf ball launching mechanism for the coaster, along with a presentation about the rollercoaster experience. The team rose to the challenge by creating a five-foot-tall coaster using cardboard, bamboo, hot glue, and duct tape. GCS Alegbros also created an elevator to launch the golf ball onto the track using a pulley system made of wire, cardboard, string, and dowel. The team tied this all together by telling the story of two astronauts who ran into an asteroid on their way to the Moon, leading to a crash landing on Mars. After 30 years, the astronauts finally returned to the Moon with some rocket repairs.

The second team, Impenetrable Soles, includes Margaret Bittinger ’28, Anneka D’Souza ’28, and Anna Osgood ’28. Their challenge required creating a puzzle with two puzzle solvers. The puzzle solvers had to use two different technical methods to solve the puzzle, and they had to integrate a story about a character who makes a realization during a pivotal moment. To complete the challenge, the team created a large pulley named Ruby and a grabber named Tom, who discovered—in the process of building their puzzle—that asking for and accepting help is essential. Impenetrable Soles constructed a puzzle made of eleven pieces, taking the form of a skyscraper.

Both teams were required to highlight talents throughout the challenges, including writing original music, creating digital scenery, painting a backdrop, and mastering spray-painting techniques. In the end, Impenetrable Soles placed first in the instant challenge aspect of the

global competition and seventh overall, which is quite an accomplishment for a rookie team.

By traveling to the global competition, students and their families enjoyed a fantastic experience seeing myriad solutions to the challenges from all around the world.

Timothy D’Souza, Anneka’s father, appreciates the benefits of Destination Imagination and sees how his daughter has benefited from the program. “It has made her more confident about expressing her thoughts, enhanced her problem-solving skills, and helped her to work through common issues dealing with a group of peers solving a common problem,” he says.

Amy Bittinger, Margaret’s mother, agrees. “Margaret’s academic interests have only grown over time, and

experiences like Destination Imagination show her more areas of interest to pursue.”

After the program’s first season, Glenelg Country School’s Destination Imagination has expanded in the 2023–2024 school year. While last year, the program had just 10 students and two team managers, the program has grown to include three middle school teams, two fifth-grade teams, and a Rising Stars team of kindergarten, first-, and second-grade students. Overall, the program now has 37 students and six team managers. “In addition to faculty and GCS committing an enormous amount of time into after-school practices, the single best improvement to the program from last year was building more Destination Imagination into the school day by offering it as an elective,” says Bittinger.

Both Middle School teams after winning first place in each of their respective challenges at the 2023 state competition at UMBC.

Front row: Anna Osgood, Anneka D’Souza, Margaret Bittinger, and Olivia Lee.

Back row: Michael Yoon, Jack Cavanaugh, Kolton Kistler, Teddy Lacy, Vir Srivastava, and Cal George.

This year’s Lower and Middle School teams tackle engineering, technical, and scientific challenges. The engineering challenge, which requires creating a modular device to fling a bean bag in two different configurations accurately, includes a story presentation of a character that has everything going according to plan until a catalyst occurs. The technical challenge requires creating a pinball system using three specialized modules that integrate into an action story where a hero goes on an extraordinary adventure while being chased by an antagonist. The scientific challenge requires teams to research and present a story about an archaeological dating method that demonstrates the method’s use in finding an artifact. Not to be ignored, the Rising Stars team is exploring underwater habitats to create a story about a group of aquatic creatures who go on vacation to a different habitat.

All teams continue to work on their solutions by learning new things, practicing instant challenges, and connecting.

“Destination Imagination inspires me to think outside the box, whether that be theoretically or literally,” proudly declares Anneka.

With the advent of the Destination Imagination program, Glenelg Country also hosted regional competitions on its campus. GCS was the site of an Instant Challenge practice day in 2023. The campus welcomed over 15 teams from Allegheny, Carroll, Frederick, Garrett, Howard, Montgomery, and Washington counties to practice their instant challenge skills and run through main challenge solutions. Glenelg Country School was again the host of the practice day in January, as well as the regional tournament in February, welcoming over 60 teams combined.

The program gives students a rare opportunity to navigate open-ended tasks with broadly defined objectives while developing invaluable communication and collaboration skills.

“Destination Imagination is the definition of experiential learning—integrating skills students learn within the curriculum and beyond,” explains Kistler. “I also did a similar program as a middle school student and still remember the experience. Seeing students’ confidence and pride in their work and ability to think independently and creatively grow throughout a season—and now two seasons—is the most rewarding part of the program.”

The integration of science, technology, engineering, arts, and math in the Destination Imagination program is unparalleled. As one of a handful of independent schools in Maryland to offer the program, Glenelg Country School students have learned the principles of the engineering and design process, storytelling and script writing, project management, painting, negotiation, descriptive writing, public speaking, improvisation, teamwork, and more. Students have also learned incredibly valuable lessons from failed designs and ideas—particularly when they aren’t used to failing! They’ve learned to pivot, when to step up, and when to step back when working on a team. Most importantly, they’ve found pride in developing solutions to complex challenges on their own. n

Anna Osgood, Margaret Bittinger and Cecelia Shovlin work on a solution for the 2023–2024 season.

Bottom: The sixth-grade team GCS Algebros—Vir Srivastava, Teddy Lacy, Kolton Kistler, and Cal George—set up a display for last year’s the STEAM fair.

SCIENCE CLASS EXPLORES SPACE & BEYOND

A FIELD TRIP TO NASA’S GODDARD SPACE FLIGHT CENTER HELPS

SCIENCE ELECTIVE STUDENTS THRIVE.

One morning last fall, students in the Upper School’s Observational Astronomy class eagerly paced the lobby, waiting for their transportation. Students knew the destination was NASA’s Goddard Space Flight Center (GSFC), but the details of what awaited them were a complete surprise.

Krystal Rolon, an Upper School science teacher, teaches two new electives for Upper School students interested in space. The field trip to GSFC was a planned keystone experience for the courses. “I worked on coordinating this field trip for months. I began communicating with members of Kellogg Brown & Root (KBR), a NASA contractor, back in June 2023. I was so excited when I received final confirmation from KBR that we had the green light.”

Observational astronomy introduces students to the fundamentals of observing the sky, the tools for studying celestial objects, and a glimpse into the technology that makes it all possible. Before the trip, the class discussed the importance of telescopes, orbiters, landers, and rovers to the success of NASA missions within our Solar System.

As the first observatory educator for the Gould Observatory and the only student to have taken every elective related to astronomy, Michael Hersey ’24 was eager to hear from Goddard engineers and staff. “It was an interesting experience to see behind the scenes how we build, launch, and control space probes,” says Hersey.

Students toured the facility, stopping by various mission operations and control offices. The Magnetospheric Multiscale Mission (MMS) investigates the interaction between the Sun’s and Earth’s magnetic fields to learn how geospace weather might affect modern technological systems. Representatives of MMS explained how their office tracks the location of four identical spacecraft and how studying magnetic fields is critical to prepare for its effects on electrical grids or telecommunication satellites.

“I hope students make the connections between the science done here and its impact on the technology we rely on daily,” notes Rolon.

The tour included stops at the Solar Dynamics Observatory (SDO), the Lunar Reconnaissance Orbiter, and the Fermi Gamma-ray Space Telescope. Students were most excited to ask why the SDO had a rubber chicken as a mascot. It turns out that Camilla, the rubber chicken, has been to outer space and reports the latest results from NASA’s heliophysics missions to nearly 20,000 followers on social media.

One more surprise awaited students. In a completely different building, students peered out from a viewing balcony of an enormous clean room where guests watched the assembly of the next powerful telescope. This space telescope, Nancy Grace Roman, is a NASA infrared space telescope in development and is scheduled to launch by May 2027. It will have a field of view 100 times greater than Hubble and should answer questions about exoplanets, dark energy, and infrared astrophysics. A lead project engineer described to students the motivation and timeline of the telescope from its proposal stage to its current state.

After this treat, everyone was ready for the final leg of the journey, the NASA Goddard Visitor Center. Interactive exhibits captivated their imaginations as students posed with rockets, an Apollo capsule, and educational displays. Of course, the gift shop is a required detour! Many students returned to the school bus with posters, pins, shirts, and all the NASA swag a person could desire. n

Students in Krystal Rolon’s Observation Astronomy class pose for a photo outside of NASA Goddard’s Space Flight Center in Greenbelt, MD.

DISCOVERY AND CONTRIBUTION IN

CREATIVE ARTS

By Brandon Neblett UPPER SCHOOL HEAD

Discover and contribute have long been words that capture the heart of a Glenelg Country School (GCS) education. Throughout their years, GCS students explore new ways of learning about themselves and their world, and the school’s strength as a community is grounded in what they can

offer each other as they learn and develop. Unsurprisingly, these two words now have an essential place in the school’s new mission statement: At Glenelg Country School, our mission is to cultivate a diverse community of learners who discover, contribute, thrive, and excel.

From left: Garrett O’Donnell, Casey Christensen, Elisabeth Worthington, and William Burke

The discovery process and the contributions from collaboration in learning are at the heart of creativity. These connections exist in the student drawings, ceramics critiques, video productions, and stage productions central to the Upper School’s creative spirit. How do discovery and contribution forge that creative spirit? How are these words brought to life? To explore these questions, one needs only to spend time with Elisabeth Worthington and Will Burke, Upper School visual arts teachers, Garrett O’Donnell, media teacher, and Casey Christiansen, theater director, to explore these questions.

Worthington, a long-time drawing and painting teacher, cultivates discovery in myriad ways, always looking for prompts and questions that get a student in touch with themselves. For her, self-discovery is the core of art, a continual process that generates creative energy. The creation of art is about the expression of some element deep within oneself. In her self-portrait assignment, Worthington compels students to list the things they like

and dislike and then directs them to include at least one of each in the portrait they create of themselves.

“It’s very revealing about who they are,” Worthington notes. “There is often a lot of energy around those things they love and dislike, which helps the creative process. Later, I will have them do the self-portrait as a reflection in a shattered mirror. What do you do with the parts of the mirror that don’t have some part of your face in it? It’s fascinating to see what they do.”

In her “nightmare” assignment, Worthington compels students to get in touch with their dark side. “What are you afraid of? What are your bad dreams made of? What can you say about them? This is what brings out creativity,” says Worthington.

In another assignment, Worthington’s students complete still-life drawings of various culturally distinctive objects she has collected. Her collection includes objects from her

Valerie Swing works on a project during

Elisabeth Worthington’s art class.

Deng Jok works on a new pottery project.

native Finland, including a coffee mug, pestle and mortar, a child’s cross-country skis, a wok for cooking Asian cuisine, artifacts from Peru, and fabrics woven in Colombia.

“I want them to engage with and be aware of something unusual, something with history, something with context,” Worthington says.

Valerie Swing ’24 notes Worthington focuses on learning about her students. For Swing, this means sharing and using special memories to ground her work in class. A recent painting of a cherry pie, a staple of the Swings’ Thanksgiving tradition, embodies this. “It’s one of my favorite pieces. It’s a happy family memory, something I remember since I was young. There are so many personal connections in it. Art is about what is important to me, what I want to share with others.”

Visual Arts colleague Will Burke places a similar value on the introspective process. He urges students to “put

personal weight into their work,” investing themselves into what they create but adds two important notes about the process. The first is about contribution.

“My rule is ‘three before me,’” Burke says. “Ask three peers before you ask me. Students’ biggest resource is each other. It’s up to them to use each other and exercise their distinctive voice to make creation a shared experience. I know this is a place where students are thriving when I hear, ‘How did you do that?’ and ‘How can I do that?’”

The second is about commitment.

“My motto is ‘swing big, fail big,’” Burks notes. “Go for it. Take risks. Be playful. To fail does not mean you are a failure. You aren’t your artwork. Good and bad are subjective, and sometimes your pot breaks. I show them the pieces I made and point out what happened and what went wrong. The building experience matters, not if it comes out whole from the kiln.”

Most of all, Burke wants students to find meaning in their work. For him, that is a crucial element of discovery. “The three big questions for every critique are ‘What did you make? How did you make it? Why is it important?’” Burke adds, “There is value in everything you make, even if you don’t like it.”

This approach resonates with Deng Jok ’25. “The critiques are therapeutic because I can explain my art. I like others’ interpretations, angles, and perspectives. It’s insightful.”

Jok, taking a pottery class for the first time, adds that Burke “has helped me find this skill I never knew I had. I want to do it for the rest of my life.”

Garrett O’Donnell teaches the Upper School media classes. Creativity is essential in his work with students but takes differing levels of emphasis in different courses.

“In broadcast journalism, facts are key because the truth is paramount,” O’Donnell says. “The challenge is to tell the story, sticking to facts, creatively. Creativity is about how you tell the story, not what the story is. In video production, students have a lot more leeway. I give them clear parameters within which to work, but within them, they have absolute freedom. Fewer facts need to be relayed, so creativity is more essential to the story itself.”

O’Donnell pushes students to see things from new angles, deepening their understanding of how to tell a story by discovering what they don’t know or moving beyond what they think they know. O’Donnell compels students to begin at home with their families in his generational interview project. “The goal is to discover where you came from by starting with the people closest to you.”

Students interview a family member to begin a process of historical exploration that combines oral storytelling with as many media as the family can provide for context—old photos, scrapbooks, letters, and other records. “In sharing these stories, we discover who is in our community. It makes history more real, and it creates a more personal story,” O’Donnell adds.

After completing the narrative, students share it with the class, and together, they build a classroom community of stories linking generations. Each student translates their discovery of family history into a direct contribution to their classmates. Very quickly, the class becomes a place of profound global connections.

“On one side of you might see a student whose grandparents escaped the Holocaust. Conversely, a student may have grandparents who crossed the Rio Grande. Those stories lead students to ask questions about their own families at later points they may never have thought to ask.”

In all of the work, O’Donnell notes, the key to success lies in developing skills and voice.

“The baseline is learning the skills and the technique, and the student ultimately leaves the class with a 21st-century skillset that is both desirable and marketable. My direction to students is to explore things that are meaningful to you; take what you are passionate about and apply it to the screen.”

Lorenzo Gamble ’24 resoundingly affirms this approach. He was in O’Donnell’s Broadcast Journalism class last school year and is now enrolled in a video production course. His time with O’Donnell has helped him discover possibilities in creative endeavor he had never previously imagined. He now plans on exploring media studies and film in college.

“He [O’Donnell] pushes you, but gives you a lot of freedom. He has really helped my artistic ability, and I have learned how to make art in my own way,” Gamble notes. He is

particularly emphatic about making an impact. “Broadcast Journalism helped me do something that is really about education, having an impact on the school. It allowed me to give voice to different groups and communities within the school.”

Casey Christiansen joined the Upper School faculty this year as theater director. She teaches classes, directs the Upper School musical, and assists other theater productions across campus. Christiansen believes that actors can be their most creative when they have emotional and technical scaffolding. These are critical to discovering what a scene requires and how to contribute to making the most of it.

“Warm-ups that start class are the emotional scaffolding,” explains Christiansen. “They give you a foundation from which you can launch because they make it safe to take risks, and everyone warms up together. It’s all about supporting each other. It builds that judgment-free zone. Once you have that, you can access the acting techniques to take the risks and perform the role.”

Lorenzo Gamble hones his craft during class.

Like her colleagues, Christiansen sees self-discovery as a fundamental aspect of the creative process. In her work, however, it often involves getting students out of their way.

“Theater games help you get out of your head. They help you stop analyzing, judging, and overthinking. We can find freedom when we jump in before understanding every little rule. We must stop trying to control exactly where the process takes us. Light a spark and see where it goes. Theater is about connecting with oneself and with others in the moment.”

These connections are what makes theater so rewarding for Amelia Henry ’26. “I was shy, and theater class has helped me be more outgoing and social, so I make more friends. Mrs. Christiansen creates such a welcoming and energetic environment. We can be silly together as a group. Everyone is in it together. It helps create comfort exploring our acting style,” says Henry.

One of Henry’s favorite recent class activities was a miniimprov show performed by the class. “The setup was a New Year’s Eve party with reporters and celebrities. Someone dressed up as Santa Claus. I was a silly reporter distracted by everything around me, and I clashed with a more focused reporter. That pairing is the basis of a lot of comedy. It was fun. It helped all of us connect and develop greater self-awareness on stage.”

The Upper School is privileged to have such a dedicated and insightful group of teachers whose work cultivates creativity daily. Burke, Christiansen, O’Donnell, and Worthington embrace process-oriented pedagogies that combine tangible results with genuine meaning. That process is potent. Setting students on a journey of discovery every day means reminding them that they must give up a significant amount of control. However, doing so is the key to the collaborative work that makes the resulting contributions powerful. n

Amelia Henry practices techniques learned in her theater class.

STUDENTS THRIVE AT DIVERSITY

LEADERSHIP CONFERENCE

GLENELG COUNTRY SCHOOL SENDS LARGEST GROUP OF STUDENTS TO ANNUAL CONFERENCE.

Glenelg Country School sent 14 student-leaders to the annual Baltimore Student Diversity Leadership Conference last fall. Students of all backgrounds attending independent schools in the mid-Atlantic region participate in the Baltimore Student Diversity Leadership Conference (BSDLC), drawing over 300 participants. Students begin planning for this event early in the school year and dedicate many hours to collaborating, creating, and refining sessions with students from over 20 independent schools. This year, Glenelg Country School sent the largest student group of any school.

This year’s day-long conference was held at the Sandy Spring Friends School in Sandy Spring, MD. Its theme, “You Won’t Break My Soul: Speaking Truth to Power,” included 10 student-facilitated sessions, with many opportunities for attendees to share their thoughts. Sessions ranged in topics from breaking mental health stigmas to amplifying truth through the arts and storytelling. The day was filled

with learning, affirmation, and lasting connections. To close the conference, talented youth from DewMore Baltimore, a non-profit organization, enlightened the audience with spoken word poetry. DewMore uses poetry as a platform to build strong young people and demonstrates the impact that amplifying voices has on developing leaders in their community.

Attending the conference ignites a passion for leadership and fills students with purpose. “It helped me gain confidence in myself as a leader,” says Talia Hankins ’24.

“I learned how to put myself out there, which I was hesitant to do before I attended the BSDLC.” A benefit of attending the BSDLC is students learn valuable lessons about appreciating differences and respecting diverse identities to cultivate a sense of belonging. With the skills learned at the conference, students have used their newfound confidence to speak in student clubs, during Forum, and to Middle and Lower School students during assemblies. n

HOW WE CDET CONTRIBUTE, DISCOVER, THRIVE, EXCEL

CONTRIBUTE

EXCEL

EXCEL

DISCOVER

EXCEL

Gavin Smith ’27 was nominated by the West Howard Warhawks, a youth football and cheer organization, for a good sports award. As the winner, he was recognized during an awards ceremony in October 2023 and presented with a jersey by former Baltimore Ravens wide receive, Torrey Smith.

Lower School students completed their long-term service-learning project by filling backpacks with toiletries, books, stuffed animals, and more in January. The backpacks were delivered to Comfort Cases, whose mission is to deliver a new duffel bag filled with personal care items to help children entering foster care.

Sid Bajaj ’25 (right) and Alani Jordan ’29 (left) placed first in Howard County’s “Living the Dream” student essay contest in the High School and Middle School categories, respectively. Both students were recognized for their achievements during a celebration in the Smith Theatre at Howard Community College on January 14.

Ninth-grade students visited first-grade science classes to teach students about DNA using their projects. Upper School students worked on DNA bracelets with Lower School students over two days in February.

Danielle Choi ’27 won an Honorable Mention Award for her poetry and spoken word submission to the 2023 Ocean Awareness Contest, sponsored by Bow Seat Ocean Awareness Programs. Choi, whose piece was selected from more than 4,000 entries from around the world, received a cash prize for her exemplary work.

Ayla Walsh ’25 was chosen as one of 15 student finalists in Fox 45’s Champions of Courage essay contest. Entering its 37th year, Champions of Courage is designed to commemorate Black History Month by celebrating positive role models for youth. Walsh was invited to the television station to record her essay which aired March 2–3.

THE NEXT GENERATION OF ATHLETICS EXCELLENCE

TURF UPGRADE CONTINUES COMMITMENT TO STELLAR FACILITIES FOR TEAMS OF THE FUTURE.

By Joseph Sierzega CO-DIRECTOR OF ATHLETICS

Glenelg Country School students returned from winter break to an updated turf field at Dragon Stadium this year. Before the 2013 installation of the original turf, athletic events were primarily played on the Field 2 grass, with Field 3 designated as a backup grass field. Since its installation, however, the original turf field at Dragon Stadium has provided student-athletes with over a decade of competition, memories, laughter, and tears.

With the original turf reaching the end of its 10-year lifespan, Glenelg Country School (GCS) teamed up with FieldTurf, a world leader in sports turf, to install an upgrade that combines slit-film and monofilament fibers with heavyweight infill to deliver a more realistic, textured, grasslike turf improving both field safety and performance.

FieldTurf was chosen for this project as the country’s top synthetic sports turf company, supplying turf for the National Football League, Major League Baseball, Major League Soccer, the NCAA, and high schools all over the United States. “Glenelg Country School continues to pursue excellence not only in the classroom but also on the field,” says Jeff Sole, FieldTurf’s regional construction manager. “GCS not only replaced the turf, but they also ensured

the safety of the new infill and synthetic turf with GMAX testing, as well as enhancing the netting system for their student-athletes.”

Along with the update in material and technology came an upgrade in field design. “Dragon Stadium’s new turf field, featuring a bold red dragon at its center, is a symbol of strength and potential,” explains Greg Koffel ’03, associate head of school for programming and student life. “Designed for future GCS student-athletes to thrive and excel, the field is a vibrant arena where sporting achievements will come to life.”

Despite the freezing temperatures the week after winter break, lacrosse, field hockey, and soccer team members braved the cold for the unofficial turf opening. While the turf is open for spring preseason workouts, the school community and Matt Walsh, head of school, look forward to officially welcoming the Dragon community to enjoy the turf field as the spring seasons kick off. “It felt great to move forward with our first major athletics facilities project in some time, and we’re so pleased with the outcome,” Walsh says. “Visitors will definitely know they’re in Dragon Country when they come to play here.” n

ATHLETICS HIGHLIGHTS

From heartbreaking losses to championship performances, the school community witnessed the thrill of competitive sports. The fall season saw playoff appearances from four of the five team sports and top finishes for individual sports. Below are some of the highlights from the season.

Girls Tennis Brings Home Championships

Girls tennis looked to improve on their 2022 season in the newly formed IAAM C Conference, and they did just that. The Dragons finished the season in second place with a 6-2 conference record, dropping two matches by just two points to top seed Beth Tfiloh. The team took the momentum of the regular season to advance every varsity member to at least the conference tournament’s semifinals. The second-ranked doubles team of Arshiya Antil ’26 and Julia Gondek ’24 advanced to the finals but fell to Beth Tfiloh’s Shayna Secret and Sammie Birenbaum, 6-2, 6-2.

While the team finished the season as the conference runners-up, two Dragons emerged as champions. Sydney Monaco ’24 and Zoe Taylor ’27 earned the top seed in their brackets by going undefeated in the regular season, and neither dropped a single set. Taylor earned a quarterfinal bye and cruised to a 6-2, 6-0 semifinal victory over St. Tim’s Darenique Rose. In the number two singles finals, Taylor continued her streak of not dropping a game and defeated

Friends School’s Isabelle Ruley, 6-0, 6-0. The win earned Taylor the 2023 IAAM C Conference number two singles championship. “Watching Zoe’s confidence shine through on the court was exciting. She made her name well known in the conference,” says Julie Lazer, the team’s head coach.

Also on a mission was Monaco, entering the tournament ready to defend her 2022 championship. Defend it she did. Like Taylor, Monaco earned a bye in the quarterfinals and fought to a 7-5, 6-3 semifinal victory against Chloe Lyons from Friends School of Baltimore. In short order, Monaco defeated Beth Tfiloh’s Maya Wohlberg, 6-0, 6-1 in the finals, earning back-to-back championships as the 2023 IAAM C Conference number one singles champion. “Sydney’s determination, competitiveness, and work ethic helped her excel this season,” explains Lazer. “Even without dropping a single set, she continued to hold herself to a high level of sportsmanship. Her actions have shown, throughout her GCS career, that she has earned her accolades.”

Arshiya Antil

Julia Gondek

Zoe Taylor Sydney Monaco

Boys Cross Country Finishes Regular Season Undefeated

Boys cross country ran through the conference literally and figuratively, finishing the MIAA C Conference regular season undefeated. The Dragons were led by Michael Hersey ’24 and Gavin Lees ’25, who consistently pushed each other to top-three finishes throughout the season, with Hersey winning three of five and Lees finishing second in four of five. This dynamic duo and solid performances from Lucas Jackson ’26 and Tryston Brown ’24 helped guide the team to a MIAA regular season championship. The squad entered the championship meet ranked first but fell

to Chapelgate Christian Academy by five points, finishing the season as runners-up. According to head coach Brian Bonn, each runner gave it their all. “Michael and Gavin led the Dragons with second- and third-place finishes, breaking the 18-minute barrier,” he says. “Tryston and Luke also had banner showings, with Tryston breaking the 19-minute barrier for the first time in his career. Brayden Henson ’27 rounded out the top five for the Dragons, putting in a personal best of 21 minutes.”

Omo-Osagie Leads Team Back to Finals, Earns IAAM Recognition

Only one year removed from an IAAM C Conference championship, girls volleyball was at it again, advancing to another final match, this time in the B Conference. The inaugural year in the new conference did not go exactly as planned, as the Dragons dropped their first two conference matches. A weekend visit to the University of Maryland, College Park, to watch the Terrapins volleyball team was the team bonding experience the Dragons needed to turn the season around. The team finished the season 12-0 in conference play, earning the conference tournament second seed and a first-round bye. GCS rode the momentum into the semifinals, where the Dragons swept Roland Park 3-0, cementing a spot in their second championship match in two years. Despite a back-and-forth battle, the team ultimately fell to Garrison Forest 3-1 and earned runner-up honors.

In leading the Dragons team to a secondplace finish, their coach, Shalom Omo-Osagie, earned the admiration of her peers by being selected as the 2023 IAAM volleyball coach of the year. She joined GCS in the COVID-19shortened 2020 season and, in four years, has taken the program from outside practices on grass fields to a consecutive championship appearance. When asked what makes OmoOsagie unique, Tiffany Blakely ’24 explains, “She’s very thoughtful. She takes into consideration how we feel about something. She gave me encouragement and confidence.” The IAAM award is a testament not only to the impact that Omo-Osagie has had on the team but also to the fact that under her leadership, GCS volleyball is a force to be reckoned with in the IAAM.

Tryston Brown

Michael Hersey Brayden Henson

Lucas Jackson

Gavin Lees

Shalom Omo-Osagie

FROM THE ALUMNI OFFICE

Greetings, Dragon Alumni!

Last fall saw the start of the new school year with many new faces among the faculty and staff in each division. Change can be scary and often lead to uncertainty, but I have learned something significant about Glenelg Country School at this school year’s midpoint: we do not fear change but use it as motivation to thrive!

New faculty and staff have brought renewed energy to the school community, impacting every Dragon in the hallway, classroom, on the athletic field, and on stage. This renewed energy also positively impacted the opportunities to interact with you and learn about your outstanding accomplishments at our annual events, such as Alumni Basketball Night, Cracker Barrel, and the new Holiday Happy Hour held this winter. In addition, it also motivated us to analyze the relationships between alums and current Dragons.

Alumni have much to offer current students as they prepare for the world after Glenelg Country School (GCS). The Alumni Association’s goal is to show the student body that alums are incredible resources because they are accomplished and share many of the same experiences. This year, in collaboration with the Young Alumni Advisory Council and the Office of College Counseling, we saw the first steps taken to develop how you, as an alum, can significantly impact current students by creating a new program.

The Dragon Career Discovery Program is a series of events created to educate and inform Upper School students with insight and knowledge into various careers, professions, and pathways. Last fall, the GCS Forum Career Talks began, welcoming alumni back to campus once a month to share their post-GCS experiences and their unique journeys to reach their chosen profession. In January, the annual field placement lunch evolved into what is now called the Career Discovery Expo, where professionals from various industries

meet in small groups with grade 12 students to discuss what their career entails, challenges and opportunities, and the academic journey to their jobs.

The student body has embraced these two programs, and it has been great to witness alums willing to donate their time to students’ future success. The future is bright for Glenelg Country, and we are looking forward to seeing the relationship between our students and alumni flourish.

As spring arrives, the faculty and I are excited to interact with you on campus while you support athletics teams, enjoy the Upper School musical, and attend the annual spring reunion.

Always a Dragon!

Aaron Tolentino ’03 Alumni Coordinator

AARON TOLENTINO ’03

ALUMNI EVENT HIGHLIGHTS

Basketball Night

On Wednesday, December 20, 2023, Glenelg Country School hosted its annual Alumni Basketball Night. Over 20 alumni joined students, faculty, family, and friends in the Athletic Center to cheer on the boys varsity basketball team as the squad played against Boys Latin. During halftime, alumni enjoyed a meal provided by the Alumni Association and competed in the annual half-court shootout. This year, Ryan Russo ’21 took home the victory by making four half-court shots in two minutes.

Cracker Barrel

An annual tradition, the Cracker Barrel event allows graduating Upper School seniors to connect with recent Glenelg Country graduates to learn what to expect as a college freshman. Hearing from alumni who have recently experienced the high school to college transition is one of the best ways for current students to learn about the first year of college. We are grateful for the 12 alums who returned to campus for lunch and donated their time to support our soon-to-be graduates.

Forum Career Talks

Career exploration has always been a part of the Glenelg Country School experience for our Upper School students. Still, we are excited to bring our programming to the next level with the new Dragon Career Talks in Forum featuring alumni. The program aims to introduce Upper School students to various professional careers and career pathways by bringing alumni to campus to share their experiences and unique journeys to reach their chosen profession. This new series kicked off in November 2023 with a visit from Ben Murphy ’14. During Forum, Murphy, a technology consultant at Deloitte, sat down for a “fireside chat” with his brother, Jim ’17, who joined the Upper School humanities faculty this school year. In December 2023, students heard from Samantha (Flanagan) Logan ’08, vice president of Harry H. Witzke’s Funeral Home, interviewed by Brian Hudgins, humanities teacher, and Pamela (Eisner) Lesch ’15, a congressional relations specialist at the Library of Congress, who chatted with Donald Ciccolella, mathematics teacher.

From top: Ben and Jim Murphy; Samantha Logan and Brian Hudgins; and Donald Ciccolella and Pamela Lesch.

ALUMNI REUNION

SATURDAY, MAY 11 | 4–7 PM | MANOR HOUSE

Join fellow alumni to reconnect with old friends and faculty and to bring back the spirit of being a Dragon. This year, we will be honoring classes ending in four and nine. The spring reunion is a family-friendly event with activities for all ages, so bring your children, spouses, parents, grandparents, and friends. Visit the Alumni Reunion website at www.glenelg.org/ alumni/alumni-events/spring-alumni-reunion for future updates on the event, registration, and photos from past reunions!

POST-GRADUATION CELEBRATION | JUNE 7

Celebrate the end of another great school with fellow alumni and the hardworking staff of Glenelg Country School! The event includes complimentary food and a selection of adult and soft beverages. This event is open to alums of all ages. We look forward to concluding another great year with alumni.

ATHLETIC HALL OF FAME CALL FOR NOMINATIONS

The Athletic Hall of Fame honors those athletes, teams, coaches, and supporters representing the best of Dragon Athletics. Now is the time to nominate those athletes, coaches, and supporters who deserve recognition for their contributions to Glenelg Country athletics. Nominations must be submitted no later than May 1 at www.glenelg.org/athletics/athletic-hall-of-fame.

Athlete Nomination Requirements

• Participated in athletics while attending Glenelg Country School.

• Graduated from Glenelg Country School at least five years before nomination.

• Made a significant contribution to promoting Glenelg Country School athletics.

HOW TO GET INVOLVED

Coach/Contributor/Volunteer Nomination Requirements

• The employee must be or have been in good standing while representing Glenelg Country School.

• Coached for at least five years before nomination.

• Made a significant contribution to promoting Glenelg Country School athletics.

From Forum Career Talks to assisting with events and other one-off volunteer opportunities, there’s a perfect match for every alumni passion and schedule. Check out the alumni volunteer page at www.glenelg.org/alumni/how-to-get-involved to see how you can help our Dragons in 2024!

GLENELG COUNTRY SCHOOL PRESENTS

Studio 54

The party of the year is back!

This year marks the 70th anniversary of Glenelg Country School’s founding, so we're throwing it back to the disco era. The Athletic Center gymnasium will be transformed into Studio 54 for our auction and benefit event. All are invited to come out and dance, drink, eat, bid on various fantastic auction items, and enjoy the company of your fellow Dragon families and friends!

For tickets and sponsorship information, visit www.glenelg.org/dragonprom

Saturday, April 20 | 7–10 pm | Athletic Center

12793 Folly Quarter Road

Ellicott City, MD 21042

Indicia