Gordon Alumni Connection Spring 2012

Gordon

alumni connection

Spring 2012

Dear Gordon Friends, We hope you have been enjoying our What Matters video series at www.gordonschool.org/whatmatters. It has given us a wonderful opportunity to showcase the extraordinary teaching and learning that takes place in our classrooms each day and the lasting impact it has on our students and graduates.

This issue of the Alumni Connection celebrates our teachers and alumni who are carrying out the school’s mission in their work today. Gordon’s Teacher Residency Program is in its second year and several of our cooperating teachers share reflections on their work with mentoring aspiring classroom teachers. Also highlighted are alumni who are using the foundation they received at Gordon to forge successful relationships and cooperative partnerships in their professional careers.

I am excited to announce the upcoming launch of the Gordon School Alumni Mobile Community. This application is compatible with the iPhone, iPad, iPod Touch and Android. It will feature an interactive alumni directory, a school news feed, events page and social media connections. To learn more about this exciting venture visit www.gordonschool.org/mobilecommunity.

I do hope you enjoy this issue. As always, Gordon School is enormously grateful for the continued support we receive from our alumni and their families.

Stay in touch.

Sincerely,

Siobhan Sheerar Welsh Associate Development Director

The Teacher Res i de ncy Program At Gordon School and Roger Williams University

The eight residents of the 2012 cohort began their studies last summer with three intense courses led by Gordon faculty: Foundations of Education, taught by Lower School Literacy Specialist and former first grade teacher Minna Ham; Psychology of Learning and Development taught by Director of Diversity and Multicultural Practice Kim Ridley; Multicultural Children’s Literature taught by librarian Suzanne Fox and third grade teacher Noelle Walters. Residents also had an opportunity to see theory turned into practice as they observed mentor teachers in Gordon classrooms in late May and June.

This fall, the residents entered Gordon classrooms and worked alongside their cooperating teachers for the entire semester. In January, the residents had the opportunity to intern with master teachers at Paul Cuffee School in Providence.

The residents are now in their final placement at Gordon and are assigned to a new classroom and cooperating teacher. Their practical teaching experiences continue to be supported by rigorous graduate level coursework in standardsbased mathematics, literacy, multicultural children’s literature, art and a seminar taught

by Gordon’s faculty.

This talented and energetic group of aspiring teachers has brought their diverse experiences, backgrounds and passion for teaching into our classroom community this year. The students, teachers, and families they have worked with know the benefits of having another dynamic educator focused on students’ social, academic and emotional growth.

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Me et t h e 2 0 11 -20 1 2 Resid en ts

Tracey Clarke

Meg Keefe

Gordon Placements: Noelle Walters, third

Gordon Placements: Greg Carson, sixth grade

grade (fall), Pat Jennings, fourth grade (spring)

(fall), Janet Burnham, first grade (spring)

I have been teaching for several years, but this

As I entered this program I expected to enjoy

year I was reminded so often of why I do this.

working with the younger grades the most, but

I just love kids—the energy they have, the way

I found that I love working with older students

their minds work and the fact that every day

just as much.

is different. Mostly, I love the fact that the little interactions between a teacher and a young

M i k e Ma r n e l l

student can make big differences in their lives,

Gordon Placements: Pat Jennings, fourth grade

whether they involve lessons, teaching, a high

(fall), Greg Carson, sixth grade (spring)

five or a conversation.

I am extremely happy that I have chosen this

Courtney DeAngelis

profession. Every day I have the opportunity to

Gordon Placements: Andrew Barrett, fifth

guide students in their pursuit of learning and

grade (fall), Cendhi Arias, second grade (spring)

I feel fortunate to have the chance to see them grow.

Over this past year, I have learned that I enjoy working in all of the grades. I don’t prefer one

L i sa M c G o ug h

grade over another; they are all wonderful in

Gordon Placements: Kate Mercurio, second

their own ways.

grade (fall), Shai Pina, fifth grade (spring) This year I have learned so many ways of

Seth Gilbertson

Gordon Placements: Shai Pina, fifth grade (fall), Linda Mullin, first grade (spring) I have become aware of what I can bring to the classroom and the effect it can have on my students and colleagues. I have also learned that there is always room to improve my practice and incorporate innovative lessons and strategies for my students to connect more deeply with the material they are learning.

Ca i l i n H e a r d

Gordon Placements: Cendhi Arias, second grade (fall), Rosemary Colt, third grade (spring) Through this program I have learned that the first and most important step in being an effective teacher is building meaningful relationships with each and every student.

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being thoughtful in teaching and in life. This experience has transformed my thinking, and I am excited to carry this thinking with me on my life journey in and out of the classroom.

M e ag h a n S c h l o ss t e i n

Gordon Placements: Diana Reeves, third grade (fall), Samantha Kravitz, fifth grade (spring) I have learned to trust my instincts and to always listen to my students.

For more information about the Teacher Residency program visit www.gordonschool.org/ residency or contact Program Director, Lynn Bowman at lbowman@gordonschool.org.

Fa c u l t y S p o t l i g h t

Greg Carson

Greg Carson has spent his entire professional career teaching at Gordon, starting in 1999 as a third grade teacher. He spent five years teaching fourth grade and seven years teaching sixth grade and is also a cooperating teacher for the Teacher Residency Program. Greg graduated from Keene State College with a B.S. in Elementary Education with a concentration in Special Education, as well as a M.Ed. from Providence College in School Administration.

What do you enjoy about being a

allow for openness and honesty that everyone

His daughter Emma is currently a student in

cooperating teacher?

benefits from. Our profound commitment to

Gordon’s nursery class.

The impact of the Teacher Residency Program

thoughtful multicultural teaching and learning

on Gordon students is significant, with respect

is something that I appreciate about Gordon.

What led you to Gordon?

to students’ emotional, academic, and social

I’ve seen the results in our graduates; they

I was attending a friend’s birthday party in

development. I’ve also benefited enormously

leave as confident and empowered members

central Massachusetts just as I was completing

from the “why” questions that residents are

of a community who are willing to take

my student teaching. I struck up a conversation

so adept at asking. For example, they may ask

leadership roles in tackling difficult social

with his mother, Carol Crout, who was a

why I grouped students in a specific way for

justice issues.

beloved second grade teacher at Gordon. She

one lesson, but in an entirely different way

spoke passionately about the work that Gordon

for another. I love these questions, as I some-

What is your fondest memory of your

was doing and encouraged me to apply for

times find them professionally affirming for the

Gordon teaching experience so far?

the third grade opening, which I eagerly did.

part of my practice I do instinctively. However,

It would be the relationships I’ve built and

these questions can also prompt some changes

sustained with students and residents over

that strengthen my teaching practice and over-

the years. Hearing the successes of my former

all work with students.

students brings me a lot of joy and pride that

After meeting with Maryanne Pieri, Director of the Lower School, and other Lower School teachers, I immediately felt drawn to all aspects

stays with me, particularly if I’m able to talk

of the school’s work and the way it lived its

Finally, I feel pride that the residents I’ve

with them or exchange an email. I can honestly

mission. It was a child-centered school that

worked with can take the lessons and learning

say that I look back on each group of students

was bold and innovative in its work with

from their time in my classroom and venture

I’ve taught at Gordon with sincere fondness.

children. Gordon was in the early stages of

off into their own full time teaching positions.

formalizing its commitments to racial diversity

Earlier this week I exchanged emails with a

What do you hope for your students and

and multicultural education, and having the

resident I worked with last spring, as she was

your teaching residents?

opportunity to incorporate this work into my

looking for some support with an astronomy

I hope my students and teaching residents

practice would prove to be both a challenge

unit she’s preparing for. It meant a lot to me

are able to reflect back on their time at Gordon

and a place of very meaningful professional

to know that she’s succeeding in her own

and recognize specific moments and the

and personal growth.

classroom and is still willing to use me as a

cumulative learning that were fundamental

resource.

in their later successes. I hope they understand

What is your role as a cooperating teacher

themselves on many levels and possess the

in the Residency program?

What do you appreciate about Gordon?

confidence and skills to continue to grow

For the better part of a semester, I coach and

Without hesitation, I most appreciate the fact

personally and academically.

guide a resident through all of the varying

that relationships are the foundation of our

responsibilities required of a teacher. Residents

school—relationships with students, families,

are valued members of our teaching commu-

colleagues, and alumni. I get to know my

nity, and it’s very important to establish a

students and their families in very meaningful

climate in the classroom where students and

ways. Conversely, students and their families

their families view us as partners in teaching

get to know teachers in meaningful ways that

our students.

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Fa c u l t y S p o t l i g h t

Shai Pina

Shai Pina has taught fifth grade at Gordon for

practices, supervising and assessing the

I also see my students benefiting from having

eight years. She is a cooperating teacher for

residents’ professional growth and mentoring

an additional teacher in their classroom.

the Teacher Residency Program and facilitates

them to their next step of having their own

Students connect to different people and having

the Middle School Common Ground program.

classroom.

a resident in the classroom gives them an opportunity to build a trusting relationship with

Her husband, Jason, serves on the Board of Trustees and their children Kayla (8th) and

Lynn Bowman, Director of the Residency

Myles (K) are Gordon students. Shai graduated

Program also has the team of cooperating

from Rhode Island College with a B.A. in

teachers meet to share their experiences and

What do you appreciate about Gordon?

Education and Mathematics

build our skills as mentors. It is not often that

In addition to the school’s emphasis on racial

another adult.

I get to meet with my colleagues, share our

diversity, I appreciate Gordon’s focus on

What led you to Gordon?

ideas with one another and affirm our roles as

individualized instruction. Being a mother of

I was teaching at the Meadowbrook School in

mentor teachers. It has been edifying to build

two Gordon students and also a teacher, I see

Weston, MA and attended the AISNE People of

new relationships with my colleagues.

the benefit of small class sizes and how they lend themselves to individual growth and

Color Conference where I met Gordon’s former Diversity Director, Eric Polite. I was not only

What do you enjoy about being a cooperat-

confidence. Students at Gordon are encouraged

impressed by his work at Gordon but also the

ing teacher?

to find their voice, to believe in themselves and

school’s strategic intention to increase racial

Being a cooperating teacher has given me

to take ownership of their convictions. Recently

diversity—from the student body and faculty to

the opportunity to reflect, assess and affirm

a group of seventh graders expressed an inter-

developing and implementing a multicultural

my teaching practice. When you have some-

est in revitalizing the school newspaper. The

curriculum at all grade levels. I was looking at

one observing you every day, it makes you

teachers helped their idea come to fruition and

Gordon not only for a teaching position but also

reflect on your practice; “Why do I teach this

The Gordonian is now written and published

as a place for my family and when I interviewed

lesson this way?”, “Is there anything I can do

monthly by a group of Middle School students.

I knew it was the right school for all of us.

differently?” The residents also bring their own perspective, creativity and ideas to my

What do you hope for your students?

What is your role as a cooperating teacher

curriculum. Every day I learn something new

I hope students leave my class with the tools to

in the Residency Program?

from them and that strengthens my own practice.

be successful life-long learners. We can’t even

I mentor a resident for half a year and welcome them into my classroom as a teaching partner.

It is important for my students and their families to know there are two teachers in their classroom which allows for more individualized instruction and fosters different perspectives.

My responsibilities include modeling best

imagine the jobs that will be available to them Having another teaching partner in my class-

when they graduate college and I want them

room allows for more individual instruction

to feel prepared to enter a diverse workforce,

from one on one lessons to small group work.

holding onto the skills they learned at Gordon.

The students can experience a range of learn-

I also want my students to have the confidence

ing experiences and understand the material

to go out into the world and seek the truth and

in a deeper way.

know that the truth can be found in various ways.

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Fa c u l t y S p o t l i g h t

Tricia Kelly

Tricia Kelly has taught Modern Language at

This year, the eighth grade Spanish classes

What is the course you teach for the Teacher

Gordon for three years. She is an instructor for

have partnered with the Rhode Island Family

Residency Program?

the Teacher Residency Program. Two of her

Literacy Initiative (RIFLI), a free, first step liter-

The course involves a seminar on strategies for

children, Madison (7th) and Connor (5th), are

acy program for adults and their children based

English language learners (ELL) and fieldwork

Gordon students. Tricia earned her B.A. from

at public libraries throughout Rhode Island.

in an urban classroom. We partner with CVS

Washington University in St. Louis, an M.A.

RIFLI offers English as a Second Language (ESL),

Highlander Charter School in Providence.

from Boston University and an Ed.D. from

citizenship preparation and computer instruc-

Residents observe and work with elementary

Teachers College Columbia University.

tion as well as children’s programming, student

students individually and in small groups. The

resource and support.

class raises awareness of issues facing English

What led you to Gordon?

language learners and provides them with

My husband grew up in Rhode Island and

Each eighth grade student is assigned a pen-pal

we were looking to move here in 2008. Prior

at the RIFLI and they write letters to them in

to that we were living in Belgium for my

Spanish. Their pen-pals respond back to them

What do you hope for your students?

husband’s job. I began searching for teaching

in English. The students make connections

I hope my students continue to be interested in

positions and saw a posting on Gordon’s

immediately with their pen-pals about their

both the Spanish language and in the diverse

website for a Spanish teacher.

shared struggle of learning a new language

cultures where Spanish is spoken. I would like

and the application of its grammatics and

them to carry the compassion and respect they

pronunciation.

have for others who are also learning a new

I was very impressed by the school’s commitment to multicultural curriculum. It has allowed me to focus on extending my teaching of the

practical strategies for ELL instruction.

language. I hope that the study of modern In seventh grade, the students engage in a

languages opens their eyes to possibilities for

Spanish language and provide my students with semester-long study of Guatemala. We partner community partnerships and experiences that

with Maya Works, a fair trade nonprofit organi-

allow them to step beyond the memorization

zation that promotes economic development

of the language and provide a window into its

for Mayan women and their families by sup-

practical use.

porting a marketplace for their handcrafted goods. The students organize a Maya Works

What partnerships have you established at

sale for the entire school community. After the

Gordon?

sale, they send the proceeds to Maya Works as

Our eighth grade Spanish classes are focused

well as handwritten letters in Spanish to each

around a year long study on immigration. Their

artist letting them know the success of the sale.

classroom work helps them understand the struggles immigrants face when living in a country where they don’t speak the language.

5

work, cross-cultural relationships and travel experiences around the world.

Campus Notes

Go rdo n M i d d l e S c h o ol music ians nam ed A l l - S tat e

In November, seven Gordon students passed the audition for the Rhode Island Music Educator’s Association Junior All-State Music Festival, including a seventh grader who will serve as first chair in the orchestra. Approximately eight hundred seventh, eighth and ninth graders from throughout the state also auditioned. The Junior All-State Performance was held on Sunday, March 25th.

Go rdo n p r o g r a m e a rns nat ional

Middle School Fall Theater

attenti o n

Performances

Kindergarten teacher and Lower School

The Middle School performed two simulta-

Common Ground Coordinator, Julie Parsons,

neous productions this fall: You Can’t Take

and Director of Diversity and Multicultural

It With You, by Moss Hart and George S.

Practice, Kim Ridley co-authored an article

Kaufman, and Arsenic and Old Lace by

on Lower School Common Ground for

Joseph Kresselring. Each play’s cast provided

Independent School Magazine. The article,

the stage crew for the other. The arrangement

Identity, Affinity and Reality: Making the Case

provided the student actors an opportunity

for Affinity Groups in Elementary School,

to experience theater both as a performer

appears in the winter 2012 issue. It is also

and as a crew member.

online at www.nais.org/publications

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High Sch ool Alu mn i Brea k fa st

Hea d ’s Ad v isory Cou n cil

The December high school alumni breakfast

The Head’s Advisory Council led by Co-Chairs

provided graduates from classes 2008-2011

Sally Lapides and Annie White ’87 met this fall

an opportunity to reconnect with their

and discussed the school’s marketing efforts.

Gordon classmates and teachers prior to the

The conversation was led by Trustee, Robin Boss

school’s winter assembly. Pictured from left

and Head of School, Ralph Wales. The Council

to right: Meghan Wales ’10, Jonah Parker

which consists of fifty alumni and parents of

’10, Nate Bresnick ’10, Will Lupica ’10,

alumni shared their ideas for strengthening

Manny Guerzon ’09, Emilie Chung ’10,

Gordon’s message of providing an academic,

Dani Michaud ’11 and Graham Watkins ’08.

racially diverse and child-centered education.

Class of 2012 Civ il Righ ts Trip

The Class of 2012 traveled to Georgia and Alabama in February for the 11th annual Civil Rights Trip. They met with several civil rights veterans including FBI Investigator, Ben Herren, Dr. Gwendolyn Patton, and they visited historic sites such as the Edmund Pettus Bridge and the Southern Poverty Law Center.

The Civil Rights Trip is funded by the Bready-Lapides Eighth Grade Educational Trip Fund which was established through the generosity of Richard Bready (parent of Arika ’02 and Max ’03) and Sally Lapides (parent of Ian ’99 and Emmett ’03) and the Class of 2003 Museum Admissions Endowment Fund.

Kar la Ha rry Visitin g Au th or

Award-winning children’s book author April Pulley Sayre was this year’s Karla Harry Visiting Author. Sayre is the author of over fifty-five non-fiction books for children and adults. Her books, known for their lyricism and scientific precision, have been translated into many different languages. She is best known for pioneering literary ways to immerse young readers in natural events via creative storytelling and unusual perspectives. In 2008, she accepted the Theodor “Dr. Seuss” Geisel Honor Award, given by the American Library Association for her book, Vulture View. It was also named a finalist for the 2008 AAA/Subaru SB&F Prize for Excellence in Science books.

Colle ge Alu mn i G ath erin g

Mackenzie Cater ’07 (UC Berkeley), Ben Fine ’07 (Brandeis University), Dylan Neel ’07 (Harvard University) and Lauren Rosalanko ’07 (George Washington University) returned to Gordon in January to share their experiences

Fifteen th Visitin g Artist A n n ou n ced

on college life with this year’s eighth grade

Jim Reynolds will be Gordon’s fifteenth Britt

class.

Nelson Visiting Artist, working with second, seventh and eighth graders from April 9th to April 20th. He is a RISD graduate who uses a repousse technique with metal and focuses his work on creating images from nature.

Reynolds will present his work to all three divisions of the school while he is here, and he will give a public talk on the evening of April 18th at 7pm in the Activity Room. All are welcome to attend.

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alumni spotlight

Andrew Stachiw ‘01

A n d r e w S t a c h i w ‘ 0 1 h e l p e d c r e a t e a n d p r o d u c e C o - o p o l y : the g a me of c oo p e r at i v e s , a b o a r d game r eleased this fall that tea c h es players abo u t c o o pe rat ive s a n d h o w t h e y pr ov ide a v iab le option for ec o n o mi c an d so c i a l ch a n g e.

Andrew is also the co-founder of Toolbox for

Co-opoly is the only board game made Fair

Education and Social Action (TESA), a worker-

Trade that we have been able to find. Every

owned cooperative that develops and

single game piece was made in the United

distributes interactive resources for economic

States. We used recycled materials and found

and social change. Andrew attended Milton

the only US based dice company, which is in

Academy ’05 and Hampshire College ’10.

Kentucky. Just to give you a glimpse into the cost of doing things ethically: the dice were the

How was Co-opoly created?

smallest component of the game, and had we

My Hampshire classmate, Brian Van Slyke,

ordered them from China they would have

had the idea of creating a board game that

cost between $40-$70, including shipping,

would teach people about the unique benefits

whereas to have the dice produced in Kentucky

and challenges of cooperatives, and introduce

they cost $750. Again, that is the smallest

them to this alternative economic model. He

component, so you can extrapolate from there.

What is Toolbox for Education and Social

began working on it during our sophomore

Despite the costs, it was obvious for us in terms

Action?

year in college, and almost four years later,

of ethical production versus cost efficiency,

Brian and I were very close at Hampshire, as

we had a full on board game. After Hampshire,

as it was of vital importance to us that those

our work and activism overlapped frequently.

we decided to come together for TESA, and

making the game were treated well, and that

After Hampshire, and after I got my Massachu-

Co-opoly was the first major product we

the game was produced ethically.

setts teaching license, Brian and I decided to

designed and produced.

begin working together again, so we formed a As we produced Co-opoly independently and

In Co-opoly: The Game of Cooperatives,

worker-owned cooperative and incorporated

asked a lot of manufacturers to do things they

players must collaborate to found and run a

in the state of Massachusetts.

had never done before, we received all the

democratic business. In order to survive as

different parts for Co-opoly unassembled, and

The mission of TESA is to create democratic

individuals and to strive for the success of their

only five days before we had to start shipping

educational resources that cultivate people’s

co-op, players make tough choices regarding

them out. We reached out to a network of

abilities to make social and economic changes

big and small challenges while putting their

friends and volunteers who helped us assemble

in their communities. We build and distribute

teamwork abilities to the test. This is an

over one million moving parts into one-thousand

our own materials as well as work with other

exciting game of skill and solidarity, where

Co-opoly board games. It was an amazing

organizations to develop educational resources

everyone wins—or everybody loses. By play-

experience, having everyone together assem-

for their needs.

ing Co-opoly, players discover the unique

bling boards, game pieces and packing boxes.

benefits, challenges and operations of the

It was a true testament to what cooperatives in

In addition, TESA has designed resources on

cooperative world—as well as the skills

their very natures are—communities of sharing.

cooperatives, and serves as a place to practice cooperation and build educational tools for the

needed to participate in a co-op.

Our goal with TESA and the resources we

co-op community. Our most recent partnership

When it came to the production of Co-opoly

create is to be able to share the importance of

is with the South Bronx Green Worker Cooper-

we focused on making the game independently.

democratic and participatory education, while

atives (GWC), who incubate environmentally-

Our business, Toolbox for Education and

teaching lessons of democracy, economic and

friendly worker-owned co-ops in the South

Social Action (TESA), which facilitated the

social change. We are very proud of our early

Bronx, one of the most impoverished areas in

creation of Co-opoly, is committed to using

success as we have sold Co-opoly to people on

New York City. GWC and TESA are creating a

local, sweatshop free, union or cooperatively

every continent in the world (except Antarctica)

democratic education curriculum for GWC’s

made and environmentally sustainable materi-

including destroyed and re-forming businesses

Cooperative Academy, training the teachers,

als when possible in the manufacturing of its

in Christchurch, New Zealand, youth groups in

and designing the entire arc of the program.

resources.

India, and cooperatives in Peru.

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How would you describe yourself today?

I like to think of myself as an educator, perhaps not in a formal school setting, but certainly in how I live my life and the work I engage in.

We are in a time where change is crucial, broad, extensive, and systemic, so I definitely want to be a part of that change—that is what drives me.

What do you hope for the future?

I never thought I would own a business. I am thrilled to have this opportunity. I would like to continue to work in education with kids and focus on designing and instructing curriculum with an emphasis on social and economic We are also developing a new game that looks

How did your Gordon experience shape

change. I also would like to see TESA grow as

at community organizing, and we are creating

who you are today?

a resource for communities and educational

an interactive history series that we hope to

Gordon is all about cooperation. Its philo-

institutions. Furthermore, I am excited to start

eventually compile into an alternative text-

sophical day to day practice pushes individual

working on resources that look at US history,

book. A lot of our work is with cooperatives

success but also places great emphasis on

as it is under fire all over the country, and if we

right now, and we work with all kinds of

community. This focus helped me see the

erase the terrible elements of our past from the

organizations that are striving for economic

potential in cooperative working environments,

history books that will only make us that much

and social change.

and allowed me to be able to take the initiative

more susceptible to repeat those mistakes.

to be my own boss, and to push myself to do

To purchase a Co-opoly game and to find out

What do you enjoy about working in a

better. So much of the educational research

cooperative business?

shows that the earlier schools start doing what

It is very empowering to own your own

Gordon has been doing for years, the better off

business, and that is at the heart of worker-

we are as learners, thinkers, and doers, so to

owned cooperatives. The idea of worker co-ops

that extent, I have no idea where I would be

is one member, one vote, one share—that is,

without Gordon.

it doesn’t matter how much you invest into the business, financially everyone is an equal.

As someone who has taught, I have learned to

When you feel empowered and have real own-

appreciate the work that goes into curriculum

ership, you want to take more responsibility,

design. Moreover, as I continue to teach and

and you want to go to work every day.

develop curriculum, I continue to be in awe of

Furthermore, because there is that level of

how advanced and developed Gordon’s edu-

equality, we share the burden and the benefit,

cational philosophy is—hands-on, experiential,

and on a lighter note, we also have the flexi-

democratic, and driven by a positive, empow-

bility to leave early, or work from home, or

ering mission. Gordon has always been a pace

decide to work over the weekend. Sometimes

setter, and sometimes we don’t realize how far

there is nothing better than being your own

ahead Gordon is until they rest of us start doing

boss.

things that Gordon was doing years ago.

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more about Toolbox for Education and Social Action visit coopolygame.com or toolboxfored. org

To learn more about AnnieMulz, visit anniemulz.com alumni spotlight

Matthew Osofisan ‘02

Matthe w Oso f i san ’ 0 2 is t he c o- c r e at or of Annie Mulz, a su c c essful appa rel c o mpan y th at ha s been pro fi led i n S t yl e Bo s t o n , Bol d fa c e r s . c o m , B o s t on Metr o, and Complex Magazine. Matt h ew att en d ed Mo ses Bro wn ’06 an d No r theastern Un i ve rs i t y ’10.

How was AnnieMulz created?

on Newbury Street. Our company was selected

What is in the future for AnnieMulz?

My business partner, Michael Toney and I

as the top business and we were awarded

Last spring, we were awarded another round

met in our first class at Northeastern and our

$10,000 in gap funding.

of gap funding from Northeastern and we plan

friendship started immediately. We realized that we both had the desire to start our own business and would have tons of conversations about ideas and businesses. Since Michael was a graphic design major at Northeastern, we decided to use his talents to create a clothing line and I began writing up a business plan.

We created the AnnieMulz label in January 2009 and focused on creating a brand that provided fresh, individual style for all people.

AnnieMulz is a play on words and a personification of the word animals and based on the concept of Natural Law. We decided upon a grassroots effort to spread the word about AnnieMulz.

One weekend we ventured to Newbury Street and set up a folding table with the help of my grandfather’s old dolley and a load of our first run of t-shirts. We figured if we sold one t-shirt and talked to one hundred people we would measure that as successful. By the end of the day, we had sold twenty-five t-shirts and talked to over 1,000 people. We knew were on to something.

In the spring of 2010, we submitted our business to IDEA Northeastern’s Venture Accelerator, a program that provides mentorship and funding with a focus toward helping to launch sustainable or investment-ready businesses.

Of fifty-five businesses, AnnieMulz was among the five finalists chosen.

We made a twenty minute presentation to about one hundred people including an advisory board of Northeastern professors and

When were you able to open your pop-up store?

Knowing that the $10,000 award would not be enough for us to open a store, we had to get creative. I leaned on the entrepreneurship course I was taking at Northeastern where I had just reviewed a case study on cooperative business models. I thought it would be a great idea to pull together other businesses with like-minded missions and have a store front that could benefit all of us.

We collaborated with three other brands: Born to Purple, The Collective and George Guest, all up and coming young lifestyle companies in Boston and opened our pop-up store, Concrete Jungle in the summer of 2010.

The store was a launching pad for all of us and served as a good example of how innovators can work together to accelerate past the grey area of launching a business and move directly into establishing a more well-known brand presence in Boston and beyond.

Concrete Jungle was a great success and attracted the fragmented underground culture of Boston. It even brought us local and national attention including visits from Boston Celtics player Glenn Davis, The Wayans Brothers, and Mos Def. When we closed the doors of Concrete Jungle in the Summer of 2010, we had sold over $50,000 worth of merchandise in the ten weeks of our store’s lifespan. That is really when Michael and I realized our brand selling power was viable.

to use it toward taking the next step in developing the AnnieMulz brand. We are focusing on gaining greater visibility through targeted marketing, taking our product to the next level by creating a sample line of tailored goods featuring detail oriented button-downs, and attending major trade shows to increase our network. My goal is to make AnnieMulz a staple in the Boston fashion scene and a recognizable name in the fashion industry as a whole.

How did your Gordon experience shape who you are today?

Gordon is a community focused on ideals.

We were taught to see one another as individuals and connect with each other despite our differences.

Mrs. Bowman, my Humanities teacher, pushed me to think more deeply about issues in politics and the world and her class was structured as an open forum which challenged us to come up with own answers and opinions. Her class helped me become more aware of different ideas, opinions and perspectives. I continue to rely on these skills in my professional life as a business owner.

My competitive nature was nurtured in Gordon’s athletic program. Coach Vince, my basketball coach, taught me the skills to be a leader. He always emphasized the importance of team play and being supportive of your teammates. I will never forget those lessons.

What do you hope for the future?

I am working hard to grow AnnieMulz into

the University’s investment commitee. Our

a conscious brand. I hope to take time

platform was a plan to open up a pop-up store

to discover myself, travel the world and spend quality time with my family and friends.

10

alumni spotlight

Susanna Emmet ‘95

Susanna Emmet ‘95 is the managing director at Independent Diplomat (ID) in New York. Susanna received an LLM in International Law from the University of Kent, a BA from the New School in Social and Historical Inquiry and is a graduate of the Taft School ‘99.

What is the role of the Independent Diplomat

In 1991, after the fall of the Barre regime

Are there any teachers or classes from your

(ID) organization?

and the total collapse of the Somali Republic,

Gordon experience that stand out for you?

Independent Diplomat is a global non-profit

Somaliland resolved to re-constitute itself

My seventh and eighth grade experiences stand

diplomatic advisory group that provides

as an independent state. Since then, it has

out for me, and had, I believe, a significant

advice and assistance on political strategy,

established peace and sustainability and held

bearing on who I am and what I do today. In

international law, and media to marginalized

parliamentary and presidential elections.

a fundamental way, these years were focused

governments and populations. ID also seeks

Somaliland therefore stands in stark contrast to

on engagement in the world.

to empower those with the most at stake to

south-central Somalia, which remains a failed

participate in decision-making in the

state without an effective government, plagued

One course was based simply on the daily

diplomatic system.

by a series of disastrous humanitarian crisies.

newspaper, which we learned to read and discuss; another—’memory maps’—required

How did you become involved with

Somaliland has met the established criteria

us to spend the year studying the geography

Independent Diplomat?

for recognition as a State. It has a permanent

of the world, continent by continent. At the

After I completed my masters degree at Kent,

population, a defined territory, a functioning

end of the year, we were given a blank piece

I joined Human Rights First (HRF). I worked

government and capacity to enter into other

of poster board and had to draw the world,

closely with the Board of Directors and one

relations with other states in the international

including its countries, cities, rivers and

member became my mentor. As I was leaving

community. Its achievements have won

mountains from memory.

HRF, my mentor introduced me to Independent widespread praise and its case for recognition Diplomat.

has been favorably assessed by the African

In a third class we pretended to play the stock

Union Commission, the conflict prevention

market, where we had to defend our invest-

I was looking to branch out from a focus

NGO International Crisis Group as well

ments against ethical criteria. At the end of

on human rights alone to more broad based

as the security and development think tank

our eighth grade year we embarked on our

political work. I was immediately taken with

The Senelis Council.

community service project. I taught adult immigrants basic life skills for getting by in

ID’s mission of providing advice and assistance to governments and groups that need it the

How did your Gordon experience shape who

their new surroundings.

most. It struck a deep chord for me, as the need you are today? for this unique service was quite clear. Five

The school’s values and methods helped me to

I can trace many of my adult interests and

years ago, I began consulting on a part-time

develop a solid toolkit for this approach, and

accomplishments to these years; it tied knowl-

basis and gradually gained more responsibility

the curriculum encouraged its use and devel-

edge to action in the dynamic world, and

until two years ago, when I was appointed

opment in diverse ways. Whether in gym class

demonstrated the value of civic engagement.

Managing Director.

or math, students were challenged to learn

What are your plans for the future?

and were held accountable for the opinions What is a recent project that assisted another

they had and the choices they made. With an

country with their political struggle?

emphasis on discovery and problem solving,

We have been working with the democratically-

the world beyond the classroom was exposed,

elected government of Somaliland on diplomatic

and we engaged with it.

While my work at Independent Diplomat and in the field more broadly has been incredibly rewarding, I am reflecting on how I might contribute to other interests and build new skills, expanding my experience. In particular,

strategy. Somaliland is seeking to integrate itself better into the region and to attract more

These elements built a foundation not only of

development assistance, trade and investment

concrete knowledge, but also a confidence of

to help lift its people out of poverty. It is also

application. Today, broad interest in the world

seeking recognition as an independent state.

beyond the four walls of any given room I’m in is paramount, and I feel fortunate and wellequipped to navigate my life, with a personal aim of adding value.

11

I am considering going into education.

Photo above: Susanna and her Gordon classmate, Liza Trafton ’95

Stay Con n e c t e d Gordon School Alumni Mobile

GORDON

Community

What

The Gordon School alumni community will soon be in the palm of your hand. No matter where you are you will be able to connect with your classmates and keep up to date with Gordon School news and alumni events.

Features include: • Alumni

directory integrated with LinkedIn

• Real-time • Gordon • Alumni

class notes

School news feed Connection available to read

• Register

for upcoming alumni events

• Facebook,

Youtube, Flickr and more

f r e q u e n t l y as k e d q u e s t i o n s :

W h a t d e v i c e s su p p o r t t h e Gordon School alumni mobile application?

The free app has cross-platform capabilities and is currently available for the iPhone, iPad, iPod Touch, and Android devices.

Blackberry currently does not support the application.

Adam Freedman ‘98

Ph.D. Candidate

When can I download the mobil app?

You will receive an email from Gordon School with a link to the

Civil & Environmental Engineering, MIT

application for the iPhone and Android in the next coming weeks.

In order to have access to the application please make sure to update your new email address by contacting alumni@gordonschool.org.

D o I n e e d a us e r n a m e a n d p assw o r d t o l o g i n ?

To use the application, you’ll need to sign in with your email address and name. You will then be prompted to verify the terms of use for the app through an email sent to you. After you initially enter your username and password, the app will remember the information. If your email is not accepted, please contact alumni@gordonschool.org to verify your email on file.

Directory

Local

Social

News

Class Notes

Crystal Spence ‘02

Senior Marketing Analyst American Express

Events

L e a r n m o r e a t www . g o r d o n s c h o o l . o r g / m o b i l e c o m m u n i t y G r e g o r y Ka t z e n ‘ 9 9

Psychology Research Graduate Student Columbia University

12

2012 Young Alumni Reunion Alumni from Classes 2008-2011

SCHOOL

and the current eighth grade are

Matters

invited back to Gordon on Saturday,

June 9th from 5:30-7:30 pm.

Come celebrate with your Gordon teachers and classmates and enjoy dancing with DJ Ooch, athletic competitions and treats from Spike’s

VIDEO SERIES

Junkyard Dogs.

RSVP to alumni@gordonschool.org.

Watch the video series at

www.gordonschool.org/ whatmatters

N o e l Ba r l o w ‘ 0 3

Harvard University ‘11 Filmmaker

Vivian Liu ‘08

Senior, Middlesex School

Stephanie Perez ‘04

Senior, Tufts University All-American Lacrosse Player

13

s s a l c

s e t no 1

g o r d o n

3Os

John T. Spicer ’38 writes: “We are grateful to have retired to a corner of Vermont where community still plays a part in the lives of most

3

a l u m n i

2

8Os

c o n n e c t i o n

4

9Os

of us natives, as well as us folks from some-

Melissa Maynard Leger ’83 writes: “I am

where else. Tropical storm Irene has been

currently the Director of Recruiting at Stanford

the most recent example of people coming

Law School, living in the San Francisco

Benjamin Haig ’90 is developing an oyster

together, to help with recoveries of all kinds.

Bay Area, and enjoying my family and the

farm in New Zealand.

Vermonts river valleys were extremely hard hit

sunshine—my husband Stephen, and two

by floodwaters which should be a part of future

children, Sam and Madeleine (photo 1 ). I

Stephanie Greenbaum ’91 is engaged to Todd

preparations. Visitors to our river valley will

remember my times at Gordon as not only

Goldberg, with plans for a summer wedding.

be surprised to see the devastation and the

instrumental in making me who I am today,

recovery efforts.”

but surely some of the best of my life. I would

4Os

William B. Greenough, III ’42 writes: “We

love the opportunity to reconnect with as many of my classmates as possible (Thank you Facebook)! Hope everyone is healthy and happy

Kathryn Trafton Hudson ’91 writes: “I earned my National Board Certification as an Early Adolescent science teacher. This past July, I married my sweetheart Kelly at her aunt and

on Maxfield Avenue!”

uncle’s house in Washington State. My mother

Childs was the pivotal teacher of my education

Susanna Rhodes Beckwith ’84 and Gordon’s

for Kelly and I which was attended by Nola

including high school, college and medical

Annual Fund Co-Chair Kitty Douglas were in

Riedel Kopfer ’91.” (photo 3 )

school. She let me keep the class alligator on

Washington, DC lobbying the RI delegation

vacations and gave me a whalebone with

on behalf of Reach Out and Read, a national

scrimshaw.”

pediatric literacy program. While they were

enjoyed attending the Gordon 100th! Miss

5Os

Sara Blanchard ’50 writes: “Cliff and I are happily entrenched in our Naples Paradise

there, they ran into Ash Wall ’01 who is working on Capitol Hill. Susanna serves as the Executive Director of Reach Out and Read and Kitty Douglas is the Programs Coordinator.

and sister Liza ’95 arranged a celebration

Georgi Vogel Rosen ’94 writes: “I’m living in Brookline, MA and was recently appointed to the town’s commission overseeing civil rights and intergroup relations. This March I’m heading to the United Arab Emirates as part of a delegation of American Jewish women. I’ll

(photo 2 )

be co-presenting a workshop about online

or in the Caribbean for cruise. I am singing

Todd Greenbaum ’87 lives outside of San

conference there, and we also will spend some

up a storm, wading through Bach’s Mass in

Francisco with his wife Assia, and two children,

time meeting with UAE officials and touring

B Minor, for one! A joy to which we look

Amaya (4) and Kenzo, who turned one on

both Abu Dhabi and Dubai.”

forward to coming North for Grandfriends’

February 16th. Todd is the Senior Product

Day in May to keep tabs on what Ali and

Manager for Adobe Pass for TV Everywhere.

Georgia Hunter Farinholt ’92 and her husband,

Wensday Greenbaum ’89 was the featured

November 23rd, just in time for Thanksgiving.

Ann R. Langdon ’56 writes: “Our second grand-

actress in a PSA for the City of Providence’s

(photo 4 )

daughter, Georgia Ann Rico turned one this

www.sweetdeceitpvd.com campaign to raise

November. We spent Thanksgiving with 37

awareness about candy flavored tabacco prod-

members of Drew’s family in Savannah, GA.

ucts targeting children which is still airing on

We also celebrated 5th, 35th and 70th birthdays

every television station in RI. Her vintage jazz

plus a 45th wedding anniversary by taking the

band The Corillions won Best Jazz Act 2011

family to Hawaii. Drew is now a professor

in the Motif Music Awards.

with an occasional trips ‘across the pond’

Drew Blanchard (6th and 7th) are doing.”

emeritus at Yale and retired from Morrison Foerster. Liz is doing standup comedy in NYC

Ethan Ruby ’89 and his wife, Julie welcomed

and catering. Dr. Alison is about to start her

thier second son, Bowen Lee Ruby, on

own practice in El Paso. Ann is chugging along

September 9th. Their oldest son Asher is now

trying to determine where best to devote her

21/2

energy.”

14

years old.

grassroots advocacy at a women’s leadership

Robert welcomed their son Wyatt on

Nicholas Foley ’96 practices law in New York at Cravath, Swaine & Moore; he recently moved to SoHo. Rob Glancy ’97, Emily Bresnahan-McRae ’97, Gia Garzone ’97 and Andrea Weisman ’97 enjoyed a mini reunion of the class 1997 at the new Abyssinia Restaurant on Wickenden Street in Providence. They all enjoyed reminiscing and catching up on all things

6

7

8

s p r i n g

2 0 1 2

Crystal Spence ’02 was promoted to Senior Analyst, Charge Card Product Management at American Express in New York. Crystal leads 5

an in-depth analysis of portfolio performance to identify opportunities to increase profitability

Evan Spirito ’02 Remembered

and growth.

S TART W HERE YOU ARE ,

Gordon! They hope to make this a monthly

Sarah Engle ’03 is currently living in New York

AND M AKE S O M ETHIN G O F IT .

gathering and invite any other 97ers in the

and working as an Assistant Buyer at Blooming-

NEVER B E S ATI S F IED .

area to join them.

dale’s. She also works as an SAT instructor for

—George Washington Carver (the quote chosen

Kaplan. (photo 7 is of Sarah and her sister Dana

by the faculty for Evan at Commencement 2002)

W ITH W HAT YOU HAVE

Yi Liu ’98 will graduate with an MBA from

’07 at Sarah’s graduation from Brown

Stanford University School of Business this June.

last May)

Evan Spirito ’02 passed away in

Ben Foley ’99 works as a film editor for

Jamie Macdonald ’03 is teaching history and

with lung cancer. He entered Gordon

Customplay LLC and lives in the sun at Delray

coaching lacrosse at the Viewpoint School in

in Middle School from The Henry

Beach, Florida.

Calabasas, CA.

Barnard School and quickly became

OOs

November after a courageous battle

an essential member of the Gordon Eric Margulies ’03 and his brother, Jake ’98 are

community.

happily pursuing their personal, academic and

Claire Lewis ’01 writes: “I am in the middle of

professional interests. Eric is living in Chicago,

Evan’s quick wit, kindness and athletic

my first year of medical school at Mount Sinai

IL and Jake is living in Boulder, CO.

talents were admired by his friends

in East Harlem, NY. I am thankful for my

and teachers. He possessed the natural

Gordon expereince as it has definitely helped

Bethany Pine ’03 graduated Magna Cum Laude

ability to embrace and draw out the

me navigate the world and gave me the skills

from Brandeis University in May 2011, major-

best qualities of those around him which

to digest knowledge and synthesize new ideas

ing in history and education. She is currently

made him a sought after friend and

from all that I am learning in my medical school

employed at the Lincoln School teaching

teammate.

coursework. Special thanks to Mr. Kravitz

nursery and coaching Middle School girls’ field

and his incredible edible cell lesson in seventh

hockey, basketball and lacrosse.

The Evan Spirito ’02 Scholarship Fund has been established by the Spirito family

grade. The photo above (5 ) is of myself and my brothers, Max ’02 and A.J. ’98 from our recent

David Bresnahan-McRae ’04 is entering his

to celebrate and honor Evan’s legacy.

family trip to Rio de Janiero.”

senior year at the Elliot School of International

This fund will support a student with

Affairs at George Washington University. He

financial need with preference given

Caroline Greene Hunt ’01 writes “Life out

spent last fall semester sudying in Cairo and

to a boy from Henry Barnard who

west is still wonderful. I am living in a small

traveling in Morocco and Turkey.

demonstrates the wonderful qualities

ski town and working at a Youth Center. It’s

that Evan brought to Gordon.

a great place to hike, ski, enjoy the sunshine

Liam Miner ’05 writes: “I just completed a five

and then help some youngsters connect to

month study abroad program in Buenos Aires.

For more information, or to make

their worlds.”

The photo above is from Calafate in Southern

a contribution, please contact

Patagonia. I am standing in front of one of

Director of Development,

Kelly Allen Kujawski ’01 and her husband

Argentina’s largest glaciers, Perito Moreno.”

Kerrie Donahue at (401) 434-3833 x117

Nathaniel, welcomed their son Ethan James

(photo 8 )

or at kdonahue@gordonschool.org

Kujawski on Decemeber 30, 2011 at 6:04 am.

He weighed a total of 6 lbs and was 19 inches

Maggie Sawdy ’05 a junior biology major at

long. Kelly and her husband are thrilled to be

Smith College is spending her spring semester

new parents and are having an amazing time

in Kenya and Tanzania, learning about wildlife

with their son. (photo 6 )

management in a school for field studies program.

15

8

9

10

Nick Lee ’06 is a sophomore at the College of

Lauren Benoit ’08 a senior at Lincoln School,

on to Georgetown. Highlights included

the Holy Cross.

was named to the 2011 Providence Journal

snorkeling in Thunderball Grotto and Rocky

All-State Tennis Team and the All Division I-

Dundas, swimming with nurse sharks at Com-

North Singles First Team.

pass Cay and feeding the swimming pigs. They

Dana Engle ’07 is a freshman at Trinity College and a member of the Women’s Varsity Field

proceeded north into the Bight of Eleuthera Alexa Bourque ’08 a senior at Moses Brown

for a few stops before moving on to Harbour

was named to the 2011 Providence Journal Ben Fine ’07 is a freshman at Brandeis

Island where they spent time tagging sea turtles

All-State Field Hockey Second Team and the

University and a member of the Men’s Varsity

(photo 9 ). Back on campus for the winter term

All Division I Second Team.

Allie’s sea legs have been adjusted for compet-

Hockey team.

Tennis team.

Zoe Foulkes ’08 a senior at Wheeler School Nick Mirza ’07 is a freshman at Macalester

was named to the All Division I Honorable

College and is enjoying his classes, and the

Mention Field Hockey Team.

internationally diverse student body. He is still happily and enthusiastically playing the drums.

Lucy Green ’09 a junior at Moses Brown was named to the 2011 Providence Journal

Dylan Neel ’07 is a freshman at Harvard

All-State Field Hockey Team and the All

University. He is rowing crew for Harvard,

Division I First Team.

and writing for the Harvard College Global Health Review. He is also enjoying playing on the club tennis team.

1Os

Maddy Berkson ’10 a sophomore at Classical Seth Neel ’07 is a freshman at Harvard

High School placed sixth with a time of

University. He is playing on Harvard Men’s

5:02:77 in the girls high school invitational

Varsity Squash team. He hopes to major in

mile at the U.S. Open Track & Field, which is

mathematics.

part of USA Track & Field Visa Championship

Jonathan Pine ’07 writes: “I am currently taking classes at George Washington Univer-

Series. Maddy also received highest honors on the school’s honor roll.

sity where I intend to major in political science

Audrey Chisholm ’10 a sophomore at Classical

with a minor in communications. Along with

High School was named to the school’s honor

taking classes, I have continued my work on

roll this fall and was a member of the girl’s

Capitol Hill with Congressman David Cicilline.”

volleyball team. (photo 8 )

Lauren Rosalanko ’07 writes: “I am enjoying

Allie Fuller ’10 and six other students attending

George Washington University and being

St. George’s School in Newport, RI were

in Washington, DC. There are so many oppor-

selected for the Fall 2011 Geronimo crew.

tunities. I am in the School of Business and

Geronimo is a 69-foot cutter-rigged sloop

currently working with two marketing profes-

designed specifically as a classroom at sea.

sors in developing a case study to be used in

On their voyage south from Newport, RI to the

GW business classes in the spring. I love going

Bahamas they covered close to 2,000 nautical

to different parts of the city on the weekends

miles and enjoyed some great sailing—many

and finding new restaurants and places to see.”

of their passages were completely under sail.

Danielle Benoit ’08 a senior at Lincoln School, was named to the 2011 Providence Journal All-State Tennis Team and the All Division INorth Singles First Team.

They traveled through 11 states, anchored in 29 different locations (including the Statue of Liberty) and tacked 112 times. While in the Bahamas, they sailed south to the Exumas and

16

itive squash. As tri-captain of the girl’s JV squash team she plays in the number two spot.

Blake Johnson ’11 a freshman at Classical High School was named to the school’s honor roll this fall. Blake and her sister Jazmyn ’06 are hosting a cable access television show for teens on Cox Rhode Island channel 18.

Arden Morris ’11 and brother Owen ’11 traveled to Paris in December. Their mom Allison’s 400 lb bronze “Still Life of Three” commissioned by Gordon Parents Frances and Guy McLeod, was exhibited in the 150th anniversary of the Paris Salon Nationale Beaux Arts and the Caroussel du Louvre. (photo 1 0 : Arden and Owen reading the Warren Times Gazette under the Eiffel Tower) Jamie Pine ’11 a freshman at Lincoln School, took the state doubles tennis title in the Rhode Island Interscholastic League title match.

She was also named to the All Division INorth Doubles First Team. Jamie was one of the athletes featured on NBC’s Varsity Life in October.

Sachie Springwater ’11 a freshman at Classical High School, was named to the All Division IINorth Singles First Team. She received honors on the school’s honor roll this fall.

GORDON Getting a move on the Annual Fund

Your gift to the Annual Fund provides essential support for the school’s talented faculty, exceptional academic programs, and student opportunities.

Join the many parents, grandparents, alumni, parents of alumni, faculty, staff, and special friends in making a gift to the Annual Fund. It’s the best way to show your belief in a Gordon School education and will positively impact the present-day and future of the school.

Give online today at www.gordonschool.org/give.

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PAID

45 Maxfield Avenue East Providence RI 02914 www.gordonschool.org

Permit #365 Providence, RI

save the dates C J Bu c k l e y E x p e r i e n t i a l L e a r n i n g N i g h t

2012 Commencement

Thursday, June 7th at 5:30 pm

Wednesday, June 13th at 5:30 pm

This night provides an opportunity for family and friends to honor CJ Buckley

Come back and congratulate the members of the Class of 2012

’00 and to hear the current eighth grade present their service learning projects.

as they graduate from Gordon School.

Young Alumni Reunion

For more information about these events or to RSVP

Saturday, June 9th at 5:30-7:30 pm

please contact a l u m n i @ g o r d o n s c h o o l . o r g .

This annual reunion invites back the four most recent graduating classes along with the current eighth grade to celebrate their time at Gordon.