Gordon
alumni connection secon d cen tu ry ca mpa ig n ed ition
Winter 2015
Dear Gordon Friends, As the holiday season concludes, I can’t help but think of how much we have to be grateful for this year at Gordon. Programs and teachers are thriving in their new spaces, and students are benefitting from access to two new state of the art music classrooms and a new theater. Members of the community are enjoying the spacious new dining hall, as well as a lunch program that serves five nutritionist-approved meals per week. The new conference room has provided various adult groups in the community with a much needed space for meetings to support the work of the school. Last but certainly not least, the Commons has distinguished itself as a casual meeting area that caters to students, classes, parents, alumni, prospective families, faculty and staff. To celebrate the amazing new music and theater spaces, and the fact that they are finished and up and running, I have highlighted three faculty members and their programs: • Milly Romanzi, Director of Fine and Performing Arts • Susan Hodgin, Middle School music • Bill Beaudoin, Middle School music electives Accompanying those pieces you will find alumni who have shared their experiences at Gordon and the impact that Ms. Romanzi, Ms. Hodgin and Mr. Beaudoin have had on their lives. I was also excited to learn that journalist Noah Davis ’97 covered the United States National Soccer Team and their journey at the World Cup in Brazil over the summer! He shared his top five moments from his trip, and some photos he captured from his own excursions throughout the country and from the press box. I hope you enjoy the issue, and please keep in touch! Visitors are always welcome, so please contact the Development Office if you would like a tour of the new spaces. Warm regards, Mollie Mattuchio
Associate Development Director mmattuchio@gordonschool.org
Table of Contents 2 Campus Notes 4 Alumni Events 6 Faculty and Alumni Profiles: Second Century Campaign Edition 12 Noah Davis ’97: My Top Five Moments from the World Cup 13 Gordon Athletics Update 14 Class Notes 18 Teacher Residency Program Class Notes
1
Campus Notes
Lucy Kahn ‘06 delivers remarks at the C.J. Buckley Experiential Learning Night
Academic, activist and musician Lucy Kahn ’06 delivered a riveting address June 5, 2014 at the C.J. Buckley Experiential Learning Night. After graduating from Sarah Lawrence College, Lucy spent three months working on a sheep and vegetable farm in Conway, Massachusetts, where she deepened her knowledge of agricultural techniques, foraging and herbal medicine. In September, she joined the Manhattan Country School farm in the beautiful Catskill Mountains of Roxbury, New York for a one year farm-based teaching apprenticeship. Jessie Litwin ’08 returns for the annual Induction Luncheon with the Class of 2014
Jessie Litwin ’08 addressed the Class of 2014 at the annual Induction Luncheon last spring. Jesse spoke about her experience and her responsibilities a Gordon alumna, as well as her pursuits at Northeastern University. Music and theater were an essential part of Jessie’s time at Gordon, and she is currently member of the Nor’easters, the a cappella group at Northeastern. Gordon librarian elected to serve as juror for major literary award
At last spring’s American Librarian Association conference in Las Vegas, Gordon librarian Frances Martindale was elected to serve on the jury for the Coretta Scott King—Virginia Hamilton Lifetime Achievement Award. She will be one of five jurors choosing the 2017 winner. The award honors African American authors and illustrators, and educational practitioners, for their contributions to childrens’ and young adult literature. Ms. Martindale began volunteering for the Coretta Scott King award in 2013. Her growing relationship with the award represents the next step in her work advocating for multicultural literature.
Congratulations to the Teacher Residency Program Class of 2014
From left to right: Director Lynn Bowman, Jacqui Denault, Lyndsey Ursillo, Zach Oppenheimer ’02, Ashleigh Stackpoole, Meagan Hughes, Claudia Traub, Kelly Zilly, Tyler Hammer and Instructor, Diana Reeves 2
Five days of hot lunch at Gordon
BOARD OF TRUSTEES 2 0 1 4 - 2 0 1 5
H EAD ’ S AD V ISORY COUNCIL
The new dining hall has set the stage for a new
Susanna Rhodes Beckwith ’84, Chair
Parents of Alumni
era of lunch at Gordon. Students, faculty and
Flossie Crisp, Vice Chair
Tish Bodell-Hopkins
Lisa Sienkiewicz
staff dine together at seated lunches. This new
Michael Hamilton, Vice Chair
Kevin Bowman
Bill Shuey
program fosters healthy eating and community
Harry Romain, Vice Chair
Andrew Campbell
Linda Shumate
building. Gordon’s lunch program provides
George Matouk, Treasurer
Johnnie Chace, Co-Chair
Susan Stevenson
nutritionist-approved lunches five days per
Ralph L. Wales, Assistant Treasurer
Malcolm G. Chace, Jr.
Jonathan Stone
Ren Cheng
Donna Templeton Pam Vogel
week, unlimited fruit for all students and fresh, locally grown ingredients through Farm Fresh
J. Winslow Alford
Pamela Choi Redfern
RI’s Mobile Market program.
Robin Boss
Ann Marie Clarkson
Martha Dineen Wales
David Bourns
Meredith Curren
Alumni
Gordon hosts national Robotics Qualifier
Heidi Buonanno
Cindy Elder
Thomas Goddard ’57
Gordon hosted the FIRST LEGO League
Rosemary Colt, Faculty and
Mary Engle
Roz Rustigian ’65
Ken Fain
Becky Book ’66
Robotics qualifying tournament on December
Staff Representative
6th. Twenty teams from throughout Rhode
Eileen Sweeney Craddock
Fred Franklin
Bob Fine ’68
Island were present at Gordon to compete,
Sarah Dobron
Amy Fuller
Ted Widmer ’76
including Gordon’s Middle School team,
Chris Fay
Peyton Gibson
Ben Rhodes ’78
going strong after thirteen years.
Rob Glancy ’97
Ginnie Goldstein
Ward Caswell ’80
Eugene Johnson ’87
Bruce Hampton
Annie White ’87
Heritage Language Program
Chris Kahler
Kerri Hayes
Lara Ewens Montecalvo ’88
The Heritage Language program is a new
Marianne Monte
Barbara Hendrie
Christine Isidoro ’94
addition to the first grade curriculum. The
Candida Monteiro
Jennifer Hosmer
Christopher Liao ’94
program supports native Spanish speakers
Cheryl Nathanson
Heidi Janes
Ted Trafton ’94
within the curriculum, by challenging this
Amy Orth, GCA Representative
Dan Kahn
Emily Bresnahan-McRae
particular group of students to refine their
Jason Pina
Linda Kaplan
verbal, written and reading skills.
Donald Powers
Sally Lapides
Sarah Chace Cotter ’97
Amanda Riegel
Greg Lupica
Gia Garzone ’97
New Math Specialist for the 2014-2015
Jane Ritson-Parsons
Helen Macdonald
Rob Glancy ’97, Co-Chair
school year
Anthony Rust
Sara Shea McConnell
Andrea Weisman Russell ’97
Longtime eighth grade math and science
William Talley
Ro Mede
Adam Freedman ’98
teacher Eric Kravitz has expanded his role to
Cheryl Nathanson,
Ben Freedman ’01
become Gordon’s math specialist. During the
Board Liaison
Mahoney ’97
Nick Wall ’99
summer, Mr. Kravitz attended several Math
Sue Oppenheimer
Katie Goetz ’00
in Focus conferences, and is dedicated to
Liz Pannell
Isaiah Osofisan ’00
working with faculty to enhance Gordon’s
Irene Pappas
Caroline Greene Hunt ’01
math curriculum and best meet the needs of
Vicki Phillips
Caroline Goddard ’01
students across all grade levels.
Faith and Jeff Pine
Gillian Lang ’01
Patty Rock
Carlin O’Donnell ’03
Mary Anne Sedney
Alex Ardente ’04
3
Alumni Events
young
A lu mn i R e union, June 2014
4
Hea d’ s A d v i s o ry C o u n c i l M e e t i n g , O c t o b e r 2 0 1 4 HEAD'S ADVISORY COUNCIL STATEMENT OF PURPOSE To provide alumni and parents of alumni the opportunity to reconnect with Gordon in an informative and meaningful way. Members are kept current on initiatives at the school and asked to participate in discussion that will support the school’s work. The Council has a direct relationship with the Board of Trustees through the position of a selected board liaison. Head’s Advisory Council members serve as ambassadors of Gordon in Greater Providence.
Pr o vi dence Young Al um ni Recep ti o n S ep tem ber 2014
5
fac ult y p r ofile: s e c ond c e n tu ry ca mpa ig n ed ition
Mi lly Ro ma n zi ’s jo urn ey at G o r d o n
Milly Romanzi
Sch o o l bega n nearly a do z e n ye a r s a g o ,
Dir e c t or of fin e a n d performin g a rts
Ac c o rd i n g to Ms. Ro ma n zi, G o r d o n
when she had just moved to Rhode Island.
was the c lear fi t fo r h er t h e n s e c o n d gr a d er, Sh erry Ro man zi ‘10 . S h e rry’s lo ve fo r th e perfo rm i n g ar t s i g n i t e d i n G o rdo n ’s creati ve atmos p h e r e , w h i c h then reki n d led Ms. Ro ma n z i ’s pa s s i o n fo r th eater after twenty ye a r s a s a n a d ver ti si n g execu ti ve. Ms. Ro m a n z i fi rst vo lun teered to sew c o s t u m e s , a c c o mpa n y ch o ru ses a n d s e r ve s n a c ks ; wh atever she c o u ld do to s u p p o r t t h e ra pi dly gr o wi n g pro gr a m o f u n i q u e q u a li ty a n d co n ten t. Fa st f o r wa r d t o fa ll 2014, i n whi c h Ms. Ro m a n z i s t e p p e d i n to the ro le o f Di recto r o f F i n e a n d Perfo rm i n g Ar ts i n th e n ew t h e at e r . S h e h a s sha red reflecti o ns a bo u t h e r r o l e a n d th e beau ti ful new spac e be l o w.
I
had the good fortune to build on the after
that is infused with social meaning—content
school theater program begun by Frances
that explores the range of emotion and
Martindale who partnered with Brown/Trinity
experience. We hone skills at a high level,
and whose work was furthered in the Middle
and with this scaffolding students are highly
School by Susan Reenan. I also have the great
successful in next-school experiences. We
opportunity to work with each of the master
create thoughtful, discerning theater goers.
teachers in our music and art departments, and
We foster creative thinking and problem
am looking forward to leading an integrated
solving. But most importantly, we strive to
arts department as we settle into our freshly
teach what it means to be human.
defined spaces. The new theater space is a home for the Dedicated to an inclusive experience that
performance program, and it is also a space
honors the contribution of each individual
that classroom teachers use for instruction
student, the performance program at Gordon
across all divisions. In a single week this
School seeks above all to provide a safe place
fabulously flexible new space hosted a Greek
of belonging. In our theater work everyone
tragedy with seventy five middle schoolers,
is cast, parts are crafted to the actor and not
a page-to-stage third grade production, a
vice versa, scripts are carved to create special
creative play project in Kindergarten, three
moments for all, and behind-the-scenes contri-
visiting author talks addressing every child
butions are highly valued. Each play experience
in the school, a full-on mock trial, a rally for
is a unique ‘organism’, a living, breathing com-
children’s rights, an open mic night, a reading
munity of contributors that relies on the health
of creative writing, two dance classes, three
of each to thrive, and which ceases to exist at
choruses, and two acting classes. All with a
the end of our project together… a bittersweet
pull of the curtains and a move of the chairs!
dynamic that makes each project precious. Our new home is both elegant and approachGordon School’s performing arts work
able, high tech and very simple, central to the
culminates in extraordinary product, but is
life of the school but self-contained. It inspires,
unparalleled in its process. We build joy, safe
enables, and leads us to new pathways of
risk-taking and empathy. We explore content
self-discovery. —Milly Romanzi
6
S h a r key W e i n b e rg ’ 0 6 s tudied with Milly R omanzi duri ng hi s ti me as a stud ent at G o rd o n . He perfo rm ed un d er h er d i r e c t i o n , a n d c r e d i t s h e r f o r f i nding his promise as an actor a n d di recto r. after go rdo n , Sha rkey attend ed Mo ses Br o wn, a n d h e gra d u at e d f r o m t h e T isch School of the Ar ts at New Yo rk Un i versi ty la st spri ng. He i s c u rr ently di recti ng an d pr o d u c i n g .
What inspired you to pursue a career as
dating and romance. It was a huge experiment,
in my future. I just formed a production
an actor and director?
and I made many, many, many mistakes, but
company, Bowen Street Productions, with
My inspiration to become a director was
I’m still proud of the outcome and I use that
my dear friend Christopher Fitzsimmons who
definitely influenced by my time at Gordon
experience of creation as fuel to keep pushing
I met at Brown University’s Theaterbridge
School. I fell in love with performance
me forward. My second highlight was directing
program. We just finished directing our first
and acting at Gordon largely because of
my senior thesis Luna Park by Donald
commercial in Napa Valley, California for
the amazing guidance and teaching of Ms.
Margulies. It was the biggest project that I
a medical facility. My next big project is that
Martindale and Ms. Romanzi. I remember
had taken on, but it had a very close personal
I am producing, not directing, a piece called
watching Annie Jr. when I was in the fifth
connection to me and my family history. It
Strange Weather. It is a modern dance and
grade, and saying to myself, that looks pretty
really taught me that my best work will always
theater piece to the music of Tom Waits, which
fun, and everything has really transpired since
stem from me; not abstract concepts that have
will hopefully premiere in New York City in
then. I didn’t start directing until my sophomore
little to no intersection with my life.
the near future. Besides that, the other projects in my future are not developed enough for me
year of high school at Moses Brown where I directed my first two one-act plays: God
How did Ms. Romanzi’s program shape you
to elaborate on, but I can say keep an eye out
by Woody Allen and The Lives of the Great
as an actor?
for my debut feature film in the next two years.
Waitresses by Nina Shengold. It was then that
Ms. Romanzi is one of the most beautiful
We are always looking out for more work at
I realized my creative voice could most clearly
and amazing people that I have ever had the
Bowen Street Productions, and urge anyone
be expressed through the presentation of the
privilege to know. What she gave me was my
looking for video or theatrical production in
whole product rather than performing a single
confidence. It is, and continues to be, one of
the Gordon School community to contact me.
character. The job of the director is really
the most important gifts I have ever received.
Sorry for the for the most obvious plug in history!
to glue all of the beautifully creative and
I don’t know how she did it. After every time
individual voices of each artist together into
I worked with her, I always felt like I had
What is your favorite memory from
a singularity. That action of gluing and collab-
improved and that I could continue to do so.
performing in the Activity Room?
oration is what truly inspired me. My first real
Her patience, intelligence and love for teach-
My favorite Activity Room memory has to
encounter with that came from watching my
ing and theater was and is a palpable force that
be playing Harold Hill in the Music Man in
theater teachers at Gordon bring together
rubbed off on me. I would not be where I am
eighth grade. This is such a great memory to
both children and adults to make amazingly
today without her guidance and confidence
be largely because of the huge amount of time
dynamic work.
in me as a performer and as a person. She
and effort Ms. Romanzi put in to prepare me.
believed in me in whatever I was doing, and
I also selfishly will never forget it because I
What are some highlights from your time
continues to do so, and I hope she has at least
have never had a bigger part in a musical to
as an undergraduate student at the Tisch
a faint idea of how important and inspirational
this day, and people still tell me how much
School of the Arts at New York University?
that has been to me. I truly am in her debt.
they enjoyed watching that production, almost nine years later.
A highlight of my time at Tisch was my first film, Survivng Texterosis, centered around
Do you have any upcoming projects that you
the anxiety that comes from the instantaneity
are excited about?
of text messaging in the context of college age
There are some rumblings of potential projects
7
faculty p r o f i l e : s e c ond c e nt ury c ampaign e dit ion
Susan Hodgin m i ddl e s c h o o l mu s i c
M i ddl e S c h o o l mu s i c t e ac he r Susa n Hodgin b e gan teachin g at Gord on in 2010. Th is fall, Ms. H od g in en tered h er ow n bra nd n e w c l assro o m t hanks t o t he ge ne rosit y of d on ors from the recen tly completed Secon d Cen tu ry Ca m pa ig n . I n a ddi t i o n t o t e a c h ing music c lasse s t hroughout the d ay, Ms. H od g in is at the helm of beloved pr og ra ms at G or d on , s uch as t h e G - N o t e s a c appe lla group and t he han d bell en semble. Ms. H od g in ’s commitmen t to elevatin g th e m u s ic pro gra m at G o r d o n is re fle c t e d in he r daily work .
All Middle School students at Gordon School
How does music aid and/or detract from an
the capacity to listen for the nuances of pitch,
have a voice, are empowered and are valued.
understanding between cultures? What is the
tone, articulation and balance. They feel more
Music classes continue the experiential learning
role of music in social justice? As students
connected to group and solo singing, experience
begun in Lower School and expand toward
begin to formulate their own insights into
truer aural feedback from instruments and
higher levels of development and understanding
these complex topics, they begin the process
participate more comfortably in academic
in music literacy, critical thinking and problem
of critical analysis. As always, we operate in
dialogue. Gordon students are now benefitting
solving. Skills in music classes such as partici-
a hands-on, interactive setting.
enormously from a space designed specifically with their needs in mind. And we are all look-
pation, communication, discipline, risk-taking, collaboration, innovation, creativity, and the
Middle School music classes and performance
ing forward to the opportunity to perform in
ability to “self-start” are essential in today’s
ensembles are infused with energy, intellectual
the new theater space.
world. Music teaches all of those things, plus
stimulation and self-expression. The impact of
it gives students access to the intrinsic value
the new spaces on the Middle School music
I believe…
of expression and what it means to be human.
program is systemic. Students are experiencing
Music is an essential subject,
The process of learning is as important as the
visible and physical proof that music is valued
not only because of the mental workout
finished product.
at Gordon. They are more eager to take the
necessary to
subject seriously. They are embracing joy in
comprehend, create, and perform it well
The multicultural mission of Gordon is evident
their achievements because the process of
and not simply because
every day in music class. It is an inclusive
getting to the finished product has become
it is an amazing avenue to
environment where multiple varieties of in-
profoundly more focused and pleasant. The
explore other cultures, history
structional strategies are used to engage every
new physical environments feel emotionally
and the intersection between the arts
student. We sing, play Orff instruments and
safe. Students can experiment with creative
and social justice
recorder, move, improvise, dance, experiment,
expression and they can engage in the physical
but
drum, play handbells, create, compose, analyze,
trial and error necessary to achieve skills. I am
because music has its own
interpret and evaluate. As students expand their
able to listen without distraction, which allows
intrinsic value to touch the human spirit.
journey toward music literacy, they grow in
me to not only listen to the music product
their abilities to perform and create music, to
but to each individual student and be more
perceive and understand music, and to com-
sensitive to their individual needs.
prehend the powerful connections between music and the other arts, other content areas
The new music classroom has windows, fresh
and multicultural communities. Students
air and appropriate acoustics, allowing us to
explore music history, emphasizing the rela-
reinforce Gordon founder Helen Cooke’s ob-
tionship between music as an art form and the
jective to “instill the true spirit of joyous work.”
individual and society. We address contempo-
There is an interactive whiteboard and a won-
rary concerns around the culture of music:
derful speaker system for enhanced listening
Why is “popular music” popular? What is the
capacity. With quality acoustics, students can
ratio of importance between talent and image?
be fully immersed in learning. They now have
8
—Susan Hodgin
K ayl a C a m p b e l l ’ 1 1 s t udied with Susan
Chorus and handbells were the only options,
male members for the first time, which was a
H od g in d u r i n g M s . H o d gin’s first y ear
aside from band. There wasn’t enough star
whole new musical experience for me, and she
a s t h e M i d d l e S c h o o l music teacher at
power in that for me, so I started ringing more
led me to participate in the All State choir for the
Gor d on i n 2 0 1 0 . K ay l a is now a senior
seriously. I guess I caught the bug and I’ve
first time; something that I still like to bring up
at W h ee l e r S c h o o l , where she continues
never looked back.
in conversation. She challenged me to take on a bigger role in the handbell choir, and if it weren’t
h e r s t u d i e s a s a d e d i c ated perform ing
What are some highlights from your time
for her I wouldn’t be ringing with the Wheeler
as a student at Gordon?
Concert Handbell Ringers; she worked tirelessly
When did your passion for performing
I really appreciated any time I got to work with
with me to help me prepare for my audition.
and singing develop?
Ms. Romanzi. She was such an influential per-
I started playing the piano when I was in first
son in my life. Middle School can be a rough
Do you have any upcoming projects that
grade. My mom claims it was second grade,
time for a lot of people, and I was definitely
you are excited about?
and I’m positive it was Kindergarten, so we
one of them, but working with Ms. Romanzi,
The Wheeler Concert Handbell Ringers
split the difference. I had no idea what I was
be it on chorus songs, secret G-Notes rehears-
performed at the High School Ring Out at
doing when I first started, but going to my
als when Ms. Griffith was leaving, the musical,
the Aldrich Mansion, and we will perform
lesson soon became the highlight of my week.
or Shakespeare in the City, was always a time
for Alex and Ani in our winter concert series.
It seemed logical that I started singing with
when I could be myself and I felt the safest.
We always welcome people to come watch
the chorus when I was in first grade, I’d liked
The theater and music programs wouldn’t
us perform!
the Kindergarten and first grade shows, and
have been the same to me without her, and
I wanted to do more like it. I seized the oppor-
I wouldn’t be the person I am today without
Are you planning to continue your choral
tunity to shine in front of a crowd; I quite
my teachers.
and handbell work in college?
a r t is t.
enjoyed the spotlight when I was younger.
Unfortunately handbells are not easy to find How did Ms. Hodgin’s program influence
everywhere. As it stands right now, none of
I got involved with handbells more seriously
your career as a performer?
the colleges I’m applying to have a handbell
in seventh grade. We had done some work
I only got to experience Ms. Hodgin for one
program. However I definitely plan to continue
with them in earlier Middle School years, but
year, however it was a fantastic experience.
ringing. The handbell community is rich in
when it came time to choose electives in the
She opened doors for me that I didn’t even
churches around the country, and I hope to
upper years I knew I had to take musical ones.
know were there. The G-Notes opened up to
find such a community wherever I go to college.
“Gordon isn’t Gordon without a little music. I could say so much about the music program at Gordon and how special it was to me. Ever since second grade when I learned how to play the recorder, to eighth grade when I was a keyboard soloist in the band, Gordon has never failed to challenge me musically. I learned how to compose melodies and conduct a handbell ensemble with Ms. Hodgin. I learned how to express myself musically and theatrically with Ms. Romanzi. I even learned how to play in a band with other musicians with Mr. Beaudoin for the first time. These priceless experiences have allowed me to continue to be musical in my high school career as I continue to play music with others. I cannot express my gratitude enough for how much Gordon has exposed me to learning about my own musical capabilities.” —Xilian Sansoucy ’13
9
faculty p r o f i l e : s e c ond c e nt ury c ampaign e dit ion
BILL BEAUDOIN m i ddl e s c h o o l mu s i c e le c t ive s
B il l B e a u d o i n h a s b e e n teaching at Gordon for ov er thi r ty-th ree yea rs. Hu n d reds of s t u d e n t s h av e b e n efitted from his inclusiv e and su ppo r ti ve appro a c h to teac h i n g m u s ic . T h i s y e a r , f o r the first time, Mr. Beaudoin has h i s o wn spa c e to tea c h musi c e l e c t iv e s a s a r e s u lt o f the Second Century Campaign.
It has been a long and rewarding path for me
storage space and a flat screen television at our
as a teacher of Middle School music. I arrived
disposal. Already, the space has had a positive
at Gordon in 1981 as a private lesson teacher
impact on the program in many ways. I now
of drums and flute. My beliefs about the impor-
have the capability to show videos of inspira-
tance of providing meaningful music making
tional performers or instruction. Just the other
opportunities for students led to collaborations
day, the percussion ensemble rehearsed a cho-
with other instrumentalists to form small
ral piece along with a video performance that
ensembles and rock bands. Eventually this
we are planning to perform with the Gordon
model was offered to students as an arts elec-
chorus. This would not have been possible
tive class. A few years later, I decided to offer
last year. I am excited to be teaching in such
percussion ensemble as an elective. Happily,
a supportive environment, and our students
both classes have attracted students to partici-
will certainly benefit from the incredible new
pate in instrumental music performance.
resources. —Bill Beaudoin
I have always felt that my job as a music
What albums I’m listening to right now:
teacher is to help students to reach their goals
Herbie Mann Mississippi Gambler
musically. For me, that means that I need to
Charles Lloyd Weavings
learn as much as possible about every individ-
B.B. King The Jungle
ual in order to identify the steps necessary
Joseph Haydn The Creation
to facilitate growth in each student. Although
Jerry Butler It All Comes Out In My Song
we are working to create music together, the
The Beatles Introducing The Beatles
process of learning to be a part of a performing group is very much an individual journey.
“As a member of the band, going through my punk middle school stage with baggy cargo pants, studded belts, crimped hair, and my red electric guitar slung carefully around my neck, I was unsure of who I was,
The new Middle School band clasroom is a
but Mr. Beaudoin was not. He saw a girl who loved music and was ecstatic to be learning about it from him.
welcome location for the band and percussion ensembles. We now have adequate space
He gave me a guitar solo in the song “Soul Man” that I insisted he give to the boy in my class who had been
to accommodate the various groups without
playing the electric guitar longer than I had. Mr. Beaudoin let me have the solo and I will never forget per-
clutter. Classroom time can be managed more
forming it with the band in the field house. I was wearing a sparkly cheetah pencil skirt that I had just made
efficiently due to the ability to leave ensemble
in my fashion class, and to some I may have certainly looked ridiculous. But all Mr. Beaudoin noticed was that
equipment in place. We have a white board,
I nailed my solo and I know he saw the pride and adrenaline rushing through me.” —Jessie Litwin ’08
10
N ic k M i r z a ’ 0 7 s t u d i e d under Bill
What are some highlights from your time as
whether or not his students end up pursuing
B e a u d o i n at G o r d o n , w here he fur ther
a student at Gordon?
music as a career, Mr. Beaudoin’s classes foster
d e ve l o p e d h i s pa s s i o n for play ing the
It won’t come as shock to hear that Mr. Beau-
the development of qualities like patience,
d r u m s . N i c k we n t o n to attend Wheeler
doin’s classes were the biggest highlights from
empathy, teamwork and mutual understanding
S c h ool a f t e r h e gra d u ated from
my time at Gordon. I only went to Gordon
that are crucial in all aspects of life.
Gor d on, a n d h e c u rrently attends
for seventh and eighth grade, but during those
Em ory U n i v e r s i t y i n Atlanta, Georgia.
two years I learned so much about music and
Do you have any upcoming projects that you
about myself. Throughout my time at Gordon,
are excited about?
When did you decide you wanted to play
I exclusively took the band and percussion
Right now I am involved in a jazz combo at
the drums?
ensemble electives taught by Mr. Beaudoin; I
Emory University, where I am in my senior
My interest in drumming started when I was
ended up having some sort of music instruction
year. I don’t have much free time during the
in sixth grade. My uncle was a professional
almost every day of the school week with him.
week because of my busy class schedule, but
drummer for years, and he had given my
Needless to say, it was an invaluable experi-
the little amount of free time that I do have is
brother one of his snare drums when my
ence. In addition to my immersion in Gordon’s
typically devoted to music. The jazz combo
brother was in elementary school, with the
music program, I really enjoyed and appreci-
program at Emory has been a great experience;
hope that my brother might learn the instrument.
ated Gordon’s core curriculum. I had great
it is certainly a challenging program but it is
His interest in drumming was short lived, and
teachers for all of my classes. The Civil Rights
also extremely rewarding. I am lucky to play
the snare drum ended up in the tree house in
trip was another highlight, and an experience
with some very talented musicians, many
our backyard. One day I decided, on a whim,
that I appreciate to this day. Being introduced
of whom will undoubtedly have impressive
to see what was still in the tree house after
to those social and historical issues in such a
careers as professional musicians in the future.
years of abandonment. Finding the drum really
direct way gives Gordon students a huge ad-
piqued my curiosity, and shortly thereafter I
vantage and an extremely valuable perspective
Are you planning to pursue music after you
started taking drum lessons. One of my mom’s
in position to have a positive impact on the
graduate from Emory University?
colleagues strongly recommended that I take
world.
Music will always be a part of my life. My current goal is to attend medical school in
lessons with Mr. Beaudoin. She described him as being the best. I couldn’t agree more.
How did Mr. Beaudoin’s program influence
the future. I will take one or two gap years after
I also happened to be transitioning between
your career as a performer?
I graduate to get some more experience under
schools, and Gordon was one of the schools
Mr. Beaudoin’s program was undoubtedly the
my belt, and to give myself a break from school
I was interested in attending. Because of Mr.
most significant influence on my passion for
before I commit to the long process of becoming
Beaudoin’s program, Gordon was the obvious
music. His program showed me that music is
a doctor. I don’t have anything set in stone in
choice.
a fun, rewarding and communal experience.
terms of my plans before medical school, but
Mr. Beaudoin’s program is rooted in teamwork.
I have no doubt that drumming will always be
Whether it is a classic pop song in band or an
a major presence.
exotic arrangement in percussion ensemble, teamwork is at the very core of making music in Mr. Beaudoin’s classes. Regardless of
11
Above right photo: Nick performing with his jazz combo at Emory University
al um n i p r o f i l e
Noah Davis ’97
N oa h D av i s ‘ 9 7 i s a f r e elance writer b ased in Brook lyn , New Yo rk. He h a s wri tten f or T h e N e w Y o r k e r , T he Wall Str eet J our nal, Details, ESPN , Spo rts Illust rated, Men’s F itn e ss a n d m a n y o t h ers. Noah is also the deputy edi to r at Am eri ca So ccer N o w, Gra nt l a nd’ s U n i t e d S tates national team columnist, a staff wri ter at The Cla ss i ca l a n d a s e n i o r e d i t o r at Str eet Fight. Noah gradated fro m Mo ses Br o wn i n 2001 a n d r e c e ived h i s B . A . f r o m Bates College in 2 0 0 5 . N oa h ( s e c o n d f r o m r i ght ab ov e) repor ted from the 2014 Wo rld Cu p i n Br azi l o ver t h e s u mme r , a n d h a s agreed to share his top fiv e mo men ts o f the to urn a ment.
1. Walking into Arena das Dunas in Natal,
4. The drive to the United States versus
When did your interest in journalism and
Brazil, which was the site of the United States
Germany match
freelance writing begin?
versus Ghana match on June 16th
It poured the night before the match, flooding
While I had a brief, glorious stint at an
It is always very cool to walk into a stadium
most of Recife including portions of the high-
alternative high school paper reviewing
press box and see my name tag next to a work
way. About ten miles from the stadium, we
concerts I didn’t attend, I got serious about
station. That never gets old. Well, I guess it
drove through a massive puddle, more like a
journalism and writing my senior year when
might, but that will be a good sign that it is
temporary river, that was at least two feet deep
people would ask me what I was going to do
time to quit and go do something else.
and three hundred yards wide. Water came
after college. I started telling them “move to
up through floor of the car. I felt like we were
New York and become a writer,” so I moved
2. United States defender John Brooks’
fording a river in the Oregon Trail computer
to Brooklyn and got a job in a restaurant. I
winning goal against Ghana
game, just like I used to do in the Gordon
wrote everywhere that would have me, usually
There is no cheering in the press box because
computer lab.
for free, and got exceptionally good at clearing plates. One of these is a tangible life skill;
you’re supposed to be objective, and the
the other is how I currently make a living.
United States press corps is more professional
5. United States versus Belgium under the
than most, but it’s impossible not to feel some-
Manhattan Bridge, prior to the World Cup
thing, even if it’s just happiness for the players
qualifying games
How did Gordon impact your career as a
on the field who you have been covering for
For the first time in twelve years, I watched
writer?
the last four years.
a United States game in the States. I went to
I have fond memories of the Dr. Weirdly series
a packed viewing party near my house. It was
my good friend Karl Dunkelman ’97 and I
3. Watching the Brazil versus Mexico match
amazing to see how much the sport has grown
created in first grade. He was a far superior
in Porto de Galinhas
since the Korea/Japan World Cup in 2002,
illustrator, so I think I became the writer by
Three friends and I went to a local restaurant
when a few friends and I ran around an empty
default. It turned out okay. Beyond that, the
in Porto de Galinhas for the host country’s
Blackstone Boulevard following America’s
ability to keep an open mind about the people
second game. Nothing else was open. The
2-0 win over Mexico in the quarterfinals.
and the topics I cover has been essential in
police, the electric crews, the local shop
my career. That’s definitely a skill I first began
owners, everyone took the afternoon off to
developing at Gordon.
support famed Brazilian forward, Neymar, and the rest of the Brazilian team. We ate excellent shrimp and tried not to look out of place.
12
Gordon
Athletics
A note from Veronica Jutras, Director of Wellness and Athletics When I asked coaches to send me a brief recap of their seasons to highlight perceived successes and accolades via email, my inbox was inundated with lengthy stories about team “ah-ha moments”, accounts of individual skill, leadership development in players, personal transformation and an overall celebration of attitude, energy, commitment, and teamwork. Comments about statistics and titles were included as a side note, or not referenced at all. I could not be prouder as an athletic director to read those comments. Our coaches have youth sports in perspective. They care deeply about their team’s actual experience rather than a singular outcome. At Gordon, we teach child by child, and our commitment to meeting the needs of adolescents, providing guidance, challenging kids appropriately and facilitating a growth process is as pervasive on the athletics fields as it is in our classrooms.
2 0 1 4 f a l l s e a s o n H IG H LIG H TS •
The girls A field hockey team won the Middle School Tournament for the third year in a row. They have had only one loss over the past three seasons. This fall they went
to display trophies, but we have afforded the future
undefeated and only gave up one goal. •
“This year, the boys A soccer team will not be able
some changes that are fertile. The precedence of
Three Gordon cross country runners finished in the top thirty of eight hundred runners,
confident boys, unity in sports and a redefinition of fun where the culture of inclusion is alive.” —Sheldon Townsend, boys A soccer coach
male and female. The number three and number six female runners and the number twenty six male runner.
“Winning and losing with your friends can give you a sense of community, and you can have a lot of fun doing it too. Your sports career at Gordon will be the most fun, exciting and gratifying experience that you can have, even if you’re not a star athlete, or if you’re trying a new sport for the first time. It was for me.” —Benjamin Hrovat, eighth grade, at the student run fall sports assembly
13
s s a l c
w i n t e r
s e t no
2 0 1 4
2
1
3
3
5Os
Bonney B. Sevellon ’54 was the 2014 Legacy Award recipient for Big Brothers and Big Sisters of the Ocean State last spring.
8Os
Deborah Forman ’81 writes: “I am currently
Last July, director Sam Fleischner ’98 returned
the brokerage business and I’m in investment
working on my second book with Quarry Books
to Providence and treated an audience to a
banking. All is well out here in the Wild West!”
called Color Lab for Mixed-Media Artists due to
question and answer session after the opening
come out in the spring of 2015. My first book,
night screening of his award-winning film
Sarah Engle ’03 writes: “This is my second
Paint Lab, came out in fall 2013. Thrilled to
Stand Clear of the Closing Doors, at the Cable
year teaching third grade at Leadership Prep
have my second grader Nathaniel at Gordon!”
Car Cinema in Providence.
Ocean Hill in Brownsville, Brooklyn. We are
9Os
Last July, Greg Katzen ’98 married Caitlin
data-driven instruction to reverse the achieve-
Miller, sister of current Gordon employee
ment gap and prepare low-income students
Joe Miller ’02. The wedding featured two
to graduate from college. Last year, out of
Kevin welcomed their first child Bridget in June
Gordon alumni, Adam Freedman ’98 and
over 700 New York City public and charter
Simone Mikolich ’99, as ceremony speakers
schools, we ranked in the top 15 schools
and officiants. Greg finished his first year
based on our performance on the third and
of graduate school last spring in Palo Alto,
fourth grade state exam.”
photo 1
incredibly passionate about using high-quality,
Ariel Mae Lambe Mercik ’95 and her husband of 2013. Ariel then completed her Ph.D. at Columbia University in December 2013, and began her new position last January as assistant professor in the history department at the
California, where he is getting a doctorate Allegra Scharff ’03 writes: “I’m excited to be
University of Connecticut.
in clinical psychology.
Merebea Danforth ’98 writes: “Last May I
OOs
a nonprofit organization geared towards
accelerated nursing program at Johns Hopkins
and dropped by campus last May with his
many hats, but my focus has been creating
University. I have really enjoyed the move
mother and father. He is pictured with Lower
into this new field.”
School Director Maryanne Pieri.
Charlie Enright ’98 is competing in the Volvo
Terry Moran ’02 writes: “I just recently moved
Ocean Race as the skipper for Team Alvimedica.
to Boston to take over the New England
The race began in Alicante, Spain in October.
territory for Heavy Seas Brewery, the makers
Charlie became an All-American as a member
of Loose Cannon IPA. I have been working for
of the sailing team at Brown University, and
the brewery for over four years and love it.
has skippered boats in major races around the
We have tripled in size over the past four years
world. This past June, The Herreshoff Marine
and it is an awesome industry. I recently got
Museum hosted a lecture by Charlie, in which
engaged to my Loyola classmate Savannah Audi
he spoke about taking on Ocean Racing’s
and will be married in Newport next summer.”
invaluable part of my job. It is wonderful to
will complete its sixth of nine legs and arrive
Bates Parsons ’02 writes: “My fiancée Leah
become who I am.”
in Newport after a 5,000-mile trip from Itajai,
and I got engaged earlier this year and are
Brazil.
getting married next April in Minnesota.
Alex Unger ’03 recently completed the AIDS/
We are living out in Denver and both working
LifeCycle Ride to End AIDS to raise money
in the financial services industry. She’s in
and awareness for the HIV/AIDS epidemic and
moved to Baltimore, Maryland. I will be here for just over a year while completing an
the Director of Education for Revive the Roots, ecological social design in Smithfield, Rhode
Rauf Prasodjo ’00 earned his Ph.D. from Yale,
photo 2
toughest challenge. Next May, the Volvo race
14
Island. As a young organization we all wear and teaching permaculture based programs on and off site, along with coordinating internships and facilitating other educational opportunities. I am in the process of starting an environmental mentoring program in Central Falls in partnership with Apeiron Institute for Sustainable Living. I love what I do, the like-mindedness of my co-workers who have become some of my best friends and the amazing property we are able to watch thrive. Working in Rhode Island has to be the most give back to a community that helped me photo 3
4
5
6
7
support the San Francisco AIDS Foundation
interviews with adults with disabilities and
Currently, the vast majority of prosthetic sockets
and the Los Angeles LGBT Center. He is
policy analysts, she will investigate the
are a fixed size and can only be used for about
pictured coming into the closing ceremonies
relationship between community and policy
a year by children before they outgrow them.
in LA. He writes: “Next year is right around the
and how this may enrich an understanding of
The goal among most professional prosthetists
corner! I’m super excited for the ride in June
international disability policy. Her Fulbright
is to replace missing limbs with something
2015: www.tofighthiv.org/goto/alexunger.”
research proposal developed out of her work
as close to the ’normal’ limb as possible.
photo 4
as a senior at Middlebury on the relationship
I decided that I wanted to take a different
between international disability discourse and
approach and try to see Aidan’s limb difference
Nate Ardente ’05 received his masters in
rights advocacy work in China, as well as from
as a unique design opportunity and give him
Sustainable Real Estate Development from
her engagement with the Center for Compara-
a prosthetic that would be cool and fun. The
Tulane this past May. He is now located in
tive Study of Race and Ethnicity’s Life Stories
attachments all have specific applications from
Boston, Massachusetts where he is a Research
Project.
riding a bike or playing the violin, to building with Legos or playing video games.”
Analyst for Jones Lang LaSalle. Allie McCahan ’05 is a senior business analyst Alix Bowman ’05 completed her service with
Ben Fine ’07 was chosen as a captain of the
at SinglePlatform in New York City.
2014-2015 Brandeis University Varsity Tennis
City Year in San Jose, California last spring. She worked at Caesar Chavez Elementary School
Liam Miner ’05 is still located in Denver,
Team. Ben (on the right) is pictured on the
providing tutoring and teaching in grades three
Colorado, and is working as a business analyst
court with former Gordon classmate Dylan
through five. She was recently accepted to
for a software company specializing in customer
Neel ’07. Ben and Dylan were teammates on
the University of Pennsylvania Residency
experience analytics. He spends most of his
a United States Tennis Association league team
Master’s in Teaching Program. She taught
weekends hiking or on the ski slopes.
in Boston last summer.
taking classes this summer at the University
Maggie Sawdy ’05 is still in Kenya studying
After his second academic year at the United
of Pennsylvania.
the behavior and development of hyenas. You
States Naval Academy, Gavin Fuller ’08 photos
can follow her adventure through her blog at:
6+7
http://travelsofacollegegrad.wordpress.com/.
Naval Academy summer training. It is a four
photo 5
at Miss Porter’s School in Connecticut while
Alex Carney ’05 is a marketing representative for Mainspring Healthcare Solutions based in
began PROTRAMID, which is the U.S.
week program, which includes an in depth Coby Unger ’05 writes: “I moved to the Bay
introduction to a wide range of Marine Corps
Area in June and have been enjoying a position
experiences, including aviation. As a quantitative
Chris Kingdon ’05 is a social media monitoring
as resident artist at Autodesk’s Pier 9 and
economics major, Gavin completed course
reporter at Bloomberg LP in London.
Instructable.com. I recently had my final
work at the London School of Economics dur-
presentation, which focused mostly on the
ing August and July. He loved being in London,
Anna Mack ’05 graduated with honors from
prosthetic arm project I have been working
and it was a significant change to be in a
Middlebury College last spring. Prior to gradu-
on with a nine-year-old Warwick, Rhode
civilian college environment. Late last summer,
ating, Anna was awarded the U.S. Department
Island native named Aidan. Aidan was born
Gavin signed his two for seven agreement.
of State Critical Language Scholarship (CLS)
without a left arm below the elbow. We have
He is committed to finishing his last two years
and a Fulbright Fellowship. With her Fulbright
been working together to develop a prosthetic
at the U.S. Naval Academy and serving for
grant, Anna will explore how disability is expe-
socket that will grow with him as he gets older
a minimum of five years in the fleet after
rienced in modern-day China. By conducting
and a series of attachments and accessories.
graduation. Gavin still finds time to play club
Boston, Massachusetts.
lacrosse, recreational squash and golf. 15
1
6
7
Morgan Rainey ’08 was an intern at ArtProv
Allie Fuller ’10 graduated from St. George’s
last summer. She is pictured with artist and
School last spring. She now attends Connecticut
owner Nick Paciorek. She also interned with
College and will play varsity squash.
Candita Clayton at her Hope Artiste Village Gallery.
Austin Miller ’10 had a wonderful four years
photo 1
at Moses Brown. He played ice hockey and
2+3
Brandon Bowman ’09 completed his first year
lacrosse for four years, and senior year was
at the United States Air Force Academy last
selected as captain of both his ice hockey and
spring. He played on the lacrosse team and
lacrosse teams. During his senior year he also
saw a lot of playing time. The USAFA Falcons
played football for the first time and had a
were the Eastern Collegiate Conference title
great season. Last summer, Austin traveled to
champions. Winning the play-in game against
Valparaiso, Chile to volunteer at a non-profit
Richmond, Brandon and the team headed to
established by a Camp Fuller counselor.
the first round of the NCAA tournament as
He attends Holy Cross College and will play
the seventeenth best team in the nation. They
Division I lacrosse.
played the number one seed Duke and lost, but it was a good fight. This was the first time
Jonah Parker ’10 attends Vassar College. Last
since 1988 that the Falcons made it to the
spring, he had his senior art gallery show at
NCAA tournament.
the Wheeler School.
photos 2 + 3
1Os
Sherry Romanzi ’10 is a freshman at Princeton
Classical High School. He entered George
attended the People’s Climate March last
Randy Alsabe ’10 graduated cum laude from Washington University in Washington, DC last fall. Over the past few years at Classical, Randy was a member of Chopin Club as a committed pianist and a stage manager. Randy was the president of the Chopin Club this past 4+5
year and a recipient of Chopin Scholarship award. Randy was also able to stay involved in soccer, baseball and track. In the past year, Randy finished medical research at the Providence VA Medical Center. He also had an internship at Rhode Island Hospital in
University in Princeton, New Jersey. Along with four busloads of Princeton students, Sherry September in New York City. Also in attendance with The Putney School was Gordon alumna Kayla Pina ’12.
photos 5 + 6
Charlie Ruhl ’10 was on the Rhode Island State Championship winning golf team at Moses Brown last spring. Emma Ruhl ’10 and Charlotte Whalen ’10 spent last spring as seniors at Lincoln School doing service learning projects and community
orthopedics.
service at Gordon School to help out in Early
Maddy Berkson ’10, Audrey Chisholm ’10,
ment office and did some alumni relations
and Hannah Langmuir ’10 were all nominees for Rhode Island COX Sports Awards last spring. Maddy was nominated for both girls outdoor track and girls indoor track, Audrey for girls volleyball and Hannah for girls lacrosse.
16
Childhood. They also supported the developwork! They are pictured with Sherry Romanzi ’10 on campus last spring in photo 7. Sherry was a presence on campus last spring to help students prepare for Gordon’s Shakespeare in the City production held at Veterans Memorial Auditorium.
photo 4
8
10
9
11
12
Sylvia Skerry ’10 was awarded the Edward M.
Playing in the men’s draw of the US Open was
Lawton, Jr. Prize for her work in the existential-
a dream come true for Jared and his whole
ism elective at Williston Northampton School.
family. Jared currently lives and trains with
The award is presented for superior work in
his coach Taylor Dent and Taylor’s family in
various elective courses in the History and
Irvine, California.
Social Sciences Department.
Visit Gordon School online
w w w. g o r d o n s c h o o l . o r g
photo 9 + 10
photo 8
facebook.com/thegordonschool
Manya Glassman ’11 received a scholarship
@GordonSchool
As the graduating senior with the highest
from the Patricia W. Edwards Memorial Art
academic grade point average at St. Mary
Fund at the Rhode Island Foundation and
Academy Bay View in Riverside, Rhode Island,
studied in the Rhode Island School of Design’s
Emily Sulanowski ’10 delivered the valedictory
Young Artist Program this past summer.
@gordonschool
Class Secretaries
address at graduation. She also received a 2014 National Merit Scholarship sponsored by the
Last spring at Lincoln School, Jamie Pine ’11
Quanex Foundation. Emily attends Rensselaer
was elected to be student council president.
Polytechnic Institute (RPI) in Troy, New York.
Her term began this fall. Jamie spent the last
She is enrolled in the five year bachelor of
school year as the student representative on
architecture program. Last spring she was
Lincoln’s Board of Trustees.
1997
annually awarded to the outstanding math and
Ezra Rice ’11 was elected co-president of
1998
science student in participating high schools.
Wheeler School for the 2014-2015 school
The award provides four or five years of merit-
year.
1987
Annie White Rob Glancy
the recipient of a Rensselaer Medal, which is
Merebea Danforth
1999
Georgia Mischak Nick Wall
based scholarship funding if the medal winner enrolls at Rensselaer.
Lily Maris ’12 spent the month of July in
2000
Shanghai, China studying Chinese at East Meghan Wales ’10 entered Tufts University
China Normal University. Lily is pictured
Isaiah Osofisan
this fall. She was engaged at Trinity Repertory
with the Shanghai skyline.
2001
photo 11
Rebecca Nelson
Company for her senior project at Wheeler last spring, and she was also involved there
At the Moses Brown Academic Awards
for community service projects for the past
Assembly last spring, Gordon alumni were
three years.
recognized in three different areas of study.
2002
Katja Nelson
2003
Andrew Binder ’13 for excellence in mathe-
Carlin O’Donnell
Sarah Chin ’11 was elected senior class
matics, Nick Buonanno ’13 for excellence in
president at Wheeler School. She started her
biology and Lucy Hamilton ’13 for excellence
service this fall.
in visual arts.
Jared Donaldson ’11 had an amazing year!
Drew Blanchard ’13, Jack Malkin ’14 and
It started with an all-expenses paid visit to
Andrew Dorman ’14 were selected to repre-
Dubai for three weeks to be Roger Federer’s
sent New England at the National Lacrosse
hitting partner. In the summer, Jared won three
Classic last spring. Andrew’s name also popped
consecutive professional tennis tournaments
up in one of Inside Lacrosse’s scouting reports.
photo 12
2004
Maggie Moran
2005
Liam Miner
2010
and was granted a wild card into the men’s
Emma Ruhl Charlotte Whalen Interested in becoming a class secretary and managing updates for your class?
main draw of the US Open. Jared played one
Madison Kelly ’13 will serve as the president
Email Mollie Mattuchio, Associate
of his favorite professional tennis players, Gael
of Lincoln’s tenth grade. She was elected for
Monfils from France, in an exciting match.
the position last spring by her classmates.
Development Director, at mma ttu ch i o @ g o rd o n school.or g for more information.
17
Teacher Residency Program
Alumni Notes
Carol Anguilla TRP ’11 (photo above) writes: “After graduating from the Gordon Teacher Residency Program in June of 2011, I was hired as a second grade classroom teacher at St. Michael’s Country Day School in Newport, Rhode Island. I was both thrilled and slightly terrified to be jumping into my own classroom. There was so much to do and adjust to in that frenetic month of August. I had to quickly learn the curriculum, decorate my classroom, set up my files, my record-keeping and figure out the St. Michael’s way. Although I had a lot of learning to do, I knew I couldn’t have received any better preparation than I did through the Gordon Teacher Residency Program. In addition to the substantive knowledge I acquired, I learned to be reflective, flexible, open-minded and innovative. Of course, these first few years were not without their bumps, but then that’s where the reflective and flexible parts have been helpful. I loved second grade and always cherish the hugs and laughs I shared with my little ones.
The Teacher Residency Program is a full time, yearlong immersion program leading to a
After three years, I changed positions within
Master of Arts in Teaching degree and Rhode Island elementary teacher certification in first
the school to become the sixth, seventh and
through sixth grade.
eighth grade history teacher and I encountered those bumps all over again. Of course there are
Teaching residents work side by side with experienced teachers and take courses taught by
the relationship dramas, the moods, the high
the Gordon School and Roger Williams University School of Education faculty. The courses
pitched giggling and the questionable joking
are designed to integrate theory, research and practical experience grounded in multi-
around, but there are also the funny stories, the
cultural education and teaching for social justice. Students will spend their days at Gordon
heart-to-heart discussions, the deeper thinking
School in the classroom and take Roger Williams University courses in the evenings. Admission to the Teacher Residency Program is limited. Cohorts are ten to twelve students to allow relationship building within the cohort, with faculty members and with the educational community at Gordon School. Personalized support and extensive classroom time encourage residents to ask questions, take risks, challenge one another’s thinking and connect theory with practice in a community that is multicultural, collaborative and inquiry-based. The program is now accepting applications for the 2015-2016 cohort which begins June 2015! Please contact the Teacher Residency Program Director, Lynn Bowman, at lbowman@ gordonschool.org or 401 434-3833 x181 for more information.
and the meaningful dialogue that I’ve learned to treasure in the middle school. I have felt much of my learning at Gordon has been even better applied here in the middle school as we delve into questions of identity, we and they, choosing to participate, connections among people of the world and our connections to the past. I always look back on my time at Gordon with very fond memories. I treasure the relationships I made with faculty, staff and parents. It is a special bond that I know I never would have found in any other program. In fact, just yesterday I ran into a parent whose son I taught
18
in third grade. She was at St. Michael’s for a
second grade Spanish teacher at Gordon.
in a hotel, and brought in to teach a lesson to a
soccer game between Gordon and St. Michael’s.
New this year is the Heritage Language
group of fourth graders. The lesson that I taught
She immediately came to me and was so happy
Program for first graders. The program caters
was probably a little more radical than they
to tell me all about her son and how happy he
to our Latino community and challenges
were used to, but I believe in my teaching
was at Gordon. We reminisced about our time
this particular group of kids with more verbal,
methods, and knew that I had an amazing
together there.
written and reading skills.”
lesson planned. Apparently those involved
I hope to always keep that strong tie with
Tracey Clarke TRP ’12 writes: “I have been
to a standing ovation from the students and an
Gordon and my friends there. I always feel
instructing in math and writing, in addition
eventual job offer from the school. I know that
welcome there. It’s like coming home.”
to writing grants, doing admission work and
I would not have been able to be as successful
writing curriculum at Rhode Island College
without the learning that I acquired from the
Outreach Programs for two years now.”
Teacher Residency Program. I use this learning
thought so too, because I left the classroom
Cameron Ross-MacCormack TRP ’11 is currently teaching second grade at Unquowa School in Fairfield, Connecticut.
each and every day. I now teach first grade Courtney DeAngelis-Thiele TRP ’12 writes:
and am thankful that my experience at Gordon
“I am still working at Wheeler and teaching
prepared me so well for what was to come.
Katie Cahoon TRP ’11 teaches sixth grade
Pre-Kindergarten and second grade math.
In fact, my school utilizes the dual teacher
math, science and humanities at Gordon.
I absolutely love it here! I have actually gone
concept that I had become so comfortable
She recently welcomed a baby girl.
back to Rhode Island College to get an early
with at Gordon.
childhood certification as well. As of January, Morgan Kerr TRP ’11 writes: “I received a grant
I will be certified in grades Pre-Kindergarten
I like to be involved in the school. I co-teach
from Maine Agriculture in the Classroom in
through sixth. I only had to take three
two after school singing enrichments, probably
order to start and maintain a school garden
additional classes because of the work I did
not a surprise to those who remember me
program for our school. We are going to use
at Gordon and the student teaching I did in
walking the halls, singing away, and recently
the funds to build a school garden and outdoor
second grade.”
led a professional development meeting based
classroom so that students can have more ac-
around the reading of Teaching Children to
cess to real life hands on learning experiences.
Mike Marnell TRP ’12 (photo above) writes:
Care. My family has quickly adjusted to life
My students have played a huge part in
“When I decided to go back to school to get
in South Florida. We enjoy going to the beach,
designing, planning and organizing the garden
my master’s degree, I couldn’t have imagined
swimming at the pool, riding bicycles, explor-
development as well as learn about sustainable
a better place for me to re-enter the world of
ing our many parks, camping and just taking
agriculture techniques that we can use in our
teaching than through the Gordon School. The
advantage of everything that our area has to
garden. It has been a lot of work, a ton of fun
professionalism of the teachers, the joy of the
offer. All in all, life is very good.
and incredibly rewarding to see the growth that
students, the support of my professors, and the
my students have gone through as learners over
passion from everyone involved was a wonder-
My family and I wish to thank all of those
the past year.
ful atmosphere to learn in and an experience
people involved with the Teacher Residency
that I will never forget.
Program for making our experience such a
It has been great to get this project rolling as
magical one.”
four other teachers have jumped on board
After graduating from the TRP, I began teaching
because of their wish to provide more real life
on Cape Cod, and had quickly acquired a long
Anna Burnham ’02 TRP ’13 writes: “I am work-
learning experiences for their students in our
term substitute position at a public school in
ing at Bay View Academy. I am the third grade
standard driven curriculum. We have been
Yarmouth, Massachusetts. The position, which
teacher! This is my first year teaching at Bay
planning together to find ways to make it easier
was in a fifth grade classroom, lasted from
View and I absolutely love it! The Teacher
for ourselves and other teachers to link the
November through the end of the year and
Residency Program has helped me in so many
common core standards into these hands on
eventually ended with an offer to come back
ways. I have a critical eye when it comes to
experiences.”
full-time the following year. Fate had other
inclusion and exclusion of multicultural prac-
plans for me, however. During the year I had
tice. What was eye opening for me after the
Iveth Streisand TRP ’11 writes: “This is my
been contacted by Saint Andrew’s School in
program was the reality that for most schools
second year as the Kindergarten through
Boca Raton, Florida. I was flown down, put up
multicultural practice isn’t even a thought. I
19
subbed in countless schools all over Rhode
Gianel Santana TRP ’13 writes: “I took a job
their literacy work and getting trained in
Island my first year after the program and I
at Blackstone Valley Prep Mayoral Academy.
reading street which is the curriculum they
couldn’t believe the exclusion of everything I
I am currently teaching Kindergarten and I
are using. Very exciting.”
value as best practice. I can remember subbing
absolutely love it! This class of twenty-seven
once and I was teaching a lesson on Christopher
scholars is certainly keeping me on my toes, as
Ashleigh Stackpoole TRP ’14 writes: “I am
Columbus, but these students had been taught
well as learning the ways of Blackstone Valley
working at the John K. Tarbox School in Law-
the week before that he was a hero. When I
Prep. I am putting a lot, if not all, of what I
rence, Massachusetts. We are a public school
asked them to consider the perspective of the
have learned into practice as well as learning
serving grades one through five. I have twenty-
Native people they were at a loss for words.
so much more from such a supportive school
six students in my class; two students just moved
What I truly love most about having my own
community.”
to America over the summer, and one student
classroom is that I can continue to grow in my
who moved to America last year. These students
ability to teach a multicultural curriculum. I
Claire Newbury TRP ’13 writes: “I’m teaching
are considered “newcomers”, meaning they
don’t have free range, of course, but the litera-
kindergarten at Rocky Hill School and loving
are new to the English language. The student
ture I choose, posters I put up and the way in
it. I feel incredibly supported by the adminis-
demographic is 98% Latino, with many of my
which I teach are all my own. I could go on
tration and my colleagues. I’m learning and
students coming from Spanish speaking homes.
and on but in a nutshell I am incredibly grate-
collaborating with specialists every day, and
Our school is driven on assessment and we
ful to have been pushed and challenged to
it’s amazing.”
work with The Achievement Network, requiring
think like a multicultural educator. It truly is the kind of teacher I strive to be.”
our students to take assessments throughout the Jacqui Denault TRP ’14 writes: “Throughout
year to prepare them for the Massachusetts
the month of August I taught incoming fourth
Comprehensive Assessment System test in the
Kristy Castro ’01 TRP ’13 is at Stuart Hall
graders at Blackstone Vally Prep Mayoral
spring. Despite the challenges as a first year
School for Boys in San Francisco, California
Academy in English Language Arts and Math.
teacher, I am extremely honored to have the
teaching fourth grade. Before Stuart Hall, she
Currently, I am teaching first grade at Myron J.
opportunity to work with twenty-six amazing
was in Washington, DC teaching at Bishop
Francis Elementary School in East Providence,
students. They teach me something new every
Walker School for Boys.
which is part of the East Providence public
day. As a new teacher, I am just trying to con-
school system.”
tinue doing the work I believe in, which is to
Aurora Culpo TRP ’13 writes: “I live in San
help my students recognize their own voices
Francisco, which in my opinion is the greatest
Meagan Hughes TRP ’14 is teaching fifth grade
and power as individuals within the above
city in the country, and commute 45 minutes
at John Avery Parker School in New Bedford,
mentioned school foundation.”
to Helios School for gifted children in Sunny-
MA.
vale, California. It’s a school geared toward
Lyndsey Ursillo TRP ’14 writes: “I am currently
“gifted” students. What they all have in common
Claudia Traub TRP ’14 writes: “I am a third
a day to day sub at The Learning Community
is asynchronous development and heightened
grade teacher at Carlos Pacheco School.
that serves Central Falls, Pawtucket and Provi-
sensitivity. It’s almost as if within each child
Meagan Hughes TRP ’14 and I have met
dence, Rhode Island. They have a really nice
is a person of several different ages. They can
and spoken a few times and will continue to
system where I come every single day even
be extremely advanced in certain ways and
brainstorm, which is super cool. I have thirty
if I am not covering a class and I get to sit in
completely deficient in other ways. I co-teach
students in my class, most of them are English
classes and observe. Therefore, I am getting
first grade. All the faculty members are really
Language Learners (ELL) so I will have my work
to see a wide range of grades (Kindergarten
conscious, open, kind people. It’s a great place
cut out, but I am super excited. I have spent
through eighth) and classes. Also I got engaged
to work.”
the week thinking of ways to make literacy a
in September so I’m psyched about that! I’m
place the students want to be. I set up a library
already planning the wedding for next August.”
Leah Dembinski TRP ’13 recently got a job as
with my own and donated books with music
an interim art teacher at Excel Academy in East
and lighting and chairs, so that reading is
Kelly Zilly TRP ’14 writes: “I recently moved
Boston, Massachusetts.
enjoyable. I am still searching for more books
Greenwich, Connecticut where I am a full time
that provide mirrors to these specific kids. I am
nanny for a family with three children, and I’m
designing stations so that they have choice in
pursuing Orton-Gillingham certification.”
20
2014-2015
The GORDON Fund
Choose the program that fits
The Gordon Fund is a way for everyone who cares about
Gordon wants to direct your gift to the programs
Gordon to join together and enhance the school experience for every student. This is a new way of giving, rooted in supporting
that matter to you! Consider the ten program areas
programs and projects that benefit Gordon students today.
below which comprise the 2014-2015 Gordon Fund. Your gift makes a tangible statement about what Gordon means to you. CLASSROOM TEC H NOLOGY
Financial aid
Lessons that use iPads will be introduced in
Supporting students and families will ensure that
Lower School, building on the current program
Gordon meets the enrollment goals of balanced
in Kindergarten. Robotics will be integrated
gender, increased racial diversity, and talented
throughout the Middle School science
and motivated students who are poised to
curriculum and white board technology will
achieve academic success.
continue to enhance classroom teaching. Curriculum innovation Joukowsky Family Library
Through an innovation grant program, faculty
The Joukowsky Family Library will support
will work across disciplines and divisions
learning through its 17,000 volume
on curriculum projects. Faculty will be invited
collection, research database resources,
to submit proposals to study, craft and
ebook options and technology.
implement curriculum enhancements.
M at h e d u c at i o n
The Math in Focus curriculum continues to be a place of investment. This year, a new math specialist position will be in place to work with faculty members to further develop teaching instruction.
Campus improvements
Gordon is committed to providing the continued beautification of the campus including twelve acres of land, a pond and stream, three playgrounds and nature trails.
Visual and performing arts
Student citizenship
Gordon’s new state of the art theater and
Continuing the Open Circle social curriculum
music classrooms will provide additional
in Early Childhood and Lower School, and
avenues to inspire personal creativity
introducing Developmental Designs in Middle
and individual expression through a variety
School, Gordon will invest in the social,
of exhibits and student performances.
emotional and academic growth of its students.
Athletics
Sustaining Gordon
Gordon will continue its commitment to a
Approximately $740 per student is needed to
positive athletic experience with a focus on
ensure that Gordon is excelling in every area
skill development, sportsmanship, empathy,
and meeting budgeted needs. A gift to sustain
communication, winning and losing with
Gordon allows you to make a tax-deductible
integrity and healthy risk-taking.
gift while supporting lower tuition increases.
How you can make a gift: Go to www.gordonschool.org/give or send a check made out to Gordon School in the enclosed envelope.
Non-Profit Org. U.S. Postage
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