The Hill | Spring 2020

The magazine of

Greenhill School SPRING 2020

The YEAR of

DISCOVERY

Dear Greenhill Community, The content for this magazine was prepared before the COVID-19 pandemic altered many of our future-facing plans.

We have made adjustments and edits to accommodate cancellations, but we elected to proceed with publishing in order to share Greenhill spirit with our community during these uncertain times. We hope you enjoy this issue. You can find all schedule changes on our website.

Greenhill School is a diverse community of learners that strives for excellence; values individuality; fosters a passion for learning; promotes the balanced development of mind, body and character; encourages service; and instills a respect for others.

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contents Campus Currents

hark remarks - year of discovery

2

strategic plan updates

3

campus moments

6

hornet highlights

12

why i teach

16

farewell to the farmhouse

18

social emotional learning and technology

28

greenhill senior publishes children's book

29

celebrating primer turning 50

30

community conversations

34

Feature: The Year of Discovery

Greenhill School 4141 Spring Valley Road Addison, Texas 75001

discovery channels

37

division heads reflect on the joys of discovery

45

a senior ' s lens on discovery

47

Alumni

alumni stories on discovery

48

alumni highlights

56

alumni common threads

58

turning points

60

in memoriam

63

Advancement

greenhill.org

It is the policy of Greenhill School to administer its educational programs, including admission and financial aid, without regard to race, color, religion,

sex, sexual orientation, gender identity, gender expression, national or ethnic origin, or disability.

why i give

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HAR K R EMAR KS - A YEA R O F DIS COVERY

Dear

Greenhill community, It’s an understatement to say that a lot has changed in the two months since I initially drafted this letter. As the

Dallas and Greenhill communities slowly rebounded from a devastating tornado that left many homes destroyed and families reeling, we entered our third trimester with a belief that the rhythms of the school year – always

comforting to this lifelong educator – were returning to normal. And now, in the wake of the COVID-19 crisis, the world seems far less certain, and we’re fighting to keep what’s left of the school year intact and to maintain our communal ties despite the distance between us.

What follows is my take on where things stand with our strategic planning process and how it will impact the

future of our school. Reading it while sheltered-in-place, I hope it doesn’t come across as jejune, but rather as an

affirmation of the strength of our school and a fervent belief in where we’re headed. While envisioning what the future holds for Greenhill may not be a panacea for what currently ails us, it feels therapeutic to consider the life that awaits us on the other side of this trial.

And so…

Alfred, Lord Tennyson’s “Ulysses” has always been one of my favorite poems. Like all great literature, Tennyson’s

take on the aging hero has spoken to me differently at different stages of my life. Currently, it is his undying hunger for new challenges and his refusal to accept the status quo that speak to me most directly. I like his scrappiness

and his willingness to defy convention. As he looks back over his heroic life, Tennyson’s Ulysses refuses to cede to old age and “rust unburnish’d,” choosing instead to rally his former comrades for one more adventure. The poem concludes with the following crescendo:

Tho' much is taken, much abides; and tho' We are not now that strength which in old days Moved earth and heaven, that which we are, we are; One equal temper of heroic hearts, Made weak by time and fate, but strong in will To strive, to seek, to find, and not to yield.

During this year of Discovery, we, too, are striving – striving to answer big questions about the future of Greenhill:

How can we achieve excellence in every area of school life and our vision for the future? How can we better support our faculty to ensure that they continue to grow and to lead fulfilling lives at Greenhill? How do we deepen our

commitment to making our school more equitable and inclusive? What are the skills and attributes we are trying to instill in our graduates? Where do we need to invest to make sure our campus and facilities continue to serve our 2

H A R K R E MA R KS - STRATE GIC PL A N U PDATE

21st-century learners? When can we open our coffee shop? It has been gratifying to watch this community seek the answers together.

From the beginning, Greenhill been a school that constantly seeks self-improvement, and the years to come will be no different. The important foundational work we are doing will prepare us to implement our next strategic plan, which we are sharing with the community now and in months to come.

This strategic plan will ensure that we will continue to move forward. Of course, we have not waited to make

changes that will improve the school. With the implementation of Blackbaud, we have addressed a need for an

information systems and database overhaul. Soon we will see the advantages of a school management platform that is integrated across all offices and divisions. We have also made significant physical improvements as well. Our new

school signs were completed in January and proudly mark our entrances with a design that hints at the architectural significance of our campus. Our track renovation is complete, and we now have one of the premier running facilities

in our conference. I am also looking forward to the construction of our new events pavilion, which will be a fantastic space for gatherings of all kinds. (Read more on p.24.)

I had the pleasure of meeting former Head of School Phil Foote a few months ago when I was in New York. He is an extraordinary human being and a role model for me of how to lead a school with vision, love, and compassion. And

he reminds me a little of Ulysses, too – he’s still moving and shaking in the Big Apple! Talking with Phil, I was struck

by how deeply our ties reach beyond the years of attendance or tenure. Leading Greenhill is a privilege, and one that I take very seriously. I aim to make this school the best it can be. Thank you for your support and partnership in this extraordinary journey that we are on together.

Sincerely,

Lee J. Hark, Head of School

Strategic Plan Update We completed our community-wide survey in the winter, receiving more than 1500 responses from parents, faculty, students, alumni, and parents

TEACHING & LEARNING

DIVERSITY, EQUITY & INCLUSION Co-chairs: Marlo Melucci & Tom Perryman ’81, Assistant Head of School

PROGRAM & CURRICULUM Co-chairs: Lori Whitten & Jason Yaffe, Director of Academics

of alumni. After the winter break, our task forces dove into the data and began formulating strategic initiatives to propose to the Board of Trustees.

The Board and the Administrative Team will now hone the ideas and shape them into the final plan, which we hope to have ready for formal

Co-chairs: Yasmin Bhatia & Trevor Worcester, Head of Upper School

CAMPUS & FACILITIES

FINANCIAL STEWARDSHIP Co-chairs: Joe Chu & Kendra Grace, COO/CFO

Co-chairs: Jeff Zlotky & Kendra Grace, COO/CFO

Board approval in May. We want to thank everyone who took time with our survey. We are grateful for your engagement and dedication on the quest to DISCOVER our future.

1,543

74%

755

56%

Total survey responses

Greenhill student participation

Greenhill parent responses

Faculty and staff responses 3

#GreenhillTogether

in remote learning Our worlds changed dramatically in mid-March due the COVID-19 pandemic, and the Greenhill community shifted to

remote learning alongside schools across the nation. In the words of Head of School Lee Hark, “The year’s annual theme of discovery also seemed particularly apt as we all embarked on new ways of learning and connecting. We embraced full-on discovery mode! This was a shift of seismic proportions, and our faculty and staff engaged in the work with a sense of optimism and shared purpose. It was inspiring to watch.”

Here are a number of examples of navigating uncharted territory, establishing remote learning routines, providing social emotional guidance, and sharing community connections in an era of physical distancing.

Fourth grade teacher Melissa Fulton McNally ’07 and second grade teacher Maggie Fulton Parry ’07 offer words of encouragement to their classes in a book called “What do you do with a problem?”

Lower School Music Teacher Caroline Bossalini sings Greenhill’s treasured Best Friends for her students.

Director of Community Service and Service Learning Angela Woodson keeps Meals on Wheels deliveries going, practicing social distancing.

Upper School English Teacher Joel Garza gives a book talk to his classes.

Fifth grade English Teacher Natalie Nihill Ruberto ’00 holds an advisory connection opportunity using Microsoft Teams.

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Tenth Grade Dean Jason Gajderowicz holds a meeting with leadership officers using Microsoft Teams.

Through the social media campaign of #GreenhillTogether, we established community connections and support.

Follow us on

social media

Whether you are a student, parent, or alumnus, it’s a great way to stay connected. But first,create good SEL and technology habits! (See p.26) facebook.com/GreenhillSchool twitter.com/GreenhillSchool Instagram.com/GreenhillSchool

And alumni channels! facebook.com/greenhillalumni twitter.com/alumnigreenhill Instagram.com/GreenhillAlumni > You can also read the latest headlines at greenhill.org

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CAMPUS MOMENTS Because The Hill is now an annual publication rather than

For details on moments like these and many more, visit our

semi-annual, we have shifted to digital channels for news

social media channels and www.greenhill.org/news for the

and events.

latest and greatest happenings!

Facebook.com/GreenhillSchool

Twitter.com/GreenhillSchool

@GreenhillSchool

5.

5.

founders' day kicked off the school year with a celebration of our history. Rhea Wolfram, 100 years old and the first college counselor at Greenhill, was honored with the naming of a Heart of the Hill legacy group. Lesley Rucker (Upper School Art) and Johnny Thompson (Associate Director of Admission) were named Greenhill Legends at 25 years of service. Heart of the Hill groups celebrated with ice cream after lunch.

science classrooms welcome new friends to aid in the study of human life origin. View more photos on our social media channels.

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greenhill seniors get their signature sweatshirts at the annual senior breakfast during Homecoming week.

CAM PU S MOM ENTS

student delegates at the People of Color Conference's (POCC) Student Diversity Leadership Conference (SDLC) in December.

middle school quiz bowl went to the national championships level in October.

our annual fall carnival friday on the hill, organized by the Parents' Association.

halloween is a favorite tradition at Greenhill, always inspiring creative costumes by adults and kids alike!

familiar faces! Greenhill Legends meet for their annual pre-Founders Day dinner in Montgomery Library.

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CAMPUS MOM E NTS

greenhill families supported each other in the aftermath of the tornado in October. In light of St. Mark's losing their athletic facilities, we welcomed them to our campus for their homecoming football game. Greenhill students also volunteered at neighboring Loos Field House to help prepare the area as a displacement center for DISD schools.

homecoming on October 18 brought incredible Hornet Spirit to everyone on campus!

In January, greenhill debate teams won championships at The Blake School Invitational, UT Austin, and at the Harvard Westlake Tournament.

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CAMPU S MOM ENTS

grandparents' and special friends' day celebrated gratitude and family relationships before Thanksgiving break.

holiday events like the adorable Kindergarten Nutcracker, choral concerts, and sing-a-longs wrapped up 2019.

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in january, we proudly unveiled new gateway landmarks at greenhill’s spring valley and hornet road entrances. These are part of a campus beautification initiative made possible by a generous gift from from the family of fifth-graders gabriel and sebastian de la torre. we will also be looking at other campus enhancements as we embark on strategic planning and campaign strategy in the next few months. we would also like to thank the beatty family and dots masonry for providing materials for this project.

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ATH LETIC N EWS

HORNET HIGHLIGHTS Highlights of the fall and winter athletic programs

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ATH LETIC N EWS

2019 All-SPC Fall Award Winners boys cross country

Press Wilson (2x), Grade 11

boys volleyball

Maxwell Chow, Grade 11 Matthew Park, Grade 10

football

Matias Henry, Grade 11 Jake Nelson, Grade 11

f ield hockey

Lane Herbert, Grade 11 Emma Kaiser, Grade 12

girls cross country

Maddie Hatfield (4x), Grade 12 Kaiti Ness (4x), Grade 12 Kendall Hashimoto (2x), Grade 10 Ella Dzialowski, Grade 10

girls volleyball

Kaylee Chien, Grade 11 Natalie Neiman, Grade 12

2019–20 All-SPC Winter Award Winners boys basketball

Drake Muller (2x), Grade 12 Grant Bulmash, Grade 12

girls basketball

Kionce Woods (3x), Grade 12 Kati Gibson, Grade 11 Brooke Webster, Grade 12

boys soccer

William Coben (2x), Grade 12 Matthew Vawrinek, Grade 12

girls soccer

Jordanna Goldstein (3x), Grade 11 Divya Inaganti (2x), Grade 12 Jessica Thompson, Grade 11

NCAA National Letter of Intent Signings Maddie Hatfield Cross Country, East Carolina University Lindsey Maxwell Lacrosse, Vanderbilt University Sola Omonije Volleyball, Davidson College 13

ATH LETIC N EWS

Girls Cross Country The Greenhill girls cross country team captured its first SPC Championships since the 1985 season. The Hornets finished with 64 points while Episcopal High School (96) and St. John’s School (108) rounded out the top three. Senior Maddie Hatfield won the individual

conference title after posting a time of 18:54, which was almost 10 seconds faster than the conference runner-up. Senior Kaiti Ness finished fifth overall while sophomores Kendall Hashimoto and Ella Dzialowski placed 12th and 18th overall.

Girls Basketball The Greenhill girls basketball team claimed its first SPC Championship since the 2013-14 season. The Hornets entered the SPC Winter

Championships as the top-seed in the North Zone after finishing with an unbeaten regular-season conference record. After defeating

Oakridge School and Episcopal High School in the quarterfinals and semifinals, respectively, the Hornets never trailed in the championship game against Houston Christian High School en route to a 43-40 victory. Senior Kionce Woods scored a game-high 22 points, including 15 points in the first half, and was selected as The Dallas Morning News Player of the Week.

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F I N E ARTS SPOTLIGHT

greenhill fine arts presented Romeo and Juliet to sold out crowds in November.

Photo courtesy of Robert Jackson

greenhill fine arts presented

"Carrie the Musical" on January 31 - February 1, 2020.

Photo courtesy of Robert Jackson and Helen Marie Wilson Jackson, Grade 9.

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FACU LTY LEADERS

why i work at greenhill school Congratulations to the Faculty Leaders of 2019-2020. Our Faculty Leaders are nominated by their peers and selected by committee. They demonstrate excellence and epitomize devotion to the service of teaching. Here is why they teach at Greenhill School.

rachel annunziata Middle School Math | Fifth Grade Team Leader A graduate of American University, Rachel started at Greenhill in 2014 as a Carter Teaching Fellow and continued her career in Middle School Math the following year.

“In my reflective moments, I think it was actually fate that brought me to Greenhill. But in reality at the time, it happened because it was the school that called me, flew me across the country, and offered

me a job. I started in 2014 as a fourth-grade fellow. That year pushed me out of my comfort zone, both personally and professionally, and

“My students are truly remarkable, in the risks they are willing to take and the ideas they are willing to pursue.”

afterwards, I was lucky enough to stay on in Middle School. So for

— Rachel Annunziata

remarkable, in the risks they are willing to take and the ideas they are

me, the question isn’t why I teach at Greenhill – but why do I stay at Greenhill. The answer is simple. I stay because I believe in the mission and values of the school; I stay because I’m surrounded by people who are passionate about education, equity and inclusion, and social emotional learning, just like I am; I stay because my students are truly willing to pursue. The relationships I have with my students are unlike any I had with my teachers growing up. I stay because it is teacher heaven with constant professional development opportunities . . . but most importantly, I stay at Greenhill because it is my chosen family.

I even met my fiancé here!”

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FAC U LTY LEA D ERS

The Penny Nicholson Award Winner Named in memory of an esteemed Greenhill colleague who served the business office for 15 years, the Penny Nicholson Award is given to a staff member who exemplifies such qualities as genuine love for Greenhill, self-motivation, humility, and many other extraordinary qualities of Penny Nicholson.

amy kasten bresie ’96, ph.d.

Upper School History | Department Chair Amy first “met” Greenhill in the summer of 1982 when her father, beloved Greenhill Legend and English teacher Dan Kasten, interviewed and began his distinguished career at our School. That set in motion the events that shaped Amy’s entire educational life.

“I can unequivocally say that going to Greenhill changed the course of my life. Doors opened to me that I could not even have imagined.

More importantly, I met teachers who believed in me so much that I began to believe in myself — Marilyn Stewart, Christine Eastus, Becky Daniels, and Sue Roman, to name a few. As I finished up my doctorate, I had to choose between life inside or outside academia. The decision was a no-brainer — I wanted to work at an independent school where I could give to students what had been given to me. I wanted to spend my career at a school like Greenhill. And when my father called me to tell me about an open position at Greenhill, I couldn’t imagine doing anything else anywhere else.”

mel curtis

Preschool & Summer on the Hill Office Coordinator Greenhill Legend | Penny Nicholson Award Recipient

Mel Curtis started at Greenhill in the early 1980s as an Upper School office assistant. A few years later, she transferred to Advancement to help break ground in the “new” field of data management, and just last year, transferred again to Preschool office coordination.

“Since it is Greenhill’s year of discovery, I want to take advantage of this once-in-a-lifetime opportunity to share an important thing I

have discovered about myself. I confirmed very early on that I loved

education, and that I knew how to put in a full day of meaningful

work. What I discovered, over the years, is that I knew very little about

service. A quote from Douglas Adams states, 'To give real service you

must add something that cannot be bought or measured with money,

and that’s sincerity and integrity.' I knew how to volunteer, but I had a

whole lot to learn about the true value and meaning of service. Penny

Nicholson, for whom the award I won is named, knew a lot about

dedicated service and it showed in all her daily interactions. I want to

say thank you, and also remind you and myself that richly rewarding

benefits come from learning experiences that abound here, and are for the taking for each of you, as well as your children.”

“I can unequivocally say that going to Greenhill changed the course of my life.”

— Amy Kasten Bresie ' 96, Ph.D. 17

FARMHOUSE FAR EWE LL

FAREWELL to the FARMHOUSE

frank lopez

b. 1967 the farmhouse wetplate collodion on anodized aluminum. unique plate, 2020. plate signed en verso. www.franklopez.com

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photography teacher franklopez often combines historic photography techniques with current digital art forms. this portrait of the farmhouse was done with the wetplate collodion process, a 19th century technique first created in 1851 by frederick scott archer. the process is performed on metal (typically blackened iron called a tintype) or glass (ambrotype) and was used primarily from the 1850s to 1880s. this particular plate is a combination of digital and analog and was first captured with a digital mirrorless camera. the image was retouched and then captured on a special anodized aluminum surface.

FA R MH OU SE FA R EWELL

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FARMHOUSE H ISTORY

WHEN ONE DOOR CLOSES, ANOTHER ONE OPENS. SUCH IS THE CASE FOR GREENHILL’S OLDEST BUILDING, THE CHARMING FARMHOUSE THAT SERVED OUR CAMPUS FOR 60 YEARS. Throughout its history, the farmhouse functioned as a home for the campus custodian, Head of School’s office for Phillip Foote, the Admission Office, and even the senior class lounge, complete with a pool table and pinball machine. It lived in two locations;

first, where the eighth-grade pod sits now; then in 1995, when the School’s entrance changed to Spring Valley Road, the house moved to the Scott Griggs Great Meadow. Since that time, the building served as a hub for our dedicated volunteers in the Parents’ Association.

While we are grateful for all the roles the farmhouse served — in addition to the century of use before Greenhill acquired the land — years have taken a toll on the building. The historic preservation and restoration efforts would have incurred complex

and costly repairs and even then, we could not guarantee the building’s safety and sustainability. As a result, the farmhouse was removed in January 2020.

HISTORY of the FARMHOUSE

by tom perryman ’81 Assistant Head of School In the late 1950s when our current campus was farmland, the Hornet Road entrance ended at a dilapidated red barn and gas pump where the Agnich Science Building stands today. Just a few yards

away – where the eighth-grade pod is now located – was a farmhouse believed to have been built in the years predating the Civil War. The old house had a big front porch and an upstairs loft where children had slept during the winter once upon a time.

Chair David Johnson ’67 remembered the house’s tenant with a

Greenhill moved to this current campus in 1959 and took possession

laugh: Mr. Findley “wore the biggest, floppiest, oldest, holiest cowboy

of the former turkey farm. The farmhouse was then refurbished to serve as the living quarters for campus custodian Clyde Findley and

hat you’ve ever seen... He communicated more through gestures and grunts. We weren’t afraid of him, but you knew it’d probably behoove

his family, allowing the new school to have a round-the-clock main-

you to keep a healthy distance!”

tenance and security presence. While the crusty, irascible Findley

Later in the 1960s, the farmhouse was converted into a teachers’

worked his magic as a carpenter and builder, his wife babysat faculty children – essentially the first “Child Development Center” at the school. Findley became such a campus fixture, sitting on his front porch, whittling, smoking, and growling at the students, that the

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house became affectionately known as Findley Manor. Former Board

smoking lounge, and still later into a senior lounge, complete with pinball machine, pool table, and Dr Pepper machine. When Phil Foote became Headmaster in 1976, he took the building as his office, admiring the history and cozy ambience of the old home. In the

FA R MH O U SE H ISTO RY

1980s, the farmhouse changed hats again, this time becoming the Admission Office, and over a thousand new students and families entered the Greenhill Family through this front door over the next ten years.

In 1995, as the “new” Levy Middle School was designed, the school decided to move the farmhouse rather than raze the historic structure to make room for new construction. Just as had been done with the original school building when the campus moved to Addison, workers jacked the house up and placed it on trailers, navigating the drive through campus to re-plant it on its current location by the creek and windmill, a quarter-mile to the southeast. In the process, observers discovered dozens of 19th century medicine, milk, and

whiskey bottles that used to be tossed under the porch in lieu of finding a trash can.

In this new location, the school recognized that the space could serve as a headquarters for the myriad Parents’ Association volunteers on campus regularly, which it has done for the past 24 years. And in that time, thousands of Preschool and Lower School students have visited the farmhouse at the backdrop for the annual Halloween Scary Sing!

The old farmhouse stood for over a century and a half and served the Greenhill campus with honor and character for 60 years.

We bid this landmark a hearty and fond farewell!

MEMORIES from GREENHILL LEGENDS and ALUMNI

“I remember when I first entered campus in the summer, I was

"One summer Ray Buchanan and I rebuilt and replaced the entire

wondering why they called this school Greenhill? Then there was

porch on the farmhouse. We used to work with the maintenance

Phil Foote, Head of School at the time, standing in front of the

team during the summer.”

farmhouse with his little hose, watering the plants . . . It was

Michael Manes, Greenhill Legend, former Head of Fine Arts

indeed green for about a yard… and then went back to brown. I interviewed and was hired in that house!”

Karen Hagood, Greenhill Legend, former English teacher

“One Saturday, I was asked to come to campus. Phil Foote invited me to his office in the farmhouse… and that’s when he asked if I would be Head of Middle School.”

“My parents gave me a tuition check and I remember being nervous as I walked up the steps of the farmhouse to submit the payment with great responsibility on my shoulders!”

Holland Gary ’93, Board Chair

Lucinda Carter, Greenhill Legend, former Head of Middle School and namesake of the Carter Fellows Program “I remember singing all our lovely Halloween songs in front of that house and seeing the building every morning when my mom dropped me off at school.”

Julia Frankfurt ’15

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FARMHOUSE R EM EM B ER ED

1.

2.

3.

4.

6.

5.

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7.

FA R MH O U SE R EM EM B ER ED

11.

8.

The FARMHOUSE remembered through ARTWORK 1. Giancarlo Rinaldini ’16 2. Ella Ou-Yang, 7th grade 3. Ela Mamdani, 9th grade 9.

4. Noah Gould, 10th grade 5. Kirin Jayaseelan, 12th grade 6. Sami Aidala, 7th grade 7. Kate Peterson, 7th grade 8. Susan Bauman ’81, Greenhill Legend & MS English Teacher 9. Max Blumenthal, 9th grade 10. Izabella Faber, 9th grade 11. Larry Ley ’68, Distinguished Alumnus, Alumni Board Member

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A SPAC E FOR COM MU N IT Y

A New EVENTS PAVILION

A SPACE for COMMUNITY, THEN and NOW greenhill is partnering with shipley architects to carry forward the vision of the new events pavilion. the new building will continue to be all about community with inviting and intriguing spaces that merge indoor and outdoor environments.

the new pavilion may house a variety of events: Alumni Association events and meetings Parent Forum meetings Dinners Ceremonies Speaking engagements Seminars / Discussion groups

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A S PAC E FOR COM MU N ITY

The new events pavilion salutes Texas history with a large front porch, seamed metal facades, and an open air “dog-trot.” The west-facing front porch addresses the Meadow and provides outdoor gathering and performance opportunities. In mild weather the tall sliding glass doors disappear into wall pockets and allow the interior and exterior to merge as a continuous space. The “dog-trot” separates the meeting spaces, connects the Meadow with a tree-shaded courtyard space, and provides an east facing entrance. The interior includes a catering kitchen, storage space for tables and chairs, and restrooms.

The pavilion is intended to not only meet the needs of current programs but to inspire new dreams and endeavors.

– dan shipley architects

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MONTAGE H IGH LIGHT

look up and get lost, she says to me eyes like gold and words like velvet. the strings of fate have tied you to me, a desperate prayer spoken to the stars the first time i truly understood it hurts to become.

Rebecca Hain

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MO NTAGE H IGH LIGHT

montage 2019. an excerpt from award-winning literary magazine montage 2019 featuring the works of seniors becca hain and alexa derryberry.

Alexa Derryberry Photograph Credit Digital Artist Medium 67

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SO C I AL AN D E MOTION L EA R N I NG + TEC H NO LO GY

SOCIAL EMOTIONAL WELLNESS and SOCIAL MEDIA When we talk about social and emotional learning; it is not just about mindfulness and meditation. It is about establishing healthy habits, creating balance, and managing best practices with phones and social media use.

In October, a school-wide initiative led by Director of Social Emotional Learning and Wellness Shanti Majefski ’95 held five screenings of the documentary, LIKE, for Middle and Upper Schoolers and parents.

LIKE is an IndieFlix Original documentary that explores the impact of social media on our lives and the effects of technology on the brain.

The content in this film is applicable to anyone who uses a smart phone and/or social media. This film and subsequent discussions are not focused on whether technology/social media is good or bad, but rather about that technology or social media is good or bad, but rather on gaining awareness about our own technology use.

Majefski says, “There are incredible benefits to using technology and social media, but there can also be significant downsides. It all depends on how we choose to use it. When we gain awareness around our own technology use and find a balance, we can reap incredible benefits like connection, caring, and sharing. By understanding the effects of technology and social media on the brain, on our lives and on our civilization, we can learn how to navigate it more safely together.”

Our hope is that establishing good habits with technology use will help improve the many decisions we make every day. If you have any questions or concerns, feel free to reach out to Shanti Majefski, LCSW, Director of Social and Emotional Learning & Wellness.

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tips for managing social media balance: • try time tracking apps like moment or quality time to time and balance social media use.

• remove or log out of social media apps from your phone.

• turn off all notif ications except from people.

• charge your device outside your bedroom.

• go grayscale.

• set your phone down, out of sight, or away from your desk.

• schedule specif ic time that you allow yourself to go on social media.

TH E D I SCOVERY ISSU E

GREENHILL SENIOR publishes CHILDREN’S BOOK Becoming a published author while still in high school is an impressive feat; but perhaps even more compelling is the reason senior Natalie Gonchar wrote her first children’s book, Mr. Gringle's Magic Wheelchair.

A first-generation American with Russian origins, Natalie has volunteered with disabled kids living in orphanages in Russia and Ukraine. She noticed that many stories and portrayals of disabled children focus on what kids can’t do, instead of what they can do.

Natalie set about to change that.

“We all want to identify with characters in the books we read and shows we watch.

I wanted these kids to feel like they are included in all types of media,” says Natalie.

“I want them to realize, despite any disabilities or setbacks, that there are so many things they can do, like stand up for themselves and be strong.”

The story starts with Lisa Dart, a girl who is in a wheelchair, but then reveals a problem with bullies. We learn that the true challenge to overcome has nothing to do with her inability to walk.

According to one of her teachers, Darryn Sandler '95, “I learned about this when Natalie wanted to make a donation to the Junior Mavs, a group of kids in wheelchairs that play basketball. Natalie was kind enough to personally write a note in a copy of her book to give to each kid on the team.” Mr. Sandler goes on to say, “Natalie is one of the kindest students on our campus, and this book and the idea behind it, speaks volumes to what kind of person she is.”

“We all want to identify with characters in the books we read and shows we watch. I wanted these kids to feel like they are included in all types of media”

Natalie dedicates the book to her friends at the Dmitrov orphanage and to “all the amazing kids with unlimited abilities who inspire [her] daily.”

Her book is published by Brown Books Kids and you can read more at www.nataliegonchar.com.

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PR I MER 50TH

Celebrating 50 years of PRIMER

the gift of time (and amazing teachers)

primer then

In the fall of 1970, Greenhill School became a leader in the Southwest when administrators launched an innovative program that gave young children more time to mature. They called it Primer. When presenting the concept to the Board, Greenhill Founder Bernard Fulton said, “Mr. Foote, [Head of Lower School], and I have discussed very carefully the addition of a Primer class . . . made up of children who are not yet ready for first grade because of either chronological age or developmental maturity, but who are definitely intelligent enough to do Greenhill work.”

Both Mr. Fulton and Mr. Foote were determined that Primer would not simply be a repeat of Kindergarten. Rather, it would be a year in which Kindergarten students who were not entirely ready for Greenhill’s first grade program could explore and grow, deepening their experiences. The students would have the time and opportunity to develop social and emotional learning skills more fully, while continuing their academic journey in preparation for first grade.

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primer now

Now in its 50th year, Primer is a thriving program, emulated by many of our peer schools. Greenhill Legend Tom Perryman '81, with more than 30 years spent working on the Hill including serving as Admissions Director, relates, “In hundreds – literally hundreds – of conversations with parents of Primer students after that experience, never once have I heard a parent, with that hindsight, say that Primer had been anything but the best positive decision for that child.”

Head of Lower School Michael Simpson adds, “Primer is unique, and when we share the concept with peer educators around the country, they marvel at our forward thinking. Rather than waiting for difficulties to arise in later grades and reacting to them, Primer, which is founded on a recognition of childhood development and generations of students, anticipates the needs of these children who happen to be born later in the year than half their classmates.”

Most administrators and teachers agree that the most important piece of the program is the personal attention to the social emotional development of a child. “Every child needs something different,” says former Primer teacher Dorothy Williams. “With two lead teachers, we were able to really hone in on their needs and give them the attention they deserve to grow, explore, express interests, and mature.”

PR IM ER 50TH

primer time travel With the help of current Primer students Dani Chu and Cody Goodman, Assistant Head of School Tom Perryman ’81 gave an engaging presentation on Founders’ Day 2019 to commemorate 50 years of Primer using relics from the past. Mr. Perryman used the metaphor of a time capsule to tell stories, from Finian’s Rainbow, the first Greenhill musical, to science teacher Skip Kilmer’s bowling ball, used to explain physics to his students.

the pie contest The Primer Pie Contest, held in the fall, is one of the most wellknown (and delicious) traditions on our campus. Primer students dive into experiential learning in every phase of the project, from writing invitations to their pen pals at Hockaday, to encouraging entries across campus, to counting ballots.

“When I come back into this Primer classroom, I feel so nostalgic. I wish I could do it all over again!”

Vijay helped with the creation of a Primer video in the fall which explains the program to new families.

Watch it at: greenhill.org/primer

RECOGNIZE THESE FACES? These five teachers (L-R) Dorothy Williams, Rhonda Bier, Peggy Frederickson, Janice LaMendola, and Tracey Pugh, have defined the Primer program from 1986 until today. They are extraordinarily talented teachers and they have lasting relationships across the Greenhill community from the bonds forged in Primer.

Former Primer teachers Peggy Frederickson and Janice LaMendola remember the origins of the pie contest started with Peyton Shuman ’16, daughter of Assistant Head of Upper School and Greenhill Legend Rebecca Shuman. “We used to have an apple tasting in the fall, but when we learned that Peyton was allergic to apples, we wanted to make sure she was comfortable.

We then had the idea for pies,” explains Mrs. LaMendola. That was 2003. Since then the contest has grown in both size and magnitude, involving the whole community, creating friendly competition, teaching project-based learning, and making wonderful memories.

the primer play The Primer Play rivals the pie contest as a favorite memory and tradition. Many older students cite the play as a time when they had to practice, felt nervous, and rose to the challenge.

Alumni Board member and former Primer student Lee Szor ’03 remembers the play fondly. “It was arguably my first exposure to a big group project. It was very fun and I remember feeling proud of our class’s hard work when it was done.”

Mrs. Frederickson is the “founder” of the current play model, which started in 1990, and rotates four different plays over four years – Primer Town Musicians, Pigs In Harmony, Professor Noah/ Nora’s Spaceship, and Who’s In Rabbit’s House. “We used to do the Ugly Duckling,” says Mrs. Frederickson, “But I had the idea to rotate four different plays in a four-year cycle and I remember pitching it to Mr. Foote. That way, specific classes are welcomed back to see the performance, and grades who were four years older could help and reminisce with the current Primer class.”

Each play always involves adorable costumes, speaking roles, singing, and lots of dancing! Many Primer alumni remember their part — and even their lines!

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PR I MER 50TH

primer

celebrates fifty

with future-facing plans to honor and ensure the program's important impact.

primer ' s future In celebration of this remarkable milestone, Greenhill is establishing a Primer Endowment Fund to support the future of the program. The goal is to attract $50,000 from our extended community to honor this milestone and support Primer for years to come. We are grateful for the leadership pledges of alumni board members Lee Szor ’03, Clayton Lougée ’03, and Molly Bruder ’07. The established endowment will support Primer faculty salaries and professional development, provide classroom resources, offer financial aid for prospective Primer families, and ensure perpetuity of the program.

Lee Szor ’03 remembers Primer establishing lifelong skills and bonds.

“My teachers Ms. Thompson and Ms. Andrews were both so nice and supportive. They prepared us for the Lower School years ahead, while also still making us feel like we were part of the school. That is a tough balancing act and they did a great job. I also made lifelong friendships in Primer. For me, those friends are Cary Wicker '03, Taylor Burks '03, and Clayton Lougee '03. Cary and Taylor were groomsmen in my wedding.

Clayton and I have reconnected and grown close since I moved back to Dallas two years ago. There is a special bond for Primer kids because you go through the extra year together.”

Clayton Lougee ’03 reiterates his friend’s comments: “I wasn't particularly young for my grade in kindergarten, but definitely was the one who couldn't sit still, color in the lines, and just needed some more time to marinate. I'm really thankful that Greenhill provided me the opportunity to gradually ease my way into Lower School. I don't think I would have been ready for first grade after kindergarten and I feel like the extra year was incredibly beneficial to me, even to this day.”

1.

2.

Molly Bruder ’07 adds, “I came to Greenhill from Akiba Academy and I remember Primer was so welcoming upon my arrival. I loved being a part of a small group of students and I ended up making my best friends in Primer. It was definitely a ‘Primer family’ in my mind!”

help us fund the primer endowment!

Greenhill.org/primer50

3.

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PR IM ER 50TH

7.

4.

8.

1. Head of Athletics & Physical Education Jarrett Shine helps the Primer class with carving a pumpkin

5.

2. Cheerleaders and football players visit the Primer

class during homecoming week every year for a "busta-move" dance party.

3. Primer students now in the Class of 2025 collect ballots at the pie contest.

4. Assistant Head of School Tom Perryman'81

is a guest reader for the Primer Class of 2027

5. The current Primer class at the Pie Contest in November with their pen pals from Hockaday.

6. Primer teacher Dorothy Williams helps Ella Tobias in the Primer Class of 2028.

7. The Primer play delights audiences with sweet voices and costumes every year.

8. Every Primer student participates in a science project that transforms the classroom.

6.

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COMMU N ITY CONVE RSATIO NS 20 20

DISCOVERING our COURAGE community conversations 2020

The Greenhill community took part in our third annual Community Conversations series over Martin Luther King, Jr. weekend in January. This event is designed to create a platform for cross-cultural dialogues that foster deeper understanding and relationships within our diverse community.

During the three-part series, we learned, discussed, and served as we empowered one another to raise culturally aware kids in today’s landscape and prepare them to become better citizens, leaders, and friends.

learn

Thursday, January 16 Keynote remarks from Rosetta Lee Nationally-renowned educator and speaker, Rosetta Lee, gave five different talks with student and parent groups.

She spoke on sensitive and insightful ways to have courageous conversations about cultural differences. In a truly inclusive and communal style, Ms. Lee shared funny stories, relatable anecdotes, and important lessons to foster authentic engagement and respectful behavior with others.

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discuss

Saturday, January 18

serve

Monday, January 20

Community Potluck

Service Day at Children’s Hunger Fund

Greenhill parents were invited to bring

In a morning and afternoon session, 300

a favorite dish from their family tradition

Greenhill community members packed

to share in a potluck style dinner. After

boxes of vegetable seeds, beans, and

dinner, groups retreated to various

other relief supplies at Children’s Hunger

classrooms around campus to engage

Fund. Children’s Hunger Fund thanked

in facilitated dialogues that promote

Greenhill and reported the following stats:

cross-racial relationships.

282 food packs assembled 4,304 beans bagged 53,760 seed packets sorted 8 pallets consolidated

COMMU N IT Y CO NVE RSATIO N S 2020

HOW to be a CULTURALLY RESPONSIVE COMMUNITY Greenhill is committed to teaching, practicing, and perpetuating culturally-informed and responsive behavior across all divisions. What might culturallyresponsive teaching look like in each division?

Here are some examples.

PRESCHOOL Students learn about Martin Luther King, Jr. and what it means to be a “change-maker” in our communities. Teachers cultivate a sense of responsibility, identity, and belonging.

LOWER SCHOOL First graders approach a fairy tales unit written from different perspectives and cultures. Second graders study community influencers in diverse stories. Music classes sing songs from different countries and fourth graders share “mature” show ‘n tells with one another about cultural traditions and anecdotes.

MIDDLE SCHOOL From a bulletin board highlighting scientists of color to the eighth grade social justice math project and sixth grade Roman baby naming ceremonies — and even to the critical eye students brought to Jefferson’s words at the memorial in Washington, D. C.­­—each student’s insight is known and valued.

UPPER SCHOOL Ninth and tenth graders practice student-centered instruction, like independent reading in English classes, or the mathematical decision-making class fostering real world applications like consulting.

Curriculum often gets researched and reshaped, and a nimble growth mindset is always at the forefront.

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DISCOVERY

TH E D I SCOVERY ISSU E

CHANNELS

Education at its essence is about discovery. Through teaching methods like project-based learning, design thinking, collaborative idea generation, and self-guided projects, students can be at the helm of their learning journeys every day. From kindergarteners transforming their classroom into a zoo to seniors designing their own Capstone projects, every student at Greenhill has the power to discover themselves, each other, and their passion through a lens of limitless potential and opportunity. Tune in to discover more!

We are pleased to feature the work of Grace Doyle ’18 in this issue. Throughout her years as a student at Greenhill, Grace was active in the arts and found her love of drawing in many Greenhill classes. Artistic skills are in her blood (some of you may know her father, AVP instructor Corbin Doyle) and Grace has carved out a unique and characteristic style as an emerging artist. A sophomore and liberal arts major at Sarah Lawrence College, she also enjoys reading, writing, and looking up pictures of greyhounds wearing sweaters.

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EXTRA, EXTRA, READ ALL ABOUT IT

Spotlight on Third Grade Social Studies

Earlier in the fall, third graders embarked on a journalism project in social studies where final broadsheets were “published” in their hallway. According to third grade teacher Hannah Harkey, the students first had to discern the meaning of true news. “We really had to unpack the idea of what makes things timely and relevant, i.e., news . . . but the students worked hard and one pair in particular had an interesting idea . . . ” Two determined third graders worked as a team to interview Head of School Mr. Hark by taking notes and simultaneously recording onthe ipad. Tough questions ensued. The final piece shows results! Ms. Harkey disclosed that the two students worked extra hard on this piece, knowing that they were truly getting published.

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SCIENCE is HANDS-ON Spotlight on Middle School Science

Science in Middle School is Hands-on! “It’s all about doing, rather than hearing or reading,” say teachers Sharon Charlebois '97 and Gretchen Pollom. From different forms of energy to measuring human volume in a swimming pool, the science curriculum is about every dimension imaginable.

Meet Rube Goldberg projects, named for the famous engineer and inventor best known for his concepts of complicated gadgets and chain reactions performing simple tasks. Mrs. Pollom tells us more. “Every fifth grader does this project working in pairs. They can use everything they know about kinetic energy, as well as the potential energies of gravitational, chemical, elastic, and magnetic. They might invent a series of simple machines that turn on a light, play music, water a plant or pour a drink. The challenge for these fifth graders is to work with many simple concepts and discover the power of their knowledge, including the vast array of social emotional skills at play in problemsolving and teamwork.”

Ms. Pollom has also been instrumental in bringing a birding unit to Greenhill, using apps and measurement tools from the School of Ornithology at Cornell. Working closely with Lower School science teacher Regina Yunker, our students are discovering how to make the campus safer for birds. Last year, second graders merged science and design knowledge to make a bird-safe window in Lower School. And in Middle School, students are leading a similar window project, adding an element of subject-relevancy. English classrooms might display quotes on their windows, math classrooms might feature equations, all while mitigating bird strikes. These classes are also investigating the restoration of outdoor space to native blackland prairie.

Hands-on work can sometimes mean your whole body in Susan Eve’s eighth grade science class. “We are lucky enough to have a pool on campus, so we thought we’d use it!” With a large tub of water alongside the pool, the class set out to measure actual volume and density of humans. A few volunteers fully dunked themselves with water spilling over the pool deck.

The class then measured that displacement by filling the tub again, and calculating individual densities using mass and volume. Ms. Eve explains, “Often concepts like density are taught as a mathematical formula, and while students can learn to use the formula to compute an answer, they don't really get what's going on. Thinking about the volume and mass relationship in such a personal way allows the students to discover deeper meaning in this concept."

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LAUREN MAROLD WORKS WITH SECOND GRADERS IN A DESIGN-THINKING EXERCISE.

PROBLEM SOLVING through DESIGN THINKING

Spotlight on Second Grade Computer Science & Engineering

A popular class among Lower School students, Computer Science & Engineering, offers hands-on problem solving opportunities for students to immerse themselves in the discovery of design thinking.

The class instructor, Lauren Marold, explains how design challenges use the steps of Computational Thinking (see box to the right), generally a process applied to computer programming, but are then applied to real world challenges. “This year the focus in second grade is how to take large problems and break them into their parts using many different modalities: computational thinking, design thinking, and engineering design processes. We also talk about how a computer solves a problem through literal steps and functions and how humans might solve problems a bit differently through social and emotional inferences.”

Students work on a coding exercise (an image is substituted for a letter and students need to fill in the blanks to write the sentence) that teaches algorithms of program solving. The second step of the process is to create their own code.

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COMPUTATIONAL THINKING:

• Decomposition: Break the problem into its parts.

Ask what do I need to know?

• Pattern Match: What are the similarities?

What do I already know?

• Abstract: What information is irrelevant?

What information cannot be changed?

What can I take away to simplify the problem further?

• Algorithmic Thinking: What are the detailed steps to solve the problem?

DR. VALERIE GILLESPIE ’98'S SIXTH GRADE 2-D ART CLASS POSES WITH THEIR LARGE-SCALE SELF PORTRAIT COLLAGES.

DISCOVERING IDENTITY Spotlight on Sixth Grade Art

The sixth grade 2D art class, taught by Dr. Valerie Gillespie ’98, was given an assignment that helped them explore their identities. As Dr. Gillespie explains, “students were asked to create a large version of themselves using collage.

We spent a day discussing ways in which we can create the tones of our skin and later applied that mixed tone to the portrait, traced on butcher paper.”

Dr. Gillespie’s theme in every Middle School class this year has been identity and discovery. “I’ve been homing in on ways students can better get to know who they are. From projects examining skin tones to how we see ourselves and others, we dive deep into the discovery of what it means to be a human in our society. By examining our interests, history, family, and feelings, students have been able to learn more about who they are and how this translates into the broader scope of our world. Earlier this year, students explored their past through a descriptive pen and ink thumbprint drawing where each student shared their story through narratives within the lines of their fingerprints.

Students have also channeled their interests and other aspects of their personalities that make them who they are through our surreal eye projects and abstract self portraits.”

“BY EXAMINING OUR INTERESTS, HISTORY, FAMILY, AND FEELINGS, STUDENTS HAVE BEEN ABLE TO LEARN MORE ABOUT WHO THEY ARE AND HOW THIS TRANSLATES INTO THE BROADER SCOPE OF OUR WORLD.”

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RETHINKING SOURCE MATERIAL

Spotlight on Tenth Grade History

In the fall, tenth grade history classes transformed the history pod into a museum with exhibits about the progressive era. History Department Chair Dr. Amy Bresie ’96 explains, “For the past couple of years, the history department has been focused on teaching students how to interpret the past. It’s not enough to learn about events, people, and places; we also need to think about how we know about them and how they have become part of our cultural understanding.

The museum project allows students to wed historical research, design, and interpretation. Last year students created WWI monuments for lesser-studied aspects of the war. This year we focused on the Progressive Era, in part because it’s the centenary of many of the important events of the period.”

First, students picked their topic and brainstormed a plan to create an effective exhibit. The goal was to use this exhibit to teach the school community about their topic. Students had to compile a bibliography with at least six scholarly sources. Then they worked on design and construction of the exhibits and toured the museum themselves, learning from each others’ work. In an in-class writing assignment, they had to assess the legacy of the Progressive Era — was it progressive? For whom? What blind spots did it have?

Dr. Bresie was impressed with the results. “This writing, using other exhibits as source material, turned out to be some of the best they have done all year. I was blown away by all they had absorbed. They got far more out of the museum than from our typical study of documents and sources. I also learned a lot from their work. While I knew most of the factual information already, their methods of exploring the topics were often moving and thought provoking.”

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"THIS WRITING, USING OTHER

EXHIBITS AS SOURCE MATERIAL, TURNED OUT TO BE SOME OF THE BEST THEY HAVE DONE ALL YEAR."

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TRANSFORMING the CLASSROOM Spotlight on Preschool Classroom Installations

The power to transform is especially endearing when done with the smallest hands. Every fall, our pre-kindergarten and kindergarten classes turn their entire classrooms into wonderlands of imagery and multi-media installations with project-based learning methods guiding the philosophy. From flowers and gardens to zoology and oceans, the students participate in a series of projects that display in a collaborative and multi-faceted approach.

Kindergarten teacher Janice LaMendola explains the process. “Projectbased learning is more than just the projects you see on exhibition day. For 10-12 weeks, the whole curriculum is centered around the students. We start with an overall topic and through brainstorming and discussions, we land on an overall question that the students want to investigate more thoroughly. This process is so powerful because student engagement is at its highest when they feel they have a say in what they are learning. As the investigation process ensues, students practice many skills such as collaboration, problem-solving, creativity, and communication. Additionally, social-emotional skills like perseverance, self-management, adaptability, patience, and resilience come into play as students work to make their ideas a reality.�

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BANDS, STRINGS, or CHOIR

Spotlight on Music

Every fifth grader at Greenhill is empowered to make a choice in the study of music. They can choose to learn band instruments such as trumpet, clarinet, flute, and more, led by Band Director and Greenhill Legend Brian Donnell and Cheryl Hopkins; they can choose string instruments such as violin, cello, and bass, taught by Orchestra Director and Greenhill Legend Nick Paraskevas; or they can choose to exercise their voice in choir, led by Choral Director Lucik Aprahamian.

Dr. Aprahamian, in her second year at Greenhill, hopes her students discover a love for singing in an ensemble with their colleagues. “There is a thrill that comes from being on stage, in sync with your fellow singers – you are part of a greater whole and that feeling of being transported is what we all seek as performers. I also want them to experience the beauty of the process of learning music. It is not always easy, but there are layers of information that are revealed the deeper you go into a piece. I hope they discover a strong sense of community and the unique family of which they are a part.”

As these students advance in their music study, notes of appreciation begin to develop that can stay with them for a lifetime. Mr. Donnell says, “Aspiring student musicians might find these moments of discovery in advanced articulations, extended ranges, tuning, tone production or complex rhythms. In our band hall, older band members might challenge themselves with another instrument to perform and participate in other ensembles. We have several drumline members whose primary instrument is saxophone or bassoon; or in jazz band, we have French horn players learning trumpet or trombone. The discovery moments are there for anyone interested in improving as a player. Hopefully, our graduating musicians head into adulthood with enough curiosity, skills and interest to be a consumer, participant and advocate of music for their lifetimes.”

DISCOVERIES in the HORNET'S NEST

Spotlight on Athletics

Our new Head of Athletics & Physical Education Jarrett Shine has worked with a lot of student athletes in his career and he brings many goals to Greenhill. He knows students who never saw themselves as athletes win tournaments, he has seen leaders emerge who are not necessarily captains of their teams, and he has seen students push past discomfort to become better versions of themselves. “The way to grow in athletics is to deal with adversity, physical challenge, even a healthy dose of fear — and rise to the occasion. It is also about discovering your individual potential while serving your team.”

Mr. Shine brought a new rally cry to Hornet Athletics in the fall called #ProtectTheNest. The students responded with enthusiasm, pride, and of course, t-shirts! “I want to instill strength, determination, leadership, and grit in our program. The message is that we will stand strong. Our student athletes will never be satisfied with where they are, and we will constantly set out to improve ourselves. It’s also about following passion. I have seen that fire in our students’ eyes, and I have high hopes for the years to come.”

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DISCOVERY

in the . . .

DIVISION HEADS remark on the joys of DISCOVERY this year

The Preschool Balanced Approach to Learning involves play through wonder and discovery with a balance of direct instruction. Our annual theme suits Preschool perfectly because our program promotes and integrates learning through hands-on discovery each day.

From discoveries in their environment, each other, and their community, our youngest students begin to understand individual differences in projects like paper doll art and sharing family traditions. They learn about biology and ecology in the world with units like Growing Things and trips to the Dallas World Aquarium and Dallas Arboretum. The MindUp curriculum has engaged the children in discovering core breathing to calm their bodies in the classrooms and during transition time.

PRESCHOOL

This year, we even have a new discovery on our playground! Junior Lane Herbert, for her Girl Scout Gold Award, has partnered with Preschool and the facility department to install a rainwater barrel and irrigation system using collected water to feed the beautiful butterfly garden on the Preschool playground. Thanks to Lane, all our preschoolers will further discover and understand the importance of harvesting rainwater and channeling water resources.

Netra Fitzgerald Head of Preschool

The joy we have as educators is in capitalizing on our students’ natural curiosity and providing the frameworks and experiences for them to begin to build an understanding of the world and themselves. For us, discovery is a concept that defines the experience of our children in terms of academics, growing self-knowledge, and development of social awareness.

Children need time to play with ideas, explore, and create. It could be searching through an owl pellet in the second grade science lab. It might be learning about the design process and building prototypes with the expectation to discover what information failure can provide. Discovery happens when a math problem that seemed complicated can be systematically tackled — and that those problem-solving skills can be applied to other problems, too! Our fourth graders take a whole year to explore the concept of leadership and its many facets through reading, discussion, and experiences.

LOWER SCHOOL Michael Simpson Head of Lower School

Students have the opportunity to discover strengths, notice and address areas of challenge, and be exposed to new interests. A student in art class may say they are not good at drawing and then discover they have many other artistic capabilities. A student anxious about leading a Lower School assembly discovers that she can do it, and then ends up being a featured speaker at the Fourth Grade Farewell Ceremony. Perhaps most importantly, we want our children to develop a “growth mindset,” discovering that they can learn anything with effort, that their abilities are not fixed.

We love working with students whose curiosity, earnestness, and innocence appears every day.

This year’s chosen theme reinforces our passion for working with our youngest Hornets, and we are having a wonderful year of discovering the joy of viewing the world through a young child’s eyes.

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What each teacher is truly hoping for is to foster an environment where our students can DISCOVER the world … the natural world, the historic world, the literary world, the world of languages, the world of the arts, the world of numbers, or how we move in the world. Our teachers present tools, strategies, and skills throughout the Middle School years so that our students can make discoveries of their own, moving away from, “just tell me what you want me to know” to “what new understanding can I find in my daily life at school?” Deeper, more lasting learning takes place when our students learn to ask why, to try multiple paths to discovery, and to be open to light bulb moments of understanding.

MIDDLE SCHOOL Susan Palmer

Head of Middle School

A parallel path to discovery lies within each of us as we continually learn about ourselves.

Middle School students are just embarking on this path. Identifying and owning their own identities, their own values, and their own strengths and weaknesses are insights that are all under construction at this age. We often speak about giving students “agency:” choices and decisions pertaining to their own lives here at school. Middle Schoolers crave this agency, but we provide both practice and scaffolding around these skills as they are emerging, and we don’t make assumptions that our students are completely ready to fly on their own.

We hope that our everyday work with students will open them to discovering their internal powers. Maybe they’ll discover a way to right a wrong, to stand up for a friend, or to work in our community to make life better for folks. Maybe they’ll discover how to bounce back from a disappointment or one of the many ways to be a leader. Continually learning new things about themselves is a lifelong journey that can be energizing as well as fulfilling.

I hope that every student, in every grade, finds a way to enroll and engage in classes and activities that will spark their discovery. Students in our new ninth grade physics course are currently discovering the concept of velocity, and tenth grade students in our new United States History course are discovering the activism of Frederick Douglass and how that connects to the issue in our modern world. For juniors, maybe it’s the discovery of college curriculum in their first AP course, and for seniors, it’s the journey of self-reflection as they write personal essays for their college applications in the fall. Maybe it’s the arc of a character to portray, when our students in fall drama discovered the iconic and ill-fated romance of Romeo and Juliet. Maybe it’s the discovery of resilience in an individual athlete or the team they are on as they navigate the highs of winning and the lows of a stinging defeat.

UPPER SCHOOL Trevor Worcester Head of Upper School

It is in Upper School when you see students discovering which causes to advocate for, which community interests to experience and share, and which areas of academics, arts, and athletics to continue when they leave Greenhill. Some of this may stem from a need for a resume to look stronger andmore robust, but I also hope there can continue to be room for the unexpected, for the unintentional. Perhaps you’ve experienced that discovery moment in your past – in high school, in college, or in the very recent past. Did it provide a path for what you are doing today?

Reflect on that, have that story ready. Then at the next family meal, ask your student if they have had a discovery moment yet in Upper School. Was it a class? A teacher? An experience serving in the community? Working in the studio? Playing on the field or court? If it hasn’t happened yet, that’s okay. If it has, then I would encourage you to find ways to nurture it.

We all want our students, our children, to find joy in their lives.

I hope that as the year finishes, they find those moments of joy, and those moments of discovery, that propel them to the next steps on their journeys, inspired by the unique tapestry of our community.

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A SENIOR’S Lens Senior adam mehdi remarks on twelve years of discovery.

Adam gave a speech at the beginning of the year to prospective families at an admission event. These remarks are excerpted from that speech.

From brilliant teachers to just genuinely interesting classes, learning is made fun at Greenhill. I entered way back in first grade so I think it’s safe to say that I’ve been here a while, but I assure you I’ve enjoyed every bit of it. I could go on and on about all the classes I’ve taken and how interesting they are to me. But to give a general example: the types of classes that are offered here are the same type I see in college course catalogs across the country. The classes here really allow you to explore your educational interests, keeping you engaged all the way through. I truly enjoy going to my classes every day, and the people who teach them too. Speaking of which, leads me to my favorite part about Greenhill.

There is a saying around here that goes “Greenhill isn’t the buildings, it’s the people.” When I first heard it, I just thought it was some cliché that Mr. Tom Perryman ’81, Assistant Head of School, told us.

But upon truly reflecting over the past 12 years, I’ve realized that it really is the people.

There’s a vibe and sense of community here that I haven’t heard of anywhere else. Our openness to talk about important issues and embrace diversity helps each individual grow and prepare for the real world. But just talking about them won’t get you anywhere. Truly being immersed in this community and getting to talk to your friends whose beliefs, values, and traditions come from all over is something

you don’t find at just any institution. I’ve discovered so much about myself through discussions with my peers. I’ve really grown up with some of my friends here, and we’ve all come a long way. Greenhill has the type of environment where everyone is pushing each other to be better people, learners, and friends, and it’s not just the students. The teachers and faculty want to see you grow and strive to be your best self. They are, without a doubt, some of the kindest and wisest people I’ve ever met. I’d even go as far as to call them my friends too. Because being able to have that open relationship with your teachers makes you a better student and a better person. It’s all these people that truly make Greenhill what it is.

Finally, I’d like to end on one small personal note. The last time I gave a speech was to be vice president for the school’s student council.

I got elected, but I wouldn’t have even run if it weren’t for my growth at Greenhill. In Lower School I was one of the shyest and quietest kids on campus. All of my teachers' comments were about how I didn’t talk enough in class. But through the years, I’ve gained confidence due to the endless encouragement and support of my family, teachers, and friends.

Greenhill has allowed me to discover myself and take advantage of the amazing opportunities the school offers. Believe me, I’ve only just touched the surface of my experience, much less the completely different — but equally amazing — experiences of any other person you’d find here. You can see why this place is more than just a school to me.

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DISCOVER

entrepreneurial innovation

chase feiger ’07 Chase Feiger is an entrepreneur focusing in the technology and healthcare fields. He co-founded Parsable, a startup to digitize manual workflow operations for industrial firms.

After completing medical school, he is now pursuing areas of innovation in healthcare technologies. tell us about your current pursuits.

Currently, I am the co-founder of a stealth-mode company in the overlapping areas of life science, health tech, and enterprise software. I came together with a team of life scientists, doctors, former Google product designers/ engineers, and top investors to change how health care gets delivered. This new company enabled me to combine everything I learned from building and scaling Parsable with my experience in medicine.

I'm also running an early-stage VC fund, focusing on healthcare, enterprise software, and consumer tech companies, as well as serving as a contributing writer for Forbes. To date, we've done over 20 investments in consumer companies such as Masterclass and Botkit (acquired by Microsoft) through enterprise software and health tech companies like Memora Health and Dynasty (acquired by Appfolio). Previously, I co-founded Parsable, which raised ~$80 million in funding from top Silicon Valley funds to develop the world's first Connected Worker platform. Today, our platform is used in more than 100 countries across Fortune 500 industrial, aerospace, food & beverage, energy, chemical, and automotive manufacturing companies.

can you recall any “moments of discovery” at greenhill that have informed your journey today?

The foundation for my way of thinking largely came from conversations with classmates, many of whom are entrepreneurs themselves. It also helped to have teachers at Greenhill who supported my outside-the-box way of thinking. My "moments of discovery" really did not hit until I was in my sophomore year at University of Pennsylvania. Thus, my advice to those future entrepreneurs who have not yet had a "moment of discovery" is don't worry! It's never too late!

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what would you tell greenhill students now who are interested in pursuing fields in tech startups?

I would tell them to focus all of their attention on market timing and customer development. Many entrepreneurs build overly complex technologies that will never achieve product-market fit due to poor market timing. Additionally, many entrepreneurs think they understand the pain and problem of a customer because of their own personal interaction with that pain. You do not understand the problems of your customers until you spend time with them. Get out of your home, office, lab, or classroom and go collect data!

are there any greenhill teachers that you credit for instilling in you a sense of discovery/curiosity?

I will credit Michael Legacy and Jack Oros who were not only outstanding math teachers, but two individuals who became my friends outside of the classroom. Furthermore, I will credit David Lowen and Trey Colvin who really support an individual's ability to "think differently." Lastly, Corbin Doyle and Michael Manes who really opened the creative side of my mind.

TH E D I SCOVERY ISSU E

DISCOVER your bank of ideas zoë marshall ’11 Zoë Marshall is a writer for both film and television.

In 2014, Zoë’s short film Passing was featured in the Short Film Corner at the Cannes International Film Festival.

Since graduating from USC’s School of Cinematic Arts, Zoë has worked on a handful of shows and pilots, including WGN’s Underground, Marvel’s Cloak & Dagger, and Counterpart on Starz. She currently writes for Charmed on The CW and is serving her first term on the Board of Directors for the Writers Guild of America, West. tell us about your current pursuits.

I’m currently writing on Season 2 of Charmed, developing a pilot for HBO and in rewrites of a feature film. All of my current projects are led by strong female characters of color, and look at the largely overlooked experiences (love, coming of age, family dynamics, etc.) of people of color in fun, nuanced ways.

can you recall any “moments of discovery” at greenhill that have informed your journey today?

It’s not a particular “moment” but I’m infinitely grateful for the way that Greenhill always encouraged my creativity and wide (borderline unfocused) array of interests. I played violin, spoke French, performed theatre, choir and debate, dabbled in oil painting, film production, read endless books and wrote many a (melodramatic) short story. Never once was I told to “pick one”. When it was time to apply to college, I was admittedly overwhelmed because I couldn’t pinpoint a singular pursuit for a course of study/career.

But as it turns out, my exploration of science, arts, literature — anything — is what led to my writing career. My job as a TV and film writer is to create worlds in my head and put them on the page. For example, I created a TV pilot that centers around high school debate. The lead of my current film speaks fluent French. I still play violin at home to release stress from work.

No experience at Greenhill (or in life) is wasted.

what would you tell greenhill students now who are interested in the fields of writing, empowerment, cultural competency, breaking down barriers, etc.?

Pursue anything that interests you. Creativity springs from experience.

You never know when a story will come from a night swim or a road trip.

Anything that challenges you is a deposit into your creative bank of ideas.

This is easier said than done, but don’t fear the first draft. The most helpful writing advice I’ve ever been given is that all writing is bad until it’s not.

Writing is re-writing. As you revise drafts, you shave away what makes a piece of work bad to fashion it into something excellent. Just get something on the page. That’s the first (and always the hardest) step. Everything only gets better from there.

are there any greenhill teachers that you credit for instilling in you a sense of discovery/courage?

Keith Nannie and Linda Woolley were impactful instructors for me.

Mr. Nanny was my advisor my first year on the Hill, and gave me the support I needed as a new student to jump headfirst into the areas of study that interested me. I’ve loved French since I was a kid but felt behind the eight ball when I started in sixth grade because everyone else began learning the language the year before. I had to work twice as hard to catch up, but Mr. Nanny supported me (without doing my work for me) and it led to a strong command of the language. I still speak French to this day, and incorporate elements of French New Wave Cinema into the character development of everything I write.

Mrs. Woolley is the most honest teacher I had. English and Literature were always my strongest subjects, but Mrs. Woolley held me accountable for my work in a way that kept me from resting on my laurels in my most confident subject. Her classes humbled me without crushing my spirit, inspired me without distracting me from the work that goes into great writing. From her it finally registered with me that being fully honest with myself and the caliber of my work is the only way I’ll write something good and worthwhile. It’s the reason I can check my ego at the door before stepping into the writers' room or on a notes call with the studio or network.

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TH E D ISCOVERY ISSU E

DISCOVER options in energy stephanie fishman ’09 Stephanie is a judicial law clerk with the Nuclear Regulatory Commission (NRC). The NRC’s mission is to regulate the nation's civilian use of nuclear materials and protect public health, safety, and the environment.

Stephanie is an advocate of nuclear energy as a remedy to climate change, and she contributes to energy innovation by drafting regulation plans for advanced modular reactors. Before law school, she spent four years working for the U.S. Department of Defense securing nuclear material overseas. She leveraged language skills and a technical background to manage projects in Kazakhstan, South Africa, and Jordan. It was not until she assisted in the drafting of nuclear regulations in Jordan that she was inspired to go to law school and become a nuclear lawyer. tell us about your current pursuits.

My current position with the NRC perfectly bridges my technical nuclear background and passion for energy regulation. I am at the epicenter of energy development. I work on projects involving advanced, small reactors, high-profile enforcement cases, and compliance with a variety of federal energy and environmental laws. A lot of people are afraid of nuclear power.

To promote innovation, it is important to discuss nuclear energy in our communities and normalize the language. In my free time, I participate on panels to dispel “radphobia,” and speak to motivate young women in pursuing fields of science and engineering.

can you recall any “moments of discovery” at greenhill that have informed your journey today?

Greenhill guides students toward aspiration and encourages freedom of thought. I am fortunate to have spent 14 years in an environment fostering that creativity. Senior year I took a painting elective. I recall the feeling of thriving – I loved creating something that would be shown for people to see.

I joked that I would one day become an artist. And while intending to be funny, it was in that moment that I discovered it did not matter what my future profession would be. Rather than envisioning a title — wanting to grow up to be a doctor, artist, etc. — Greenhill instead taught me to think more about what I wanted my days to entail. I discovered that I wanted my days to include complex problems, creative thinking, and crafting unique solutions.

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what would you tell greenhill students now who are interested in the fields of writing or advocacy?

Take it seriously. The writing program at Greenhill is rigorous and sometimes defeating. When I think back on Trey Colvin's English class, all I see is red. Red ink, red commentary on every page of a paper.

And while it was difficult to digest (I never earned higher than a “B”), those technical notes and high expectations transcend into all future writing. That feedback separated me from the academic pack in college, helped me earn the respect of high-level officials at the Pentagon who received my briefs, and made law school assignments (almost) fun.

Embrace the red ink because taking the English program seriously will equip you with a skill that impacts your everyday life.

Fill your summer with

FUN!

MAY 26 - AUGUST 7, 2020

Co-ed summer camps and classes Ages 3 – Grade 12

Artwork by Kaethe Thomas ’20

It’s time to fill your child’s summer with fun at Greenhill School! We welcome boys and girls, ages 3 to grade 12, for eleven weeks of summer programming, May 26 - August 7, 2020. Your child might conduct wacky science experiments, learn marketable babysitting skills, organize a lemonade stand with profits going to charity, practice mindfulness while making art, hone their athletic skills, design robots in STEM-focused makerspaces, dance hip-hop, and so much more.

Your child will make new friends, broaden their horizons, and most importantly, have the time of their lives while learning. Please visit our website for an exciting range of summer opportunities in academic enrichment, artistic fulfillment, physical development, athletics, moral awareness, and community responsibility.

View our amazing variety of classes and register at:

WWW.GREENHILL.ORG/SUMMER

Questions?

Vicki Truitt Director of Summer Programs 972.628.5490 summer@greenhill.org 51

ALUMN I

DISCOVER close connections

to the people of Dallas Mayor ERIC JOHNSON ’94

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A LUM N I

Since graduating Greenhill in 1994, Mayor Eric Johnson has always been an active and engaged alumnus.

After graduating from Harvard in 1998, he went on to earn his law degree at University of Pennsylvania and his Masters of Public Affairs at Princeton University. Prior to being elected as the 62nd Mayor of Dallas last summer, he served District 100 in the Texas House of Representatives. He even met his wife, Nakita Garraway Johnson '02, through Greenhill and the couple is raising two young sons.

tell us about a typical day as the mayor of dallas.

As mayor, every day is actually two days in one: There is the day you plan to have, and the day that actually happens. On Wednesdays, we have City Council meetings. Most days, we have meetings about issues that are of importance to the city. I speak with my staff, city management, council members, foreign dignitaries, other government agency leaders and heads of organizations. In between, I speak at events, talk to the media, and make calls. But seemingly every day, we also have to deal with unexpected challenges and issues that pop up.

The job is incredibly rewarding, but the pace is relentless, and I also have to find time to spend with my wife and my two young boys.

what would you say have been your greatest moments of discovery since assuming the mayor’s off ice in dallas?

Some of the greatest moments of discovery have been seeing how closely connected the mayor is to the people who he represents. I really get to see how the city government affects people’s lives. Serving in the Texas Legislature, I was always responsive to my constituents and felt closely connected to them, but I had less of a pull from them to be at different community gatherings, or to meet with them to discuss the issues impacting them on a daily basis. Within my first four months in office, I received over 2,000 requests for meetings and appearances. People truly want to see the mayor up close.

when did you discover within yourself that you wanted to serve in the public sector / run for off ice?

After college, many of my peers were drawn to Wall Street and finance.

I followed suit and went to work at an investment banking firm in Dallas. The money was great for someone like me who grew up in a working class family; I was making more than my parents had made combined during their peak earning years. And my friends and family were excited for me and proud of me. But something was missing.

I didn’t love working on potential mergers and acquisitions. I didn’t feel like I was serving a purpose. I felt lost and rudderless. Everything I had done in my life outside of school until then was about community service, and the job I had was purely about making money.

I wasn’t sure to whom I could turn to talk about my feelings. But I took a shot in the dark and emailed a young lawyer whom I had admired and had met once, briefly, when he came to speak at Harvard during my senior year. I asked in a long, rambling email what he would do if he were in my shoes. He told me to get out, and that I wasn’t disappointing anyone — I was just failing to be true to myself.

I recommitted to public service and got an internship in the state Legislature. The rest is history.

“Some of my greatest moments of discovery have been seeing how closely connected the mayor is to the people who he represents.” can you recall any moments of discovery at greenhill that informed your journey today?

Kids in my neighborhood growing up went to school in the neighborhood, hung out with other kids from the same neighborhood, and stayed in the neighborhood for just about everything. Meanwhile, I lived in two vastly different worlds: my neighborhood and Greenhill.

I got on a bus each morning to visit a completely different side of our city and meet kids from all different backgrounds, growing up in very different circumstances. I know that I would not be where I am today had I not had that opportunity, and it helps inform my understanding of all our city’s people and its challenges.

This interview was conducted in January, pre-COVID-19 pandemic.

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ALUMN I

former college counselor 100-year-old Rhea Wolfram at a "Chat n Chow" with Assistant Head of School Tom Perryman '81 and Lifetime Trustee Molly Fulton Seeligson '60.

head of school Lee Hark meets Former Head of School Phillip Foote at the New York alumni reunion.

getting reacquainted at the 1969 alumni gathering.

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Molly Bruder ’07 and Sophie Levy Zuckerman ’07 greet Legend Ron Ivery with hugs during homecoming week.

young alumni gathered in Austin at the regional reunion in November.

A LUMN I WELCOM E LETTER

Dear

Fellow Hornets, In keeping with our community theme of ‘discovery’ this year, I encourage you to discover

something new at Greenhill since your days on this campus! The Alumni Board and I strive to create interesting and meaningful opportunities for you to interact with fellow alumni and the school.

Our networking affinity groups are growing with the addition of two new industry-based

connection events for those in the real estate and legal industries, along with the second event for alumni working in allied health.

The Alumni Board recently announced the new Alumni Service Award in addition to the

Distinguished Alumnus Award. Nominations are accepted year-round so I encourage you to view our website for details on these two awards and thoughtfully consider potential honorees.

This spring, I am concluding my term as Alumni Board President and welcoming our new President, Clayton Lougée ’03, who will begin his two-year service in July. I am deeply grateful for the opportunity to serve the Alumni Association, composed of 70 years of alumni classes.

As always, please stay in touch on social media to learn about social, networking, and volunteer

opportunities. Your engagement and participation is important to us. The Alumni Board is here as a conduit and representative for you as alumni. We hope you will connect back to Greenhill School in a way that is meaningful to you.

Lauren Pritchard Goodman ’04

Alumni Board President, 2018-2020

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ALUMNI HIGHLIGHTS

A LUMN I H IGH I LIGHTS

Check out these events with familiar faces!

We are on the move, visiting and celebrating with alumni across the United States. This year, we visited five cities!

If you are interested in attending or hosting an event near you, contact Katie in the Alumni Office.

It was great to see so many alumni at the following events: 1.

7.

The tradition continued again this year with the alumni basketball and soccer games taking place in the same afternoon. Co-ed alumni teams challenged each other with graduates from five decades on the field and court. The stands were filled with current families, parents of alumni, and current students. Former Varsity Coaches Richard Hall, Herman Card, Jaye Andrews and Paige Ashley and current Varsity Coaches Laura Flanagan, Greg Krauss and Joey Sims were on hand catching up with former players.

volleyball match – august 2019

The annual alumni volleyball game brought out lots of former players to challenge the Varsity Boys team right before the school year began.

Representatives from four decades suited up and won again this year with former coach Keith Nannie heckling from the bench. It was great to see so many former players and their families!

2.

senior breakfast – october 2019

Greenhill seniors stepped into the spotlight during Homecoming week, receiving their coveted senior sweatshirts. Alumnus and current parent Izzy Nosnik ’99 shared a speech with the senior class that included comedy and counsel.

3.

4.

homecoming – october 2019

The campus was filled with a contagious welcoming and cheerful energy for Homecoming Week. Friday night festivities kicked off with the annual Homecoming Dinner catered by Babe’s Chicken Dinner House, followed by athletic competitions including volleyball, field hockey and football. The Class of 1969 participated in the coin toss as they celebrated their 50-year reunion.

5.

alumni winter sports day – january 2020

Alumni volleyball players showed they still have game by taking on the Varsity teams at the annual Alumni Volleyball game. Even though it has been at least five years since some of the alumni suited up for the Hornets, they played hard against their current counterparts.

Former Varsity Coach Keith Nannie managed the alumni bench.

10. & 11.

washington, d.c. and boston reunion – february 2019

Our expanded On the Road reunion tour took us to Washington, D.C. and Boston in mid-February where we connected with alumni at Firefly in Dupont Circle and Eastern Standard in the back bay of Boston.

If you are interested in offering an opportunity or would like to volunteer with us or just visit campus, please contact Katie Young, youngka@greenhill.org or 972.628.5521.

class of 1969 celebrates 50-year reunion – november 2019 Members from the Class of 1969 flew in from across the country to celebrate more than 50 years of friendship. The group connected through their shared Greenhill experiences while skimming through old Cavalcades. The evening ended with a twilight tour of campus and the Marshall Family Performing Arts Center.

6.

8. & 9.

new york alumni reunion – october 2019

We visited Manhattan for our annual New York gathering with more than 100 alumni attending several events in the city. Former Head of School Phil Foote and his wife Mary hosted dinner with alumni from his era one evening, and the next night, we connected with alumni on a rooftop patio. Our alumni shared great stories from their time at Greenhill and Head of School Lee Hark shared an update about current campus happenings.

holiday party – network bar, trinity groves – november 2019

austin and houston reunions – november 2019

We took a quick tour of Texas in the fall. Alumnus John Piermarini ’10 hosted us in Houston at his Rice Village boutique, Piermarini, where alumni from five decades connected. Our next stop was Austin where Lee and Katie connected with more than 30 alumni at Easy Tiger.

Congratulations to Karen Rupert Toliver '84

for winning an Oscar for best animated short with Hair Love!

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ALUMN I COM MON TH R EA DS

Alumni

common threads

A group of Greenhill alumni gathered and hiked the “Rim to Rim” trail, a 25-mile trek across the Grand Canyon last October.

Pictured from L to R: Michael Herndon ’02, Lucas Kohler ’01, Aaron Brown ’01, David Carter ’02, Jonathan Brajtbord ’02, Kent Siri ’01, David Harford ’01, Ben Brajtbord ’04 The long-time friends were seeking a challenge and figured the hike would be a great way to spend quality time together. The trail descends more than 14 miles and 6,000 feet to the bottom.

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A LUMN I COMMO N TH R EA D S

Meghana Ranganathan ’13

ted Talks

did you see these alumni ted talks?

Ilyse Hogue ’87

Covering topics ranging from climate change to mentoring, these presentations are sure to engage and enlighten.

Alumna Meghana Ranganathan ’13 spoke about humanity’s changing relationship with Earth’s ice at TEDxBocaRaton in October 2019. Meg is currently a third-year PhD student at MIT. She is a third-year Ph.D student in Climate Science at MIT.

Gender biases against women may be holding back society in more ways than you initially think. Ilyse Hogue ’87 explores how gender

bias prevent women from getting ahead and how society as a whole Sofia Babool ’18

can benefit from "The Women Effect." Illyse is the president of

NARAL Pro-Choice America, a reproductive rights lobbying and advocacy organization.

What do you think about when you think of "underdeveloped"

countries? What qualities do we associate with third world countries?

Sofia Babool ’18 suggests we reform our viewpoint on underdeveloped countries and associate its people with being full of potential. Sofia is currently studying neuroscience at the University of Texas at Dallas.

What did President Nixon's administration's mean for education and racial equality? The title says it all: educator and financier Byron Sanders ’01

Byron Sanders ’01 talks about Nixon, Babies, and Social Justice.

Byron is the president and CEO of Big Thought and a committed advocate for education, economic development, and creating equitable communities throughout Dallas.

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turning points ALUMN I COM MON TH R EA DS

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A LUMN I COM MO N TH R EA D

Weddings Zach Weinreb ’08 and Jaqueline Oshry February 15, 2015

Neta Tenenhaus Ruiloba ’03 and Joseph Ruiloba January 20, 2019

5.

1.

Michelle Van Rooyen ’09 and Andrew Raccasi June 15, 2019

3.

Kelly Dorber ’06 and Adam Hussein October 19, 2019

11.

5.

Leanne Donnell Woods ’14 and Chase Woods June 1, 2019

Jamillah Pate ’08 and Kyle DeGroat October 19, 2019

13.

Lindsay McCallum Rémy ’06 and Sébastien Rémy March 1, 2019

2.

Zoe Lynn Zaslav October 29, 2019 Ashley Rape Zaslav ’12 and Jordan Zaslav

10.

Haley Ryan Bodzy October 14, 2019 Matt Bodzy ’04 and Sara Scher Bodzy

4.

Mika Ruth Ruiloba November 4, 2019 Neta Tenenhaus Ruiloba ’03 and Joseph Ruiloba

12.

Olivia Paige Donner April 2, 2019 Kimberly Briant Donner ’03 and Michael Donner

6.

Asher Gavin Bates December 3, 2019 Kyle Bates ’07 and Amanda Bates

14.

8.

Brady Nash Thompson April 20, 2019 Stacy Nash Thompson ’96 and Tobe Thompson

Merielle Simone Simmons August 1, 2019 Malaika Staten Simmons ’03 and Mark Simmons

7.

9.

Edie Margolis Savell ’10 and Adam Savell October 26, 2019

Natalie Koonce Stracener ’12 and Andrew Stracener April 13, 2019

Births

10.

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C HAR LEY LEATH E R - I N M EMO R IAM

Charley Leathers Greenhill mourns the loss of the last living member of the 12 original founders, Charley Leathers on April 2, 2019. Leathers and Greenhill Founder Bernard Fulton met in the late 1940s at Texas Country Day School, where Fulton was the head varsity football coach, and Leathers was his assistant. When Fulton became the assistant headmaster, he and Coach Leathers swapped coaching responsibilities.

When Fulton was asked to start a coeducational school, the first person he turned to was Leathers. Leathers had such an avid following at the now-turned St. Mark’s School of Texas, that many boys transferred to Greenhill to be with him. Leathers coached football – compiling a 14-7-2 record in four seasons, including an undefeated season in 1951 – and also founded the boys basketball and track programs at Greenhill.

As Fulton’s right-hand man, Leathers even offered to go without a salary the first year in order to make budget. He is quoted: “I think the determining factor was that I had total faith in Bernard Fulton.

I knew I could get the money if I really had to have it . . . but I believed in his dream.” Leathers also chose Green and Gold for the school colors.

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Despite his short tenure, from 1950 – 1954, Leathers’ influence is felt to this day. Bernard’s daughter and lifetime trustee Molly Fulton Seeligson ’60 said, “He was really a man’s man. He didn’t have to stay [at Greenhill] very long. He made his mark so indelibly and so securely.”

Charley’s career after Greenhill took him to Waco, TX, St. Louis, MO, Roanoke, VA, and Reno, NV through Dr. Pepper Company and Coca-Cola Bottling Company.

“Charley had an infectious smile, twinkling eyes, charismatic personality, and a compassionate and loyal heart.”

His family said in his obituary," Charley had an infectious smile, twinkling eyes, charismatic personality, and a compassionate and loyal heart.”

His contributions to the world were great, and he will be missed.

In memoriam Edward Ansong ’13 April 19, 2019

Alec Becker ’19 February 6, 2020

Kasi Bendapudi

father of Tem Bendapudi ’98 and Ravi Bendapudi ’00

Ruth Kleinman

wife of former Trustee Harold Kleinman, mother of Max Kleinman ’89, and grandmother of Alex Kleinman ’07, Amanda Kleinman ’05, and Michelle Kleinman ’95 June 17, 2019

Michelle Meadows

mother of Lauren White ’05

February 17, 2019

August 17, 2019

David Berman ’85

Paul S Michaelson

August 7, 2019

Margarete Bulmash

grandmother of Brooke Bulmash ’17 and Grant Bulmash ’20 July 8, 2019

Carol Gene Cohen

Mother-in-law of Barbi Kreisler Cohen ’91 Grandmother of Ryan Pollack ’16 and Ben Pollack ’19; Aunt of Justin Small ’91, Macey Small Davis ’94, Meredith Small Wallace ’97, Todd Waldman ’95, Michael Waldman ’98 February 4, 2020

John Crates

father of Chandler Crates ’17, Cameron Crates ’18, and Campbell Crates (former student) December 28, 2019

Roberta Dillenback

grandmother of Brad Dillenback ’12 May 5, 2018

Myron Fine Grandfather of Samantha Fine ’12, Emily Fine ’15 and Jonathan Fine ’11 May 16, 2019

Lesley Singer Giorgadze ’95

father of Philip Michaelson ’89 August 6, 2019

Carol Drake Morgan

former faculty member, mother of Fiona Morgan ’93 and Margot Morgan ’97 December 25, 2019

mother of Susan Hurd Weil ’88 and Sherryl Hurd Swindler ’82 January 4, 2020

Kim Loehr Soto ’89 January 3, 2019

Donald Sundeen

father of Richter Sundeen ’06 June 22, 2019

Miriam Gutman Star

mother of Harold Star III '70 and Meri-Kay Star '73 January 2019

George Young

father of Cara Young '93 October 31, 2019

father of Randy Pearlman ’79, Gregg Pearlman and Stuart Pearlman ’77 April 17, 2019

Alan Peppard ’81

brother of Katherine Brewer ’74 and Mary Ann Peppard ’79 June 8, 2019

James Pratt

father of Sabrina Pratt ’77 and former student Alexandra Pratt November 6, 2018

Don Read

father of Alison Read ’92 and Sarah Read Gehrenbeck ’89 March 21, 2019

September 15, 2018

Beverly Jean Button Hurd

January 29, 2019

Aaron Pearlman

March 19, 2019

February 17, 2020

father of Loren Sobel ’85

February, 14, 2019

Paula Barnes Schrauff

Grandfather of Hunter Hayden ’11, Madison Hayden ’13, and Torri Hayden ’15

Richard Sobel

Dwight Morss Murray, Jr. ’73

wife of Matsi Giorgadze ’95, sister of Emily Singer Harrow ’96 and Stacy Singer Stone ’93

James Hayden II

I N M EMO R IAM

wife of Chris Schrauff ’87

Sally Estes

former greenhill board chair, 1983-1986 Mother of Kris Estes '80 and Risser Estes '83

Sylvia Silven

former faculty member from 1978-1995

Sally was the first woman to serve as chair of Greenhill's Board of Trustees.

September 5, 2019

September 10, 2019

Jim Slade Simon ’87

Photo: © John Derryberry

August 15, 2018

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N EW EN DOWM ENTS

TWO NEW ENDOWMENT FUNDS STRENGTHEN COMMITMENT to EXCELLENT TEACHING and LEARNING Greenhill School is pleased to announce the creation of two new endowment funds this year, brought to us with generosity, sentiment, and goals for the future.

wes kittleman impact award fund Established August 2019

This new endowment fund will support the creation of a student-choice award for Upper School faculty members. Established by Alexandra and Johnny Chilton ’78 in 2019, (pictured above with their son J.P. Chilton '10) , the award is named in honor of one of Chilton’s most memorable teachers, Wes Kittleman, the “heart and soul” of Greenhill in the ’60s and ’70s. During Kittleman’s tenure from 1961 – 1983, he served as business manager, Upper School math department chair, summer school director, director of admissions, and head tennis coach. This award will be given annually to one Upper School faculty member for their positive and transformational impact on students.

Each year, members of the senior class will nominate worthy faculty members, and all Upper School students will vote through a process conducted by the senior class officers in collaboration with the Head of Upper School.

“Wes Kittleman was an inspiration to me during my time at Greenhill,” shared Chilton. “I know that Upper School faculty often have a transformational impact on their students, and Alexandra and I are honored to provide a tangible way for students to recognize their teachers.”

“Our hope is that all of our students will be inspired by a Greenhill teacher like Wes Kittleman inspired Johnny,” said Head of School Lee Hark. “I am grateful to Alexandra and Johnny for their generosity in establishing this gift and for giving the students the opportunity to show gratitude for their relationships here at Greenhill.”

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N EW EN D OWM ENTS

oleta willard academic fund Established January 2020

Greenhill School is pleased to announce the creation of a new endowment fund, the Oleta Willard Academic Fund to aid academic support.

This fund has been established thanks to a generous gift of $100,000 from her son, Steven Willard and daughter-in-law Barbara Hoffman.

The Oleta Willard Academic Fund honors their mother’s career at Greenhill School as an academic language therapist for more than 20 years. Oleta’s work improved the lives of hundreds of students. She enriched their scholarly experiences, bolstered academic self-confidence, and enabled them to achieve greater educational success. Stories of Oleta include that she exuded kindness, patience, genuine appreciation, and fondness for her students.

She would wait at the door to her office for each student to show up, and they would light up when they saw her. She was able to connect with each student, regardless of their particular challenge. Her efforts and her expertise allowed many students to have success at Greenhill when they might have struggled otherwise. Oleta was a game-changer for a whole generation of young students in our Lower School.

This new fund will support students with potential learning differences and will be directed to evaluation, diagnosis, therapy, and tutoring services.

Through this fund, Oleta’s passion and legacy will endure for generations to come.

We are grateful to the Willard family for this impactful initiative!

Growing our endowment is a continuous priority for Greenhill School In a market where some of our peer schools have larger endowments, we are appreciative of all charitable gifts to strengthen the future sustainability of our school. If you would like more information on our endowment funds please turn the page, or visit:

greenhil.org/giving/endowment

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GR EEN H I LL EN DOWM E NT FU N DS

Greenhill Endowment Funds A robust endowment is an essential component of every successful nonprofit institution, and this is even more relevant in the independent school landscape where fiscal challenges are mounting. In a time of rising tuitions and increasing need for financial aid among many families, the case for a strong endowment to ensure long-term budget relief and financial sustainability is evident.

If you would like to contribute to eligible funds, or create your own fund, contact: Susan Holmes, Chief Advancement Officer holmess@greenhill.org 972.628.5501

GENERAL FUNDS

FACILITY FUNDS

FACULTY ENRICHMENT FUNDS

FINANCIAL AID

General Endowment Fund Julie & David Fields Honorary Fund Phillip G. Foote Endowment Fund

Arun Stewart Memorial Faculty Enrichment Fund Bauman Family Faculty Enrichment Endowment Dorothy Jane Kassanoff Faculty Enrichment Fund Elaine Velvin Faculty Tuition Assistance Fund Frankel/Thum Challenge of Excellence Faculty Enrichment Fund General Endowment for Faculty Salaries Parents’ Association Faculty Endowment Fund Scott A. Griggs Faculty Endowment Fund Trustee Fellowship Grant Endowment Fund Wes Kittleman Impact Award Fund

CURRICULUM & PROGRAM FUNDS

Ann & Ray Perryman Archive Fund Barnes Memorial Fund in Memory of Pam Barnes '00 Bernard L. Fulton Lecture Endowment Corbin Doyle Honorary Fund Edward E. Ford Technology Endowment Fund Ken & Becky Bruder Cultural Arts Fund Kim Williams Service Fund Muriel Seldin General Endowment for Cultural Arts Oleta Willard Academic Fund Primer Endowment Fund Technology Endowment Fund

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Athletic Complex Endowment Fund Great Expectation Facilities Endowment Fund Tennis Maintenance Endowment Fund

Andrew Family Financial Aid Fund Christine Eastus Scholarship Fund David Warren Leatherbury Financial Aid Fund Dr. Anson L. Clark Memorial Financial Aid Fund Duncan S. Brown & Gavin F. Brown Scholarship Fund Edward E. Ford Foundation Financial Aid Fund Fulton Family Financial Aid Fund General Endowment for Financial Aid Greenhill Employee Legends Financial Aid Fund Harold & Mae Star Financial Aid Fund Jacob Earle Financial Aid Fund Jane & Wes Kittleman Financial Aid Fund Jennifer Goodnight Maalouf Financial Aid Fund Kathy Wells Memorial Financial Aid Fund Michael L. & Carol B. Davis Financial Aid Fund Parents’ Association Financial Aid Fund Ronnie Freeman Financial Aid Fund Ruth Agnich Financial Aid Fund Scott Buchanan Memorial Scholarship Fund Todd & Mindy Williams Endowment Fund Zale Foundation Financial Aid Fund

The year of

I N M EMO R IAM

See what discoveries you make possible.

Gifts to Greenhill Fund make discoveries possible every day for every student!

Our Preschoolers are making discoveries through SMU’s Maker Education program. Lower School students discovered new math curriculum, while Upper School science realigned for a more consistent experience across each grade.

Finally, Middle School faculty discovered how to incorporate social and emotional learning techniques in their classrooms. We’ve reached 95% of our goal of $1,750,000 because of our generous community of alumni, faculty, grandparents, and parents. Thank you!

thank you to our 2019-2020 greenhill fund volunteer team! board chair

co-chairs, alumni

co-chairs, development committee

co-chairs, major gifts

Holland Gary ’93

Jeff & Mary Whiting Puckett

Adriana Perales Linda Wimberly

greenhill fund leadership 2019-2020 co-chairs

Pilar & Jay Henry Carola & Doug Rayburn Melissa & Matt Rubel Joy & Jordan Sebold

co-chair, grandparents Debby Ackerman

Catie & Aaron Enrico Tracey & Chris Kennedy Selwyn Rayzor & Rich Moses

grade captains

co-chairs, new parents

Kamini Mamdani Natalie & Michael Waldman ’98

co-chairs, alumni Matt Bodzy ’04 Shan Zaidi ’05

Stacey & Jason Beatey Leslie & David Benners Yasmin & Vik Bhatia Kathy & Gary Bridges Alice & Kevin Chou O'Malley & Ben Dishman Saleema Syed & Omer Farooque Michelle Garza ’95 and Joel Garza Joanna & David Greenstone

Dana Starner & Kenji Hashimoto Karlyn & Grant Herlitz Jane & Michael Hurst Tracey & Chris Kennedy Rachel Ladin ’91 and Brian Ladin Rosalind Lynam & Matt Pikar Sandy & Rob Millimet Leigh & Jeff Morales Susan & Doug Ness Tricia & Brian O’Brien Louis Okon '93 Tracy & Kent Rathbun Julia Selfridge Grace & Stanley Smith Jennifer & Nate Stinchcomb Sanober & Nabeel Syed Beth & Bryan Thomas Donna & Sebastian Vos Marianna & Jon Yellen Joanne & Joe Yurich

Questions about Greenhill Fund?

Contact Robert Clements, Director of Annual Giving, clementsr@greenhill.org, 972-628-5681

it’s not too late to give! www.greenhillfund.org 67

WHY I GIVE

Learn more about the Fulton Society at www.greenhill.org/giving/planned-giving

giving back by looking ahead

Rick and David Harnden Join the Fulton Society Rick Harnden ’63 started at Greenhill as a five-year-old in 1951.

From Greenhill, Rick went on to Yale and Rice, earning a Ph.D. in

His sister, Peggy H. Walter ’66, was three years behind, and his

astrophysics and serving the Harvard Smithsonian Center for

brother, David ’67, four years. Their grandfather, Charles Hodge

Astrophysics and NASA Headquarters in his distinguished career.

Jones, was a friend and close advisor of Founder Bernard Fulton

He now lives in southern New Hampshire on a lake in the woods.

and taught Latin and Greek. In the 1953 Cavalcade dedication, Mr. Jones is credited with doing “more than his share toward helping Greenhill up the steep ladder of success.” The yearbook also salutes his signature car. “Our family called him Topdown due to his 1940 convertible coup,” Rick remembers.

Through an invitation from fellow alumni, Will Fulton ’68 and Molly Fulton Seeligson ’60, Rick and his brother, David, went to a luncheon event in March of 2019. Molly and Will made a compelling pitch to establish a legacy gift to Greenhill. “This hit me at the perfect time,” says Rick. “I was in the process of

Rick was the first student to go to Greenhill through all twelve

establishing a legacy program for a nonprofit I founded in New

consecutive years and graduate. His memories are filled with

Hampshire, and to add the Fulton Society to that process was a

influential teachers. “Bob Conlee taught me math in fourth grade

piece of cake!” Rick credits Molly and Will with the inspiration to

and I realized I loved it. Mr. Fulton reinforced that love of math as

spur him on. “I was meaning to do it for years and it never went

my teacher in seventh grade. Other influential teachers included

anywhere. When I heard their pitch, I knew it was meant to be.”

Mildred Fulkerson, who instilled in me a love of English grammar, and Bill Garrison, who taught me calculus and physics. Outside the classroom, Bernard Fulton coached our six-man football team and we won that season!”

Rick defines it as an easy way to give back for all the benefits he received as a student. “It also doesn’t cost you a penny while you are living!”

Greenhill thanks the Harnden families for their generous contribution to the future of our School.

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Greenhill Board of Trustees 2019–2020

The Hill is published once a year in the spring by the Communications and Advancement Offices.

off icers

COMMUNICATIONS

Holland P. Gary '93 Chair

Roy S. Kim '88

Assistant Chair/Secretary

Grace Smith

Finance Chair/Treasurer

trustees Leslie Benners Yasmin Bhatia Joe Chu Albertina M. Cisneros Koshi Dhingra, Ed.D. Aaron Enrico David Fox Lauren Goodman ’04, Alumni Board President, ex-officio David Greenstone Lee J. Hark, Head of School, ex-officio Kenji Hashimoto Jay Henry Karlyn Herlitz Zack Hicks Joan Hill, Ed.D. Rachel Ladin ’91 Jet Li Marlo Melucci Rich Moses Adriana Perales David Podolsky

Kaitlin Prieur, PA President, ex-officio Tracy Rathbun Jennipher Rice, PA President-Elect, ex-officio Augusto Sasso Ashley Scheer Hardeep Sehgal Bruce Sostek Bharti Subramanian, Ph.D. Beth Thomas Clifford Weiner Lori Whitten Linda Wimberly Bing Xie Jeff Zlotky

former board chairs electing to serve ex-officio Mike Halloran, Trustee since 2002 David L. Johnson '67, Trustee since 1987 H. Ronald Nash, Trustee since 1987 William E. Rose '85, Trustee since 2003

lifetime trustee

Rusty Jaggers, Trustee since 1994 Daniel T. Phillips, Trustee since 1997 Molly Fulton Seeligson '60, Trustee since 2009

Please look for our digital edition in the summer and our digital annual report in the fall.

Kerry Shea, Director of Marketing & Communications Emily Wilson, Creative Director Joe Monaco, Web & Media Services Manager

ADVANCEMENT

Susan Holmes, Chief Advancement Officer Annie Carter, Parents' Association Liaison & Director of Community Events Robert Clements, Director of Annual Fund & Major Gifts Clint Dawley, Director of Advancement Services Kristy Joiner, Advancement Services Associate Alina Salgado, Donor Relations Associate Katie Young, Director of Alumni Relations

Comments? Story Ideas?

Contact Emily Wilson wilsonemi@greenhill.org 972.628.5488 Facebook.com/GreenhillSchool Twitter.com/GreenhillSchool @GreenhillSchool

Be sure to visit www.greenhill.org for the latest school news, photo galleries, sports scores, and more!

For an online version of this magazine, visit www.greenhill.org/thehill

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(c) John Derryberry

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