Fall 2023 Hockaday Magazine

THE HOCKADAY SCHOOL MAGAZINE | FALL 2023

CELEBRATING Hockaday’s New Athletics and Wellness Complex

Believing in the inherent worth and dignity of all people, The Hockaday School is committed, within the context of its educational mission, to build and maintain an inclusive community that respects the diversity of race, ethnicity, national origin, religion, sexual orientation, family composition, socioeconomic status, and talents of its members.

This commitment to diversity and inclusion is vital to educating and inspiring Hockaday students to lead lives of purpose and impact as resilient, confident women.

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FEATURES

Science and Social Impact in Lower School A new class in Third Grade brings food insecurity to the forefront. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lifelong Learning Faculty members bring back new knowledge from their world travels .. . . . . . . . . . . . . . . . . . . . . .

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Convocation and Installation Ceremony Hockaday kicked off the year with a special ceremony to officially install Dr. Laura Leathers as Eugene McDermott Head of School. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Growing by Leaps and Bounds Introducing Hockaday’s new Athletics and Wellness Complex. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The HPA Benefit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Alumnae Cocktail Party. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Remembering Victoria Dai (Class of 2029). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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DEPARTMENTS

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Perspectives On Campus Class Notes Milestones Alumnae Spotlights

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Hockaday Magazine A Publication of The Hockaday School For over a century, the Hockaday community—students, faculty, staff, alumnae, parents, grandparents, and friends— have had a positive impact on one another and on the world in which they live. The Hockaday Magazine, published biannually by the School’s Communications Office, strives to articulate that impact—in the past, in the present, and in planning for the future. The magazine also seeks to highlight the activities of the School and its alumnae, as well as to help define and analyze topics facing our entire community.

EDITOR

Sara Stoltz Director of Communications PHOTOGRAPHY

Sally Hudspeth ’87 Associate Director of Communications DESIGNER

Anne Bryant Creative

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PERSPECTIVES When I became Eugene McDermott Head of School, one of my top priorities was to communicate clearly, effectively, and regularly with our faculty and staff.

I experimented with various ways to communicate each week. Beyond the standard emails about calendar dates and upcoming events, I wanted a way to engage them with different ideas, thought leaders, and trends in education.

However, if you’re anything like me, you send and receive hundreds of messages every day.

Last year, I read the book, Smart Brevity: The Power of Saying More with Less, which claims to teach the reader how to write clearly and get your ideas across quickly, so that people will read and get your point. As a result, my weekly email format morphed into a “Top Five” list every Friday. This list form seems easier on my brain at the end of the week, and I can quickly skim the topics and see what might be of interest to me.

The top five items can range from links to professional development opportunities, interesting articles or podcasts to a shoutout to a teacher or staff member, and the list might even include a bit of Hockaday trivia!

In the spirit of my weekly “Top Five” email to faculty and staff, here are my top five for the fall:

1. Faculty and Staff read this article (click on QR code for link) from Leadership + Design, focused on the course catalog of the future. I asked them to send me their thoughts on what course they would add to a modern, innovative course catalog?

2. I just started reading Writing for Busy Readers by Todd Rogers and Jessica Lasky-Fink. Building on their research in behavioral science, the authors outline cognitive facts about how people actually read and distill them into six principles that will transform the power of your writing: • Less is more • Make reading easy • Design for easy navigation • Use enough formatting, but no more • Tell readers why they should care • Make responding easy

3. One quote from Atomic Habits author James Clear that’s on my mind:

“Failure is most useful when you give your best effort.

If you fail with a lackluster effort, you haven’t learned much.

Perhaps you could have succeeded with a proper focus.

But if your best effort fails, you have learned something valuable: this way doesn’t work.”

4. I’ve been enjoying Adam Grant’s Work-Life podcast recently and thought that this episode on team culture was great. Seattle Seahawks coach Pete Carroll talks about building team culture and says it comes down to strong relationships that extend beyond the field and last for a lifetime. Listen at the link in the QR code!

5. Some fun Hockaday trivia: Until the introduction of soccer in the mid-seventies, the major field sport at Hockaday was speedball. It’s a combination of a few sports, and points are scored by throwing or kicking the ball into the opposing goal.

We have enjoyed a wonderful start to our school year. We are grateful for the end of campus construction and amazed by the transformation of our campus—as you flip through the pages of this edition, you will see what I mean! As always, we are grateful for your support of our beloved School.

My best,

Dr. Laura Leathers Eugene McDermott Head of School

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ON CAMPUS

FORM IV STUDENTS NAMED 2023 NATIONAL MERIT SEMIFINALISTS Twenty-four Seniors were named National Merit Semifinalists in the 69th annual National Merit Scholarship Program, a national academic competition for recognition and scholarship that began in 1955. The Semifinalists are: Sanika Agarwalla, Sophia Braskamp, Eleanor Browne, Jessica Cai, Elise Cho, Jessica Chung, Angelina Dong, Angela Fan, Defne Gurun, Layo Isaacs-Sodeye, Aadya Kuruvalli, Kaelynn Lee, Grace Little, Lily McKenna, Bridget Qiu, Isabelle Raymond, Anisha Sharma, Margaret Thompson, Ariana Wang, Lydia Wissel, Yoyo Yuan, Kimberly Zhang, Sophia Zhang, and Julia Zhao.

EIGHTH GRADE MUSICAL The tradition of the Hockaday musical goes back to 1954, when Hockaday became the first school in the Southwest to do a full-book musical—the tradition of the Eighth Grade Musical followed soon after. This year, Eighth Graders worked hard on set design, prop building, scene rehearsal, and choreography to put on an incredible production of Matilda, JR. in November.

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STUDENT EDITORIAL PUBLISHED CLASS OF 2024 NATIONAL RECOGNITION AWARDEES Several Class of 2024 students were recognized for excelling on College Board assessments and in their classrooms. National African American Recognition Award winners include Alyssa Anderson, Zariah Arrington, Hanna Asmerom, Yanet Bisrat, Ryan Brown, Olivia Burls, Avery Jackson, Chloe Johnson, and Jaden Thomas.

National Hispanic Recognition Award winners include Alexandra Cox, Margaret Coleman, Nadia Gomez, Giselle Moctezuma, Olivia Zambrano, and Elena Zeballos.

Lillian Sells (Class of 2026) was published in the Sunday edition of The Dallas Morning News in August for an opinion piece she wrote in her Intro to Journalism class about education around menstruation for boys. “I had heard stories and seen statistics about how uneducated boys were on this topic, so I decided to do further research,” she said. “I found that it is a much bigger deal than I ever thought.” After submitting the assignment, her teacher, Hunter Folsom Lacey ’12, reached out and helped her edit the piece for submission to the paper.

FOURTH GRADE PIN CEREMONY Fourth Grade Daisies received their pins in September as they stepped into their roles as leaders of the Lower School.

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FORM IV STUDENTS NAMED 2023 NATIONAL MERIT COMMENDED SCHOLARS Thirty-six students from the Class of 2024 have been selected as Commended Students in the 2024 National Merit Scholarship program.

These students are among 34,000 high schoolers recognized throughout the nation as the top 50,000 scoring students who entered the competition by taking the 2022 Preliminary SAT/National Merit Scholarship Qualifying Test. The Commended Scholars are: Myesa Arora, Kailey Bergstedt, Meredith Burkhart, Caroline Bush, Ashley Chemmalakuzhy, Phoebe Chen, Madeleine Chen, Sophia Chen, Siri Cherukuri, Haley Chu, Alexandra Cox, Christina Ding, Christina Dong, Paige Glowacki, Teva Goldstein, Nadia Gomez, Stella Grabham, Diya Hegde, Taylor Hua, Aarnah Kurella, Annie Li, Emma Madden, Elizabeth McNeil, Giselle Moctezuma, Sidney Murray, Anisha Puri, Laya Ragunathan, Sofia Sethuraman, Lauren Shaw, Lilly Simons, Zoe Stone, Sum Yu Tian, Bennett Trubey, Caroline Warlick, Stella Wrubel, and Emma Zhao.

LOWER SCHOOL ARTIST HONORED Aarya Doddapaneni (Class of 2032) was awarded the Top Artist prize for her self portrait in the I Am Texas Art and Writing Contest and had her artwork displayed at the State Fair of Texas. The competition, sponsored by iWRITE and The Bryan Museum, gives students opportunities to build confidence, use their voice, and preserve our Texas history by bringing it to life for the next generation. “I love the Bluebonnets, the state flower of Texas, and portrayed them in my artwork,” said Aarya. “I also portrayed Armadillos which are the state small mammal of Texas. I read that Armadillo possess many remarkable and unique traits, some of which are similar to that of a true Texan, such as a deep respect and need for the land, the ability to change and adapt, and a fierce undying love for freedom.

I portrayed the Texas landscape in the background with some rocks and cactus.

I love Texas and am proud of being a Texan!”

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SOCIAL IMPACT

SCIENCE AND SOCIAL IMPACT Students learn how small changes can have a big impact

Science and Social Impact (or SSI) is a new Third Grade course this year designed to merge the Third Grade social impact theme of food insecurity with the sciences connected to the topic. The course is team-taught by science, social studies, and social impact faculty.

“This fall, we focus on ‘filling our toolkit’ and then, in the spring, we will ‘open our toolkit’ and take action,” said Amy Banks, Lower School science teacher. “The girls will learn and use design thinking skills to develop plans for projects they want to carry out.”

The class explores the topic of food insecurity by delving into topics such as hunger versus food insecurity; what happens when your body eats food; how lack of food affects growth, how it feels emotionally to experience food insecurity, where food comes from, what a food desert is, how calories are used as fuel, food preparation, and safety, and what actions are being taken concerning food insecurity.

“We brainstormed this in the summer,” said Ms. Banks. “It’s a great theme, mostly because it’s something that the kids can readily empathize with. It’s easy to imagine there’s no food—they’ve all been hungry at some point. But most haven’t experienced food insecurity, so this is a new thing for them. It’s more than packing food—sympathy is one thing, but empathy is another.”

The class brings in different curricular experts to teach an aspect of food insecurity. Lower School counselor Julie Gordon read a book about a girl experiencing hunger and had the class role play different actions based on the story. The class will visit the dining staff to talk about food preparation, work with social studies faculty to learn about food deserts on maps, and hear from the school nurses about why your body needs food. The Third Grade will also plant fresh produce in the Giving Garden to donate to a food bank and visit Bonton Farms and the Marcus Elementary food pantry set up by Hockaday students.

The spring activities will also provide opportunities for Third Graders to connect with Middle School and Upper School classes and clubs working to impact the issues of hunger and food insecurity.

“We created this class because I want students to discover the science behind food and nutrition, and I want them to empathize with those who are experiencing food insecurity and to understand why it’s a complicated problem,” said Ms. Banks.

“Interdisciplinary classes have proven to be incredibly successful, and I think this class is a perfect example of teachers collaborating with the Institute for Social Impact to create something incredible,” said Laura Day, Director of Innovation and Collaboration.

Lower School Counselor Julie Gordon reads to the class.

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FACULTY

LIFELONG LEARNING Faculty Dedicate Summer to Enriching Knowledge

Like Hockaday students, the faculty at Hockaday are also learners. The Hockaday Tenets of Faculty Excellence guide our faculty and staff in their daily actions with each other and with students. While each teacher has the opportunity to participate in a major conference or professional development opportunity every three years, most faculty engage in additional workshops, conferences, and seminars each year. From attending national and international conferences to pursuing advanced degrees and study grants, our faculty take part in a wide range of professional development opportunities during the year.

KATHRYN HODGKINSON

History Department Chair, Upper School History Teacher MAJESTIC BALKANS TOUR (ROMANIA, BULGARIA, NORTH MACEDONIA, ALBANIA) There were incredible takeaways from this venture, many of which enhanced my overall historical knowledge as well as specific knowledge of the Balkans area. The journey also instigated additional personal research and will inform the lessons I teach in the future. Specifically, there were two main themes that permeated the entire trip; the role of Ottoman occupation in the culture and history of the Balkans and the impact of communist rule.

I am extremely grateful to Hockaday for this amazing opportunity.

The trip had a major impact on me as a historian and as a World History teacher. It is especially meaningful to students when a teacher can relay personal experiences in the classroom. They will benefit from my increased knowledge of an important area of the world and my appreciation for how the study of history provides insight into our world today.

RENEE LAFFITTE

Middle School History Teacher OXBRIDGE TEACHERS SEMINAR: WHY HISTORY MATTERS (ENGLAND) The intent of the course was to enrich what happens in the classroom and to analyze the questions facing western cultures today, notably how to address the past in relationship to the present. Each day began with a discussion about a specific topic, and then the group examined history in and around Cambridge.

We discussed the bones found at St. John’s College, remains from when it served as a monastery, and we visited the newer academic buildings on the other side of town.

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I was inspired by the location and the people who attended the Cambridge Teacher’s Seminar. I know Hockaday is amazing, and it was clear to me through speaking to others that my experience is not the same as everyone else’s. I am intrigued by the English system; it is very specialized and features one-on-one conferences with professors. I am already thinking about how I can bring that relationship into my classroom. I felt validated that the individual conferences I currently do with each student after they write a paper are meaningful and important. I will make some choices in curriculum and time so I can maintain the individual paper conference with students to discuss their writing.

girls more time to spend in the classroom. By the end of the conference, I felt revitalized by all the expertise, information, and teaching language trends discussed throughout the week.

SUSAN SANDERS

Visual Arts Department Chair, The Nancy Penn Penson ’41 and John G. Penson Distinguished Teacher in Fine Arts ARTIST’S RESIDENCY, DOMAINE DE BOISBUCHET (FRANCE) During my residency, I developed my own art while working side-by-side and in collaboration with artists, writers, designers, filmmakers, and researchers from around the world. Over the course of the two weeks, I explored an older body of work and developed a new series that capitalizes on through-lines of technique and concepts central to my studio practice.

I worked with artists ranging from award-winning, established practitioners with mature styles to recent college graduates aspiring to mesh virtual reality with patterns of small forest creatures. Included within the group were designers sponsored by their countries of origin working on a variety of eco-design projects, including the development of sustainable ways to produce biochar, which could then be used in product design.

As a result of seeing the work of these artists, the exploration of artistic expression relating to climate control and how we inhabit the earth are themes I intend to bring to my teaching practice.

I also connected with several international artists interested in virtual classroom studio experiences with my Hockaday students.

The residency broadened my understanding of what is possible and reinvigorated my sense of curiosity.

WHITNEY SCHIMMING

Upper School Spanish Teacher

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Upper School Spanish Teacher 105TH AMERICAN ASSOCIATION OF TEACHERS OF SPANISH & PORTUGUESE (AATSP) ANNUAL CONFERENCE (SPAIN) As I explored the sessions, I felt energized and motivated to renew my professional development with the questions posed by the conference’s executive director: Who owns Spanish? How are new technologies continually redefining our teaching? What is new in cultural and literary studies? What is new in the ever-evolving linguistic landscape? How do we reward, assess, and motivate our students? How do we improve learning for our students through research-driven practice?

I had a special interest in finding the best pedagogical ideas for extended classes, as our new schedule gives us and the

105TH AMERICAN ASSOCIATION OF TEACHERS OF SPANISH & PORTUGUESE (AATSP) ANNUAL CONFERENCE (SPAIN) I began my trip in Madrid, a place where I spent time as a student.

I enjoyed seeing things I had seen before, such as the famous art of the notable museums in the city like “Las Meninas” in the Prado Museum and Picasso’s “Guernica” at the Reina Sofía. As a student, I was fixated on the Spanish Golden Age, but I am currently more focused on the Spanish Civil War, so I enjoyed studying more contemporary Spanish art and history. I plan to incorporate some of the art centered on the role of Republican women from this exhibit into my Honors Senior Literature class when we study early 20th century works. I am also excited to integrate information about the Muslim ruins near La Catedral de la Almudena into my Spanish II curriculum.

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One of my favorite sessions at the conference was titled, El tango como acceso a la cultura rioplatense en la enseñanza del español. The presenter, Makela Brizuela from Pitzer College explained how she uses the Tango to teach the culture of Buenos Aires to her students. Now that our class meetings are 100 minutes, things like brain-breaks will be more necessary than ever. What better way to bring life, culture, and fun to the Spanish-language classroom than with dancing the Tango?

Another fascinating session I attended was titled, “Unamuno y asesinos: Teaching the Spanish Civil War and the Franco-era with Film and Television.” I will use what I learned from him about how to effectively engage intermediate Spanish students in the study of poetry.

“Now that our class meetings are 100 minutes, things like brainbreaks will be more necessary than ever. What better way to bring life, culture, and fun to the Spanish-language classroom than with dancing the Tango? ” AMY SNYDER

Upper School Science Teacher CHEMED 2023 (CANADA) ChemEd is a biennial gathering of high school and college Chemistry instructors to share best teaching practices, pedagogy, research, and lab experiences to improve chemistry education.

I presented a session based on a ChemEd X article I wrote about preparing for lab experiments. I picked up some tips about flipping my classroom and providing in-class support and resources for my students without inducing cognitive overload from other ChemEd X authors’ presentations. I’ve since created an Edpuzzle course and re-designed Environmental Chemistry to include flipped lessons in lieu of homework.

I also saw how a school in Wisconsin has adapted their learning targets to be scaffolded in complexity, and mastery at each level determines a clearly defined and transparent grade. I hope to work with our Chemistry team on adopting this idea in the next year or so. They also used a two-day lab practical for each unit summative assessment, and I loved how that integrates higher level thinking and skills application, as well as our Tenets of Science.

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PRENTISS GRANTS In 1999, Michael and Patricia Prentiss established a professional development endowment fund in the names of their two daughters, Paige Prentiss Coulman ’92 and Kennedy Prentiss Herrington ’99. This generous gift is part of Hockaday’s Endowment Fund and allows teachers to enjoy summer travel experiences and education.

The Prentiss Grant rotates among the three divisions, and this summer, recipients from 2020, 2021, 2022, and 2023 traveled due to previous Covid-related travel restrictions.

LISA DWINAL

Middle School Science Teacher PRENTISS GRANT: CULTURE, CORAL REEFS, WATERWAY SYSTEM AND SEA TURTLES (JAPAN) As educators, we do our best to bring the “real world” into the classroom to help our students make global connections, build empathy, and gain knowledge to help scaffold their learning.

Visiting Japan this summer helped me build a diverse library of knowledge and media that will allow me to bring the real world into my Sixth Grade science classroom.

This experience started in Tokyo where I visited many historical sites, museums, and aquariums. I learned how water management helped make Tokyo a prosperous city, which eventually led to it becoming the capital of Japan. I visited temples and shrines in which water plays a huge role in the ceremonial cleansing process upon entering the religious grounds. I attended a traditional tea ceremony where I drank out of a 300-year-old bowl and learned about the importance of tea in the Japanese culture.

In Okinawa, I learned how the island has adapted to the lack of freshwater access by adding water collecting cisterns to their roofs. On the small island of Ishigaki, I was able to take a boat tour to see and record media of sea turtles, blue coral, and other amazing Japanese sea life.

From Osaka, I took a highway bus to a small town where I was able to take a boat to observe the Naruto whirlpools during spring tide. The video I captured is outstanding and will lead to wonderful discussions of how tides, topography, density, and currents can create such beautiful scientific phenomena.

Harie, a village in Shiga Prefecture, is unique in that many homes contain kabata. Kabata are spring fed structures used to clean and wash food and dishes. The kabata collects pools of water where fish are kept, helping to keep the water clean. The water from the spring-fed kabata leaves through small openings into canals found throughout the village. This whole system must be kept clean and

free of pollutants to maintain a balance. The children in the village learn from a young age the importance of respecting the water and land.

From Kyoto, I took a train to the small village of Wazuka where I learned about the cultivation of tea. I am excited to incorporate this information into our curriculum.

What better way to make real-world connections than demonstrating oxidation through tea leaves? This experience has helped me make the curriculum much more global and engaging for my students.

YUNG FANG LUDFORD

Middle School Orchestra Director PRENTISS GRANT: IN THE FOOTSTEPS OF THE GREAT WOMEN COMPOSERS (GERMANY, AUSTRIA, AND TAIWAN) This summer, I had the extraordinary opportunity to travel to the premier classical music destinations in Europe as well as Taiwan, researching women composers from the 17th and 18th centuries and drinking in the rich history and culture each city had to offer.

In Berlin, I visited the esteemed Mendelssohn House Museum, where I learned more about the life of Fanny Mendelssohn, an accomplished musician and composer who was overlooked in her time due to her status as a woman. I also performed in a Chinese church, bringing my signature blend of American gospel and Chinese folk songs.

In Salzburg, I researched Mozart’s sister, Maria Anna Mozart, who was also overlooked in her time.

In Taiwan, I interviewed Dr. Yuh-Fen Tseng, a scholar who has long devoted herself to the preservation of Taiwanese indigenous music and dance, and whose recent production “Crossing Ridges: Appreciating the Music Story of Bunun” (2018, 2019) was awarded Taiwan’s National Gold Award. I also gave a concert in Taizhong with dear colleagues from college, blending songs from both the east and the west to bring a bit of American gospel music back to Taiwan.

This summer has enriched me in extraordinary ways, allowing me to experience firsthand the very concert halls, landscapes, sounds, and textures that the composers I teach every day grew up with. This trip also allowed me to gain deeper insight into the lives of remarkable women who, despite all odds, managed to create profound art. Much like our Hockadaisies, these women were a light in their communities and will be remembered for the ways in which they triumphed over tremendous setbacks. I cannot wait to bring what I have learned back to my classroom and the Hockaday community, sharing all the gifts I have received.

SARAH GRIP

“Much like our Hockadaisies, these women were a light in their communities and will be remembered for the ways in which they triumphed over tremendous setbacks.”

Lower School French Teacher PRENTISS GRANT: BONJOUR BORA BORA (FRENCH POLYNESIA) The generosity of the Prentiss Family gave me the opportunity to travel to French Polynesia this past summer. French Polynesia is comprised of a group of 121 beautiful islands and atolls in the South Pacific. French Polynesia is a semi-autonomous territory of France with its own assembly, president, budget, and laws. All Tahitians are French citizens. The system of education follows the French system. The official language of French Polynesia is French and used in school and for business, while the local/native language is Tahitian and is used more commonly among family members.

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Coeur and dined at a local outdoor café. After strolling through the Jardin des Tuileries, I admired and learned more about Impressionist paintings, including Claude Monet’s famous “Water Lilies” series at the Musée de l’Orangerie.

After leaving Paris, I traveled to Provence and explored the historical city of Avignon and its medieval architecture before heading to the Verdon Gorge. Finally, I traversed the slightly difficult to navigate roads of the Côte d’Azure which was once home to some of the world’s greatest artists, and landed in Monaco where I hiked to beautiful overlooks, swam in the waters of French Riviera, and learned more about the diverse French culture.

I was inspired to visit French Polynesia to speak French and learn

Like my students, there were many moments on this trip when I stepped out of my comfort zone, took risks, struggled to

about a part of the “le monde francophone” (the French speaking world) outside of France. Besides being an educational, relaxing, enriching trip, the experience is also relevant and timely in that I am also co-planning and co-authoring new Second Grade curriculum focused on eight different French speaking countries, including Tahiti.

comprehend something, needed more response time to answer in French, went the wrong way, and had to problem solve and persevere, only to come out stronger on the other side. This was an amazing trip filled with learning and many wonderful memories, and I am excited to bring back new and creative ideas to my Hockaday classroom.

The highlight of the trip was the Sea Turtle sanctuary in Papeete.

I was able to observe four adult turtles and 16 baby sea turtles being cared for at the center. I interviewed the volunteer caring for the turtles on site while she was feeding them.

From the sweet scents of the Tiare Tahiti flower to the clear turquoise waters and the gracious Tahitian people, I experienced the trip of a lifetime of a lifetime due to the generosity of the Prentiss family. My opportunity to speak French and interact with the local people of Tahiti is something I will bring back to the classroom, and will always be able to share these memories with my Hockaday students. Merci and Māuruuru Prentiss family!

ERIN OXFORD

Lower School Third Grade Teacher PRENTISS GRANT: FRANCE STEM EXPERIENCE (FRANCE) Bonjour! This summer I had the opportunity to take an art-infused trip to Paris, Provence, and the South of France. I learned a tremendous amount about the culture, food, arts, and history of the different areas.

The journey began with a visit to Paris where I marveled at the iconic Louvre Museum and the vast amount of art inside, including the famous “Mona Lisa”. Continuing to explore the city mostly on foot, I stopped to admire the Gothic splendor of the Notre-Dame Cathedral, followed by a visit to the quaint Abbey Bookshop filled with books from floor to ceiling. As a language arts teacher, this store was a dream!

I also enjoyed a walk along the charming streets of Montmartre where I climbed the 300 steps to the stunning Basilique Sacré

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TERRY BOUREK

Middle School Math Teacher PRENTISS GRANT: RICK STEVES’ ENGLAND TOUR: THE BEST OF ENGLAND (ENGLAND) Embarking on a life-changing journey to England, generously funded by the Prentiss family, proved to be an unforgettable exploration of history, culture, and natural beauty. Our journey began with a sense of anticipation as I arrived in the picturesque city of Bath. The Roman baths stood as a testament to the

ingenuity of the past. The city’s elegant Georgian architecture set the tone for the adventure ahead.

From Bath, the group ventured through the Cheddar Gorge to Wells, a town known for its stunning cathedral. Outside Wells, our group explored Avebury, a Neolithic stone circle set in a modernday sheep field. Next came Wales and the city of Conwy. Exploring the ruins of ancient churches and castles brought forth images of conquests and battles. Stow-in-the-Wold, a quintessential Cotswold village, exuded a serene and timeless beauty. Heading north, the journey led to the Lake District, a source of inspiration for poets and artists. Hadrian’s Wall stretched across the landscape of the northernmost part of England. While standing on the remains of the wall, it was easy to imagine the legions of soldiers that had once marched there.

In York, the ancient streets and buildings told tales of Vikings, kings, and merchants. Finally, the journey culminated in London, a city where modern times intertwine with history. Sights included the British Museum, The British Library, the Tower of London, Tower Bridge and the Thames River, Churchill’s War Rooms, and the more modern offerings of the West End where we saw “Six.” The highlight of our trip was seeing Shakespeare’s “A Comedy of Errors” at the reconstructed Globe Theatre. It was everything my English teachers had ever described, but nothing could equate with the actual experience.

DR. LAUREN MISKIN

Middle School English Teacher PRENTISS GRANT: A LITERARY TOUR OF ENGLAND (ENGLAND) As an English teacher, I continually strive to make literature and history come alive for my students. My summer travel allowed me to discover new ways of animating literature and history in the classroom, but it was also a fully immersive experience that brought the past to life for me in ways that I could not have anticipated. I toured many of the iconic places on my itinerary, but what’s more, I experienced them firsthand in a visceral and inimitable way that illuminated the critical importance of experiential, personal learning.

I started my tour of London by visiting many of the city’s iconic landmarks—the Tower Bridge, the Tower of London, St. Paul’s Cathedral, Westminster Abbey, Highgate Cemetery, the Churchill War Museum, and Buckingham Palace. It’s hard to express the awe one feels when visiting these legendary sites, and perhaps even harder still to fully grasp how these physical structures have shaped the British imagination and sense of national identity.

In addition to these monuments, I explored the vast holdings of the British Library and the Victoria and Albert Museum, perusing first edition manuscripts by Bronte, Dickens, Keats, and Austen, as well as Shakespeare’s first folio.

Perhaps most impactful of all was my visit to Shakespeare’s childhood home in Stratford-Upon-Avon. I was struck by the convergence of past and present, as both theater groups re-imagined aspects of the comedies for modern audiences while retaining the spirit of Shakespeare’s originals. Visiting the Globe Theatre was an especially immersive experience; sitting under the stars on a hard wooden bench in a packed theater, enraptured by every word, I felt fully transported.

My adventures in England this summer taught me to value and treasure experiences as much (if not more so) than information.

These moments inspired my curiosity and energized my thinking.

I found myself pondering wonderfully unusual questions: “How did they light the candles in the Tower of London’s 40-foot ceilings?”

“When and how did Charles Dickens find a quiet space to write in a household with 10 children and several servants?” These are questions that don’t have easy, google-able answers and that invite more exploration. And these are exactly the kind of thoughtful, productive questions that we want our students to ask as well. I thought about the issues facing us in the classroom today, such as AI’s threat to academic integrity, even as it is also a powerful and promising tool. As the world shifts, we know that we need to shift our teaching, and a powerful way to make this change is to put our students’ experiences—lived, remembered, and imagined—at the center of our pedagogical approach.

I’m excited to return to my classroom with this fresh perspective, as well as firsthand accounts, photographs, and artifacts that will enrich my teaching and delight my students, and I am beyond grateful that Hockaday provided me with this extraordinary opportunity. It feels apropos to conclude my reflections with a line from the Bard: “I can no other answer make but thanks, and thanks, and ever thanks.”

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2023–2024 CONVOCATION AND INSTALLATION OF DR. LAURA LEATHERS AS EUGENE MCDERMOTT HEAD OF SCHOOL

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DR. LAURA LEATHERS WAS OFFICIALLY INSTALLED AS EUGENE MCDERMOTT HEAD OF SCHOOL ON SEPTEMBER 5, 2023, AT A SPECIAL CONVOCATION AND INSTALLATION CEREMONY HELD IN PENSON ATHLETIC CENTER. Dr. Leathers was appointed as Interim Eugene McDermott Head of School in March 2022, and the Board of Trustees named her as the permanent Eugene McDermott Head of School on December 1, 2022, following a national search. She is the 14th Head of School in Hockaday’s history.

At the Installation, Dr. Leathers remarked: “Today, we have paused to mark this time when we are all beginning a new and exciting chapter in Hockaday’s history together. Together, we will build and preserve this community founded on the Four Cornerstones of Character, Courtesy, Scholarship, and Athletics.”

Dr. Terry Flowers, Perot Family Headmaster, St. Philip’s School; David Baad, The Ann and Lee Hobson Family Head of School, Episcopal School of Dallas; Dr. Julie McLeod, Head of School, Good Shepherd Episcopal School; Dr. Laura Leathers, Eugene McDermott Head of School; Dr. Joan Buchanan Hill, Catherine M. Rose Head of School, The Lamplighter School; Lee Hark, the Fredston Family Head of School, Greenhill School; David Dini, Eugene McDermott Headmaster, St. Mark’s School of Texas

The ceremony featured student speakers Elizabeth Carter and Swara Rathod (Class of 2032); Caroline Hayes (Class of 2028); Ariana Wang (Class of 2024), and Zoe Stone (Class of 2024).

Jimieka Rose Oswald ‘00 (President-Elect, Hockaday Alumnae Association) and Joni Palmer (Director of Special Programs, Independent Schools Association of the Southwest) also gave remarks. Choir and Orchestra performed a beautiful rendition of “Hockaday,” led by Abi Poe, Director of Choral Activities, and Charlsie Griffiths ’98, Director of Orchestral Music. Student leaders from the Class of 2024 led each grade in the processional into the ceremony.

Dr. Leathers was officially installed by A. Shonn Brown, Chair of the Board of Trustees. Immediate Past Chair, Nicole Ginsburg Small ’91, said “Dr. Leathers’s intellect, warmth, strategic vision, and genuine care for each and every person on this campus are clearly evident—in the boardroom, in the classroom, on the sidelines, in the audience, and in the hallways, and we look forward to many years of her leadership and guidance.”

Nicole Ginsburg Small ’91, Immediate Past Chair, Board of Trustees; A. Shonn Brown, Chair, Board of Trustees; Dr. Laura Leathers, Eugene McDermott Head of School; Jimieka Rose Oswald ’00, President-Elect, Hockaday Alumnae Association; Joni Palmer, Director of Special Programs, Independent Schools Association of the Southwest

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Left: A. Shonn Brown, Chair, Board of Trustees with Lower School student speakers Swara Rathod and Elizabeth Carter (Class of 2032)

Character

Scholarship

ARIANA WANG (CLASS OF 2024)

CAROLINE HAYES (CLASS OF 2028)

Hockaday holds its students to the highest of standards—from Lower to Middle to Upper School, Hockaday girls are taught and gifted a set of moral principles that will guide them through the rest of their lives. These principles we hold close to the heart, even as we exit the Hockaday doors for the final time.

Scholarship isn’t all reading or tests or facts on flashcards that blur together at the end of the day. It’s about the need to explore and comprehend the world we live in. Scholarship is focusing in art class, asking a friend how their day went, or trying a new instrument just out of curiosity. Scholarship is trying to understand slope-intercept form, how to edit a video in Photoshop, and your interpersonal relationships. Scholarship is investigating why the wiring on your excessively time-consuming extracurricular project just won’t work already.

But to have character doesn’t just mean having strong principles.

Instead, character is the ability to hold oneself to these principles even when facing hardship—which is always the hardest part.

This, however, is where Hockaday shines. Here, we, as students, are taught to speak our minds and defend our beliefs. We’re taught to stand our ground when encountering opposing views.

We learn how not to bend in the face of adversity. The ability to be unwavering in our beliefs is intrinsic to every Hockaday student.

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Perseverance is key, whether it takes you a few seconds or 10 months to figure it out. Keep trying to understand long division.

Keep trying to revise your English paper. Keep trying to translate that passage from Spanish, or make a near-perfect crème brulé, or memorize the states and capitals, or get an A on that math test, or ride a bike, or anything you set your mind to. Albert Einstein said, “a person who never made any mistakes never tried anything new.” Don’t be afraid to make those mistakes. They mean that you’re learning. You’ll never figure it out if you give up one try from the right answer. Scholarship isn’t the solution to a problem, it’s the desire to investigate and grow along the way.

Courtesy

Athletics

ELIZABETH CARTER (CLASS OF 2032) SWARA RATHOD (CLASS OF 2032)

ZOE STONE (CLASS OF 2024)

In Lower School, we learn about courtesy all the time, like during our Class Meeting with our counselor, during Morning Meeting time with our Homeroom, and many more! We practice being courteous during recess, lunch, and in all our classes! As a Fourth Grader, I’m excited to show courtesy when I am a Morning Greeter at carpool and get to welcome Lower School students and get to know them on the walk into school.

In Lower School, courtesy is more than just being polite. Being a Courteous Daisy means living each day the Hock-a-way, with respect, friendship, empathy, honesty, responsibility, and perseverance. Not only do students live by these tenents or principles, but so do our amazing teachers and everyone who works in Lower School. Being courteous is very important to me. To me, it means treating others not only how you want to be treated, but also how they want to be treated.

When establishing this Cornerstone, I don’t know that Ms. Ela could have dreamed of how far we have come and the impact it has had on each and every Hockaday student. Growing up in this community that has pushed me in every aspect, from fine arts to sports, to step outside of my comfort zone and try something new, I have realized the unique opportunities for learning and growth afforded to us by this exposure to athletics. With Athletics as a Cornerstone, I have experienced firsthand the unique ability of sports to build resilience, competitiveness, and confidence in girls. From Ms. Ela’s first belief in the power of young women in athletics to my head coach’s constant reminder that we are here to play sports, not only to be great athletes but also better people, we as a Hockaday community continue to embody the Athletics Cornerstone every day.

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Growing

By Leaps and Bounds Introducing Hockaday’s New Athletics and Wellness Complex

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IN 2019, HOCKADAY EMBARKED ON AN UNPRECEDENTED EFFORT TO DESIGN A LAND USE PLAN FOCUSED ON ATHLETICS AND WELLNESS THAT IS GROUNDED IN OUR VALUES AND CAPTURES OUR ASPIRATIONS. CONSTRUCTION BEGAN IN SUMMER 2022, AND ON AUGUST 29, 2023, HOCKADAY OFFICIALLY CELEBRATED THE OPENING OF THE NEW COMPLEX WITH A COMMUNITY OPEN HOUSE AND SPIRIT NIGHT. “The crowd at Spirit Night was unlike anything I had seen at Hockaday before, with girls and families from all grade levels!”

— ZOE STONE (CLASS OF 2024) ATHLETIC BOARD CHAIR

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Lyda Hill ’60 led the way with the lead gift to the project. “I’ve always been an athlete and participated in many sports,” she said. “Hockaday has so many amazing programs and facilities, but it was time for a major update to our athletics facilities! I think the last several years have reinforced for us the importance of living healthy lives, and it’s important that our girls have access to top-tier facilities, whether they are out for a run for fun or competing at the highest collegiate levels.”

These new spaces will have a significant, positive impact on Athletics and Wellness Programs for all of Hockaday’s girls, from Pre-Kindergarten through Senior year. The facilities include the Gupta Family Track and Field, which features a competition track and turf field; two new reconfigured competition and practice fields oriented in a northsouth direction, including Grover Field; a new and improved softball diamond, and a cross country path that circumnavigate the campus. “As a runner, I am excited to have the opportunity to not only train on quality facilities, but also host meets and contribute to furthering Hockaday’s school spirit through athletics,” said Margaret Thompson (Class of 2024). “The new track and multipurpose trail around campus add so much to the Hockaday community as more sports fans are able to watch the fun and support the athletic teams.”

“I have so many wonderful memories of competing while at Hockaday, including as white team captain! ”

— LYDA HILL ’60

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Along with the incredible new playing fields, the project features spectator-friendly event access and easy-access parking to enhance the full experience for students, parents, and families. “We wanted the path from each point to be as important as the performance venues,” said Deb Surgi, Director of Athletics.

“These new facilities represent all the ways Athletics has grown over the years and the overwhelming support Hockaday athletes and teams have from the School as a whole,” said Zoe Stone (Class of 2024), Athletic Board President. “This shows one of the many ways Hockaday is actively exemplifying the value of the Athletics Cornerstone. The School and community have come together to support our teams, and I hope that continues for years to come.”

“Participating in athletics is vital for young women,” said some of the Project’s lead donors Kathy and Harlan Crow, parents of Sarah Crow ’21. “At its core, it is about empowerment.

Through sports, girls gain confidence and learn the invaluable art of setting and achieving goals. They develop the ability to persevere through challenges, both physical and mental, and to work collaboratively with their teammates. Beyond the confines of the sports arena, these attributes are applicable to numerous aspects of life, from academics to careers to personal relationships. Athletics provides young women with a platform to break barriers, challenge stereotypes, and shatter societal norms. It empowers them to believe in themselves and in their abilities.”

Beyond the playing fields, the design of the project encourages fan support and promotes community building. Cornerstone Plaza, which includes the Ahmed Family Concessions Pavilion, is located at the intersection of the fields. This centrally located area also contains additional team facilities and storage areas and will serve as an important gathering space for the community. “This space really connects parents, students, and the wider community,” said Surgi. “We wanted to think about the design as a village.

Everything plays a role in the experience for people who come out there.”

Hockaday’s Four Cornerstones can be found along the cross country path.

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Finally, the construction includes four new outdoor classroom areas and the Field Research Station, designed for outdoor science research. “We are absolutely thrilled to have this space on campus dedicated to field research and exploration,” said Jessie Crowley, Upper School Science teacher. “I can’t wait to see how having a dedicated area for this purpose will inspire questions from our students about local ecosystems and our place in them.”

“THIS SPACE REALLY CONNECTS PARENTS, STUDENTS, AND THE WIDER COMMUNITY. WE WANTED TO THINK ABOUT THE DESIGN AS A VILLAGE. EVERYTHING PLAYS A ROLE IN THE EXPERIENCE FOR PEOPLE WHO COME OUT THERE.”

— DEB SURGI, DIRECTOR OF ATHLETICS

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“Our Athletics and Wellness programs help students to develop a sense of confidence, self-esteem, sportsmanship, teamwork, leadership, and cooperation that prepares them to meet challenges both on and off the field. ”

— DR. LAURA LEATHERS, EUGENE MCDERMOTT HEAD OF SCHOOL

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When Ela Hockaday described the Athletics Cornerstone, she mentioned the positive effects of nature and unstructured playtime,” said Surgi. “I think we have given our students more opportunities to be outside, and all the benefits that come from that.”

“Our Athletics and Wellness programs help students to develop a sense of confidence, self-esteem, sportsmanship, teamwork, leadership, and cooperation that prepares them to meet challenges both on and off the field,” said Dr. Laura Leathers, Eugene McDermott Head of School. “This visionary approach integrates Athletics across the Hockaday student experience in exciting, new ways.”

Supporters of the project felt a special draw toward the enhancement of the Athletics Cornerstone. “Our decision to support Hockaday in the Athletics and Wellness Project is deeply rooted in a strong belief in the transformative power of education, the significance of nurturing young minds, and the imperative of fostering holistic development in girls,” said Kathy and Harlan Crow. “Beyond the conventional paradigm of education focused solely on academic excellence, we recognize the value of cultivating physical fitness and overall well-being in young women. Hockaday’s dedication to athletics extends far beyond merely winning games; it is about instilling discipline, fostering teamwork, nurturing leadership skills, and building resilience in these impressionable minds.”

“I was thrilled with the opportunity to support Athletics and Wellness at Hockaday, as it was the most important part of Hockaday for me when I was a student there, before Title IX.” — ALINDA HILL WIKERT ’66

“The Hockaday experience was imprinted in our family’s history when our daughters Samantha Gupta Parmar ‘05 and Kiran Gupta ’08 attended the School,” said Yasmin and Satish Gupta. “We saw firsthand our Daisies blossoming into mature young adults.

When we came to learn about the Athletics and Wellness Project that was underway, we thought this was an ideal opportunity to give back to the School that gave our girls an excellent, well-rounded foundation during their important formative years.”

“I was thrilled with the opportunity to support Athletics and Wellness at Hockaday, as it was the most important part of Hockaday for me when I was a student there, before Title IX,” said Alinda Hill Wikert ’66. “Our family cannot sing or draw but we are athletic, so Hockaday was a dream for me. Competing in sports gives women the confidence and experience of competing in life whether in academics or business. Competing builds determination and strength while teaching the value of teamwork.”

“Hockaday is a place where every girl is encouraged to explore her athletic potential, where barriers to participation do not exist, and where the values of sportsmanship and camaraderie are deeply ingrained,” said Kathy and Harlan Crow. “Our support aims to ensure that The Hockaday School continues this legacy of fostering strong, empowered, and confident young women who will go on to make meaningful contributions in their communities and to become world-class leaders, advocates, and trailblazers.”

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OVERVIEW

COMPETITION READY Featuring the Gupta Family Track and Field, Hockaday is now ready to host high-level track and field meets, soccer, lacrosse, and field hockey games.

ENHANCED WALKWAYS Levering Family Daisy Lane connects the academic and athletic areas of campus, and visitors will enjoy the connected pathways and easy access to fields, concessions, and parking.

GATHERING SPACES Cornerstone Plaza is the heart of the project and includes the Ahmed Family Concessions Pavilion and Mosle Family Lawn.

OUTDOOR LEARNING Students and faculty have access to four outdoor classrooms across campus, including the Bomer Family Outdoor Classroom and the McGarr Family Classroom.

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WELCOME PLAZA, ADDITIONAL PARKING, AND GREEN SPACE The new parking lots offer 366 spaces, which offer better access to games as well as additional parking options for events on campus. Hockaday also planted 300 trees, 14,000 flowers, and 30,000 plants. The Duarte-Mora Family Plaza offers a welcoming entry to the complex from the new parking lots.

PLAYING FIELDS Hockadaisies in Middle and Upper School will compete on two new reconfigured competition and practice fields, including Grover Field. The competition softball field features pitching pens, batting cages, covered bleacher area, and press box.

CROSS COUNTRY TRAIL This 1.5-mile path circumnavigates the campus, and can be used for walking, team training, and cross country meets, which will begin near the Molly Ford Hutchinson Performance Wall. Hockaday’s Cornerstones can be found engraved on stones along the path.

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BEFORE & AFTER

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DONORS

Director of Athletics Deb Surgi, Eugene McDermott Head of School Dr. Laura Leathers, and Lyda Hill ’60

HOCKADAY IS GRATEFUL TO THE GENEROSITY OF THE COMMUNITY FOR MAKING THIS PROJECT POSSIBLE!

“I was honored to have an opportunity to participate in this campaign to build these fantastic athletic facilities. I hope that generations to come will feel proud and energized to play, compete, train, lead and cheer for their friends and teammates on these fields. I hope it will also inspire them to give back to the School that provides them so many incredible and life changing opportunities—as it did for me!”

— LYDA HILL ’60

$10 Million + Lyda Hill ’60

$4 Million Kathy and Harlan Crow

$2.5 Million Yasmin and Satish Gupta and Family Yasmin and Satish Gupta Samantha Gupta ’05 and Rajiv Parmar Kiran Gupta ’08 Kanchana and Arish Gupta The Wikert and Wisenbaker Families Alinda Hill ’66 and Jim Wikert Alissa and Cody Wikert Margretta Wikert ’05 and William Henderson Lindsey and Michael B. Wisenbaker, Jr. Wesley H. Wisenbaker

“Through our contribution to the Athletics and Wellness Project, we hope to leave a legacy that extends beyond the present and touches the lives of future generations of Daisies.”

— KATHY AND HARLAN CROW

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Right: Kanchana Gupta, Rishi Parmar, Samantha Gupta Parmar ’05, Dr. Laura Leathers, Yasmin Gupta, Arya Parmar, Arish Gupta with Mila Gupta, and Satish Gupta

“We are proud to support a project that will provide valuable lessons to help students in their adult lives as leaders in their communities and professionals in their careers.

Empowering our girls with access to the best education and sports will create female leaders that we want to see more of in the world. When you empower women, you empower the world.”

— YASMIN AND SATISH GUPTA

“The opportunity to be a part of this spectacular Athletics complex was perfect for our family and a wonderful opportunity for us to support our beloved Hockaday.”

— ALINDA HILL WIKERT ’66

Levering Family Daisy Lane

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Cornerstone Plaza, Ahmed Family Concessions Pavilion, and Mosle Family Lawn

$500,000 – $999,999 Lupe Mora and Homero Duarte Rosalind Redfern Grover ’59 The Hockaday Parents’ Association Craig & Carrie Levering Charitable Foundation Carrie and Craig Levering Courtney Levering ’07 Christen Levering ’03 and Jody Redlich

$250,000 – $499,999 Julie and Sulman Ahmed Sofia Ahmed (Class of 2035) Eleanor Ahmed (Clas of 2037) Hillcrest Foundation, Bank of America, N.A., Co-Trustee Hoblitzelle Foundation Toni Viva Muñoz and Dan Hunt Jennifer and Jon Mosle Estate of Darleene White DeLee ’49

“Our support for the Athletics and Wellness Project is an expression of our gratitude to Hockaday for creating an impactful and empowering environment for girls. We are confident future generations from diverse backgrounds will continue to thrive and enjoy the beauty of the Hockaday Community.”

— LUPE DUARTE-MORA

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Utilizing the Field Research Station, Conservation Biology students have been assessing the current biodiversity and making plans to restore a small section of Hockaday’s campus to resemble the native Blackland Prairie ecosystem that resided here before urban expansion.

$100,000 – $249,999

$50,000 – $99,999

Jamie and Jesse Bomer

Katie and David Aisner

Lucy Billingsley ’98 and Tom Burns

Bailey Pham and Alan Arnold

Wendy and Paul Genender

Lauren and Quint Brown

Lyndsey and Scott Harper

Andrea and Robert Epstein

The Hoak Foundation

Kathryn Walker ’94 and Jim Francis

Nancy and Jim Hoak

Amy and Robert Isom

Jae Sun and Jun Il Kwun

Nan Teele and Yoo Jin Kim

Melissa and George Lamb

Carmen and Scott McArron

The McGarr Family Janie Strauss ’72 and Cappy McGarr Elizabeth McGarr McCue ’00 Kathryn McGarr ’03

Candace Campbell ’84 and Max Swango

Kimberly and Neelesh Mehendale

Jenna Brasch ’82 and Seth Woodberry

Nancy Cain Marcus Robertson and Sanford Robertson Nicole Ginsburg ’91 and Justin Small

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Julie and Jay Teinert, Sr. Dawne and Patrick Tribolet

“Sports bring people of all ages and backgrounds together. When we heard about the new Athletics and Wellness Project, we knew we had to be a part of this once-in-a-lifetime opportunity to show our support of a School that has offered all our girls so much!”

— DR. JULIE COVINO AHMED

$25,000 – $49,999 Carla and Dylan Bolden Catherine and Mark Cohen Ellen Haynes ’81 Julie and Robert Little Estate of Constance Brooks Malm ’43 Abby Hoak-Morton ’05 and Cody Morton Caroline and Rick O’Brien Jill Rosellini ’00 and Jim Ombrello Mary Ann and James Petrikas Holly and David Sudbury

$15,000 – $24,999 Anonymous Laura and Keith Benedict Natasha and Antal Desai Sapna and Jai Desai Jessica Werner ’96 and Doug Epperson Katie Croft and Scott Goldberg J.M. Haggar, Jr. Family Foundation Marian and George Bryan Mary Bryan ’07 Isabell Novakov Higginbotham ’98 Lydia and Dan Novakov Sanida Kikic ’00 Selma Kikic ’98 Lori Coors-Polosky and Mike Polosky

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Hannah and Tobin Strom

Allison Siebold-Guzman and Joan Guzman

Linda and Robert Westerburg

Kris Hawkins

Carmen and Andy Yung

Elizabeth Cullum ’98 and Jeff Helfrich Heidi and Andrew Hill Cathy Xu and Huawen Jin Dafna Salomon ’02 and Alan Kikuchi Angela and George Krajnovic Schatzie Henderson ’55 and George Lee Chamlee and Campbell Lewis Jenny Wang and Xiaopeng Li Shazia and Arshaad Mirza Anne-Marie and Jon Myhre Joanne and Alex Nguyen Jeannine and Jim O’Bannon

The competition softball field features pitching pens, batting cages, a covered bleacher area, and press box.

Mary and Ron Perrotta Pam and Brad Porter

$10,000 – $14,999

Ricki and Andy Rabin

Wasan and Kasim Alfalahi

Kim and David Roosevelt

Kate Mosle Bender ’12

Betty and Brian Schultz

Nardos Imam and Awet Bereket

Lifang Lou and Zhongyan Sheng

Lisa Blue-Baron

Rachel Hay Spradley ’06

A. Shonn Brown

Laura and Brandon Starr

Stacy and Bronson Crouch Kimberley Elting and Stewart Cohen Audrey and Rui Fan Kelli and Jerry Ford Christine and James Frary Marisia Parra-Gaona and Fred Gaona David Grover Linda Liu and Jash Guo

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The Swingle and Robertson Families Kelsey Swingle ’05 and Patrick Robertson Carol and Frank Swingle Stephanie Swingle ’03 Michelle Neuhoff ’83 and Stewart Thomas Jing Ye and Frank Xi Ning Liu and Jianzhong Zhang

The Middle School Daisy Dash marked the first cross country meet held at Hockaday since 2019.

$5,000 – $9,999

Angela Pittman

Anonymous

Marcia and Bill Rafkin

Alyssa and Patrick Adams

Bonnie Bass ’75 and Peter Smith

Samantha Ackerman ’91 and James Asch

Meg Allen ’88 and Christopher Temple

Monica Lira ’99 and Alberto Bravo

Heather and Michael Vranich

Jill and Michael Callahan Alison and David Elmquist Kerry and Michael Fagelman Kristen and Mitchell Fagelman Courtney Newman ’91 and Michael Flanagan Shelagh and Tod Fobare Landy Elliott ’92 and Alex Fox Courtney Jones ’97 and Brian Johnson Ellen and Jerry Jones Tami and Clay La Grone Beverly and Randy Lawson Sindhu Philip and Sanjay Oommen Kristin Pittman ’97 and Aaron Ortega

$2,500 – $4,999 Helen and Jay Allen Danaree and Alex Allgood Cindy Simmons Booker ’96 Corrie and Patrick Byrd Pat and Bill Carlton Melanie and Daniel Charest Tricia Drum ’91 and Ken Davidson Kristen and Eric Davis Alli and Matt Eagan Sue Shirley ’91 and Britt Fair Marcia Schneider and Irfan Farukhi Heather Zrubek and William Forteith

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Rita and Michael Han

Jennifer Wilkinson and Mitchell Salzberg

Anita and Nathan Hanks

Christina Collins Sanders ’05

Molly and William Hardy

Meagan and Chris Sells

Colleen and David Hayes

Natalie and Michael Sorrell

Kimberly Rutherford Hokin ’06

Amy Spence ’87

Haseena Enu and Randy Hulme

Laurie and Bruce Stevenson

Katie Reese ’97 and Collins Illich

Daphne Stidham

Bru and Coe Juracek

Alison and Matt Stone

Hadleigh and Bill Katz

Deborah “Deb” R. Surgi

Linda and Tom Klos

Lee and David Thompson

Christie and Dustin Kroeger

Xiaojie Chen and Dongsheng Tian

Christine and Lowell Ku

Monica Peng and Carlos Velasco

Laura and Kevin Leathers

Kamila and Roberto Velasco

Jasmine and Collin Lensing

Caroline Snell ’00 and Jake Wagner

Kim and Brandon McCoy

Sarah and John Wechsler

Lanesha and Scott Minnix

Melissa Winchester

Stephanie and Greg Moore

Anah and Lysle Witter

Moss Construction

Meredith and Rand Wrighton

Josh Music

Yuan Hong and Feng Ying

Elise Black ’85 and John Parteli

Sarah Katherine and John Zavala

Carrie Johnson ’91 and Marshall Phaneuf Megan Porter ’13 Kristen and Bill Preston Kristie and Robert Raymond Amanda and Anson Reilly Ellen Higginbotham ’59 and Richard Rogers Barbara Glazer ’75 and Randy Rosenblatt Paige and Bob Russey Diana and Machaal Salem Wendy and Chris Salinas

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“The new facilities will and already have impacted Hockaday’s Athletic program.

Athletes and sports fans alike are excited to come to competitions, and the facilities create a beautiful and inviting space to compete and foster our supportive community.”

— MARGARET THOMPSON (CLASS OF 2024)

“The completion of this project has truly transformed our campus and will allow our girls, and Hockaday, to excel for generations to come.”

— DR. LAURA LEATHERS, EUGENE MCDERMOTT HEAD OF SCHOOL

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A Note from Our Benefit Chairs Dear Hockaday Community, The Hockaday Parents’ Association is proud to announce the 2024 Benefit—Gone Country.

On March 23, 2024, we hope to see our community of parents, alumnae, faculty, and staff show up, kick back, and celebrate Hockaday and its “country” roots. Please mark your calendar and join us for an amazing night under the stars full of music, Big Board and Silent Auction offerings, Barbeque, Cocktails, and Texas-style entertainment. We hope to make this year’s Benefit an unforgettable community celebration!

Proceeds will support The Ela Hockaday Fund for Faculty Excellence, which provides Hockaday’s inimitable faculty with opportunities for professional growth and development, and the chance to reenergize and refocus themselves as learners in their profession and facilitators in the classroom.

Saturday, March 23, 2024 Tickets and underwriting opportunities available in January at Hockaday.org/benefit Underwriting deadline is February 15, 2024

Although the school year has just started we are already saddled up, and the celebration of our Hockaday community is in full swing. Keep a look-out for Special Occasions ticket sales and new merchandise drops that you won’t want to miss, individual underwriting and sponsorship opportunities, and exciting announcements revealing night-of entertainment details.

For all that you do, are doing, and have done for the Hockaday community—thank you!

Now, dust off your boots—and let’s celebrate Hockaday’s “country” roots!

See Y’all There!

Meredith Lewis Perry ’02 and Erin Zopolsky HPA BENEFIT CO-CHAIRS

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THE OF

AN INVESTMENT IN OUR GIRLS Gifts to the Hockaday Annual Fund support the School’s operating budget and help fund the true cost of a Hockaday education. Tuition and fees alone do not cover everything that makes the Hockaday experience exceptional.

The gap between tuition and the full cost of the unique education provided by Hockaday is approximately $9,000 per student, per year.

SCAN TO GIVE

MAKE A GIFT TODAY Your can make your gift in the following ways: Online: hockaday.org/makeagift Venmo: @Hockafund (ID Code: 9176) By phone: 214.360.6583 By mail: Using the enclosed envelope For additional information, contact: Mary Crain Roman ’01 Director of Annual and Planned Giving mroman@hockaday.org 214.360.6583

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The Fall Alumnae Cocktail Party on Thursday, October 19 was a wonderful celebration of Hockaday friendships and recognition of beloved faculty members who have given 20 or more years of service to Hockaday. The Ela Hockaday Distinguished Alumna Award was presented to Dr. Shanda Haley Blackmon ’87. The Hockaday School is grateful to Kelsey Swingle Robertson ’05 for her leadership as chair of the event.

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H O C K A D AY M A G A Z I N E

MILESTONES MARRIAGES 1989

Gigi Solis married Josh Reid April 5, 2023

2000

Sarah Bartholow married Michael Hsu March 4, 2023 Brooke Rawdin married Jonathan Arce July 29, 2023

2006

Elizabeth Bruyere married Nick McCoy November 5, 2022

2009

Elise McDonald married John Willding February 11, 2023 Emily Sampson married Charlie Goodman May 13, 2023

2010

Katie Kennedy married Derek Barnes March 25, 2023

2012

Tita Peña married Parker Evans May 1, 2021

2014

Evie Peña married Andrew Graffy April 22, 2023

2017

Gabriella Sanford married Brendan Flood November 2022

BIRTHS 1998

Isabell Novakov Higginbotham Phillip Ronald Higginbotham IV May 17, 2023

2005

Louizza Martinez-Puente Oscar Javier Puente May 1, 2022 Kathryn Lookadoo Grace Wollaenger February 7, 2023 Adrienne Murphy Susanna Jane Miller March 23, 2023 Dianne Goode Irwin Charles Shepherd Irwin April 27, 2023

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Stephanie Kiehnle Gorman Joseph Thomas Gorman IV May 13, 2023 2006

2008

Kristen Cataldo Poer Hailey Marie Poer March 30, 2023 Megan Cassidy Wallach Lily June 2023 Haley Huffines Gigliotti Jones August 1, 2023

1949

Mary Ann LaRue Perryman July 6, 2023

1949JC

Barbara Erwin Fix January 20, 2023

1950JC

Barbara Jean Jordan November 11, 2022

1951

Martha Ann Robins Carver January 27, 2023

1952JC

Dorothy “Dottie” Stacy Wood February 26, 2023

1953

Georgie Fulton Green December 22, 2022

IN MEMORIAM 1939

Rosemary Pearson Jacobe Sharman Creasey March 24, 2023

1940JC

Corinne Collins Lundberg mother of Sally Lundberg Montgomery ’67 August 23, 2023

1947

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Dolly Ladds April 26, 2023 1954

Joan Erlich Kaplan June 25, 2023

1957

Betty Lemmon Hein May 5, 2023

Marietta Payne Allmond June 8, 2023

1960

Arabella Bancroft Cann July 24, 2023

Martha Roane Lacy Howe May 17, 2023

1961

Sally McLemore Godfrey September 9, 2023

H O C K A D AY M A G A Z I N E

1962

Anna Brelsford Coiner May 25, 2023

1963

Dorothy “Debby” Barnes Borg April 24, 2023

1964

Elizabeth Ardrey Wilson August 6, 2023

1972

Audrey Ann Irvine September 27, 2022

1973

Donna Curry March 11, 2020

1983

Lona Smith October 19, 2022

1999

Beth Barraco Macrini Yeatman October 19, 2023

2007

Merritt Milliorn Manning daughter of Susan “Odie” Rooth Milliorn ’76; sister of Lainie Milliorn Nicholas ’09 September 16, 2023

IN MEMORIAM – FAMILY AND FRIENDS Vinita Agarwalla mother of Premanshi Agarwalla ’22 and Sanika Agarwalla (Class of 2024); wife of Kamalesh Agarwalla (Current Parent) July 3, 2023 Charles Barnett father of Leigh Barnett Miller ’87 July 14, 2023 Charles M. Best II (Board of Trustees, 1970-1978) husband of Trudy Slater Best ’50; father of Betsy Best Cullum ’73 and Sissy Best Cullum ’75; grandfather of Elizabeth Cullum Helfrich ’98, Brannon Cullum Addison ’00, and Margaret Cullum ’01; great-grandfather of Anne Marie Helfrich (Class of 2026) and Katie Helfrich (Class of 2029) October 5, 2023 Jane Akin Brasch mother of Jenna Brasch Woodberry ’82; grandmother of Haley Woodberry ’12, Emma Woodberry ’15, Margaret Woodberry ’20, and Abby Woodberry (Class of 2025); sister of Ted Akin and Gloria Dahl Akin ’50; cousin of Laurel Akin DeWare ’73, Adrienne Akin ’81, and Ashley Akin Pearl ’87 July 4, 2023 Kay Brashear, former Upper School Science Teacher, (1968-1973) July 19, 2023

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Kay Brown mother-in-law of A. Shonn Brown (Chair, Board of Trustees); grandmother of Ryan Brown (Class of 2024) and Lily Brown (Class of 2026) September 14, 2023 Carlyle H. Chapman, Jr. (Board of Trustees, 1990-1998) father of Erin Chapman ’95 October 10, 2023 Rebecca Sue Cates Coggins ’49 grandmother of Jessica Coggins ’04; sister of Dorothea Cates Hale ’48 and aunt of Becky Jean Graham October 8, 2023 John Cranfill husband of Mira Cranfill (Upper School English Teacher) February 15, 2023 Victoria Dai (Student, Class of 2029) August 3, 2023 Norma Hunt grandmother of Darlington Hunt (Class of 2034) and Tennyson Hunt (Class of 2037) June 3, 2023 Robert Hunt father of Shelley Cave (Director of the William B. Dean Learning Support Program) August 11, 2023 Don Koch father of Kathy Koch Keramidas ’80 September 28, 2023 Gary Kramer brother of Linda Kramer (Former Head of Middle School), brother-in-law of Steve Kramer (Former Upper School History Teacher), uncle of Kari Sams ’99 and Kelli Sams Managhan ’03 July 22, 2023 Pat Lewis mother-in-law of Cyndi Lewis (Director of Enrollment Management); grandmother of Meredith Lewis Perry ’02; great-grandmother of Ella Perry (Class of 2032) and Piper Perry (Class of 2023) September 2, 2023 Ross David London husband of Catharine Baldwin ’72 April 25, 2023 Tom O’Toole husband of Jane Taylor O’Toole ’55; father of Mary Kate O’Toole Mellow ’85 May 18, 2023

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Dimi Pritchard niece of Cynthia Miro (Middle School Visual Arts Teacher) July 22, 2023 Richard S. Rogoff (Life Trustee; Board of Trustees, 1981-1988; 1995-2001, and Honorary Alum, 2020) father of Jenny Rogoff Patchen ’91 June 15, 2023 Patricia “Pat” Delaney Snyder Former Business Manager and Head of Operations of Hockaday (1981-1991) October 28, 2023 Les Studdard father of Kelley Studdard ’93 May 4, 2023 Debra Thompson mother of Mary Ann Thompson Frenk ’96 July 29, 2023 James W. Vandeveer father of Vicki Vandeveer Moore ’72 and Cindy Vandeveer ’77 August 23, 2023 Barney Young (Life Trustee; Chair, Board of Trustees, 1994-1996); Board of Trustees 1971-1998; and Honorary Alum 1997) father of Sarah Young Miller ’79 and Serena Young ’82; grandfather of Katherine Young ’04 and Emma Young Gudis ’10; brother-in-law of Jane Taylor O’Toole ’55 May 2, 2023 Tina Mims Young mother of Aquinnetta Mims (Upper School Administrative Assistant and Attendance Coordinator) September 21, 2023

VICTORIA DAI 2011 – 2023 Victoria Dai (Class of 2029) passed away unexpectedly on August 3, 2023. She is survived by her father, Derek Dai, mother, Serena Gong, brother Aiden Dai, and sister Vanessa.

“When Victoria and her family joined the Hockaday community, I learned right away that she was a young woman with a big heart and an infectious personality, a force of love and joy that touched everyone around her,” said Nicole Escudero Christenson, Head of Middle School and Victoria’s Fifth Grade advisor.

“In our community, Victoria acted as a beacon of positivity and was known by many for her signature bright, contagious laugh.

During the Fifth Grade trip to Camp Balcones Springs, I fondly recall, very, very, very late into the night hearing her laughter and the laughter of her cabinmates. They were having a blast—so much joy that I couldn’t be upset that they were up much too late.”

Lisa Waugh, Fifth Grade English teacher, shared that “Victoria was a vital member of our class. From day one, she made friends with ease and displayed her competitive, energetic demeanor.

It wasn’t uncommon for Victoria to enter the classroom a little disheveled, out of breath, and wearing a glowing red face.

She and her classmates had come directly from PE, and her appearance always reflected her competitiveness and the amount of physical activity she had just exerted. We all knew Victoria was a passionate and well-skilled soccer player, but it didn’t matter whether the activity was on the field, or in the classroom; she was competitive in everything she did.”

In other classes, Victoria was equally impressive and determined to succeed. In Math, her favorite subject, she tackled challenging problems with ease and always demonstrated a willingness to help her classmates and share her knowledge. She placed on the honor roll for the Eighth Grade Level AMC 8 national math test—an impressive accomplishment for a Sixth Grader.

Victoria’s passion for knowledge did not stop with math. She enjoyed technology and participated in Middle School Coding Club. She was an eager student of French, embracing the challenge of learning a new language with zeal. Stephanie Fisher, French teacher, said “Victoria delivered numerous eloquent oral presentations, each centered around her family. Her affection and admiration for her mother, father, and brother were palpable.”

“SHE WAS A TESTAMENT TO THE POWER OF PASSION, PERSEVERANCE, AND PURE JOY. VICTORIA’S SPIRIT CARRIES ON WITH EACH OF US WHO KNEW HER.”

Even beyond her impressive talents and achievements, what truly set Victoria apart was her big heart and her ability to build community. While Victoria’s time with us was too short, the impact she made is everlasting. “She was a testament to the power of passion, perseverance, and pure joy,” said Ms. Christenson.

“Victoria’s spirit carries on with each of us who knew her.”

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ALUMNAE SPOTLIGHTS “Her deep knowledge, wise counsel, and steadfast presence will be invaluable to me and to Michelle’s fellow Trustees. Michelle’s devotion to Hockaday, thoughtfulness, leadership, and dedication to the institution are evident.”

— DR. LAURA LEATHERS, EUGENE MCDERMOTT HEAD OF SCHOOL

MICHELLE NEUHOFF THOMAS ’83 NAMED LIFE TRUSTEE The Hockaday School Board of Trustees is pleased to announce that Michelle Neuhoff Thomas ’83 has been elected Life Trustee. For more than four decades, Michelle has been a loyal member of the Hockaday community and has served Hockaday in numerous capacities.

Michelle’s significant contributions to the School as an alumna, parent, past parent, trustee, member of more than one Head of School Search Committee, and President of The Hockaday Alumnae Association from 1996-1997, have made a lasting impact on Hockaday. In these various roles, she has consistently exemplified the Four Cornerstones, serving as a role model for our students, alumnae, and community members.

Michelle served as a Trustee of the School from 1995 through 2011 and, during her tenure on the Board, served as Board Chair from 2007-2009, Vice Chair, Chair of the Executive Committee, Treasurer and Chair of the Finance Committee, and Chair of the Enrollment Management and Financial Aid Committee. Michelle also served as Chair of the Building Committee, overseeing the construction of the Margaret Doggett Crow Science Building and the Nasher-Haemisegger Family Center for the Arts, a special place that brings together students, faculty, parents, and community members throughout each year.

The Hockaday Alumnae Association recognized her many contributions and presented her with the Hockaday Medal in 2020, honoring her for her excellence in her chosen fields of endeavor and for her demonstrated loyalty and support of Hockaday.

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Michelle is the embodiment of a person living a life of service and has a depth of wisdom and an extensive history with the School that the Board seeks in Life Trustees. Upon Michelle’s appointment, Eugene McDermott Head of School Laura Leathers remarked, “Her deep knowledge, wise counsel, and steadfast presence will be invaluable to me and to Michelle’s fellow Trustees. Michelle’s devotion to Hockaday, thoughtfulness, leadership, and dedication to the institution are evident.”

After graduating from Hockaday in 1983, Michelle received a Bachelor of Arts from Duke University and an MBA from University of Dallas. Her professional experience includes economic research and consultancy work, and she is currently a consultant for Reynolds & Earle. In addition to her extensive service at Hockaday, Michelle serves on the Board of Trustees of The Lamplighter School and volunteers for Jubilee Park and Community Center and Saint Michael and All Angels Episcopal Church.

Michelle and her husband, Stewart, have two daughters who graduated from Hockaday: Connor Thomas ’11 and Electra Thomas ’16. Their other children include Frank (St. Mark’s, Class of 2017), Hyer (St. Mark’s, Class of 2017), and Maggie (Shelton, Class of 2013). Michelle’s family has a long history with the School. Her Hockaday connections include her mother Judy Austin Neuhoff ’60; aunt Jane Austin Kyte ’57; great-aunt Dorothy Austin Webberley ’28 (deceased); and many other extended family members.

Michelle joins fellow Life Trustees who are respected by the entire Hockaday community for their leadership, support, and commitment to The Hockaday School and the Four Cornerstones of Character, Courtesy, Scholarship, and Athletics. Fellow Life Trustees include Linda Custard, Lyda Hill ’60, James M. Hoak, Jr., Natalie “Schatzie” Henderson Lee ’55, Janie Strauss McGarr ’72, Margot Perot, and Ellen Higginbotham Rogers ’59.

“I am extremely grateful for Hockaday and the wealth of strong female role models we had who always fostered a sense of possibility in me.”

CAROLINE BARLERIN ’91 Founder and CEO, Platypus Advisors DESCRIBE YOUR PATH FOLLOWING GRADUATION FROM HOCKADAY. “I ‘graduated’ from Hockaday after ninth grade, heading east to Hotchkiss boarding school. While it was difficult to leave my Texas classmates, I’d been at Hockaday since my earliest school days and developed friendships that persist to this day. I earned my Bachelor of Arts from Vassar College and honed my leadership skills as a Sloan Fellow at Stanford University Business School.

My professional journey has ranged from spearheading partnerships for a software start up, launching nonprofits and unlocking social innovation at iconic tech companies such as HP, Twitter, and Eventbrite. I am Founder & CEO of Platypus Advisors, an impact consultancy that partners with companies on their corporate social responsibility and approach to ESG. In this work, we encourage leaders to embrace a “platypus mindset,” which is the ability to navigate across the ecosystems of profit and purpose, tech and society. Our clients range from Sephora to Cruise Automation to the Ford Foundation.

My husband and I will be celebrating our 20th wedding anniversary next May. We have an 11-year-old daughter who is attending Hamlin School, an extraordinary San Francisco all girls K-8 private school.

I currently sit on the board of Hamlin and the Global Fund for Women, one of the world’s leading foundations for gender equality. I am active with the Aspen Society First Mover Fellows program and am co-facilitating a Stanford engineering course this fall on Tech, Ethics and Policy.

HOW DID HOCKADAY INFLUENCE YOUR CHOSEN CAREER PATH? The Hockaday Cornerstones of Character, Courtesy, Athletics and Scholarship definitely gave me the scaffolding to build empathy, be of service to others, push boundaries and achieve the things I have. I am extremely grateful to the School for affording all Hockadaisies the confidence to stand up and speak up confidently.

Seeing girls be president of our class, captain of our sports teams, head of debate, and more ingrained in me profound courage and a strong fundamental belief that girls and women are natural leaders who need to be tackling the world’s most pressing challenges. I am extremely grateful for Hockaday and the wealth of strong female role models we had who always fostered a sense of possibility in me.

I should also note that the message that women can achieve great success with hard work, smarts, and luck was also strongly echoed at home from my mom, Pat Patterson, who not surprisingly, is also a Hockaday alumna.

WHAT HAVE BEEN SOME HIGHLIGHTS FROM YOUR CAREER? WHAT HAS BEEN CHALLENGING? Early in my career, I was the Co-Founder and Board Chair of Taproot Foundation which connects nonprofits with passionate, skilled volunteers who share their expertise pro bono. I am proud of this work because it extended the concept of pro bono volunteering beyond the legal profession. At that time, I also teamed up with tech entrepreneurs and philanthropists, Freada Kapor Klein and Mitch Kapor, as the founding Executive Director of Level Playing Field Institute, an organization that invests in underrepresented students of color on their educational pathways and tackles unconscious bias along the way. These experiences helped me center equity in all of my work and led me to Stanford Business School, where my favorite course was Design for Extreme Affordability which took me to Myanmar where I helped design a bicycle rice threshing device for small acre farmers.

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“An all-girls school can provide an empowering environment where girls can freely express themselves, build self-confidence, and develop leadership skills without the social pressures and stereotypes that can sometimes be present in coeducational settings.”

Upon graduating, I went to HP which at the time had 330,000 employees operating in 170 countries to lead their global social innovation programs This was definitely an ‘out of my comfort zone’ experience. In partnership with HP’s CEO Meg Whitman and KIVA’s CEO Premal Shah, I designed and launched a groundbreaking “Matter to a Million” global microfinance campaign as part of HP’s 75th Anniversary. To date, the program has resulted in over $20M of loans awarded. Thanks to this partnership, Kiva created a Donor-Advised Fund, which has given Kiva the opportunity to create over 50 corporate partnerships, including ones with 10 Fortune 100 companies.

I then left HP to go to Twitter, joining right after their IPO. During my first 6 weeks at Twitter as Global Head of Social Impact, I went out into the Tenderloin community of San Francisco and met with 65 nonprofits who helped inform the design of our place-based philanthropy outreach strategy.

These conversations launched a formal listening tour to better understand the needs of low-income families in some of the poorest neighborhoods in San Francisco, which informed the creation of the Twitter NeighborNest, a family friendly tech learning center which has to date welcomed over 6,300 visitors and provided over 1,700 hours of programming with free childcare.

It is incredibly rewarding to now bundle up the pattern recognition of these past experiences at Platypus Advisors where I can partner with CEOs, boards, and executives on unlocking and accelerating their impact journeys.

The magic and challenges with each of these experiences is they are all examples of cross-sector work which is incredibly rewarding, impactful, and hard. I do believe solutions to our most pressing challenges will be found when we team up across the intersections of profit, purpose, and public sectors to find the most durable solutions.

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WHAT DID YOU LEARN AT HOCKADAY THAT HAS HELPED YOU IN YOUR CAREER/LIFE? Hockaday helped me cultivate an inner confidence and continued courage to move out of my comfort zone. This lesson has served me well throughout my career, especially when presenting to CEOs and Boards of Fortune 500 companies on the business importance and power of purpose for their companies.

WHAT DO YOU SEE AS THE VALUE OF AN ALL-GIRLS EDUCATION IN 2023?

An all-girls school can provide an empowering environment where girls can freely express themselves, build self-confidence, and develop leadership skills without the social pressures and stereotypes that can sometimes be present in coeducational settings. I believe this can help girls become more self-assured and assertive, which can serve us well in our future endeavors.

Cultivating more inclusive environments like Hockaday is something we could all benefit from in 2023 and beyond.

I absolutely love that at an all-girls school, girls’ value is derived from their academic success, leadership abilities, their service to others, and their contribution to the world around them.

The Hockaday girls I know and meet consistently are smart, driven, down to earth, and have a wicked sense of humor — all skills we could use more of these days!

MARGARET JOHANSEN HIRSCH ’97 President, The Hirsch Family Foundation DESCRIBE YOUR PATH FOLLOWING GRADUATION FROM HOCKADAY. After Hockaday, I graduated from Princeton University in 2001 and promptly moved (along with what felt like half of my graduating class) to New York City. I was slated to begin as an analyst at a major consulting firm that year, but all entry-level positions were put on hold following the recession of the time and the 9/11 attacks, so I applied for law school. I chose to return closer to home, attending the School of Law at the University of Texas at Austin and eventually joining Hughes & Luce, a regional law firm in Dallas.

While I loved that firm and my colleagues, I realized that I did not have the fighting heart of a litigator. I was feisty, but I didn’t want to argue for corporations. I wanted to advocate in a way that would change the lifetime trajectory for people who don’t have the social capital to speak for themselves. I had always felt immensely grateful for my Hockaday education. Attending this exceptional school had given me a world-class experience that I realized was not afforded to the vast majority of students.

I wanted to change that. I knew that I needed to do what I could to help all students receive an excellent education.

So when my husband (Brad Hirsch, St. Mark’s ’97) graduated medical school, and we needed to move to North Carolina for his fellowship at Duke University, I decided to use the opportunity to make a career shift as well. I took a position as Director of Government Relations at the National Math and Science Initiative.

We focused on engaging high school students who were typically underrepresented in STEM in rigorous high school math and science classes and proving that those students would thrive.

The mission spoke to all parts of me: as a Hockaday alumna, I knew the power inherent in believing that girls could excel in STEM despite their significant participation gap in those subjects, and I was finally able to direct my desire to advocate for the purpose of enhancing the educational landscape.

After founding and then running that Government Relations department, I chose to shift my career path slightly after I had my first child. Not only did I want to be more physically present as a mother (I was traveling almost every week to Capitol Hill in DC at the time), but I also wanted to have a more local focus.

When we moved back to Dallas in 2014, I accepted the role as the President of the Hirsch Family Foundation. This allows me to participate in the education landscape in Dallas as a whole, to understand how the various pieces of that complicated puzzle fit together, to offer connections between organizations that had not considered collaborating before, and to advocate for and support organizations making systemic changes that would improve educational outcomes not only in the current generation, but for hopefully decades to come.

In support of this position, I have served as Chair of the Teach for America-DFW Regional Advisory board and am currently Chair of the United to Learn board and Chair-Elect of the Board of Trustees at the Lamplighter School. I have especially enjoyed working strategically at the intersection of the independent and public school systems, helping to forge and strengthen partnerships supporting all of the students who will determine the future outcomes and successes in our city.

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HOW DID HOCKADAY INFLUENCE YOUR CHOSEN CAREER PATH? Hockaday offered an unparalleled educational experience that is my constant inspiration and the aspiration that guides my work in education today. Hockaday provided dedicated and inspirational teachers who were invested in the growth of each individual Hockadaisy in their classrooms and who cared enough about us that we truly internalized our limitless potential. Hockaday did its own homework, making sure that we learned using the most up-to-date and research-based curriculums. Hockaday offered an opportunity for each young woman to find her strength, whether competing on the athletic fields, expressing her creativity in the dance or ceramic studios, or honing her persuasive skills at the debate podium. Even as a student at Princeton, I could see that this Hockaday education was exceptional among my peers.

It is this well-rounded development of rigor and character that I seek in the organizations that I work with today. Do they invest in their students and their teachers to nurture the leaders of tomorrow? Do they use data-based decision-making to inform and guide their strategies? Do they truly believe in the limitless potential of their students, regardless of their background or zip code?

WHAT HAVE BEEN SOME HIGHLIGHTS FROM YOUR CAREER? WHAT HAS BEEN CHALLENGING? One of the highlights of my career was a short stint as Interim Director of Advancement with United to Learn, a nonprofit that strives to transform the relationships between public schools and the communities in which they reside in order to accelerate student achievement. Part of what felt so magical about that experience was that, at the time, United to Learn was a small but mighty team of just over a dozen determined, strong, joyful women who worked tirelessly each day to close opportunity gaps in Dallas public elementary schools. It felt like a grown-up version of Hockaday! I guess it is no surprise that Hockaday is one of United to Learn’s most dependable partners, offering high school tutors for elementary students and participating in their high school leadership programming with Dallas ISD high schools.

I am still propelled forward by Mr. Kramer’s remark as he returned my Junior Paper draft drenched in green (he never used red!) ink: “Margaret, I challenge you because I respect you.” That comment forever altered my perspective on tough situations: challenges and obstacles became opportunities for growth. As I support and advise in the education space today, I am immensely grateful that I was taught to approach difficulties with an eye towards improvement. Just a few months into my term as Chair of the Teach for America-DFW Regional Advisory Board (TFA), the local organization experienced a change in leadership as well as a restructuring of the relationship between the local TFA office and the national headquarters. I suddenly found myself advising

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“Hockaday offered an unparalleled educational experience that is my constant inspiration and the aspiration that guides my work in education today.” an interim Executive Director who faced a steep learning curve while also managing an Advisory Board that was understandably nervous about the operational adjustments. As is the case with all transitions, it was a bit of a bumpy ride.

But I had Hockaday’s training in my back pocket. We used the trying time as an opportunity to hire an exceptional Executive Director in Bibi Yasmin Katsev and to return to the basics of TFA’s vision that “One day, all children in this nation will have the opportunity to attain an excellent education.” We did the hard work of digging into the data so that it could guide our choices, and we engaged in difficult conversations about balancing the various needs of our students. I am immensely proud that we maintained respect for each other’s opinions and differences through each step of the process, and they are fortunate now to be guided by Kathy Crow (former member of the Hockaday Board of Trustees) as their current Chair.

WHAT DID YOU LEARN AT HOCKADAY (EITHER INSIDE OR OUTSIDE THE CLASSROOM) THAT HAS HELPED YOU IN YOUR CAREER/LIFE? Eugene McDermott Headmistress Liza Lee had a refrain that still rings in my ears: “Be assertive, not aggressive.” In other words: be strong, make sure your voice is heard, but always be kind and thoughtful of others as you do so.

WHAT DO YOU SEE AS THE VALUE OF AN ALL-GIRLS EDUCATION IN 2023?

Hockaday offers young women the ability during their formative years to truly internalize each girl’s limitless potential. I can feel a difference when I am in a meeting with Hockaday alumnae even now. These women listen carefully, consider various viewpoints, speak respectfully but assertively if necessary, and they always get things done. I am truly grateful to work with other Hockaday alumnae in this education landscape of Dallas, including Regen Horchow ’80, Mallory Owen Muse ’03, Landy Elliot Fox ’92, Nancy Bernardino ’97, and Abby Hoak-Morton ’05. What an impressive cadre of leaders Hockaday has nurtured for the benefit of all students in Dallas.

SASHA NOURI ’08 Director of Development, Code.org DESCRIBE YOUR PATH FOLLOWING GRADUATION FROM HOCKADAY. I was extraordinarily lucky that my first job after graduating college was in Hockaday’s Development office. I was encouraged by some fellow daisies to apply to a fundraising position during Hockaday’s $100 million Centennial Campaign. It turned out to be the most rewarding job I could have hoped for. I returned to a supportive and nurturing environment and became friends with many of my former teachers. I admit I never got used to calling Mr. Long by his first name, Ed, no matter how many times he insisted!

My favorite aspect of the job (besides indulging in the Hockaday cafeteria) was traveling across the country and meeting alumnae from various graduating classes and backgrounds. My interactions with these diverse and accomplished women reaffirmed the extraordinary bond that exists within the community.

My tenure at Hockaday ignited my passion for philanthropy, and I have subsequently pursued a career in the nonprofit sector, focusing on education and healthcare. Today, I serve as the Director of Development at Code.org, a nonprofit organization dedicated to expanding access to computer science education for K-12 students worldwide.

HOW DID HOCKADAY INFLUENCE YOUR CHOSEN CAREER PATH? During my time as a student, I had the opportunity to actively engage with the Dallas community through Hockaday’s community service program. These experiences instilled in me a strong sense of purpose, a commitment to education, and a deep appreciation for community.

As an alumna, I reflect on my educational experience with immense gratitude. Because of the unwavering support of my teachers, I recognize that education is a vehicle for empowerment and positive change. This motivates me to reduce barriers to learning opportunities for deserving students around the world.

Molly Bierman Ryan ’05, Mary Susan Hunter ’08, Hattie Lindsley ’08, David Noam, Shaye Martin ’08, Jane Bruyere ’08, Sasha Nouri ’08, Molly Rosenblatt ’08, and Audrey Baker ’08 in Grasse, France

Finally, many of my former classmates have become lifelong friends and are constant sources of inspiration. My relationships with these women remind me of the importance of supporting and uplifting others, a core principle that has guided my approach to philanthropy.

WHAT HAVE BEEN SOME HIGHLIGHTS FROM YOUR CAREER? WHAT HAS BEEN CHALLENGING? Contributing to improving access to education and healthcare has been a highlight throughout my career. The most significant challenge has been observing the stark contrast between those who have access to abundant resources and those who do not.

Witnessing the extreme disparity of wealth can be disheartening, and I struggle with the role I play in contributing to systemic issues of inequality. Balancing the desire to make positive change while participating in an unjust system is challenging. Nevertheless, my passion for equity motivates me to continue advocating for access to education and opportunities for all.

WHAT DID YOU LEARN AT HOCKADAY THAT HAS HELPED YOU IN YOUR CAREER? Many of my hobbies and passions were cultivated during my time as a student. One standout influence was Ms. Juliette McCullough and her Studio Art class. She was an incredible mentor who fostered my creativity and confidence. After graduating, I explored other art forms and became a woodworker. I learned the art of woodturning and started a hand-turned bowl company with my dad called Under The Chestnut Tree. I never doubted that I could excel in the male-dominated field of woodturning. I attribute this conviction to my upbringing and my time as a Hockadaisy.

WHAT DO YOU SEE AS THE VALUE OF AN ALL-GIRLS EDUCATION IN 2023?

My experience at an all-girls school prepared me for a purposedriven life. It is truly incredible to spend your formative years in an environment that places value on who you are, not what you look like.

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LEADERSHIP TEAM Dr. Laura Leathers Eugene McDermott Head of School Nicole Escudero Christenson Head of Middle School Lisa Culbertson ’96 Head of Upper School Laura Day Director of Innovation and Collaboration Jessica W. Epperson ’96 Director of Development and Strategic Initiatives Dr. Barbara Fishel Dean of Studies Jill Flinders Director of Residence Life Michelle Goldsmith Head of Lower School Joan Guzman Chief Operations Officer Katie Leto Chief Financial Officer Cyndi Lewis Director of Enrollment Management Randal Rauscher Rhodus ’97 Assistant Head of School Sara Stoltz Director of Communications Deb Surgi Director of Athletics Dr. Tracey Tevis Director of Diversity, Equity, and Inclusion

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BOARD OF TRUSTEES OFFICERS A. Shonn Brown Chair of the Board Andrew Hill Treasurer Betty Schultz Secretary Nicole Ginsburg Small ’91 Immediate Past Chair LIFE TRUSTEES Linda Custard Lyda Hill ’60 James M. Hoak, Jr. Natalie “Schatzie” Henderson Lee ’55 Janie Strauss McGarr ’72 Margot Perot Ellen Higginbotham Rogers ’59 Michelle Neuhoff Thomas ‘83

11600 Welch Road Dallas, Texas 75229 Telephone 214.363.6311

HOCKADAY.ORG

TRUSTEES Sulman Ahmed Wasan Alfalahi Bonner Mead Allen ‘94 Nancy Lira Bernadino ‘97 Carla Bolden Lucy Billingsley Burns ‘98 Taj Clayton Tricia Drum Davidson ‘91 Will Dawson Audrey M. Decherd ’05 Landy Elliott Fox ‘92 Scott Harper Helen Harris-Allen Ellen Haynes ’81 Ariana Viroslav Held ’87 Isabell Novakov Higginbotham ’98 Angelica Marin-Hill ’93 Abby Hoak-Morton ‘05 Courtney Jones Johnson’97 Fallyn Gray Jones ‘01 Jun Il Kwun Scott Minnix Shankh Mitra Guadalupe Mora-Duarte Marisia Parra-Gaona Jimieka Williams Oswald ‘00 Priya Sureddi Patel ‘04 Kelsey Swingle Robertson ‘05 David A. Roosevelt Miguel Solis Michael Sorrell Dawne Tribolet

FIND US ONLINE! facebook.com/ TheHockadaySchoolDallas instagram.com/ TheHockadaySchool