Baltimore Fishbowl Guide to Baltimore Independent Schools 2017-2018

Guide to

Baltimore Independent Schools The information you need to make the best independent school choice.

2017-2018

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INDEPENDENT SCHOOL GUIDE EDITORIAL

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Susan G. Dunn PUBLISHER & EDITORIAL DIRECTOR

Chris Frederick AD SALES DIRECTOR

Muffy Fenwick EDITOR

Hugh Collie Gail Greene Julie Sawyer ACCOUNT MANAGERS

Whitney Wasson PHOTOGRAPHY Betsy Boyd Elizabeth Heubeck Emily Parks Kit Waskom Pollard CONTRIBUTORS

The Baltimore Fishbowl Guide to Baltimore Independent Schools is published once yearly by Indicia Media, publishers of baltimorefishbowl.com.

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Contents Editorial

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Teach Your Teachers Well Baltimore’s best schools ramp up their teaching fellowships with an eye toward beating the academic competition and breeding coaches.

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The Master Class Longtime staff members bring continuity and historical perspective to independent schools where many have taught for decades.

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Arts Smarts Reading, writing and arithmetic might be the backbone of education, but studying the arts is part of what helps children develop into well-rounded adults.

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Directory Insider Admission Tips We interview local experts for their top tips on selecting schools.

SPONSORED CONTENT

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Program Profiles From innovative STEM programs to language immersion, learn about the impressive resources area schools offer.

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Leadership These key administrators bring their expertise, wisdom and knowledge to the table.

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School Spirit At the end of the day, it’s all about the students. These kids tell us what makes their schools right for them.

Letter from the editor Welcome to the second annual Baltimore Fishbowl Guide to Baltimore Independent Schools!

This year, we have added new features that introduce you to local independent school leaders and up-and-coming young teachers; highlight innovative programs pioneering discoveries in science, robotics and the arts; and provide valuable tips for navigating the admissions process. Back this year is our ever-popular School Spirit section, in which local students tout their schools.

With each section, our editors, writers and photographers have made their own discoveries about the incredible developments at the independent schools around us. Baltimore’s schools are among its greatest gifts. Having spent much of my adult life both working in and volunteering for independent schools in the area, I can personally attest to this. With this guide, I was able to delve deeper. I learned how local independent school administrators are taking their schools’ missions into the 21st century, creating new initiatives that connect their students with the surrounding community, and reinventing old teaching practices in new and exciting ways. Young teachers are being mentored straight out of college by seasoned faculty, some of whom have served in their roles for more than 20 years. And today’s students are so inspiring! From the youngest learners to seniors looking beyond high school, these kids are talented musicians, accomplished artists, competitive athletes and inquisitive scholars. Their enthusiasm and passion show on the pages of the School Spirit section.

We hope this guide will help you navigate the many independent schools Baltimore has to offer. Having worked for many years in admissions, I truly believe that the choice often rests “in your gut.” Through the pages of this book, we hope you will see something that inspires further investigation. Schedule your visit to the school (or schools) that speaks to you. Hear from administrators. Watch teachers in action. And, most importantly, meet some of the students. You won’t be disappointed!

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Hakeem Sule, McDonogh School teaching/coach intern

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Teach Your Teachers Well

Baltimore’s best schools are ramping up their teaching fellowships with an eye toward beating the academic competition and likewise breeding top-notch teachers.

By Betsy Boyd

I

n 2014, Bryn Mawr teaching fellow Jackie Burr was shadowing the school’s pre-first grade instructor Meghann McMahon when she absorbed a vital lesson that she now applies to her full-time fifth grade instruction at Bryn Mawr.

“Meghann would give the kids a question or a problem and say, ‘Talk about this! Why do you think this animal would have lived in trees as opposed to on the ground?’”

Burr says. “Textbooks don’t stress enough students bouncing ideas off each other and using each other as a source of information. Now I use this exercise with my 11- or 12-year-olds. It’s a good exercise for adults as well.”

Burr, now 29, was the inaugural Wilgis Teaching Fellow at Bryn Mawr from 2014 to 2015, and just completed her second year teaching at the school. Just before becoming involved at Bryn Mawr, she earned a master’s degree in elementary education.

“It’s a no-brainer for me—in an ideal world, every school would have this fellowship model,” Burr, who also coaches varsity volleyball at Bryn Mawr, explains. “It gives you an opportunity to watch and mirror and imitate and practice what the pros are doing. From an athlete’s perspective, you’re always looking for pros to learn from.”

Many of Baltimore’s independent schools incorporate fellows or interns into their teaching faculty and their varied athletic coaching rosters. It’s a win-win for the

well-endowed institutions that can sustain small salaries for the young instructors-to-be and for the typically inexperienced fellows who gain valuable classroom experience to add to their resumes, and on occasion snag an offer of full-time employment.

Maybe you’ve heard of the coveted Tickner Fellowship, which annually brings an award-winning young creative writer to Gilman’s campus to write and teach and to coadvise its lit journal, Paragon—celebrated novelist and short-story writer Laura van den Berg held the Tickner, as did fiction writer John Rowell, who is now a regular Gilman English faculty member and the school’s spring musical director.

“Before I left New York, I taught some live and online classes for Mediabistro in fiction writing, which was great but all-adults, of course, so I had no experience teaching teenagers or high school before I started at Gilman,” Rowell says. “It’s a great fellowship, and we’ve had wonderful writers all through the years.”

Next year, the Tickner converts from a one-year to a twoyear contract, a change that the school’s administration hopes will appeal to a larger applicant pool.

Gilman has long held the Henry Callard and Michael Howard Cooper Teaching Fellowships, both of which combine classroom mentoring, part-time hands-on instruction, and the opportunity to coach athletics. This fall, Gilman implements a new high-concept teacherGuide to Baltimore Independent Schools

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Jackie Burr, The Bryn Mawr School’s Wilgis Teaching Fellow

trainer model, using the endowments from the Callard and Cooper to bring two University of Pennsylvania graduate students to campus for two years.

“We’re at a massive inflection point,” says Bartley Griffith, assistant head of school for teaching and learning at Gilman. “Historically, [the fellowship] has been more about labor than learning: sweat equity. But the world is increasingly complex. Tuition is rising.

And parents expect more. We’ve felt like we needed to muscle up on the fellowship.”

Under the new Penn-linked model, each fellow will receive “aggressive mentoring,” according to Griffith.

“Penn incentivizes with Gilman the mentor situation,” Griffith says. “A Gilman mentor observes [the fellows] each day. The fellow will take on one of the classes of the mentor teacher. And the Gilman teacher gets a course reduction to dig in and have time to invest in the fellow’s career. Then University of Pennsylvania professors will have feedback, too—the fellows are getting the support and expertise of courses at Penn. And this creates a cohort of peers [across the East Coast] going through the same experience.”

Gilman faculty generally includes between seven and 10 former fellows, according to Griffith, and the majority of the overall faculty hold master’s degrees, though they are not required.

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“Last spring, I graduated from Davidson in North Carolina with [an undergraduate] degree in English,” says rising Cooper Fellow Ethan Faust, 22, who enrolls as a University of Pennsylvania grad student in August.

At this time, Faust will relocate to Baltimore and begin shadowing Matt Tully, a seventh-grade language arts instructor and celebrated track coach. Tully, Gilman ‘02, also started his career as a fellow.

“Matt can really understand where I’m coming from as a young teacher, which is nice,” Faust says.

Of course, the University of Pennsylvania program is itself quite young—downright newborn—so there will be a whole lot to figure out.

“I think a lot of this first year, we’re going to be feeling out what works,” Faust explains. “It’s going to be a work in progress for everyone.”

The newness isn’t entirely a troublesome thing.

“Because the Penn program is brand-new, we’re working with a lot of materials written in the last year or two that look at relevant social issues and how to deal with those,” Faust says. “Our curriculum is innovative and at the forefront of these discussions—it’s increasingly important to talk about identity in all sorts of senses and to help students figure out who they are as people.”

Faust was first drawn to the idea of teaching teens when he taught an ESL course for six weeks.

“The class had a huge impact on these students coming from China as middle schoolers who’d had bad experiences and wanted to get into private high school and improve their English,” Faust says.

He agrees that his youth, empathy, and energy are strengths in a classroom full of students who are graduating from childhood to puberty and hoping to find an accessible adult they can admire. Faust will also be responsible for coaching three seasons of a middle school sport still to be determined.

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he McDonogh School’s inaugural teaching/coaching intern in 2010 was Hakeem Sule, McDonogh ’05, a 2009 University of Maryland graduate. Sule had played football in high school—and college—and received impressive athletic scholarships along the way that enabled him to attend private school despite his lower income status.

Today, Sule, 30, is a math teacher and football coach at his alma mater. He also leads the Foundations Program, an extracurricular support group for students from financial backgrounds much like his own.

“Some are kids who come in to play sports,” says Sule.

“Others have the grades but there’s a social or financial adjustment. I was in the program as a student.”

MacMullan says. “We might need one section of math, so we look for a math background, and we look at their sports to match them. We’re looking for someone who loves teaching and coaching.”

When Sule coaches interns in the classroom, he stresses the importance of becoming relatable, a key skill the best teachers hone over time.

“You make yourself a teacher first and a coach second, that’s the mission of the school,” Sule says. “One of the interns I mentor now was a collegiate coach at Lehigh University.

He was working on his master’s in history and teaching, but he really didn’t have classroom experience. I gave him the opportunity to do two weeks with [the Foundations Program] to get comfortable talking around the kids.”

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n-site teaching fellowships and internships are the practical wave of the present, at least for schools that can afford it.

“A second body in the room allows a teacher to get to the strongest kids and those who need the most support,” says Joshua Wolf, middle school principal at Park School.

Last year, the school implemented a program (for college credit, not pay) with sophomore education students from Stevenson University by way of an anonymous donor.

They hope it will continue, but that’s to be determined based on necessary funding.

At McDonogh, teacher training comes in the form of paid internships, all of which demand plenty of hours on the field as well as in the classroom.

“Student-to-faculty ratio is really important, and there’s great data to back that up,” adds Wolf. “I truly believe student success is directly influenced by the number of adults in the room.”

“We’ve had maybe 15 interns since 2010,” says Matt MacMullan, the school’s athletic director. “It really just began as a way to give young teacher-coaches a chance to get into the private-school teaching world. It’s difficult for someone right out of college to find a job. It was a way to build up our coaching staff.”

Jackie Burr, the inaugural teaching fellow at Bryn Mawr, certainly appreciates her shared classroom time with her early mentor Meghann McMahon, whom she today considers her “best friend.” McMahon found the experience beneficial on her end as well.

The program began as a one-year contract and now spans a two-year calendar, during which time the intern teaches and coaches three seasons of a sport.

“We look for interns for the coming year based upon what our needs would be both academically and athletically,”

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“I did a writing lesson [under McMahon’s observation] called ‘Sparkly Sentences,’” Burr says. “If you said, ‘The cat walked in the woods,’ to make it sparkly, write: ‘The orange striped cat walked in the damp, green woods.’ I gave the students a glitter gel pen and they got to go over the new detail words. Meghann thought that was an idea she could use too.”

Program Profiles

Baltimore’s independent schools offer more than just core subjects. Explore the innovative ways they enhance their curricula with state-of-the-art programs.

Guide to Baltimore Independent Schools

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program profile

Robotics Program at Boys’ Latin is Fun and First-Rate

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OR THE PAST DECADE , the Robotics program at The Boys’ Latin School of Maryland has been racking up accolades while integrating the world of robotics as part of the education of these young men. Students start with projects such as building LEGO models with motorized parts, and work all the way up to robots that can perform a variety of sophisticated functions.

“The robotics program at Boys’ Latin gives our high-achieving boys in grades 3-12 a challenging, exciting, and truly excellent way to engage in real-world engineering problemsolving and to compete in the ‘varsity sport of the mind,’” says Head Robotics Coach Anne Kellerman.

In January, Boys’ Latin hosted “Roboquake on Lake,” an exciting day of events including a FIRST LEGO League (FLL) tournament and a FIRST LEGO League Junior (FLL Jr.) Expo.

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Also, the upper-school team, The Lumberjacks, continues to be highly respected, as it has qualified three times for the world championships.

“While winning another district event and earning the opportunity to compete at the FIRST World Championship were exciting, by far the greatest accomplishment this year was seeing our seniors graduate to study engineering at top-ranked universities including Georgia Tech, Case Western, Vanderbilt, Virginia Tech and Cornell,” adds Kellerman.

Best of all, the students love the program. “As a member of the build team, I take far-flung ideas from two-dimensional drawings and bring them to life as actual three-dimensional objects,” says senior Matt Post. “Being able to help design and create robots is a really fun experience.”

Building Young Leaders through the Leadership Program at Calvert School

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ONING LEADERSHIP SKILLS starts early at Calvert School, which offers a middle-school leadership program that fosters growth and confidence. The leadership program exemplifies the belief that all children can be leaders, and these skills can be taught.

Leadership skills begin through grade council programs, where students collaborate with teachers in initiatives such as the Sixth-Grade Day of Service, benefitting organizations such as Paul’s Place, Baltimore Hunger Project, Marian House and Art with a Heart.

“Unlike many K-12 schools, where the leadership opportunities are reserved for high schoolers, at Calvert, our middle schoolers are tasked with taking on these important roles,” says Jay Parker, director of student life at Calvert School. “Students experience leadership in a positive way, and it empowers them to make a difference both inside and outside our school. We know we have reached a culture of leadership when students are inspiring each other.”

Eighth-graders spearheaded Bees for BARCS, an initiative to drive participation in an annual fundraiser for the Baltimore Animal Rescue and Care Shelter (BARCS). Cynthia Somers ’17 says, “It was so fulfilling to see so many members of the Calvert community come together, and to see our vision come to reality.”

By seamlessly integrating these leadership roles into the Calvert School experience, these middle schoolers are poised to bring character and excellence to their communities.

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program profile

Students Excel in the Sciences through the STEM Program at The Catholic High School of Baltimore

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OR MORE THAN A DECADE , students at The Catholic High School of Baltimore have thrived in the sciences thanks to the school’s STEM (Science, Technology, Engineering and Mathematics) program. As the first STEM school in the Archdiocese of Baltimore, Catholic High provides specialized instruction through courses that include conceptual physics, robotics and a NASA engineering curriculum.

STEM students also enjoy a Summer Enrichment Camp each year, with different topics tailored to each grade level.

Incoming freshmen and rising seniors build skills in a robotics camp, sophomores participate in a rocketry camp, while rising juniors learn about the science side of criminal justice through a forensics camp. Catholic High is also the only private Catholic high school for young women with a Vex Robotics team.

Students also build on classroom knowledge through the STEM mentorship program. STEM professionals have lunch with students at school, and the students later have an opportunity to shadow them in their workplaces.

According to Dr. Barbara Nazelrod, president of the school, “The STEM program has strengthened our entire academic landscape as now more than half of our students focus on the sciences.”

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WISE Program at Garrison Forest Brings Students out of the Classroom and into the Lab

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HROUGH A PARTNERSHIP with The Johns Hopkins

University, the Women in Science and Engineering (WISE) program at Garrison Forest allows juniors and seniors to obtain real-world experience in the STEM (Science, Technology, Engineering and Mathematics) fields.

Garrison Forest junior- or senior-year students who take part in the program are placed in Johns Hopkins labs for two afternoons a week for about 15 weeks. A Hopkins mentor — either a professor or graduate student — guides the student through all aspects of assisting in the research focus of a Hopkins lab.

Andrea Perry, the director of The James Center at Garrison Forest, which connects students with organizations and nonprofits to provide opportunities in leadership and learning,

and coordinator of WISE, notes: “WISE allows them to be tested on the real world stage as [they learn] it’s all about the research, and the students develop confidence by stepping into that setting.”

“The WISE program has given me and many other students the opportunity to dive head-first into real labs on topics that interest us,” says Amanda Fruman ’18. “I was able to work in the Neuromyelitis Optica (NMO) Research Lab, in the Johns Hopkins neuroscience department. NMO is a rare autoimmune disease that effects one’s eyes and/or spinal cord. I recreated cell cultures that mimicked patient cells, and tested trial medicines on those cells. The WISE program gave me lab experience, and allowed me to learn so much about what it takes to be in a health profession.”

Guide to Baltimore Independent Schools

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program profile

Dual-Language Program at Greenspring Montessori Provides a Rich Exposure to the Spanish Language

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INCE THE FALL OF 2013, students at Greenspring Montessori have benefitted from the opportunity to immerse themselves in learning a second language — Spanish. Children as young as two years old have been able to take part in this enrichment, as Greenspring Montessori School currently offers Spanish Dual-Language Montessori Toddler (2 to 3 years), Children’s House (3 to 6 years), and Lower Elementary (6 to 9 years) communities.

In the Lower Elementary community, students in a separate dual-language class are taught in English by one guide — as teachers are called in the Montessori program — while another guide teaches specific lessons in Spanish. All lessons still follow the Montessori curriculum. The school also benefits from the

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efforts of Erin Pressman, dual language coordinator and guide at the school, who coordinates the language-acquisition efforts across all levels in an effort to continue to build the program.

Future plans include continuing to increase cross-classroom engagement and there are also plans to grow the duallanguage program, including increased parent and community involvement.

“There are definitely benefits to learning a second language,” says Pressman. “We live in a multicultural society, and speaking a second language such as Spanish is a reflection of being a part of our global society. Students also benefit from the cultural appreciation that comes with learning Spanish.”

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program profile

Cyber Science at Loyola Blakefield Leads the Way

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IG IDEAS ARE OFTEN BORN FROM HUMBLE BEGINNINGS. In 2012, a small group of students at Loyola Blakefield, led by Director of Technology Steve Morrill, began to answer a question yet to be explored: What role could high school (or even middle school) students play in the world of cyber science?

The idea was cooked up in a kitchen (literally!) that was part of the former Jesuit residence on the Towson campus.

Colleges and universities were just stepping into the field with degree and certificate programs, but Morrill and his original group of six were on the verge of building what has become the global leader in cyber education at the middle and high school levels.

Winning prestigious local and national competitions put the program on the map quickly, but student interest grew

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just as fast. Within a few years, the program has grown to include 120 students, many of whom have mastered skills normally reserved for advanced college studies. They have also landed internships at some of the nation’s most innovative companies.

Recognized as the nation’s “First Cyber Teacher” in 2016, Morrill has since been on a whirlwind tour of government agencies, international conferences, and during part of the summer of 2017, he was in Australia sharing his recipe for success with the prime minister and other political leaders as they take the program he founded at Loyola and put it in place across the continent. Needless to say, cyber science has come to life for middle and high school students at Loyola.

Outward Bound Shapes Young Adults through Urban Service Expeditions

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EENAGERS need experiences that will push their

boundaries and develop character traits that will carry them into adulthood. Baltimore Chesapeake Bay Outward Bound School offers five-day/four-night expeditions to provide service learning solutions to students and inspire a lifelong sense of leadership.

The expedition is unique to the Outward Bound School in Baltimore and leverages the school’s 31 years in Baltimore City, a network of nonprofit partners and a clear mission to develop the city’s next leaders. Students traverse the city by public transportation; immerse themselves in co-beneficial, empathy-building service projects; and learn communication, collaboration and action planning skills through Outward Bound’s research-backed Character Curriculum©.

Past service workshops have included green-space rehabilitation with veteran service organization The 6th Branch, preparing intake kits for victims of human trafficking through Turnaround, Inc., which works with victims of sexual assault and domestic violence, or hearing first-hand survivor stories at Marion House, a halfway house for women.

Outward Bound lead instructor Eric Park says: “Students gained a much more complex view of what resilience looks like as they heard stories from former homeless people and people who were overcoming addiction. They directly developed resilience as they explored the social justice lessons and were placed in an immersive group setting within an urban landscape.”

Outward Bound is the Baltimore Fishbowl Guide to Independent Schools’ nonprofit partner for 2017-2018.

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program profile

Leadership Initiatives at Roland Park Country School Expand Learning outside the Classroom

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HETHER IN THE CLASSROOM or out in the community,

Roland Park Country School (RPCS) has been providing young women a solid foundation through an exemplary education. This past summer, upper school students had the opportunity to expand their learning through an important new initiative: the RPCS Summer Internship Program.

The program highlights RPCS’s commitment to expanding professional opportunities for students in fields such as medicine, architecture, technology, finance and law. “Internships offer so many learning opportunities, including increased exposure to potential career fields, chances to enhance leadership skills and real-world scenarios to apply knowledge gained from courses,” says RPCS Head of School Caroline Blatti. Emily Cooke, director of strategic communications, adds: “These initiatives give our

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students an opportunity to connect to real-world issues and think outside the confines of school.”

The introduction of the Summer Internship Program is the first step in RPCS’s articulation of future opportunities in leadership, design, innovation and entrepreneurship for students. This past summer, the Summer Internship Program connected 33 students with internships in a career field in which they had expressed interest.

The program speaks to the vision of an RPCS education that connects classrooms and communities, as well as equips students with the skills that enable their success during their time at RPCS, beyond graduation day and into their professional journeys. RPCS seeks to send students off with a love of learning and eager for new accomplishments.

1:1 Chromebook Program Puts Technology into the Hands of Middle Schoolers at Cathedral

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at The School of The Cathedral utilize technology in the classroom through a 1:1 Google Chromebook program. Every student receives a Google Chromebook with the Google Apps for Education suite, allowing students to be technologically savvy citizens of the digital world, while developing criticalthinking, collaborative and problem-solving skills.

IDDLE SCHOOL STUDENTS

“Our focus in middle school is to prepare students for the future,” says Michael Wright, principal at the school. “This Chromebook program reflects our vision statement to prepare students for the future with an innovative education and to be problem-solvers while developing their 21stcentury learning skills.”

The benefit of these skills is evident with the school’s keystone project, the Faith in Focus Leadership Conference, developed and delivered by eighth-graders. Students present a fiveminute “TED Talk” on social-justice issues such as equality or mercy. Students research their topic, collaborate using Google Docs and peer-edit the presentations. The students deliver the presentations to the school community using Google Slides.

In addition to its collaborative nature, the suite aids students on an individual level. “It helps develop their executive functioning skills. Although they are digital natives, the students need support in organizing their cloud workspace and meeting deadlines,” says Wright. “They use the Google Calendar to manage deadlines, and the various apps when working on projects to develop those critical technological and organizational skills.”

Guide to Baltimore Independent Schools

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The Master Class Honoring those who have served 20 or more years

By Muffy Fenwick he hallmark of a successful school is embracing change while adhering to the traditions of its founding. Often, these traditions come in the form of long-standing faculty members. For many area schools, these faculty “lifers” are the link to the school’s past and the anchor in its future.

Dyson Ehrhardt

This is certainly true at Gilman School, which reports that 20 percent of its faculty has taught at the school for 20 or more years. Of this group, 12 teachers have been at the school for 30 to 44 years. Gilman graduates John Xanders, class of 1977, and Brooks Matthews, class of 1987, returned to their alma mater and have served the school for a combined 66 years. Both embrace the school’s teachercoach model, serving in both the classroom and the athletic field. Xanders, affectionately known to his students as “Mr. X,” has taught in the lower school and coached wrestling for 34 years. In his tenure, he has seen five former students return to Gilman as teachers.

Jimmy Currie

As an upper school history and varsity lacrosse coach, Matthews has also mentored former students and players, often shepherding them to college programs and welcoming them back to campus as young faculty members.

Johnnie Foreman is another long-time faculty member.

Currently the director of community and diversity, he has served many roles in his 32 years at Gilman. In 2015, an alumnus established the Johnnie L. Foreman, Jr. Faculty Fellowship. Assistant Head Bartley Griffith, Jr. explains:

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“The Johnnie L. Foreman, Jr. Faculty Fellowship introduces aspiring teachers to careers in education by giving a recent college graduate the opportunity to explore the profession of teaching at Gilman School. The fellowship honors Director of Community and Diversity Johnnie L. Foreman, Jr., who has taught, coached, mentored and advised generations of Gilman men.”

Johnnie Foreman, 1990

The school also renamed the MIAA track trophy for Foreman in recognition of his years as a Gilman track and field coach.

The continuity and institutional history of the veteran staff members reinforce the values of wisdom and experience so needed in today’s youth culture.

• • • Director of Athletics and Physical Education Mary Alice Lears has taught and coached Calvert School students for 29 years. In addition to overseeing the K-8 athletic program, Lears is never far from her students, coaching middle school field hockey and squash. Today, she shares her workplace with her daughter, Kait Gentry, middle school learning and support coordinator and a Calvert graduate.

“Twenty-nine years ago, I chose to teach at Calvert because of its impressive educational reputation,” Lears says. “However, for nearly 30 years, the students, families, and my colleagues have made it my home. Both of my children went to Calvert and received amazing educations, and now I get to work every day with my daughter. It seems the more I gave to Calvert, the more Calvert has given to me.”

• • • In 2011, Garrison Forest’s Nick Burns was honored with the school’s Distinguished Teacher Award. Burns has served the school as an upper school history teacher, advisor, faculty resident and coach for more than 20 years. He defines his responsibility as helping his “young scholars believe more fully in themselves, as learners and as people.”

His students respond to Burns’s sensory-rich, interactive teaching space. Outside the classroom, Burns is known for his passion on the court. Under Coach Burns, the varsity basketball team earned the league championship in 2015.

• • • Beloved Roland Park Country School (RPCS) teacher Ereni Malfi traces her career from the science classroom to her current role as upper school head.

As a Baltimore native, Malfi recognized the power of our area independent schools and helped to forge a deeper tri-school partnership between RPCS and the neighboring Gilman and Bryn Mawr Schools.

Jeanette Budzik, her tri-school colleague, has called Bryn Mawr home for 34 years, serving in many capacities — as P.E. teacher and department chair, middle and upper school advisor, varsity field hockey coach, upper school dean of students and now interim upper school head. Upon Budzik’s recent appointment, former Headmistress Maureen Walsh said: “Jeanette is passionate about Bryn Mawr’s mission and is completely dedicated to the success and well-being of our girls and our school. She is committed to Bryn Mawr’s history and traditions and also embraces a vision for change.”

Several additional Bryn Mawr faculty members have served the school for 20 or more years. Carol Martin, longtime kindergarten teacher, has been in the Lower School for 37 years. For 28 years, Gwen Nkwanyuo has worked Guide to Baltimore Independent Schools

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Brooks Matthews, 1997

intimately with the school’s youngest students, most recently as the assistant director of the Bryn Mawr Little School, a co-ed preschool for boys and girls from infant through kindergarten. Nkwanyuo says, “Working at Bryn Mawr is a career, not a job. Most of all, I like the people — the families, the children (especially the youngest children), our faculty and staff. I look forward to coming to work each day. I can be myself and bring my gifts to the table. I can find support in working through any challenges.”

••• Boys’ Latin School of Maryland (BL) alumnus Jimmy Currie returned to his alma mater in 1980. In his current role in admissions, Currie imparts his own loyalty to the school on prospective students and their families.

Nick Burns, 1997

“I feel very lucky to have been able to work in the same wonderful place for an entire career. In my time working here, I’ve been lucky to have the opportunity to work alongside some incredible people who have mentored me along the way.

I’ve served under seven headmasters, and BL has really given me the chance to learn and grow. It has been an unbelievable journey for which I am sincerely grateful,” he says.

Since returning to Boys’ Latin, Currie has worked alongside colleague Dyson Ehrhardt who, last spring, celebrated his 55th year at the school. Serving as Boys’ Latin’s associate headmaster emeritus, Ehrhardt also found himself back home early in his career. A 1959 graduate of Boys’ Latin, Ehrhardt always had a sense he would return. During his junior and senior years, he helped with third and fourth grade recess and gym as part of a work-study program sponsored by the school.

John Xanders, 1994

“Spending time working with those kids really helped me realize that I wanted to teach and coach. In the back of my mind, the thought of teaching and coaching at Boys’ Latin was always there,” says Ehrhardt.

On his 55th anniversary at the school, Ehrhardt was asked to recall his fondest memories of Boys’ Latin. “My fondest memories are of my teachers. They were all very different, but together they created the foundation from which we learned,” he explained.

Ehrhardt’s words resonate throughout the halls of many local independent schools today. For students, it is the teachers who make the difference in their daily lives.

The perspective those mentors offer can have a lasting impression, at times, even drawing students to return and serve as the next generation of lifers.

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Leadership

Some of the most passionate educators sit in the administrative offices of area schools. Meet the leaders who bring dedication, experience and guidance to the table.

leadership Chris Post

Boys’ Latin School of MD

AS HE BEGINS HIS 10TH YEAR as Boys’ Latin School of Maryland’s headmaster, Chris Post’s life has come full circle, returning to the place that sowed the seeds of his career.

During his senior year at Johns Hopkins University, Post interned at Boys’ Latin.

“My entire professional experience has been framed against what I saw here during my internship,” he says.

A product of an all-boys education in New England, Post has long recognized the invaluable impact the experience, as well as the teachers, advisors and coaches who shaped it, has had on him. At Boys’ Latin, Post strives to “give back to a system that gave me so much.” Because of this, Post has served as a teacher, coach, advisor and administrator throughout his career.

THIS FALL, SUE SADLER TAKES THE HELM as The Bryn Mawr School’s 10th head. She feels pre-ordained for this role.

“From playing ‘school’ as a preschooler, to doing a high school independent study in a fifth-grade classroom, I was destined to be a teacher,” Sadler says.

Her mother, however, may have had other ideas. Sadler explains, “She wanted me to make more of a feminist statement in my choice of professions, like being a race car driver!”

Sue Sadler

The Bryn Mawr School

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Sadler persisted and, after pursuing a B.A. from Colby College and an M.A. from Ursuline College, spent 31 years at Hathaway Brown, an all-girls school in Shaker Heights, Ohio. There, she served numerous roles as teacher, coach and administrator. Before arriving at Bryn Mawr, Sadler was the associate head of school and upper school director.

What makes Boys’ Latin unique, he believes, is the humility of its students, the spirit of the school and the brotherhood they share.

“We’re a school for and about boys,” he says.

Ten years into the job, Post continues to promote an environment where boys thrive. How does this happen? He points to the school’s engaging academic programs; vibrant arts, music and theater programs; award-winning robotics team; and championship athletic teams. He most appreciates that at Boys’ Latin, a student can be equally known as an accomplished musician, a competitive athlete and an outstanding student.

“We don’t take for granted that our students are remarkably happy at our school. We are a place where good boys grow to be great men.”

When asked what drew her to Bryn Mawr, Sadler says, “First and foremost, The Bryn Mawr School’s mission is powerful and makes an ambitious statement for girls.” Immediately, she recognized the warmth of the community and was impressed by the students and faculty she met.

“I love that Bryn Mawr helps students balance their intellectual, emotional, and physical development and well-being; our approach helps girls thrive on campus and beyond,” says Sadler.

Sadler seems poised to continue the school’s ambitious mission for its girls. When asked what she hopes to achieve in her new role, Sadler states, “Above all, I want Bryn Mawr to continue to be a force for girls in education and put the well-being of our students at the center of everything we do.”

By this, Sadler seems to have embraced the very feminist statement her mother had envisioned for her.

EVEN AS A TEENAGER working as a summer camp counselor and wilderness program director, Calvert School’s Middle School Head Matt Buck knew his future career would involve kids. Later, as an undergrad at Williams College, Buck took a teaching internship and explains, “I was immediately hooked.”

Upon his graduation, Buck returned to his hometown of Baltimore and spent 14 years at Gilman School as a teacher, coach, advisor, and finally assistant middle school head before heading to Calvert. A 1987 Calvert graduate, Buck was intrigued by the school’s newly conceived middle school and knew he wanted to be a part of it.

“As a boy, I felt happy and very proud about being at Calvert. Important things were happening and you felt part of something grand and exciting. I loved my teachers and

LAST FALL, MIDDLE SCHOOLERS AT FRIENDS SCHOOL OF BALTIMORE welcomed a new face, Middle School Principal Jay Golon. No stranger to independent schools, Golon brought a rich background and a strong résumé to the school.

Before arriving at Friends, Golon spent eight years at The Dalton School in Manhattan.

There, he served as a history teacher, house advisor, department chair and, for the last five years, assistant director of curriculum and teaching, and dean of students. In addition, Golon taught and coached at the Trevor Day School in Manhattan and the Epiphany School in Massachusetts.

Head of School Matt Micciche believes that Golon “brings the experience and the enthusiasm, intellect and vitality to lead the middle school in its next stage of growth.”

Golon received a B.A. in American studies and theater from Wesleyan University and

thought they were gods,” says Buck.

He adds, “When I saw the middle school developing at Calvert, I became curious about taking part in that.”

Matt Buck

Calvert School

Celebrating its 15th anniversary, the middle school has exceeded Buck’s expectations while still honoring the Calvert that he knew as a boy.

“There’s a very palpable bon vie here, a real spirit of kindness and openness and intellectual pursuit,” explains Buck.

In the middle school, Buck fosters this spirit, focusing on the unique social and cognitive needs of his pre-teen and young adolescent students.

As he reflects on the middle school’s anniversary, Buck says, “We are excited with what we have built, and look forward to further growth and enhancements in the years to come.”

a master’s degree from Harvard Graduate School of Education’s leadership program.

He likens his theater background to working in a school.

“In theater, as in schools, you have a group of people coming together, bringing very different talents and expertise to create an experience. In theater, it’s a show; in schools, it’s a class, or a team,” he says.

Golon is particularly drawn to working with middle schoolers: “Middle school sees the greatest developmental range in the shortest amount of time, and that makes for an interesting and challenging learning environment.”

But it’s middle schoolers’ unique perspective that endears them to him: “They are stunningly honest. At least once a day, usually more, I laugh from my soul because of something a kid does, or says. For me, that’s one of the most restorative things ever.”

Jay Golon

Friends School of Baltimore

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leadership Tung Trinh

Garrison Forest School

“ALTHOUGH SCHOOL SHOULD BE A PLACE that teaches important skills for students to be successful and discerning citizens, it should also be a place that students look forward to coming each day.”

co-ed preschool, are fully immersed in the community.

This belief inspires Garrison Forest School’s Tung Trinh in his role as middle school head.

Trinh exudes this enthusiasm and strives to infuse the school’s mission to “inspire young women to lead and serve with passion, purpose and joy” into every interaction with his middle school students.

Trinh is a native New Englander, growing up in Maine and spending much of his early career in Massachusetts. As an undergrad at Bowdoin College, Trinh was an all-conference long jumper and captain of his track team. He later taught, advised, and coached basketball, cross country and softball at the Shore County Day School before coming to Garrison Forest in 2011.

Trinh first served as middle school dean of students. He, his wife, and their two young children, who also attend Garrison Forest’s

WHEN BARTLEY GRIFFITH WAS HIRED as Gilman’s assistant head in 2015, it was a natural fit. A former English teacher, department chair and three-sport coach in football, lacrosse and basketball at The Westminster Schools in Atlanta, Griffith embodied Gilman’s teacher-coach model.

Furthermore, he saw in Gilman the very traits that drew him to his profession.

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For Trinh, this means, “We take everything we do seriously, but not always ourselves.”

His goal is to inspire his students’ innate curiosity and foster their love of learning at Garrison Forest and beyond. Coupled with the school’s signature programs and interdisciplinary curriculum, and in partnership with teachers and parents, Trinh helps his students pave the way to their futures.

ambitious mission, and engaged students.

“The boys are the very heart of Gilman. Their efforts to know, love, and challenge one another, to discover their own gifts and those of others, inspire me daily,” he says.

Griffith maintains a connection with his students in both the classroom and on the athletic field, as an English teacher and football coach.

Griffith received a B.A. from Bucknell University, where he played varsity football. He went on to earn master’s degrees from Middlebury College and Teachers College, Columbia University.

In his role as assistant head, Griffith provides leadership in hiring, professional development and curriculum. He relishes the challenge of redefining what academic excellence means in a rapidly changing world. Every day, he considers how to support a program that honors the school’s indelible history while preparing today’s boys to assume the roles of tomorrow’s men.

At Gilman, Griffith recognized the school’s defining qualities: a remarkable history, an

Says Griffith, “It’s all such exciting, inspiring work.”

“I have been nurtured and celebrated by many teachers and mentors … my sense of calling stems from their influence and inspiration,” he says.

Bartley Griffith, Jr.

“As an administrator, campus resident, and proud parent, you will not find a bigger fan of Garrison Forest,” he says.

ENTERING INTO HER 11TH YEAR AT NOTRE DAME PREP (NDP), Maureen Sack Cannon, director of admission and enrollment management, feels certain that destiny put her on this professional path.

Both of her parents were teachers and, since graduating from the College of Notre Dame, Cannon has enjoyed a 20-year career in education.

“As simple as it sounds, I truly believe knowledge is power. I believe that a strong educational foundation is key to transformation,” she says.

Cannon sees this every day at NDP, both in her current role and as a parent to twin NDP ninth-graders. She believes NDP’s teachers and curriculum set it apart.

“We are mission-driven and the students are the center of our world,” she says.

She credits the school’s success to the NDP

ROMMEL LORIA HAS SERVED AS THE DIRECTOR of civic engagement and service learning at The Park School of Baltimore since 2014, having previously taught language arts at its middle school. His work focuses on linking service experiences in support of the community with the school’s curriculum, cultivating relationships with community partners, and supporting the development of new programs. Loria is also an upper school advisor and tennis coach.

Loria’s journey to Park was unique. After earning his B.S. from Georgetown University and his J.D. from the University of Maryland, Loria worked as an attorney in Baltimore, focusing on civil litigation.

He liked practicing law, but sought something more. At the encouragement of a mentor, he pursued a career in teaching, combining his interests in writing and literature, working with kids, and sports.

trifecta: academic excellence, spiritual and personal growth, and the practice of justice.

As a parent, Cannon has seen the transformative power of an NDP education. She promotes this to families of sixth- through 12thgrade applicants in her admissions role. During her tenure, Cannon has not only worked to sustain enrollment and meet projected goals, but to convey the school’s mission. Cannon stands by the traditions of NDP’s founding School Sisters of Notre Dame, and promotes the leadership and innovation the school provides its students. Above all, she appreciates the school’s ability to adhere to treasured traditions while cultivating friendship and sisterhood.

Maureen Sack Cannon Notre Dame Preparatory School

“Fostering NDP’s programs and whole-school experience, and recruiting the best students who can benefit from NDP’s transformative environment, is what I continue to seek to achieve as director of admission and enrollment management,” she says.

(And he returned to school again, earning his M.L.A. from Johns Hopkins.)

At Park, he says, he has found the perfect fit: “Park allows me to constantly ask whether what we’re doing is best for our students, and it’s a culture that encourages students to have a voice in creating their experience.”

In his current role, Loria believes he helps Park students — kindergarten through grade 12 — take ownership of their education. For the past three years, he has worked with eighth graders on identifying, designing and implementing advocacy projects that challenge students to respond to social issues — a program, known as ADVOC8, that he helped create during professional development work at Park. “[Students] find what they’re passionate about and take action. While we provide structure that guides students, it is, by and large, a blank canvas, and their creativity is inspiring,” he says.

Rommel Loria The Park School of Baltimore

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leadership Joe LePain

Roland Park Country School

IN HIS NEW ROLE at Roland Park Country School (RPCS), Director of Information and Innovation Joe LePain stands at the crossroads of technology and curriculum.

“We are at a crucial point in time when students, even at a very young age, are not only comfortable with technology, but they understand it incredibly well,” he says.

Since assuming his role in July 2016, LePain has continued to look for new and exciting ways to integrate technology into the curriculum. Seizing on RPCS’s student body of preschoolers through 12th graders, he has found innovative ways to build skills, foster curiosity and infuse confidence into his students. The fact that RPCS is “constantly evolving” allows for this.

The School of the Cathedral

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Within the space, LePain inaugurated a series of design challenges that encouraged students of all ages to consider and present problems in the “problem bank,” for which they look for solutions without the pressure of a grade.

The program speaks to what drew LePain to RPCS. “This is a school made up of people who believe in students and their power to meaningfully impact the world,” he says.

He recognized this quality within an environment that was “both warm and empowering.”

He points to the innovation space that initially opened in the fall of 2016 and was renovated to a much larger and more dynamic space that was re-opened to students in the fall of 2017.

Here, students think creatively and problem-

As a result, LePain is excited about the school’s future and, especially, that of his department.

He envisions a program driven by what his students will need and want to thrive in an ever-changing world.

AFTER SERVING IN THE BALTIMORE CITY school system, Michael Wright came to The School of the Cathedral in 2007 as a middle school math and science teacher. He also coached soccer and served as social studies department chair and assistant principal before becoming head of school.

give them the foundation they need to have a positive impact in a rapidly evolving world,” he says.

Transitioning from teacher to administrator gave Wright “an acute understanding of the expectations placed on the school for student achievement as well as the demands and accountability placed on the faculty in pursuing their vocation while guiding the students to spiritual strength and academic excellence.”

Michael Wright

solve in a space that both looks and feels very different than a traditional classroom.

Wright also personally knows the benefits of a Catholic education. A graduate of Gonzaga College High School in Washington, D.C., he earned his B.A. in history from Wheeling Jesuit University and M.A.Ed. in educational leadership from Notre Dame University of Maryland.

“By educating the whole child, intellectually and spiritually, we can best prepare that student to enter the high school of their choice and

At Cathedral, this means developing strong foundation skills in the younger grades, promoting 1:1 iPad and Chromebook programs, and providing middle schoolers with opportunities for leadership, self-advocacy and growth. A maker’s space with 3D printers and a Lego robotics program help foster an environment of inquiry.

Wright encourages his faculty to serve as models of lifelong learning, especially through professional development opportunities.

Cathedral’s Teacher Excellence Fund, supported by parents, acknowledges the importance of the school’s teachers by providing funding to pay for their education.

“More than any textbook, curriculum or standards, teachers have the biggest impact on student achievement,” says Wright.

From teacher to administrator, he lives this mission every day.

WHEN ASKED ABOUT HIS 12-YEAR CAREER as St. Paul’s School’s director of college counseling, Jake Talmage puts finding the right fit for students first. “What remains most important is that our team has helped students and families find the right college and be successful when they get there,” he says.

This fall, 90 St. Paul’s graduates will matriculate at 59 different institutions.

This can be attributed, in part, to the programs Talmage initiated, such as Application Boot Camp and Virtual College Visits. He has also taken on leadership roles in the field. St. Paul’s Headmaster David Faus calls Talmage “a nationally recognized leader and innovator in college admissions counseling,” citing his recent selection as president-elect of the Mid-

THIS FALL, UPPER SCHOOL STUDENTS at St. Paul’s School for Girls (SPSG) will welcome a new upper school head and assistant head of school. Catalina Keilhauer spent the past 20 years at Madeira School, an all-girls boarding school outside Washington, D.C. There, she served as chair of the world languages department and director of global initiatives, taught French and Spanish, coached volleyball and softball, and worked in the residential program.

Keilhauer brings a strong commitment to education to SPSG that draws on her past.

Originally from Guatemala, Keilhauer and her family came to the U.S. to escape civil conflict in her country. As a result of this experience, she understands the difference education can make in achieving democracy and freedom, especially for girls.

Keilhauer received degrees from Bryn Mawr College and Middlebury College in French studies and literature, and, most recently,

Atlantic’s 800-member college counseling association.

Talmage seemed destined to land at St. Paul’s. He arrived in 2005 from Pine Crest School in Florida, where he served as associate director of college counseling for five years. However, he had also worked in the admissions offices at Johns Hopkins University, the University of Vermont, and the College of William & Mary.

Jake Talmage St. Paul’s School

He explains, “I first visited St. Paul’s and Baltimore as a college admission officer at UVM in the early 1990s and felt a sense of belonging at both. Later, I had an opportunity to work at Johns Hopkins and remained impressed with both the school and city. When I had a chance to return to Baltimore by joining St. Paul’s in 2005, I found the perfect fit.”

has done doctoral work in organizational and educational leadership at the University of Pennsylvania.

The first time Keilhauer visited SPSG, she knew the school was special. “The moment I walked through the main doors, I knew I had found the right place. The corridors buzzed with energy and excitement, with happy, polite, and engaged girls,” she says.

Furthermore, she saw a place where she could share her diverse experiences and where her daughter would flourish in and outside the classroom, as well as develop a strong voice and moral character.

In her new role, Keilhauer hopes “to continue to grow interdisciplinary offerings and real-life experiences for grades 5-12, so that the students may develop not only as intelligent risktakers and confident leaders, but also as philanthropic and empathetic women who serve in the world.”

Catalina Keilhauer St. Paul’s School for Girls

Guide to Baltimore Independent Schools

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School Spirit

It’s the students who live and breathe the schools.

Let them tell you what they love best about the institutions that shape them every day.

school spirit Andrew

Carrington

For sixth grader Andrew, Boys’ Latin has been a part of his life for as long as he remembers. He has called BL home since kindergarten and shares his Laker pride with his two brothers.

Carrington, a Boys’ Latin senior, has embraced all aspects of school life as a three-sport athlete, a member of the Diversity Club, Model U.N. and the Jazz Band, as well as serving as a Laker Buddy to underclassmen. He shares what his school means to him.

Who is your favorite teacher?

My favorite teacher is Mr. Sloboda. I like the topics that we cover in science, and he makes it really fun and hands-on.

Which two adjectives best describe your school?

Fun and challenging.

Which special event at your school fills you with school spirit?

Maroon and White Day is the special event that fills me with the most school spirit. I am proud to be a student at Boys’ Latin because I think I can get the best education here, have great friends and be the person I want to be.

If you could change one rule at your school, what would it be?

If I could change one rule at school, I would start the day at 9:00!

How would you describe the culture at your school?

The culture of my school is that I am always inspired to do my best and be my best while having fun.

Who is your favorite teacher?

My French teacher, Madame Howell. Madame Howell is my advisor, but most importantly she has been a mother to me at school. She is always there to talk to if I’m ever feeling between a rock and a hard place. Madame is the first one to talk to me if anything is going wrong and she pushes me to grow, whether that is being a better student, better leader, or a better person.

Which extracurricular or activity is most meaningful to you?

The Diversity Club is an outlet for me to discuss the most critical issues that society faces. I have been a member since my freshman year, and I love how I can see the amazing growth the club has had.

There, I don’t feel like a student or an athlete, but instead an activist and educator because of the conferences and seminars I am able to attend and lead.

Which two adjectives best describe your school?

Informative and passionate.

What makes you proud to be a student at your school?

Everyone knows my name. BL is a small school, allowing the faculty and your fellow students to quickly create a bond with you. Every division interacts with each other, creating a family atmosphere.

When you leave your school, what will you miss the most?

The family and brotherhood. I have attended Boys’ Latin since the seventh grade. I’m going to miss being able to wake up and walk through the front doors of my school as if I’m walking through the front door of my own home.

Sofia

Sage

Sofia, a sixth grader at Bryn Mawr who plays tennis and lacrosse, tells us what she loves best about her school.

Sage, who has attended Bryn Mawr for 12 years, heads CAFÉ (Community Alliance for Everyone), an organization that provides a platform for student voices. She reflects on how her school has empowered her to take on this role.

Who is your favorite teacher and why?

Mrs. Emala is one of my favorite teachers at Bryn Mawr. She helped me to fall in love with reading.

Which two adjectives best describe your school?

Caring and amazing!

Which special event at your school fills you with school spirit? What makes you proud to be a student at your school?

Bryn Mawr has a lot of events that I love. I especially like Spirit Day because we dress up in school colors and get to watch an all-school parade.

How would you describe the culture at your school?

Bryn Mawr is a place where I feel safe, loved and happy.

If you could plant your school mascot anywhere in Baltimore, where would you put it?

I would put it in my little brother’s room so that he always remembers that Bryn Mawr is the best!

Who is your favorite teacher and why?

When you’re a teenager, it’s hard to get authentic conversations from adults. Ms. Summers, on the other hand, is the opposite. She is incredibly genuine, cares about what points you’re making in her class, or even when you’re having a simple conversation. She’s unfathomably intelligent and compassionate about her job.

Which extracurricular or activity is most meaningful to you?

Our student-led diversity board has always been a place that has grounded me. Whenever we discuss issues of race, gender, sexuality, or mental health in our community, there are always platforms for others to listen and stand for what they believe in, and that’s what Bryn Mawr’s about — empowering young women.

Which two adjectives best describe your school?

Empowering and influential.

When you leave your school, what will you miss the most?

I will probably miss the culture.

For my grade, we’re all so close, and I can’t think about moving forward in two years without them. I’ve been going to Bryn Mawr for 12 years and I am still surprised how empowering and caring my grade can be.

How would you describe the culture at your school?

The investment of female education creates a feeling of solidarity among your peers. Bryn Mawr’s culture of empowerment has been with me since I was little. I was always told that there wasn’t anything I couldn’t do, and if there was, I could always work harder and be smarter!

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school spirit Angelo

Maggie

Angelo, an eighth-grader at Calvert School, loves playing football with his headmaster and coach Mr. Holmgren as well as serving as an ambassador in the admissions office. He reflects on what his school means to him.

Maggie, a student in the Sixth Age class at Calvert School, can be spotted most mornings on her bike, riding up Tuscany Road to school with her dad. She tells us what she loves best about Calvert.

Which extracurricular or activity is most meaningful to you?

Who is your favorite teacher?

Sports are the most meaningful to me because they help you with teamwork and they are a gateway to scholarships and opportunities.

Which two adjectives best describe your school?

Plentiful and preparatory. Plentiful because there are so many opportunities to try new things, and preparatory because I know I will leave Calvert prepared to succeed in high school, and beyond.

What special event at your school fills you with school spirit?

I really enjoy the Calvert tailgates. We have two each year, one in the fall and one in the spring. It’s a great time because we have a large crowd to watch the games and there’s plenty of great food.

When you leave your school, what will you miss the most?

I will really miss the friendships I have made and relationships with the teachers and staff.

What is your school motto? What part resonates the most with you?

“Curiosity. Mastery. Purpose.” Curiosity probably resonates with me the most because when you begin Calvert, you really don’t know a lot, and Calvert is there to teach you everything you don’t know and so much more. They did this with me.

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I don’t have a favorite teacher because I like them all.

What extracurricular or activity is most meaningful to you?

During the school day, science class is very important to me. I love science. After school, ballet class is fun.

Which two adjectives best describe your school?

It’s great, and it’s friendly.

Which special event at your school fills you with school spirit? What makes you proud to be a student at your school?

My favorite festival was International Week because I learned about other countries.

When you leave your school, what will you miss the most?

My teachers and my friends.

Fangwen

Cassidy

Junior Fangwen came to Garrison Forest in ninth grade from China as a boarder. In her three years as an upper school student, she has competed on the JV lacrosse team, earned a Jenkins Fellowship in marine biology, and learned much about living far away from home.

Cassidy, a sixth grader at Garrison Forest, loves art, gym and playing field hockey. She reflects on what her school means to her.

Which extracurricular or activity is most meaningful to you?

It definitely is the Student Diversity Leadership Conference. It truly amazed me to see how many diverse opinions there are on the spectrum and showed me how important it was to have a voice in our community.

Which two adjectives best describe your school?

Talkative and inclusive. Being at an all-girls’ school gives everyone the opportunity to speak aloud and make themselves heard. Even though I am new, I can be bold. People look out for me, and I appreciate that I can always find a trusted adult to talk to.

What special event at your school fills you with school spirit?

What makes you proud to be a student at your school?

I really like the light blue and dark blue spirit competition, because it is such a friendly yet competitive rivalry between the two teams. It really lights up the school during our spirit competitions to see the light blue and dark blue colors everywhere.

When you leave your school, what will you miss the most?

I will miss the opportunities I have to try out new things as a complete novice. I remember trying out for lacrosse, playing with teammates who have been playing their whole lives and trying to speak about my disagreements while my English was extremely rough. It was that courage that Garrison Forest gave me that makes me feel like I have nothing to lose and to take chances.

What is your school motto? What part resonates the most with you?

Esse Quam Videri — To be rather than to seem. In Shanghai, my access to information was limited by the government.

The free access to many different opinions and information at Garrison Forest has helped me to form my own opinions, rather than seeing things in a way that others wanted me to.

Who is your favorite teacher?

My favorite teacher is Mrs. Lynn (third grade) because she is so sweet and caring.

Which special event at your school fills you with school spirit? What makes you proud to be a student at your school?

Spirit Day fills me with school spirit. I am proud to be a student at GFS because every day is an opportunity to make friends and learn to be a leader.

How would you describe the culture at your school?

My school is a place where you can be yourself and be spirited and know that you are surrounded by friends.

What is your school tagline or motto? What part resonates the most with you?

I like the tagline “You Can. You Will.” It lets me know that I can push through the challenges and overcome obstacles.

school spirit Jayden

Michael

Jayden, an eighth-grader, entered Gilman in sixth grade. He reflects on the importance of his school.

Michael, a senior and co-editor of the Gilman News, reflects on what Gilman means to him.

Who is your favorite teacher?

Which activity or extracurricular is most meaningful to you?

Mr. Anderson is my favorite teacher. Art is one of my favorite classes and Mr. Anderson has made me a better art student.

Welcoming and challenging.

My most meaningful extracurricular activity is a tie between my time tutoring students at Roland Park Elementary/Middle School and my work on the Gilman News. Working with elementary and middle school students for the past two years has been incredibly rewarding. Every kid deserves the ability not only to get a great education but also to enjoy what they learn, and I take great pride in knowing that I may have assisted those inquisitive boys and girls in doing the latter. Additionally, I value my time at the Gilman News, through which I get to do what I love — write.

What special event during the school year makes you proud to be a Gilman student?

What special event during the school year makes you proud to be a Gilman student?

What activity or extracurricular is most meaningful to you?

Both athletics and art club are the most important activities to me. I love playing sports and making art.

Which two adjectives best describe your school?

SuperGras* fills me with the most school spirit because the whole middle school comes together and homerooms compete with different activities.

I’m proud to be a Gilman student because it’s a great community, and everyone respects and helps each other.

When you leave Gilman, what will you miss the most?

When I leave Gilman, I’ll miss the people — students and teachers. They have taught me so much and I will miss seeing them every day. [* SuperGras is a day at the end of the school year in the middle school that includes chariot racing, egg tossing, tug of war and students vs. faculty quiz bowl.]

The opening convocation brims with school spirit and is a brilliant event to watch every year. As each member of the senior class escorts a kindergartener or prep-one student to the assembly, he captures the extensive unity at Gilman. This brotherhood among students — old and young —- gives me a great sense of pride.

How would you describe the culture at your school?

I have trouble describing a singular Gilman culture, as our community is incredibly diverse in its academic and extracurricular pursuits. Nevertheless, we are similar because Gilman fosters integrity and humility in all of us.

What is your school motto? Which part most resonates with you?

Gilman’s motto is “In Tuo Lumine Lumen,” which translates to “in thy light we shall see light.”

The teachers here value students’ bright minds. They inspire us to both cultivate this talent and utilize it as we strive to make a meaningful contribution to the school environment and the community.

If you could plant your school mascot anywhere in Baltimore, where would you put it?

I have an admitted obsession with the Baltimore Orioles.

Thus, I would place our Gilman Greyhound in Camden Yards so he could experience the magic of Orioles baseball.

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Kenya

Xandi

Kenya, a senior, started at The Park School of Baltimore in pre-K. Thirteen years later, she still gives back to its youngest students as a mentor and camp counselor. She looks forward to matriculating at Yale University, where she has committed to playing lacrosse.

Senior Xandi is an accomplished violinist, a competitive soccer player, and a recent intern for Senator Ben Cardin. He attributes these accomplishments to his 12 years at The Park School of Baltimore.

Who is your favorite teacher?

I’m a musician — a classically trained violinist — but I also produce my own music. Writing lyrics and finding new sounds is an amazing thing to me, and I value the time I get to spend doing that. When I’m in that zone, I’m truly me.

Although I have many favorite teachers at Park, my all-time favorite is Greg Brandt. He was my freshman-year English teacher, and I also took a class with him the first semester of junior year. He’s helped me grow so much as a writer and critical thinker.

Which extracurricular or activity is most meaningful to you?

The extracurricular activity most meaningful to me is the Partners Program at Park, which matches upper school students to lower school students from diverse backgrounds. I was in this program all throughout lower school, and being on the older side of it now I know how much it can mean to the younger partner. I feel like I’m making a difference in someone else’s life.

When you leave your school, what will you miss the most?

I think what I’ll miss most is the environment — it’s uniquely Park. The environment in school is relaxed, but at the same time, focused and determined. Additionally, the relationships between students and teachers, teachers and teachers, and students and students are so special.

Everyone has a certain trust and care for each other.

How would you describe the culture at your school?

The culture at Park is open-minded, but at the same time, it is vigilant regarding the rights and feelings of others. Within the community, there are many different opinions and beliefs; however, everyone is conscious and courteous to those who don’t agree with them. And the culture at Park isn’t only sports-oriented. The arts program is very much an important part of the community. Everyone and every program in the school receives the same attention and support.

In other words, everyone is treated as equals.

Which extracurricular or activity is most meaningful to you?

Which two adjectives best describe your school?

On all fronts, authentic and stimulating.

When you leave your school, what will you miss the most?

Park is a community. Its campus, its faculty, the way in which the administration truly believes in the philosophy of the school — it all comes together to form one cohesive community. Being a part of that for 12 years inevitably changes you; it makes you who you are. Leaving that behind will be hard, and I know that I’m going to miss it.

How would you describe the culture at your school?

The culture at Park is all about building authentic relationships, be it with teachers, students, or with the act of learning itself.

If you could plant your school mascot anywhere in Baltimore, where would you put it?

I’d plant it right at the beginning of Park School Drive. Anyone actively looking for a place like Park will find it.

school spirit Kendall

Emma

Kendall, a senior and head of the upper school’s first Student Wellness Organization, highlights the importance of her Roland Park Country School experience.

Emma, a senior three-sport athlete and president of the Athletic Association at Roland Park Country School, reflects on what it has meant to be a RED for 14 years.

Which extracurricular or activity is most meaningful to you?

Which extracurricular or activity is most meaningful to you?

I have loved being involved with Peer Health, an organization at RPCS for Upper School students in grades 10-12 who help mentor and advise younger students in the fifth, eighth and ninth grades.

Which two adjectives best describe your school?

Community-oriented and spirited.

Which special event at your school fills you with school spirit? What makes you proud to be a student at your school?

We’ve started having annual dodgeball games in the upper school, a relatively new tradition. There’s a team for each grade, as well as a faculty team, and they play each other. At RPCS, there are so many different opportunities to participate in what we’re interested in, whether it be in academics, the arts, or athletics – or even a dodgeball game!

How would you describe the culture at your school?

Wide-ranging. While we are a K-12 community under one roof, each student’s experience at RPCS is different. There are so many areas to explore and that’s something I really love about RPCS — the opportunity to branch out and discover new things, but still feel a part of the community.

What is your school motto?

What part resonates the most with you?

“Come find your moment.” Exploring one’s own interests is such an integral part of RPCS, and I find that so important and valuable. Through my own experience, I can say that the students and faculty at RPCS want you to do your best and succeed. Everyone is so willing to help you find “your moment.” I truly appreciate that aspect of our school.

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The RPCS athletic teams I play on — soccer, basketball and lacrosse. Being a RED allows me to work hard, improve as an athlete, and form relationships and create memories with my teammates and coaches that will last forever.

When you leave your school, what will you miss the most?

The atmosphere that makes me want to compete and challenge myself, even with the possibility of failure.

How would you describe the culture at your school?

Uplifting and encouraging. Everyone wants you to push yourself, try new things and succeed.

What is your school motto? Which part resonates the most with you?

The part of our school philosophy that resonates with me most is that our school strives to instill a “resilient spirit” in students. I’ve been pushed out of my comfort zone, but I trust in the support of our school community.

If you could plant your school mascot anywhere in Baltimore, where would you put it?

On top of Baltimore’s World Trade Center. It’s a place where people from different walks of life come together — and you’d be able to see our crew team on the harbor!

Christian

Hassan

His teachers call Christian a “lifer lifer.” Having attended the Waldorf School of Baltimore since age two, he will continue on to the Washington Waldorf School for high school.

Hassan, a fifth grader at the Waldorf School of Baltimore, exudes pride in and enthusiasm for his school.

Who is your favorite teacher?

Ms. Emmet (art and woodwork teacher) is my favorite teacher! I love her, she is so unique. If something goes wrong with a project or a painting, she helps you fix it. One of the main rules in her class is to “never say never.” She also tells us to take our time and paint from our hearts.

My favorite teacher is Ms. Arnold (eighth-grade class teacher). She has been my class teacher for the past five years. Ms. Arnold has a way of showing students that she values their opinions and treats them with respect. To me she is like another parent – she listens, cracks jokes and has fun, but when work has to be done she makes sure it gets done!

Which extracurricular activity is most meaningful to you?

The Social Action Committee (SAC) is the most meaningful extracurricular activity to me. In SAC, we talk about any challenges students may be experiencing. Whenever a new issue is presented, I become very excited and immediately start thinking of different ways to solve it. Finding ways to solve social issues is intriguing to me, and at the same time, I am helping my peers.

Which two adjectives best describe your school?

Creative and colorful.

Which special event at your school fills you with school spirit? What makes you proud to be a student at your school?

The Michaelmas pageant, which is part of our Festival of Courage, fills me with the most spirit.

I have participated in this pageant for eight years in a row. The message the pageant gives (bravery, inner strength, and the importance of good deeds) is something I feel you cannot find anywhere other than here!

How would you describe the culture at your school?

Who is your favorite teacher?

Which two adjectives best describe your school?

Artistic and extraordinary.

Which special event at your school fills you with school spirit? What makes you proud to be a student at your school?

Our end-of-the-year Eurythmy (a system of rhythmic movements set to music that is used to teach coordination, spatial awareness, and musical understanding) assembly fills me with school spirit. Some grades get to pick their music and steps. My class did “Take Me Out to the Ballgame.”

When you leave your school, what will you miss the most?

Everything. The lovable people, my friends, my teacher (fourth-grade teacher Ms. Nierenberg), playing Gaga pit outside during recess, and helping other students learn and figure things out.

If you could plant your school mascot anywhere in Baltimore, where would you put it?

I would put the Waldorf Wolf in Patterson Park, the biggest park in Baltimore! I would put it right in the middle of the soccer field, where everyone is running around. They would see it, and people would say “Wow!”

The social community at school is very tightly woven.

Classes tend to mingle, creating many close relationships. The sixth, seventh and eighth graders spend a lot of time together on field trips and in the recess yard. We also have some classes together. Our culture also centers around different forms of art such as Eurythmy, woodworking, painting, and handwork. In our daily lessons, we have a multitude of different artistic activities.

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Arts

Smarts R

Strong programs unleash students’ creativity

By Kit Waskom Pollard

eading, writing and arithmetic might be the backbone of education, but studying the arts is part of what helps children develop into well-rounded adults.

When it comes to the arts, students at Baltimore’s independent schools have many choices: strong programs abound in both visual and performing arts. Here, we look at some of the standout arts activities and programs at local schools.

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Award-Winning Music at Notre Dame Preparatory School

Part of the Notre Dame Preparatory (NDP) mission involves helping students learn how they might transform the world; for many students, the arts are one way to do that. “The beautiful thing about art is that the students have fantastic skills and talents to share with the world,” says Steve Pomplon, NDP’s social service director.

When NDP students put their art out into the world, they come home with not just a sense of giving back, but also numerous accolades.

Last year, at the annual adjudication in Williamsburg, while competing against schools from all over the country, NDP’s musical groups took home first place in four divisions: Concert Band, String Orchestra, Chamber Choir and Concert Choir.

Artist in Residence Program at The Park School of Baltimore

Each year, The Park School invites an artist to serve as the upper school resident artist, sharing his or her work and interacting with students.

Last year, Park’s artist in residence was glass artist Charlotte Potter; she led the school community in an interactive glass-blowing experience, linking emotions to the heated glass.

Through the resident artist program and other arts classes, Park students are encouraged to push their own boundaries via art, says Director of Arts Carolyn Sutton. “We’re not just teaching you music or how to paint in oil paints, but teaching how to stretch and explore, come up against a problem and push through, and get to know yourself as an artist and artists in the world.”

All-School Art Show at Friends School of Baltimore

Friends’ All-School Art Show has been a school tradition for years — so long that the current faculty and staff are not quite sure when it started. The show lives up to its name: Held in the gym, it includes one or more works from all of the school’s art students.

“Many art teachers try to display several works from each student, and often it means we hold on to all the art that’s been made for the entire year and display everything that will fit in the gym during the last week in April,” says Art Department Chair Ben Roach.

Guide to Baltimore Independent Schools

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Elective Studio Art at Gilman School

Students who elect to take an AP Studio class in their junior and senior years are given eight-foot, cordoned-off spaces in the Gilman art studio. They maintain these areas as personal studios throughout the year, as they work toward their thesis exhibitions.

“It becomes their space, and a sense of collaboration and community develops,” says Karl Connolly, chair of Gilman’s upper school visual art program. “I’ll hear kids critiquing each other’s work and introducing each other to artists. The kids here do so much — and they do it with such grace and aplomb.”

Stage Productions Apprenticeship at Boys’ Latin School of Maryland

The Boys’ Latin theater program stays busy all year, staging productions in the fall and winter, and a spring production directed by seniors from the school, which means students have plenty of opportunities to get involved, both on stage or behind the curtain.

“It’s very much an apprenticeship-style learning,” says Gina Molling, the artistic and managing director for BL’s theater arts program since 1994. “They learn all the vocabulary, the stage directions, the acting skills, all through actually doing it. It’s very engaging and the boys love it.”

Student-Driven Creations at Garrison Forest School

“From the little kids all the way through seniors, the goal is confidencebuilding and experimenting with art forms,” says Garrison Forest Performing Arts Department Chair Rachel Waller, of her school’s arts program.

One way the school fosters that confidence is through the promotion of student-driven creations. “Kids are writing their own skits in theater class, choreographing their own dances, even starting as young as sixth and seventh grade,” she says.

The school promotes professionalism in the arts, and also encourages students to experiment with different types of arts. “The driving force is that sense of letting kids shine and encouraging them to not only do what they already know they’re good at, but to try the thing that scares them,” says Waller.

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Pop-Up Art Day at McDonogh School

In May 2017, McDonogh students of all ages participated in a day-long “pop-up” event, celebrating all things art. From a cardboard sculpture walk to musical performances to original plays and a jam band dance party, the day engaged students in all forms of artistic expression.

“It’s exciting and visual and a way of bringing art to the community and to people who may not always venture to the dance studio and painting room,” says Kara Zimmerman, McDonogh’s director of fine & performing arts. “Joy is such an important part of our school. For me, seeing a dance party as kids are getting off the bus — what else is more joyful?”

Community Engagement & Collaboration at St. Paul’s School & St. Paul’s School for Girls

Last year, when the St. Paul’s boys’ and girls’ middle schools came together to stage a production of The Lion King, the performers on stage weren’t the only St. Paul’s artists represented: Students in the Visual Arts Department, who used laser cutters to create the masks worn by the players, were the show’s behind-the-scenes stars.

That sort of collaboration, both within the school and with the community at large helps make the St. Paul’s arts programs strong. Not only has the school made a name for itself with its theater productions, St. Paul’s visual arts students also have the opportunity to display work throughout the state, everywhere from The Walters Art Museum to the Maryland State House.

“The arts community in Baltimore is so rich and really full of unique camaraderie,” says John Hendricks, who serves as the dean of the arts for St. Paul’s boys’ and girls’ schools. “We strive to be great members of the local arts community and be engaged and involved.”

On-Stage Excellence at Maryvale Preparatory School

Inside Maryvale’s Humanities facility, student performers have access to everything from a cutting-edge theater to a well-stocked “scene shop” — all the building blocks necessary to create visually impressive stage performances.

But it’s the students themselves who really wow. Maryvale offers “many opportunities for theater students to excel both on and off the stage,” says Communications and Marketing Manager Nikki Puszcz.

In the fall of 2016, the school staged The Little Mermaid, which earned accolades and award nominations for its upbeat, professional production.

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SATURDAY, SEPT. 23, 2017 For information and tickets, visit

legacychase.org BENEFITING

ONCOLOGY SERVICES

School Directory Annapolis Area Christian School

Archdiocese of Baltimore

Archbishop Borders School

Atholton Adventist Academy

Archbishop Curley High School

Baltimore Lab School

Archbishop Spalding High School

Beth Tfiloh Dahan Community School

109 Burns Crossing Rd. Severn, MD 21144 Phone: (410) 519-5300 www.aacsonline.org Enrollment: PreKindergarten-grade 12, Co-ed, 870 students Tuition: $6,999-45,500 Religious Affiliation: Christian 3500 Foster Ave. Baltimore, MD 21224 Phone: (410) 276-6534 www.abbschool.com Enrollment: Preschool-grade 8, Co-ed, 170 students Tuition: $5,725 Religious Affiliation: Catholic 3701 Sinclair Ln. Baltimore, MD 21213 Phone: (410) 485-5000 www.archbishopcurley.org Enrollment: Grades 9-12, Boys, 540 students Tuition: $11,600 Religious Affiliation: Catholic 8080 New Cut Rd. Severn, MD 21144 Phone: (410) 969-9105 www.archbishopspalding.org Enrollment: Grades 9-12, Co-ed, 1,228 students Tuition: $14,100-17,100 Religious Affiliation: Catholic

320 Cathedral St. Baltimore, MD 21201 Phone: (410) 547-5549 www.archbalt.org/schools Enrollment: Varies, 26,000 students Tuition: Varies Religious Affiliation: Catholic 6520 Martin Rd. Columbia, MD 21044 Phone: (410) 740-2425 www.atholtonadventistacademy.org Enrollment: PreKindergarten-grade 10, Co-ed, 230 students Tuition: $8,950-12,000 Religious Affiliation: 7th Day Adventist 2220 St. Paul St. Baltimore, MD 21218 Phone: (410) 261-5500 www.baltimorelabschool.org Enrollment: Grades 1-12, Co-ed, 129 students Tuition: $36,500-39,760 Religious Affiliation: None 3300 Old Court Rd. Baltimore, MD 21208 Phone: (410) 486-1905 www.bethtfiloh.com/school.aspx Enrollment: Preschool-grade 12, Co-ed, 950 students Tuition: $2,370-20,500 Religious Affiliation: Judaism indicates a featured listing advertiser

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Boys’ Latin School of Maryland (The)

Catholic High School of Baltimore (The)

Bryn Mawr School (The)

Center for Creative Learning

822 W. Lake Ave. Baltimore, MD 21210 Phone: (410) 377-5192 www.boyslatinmd.com Enrollment: Kindergarten-grade 12, Boys, 615 students Tuition: $20,500-27,375 Religious Affiliation: None

109 W. Melrose Ave. Baltimore, MD 21210 Phone: (410) 323-8800 www.brynmawrschool.org Enrollment: Infant-preschool, Co-Ed; Kindergarten-grade 12, Girls, 815 students Tuition: $26,290-29,530 Religious Affiliation: None

Calvert Hall College High School

8102 La Salle Rd. Baltimore, MD 21286 Phone: (410) 825-4266 www.calverthall.com Enrollment: Grades 9-12, Boys, 1,185 students Tuition: $14,950 Religious Affiliation: Catholic

2800 Edison Hwy. Baltimore, MD 21213 Phone: (410) 732-6200 www.thecatholichighschool.org Enrollment: Grades 9-12, Girls, 300 students Tuition: $12,300-14,300 Religious Affiliation: Catholic

5150 Baltimore National Pike Baltimore, MD 21229 Phone: (410) 945-0665 www.cclmd.org Enrollment: Preschool-grade 5, Co-ed, 107 students Tuition: $5,750 Religious Affiliation: Christian

Chapelgate Christian Academy

2600 Marriottsville Rd. Marriottsville, MD 21104 Phone: (410) 442-5888 www.chapelgateacademy.org Enrollment: Preschool, Grades 6-12, Co-ed, 380 students Tuition: $8,590-12,660 Religious Affiliation: Christian

Calvert School

105 Tuscany Rd. Baltimore, MD 21210 Phone: (410) 243-6054 www.calvertschoolmd.org Enrollment: Kindergarten-grade 8, Co-ed, 600 students Tuition: $12,100-24,500 Religious Affiliation: None

Cambridge School

110 Sudbrook Ln. Baltimore, MD 21208 Phone: (410) 486-3686 www.cambridgeschool.org Enrollment: Kindergarten-grade 8, Co-ed, 109 students Tuition: $8,415-11,475 Religious Affiliation: Christian

Carroll Lutheran School

1738 Old Taneytown Rd. Westminster, MD 21158 Phone: (410) 848-1050 www.carrolllutheranschool.org Enrollment: Kindergarten-grade 8, Co-ed, 100 students Tuition: $6,000-7,000 Religious Affiliation: Lutheran

Guide to Baltimore Independent Schools

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School Directory Chesapeake Montessori School

Cristo Rey Jesuit High School

Columbia Academy Elementary & Middle School

Emmanuel Lutheran School

Concordia Preparatory School

Friends School of Baltimore

30 N. Old Mill Bottom Rd. Annapolis, MD 21409 Phone: (410) 757-4740 www.chesapeake-montessori.com Enrollment: Preschool-grade 8, Co-ed, 135 students Tuition: $9,400-14,900 Religious Affiliation: None 10350 Old Columbia Rd. Columbia, MD 21046 Phone: (410) 312-7413 www.columbiaacademy.com Enrollment: Preschool-grade 8, Co-ed, 150 students Tuition: $9,000-10,420 Religious Affiliation: None 1145 Concordia Dr. Towson, MD 21286 Phone: (410) 825-2323 www.concordiaprepschool.org Enrollment: Grades 6-12, Co-ed, 245 students Tuition: $9,750-12,350 Religious Affiliation: Lutheran

420 S. Chester St. Baltimore, MD 21231 Phone: (410) 727-3255 www.cristoreybalt.org Enrollment: Grades 9-12, Co-ed, 360 students Tuition: $575-2,500 Religious Affiliation: Catholic 929 Ingleside Ave. Catonsville, MD 21228 Phone: (410) 744-0015 www.elsbaltimore.org Enrollment: Kindergarten-grade 8, Co-ed, 120 students Tuition: $5,000-6,650 Religious Affiliation: Lutheran 5114 N. Charles St. Baltimore, MD 21210 Phone: (410) 649-3200 www.friendsbalt.org Enrollment: PreKindergarten-grade 12, Co-ed, 816 students Tuition: $19,450-28,650 Religious Affiliation: Quaker Society of Friends indicates a featured listing advertiser

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Garrison Forest School

300 Garrison Forest Rd. Owings Mills, MD 21117 Phone: (410) 363-1500 www.gfs.org Enrollment: Preschool-grade 12, Boarding program for grades 8-12, Girls, 620 students Tuition: $1,475-55,640 Religious Affiliation: None

Gerstell Academy

2500 Old Westminster Pike Finksburg, MD 21048 Phone: (410) 861-3000 www.gerstell.org Enrollment: PreKindergarten-grade 12, Co-ed, 364 students Tuition: $10,500-20,291 Religious Affiliation: None

Gilman School

5407 Roland Ave. Baltimore, MD 21210 Phone: (410) 323-3800 www.gilman.edu Enrollment: Kindergarten-grade 12, Boys, 1,030 students Tuition: $20,900-28,880 Religious Affiliation: None

Glenelg Country School

12793 Folly Quarter Rd. Ellicott City, MD 21042 Phone: (410) 531-8600 www.glenelg.org Enrollment: Preschool-grade 12, Co-ed, 750 students Tuition: $17,500-27,700 Religious Affiliation: None

Greater Grace Christian Academy

6063 Moravia Park Dr. Baltimore, MD 21206 Phone: (410) 485-0700 www.ggca.org Enrollment: Kindergarten-grade 12, Co-ed, 220 students Tuition: $5,340-5,840 Religious Affiliation: Christian

GreenMount School (The)

501 W. 30th St. Baltimore, MD 21211 Phone: (410) 235-6295 www.greenmountschool.org Enrollment: Kindergarten-grade 8, Co-ed, 116 students Tuition: $9,700 Religious Affiliation: None

Guide to Baltimore Independent Schools

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School Directory Greenspring Montessori

Harford Day School

Harford Christian School

Holy Angels Catholic School

Immaculate Conception School

Immaculate Heart of Mary School

10807 Tony Dr. Lutherville, MD 21093 Phone: (410) 321-8555 www.greenspringmontessori.org Enrollment: Preschool-grade 8, Co-ed, 247 students Tuition: $7,800-17,010 Religious Affiliation: None 1736 Whiteford Rd. Darlington, MD 21034 Phone: (410) 457-5103 www.harfordchristian.org Enrollment: Preschool-grade 12, Co-ed, 300 students Tuition: $2,200-7,900 Religious Affiliation: Non-denominational

112 Ware Ave. Towson, MD 21204 Phone: (410) 427-4800 www.theimmaculate.org Enrollment: PreKindergarten-grade 8, Co-ed, 575 students Tuition: $3,781-8,400 Religious Affiliation: Catholic

715 Moores Mill Rd. Bel Air, MD 21014 Phone: (410) 838-4848 www.harfordday.org Enrollment: PreKindergarten-grade 8, Co-ed, 285 students Tuition: $8,500-16,300 Religious Affiliation: None 1201 S. Caton Ave. Baltimore, MD 21227 Phone: (443) 602-3200 www.hacschool.org Enrollment: PreKindergarten-grade 8, Co-ed, 190 students Tuition: $5,300 Religious Affiliation: Catholic 8501 Loch Raven Blvd.

Towson, MD 21286 Phone: (410) 668-8466 www.ihmschoolmd.org Enrollment: Preschool-grade 8, Co-ed, 450 students Tuition: $5,500-7,000 Religious Affiliation: Catholic

Indian Creek School

680 Evergreen Rd. Crownsville, MD 21032 Phone: (410) 923-3660 www.indiancreekschool.org Enrollment: Preschool-grade 12, Co-ed, 616 students Tuition: $8,500-31,185 Religious Affiliation: None

Institute of Notre Dame

901 N. Aisquith St. Baltimore, MD 21202 Phone: (410) 522-7800 www.indofmd.org Enrollment: Grades 9-12, Girls, 340 students Tuition: $13,650 Religious Affiliation: Catholic

Jemicy School

11 Celadon Rd. (Lower and Middle Schools) 11202 Garrison Forest Rd. (Upper School) Owings Mills, MD 21117 Phone: (410) 653-2700 www.jemicyschool.org Enrollment: Grades 1-12, Co-ed, 350 students Tuition: $33,045-34,435 Religious Affiliation: None indicates a featured listing advertiser

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John Carroll School (The)

703 E. Churchville Rd. Bel Air, MD 21014 Phone: (410) 879-2480 www.johncarroll.org Enrollment: Grades 9-12, Co-ed, 670 students Tuition: $16,500 Religious Affiliation: Catholic

Key School

534 Hillsmere Dr. Annapolis, MD 21403 Phone: (410) 263-9231 www.keyschool.org Enrollment: Preschool-grade 12, Co-ed, 650 students Tuition: $7,895-26,985 Religious Affiliation: None

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Krieger Schechter Day School

8100 Stevenson Rd. Baltimore, MD 21208 Phone: (410) 486-8640 www.ksds.edu Enrollment: Kindergarten-grade 8, Co-ed, 278 students Tuition: $17,500-20,580 Religious Affiliation: Judaism

Lamb of God School (The)

1810 Fairview Ave. Baltimore, MD 21227 Phone: (410) 242-4100 www.lambofgodschool.org Enrollment: Kindergarten-grade 8, Co-ed, 134 students Tuition: $7,490 Religious Affiliation: Christian

Loyola Blakefield

500 Chestnut Ave. Towson, MD 21204 Phone: (410) 823-0601 www.loyolablakefield.org Enrollment: Grades 6-12, Boys, 950 students Tuition: $20,425 Religious Affiliation: Catholic

Maryvale Preparatory School

11300 Falls Rd. Lutherville, MD 21093 Phone: (410) 252-3366 www.maryvale.com Enrollment: Grades 6-12, Girls, 410 students Tuition: $18,850 Religious Affiliation: Catholic

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School Directory McDonogh School

Naval Academy Primary School

Mercy High School

New Century School (The)

Montessori International Children’s House

Notre Dame Preparatory School

8600 McDonogh Rd. Owings Mills, MD 21117 Phone: (443) 363-0600 www.mcdonogh.org Enrollment: PreKindergarten-grade 12, Co-ed, 1,300 students Tuition: $16,060-38,920 Religious Affiliation: None 1300 E. Northern Pkwy.

Baltimore, MD 21239 Phone: (410) 433-8880 www.mercyhighschool.com Enrollment: Grades 9-12, Girls, 302 students Tuition: $14,275 Religious Affiliation: Catholic 1641 N. Winchester Rd. Annapolis, MD 21409 Phone: (410) 757-7789 www.montessoriinternational.org Enrollment: Preschool-grade 6, Co-ed, 160 students Tuition: $9,100-10,550 Religious Affiliation: None

Montessori School of Westminster

1055 Montessori Dr. Westminster, MD 21158 Phone: (410) 848-6283 www.montessorischoolofwestminster.org Enrollment: Preschool-grade 9, Co-ed, 100 students Tuition: $3,600-10,600 Religious Affiliation: None

Mount Aviat Academy

399 Childs Rd. Childs, MD 21916 Phone: (410) 398-2206 www.mountaviat.org Enrollment: Preschool-grade 8, Co-ed, 240 students Tuition: $3,300-5,585 Religious Affiliation: Catholic

Mount Saint Joseph High School

4403 Frederick Ave. Baltimore, MD 21229 Phone: (410) 644-3300 www.msjnet.edu Enrollment: Grades 9-12, Boys, 1,059 students Tuition: $14,800-22,800 Religious Affiliation: Catholic

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74 Greenbury Point Rd. Annapolis, MD 21402 Phone: (410) 757-3090 www.napschool.com Enrollment: Preschool-grade 5, Co-ed, 266 students Tuition: $3,531-8,833 Religious Affiliation: None 724 S. Ann St. Baltimore, MD 21231 Phone: (410) 929-4116 www.thenewcenturyschool.com Enrollment: Preschool-grade 6, Co-ed, 150 students Tuition: $8,435-12,400 Religious Affiliation: None 815 Hampton Ln. Towson, MD 21286 Phone: (410) 825-6202 www.notredameprep.com Enrollment: Grades 6-12, Girls, 800 students Tuition: $18,790 Religious Affiliation: Catholic indicates a featured listing advertiser

Oak Grove Classical Christian School

Open Bible Christian Academy

Odyssey School (The)

Our Lady of Good Counsel

Oldfields School

Our Lady of Grace

2106 E. Churchville Rd. Bel Air, MD 21015 Phone: (410) 838-1333 www.oakgroveclassical.org Enrollment: Preschool-grade 12, Co-ed, 116 students Tuition: $1,700-7,550 Religious Affiliation: Non-denominational 3257 Bridle Ridge Ln. Stevenson, MD 21153 Phone: (410) 580-5551 www.theodysseyschool.org Enrollment: Kindergarten-grade 8, Co-ed, 160 students Tuition: $31,000 Religious Affiliation: None 1500 Glencoe Rd. Sparks-Glencoe, MD 21152 Phone: (410) 472-4800 www.oldfieldsschool.org Enrollment: Grades 8-12, Boarding and Day School, Girls,180 students Tuition: $31,000-52,543 Religious Affiliation: None

13 Open Bible Way Kingsville, MD 21087 Phone: (410) 593-9940 www.openbiblechristianacademy.org Enrollment: Preschool-grade 12, Co-ed, 200 students Tuition: $1,973-6,632 Religious Affiliation: Non-denominational 17301 Old Vic Blvd.

Olney, MD 20832 Phone: (240) 283-3200 www.olgchs.org Enrollment: Grades 9-12, Co-ed, 1,200 students Tuition: $19,550 Religious Affiliation: Catholic 18310 Middletown Rd. Parkton, MD 21120 Phone: (410) 329-6956 www.olgs.org Enrollment: Preschool-grade 8, Co-ed, 132 students Tuition: $2,965-7,242 Religious Affiliation: Catholic

Our Lady of Hope/St. Luke School

8003 N. Boundary Rd. Baltimore, MD 21222 Phone: (410) 288-2793 www.olhsl.com Enrollment: Preschool-grade 8, Co-ed, 200 students Tuition: $3,200-6,521 Religious Affiliation: Catholic

Our Lady of Mt. Carmel School

1704 Old Eastern Ave. Baltimore, MD 21221 Phone: (410) 686-4972 www.olmcmd.org Enrollment: PreKindergarten-grade 12, Co-ed, 400 students Tuition: $5,995-12,800 Religious Affiliation: Catholic

Our Lady of Perpetual Help School

4801 Ilchester Rd. Ellicott City, MD 21043 Phone: (410) 744-4251 www.olphschool.org Enrollment: Preschool-grade 8, Co-ed, 212 students Tuition: $3,100-6,950 Religious Affiliation: Catholic

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School Directory Our Lady of Victory School

Sacred Heart School of Glyndon (The)

Park School of Baltimore (The)

School of the Cathedral of Mary Our Queen

Perry Hall Christian School

School of the Incarnation

Redeemer Classical Christian School

Severn School

Resurrection-St. Paul School

St. Casimir Catholic School

4416 Wilkens Ave. Baltimore, MD 21229 Phone: (410) 242-3688 www.olvictory.org/olvs Enrollment: Preschool-grade 8, Co-ed, 190 students Tuition: $5,625-15,270 Religious Affiliation: Catholic 2425 Old Court Rd. Baltimore, MD 21208 Phone: (410) 339-7070 www.parkschool.net Enrollment: PreKindergarten-grade 12, Co-ed, 829 students Tuition: $16,395-29,620 Religious Affiliation: None 3919 Schroeder Ave. Perry Hall, MD 21128 Phone: (410) 256-4886 www.phcsweb.org Enrollment: Preschool-grade 12, Co-ed, 320 students Tuition: $2,225-7,746 Religious Affiliation: Christian 6415 Mount Vista Rd. Kingsville, MD 21087 Phone: (410) 592-9625 www.rccs.org Enrollment: Preschool-grade 12, Co-ed, 210 students Tuition: $2,530-9,000 Religious Affiliation: Non-denominational 3155 Paulskirk Dr. Ellicott City, MD 21042 Phone: (410) 461-9111 www.resstpaul.org Enrollment: PreKindergarten-grade 8, Co-ed, 477 students Tuition: $4,230-10,210

Roland Park Country School

5204 Roland Ave. Baltimore, MD 21210 Phone: (410) 323-5500 www.rpcs.org Enrollment: Preschool-grade 12, Girls, 655 students Tuition: $12,325-28,290 Religious Affiliation: None

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63 Sacred Heart Ln. Glyndon, MD 21071 Phone: (410) 833-0857 www.shgschool.org Enrollment: Preschool-grade 8, Co-ed, 550 students Tuition: $3,500-8,620 Religious Affiliation: Catholic 111 Amberly Way Baltimore, MD 21210 Phone: (410) 464-4100 www.schoolofthecathedral.org Enrollment: Kindergarten-grade 8, Co-ed, 410 students Tuition: $9,108-10,619 Religious Affiliation: Catholic 2601 Symphony Ln. Gambrills, MD 21054 Phone: (410) 519-2285 www.schooloftheincarnation.org Enrollment: Preschool-grade 8, Co-ed, 804 students Tuition: $4,620-7,700 Religious Affiliation: Catholic 201 Water St. Severna Park, MD 21146 Phone: (410) 647-7700 www.severnschool.com Enrollment: Preschool-grade 12, Co-ed, 2,121 students Tuition: $6,725-24,575 Religious Affiliation: None 1035 S. Kenwood Ave. Baltimore, MD 21224 Phone: (410) 342-2681 www.stcasimirschool.us Enrollment: Preschool-grade 8, Co-ed, 226 students Tuition: $3,560-5,730 Religious Affiliation: Catholic

St. Clement Mary Hofbauer

1216 Chesaco Ave. Baltimore, MD 21237 Phone: (410) 686-3316 www.stclementmh.org/school Enrollment: Preschool-grade 8, Co-ed, 270 students Tuition: $2,835-5,670 Religious Affiliation: Catholic indicates a featured listing advertiser

St. Francis of Assisi School

St. Joan of Arc School

St. James Academy

St. John’s Parish Day School

3617 Harford Rd. Baltimore, MD 21218 Phone: (410) 467-1683 www.sfa-school.org Enrollment: Preschool-grade 8, Co-ed, 253 students Tuition: $3,790-7,260 Religious Affiliation: Catholic 3100 Monkton Rd. Monkton, MD 21111 Phone: (410) 771-4816 www.saintjamesacademy.org Enrollment: Kindergarten-grade 8, Co-ed, 310 students Tuition: $10,850-17,250 Religious Affiliation: Episcopal

230 S. Law St. Aberdeen, MD 21001 Phone: (410) 272-1387 www.school.stjoanarc.org Enrollment: PreKindergarten-grade 8, Co-ed, 190 students Tuition: $5,950-7,360 Religious Affiliation: Catholic 9130 Frederick Rd. Ellicott City, MD 21042 Phone: (410) 465-7644 www.stjohnspds.org Enrollment: Preschool-grade 5, Co-ed, 330 students Tuition: $1,155-12,900 Religious Affiliation: Episcopal

St. Joseph School - Cockeysville

100 Church Ln. Cockeysville, MD 21030 Phone: (410) 683-0600 www.school.sjpmd.org Enrollment: Kindergarten-grade 8, Co-ed, 250 students Tuition: $7,500-7,600 Religious Affiliation: Catholic

St. Joseph School - Fullerton

8416 Belair Rd. Baltimore, MD 21236 Phone: (410) 256-8026 www.stjoeschool.org Enrollment: PreKindergarten-grade 8, Co-ed, 477 students Tuition: $2,295-6,800 Religious Affiliation: Catholic

St. Louis School

12500 Clarksville Pike Clarksville, MD 21029 Phone: (410) 531-6664 www.stlouisparish.org/school Enrollment: PreKindergarten-grade 8, Co-ed, 500 students Tuition: $5,040-9,780 Religious Affiliation: Catholic

St. Mark School

26 Melvin Ave. Catonsville, MD 21228 Phone: (410) 744-6560x2 www.stmark-school.org Enrollment: Preschool-grade 8, Co-ed, 385 students Tuition: $6,812-8,312 Religious Affiliation: Catholic

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School Directory St. Michael the Archangel

St. Paul’s School for Girls

St. Paul Lutheran School

St. Peter’s Christian Day School

St. Paul’s Lutheran School

St. Pius X School

St. Paul’s Lutheran School

St. Stephen’s Classical Christian Academy

St. Paul’s School

St. Timothy’s School

10 Willow Ave. Baltimore, MD 21206 Phone: (410) 668-8797 www.stmichaelsoverlea.org Enrollment: Preschool-grade 8, Co-ed, 199 students Tuition: $1,500-6,150 Religious Affiliation: Catholic 2001 Old Frederick Rd. Baltimore, MD 21228 Phone: (410) 747-1897 www.stpaulcatonsville.org Enrollment: Preschool-grade 5, Co-ed, 132 students Tuition: $6,248 Religious Affiliation: Lutheran 12022 Jerusalem Rd. Kingsville, MD 21087 Phone: (410) 592-8100 www.stpaulseagles.org Enrollment: Preschool-grade 8, Co-ed, 157 students Tuition: $2,140-6,370 Religious Affiliation: Lutheran 308 Oak Manor Dr. Glen Burnie, MD 21061 Phone: (410) 766-5790 www.stpaulslutheranschoolgb.org Enrollment: Preschool-grade 8, Co-ed, 335 students Tuition: $1,735-8,750 Religious Affiliation: Lutheran 11152 Falls Rd. Brooklandville, MD 21022 Phone: (410) 825-4400 www.stpaulsschool.org Enrollment: Kindergarten-grade 12, Co-ed: Kindergarten-grade 4, All-boys: grades 5-12, 765 students Tuition: $19,975-26,700 Religious Affiliation: Episcopal

11232 Falls Rd. Brooklandville, MD 21022 Phone: (410) 823-6323 www.spsfg.org Enrollment: Grades 5-12, Girls, 405 students Tuition: $26,160-27,635 Religious Affiliation: Episcopal 7910 Belair Rd. Baltimore, MD 21236 Phone: (410) 665-4521 www.st-peterslutheran.com Enrollment: PreKindergarten-grade 5, Co-ed, 100 students Tuition: $5,070 Religious Affiliation: Lutheran 6432 York Rd. Baltimore, MD 21212 Phone: (410) 427-7400 www.stpius10school.org Enrollment: Preschool-grade 8, Co-ed, 210 students Tuition: $7,090-8,910 Religious Affiliation: Catholic 2275 Liberty Rd. Eldersburg, MD 21784 Phone: (410) 795-1249 www.edline.net/pages/ststephensclassical_ca Enrollment: Preschool-grade 8, Co-ed, 105 students Tuition: $3,930-5,750 Religious Affiliation: Episcopal 8400 Greenspring Ave. Stevenson, MD 21153 Phone: (410) 486-7401 www.stt.org Enrollment: Grades 9-12, Boarding and Day School, Girls, 200 students Tuition: $29,300-51,800 Religious Affiliation: Episcopal

St. Ursula School

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8900 Harford Rd. Parkville, MD 21234 Phone: (410) 665-3533 www.stursula.org Enrollment: PreKindergarten-grade 8, Co-ed, 630 students Tuition: $5,050-6,075 Religious Affiliation: Catholic

baltimorefishbowl.com

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Trinity Lutheran Christian School & Early Learning Center

1100 Philadelphia Rd. Joppa, MD 21085 Phone: (410) 679-4000x185 www.tlsonline.org Enrollment: Preschool-grade 8, Co-ed, 300 students Tuition: $7,200- 8,500 Religious Affiliation: Lutheran

Trinity School

4985 Ilchester Rd. Ellicott City, MD 21043 Phone: (443) 744-1524 www.trinityschoolmd.org Enrollment: Preschool-grade 8, Co-ed, 388 students Tuition: $3,925-13,440 Religious Affiliation: Catholic

Waldorf School of Baltimore

4801 Tamarind Rd. Baltimore, MD 21209 Phone: (410) 367-6808 www.waldorfschoolofbaltimore.org Enrollment: Preschool-grade 8, Co-ed, 130 students Tuition: $8,120-19,570 Religious Affiliation: None

Wilkes School (The) at Grace & St. Peter’s 707 Park Ave. Baltimore, MD 21201 Phone: (410) 539-1395 www.wilkesschool.org Enrollment: Preschool-grade 5, Co-ed, 100 students Tuition: $8,545 -14,000 Religious Affiliation: Episcopal

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Insider Tips on Selecting the Right School for Your Child

By Elizabeth Heubeck

BALTIMORE’S EDUCATIONAL LANDSCAPE is rich and varied. No two schools are exactly the same. That’s what makes Baltimore such an appealing place to send a child to school. But it’s also what makes it tough to select a school.

Below, local experts share the seven best strategies as you wade through the admissions process.

Start online.

Admissions representatives agree that a school’s website serves as the unofficial introduction to a school. While a website doesn’t serve as a substitute for a “live” visit, a virtual tour can help families gain a baseline understanding of a given school.

Visit schools with an open mind.

If you grew up in Baltimore, chances are you have strong opinions about local schools, but experts caution against preconceived notions. Heather Harlan Warnack, director of advancement at Maryvale Preparatory School, explains why: “Independent schools of today are not necessarily the same schools they were 20 or 30 years ago.”

Also, don’t let others’ impressions override first-hand opinions.

“What feels right for one student or family might not feel right for another. Gather as much first-hand information as possible,” says Ruthie Kalvar, director of admissions at The Park School of Baltimore.

Look at schools with a long-term lens.

What families want for their children may change over time. For instance, a same-sex school might be preferable for students at a young age, but not when they’re older. Robust extra-curricular offerings may not matter much when students are young, but they can be a deal breaker for families of older students.

Park’s Kalvar has this advice: “Twenty-first century learning requires a different sort of engagement on the part of today’s students. Keep an eye out for schools that are willing to grow and change.”

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Consider financial assistance early in the process.

WI

An independent school education is not cheap, and obtaining financial assistance requires advance planning.

Financial aid forms are due early in the admissions process; they also require a large amount of data and supporting documentation.

Families need to allow sufficient time to complete them.

Maintain open communication with admissions staff.

Admissions representatives aim to share with families as much as they can about their respective school communities. Even if a child gets waitlisted or rejected from a school, communication needn’t end.

“If a child is waitlisted, the admissions office wants to hear from you: How much do you favor the school? That can make a difference,” Warnack says.

Admissions officers say they’re open even to the tough conversations, like why a prospective student didn’t get accepted, says Amy Furlong, director of enrollment at Gilman School. Parents need to be open, too. Withholding information for fear that it will harm a child’s chances of admission could result in the reverse result.

Examine the strength of a school’s faculty.

Observe teachers in the classroom and ask schools about retention rates. “You want to have the right people teaching the classes—teachers who really connect with the students,” says Gilman’s Furlong.

Prospective families should use that same level of keen observation to see how students and faculty interact outside the classroom, whether it’s in the dining hall or the sports field.

Take the lead on the final decision.

Most school officials warn against allowing a child to take the lead on this all-important decision.

“Often we’ll hear: ‘We are leaving this up to our child,’” Warnack says. It’s a practice she discourages. “It needs to be the parents’ decision.” That’s not to say that a child’s input should be disregarded. In the upper school and late-middle school years, student input should be part of a family’s decision, but it’s a lot to ask of younger students.

W W

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WITH COLDWELL BANKER RESIDENTIAL BROKERAGE

Why choose the Whit Harvey Group?

“Because I am committed to the needs of my clients, including the schools that their children will attend.” An Independent School education is vitally important to many of our clients. Not only do they wish to make an investment in their child’s education, but also a wise investment in their choice of home and community. We can advise our buyers on neighborhoods that meet their school needs, and we can promote these same schools and neighborhoods when it comes time to sell. How can we help you?

“I support an independent school education in Baltimore.

The schools not only help build a strong foundation for their students, but provide a strong foundation for neighborhoods in the city and county.”

Cell: 443.286.5808 | OffiCe: 410.235.4100 | 38 Village Square | Baltimore, mD 21210

whitharveygroup.com Real estate agents affiliated with Coldwell Banker Residential Brokerage are independent contractor agents and are not employees of the company. The property information herein is derived from various sources that may not be limited to county records and the Multiple Listing Service and it may include approximations. Although the information is believed to be accurate, it is not warranted and you should not rely upon it without personal verification. Not intended as a solicitation if your property is already listed by another broker. ©2015 Coldwell Banker Real Estate LLC. Coldwell Banker is a registered service mark licensed to Coldwell Banker Real Estate LLC. An Equal Opportunity Company.

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