Baltimore Fishbowl Guide to Independent Schools 2021-2022

C AT H O L I C S C H O O L S ENROLL TODAY

Independent School Guide Editorial Director Susan Gerardo Dunn

Publisher

Nicole Allen

Editor in Chief Muffy Fenwick

Contributors

Owen Dunn Marian McCusker Karen Nitkin Laura Stewart

Advertising Executive Julie Sawyer

Graphic Designer Charlie Herrick

Photographer Whitney Wasson

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

To advertise in the guide, contact Nicole Allen at nicole@baltimorefishbowl.com, or Julie Sawyer at julie@baltimorefishbowl.com.

Indicia Media, 1014 West 36th Street Baltimore, Maryland 21211 443-668-2152

Contents EDITORIAL

12 BALTIMORE BOARDING OPTIONS

Baltimore boasts a vibrant boarding community with options for single-sex, co-ed and five-day boarding. Discover the area boarding schools that welcome local, national and international boarders on their campuses and how these students gain more than just a classroom education from their experiences.

COVID CLOSED SOME DOORS, 25 WHEN LOCAL TEACHERS OPENED NEW ONES While the global pandemic disrupted much of everyday school life, educators found ways to maintain long-standing traditions and introduce new ones. Learn how these lessons have made them rethink some of their practices for the upcoming school year.

ATHLETICS IN THE WORLD 30 NAVIGATING OF COVID Local independent school coaches explain the challenges of sustaining high school sports during athletic seasons interrupted by the pandemic.

64 GOING FORWARD

After over a year of tumult and change, students can’t wait to get back to ‘normal.’ We ask students what they are looking forward to most.

SPONSORED CONTENT

5 PROGRAM SPOTLIGHT 19 INFLUENCERS 37 SCHOOL SPIRIT 50 INDEPENDENT SCHOOL DIRECTORY

LETTER FROM THE EDITOR Dear Readers, this edition of the Guide

to Baltimore Independent Schools marks its sixth year of publication. Each year, we are in awe of the innovations happening in local independent schools, the creative minds that run them, and the vibrant student body that fills their halls. This year is no different.

However, layered onto this new year is a level of resilience and determination borne out of the global pandemic.

When schools resumed last fall, classrooms looked very different. Some were broadcast over screens, while others were populated using masks and social distancing. Despite this, schools ushered in new programs and bolstered old ones. In this issue, our writers dive deeper into the lessons learned from COVID- from the positives that grew out of Zoom meetings and outdoor classes to how coaches and athletes adjusted to the changed sports landscape. In addition to this, Baltimore added a new boarding school option to its list of nationally recognized area boarding schools, and we explore the unique local boarding school experience.

In our Program Spotlight section, you will hear about the classes that comprise students’ schedules and revolutionize the traditional school curriculum. Our Influencer section highlights the leaders who navigated these unchartered waters and why they continue to love their roles as educators. Finally, our ever-popular School Spirit section showcases the students who, despite hybrid learning, a loss of many school traditions, and new health protocols, seized every opportunity at their schools and even created new ones.

For all of us, the school guide reminds us each year of how fortunate we are to have a wealth of school options in and around Baltimore. Whether you are new to the area, new to independent schools, or looking for a new understanding of some long-held notions, this year’s guide will provide more insight and information to help you in your research. Listen to the administrators, understand the programs and, most importantly, get to know the students. You will not be disappointed!

College Prep is

W

hether it’s developing new collegelevel courses like Calculus 2/3 to challenge our most tenacious mathematicians, or building a 70-acre athletic park to meet the needs of a growing, championshipcaliber athletic program-Key School is constantly evolving programming to best prepare the leaders and innovators of tomorrow. Come see why Key is one of the most sought-after educations in Maryland, why over 80% of recent graduates earned merit scholarships to college, and why 90% were accepted to one of their top choice colleges.

KEY GRADUATES ARE:

OUTCOMES 2019 – 2021 • Over 80% received merit scholarships • 7% earned National Merit Scholarship recognition (national average <1%)

• • • • • •

Independent thinkers Intrinsically motivated Creative innovators Effective collaborators Tenacious problem-solvers Articulate leaders

• 25% scored 1395+ on the SATs • 1300 average SAT score (national private school & Maryland private school average is 1221; national average is 1051) • 41% attend Research 1 Universities • 14% were recruited to play collegiate athletics • 35% pursuing STEM-related studies including engineering, computer science, marine and environmental science, pre-health/vet, and architecture For a complete list of college acceptances and matriculations, visit keyschool.org/collegeacceptances

VISIT KEY Individual weekday tours available year-round for all grade levels.

keyschool.org/Visit

The Key School engages children from 2.5 years of age through grade 12 in a progressive, coeducational, college-preparatory program on its picturesque 15-acre campus located 4 miles from downtown Annapolis.

534 HILLSMERE DR. • ANNAPOLIS, MD • 21403 • 410.263.9231 • KEYSCHOOL .ORG

PROGRAM SPOTLIGHT INDEPENDENT SCHOOLS ARE CONSTANTLY EVOLVING TO ADDRESS AN EVERCHANGING WORLD. IN AND OUT OF THE CLASSROOM. THIS MEANS NEW INITIATIVES IN THE AREA OF TECHNOLOGY, PARTNERSHIPS IN THE COMMUNITY, CAREER EXPLORATION AND OPPORTUNITIES TO EXPLORE THE OUTDOORS. LEARN MORE ABOUT THESE EXCITING PROGRAMS.

Program Spotlight BALTIMORE LAB SCHOOL LIVE IT, LEARN IT!

Baltimore Lab School (BLS) provides an exceptional, college-preparatory education for bright students in grades 1-12 with language-based learning differences and/or ADHD. BLS’s innovative, arts-integrated curriculum is experiential and multidisciplinary, specifically designed to help young learners overcome challenges with reading, writing, math, and executive functioning while preparing students for a rewarding range of college and career choices. In addition to mastering core academics, BLS students explore the visual and performing arts, engage in outdoor education, and participate in team-building athletics.

This year, BLS returns to its roots and has announced this year’s school theme - LIVE IT, LEARN IT! “Projectbased learning and learning through the arts are at the heart of our Academic Club methodology,” remarked Laura Parkhurst, head of the Arts & Academic Clubs.

“Experiential, hands-on learning and arts integration allow our students to think critically, demonstrate their learning process, and apply knowledge and skills to real-world situations,” she adds.

Baltimore Lab School was founded in 2000 as a division of The Lab School of Washington (LSW) by Sally L. Smith, a pioneer in the field of learning disabilities.

Sally’s groundbreaking research and writing on art as a gateway to learning is the core of Baltimore Lab School’s approach to education.

BETH TFILOH DAHAN COMMUNITY SCHOOL STEM INITIATIVE

Beth Tfiloh Dahan Community School’s expanding 21st century learning goals are transforming students’ learning experiences and positioning them for success beyond their school years. BT’s school-wide integrated STEM initiative shifts students from knowledge consumers to producers through cooperative, creative, interdisciplinary learning and exploration.

Lower school students and teachers will invent, experiment, design, and discover together in the newly relaunched Innovation Lab, using design thinking and a variety of tools and materials. Students can enhance classroom learning and access online research resources in the adjacent Russel Family Library and Media Center.

Middle schoolers will use their new STEM lab to design and fabricate their own inventions with six Makerbot Sketch 3D printers. BT Director of STEM Education Mr. Vince Bonina is excited about another new technology debuting in the middle school STEM lab. “We have invested in eight Dobots, a multifunctional desktop robotic arm that can be programmed to perform tasks using artificial intelligence,” Bonina explains. As Dobot is age appropriate for a variety of grade levels, BT high school students will learn the platform as well.

Greater technology integration empowers students to explore their environment in new and exciting ways, make data-driven decisions, and communicate their ideas deliberately and accurately. BT students, at all grade levels, are challenged to meet and exceed these goals across the rigorous dual general and Judaic curriculum.

THE BOYS’ LATIN SCHOOL OF MARYLAND WILLIAMS SCHOLARS PROGRAM

The Williams Scholars Program at Boys’ Latin recognizes tenth and eleventh grade students who demonstrate outstanding academic achievements and a proven commitment to the life of the school. The program is designed to be both challenging and inclusive, rewarding students for scholarly excellence and their service to the community.

Modeled after similar programs at the collegiate level, the Williams Scholars Program provides students with exceptional learning opportunities throughout the school year and over the summer months. Williams Scholars enjoy access to luncheons with guest speakers and enrichment funds for summer academic programs. Each year, Williams Scholars use their funding for a wide variety of intellectual and educational pursuits. Students have attended programs in robotics, sports industry management, psychology, public speaking, and everything in between, providing them with real-world learning opportunities as well as preparing them for college and beyond.

“It is a great opportunity for our boys to deeply engage in an area of interest to them. For example, one of our students used this opportunity to travel to Costa Rica, where he did student tutoring. This is only one of the countless ways our boys have expanded their knowledge in meaningful ways,” said Brian Mitchell, Boys’ Latin’s upper school head.

Established in 2006, the Williams Scholars Program is named for Jack Williams, Boys’ Latin’s headmaster from 1962-1978. The program honors Mr. Williams’s dedication to Boys’ Latin and emphasis on scholarship.

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THE CATHOLIC HIGH SCHOOL OF BALTIMORE STEM PROGRAM

The Catholic High School of Baltimore’s four-year STEM Program with concentrations in engineering and biomedical science inspires future generations of young women to pursue careers in areas needed for the continued growth of the nation and in job fields historically unavailable to them.

Knowledge learned in STEM disciplines and the acquisition of advanced skills through hands-on, project-based methods of inquiry propel Catholic High students to succeed in colleges, universities and jobs of their choice. In addition to courses taught in the state-of-the-art Joanne Liberatore Kramer Engineering Room and Engineering Lab and the Jesse James Hinson Clinical Simulation Lab, Catholic High STEM students also learn outside of the classroom by participating in opportunities such as the National Institute of Health Summer Internship Program, Floating Doctors international trips, remote live surgery streams and Sea Perch and VEX Robotics competitions.

Taking learning to the next level, Catholic High combines scientific literacy with a hands-on/minds-on approach. Peg Prentice, STEM team leader, shares, “I’ve never seen another high school that offers students such a real-world, immersive experience. Most students don’t have opportunities like this until they are in college or graduate school. Our students are uniquely prepared for almost any STEM college coursework and beyond.”

FRIENDS SCHOOL OF BALTIMORE INSPIRED (INSTITUTE FOR PUBLIC INVOLVEMENT AND RESPONSIBLE DIALOGUE)

In recent times, there has been heightened national interest around topics like “civil discourse” and “polarization” but very few public models for how people can thoughtfully engage in conversations on difficult topics. This is one reason why Friends School of Baltimore launched the Institute for Public Involvement and Responsible Dialogue or INSPIRED. INSPIRED is one of the school’s signature programs and offers students a wide range of experiences to help them navigate complex conversations, engage meaningfully with their peers, and build long-lasting collaborations. Some of these experiences include restorative justice training, off-campus partnerships with organizations like the McKim Center of Baltimore City, and a speaker series.

“As a Quaker school, Friends is uniquely positioned to offer the INSPIRED program. INSPIRED shows what’s possible when we engage in passionate conversations about controversial issues while respecting, listening to, and learning from others we may disagree with,” says Greta Rutstein, Director of Academics. INSPIRED ultimately seeks to build a culture of responsible dialogue on campus that models best practices for building and sustaining community and prepares students for fuller engagement in wider civic conversations.

GARRISON FOREST SCHOOL WISE PROGRAM

Through a partnership with The Johns Hopkins University, the Women in Science and Engineering (WISE) program at Garrison Forest School allows juniors and seniors to gain real world experience in the science, technology, engineering and math (STEM) fields. WISE is much more than working on world-class research projects. It brings students out of the classroom and into the lab, providing an opportunity to dive into passions for STEM and experience working in a real lab as a real contributor.

WISE participants conduct important research side-by-side with Hopkins professors and graduate students for two afternoons a week for about 15 weeks of a semester. This customized experience guides students through all aspects of assisting in a research lab, giving them the opportunity to learn at a level normally reserved for graduate school.

WISE is housed under The James Center at Garrison Forest, which connects students with hands-on learning programs. Andrea Perry, Director of The James Center, Dean of Special Programs and coordinator of WISE, notes “WISE gives students the chance to be tested on the real world stage as they develop confidence, communication skills and practical lab experience.”

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Program Spotlight GLENELG COUNTRY SCHOOL SCHOLARS PROGRAM

As a college preparatory institute, Glenelg Country School engages students in learning opportunities that shape their minds for higher education. In the upper school, students experience a variety of courses in humanities, science, math, world languages, civic leadership, and more. The stimulating academic curriculum keeps students motivated and engaged toward their collegiate goals.

The school’s Scholars Program provides students with the opportunity to pursue their passions, further develop skills, and graduate with distinction in one of five interdisciplinary areas of study: aesthetics and culture, convergent science, entrepreneurship, global leadership, or technology, engineering, and design.

Students apply to the program and graduate with distinction.

With the support of a faculty mentor and a system of focused learning, which includes both specific coursework and experiential discovery, students build a portfolio of work that they defend before a faculty committee to earn distinction in their area of focus upon graduation. Most importantly, these scholars will cultivate their academic passions and build a foundation for future pursuits.

Aspects of the program include extracurricular analysis, internships, teaching opportunities, and more. Recent graduates focused on implicit bias research, orthopedic surgery, and business management by completing college-level courses, a Yale EXPO session, fundraising challenges, and internships.

GRACE UNITED METHODIST PRESCHOOL KINDERGARTEN PROGRAM

Kindergarten at Grace Preschool is pretty special! It provides a year of growth, maturity, and development before children enter an independent school setting or local public school. This small, intimate program offers individual attention and personalized learning; it promotes confidence and a love of learning while strengthening classroom skills and early academics. A perfect balance of academic instruction and learning through play is what makes this program unique.

Grace Preschool recognizes that language arts in kindergarten is quite important. The program offers a balanced literacy approach that meets learners where they are. Visual, kinesthetic, auditory, and visual teaching strategies are incorporated into each lesson, and teachers use multi-sensory techniques to teach letter sounds and symbols.

Grace Preschool’s kindergarteners learn math through hands-on and engaging activities with their classmates. The curriculum encourages children to talk about math, use manipulatives, and engage in activities that are fun and that require critical thinking.

In addition to their work with literacy and math concepts, Grace’s kindergarteners explore social studies, music, art, physical education, and science. No matter which elementary school is chosen for first grade, Grace Kindergarten provides children with a strong, well-rounded foundation.

THE HIGHLANDS SCHOOL THE SIGNATURE EXECUTIVE FUNCTION PROGRAM

Students at The Highlands School are bright and creative children with dyslexia, ADHD, and other language-based learning differences. Since 1996, The Highlands School has grown to include kindergarten through 12th grade in full-day and homeschool extension programs. The school also offers the Tutoring and Mind Jump Summer Academic Program, allowing the school to help students from other institutes as well.

Executive functioning impacts the ability to focus, prioritize, follow instructions, and more. At The Highlands School, research and experience indicate that strong executive function skills positively affect literacy and math performance.

The Highlands School’s signature executive function program helps students develop EF skills (like time management, notetaking, and active listening) through classroom strategies. The school integrates the practice of EF skills and mindfulness into unique small group instruction (in phonics, reading comprehension, and math) and classrooms.

Before coming to The Highlands School, many of the students struggled in school. The individualized and sequential instruction, geared toward success and infused with kindness, fosters a can-do spirit and positive self-image in the students. For most of these students, The Highlands School is the first place they have ever loved coming to school each day!

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JEMICY SCHOOL PARAGRAPHOLOGY™: UNLOCKING THE WRITING PROCESS

Paragraphology™ is Jemicy School’s comprehensive, scaffolded, multisensory approach to writing and notetaking that provides students with concrete tools to become more confident, independent writers. The process, which is easily utilized by children, teens, college students, and adults, decreases frustration and promotes a new pathway to success.

Paragraphology™ systematically teaches and reinforces a formula that guides users through the steps in writing a basic paragraph to a comprehensive understanding of the five-paragraph essay. The program utilizes a variety of technological resources, color-coding systems, note-taking techniques, interactive methods, and strategies to unlock the writing process. Jemicy teachers utilize Paragraphology™ across disciplines, and students use the method to support the writing of science labs and for note-taking and report creation in social studies classes.

Jemicy offers dynamic online workshops in Paragraphology™ to teachers, homeschool parents, tutors, schools, and districts nationwide, and Jemicy faculty have presented the concept of Paragraphology™ at conferences and workshops to teachers, parents, and professionals from around the globe. As one recent workshop participant remarked, “Paragraphology has been a game-changer for my students...it gives a structure to the writing process that every other writing curriculum seems to be missing.”

ST. JOHN’S PARISH DAY SCHOOL SOCIAL AND EMOTIONAL LEARNING St. John’s Parish Day School (SJPDS) prioritizes developing the social-emotional well-being and skills of their students by integrating Social and Emotional Learning (SEL) into their daily curriculum and programs.

This teaching approach helps children recognize, understand, and manage their emotions and stress. It also nurtures children’s abilities to recognize the emotions of others, develop empathy, and build healthy relationships and interpersonal skills.

SJPDS is able to foster SEL through their chapels with lessons to promote empathy and mindfulness; morning meetings to practice communication and active listening; project-based learning to connect social-emotional skills with academic content; and so much more. SJPDS also gives students opportunities for self-exploration and reflection, as well as group work time to encourage children to confidently and appropriately express themselves, which then builds and enhances their relationships. This is essential when creating a community of inclusivity and respect at SJPDS. Furthermore, SJPDS enhances their SEL initiatives such as Responsive Classroom and Zones of Regulation, which are student-centered approaches that support creating an engaging, inclusive environment that works toward improving specific goals. Having this strong foundation not only supports social, emotional, and academic success but will serve students beyond their early years, helping them grow as strong, independent thinkers, people of sound character, and active stewards of the world.

THE WALDORF SCHOOL OF BALTIMORE FOREST KINDERGARTEN

The Waldorf School of Baltimore believes part of whole-child education includes helping students develop and nurture a healthy relationship with the environment.

After navigating a year of outdoor learning in the midst of a global pandemic, the school expanded its program by adding an additional kindergarten class. The newly added Forest Kindergarten class is being held from a new outdoor learning space that includes a hillside amphitheater, outdoor tools, swings, hammocks and a mud kitchen - all tucked away into the woods filled with trees and wildlife.

Teachers will follow a healthy, rhythmical routine, adapting the Waldorf language arts and numeracy skills, fine and gross motor developmental activities of story telling, circles, painting and crafts to the outdoor learning environment. Artistic endeavors and practical work will also be adapted to the outdoors as classes create with natural materials and care for the Waldorf Woods as both explorers and environmental stewards.

“This program provides an excellent learning environment for young children to discover and explore the world through all their senses and movement,” said Academic Director Cecilia Liss. “They will experience nature in all its wonder and differentiated weather while building imagination, resilience, problem-solving skills, coordination and stamina.”

Guide to Baltimore Independent Schools

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Guide to Baltimore Independent Schools

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Boarding in Baltimore: For the right student, boarding is the perfect fit K ADENCE E A R LY HAD NEVER CO N S I D E R E D G O I N G TO B OA R D I N G SC H O O L B E F O R E H E R G U I DA N C E CO U N S E LO R S U G G E S T E D T H E I D E A .

WH E N H E R COU N SE LO R E N COU R AGE D H E R TO A PPLY TO GA R R I SO N F O R E S T SC H O O L I N OW I N G S M I L L S BAC K I N H E R E I G H T H G R A D E Y E A R, K A D E N C E TO O K H E R A DV I C E .

BY LAURA STEWART Kadence, now a rising eleventh grader, applied before even visiting the school. “I kind of did everything backward,” she said.

But when she visited Garrison Forest, she felt right at home. “Once I was on campus, I felt very comfortable there,” she said. “It was just the community, and everyone was beyond welcoming.”

At the time, Kadence’s parents lived in Bowie, Md. and commuted to Alexandria, Va. for work every day. Her younger sister Anaya attended day school in Annapolis, around a 40-minute drive from Bowie.

If Kadence wanted to attend Garrison Forest, boarding was the only option.

In addition to easing logistical issues, Kadence saw boarding school as an opportunity to gain independence.

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Once I was on campus, I fel t ve r y com fo r tab l e t he re,” she sa id. “ I t was just t he commun i t y, and eve r yone was beyond welcom i ng.”

“When I was at home, I was definitely responsible for some of my cousins and my sister, so I recognized that going to a boarding school would give me independence and give me time and space to learn about myself,” she said.

When Kadence first started, she came back home nearly every weekend. By the end of her ninth grade year, both she and her parents were comfortable enough with the space between them that she rarely came home.

“She was really, really comfortable and more confident by the time she was done with her ninth grade year,” said Kadence’s mother, Michelle Massie. “She was advocating for herself academically, personally, and on behalf of her classmates.”

While there are a variety of advantages to boarding schools, boarders make up a small percentage of the student body in Baltimore. According to the latest survey by the National Association of Independent Schools, boarding students made up 1.5% of the 15,260 independent students in the Baltimore area.

One factor that may contribute to the small percentage of boarding students is cost. The average tuition at seven-day boarding schools in Maryland is approximately $62,100, according to the National Association of Independent Schools.

For those who can afford the high cost, boarding can provide a host of benefits.

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Boarding students learn how to be independent at a young age, explained Catie Gibbons, director of enrollment management at Garrison Forest.

“You’re learning how to do your laundry, you’re learning how to make the right choices to eat, how to spend your free time,” she said. “It sounds kind of silly and simple, but those are the kids who get to higher ed and excel because they’ve managed all of those things.”

These advantages apply to many different types of students, Gibbons explained. “Kids who are super involved, super driven, need extra support, benefit from extra structure, or maybe come from a large family with young parents,” she said.

“I wanted my daughter to experience what it was like to have access to teachers outside the classroom, access to coaches more than just during practice, to be able to have dinner with them, to be able to see them on weekends,” she said. “The learning extends way beyond the academic day.”

The Boys’ Latin School of Maryland, the oldest K-12 school for boys in the Mid-Atlantic, will soon be able to host students from all over the world in its new boarding program.

Last year, Boys’ Latin announced that it purchased 28 acres of land from its neighbors, the Society of St. Joseph of the Sacred Heart, with the intention of opening the first seven-day boarding school for boys in the Baltimore area.

“You’re learning how to do your laundry, you’re learning how to make the right choices to eat, how to spend your free time,” she said. “It sounds kind of silly and simple, but those are the kids who get to higher ed and excel because they’ve managed all of those things.”

All-girls boarding schools like Garrison Forest, Oldfields School, and St. Timothy’s School offer young women the opportunity to advocate for themselves, form unique relationships with teachers, and engage with students from around the world.

For young women, the all-girls environment can be particularly impactful, explained Jackie Geter-Hunter, dean of students at St. Timothy’s School.

“The whole use of your voice and developing that,” she said, “some come with it, others will develop it. How to speak for yourself, how to advocate for yourself, how to celebrate yourself.”

Alicia Bowers, director of marketing and communications at Oldfields School, sent her daughter to Oldfields because of the unique access to teachers outside

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of school. While her daughter was a day student, she could still utilize this aspect of the boarding program.

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In addition to strong student-teacher relationships, many families in the Baltimore area choose boarding schools because of the international component.

At St. Timothy’s, boarding students come from over 12 different countries and 15 different states. The mix of international and local boarders pushes students to learn about cultures that are different from their own, explained Geter-Hunter.

In an effort to encourage students of different backgrounds to learn about each other, the school has a required seating program at lunch. Interacting with students from other countries gives rise to “learning about yourself and developing yourself,” Geter-Hunter said. “What about you is challenged?” she added.

“It’s 28 acres of rolling, untouched countryside,” said the school’s headmaster Chris Post.

When the school had the chance to acquire the Josephites’ land back in 2018, Post saw a “once in a generation opportunity,” he said.

“The boarding program was a natural extension of our tight-knit community,” Post said, “We want to provide students from across the country, and ultimately around the world, with the opportunity to learn and grow with each other.”

The school will draw from its strong alumni network to both generate interest and send its children to the boarding program.

Boys’ Latin plans to enroll ten boys in the inaugural boarding class, which will begin this fall. So far, the boys come from six different states. The boarding program will ultimately accommodate 40 students in 20 dorm rooms, each roughly 350 square feet.

For families who are looking for a co-ed boarding experience, McDonogh is the only option in the Baltimore area.

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Guide to Baltimore Independent Schools

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In addition to being the only co-ed option, McDonogh is the only five-day boarding program. Because students board during the week and go home on the weekends, McDonogh has a more local student body. The area that students come from is “basically a 90-mile radius around McDonogh,” said Merritt Livermore, head of upper school.

The five-day program is “the best of both worlds,” said Kate Mueller, associate head of school. “There’s a real balance

24/7, you’re also around people 24/7,” said Bowers. “That’s not for everybody.

It can be great for someone socially and emotionally to have that kind of exposure, but for some students, especially younger ones, it could be overwhelming.”

For students who want to attend, boarding school can improve relations between them and their parents. Parents can learn to trust their student and take on a less disciplinary role in their child’s life.

My relationship with her improved by having some of those other intermediary adults help carry some of the heavier news or responsibilities,” Ms. Massie explained. “It gave me the chance to demonstrate to my daughter, ‘Look, I trust you,’” she added. that the kids are able to experience, where the students can have the opportunity to grow and be independent but still be with their families on the weekends,” she added.

At McDonogh, the percentage of students who enroll in the five-day boarding program increases with each grade. Ten percent of students board in 9th and 10th grade, 15% board in 11th grade, and 20% board in 12th grade.

While boarding school has its benefits, it may not be a fit for every student. First and foremost, the student has to want to go. “The child has to want it,” said Alicia Bowers. “It can’t be the parent saying ‘we think this would be good for you.’”

Some students may be uncomfortable with the frequent check-ins and more rigid structure. “While you’re learning

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“What I hear year after year is ‘I was so afraid to give my baby away to you guys but now, in fact, my relationship with my daughter has blossomed because I’m not the one telling her to make her bed, do her laundry, clean her room,’” said Catie Gibbons.

“They find that they actually have a much closer relationship with their child than before she went away,” she said.

For Kadence and her mother, this proved to be true.

“My relationship with her improved by having some of those other intermediary adults help carry some of the heavier news or responsibilities,” Ms. Massie explained. “It gave me the chance to demonstrate to my daughter, ‘Look, I trust you,’” she added.

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INFLUENCERS NOW, MORE THAN EVER, THE ADMINISTRATORS AT LOCAL SCHOOLS ARE TASKED WITH SHAPING NEW INITIATIVES AND STRENGTHENING COMMUNITY TIES. FROM THE HEADS OF SCHOOLS TO THE DIRECTORS OF DIVERSITY, TECHNOLOGY AND STUDENT HEALTH, MEET THE KEY FIGURES IN CHARGE.

Influencers Academy in Little Rock, Ark. During his nine-year tenure, the school secured a $2 million dollar merit scholarship endowment, enhanced its athletics facilities, revamped its social emotional learning program, expanded its fine and performing arts program across all three divisions, constructed a new student commons, and developed a strategic marketing plan. Matt also served as Headmaster at LaGrange Academy, a co-ed K-12 independent school in LaGrange, Ga. Walsh is fluent in Spanish and French and an avid reader of political history, biography, and social psychology. He and his wife have three children, two of whom are new Dragons in Glenelg Country School’s upper and middle schools.

What drew you to education?

MATT WALSH

Glenelg Country School Matt Walsh has spent 30 years as an independent school educator.

Upon his graduation from Georgetown University, he earned an MA from Middlebury College and went on to hold positions as a teacher, coach, associate academic dean, division head, and head. He joined Glenelg Country School in July 2021 as its tenth head of school.

Matt was previously the president and head of school at Pulaski

The idea of doing something with my life that has a multigenerational impact has always been compelling. The work teachers and administrators do touches lives and stays with people, and they can pass these lessons on to others. The other part of it is the relationships; there is nothing better than interacting with (and learning from) your colleagues and the students. Also, if you love to learn, there is no better place to work than a school!

What do you like about your current school?

Our faculty and staff genuinely care about our students and their families and want to get to know them; that stood out to me right away. The connections people have with one another run deep—strengthened by our incredible racial diversity (at nearly 50%)—and binds us together in extraordinary ways and sets us apart as an independent school.

CONT’D PG 49

students. He also developed several key initiatives including a “First Moment Initiative” to welcome new families, an expanded services inclusion model for students with intellectual and cognitive disabilities, and a nationally recognized professional development program, all of which have been showcased at national conferences and universities around the country. Patton has also held leadership positions at Pope John Paul the Great Catholic High School in Potomac Shores, Va. and St. Mark the Evangelist Catholic School in Hyattsville as well as served as a classroom teacher, department chair, instructor and dean of students for Johns Hopkins University’s Center for Talented Youth and a baseball, softball and football coach. He looks forward to sharing his extensive background in his new role at The John Carroll School.

What drew you to education?

CARL PATTON The John Carroll School

With more than 30 years of experience in Catholic education, Carl Patton assumes the role of Principal and Chief Academic Officer at The John Carroll School. He comes to John Carroll from Bishop O’Connell High School in Arlington, Va. where, since 2013, he served as principal and helped increase the school’s enrollment to 1,200

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I was intrigued by the opportunity to engage with people as they find their direction in life and to positively impact their development in a way as many others have done for me. Education is a uniquely challenging vocation that has proven more rewarding and gratifying than I could ever have anticipated.

Every day, I am greeted with new and exciting opportunities that bring real joy into my life.

What do you like about your current school?

What drew me to John Carroll was the school’s unwavering commitment to a mission-focused education that places a premium on authentic and experiential learning opportunities intended to promote the CONT’D PG 49

experience allows him unique insight into setting up efficient and effective systems of support within schools.

What drew you to education?

Throughout my academic journey, I was exposed to many dynamic professionals who were instrumental in shaping and supporting me. I wanted to be one of those professionals who provided hope and guidance to students and families. My many years of experience have solidified my belief that the school setting is the most natural location to educate students about their mental health needs while providing support as well. The school setting is the perfect environment for wide- ranging prevention and early intervention to sustain and improve our students’ academic and general quality of life.

What do you like about your current school?

MICHAEL GREEN McDonogh School

Michael Green, LCSW-C, Director of Upper School Counseling at McDonogh School, has a wealth of knowledge in school mental health and counseling services. Prior to joining the McDonogh family in 2018, Michael was a mental health clinician and Program Director with the University of Maryland School Mental Health Program. He provided 16 years of direct mental health care and administrative leadership to students and families within schools at the elementary, middle, and high school levels. This professional

McDonogh is magnificent! Teachers, administrators, coaches, and parents have the shared goal of supporting the healthy development of the whole student.

Since my first day on campus, school leadership has made it clear that Social Emotional Learning (SEL), universal wellness, learning support and counseling services are top priorities. McDonogh has set school-wide goals that reflect these priorities, and the commitment is visible in both words and behaviors in every division.

What do you hope to achieve in your role?

I joke with students that I am “Mr. Hope.” Hope fuels my desire to facilitate systemic change. My ultimate hope is to reduce stigma surrounding mental health and accessing mental health care. The most powerful thing that I have experienced since coming to McDonogh is the sense of community and teamwork.

CONT’D PG 49 who shaped me into the woman I am today, and I am reminded of their care and guidance, but also of their quest for knowledge and their high expectations. As they did for me, I hope to instill a passion for lifelong learning in our students and a commitment to academic excellence.

What do you like about your current school?

I have always been drawn to the mission of Mercy High School and to the values of the Sisters of Mercy, which call us to serve others and to recognize the dignity and uniqueness of every person. Innovation in approaches to teaching and learning, coupled with a strong tradition of individualized attention and a spirit of welcome, make Mercy special. I am privileged to work at a school where a girl can be her own person.

What do you hope to achieve in your role?

KATHRYN ADELSBERGER Mercy High School

This fall, Mercy High School welcomes a new principal, Kathryn Adelsberger, to the helm. Adelsberger shares her career path and why she ultimately chose to step into this exciting new role at Mercy.

What drew you to education?

It sounds clichéd, but I do love to learn. I welcome the opportunity to learn with our students each and every day. I think back to the teachers and mentors

For me, it will always come back to the students. My job is to help Mercy girls grow, develop their voices, try new things, and take pride in themselves. To prepare students for a future that is ever-evolving, we need students who can think critically, creatively solve problems, persevere, and value difference so that they can tackle whatever their futures hold. Most importantly, I hope to continue the good work begun more than 60 years ago and to build on our growth and momentum that ensures a rigorous academic program, a commitment to the values of compassion and hospitality, and a community where every girl feels known, cherished, and loved.

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Influencers Courtney, as her students affectionately call her, teaching was a natural fit. Coming from a family of educators, she began her career right after her graduation from St. Mary’s College in Emmitsburg.

What drew you to education?

My mom is a teacher, so I grew up thinking that I wanted to be a teacher. The moment I knew I wanted to be a teacher was when I was volunteering at Camp St. Vincent, a camp for homeless children in Baltimore City. We worked with the kids on math and reading during the day, and that is when I knew I wanted to go into education. It is such a rewarding experience to help students learn and grow.

What do you like about your current school?

PEYTON COURTNEY

School of the Cathedral of Mary Our Queen Third grade teacher Peyton Courtney has been teaching at The School of the Cathedral of Mary Our Queen for three years. For Ms.

My favorite thing about Cathedral is the people. From my first day, I have always felt welcomed by the community. The parents, students, and faculty are all supportive of one another. It is amazing to be able to wake up each morning and be excited to go to work. I feel so lucky to be part of such a wonderful community.

What do you hope to achieve in your role?

As a teacher, I hope to foster a love of learning in the students. I want my classroom to be a place where all students feel welcomed and valued.

vocalist, he recorded for Neil Diamond, “The Tonight Show,” NBC, Dream Theater, members of Guns N’ Roses, and others. Hendricks holds a Bachelor’s Degree from Stanford University and Master’s degree from the University of Miami and is currently completing graduate studies at the Johns Hopkins School of Education.

What drew you to education?

From a young age, I always wanted to work with students, though my path to becoming an educator was somewhat accidental. During the time I was working in L.A. as a session singer, another vocalist I knew was teaching at The Buckley School. She referred me to be a substitute for voice lessons. I accepted this challenge and immediately loved teaching! The school asked me to sub more often in all variety of subjects and grade levels—and then offered me a choral position a year later. From there, I had a great boss for 15 years who taught me how to teach. It was the greatest “accident” that could have happened.

JOHN HENDRICKS The St. Paul’s Schools

John Hendricks has served as Dean of the Arts at The St. Paul’s Schools since 2014, leading the 20 faculty and staff in the Visual and Performing Arts Department and cultivating opportunities for outreach in the region and nationally. Currently, he serves on the board of the Greater Baltimore Cultural Alliance. Prior to joining St. Paul’s, he was the Music Department Chair and a choral music educator at The Buckley School in Sherman Oaks, Ca., and President of the Southern California Vocal Association. As a professional

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What do you like about your current school?

I love St. Paul’s because of its commitment to the arts and the wonderful community. Within each school, you have the small-school feel but you also get the opportunities that come with being part of a large campus. We have a wide range of courses and productions, supportive families, talented students and teachers, and a constant influx of guest artists. As professionals, we are trusted every day to innovate and create exceptional experiences for our students and families. I particularly appreciate our schools right now because we made the philosophical and practical decision to grow, not pull back on, our arts programming during the pandemic.

CONT’D PG 49

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RANDI MARTIN, DIRECTOR OF PERFORMING ARTS AT ST. JAMES ACADEMY, ACADEMY HAD TO GET EVEN MORE CREATIVE THAN USUAL WHEN THE COVID-19 PANDEMIC FORCED HER TO CANCEL IN-PERSON REHEARSALS AND PERFORMANCES. Workshops and rehearsals were held over Zoom, and most of the shows were reconfigured into skits and scenes that students could perform remotely.

Martin, who has been teaching at the Monkton school for 15 years, says the change had some positives. They inspired more students to get involved – and also made it easier for far-flung relatives and friends to see the performances.

WHEN COVID CLOSED SOME DOORS

“There was a lot of upside to it,” she said.

“We had a lot of new kids. I think they feel better about performing remotely, instead of on a big stage. And it was really interesting to have the kids filming by themselves. We got some really strong work that might not have been duplicated on stage.”

LOCAL TEACHERS OPENED NEW ONES

BY KAREN NITKIN

Guide to Baltimore Independent Schools

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St. James, like most other private schools in the Baltimore region, held in-person classes for most of the 2020-2021 academic year. Yet the pandemic shaped nearly every aspect of the classroom experience for those schools.

Extracurricular activities were modified. Students and teachers wore masks and kept a physical distance. And some students – and teachers – opted for remote learning.

Yet teachers are now looking back on the unusually challenging year, proud of the resilience of their school communities. The unusual circumstances inspired educators to try new things, develop new skills and invest in technologies that will be useful even after the pandemic ends.

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“Nobody ever wrote a guide for how to open a school during a pandemic,” said Sandi Uehlinger, who teaches two year olds at Grace Preschool in Baltimore.

While older preschoolers returned to their classrooms in September 2020, the two year olds had outdoor playdates until January 2021.

For us, as staff, you can still see a child smile even if they have a mask on,” she said. “I think we’ve shown how strong we can be.”

When the students returned, classes were smaller and students ate outside whenever weather permitted. Birthdays were celebrated with popsicles instead

of cake. “There was Plexiglass involved, a lot of masks, a lot of sanitizer,” said Uehlinger.

She was pleasantly surprised that the small children tolerated masks as well as they did. “For us, as staff, you can still see a child smile even if they have a mask on,” she said. “I think we’ve shown how strong we can be.”

Kara Horst is a reading specialist with the WIN (Whatever I Need) program at St. Paul’s School for Boys. In non-pandemic times, she works in small groups with students from different classrooms.

This past school year, though, “it was just not possible since we had to keep students within their cohorts to adhere to COVID safety protocols,” she said.

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“While this made for a very unpredictable schedule, the opportunity that it presented was that I was able to provide a much more tailored learning experience for these students. This helped me individualize instruction even more and allowed my students to make tremendous growth in their skills.”

The school, she said, put students in homeroom cohorts of 10-12. “Our small class sizes prior to the pandemic became even smaller, which enabled our teachers to really know their students and our students to really know one another.

They literally spent every second of every school day together.”

A mix of in-person and remote learning required new ways of thinking about how to teach, said Jason George, upper school history and academic dean at Bryn Mawr, a private K-12 school for girls.

With about 40 percent of his students learning remotely, he made a special effort to make sure everyone participated in classroom discussions, regardless of physical location.

“The biggest challenge, particularly as the year has gone on, has been maintaining the same level of engagement for students who are online versus the ones who are in person,” said George,

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who teaches U.S. history to juniors and seniors. His classes incorporate current events, he says, and this year the school will respond to student interest by adding a class for seniors about public health and epidemiology.

Looking back on the school year that all the students had to face and all the teachers had to face, I would say that our school just continued to shine,” said James.

“The resilience of the students and of the teachers will remain in my mind.”

While face-to-face learning is always the preferred goal, he says, he expects online access to continue for teacher conferences and back-to-school nights, and for guest speakers.

The technology issues around combining in-person and virtual learning were a challenge for many teachers. “Probably one of the most difficult pieces for me as an educator was having students in

person as well as virtual,” said Elisha James, middle school dean of students at Roland Park Country School, which last year had 553 students in prekindergarten through high school.

“If you ran into tech issues, then the students who were virtual were impacted, and it could also slow down the pace of the students in the classroom.”

Some teachers who opted to work remotely returned to their classrooms after they were vaccinated, while others continued to deliver lessons virtually to students in classrooms with proctors.

Yet, the challenges had a positive side.

“Looking back on the school year that all the students had to face and all the teachers had to face, I would say that our school just continued to shine,” said James. “The resilience of the students and of the teachers will remain in my mind.”

The Waldorf School of Baltimore has always emphasized outdoor education, said fifth grade teacher Angélie Guilbaud. “One of the many reasons I love working at the Waldorf School is that we do not bring screens and technology into the classroom in elementary school,” she said. “We focus on rich

storytelling and encourage students to experience their education through their whole bodies and imagination. We also prioritize spending a lot of time outside.”

The academic year began with remote learning, prompting Guilbaud and other teachers to find creative ways to bring nature to their students. For example, students studying botany received gift packages of materials to make terrariums.

During the pandemic, activities like chorus could be particularly challenging.

Stacey Bilenki, the 8th-12th grade choral teacher at Notre Dame Preparatory School, said she started the school year with her student singers rehearsing over Zoom.

“I would supplement that with video assignments so I knew the students were learning the music accurately,” she said. “When we came back in a hybrid of in-person and virtual learning, I could not use my classroom space because there wasn’t enough room to social distance, so I taught in three different spaces throughout the year, and our singers started out 12 feet apart, then eight, then finally down to six.”

hopes to continue the tradition even when the pandemic doesn’t require it.

Heather Romney teaches design, sculpture, and other art forms to students in grades nine through 12 at Friends School of Baltimore. Most years, her students work in close proximity, sharing ideas and supplies.

“It was challenging to come up with project ideas that didn’t have to be toted back and forth but could still provide meaningful opportunities for investigation at home and at school,” she said.

“For example, my Art Technology Media and Design (ATMD) students made robots at home with cardboard and small electronics; it was really important to have very clear instructional videos as well as written instructions, in addition to live (on camera) demos.”

Those instructions and demos are now available for future students, she said.

Romney also plans to co-teach a class next year with a teacher who does not live in Baltimore.

Margaret Adams Szczerbicki has been a teacher at the K-8 Calvert School for more than 40 years, and has taught fourth grade for 21 of them. The 20202021 academic year was unlike any other.

“The most noticeable differences were practicing protocols such as wearing masks, distancing, and more frequent hand-washing throughout the year, but all the students quickly became comfortable with these new routines,” she said.

“In retrospect, the vision, positive mindset, support, and extensive preparations provided far more opportunities than challenges and enhanced the Calvert community in every way,” said Szczerbicki. “The goals and needs of faculty, staff, students, and families were at the forefront of every decision.

The ever-present collaborative spirit was elevated to new levels to prepare for a successful academic year. I believe these students will take pride in being part of a solution when they look back on these times in future years.”

She also created a COVID-safe version of the annual school musical. “We staged the whole show to incorporate social distancing and we pre-recorded the audio so that the students were singing safely. We filmed the show because we could not have a live audience, and then we streamed it on social media. The response was overwhelmingly positive,” she said.

Students also held an outdoor concert in May – and it went so well that Bilenki

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A SEASON INTERRUPTED

NAVIGATING ATHLETICS IN THE TIME OF COVID

C

ALVERT HALL COLLEGE HIGH SCHOOL IN TOWSON HEAD L ACROSSE COACH, BRYAN KELLY, HAS WITNESSED THE EFFECTS THE PANDEMIC HAS HAD ON HIGH SCHOOL ATHLETES. AS A FATHER OF A HIGH SCHOOLER, KELLY WATCHED HIS BOYS ON THE FIELD AND HIS SON AT HOME ENDURE THE MOST TUMULTUOUS YEAR OF HIGH SCHOOL SPORTS.

BY OWEN DUNN

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“We had 23 seniors on our 2020 team,” Kelly said. “Those younger kids didn’t get to experience how the seniors take care of the younger kids or how they lead during a difficult transition in a game. It definitely affected us. With kids who are sophomores, they’re really freshmen now because they never had a year.”

During the pandemic, high school sports across the state shut down, closing fields, gyms, weight rooms and upsetting the process that takes high school athletes from local high school teams to the college level. Recruiting, team chemistry and culture, skills development and more were all altered by the effects of the pandemic.

As Kelly states, sophomores who were freshmen are still freshmen. And at the college level, college seniors who were seniors are, well, still seniors. Thanks to a mandate granted by the NCAA, the 2020-2021 season won’t count toward an athlete’s four years to participate on sports teams. While this sympathetic gesture seems fair, coaches like Kelly are concerned for the future of their high school athletes.

“Quite frankly the NCAA should have never granted those kids an extra year,” said Kelly. “That’s my opinion. If you look at it, it’s about 400 fewer opportunities for kids today to play Division I lacrosse,” he says.

By Kelly’s calculation, if an average of four to five kids on each team take an extra year, that’s four to five fewer spots for athletes to go on to play college sports. If you spread that across the nation, that’s about 400 opportunities over the next four years.

Through all that suffering, the hardest part for the coaches was not working directly with the athletes. The Maryland Interscholastic Athletic Association granted coaches three hours per week to coach students.

“I think the hardest part for us has been not being able to work with our kids.

I think what we do well is we develop players,” said Kelly. “More is caught than taught,” he said, meaning kids pick up skills and habits while working with teammates.

“You can only connect so much off of Zoom,” said Kelly. “We had no locker room. It was really hard. Being shut down for 10 days because of one positive test. It kicks you out of your continuity. I think our strength is we win in the locker room and we couldn’t have a locker room.”

Having no locker room while accepting that collegiate roster spot will be harder to come by is an upsetting reality for young athletes. Some families and students are worried, unsettled that young athletes with high potential might have their development stunted by the pandemic.

Br yan Kelly, Calver t Hall College High School lacrosse coach Guide to Baltimore Independent Schools

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“I definitely feel like my development as a lacrosse player was affected for one main reason which is experience,” said Allan Gushue, a rising junior at Gilman School. “You are unable to improve your lacrosse IQ and ability to play good team lacrosse while just practicing on your own.”

Without regularly practicing as a team, bonds between players fail to materialize. Gushue noticed the shift in the team chemistry dynamic when his lacrosse team first started practicing again. “I noticed a difference in chemistry when we first got back. I hadn’t seen some teammates in over six months and I just didn’t feel as close with them as I would’ve if we had been in classes and sports together all year.”

“I PLANNED A WEEKLY SEMINAR SERIES TO TRY TO KEEP KIDS ENGAGED. I PLANNED CAR PARADES FOR EVERY SPRING TEAM .

AND WE WENT TO EVERY SINGLE SENIOR’S HOME WITH GIFTS. WE TRIED TO DO AS MUCH AS WE COULD TO TRY TO KEEP KIDS ENGAGED AND BRING POSITIVITY.” “I planned a weekly seminar series to try to keep kids engaged. I planned car parades for every spring team. And we went to every single senior’s home with gifts. We tried to do as much as we could to try to keep kids engaged and bring positivity.”

Unsurprisingly, coaches and athletic staff observed a dip in the mental health of student-athletes and shifted their priorities.

Routine responsibilities for athletic directors like Howland became far more challenging. Parents were relied on to get kids to games since buses would further the spread of the virus. Money cut from the transportation budget was spent on resources to ensure the safety of the students: masks, sanitation supplies and more.

“I think everyone felt lost in the spring and my goal became finding out what could be done to keep them in a positive place,” said St. Paul’s School for Girls Athletic Director Erin Howland.

As the pandemic eased over the spring, student-athletes were able to return to competition and recruitment with many independent schools resuming limited competition.

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That doesn’t mean there were not bumps in the road on the way to recruitment. College recruiters noticed the hardship athletes faced while withstanding an exhausting process as well.

Sarah Katz, an assistant coach and recruiting coordinator for American University volleyball, detailed how students would familiarize themselves with the program and the school.

“First a phone call then we’d do a FaceTime call with all three coaches on the call. We would also give them a tour through FaceTime,” said Katz.

“Right when this all happened, that’s when we were allowed to start having conversations with the 2022 kids,” explained Katz. “The top athletes had their offers and were able to have different options. So I feel like a lot of 2022s are still not committed.”

Now in the twilight of what seemed like a never ending pandemic, recruiters like Katz are finally getting to talk to kids in-person. “With recruiting, it just opened back up for us June 1. So we’re watching the 2023 kids but the first time we could talk to them was June 15. So that was hard because we didn’t have a lot of data, for lack of a better phrase, to go off of on those kids,” Katz said.

Despite the setbacks, athletics at local independent schools found a way to move forward, and 2021 promises to get student athletes back onto fields and into locker rooms, gyms and weight rooms.

“You know you’re still walking gingerly.

You’re still making sure you’re following all the proper protocols. I still don’t think it’s 100% normal yet. I feel like we’re at 85-90%,” said Bryan Kelly.

Gushue is looking forward to taking the field next season with a new sense of gratitude.

“I’m simply looking forward to next season just because it’s the return to normalcy. This season was relatively normal but things like team locker rooms, full student sections and the spring break trip all coming back next year will be appreciated more than ever because we haven’t been able to enjoy those things in over two years.”

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SCHOOL SPIRIT THE STUDENTS ARE AT THE HEART OF EVERY SCHOOL. LEARN HOW, DESPITE A GLOBAL PANDEMIC, STUDENTS FOUND WAYS TO EMBRACE THE SCHOOL YEAR.

School Spirit THE BRYN MAWR SCHOOL, GILMAN SCHOOL AND ROLAND PARK COUNTRY SCHOOL Students at Bryn Mawr, Gilman and Roland Park Country Schools share more than just classes. In addition to a robust coordinate program that allows boys and girls at all three institutions to select courses on neighboring campuses, upper schoolers share friendships, camaraderie, ideas and interests.

Seniors Shreya, Wesley and Emma say this is what they most appreciate about being on campus – the relationships they have forged and the school traditions they enjoy. These school leaders look forward to an exciting and engaging senior year with their respective tri-school peers.

SHREYA, president of Bryn Mawr’s Community Service Learning Club and editor-in-chief of the yearbook, has called Bryn Mawr home since kindergarten. As a senior, she is engaged in robotics and Invest in Girls, plays on the ice hockey team, mentors underclassmen in the Resource Center, and volunteers with a local adaptive ice hockey organization.

WESLEY, like Shreya, has called Gilman his second home since kindergarten. He, too, serves as a peer educator and helps other students as a Writing Center consultant. An active member of both the Black Student Union and the volleyball team, Wesley has also participated in many of the Gilmansponsored student leadership conferences. This academic year, he will serve as co-president of the school’s Community, Inclusion, and Equity (CIE) Council.

EMMA is a 13 year girl whose Roland Park Country School experience culminates in leading the Student Government Association. In addition to this role, Emma helps edit the yearbook, plays on the varsity field hockey, squash and lacrosse teams, serves as a Red Key Ambassador, and is very involved in her school’s STEM initiatives.

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How do you feel that you best represent your school?

Shreya: I love to get involved with different activities at Bryn Mawr and connect with our community. One of my favorite roles has been working on the yearbook staff and as editor-in-chief, because it has taught me so much about the different voices across all three divisions of Bryn Mawr. I love being able to reach out to younger students now as an upperclassman and as a leader because I remember how much I enjoyed interacting with upperclassmen when I was younger! Over the last 13 years at Bryn Mawr, I have jumped into a lot of new experiences. But whether I was in the musical, part of Community Service Learning, or working on group projects, I have always found a supportive community of Mawrtians in every division and am incredibly grateful for the chance to have these experiences.

This has been an unusual year and a half due to the pandemic and its effects on schools. What did you most miss about being on campus when schools were shut down?

Shreya: I missed staying after classes to check in with my teachers and the laughter that happened in the hallways or during lunch. The connections that you make socially in high school have been a major part of my experience and when you’re virtual, you can’t see upperclassmen who aren’t in the same classes as you or get to go through those Bryn Mawr traditions like Gym Drill that play such a huge role in our community.

Wesley: I missed being around my friends and classmates who create this studious yet enjoyable atmosphere, which I took for granted.

Emma: I missed the community and social aspect of school when we were virtual. There is something so nice about being on campus, seeing friends, and catching up with people you might not normally spend time with. I was SO glad to get back on campus in the fall and to see everyone again!

What is the biggest lesson you will take away from your school experience?

Shreya: I think it would be to always be present. Sometimes just taking a leap headfirst into a new opportunity is the path to a new passion, and you always learn a lot about yourself. I firmly believe now that being a part of different clubs and activities will always make way for new friendships and broaden your worldview.

Wesley: My experience at Gilman taught me to prioritize and take care of myself, especially when things get tough.

Emma: I think that being a three-season varsity athlete has taught me the importance of time management and how to work efficiently. Going straight from school to practice to other commitments, there is not much time to spare! Making it a priority to see my teachers during the school day and getting my work done in a timely manner has been super important.

If you had to give one piece of advice to your younger/ lower school self, what would it be?

Shreya: Be fearless.

Wesley: From middle school, where I led affinity group discussions, to my involvement in the Black Student Union (BSU) throughout upper school, to last school year, where I attended the National Student Diversity Leadership Conference with five other upperclassmen, I’ve gained a lot of experience in diversity work at Gilman. As an incoming co-president of the Community, Inclusion, and Equity (CIE) Council, I plan to learn more about and support the other affinity groups at our school.

Wesley: If I could talk to my lower school self, I’d advise him to be true to himself and to never compromise who he is in order to fit in.

Emma: I would stress the importance of trying new things and putting myself out there. It has been my dream to be SGA president for as long as I can remember, and I definitely would not have gotten to this point without putting myself out there in other elections/events.

Emma: I feel as if my leadership skills are an excellent representation of my school because at RPCS we are taught to be strong, independent leaders. On the field and in the classroom, I am constantly working to better myself and encourage others to do so as well.

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School Spirit

THE BOYS’ LATIN SCHOOL OF MARYLAND Boys’ Latin seniors KADEN and PAUL contribute to their school in many ways, on the field, in the classroom, and through their community engagement. They recognize that their school is a place that encourages them to do all of these things and more. Here, they reflect on their experience at Boys’ Latin.

How do you feel that you best represent your school?

This has been an unusual year and a half due to the pandemic and its effects on schools. What did you most miss about being on campus when schools were shut down?

Kaden: Being away from campus made me miss the overall sense of community.

Whether it was a fun lunch conversation or getting last-minute studying with my classmates, I just missed that feeling of connection.

Kaden: I feel like I best represent my school by being a very active member. I am in many different friend groups with a multitude of personalities to get to know people of all backgrounds. I am also a member of different groups such as Black Awareness Club, varsity football, varsity baseball, and the student council.

Paul: Coming back to school I realized how interactions with friends and teachers truly make my day-to-day so much fuller and more engaging. Coming back to school, I remembered how much better it is to be able to see and talk to people, even if it’s just in passing.

Paul: One of the main ideas I think you come to appreciate at BL is the value of being honest and upfront. When confronting people or situations, I tend to be someone who feels more comfortable indicating and implying what I want or what I think is right, instead of going right out and saying it. I honestly think one of the best ways I represent my school is by trying to be more direct with my words and actions.

If you had to give one piece of advice to your younger/ lower school self, what would it be?

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Kaden: The advice I would give to my lower school self is to cherish my time.

After COVID, I opened my eyes and fully engaged in being a Laker, and it has paid off big time. I love coming to school and seeing all my friends now, and school is truly a place I can enjoy being.

Paul: During my early years at BL, at times I definitely tried to do what my other classmates did and like what my other classmates liked. I often found myself trying to shape myself into something I wasn’t. It definitely created a lot of mental stress and confusion for myself in years when I really didn’t need to have any. I would definitely tell my younger self, it’s so much happier to follow what really interests and excites you.

GARRISON FOREST SCHOOL TY’SHEA and CATHERINE, seniors at Garrison Forest, call themselves “partners in crime” when describing their roles as President and Vice-President of Forum, the school’s student government. They have already begun rallying school spirit and support from their classmates and look forward to a great year.

Ty’Shea balances this responsibility with dance, basketball, Black Student Alliance and Students for Diversity Council. Catherine, who came to GFS in the ninth grade, also heads Model U.N., participates in One Love and plays three varsity sports.

How do you feel that you best represent your school?

Ty’Shea: I think that the obvious way I show up for my community on campus is through the active leadership positions I always go for and I appreciate those positions the most because it shows how much trust the community and my peers have in me. I also believe another way I show up to represent Garrison is by being my authentic self on and off campus. I make an effort to be my most open and vulnerable self, to an extent, with the goal of fostering relationships and safe spaces around me, which is important because I believe in contributing to the growth and prosperity of every single community I am a part of.

Catherine: I feel that I best represent my school by being involved in various parts of the GFS community. By participating on our sports teams, clubs and leadership positions, I am able to embrace the GFS spirit by trying new things and taking risks by putting myself out there.

What tradition or experience did your school make a point of continuing despite being on lockdown?

Ty’Shea: I think an important one is Grizzly Gathering. Grizzly Gathering is our all school meeting where we all get to come together for announcements, updates, and just overall school bonding. It was completely virtual but I still deeply appreciated the chance to hear from students I didn’t know well, teachers I didn’t get the chance to learn from, and our head of school relatively often.

Little things like school and group meetings really made the virtual experience feel less isolated, which is a vital part of online learning.

Catherine: My favorite place on campus is the adirondack chairs outside the Meadowood dorm. This is the perfect central spot to work on homework, hang out with friends and just take a break. I think Garrison has the most beautiful campus in Baltimore and there are many places like this where you are able to truly soak in the beauty of Garrison.

What teacher/coach/mentor has made the biggest impact on you?

Ty’Shea: There are too many people who have truly changed my life at GFS to just pick one but for the sake of the prompt I will express my gratitude and admiration for Mrs. Anderson. She was one of the first people I bonded with at Garrison in the sixth grade. While I wasn’t necessarily shy, transitioning to Garrison from a public school was a huge adjustment for me and Mrs. Anderson made the process so much easier. She helped me find my voice on campus through leadership, she introduced me to diversity and inclusion conferences that I now attend yearly, she helped me secure a highly selective scholarship, and made Garrison feel like home. She showed up for me on campus when I needed it most and she set me on the path to becoming the active and ambitious member of the GFS community that I am today. I will forever be grateful that she is in my life and I deeply appreciate every single thing she has done for me thus far.

Catherine: Ms. Corbin, one of the upper school history teachers, has made the biggest impact on me and my Garrison experience. She has taught me for the past two years in three different classes, teaching me how to be curious, think deeper and ask questions. Her commitment to well-rounded learning and encouraging students to push themselves further, has helped me discover my passions and explore topics from diverse perspectives.

CONT’D PG 48

Catherine: Garrison made it a priority to continue many of its traditions despite the difficulties of this past year. Vespers, the passing of the torch of leadership from the senior to junior class, was just one of our many traditions. Modified to fit space and capacity requirements, the senior and junior classes were able to uphold the longstanding sentimental tradition that has been present for generations.

Do you have a favorite place on campus?

Ty’Shea: My absolute favorite place on campus is the dance studio. This is my favorite place because I was able to find a new love and creative outlet in the studio. Mrs. Heather, our dance teacher, has always been a role model, mentor, and school mom for me since I came to Garrison and she is part of the reason I began dancing. Beyond the actual act, the dance studio allows us dancers to form bonds across grades, identities, and personalities. We’ve formed a dance family and anyone even remotely involved in dance knows, once you’re in the family, you’re in it for life. It is these little coalitions that truly makes the Garrison experience unique and I so deeply love the openness with which we accept each other regardless of our differences and dancing capabilities. While I’m not in the studio as much as I’d like to be, it is definitely like a second home and a true safe haven on campus.

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School Spirit GLENELG COUNTRY SCHOOL Ninth grader CECELIA and twelfth grader JOSEF have long called Glenelg Country School (GCS) home, sharing an experience in the upper school with their siblings and working on campus at the school’s Summer in the Country summer camp.

Josef, a GCS “lifer,” has been a student at the school since kindergarten and feels it has prepared him to follow an ROTC path after graduation. Cecilia looks forward to the opportunities she will have the next four years of high school.

extracurricular activities, I have become a well-rounded student, prepared myself for college, and developed into a true “Dragon.”

How do you feel that you best represent your school?

Josef: During the lockdown, GCS continued Forum, office hours, and clubs on Wednesdays via Zoom and Microsoft Teams. These activities helped establish a sense of community and built strong bonds between students and faculty.

Forum is when upper school students meet to discuss future activities and the latest news. Seniors also use this time to present researched topics to the student body and faculty. In addition, GCS implemented private meetings with teachers during office hours to build strong relationships between students and teachers.

Finally, students were allowed to join clubs during the lockdown. In student council, we found ways to reestablish our school community by organizing a pumpkin carving competition, an advisory talent contest, and a March Madness tournament. By continuing these activities, GCS continued its sense of community and gave everyone a sense of normalcy.

Cecilia: I best represent my school through two leadership experiences. I have been a student ambassador where I am paired with potential new students. They shadow me for a day, and I answer their questions about our school community.

Additionally, this year I served as the president of the middle school’s student council. Through this, I started a digital school newspaper that gave students a chance to voice their perspectives with our community.

Josef: I best represent my school by displaying GCS’s focus on academics, community service, and extracurricular activities. A true GCS “Dragon” embodies all three of those facets while being respectful, honest, and truthful to others.

Academically, I participate in the rigorous Scholars Program focusing on technology, engineering, and design. I am a recipient of the Carson Scholarship and a member of the National Honor Society and the National Latin Society. I serve my local community by volunteering for Habitat for Humanity and recently helped alleviate the spread of COVID-19 by building and donating a sanitation stand to a homeless shelter. I also work to improve the global community by volunteering for the Marshall Legacy Institute (MLI), a nonprofit organization raising awareness of the dangers of land mines and alleviating the pain of land mines in the developing world. Through Peacemakers and Problem Solvers, a program of MLI, I have participated in multiple international peace conferences. I was awarded a service project grant for creating the most valuable service initiative during my freshman year.

This $500 grant initiated my mine detection dog campaign to raise $20,000 to sponsor a lifesaving mine detection dog by my senior year. I also serve as the treasurer for the student council, play two varsity sports, participate in robotics, and created GCS’s motor club. By being strong academically, involved in community service, and a leader of

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What tradition or experience did your school make a point of continuing despite being on lockdown?

Cecelia: Despite the pandemic, we were still able to have our annual All-SchoolRelay. When students enroll at GCS, they join either the Glen or the Elg team. A boy and girl from each grade participate in a relay race, passing a baton from the Little Dragons to the seniors. The race is a friendly yet competitive tradition because it gets the whole school excited to watch their friends race.

Do you have a favorite place on campus?

Cecelia: My favorite place on campus is Dragon Stadium. It is where I first started playing field hockey, where we played kickball in gym class, where we played capture the flag during summer camps, and where countless memories were made for my grade.

Josef: My favorite place on campus is the Manor House. The Manor House resembles a Scottish castle and dates back to the 1700s. In 1954, Kingdon and Mary Gould rented the Manor House and started GCS. It is currently being used as an extension of the lower school and features many classrooms.

Because I have attended GCS since kindergarten, I have spent many years in the Manor House, developing into the person I am today. It is my favorite place on campus because of its interesting history and the memories I made while being a student in the lower school.

CONT’D PG 48

MCDONOGH SCHOOL In each division at McDonogh, students find joy in learning, discovering passions and contributing to school life. Twelfth grader SYDNEY, eighth grader DUNCAN, and second grader LEAH talk about the opportunities they have embraced, the meaningful connections they have forged with their teachers, and their favorite spots on campus.

How do you feel that you best represent your school?

Sydney: I feel I best represent the school in my dedication to a variety of activities. I am a student, an athlete, and a leader. McDonogh allows me to not only explore, but excel in all three areas. I take a variety of classes, I belong to Sankofa, I run indoor track and play lacrosse, and I am a member of the SGA. Duncan: I am best able to represent my school by being a member of the middle school robotics team. Our team, called “Eagle Eyes,” participated in the First Lego League where each team needed to work together to solve a problem. This year, we did really well and became a state champion awards finalist.

Leah: The golden rule in the lower school is to treat others the way you want to be treated, so I try to be kind.

What teacher/coach/mentor has made the biggest impact on you?

Sydney: Monsieur Ridgeway, my French teacher, has made a great impact on me during my upper school years. I had him for two years, and he always helped me whenever I needed it but in a way that would benefit me most. He always knew what I was capable of and held me to that standard, and I do believe that is why his class was always one of my favorites. He also taught me the value of strong communication between a teacher and a student.

Duncan: My favorite teacher is Mrs. Fried. I had Mrs. Fried as a math teacher for two years (5th and 6th grades) and although she was a little tough on us, she was great at explaining things in a way that we could all understand. She made us into better students.

Leah: A lot of my teachers have had a big impact on me, like Ms. Walsh, Ms. Gupton, and Ms. Mollett. They teach me new things and they are really nice. And my science teacher makes it really fun – when we were learning about planets, he pretended we were the planets and we got to spin around.

Do you have a favorite place on campus?

Sydney: I think my favorite place on campus would have to be the library. The library is where I like to study, but it’s also where I spend my free time relaxing with friends and classmates.

Duncan: My favorite place on campus would have to be the Fader Innovation Center because I made a lot of friends and good memories there while working on robotics.

Leah: The art room is my favorite place because I like doing art and there’s a lot of crafts.

What is the biggest lesson you will take away from your school experience?

Sydney: Not to take the time you have for granted. As cheesy as that may sound, it all goes by faster than you think. Take the risk, have fun, and make sure you find time for the things that make you happy.

Duncan: My biggest takeaway from school has to be to not let others dictate what you can and can’t do. I am one of only four boys in my grade that takes the “OnStage” class, but I don’t let that bother me because acting with everyone has been a lot of fun.

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School Spirit MERCY HIGH SCHOOL Poised to complete their Mercy education, seniors ARRYN and EMMA have contributed to nearly every aspect of their school through their work in the classroom, on the athletic field, in the theater, and on the debate stage. They share their experience at the entrance to the Sisters of Mercy Field, the only Catholic girls’ school field in the area with stadium lights and a digital video scoreboard, which also served as an outdoor gathering place for the entire school when the girls returned from COVID. How do you feel that you best represent your school?

Arryn: I think I best represent my school in two areas. The first being when I participated in the Science Olympiad Regional and State competition this year, and when I speak about the Fine Arts and International Baccalaureate Personal Project during high school fairs and Mercy’s information sessions as an admissions ambassador.

Emma: I represent my school through my wide range of activities in which I participate. As a three-season athlete at Mercy, I have become quite involved in Mercy Magic Athletics. However, I also am involved in the arts at Mercy, from Footlighters, our theater group, to Mercy Mezzos, our select choir, to the Art Club and National Art Honor Society. Not only are the arts and sports important to me, but I also love to participate in student leadership and academic teams, such as Model U.N. and the Ethics Team. As a member of the class steering committee and a Student Council officer, I can reach out to students and create a more wellrounded perspective that considers the majority vote, while never leaving out other perspectives. Through my commitments, I represent widely different activities while also bringing students together through their hidden connections and commonalities.

This has been an unusual year and a half due to the pandemic and its effects on schools. What did you most miss about being on campus when schools were shut down?

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Arryn: When we were not able to be in person when schools were shut down, I missed the atmosphere that my friends and the community created on a day-to-day basis. I missed simple things like going to my locker and walking with my friends to our classes.

Emma: The aspect of on-campus learning that I missed the most was the more engaging nature of the content and environment. In the classroom, it is much easier to stay on task and in a productive mindset, which was more challenging in virtual learning.

If you had to give one piece of advice to your younger/ lower school self, what would it be?

Arynn: I would tell my younger self that it’s okay to embarrass yourself and put yourself out there. Everything that you do is a part of your journey of finding yourself and maturing to who you will be in five to 10 years.

Emma: Being the only one attending Mercy High from my middle school meant that I had to start over again, but in many ways, it was a blessing. I found that I did not have to worry about any rumors or expectations from others and could create my own path.

What is the biggest lesson you will take away from your school experience?

Arynn: The biggest lesson I learned in my school experience is to create and cherish the memories with the people you have. Study all you can, but enjoy the simple moments to the fullest.

Emma: The biggest lesson I will take away from Mercy High School is that expectations and stereotypes should never be used to determine course of action or type of behavior. An initial impression of a person, group, or place should not be the defining factor of interaction. It is important to be more knowledgeable about a situation before settling on a way to handle it. Adaptability is key. I have learned not everything is in my control, so it was important that I worked with what I was given. This lesson will serve me well as I transition into college life and independent living.

ST. JAMES ACADEMY At St. James Academy (SJA), students explore interests and opportunities that help them develop into curious lifelong learners. Seventh grader CLAIRE and fifth grader ANDREW have found opportunities for leadership, creativity and academic engagement. Here they reflect on what makes their school so special and what they most appreciate about their day-to-day SJA experience on the vibrant, expansive campus.

How do you best represent your school?

Andrew: My favorite place on campus is the fields, because that is where I can roam freely at recess.

Claire: I feel I best represent my school by being a good leader.

What is the biggest lesson you will take away from your school experience?

Andrew: I represent my school by trying my very best with my classwork, being a good friend and admitting my mistakes.

Do you have a favorite place on campus?

Claire: The theater is my favorite place on campus because I like performing and have a lot of good memories there.

What teacher/coach/mentor has made the biggest impact on you?

Claire: Mr. Rogers is funny, and he would share his jokes and the stories he had with us.

Andrew: Mrs. Sansosti, the librarian, has made the biggest impact on me. I didn’t like reading at first, but Mrs. Sansoti cheered me on to keep trying. She also knows what kinds of books everybody likes to read at school.

Claire: I have learned to treat people the same way you want to be treated.

Andrew: The biggest lesson I have learned is if you are nice and just be yourself then you will make good friends.

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School Spirit THE ST. PAUL’S SCHOOLS At The St. Paul’s Schools, students in all divisions share the vast campus, long-standing traditions, and innovative programs. St. Paul’s School for Girls senior ASHANTI and St. Paul’s School for Boys senior KEAGAN reflect on their experience and appreciate all of the opportunities that await lower schooler OLIVIA. How do you feel that you best represent your school?

Ashanti: I have been at The St. Paul’s Schools for 10 years, and from the moment I visited in second grade, I loved everything about my school. From the people to the environment, it was and still is the perfect fit. My parents and I often say that they couldn’t imagine me or my older sister at any other school. I feel as though I best represent my school because of the unconditional love I have for my school, as well as the people who come with it. SPSG has helped me find my passions and try new things. I found myself at SPSG. Keagan: The St. Paul’s School for Boys’ mission is to “seek truth, knowledge, and excellence; live by faith, compassion and integrity.” I use this as a guide for the way I conduct myself in all I do. In my academic classes, I look to gain knowledge by addressing truth, while keeping myself to a high standard. In my interactions with my peers, teachers, and coaches, I look to exhibit compassion. I look to grow my faith every week through chapel services, and I strive to not break my integrity. I look to be a part of something bigger than myself by participating in as many extracurriculars as possible, and I strive to build school spirit by supporting my peers in their activities, while encouraging others to do so as well.

Olivia: St. Paul’s has taught me to be very inclusive. I represent this best when I try to include everyone in the activities we are doing and make sure no one is ever feeling left out.

Do you have a favorite place on campus?

Ashanti: My favorite place on campus is on the hill next to the Ward Center.

There are blue, yellow, white, and green adirondack chairs representing our school colors where I love to sit. It’s my favorite place because it overlooks SPSG, and greater Baltimore County. I’ll often do my homework, read, or just talk with friends on the hill.

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Keagan: My favorite place on campus is by the Victory Bell. It is a centralized spot on campus where you can see the fields, the chapel, the upper and middle schools, Brooklandwood, and the Ward Center. It’s a tradition for any St. Paul’s team that beats Boys’ Latin to ring the bell. In addition, the football and lacrosse teams pass by it on their walk down the hill on home game days, so it is an important piece in the heritage of St. Paul’s.

Olivia: I love the art room! The art room had to be used for a regular classroom this year though, so I missed it. However, I was able to really enjoy the community garden this year.

What teacher/coach/mentor has made the biggest impact on you?

Ashanti: I believe every teacher I’ve had at SPSG has shaped me into the student and person I am, but the one who has left the biggest impact is Señora Diver. She was my Spanish teacher from sixth to eighth grades, and she cultivated my love for the language. My classmates and I still talk about her as she instilled so much confidence in us all. She often told us, “Speak from the gut for you all are women of the future.” She left a mark on us at such a young age, and we thank her every time we see her.

Keagan: Mr. Benzing, our dean of students and assistant lacrosse coach, has made a huge impact on my time at St. Paul’s. His leadership by example has shaped me as I am able to see him in the high school, at assemblies, on the lacrosse field, and at schoolwide events. He holds a high standard for the community, but he realizes that we are teenagers who need guidance, so he focuses on our growth and learning, which has had a positive influence on my classmates and my time in this community.

Olivia: Ms. Jergensen has made the biggest impact on me. She taught me to always keep trying even when I thought I would never figure something out. I loved how she was always kind to us, gave me the best hugs, and made learning fun. My year with Ms. J was short because of COVID, but the time I did have with her was awesome, and I hope everyone has a chance to have her as a teacher.

CONT’D PG 48

THE WALDORF SCHOOL OF BALTIMORE Siblings KHARY and KAITLYN have thrived at the Waldorf School of Baltimore (WSB) where learning is made meaningful through imagination and deeper engagement. The sixth and third graders have embraced all aspects of the curriculum and feel most at home in the school’s extensive outdoor space where they can share a book, sketch nature and enjoy being together.

As the school enters a growth phase, outdoor classrooms will be more available, especially with the addition of a Forest Kindergarten dedicated to outdoor learning.

How do you best represent your school?

Khary: I represent my school by doing my homework when I am supposed to.

The best thing about being a student at WSB is doing math.

What tradition or experience did your school make a point of continuing despite being on lockdown?

Kaityn: I did a play, learned music and math.

Do you have a favorite place on campus?

Khary: My favorite place on campus is the basketball court. It is my favorite because I love basketball.

Kaitlyn: My favorite place is outside for nature and handwork.

What is the biggest lesson you will take away from your school experience?

Khary: The biggest lesson I will take away from my experience is art because I always rushed my artwork but now I take my time and it looks better. I take my time learning new things.

Kaitlyn: I go to school every day. I like handwork as the best thing. Also art.

This has been an unusual year and a half due to the pandemic and its affects on schools. What did you most miss about being on campus when schools were shut down?

Khary: I really missed seeing my friends and teachers in person and playing games with them.

Kaitlyn: I missed my friends, Mrs. Barkhouser and handwork.

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School Spirit Cont’d GARRISON FOREST SCHOOL

ST. PAUL’S SCHOOLS

If you had to give one piece of advice to your younger/ lower school self, what would it be?

What is the biggest lesson you will take away from your school experience?

Ty’Shea: As cliche as it sounds, I would tell myself to simply be myself. Adjusting to a predominantly white private school as a Black girl from a mostly Black public school was extremely difficult for a number of reasons, mainly socially. I’d tell myself to stand firm in my identity and to find those who appreciated me for who I was and everything else would fall into place. I feel as though it took me a while to put myself out into the community in the way I do now because of barriers I put up around myself and I would tell my younger self to be empowered enough to fully occupy the space I earned at Garrison.

Catherine: If I had to give one piece of advice to my younger self it would be not to be afraid to try new things and meet new people. Putting yourself out there is so rewarding and coming to Garrison has really taught me how to take risks and try new things.

GLENELG COUNTRY SCHOOL What is the biggest lesson you will take away from your school experience?

Cecelia: One of the biggest life lessons I have learned at school is to always try new things. I’ve learned that no matter what I think the outcome will be, I will never truly know until I try. All of the teachers at GCS are so encouraging and supportive that they give us the confidence to learn new skills and discover our talents.

Josef: My biggest takeaway from GCS is that any goal can be achieved through hard work and determination. As a GCS student, I have developed a spectacular work ethic due to the school’s challenging courses and inspiring faculty. I have learned that any challenge can be overcome by hard work. My hard work and determination have led to many accomplishments and have prepared me for what lies ahead in the future.

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Ashanti: One of the biggest lessons I’ve learned is to never wait for opportunities to find you, you have to seek them out yourself. At SPSG, my peers, mentors, and teachers, have taught me to go for what I want and not be afraid of rejection.

Keagan: The biggest lesson I have learned from my time at St. Paul’s is that when you buy into a community, it supports you no matter what. When you invest yourself with your time and your energy into a group and into relationships with others, that group and those individuals will support you and strengthen you.

Olivia: The biggest lesson I learned at St. Paul’s has been the Golden Rule – if you treat others kindly they will treat you kindly back. Ms. Heacock taught us this lesson, and now I think about it all the time and try to practice it each day at school and at home.

Influencers Cont’d MATT WALSH

MICHAEL GREEN

On beautiful acres of tree-filled land, our setting offers an extended, natural classroom for environmental exploration, physical activity, and general studies. We are in the “country,” yet so close to everything. There is also something contemplative and peaceful about being surrounded by such natural beauty. This environment ineffably encourages one to slow down and value relationships in a hectic world that can sometimes feel less personal and less reflective than we would like it to be.

The goal of reducing stigma is not mine alone and has been taken up by our wonderful students, teachers, parents and administrators. As we all move down the road of pandemic recovery, I truly hope that everyone will speak more openly about their mental health and take the steps to get the support that is needed.

What do you hope to achieve in your role?

What do you hope to achieve in your role?

We hope to build on our record of excellence by continuing to develop opportunities for our students to discover the full range of their interests and passions in academics, athletics, and the arts. Integrated cross-disciplinary studies and activities have been a GCS hallmark from the beginning, and we will pursue initiatives that are both timeless and highly relevant in today’s world. We will also be looking for creative ways to continue engaging with and serving the broader Baltimore-Washington community and sharing the tremendous work that goes on in this unique and beautiful place.

CARL PATTON

JOHN HENDRICKS I want to assist our talented faculty in creating new, cutting-edge courses to increase the range of classes we offer in music, visual art, theatre, technical theatre, woodworking, dance, and digital art. I want us to be the hub of arts education in the region—a place where we can welcome, support, captivate, and challenge all students from the beginner to the most advanced pre-professional artist—representing a diversity of experiences and backgrounds.

I want our students to use their creativity to explore and understand the connections between the arts and every other discipline through increasingly integrated lessons and projects. And I want us to be kind, involved citizens in our community.

dignity of the human person and affirm the intrinsic value and significance of every student. Through this intentional focus on student-centered classroom encounters that are both relevant and rigorous, teachers can deliver a true college prep curriculum, preparing our students for academic success in college along with the tools to help remain focused on their own spiritual and emotional well-being in endeavors beyond the school walls. I am equally impressed with how this mission-based focus permeates all aspects of the school including the robust extracurricular activities, including the outstanding fine arts and athletics programs.

What do you hope to achieve in your current role?

I hope to facilitate the continued focus on student-centered learning that emphasizes the value of authentic and caring encounters intended to promote the human dignity inherent in all people. It is critical to ensure that this remains the focus in all curricular and extracurricular pursuits. By working with the tremendously talented faculty and leadership already assembled at the school, we look to enhance this unique learning experience through exceptional curricular initiatives in the humanities and science that develop an understanding of ethics and develop a solid foundation in critical thinking.

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Directory Archdiocese of Baltimore Catholic Schools ADDRESS: 320 Cathedral Street, Baltimore, MD 21201 WEBSITE: archbalt.org/schools PHONE NUMBER: 410-547-5369 TUITION & FEES: $1,340-$21,900 TOTAL ENROLLMENT: Almost 24,000 students* *2020-2021 School Year APPLICATION DEADLINE: Application deadlines vary by school. Please contact the Catholic school(s) of your choice for application and admissions information.

OPEN HOUSE DATES: Open House dates vary by school. Please contact the Catholic school(s) of your choice for open house, shadow day, tours and other admissions event information.

SCHOOL TYPE: Co-ed and single-sex Catholic school educational options available GRADE LEVELS: Preschool, kindergarten, elementary, middle and high schools YEAR FOUNDED: Saint Elizabeth Ann Seton laid the foundation for the Catholic school system in the United States by opening her school for girls in Baltimore in 1810.

RELIGIOUS AFFILIATION: Catholic OVERVIEW: Catholic schools in the Archdiocese of Baltimore provide a Christcentered education that is academically excellent and empowers students to reach their full potential – spiritually, intellectually, physically, socially and morally. Catholic Schools offer a balanced curriculum, integrating music and arts, foreign language, and Catholic faith, while challenging students in the areas of science, math and technology. Catholic schools emphasize critical thinking and encourage students to collaborate, communicate, problem-solve and ask questions. Teachers in Catholic schools do more than teach. They get to know their students and work with them to reach their full potential. The personal attention allows students’ best selves to come forth, creating a lifetime love of learning.

Almost 24,000 students attend Catholic schools in the Archdiocese of Baltimore, which includes 40 elementary and middle schools, 18 high schools and one early learning center, located in Baltimore City, Allegany, Anne Arundel, Baltimore, Carroll, Frederick, Harford, Howard and Washington Counties.

Baltimore Lab School ADDRESS: 2220 Saint Paul Street, Baltimore, MD 21218 WEBSITE: baltimorelabschool.org PHONE NUMBER: 410-261-5500 TUITION & FEES: $39,900-$44,700 TOTAL ENROLLMENT: 130 APPLICATION DEADLINE: Rolling admission OPEN HOUSE DATES: Please refer to baltimorelabschool.org/admissions/ visit.cfm for Open House dates and times.

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SCHOOL TYPE: Co-ed GRADE LEVELS: 1-12 YEAR FOUNDED: 2000 RELIGIOUS AFFILIATION: None OVERVIEW: Baltimore Lab School educates bright students with languagebased learning differences and/or ADHD in grades 1-12. Through an innovative, multisensory, arts-based curriculum, students go on to succeed in college and careers as engaged and compassionate members of a global society.

In addition to mastering core academics, students explore the visual and performing arts, engage in outdoor education, take part in service-learning projects, and participate in athletics. Students gain confidence, self-esteem and self-awareness. BLS students thrive in small classes with exceptionally low teacher/student ratios, highly trained teachers, and full-time, on-site occupational therapists, speech and language pathologists, psychologists, and social workers. Baltimore Lab School approaches education from a completely unique perspective, and every student at BLS receives a high level of individual attention.

Beth Tfiloh Dahan Community School ADDRESS: 3300 Old Court Road, Baltimore, MD 21208 WEBSITE: bethtfiloh.com/school PHONE NUMBER: 410-413-2323 TUITION & FEES: $3,000-$22,550 TOTAL ENROLLMENT: 875 APPLICATION DEADLINE: Rolling admission; families are encouraged to submit applications by mid-January.

OPEN HOUSE DATES: Lower School Open House: Thursday, November 4, 2021, 8:30 a.m.; Middle School Open House: Monday, December 6, 2021, 7:00 p.m.; High School Open House: Thursday, November 18, 2021, 7:00 p.m. View complete details at bethtfiloh.com/fishbowl SCHOOL TYPE: Co-ed GRADE LEVELS: K-12, preschool included YEAR FOUNDED: 1941 RELIGIOUS AFFILIATION: Jewish OVERVIEW: As Baltimore’s premier Jewish private school, serving preschool through grade 12, Beth Tfiloh Dahan Community School provides a learning environment where students become self-reliant scholars and discover their unique potential. Beth Tfiloh students learn how to advocate for themselves, ask difficult questions and pursue their aspirations. Beth Tfiloh combines rigorous academics with character development in a warm, caring and supportive atmosphere. Small class sizes allow Beth Tfiloh’s outstanding educators to provide their students personalized attention and to champion each child’s needs. Teachers are focused on developing minds, celebrating the joy of Judaism, instilling values and fostering curiosity to prepare their students for future success and create positive change in the world. Beth Tfiloh’s unparalleled, individualized college guidance program ensures that 100% of BT seniors who apply to a four-year university get accepted to the one that is right for them.

The Boys’ Latin School of Maryland ADDRESS: 822 West Lake Avenue, Baltimore, MD 21210 WEBSITE: boyslatinmd.com PHONE NUMBER: 410-377-5192 TUITION & FEES: $22,800-$32,800 (K-12, day); $48,500 (9-12, boarding) TOTAL ENROLLMENT: 625 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATE: October 24, 2021, 10:00 a.m.

SCHOOL TYPE: Single-sex, boys GRADE LEVELS: K-12 YEAR FOUNDED: 1844 RELIGIOUS AFFILIATION: Non-sectarian OVERVIEW: Founded in 1844, The Boys’ Latin School of Maryland is an all-boys independent school serving boys in grades k-12. At BL, each and every student is known – for who he is today, and all he will be tomorrow. The purposefully small environment allows teachers to get to know each boy, learning what brings him joy and what drives him, while setting ever-higher standards so every boy can learn, and earn, the rewards of hard work. Boys’ Latin has been teaching boys for nearly two centuries, and they know that a close community builds a foundation of confidence. Of compassion. Of curiosity. This is how boys succeed in school, and in life. As leaders. As friends. As their best, authentic selves. This past year, Boys’ Latin learned something big: the power of their small school. When the world changed, they were ready. They stayed connected, built community, and created opportunities.

They made sure every boy was known and valued. Now, more than ever, they are ready for the next challenge – because they know there will always be one. When students graduate from Boys’ Latin, they are prepared for the future and ready to make a mark on the world.

The Bryn Mawr School ADDRESS: 109 West Melrose Avenue, Baltimore, MD 21210 WEBSITE: brynmawrschool.org PHONE NUMBER: 410-323-8800 TUITION & FEES: $19,500-$35,940 TOTAL ENROLLMENT: 710 APPLICATION DEADLINE: December 15, 2021, rolling admission thereafter OPEN HOUSE DATE: Saturday, October 23, 2021. Check brynmawrschool. org/visit for more details and additional visiting opportunities.

SCHOOL TYPE: Single-sex, girls pre-k through grade 12; co-ed infant and preschool GRADE LEVELS: K- 12, includes preschool and infant care YEAR FOUNDED: 1885 RELIGIOUS AFFILIATION: None OVERVIEW: The Bryn Mawr School is an independent all-girls pre-kindergarten through 12th grade school with a co-ed preschool and infant care. Bryn Mawr is known for its inquisitive girls, excellent teaching, strong student-teacher relationships and spirited sisterhood. At Bryn Mawr, girls lead, question, achieve, succeed and are passionate about lifelong learning. In the classroom, on the fields and playground, across the stage and in the studio, Bryn Mawr raises the bar for girls and supports them as they achieve more than they ever thought possible.

Cambridge School

ADDRESS: 6200 North Charles Street, Baltimore, MD 21212 WEBSITE: cambridgeschool.org PHONE NUMBER: 410-486-3686 TUITION & FEES: $12,731-$13,065 TOTAL ENROLLMENT: 150 APPLICATION DEADLINE: December 17, 2021, rolling admission thereafter OPEN HOUSE DATES: Please refer to cambridgeschool.org/admissions for Open House dates or to request a tour.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-8 YEAR FOUNDED: 1998 RELIGIOUS AFFILIATION: Christian, non-denominational OVERVIEW: Cambridge School is classical, Christ-centered, and integral. They believe k-8 children are born with a sense of wonder and awe about the world around them that is meant to be unfolded, not “filled.” Children learn best when they see for themselves the inter-connectedness between subject matters and their world, not through isolated bits of information. At Cambridge, students understand how everything they learn is a part of the bigger picture, and they have a greater appreciation for each subject. It’s the difference between eating a delicious slice of cake as opposed to eating each ingredient separately. At Cambridge, there is space to absorb and ponder. Students relive historical events and identify with the characters of a book. Through a sense of wonder, students learn and make connections.

They inspire children’s imaginations by immersing them in time-tested, rich literature, history, art, and music within an environment where students are encouraged to question and explore. As genuine questions emerge and students examine truth that transcends history, they are transformed from passive participants into engaged and interested life-long learners.

The Catholic High School of Baltimore

ADDRESS: 2800 Edison Highway, Baltimore, MD 21213 WEBSITE: thecatholichighschool.org PHONE NUMBER: 410-732-6200 TUITION & FEES: $15,300; $1,100 fees TOTAL ENROLLMENT: 300 APPLICATION DEADLINE: December 17, 2021 OPEN HOUSE DATE: October 23, 2021, 12:002:00 p.m.

SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 9- 12 YEAR FOUNDED: 1939 RELIGIOUS AFFILIATION: Roman Catholic, rooted in the Franciscan tradition (founded by the Sisters of St. Francis of Philadelphia) OVERVIEW: Empowered by the Gospel values and rooted in the spirit and tradition of Saints Francis and Clare of Assisi, The Catholic High School of Baltimore, a sponsored institution of the Sisters of Saint Francis of Philadelphia, is dedicated to the education of young women in an environment that fosters Christian attitudes of dignity and respect for the human person and all of creation. Through this mission, Catholic High recognizes that through education, the empowerment of women can affect the transformation of society. Catholic High offers the following academic programs: Honors, college preparatory, STEM Program (engineering and biomedical concentrations), McCafferty Visual and Performing Arts Program, Law and Leadership in the Franciscan Tradition, and the Archangel Program (learning support program). Students have the opportunity to enroll in courses offered through Notre Dame of Maryland University and Anne Arundel Community College to receive college credit.

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Directory Chapelgate Christian Academy

ADDRESS: 2600 Marriottsville Road, Marriottsville, MD 21104 WEBSITE: chapelgateacademy.org PHONE NUMBER: 410-442-5888 TUITION & FEES: $9,900-$15,350 TOTAL ENROLLMENT: 350 APPLICATION DEADLINE: December 15, 2021 for early decision, rolling admission thereafter OPEN HOUSE DATES: Monday, September 27, 2021, 6:00-8:00 p.m; Welcome Wednesday, October 27, 2021; November 17, 2021. Please refer to chapelgateacademy.org/admissions for Open House and Welcome Wednesday dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k through grade 12 YEAR FOUNDED: 1991 RELIGIOUS AFFILIATION: Presbyterian OVERVIEW: Chapelgate Christian Academy is a dynamic, diverse, “can-do” community of families, faculty, and staff. The level of commitment to academic, social, emotional, and spiritual growth is inspiring. CCA is an exciting place to be with numerous opportunities in STEM, fine arts and athletics as well as a collegeprep curriculum. Please call to schedule a tour of CCA!

Children’s Manor & Magnet Montessori Schools

LOCATIONS: Baltimore, Bel Air, Columbia, Elkridge, Ellicott City, Forest Hill, Germantown, Owings Mills, Rockville WEBSITE: childrensmagnet.com PHONE NUMBER: 410-450-4465 TUITION & FEES: Differs by program TOTAL ENROLLMENT: Differs by program APPLICATION DEADLINE: Rolling admission OPEN HOUSE DATES: Please refer to childrensmagnet.com/openhouse for Open House dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-3, includes preschool and infant care YEAR FOUNDED: 1993 RELIGIOUS AFFILIATION: None OVERVIEW: Based on the philosophy of Dr. Maria Montessori, Children’s Manor and Magnet Montessori Schools (CMMS) are dedicated to preparing children to excel in a global society by providing an academically rigorous, engaging, and supportive learning environment that cultivates curiosity, creativity, and critical thinking. The Proprietary Montessori Links curriculum consists of the five Montessori learning areas: practical life, sensorial, language arts, mathematics, and cultural studies (which includes geography, history, science, art, second language acquisition, and music) with interdisciplinary learning experiences in character development, author study & arts, continent connections, and STEM. Focusing on the development of the whole child, children receive individualized instruction based on observation and understanding of students’ learning styles and abilities. The CMMS academic

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curriculum has produced consistently high achievement for over 27 years.

Results of standardized testing show CMMS kindergarten students to be one to three years ahead in reading and mathematics as compared to their public school counterparts.

Concordia Preparatory School

ADRESS: 1145 Concordia Drive, Towson, MD 21286 WEBSITE: concordiaprepschool.org PHONE NUMBER: 410-825-2323 TUITION & FEES: $10,200-$13,995; additional $4,200 for Giguere program TOTAL ENROLLMENT: 400 APPLICATION DEADLINE: December 17, 2021; admission available after deadline if space available OPEN HOUSE DATE: Saturday, October 16, 2021, 10:00 a.m. – 1:00 p.m.

SCHOOL TYPE: Co-ed GRADE LEVELS: 6-12 YEAR FOUNDED: 1965 RELIGIOUS AFFILIATION: Lutheran Church Missouri-Synod. CPS welcomes students from all backgrounds and religions.

OVERVIEW: Concordia Prep School is a compassionate, Christ-centered community of servant leaders. Started in 1965 as Baltimore Lutheran School, Concordia Prep has a rich history of excellence in education, faith development, and community service. Concordia Prep strives to create an environment that nurtures students’ spiritual, academic, physical, and social growth to become men and women of faith and service. Core values are faith, integrity, service, leadership, and community. In addition to honors and advanced placement courses, Concordia Prep offers the Giguere program for college-bound students with learning differences. Eighty percent of the student body participates in the school’s outstanding fine arts program: art, chorus, band, and theatre. The Concordia Prep “SAINTS” offers competitive sports teams for both upper and middle school students.

Friends School of Baltimore

ADDRESS: 5114 North Charles Street, Baltimore, MD 21210 WEBSITE: friendsbalt.org PHONE NUMBER: 410-649-3211 TUITION & FEES: $21,680-$33,860 TOTAL ENROLLMENT: 850 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: Please visit friendsbalt.org/ firstlook for a complete list of Virtual First Look events.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k through grade 12 YEAR FOUNDED: 1784 RELIGIOUS AFFILIATION: Quaker OVERVIEW: Friends School of Baltimore is a Quaker school that is deeply committed to helping young people discover and become the person each of them is meant to be. As Baltimore’s oldest school, Friends has pioneered innovative teaching and learning in, of, and for Baltimore since 1784. Friends is guided by the Quaker testimonies of simplicity, peace, integrity, community, equality, and stewardship, and a core belief that there is that of God in each person. A Friends School education equips young people with the knowledge and confidence they need to become courageous changemakers wherever their paths lead.

Garrison Forest School ADDRESS: 300 Garrison Forest Road, Owings Mills, MD 21117 WEBSITE: gfs.org PHONE NUMBER: 410-363-1500 TUITION & FEES: $2,575-$33,500 (preschool to grade 12, day); $63,875 (8-12, boarding) TOTAL ENROLLMENT: 500 APPLICATION DEADLINE: January 15, 2022 (day), February 4, 2022 (boarding) OPEN HOUSE DATES: Please visit gfs.org/ openhouse for upcoming dates and times.

SCHOOL TYPE: Co-ed preschool; single sex, girls; boarding program, grades 8-12 GRADE LEVELS: K-12, includes preschool YEAR FOUNDED: 1910 RELIGIOUS AFFILIATION: None OVERVIEW: Brave, compassionate, curious, spirited. Girls thrive at Garrison Forest School (GFS), where they can be their authentic selves as they create with purpose, pursue their passions and lead with confidence. Dedicated, highly engaged faculty members know each student and what’s important to her. Part of a comprehensive curriculum, STEM learning is fully integrated – from lower school programs focused on financial literacy, tech competency and research, to a partnership with Johns Hopkins University that gives upper school girls an opportunity to work in research labs alongside Hopkins mentors. The 110-acre GFS campus gives girls the space to explore, featuring an outdoor classroom for younger students, state-of-the-art athletic fields and an equestrian center that is home to nationally recognized riding and polo programs. National and international boarding students in grades 8-12 find a welcoming home base where they are supported by on-campus faculty residents and join a vibrant community.

Gerstell Academy ADDRESS: 2500 Old Westminster Pike, Finksburg, MD 21048 WEBSITE: gerstell.org PHONE NUMBER: 410-861-3300 TUITION & FEES: $12,100-$26,400 TOTAL ENROLLMENT: 400 APPLICATION DEADLINE: January 30, 2021, rolling admissions thereafter OPEN HOUSE DATES: Please visit gerstell.org to view Open House dates and events.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k through grade 12 YEAR FOUNDED: 1996 RELIGIOUS AFFILIATION: Non-sectarian

leadership. Competitive athletics allow students the opportunity to showcase their talents and sportsmanship in a variety of team sports. A diverse student body contributes to a strong sense of community where each student’s potential to learn, to grow morally, to be physically fit and to compete is maximized as Gerstell Academy’s young leaders prepare to make a positive contribution to society.

Gilman School ADDRESS: 5407 Roland Avenue, Baltimore, MD 21210 WEBSITE: gilman.edu PHONE NUMBER: 410-323-3800 TUITION & FEES: $17,750-$33,200 TOTAL ENROLLMENT: 1,040 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: Please refer to gilman.edu/admissions for virtual tours and visiting dates and times.

SCHOOL TYPE: Single-sex, boys GRADE LEVELS: Pre-k through grade 12 YEAR FOUNDED: 1897 RELIGIOUS AFFILIATION: None OVERVIEW: Gilman School is a diverse community dedicated to educating boys in mind, body, and spirit through particular emphasis upon academic excellence, athletic participation, and aesthetic appreciation. Gilman seeks to produce men of character and integrity who have the skills and ability to make a positive contribution to the communities in which they live and work. At Gilman, there are three school divisions dedicated to educating pre-kindergarten through 12th grade students. The programs and curriculum are specifically designed to be developmentally appropriate for boys and follow a logical sequential progression leading from one grade to the next. Gilman’s upper school also offers a coordinate program that combines Gilman’s resources with those of two excellent girls’ schools, which are connected to the campus by a system of bridges.

OVERVIEW: Gerstell Academy is a co-educational, non-sectarian private school for students entering pre-kindergarten through grade 12, dedicated to the mission and motto: Leadership, Honor, Courage. The school’s unique values-based approach to education is based on four pillars: leadership, rigorous academics, physical training/athletics and modern language proficiency. With a beautiful 250-acre campus located in Carroll County, Gerstell Academy has the reputation as one of the top academic schools in the region.

Gerstell Academy’s unparalleled resources provide students with an excellent faculty, state-of the-art facilities and a unique approach to learning and

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Directory Glenelg Country School

The Highlands School

OVERVIEW: Glenelg Country School is a non-sectarian, co-educational independent day school serving students from age 2 through grade 12 on a 90-acre campus in Howard County. For over 65 years, GCS has been an educational community offering exceptional academics in a caring, family-oriented environment. The school values each individual in a supportive community, providing opportunities and balance for all. Integrity, mutual respect, responsibility, and service underscore community-held values, while critical inquiry, creative exploration, and independent thinking define its educational focus. GCS sets high standards and strong expectations, and provides personal support along the way. GCS is about options and opportunities. The arts, physical activity, and athletics are valued and encouraged. GCS is a dynamic community where 2-year-olds and 18-year-olds share the same campus and values. An outstanding faculty and beautiful campus with excellent facilities add to the overall quality of the GCS experience.

OVERVIEW: The Highlands School is an EF Smart School that specializes in educating students in grades k-12 with dyslexia, ADHD, and other languagebased learning differences. Located on a beautiful 18-acre campus in Bel Air (near exit 80 along I-95), The Highlands School offers full-time school year, homeschool extension, summer academic, and tutoring programs. The Highland School’s unique small group instruction in phonics, reading comprehension, and math boasts no more than four students per group and individualized instruction. Classroom instruction, with no more than 12 students per grade, includes subjects such as science, social studies, art, gym, and music. EF skills and mindfulness are taught explicitly in daily courses and are woven into every aspect of a student’s day. The Hands-On-Highlands Program engages students in a multidisciplinary technical education. Outside of the classroom, students can participate in a variety of extra-curricular activities.

ADDRESS: 12793 Folly Quarter Road, Ellicott City, MD 21042 WEBSITE: glenelg.org PHONE NUMBER: 410-531-8600 TUITION & FEES: $11,735-$31,330 TOTAL ENROLLMENT: 780 APPLICATION DEADLINE: January 15, rolling admission thereafter OPEN HOUSE DATES: Please refer to glenelg.org/discover for Open House dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-12, includes preschool YEAR FOUNDED: 1954 RELIGIOUS AFFILIATION: None

Harford Day School ADDRESS: 715 Moores Mill Road, Bel Air, MD 21014 WEBSITE: harfordday.org PHONE NUMBER: 410-838-8333 TUITION & FEES: $14,000-$19,000 TOTAL ENROLLMENT: 300 APPLICATION DEADLINE: February 1, 2022, rolling admission on a spaceavailable basis thereafter OPEN HOUSE DATES: Please refer to harfordday.org/admissions/visit SCHOOL TYPE: Co-ed GRADE LEVELS: K-8, includes preschool YEAR FOUNDED: 1957 RELIGIOUS AFFILIATION: None OVERVIEW: Harford Day is a private independent school in Bel Air, Maryland, enrolling more than 295 students from 3 years old to grade 8. The oldest private school and only AIMS accredited pre-k through grade 8 school in Harford County, Harford Day is known for a challenging, inquiry-based academic program and for building character in its students. Small classes supported by dedicated and experienced teachers are central hallmarks of the HDS experience. The results are evident as HDS graduates regularly attain 100% admission to first-choice high schools, many with merit awards.

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ADDRESS: 2409 Creswell Road, Bel Air, MD 21015 WEBSITE: highlandsschool.net PHONE NUMBER: 410-836-1415 TUITION & FEES: $28,750 (full day tuition); $12,750 (home school extension) TOTAL ENROLLMENT: 75 APPLICATION DEADLINE: Rolling admission OPEN HOUSE DATES: Please refer to highlandsschool.net SCHOOL TYPE: Co-ed GRADE LEVELS: K-12 YEAR FOUNDED: 1996 RELIGIOUS AFFILIATION: None

Immaculate Conception School ADDRESS: 112 Ware Avenue, Towson, MD 21204 WEBSITE: theimmaculate.org or theics.org PHONE NUMBER: 410-427-4801 TUITION & FEES: $8,900-$9,900 (plus fees) TOTAL ENROLLMENT: 620 APPLICATION DEADLINE: December 10, 2021, rolling admission thereafter OPEN HOUSE DATES: Middle School Open House: Thursday, October 7, 2021, 6:00-8:00 p.m.; Pre-k to 8th Grade Open House: Thursday, November 4, 2021, 9:30-11:30 a.m. and Thursday, February 3, 2022, 9:30-11:30 a.m.; 1st Look Virtual Visits: Wednesdays from September 22 through December 15. Register at theics.org, as space per session is limited.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k3 through grade 8 YEAR FOUNDED: 1887 RELIGIOUS AFFILIATION: Catholic OVERVIEW: Located in the heart of Towson, Immaculate Conception School is “not just a school, we’re a family” focused on academics, community, and faith. ICS is a National Blue Ribbon, Catholic parish school offering a foundation for academic excellence in a safe and nurturing environment. The STREAM infused curriculum engages students in science, technology, religion, engineering, the arts, and math, developing problem-solving and critical thinking skills students will utilize as they remain immersed in all academic areas. ICS

students share their Catholic values through service to the church and school, their families, and the community. The ICS pre-k program is certified by the Maryland State Department of Education as a MD Excels Level 5 Star provider, solidifying a commitment to high-quality childcare and early education. The Level 5 Star rating is the highest rating. Immaculate Conception School offers an extended program, as well as a variety of athletics, clubs, and activities.

Jemicy School ADDRESS: 11 Celadon Road, Owings Mills, MD 21117 WEBSITE: jemicyschool.org PHONE NUMBER: 410-653-2700 TUITION & FEES: $36,260-$37,960 TOTAL ENROLLMENT: 440 APPLICATION DEADLINE: January 7, 2022 OPEN HOUSE DATES: Please contact the Admission Office to schedule a tour of the school, which may include either a meeting with the admission staff to discuss your child’s learning profile or participation in an information session.

SCHOOL TYPE: Co-ed GRADE LEVELS: 1-12 YEAR FOUNDED: 1973 RELIGIOUS AFFILIATION: None OVERVIEW: Jemicy School, accredited by AIMS and the International Dyslexia Association, is a co-educational, independent school that provides a highly individualized, flexible, and challenging program for talented and bright, college-bound students with dyslexia or other related language-based learning differences. The school addresses students’ intellectual strengths and their learning needs by utilizing creative, multisensory, research-based programs and techniques to develop reading, writing, spelling, math, and organization skills; promote a love of learning; and prepare students for the intellectual and social challenges of college and life. Jemicy is an internationally recognized and preeminent leader in its field and provides a 21st century education for students between the ages of six and 18 on its two Owings Mills, Maryland campuses. The school maintains a student-faculty ratio of 4:1, and class size ranges from four to 12 students. Academic and recreational summer programs are also offered.

The John Carroll School ADDRESS: 703 East Churchville Road, Bel Air, MD 21014 WEBSITE: johncarroll.org PHONE NUMBER: 410-838-8333 TUITION & FEES: $17,950 TOTAL ENROLLMENT: 715 APPLICATION DEADLINE: December 17, 2021 OPEN HOUSE DATE: October 30, 2021, 10:00 a.m.-12:00p.m., 1:00-3:00 p.m. Please register at johncarroll.org/experiencejc SCHOOL TYPE: Co-ed GRADE LEVELS: 9-12 YEAR FOUNDED: 1964 RELIGIOUS AFFILIATION: Catholic OVERVIEW: The John Carroll School offers a Catholic, co-educational, challenging college preparatory program that stimulates critical thinking, independent exploration and global perspective. Rigorous academics, integrated with real-life experiences, prepare students to transition to college-level courses with confidence, while highly qualified and engaging faculty nurture

and motivate students to reach their full potential every day. Signature programs include the Archbishop John Carroll Scholar Program/AP Capstone Distinction; STEAM Academy; College Preparatory Dance Program; St. Joseph Program for students with learning differences; and an international student program. New courses for 2021-22 include Ecology of the Chesapeake and Biotechnology. At John Carroll, high school is more than just a building where students take classes. It’s where friends become family, teachers become mentors and lifelong connections are forged. The John Carroll School has one mission: to educate and inspire young men and women of integrity and intellect to learn, lead and love.

Key School ADDRESS: 534 Hillsmere Drive, Annapolis, MD 21403 WEBSITE: keyschool.org PHONE NUMBER: 410-263-9231 TUITION & FEES: $9,085-$31,050 TOTAL ENROLLMENT: 655 APPLICATION DEADLINE: January 18, 2022 OPEN HOUSE DATES: Please refer to keyschool.org/visit for Open House information.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-12, includes preschool YEAR FOUNDED: 1958 RELIGIOUS AFFILIATION: None OVERVIEW: Key School engages children from two and a half years of age through grade 12 in a progressive, co-educational, college-preparatory program on its picturesque 15-acre campus, located four miles from downtown Annapolis. The school is founded upon the conviction that children are innately curious about themselves and the world; they want to learn, they want to discover, and they want to create. Key’s mission is to nourish and guide this natural exuberance, energy, and delight in the search for meaning, so that each student embraces lifelong learning and develops into an informed, thoughtful, and constructive member of society.

The Krieger Schechter Day School ADDRESS: 8100 Stevenson Road, Baltimore, MD 21208 WEBSITE: ksds.edu PHONE NUMBER: 410-486-8640 TUITION & FEES: $19,100-$21,900 TOTAL ENROLLMENT: 320 APPLICATION DEADLINE: December 18, 2021, rolling admission thereafter OPEN HOUSE DATES: Please refer to ksds.edu/admissions/ important-dates SCHOOL TYPE: Co-ed GRADE LEVELS: K-8 YEAR FOUNDED: 1981 RELIGIOUS AFFILIATION: Jewish OVERVIEW: Krieger Schechter Day School is a co-educational, K–8 independent day school with high academic standards and a foundation of Jewish values. The school is committed to shaping intellectually engaged young people of strong character with a deep commitment to their Jewish identity.

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Directory Loyola Blakefield

ADDRESS: 500 Chestnut Avenue, Towson, MD 21204 WEBSITE: loyolablakefield.org PHONE NUMBER: 410-823-0601 TUITION & FEES: Tuition: $21,100-$21,500; Fees: $725 TOTAL ENROLLMENT: 950 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: Multiple opportunities offered throughout the fall; visit loyolablakefield.org/visit for details.

SCHOOL TYPE: Single-sex, boys GRADE LEVELS: 6-12 YEAR FOUNDED: 1852 RELIGIOUS AFFILIATION: Roman Catholic – Society of Jesus

OVERVIEW: Loyola is Maryland’s premier school for boys in grades 6-12.

Guided by Ignatian values, Loyola forms the “whole person” and nurtures a spirt of service to others and justice for all. The academic program prepares young men for a life of inquiry, decision making, and learning. Students explore diverse course offerings and come to read more closely, write more clearly, and think more carefully. Whether a student completes the four or seven-year program, he is the product of a unique formation, which prepares him for college and beyond. Loyola inspires and challenges students in ways that go beyond most college preparatory environments. Students develop knowledge for sure. But they also develop values, spiritual growth, responsibility for others, and a lifelong love for learning - the core that really prepares them to transform into active members of the global community. In the words of St. Ignatius to St. Xavier, they “Go forth and set the world on fire.”

Maryland International School ADDRESS: 6135 Old Washington Road, Elkridge, MD 21075 WEBSITE: INTERNATIONAL SCHOOL marylandinternationalschool.org PHONE NUMBER: 410-220-3792 TUITION & FEES: $12,825-$14,400 TOTAL ENROLLMENT: 180 APPLICATION DEADLINE: Rolling admission OPEN HOUSE DATES: Please refer to marylandinternationalschool.org/ openhouse/ for Open House dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: 1-12 YEAR FOUNDED: 2017 RELIGIOUS AFFILIATION: None

MARYLAND

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OVERVIEW: Maryland International School (MDIS) is a private, International Baccalaureate World School located on a beautiful nineacre campus in Howard County, offering grades 1-12. MDIS is the only school in the state of Maryland, and the second in the entire mid-Atlantic region, to offer all three IB programmes: Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). MDIS’s mission is to provide an academically rigorous and supportive collegepreparatory education with an interdisciplinary and applied focus on the science, technology, engineering, and mathematics (STEM) disciplines in order to prepare students to become creative problem solvers, effective communicators, and tomorrow’s leaders who think ethically, independently, and globally. The academic program at MDIS integrates the IB curriculum with STEM-specific programs and pathways, including Project Lead the Way. High school students can earn up to 30 college credits by earning an IB Diploma.

Maryvale Preparatory School ADDRESS: 11300 Falls Road, Lutherville, MD 21093 WEBSITE: maryvale.com PHONE NUMBER: 410-252-3366 TUITION & FEES: Tuition: $21,900; Fees: Security - $350, Technology $350, Activity - $450 TOTAL ENROLLMENT: 440 APPLICATION DEADLINE: December 17, 2021 OPEN HOUSE DATES: Upper School Dates: October 15, 2021 & November 5, 2021; Middle School Dates: October 22, 2021 & December 3, 2021 SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 6-12 YEAR FOUNDED: 1945 RELIGIOUS AFFILIATION: Catholic OVERVIEW: Maryvale is a Catholic, independent school for girls in grades six through 12. Affiliated with the Sisters of Notre Dame de Namur, Maryvale combines tradition with the latest trends in technology and education to offer an invaluable, customized learning experience for each student. Situated on a beautiful, college-like campus in Green Spring Valley, Maryvale gives each girl the skills and confidence to learn and succeed throughout the school day and throughout life. With its manageable size, innovative teaching methods and flexible curriculum, Maryvale provides the individualized approach that each student needs to excel in all aspects of her education – academic, spiritual and social. Opportunity is a word you hear a lot at Maryvale because this incredible school – with its perfect size, joyful environment, excellent teachers and innovative programs, such as the Leadership Institute – offers each girl something other schools cannot. Students have the opportunity to ace a test, lead a club, volunteer with a service organization, try something new, all the while fitting in. From AP classes and social justice programs to athletics and arts, students have immense opportunities to develop lifelong talents and friendships.

McDonogh School

ADDRESS: 8600 McDonogh Road, Owings Mills, MD 21117 WEBSITE: mcdonogh.org PHONE NUMBER: 443-544-7020 TUITION & FEES: $19,900- $34,700 TOTAL ENROLLMENT: 1,455 APPLICATION DEADLINE: December 3, 2021 OPEN HOUSE DATES: Visit mcdonogh.org/admissions/ways-to-visit for Open House dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k through grade 12 YEAR FOUNDED: 1873 RELIGIOUS AFFILIATION: None

OVERVIEW: McDonogh is an independent, co-educational day and five-day boarding school that enrolls students in pre-k through twelfth grade.

Providing life-altering educational opportunities that inspire joy in learning and promote personal and intellectual growth is at the heart of the McDonogh experience. The school’s talented and caring teachers prepare students to lead and to be a force for good in a rapidly changing world. In addition to stateof-the-art academic, art and athletic facilities, McDonogh’s 800-acre campus provides countless opportunities for exploration. A unique highlight is Roots, a 10-acre farm where students experience hands-on learning and harvest produce for The Maryland Food Bank. McDonogh’s fleet of 27 buses serves Baltimore City and surrounding counties. The five-day boarding option allows upper school students to experience activities, traditions, spirit and community to the fullest. The school remains true to its founding mission of providing need-based scholarships through the generosity of loyal supporters.

Mercy High School ADDRESS: 1300 East Northern Parkway, Baltimore, MD 21239 WEBSITE: mercyhighschool.com PHONE NUMBER: 410-433-8880 TUITION & FEES: $16,625 TOTAL ENROLLMENT: 446 APPLICATION DEADLINE: December 17, 2021 OPEN HOUSE DATE: October 23, 2021, 10:00 a.m.-2:00 p.m.

SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 9-12 YEAR FOUNDED: 1960 RELIGIOUS AFFILIATION: Catholic OVERVIEW: At Mercy High School, girls become lifelong learners, critical thinkers, and principled leaders for a global society in a welcoming, inclusive, and creative community. An International Baccalaureate World School, Mercy offers a rich, rigorous, college preparatory experience distinguished by the prestigious IB Middle Years Programme, honors and AP courses, four unique STEM programs, fine arts offerings, and leadership and service opportunities. Part of a global community of more than 100 Mercy-sponsored schools and universities, Mercy High School is powered by the values of the Sisters of Mercy: excellence, hospitality, service, justice, and compassion. Mercy High School’s vision for educating girls is bold. At their 26-acre location in North Baltimore, exceptional faculty have a special gift for – and deep experience in – challenging and guiding students to their fullest potential. Helping girls learn, lead, and thrive, the “Mercy Way” is distinguished by superb teaching, personal attention, and global perspective.

Mount de Sales Academy for Girls ADDRESS: 700 Academy Road, Catonsville, MD 21228 WEBSITE: mountdesalesacademy.org PHONE NUMBER: 410-744-8498 TUITION & FEES: $15,850 TOTAL ENROLLMENT: 485 APPLICATION DEADLINE: Friday, December 17, 2021 OPEN HOUSE DATE: Sunday, November 7, 2021 SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 9-12 YEAR FOUNDED: 1852 RELIGIOUS AFFILIATION: Catholic

OVERVIEW: Mount de Sales Academy fosters academic excellence within a vibrant Catholic community where each student is known and encouraged to develop her God-given talents. Administered by the Dominican Sisters of St. Cecilia, owned by a board of trustees, and staffed by lay and religious faculty, students come from 78 zip codes and 82 schools. Since 2004, Mount de Sales has been a Cardinal Newman Society School of Excellence. Mount de Sales’s first priority is the spiritual growth and total transformation of each student. Cultivating Catholic values, MDSA offers students opportunities in service, prayer, worship, and the Sacraments. The philosophy curriculum will offer students semester-based studies of relevant topics related to the human person and ethics, and it will teach students to view current issues through the lens of good reasoning. For six consecutive years, Mount de Sales has been named a Microsoft Showcase School for excellence in transforming the learning environment to deliver personalized education to students.

Mount Saint Joseph High School ADDRESS: 4403 Frederick Avenue, Baltimore, MD 21229 WEBSITE: msjnet.edu PHONE NUMBER: 410-646-6218 TUITION & FEES: $17,150 TOTAL ENROLLMENT: 852 APPLICATION DEADLINE: December 17, 2021, rolling admission thereafter OPEN HOUSE DATE: November 7, 2021; please refer to msjnet.edu/ openhouse for more information.

SCHOOL TYPE: Single-sex, boys GRADE LEVELS: 9-12 YEAR FOUNDED: 1876 RELIGIOUS AFFILIATION: Catholic OVERVIEW: As a Xaverian Brothers sponsored school, Mount Saint Joseph offers young men a rigorous academic program steeped in the Xaverian values of humility, simplicity, compassion, trust, and zeal. Mount Saint Joseph students are expected to do more than the average student, getting involved and challenging themselves constantly. Parents can expect more out of Mount Saint Joseph too. With a focus on experiential and service learning, independent research, retreats, and community projects, a Mount Saint Joseph education extends far beyond the classroom walls. Mount Saint Joseph is more than a school. It’s a place to learn, to grow, to build lasting friendships; it’s a place to call home.

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Directory Notre Dame Preparatory School ADDRESS: 815 Hampton Lane, Towson, MD 21286 WEBSITE: notredameprep.com PHONE NUMBER: 410-825-6202 TUITION & FEES: $21,250 TOTAL ENROLLMENT: 800 APPLICATION DEADLINE: December 17, 2021 OPEN HOUSE DATE: Saturday, October 16, 8:30 a.m.-12:30 p.m.; also refer to notredameprep.com/admissions/opportunities-to-visit for opportunities to visit NDP. SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 6-12 YEAR FOUNDED: 1873 RELIGIOUS AFFILIATION: Catholic

OVERVIEW: Founded in 1873 by the School Sisters of Notre Dame, Notre Dame Preparatory School educates young women to transform the world. A Catholic, independent school for girls grades 6-12, NDP is a welcoming community committed to academic excellence, spiritual growth, and the practice of justice. The school offers a personalized, liberal arts-based education with signature programs for middle and high school students, including STEAM, Humanities, the arts, and language, so students may hone their interests.

The Women In… (WIN) program provides career exploration in science, medicine, business, law, and more. Student clubs, meaningful traditions, and championship-level teams (15 high school sports; nine middle school sports) complement an NDP education. The school has the longest-running service program of any area high school, as well as a vibrant campus ministry program grounded in Gospel values and the charism of the School Sisters of Notre Dame, the school’s founding order. NDP’s new Innovation Wing features a medical suite with a full-size Anatomage table; Cyber Center; state-of-the-art science lab supporting biotechnology; two-story fabrication lab; architecture studio; digital media lab and recording studio; art studios; and more!

The Odyssey School ADDRESS: 3257 Bridle Ridge Lane, Lutherville, MD 21093 WEBSITE: theodysseyschool.org PHONE NUMBER: 410-580-5551 TUITION & FEES: $34,270 TOTAL ENROLLMENT: 160 APPLICATION DEADLINE: January 14, 2022, rolling admission thereafter OPEN HOUSE DATES: Thursday, January 20, 2022, 6:45-9:00 p.m.; Snow Date: Thursday, January 27, 2022, 6:45-9:00 p.m.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-8 YEAR FOUNDED: 1994 RELIGIOUS AFFILIATION: None

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OVERVIEW: Founded in 1994 by a group of dedicated parents, The Odyssey School is a unique, co-educational independent day school for students kindergarten to 8th grade with a 3:1 student/teacher ratio. Odyssey specializes in meeting the needs of bright students who have dyslexia or other related language learning differences. Widely recognized for academic excellence and evidence-based teaching techniques, Odyssey’s effectiveness is well-established. The program provides innovative multisensory teaching methods, small group instruction, and daily periods of reading tutoring. Odyssey’s 42 acres of campus include stream, meadow, woods, playground, and two athletic fields. The school building was designed to look like a home and includes a theater, gymnasium, computer lab, science labs, tutoring rooms, and lunchroom. Special programs include art, library, music, physical education, violin, journalism, community service, student clubs, and outdoor and environmental trips. Athletics after school include soccer, cross country, basketball, squash, lacrosse, and track.

What begins here changes everything!

Oldfields School ADDRESS: 1500 Glencoe Road, Sparks Glencoe, MD 21152-9321 WEBSITE: oldfieldsschool.org PHONE NUMBER: 443-662-1050 TUITION & FEES: $34,500, day tuition; $62,000, boarding tuition TOTAL ENROLLMENT: 100 APPLICATION DEADLINE: February 1, 2022, rolling admission thereafter OPEN HOUSE DATE: October 16, 2021; please refer to oldfieldsschool.org/ inquire-2/visit for more visit options.

SCHOOL TYPE: Single-sex, girls; day and boarding GRADE LEVELS: 8-12 YEAR FOUNDED: 1867 RELIGIOUS AFFILIATION: None OVERVIEW: Why Oldfields? Because a small school creates big opportunities.

Oldfields believes that the best learning happens in a space where students are known, their voices are celebrated, and failure is embraced as part of success. As an intentionally small school, they are flexible, creating unique immersive opportunities for each girl to achieve her goals in mind, body, and spirit. The guidance of trusted teachers and mentors is not confined to four walls of a classroom.

All students, including day students, benefit from living and learning in the boarding school environment. With students from across the country and around the world, each girl’s individuality is valued, but it is the deep-rooted sense of belonging that makes Oldfields’ community a family and the campus a home.

The result is education with a deeper level of personal connection that opens doors (and minds) to bigger and broader opportunities for discovery.

The Park School of Baltimore

ADDRESS: 2425 Old Court Road, Baltimore, MD 21208 WEBSITE: parkschool.net PHONE NUMBER: 410-339-7070 TUITION & FEES: $19,210-$34,730 TOTAL ENROLLMENT: 845 APPLICATION DEADLINES: Pre-K - Grade 5: December 1, 2021; Grades 6-12: December 15, 2021 OPEN HOUSE DATES: The Park School is hosting multiple opportunities for families to learn more about Park’s philosophy, curriculum, extra-curricular programming, and community. Some events introduce Park specifically to parents, some are geared towards children, and others are designed for the whole family. Please visit parkschool.net for the most up-to-date information on ways to experience Park this fall.

SCHOOL TYPE: Gender-inclusive GRADE LEVELS: Pre-K through Grade 12 YEAR FOUNDED: 1912 RELIGIOUS AFFILIATION: Non-sectarian

OVERVIEW: The Park School of Baltimore is an independent, gender-inclusive, non-sectarian progressive pre-K through 12 school located on a 100-acre wooded campus minutes from the city. To get to know Park, talk to a student, engage a faculty member, follow the paths of its alumni, and consider the school’s mission statement: Devoted to intellectual inquiry, a collaborative spirit of learning, and an appreciation for the diversity of human experience, The Park School of Baltimore is a community founded on positive expectations of our students and respect for individual differences. We cultivate children’s innate curiosity by nurturing their interests and engaging them as active participants in their own education. We support young people in becoming confident questioners and responsible citizens of the world. Park graduates pursue further academic achievement, develop professional pursuits, and are prepared to continue the process of choosing for themselves from the wide range of possibilities life offers.

Roland Park Country School ADDRESS: 5204 Roland Park Avenue, Baltimore, MD 21210 WEBSITE: rpcs.org PHONE NUMBER: 410-323-5500 TUITION & FEES: $21,000-$32,930 TOTAL ENROLLMENT: 600 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: Please visit rpcs.org/visit for Open House dates and details.

SCHOOL TYPE: Single-sex, girls, k-12; co-ed preschool GRADE LEVELS: K-12, includes preschool YEAR FOUNDED: 1894 RELIGIOUS AFFILIATION: None OVERVIEW: At Roland Park Country School, it is believed that young women who build each other up will thrive. As an independent school in Baltimore for girls in grades k-12, its all-girls culture is rooted in the notion that female empowerment begins with young women empowering each other. This enables RPCS students to build courage and confidence in an environment where female leadership across all areas of study is the norm, not the exception. The girls build a solid network and constantly show up for each other

and celebrate each other’s successes. Roland Park Country School’s Little Reds co-ed early childhood program for children ages six weeks up to five years old embraces the Reggio Emilia-inspired philosophy which emphasizes rich and deep learning through stimulating experiences.

The School of the Cathedral of Mary Our Queen ADDRESS: 111 Amberly Way, Baltimore, MD 21210 WEBSITE: schoolofthecathedral.org PHONE NUMBER: 410-464-4100 TUITION & FEES: $10,687-$12,427 TOTAL ENROLLMENT: 351 APPLICATION DEADLINE: December 1, 2021, rolling admission thereafter OPEN HOUSE DATES: October 5, 2021; November 11, 2021; February 1, 2022 – please refer to schoolofthecathedral.org/events/admissions for details.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-8 YEAR FOUNDED: 1871 RELIGIOUS AFFILIATION: Catholic OVERVIEW: The School of the Cathedral, a co-ed, k-8 Catholic parish school, offers students a 21st century educational experience designed to challenge students academically and spiritually. The team of highly qualified teachers prepares students to be creative problem solvers and to collaborate and communicate effectively to meet the leadership needs of a quickly changing world. The students develop spiritually by learning about social justice issues and engaging in service projects in conjunction with the parish. Faith is woven into every student’s education in a way that ensures students will “act justly, love tenderly, and walk humbly with…God.”

Severn School ADDRESS: 201 Water Street, Severna Park, MD 21146 WEBSITE: severnschool.com PHONE NUMBER: 410-647-7700 TUITION & FEES: $8,685-$29,260 TOTAL ENROLLMENT: 880 APPLICATION DEADLINE: January 12, 2022 OPEN HOUSE DATES: Please visit severnschool.com/chartyourcourse SCHOOL TYPE: Co-ed GRADE LEVELS: K-12, preschool included YEAR FOUNDED: 1914 RELIGIOUS AFFILIATION: None OVERVIEW: Severn School is an independent co-educational college preparatory day school for students in preschool through grade 12, located in Severna Park, MD. Severn School believes in character-driven education and academic excellence fostered by a supportive community that values dignity, self-worth, and the potential of each individual.

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Directory St. James Academy ADDRESS: 3100 Monkton Road, Monkton, MD 21111 WEBSITE: saintjamesacademy.org PHONE NUMBER: 410-771-4816 TUITION & FEES: $5,800-$20,415 TOTAL ENROLLMENT: 300 APPLICATION DEADLINE: January 9, 2022 OPEN HOUSE DATES: Please visit saintjamesacademy.org SCHOOL TYPE: Co-ed GRADE LEVELS: K-8, preschool included YEAR FOUNDED: 1821 RELIGIOUS AFFILIATION: Episcopal OVERVIEW: St. James Academy is committed to a program of excellence that prepares students for lifelong learning. Families and educators come together to nurture children, champion curiosity, and prepare students for success in their next steps. St. James Academy’s approach to education includes project-based experiential learning to help students build a relevant, adaptive skill set with a solid academic foundation. Students can participate in many programs and opportunities that allow them to find their spark and develop their passions and strengths. They develop meaningful relationships with their teachers and peers, allowing students to answer tough questions in class, try new activities or sports, and perform on stage in musicals. Teachers design their curriculum so that students connect with the material directly and take ownership of their learning. In St. James’ values-centered community, students will thrive as self-advocates and successful citizens.

St. John’s Parish Day School ADDRESS: 9130 Frederick Road, Ellicott City, MD 20142 WEBSITE: stjohnspds.org PHONE NUMBER: 410-465-7644 TUITION & FEES: $4,060-$15,845 TOTAL ENROLLMENT: 290 APPLICATION DEADLINE: December 31, 2021, rolling admission thereafter OPEN HOUSE DATES: In-person September 25, 2021; Virtual October 15, 2021; In-person October 23, 2021. Visit stjohnspds.org to register and for additional Open House dates.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-5, preschool included YEAR FOUNDED: 1965 RELIGIOUS AFFILIATION: Episcopal OVERVIEW: St. John’s Parish Day School (SJPDS) serves children ages three through grade 5 on a beautiful 14-acre campus. SJPDS incorporates the best of Episcopal education while maintaining the highest academic standards.

Students benefit from small class sizes, differentiated instruction, thematic units, 1:1 devices, and a warm and welcoming sense of community. The personalized learning approach and stimulating curriculum give students strong foundational tools to discover their individual gifts and grow as independent thinkers of sound character. The programs include information literacy, art, Spanish, music, daily chapel, and physical education. Students learn beyond the classroom and gain authentic cultural experiences through project-based learning and real-world applications. SJPDS graduates go on to attend the best schools in the region but most importantly they are active stewards of the world.

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St. Joseph School - Cockeysville

ADDRESS: 105 Church Lane, Cockeysville, MD 21030 WEBSITE: sjpray.org PHONE NUMBER: 410-683- 0600 x2200 TUITION & FEES: $8,500 TOTAL ENROLLMENT: 370 APPLICATION DEADLINE: Rolling admission OPEN HOUSE DATES: Please refer to sjpray.org/admissions for Open House dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k through grade 8 YEAR FOUNDED: 1856 RELIGIOUS AFFILIATION: Catholic

OVERVIEW: Named a National Blue Ribbon School by the U.S. Department of Education, St. Joseph School is a Catholic school serving children in pre-k to grade 8. Located in the heart of Cockeysville, St. Joseph School, an authentically Catholic community of diverse learners, prepares students to think critically, to work purposefully, and to live faithfully. The school curriculum utilizes innovative instructions as well as state-of-the art technology that keeps students engaged in learning. St. Joseph School offers a variety of extracurricular opportunities in the areas of academic, athletics, service, and leadership. Founded in 1856, St. Joseph School welcomes families from all faiths and parishes. The Maryland PBIS organization and the Archdiocese of Baltimore have awarded St. Joseph School with Gold status recognition for Positive Behavioral Intervention & Supports (PBIS). St. Joseph School goes beyond the basics to nurture the best in each child.

The school also offers a before and after care program.

St. Joseph School – Fullerton ADDRESS: 8416 Belair Road, Baltimore, MD 21236 WEBSITE: stjoeschool.org PHONE NUMBER: 410-256-8026 TUITION & FEES: $6,595-$7,945 TOTAL ENROLLMENT: 562 APPLICATION DEADLINE: Friday, February 4, 2022, rolling admission thereafter OPEN HOUSE DATES: Saturday, November 6, 2021, 9:00 a.m.-12:00 p.m.; Sunday, January 30, 2022, 1:00-3:00 p.m.

SCHOOL TYPE: Co-ed GRADE LEVELS: Pre-k4 through grade 8 YEAR FOUNDED: 1869 RELIGIOUS AFFILIATION: Catholic OVERVIEW: St. Joseph School – Fullerton is a co-ed pre-k4 through grade 8 Catholic parish school located in Perry Hall, MD. Qualified teachers work students through a rigorous curriculum consisting of STEM, technology, art, Spanish, music, physical education, and all core subjects. The school is equipped with the latest state-of-the-art technology to provide students with a hands-on approach to learning. Extracurricular opportunities in the areas of academics, athletics, service, and leadership are offered. St. Joseph School – Fullerton’s mission is to cultivate an environment of academic excellence and spiritual growth within a loving, faithful community committed to family, discipleship, and evangelization. SJS was named a National Blue Ribbon School of Excellence by the U.S. Department of Education and welcomes families from all faiths and parishes.

St. Paul’s Pre and Lower School ADDRESS: 11152 Falls Road, Brooklandville, MD 21022 WEBSITE: stpaulsmd.org/coed PHONE NUMBERS: PRESCHOOL: 410-823-0061 LOWER SCHOOL: 410-821-3060 TUITION & FEES: $10,550-$27,690 TOTAL ENROLLMENT: 369 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: October 15, November 17, December 8 (virtual), January 11; visit stpaulsmd.org/coed/admissions for a full list of opportunities – both on campus and virtual – to experience St. Paul’s and hear from students, faculty, and staff.

SCHOOL TYPE: Co-ed GRADE LEVELS: 6 weeks through grade 4 YEAR FOUNDED: 1849 RELIGIOUS AFFILIATION: Episcopal OVERVIEW: St. Paul’s Pre and Lower School is a co-educational, independent day school serving children from six weeks through grade 4 in two buildings on one campus in Brooklandville, Maryland. As part of The St. Paul’s Schools, St. Paul’s Pre and Lower School is where the youngest learners begin their academic journey. St. Paul’s Pre and Lower School believes it is never too early for girls and boys to start adventuring every day. The expert faculty nurture children’s natural curiosity through an abundance of hands-on learning experiences and vary instruction to ensure that each child is consistently engaged and appropriately challenged. The foundation for this educational approach is a positive and nurturing setting where children feel safe to explore.

St. Paul’s School for Boys ADDRESS: 11152 Falls Road, Brooklandville, MD 21022 WEBSITE: stpaulsmd.org/boys PHONE NUMBER: 410-825-4400 TUITION & FEES: $31,150-$32,800 TOTAL ENROLLMENT: 540 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: Middle School: October 26, November 16, November 18 (virtual), December 7, January 12; Upper School: October 21, November 16 (virtual), December 9, January 7; visit stpaulsmd.org/boys/admissions for a full list of opportunities – both on campus and virtual – to experience St. Paul’s and hear from students, faculty, and staff.

SCHOOL TYPE: Single-sex, boys GRADE LEVELS: 5-12

YEAR FOUNDED: 1849 RELIGIOUS AFFILIATION: Episcopal OVERVIEW: St. Paul’s School for Boys is a college-preparatory day school for boys in grades 5-12. At SP, boys thrive in an environment that provides a range of challenges and support and a world of opportunities, both in and out of the classroom. St. Paul’s offers the intensive International Baccalaureate (IB) program and immersive experiences for a wide range of levels. Boys develop strong bonds with peers and teachers and build a strong moral compass and the courage to positively impact their world. St. Paul’s School, St. Paul’s Pre and Lower School, and St. Paul’s School for Girls share a 120-acre campus, an Episcopal affiliation, and a mission to develop the intellect and character of their students. The St. Paul’s Schools are conveniently located in Brooklandville, Maryland, on Falls Road off I-695.

St. Paul’s School for Girls ADDRESS: 11232 Falls Road, Brooklandville, MD 21022 WEBSITE: stpaulsmd.org/girls PHONE NUMBER: 410-823-6323 TUITION & FEES: $31,150-$32,800 TOTAL ENROLLMENT: 448 APPLICATION DEADLINE: December 15, 2021 OPEN HOUSE DATES: Middle School: October 19, November 9 (virtual), December 2, January 13; Upper School: October 14, November 4 (virtual), December 8, January 6; visit stpaulsmd.org/girls/admissions for a full list of opportunities – both on campus and virtual – to experience SPSG and hear from students, faculty and staff.

SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 5-12 YEAR FOUNDED: 1959 RELIGIOUS AFFILIATION: Episcopal OVERVIEW: St. Paul’s School for Girls (SPSG) is an independent, college-preparatory school serving girls in grades 5-12. Grounded in the Episcopal values of respect, integrity, and spiritual growth, SPSG cultivates a bold and courageous community of unique girls who will use their education and ethics to improve their world. Through its extensive connections and alumnae network, the school provides unparalleled learning through independent projects, professional internships, community service, and nonprofit partnerships. As part of The St. Paul’s Schools, SPSG shares a campus with St. Paul’s Pre and Lower School and St. Paul’s School for Boys. As such, SPSG encourages and provides co-ed opportunities in and out of the classroom at just the right times.

Students’ strengths are made stronger in an inclusive environment that feels like home, building not just lifelong skills, but lasting bonds.

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Directory St. Timothy’s School

The Waldorf School of Baltimore

ADDRESS: 8400 Greenspring Avenue, Stevenson, MD 21153 WEBSITE: stt.org PHONE NUMBER: 410-486-7401 TUITION & FEES: $35,800-$62,900 TOTAL ENROLLMENT: 175 APPLICATION DEADLINE: February 1, 2022, rolling admission thereafter OPEN HOUSE DATES: Please refer to stt.org for Open House dates and times.

SCHOOL TYPE: Single-sex, girls GRADE LEVELS: 9-12, post-graduate year offered YEAR FOUNDED: 1832 RELIGIOUS AFFILIATION: Episcopal

ADDRESS: 4801 Tamarind Road, Baltimore, MD 21209 WEBSITE: waldorfschoolofbaltimore.org PHONE NUMBER: 410-367-6808 TUITION & FEES: $11,800-$22,400 TOTAL ENROLLMENT: 150 APPLICATION DEADLINE: February 1, 2022 OPEN HOUSE DATES: Please refer to waldorfschoolofbaltimore.org/visitour-school for tour dates and times.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-8, preschool included YEAR FOUNDED: 1971 RELIGIOUS AFFILIATION: None

OVERVIEW: St. Timothy’s School may be best understood by how its students are known: as self-possessed young women of intellectual curiosity, independent mindsets, expansive worldviews, and strong-but-empathetic voices.

They’re comfortable with rigor, studying in the widely respected International Baccalaureate program. They are known and supported, surrounded by inspiring teachers who understand their individual talents and learning styles.

Through a student life curriculum centered in health and wellness, girls come to understand the importance of making healthy choices. Shared experiences in athletics, in a vibrant performing and visual arts scene, in the dorms, and all around the 145-acre campus strengthen the bonds of sisterhood that form and last a lifetime. Having lived and learned in this culture of curiosity and self-discovery, St. Timothy’s girls are comfortable, confident, and fearless in their pursuit of knowledge – independent-minded problem solvers who are highly valued by the nation’s finest and most interesting colleges and universities.

OVERVIEW: Founded in 1971, the Waldorf School of Baltimore (WSB) is a private, independent day school from nursery age through eighth grade. Its mission is to educate and inspire children to think, feel and act with depth, imagination and purpose. The school believes every child is an enthusiastic and engaged learner and places an emphasis on the role of creativity and the imagination in learning. The Waldorf method offers a renaissance in education, favoring hands-on, experiential academics over rote memorization and technological reliance. Students are immersed in a rigorous academic environment that fosters intellectual curiosity, emotional resiliency and a strong sense of selves in relation to the rest of the world. As a Maryland Green School, Waldorf fosters a deep appreciation for the planet with outdoor parent and child classes, nature studies, forest aftercare, farm trips, school-wide composting and terracycling. Its beautiful campus is a certified wildlife habitat that boasts a thriving beehive, pollinator gardens and several chickens. WSB is conveniently located in scenic northwest Baltimore and attracts families from diverse communities in and around the greater Baltimore metropolitan area. The school is a full member of the Association of Waldorf Schools of North America (AWSNA), fully licensed by the Maryland State Department of Education (MSDE) and accredited by the Association of Independent Maryland Schools (AIMS).

Trinity School ADDRESS: 4985 Ilchester Road, Ellicott City, MD 21043 WEBSITE: trinityschoolmd.org PHONE NUMBER: 410-744-1524 TUITION & FEES: $5,015-$14,700 TOTAL ENROLLMENT: 280 APPLICATION DEADLINE: February 28, 2022 OPEN HOUSE DATES: Please refer to trinityschoolmd.org/admissions/visit_trinity for ways to visit.

SCHOOL TYPE: Co-ed GRADE LEVELS: K-8, includes preschool YEAR FOUNDED: 1941 RELIGIOUS AFFILIATION: Catholic OVERVIEW: Trinity School is culturally diverse, rich in tradition, and offers a strong curriculum based on core subject areas. In fact, Trinity students’ test scores exceed the national average. Teaching for values permeates the curriculum. Technology is incorporated throughout the curriculum. Prayer, Scripture, social justice, and morality are essential components of the religion curriculum. Developing an attitude of self-discipline within each student is a priority in Trinity’s philosophy. At Trinity, the qualities of love and respect are fostered to create a caring Christian community.

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PRESCHOOLS Goldsmith Early Childhood Center ADDRESS: 8100 Stevenson Road, Pikesville, MD 21208 WEBSITE: chizukamuno.org/gecc PHONE NUMBER: 410-486-8642 TUITION & FEES: $4,050-$11,915 TOTAL ENROLLMENT: 135 APPLICATION DEADLINE: No deadline; based on class availability.

OPEN HOUSE DATES: Please email Michelle Gold, Director, at mgold@ chizukamuno.org for more information.

SCHOOL TYPE: Co-ed GRADE LEVELS: Preschool; ages 2-5 YEAR FOUNDED: 1958 RELIGIOUS AFFILIATION: Jewish OVERVIEW: For children 18 months through five years of age, Goldsmith Early Childhood Center uses active learning to promote cognitive, social, emotional, physical, creative and Jewish development. Children are given the opportunity to observe, explore, create and experience through a child-centered curriculum and nurturing environment. Goldsmith Early Childhood Center’s classrooms balance academic structure with creative social interaction.

Grace United Methodist Preschool ADDRESS: 5407 North Charles Street, Baltimore, MD 21210 WEBSITE: gracepreschoolbaltimore.com PHONE NUMBER: 410-532-2235 TUITION & FEES: $2,500-$10,250 TOTAL ENROLLMENT: 100 APPLICATION DEADLINE: Rolling admission OPEN HOUSE DATES: Tours are available upon request. Please email Tami James at tamijames.gracepreschool@gmail.com to set up a tour of Grace.

SCHOOL TYPE: Co-ed GRADE LEVELS: Preschool through grade 1; ages 2-6 YEAR FOUNDED: 1961 RELIGIOUS AFFILIATION: United Methodist OVERVIEW: Grace Preschool is located in the Homeland/Roland Park area of Baltimore. Grace is an outreach program of the Grace United Methodist Church, offering an excellent educational program to the community. Grace is a traditional preschool program with classes for children two years of age through first grade. Meeting the needs of working families is something Grace is passionate about! Children in the Fours and Kindergarten can attend school from 7:30 a.m.-4:30 p.m. each day.

FOR MORE PRESCHOOLS, PLEASE SEE THE FOLLOWING LISTINGS: ARCHDIOCESE OF BALTIMORE CATHOLIC SCHOOLS BETH TFILOH DAHAN COMMUNITY SCHOOL THE BRYN MAWR SCHOOL CHAPELGATE CHRISTIAN ACADEMY CHILDREN’S MANOR & MAGNET MONTESSORI SCHOOLS FRIENDS SCHOOL OF BALTIMORE GARRISON FOREST SCHOOL GERSTELL ACADEMY GILMAN SCHOOL GLENELG COUNTRY SCHOOL HARFORD DAY SCHOOL IMMACULATE CONCEPTION SCHOOL

KEY SCHOOL MCDONOGH SCHOOL THE PARK SCHOOL OF BALTIMORE ROLAND PARK COUNTRY SCHOOL SEVERN SCHOOL ST. JAMES ACADEMY ST. JOHN’S PARISH DAY SCHOOL ST. JOSEPH SCHOOL - COCKEYSVILLE ST. JOSEPH SCHOOL - FULLERTON ST. PAUL’S PRE AND LOWER SCHOOL TRINITY SCHOOL THE WALDORF SCHOOL OF BALTIMORE

Guide to Baltimore Independent Schools

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Going Forward STUDENTS EAGERLY AWAIT A RETURN NOT JUST TO THE CLASSROOM, BUT ALSO TO THE ROUTINES AND CUSTOMS THEY VALUE MOST.

“What tradition are you most looking forward to when school returns to normal?”

I can’t wait for Ring Week because When I it’s a great way for I can’t wait for return to Lake Ave juniors and seniors to bond Opening Day convothis fall, I am looking forward and such a fun GFS tradition. cation because it’s the first to both Homecoming week and time the entire school gets Senior Farewell. Homecoming is a Molly together to celebrate our RPCS week full of dress down days and various Garrison Forest spirit and get excited for the activities, including a football game and School upcoming year. dance. As for Senior Farewell, the entire senior class walks around the gym on their final Gracie day at Boys’ Latin, while exchanging hugs with Roland Park Country I am excited every single student and faculty member in School for our Friday Night the upper school. These are just two tradiLights football games, tions which make Boys’ Latin such an I’m looking especially the tradition of amazing place to go to school. forward to sports the student section.

Kernan rallies and cheering Jake Boys’ Latin School on our teams.

McDonogh School George I can’t wait We are excited St. Paul’s for “real school”to be able to go into and real snow days! more areas in the Lower I am excited for Tucker School this year and to two things when I return St. Paul’s have a little more freedom. to Cathedral this school year.

Maddie and Hazel In Middle School, you are put on During Calvert School a team, either the Stars or Stripes, the pandemic, I and you compete in fun activities with missed our school having your team. I am looking forward to that the traditional eighth grade returning again! I am also very excited events such as the Opening for Cathedral basketball to return and Expedition, the Winter Formal, the I am most to play for my school again. choir competition in Hershey Park, excited to be able and the overnight Williamsburg trip. I to be a fan at games Ryan also missed playing on the fields and again, especially football The School of the Cathedral courts during sports seasons. of Mary Our Queen and basketball.

Cecelia Charlie Glenelg Country Gilman School School

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