Laurel School's Highlights Magazine: Summer 2021

Highlights A MAGAZINE FOR ALUMNAE, PARENTS AND FRIENDS OF LAUREL SCHOOL

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SUMMER 2 021 | Learning on Butler Campus • Girls for the Globe • Alumnae Weekend '21 • Commencement '21

Dream. Dare. Do.

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LAUREL SCHOOL

Laurel girls today.

Leaders tomorrow.

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IN THIS ISSUE Ownership of Learning, A Message from Ann V. Klotz & Megan Weiskopf . . . . . . . . . . . . . . . . . . . . . 4 Learning on Laurel School's Butler Campus . . . . . . . . . . . . . . .6 Butler Yurt Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Girls for the Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Getting to Know the Chairs . . . . . . . . . . . . . . . . . . . . . . . . . 12 Alumnae Weekend 2021 . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Butler Exploration Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Commencement 2021 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2020-2021 Faculty Awards . . . . . . . . . . . . . . . . . . . . . . . . . . 24

ON THE COVER: Students, faculty and staff celebrate Laurel's 125th day of school during its 125th school year.

Class News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 In Memoriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

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MISSION STATEMENT

To inspire each girl to fulfill her promise and to better the world.

Highlights | Summer 2021 HEAD OF SCHOOL Ann V. Klotz INTERIM DIRECTOR OF DEVELOPMENT Jessica Allen EDITOR Sarah Hibshman Miller ’98 ALUMNAE EDITOR Julie Donahue ’79 DESIGN AND LAYOUT Laurel School PHOTOGRAPHY Kimberly Dailey, Bill DePalma, Downie Photography, LLC, Neal McDaniel, Renee Psiakis PRESIDENT, ALUMNAE ASSOCIATION Maia Hunt-Ledford Rucker ’97 CHAIR, BOARD OF TRUSTEES Megan Lum Mehalko ’83 Highlights is published by Laurel School for alumnae, parents and friends.

Submit address changes to the Development Office at 216.455.3096 or bGreen@LaurelSchool.org Laurel School is an independent day school for girls, Kindergarten through Grade 12, with coeducational programs for 18 months–four-yearolds. We are proud to be an inclusive and equitable school community, and we actively seek a diverse student body and faculty without regard to race, color, sex, national origin, handicap or disability or sexual orientation.

LAUREL VALUES STATEMENT: Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate.

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Dream. Dare. Do. Highlights

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A MESSAGE FROM HEAD OF SCHOOL ANN V. KLOTZ and DIRECTOR OF TEACHING AND LEARNING MEGAN WEISKOPF

OWNERSHIP

OF LEARNING

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o provide a superb education for girls has been Laurel’s goal since 1896. As we move into our 126th year, our understanding of teaching and learning continues to evolve. We know now, for example, that attending to social and emotional wellbeing improves academic achievement. To thrive in school, girls must feel seen and heard and valued. We seek to empower girls and young women, reminding them that they are not passive recipients of knowledge, but participants in and designers of their own education. Agency, voice and choice matter.

Too often, girls subscribe to the myth of effortless perfection; brilliant grades must be achieved without breaking a sweat. At Laurel, we seek to interrupt this dangerous misconception by making learning visible, by commending the struggle to master a challenging concept, by offering opportunities to try out ideas, and to show deep learning. Emphasizing understanding over points; honoring process as much as product; holding high standards while simultaneously showing students a variety of paths they can take to scale those heights are all tools our teachers use to help our girls understand that education is not something that happens to them, but something that happens for them, with them, even led by them.

In conjunction with Laurel’s Center for Research on Girls (LCRG), over 4

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the last two years, the Coronavirus notwithstanding, the academic faculty and divisional leadership have been hard at work on ways to encourage ownership of learning in students, Kindergarten through Grade Twelve.

Ownership of learning means that a girl is in charge of her choices as a student. This past year more than ever, girls at all grade levels were keeping track of their supplies, remembering to wash hands and stay distanced, and generally taking more responsibility for themselves and their spaces.

These were not just critical health and safety protocols in an unusual time; they were the kind of habits that encourage attention to detail, sense of purpose and agency, ability to take responsibility—all transferable skills that are foundational for learning.

They were a pandemic-specific part of “readiness to learn,” a category on the

LCRG-designed “Ownership of Learning” documents used by a student, together with her teachers and/or advisor, to guide and chart her growth. The strategies outlined in these documents create a kind of checklist for executive function, which is itself a critical foundation for learning.

Students work with advisors and teachers to set goals and identify areas of strength and areas on which they need to focus.

At student-led conferences, girls share progress against those goals. While there are, of course, developmental differences between the targets a Fourth Grader and a Junior have, girls know what they need to do to be successful. While teachers and parents serve as guides and resources, we want girls to develop habits of mind that will inspire them to think deeply, to take responsibility for their work, to understand that the degree to which they apply themselves will have an effect on outcomes.

This is an exciting new shift in the focus of education, and it requires that adults learn along with the girls to see teacher/ student/classroom dynamics in new ways. Adults are accustomed to thinking of teachers as people of authority, and that is, of course, one of a teacher’s roles.

However, at Laurel, we know learning happens best when the students do not simply depend on the authority of their teachers. When girls look exclusively to

their teachers to tell them what to do or what to think or what to see, they are following directions—but they aren’t becoming designers of their own understanding.

Of course the word “authority” is rooted in the word “author” and is a word derived from a Latin verb meaning “to increase” or “to grow.” This means the word “author” literally can be translated as “one who causes to grow.” So our teachers are also, in this way, authors, those who cause knowledge to grow in their students and their students to grow in knowledge. But, even more importantly than that, at Laurel, we aren’t satisfied simply honoring our teachers both as authorities and authors—we ultimately want the girls to be the authors of their own academic stories, to have the confidence—and the knowledge—to question, to care, to learn, to thrive.

Ownership of learning goes far beyond a document or checklist. It is a power, one that comes from a sense of agency, one that even younger learners are ready to take on. That doesn’t mean, of course, that they are “all the way there,” yet! The framework is built along a continuum. Kindergarten through Fifth Grade learners have their own version; there is another iteration for Middle School students and a further-adapted version in Upper School. By building these foundations from the beginning of a student’s time at Laurel, even in those areas where she is just getting started, each girl is constructing habits of mind and trust in her capabilities that will support her from learning to read her first book through learning to read with fluency in another language; from learning how to write numbers through learning how to solve complex multivariable equations. The work will change and grow over time, but the anchoring mindset remains the same.

Routines and habits that may not look like academic learning are a crucial part of intellectual growth.

This goal—for a girl to own her learning—involves a balance. It isn’t about girls teaching themselves. We want girls to grapple with hard learning problems to solve at every grade level.

And we want them to trust that they can do hard things by themselves, without being overly dependent on a teacher or a parent or a peer for help. A little frustration won’t hurt our girls—in fact, we know that learning to manage a little frustration is quite good for them— but we don’t want the struggle to feel pointless, the payoff to be minimal or nonexistent. Teachers make space for student voice and choice, but they are

girls to have a broad understanding of the world, to wonder, to form and test hypotheses, and to be rigorous in all their intellectual endeavors. We hope they will contribute meaningfully and articulately to class discussions and also learn how to listen respectfully, conscious of how often they are speaking and whose voices are not being heard. Exceptional students don’t speak to hear themselves talk; they seek to synthesize ideas, to build on what a peer has offered, to pose questions that will take the discussion to a deeper level. We ask girls to consider multiple points of view, to develop empathy, to be curious.

still teaching, still designing lessons and offering (metaphorical and literal) tools and providing the necessary instruction so girls know how to use them.

By centering a student’s responsibility for her learning and by giving her the tools to drive her learning forward, then, the teachers and advisors and administrators form a strong support network for each student. In this way, the give and take and play and work of education is something we are all engaged in, girls and adults, navigating the peaks and valleys together, and ultimately celebrating the story of each girl’s journey, complete with obstacles overcome and challenges met, a story that each student has learned to write for herself. When she takes ownership of her learning, her mentors and coaches and teachers and parents and guides enhance that journey—and she lives it.

This is our goal for every Laurel student; this is one way we strive to inspire each girl to fulfill her promise and to better the world. L

If a girl decides not to do her homework, her grasp of particular content will be weaker, which may mean she earns a lower grade. Actions have consequences.

It is neither her teacher’s job nor her parents’ or guardians’ jobs to stand over her to be certain she is doing what she needs to do. No one can take a driver’s test for anyone else; we want our students to be in the metaphorical driver’s seats of their learning—to think critically and to question, not simply to regurgitate facts. In an era of information overload, we believe it has never been more important for girls to learn to assess a source’s validity, to discern bias and point of view. We want, too, for

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LEARNING ON LAUREL SCHOOL'S

BUTLER

CAMPUS A Q&A WITH HEATHER DIEMER HAVRE '86, DIRECTOR OF SCHOOL@BUTLER, GRADES 3-5

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he pandemic brought many changes for schools and learning. In March 2020 Laurel, along with schools across the country, pivoted to virtual learning. With the start of the 2020-2021 school year, Laurel was fortunate enough to be able to utilize our abundant outdoor space at the Butler Campus to allow for physical distancing and to offer in-person learning to many of our students. Experiential learning at the Butler Campus is not new to Laurel. With the Outdoor Pre-Primary Program, regular immersion learning units for Primary girls, and science LAB (Learning at Butler) days, Laurel girls are accustomed to utilizing the 150 acres of the Butler Campus to enhance their traditional classroom learning.

Therefore, it made sense to move all students in Grades 3-5 to Butler when distance and fresh air were key ingredients to learning safely during a pandemic. With the construction of four new yurts and the transformation of existing space at Butler, what was always a future plan became a reality in August 2020.

Heather Havre, Director of School@Butler delves into why this move was so beneficial for students, and how utilizing an outdoor classroom supports curriculum and brings immersive learning to the forefront.

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What was most remarkable about last year at Butler was what girls made of the moments in between structured learning tasks. While teachers did a phenomenal job of using Butler to leverage content-area learning in the classroom, it was what the girls were able to create independently that truly speaks to the power of outdoor education. In a ‘traditional’ year, time between classes is spent visiting lockers and talking in the hallway, but at Butler, our Fifth Grade girls used every spare moment between classes and at recess to create a society—complete with storefronts, currency, and an elected government—on the banks of a small creek in the woods outside of the Butler Center. When not confined by the walls of a traditional school building, girls were moved to imagine, play, and work cooperatively to create their village, which they called ‘Mudtopia’. Nearly every student involved in the creation of Mudtopia cited it as one of the highlights of her Fifth-Grade experience. There is something really special about a whole class of 11-year-olds needing to hose the mud off of their boots before walking into math class.

How did the pandemic accelerate the timeline for getting more students on the Butler Campus?

It has always been a strategic priority for academics to take center stage at the Butler Campus, but the pandemic certainly accelerated our timeline. We considered what ages made the most sense to move to Butler. Grade 4 already had a significant unit of study called Power & Purpose based at Butler. Grade 3 also spent a lot of time at Butler.

Developmentally and curricularly, it made sense to include Fifth Grade in the move to Butler.

Once the decision was made, our team, both faculty and facilities staff, worked quickly to modify some of the building space into usable classrooms for seven different pods in Grades 3-5. This meant acquiring desks, chairs and materials for use. We also made great use of the woods, the ponds, the fields and even the fitness center. We made use of the whole campus! Generous donors funded the construction of four additional yurts to provide warm and dry classroom spaces.

What advantages have you seen to learning at Butler this past year?

As could be expected during a pandemic, more outdoor time was a big positive for the mental health of students and teachers alike. This was the case at our Lyman Campus, too, as Laurel’s response to the pandemic has been to put a strong focus on girls’ well-being as well as on their academics. We know being outside is good for girls—to stretch, to breathe deeply, to observe the natural world. Research also finds that being outdoors confers academic benefits including increased engagement and retention of information. Making deliberate use of the outdoors has been beneficial for students on both campuses.

—Kate Webb, English Department Chair

As has always been the case, Butler provides students the opportunity to develop great memories and learning beyond the classroom through hands-on experiences. For instance, Butler was a natural setting for Grade 3 to study its National Parks unit. The setting supported their learning. Additionally, we have always used the Butler Campus to put Laurel’s Center for Research on Girls’ (LCRG) five components of resilience into practice. While most everyone practiced persistence in the face of challenges this year, School@Butler allowed us to plan these kinds of experiences with intentionality and in the service of academic skills as well. A mantra at Butler is “We can do hard things,” and another is “There is no bad weather, only bad gear.”

Girls at Butler practice resilience, resourcefulness, and flexibility every day—lessons that are as essential as the powerful academic subjects they pursue.

Have there been any challenges?

With change there always comes challenge and moving three grades to Butler for the year was no exception, especially during a pandemic. Our biggest challenge was transportation to the Butler Campus, which made for slightly shorter school days. There were also more constraints on the day due to safety protocols. And as was the case at Lyman, podding meant very little interaction across grade levels last year. As we continue to move through the pandemic and revise our approach, I expect to see a positive shift in how we can adjust the schedule and interact and collaborate more across grade levels for the girls and faculty to once again feel the sense of community for which Laurel is so well known.

We know that Grades 3-5 are at Butler again for the 2021-22 school year. How do things look?

Students have always had the opportunity to learn and explore on our Butler Campus. Whether it is our Outdoor Pre-Primary Highlights

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LEARNING ON LAUREL SCHOOL'S

BUTLER

CAMPUS Throughout the year I found myself so inspired by the Fourth Grade girls’ commitment as stewards of our Butler Campus and the community. They embraced roles such as caretaker, weather forecaster, wildlife reporter, scheduler and materials manager. The power in these jobs was their true importance and impact on our safety, progress, and success as a community. I was also inspired by the growth in the girls‘ observational skills and their connection to their surroundings. While the beginning of the year was dedicated to safety protocols and orienting ourselves to new outdoor spaces, as the year progressed I was amazed at how the girls noted changes and became more aware of and connected to their surroundings.

They identified birds, trees and plants and wondered, questioned, hypothesized and tracked. They cared for animals, the environment, and each other.

students, or the variety of immersion units our Primary and Middle School girls experience, learning at Butler has always been an important facet of a Laurel education, but this past year challenged us to examine learning in the face of adversity. We saw what worked and what did not, and we are altering certain approaches to make the Butler learning experience everything we want it to be—both from the teacher and the student perspective.

We know that experiential learning—learning in the field—is enduring. Life-long pursuits, as well as good habits of preparedness and resilience, were hopefully born out of the 2020-21 pandemic year at Butler. We returned to campus this school year with a continued focus on interdisciplinary teaching, place-based learning, resiliency and growth-mindset; not only when it comes to curriculum, but when it comes to lessons outside the classroom. For instance, planning for the weather is much more important on the Butler Campus so we encourage girls to take responsibility for their clothing to be prepared for whatever Mother Nature has in store.

We learned from parents that they saw their girls take ownership of their gear as the year went on to ensure they had exactly what they needed to be comfortable and prepared when outside on any given day. That’s a great outcome—engaged, empowered students eager to be prepared for the next day’s learning! L

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—Shannon Lukz, Fourth Grade Teacher

Butler Yurt Day!

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eptember 10, 2021, was a joyous day—our first ever Butler Yurt Day in honor of Mary French Conway ’46. A lifelong Laurel girl and force for good everywhere she goes, Mary has been a loyal supporter behind so much of what we have accomplished as a school. Mary and her husband, Bill, were the driving force behind the creation of Laurel School’s Outdoor Pre-Primary program and again their incredible generosity allowed us to move quickly in the face of a global pandemic and build our newest yurts last summer. The yurts are named in honor of their four granddaughters who attended Laurel—Katie Conway ’04, Julia Juster ‘10, Susannah Conway ‘10 and Grace Juster ‘12. Several Primary girls spoke eloquently about learning at Butler and what they enjoy most about Yurt life, followed by a beautiful rendition of “Happy Birthday” from our ukulele orchestra and, of course, birthday sweets! The Conway Family doesn’t just support books and bricks; they support vision and growth. We are deeply grateful for Mary and Bill’s commitment to education and to Laurel School. L

"I really like how when you look up—when you're in the woods— there are layers of leaves. And at the top—sky. It clears my mind and makes me feel safe and calm." ­— Ariya Patel '29

"Learning at Butler has made me a better person.

Seeing nature has made me see the importance of caring for nature. There are a lot more choices at school this year. Being in a yurt has made us a better community. I can see all of my classmates when we are sitting in our circle."

— Eloise Farmery '30 Highlights

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Girls for the Globe Made Possible by The Emily Pomeranz ’85 Prize for Public Service

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he 2020-2021 Emily Pomeranz Prize was awarded to Sidney Rucker ’22 for her project Girls for the Globe. Following are Sidney’s remarks from the Upper School’s celebration of her achievements:

Emily Pomeranz ‘85

From an early age, Emily Pomeranz ‘85 was an avid follower of politics. She read the Cleveland newspapers regularly and was well-informed about the news and current events.

After graduating from Kenyon College and Cleveland State University’s Marshall College of Law, Emily moved to Washington, D.C., where she devoted her career to public service. She spent almost 20 years working as an attorney for the U.S. Department of Veterans Affairs in the Board of Veterans Appeals. Emily used her free time to work on political campaigns, tutor students in need and engage in other community activities. When she could no longer work, she continued to volunteer on issues such as immigrants’ rights and for organizations that provided mediation services. Established in 2017 by her brother William Pomeranz, Ph.D., the deputy director of the Kennan Institute at the Woodrow Wilson International Center for Scholars in Washington, D.C., and by other family and friends, The Emily Pomeranz Prize for Public Service is awarded annually to support a Junior who has proposed a public service project for her spring or summer break.

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“From the moment I was accepted into the Civic Engagement cohort of the Capstone program my freshman year, I knew that I wanted my project to be big.

Though I don’t think that, at the time, I fully understood what that meant for my stress levels. Regardless, I think I would make my freshman self proud, because my project is definitely more than I could have imagined as a fourteen year old, with profound thanks to the Emily Pomeranz grant, my family, and administrative support.

“So, where did I start? I knew going into the Capstone program that I wanted my research focus to be on both civic engagement and STEM, and that I wanted to do something that would have a direct and lasting impact on the community. During the summer before my sophomore year I began to generate a few ideas.

I remembered a few of the signature programming experiences I’d had from the previous school year, such as hearing from a chef who assisted people who lived in food deserts to access fresh produce, and visiting the Boys and Girls Club during immersion week at the end of that school year for Capstone. I didn’t know it at the time, but these experiences had a significant impact on the development of my project.

“The fall of my Sophomore year, I finally figured out that I wanted my research focus to be on the environment and food waste. The climate crisis is the most intersectional issue of our generation and is

POMERANZ '85 PRIZE FOR PUBLIC SERVICE

Sidney Rucker ’22

inextricably connected to various systems of oppression and power, disproportionately affecting lowincome communities. To affect change, I originally decided that I wanted to create a vermicompost program at the school, because I learned that the gray bins in the lunchroom that are used to collect food scraps were supposed to be compost bins. I wondered, who is out here trying to compost taco meat and chocolate milk? (And if you couldn’t tell by my tone, taco meat and chocolate milk are not a part of the ideal compost pile.) After some research, I learned that the school already has a partnership with a farm who takes our cooked food scraps. However, I also learned that the food scraps that the chefs use to make our food are not included in the scrap food sent to the farm, those scraps are just thrown away. This inspired me to develop a program using the kitchen’s food scraps for my compost program.

“I took her advice to heart, and that is when I decided to develop a curriculum for students of all grade levels to learn about their responsibilities to the planet.

I decided to name my project Girls for the Globe. In order to truly affect the trajectory of the climate crisis, it will take everyone to get involved, and I figured why not start with everyone at Lyman Circle?

I decided on an after-school program for the Primary and Middle School girls, and a club and D3 [Dream. Dare. Do. Elective] for Upper School students. At this point in time, I also decided to do regular composting instead of vermicomposting because it was a cheaper alternative and easier to manage.

“Next, there was also the question of where would the compost go? It took me a while to figure this one out—I even thought about just selling it at a farmer’s market. Then I thought back to the chef who came to visit us and my experience working in the community garden that was at the Boys and Girls Club, and I thought—'Eureka!' A community garden, where we could use the compost created and grow food and donate it all to the Cleveland Food Bank, and various food drives in food deserts in Cleveland. I also

decided that I wanted to upcycle the Rain Garden area into a perennial garden that would attract butterflies, bees, and birds to create an overall healthier environment.

“As I solidified my plans for my project, COVID-19 emerged, and everything shut down. Feasibility and the issue of funding came about. As a result of the pandemic, my timelines were affected and I wasn’t able to complete my project by the end of my Junior year like I had planned. I was unable to plan anything in person, and I realized that I had no source of funding for building my community garden.

“The Emily Pomeranz Grant was the first grant that I was able to receive, which really helped to kickstart the physical aspects of my project. Thanks to the donors of the Emily Pomeranz Grant, I was able to purchase wood for garden beds and fencing to begin building my community garden at the Butler Campus.

In the coming years, the garden will be used to help fight hunger in the Greater Cleveland area, increase the biodiversity of the Butler Campus, and educate numerous Laurel students on the importance of gardening and taking care of the Earth.” L

“While developing the program, I spoke with many helpful individuals throughout the school and also consulted with experts outside of the school. A Primary School teacher told me about the old composting program the school used to have. She also explained that the program wasn’t sustainable because the teachers were mainly the ones managing the program and had competing priorities. I was informed that if I were to start a new compost program, it was advised that it would have to be fully managed by students.

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AN INTERVIEW WITH MEGAN & MAIA

GETTING TO KNOW. . .

Megan Lum Mehalko ’83, Chair, Laurel School Board of Trustees, and Maia Hunt-Ledford Rucker ’97, President, Laurel School Alumnae Association, who started their three-year terms this summer and who were both members of the Green Team!

Megan (MM) entered Laurel in the Seventh Grade, completed her undergraduate degree at Bucknell University and earned her JD from Case Western Reserve University. She is the Co-Chair, Corporate and Securities Practice Group at Benesch, where she advises public companies on corporate governance issues and securities law issues and where she is the sole woman on the firm’s executive committee.

Megan served a term on the Alumnae Board, including co-chairing Alumnae Weekend, before joining the Board of Trustees in 2018. There she served most recently as the Vice Chair.

Reflecting on the difference between her own Laurel days and those of her daughter, Kristen, Class of 2015, Megan says, “I think STEM was a much more significant component of Kristen’s Laurel education than mine. Plus, she had the Butler Campus and all of the amazing programming that it provides. That said, the Laurel traditions continue and we both cherish many of them together!”

Maia (MR) entered Laurel in the Ninth Grade, attended Ohio Northern University, graduated from Wilberforce

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University and received her master’s in speech language pathology from Cleveland State University. She is a speech-language pathologist for Arbor Rehabilitation and Healthcare Services.

Maia was in the middle of her second consecutive term on the Alumnae Board, co-chairing Alumnae Weekend four times, when invited to serve as its next President. She also recently completed two years as the President of the Laurel School Parents Association.

The mother of two current Laurel students—Sidney ’22 and Sophie ’25— she can often be found cheering on her girls on the volleyball court. Maia notes, “While most Laurel traditions remain the same [from her own Laurel days], and the academic rigor continues to be topnotch, my girls have so many more opportunities than I did to reinforce their competency of a subject through experiential learning.”

Favorite class at Laurel and why?

MM —I had many favorite classes and teachers. I loved French class with Madame André!

MR —I loved my Sculpture class.

Creating art through clay was relaxing, fun, and a welcome break from my other academic demands.

Most surprising thing you learned about yourself/or skill that you developed at Laurel that you have carried with you ever since?

MM —Laurel encouraged us to aspire to great things and I learned that I was surprisingly ambitious. I developed a determination to achieve success in my future career.

MR —Prior to attending Laurel I was extremely shy. However, at Laurel I found my voice and I developed the confidence to assert myself, and to express my opinions with respect for others.

Proudest Laurel moment?

MM —Definitely the day my daughter graduated from Laurel. One of my favorite pictures is the two of us at her graduation showing off our Laurel rings.

MR —I have many proud Laurel moments! As a student, one of my proudest moments was singing a duet of “Silent Night” in German at the

Megan Lum Mehalko ’83, Chair, Laurel Board of Trustees

conclusion of the Winter Choral Concert with my classmate Mary Campbell Nir. However, as a Laurel mom, I am most proud when my babies are proud of themselves for mastering a difficult concept, taking a risk, or standing up for what they believe in.

What excites you about your new leadership roles?

MM —COVID has been an interesting time for private schools and schools generally. We have to be strategic in how we view and adapt the school experience post-pandemic. We’ve learned a lot about our resources, especially the Butler Campus, and it will be exciting to further develop the learning opportunities it provides.

MR —I am most excited about continuing to connect and engage alumnae with the school.

Think back to 1983 and 1997—did you envision yourselves as ever being as involved, especially in leadership, at Laurel? What did you think you’d be doing in 2021?

MM —I’m not sure I ever thought that I would be Chair of the Board of

Maia Hunt-Ledford Rucker ’97, President, Laurel Alumnae Association

Trustees at Laurel or otherwise involved at Laurel, but I always knew I would be in leadership roles in my future. Laurel taught us to be leaders!

MR —I never thought that I would be involved in any capacity with the school as an alumna! My 18-year-old self was very unsure of how she would make her mark in this world and was unsure about the direction of her future beyond undergraduate studies. However, life has taught me the immense value of a Laurel education beyond the classroom. Laurel is truly for a lifetime!

What do you see as opportunities for Laurel to explore/focus on in the next year? Over the next three years?

MM —I think the Butler Campus is a tremendous asset and hope we can continue to use it to make Laurel more unique. Enrollment will be a continued focus with the changing demographics in Northeast Ohio and the competition among the other private schools available to families.

MR —Growing the conversation around

When you “got the call” (to serve as Chair and President respectively) why did you say yes?

MM —I have a circle of high school friends from Laurel, and we stay in touch and get together as often as we can. Through them, I have always maintained my connection to Laurel.

When my daughter went to Laurel—and truly had an amazing experience—I was impressed. I was proud to be asked to be a part of an institution that had such a positive impact on me (as a student, a friend and as a mother).

MR —I said yes because I am incredibly grateful for my Laurel experience and I want to model for my daughters the importance of service through action.

Volunteerism is important to help strengthen the Laurel community.

Tell us something about yourself that many don’t know (and you are willing to share!)

MM —I am an avid Cleveland sports fan, especially the Browns! Even my clients know not to bother me during a Browns game.

representation and equity.

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AN INTERVIEW WITH MEGAN & MAIA

MR —I love a great adventure! Exploring a new country, white water rafting, zip lining, etc. I also love all things Marvel Entertainment!

Role models are so important for girls— who are/were your role models?

MM —My mother was an important role model for me. As a successful working mother when I was in Middle and Upper School, she showed me how I could have a career and a family, too!

MR—My role model is my mother—in

OARDS

the face of extreme adversity she has always remained resilient and open to

using her transferable skills to reinvent herself if necessary to persevere.

in 2025 when my youngest daughter graduates!

You both have very full work lives.

“Balance” gets a bad rap—so what do you do to recharge?

MM —I love to read. I spend time with family and friends. I take my dog, Cooper, for long walks.

Do you have a personal motto/mantra?

If so, what is it?

MM —Carpe Diem. It has been my motto ever since learning it in Latin class at Laurel!

MR—Between my daughters’ and my

of extra fortitude I always reflect on/ remember two things: Am I as strong as my ancestors? Knowing all of the adversity that they had to overcome, I then remember that a setback is a setup for a comeback! L

own demanding schedules, I am still trying to create space in my life to relax and to allow myself to recharge! My daughters are my constant motivation to forge full speed ahead. I’ll recharge

2021/2022 BOARD OF TRUSTEES

Megan Lum Mehalko ’83; Chair, Board of Trustees Carey Jaros ’96; Vice Chair & Chair Elect Susan Shons Luria ’85; Secretary Bethany Bryant; Treasurer

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Zara Azhar Kristine Bryan ’80 Gausia Chowdhury ’02 Alisa Taylor Cowen ’72 Anne Dalton ’63 Karen McCartan DeSantis ’79 Erica Markum Dennings ’81 Megan Embrescia ’95 Natalie Linsalata Greene ’06 April Hawkins '83 Elizabeth Horvitz Margaret Schumann Ippolito Kathleen Jeavons ’81 Michael Anne Johnson ’64 Jack Koch Anita Lee ’88 Lynne Megerian Chaundra King Monday ’95 Brian Robbins Brian Rubenstein Beth Sheeler Kim Simpson ’90 Laurence Talley Suzanne Schulze Taylor ’81

MR —In moments when I need a bit

2021/2022 ALUMNAE BOARD MEMBERS Maia Hunt-Ledford Rucker ’97, President Amanda Royan ’04, Vice President Sara Hollabaugh Serbanoiu ’13, Secretary Janet Abbey ’83 Susan Opatrny Althans ’80 Rose Babington ’04 Jennifer Beeson Gregory ’88 Amber Davis Dumas ’02 Katie Gerber Doonan ’81 Shanika Ranasinghe Esparaz ’05 Rosemary Mudry ’02 Meredith Stewart Reimer ’95 Chelsea Robbins ’11 Nichelle Dickerson Shaw ’86 Neeti Sundaresh ’95 Amy Goodman Weller ’78 Signe Wrolstad-Forbes ’71 Keli Zehnder ’83

We Our Voices Raise ALUMNAE WEEKEND | MAY 19-23, 2021

by Julie Donahue ’79, Director of Alumnae and Communications

There were two things that seemed fitting about Alumnae Weekend 2021: that the theme would mirror the theme of the School’s 125th by showcasing the many ways alumnae use their voices, literally and figuratively, to be a force for bettering the world, and that in a year when reunion festivities could only be virtual, the Alumnae Weekend committee would go BIG and plan five days of programming, more days than we’ve ever offered in person. Last year, the pandemic was too new and our experience with all things virtual too limited for us to offer anything more than a virtual annual meeting and virtual class gatherings in May 2020. Fast forward 12 months and our prowess after a year of virtual programming plus a microsite that managed registrations meant we could offer a wide range of educational and social opportunities for everyone.

Close to 400 alumnae and friends joined us for at least one event.

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LUNCHTIME LEARNING WEBINARS The “weekend” kicked off on Wednesday with a lunchtime video narrated by Sidney Rucker ’22 and Nikhita Goel ’22 and a panel presentation on “School During a Pandemic” moderated by Ann V. Klotz and featuring Lauren Izanec ’22, Alice Schubert ’21 and Talia Scott ’22.

On Thursday, Judy Rousuck ’69 (WYPR Baltimore radio and former theater critic for the Baltimore Sun), Emily Rueb ’95 (most recently from The New York Times), Olivia Lapeyrolerie ’11 (SKDK, former First Deputy Press Secretary for NYC Mayor Bill De Blasio) and moderator Lila Jezierski Mills ’92 (Neighborhood Connections, former reporter for The Plain Dealer) had a wide-ranging and thought-provoking conversation on “The Changing Landscape of the Media.”

And on Friday, longtime Speech and Debate coach Rich Kawolics facilitated a discussion with team members Maggie Chen ’23, Kaitlyn Ernst ’24, Jane Jusko ’21 and Ria Raj ’21 on what it is like to defend both sides of a resolution, what they’ve learned competing against male speakers and why civil discourse is important.

INTERACTIVE FUN In addition to the webinars and Zoom conversations, muralist Lari Anderson Jacobson ’85 helped alums find their inner Picasso as they painted canvases featuring a section of the iconic Laurel stained glass window. Later that weekend, physician and wellness coach Veronica Matthews Jow ’95 led a cardio dance break that got participants moving, grooving and sweating!

CLASS GATHERINGS Reunion classes ending in ’1 and ’6 had class virtual gatherings on Friday or Saturday night.

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ALUMNAE WEEKEND ’21

TOASTING TIM CONNELL

Alison Feighan ’80

Timy McGoff Sullivan ’57

Therese Claxton Fleisher ’03

CELEBRATING ALUMNAE This year, we celebrated two years-worth of honorees in a Distinguished Alumnae Awards ceremony on Thursday evening that managed to be intimate and inspiring. The 2020 Awards’ chair Sally Reid ’70 presented Distinguished Alumna Dr. Ellen Rome ’80, head of the Center for Adolescent Medicine at the Cleveland Clinic; Lifetime Achievement Award winner Betsy Kaufman Sampliner ’58, educator and community volunteer; and Young Alumna of Distinction the late Grace Livingston ’06, community leader in grief management and mindfulness training. Erica Markum Dennings ’81, chair of the 2021 Awards’ Committee, introduced Distinguished Alumna Alison Feighan ’80, lobbyist and owner of The Feighan Team; Lifetime Achievement Award winner Timy McGoff Sullivan ’57, animal welfare champion and changemaker; and Young Alumna of Distinction Therese Claxton Fleisher ’03, healthcare integration coordinator for the Massachusetts Department of Public Health. After the introductions, Ann Klotz and Kristi Anderson Horner ’80, Alumnae Association President, facilitated a conversation with the recipients on giving a voice to the voiceless, public health, entrepreneurship and building community.

On Saturday, after the Annual Meeting and State of the School, the Alumnae of Color Committee sponsored “50 Years Later: A Conversation with Laurel’s First Black Graduates, Sharon Madison ’71 and Dr. Benay Gilmore Dabney ’71.” Sharon and Benay shared their stories, experiences and challenges at Laurel with moderator Lynnette Jackson Crenshaw ’93, chair of the Board of Trustees.

The weekend concluded with a tribute to longtime Upper School history teacher Tim Connell upon his retirement after 42 ½ years at Laurel. Ace Tim Connell “impersonators” Heather Connelly Adams ’95, Jen Jackson ’96, Erin Dowling Brosch ’99 and Taylor Andrews ’08 elicited many laughs interspersed between heartfelt tributes from colleagues past and present Claudia Boatright, David Huston and Beth Clark and from former students Veronica Matthews Jow ’95 and Susannah Conway ’10. Helen Connell Meyer ’01 spoke on behalf of her sisters Meg Connell Sattler ’97, Elisabeth Connell Habig ’98 and Phoebe Connell ’04 and attendees enjoyed a snippet of a nearly hour-long video of tributes that was shared with the Connell family to watch post event.

Outgoing Alumnae Association President Kristi Anderson Horner ’80 announced that in recognition of his lifetime of service to the School, the Alumnae Board had granted him Honorary Alumna status, a special recognition granted at the discretion of the Alumnae Board upon the retirement of any faculty or staff with 40 or more years of service to the School.

Mr. Connell is only the fourth retiree, and the first man, to be named an Honorary Alum. And, in addition to his Alumna status and new Laurel ring, Ann Klotz announced that the Barthelmess Fund for Faculty Children would now be the Barthelmess Connell Scholarship Fund for Faculty Children, honoring Tim’s request that gifts in his honor be directed to provide scholarships for Upper School daughters of Laurel faculty. Gifts in Tim’s honor can be made at www.LaurelSchool.org/Giving.

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ALUMNAE WEEKEND ’21

Thank You! Thank you to the Alumnae Weekend Committee, Janet Abbey ’83, Rosemary Mudry ’02, Maia Hunt-Ledford Rucker ’97 and Chelsea Robbins ’11, and a special shout out to Alumnae Engagement Associate Megan Findling, who handled all the behind-the-scenes tech duties leading up to and throughout the weekend.

Thank you to our Alumnae Weekend speakers and honorees!

ROW ONE (left to right): Timy McGoff Sullivan ’57, Betsy Kaufman Sampliner ’58, Judy Rousuck ’69, Sally Reid ’70, Benay Gilmore Dabney '71; ROW TWO (left to right): Sharon Madison ’71, Alison Feighan ’80, Kristi Anderson Horner ’80, Ellen Rome ’80, Erica Markum Dennings ’81; ROW THREE (left to right): Lari Anderson Jacobson ’85, Nichelle Dickerson Shaw ’86, Lila Jezierski Mills ’92, Lynnette Jackson Crenshaw ’93, Emily Rueb ’95; ROW FOUR (left to right): Veronica Matthews Jow ’95, Therese Claxton Fleisher ’03, Chelsea McQueen Williams ’03, Olivia Lapeyrolerie ’11 L

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CELEBRATING 125 YEARS

BUTLER EXPLORATION DAY IN HONOR OF LAUREL’S 125TH!

BREATHE. RELAX. RESTORE.

O

n a gloriously sunny and pleasantly warm May 16, and after 14 months of no events at which our community could gather, Laurel hosted a Butler Exploration Day at the Butler Campus. The event was the culmination of the celebration of the School’s Quasquicentennial, which, due to the pandemic that coincided with this milestone anniversary, meant reframing or redefining many of the planned activities.

The low-key, open house nature of the afternoon was a hit with students and their families, including grandparents eager to see the magical campus about which they’d heard so much.

Families soaked up the sunshine, took walks, played on the playground, sowed wildflower seeds and made wishes for the Wishing Tree in honor of the School’s 125th. L

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COMMENCEMENT

REFLECTIONS ON THE CLASS OF This year, two members of the graduating class were chosen by their peers to be their Class’s student speakers at Commencement—Oluwaseun Adebambo and Camille Imbler. Below are excerpts from their speeches:

Oluwaseun Adebambo

“T

here are a lot of things I love and admire about our class, for this speech I will discuss one. Our class, the Class of 2021, has an amazing amount of tenacity. This manifests in each of us individually and together as a whole grade. We, strangely enough, thrive on this perfect balance of individualism and solidarity. I find that even though each of us can easily stand out from the rest due to our nuanced differences, we are always able to unify into a force to be reckoned with when needed, as many witnessed in last year’s Song Contest. Simply put, if we want something done, we get it done, always....

“We are also a class of juxtapositions. We are, if you will, ‘built differently,’ both physically and mentally. We are so childish, we can’t take most of anything seriously, yet so mature we can re-shape education systems. We are a grade of consistent.... unsmart moments, yet we are so intelligent we set academic records yearly. By the time we get to the third floor, we are gasping for air from a two-flight climb, yet we break athletic records and send people to states every year. I know for a fact that I would not have been able to develop and find myself the way I have at Laurel around any other collection of classmates. As individuals we don’t fit into restrictive labels such as ‘the athlete’ or the ‘theater kid’ because our interests vary and overlap. Each of us paves our own path, going after what we want with a motivation that has come to shape our grade as a collective.

“Anytime we seek to change something, we are always able to come together to get the job done. The same determination we carry in our separate lives that motivates us to do two sports a year, a musical, speech and debate, operate clubs, and everything else we find time to cram into our never-ending 20 LaurelSchool.org

schedules, motivates us to act when we don’t agree with something. We are so determined that we effected change in Laurel’s approach to Anti-Racist education. We have attended marches, initiated our small scale protests inside and out of Laurel, and brought awareness to police brutality, human trafficking, and LGBTQ+ rights to one another and to the rest of the school. We stand up for ourselves, for those around us who are wronged, and genuinely see the benefit in helping others....

“I have so much faith in all of us: after all, we are the Laurel students of 2021. We are going to change the world in ways big and small—whether or not the world is ready!”

Camille Imbler

“O

ur class shares a bond that is unique to Laurel and treasured by us all. This past weekend, I attended a graduation ceremony that had 400 people in the graduating class. There were classmates who had never even met each other. Ours has 71 people. The fact that I know everyone’s name and we could all have conversations with each other is something not many high school students can say, and it’s something that sets us apart. Before April, our last week of normal school was in March 2020, and we didn’t get to interact with each other or to see one another in the halls anymore. When we met up at Horseshoe Lake to play ultimate frisbee on Senior skip day, our class picked up right where we left off over a year before—from 2nd semester Juniors to graduating Seniors. We came back to school with a renewed bond that could only happen with this class. That day, there were no cliques, no barriers; our class came together like nothing had ever happened.

“Our class stands out in so many different ways. I’m looking at some of the best speech and debaters in the country, athletes and a record of six girls committing to playing their sports at a collegiate level, talented artists, writers, and performers. An extremely broad range of talents proving that Laurel is not a single subject school....

“I cannot talk about the class without recognizing all of the people who have helped us get to this point. The teachers we’ve had throughout the years encouraged and enabled us to reach our greatest potential while caring about us every step of the way. Our friends and families have supported us and have had our back throughout our lives. I’ve had the privilege of going to Laurel for 13 years....I’ve seen us evolve and become stronger throughout the years. Girls have come and gone, but the class’s character has remained the same.

Though we have all faced individual challenges and adversities, we have overcome them and reached this day, when we graduate. Laurel has given us all of the resources required for us to prosper in any environment, and in a couple of months, we will be pushed out of our nests, and it will be time for us to demonstrate all we’ve learned and everything Laurel has taught us. I’m confident that our class will achieve great things and go above and beyond our Laurel mission ‘to fulfill our promise and to better the world.’ No matter where we go, what we achieve and where we find ourselves, we share the common bond of being Laurel girls.”

“You have had advantages that many in our country and around the globe cannot begin to fathom. Never forget to give of yourself and help others. You are women of character. Reach deep down into yourself and create your own community of kindness. I have faith that you will make a difference. I will close with the words of the Irish poet William Butler Yeats: ‘The world is full of magic things patiently waiting for our senses to grow sharper.’ Relish the magic.”

— From the Invocation by Upper School history teacher Tim Connell, retiring after 42 ½ years at Laurel.

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Commencement Address by Layne Eskridge ' 00, President of POV Entertainment Ms. Eskridge is President of POV Entertainment, the newly formed television and film company focused on telling culturally specific, universally-themed stories. Prior to starting POV Entertainment, Layne was a trusted creative executive at Apple TV+ and Netflix where she oversaw production of Ozark, She’s Gotta Have It, Dead to Me, When They See Us and many more series.

“C

ongratulations, Ladies! And welcome to the community and sisterhood of fellow Laurel alums.

It feels so good to be home. I love the traditions at Laurel like Commencement, and Song Contest, Junior Class Ring Ceremony, Green and White day, morning Chapel and Senior Speeches. When thinking about today I took a moment to reflect on my own Commencement. For me, Commencement was all about saying goodbye to friends, thanking teachers, singing 'Jerusalem' one last time as a choir, celebrating with my family and taking lots and lots of pictures. I have no idea who spoke or what they had to say. So with that in mind I’ll try and keep my remarks brief.

“Being a fellow Laurel girl allows me to speak to you with a shared understanding. A place of common ground. I am a lifer here and I think much of what I loved and much of which I struggled with, are the same things you face today. I always had a double consciousness at Laurel of being Black but with financial security unlike some of the other students who looked like me. I also had a double consciousness of being Black but needing to fit in with the largely white majority at our school. These issues of class and race continue to be divisive, but we have entered a time where respect and offering basic dignity to others needs to be emulated.

“The gifted Maya Angelou, who passed away in 2014, is a

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woman I greatly admire. She brilliantly said, ‘I would like to be known as an intelligent woman, a courageous woman, a loving woman, a woman that teaches by being.’

“We all need to be women that teach by being. We all have continued work to do to shape our own lives, but to also anchor us as a community, both here at Laurel, and everywhere else you go. And when you look around, if you truly allow yourself to see, you will notice the boardrooms, the C-suites, the places at the top, become less and less female and even less diverse.

“We are responsible, even for things we didn't create. My best friend is Native American and she speaks about seven generations. We have to do the work to dismantle what isn't right, and make the best decisions, not just for now, but for the next seven generations. We inherit this earth as it is but each generation needs to gift it for the better to the next.

“What can YOU challenge yourself to do?

“Well, for starters, I’d like you to promise not to hate on yourself.

Or let fear keep you on the sidelines. Be curious and embrace life fully. Even if you are terrified, do it scared! Learn how to block out the noise so you can concentrate on showing up authentically. And always bet on yourself. If you don’t believe

COMMENCEMENT

in you, no one else will. I was an assistant for six years, which was a hard pill to swallow considering that oftentimes I was the most educated person in the room. But when I stopped comparing my life to everyone else’s or relying on other people to make me happy and really started focusing on me and what I wanted for my life things really started to take shape.

“My ‘aha’ moment came early in my Netflix tenure. I was asked to read several scripts that were in the early stages of development, and there was this one script that everyone else thought was nothing more than a ‘Breaking Bad’ knock off. I was told not to give it too much of my time and to just service the project for relationship purposes. The script I’m referring to eventually became the global hit ‘Ozark.’ There was another time when a really exciting filmmaker came in to talk to me about a project that had been living in her head since she was a teen in Compton, California, and had learned about the innocent young men of the Central Park 5.

Some people worried about me greenlighting a period piece about a criminal case from the 1980s. That filmmaker was Ava DuVernay and the project eventually became ‘When They See Us.’ Then there was the time Drake tweeted that he’d stayed up all night watching this UK series called ‘Top Boy’ and he was asking for someone at a network to help him bring it back.

Since Drake is my soulmate, I stayed up all night, watching the series and figuring out how to put the wheels in motion. I would probably do anything to hang with Drake, but luckily the show was amazing, yet still some people were afraid because it was a reboot. There was also the time a friend came into my office and told me the craziest story about two women who met in grief counseling and I knew I had to clear a path for her so she could make the comedy-thriller series ‘Dead to Me.’ Some people were afraid to support this writer who up until that point had only worked on sitcoms.

“The highlight of my career has been working under Spike Lee. His films are the reason I went into this business. So I jumped at the opportunity to reimagine 'She’s Gotta Have It'.

Spike pitched that project to six other outlets before coming to us; everyone else passed. The purpose of this isn’t to run my resume or to name drop. It’s to highlight the moments in my career where I followed my gut and let my intuition drive me. I charge you to make that same promise to yourself as you start this next chapter in your lives. It has truly made all the difference for me.

“This past year has been rough for everyone but I was really impressed with how this class banded together to build a legacy that they could be proud of despite what was happening around them. I could have talked to you guys all day. It was clear that you have grace, poise, maturity and lots of heart! And in that spirit let’s make another promise, those of us coming from privilege, those of us coming from elite educational institutions, those of us with incredible teachers,

mentors and parents, we must personally commit to helping those that don't.

“The message is simple, you have heard it before, build a longer table and not a higher fence with every opportunity you have.

When you are the leaders, hire someone not in your likeness, not from familiar towns or popular schools, but partner yourself with those who have a hunger to succeed, from communities with far less but with those who are just as deserving.

Layne Eskridge '00

“Make it your mission to mentor other women, as you have been helped here at Laurel. Continue to give back and make Laurel even more inclusive, more representative and not just with diverse students but also with diverse faculty and administrators. We need to not just recruit people, but we need to make them part of the family, part of the culture.

“And that's what I am—that's part of what Laurel made me— I am a culture creator. I went into entertainment to share my point of view and to broaden the portrayal of women and people of color on screen. To tell a new story in a novel way, to move a generation forward, to show the humanity of all people.

To eradicate the hatred, racism, sexism, classism, elitism, and nationalism that has been a repeated narrative for far too long.

“We have this term in Hollywood to describe the storyline for the lead, typically male character. It’s called the hero’s journey. Class of 2021 be the hero on your journey and have the drive and the perseverance, the passion and the vision that embodies the role. When you are down—look for a brighter day; when you are up, smile, radiate joy, and penetrate our hearts with your laughter, your love and your respect for others. ”I wish you an incredible journey. Life won't always be happy, but let it have meaning. May I ask that we meet again here, and in the future you inspire us with your story, with your singular gift and if your teachers, your family and I have done it right, with your compassion for the collective. Happy Graduation, Laurel Class of 2021! Go be OUR heroes!” L

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In the final days of each school year we present faculty awards to exceptional teachers. We are so proud of the following superb faculty and the work they do each day with our Laurel girls and young boys. In such an exceptional year of learning during a pandemic, we have added a few new awards to our usual lineup.

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FACULTY AWARDS

'20-'21 FACULTY AWARDS Presented at virtual chapels at the end of the 20-21 academic year.

CLASS OF 1964 INNOVATIVE TEACHING AWARD

This endowment was created on the occasion of the 50th Reunion of the Class of 1964 to award excellence in teaching. It anticipates an award, given annually, to a Laurel teacher or team of teachers to encourage and promote outstanding classroom innovation, leading to new or improved curriculum and/or programs which impact the education and lives of Laurel girls. The Class seeks to award the implementation of creative, mission-driven teaching ideas which will help Laurel girls find their voices and excel in the world.

Abbie Bole, Dan Dvorak, Emily Felderman, Kim Green, Sarah Hollington, Nikki Iselin, Margaret Juergens, Brianna Kingston, Shannon Lukz, Corinne Miller, Christine Totte, Cara Tweed, Kate Webb and Karen Yusko THE SCHOOL@BUTLER TEAM, GRADES 3-5

Late last June the decision was made, the team assembled, and a few weeks later the school community at large was informed of the decision. Both Campuses had a lot of moving parts and people at the height of summer 2020, and come August, the Butler Campus welcomed nearly 80 students and a dozen full-time faculty. The team capitalized on the already strong foundation of Butler-ready curriculum, and they innovated around opportunities afforded by the remarkable Butler Campus. The Grades 3-5 Butler Team received the Class of 1964 Innovation in Teaching Award because they took what they had to work with, they saw the possibilities, and they innovated over the course of the year to grow into the Butler Campus and expand their curricula, incorporating the natural setting into and across the disciplines. AND because they are not done yet! They harnessed what they learned during the 2020-21 school year, and innovated again into the 2021-22 year to create a bigger and bolder School@Butler that emphasizes connections between school and self and the world around us.

TOP ROW (left to right): Abbie Bole, Dan Dvorak, Emily Felderman, Kim Green, Sarah Hollington, Nikki Iselin, Margaret Juergens, BOTTOM ROW (left to right): Brianna Kingston, Shannon Lukz, Corinne Miller, Christine Totte, Cara Tweed, Kate Webb, Karen Yusko

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THE VIRGINIA BEIDLER NEFF ’29 AWARD Edward and Virginia Beidler Neff ’29 established this award to recognize teachers within their first three years of teaching at Laurel who demonstrate excellence and potential in the classroom.

Joe Corsaro

UPPER SCHOOL HISTORY TEACHER, ENTREPRENEURSHIP PROGRAM LEADER Joe Corsaro

Always available, always here and always ready to lend a hand, Joe has had a tremendous impact on the Upper School both in terms of curricular and extra-curricular initiatives. He has developed elective courses in economics and entrepreneurship that have expanded the offerings of the History Department in a meaningful way. These project-based courses have been in high demand since they were introduced.

Kristin Hicks

MIDDLE SCHOOL MATHEMATICS TEACHER In her time at Laurel, Kristin has demonstrated excellence in the mathematics classroom and an unparalleled commitment to all the girls in the Middle School. She has brought innovative pedagogical methods into her classroom and has been a leader in reimagining what a Middle School math classroom should look like.

Kristin Hicks ____________________________

THE BARBARA R. BARNES ENDOWED CHAIR IN SCIENCE AND MATHEMATICS The Barnes Chair, established in honor of former Head of School Barbara R. Barnes, recognizes full-time faculty members who have demonstrated excellence in instruction in science or math.

Carrie Ruhrkraut

MIDDLE SCHOOL MATHEMATICS TEACHER Carrie put her environmental science degree on the back burner during her first eight years at Laurel in the math classroom; she has taught and served on grade-level teams Five through Eight, inspiring confidence in budding mathematicians by helping them confirm what they can do while pushing them to the next level.

Carrie Ruhrkraut

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FACULTY AWARDS

THE BARBARA R. BARNES ENDOWED CHAIR IN SCIENCE AND MATHEMATICS continued...

Taylor Kaar

UPPER SCHOOL SCIENCE DEPARTMENT CHAIR Taylor is a dedicated teacher, advisor, colleague and leader of teachers; as the Science Department Chair, he encourages and facilitates conversations about pedagogy through a variety of media. From Slack channels to group chats, from Twitter to in-person conversations during department meetings, Taylor literally keeps the lines of communication open and ensures that Laurel science teachers and students alike benefit from cutting-edge conversations about teaching and curriculum.

Taylor Kaar ____________________________

THE HOSTETLER CHAIR The first endowed chair established at a girls’ school in the country and made possible by a transformative gift from Hazel Prior Hostetler 1911, the Hostetler Chair recognizes master teachers who generally have taught for at least ten years, who have demonstrated excellence in teaching in the classroom as well as an unusual ability to communicate with students.

Nicole Franks

FORMER KINDERGARTEN TEACHER AND AS OF 21-22, DIRECTOR OF PRE-PRIMARY Nicole has the unique ability to meet children where they are and help each girl to grow to find individual levels of success. She is a kid-whisperer and is the ultimate listener. She is calm and kind and allows everyone around her to feel as if they are the most important person in the world to her. Nicole's students are fortunate to thrive in her care. She is also the ultimate team player, willing to do whatever the school needs her to do and can aptly transition from grade level to grade level or between divisions.

Nicole Franks

Mindy Byrnes

SECOND GRADE TEACHER Dedicated and caring, Mindy worked many hours to transform the many pieces of a solid curriculum into a digital format to facilitate collaboration with colleagues and to form a bridge between in-person and online students. Mindy had at least one online student, and often more, every single day of the 2020-21 school year until mid-April, and she was thoughtful and creative in finding ways to connect with those girls and their families to ensure that they were learning and felt connected to school. The time and effort it takes to prepare lessons and teach online and in-person simultaneously cannot be overstated, but Mindy was tireless in facing this challenge.

Mindy Byrnes

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____________________________

THE MARY FRENCH CONWAY ’46 AWARD FOR TEACHING EXCELLENCE The purpose of the March French Conway Award is to recognize excellence in teaching, both in the classroom and in a demonstration of commitment to the School through participation in non-classroom activities with students.

Erika Globits Erika Globits

PRE-PRIMARY SCHOOL When she began at Laurel School, Erika was a relatively inexperienced teacher. Throughout the years, she has grown into a wise and wonderful educator. Due to the pandemic, Erika went from co-teaching to shepherding her own group of children this year. Trusting in her pedagogical training as well as listening to her genuine caring instincts with regard to early childhood development, her dedication to teaching Preschool children at Laurel shines incredibly bright, now more than ever.

Joel McDaniel

PRIMARY & UPPER SCHOOL MUSIC TEACHER, THEATER TECHNICAL SUPPORT

Joel McDaniel

An accomplished musician and tech theatre czar in the Upper School, this year, Joel joined the Kindergarten-Grade 2 team and had to develop new curricula at all grade levels in response to pandemic protocols. Teaching from a mobile cart without a music room, xylophones, or singing, Joel put together a dynamic program to engage the girls in music appreciation, rhythm development, and musical composition. He developed innovative ways of teaching music outside while utilizing technology, safety protocols and new routines. Joel found a good balance between keeping everyone safe and keeping the classes feeling natural. In addition to teaching at three new grade levels, Joel transformed many of Laurel’s annual performance events into virtual and/or video experiences that were amazing!

Caitlin Moury

MIDDLE SCHOOL ENGLISH AND SOCIAL STUDIES TEACHER Caitlin's genuine investment in her students and in her own professional growth are demonstrable in all she undertakes. Her teaching is studentcentered and innovative. In 2020-21, Caitlin completed her tenth year in the Seventh Grade English classroom; and to mark the milestone, she added Seventh Grade social studies to her repertoire. Training in Facing History and Ourselves plus many years of introducing the Holocaust to young adolescents through Anne Frank are just two ways that Caitlin has demonstrated her on-going commitment to inspiring a lasting social justice orientation in her students.

Caitlin Moury

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FACULTY AWARDS

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STAFF ABOVE & BEYOND AWARD If the pandemic has taught us anything, it is how lucky we are to be supported by remarkable people who work tirelessly on the school’s behalf. In thinking about the dedication of people who are not teachers, we are debuting a new award this year, given to those members of the non-academic staff, who go above and beyond.

Susan Kramer SCHOOL NURSE

Susan Kramer

Unflappable, smart, wise, calm, Susan Kramer has made it her mission to keep COVID-19 as far away from Laurel School as she could manage—she is always a formidable enemy to germs, but never was her vigilance more welcome than when the pandemic began in March of 2020. On countless Zoom meetings, Susan’s clear and direct voice of reason helped us sift through the ever-changing rules and restrictions and helped us balance fear and common sense.

Allison Grant

HUMAN RESOURCES DIRECTOR An advocate for each Laurel employee, a consigliere of sorts, a thought-partner and problem solver, Allison Grant went far above and beyond this year. As a member of the Pandemic Team, she worked with legal counsel all summer long to find the right balance between what employees needed and what the school needed. Her unfailing optimism and cheer frequently helped the leadership team find its equilibrium during this challenging year. It is Allison whose wellsprings of compassion help us always to do right by people at Laurel—offering grace and compassion to those of us in need. L

Allison Grant

"My education at Laurel gave me a firm foundation for the rest of my life."

— Laurel Alumna

"The Butler Campus is a unique and magical experience." — Laurel Parent

Add Your Voice "Laurel is an amazing all-girls school!"

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Highlights

| SUMMER 2021

29

LEGACY FOR LAUREL

JOCELYN WHITE MARTIN ’71 If there was a throughline in the dynamic and full, though too short life, of Jocelyn White Martin ’71, it would be civic engagement. As a student at Laurel, she was active with student government and mugwumps (Laurel’s precursor to today’s Speech and Debate, when students from Laurel and Western Reserve Academy debated topics of the day). Jocelyn graduated from St. Lawrence University with a degree in government and headed to Washington, D.C. She worked for the Congressional Research Service, Library of Congress; held numerous internships in the Senate and the House; and served in the Ronald Reagan administration and in President George H.W. Bush’s transition office. In the 1990s, she founded an environmental and risk communication consulting firm working on over 100 environmental projects across the country before selling the company and eventually returning to the White House as Director of the President’s Commission on White House Fellowships during the first term of the George W. Bush Administration. After leaving the White House in 2005, she served as a consultant to the Ambassador of Qatar on the $100 million Qatar Katrina Fund.

Passionate about civic engagement and public service, Jocelyn served on numerous boards and still found time to volunteer at Walter Reed Army Medical Center with her pet therapy dog, Molly. Widowed shortly before her own untimely passing, Jocelyn was a longtime donor to her Alma Mater, making provisions in her estate plans for a generous bequest.

Those funds will be used to endow The Jocelyn White Martin Capstone Experience. The innovative Capstone program provides committed interested Upper School students with opportunities to approach real-world issues while building meaningful mentor and peer connection and leadership skills. It dovetails perfectly with Jocelyn’s belief that every Laurel girl must use her voice to effect positive change in the world. Thanks to her immense generosity, her throughline will continue at the school she loved.

Membership in Legacy for Laurel is extended to all alumnae, parents, parents of alumnae, faculty and friends who make a provision in their estate plans to benefit the School.

For more information about joining Legacy for Laurel contact Julie Donahue, Director of Alumnae and Communications, at jDonahue@LaurelSchool.org or 216-455-3028.

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