Norwood Magazine - Spring 2024

Head of School

Matthew A. Gould, Ph.D.

Magazine Editor

Leanne M. Gill

2023-2024

Board of Trustees

Josh Spencer, Chair

Matthew Gould, Head of School

Debbie Tang, Vice Chair

Don Koch, Treasurer

Jen Sides, Secretary

Mary Pat Alcus

Tyson Bellamy

Jeff Carswell

Alicia Davis

Eunnice Eun

Gabby Goddard

Lee Anne Jillings ’78

Tolu Lawrence

Amanda Levin

Alex Nephew

Jen Schenker

Nate Tyrrell

Janine Weidow

Bob Weiman ’81

John Woo

Design

Square Spot Design

Printing

Mt. Royal Printing

Cover Photos

James Kegley

Photography

Norwood Faculty & Staff

Norwood Parents

Leanne M. Gill

James Kegley

Our Mission Norwood School’s childcentered program inspires confident, compassionate, independent, and creative thinkers who embrace lifelong learning.

Varsity Summit students enjoy a beautiful view along the C&O Canal Towpath just before conquering the Billy Goat Trail Section A, for a total of 5.35 miles.

As I complete my tenth year at Norwood, I am filled with a profound sense of gratitude, energy, and optimism.

The milestones we have achieved together over these years are testament to the generosity and dedication of our community, as well as an abundant love for Norwood School. They include the development of two strategic plans, the introduction of pre-kindergarten, the completion of a new building, campus renovations and expansion, curriculum enhancements, and significant progress on our diversity, equity, and inclusion initiatives—truly, our collective efforts have propelled Norwood to new heights!

Amidst our accomplishments, however, we have encountered hurdles that have tested our resolve. The COVID-19 pandemic stands out as a formidable challenge that has reshaped the landscape of education. Yet, it is in these challenges that we find the greatest opportunities for growth and learning. The pandemic underscored the value of a growth mindset, the critical need for emotional and social support within the educational framework, and the power of differentiated instructional methods—all lessons that continue to inspire our approach to teaching and learning today.

As educators at Norwood, it is our responsibility to instill in our students the confidence to embrace challenges, to view them not as obstacles but as stepping stones towards personal growth and academic success. At the heart of this endeavor is our commitment to a curriculum that challenges without overwhelming—fostering a joyful school environment where every student feels supported, successful, and known—and equipping children with the tools needed to navigate setbacks, failures, and difficult situations.

Infusing our curriculum with the appropriate level of challenge for each student is complex.

It requires a dedicated team of teachers who are not only passionate about their profession but also possess a deep understanding of their students’ individual needs. At Norwood, teachers undergo robust training in best practices for challenging students academically. We intentionally cultivate a professional environment where insights, strategies, and resources are shared among educators, fostering a collective approach to addressing the diverse needs of our students.

We place great emphasis on keeping abreast of educational trends and research. By continuously expanding their knowledge base and refining their instructional skills, teachers remain at the forefront of innovative pedagogy, ensuring they can effectively challenge and support each student throughout their time at Norwood. Every year, I am impressed with the incredible breadth and depth of our teachers’ professional development endeavors.

Another essential aspect involves providing a tailored curriculum and individualized support to meet the diverse learning needs of our students. Through differentiated instruction, integration of interdisciplinary approaches, incorporation of advanced content, and regular assessment and feedback, we ensure that each child’s strengths and areas for growth are identified and addressed.

Norwood’s emphasis on project-based learning cultivates essential skills such as critical thinking, problem-solving, creativity, and the perseverance needed to push through challenges. Opportunities for hands-on, inquiry-based projects, such as the Contraption Challenge and the Sludge Project, not only engage students but also challenge them to think critically and

apply their knowledge in novel ways. The Stock Market Game and robotics missions on Mars present challenges that spark curiosity and foster intellectual growth, providing avenues for students to explore their interests while honing valuable skills.

Additionally, collaboration and peer learning are integral components of our educational philosophy, promoting a supportive and inclusive community where students learn from and challenge each other through team projects and group discussions. This collaborative spirit encourages students to take ownership of their own learning and contribute meaningfully to the collective knowledge of the community.

In closing, our journey together, marked by both achievements and challenges, serves as an important reminder of the transformative power of a Norwood School education. Our commitment to challenging students intellectually and emotionally has been central to our mission, as it cultivates the skills and mindset necessary for success in an increasingly complex world, while inspiring confident, compassionate, independent, and creative thinkers who embrace lifelong learning.

Yours sincerely,

Matthew A. Gould, Ph.D. Head of School

Celebrating Leadership

years 10 Questions for

A Student-Led Interview with Head of School Matthew Gould

To mark his 10-year anniversary as Norwood’s head of school, a group of middle school students recently sat down with Matthew Gould to ask him about his experiences over the past decade, including the pivotal moments, challenges, and accomplishments that have shaped his tenure. Following are excerpts from the interview. >>>

Alex, Grade 8: What inspired you to become a head of school?

MG: I have been working with children all my life. I started my career as a camp counselor, working at a camp here in Maryland called Valley Mill Camp. I coached soccer, and I worked with five-year-olds. Then I became a director of a camp, and I just loved working in that setting with children. I became a kindergarten teacher and then eventually a head of school. And I love it. I love continuing to have the ability to be with kids every day, but also the ability to have a broader impact on a school community.

Roula, Grade 8: What is your favorite part of the job?

MG: I often joke that the best part of the day for me is between 7:30 and 8:00 every morning when I do handshakes. It really is the highlight because I get to shake your hand and welcome you to school each day. You middle schoolers are always a little bit sleepy, but it really is fun to greet you in the morning. And then, my other favorite part of the job is seeing you in different settings. I get to see you in your classes. I get to see you on the stage. I get to see you on the athletic court or athletic field. I love seeing students doing lots of different activities at school.

Mia, Grade 5: How have you seen Norwood grow and change over the past 10 years?

MG: Mia, I’m so glad that you asked that question because one of the biggest changes that’s happened over the past 10 years is that we added prekindergarten. And I know you were one of our first pre-K students, which was awesome. The most obvious physical change is the new early childhood building. It’s beautiful, and I’m really proud of that. Another big change is that the School’s become much more diverse in all ways over the past 10 years, which has been really exciting to see.

Kevin, Grade 5: Can you share some of your most memorable moments since you’ve been at Norwood?

MG: There have been so many great moments. You know, I just love Norwood. I love coming to work every day. I love spending my time with you all. I think of all the community events that we’ve had, such as the big school community reunion that we’ve held for the past two years, which is so much fun. We also had the opening of the new building when we invited families who’d been associated with the School for decades and decades to come back, which was really cool. But I think, to be honest, my favorite moments aren’t the big ones. They’re the small ones, which would be things like Field Days and seeing kids dressed up in their tutus for Spirit Days—all those little moments where we laugh together and have a good time.

Austin, Grade 6: What have been some of your greatest challenges?

MG: That’s easy. COVID. Definitely. I would say that managing Norwood through the COVID pandemic was really, really challenging. What I believed to be important at the time was to keep school open, but of course, also to keep everybody safe and healthy. By far that was my biggest challenge since I’ve been here, and I’m really proud of how we managed it because we were able to keep Norwood open and keep kids coming to school.

Hannah, Grade 6: What are most proud of?

MG: I’m probably most proud of the teachers. We have great teachers in Norwood, and I feel so lucky to be able to work with them. Being able to hire great teachers and support them, I’m really, really proud of that. I’m also proud of some of the things I mentioned earlier, like the Marriott Early Childhood Building. But, as I think more about this question, I realize that I feel really proud when alumni come back and see us, like when your sister comes back and says hi. Those moments when the alums come back are so great because they’re in high school or they’re in college, and they share with me all that Norwood meant to them. It’s pretty cool to hear from the young adults when they come back to campus.

Malena, Grade 7: What has been your biggest lesson learned during your decade at Norwood?

MG: It takes a village. Teamwork is so important in any job, and teamwork is so important in this job. I couldn’t do this job alone. I need a team around me to do anything important. Austin asked about challenges—the COVID situation took so much teamwork, like how to set up a tent outside for lunch, how to set up classrooms and create small pods, how to set the rules around wearing masks and social distancing, all these things. So, I think my biggest lesson is to build a great team. Rely on your team. Norwood is bigger than any one of us, bigger than me, so make sure that you’re always building a great team around you, because that’s what it takes.

Daniyel, Grade 7: What is your favorite moment from the past 10 years?

MG: Like I said earlier, my favorite times at Norwood are when the community comes together, just enjoying themselves, like on Field Days. I have this image where the kids and I are doing this relay race with the inner tube. It looks so dangerous but so fun. I’ve got some really great pictures of that.

Alex, Grade 8: What are your goals for the next few years?

MG: An obvious goal is that we’re going to build our new playground, and I’m really excited about that. I don’t know if you’ve seen pictures of it, but it’s going to be beautiful. It’s going to feature a giant Blue Hawk that kids can play on and climbing structures that are going to look like a giant bird’s nest. So, I’m really excited about that project because I think it’s going to be great for all students, pre-K through grade eight. I’m also looking forward to not focusing on a building project, but rather focusing on people. I think that supporting teachers is going to be the most important part of my job over the next five years.

Roula, Grade 8: What advice do you have for students who aspire to become leaders in their communities in the future?

MG: I’d say one piece of advice is to be brave, be yourself, and be brave in being yourself. In order to be a leader, you have to have some bravery and some courage, but never try to be something that you’re not. Sometimes it takes courage to be yourself. Perseverance is really important and something I hope we’re teaching you at Norwood. Things are hard, and sometimes you have to try really, really hard—that’s going to be something that throughout your life is going to serve you well. Lastly, be humble. I said it takes a village to be a good leader; you can’t do it alone. It really takes good people all around you. So, be brave, persevere, and be humble.

A video of the full interview is available on Norwood’s Vimeo channel.

Celebrating Leadership Milestones

The following timeline documents some of the remarkable milestones achieved during Matthew Gould’s 10 years at Norwood. From the inception of two strategic plans to the completion of an incredible new building, the past decade has been an exciting and transformative era for our school.

2014

Matthew begins his tenure as Norwood’s fifth head of school.

Before the start of school, the Head’s Office is reimagined with open doors and glass walls, creating a more welcoming and accessible space for all.

2017

New branding elements are introduced, including a new logo and “Be Statements:” Be Joyful, Be Curious, Be Confident, Be Inspired, Be You, and Be Known.

Norwood’s first pre-kindergarten program begins with 16 students and two expert early childhood educators.

A new playground for PK students is added behind Marsh Gym.

A more strategic approach to faculty professional development is established with a focus on four overlapping themes: Diversity and Inclusion, Differentiation, Visible Thinking, and Classroom/Community Culture.

Matthew launches the “Books and Bevs” summer professional development gatherings for faculty and staff.

2016

The Board of Trustees approves a reiterated, shortened, and more memorable mission statement, along with supporting core beliefs.

A new strategic plan, Our Children, Our Purpose, is completed. The new plan focuses on four key priorities: Program, Image, Campus, and Ensuring Our Future.

Norwood completes its 10-year reaccreditation with the Association of Independent Maryland Schools (AIMS).

2015

Matthew introduces a new leadership team structure, as well as the Diversity Leadership Council, both aimed at bringing fresh perspective, energy, and focus to DEI work.

The director of student support services position is elevated to the Leadership Team.

The co-teaching model is adopted in grades K-2, creating greater opportunities for small, differentiated groups.

Norwood’s Portrait of a Graduate is completed and shared with the community.

Growing Leaders of Tomorrow

“At Norwood, we believe it is essential to equip students with the leadership skills and characteristics needed for their future success—not only in high school and college but in their future careers,” said Matthew Gould, head of school. “And a vibrant and supportive PK-8 environment like ours is an ideal place to begin to nurture these attributes.”

In fact, Matthew begins every school year by meeting with eighth graders and fourth graders to affirm the importance of their roles as leaders and set the tone for the year. To the eighth graders, he says, “You’ll be given a lot of privileges this year. We will ask a lot of you. We want you to step up; we want you to be leaders of the School.” To the fourth graders: “It’s a great honor to be the leaders of the Lower School, but it also comes with some responsibilities, and we’re counting on you.”

From classroom jobs to buddy events to clubs and groups like Student Advisory Council, students are expected to take their leadership responsibilities seriously. Along the way, they are supported by a talented faculty and strong PK-8 curriculum designed to plant the early seeds of leadership, specifically in the areas of:

Communication Role-modeling Self-advocacy

While Norwood’s educators use a variety of approaches to nurture these skills and traits there are several standout programs

that exemplify how students are given opportunities to put these vital leadership qualities into practice.

Communication: Chapel Presentations

Leadership requires effective communication, and speaking confidently in public is a key part of this skillset. Starting in pre-kindergarten, Norwood students are provided numerous opportunities to hone their public speaking abilities. By sixth grade, they are ready to independently deliver a complete chapel presentation. This program requires that each sixth grader selects a personally significant topic, prepares both oral and visual presentations, and then presents it in front of a middle school audience. Through this experience, students learn how to structure their thoughts, synthesize information, and articulate their ideas clearly. It also cultivates essential skills such as making eye contact, using gestures effectively, and managing public speaking anxiety. Beyond individual growth, the program fosters a deeper understanding and appreciation of diverse perspectives, as middle school peers actively engage with and respond to the insightful presentations delivered by each sixth grader.

Role-Modeling: The Buddy Program

By pairing older students with younger ones, Norwood’s Buddy Program nurtures a sense of responsibility and mentorship in older

students by encouraging them to serve as role models for their younger buddies. When collaborating with younger students on special projects or service-learning activities, older buddies recognize the importance of role modeling through their actions, words, and behaviors. They understand the significance of demonstrating qualities such as patience, kindness, and responsibility. Norwood eighth graders and alumni often express how they admired their older buddies during their time in the Lower School. Reflecting on this, one alumnus shared, “When I was in kindergarten, my eighth grade buddy was the person I looked up to at school. I wanted to be just like him when I got to Middle School.” Kelly Dickinson, lead eighth grade advisor, noted, “The eighth graders look forward to spending time with their buddies, and their desire to connect with the younger students brings out their best instincts and behavior. They demonstrate patience, kindness, and flexibility, acting as role models and leaders—often without realizing that’s what they’re doing!”

Self-Advocacy: Middle School Learning Lab

As Norwood students transition into Middle School, they begin to take greater ownership of their learning journey. They develop an understanding of their unique learning style and are encouraged to advocate for themselves. A key aspect of this self-advocacy is the expectation that students, rather than parents, communicate with teachers about absences and missed work, or questions they may have about an assignment. “This shift from parental advocacy to personal responsibility is

significant for students. It marks a crucial step in their development,” explained Emily Weiner, director of student support services and middle school learning specialist. Emily oversees the Middle School Learning Lab, a supportive environment where students can access help and resources for their academic challenges. She emphasized that the Learning Lab does more than provide academic tools; it cultivates essential life skills. “By fostering self-advocacy, the Learning Lab prepares students to navigate future academic and personal challenges with confidence and determination.”

Empathy: Life Skills and the Great Kindness Challenge

The ability to understand and connect with others on a personal level is an important trait for effective leadership. At Norwood, empathy is cultivated through teaching children to be mindful and considerate of the feelings and experiences of others. In the Lower School, this is particularly emphasized through the Life Skills program. According to Lower School Counselor Rachelle Bowman, Ph.D., the Life Skills curriculum is based on CASEL 5, the gold standard for social-emotional learning. “Among the five areas of focus—selfawareness, self-management, social awareness, responsible decision-making, and relationship skills—empathy is most directly nurtured through social awareness,” Rachelle explained. A notable initiative in this area is the Great

Kindness Challenge, where empathy takes center stage. Fourth graders spearhead this challenge, developing chapel presentations and videos that underscore the power of kindness. Their efforts also involve promoting acts of kindness, thus creating a ripple effect of empathy and compassion throughout the community.

Teamwork: Radioactive River

Leaders who are skilled in teamwork and cooperation are able to guide a group toward a common goal while also managing conflicts that arise along the way. These skills are encouraged and emphasized in all classes at Norwood but are the specific goals of a dedicated “cooperation” unit within the physical education curriculum. In second grade P.E., for example, students engage in activities like “Radioactive River,” where they practice and hone their teamwork abilities. The class is divided into teams, each equipped with a survival kit that includes items like a hula hoop, jump rope, poly spot floor markers, and a scooter. Adding to the challenge, one team member is blindfolded during the task. As Physical Education Coordinator Laini Bettencourt explained, “The objective is to navigate all team members across the ‘river’ without touching the gym floor.” This exercise encourages children to work collaboratively, value diverse opinions, develop problem-solving skills, and contribute to a collective goal.

Admission Panelists

Middle school students have the opportunity to participate on admission panels with prospective families. As Norwood ambassadors, they take on a role that requires confidence and effective communication.

By answering questions and sharing their experiences, they not only showcase their own growth and achievements but also serve as role models for parents considering Norwood for their children.

This experience fosters selfassurance, public speaking skills, and the ability to connect with others. “Our student panelists really do shine,” shared Alex Ragone, director of admission and enrollment management, “They provide a genuine look into our school community, leaving a lasting positive impression on our prospective families. It’s a testament to their maturity and leadership potential at such a young age.”

Critical Thinking: The Sludge Project

Critical thinking is a crucial skill that empowers leaders to analyze situations, explore alternative avenues, and make informed decisions grounded in evidence and logic. At Norwood, the eighth grade Sludge Project serves as a testament to the practical application of critical thinking. Students use their observational skills to devise strategies and an action plan for isolating unidentified components within a sample of sludge. “As they begin to follow their plan, they run into unexpected situations,” said science teacher Claudia Logan. “They then need to adapt their plan to deal with these situations. In all the years we have done this project, the first plan never works out, but, as we tell the students, that’s okay! It’s all about having a place to start, being flexible, and using critical thinking skills throughout the process.” By the time each eighth grader reaches the end of the project, they will have successfully separated pure substances from the sludge and substantiated their identifications through rigorous testing of characteristic properties. Throughout the journey, they collect a wealth of data, enabling them to justify their conclusions with confidence.

John F. Kennedy once said. This statement rings true in the classrooms of Norwood School, where the seeds of leadership are sown early in a child’s educational journey. By investing in the development of leadership skills from an early age, we are not just educating children; we are preparing them to lead and inspire future generations.

Resilience: Robotics Challenge

Resilient leaders are able to inspire and motivate their teams, build strong relationships, and adapt to changing circumstances. They embrace a growth mindset, viewing challenge and failure as opportunities for growth and learning. Resilience plays a pivotal role in the fifth grade Robotics Challenge, where students are tasked with building and programming a robot to navigate a complex set of instructions. Throughout the challenge, fifth graders confront the intricacies of debugging code, troubleshooting mechanical issues, and refining their robots’ functionality. They come to understand that failures are not roadblocks but rather an essential part of the learning process. “The vast majority of the project is trial and error,” remarked science teacher Karen Saxe. “Students quickly grasp that errors and setbacks aren’t something to be stressed out about—they’re simply part of the process and ultimately pave the way for success.”

GLOW: Growing Leaders of Our World

GLOW is an after-school club open to all fifth and sixth graders interested in exploring leadership and developing their own leadership skills. Activities are designed to prompt students to reflect on attributes that define an effective leader while thinking about their own leadership potential. Each club session features an activity—individual or team-building—followed by a debrief led by club advisors Tara Reilly and Chris Giles.

“I have witnessed firsthand how GLOW experiences empower young middle schoolers to blossom into confident and compassionate young leaders.”

-TARA

Our Community in Action

Putting Norwood on the Map!

KINDERGARTEN COMMUNITY MAPPING PROJECT

If you want to know anything about the physical spaces at Norwood School, talk to a kindergartner. After completing the Community Mapping Project, they are experts on the classrooms and other spaces used by the lower school community, as well as the people who work in them.

The project kicked off with students forming teams, promoting teamwork and collaboration right from the outset. Each team was tasked with researching a specific classroom and teacher or staff member in the Lower School. Armed with clipboards and fueled by curiosity, the research teams set out to complete their fieldwork.

Observation played a key role in the project. Kindergartners took an exceptionally close look at their school environment, meticulously noting the little details that often go unnoticed. From the artwork on the walls to the cozy reading nooks tucked away in corners, their observations were documented and sketched in project notebooks.

The next step was for each team to design and build a dioramic replica of their assigned space, showcasing their keen attention to detail. The Steuart Building diorama, for example, includes intricate details such as Mrs. Burr’s desk (complete with her pencil holder), the curved staircase, and the pre-kindergarten art gallery on the wall. Mr. Risen’s office features his trusty whiteboard, his couch (with pillows), and the many books throughout the space. The Marsh Gym diorama boasts an incredible wood floor, basketballs, climbing wall, exercise mats stacked in a corner, and even the colorful wall mural. Utilizing an impressive variety of materials, the kindergartners completed 15 highly detailed models of our school spaces.

In addition to field research, the students donned their journalist hats to interview the faculty and staff members who work in these spaces. They then created colorful posters that showcased and celebrated each employee. The posters stand as a beautiful visual testament to a vibrant lower school community filled with

friendly faces and a diverse array of interests, talents, and backgrounds.

After completing their dioramas and posters, the finished products were proudly displayed in the Schattner Commons for two open houses: one for parents and another for eighth grade buddies. Project teams confidently presented their dioramas and posters, enthusiastically answering questions about this signature Norwood kindergarten project.

The Community Mapping Project not only nurtured the students’ curiosity and creativity but also fostered a deeper connection with their school environment and the individuals who shape their educational journey. It taught the value of teamwork, observation, and the power of storytelling, and will undoubtedly leave a last impression— reminding them that learning is an adventure, and it’s the community that makes that adventure truly special.

I am Because We Are

DIVERSITY LEADERSHIP COUNCIL LAUNCHES SHARED READING INITIATIVE: “UBUNTU BOOKS”

Some people turn to Oprah’s Book Club, Good Reads, or the New York Times Best Sellers list for book recommendations. At Norwood, we have the Diversity Leadership Council’s “Ubuntu Books” program, a new reading initiative that refers to the ancient sub-Saharan African philosophy defined by the belief that each person’s humanity is inextricably linked with that of others. As Archbishop Desmond Tutu explained, “Ubuntu speaks particularly about the fact that you can’t exist as a human being in isolation. It speaks about our interconnectedness.”

According to Director of Diversity, Equity, and Community Billy Vargas, Norwood’s new Ubuntu Books program was created to

cultivate a collective reflection on themes around identity, diversity, and our shared sense of humanity. “The basic idea is for students, faculty, and staff to read and discuss the same book each month,” Billy explained. “And through these shared experiences, we will come to better understand each other and what it means to be part of our Norwood community.”

The program kicked off in January with the book My Oh My, I Can’t Wait to Eat This Pie, written by newly minted author and former Norwood faculty member Brittany Young, along with her mother, Chef Shavown Cox. This book, the first in a series, explores the significance of African American heritage through cultural foodways. Additional titles on Norwood’s Ubuntu book

list include A Different Pond by Bao Phi, Julian Is a Mermaid by Jessica Love, Saturday at the Food Pantry by Diane O’Neill, and We Are Water Protectors by Carole Lindstrom.

The Ubuntu Books program stands as a testament to Norwood’s commitment to fostering an inclusive and diverse community. By engaging in shared literary experiences, participants not only gain insights into various cultures and identities but also contribute to a broader dialogue about humanity that embodies the true spirit of Ubuntu: “I am because we are.”

Making Magic for Norwood

Who can take a sunrise, sprinkle it with dew, cover it with chocolate and a miracle or two? And not only that, raise significant funds for faculty professional development and student financial aid. The Norwood community can, that’s who!

On Saturday, February 10, 2024, parents, faculty, and staff gathered at District Winery in downtown D.C. to enjoy a festive Willy Wonka-theme evening filled with magical delights. The live auction was certainly a highlight with energetic (and generous) bidding on fantastical items like premium tickets to see Taylor Swift’s Eras Tour in New Orleans; a week-long stay in pure enchantment at the incredible Infinity Villa at The Tryall Club in Montego Bay, Jamaica; an at-home dinner party for up to 10 deliciously prepared by Chef Bobby Ingle; a coveted bottle of Pappy Van Winkle’s 23 Year Bourbon Whiskey (better than chocolate!);

a Washington Commanders game-day experience; and the chance for one lucky student to serve as head of school for a morning. Partygoers also raised their paddles for professional development and financial aid, adding a little extra sugar (and donations) to this special event.

Special thanks go to event co-chairs Julia Feinstein and Ellen Spiegel, as well as to our very own candy man, Max Nolin, middle school dean, who stepped in as emcee extraordinaire.

“We are so grateful to everyone who supported this important event for our school,” said Matthew Gould. “Not only did it raise nearly $200,000 for financial aid and professional development, but it was also a wonderful celebration of our special community and beloved school.”

2024 Sponsors

Cerity Partners

Fulton Bank

Whiting-Turner

Lindsay Lucas Realtor

Thomson & Cooke Architects

The Orthodontic Studio at Chevy Chase

Chevy Chase Pediatric Dentistry

Campion-Hruby Landscape Architects

Brit-Am Soccer Academy

ITP Innovative Technologies In Print

Plastic Palmtree

Rayne Event Technology and Lounge Décor

A Night for Norwood Committee

Julia Feinstein, Chair

Ellen Spiegel, Chair

Sondra Fein

Gabby Goddard

Shyla Pivovar

Randi Rosenberg

Vanessa Sweeney

IN THE OUTDOOR CLASSROOM

Beyond Our Walls, Across Our Fields, Within Our Woods

Expanding Outdoor Education to Enrich Learning and Instill Environmental Stewardship

Since relocating to the River Road location in January of 1972, Norwood has fully embraced the natural splendor of its campus—featuring wooded areas teeming with diverse flora and fauna, open fields perfect for playing and running, and a serene pond adorned with aquatic plants and home to fish, frogs, turtles, insects, and birds. In recent years, these expansive outdoor spaces have evolved into an integral aspect of our child-centered learning environment, seamlessly extending the rich educational experiences provided within our classrooms. This synergy is especially evident in our science curriculum, which frequently utilizes Norwood’s sprawling 40-acre campus as an outdoor classroom setting.

“The third priority of our current strategic plan calls for leveraging our expansive campus as an outdoor classroom and learning lab to further elevate Norwood as a regional leader in environmental education,” explained Matthew Gould, head of school. “Most recently, our science department has been focused on integrating environmental stewardship more deeply into our students’ learning experience, which means we’re using our outdoor spaces more than ever.”

In first grade, for example, students spend a lot of time outdoors enjoying nature walks, identifying trees, observing birds, and learning about bees. During their bird unit, they study bird characteristics, behavior, and food sources. They even tap into the expertise of middle school math teacher and birder extraordinaire, Stan Smith, who teaches them about the most common bird species on campus and helps them hone their classification and graphing skills. “First grade ornithologists can tell you that the most populous bird at Norwood in the fall is the chimney swift,” shared science teacher Taylor Small. “Of course, they’re always on the hunt for that elusive Blue Hawk!”

During guided nature walks, first graders learn about the importance of the native plants and tree types at Norwood and how they support the environment and our local wildlife. Through the tree identification project in the fall, they conducted a three-phase survey over a four-week period. Survey results traced the color of fall leaves—from “green” in the first survey, “yellow/orange” in the second survey, and “brown” in the final survey. Plant botany is explored during the flower dissection lab, where first graders examine up close a variety of flowers found on campus and begin to understand pollination and the essential role it plays in our world—the perfect transition into their unit on bees.

In second grade, students are immersed in an ecology unit that encompasses the entire campus—from the eastern woodland to the marsh wetland. Equipped with sketchbooks, they observe and draw the same scene during different seasons, noting how the landscape changes and reflecting on why these changes occur. They explore the woods, looking for fallen logs that provide shelter and food for many plants and animals. What survives on a decomposing log? Why can life survive on a rotting log?

Second graders are full of questions as they experience nature’s beauty. Lower school science teacher Chris Ward reports that one of the best aspects of the ecology curriculum is the requirement that students slow down. “We all have busy schedules these days—especially children—but during science class, students must take their time as they observe the different habitats in our sensory-rich environment,” Chris shares. “They really do have to slow down and smell the roses, so to speak!”

Hands-on learning experiences are a key component of outdoor education. After spending time around Hyde Pond and learning about watersheds, second graders created a model watershed in the Steuart

Courtyard. By observing how surface water flow is determined by the shape of the land, they used aluminum foil to replicate our campus topography. They then poured water over the foil to observe how the watershed directed the water’s flow, pondering questions like, how do pollution, litter, soil erosion, and other factors affect the water and land downstream? “They begin to see and understand the connections to the bigger world,” said Chris, “which becomes even more apparent during their field trip to the Chesapeake Bay.”

Moving into Middle School, sixth graders engage in a BioBlitz, exploring the various facets of our campus ecosystem—from the forest to the pond. Armed with notebooks and the smartphone app iNaturalist, students documented a multitude of plant and animal species (128 in total!) while realizing the interconnectedness of the environment. This hands-on, minds-on, multisensory experience not only deepens their understanding of ecology but also instills an enduring interest in environmental science and conservation, emphasizing the role humans play in preserving biodiversity and nurturing a sense of responsibility among the next generation of environmental stewards.

These are just a few examples of how the Norwood campus serves as an outdoor classroom, creating a more dynamic and fulfilling educational experience for our students. “Our environmental science curriculum and outdoor spaces offer a vast array of inquiry-based and discovery-focused learning opportunities for students in all grades,” remarked Matthew. “It’s apparent that outdoor education enhances student engagement, fuels motivation, and sparks curiosity and wonder—and most importantly, it teaches them to be responsible stewards of the natural world around them.”

Campus News: How You Lead Your Life Matters

Third Graders Spread Joy at a Local Senior Living Community

In February, third graders enjoyed a memorable visit to Moderna Reserve, a senior living community in Kensington, where they read books, played games, enjoyed conversation and, the best part, delivered the beautiful Valentine’s Day cards they crafted back at Norwood. According to third grade teacher Esther Stanton, the visit was a terrific way for students to witness firsthand the profound impact of a simple and kind gesture. “The third graders really stepped up and were leaders,” said Esther. “They showed patience, kindness, and enthusiasm as they interacted with the seniors. The whole experience was a great reminder of the power of empathy, connection, and community.”

Fifth Graders’ Heartfelt Acts of Service

February is the month to show people how much you care about them, so it was the perfect time for fifth graders to focus on two servicelearning projects.

They made blankets for Comfort Cases, a nonprofit organization dedicated to bringing dignity and hope to children in foster care. Fifth graders learned that on any given day, there are approximately 437,500 children in foster care in the U.S. Many of these children are removed from their homes with little more than the clothes on their backs. If they do have any personal belongings, they are given a trash bag in which to carry them. Comfort Cases makes sure that children entering the foster care system have special backpacks filled with personal care and comfort items like new pajamas, a new warm blanket, and a new stuffed animal to hug. Fifth graders made and delivered over 30 cozy blankets to Comfort Cases.

In addition, they dedicated their Valentine’s Day party to making cards for children staying at The Children’s Inn at NIH, a nonprofit that provides a “place like home” and a wide range of programs to children, teens, and young adults with rare and serious diseases while being diagnosed and treated at NIH.

The fifth graders’ commitment to service showcases their empathy and compassion for others. Through their efforts in making blankets for children entering the foster care system and cards for children at The Children’s Inn, they not only

demonstrated kindness but an understanding that how they lead their lives matters.

Sixth Graders Make a Difference through The Jared Box Project

In a heartfelt display of compassion, Norwood sixth graders partnered with The Jared Box Project to bring joy and comfort to young patients in emergency rooms, hospital rooms, surgical centers, and clinics. The Jared Box Project was started in 2001 by a group of children in State College, Pennsylvania, to honor their classmate and friend, Jared, who courageously battled cancer. Since then, more than one million Jared Boxes have been delivered to over 500 hospitals across the United States. Sixth graders completed nearly 30 boxes and are proud to be part of this important mission to give the “gift of play” to children in the hospital.

SWEET SUCCESS!

7th and 8th Graders Lead Community-Wide Service Initiative for “Treats for Troops”

Did you find yourself with an excess of candy after Halloween last fall? Perhaps the little (or big) trick-or treaters in your house returned with a particularly large haul. Fortunately for Norwood families, a group of seventh and eighth graders offered an ideal solution for surplus sweets.

Partnering with Soldiers’ Angels, these students encouraged Norwood families to donate their extra

Halloween candy to the “Treats for Troops” project, an initiative aimed at collecting candy for various military and veterans’ organizations. Leading up to Halloween, the students effectively spread the word by creating and displaying colorful posters throughout the School.

“The enthusiasm and commitment of our students in supporting this cause was truly inspiring,” shared middle school teacher Susan Boyd, who served as advisor on the project. “It was heartwarming to see how the small act of donating candy can bring joy and make a significant impact.”

Thanks to the overwhelming generosity of the Norwood community, the “Treats for Troops” service project successfully collected nearly 500 pounds of candy! Half of this confection collection was personally delivered to the USO Warrior and Family Center in Bethesda, while the other half was shipped to the Fayetteville VA Medical Center in North Carolina.

A sweet success all around!

1 Seventh graders delivered approximately 250 pounds of candy to the USO Warrior and Family Center in Bethesda. 2 Sixth graders pack and decorate boxes for donation to The Jared Box Project. 3 A third grader solves a word puzzle with the help of a resident of Moderna Reserve, a local senior living community. 4 A fifth grader creates a special Valentine’s Day card for a child staying at The Children’s Inn at NIH.

Norwood’s Model U.N. Team Excels at the 28th Annual GWCIA

On December 2, 2023, Norwood’s Model U.N. team attended the Greater Washington Conference on International Affairs (GWCIA) held at George Washington University. Now in its 28th year, GWCIA offers a unique and invaluable learning experience by simulating research, debate, and collaboration on some of the most intricate international issues from both the past and present.

The Norwood team, under the guidance of advisors Kelly Dickinson and Risa Seidman, achieved notable success at the conference, earning two awards. An eighth grader received a Verbal Commendation for his exceptional performance as Brad Stephens in the NBA Contractual Bargaining Committee. Additionally, another eighth grader received the prestigious Best Delegate Award for his outstanding representation of Lithuania in the Arctic Council.

Another Successful Season for Norwood Robotics

Norwood Robotics kicked off the 2024 robotics season with resounding success, taking part in a string of tournaments sponsored by FIRST LEGO League Challenge. This community is dedicated to fostering STEM skills and creativity through a series of friendly competitions. An estimated 86,700 students, spread across nearly 3,500 teams, are expected to compete in this year’s program.

Teamwork

Congratulations to Norwood’s three robotics teams (the Blue Hawks, the White Hawks, and the Green Hawks) on the following accomplishments:

ROBOT DESIGN – 1ST PLACE

FIRST LEGO League Qualifier

Norwood Green Hawks

Awarded to the team that demonstrates outstanding programming principles and solid engineering practices to develop robots that are mechanically sound, durable, efficient, and highly capable of performing challenge missions.

CORE VALUES – 2ND PLACE

FIRST LEGO League Qualifier and Maryland State Tournament Qualifier

Norwood White Hawks

Awarded to the team that displays extraordinary enthusiasm, respect for each other and other teams, and team spirit. In addition to winning second place for Core Values, the team qualified for the State Tournament at the University of Maryland, Baltimore, for the third consecutive year!

ROBOT PERFORMANCE –2ND PLACE

FIRST LEGO League Qualifier

Norwood Blue Hawks

This award celebrates the teams that score the most points during the Robot Game, where teams have a chance to compete in at least three 2.5-minute challenges.

Thank you to our robotics coaches: Juan Ramirez, Jose Melendez, Arya Shafie, and Casey Kunkel!

5 Members of the middle school Model U.N. team are ready to use their research, writing, and public speaking skills at the Greater Washington Conference on International Affairs held at George Washington University on December 2, 2023. 6 The Blue Hawks Robotics team placed second in the Robot Performance category at the FIRST LEGO League regional qualifier.

From

The Board

Room To The Science Lab

Who says serving on a board of trustees is all work and no play?

That’s certainly not the case at Norwood where board members enjoyed the opportunity to immerse themselves in a fun hands-on learning experience in the eighth grade science lab.

Guided by science teacher Claudia Logan, board members worked in pairs to conduct an experiment focused on testing the properties of pure elements such as Carbon, Zinc, Magnesium, Silicon, and Sulfur. They observed the color and luster of the samples, tested magnetism and conductivity, and even ventured into experimenting with the reaction of these elements when introduced to hydrochloric acid. Utilizing their data, board members then grouped the elements based on similarities and differences, much like the early chemists who laid the groundwork for the periodic table.

“In eighth grade science, we use this lab to introduce the periodic table,” explained Claudia. “Students use their data, along with data provided by me, to replicate Mendeleev’s process of constructing the periodic table of elements. This inquiry-based approach

enables students to understand the periodic table as a representation of elements organized according to their shared characteristics, revealing numerous recurring patterns.”

Through this experience, trustees gained a deeper understanding into Norwood’s “hands-on, minds-on” approach to science education. Who knows, perhaps they are now prepared to tackle the eighth-grade history research paper during a future meeting!

2024 Henderson and Hudnut Grant Recipients

A commitment to lifelong learning is just one of the hallmarks of an exceptional Norwood faculty. For nearly 40 years, two important endowment funds—the Welles and Lucia Henderson Fund and the Thomas Hudnut Fund—have provided support for exciting, rejuvenating, and inspiring faculty learning experiences outside the School’s normal professional development program. Congratulations to this year’s Henderson and Hudnut recipients, who will use their grants to visit exciting places around the globe to deepen knowledge or simply to restore, renew, and gain inspiration.

HENDERSON GRANTS

The Welles and Lucia Henderson Fund was established in the early 1980s to support proposals that will

Trustees & Faculty

have a broad impact on student learning by enhancing and enriching existing curricula or initiating new curricular programs.

Jack McCune

Sixth Grade Teacher

Travel to San Francisco and the Pacific Northwest to study landforms to enhance the sixth-grade social studies curriculum.

Karen Saxe

Science Teacher

Travel to Northern Italy to explore some of the history and foundational discoveries that ground her science program.

Imalka Senadhira

Fifth Grade Teacher

Travel to Singapore to observe methods of teaching math at two different schools.

HUDNUT GRANTS

The Thomas Hudnut Fund, also established in the early 1980s, supports faculty enrichment and renewal above and beyond normal professional development activities.

Kirby Mahoney

Fifth Grade Teacher

Travel to Spain and Portugal

Janet McDermott

English Teacher and Seventh Grade Advisor

Travel to Germany

Emily Salgueiro

Lower School Spanish Teacher

Travel to Costa Rica

Mitch Weisbrot

Athletic Director and P.E. Teacher

Travel to Mexico

Something’s cooking in the kitchen!

Norwood teachers aren’t just masters in the classroom; they’re maestros in the kitchen as well. Several times a year, the Office of Diversity, Equity, and Community hosts a “Dinner and Dialogue” event for a group of faculty and staff members. The catch? They have to make their own dinner!

During the gathering in February, fourth grade teachers Hannah Ingram and Virginia Murphy served as head chefs, orchestrating a gourmet pizza cooking experience that filled the kitchen with laughter and camaraderie. After all the hard work of slicing and dicing, the group enjoyed their meal while engaging in an open conversation about diversity-related topics. This unique blend of cooking and meaningful dialogue not only strengthens connections within our community but enriches our gatherings, in and outside of the kitchen!

Campus News: New & Cool

COMING SOON!

Norwood’s First Podcast: Beyond the Nest

The Norwood community is invited to tune in to the School’s inaugural podcast, Beyond the Nest. The first season showcases compelling stories and experiences of Norwood alumni. It’s an opportunity to hear about the diverse paths our graduates have taken, the challenges and triumphs they have encountered since leaving The Nest, and some special memories from their time at Norwood. Each episode is hosted by Head of School Matthew Gould.

The first episode, featuring Kristin Pfeiffer ’00, a member of Norwood’s very first graduating eighth-grade class, will premiere in September, followed by an episode with Charles Franklin ’06. Keep an eye out for further updates and details!

If you are interested in being featured on the podcast or know someone who would be, please contact Alex Ragone at aragone@norwoodschool.org

A Celestial Spectacle

It’s not every day that daytime turns into night, so when such a rare event occurs, it deserves a grand celebration—and that’s exactly what we did on Monday, April 8, 2024, when a total solar eclipse crossed North American, passing over Mexico, the United States (from Texas to Maine), and Canada.

The anticipation had been building throughout the day as our school community eagerly tracked the path of the eclipse. Finally, the moment arrived, and we gathered outside, equipped with protective eclipse glasses courtesy of the Science Department. With these specialized glasses, we could safely look up to witness the moon moving across the face of the sun, an event occurring for just the second time in the past seven years.

Students were over the moon with excitement to learn that our eclipse celebration included a special and very fitting treat—Moon Pies!

1 Norwood’s first podcast guest, Kristin Pfeiffer ’00, reflects on the profound impact Norwood has had on her life while conversing with Head of School Matthew Gould. 2 Captivated by the celestial spectacle, two fourth graders share the awe of the solar eclipse.

The Crossroads and the Clearing

This year’s fall play, The Crossroads and the Clearing, transported audience members from their seats in the Murray Arts Building to the heart of the woods. In this enchanting setting, a group of teens embarked on a journey of self-discovery, exploring the complexities of life, and gaining valuable insights along the way.

Written by Jennifer Reif, the vignettestyle play featured 16 different scenes showcasing the talents of 11 seventh and eighth graders. Behind the scenes, 13 dedicated crew members deftly handled stage management, lights, sound, and props. While the play incorporated many whimsical and comedic moments, it also delved into profound themes, including resilience during difficult times, coping with loss, the significance of adaptability and teamwork, and the enduring strength of the human spirit.

Middle School Drama Teacher

Stephen Crisp emphasized that the forest itself played a pivotal role in the narrative, serving as both a symbol of the majestic beauty of nature and the capriciousness of the wild. Stephen remarked, “The forest is full of wonder, but it also symbolizes the fragility of our planet. It serves as a poignant reminder that our actions can impact the world around us, underscoring the collective responsibility we share for the care and conservation of our natural surroundings.”

The play enjoyed resounding success with three stellar performances on November 16, 17, and 18. Stephen expressed his pride in the young “campers,” noting that their journey resonated with audience members, inspiring them to cherish loved ones and embrace the unpredictable nature of life. He also extended his heartfelt gratitude to Tech Director Kirby Mahoney and Backstage Manager Karen Harvey, who helped keep the cast and crew on “the right trail” throughout their adventures and misadventures.

Being a good steward of nature means leaving no trace behind; however, this year’s fall play leaves a lasting legacy in the form of invaluable life lessons for its audience members.

Congratulations to the cast and crew! UP NEXT!

Arts

Seussical Jr. May 2-4, 2024

Combining Trust, Teamwork, and Compassion

What are the chances that two Blue Hawks from different Norwood eras would land as professionals working in the same medical practice? That’s exactly what happened to Clay Ackerly ’91 and Sam Stadnik ’08 when Sam came to work as the director of operations at the new Ackerly McBride Medical Group in Spring Valley, co-founded by Clay, a board-certified internist and primary care physician. They soon discovered they shared a common stop along their educational journeys!

Dr. Clay Ackerly ’91 (right) and Sam Stadnik ’08 (center) are joined by co-founder of the Ackerly McBridge Medical Group, Dr. Lucy McBride.

Following their Norwood days, Clay attended St. Albans School and Harvard College before obtaining a master’s degree in health policy from the London School of Economics and his medical degree from Duke University. Meanwhile, Sam’s journey led her through Walter Johnson High School and Santa Clara University, culminating in a master’s degree from the Tulane University School of Public Health and Tropical Medicine. Today, they are proud members of a small team working to provide a high quality, patient-centered primary care experience.

What is the vision behind your medical practice, and how does it differentiate from others?

CLAY: The vision behind the Ackerly McBride Group is to help patients live longer and better by providing the very best primary care experience possible. Our practice is in a fortunate position to be able to invest the time and energy necessary to truly treat the whole patient. We combine the latest evidence-based practices with a customer service mindset and a deep understanding of each of our patients’ unique medical needs.

SAM: Our practice is different from others in how we approach treating our patients holistically. We believe in evidence-based, patient-centered primary care; the power of the patientdoctor relationship; the importance of trust, teamwork, and compassion; and treating the whole patient. Also, Dr. Ackerly and our other providers do an exceptional job of listening to patients and meeting them where they’re at in their health journey.

What are some of the day-today challenges?

CLAY: We are very fortunate to have a great team—from my amazing co-founder Dr. Lucy McBride to our wonderful administrative staff and, of course, rockstar Sam, who is both whip smart and dedicated to our vision. We wouldn’t be where we are without her. We experience the same headaches that any small business might; however, the things that keep me up at night are the ongoing medical challenges that our patients

face and how we need to continue to work smarter and better to serve our patients’ short- and long-term health needs. It’s almost a cliche at this point to mention the pandemic, but the echoes/scars of it remain for my patients and the healthcare system at large. It is our responsibility to help our patients manage everything from lingering anxiety to trying to get access to other providers (many of whom have burned out and left medicine altogether).

SAM: Navigating the delicate balance between ensuring top-notch patient care and tackling unforeseen challenges. Take, for instance, the recent upheaval caused by a data migration glitch. It threw our small business health insurance into disarray, proving a significant administrative headache. Our main priority remains exceeding patient needs, yet we must adeptly juggle this with the routine demands of managing a small business.

What

is the most rewarding aspect of your

job?

CLAY: Medicine is a team-based sport, and I love being a member of my patients’ own health team. Practicing high-quality primary care allows for deep relationships with patients and families that can be incredibly stressful when times are rough, but also rewarding when we can get through those times together.

SAM: I love creating a place where people enjoy spending time—both for our patients and our employees. I love it when patients come in and are

just so relieved to have an easy and enjoyable experience with a medical facility. Our patients really appreciate our open communication and respect.

Are there any experiences or lessons from your Norwood days that have been particularly valuable in your professional life?

CLAY: My time at Norwood was formative. I loved my teachers and friends. I even married a girl from my class! Yes, Lucia “Lulu” Henderson and I met in second grade. While I transitioned to St. Albans School in fourth grade, my younger brother (Will Ackerly ‘93) graduated in sixth grade, and we have always been huge Norwood fans and grateful for our time there.

SAM: Too many things! The quality education, the exposure to different elements of science, technology, and art. At Norwood, I also learned the value of hard work and that I could be a multifaceted person who excelled at many things.

Do you have a favorite Norwood memory?

CLAY: Being in class with Mr. Fuller and Mrs. Davis—there are too many great memories from those classes to just pick one.

SAM: Out of the many fond memories, one vivid memory etched in my mind is the third grade trip to Williamsburg. There was an unexpected rainstorm that trapped us on the bus longer than expected, allowing us to forge bonds as we weathered the storm together.

What advice would you give our current eighth graders as they complete their time at Norwood?

CLAY: The skills that you have learned will leave you well-equipped to take on whatever comes next for you. But, more important, look around you. Your classmates will be some of the closest relationships you’ll have for your life. Whether you are going to the same schools or not or whether you stay in touch now or not, your time at Norwood will give you a common foundation of understanding that will feed those friendships for a lifetime. Heck, you might even get married to one of your classmates!

SAM: Your Norwood memories will stay with you forever. You’re learning invaluable skills and habits that will serve you well throughout your life.

Is there anything you share in common that you think might be a result of your Norwood education?

CLAY: A passion for lifelong learning.

SAM: A passion for lifelong learning.

Where can we find you when you’re not in the office?

CLAY: Spending time with my family (Lulu, our two young boys, our black lab, and three guppy fish).

SAM: Spending time with friends and family exploring all that Colorado has to offer—hiking, skiing, and golfing to name a few!

From Past to Present: Celebrating the Enduring Legacy of the Norwood Community!

On Thursday, March 14, 2024, Norwood hosted the second All-Community Reunion in the Marriott Early Childhood Building, bringing together alumni, past parents, current and former trustees, and current and former faculty/ staff for a wonderful evening of reconnecting and reminiscing.

1 Susan Stadnik P’04, ’06, ’08 (former staff), Susie Rosenbaum (former head of middle school). 2 Karen Portik P’17, ’20, Elizabeth Corney P’20, Nicholas Neal ’20, Teddy Eynon P’20. 3 Armistead Webster P’04, ’06 (former head of lower school), Jay Hammer P’06 (former trustee). 4 Charles Franklin ’06, Jan Molnar (former faculty), Quanti Davis (former faculty), Jay Briar (former faculty). 5 Starr Kopper GP’03 (former faculty), Sonja Mitchell P’00. 6 Craig Primis P’14, ’16, ’19, Tara Primis P’14, ’16, ’19 (former trustee), Jenn Lustbader P’18, ’21 (former board chair), Mike Lustbader P’18, ’21. 7

Jeff Spigel P’16, ’19 (former trustee), Chrissy Spigel P’16, ’19. 8 Lizey Korengold Bernstorf ’04, Stephen Bernstorf, Mike Risen P’23, ’26 (associate head of school and head of lower school), Martha Dippell P’01, ’04, ’06, ’10 (former trustee), Danny Korengold P’01, ’04, ’06, ’10 (former board chair). 9 Steve Bradbury P’08, ’10, ’13, Hilde Kahn P’08, ’10, ’13 (former trustee), Stan Smith (faculty). 10 From the Class of 2023: Alp Ozbay, Naman Gupta, Charlie Best, Will Cormier, Kian Esfandiary. 11 Mary Jane Leitch P’70, ’73, ’79, GP’11, Peggy Mochwart Holland ’73, P’11. 12 Kate Sanford ’00, Susan Sanford P’86, ’91, ’96, ’00, John Currie ’86 (former faculty). 13 McKenna Carswell ’22 and Jeff Carswell P’22, ’33 (trustee). 14 Grace Tung ’12, Elena Lostoski ’12, Christy Sheridan Betts P’92, GP’31. 15 Caroline Schwartz ’08, Annette Matzner (faculty), Faye Loghman-Adham ’08. 16 Craig Hollander P’05, ’07, ’10 (faculty), Betsy Turley ’71, P’06, ’09, ’14 (former trustee), Jay Roudebush (former faculty). 17 Wendy Merriman (former faculty), Isabel Gonzalez ’87, Jocelyn Powers ’87, Fritz Finley ’87. 18 Ellen Rosenthal P’86, GP’17, Liz Harrison (former faculty), Roy Rosenthal P’86, GP’17.

Don’t miss the next event!

If you didn’t receive an invitation to the All-Community Reunion, either by email or U.S. Postal Service, please make sure the Development Office has your current contact information.

Contact Katherine Kline with your update: kkline@norwoodschool.org

Class Notes

1960

Scott Watson reports that he continues to enjoy semiretirement as a lighting-design consultant. Scott’s son, Mac Watson ’96, and his wife, Whitney, welcomed a little boy, Wesley M. Watson, on February 6, 2024. This marks Scott’s fifth grandchild. Mac and Whitney also have a daughter, Stella (9). Scott’s daughter, Carolyn Watson Flood ’93, has three children, the youngest of whom is currently in ninth grade at Garrison Forest School, located outside Baltimore.

1971

Eliza Peter and Susie Middleton recently enjoyed time together to celebrate 60 years of friendship!

1978

Janie Haynes lives in Chevy Chase, Maryland, and is a real estate agent with Compass. She is the proud mother of two Norwood alumni, Rhys Steuart ’10 and Brendan Steuart ’13

1980

Margie McCeney resides in Laurel, Maryland, where she serves as chair of the city’s Historic District Commission. She is actively engaged with the Laurel Historical Society and also provides care for her mother. During the holiday season, she came across some Norwood ornaments on her mother’s tree. This brought back memories of sitting around tablecloths on the gym floor for the Christmas party. Margie recalls that Jeannette (Net) Owen Roegge’s mother, Louise Owen, was involved in creating these cherished ornaments.

1992

Anne Nicolaysen Bubb serves as the U.S. marketing lead, maternal health at Organon, a global healthcare company with therapies and products in

women’s health, biosimilars, and established medicines across a wide array of conditions and diseases. She lives in Swarthmore, Pennsylvania, with her family. While in town for business recently, she enjoyed catching up with her sister, Julie Nicolaysen Gerlach ’95, and classmates Abigail Betts and Christina Barry over dinner.

1994

Milly Hejtmanek has been living in Prague, Czech Republic, for the last eight years. She shares that it has been fantastic to return to her roots and use it as a launchpad for exploring the continent. Milly has kept in touch with a couple of classmates throughout the years (cheers to Sam and Jon!). With the 30-year reunion for the Class of 1994 coming up this year, Milly would love to get together in the D.C. area with other ’94 alums in early June to catch up and reminisce. If you are interested in attending or assisting with planning, please reach out to the Norwood Alumni Office at alumnioffice@ norwoodschool.org. Additionally, any old photos or tapes from your K-6 days would be greatly appreciated.

1996

Ted Dove will be relocating to Dublin, Ireland, in July 2024 to assume the role of professor of law at Maynooth University, where he will continue his research and teaching focus in health law, privacy law, and research ethics governance. For nearly a decade, Ted has been living in Edinburgh, Scotland, where he has lectured at the University of Edinburgh for the past six and a half years.

2000

Kristin Pfeiffer was on campus in February to participate in Norwood’s very first episode of the “Beyond the Nest” podcast. Kristin is a financial advisor at RBC Wealth Management and also serves on the board of Wonders

1 Scott Watson’s (Class of 1960) grandchildren, Wesley and Stella, who are the children of Mac Watson ’96. 2 Eliza Johnston Peter and Susie Middleton, from the Class of 1971, are celebrating 60 years of friendship. 3 Margie McCeney ’80 shared a photo of her family’s Norwood ornaments: the Santa clothespin from 1974, the gingerbread man from 1975, and Snoopy from 1978. 4 Abigail Betts ’92, Anne Nicolaysen Bubb ’92, Julie Nicolaysen Gerlach ’95, and Christina Barry ’92 caught up over dinner in Bethesda while Anne was in town for business. 5 Kristin Pfeiffer ’00 shows her two Norwood diplomas (one from her sixth grade graduation in 1998 and the other from eighth grade graduation in 2000) as she poses for a photo with Head of School Matthew Gould. Kristin is a member of Norwood’s last class of graduating sixth graders and the first class of graduating eighth graders! 6 Kristin Pfeiffer ’00 and her husband, Will Roberts, on their wedding day last August at Deer Valley in Park City, Utah. 7 Lifelong friends from the Class of 2000: (left to right) Marcy Tickner Carroccio, Kate Sanford Procelli, Lizzy Doyle, and Morgan Kret (front). 8 Norwood alums and students at the October wedding of Mallory Polak ’03: (back row, left to right) Christin Polak Blyumin ’94, Amanda Ingersol Breedlove ’03, Mara Perman ’03, Stephanie Robinson Watson ’03, and Matt Polak ’92; (bottom row, left to right) Hayes Polak, Mallory, and Sophie Polak ’25.

Early Learning. Be sure to listen to the episode when it drops this fall! In other news, Kristin married Will Roberts in August. Their wedding was at Deer Valley in Park City, Utah, and the couple and their guests enjoyed a chairlift ride up to the top of the mountain for the ceremony.

Kate Sanford Procelli recently transitioned to real estate. She is thrilled to be working with her mom, Susan Sanford, an agent

9

and broker for more than 30 years. Kate says she finds great joy helping clients find their homes in the DMV area where she grew up.

Lizzy Doyle continues to enjoy lifelong friendships with Norwood friends and classmates Kate Sanford Procelli, Marcy Tickner Carroccio, and Morgan Kret

2003

Mallory Polak married Alex Appleman on October 5, 2023. Her brother, Matt Polak ’92 officiated the ceremony, which, according to Mallory, was “short and sweet” just like the bride and groom. Mallory’s sister was maid of honor, and Alex’s brother was his best man. Mallory says, “If anyone had half as much fun

as I had, then they all just had the best nights of their lives!”

Stephanie Robinson Watson hosted a holiday gathering for a group of Norwood friends that includes five sets of sisters: Mara Perman, Lexi Perman ’05, and Nicole Perman ’05; Viveka Jahn and Charlotte Jahn ’05; Alex Azzara and Nikki Azzara ’06; Samantha Cooper McIntee and Rocky Cooper Wood ’05; and Stephanie and her sister, Lindsey Robinson DiPaolo ’05

2005

Anna Steuart Hill is married, living in Denver, and has a baby boy. She obtained her MBA from Denver University and now works at a start-up called Pursuit that facilitates group co-ownership

of vacation homes and recreational real estate.

2007 & 2008

Bridget Morrison ’07 and Caroline Schwartz ’08 organized a joint reunion for the Classes of 2007 and 2008 to mark their “15th-ish” Norwood anniversary. The fun gathering was held in November at Franklin Hall, thanks to classmate Elliot Howe, who is the manager.

Guy Steuart ’08 lives in Austin, Texas. Two years ago, he received an MBA in real estate from Pepperdine University. He works in commercial real estate development and is married with a two-year-old daughter and a baby on the way.

2009

Athena Pickup-Diligenti stopped by Norwood for a visit and tour in early December. She currently lives in Maine, where she works at the State of Maine Department of Health and Human Services doing child support enforcement. She is engaged to be married in September.

Dario Ladani Sanchez is currently filming a to-beannounced feature film, directed by Adam Brooks for Netflix. He recently starred in Jason Katims’ series Dear Edward on AppleTV+.

2010

Maddie Freed just moved back to D.C. from Boston and bought a house with her fiancé, Matt, in the Burleith neighborhood. They are excited to be back in the area and are looking forward to their wedding at The Wharf in June.

Lolly Steuart lives in Salt Lake City. She recently completed a master’s degree in physiology and nutrition at the University of Utah and is working as a registered dietitian.

Work or volunteer at Horizons this summer!

Horizons Greater Washington is a tuition-free academic and enrichment program serving children in grades K-8 from families residing in underserved communities in Washington, D.C., and Montgomery County. Norwood has been a partner school for the past 14 years, hosting Horizons’ signature five-week program each summer. Currently, our site is recruiting for paid and volunteer positions this summer. Openings span many levels of experience and interest, including art, literature, math, science, and swimming.

Visit horizonsgreaterwashington.org and click the “Get Involved” tab or scan the code for more information.

A holiday reunion of Norwood sisters! Top row, left to right: Lexi Perman ’05, Viveka Jahn ’03, Samantha Cooper McIntee ’03, Stephanie Robinson Watson ’03, and Mara Perman ’03 Bottom row, left to right: Alex Azzara ’03, Charlotte Jahn ’05, Nikki Azzara ’06, and Lindsey Robinson DiPaolo ’05. Not pictured: Nicole Perman ’05 and Rocky Cooper Wood ’05. 10 & 11 Alumni from the classes of 2007 and 2008 enjoyed a “15th-ish” reunion at D.C.’s Franklin Hall in November. 12 Lower school music teacher Maria Lostoski (left) shows work that Athena Pickup-Diligenti ’09 did as a second grader during the 2002-2003 school year at Norwood. 13 New homeowners Maddie Freed ’10 and her fiancé, Matt.

LET’S CELEBRATE!

Honoring Extraordinary Educators

The Norwood community is invited to a special reception honoring four extraordinary educators who are embarking on a new chapter in their lives in June: Sandra Gichner (Latin teacher), Virginia Murphy (fourth grade teacher), Laura Prosen (middle school counselor) and Stan Smith (math specialist). They’re not retiring—they’re rewiring and ready for some new adventures!

Please join us for heartfelt tributes, fond memories, and the chance to say thank you at a “Rewiring Reception” for Sandra, Virginia, Laura, and Stan!

Wednesday, May 22, 2024

4:00 - 5:30 p.m.

Gosnell Courtyard

2012

Elena Lostoski is enjoying her new job as a first grade teacher at DC Bilingual Public Charter School. She still misses her Norwood fourth graders and loves hearing about all their accomplishments, big and small!

2013

Manny Conrad earned his degree in mechanical engineering from the University of Maryland, Baltimore County (UMBC) in 2021. Currently, he serves as an engineer project manager with the United States Air Force at Joint Base Anacostia-Bolling (JBAB) in Washington, D.C. Manny oversees several projects, including the overhaul of JBAB’s HVAC, fire suppression, and ventilation systems.

2015

Raphy Conrad graduated from Savannah College of Art and Design (SCAD) in 2023 with a degree in industrial design. He currently works as an industrial designer at Social Supply in Upper Marlboro, Maryland. One of his notable projects involved designing a background wall for an outdoor wedding reception in St. Michaels, Maryland, where the movie Wedding Crashers was filmed. This wall comprised over 160 individual interchangeable components, allowing for various configurations to suit different venues. He also worked on a custom build for the Polo Classic Veuve Clicquot event in Liberty State Park, New York City. Lastly, Raphy is an independent contractor for NASA, providing his 3D printing expertise on specific projects.

1

’20, Nick Heiss ’18, Charlie Schulman ’18, Bob Burr ’18, Sammy Hemann ’18, Ryan Groban ’18, Charlie Burr ’19, Sam Schulman ’18, and Adam Groban ’20. 2 Class

2021

Thanksgiving

right) Manuel Schmukler, Will Daniel, Jack Schulman, Max Murguiondo, Michael Hemann, Jack Tyrer, Blake Cobb, Will Pinto, and Jonathan Rubin. 3 English teacher Susan O’Connell and Katie Ceresini ’23 after Katie’s choral performance at the National Cathedral in December. 4 Naman Gupta ’23 performed a Bhangra dance at the World Culture Festival in the fall. 5 Norwood alumni and their families gathered for a playdate in the Marsh Gym in November: (left to right) Jonathan Nobil, Ashley Martens Nobil ’96, Abigail Betts ’92, Karen Mann Mendelson ’05, Lizzy Doyle ’00, Kate Sanford Procelli ’00, Mike Procelli, Charlotte Pennington Hopson ’08, Alec Hopson, Lisa Yanni, and Dan Simon ’97. 6 Shelby Kaufman, former Spanish teacher, with her family.

Alums from the classes of 2018, 2019, and 2020 at their annual flag football game held at Norwood during the Thanksgiving break: (left to right) Jack Groban

of

alumni at their annual flag football game held at Norwood during the

break: (left to

2017

Grayson Alperin is a junior at the University of Maryland, Baltimore County, matriculating in finance, economics, and accounting.

2020

Cami Alperin is a senior at Bullis School where she is currently focused on college applications and AP courses.

2021

Alice Caroline Marriott is the recipient of the Community Engagement Award from Families4Families, Montgomery County. She is the co-leader of the F4F Student Chapter at Stone Ridge School.

2022

2023

Katie Ceresini was spotted by English teacher Susan O’Connell at the National Cathedral’s Joy of Christmas concert in December. Katie was one of 40 singers with the Children’s Chorus of Washington invited to join the Cathedral Choral Society for the holiday performances. She is a ninth grader at Maderia School.

Naman Gupta was among the youngest dancers to perform at the World Culture Festival held at the National Mall in the fall. He showcased his skills in a lively traditional Indian folk dance

Aiden Ledbetter took a trip up to New York City and Carnegie Hall in February to perform with the Honors Performance Series Symphony Orchestra, a national high school group that performs all around the world. Aiden served as principal trumpet with the symphony.

known as Bhangra, originating from Punjab, India. More than 500,000 individuals gathered to witness more than 100 dancers from around the country, including many college teams, perform in their vibrant traditional attire. Naman, a ninth grader at Sidwell Friends School, has been a student of Bhangra at the D.C. Metro Punjabi Academy since the age of seven.

Former Faculty

Shelby Kaufman, who taught Spanish at Norwood from 2010 until 2015, welcomed her third child, a boy, this winter. He joins an older brother (6) and sister (4).

Michele Lee, who taught science at Norwood in the mid to late 1990s, and Jim Porter, who taught fifth grade and English in the 1990s and early 2000s, have recently relocated from Sweden back to Philadelphia. Following

their time at Norwood, Michele pursued a Ph.D. in science education and subsequently directed a STEM teacher residency program at Temple University. During their time in Sweden, Michele returned to the elementary classroom, this time teaching English.

In Memoriam

Sandi Hannibal

January 29, 2024

Lower School Librarian and Director of Multicultural and Ethical Education, 2003-2015

Mary Lee Maples

January 17, 2024

Librarian 1976-1991

June 17 - August 16, 2024

Ages 3.5-14 1 & 2 Week Sessions

For

Frances Marsh sought to create a school that was a happy place of learning filled with art and music, a place that focused on social and emotional learning from the founding. Today, Norwood School’s child-centered program inspires confident, compassionate, independent, and creative thinkers who embrace lifelong learning. For over 70 years, each student has been known, supported, and nurtured because of our gifted educators. The Norwood Fund supports this and more. Please join us with a gift to ensure Norwood is and will always be the best foundation for a young person’s academic, social, and emotional growth.

For more information, contact Abigail Betts ’92, Director of Development, at 301-841-2203 or abetts@norwoodschool.org.

All gifts received by June 30, 2024, will be recognized in our Annual Report, published in the fall.

Third Graders Dive into the Colorful World of Basquiat

Mr. Boulandi’s third-grade art class buzzed with excitement as the young artists learned about Basquiat’s unique style, characterized by bold lines, vibrant colors, and graffitiinspired elements. Equipped with an array of mixed media materials such as acrylic paints, markers, and collage papers, each student was encouraged to express their individuality and perspectives by creating their own Basquiat-inspired artwork. This hands-on experience not only introduced them to a pivotal figure in contemporary art but also emphasized the importance of selfexpression and the power of art to convey messages and emotions.

ARTWORK: 1 Julie 2 Francis 3 Liam 4 Brandon 5 Nate 6 Ava 7 Roland 8 Hersh

Is it time to update your contact information? If you have a new address, email, or telephone number, please let us know by contacting the Development Office at 301-841-2205 or developmentoffice@norwoodschool.org. Don’t miss out on any news or invitations from Norwood!

END-OF-YEAR EVENTS

Founder’s Day & Faculty/ Staff Milestones

May 17, 2024

“Rewiring” Reception

May 22, 2024

Faculty/Staff Tributes & Blue/White Day Assembly

May 31, 2024

Class Day

June 4, 2024

Commencement

June 5, 2024

Summer at Norwood

Begins

June 17, 2024