Norwood School - Fall 2020

Head of School

Matthew A. Gould, Ph.D.

Magazine Editor

Leanne M. Gill

Annual Report Editor

Catherine A. Voeks

2020-2021 Board of Trustees

Josh Spencer, Chair

Matthew Gould, Head of School

Debra Barrett, Vice Chair

Serge Learsy, Treasurer

Chatice Yarborough, Secretary

Mary Pat Alcus

Jeff Carswell

Michelle Fling

Jen Holzman

Andrew Kay

Robert Miller

Del Renigar

Nisreen Schneider

Frazier Schulman

Elinor Scully

Jen Sides

Jeffrey Spigel

Brad Steuart ’73

Nate Tyrrell

Barbara Wiesel ’57

Front Cover Photo & Caption

Nate ’29 avoids getting chomped by a dinosaur during the trick photography event on Norwood Fun Day. Read more about this special virtual event on page 20. Photo courtesy of the Sayko family.

Back Cover Photo

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.

Anti-Racism Action Plan

with Norwood’s New Board Chair

Noah

Dear Friends,

Late last spring, we concluded the school year in an unimaginable and unexpected way, with virtual instruction designed to meet the constraints of the COVID-19 pandemic. Over the summer, we deployed extraordinary expertise, staff time, and financial resources to make the opening of school possible.

Every Norwood employee has been asked to step forward in new ways, to master new techniques and protocols, and to call forth the deepest levels of professional knowledge and personal commitment in the education and care of our students. I am so proud of the work—both virtual and in-person—that is taking place daily here at Norwood. We don’t know what the weeks and months ahead may bring; however, we do know that we will continue to harness the creativity, energy, and purpose that its founders envisioned when they began this remarkable school decades ago.

Nearly seventy years ago, a group of Washington, D.C.-area families saw a need for a new educational choice and

took bold action. Starting in a church basement on the corner of Wisconsin Avenue and Bradley Boulevard in Bethesda, Norwood School opened in 1952 as just a small kindergarten through second grade school, directed by Frances Marsh. Today, from its humble beginnings as Norwood Parish School and its early move to several locations, to the expansions that have ensued here in the “country” of Bethesda, Norwood has developed into one of the preeminent schools of its type in the independent school world. Outstanding faculty, engaged students, an excellent program, and a campus rich with potential have remained constants for Norwood School. We are fortunate that the School has experienced remarkable growth and development in each of these areas.

Outstanding Faculty

The bedrock of any school community is its teachers. Not surprisingly, in a recent National Association of Independent Schools survey, parents rated high-quality faculty and staff as the number-one priority for school excellence. Investing in the growth and development of faculty has been, and remains, a huge priority at Norwood—attracting the best and then allowing them to grow professionally.

Think about those Norwood School master teachers who have made and continue to make such a difference in children’s lives. Experienced faculty transfer their excitement and love for learning to the children, which results in an exemplary educational experience. After all, creating a vibrant and

enriched environment for learning is a fundamental purpose of Norwood School.

Engaged Students

While the actual shaking of hands has been put on hiatus due to the coronavirus pandemic, greeting our remarkable students at the front door each morning and watching them learn throughout the day is a great source of inspiration for me. Maybe it’s a kindergartner identifying the parts of a butterfly, a fourth grader unearthing fossils during the Big Dig, or a sixth grader presenting something of personal import in chapel—all of these snapshots add up to the wonderful array of learning opportunities that are specifically designed to challenge, inspire, and open minds and hearts. And that snapshot keeps changing as the School works hard to continually strengthen the program with new curricula (like the new Bridges math program added last year), technology (distance learning!), service learning opportunities, and extracurricular activities to thoroughly engage our talented and inquisitive students.

Educational Excellence

Since 1952, the Norwood School program has remained at the forefront of educational excellence. While the program has evolved and changed over time, what has remained constant is Norwood’s commitment to excellence in the basic intellectual skills and an acknowledgment that learning occurs beyond the schoolhouse walls.

In recent years, Norwood has focused on several enhancements to the overall school program. First, differentiation (or individualization) has transformed the way Norwood teachers impart knowledge. Our differentiated classrooms—both virtual and in person— provide students

with multiple avenues to acquire content, to process and make sense of ideas, and to develop product such that each student can learn effectively. Second, Norwood’s focus on race, racial education, antiracism, and anti-bias work has become an important part of our school’s fabric. This work has permeated all areas of our school and aims to help all students grow into self-aware, confident, compassionate, and action-oriented citizens who will make the world a better place.

Exceptional Campus

Never have I been more grateful for our incredibly spacious and beautiful campus than during these last few months. Students are spread out in small learning cohorts in every part of the facility, and we are holding as many physically distanced outdoor classes as possible. Cohorts are enjoying nature walks, outdoor science experiments, and a plethora of other learning and play experiences all over our campus. One of my favorite campus views is right outside my office windows where I can watch our pre-K students enjoy the playground we installed when we launched the program in 2017.

It is amazing to look back and see how much our campus has grown since Norwood first opened the doors of the Steuart Building in January of 1972. The Marsh Building was added in 1975, the Murray Arts Building in 1982, and the Ewing Building in 1990. We acquired the Hyde property next door in 1995 and added the Middle School Building and Rales Athletic Center in 1999. Very soon, we can look forward to the start of construction of The Marriott Early Childhood Building that will serve as a learning hub for our students in grades PK-2.

Whenever we celebrate the superb success Norwood School currently enjoys and the remarkable growth over nearly seventy years, I am quick to remind myself of Frances Marsh and those founding families, as well as the myriad of others who have passed through this school as it has evolved. Norwood School is filled with narratives, stories of great prosperity, as well as those of great trial. The challenges we face today as a school and as a nation will add unforgettable stories and images to the archives from which future generations will benefit as they carry Norwood forward.

Our school’s story is rich and ongoing, but one thing

unwavering

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

that stays constant is an

commitment from parents, faculty, staff, alumni, and grandparents to making sure Norwood School is leading the charge for exemplary education. Thank you for upholding that commitment and for being an important part of the Norwood School story.

OF THE CLASSROOM

COVID-19 AND DISTANCE LEARNING

Emerging as a stronger and better Norwood

When Matthew Gould announced on March 16, 2020, that Norwood would close a week early for spring break, the announcement wasn’t met with the cheers and celebration one might expect when students learn the length of their spring break has just doubled. Instead, as news of the pandemic heightened, students were instructed to empty lockers and desks of needed supplies and books, while teachers scrambled to prepare for the greatest challenge of their professional careers. Two weeks later, they would resume teaching and learning completely online.

Spring “break” morphed into an intensive professional development session with teachers learning new skills, tools, and strategies for bringing curricula into a virtual space. Fortunately, Norwood already had a distance learning protocol in place in the event of extended weather-related closings, as well as a 1:1 device program for most grades, but the uncertainty and unique nature of the pandemic required an expanded infrastructure for distance learning that would, well, go the distance for an unpredictable period of time.

“Looking back, those early days seem surreal,” shares Matthew. “The health and safety of our school community, and that of the broader community, is nonnegotiable. While we knew closing the campus was the right thing to do, it was an incredibly difficult decision and unsettling for everyone. Our technology department was working around the clock, and our teachers were taking in an overwhelming

amount of information at breakneck speed. On one hand, we were focused on learning new tools and techniques needed to run a successful and expanded distance learning program; on the other hand, we were hugely concerned about the social and emotional wellbeing of our students, and how our families were handling this quick move to distance learning.”

Norwood has always led with the philosophy that if a child feels confident, respected, supported, known, and loved, they will thrive as academic learners. Community and connection are core to the Norwood experience. “Social distancing and remote learning are antithetical to what we do best as a school,” Matthew continues, “so we spent a lot of time working on ways to build community and create a sense of belonging to ensure students remained engaged and enthusiastic learners. It was critical that school still felt like Norwood School. We learned a lot in the spring,

much of it through parent and student feedback, and I believe we are better educators and a stronger school because of that experience.”

Over the summer, Norwood teachers experienced an unprecedented period of study, reflection, and purposeful learning to ensure they were ready to deliver the very best of a Norwood education in the fall—no matter if students were learning online or on campus. This preparation included two weeks of distance learning workshops taught by Norwood teachers for Norwood teachers. “Norwood’s Professional Development Series offered more than 20 sessions on a wide variety of topics intentionally selected to enhance and deepen the remote learning experience for both faculty and students,” explains Ryann Williams Berry, director of curriculum and instruction. “I was in awe not only of the expertise of our session leaders but also of the enthusiasm of our teachers to keep adding to

their

“We spent a lot of time working on ways to build community and create a sense of belonging to ensure students remained engaged and enthusiastic learners. It was critical that school still felt like Norwood School .” - Matthew Gould, Head of School

Finding

Celebrating

Seeing

Creating

Creating

Opening

distance learning toolboxes. The series went a long way to set the tone for the new school year, and we look forward to expanding the program in the future.”

The 2020-2021 academic year began on September 8 with extensive health and safety protocols in place as recommended by the Centers for Disease Control and the Maryland Department of Health. Prekindergarten and kindergarten students were able to attend school on campus in small cohorts of 8-12 students (with the option to learn from home); students in grades 1-8 started the year virtually. “As a child-centered school that prioritizes what is best for students in all decisionmaking, we worked hard to strike a balance between protecting the health and safety of our community members and getting our students back to school,” explains Matthew. “It made the most sense to bring our youngest students back first given their unique challenges with distance learning, but with a carefully crafted plan to phase in additional grades based on key health metrics and the success of our reopening plan.”

As of press time, Norwood had brought back the entire lower school (grades PK-4) for in-person instruction five days a week. Middle school grades were phased in during October with students attending classes on campus two days a week while remaining in distance learning three days a week. As students and teachers returned, on-campus COVID-19 testing played and will continue to play an integral role in the School’s health and safety plan. Employees

are tested every week and students are tested every other week. Full-time distance learning remains an option for all families.

No one knows what the rest of the school year will look like, and Norwood, like schools throughout the country, is prepared for various possible scenarios, while keeping a close eye on state and local positivity rates, new cases per day, and the continued success of its own reopening plan. “We have the necessary health and safety protocols in place, and we are monitoring them carefully,” says Matthew. “Meanwhile, our teachers and students are engaged in a vibrant hybrid learning program with a strong focus on building community. The core of a Norwood School experience is still very much intact.”

Of course, there have been challenges along the way for everyone, especially considering the speed at which teachers and families made the transition from in-person learning to remote learning. Students recount difficulty with staying motivated and focused. They also reported having trouble getting into a routine and schedule, as well as keeping track of assignments. “Some days I felt like I had too much work, and other days I felt like I had too little,” said one middle school student. Another added, “It was challenging to learn new material when I wasn’t at school to easily ask my teacher questions.” And, of course, just about everyone struggles with Zoom fatigue.

On the flip side, students also recognize the silver linings of distance learning,

things like having more free time to spend outside and with family. “During distance learning, I discovered that my brother and I can actually still have fun doing activities together,” said one student. An eighth grader reported that his concentration improved because he was getting more sleep. Another noted that she found many new approaches to managing her time and discovered some new hobbies that she enjoys in her newly found free time. “I learned how much I take advantage of seeing people every day and how much I love my friends,” observed a Norwood middle schooler. “I also realized I could not be homeschooled!”

Teachers, too, are embracing the positives of the new normal. Annette Matzner, middle school science teacher, shares: “I think it’s been good that homework has been de-emphasized and emotional well-being is at the forefront of all our thoughts. I’ve always been a bit of a ‘content girl’ because I just love science and I want everyone to know everything there is about science. But I also know that knowing facts just isn’t that important anymore and that learning how to learn is the key. So, I’m focusing on process and making sure students feel supported.”

Fifth grade homeroom advisor Imalka Senadhira finds the delivery of differentiated instruction can be more effective in distance learning. “Typically, students are at different places in their learning—some might feel overly confident and others might feel insecure. Virtual breakout rooms on Zoom have been very

useful and comfortable space for delivering the right level of challenge to each student.”

Fourth grade teachers have been using breakout rooms for quiet workspaces, as well as partner and group-work space. “It’s a nice way for the students to focus, and teachers can pop in the breakout room at any time,” shares fourth grade homeroom teacher Tyffany Mandov.

Debbie Pakaluk, eighth grade science teacher, agrees that breakout rooms have been useful for addressing individual student’s needs. “During virtual class, it’s easy to have one-on-one chats with students in a breakout room so they can get their questions answered right away and extra support if needed.” She adds with a laugh that one thing she hopes to bring back to the physical classroom is the mute button!

As Norwood teachers continue to simultaneously provide instruction in person and remotely, they are blending the best practices from both scenarios to create an exciting new educational model. They are expanding their toolboxes, examining their curriculum from a fresh perspective, learning different techniques and methodologies, and tapping their creativity more than ever before. “This forced switch to distance learning has shaken up education for the first time in decades,” says Matthew. “I’m excited about the resulting innovation and creativity that will abound in our post-pandemic classrooms, which, by the way, I hope will be happening very soon.”

Teachers teaching

Before the start of school, more than 20 Norwood teachers presented 20 different workshops and trainings for their peers, including:

n OneNote for Lower School

n OneNote for Middle School

n Zoom n Teams

n Bridges Math App

n Microsoft Forms

n FlipGrid & PearDeck

n iPads for Grades K-2

n Surface Devices for Grades 3 & 4

n Class Notebook

n P.E. in Distance Learning

n HawksNest Class Pages

n Math & Distance Learning

n SeeSaw for Kindergarten

n Screen Recording with Stream

n Supporting Neurodiverse Learners in Distance Learning

“FIRST-HAND KNOWLEDGE IS THE BEST. THE REAL-WORLD APPLICATION TO NORWOOD WAS GREAT.” -Norwood teacher

teachers!

Stepping Up & Leaning In

NORWOOD LAUNCHES ANTI-RACISM PLAN OF ACTION

By Billy Vargas Director of Diversity, Equity, and Community

Race holds a unique place in the social fabric of American society. Few topics evoke the kinds of emotions and tensions that racial issues raise in American culture. Amidst the backdrop of some of the largest protests for racial justice in U.S. history, we find ourselves in a time where there is an acute and vital need for understanding, context, critical thinking, dialogue, and care around issues pertaining to race and racism in America. Our students stand at the center of this need.

At Norwood, our aim is to provide for a school experience where all students thrive and understand that how you lead your life matters. The difficult reality that racism is present in the lives of our students and in our broader society requires that we recognize anti-racism work as distinctly childcentered and foundational to fulfilling our mission as a school. In order to thrive, all students need a sense of dignity and a positive sense of self; they need strong and meaningful connections; they need to be able to recognize, understand, and navigate challenging realities that exist in their lives; and they need to know how to confront those realities in ways that matter to themselves and others. This is the work of anti-racism at Norwood School, as outlined in our Principles for Anti-Racist Education. >>>

Every lower school student at Norwood created a self-portrait this fall as part of the School’s Identity Project to encourage selfexploration and foster a positive sense of self.

Principles for Anti-Racist Education

GOAL OUTCOMES

DEVELOP HEALTHY RACIAL IDENTITY.

“I understand and feel good about who I am.”

FOSTER CONNECTIONS ACROSS RACIAL DIFFERENCE.

TEACH ACCURATE LANGUAGE AND CONCEPTS. BUILD RACIAL LITERACY. PROVIDE HISTORICAL CONTEXT.

“We all belong here, and I feel connected to people who are different from me.”

“I understand racial concepts and know how to speak accurately about them.”

“I can read and address racialized situations effectively.”

“I understand the history of race and racism and how it’s connected to today.”

EQUIP STUDENTS TO WORK AGAINST RACISM.

“I know how to work against racism when I see it.”

- IJEOMA OLUO, ANTI-RACISM WRITER & SPEAKER

Over the summer, several teams of faculty and staff worked together to build an ambitious plan for moving forward, within a broader strategic effort, to strengthen our equity and inclusion efforts. Norwood’s teachers and staff members are ready to step up and lean in, and as a school, we are working collectively to build the awareness, knowledge, tools, and skills students need to ensure inclusion and to recognize, address, and interrupt racism in all its forms.

Author and racism expert Ijeoma Oluo tells us, “Anti-racism is the commitment to fighting racism wherever you find it, including yourself, and it’s the only way forward.” Norwood’s Anti-Racism Plan of Action outlines a series of steps that uphold our commitment to this important work. This year, we look forward to building on the School’s strong foundation of values based on equity and respect for all individuals. >>>

Ijeoma Oluo is a Seattle-based writer, speaker, and Internet Yeller. She’s the author of the New York Times Best-Seller So You Want to Talk about Race, published in January by Seal Press. Named one of the The Root’s 100 Most Influential African Americans in 2017, one of the Most Influential People in Seattle by Seattle Magazine, one of the 50 Most Influential Women in Seattle by Seattle Met, and winner of the of the 2018 Feminist Humanist Award by the American Humanist Society, Oluo’s work focuses primarily on issues of race and identity, feminism, social and mental health, social justice, the arts, and personal essay. Her writing has been featured in The Washington Post, NBC News, Elle Magazine, TIME, The Stranger, and the Guardian, among other outlets. www.ijeomaoluo.com

Anti-racism is the commitment to fighting racism wherever you find it, including yourself, and it’s the only way forward.”

Pollyanna’s

Racial Literacy Curriculum

FOR GRADES K-8

POLLYANNA’S RACIAL LITERACY CURRICULUM FOR GRADES K-8, WHICH LAUNCHED DURING THE SUMMER OF 2019, WAS CREATED TO HELP STUDENTS:

n Gain knowledge about race as it has been constructed in the United States;

n Acquire an awareness of their own racial socialization;

n Develop skills for engaging in productive conversations about race and racism.

Fiction and nonfiction texts and other forms of media are incorporated throughout the curriculum to serve as talking points for classroom dialogue and to widen students’ cultural lens. The underlying goal of the curriculum is to build bridges and connections— for all students to recognize similarities among their peers along lines of race, while also celebrating perceived differences.

www.pollyannainc.org

NORWOOD’S ANTI-RACISM PLAN OF ACTION FOR 2020-2021

LOWER SCHOOL AND MIDDLE SCHOOL ANTI-RACISM WORKING GROUPS

Two teams of faculty and staff members spent the summer months gathering resources, exploring best practices, and identifying activities and lessons to help lay the groundwork for intentional anti-racist work for the 2020-2021 school year.

TASK FORCE ON ANTI-RACISM AND RACIAL LITERACY IN THE CURRICULUM

Launched in the fall, this task force is focused on the longer-term goal of analyzing, sequencing, and building an anti-racism and racial literacy curriculum for grades PK-8 that is aligned with our Anti-Bias Framework. The task force will be utilizing resources gathered by the lower school and middle school working groups, along with the Pollyanna Racial Literacy Curriculum (see sidebar).

HISTORY OF RACE AND RACISM FOR GRADES 7 AND 8

Seventh and eighth grade history teams are exploring the historical context of race and racism in the United States to help contextualize the current climate and provide an understanding of the origins of the conceptions of race that have influenced the U.S. since its founding.

FACULTY AND STAFF ANTI-RACISM PROFESSIONAL DEVELOPMENT

All faculty and staff participated in two anti-racism trainings at the start of the school year to continue the School’s focus on building best practices for racial literacy and anti-racism.

FACULTY AND STAFF ANTI-RACISM ALLIANCE

During the summer, a group of nearly 40 teachers and staff members came together to form an Anti-Racism Alliance that will support each other’s growth as educators working to provide equitable and inclusive experiences for students within an anti-racist context. The group will meet periodically throughout the school year.

BLACK AFFINITY GROUPS

Acknowledging the unique space Black racial identity holds in the conversations on race and racism, the School will facilitate affinity groups for Black middle school students.

WORKING GROUP ON RECRUITING AND RETAINING FACULTY AND STAFF OF COLOR

A small group of administrators and faculty will work together to identify concrete steps to recruit and retain faculty and staff of color at Norwood.

ADMINISTRATIVE DEEP-DIVE ON RACE AND RACISM

The leadership team will engage in a series of discussions exploring race and racism utilizing a series of articles, videos, and a shared book reading experience. The book selection for this year is White Fragility by Robin Di Angelo.

BOARD EXPLORATORY COMMITTEE ON GOVERNANCE FOR DIVERSITY

A task force of the Board of Trustees is exploring the role of independent school boards in advancing diversity, equity, and inclusion.

ADVANCING EQUITY, INCLUSION, AND ANTI-RACISM

Join Billy Vargas, Director of Diversity, Equity, and Community, and faculty to learn more about Norwood’s comprehensive DEI programming with a focus on our most recent anti-racism initiatives.

The hour event will provide a broad overview including a few examples of how this work lives in the classroom, while leaving plenty of time for questions and dialogue.

TUESDAY, DECEMBER 8, 2020 5:00-6:00 P.M.

A ZOOM link will be emailed to alumni. Not sure if you have an email on file? Please complete the alumni update form at: www.norwoodschool.org/ Alumni-Update-Form

Congratulations!

Celebrating the Class of 2020!

In a typical spring, the weeks leading up to Commencement are exciting ones at Norwood School. As eighth graders wrap up their academic classes and their Norwood journeys, they celebrate with a series of special events. Their spirited voices, blue and white outfits, and tugof-war prowess are on full display at Middle School Field Day. Their talent and creativity take center stage during the spring musical. They spend two days discovering and learning in New York City. They share thoughtful speeches and impressive performances at Class Day.

But this was no typical spring. With the pandemic keeping everyone at home, there was no Field Day, no stage performance, no trip to New York, no Class Day, no Commencement. Even so, there was no possible way we were going to let the Class of 2020 finish out their time at Norwood without the fanfare they deserved. Determined to make this time as special as it could be given the restraints, the middle school team put their heads together to come up with

some alternative ways, both virtually and in person, to honor our eighth graders.

Michele Claeys, associate head of school and head of middle school, worked with the middle school faculty to hold a Virtual Class Week during the last week of classes, with videos of speeches and performances shared with the community during morning chapel. Eighth graders rose to the occasion with some truly heartfelt speeches about their Norwood memories, experiences, teachers, and classmates. They also entertained with videos of vocal, instrumental, and dance performances.

The highlight, however, was the in-person graduation car parade held on June 2. After being separated for nearly three months, faculty and staff stood together, six-feet apart, along the campus roads to wave and cheer as eighth grade families drove by in their cars, many of which were decorated with balloons, banners, and colorful messages on windows. It was a graduation celebration like no other in Norwood’s 68-year history. “While we

wish we could have been on stage together in the Rales Gym, sharing that moment with a room full of family and friends, the car parade was so heartwarming and special,” said Michele Claeys. “It’s something we, and I hope they, will remember forever.”

We look forward to honoring the Class of 2020 with the traditional Commencement event, live and in person, as soon as we can be together. Until then, we are remembering their smiling faces and their many contributions to the Norwood community, especially the fortitude, resilience, and positivity they showed during their last couple of months as Norwood students.

Thank you, Class of 2020, for displaying the very essence of “how you lead your life matters” in the face of this unprecedented and challenging time.

One of the most difficult and heartbreaking things about closing out the school year was not being able to properly honor our graduating eighth graders, and that they weren’t able to celebrate together.

They are a terrific group, so deserving of being celebrated in typical Norwood fashion. I can’t wait to see them again, in person, to honor their many achievements and to thank them for all they have contributed to Norwood.”

- MATTHEW GOULD, HEAD OF SCHOOL

Eighth Grade Awards

The Ronald B. Goyette

Community Service Award

George Elias

Cassidy Kaler

Cailin McCoy

Thomas Ogada

Faculty Prize for Leadership and School Spirit

Alexa Diaz

Chris Evans

Abby Greenberg

Thomas Ogada

Head of School’s Prize for Academic Excellence

Ari Citrin

Evelyn Cooper

Chris Evans

Navya Gupta

Henry Hollander

Cassidy Kaler

Arielle Maged

Layla Meisel

Angelina Ramirez

Harper Smith

Gabrielle Winig

Athletes of the Year

Matthew Jones

Lily Shur

Coaches’ Spirit Award

Jamie Miller

Cassidy Kaler

Alexa Diaz

Summit Spirit Award Aiden Schoeb

Virtual Class Week

Remarks: An unexpected ending...

“It’s not about the destination; it’s the journey. When I think about the unexpected way my years at Norwood are coming to a close that saying is the first thing that comes to my mind. Even though my grade will not get to experience the traditional end-of-eighthgrade activities—like the New York trip, the Sludge Project, our last Field Day, a traditional Class Day, and more—we have still had close to nine years of experiences at Norwood. Yes, it is sad that those end-of-year activities will not happen for us, but those would have been just a few days of our overall Norwood journey.” -CASSIDY

NAVYA

It is sad because I feel like my time at Norwood will never quite be complete. However, I’m glad to always have a door open to Norwood in my heart. Norwood is like a second home to me, and so many of my memories are in that building and with the Norwood community. Norwood has made me who I am.

BECCA

Since my first day, I have felt at home and have been surrounded by so many kind people. My teachers and friends have supported me through every assignment and project. We have accomplished so much together, and my amazing teachers have taught me a new love for learning. Norwood has encouraged me to learn things I never believed I could do.

ARI

The COVID-19 pandemic has hit all of us hard, especially the eighth graders. We’ve had to leave school with just a few days’ notice and move to distance learning from home. We are unable to see our friends or our teachers, and we are missing out on all of the fun eighth grade traditions. (I’m still a little annoyed about the New York trip being cancelled!) But Norwood has taught me that I can persevere and be resilient during this uncertain time. These lessons will travel with me into the future—to high school and beyond.

MATTHEW

It is disappointing that we have to leave Norwood this way...but even after I leave Norwood, I will have my head held high, keeping these memories at this place I once called my second home.

ABBY

Norwood has given me the skills I need to move on and the confidence to move on to high school. When things come my way, I know that I have the best nine years to reflect on that have gotten me ready to take on the rest of the world and what it has to offer.

IZZY

Over the years, Norwood has become much more than a school to me. It’s like a second home. Now when I think of the campus, I don’t only think of the many lessons I’ve learned but of the memories I have in each classroom and across the whole school.

While we wish we did not have to maintain social distancing measures during the parade, please know that you are close to our hearts and we will always remember you—not because you are the graduating class ‘that got quarantined,’ but because of the amazing people you are. You have faced this extraordinary challenge with great strength, resilience, and optimism. Those qualities will take you far in life, and we can’t wait to hear about your future adventures.”

- MICHELE CLAEYS ASSOCIATE HEAD OF SCHOOL & HEAD OF MIDDLE SCHOOL

Certainly, the highlight of the past three months was seeing your happy faces on Tuesday evening.

Campus News

Virtual Norwood Fun Day!

Norwood was unable to hold field days in the spring due to the pandemic, but there was no way we were going let this beloved end-of-the year tradition get completely sidelined. Instead, division heads, Mike Risen and Michele Claeys, huddled (virtually, of course) with the P.E. and art departments to figure out a way to keep the fun of Field Days alive— from a distance.

The result? Norwood Fun Day! Classes were cancelled on Friday, May 15, so families, faculty, and staff could engage in a full day of fun activities, including trick photography, newspaper sculptures, origami art challenges, water bottle flipping, egg ’n’ spoon relay, sock toss, and more. Throughout the day, families shared photos on social media (#norwoodfunday), and at the end of the day, the fun wrapped up with a celebratory all-school gathering led by Matthew Gould on Zoom.

While nothing can replace the thrill of a tug-of-war victory on the athletic field, Norwood Fun Day provided the opportunity to enjoy a full day of fun as a school community, at a time when a hefty dose of fun was needed.

How’d she do that? Trick photography was a popular event on Norwood Fun Day!

Michele Claeys Named Next Head of School at The Langley School

The popular idiom, All good things must come to an end, certainly rings true as we prepare to say goodbye to Michele Claeys, Norwood’s very capable and talented associate head of school and head of middle school. Michele will be leaving Norwood in June 2021 to become the next head of school at The Langley School, a preschool through eighth grade independent school in McLean, Virginia.

During what will be a nine-year tenure at Norwood, Michele has advanced important curricular changes, including the transition to distance learning in the spring; led exciting initiatives in the areas of technology, wellness, student leadership; and always served as a champion for diversity, equity, and inclusion throughout the School. “She will be missed by students, faculty, staff, parents, and me,” wrote Matthew Gould in his

announcement to the community in June. “We are appreciative of what Michele has added to Norwood, and we rejoice with her in this new phase of her career. We look forward to properly celebrating and thanking Michele for her many contributions in the spring.”

The search for Norwood’s next head of middle school is underway. “Only the very strongest candidates will be considered—those with a true appreciation for the Norwood School mission and philosophy and those with a clear commitment to working with young adolescents and their families,” said Matthew.

Celebrating Milestone Years at Norwood!

We are so appreciative of the talent and dedication of these outstanding educators and staff members who in 2020 reached milestones in their years of service to Norwood School. The following faculty and staff members were recognized by Matthew Gould and celebrated at a virtual Founder’s Day Chapel on May 15, 2020.

5 Years

Cathy Caruso Pre-Kindergarten Teacher Barbara Greennagel Senior Accountant

Andy Morgan Kindergarten Teacher Mitchell Weisbrot Athletic Director

10 Years

Cathy McCoy Second Grade Homeroom Teacher

Billy Vargas

Director of Diversity, Equity, and Community

Fielding Winters

Lower School Math Coordinator

15 Years Maralyn Marsteller Special Assistant to the Head of School

Cathy Russo

Middle School Coordinator and High School Placement Coordinator

Lynda Saelens

Director of Student Support Services and Middle School Learning Specialist

Barbara Vaughan

Sixth Grade Homeroom Advisor and Reading/Language Arts Coordinator

20 Years

Susan Boyd

Middle School Math Teacher and Advisor

Tyffany Mandov

Fourth Grade Homeroom Teacher

Annette Matzner

Middle School Science Teacher and Advisor

25 Years

Carole Freret

Fifth Grade Homeroom Advisor and English Teacher

Terri Woodard

Third Grade Homeroom Teacher

1 A lower school student had the perfect message for all on Norwood Fun Day. 2 Michele Claeys has Matthew Gould’s full support as she accepts an offer to lead The Langley School beginning next summer. 3 & 4 In May, Carole Freret (left) and Terri Woodard were recognized for 25 years of exemplary teaching at Norwood.

2020 Spring Musical Moves to the Virtual Stage

Just as rehearsals were getting underway for the spring musical, Annie Jr., COVID-19 brought the production to a standstill. It was indeed a hard knock life for the seventh and eighth graders who signed up to participate, as well as for Emily Nichols, middle school drama teacher, and Max Nolin, middle school choir teacher, who were running the show. But, in the spirit of true musical theatre aficionados, Emily and Max declared that the show must go on—and indeed it did.

In a video message to the cast and crew, they announced the “Virtual Annie” project—the opportunity for actors to submit short videos of themselves performing their favorite lines, singing a favorite song, showing off their favorite choreography, modeling a

homemade costume, or recreating the “Hey, Sandy” scene with the family dog or a sibling. Emily and Max produced an entertaining compilation video that brought Norwood’s own special version of Annie Jr. to the virtual stage for all to enjoy.

“There was nothing we could do to replace the musical, but we wanted to create something that would celebrate the seventh and eighth graders and something that the Norwood community could enjoy,” said Max. The lyrics of the show’s most popular song certainly sent an important and needed message for all: The sun’ll come out tomorrow; so ya gotta hang on ’til tomorrow come what may

NEXT UP ON THE (OUTDOOR) NORWOOD STAGE: HELP DESK

> November 16-19, 2020 (Four outdoor performances currently planned)

LEARN ABOUT THIS YEAR’S FALL PLAY FROM NORWOOD’S NEW DRAMA TEACHER, MIA FISHER

Directing your debut theatrical production is pressure enough for a new drama teacher, but can you imagine pulling that off in the middle of a pandemic? Norwood’s new middle school drama teacher, Mia Fisher, is undaunted and more than ready for the challenge ahead. With a fantastic show selected and a group of enthusiastic seventh and eighth graders ready to take the socially distanced outdoor stage, Mia has all the ingredients she needs for a successful show currently planned for November 16-19, 2020.

Tell us about this year’s fall play? Help Desk is a hilarious comedy about the crazy world behind a telemarketer’s or tech support’s phone. The show is a series of short scenes, each one featuring only two to three actors, and includes

numerous roles for all types of actors. For example, there’s the tech support character who can’t figure out how to help with passwords without crying, an Amazon Prime character who really might just be pretending to work for Amazon, a character who calls her water bottle company because she’s afraid to drink the ingredients, a customer service representative who works in a clown suit to scare her incoming FaceTime customers, and so many more!

Where and how will it be performed given the many challenges presented by the pandemic?

This is a challenging and unprecedented time in all areas of our lives, and the theatrical world is facing some extremely unique situations in terms of rehearsal and performances. To that end, the Fall Play will be presented outside on Norwood’s grounds, amphitheater style! Help Desk was chosen specifically chosen because there are several scenes comprised of no more than three actors per scene. This makes achieving socially

SIGNS OF NORWOOD LOVE

ALL OVER THE DMV

The signs were everywhere! Thanks to the Norwood Parents Association, on May 5, more than 450 Norwood students received messages of love and support as families adjusted to the first weeks of distance learning. PA volunteers placed bright blue signs in the front yards of Norwood families, letting them know just how much they were loved and missed at Norwood.

The show must go on!

distanced rehearsals and limited student interaction much easier.

How will rehearsals be handled?

Our first read-through, rehearsals, and character work are happening via Zoom online. For physical rehearsals, due to the parameters of the play, only the students in specific scenes are called, keeping interaction small and physically distanced.

What are you most excited about?

So many things! I think I am most excited about the opportunity to work with the incredible Norwood students and to give them the chance to perform live theatre again. I want them to feel a sense of community and family—two staples that I always express as the basis of all good theatre—and an environment where they can let their incredible talents shine!

Norwood Welcomes Four New Trustees

Norwood is fortunate to have an outstanding board of trustees that works tirelessly to support the School’s educational program and mission. This year, the board is pleased to welcome four new trustees, each of whom brings valuable expertise, knowledge, and a love for Norwood School: Mary Pat Alcus, Jen Holzman, Jen Sides, and Nate Tyrrell.

Mary Pat Alcus is an institutional investment advisor and a Chartered Financial Analyst. Over her 30year investment career she has advised numerous foundations and endowments and corporate and public pensions in the areas of investment strategy, investment policy development, manager selection, and performance monitoring. For most of her

professional career, Mary Pat worked for Mercer Investment Consulting in Atlanta, New York, and Washington, D.C., where she was a principal and senior consultant. She served on the board of The Community Foundation for Montgomery County, including as board chair in 2013, and currently serves on the boards of the Greater Washington Community Foundation, Horizons Greater Washington, and the Montgomery College Foundation. Mary Pat is a graduate of Vanderbilt University and received her MBA from the Fuqua School of Business at Duke University. She is the parent of two Norwood alumni, Claire ’10 and Colin ’13.

Jen Holzman serves on the board of trustees in her role as the current president of the Norwood Parents Association. She is the senior foreign policy advisor at the U.S. Nuclear Regulatory Commission, where she has worked for the past 15 years. Jen holds a bachelor’s degree in international relations from Brown University and a master’s degree in European and Eurasian studies from the Elliott School of International Affairs at The George Washington University. She has been actively involved in volunteer activities at Norwood, including as a grade-level representative, a Norwood Fund class captain, and a member of the Horizons 5K committee. A native of Long Island, Jen has lived in the

D.C. area since 2002. She currently lives in Rockville with her husband, Aron, their daughters Sara ’23 and Hallie ’26, and two much-loved rescue dogs.

Jen Sides is CEO and general counsel for B2 Equity Holdings, Inc. and its subsidiaries. She oversees B2E’s private equity portfolio, which includes holdings in aviation, real estate technology, clean beauty brands, restaurants, commercial and multi-family real estate, and finance technology. Jen’s background in intellectual property law made her the industry’s leading expert on copyrighting appraisal reports. She is a legal advisor and business leader in the areas of intellectual property, mergers and acquisitions, advertising, and software. Jen holds a bachelor’s degree from the University of South Florida, as well as a master’s degree in intellectual property law and a J.D. from the University of New Hampshire Franklin Pierce School of Law. Jen and her husband, Phil, are the parents of Oliver ’24. In 2018-2019, Jen and Phil served as co-chairs of The Norwood Fund.

Nate Tyrrell is executive vice president and chief investment officer for Host Hotels & Resorts and is responsible for all investment and asset management activities. He has extensive transaction and capital markets experience, having led numerous property acquisitions and sales,

public and private debt and equity offerings and joint ventures in the U.S., Canada, Europe, and Asia. Nate joined the company’s finance department in 2005, was promoted to senior vice president and treasurer in 2010, joined the Investment Committee in 2012, became managing director of investments in 2015, and was promoted to his current position a year later. Prior to joining Host, Nate worked in finance and development at the Rouse Company and in investment banking for Alex Brown in Baltimore and London, focusing on real estate and mergers and acquisitions. Nate is a graduate of Harvard Business School and Harvard College. He lives in Washington, D.C. with his wife, Liz, and two children, Ben ’21 and Anna ’27.

IN APPRECIATION

We are deeply grateful to the following departing trustees for their exceptional service, countless contributions, and unwavering dedication to Norwood.

Lee Jenn Lustbader (Board Chair, 2018-20) Beth Palma (PA President, 2019-20) Betsy Turley ’71

Susan

Norwood’s New Trustees: (left to right) Mary Pat Alcus, Jen Holzman, Jen Sides, and Nate Tyrrell.

Checking in with Josh Spencer, Norwood’s New Board Chair

Josh Spencer has been a dedicated trustee since 2018, serving as vice chair of the board and chair of the Investment Committee during the 2019-2020 school year. He has been with T. Rowe Price since 2004 as an investment analyst and portfolio manager. Presently, he manages the T. Rowe Price New Horizons Fund. Josh also worked at Fidelity Investments in Boston. He graduated from Johns Hopkins University with a B.A. in economics in 1994, Phi Beta Kappa honors. He also earned an M.A. in economics and an MBA with a concentration in finance and accounting from the University of Chicago. Josh worked in consulting for three years in Washington, D.C. before completing his MBA. He and his wife, April, are parents of Sam ’22 and Ben ’24.

What motivates you to serve as chair of Norwood’s Board of Trustees?

Norwood has been a wonderful school for my two sons, and I have a tremendous amount of respect for the talented and dedicated faculty and leadership. I have been honored to serve on the board, and as chair I am excited to continue our focus on the long-term success and sustainability of Norwood, so that children can benefit from a Norwood education for many years to come.

You are beginning your tenure at a challenging time. How would you describe your first few months as board chair?

These challenging times have served to highlight all of the dedication and creativity of the Norwood community, including teachers, administration,

parents, and students. Everyone has adapted to a new style of learning and engagement. While this year will certainly be different, I am optimistic that it will still bring great opportunities for the children to learn and build resilience and adaptability.

What has been the board’s role during the pandemic?

The board has focused on a number of key priorities to help support Norwood through the pandemic. Trustees helped form and serve on the task forces that met throughout the summer to plan for the 2020-2021 school year. These included Health and Safety, Continuity of Learning, Finance, Human Resources, and an overall COVID-19 task force. The board has been working to make sure

Matthew, the administration, and the faculty have all the resources they need to safely and thoughtfully deliver the wonderful Norwood education, whatever form it may take this year.

What are your short-term priorities?

In the short-term, the board is focused on two important priorities. The first is supporting Matthew and his team in the safe reopening of school as described above. The second is joining the work of the entire school community around diversity. The board has formed a task force centered around diversity, equity, and inclusion to engage with other independent school boards, study best practices, and make sure the Norwood School Board of Trustees is doing its part in supporting this important effort.

In the longer-term, the board is also committed to achieving the last key milestone of the Our Children, Our Purpose Strategic Plan with the construction of The Marriott Early Childhood Building. The board also looks forward to engaging with the entire Norwood community as we embark on a new strategic planning process, hopefully later this school year.

What do you see as the School’s greatest challenges?

Norwood needs to meet the current moment with respect to diversity and inclusion. Norwood has a strong foundation of respect for diversity, but the School can and should always strive to do better.

And opportunities?

Norwood does so many things well— from academic excellence, to emotional support, to building resilience and selfadvocacy. The School is incredibly unique, and the children that attend Norwood will have the opportunity to become future leaders who will help guide our country and our world. As we remain focused on our mission, Norwood can flourish for years and decades to come.

What were your reasons for choosing Norwood for your children?

Norwood has a wonderful balance of strengths, across not only the core academic subjects but also the arts and athletics. Norwood is a place where we felt our sons could develop and learn in a supportive community and build the study

habits, resilience, and self-advocacy that would serve them well into adulthood. When we first visited the School and met the eighth grade ambassadors, we were incredibly impressed with the poised and talented young adults they had grown into at Norwood.

Finally, how has distance learning been for your family?

Distance learning has shown the best of the creativity of our wonderful Norwood teachers. I have been so impressed with the faculty’s ability to deliver the entire curriculum in the distance mode during the early going of the 2020-2021 school year. We understand that it required extra effort on everyone’s part—including teachers, parents, and students—but we feel privileged to enjoy this wonderful education.

Board Chair Josh Spencer with wife April and sons Sam ’22, and Ben ’24.

josh spencer, board chair:

Noah Walker ’11

“Every single day, I try to be the best version of myself.”

After graduating from Norwood in 2011, Noah Walked attended St. Andrew’s Episcopal School and then continued his education at the University of Richmond, where he was a Science Leadership Scholar majoring in biochemistry and molecular biology. Today, Noah is pursuing a doctoral degree in integrative physiology and pharmacology at Wake Forest University. He loves talking about serious issues like race, but also topics like food, football, horror movies, and music. Here, Noah talks about some of the things he’s been up to since he left Norwood, as well as a few thoughts about racism and the power of kindness.

there are other contributors who are Norwood alumni (Gregory Light ’11, Michael Oosterhout ’10, and Sebastian van Bastelaer ’11). Can you explain the Norwood connection to iA?

Inciting Altruism is a nonprofit company (incitingaltruism.org) started by Greg and one of his friends from college. They do cool work and even have a program promoting different charity organizations every month. Greg does a very good job of both focusing on current events and getting people from diverse backgrounds to contribute new knowledge and experiences. Greg, Seb, and I are still extremely close, so he asked us if we’d like to write something for him.

How do you harness the power of positivity, community, and altruism in your own life?

for the better. It isn’t hard to help, so I’d really encourage other people to safely protest, give your Black and other POC friends a platform to speak, make donations (after researching), and/ or start a dialogue with friends and family who might not realize why they’re wrong.

Dr. Martin Luther King, Jr. famously said, “The time is right to do what is right.”

If you were a Norwood teacher, what would you be telling your students is the right thing to be doing right now?

If I were a Norwood teacher right now, I’d tell my students to always be kind. I’d try to teach them what I think is right and why, in addition to teaching them how to form their own opinions.

It’s critical for students to learn how to think critically both in class and in the real world.

When did you know you wanted to study pharmacology and what are your goals for when you finish your Ph.D. program? I initially thought I wanted to go into pharmacy, but during the summer right before my senior year of college, I did an internship at the Center for Drug Evaluation and Research, a part of the U.S. Food and Drug Administration that regulates over-the-counter and prescription drugs, making sure that safe and effective drugs are available to improve the health of people in the U.S. At the FDA, I had the opportunity to work with some pharmacologists. Through my conversations with them, I realized that I was more interested in pharmacology than pharmacy. After I finish grad school, I want to work either for the FDA or for a pharmaceutical company making new and affordable drugs for lesser-known diseases.

You are a blog contributor to Inciting Altruism (iA), an online community that aims to harness the power of positivity, community, and altruism to build happier lives. We couldn’t help but notice that

I’m generally a pretty positive person already. My parents used to tell me if I didn’t have anything nice to say, then I shouldn’t say anything at all, so I’m constantly making a conscious effort to be kind. Also, I’m a Christian and through studying the Bible, I’m learning more about living with joy. Every single day, I try to be the best version of myself. I stay connected with a lot of people on different social media platforms as well, so I just try to spread happiness there too.

In your iA blog post of June 1, 2020, called Black and Blue, you speak out about institutionalized racism, police brutality, and your own experience as a young Black man. What are the main points and action steps you hope readers take away?

My deepest hope is that it inspired people to do some research. How many more times will this happen? Countless Black people from all demographics have been shot at and murdered by the police, yet Americans still refuse to accept that this problem exists! I know that it is difficult to understand for those who have never faced microaggressions, been the butt of a racist joke, or been openly discriminated against. I want people to honestly think about the roles they play and try to make a difference

How have you been doing during the pandemic? What have been some of your favorite pandemic activities?

The pandemic has freed up a lot of time for watching TV shows and horror movies on my watchlist. I’ve also been cooking a little more, so now I have a really good quesadilla recipe. Part of me wants to learn how to make more desserts, but with great power comes great responsibility, and I’m worried I’ll gain more than a little weight. It’s weird not being able to see my friends but Facetiming has been a great substitute.

Finish this sentence. “When I reflect back on my time at Norwood, I think about…” My friends. I came to Norwood in fourth grade and I didn’t know anyone. I’m not sure if it still exists, but there was a buddy program that paired up new kids with students that had been at Norwood for awhile. Before school started, I met two Norwood students, Seb and Greg, and we’ve been super close ever since.

And how about this one: “I am most fulfilled when…”

I am most fulfilled when I’m able to help my friends. Assisting my loved ones by doing something they couldn’t do on their own really makes me happy.

Class Notes

1978

Daphne Holt is a psychiatrist at Massachusetts General Hospital and has been involved in developing resources to help support the resilience of frontline healthcare workers during the COVID-19 pandemic.

1979

Stuart Hough is a pain management specialist with offices in Rockville and Frederick, Maryland. He is also part of the anesthesiology practice at Shady Grove Hospital.

1982

Heather Bennett Scott and her family live in Slippery Rock, Pennsylvania, where she and her husband continue to work from home as they have for years. Their sons are both in high school, a senior and a sophomore. She is serving her second term as a school board director for the Slippery Rock Area School District, and as chair of the Education Committee. Heather was selected to be the Pennsylvania School Board Association’s Advocacy Ambassador for the northwest portion of Pennsylvania and will begin the process of advocating for public education by facilitating conversation between school district superintendents/ school boards with their state legislators, promoting positive programs within each of the 68 districts in her section, and speaking with legislators herself on behalf of those districts.

Heather never expected to get as into politics as she has, but she credits her early education at Norwood for giving her a strong sense of responsibility and the knowledge that she can, and should, do what she is able to help others.

1993

Omar Ghadry is enjoying the pace and space of life in Tulsa, Oklahoma.

1994

Edward Russell finished up his Ph.D. in plant physiology at Virginia Tech last summer and moved with his wife and sons, Henry (4) and George (18 months), to California. He is working as the hydrologist for Wonderful Citrus, headquartered in Bakersfield. His dissertation studied the effects of hydration in loblolly pines. He is currently developing the hydration plan for Wonderful’s citrus ranches in California, Texas, and Mexico.

1995

Catherine Sproul was promoted within L’Oreal to be the North America zone marketing director for Lancôme. She’s based in the Marais neighborhood of Paris, providing advice about American tastes.

1996

Ashley Martens Nobil and husband Jonathan Nobil welcomed Virginia “Piper” Nobil into the world on June 11, 2019.

The family lives in Washington, D.C., where Ashley works as a senior campaign finance consultant for the Democratic party.

1997

Jay Buchman lives in Manhattan and welcomed a baby boy, Andrew Michael Buchman, on December 4, 2019.

Tory North graduated from Columbia University’s medical school and is a senior resident in ophthalmology at Massachusetts Eye and Ear (MEE) in Boston.

As an intern at Massachusetts General Hospital, she is called upon to cover the COVID-19 ward there and at MEE. She and

1

her husband, also a doctor, are on the frontlines everyday.

2001

Sarah Buchman is a pediatrician with heal.com and does house calls in Washington, D.C., and Northern Virginia.

Andrew Cramer lives in Seattle, Washington, where he works for a local supply chain tech startup. He and his wife welcomed a baby daughter, Bettie, to the world last September. In April, Andrew appeared on the television game show, Jeopardy! He attributes his knowledge to his teachers and classes at Norwood, including from Mr. Jay Briar’s seventh and eighth grade history class, Ms. Boyd’s eighth grade math class, Mr. McCune’s teaching of Lorraine Hansberry’s A Raisin in the Sun and Shakespeare’s The Tempest, along with countless others who helped fulfill this lifelong dream.

2002

Lauren Brandes was a neurology resident physician at UPMC Presbyterian in Pittsburgh and recently moved to Chicago for a fellowship in neuroimmunology. In the small world of Norwood, Laura Kirkpatrick ’97 was a fellow neurology resident at UPMC.

Lauren credits Norwood as the most influential education she had and the place where she learned the most, setting her up for everything that came afterward as a student and person, even through medical school and residency. Other Norwood alums who are physicians from the Class of 2002 are Scott Colton, Jamie Grossman, Connor King, and Marshall Strother

Caitlin Roman and husband Forrest moved to Marin County, California, (just north of San Francisco), where they are enjoying more space and easy access to nature, especially in this era of working from home.

2003

Camille Collier is the assistant women’s basketball coach at Radford University. In her role with the Highlanders, Camille assists in recruiting, scouting, and perimeter player development.

Stephanie Watson is expecting her first child in November 2020.

2004

Kelly Tillotson Bradway is living in Nashville, Tennessee, where she is in a country music band called MAMADEAR with her husband, Parker.

1 Andrew Cramer ’01 poses with host Alex Trebek during his Jeopardy! appearance that aired in April. 2 Bernard Newman ’04 (far right) with fellow residents at Stony Brook Hospital in New York. 3 Courtney Smith Koreiwo ’04 married CJ Koreiwo on March 6, 2020. 4 Harper James Youngblood, daughter of Olivia Martin Youngblood ’04.

Courtney Smith Koreiwo married Christopher John (“CJ”) Koreiwo, in a small ceremony on March 6, 2020. CJ serves in the Navy, and due to his new orders, they are now living in San Diego. Prior to tying the knot, Courtney taught for six years in Montgomery County, Maryland.

Alex Stadnik Gruenewald and husband Tom opened an Allstate Agency in Fayetteville, New York, in 2019. It has been an interesting adventure running a new business during the pandemic. The Gruenewalds have two daughters, ages 4 and 1, and are expecting a baby in March.

Kathy Mullins graduated from Georgetown University School of Medicine in 2018 and is a second-year internal medicine resident at Montefiore Hospital in Bronx, New York. While she was busy treating patients with COVID-19, Norwood classmate Cate Rooney supported Kathy and other residents and nurses by sending pizza, cookies, and other snacks to the hospital.

Bernard Newman is a third-year radiation oncology resident at Stony Brook Hospital in New York on Long Island. Because

of the size of the hospital, their COVID-19 patient load has been one of the largest in the nation. He has been pulled from his department (along with other residents) to run teams treating patients infected with the virus.

Olivia Martin Youngblood and her husband, William, welcomed their daughter, Harper James Youngblood, on May 29, 2020, in London.

2006

Bryan Goldman graduated from medical school and is doing his ophthalmology residency in Richmond at Medical College of Virginia.

Luke Mastalli-Kelly found his dream job in Quantum Computing with a Yale University spin-off startup, Quantum Circuits, Inc. (QCI).

2007

Alex McPherson is living in D.C., studying economics at Georgetown University, and parenting his rescue pup, Motley, a Pit/Great Dane mix.

Elizabeth Mendelson is living in Nashville, Tennessee, and teaching second grade. Over the summer, she began work on a second master’s degree, in educational leadership, from Louisiana State University.

2008

Alexa Goldman received her Master of Science in Nursing from the Johns Hopkins School of Nursing and is an intensive care unit nurse at NYU Langone Medical Center in New York City.

2009

Gary Awkard is part of the corporate information technology team at NewYorkPresbyterian Hospital in New York, in collaboration with Weill Cornell Medicine and Columbia University College of Physicians and Surgeons. Over the course of the pandemic, he has supported COVID-19 technology projects such as creating thousands of virtual ICU beds across 11 hospitals and medical centers, as well as managing technology needs for tele-medicine virtual urgent care centers. Gary took part in

in the

Norwood Magazine, please

information to Stacey Malmgren in the Development Office at smalmgren@ norwoodschool.org. Photos (JPG or PNG, 1MB+) are encouraged! The deadline for Class Notes in the spring issue is March 1, 2021.

Check out the fantastic variety of Norwood merchandise at

online school store: performance tees, sweatshirts and fleeces, sweatpants and athletic shorts, pajama pants, accessories and gifts! Youth and adults sizes available.

The Alumni Office would be happy to mail your order or hold it for pick-up.

the frontline efforts at NewYorkPresbyterian Brooklyn Methodist Hospital, specifically in the pharmacy department working to deliver critical medication to nurses across the hospitals floors, ensuring the medication was available for COVID-19 patients.

Kate McPherson started a graduate program this fall at The George Washington University’s Milken Institute School of Public Health to earn a Master of Public Health in Health Policy.

Quinn Weinberg married Stephen Owen in Roanoke, Virginia, on Saturday, April 18. She is in her second year of medical school at the Virginia Tech Carilion School of Medicine. Her husband is graduating this year and will be starting his residency in general surgery in Johnson City, Tennessee.

2011

Jack McPherson returned to the D.C. area this summer after graduating from the University of Colorado-Boulder in 2019 and living outside of Boulder for the past year. He is currently taking classes in computer gaming and simulation at Montgomery College.

Taylor Wynn graduated from University of Michigan in computer sciences as a magna cum laude graduate. She was accepted into the advanced nursing master’s program at John Hopkins University in the fall of 2019 as an academic scholar. Taylor is focused on the intersections of technology and healthcare to improve the delivery of healthcare to underserved populations.

2012

Bella Alarie , three-time Ivy League Player of the Year while playing basketball at Princeton University, entered her rookie WNBA season as a first-round pick and number-fi ve overall pick for the Dallas Wings. She also scored an Under Armour footwear and apparel endorsement.

Frances Gichner graduated from the University of Richmond and currently works at an architectural lighting design company doing computer rendering.

Catie Mulligan is in graduate school at Merrimack College in Andover, Massachusetts, pursuing her Master of Science in Exercise and Sport Science with a concentration in Strength

and Conditioning. She also serves as a graduate assistant in the Strength and Conditioning Department at Tufts University and an assistant lacrosse coach with Merrimack’s D1 women’s lacrosse team.

Carly Westermann graduated from Virginia Tech and moved to Jacksonville, Florida. She works with the National Health Corps and is applying to medical school.

2013

Sajan Mistry created face masks for frontline workers during the early days of the COVID-19 outbreak.

2016

Luke Primis, Kamran Rowhani ’17, and a third Sidwell Friends classmate teamed up to make face shields to protect healthcare workers during the COVID-19 outbreak. Originally, they had planned to be using 3D printers to produce parts for a NASA robotics competition, but when school was closed, they quickly changed their focus. With three of Sidwell’s printers and a Norwood printer churning away safely in their homes, they created and delivered face shields to local hospitals

1 Gary Awkard ’09 on the job at NewYork-Presbyterian Hospital. 2 Sammy ’18, Lauren ’22, and Michael ’21 Hemann with a staff member from So What Else, a non-profit that provides free out-of-school programs for children.

CLASS OF 2016 REUNION

Sadly, we were unable to hold our spring reunion for the Class of 2016. We hope they are feeling settled in college (at home or away), gap year experiences, or whatever they are doing during this challenging time. We encourage this wonderful group of Norwood graduates to send their news to Stacey Malmgren in the Development Office at smalmgren@norwoodschool.org.

COLLEGES & UNIVERSITIES

CHOSEN BY THE CLASS OF 2016*

Jaclyn Aronie Muhlenberg College

Rhea Bakshi University of Pennsylvania Paige Chestler Elon University

Curran Chopra University of Chicago

Rohey Colley University of Virginia

Lauren Cooke Harvard University

Kalen Fling North Carolina Agricultural and Technical State University

Anna Forman Gap Year then Occidental College

David Gould The New School

Khaalis Harris University of Pittsburgh

Reade Hauge Villanova University

Liam Herron University of Michigan

Patsy Koonce Sarah Lawrence College

Megan Landres Wake Forest University

CJ LaRoche University of Miami

Syd Minor North Carolina State University Liam Moynihan Gap Year

Patrick Newcombe Gap Year then Princeton University

Teddy Popescu University of Maryland

Luke Primis Brown University

Chessie Ross Boston University Benjamin Share Vanderbilt University

Cailley

Ava Spigel Tulane University

Langley Steuart Washington and Lee University

Nick Tsintolas Duke University

Charli Vogel University of Michigan

*As reported by families as of September 23, 2020.

Nicole Ganti College of William & Mary

Eliza Gichner Dickinson College

Sydney Giunta Temple University

Benjamin Sherman Hamilton College

Rebecca Shiff Vanderbilt University

Slaten University of Miami

CLASS OF 2020

CLASS OF 2020 VIRTUAL REUNION:

NOVEMBER 12, 2020

We loved seeing members of the Class of 2020 for a fall get-together on Zoom and hearing all about the unusual start to their high school careers. We hope it won’t be long before we can see them in person!

Haneen

Cameron

Anna

Everett

Yanira

Jack

Sofia

Josie

George

Mason

Ari

Holden

Connor

Evelyn

Hudson

Dean

Henry

Layla

Temple

Eli

Cassidy

Elon

Noor

Thomas

Alexander

Gracie

Piya

Jules

Lily

Easton

Harper

Wells

Alexander

Rebecca

Angie

Allie

Max

Cai

Gabi

Audree

Al-Abdulghani TBD (Abroad)

Alperin Bullis School

Barrett Bullis School Olivia Barrett Bullis School

Butler St. John’s College High School

Chervenak

Georgetown Preparatory School

Citrin Whittle School & Studios

Cobb Bullis School

Cooley Vail Mountain School (CO)

Cooper

Richard Montgomery HS IB Program

Davison Bullis School

Andrew Delistathis Georgetown Preparatory School

John Dempster Knoxville Catholic High School (TN)

Denaro Whittle School & Studios

De Souza Walkersville High School

Alexa Diaz The Madeira School

Elias St. Albans School

Chris Evans Bethesda-Chevy Chase High School

Eynon St. John’s College High School

Farber Landon School

Reed Fernandes Landon School

Fruman Langley High School (VA)

Goldstein Bethesda-Chevy Chase High School

Peter Goldstein St. Andrew’s Episcopal School

Abby Greenberg Charles E. Smith Jewish Day School

Adam Groban

Winston Churchill High School

Groban Winston Churchill High School

Guerson School Without Walls

Navya Gupta Sidwell Friends School Will Heiss Bullis School

Hollander Maret School

Matthew Jones Georgetown Day School

Kaler National Cathedral School

Nikhil Kambeyanda Georgetown Preparatory School

Khandpur Bullis School

Tyler Kovacs Walt Whitman High School

Arielle Maged Maret School

Izzy Mathiascheck Montgomery Blair High School Magnet Program

Cailin McCoy Our Lady of Good Counsel High School

Meisel Bullis School

Miles Phillips Exeter Academy (NH)

Jamie Miller Bullis School

Nicholas Neal Paint Branch High School

Willa Nichols

Homeschooled (GA)

Ogada Georgetown Day School

Papademetriou St. Andrew’s Episcopal School

Pollard Maret School

Ramirez Thomas S. Wootton High School

Romaine Bullis School

Rosen Walt Whitman High School

Aiden Schoeb St. Andrew’s Episcopal School

Schulwolf Thomas S. Wootton High School

Scielzo Holton-Arms School

Scurfield Stone Ridge School of the Sacred Heart

Shur St. Andrew’s Episcopal School

Slattery Whittle School & Studios

Smith Holton-Arms School

Warke

Woodberry Forest School (VA)

Wight Gonzaga College High School

Winig Poolesville High School Magnet Program

Zulf Walt Whitman High School

including Children’s National Hospital and Suburban Hospital. Luke also worked on a design, using bio-compatible materials, for a nasal-swab prototype, since nasal swabs for the COVID-19 test were in short supply. In April 2020 NBC ran a story about their work.

2017

Emma Scielzo is a 2020 recipient of The Congressional Award Gold Medal, the U.S. Congress’ highest honor for youth. The Congressional Award acknowledges young people who have reached certain goals in four program areas: voluntary public service, personal development, physical fitness, and expedition/exploration.

A total of 478 students from 41 states received an award, recognizing more than 226,800 hours of public service. Emma was honored at the virtual 2020 Gold Medal Ceremony on September 26, 2020.

Aidan Wilbur was named a National Merit Scholar Semifinalist.

2018

Sammy Hemann, a junior at Landon, joined a group of Norwood families in the spring to collect and donate art supplies, books, games, snacks, and household cleaning items for underserved families supported by So What Else, a non-profit organization that provides free positive, enriching out-of-school programs for children ages five through 18. Sammy and his siblings, Michael ’21 and Lauren ’22, were featured in a cover story about acts of kindness in the May/June 2020 issue of Bethesda Magazine

Linnaea McGuinness and her mom, Norwood’s very own associate head of school and head of middle school Michele Claeys, spent time during the pandemic volunteering at a large Johns Hopkins warehouse in

Baltimore to assemble PPE for Hopkins doctors. According to the mother/daughter duo, one of the best parts of their Friday night volunteer shift was the terrific DJ on site! Linnaea is a junior at Maret School.

2019

Zachary Jager baked cookies for Shepherd’s Table in support of people who are homeless or in need of basic services.

Helen Primis sewed face masks from fabric samples during lockdown and delivered them to a hospital in Rhode Island.

Kylie Wilbur won first place in her age group for her submission to a student art competition at the National Museum of the Marine Corps. Students across the nation were asked to create a 2D artwork that visually shows what “Welcome Home” means to Marines. Kylie’s mixed media piece “Two Hats” is now framed and displayed at the museum

in Quantico. Her grandfather served in the Marines, so this contest meant a lot to her.

Former Faculty News

Jean Lutterman, Norwood’s director of music from 1975 to 1993, died on August 26, 2020. In 1979, Jean won a grant from the National Endowment for the Humanities to create and distribute musicals, called the Living History Series, that would teach children an inclusive history of the U.S. “Every time her name comes up, there is a real sense of reverence,” said Matthew Gould. “Her legacy is still pervasive here. While I never met her, I have heard that she was one of those very special teachers who was adored by her students and colleagues.”

1 Michele Claeys and Linnaea McGuinness ’18 assembling PPE for Johns Hopkins Hospital. 2 Jane Martens, who retired in June after 23 years of teaching physical education at Norwood, enjoys beach time and “twinning” with granddaughter Piper Nobil (daughter of Ashley Martens ’96) in Bethany, Delaware. 3 Zachary Jager ’19 baked cookies for Shepherd’s Table to be delivered to people who are homeless or in need. 4 “Two Hats” by Kylie Wilbur ’19, first-place winner in the National Museum of the Marine Corps student art competition.

Norwood Students Take the Cake!

What’s sweeter than Spirit Day? How about a Spirit Day that includes some amazing Norwood-themed cakes! Since we couldn’t be together for traditional Spirit Day activities, the Norwood Parents Association offered an extra layer of fun with the first-ever Norwood Cake Decorating event held in mid-October. Check out these sweet masterpieces!