Norwood Magazine - Fall 2021

Gould,

On May 13, 2021, special guests gathered in the Steuart Courtyard, while students, teachers, and parents tuned into the livestream from classrooms and home, to celebrate the start of construction on the Marriott Early Childhood Building.

During the past 20 months, children have faced a host of complex challenges due to the loss of routine, structure, and socialization—all of which have a profound impact on emotional well-being. Read about how Norwood has moved social-emotional learning to the forefront.

Dear Friends,

The 2021-2022 school year is well underway, and I can’t begin to tell you what a joy—and relief(!)—it was to open our doors on September 8 to all students, grades PK-8, for five days of in-person learning for the first time since March of 2020.

Like schools across the country, we had hoped the COVID-19 numbers would be in a better place (and they looked like they would be earlier in the summer), but we launched the new year with great enthusiasm, optimism, and the confidence that we have the right layers of protection in place to run school safely and successfully.

This issue of the magazine celebrates the exciting things happening at Norwood School. First and foremost, we celebrate the 57 members of the Class of 2021 whose many talents and accomplishments were showcased on Class Day and Commencement in June. I am immensely proud of the many ways this resilient class rose above pandemic-related disruptions and found creative ways to maintain most of the signature events that mark the end of the eighth-grade year. They worked together to hold a Class Day recital with an in-person audience; they challenged the faculty and staff to an Ultimate Frisbee game after the traditional kickball game had been cancelled earlier in the year; and they came up with some clever ideas to support their class charity project, the Dr. Susan Love Foundation. They are a fantastic group of young people, and we look forward to hearing about their many accomplishments at the 25 high schools they now attend.

We celebrate the Norwood faculty and staff who look out for the well-being of their students by creating as normal a school experience as possible, while also putting into place a number of support systems to address a wide range of complex emotions and reactions related to the pandemic. As you will read in this issue, teachers have moved the social-emotional learning aspect of our program to the forefront to promote student success. Through their hard work and genuine care for our students, Norwood teachers are going above and beyond their normal duties to create safe and comfortable learning environments where children can thrive academically, socially, and emotionally.

We also celebrate the exciting progress on the Marriott Early Childhood Building. Last spring, on Founder’s Day, we held a festive groundbreaking ceremony to mark the start of construction. Today, just five months later, we are wowed on a daily basis by the large, three-story steel framework that has risen between the Steuart Building and the Murray Arts Building. The structure doesn’t yet have walls, but we’re already picturing the amazing learning spaces inside! It’s remarkable to think that in less than a year, this beautiful new building will be abuzz with the learning our students in grades PK-2.

As we celebrate big things, I also find myself being particularly grateful for some of the little things that make Norwood so special. I love greeting our students as they get out of their cars in the morning. Handshakes are still sidelined, but we find creative and fun (and funny!) ways to greet each day. I am grateful for lunch service, which is back in action in the middle school, and for the tent that provides a safe space for eating lunch. I am grateful to see our middle school students enjoying fall sports again. I am grateful that our parents can enjoy time together at outdoor fall socials and are beginning to ease back into volunteering on campus.

Most of all, I am grateful for the Norwood community, past and present, that continues to wrap its collective arms around this wonderful school, supporting its mission to inspire confident, compassionate, independent, and creative thinkers who embrace lifelong learning.

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

I am grateful for the Norwood community, past and present, that continues to wrap its collective arms around this wonderful school, supporting its mission to inspire confident, compassionate, independent, and creative thinkers who embrace lifelong learning.” -MATTHEW GOULD, HEAD OF SCHOOL

A Groundbreaking Moment in Norwood History!

Founder’s Day is always a special day at Norwood. Held annually in mid-May, it’s a day to pay tribute to Frances Marsh, who founded the School nearly 70 years ago with just four teachers and 40 students in the basement of St. John’s Episcopal Church in downtown Bethesda, and to reflect on the School’s rich history. It’s a day of celebration—especially in 2021 when the day was marked with a ceremonial groundbreaking of the Marriott Early Childhood Building, an exciting new learning space for grades PK-2, scheduled to open in the fall of 2022. >

“The groundbreaking was symbolic of our commitment to educational excellence for every child, especially during the foundational years of their school journey.”

-MATTHEW GOULD, HEAD OF SCHOOL

“The start of construction on this beautiful new building marks a milestone in the wonderful vision that Mrs. Marsh set forth.”

-MATTHEW GOULD, HEAD OF SCHOOL

On the morning of May 13, 2021, special guests gathered in the Steuart Courtyard, while students, teachers, and parents tuned into the livestream from classrooms and home—representing, as Head of School Matthew Gould noted, the same kind of hybrid situation in which teachers and students had been engaged all year, with some students learning in the classroom and others at home. After speaking about Mrs. Marsh’s legacy, Matthew remarked, “The start of construction on this beautiful new building marks a milestone in the wonderful vision that Mrs. Marsh set forth.”

Board Chair Josh Spencer also addressed the community, beginning with an expression of gratitude for Norwood’s

dedicated teachers, hard-working students, and committed parents for adapting, adjusting, and working harder in different ways amidst a challenging year. “It’s remarkable that we are here today, and it is due to so much love and attention to Norwood by its entire community,” he said.

“Over the past several years, the board of trustees has been working towards this day with plans for the groundbreaking on this beautiful new building,” Josh continued. “At the same time, we’ve worked to expand Norwood’s endowment to help ensure Norwood’s ability to fulfill its mission for many years into the future. This took an extensive fundraising campaign with the goal of raising $15 million. I’m proud to say with dedication from many volunteers and the generosity of hundreds of donors, both here and watching the livestream, that we recently met and even slightly exceeded our goal. For this you have my deepest thanks and the thanks of the entire board of trustees.”

Middle school strings, handbells, and choral students, who had not performed live together in more than a year, provided a medley of music at the beginning and end of the event, reminding the audience of the tremendous music program that has been a hallmark of the Norwood program since its founding. While the groundbreaking wrapped up in the morning, the celebration continued throughout the day. In the Steuart Courtyard, students, teachers, and staff enjoyed signing a steel beam that will be part of the new building’s framework. Down near the playground, homerooms and advisories posed for photos, wearing Norwood hard hats, in front of a large bulldozer fresh off the construction site. Additionally, students had fun digging into a delicious, themed snack: dirt and worms!

Reflecting on the day, Matthew commented, “The groundbreaking was symbolic of our commitment to educational excellence for every child, especially during the foundational years of their school journey. It marked the beginning of an exciting new era for Norwood’s youngest students, and we can’t wait to open the doors of the Marriott Early Childhood Building next year.”

Matthew Gould loves an opportunity to share a children’s book, and on groundbreaking day, he read a special story written by Naomi Manzella, Norwood’s media resource specialist and lower school librarian, and illustrated by 16 lower school students. Written in the style of Dr. Seuss, the book traces the exciting new spaces and places in the new building, from the “sunshiny windows” to the “courtliest courtyard.” Every Norwood student, teacher, and staff member received a copy of the book to take home.

Excerpt from To Norwood! The Place Where You’ll Grow!

The

To Norwood! The Place Where You’ll Grow!

IN THE CLASSROOM

Moving Social-Emotional Learning

to the front of the classroom

When the pandemic hit, a lot changed very quickly—especially for children. Playdates and other social gatherings were off the table. Team sports were sidelined. School happened on a screen with children at home, interacting with a digital mosaic of classmates and teachers. When children were able to attend school in person, they were surrounded by constant reminders about mask-wearing, hand-washing, and social distancing. During the past 20 months, children have faced a host of complex challenges due to the loss of routine, structure, and socialization—all of which have a profound impact on emotional well-being. >>>

“The social-emotional piece of our students’ growth and development has always been an integral part of the Norwood program,” says Matthew Gould, Head of School. “Our whole-child approach to learning means prioritizing all areas of a child’s development: cognitive skills, academic achievement, and social-emotional learning. The COVID-19 crisis has moved the social-emotional piece to the forefront as we look even more intensively at ways in which we can support a wide range of complex emotions and reactions.”

Social-emotional skills help children manage their emotions and engage with the world around them, even when the world looks scary. According to Lower School Counselor Rachelle Bowman, Norwood focuses on five key areas to nurture and develop these critical competencies in children: fostering connections and belonging; building resilience; teaching social-emotional skills; establishing emotional and physical safety; and promoting play and instructional breaks. Matthew reports that throughout the pandemic, the Student Support Services Team has been working closely with the faculty to ensure a whole-school, multi-layered approach to best support students.

“As a child-centered school, everything we do focuses on creating the best learning environment for achieving academic success,” Matthew says, “and that means integrating a framework for prioritizing mental health and emotional well-being so children can thrive in all aspects of their lives.”

Connections & Belonging

It has long been Norwood’s philosophy that when children feel safe, supported, and understood, they are empowered to challenge and stretch themselves in their academic work and to solve problems in all areas of their lives. One of the ways in which Norwood teachers nurture this dynamic is by creating predictable, joyful, and inclusive classroom environments where students have a sense of belonging and significance. Teachers employ a number of classroom strategies to make sure that every child has a voice and that every voice is heard and respected—such as organizing small groupings for certain activities, assigning partners for “turnand-talk” sharing, conducting class surveys, and literally keeping track of voices during a class discussion.

“Norwood’s classroom communities are designed to be safe havens for children, whether a student is just having a tough

moment, a bad day, or experiencing ongoing stress due to the pandemic or some other challenge in their lives,” says Laura Prosen, middle school counselor. “Teachers are very intentional about reaching out to each student with frequent acts of connection, making sure that students know they have a number of caring adults in their corner. When children experience these connections, they feel known and understood—all of which contribute to a sense of belonging and peace.”

To build connections with her students, middle school science teacher Debbie Pakaluk begins the school year by surveying her students—the entire eighth grade class—to get their answers to four “Compass Point” questions: 1. What are you excited about? 2. What are you worried about? 3. What do you need from me to be successful? 4. What do you plan to do to be successful in science? “Eighth graders are remarkably self-aware about their strengths, weaknesses, and learning style,” says

Debbie. “This is a powerful way to get an incredible amount of information that helps me know them and best support them right from the beginning.”

By providing safe, comfortable learning spaces, as well as genuine relationships with caring and supportive adults, Norwood creates an environment where children are more receptive to seeking and receiving guidance from others. They are more comfortable sharing all parts of themselves with classmates and teachers, knowing that everyone’s unique abilities are celebrated and respected.

The Power of Resilience

“Resilience is the ability to achieve positive outcomes despite adversity,” explains Rachelle. “While we often can’t remove stress, we can support students in not only surviving but thriving in the face of adversity.” Again, it begins with creating safe learning environments, specifically where failures and setbacks

are an expected part of the learning process. “We emphasize that it’s okay to struggle, make mistakes, and fail,” says Rachelle. “The key is learning how to learn and grow from them. When students are praised for their hard work and perseverance, they recognize that it’s okay to make mistakes—that, in fact, mistakes are encouraged. They get comfortable with being uncomfortable.”

Imitation is a powerful way to learn. When teachers share their own experiences of challenge, disappointment, failure, and resilience, students receive the message that struggle and stress are normal parts of the human experience, and when handled with patience, grace, and acceptance, they can fuel a sense of motivation and empowerment. This message is reinforced in just about all subject areas at Norwood through lessons and books that intentionally focus on the personal strengths of people in history who overcame enormous challenges and hardships to achieve

their goals: social activists, scientists, political leaders, and inventors, for example. By normalizing struggle and sharing our humanity, students are better equipped to understand how these experiences can be useful and meaningful later in their lives.

Social-Emotional Skills

The Collaborative for Academic, Social, and Emotional Learning (CASEL), long considered the gold standard on the topic, defines social-emotional learning as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” “It’s a lot,” admits Sara Gallagher, director of student support services, “but it’s all very familiar territory here at Norwood,

“The COVID-19 crisis has moved the social-emotional piece to the forefront as we look even more intensively at ways in which we can support a wide range of complex emotions and reactions.”

-matthew gould, head of school

PEACE Path

“PEACE Path” is a conflictresolution tool that helps students work through disagreements with their peers. When following the PEACE Path, students use “I statements” to communicate how they are feeling. Students may also take turns sharing their feelings and repeating the feelings of another student. Together, they create a PEACE Path for moving forward in peace.

where whole-child education has always been the focus, long before SEL became a research-based, formal curriculum.”

Beginning in pre-kindergarten, Norwood’s Life Skills program introduces students to a variety of developmentally appropriate communication, coping, and calming strategies. One of these strategies is the “PEACE Path” (see sidebar for more information).

Another technique children learn at Norwood is to be aware of their “Zones of Regulation” (see sidebar on opposite page for more information)

Emotional & Physical Safety

“It’s amazing to see students follow the path to resolve conflicts and solve problems on their own. This is an incredible and empowering skill to use throughout life.”

-sara gallagher, director of student support services

From the moment they greet their students in the morning, teachers are mindful of how they are feeling and what they may need to feel safe and comfortable. Daily check-ins assess moods, needs, and concerns, especially with quieter children who tend to keep these things to themselves. “Some children arrive in the morning and will tell you right away if they’re having a good day or a bad day and why,” shares fourth grade teacher Peace Ferreby. “Others need more encouragement, so we do regular emotional check-ins, just like we do an academic check-in.” Peace adds that students regularly practice mindfulness activities to help regulate emotions and alleviate stress. They practice breathing exercises and centering activities such as quietly coloring mandalas.

Routines are another way to establish a sense of safety and security. With the pandemic dismantling many children’s routines, it is more important than ever to establish schedules, rhythms, and procedures at school. Predictable schedules give children a roadmap for the day, provide for smoother transitions, and support self-management skills. “Children feel most secure and comfortable when they know classroom expectations,” says second grade teacher Lara Salyer. “We spend a lot of time forming, talking about, and practicing procedures, especially at the start of the school year. We like to give students ownership over some of the classroom rules. During the first week of school, together as a class, we come up with our ‘Community of Learners’ agreement. In this agreement, we brainstorm ways we will take care of each other as well as how we will respect our classroom materials. We also allow for a little extra time at the start and end of lessons to make sure students are comfortable with instructions and expectations, and to help them reset for the next activity.”

Mask-wearing presents a unique challenge for some students when navigating certain social interactions. How do you discern and/or project moods and emotions when certain parts of the face are covered by a mask? In the Lower School, children play a guessing game where one classmate is asked to think of a feeling and then try to communicate that feeling with their face, especially their eyes. The rest of the class tries to guess the emotion. This simple game helps children feel

less anxious in social situations, as well as build important emotional literacy skills for life.

Play & Instructional Breaks

Throughout the pandemic, Norwood teachers have been particularly mindful of the need for instructional breaks and playtime at key times during the day, in addition to regularly scheduled recess. “I make sure we take frequent breaks to stretch, move around, take deep breaths, and just relax—even if it’s just for a few minutes. Depending on the need in that moment, a break can range from a dance video to guided meditation and yoga. It makes a real difference,” says first grade teacher Dana Egan.

Regularly scheduled breaks for the whole class and individual “brain breaks” when needed can reset attention, boost learning productivity, and reduce stress. In Peace Ferreby’s fourth grade classroom, students are encouraged to use the “Chillaxation Station” and “Concentration Station.” “These are places in the classroom where students can choose to go if they need to calm down, take a break, or refocus,” she says.

In addition, play, whether it be during recess time or in the classroom, has well documented research-tested benefits, including contributions to children’s cognitive, physical, social, and emotional well-being. According to the American Academy of Pediatrics, recess is a “crucial and necessary component of a child’s development,” contributing to the development of important socialemotional, critical-thinking, and selfefficacy skills.

Teachers also weave play and relaxation into instructional time. For example, in reading and language arts classes, students perform in Reader’s Theater or engage in an art activity related to the book they are reading or the story they are writing. In lower school music, they may take a break from a structured lesson to dance around the room. In middle school music, Max Nolin, 7/8 choir and handbells teacher (and dean of students) likes to take breaks and have students simply listen to music. “Maybe it’s a piece tied to what we are studying in class, but often it’s a song suggested by a student,” says Max. “Giving students the opportunity to share the music they love helps everyone relax and also opens all our ears to new sounds.”

“Zones of Regulation”

“As much as we emphasize the need to normalize the school experience for our students, we also recognize that this is not a normal time. The pandemic has had a profound impact on children—we see it and feel it every day,” says Matthew. “We want every child at Norwood to feel safe, supported, and loved, especially during this time, and to be equipped with a set of tools for coping with life’s challenging moments, both big and small.”

Essentially, students categorize emotions into four zones:

BLUE { sad, tired, bored, moving slowly }

GREEN { happy, calm, focused, ready to learn }

YELLOW { frustrated, worried, silly/wiggly, excited }

RED { mad, angry, elated, out of control }

Children practice naming their zone and using a toolbox of evidence-based strategies for managing emotions—tools that help them get to and stay in the green zone: breathing exercises, physical activities, reading, and drawing, for example.

“Zones of Regulation” is a framework designed to foster selfawareness and self-regulation.

Eighth Graders Shine on Class Day

One of the songs performed during this year’s Class Day Recital was “Don’t Rain on My Parade” (originally from the 1968 musical “Funny Girl” and later the television series “Glee”). With microphone in hand, eighth grader Jacob Landres walked confidently down the aisle, belting out the lyrics that perfectly captured the spirit of this year’s graduating class.

Here I am! I’ll march my band out I’ll beat my drum…

Nobody, no, nobody Is gonna rain on my parade!

That nobody includes a global pandemic. On Monday, June 7, eighth graders gathered in the Rales Athletic Center to perform their recital for the most important audience of all: each other. Video of the recital was livestreamed for friends and family to enjoy from home, and on the following day, the recording was shared with the entire school community during Class Day Chapel. From Chopin to Hendrix and the Beatles to Rihanna, the variety of performances showcased the abundant talent and unique personalities of the Class of 2021.

Eighth Grade Awards

The Faculty Prize for Leadership and School Spirit

PK Holland Chris Langston

Yasmin Rabah Zara Shamim Ava Sharma Jack Tyrer

The Head of School’s Prize for Academics Excellence

Noah Altschuler

Bryan Berman

Will Daniel

Isabela David Cole DeLeire

Joseph Dobler

Caroline Dupree Joseph Heenan

PK Holland Melina Krichevsky Isabel Lustbader Yasmin Rabah Cooper Schirmeier Manuel Schmukler Sasha Vaughan Caitlin Zern

View

Watch the event: vimeo.com/norwoodschool

One Year

By Isabel Lustbader ’21

A century tells a story. One of tragedy and of glory.

100 years. More lives. Woven together. Without harmony. 2020 Life is ordinary. Until It’s extraordinary.

A pandemic Distanced. Together.

An economy Broken. Resilient.

A climate Damaged. Forever.

An election Divided. United.

A movement Inequality. Justice.

“I would like to formally thank all of my classmates, teachers, and fellow Blue Hawks for always being supportive and encouraging and helping me become more comfortable as a student, an athlete, a friend, an actor, a musician, a debater, and most importantly, myself. I am grateful that my sister will still be at Norwood so I can visit the wonderful community that has supported me so much for the past six years. I have come to recognize that how I live my life truly matters.” - BEN

TYRRELL, CLASS DAY SPEECH

A country Never the same. Just 365 days, though a small sum, alter the ways, of those to come.

A word. An action. A moment. Change.

Celebrating the Class of 2021!

In a typical year, the biggest concern around Commencement might be the weather. If it rains, where will the class photo be taken? Will everyone fit inside for the post-ceremony reception? This year, however, with the COVID-19 pandemic still very much in our lives, the questions went deeper: Would we even be able to hold an event, for example.

On May 5, 2021, we breathed a collective sigh of relief when the Montgomery County Board of Health approved Norwood’s graduation proposal, allowing the School to move forward with plans for an in-person event on June 9 in the Rales Athletic Center at 25% maximum capacity. The sigh was even more pronounced when on May 26 the county lifted capacity limits and restrictions related to photography and holding a reception.

And so, at 7:30 a.m. on Wednesday, June 9, the 57 members of the Class of 2021 gathered in the Steuart Courtyard for the traditional class photo (the weather cooperated!), then walked down the steps to the playground where they each posed for a photo while ringing the Norwood Bell once last time. From there, they walked to the Rales Athletic Center where family members, special friends, and eighthgrade advisors were gathered—face masks and physical distancing in place—to proudly witness their graduation from Norwood.

Where our 2021 grads are going...

View more Commencement photos at: norwoodschool.smugmug.com/June-2021

Watch the event: vimeo.com/norwoodschool

Noah Altschuler

Potomac School

Cailan Band

Stone Ridge School of the Sacred Heart

Alex Barrs Chatham Hall (VA)

Alexander Bauer Potomac School

Bryan Berman Georgetown Day School

Lauren Berman Georgetown Day School

Alex Bhatia Georgetown Day School

Shaan Bhattacharyya Bethesda-Chevy Chase High School

Blake Cobb Bullis School

Sean Curran

Walt Whitman High School

Will Daniel Bullis School

Isabela David Bullis School

Cole DeLeire

Georgetown Preparatory School

Joseph Dobler

Washington International School

Caroline Dupree

Sidwell Friends School

Rebecca Eigner Bullis School

Ines Escriba

Stone Ridge School of the Sacred Heart

Gideon Freeman Edmund Burke School

Jacob Goldstein Lab School of Washington

Wyatt Grace Georgetown Day School

Kyla Harris Sandy Spring Friends School

Joseph Heenan Bullis School

Michael Hemann Landon School

PK Holland

Stone Ridge School of the Sacred Heart

Charlie Kay Sidwell Friends School

Leila Khademian Winston Churchill High School

Allie Krichevsky Holton-Arms School

Melina Krichevsky National Cathedral School

Drew Lamel

Georgetown Day School

Jacob Landres Bullis School

Chris Langston Whittle School & Studios

Michael Lin Bullis School

Emma Luchsinger

St. Andrew’s Episcopal School

Isabel Lustbader Maret School

Alice Caroline Marriott

Stone Ridge School of the Sacred Heart

Carys McAllister Georgetown Visitation Preparatory School

Max Murguiondo Bullis School

Norah Oppenheim

St. Andrew’s Episcopal School

Will Pinto Bullis School

Yasmin Rabah National Cathedral School

Jonathan Rubin Maret School

Cooper Schirmeier Potomac School

Manuel Schmukler

Sidwell Friends School

Jack Schulman Woodberry Forest School

Zara Shamim Holton-Arms School

Ava Sharma Bullis School

Haohan SiMa

Sidwell Friends School

Roman Smith Winston Churchill High School

Oliver Taylor

Walt Whitman High School

Heidi Trambley Holton-Arms School

Jack Tyrer Bullis School

Ben Tyrrell Edmund Burke School

Sasha Vaughan Maret School

Evan Walters

Langley High School (VA)

Tahlia Williams Bullis School

Ben Yanowitch Field School

Caitlin Zern

St. Andrew’s Episcopal School

BY MICHELE CLAEYS, ASSOCIATE HEAD OF SCHOOL & HEAD OF MIDDLE SCHOOL

Commencement Remarks: Know your why

Welcome, everybody, and greetings graduates!

n Masks

n A plexiglass shield

n Hand sanitizer

n A photograph of a new puppy

n A photograph of your outdoor monitoring site for science class

n A screenshot of your daily health check

n The Zoom logo

n Earbuds

n A copy of The Hill We Climb, by Amanda Gorman

n A pink plastic bracelet supporting breast cancer research

n A prop from Willy Wonka Jr.

n A paper cicada from a kindergarten buddy

n Donna the cardboard horse

n The recipe for Ms. Chall’s vegan cinnamon rolls

n A big box of Fig Newtons

These are just some of the things you wrote about putting in a time capsule to be opened in May 2025, when you will be back at Norwood for a reunion at the end of what I hope will be four relatively ordinary years in high school, although certainly you will continue to achieve extraordinary things.

At that reunion, you will look back on your time at Norwood and on this crazy eighth grade year. When you do, please remember my gratitude. I am so thankful to have counted on your perseverance, commitment, insight, and leadership from the very start of this year. I’m especially impressed by your collective determination and creativity in maintaining as many eighth grade traditions as possible, including your fundraising for the Dr. Susan Love Foundation for Breast Cancer Research—over $2,300 in just two weeks! You helped us all remember that doing something for someone else is doubly

good—for the cause and for lifting all our spirits. Plus, I know you’ll agree it was past time for some of your teachers and me finally to get a pie in the face—and shoutout to Cole for being a very gentle pie-er.

Even before eighth grade, you stood out as a remarkable class. You represent a wide range of personal styles, experiences, opinions, identities, talents, and interests, and yet you continually treat one another with kindness, respect, and dignity. Again and again, you have shown that you are devoted to one another through thick and thin, and open to understanding one another’s points of view. Are you perfect? Of course not!

Like the rest of us, you have room to grow and learn more about yourselves and others and how to navigate the world while striving to make it more just and equitable. What makes you unique is that you embrace that opportunity rather than turn away from it. Each of you in your own way, with your own values and principles, is committed to doing what you believe is right, which makes you—collectively—a powerful force for good.

For those of you who were new to Norwood way back in kindergarten, you may remember that I was new to Norwood that same year right along with you. From the very start, you showed me how to lead my life here at Norwood. Whether you started in Lower School or joined Norwood more recently, you have consistently demonstrated cooperation, responsibility, and compassion individually and as a group. You are curious and joyful and fun to be around! I have learned a great deal from each of you, and I’m proud to be graduating with you today. Like you, I will remember Norwood fondly and treasure the many lessons I have learned here, and especially the friends I have made. Thanks to you, your fellow students of all ages, and Norwood’s

wonderful faculty and staff, I leave with greater understanding than when I arrived and great optimism for the future.

As you graduate from eighth grade, you are taking the next step toward adulthood. The next chunk, the years between now and the end of college, will go by in a flash. Please enjoy them to the fullest! I know you will continue to work hard in your classes. I hope you will also continue to explore new activities, get to know people with whom you might not agree, and stretch yourself in new directions, even if you stumble along the way. Throughout your time in the Middle School, your teachers and I have tried to emphasize that missteps are part of life. Expect them and try to recognize and appreciate the growth they represent.

A last bit of advice, and now I’m quoting Mr. Wooden from his last chapel this year: know your why. It will probably evolve throughout your life, so keep checking in with yourself. What do you admire about yourself? What roles and relationships are most meaningful to you? Which personal goals and community causes are really driving you? Hot tip: these are great questions to ask of friends and family over the years, too.

All of us here at Norwood are proud of you and better for having taught you. At Norwood, you will always BE KNOWN We’re here to cheer for you today, and we’re here after that too, for when you want to share a proud moment or just visit a familiar place. Please come often! Hopefully without a mask. Congratulations to all of you.

Michele Claeys served as Norwood’s associate head of school and head of middle school for nine years. In June, she “graduated” along with the Class of 2021, and on July 1 began her tenure as head of school at The Langley School in McLean, Virginia.

Norwood Alumni Celebrate their Sibling Graduates

Commencement at Norwood is always a family affair! We loved seeing many Norwood alumni back on campus to celebrate their siblings’ graduation on June 9, 2021.

1 Manuel Schmukler ’21 and Mati Schmukler ’17 with their parents, Sergio and Sole Schmukler 2 Sage Sharma ’19 and Ava Sharma ’21 with their parents, Lauren Francis-Sharma and Anand Sharma 3 Will Pinto ’21 and Andrew Pinto ’17 with their parents, Meredith and Drew Pinto 4 Sammy Hemann ’18, Lauren Hemann ’22, and Michael Hemann ’21 5 Jack Marriott ’18, Alice Caroline Marriott ’21, Henry Marriott ’23, and Andrew Marriott ’16

6 Cooper Schirmeier ’21 and Ben Schirmeier ’19 7 Anna Curran ’18, Sean Curran ’21, and Julia Curran ’15 8 Tahlia Williams ’21 with her mom, Michelle Williams, and alumni dad, Jed Williams ’90 9 Jack Holland ’18 and PK Holland ’21 with their mom, Kim Holland 10 Khaalis Harris ’16, Kyla Harris ’21, and Malik Harris ’10 with their mom, Tiwanna Harris 11 Charlie Schulman ’18, Jack Schulman ’21, and Sam Schulman ’18 with their parents, Frazier and Bruce Schulman 12 Jacob Landres ’21 and Megan Landres ’16 13 Charlie Kay ’21 and Will Kay ’18

2021 Spring Musical: Willy Wonka Jr.

Sweet

View more photos: norwoodschool.smugmug.com/May-2021

Watch the show: vimeo.com/norwoodschool

Success for

the Cast and Crew of WILLY WONKA JR.

After a successful outdoor production of the fall play, Help Desk, in November 2020, Middle School Drama Teacher Mia Fisher and Middle School Choir Teacher Max Nolin were determined to give seventh and eighth graders the same main-stage theatre experience for the spring musical—with a live audience—even with many pandemic restrictions in place. So, the outdoor stage was rebuilt in the Steuart Courtyard; lighting and sound systems were installed; and everyone prayed to the weather gods as the seventh and eighth grade casts prepared to perform Willy Wonka Jr. on Friday, May 7, and Saturday, May 8.

The weather did throw a curve ball with a rainstorm that moved the seventh grade cast and crew into the Marsh Gym on Friday night, but they didn’t miss a beat. Both nights, inside and outside (and at home via livestreaming), audiences enjoyed a delightful retelling of Roald Dahl’s timeless story of the eccentric world-famous candy-maker and his quest to find an heir. Kindhearted Charlie Bucket and Grandpa Joe, gluttonous Augustus Gloop, bratty Veruca Salt, rude Violet Beauregarde, obsessive Mike Teavee, the oddly enchanting Oompa-Loompas, and enigmatic Willy Wonka himself were all part of the amusing and fantastical chaos that unfolded on stage.

From the dazzling set and costumes to the stellar acting and singing, this year’s spring musical was a feast for the eyes and the imagination. Congratulations to both casts and crew, as well as to the talented adults who supported them every step along the way: Mia Fisher (director), Craig Hollander (stage manager), Max Nolin (music director), Kirby Mahoney (technical director), Marie Darling (props and set design), and Rachael Feola and Claudia Logan (costumes).

NEXT UP ON THE NORWOOD STAGE:

2021 FALL PLAY: DEARLY DEPARTED

2021 FALL PLAY DATES & TIMES:

7th Grade: Nov. 18 @ 7:00 p.m. & Nov. 20 @ 2:00 p.m.

8th Grade: Nov. 19 @ 7:00 p.m. & Nov. 20 @ 7:00 p.m.

Norwood Students Speak Up and Make a Difference

Last spring, Carole Freret’s fifth grade advisory noticed a discrepancy when they were listening to the audio version and reading along with the printed version of one of their social studies textbooks, Discovering Our Past: A History of the World, Early Ages One version said that enslaved persons were brought to America, and the other version said they were forcibly transported

“We stopped and talked about the discrepancy,” says Carole, “and it seemed like a teachable moment for a lesson on speaking up, taking action, and asking for answers.” The fifth graders worked together to craft and send an email to McGraw Hill, the publisher of the audio and print textbook. “They brainstormed about what a good email communication might look like,” Carole explains, “We talked about tone, salutation, and how to respectfully raise the questions they had.”

After working collaboratively, the fifth graders drafted an email pointing out to McGraw Hill that “…‘forcibly transported’ has a big change in tone compared to the word ‘brought’. We know that slavery was a harsh moment in our nation and that we should not change it to be a happier moment. We are curious about why the wording is different. Was the audio made before the textbook or did the textbook come first then

it got updated and the audio did not? Why was the change made?”

Over the next few months, they received several acknowledgements of their email from customer support, but no results to speak of. “That’s when I decided to find someone higher up to take the problem to,” says Carole, who then located McGraw Hill’s senior vice president in charge of digital product. This fall, the now sixth graders received a written response explaining the error: “Prior to publication, our academic review process had identified the verb brought as too ambiguous in how it describes the nature of the slave trade. So, in the interest of clarity, we revised the description. Unfortunately, the updated audio file was not attached at the time of publication. Thank you for calling this to our attention.”

“I am proud of these students for taking action and using the power of their thoughtfully written words to make a difference, even at a young age” says Carole. “I am confident they will continue to use their communication skills to impact all kinds of positive change in our world!”

Norwood’s “Halcones Azules” Win SHA Chapter of the Year!

At the beginning of the 2020-2021 school year, Norwood School became a charter member of the Sociedad Hispánica de Amistad

(SHA), a national service and academic society started by the American Association of Teachers of Spanish and Portuguese for elementary and middle school students. In less than one year, Norwood’s SHA chapter, “Halcones Azules,” was named Chapter of the Year!

According to Spanish teacher Vicky Masson, SHA is an activities-based organization that promotes cross-cultural acceptance and understanding, while encouraging service to school and community. Vicky says Norwood’s SHA members, all seventh graders at the time, hit the ground running last year to complete projects that achieved three goals: ambassadorship of the language, service to school, and service to community.

"SHA is an excellent way for middle school students to enrich their study of Spanish, develop leadership skills, and benefit from being part of a national umbrella group,” explains Vicky. “It is also a great first step to becoming part of Sociedad Honoraria Hispánica (SHH), an honor society for high school students enrolled in Spanish. I am so proud of these students and what they were able to accomplish this year.”

Norwood’s SHA chapter is just the fourth to be chartered in Maryland and one of 62 active charters in the United States. Congratulations to all the members of Halcones Azules on this great honor!

Class Gift Supports The Dr. Susan Love Foundation

Due to COVID-19 restrictions, the Class of 2021 did not have a full school year to hold fundraising events for their class charity. In just two weeks at the end of the school year, eighth graders planned and held events to raise money for the Dr. Susan Love Foundation for Breast Cancer Research. And they made it look easy as pie!

Certainly the highlight (or shall we say, “pie-light”) of their fundraising campaign was the “Pie Your Teacher in the Face” event. Five brave middle school faculty members—Michele Claeys, Carole Freret, Max Nolin, Kelly Dickinson, and Craig Hollander—each took a large cream pie in the face for an important cause, while the entire middle school community stood by to cheer them on.

CONGRATULATIONS TO THE CLASS OF 2021 ON RAISING MORE THAN $2,300 TO SUPPORT INNOVATIVE AND LIFE-SAVING BREAST CANCER RESEARCH PROGRAMS.

You clearly know that how you lead your life matters, and we are so proud of you!

1 The Class of 2021 raised more than $2,300 for the Dr. Susan Love Foundation. 2 Members of the “Halcones Azules,” SHA Chapter of the Year! 3-6 Middle school faculty members take a pie in the face to support the eighth graders’ class charity fundraising program: Max Nolin (3), Craig Hollander (4), Carole Freret (5), and Kelly Dickinson (6).

Time to Leave The Nest

In his back-to-school video sent to families, faculty, and staff on September 7, 2021, Head of School Matthew Gould announced some important news. The original Norwood Blue Hawk, the one we have known and loved for decades, decided that he was ready to leave The Nest and receive his Norwood diploma. As Mr. Gould explained in the video, he and the Blue Hawk met during the summer to discuss his “readiness” to graduate. After talking to his teachers, Mr. Gould agreed that, yes, the Blue Hawk was indeed ready to move on.

The good news is that the Blue Hawk personally selected a special, blue-feathered friend from his flock to take over his Norwood duties. The new Blue Hawk, who was introduced to the community during Mr. Gould’s Opening Day Chapel, is ready to lead the way on Spirit Days and other special events at Norwood. “I’m indebted to my dear friend for giving me this incredible opportunity,” says the new Blue Hawk. “The Norwood community is extra special. Everyone has been so kind and welcoming.” So far, the new Blue Hawk says his favorite activity has been visiting the pre-kindergarten classroom. “What a fun and energetic group! So many hugs!”

“We will always remember our first Blue Hawk, the G.O.A.T. of all Blue Hawks,” says Mr. Gould. “But we can look forward to many happy occasions with our wonderful new friend.”

WATCH THE BACK-TOSCHOOL VIDEO

Includes teacher interviews about the Blue Hawk’s performance during his years at Norwood, at: vimeo.com/norwoodschool

Faculty and Staff Members Celebrate Milestone

Years of Service

We are so appreciative of the talent and dedication of these outstanding educators and staff members who in 2021 reached milestones in their years of service to Norwood School. The following faculty and staff members were celebrated at a virtual all-school chapel on May 14 with enthusiastic applause and a special gift, delivered to their classrooms and offices by Mr. Gould.

5 Years

Stephen Czarkowski

Peace Ferreby

Charlie Harman

Kirby Mahoney

Jose Melendez

Sally Morsy

Juan Ramirez

Stephen Rowley

Thenthia Taterway

Chris Ward

Travis Wooden

10 Years

Laura Cotter

Marianne Guillaume

Jennifer Hemann

David Kirk

Naomi Manzella

Virginia Murphy

Callie Otness

Devon Oviedo

15 Years

Leanne Gill

Stacey Malmgren Craig Wangness

20 Years

Moyna Daley

30 Years

Mimi Mulligan

“I can’t believe how really real the Blue Hawk is!”

{ NORWOOD PREKINDERGARTNER }

Pre-kindergarten students and their teachers, Shoshana Eisenberg and Diana Hashem, enjoy some time with Norwood’s new Blue Hawk.

Norwood Welcomes Five 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 five new trustees, each of whom brings valuable expertise, knowledge, and a love for Norwood School: Alicia Davis, Lee Anne Jillings ’78, Alex Nephew, Debbie Tang, and Melissa Zettler.

Alicia Davis is the director of human resources for Glenstone Museum in Potomac, MD, where she has worked for the last seven years. Since joining the Norwood community in 2018, Alicia has been an active volunteer beginning with the Library Guild (2018-2019) and recently completed a twoyear term as co-chair of Parents of Students of Color (PSC), a group dedicated to providing a space for families of color to build community while also allowing for healthy open dialogue regarding the experiences of students and families of color at Norwood. Originally from Detroit, MI, Alicia received her B.A. in business administration from Florida A&M University in Tallahassee, FL. She and her son, Elijah ’26, live in Bowie with their two beloved quarantine kittens.

Lee Anne Jillings ’78 works for the U.S. Department of Labor, Occupational Safety and Health Administration (OSHA) where she is director of the Directorate of Technical Support and Emergency Management. Previously, she was the executive director of the Voluntary Protection Programs Participants’ Association for eight years. She

also served as a director of The Friends of Historic Great Falls Tavern, as well as a term on the vestry of St. Francis Episcopal Church in Potomac. Lee Anne earned a B.A. in public policy studies from Duke University. A Norwood alumna and active parent volunteer, she is a member of the Norwood Fund Leadership Committee and has previously served on Norwood’s COVID-19 Safety and Health Workgroup, and as a grade-level representative (GLR). Lee Anne and her husband, Matt, are the parents of two Blue Hawks, Carter ’22 and Emma ‘27.

Alex Nephew is an entrepreneur currently serving as founder and CEO of FirstParty, a consulting and technology firm with expertise in data monetization. He has a demonstrated history of building valuable businesses in data, technology, and information industries. Prior to FirstParty, Alex co-founded 7Park Data and served as president through two exits. Throughout his career, he has led initiatives designed to maximize commercial opportunities in growth-stage markets. Alex has a B.A. in economics from Denison University. His recent Norwood volunteer activities include the Norwood Fund Leadership Committee. Alex and his wife, Kathryn Doyle, are the parents of Clara ’29 and John, age 3.

Debbie Tang is a partner at Bridge Partners, a Black-owned executive search firm specializing in diversifying C-suites and boards. Before joining Bridge Partners, she was managing director at Major, Lindsey & Africa, a legal executive search firm. Prior to her career in executive search, Debbie gained corporate experience as in-house counsel for Marriott International, and also served as general counsel of an international restaurant chain. She began her career as an attorney at Troutman Sanders and Reed. Debbie received a B.A. from McGill University and a J.D. from Washington & Lee School of Law, where she served on the Editorial Board of The Journal of Civil Rights and Social Justice. At Norwood, she has served as co-chair of Parents of Students of Color (PSC). Debbie and her husband, Art Silpasuvan, are the parents of Ben ’27 and C.C. ’29.

Melissa Zettler is the current president of the Norwood Parents Association. She is a former faculty member at the John Hopkins University School of Medicine, Department of Psychiatry, in Baltimore. Melissa has a Ph.D. in child clinical psychology from West Virginia

University and a B.A. in art and psychology from University of Missouri. Her residency and fellowship were completed at the Johns Hopkins University School of Medicine and the Kennedy Krieger Institute. She has been actively involved in volunteer activities at Norwood, including as the vice president for volunteers, the chair of the parent socials committee, a grade-level representative, and member of the Library Guild and carpool crew committees. Melissa and her husband, Andrew, are the parents of Julia ’24 and Grace ’26.

IN APPRECIATION

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

2020-21)

Debra Barrett

Jen Holzman (PA President,

Robby Miller

Barbara Wiesel ’57

Chatice Yarborough

Greetings from Alumni Office

The Norwood

Postcards from the past to showcase the present...

Before social media, we had postcards! Does anyone remember? Go retro and be featured on a Norwood postcard that is sent to our alumni network to share what you’ve been up to since your Norwood graduation. We have already sent postcards from Norwood alums living in San Francisco, New England, Chicago, Paris, North Carolina, and Denver. We would love to include alumni living in every corner of the world, and we hope you’ll join the itinerary!

Greetings

from

IF YOU WOULD LIKE TO BE FEATURED ON A “GREETINGS FROM” POSTCARD, CONTACT: Kate Barnes, Alumni Outreach Coordinator kbarnes@norwoodschool.org

Class of 2017 College List

Grayson

Daniel

Oscar

Isabella

Samuel

Abby

Nalin

Brad

Sophie

Theo

Grace

Alex

Julius

Nicole

Rania

Caroline

Evan

Angus

April

Bridget

Evan

Cate

Beck

Lindsay

Aidan

Ryan

Nathan

Regan

Celia

Andrew

Tommy Alexander Boston College

Alperin University of Maryland, Baltimore

Barrett Fordham University

Brodkin Montgomery College

Brody University of California

Celia Calhoun Gap Year

Camper Denison University

Chowdhury Colgate University

Cooney Syracuse University

Isabella Cymrot Washington University in St. Louis

Caroline Davis University of St Andrews (Scotland)

McKenzie Davis University of Pennsylvania

Mia Diamond Pitzer College Isabel Engel University of Pennsylvania

Eszenyi University of St Andrews (Scotland)

Frulla

Northeastern University

Jessica Ganley University of Virginia

Goldsmith University of Pennsylvania

Goldstein Bucknell University Caroline Hamilton Dartmouth College

Johnson Brown University

Jonah Kaiser Johnson & Wales University

Kim Yale University

Katie Kohn Swarthmore College

Koles Williams College

Kowitz Bucknell University

Lostoski University of Maryland, Baltimore

Margolis Tufts University

Douglas Markovitz Emory University

McAllister Georgetown University

McCall Bates College

Neill University of Michigan

Orloff Playing Hockey

Ethan Ouyang Gap Year

Pinto Kenyon College

Asma Poshni University of Virginia

Kamran Rowhani Georgetown University

Mati Schmukler University of Pennsylvania

Jack Schoeb Northern Virginia Community College

Schultz University of North Carolina at Chapel Hill

Emma Scielzo American University

Charlie Shannon Miami University

Shojaei Colgate University

Simmons University of Southern California

Andrew Sojka Brown University

Oliver Sojka New York University

Nathan Subrahmanian Brandeis University

Taterway James Madison University Henry Wallace University of Virginia

Wiedmaier St. Mary’s College of Maryland

Wiener Tulane University

Annie Wiesel Wake Forest University

Wilbur University of Maryland, College Park

Wohlstadter Washington University in St. Louis

Norwood’s New Alumni Outreach Coordinator (and more!)

As Director of Parent Relations, Special Events, and Alumni Outreach, Kate often jokes that she has the longest title at the School, and that’s because her job is long on fun. “My job is fantastic—I get to work with Norwood’s amazing volunteers, plan fun events like parent socials, alumni reunions, and faculty/staff gatherings, and then get to spend time with the wonderful people who attend them. What could be better?”

Kate joined Norwood in July 2021, bringing a solid and successful background in education, constituent relations, event planning, customer service, and volunteer management. Most recently, for eight years, Kate was at The Field School where she managed the Parents Association, recruited volunteers, and planned events ranging in size from 10-250 guests. Earlier in her career, Kate was an independent educational facilitator, a role that involved developing and leading professional development modules for teachers. She also served as a grant coordinator for the Maryland Committee for Children and the director for seven fully accredited childcare centers.

“I’m thrilled to be at Norwood and to be working closely with the community,” she says. “Everyone has been so warm and welcoming as I get my feet wet. Norwood clearly has a dedicated and far-reaching fan club.”

Share your news!

Down the road, Kate hopes to expand the alumni program at Norwood, holding more events and finding new ways to bring alums back to campus.

For now, feel free to contact her at kbarnes@norwoodschool.org and 301-841-2212 with news for Class Notes, new contact information, reunion ideas, arrange a visit to campus, or just to say hello!

KATE BARNES

AWARDS

TV SERIES

Jared is the co-executive producer of a television series being created for Amazon Studios that

American Bar Association’s International Human Rights Award

Liberty in North Korea’s Freedom Fighter Award

Charles Bronfman Prize

Tällberg Eliasson Global Leadership Prize

will premiere on Prime Video.

Erick Gibson Photography

Human Rights Attorney Jared Genser ’84

If you aren’t yet aware of Jared Genser’s work as an international human rights lawyer, you will be soon. Currently, this Norwood alumnus and parent of two Norwood students (Zachary ’23 and Alexandra ’26) is working with actor and producer Orlando Bloom on a dramatic television series based on his life for Amazon Studios for Prime Video. But aside from this significant nod from Hollywood, Jared has gained prominence as an attorney and activist who has worked tirelessly and compassionately to free political prisoners all over the world. Referred to by the New York Times as “The Extractor,” Jared’s clients have included former Czech Republic President Václav Havel and Nobel Peace Prize laureates Elie Wiesel and Archbishop Desmond Tutu.

Currently, he is managing director of Perseus Strategies, special advisor on the Responsibility to Protect to the Organization of American States, and an adjunct professor of law at Georgetown University Law Center. Previously, he was a partner in the government affairs practice of DLA Piper LLP and a management consultant with McKinsey & Company. Jared is the recipient of the American Bar Association’s International Human Rights Award, Liberty in North Korea’s Freedom Fighter Award, the Charles

Bronfman Prize, and Tällberg Eliasson Global Leadership Prize.

What did you want to be when you grew up?

I didn’t really know for sure, but I knew that I was interested in public service in some way or another. My mother, Lyne Taylor Genser, is a clinical social worker, and my father, Sander Genser, spent his career in the U.S. Public Health Service as a physician and spent many years working at the National Institute on Drug Abuse. I began volunteering in

a soup kitchen weekly when I was in seventh grade, and I spent a lot of time engaged in community service work in high school. This led me to study public policy in college and graduate school.

What are some of your favorite Norwood memories?

Well, back then, Norwood had an annual Christmas pageant. In second grade, I was the star of the show—quite literally. I carried a pole with a star hanging off it, walking behind Mary and Joseph; that was

all a lot of fun given that I am Jewish. I also have fond memories of singing and acting in the Living History plays that were written by Jean Lutterman, Norwood’s longtime music teacher. And I remember learning the computer language Basic, too. I really loved Norwood and attended from kindergarten to sixth grade, which was as far as the School went back then.

What are your hopes and dreams for your children, Zachary and Alexandra, while they are at Norwood?

I want my children to love school, to feel challenged and supported, to embrace the diverse world that we live in and to learn a foreign language, and to have exciting experiences of all kinds, including with art and music. Norwood is doing a fabulous job with all this and more.

What do you like to do in your downtime?

I learned how to play ice hockey in college and have been playing ever since. In addition, one of the positive things coming from the pandemic for me has been that it required me to scale back my international travel and work from home. It has been wonderful to have more time at home with my wife Elaine and the kids, too.

When you were applying to law schools, did you know that you wanted to go into international human rights? What put you on that path?

I decided to go to law school after being involved in organizing what became the largest protest at Harvard since the Vietnam War. In the fall of 1997, it was announced that China’s then President Jiang Zemin was coming to speak there. I was a graduate student in public policy at the Kennedy School of Government and became one of the lead organizers of the protests. Through that work, I met some

extraordinary Chinese dissidents such as Yang Jianli, who had survived Tiananmen Square and was getting his Ph.D., and Lobsang Sangay, the first Tibetan at Harvard Law School, who is today Prime Minister-in-Exile of Tibet. Although we turned out more than 5,000 protesters, as I reflected on the experience, I concluded that while this attracted global attention, it had no impact in China; the state-run media there obviously didn’t cover it. So, I went to law school to learn how to help victims of human rights abuses in China and around the world.

As you reflect on your work as pro bono counsel to a number of prominent human rights activists and political prisoners, what have been the most memorable experiences for you?

I have had lots of exciting cases over my career, but some airport moments have been especially memorable. For example, early in my career, I represented a Pakistani Christian, Ayub Masih, who

had a death sentence for blasphemy in Pakistan. After winning his case at the United Nations and engaging a dozen U.S. Senators to put pressure on Pakistan, the Supreme Court reversed his conviction putting his life at grave risk of harm from extremists. Our team got him to a safe house, and he then traveled days later to the U.S. on an emergency visa. Meeting him at Dulles Airport was a moment I’ll never forget. He embraced me and said, “God bless you,” which were the only words in English that he knew.

I’ve also been blessed in my life and career to have had South African Archbishop Desmond M. Tutu as one of my mentors. I first represented him pro bono back in 2005 on a major project to get the situation in Burma/Myanmar onto the agenda of the United Nations Security Council. He later became honorary cochair of Freedom Now, a non-profit group that I founded in 2001 to free political prisoners worldwide. In the many years

Jared Genser with his mentor, Archbishop Desmond Tutu.

since, I worked with Archbishop Tutu on numerous political prisoner cases and human rights causes, and I have remained in touch with him since his retirement from public life. To get to know and work with him and so many extraordinary human rights heroes over my career has been a dream come true.

Tell us about the book you are working on with Prince Zeid Ra’ad Al Hussein?

In addition to my work as a practicing international human rights lawyer, I’ve also written or edited three books, and teach as an adjunct professor of law at Georgetown University Law Center. I worked with and became friends with Prince Zeid while he served from 2014-2018 as the United Nations High Commissioner for Human Rights, the top U.N. official focused on this work. After he completed his term as High Commissioner, we decided to work on a book together—a co-edited volume for Oxford University Press entitled The Oxford Handbook on the UN Human Rights System. Much like other Oxford handbooks, we will have about 50 expert contributors to a book that will run about 1,000 pages, the first-ever book providing a critical examination of the U.N. human rights system. Importantly, in addition to identifying major accomplishments and failures, the book will serve as a blueprint for reforming the system.

It’s very exciting—and super cool— that you are working with Orlando Bloom on a new drama series for Amazon Prime Video about your work freeing political prisoners around the world. What can you tell us about this project? Who’s playing you? The show is about a fictionalized version of myself—a Washington lawyer who travels the world freeing political

prisoners. The first season is expected to be 10 episodes. As a co-executive producer, I work with the writing team to ensure that scripts authentically capture the life-or-death stakes and the twists and turns that happen in these kinds of cases in the real world. The show will be what is referred to in the business as a “smart show”—you will be entertained by the drama and also learn a lot about the human rights heroes that are imprisoned, how they stand up to brutal dictators, and how my alter ego ultimately frees them. Think shows like West Wing, Homeland, and Tyrant. Right now, we are finishing up the pilot script, and we hope and expect that Amazon, which has had important input at every step in the process, will then move ahead with the first full season. I don’t yet know who will play me, but I will say that my character is going to be a woman with a far more interesting backstory than my own!

From the global pandemic to the situation in Afghanistan to the political divide in this country, there doesn’t seem to be a lot of positive news these days. From your perspective, can you share some heartening news about the state of our world?

In my work, I see both the worst and the best of humanity. On the one hand, I have worked globally to mobilize coalitions to prevent and respond to mass atrocity crimes such as crimes against humanity taking place in countries like Burma/ Myanmar, North Korea, and Venezuela. But on the other hand, I am repeatedly inspired by extraordinary political leaders and human rights defenders who fight both courageously and non-violently to displace dictators through democratic means and to restore human rights for their people. It is a profound honor to stand in solidarity with them. Their

perseverance and willingness to risk their lives gives me great hope for the future of the world.

What advice do you have for young people determined to make a positive difference in the world?

Martin Luther King, Jr., famously said, “Everyone can be great because anybody can serve.” I didn’t start my work in public service trying to free political prisoners. I started much more narrowly as a 13-yearold volunteering in a soup kitchen once a week because I was interested in learning more about hunger and homelessness. That is really my best advice to young people: Find a problem in the world that is local and that you find interesting, and then look for opportunities where you can help. For me, my volunteering led to other experiences working with people with disabilities and in high school serving as a home hospice volunteer. That later led me to want to study public policy at a national and global level. I could never have predicted when I started where it would lead, but this journey has been a great adventure. Undoubtedly, Norwood provided me with an incredibly strong foundation on which to build.

In the small world of Norwood, Jared was a junior camp counselor during the 1980s at Valley Mill Camp in Darnestown, Maryland. And who was the senior counselor who worked with him in the Hawks Group for five-year-old boys. None other than Norwood’s own Matthew Gould!

Let the sun(flowers) in!

If you are receiving multiple copies of the magazine, please contact the Development Office at 301-841-2205 or developmentoffice@norwoodschool.org.

May 5, 2022 6:30 p.m. Don’t miss out on invitations to future alumni events! Make sure we have your current contact information on file. Send your information to Kate Barnes at kbarnes@norwoodschool.org or go to norwoodschool.org/ community/for-our-alumni