Norwood Magazine - Spring 2023

Fall Play: Hoodie

FEATURES

04 Teaching the Meaning of Culture

Culture plays a key role in Norwood’s Statement of Community and in the way we think about teaching children. “We are very intentional about creating and nurturing a school that embraces and is responsive to the rich cultural diversity of our community,” says Billy Vargas, director of diversity, equity, and community.

08 In the Classroom: The Spirit of Summit

When Norwood expanded from sixth grade to eighth grade in 1998, Summit was added as an alternative to the team sports options offered in the new middle school athletics program. Since then, Summit has grown in popularity, as well as in activity options, and has developed a certain “spirit” all its own.

12 Welcome to The Book Bistro

There’s a new restaurant in town, and it’s taking the dining (and reading) scene by storm! Called The Book Bistro, it offers an incredible selection of exciting options never before seen on a typical restaurant menu—because this is no typical restaurant.

20 Alumni Profile: Dario Ladani Sanchez ’09

After receiving his MFA in acting from Yale Drama, Dario Ladani Sanchez is spreading his actor’s wings with performances on stage and screen. Most recently, Dario appears in Dear Edward, the highly anticipated series, based on the bestselling novel, streaming on Apple TV.

DEPARTMENTS

02 Letter from Head of School

14 Campus News

Big Wins for Robotics and STEM Teams / Celebrating Black History Month / Fall and Winter Sports Highlights / Diversity University / Employee Wellness / Henderson and Hudnut Grants / 2022 Fall Play: Hoodie / New Campus Master Plan / Playground of Our Dreams / Norwood Rocks the 80s

22 All-Community Reunion

24 Class Notes

Dear Friends,

The pace of modern life is fast! More than ever, our families are hurried and pressured. Perhaps the rapid growth of technology meant to make life more convenient has made us more frenzied. Perhaps the uncertainty in our economy has put pressure on parents to work harder and longer, leaving less free time for the family. Perhaps there has been a societal shift to bring more and more scheduled enrichment activities and sports into the lives of our children. Whatever the reason (and it’s likely all the above and more), a major casualty of this accelerated pace is play.

Now, I don’t mean playing on an athletic team or playing in a music or drama class. I mean play—good old-fashioned, unstructured play. Playing for the sake of playing. The kind of free play that most of us experienced as children: running or biking around the neighborhood with our friends after school; playing pick-up games of soccer or basketball and arguing over the rules; climbing trees out of the watchful eye of a parent or adult. Perhaps unstructured play like this is a sentimental notion from a bygone era. But I wonder, as we strive to prepare our children for the future, have they lost something important?

It could be argued that active play is so central to child development that it should be included in the very definition of childhood. Play offers more than cherished memories of growing up, it allows children to develop creativity and imagination while fostering physical, cognitive, and emotional strengths. It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or other adult caregivers.

As they master their play world, children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills. Children practice decisionmaking skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue.

Children have few opportunities to exercise power in their lives like they do during play. When playing, children are able to direct themselves, decide what to play, when to play, and also assign

roles (often to the adults who boss them around all day). They are able to exercise the power of self-determination. It is very important to note that when children are left to be the boss in role playing, it provides them with a sense of mastery of the world around them.

But how much play is too much? Isn’t school meant for the acquisition of skills and knowledge? How will children achieve at high levels if they just play? It turns out that time playing make-believe actually helps children develop a critical cognitive skill called executive function. Executive function has a number of different elements, but a central one is the ability to self-regulate. Children with good self-regulation are able to control their emotions and behavior, resist impulses, and exert self-control and discipline.

We know that children’s capacity for self-regulation has diminished. A recent study replicating research on self-regulation from the late 1940s bears this out. Psychological researchers asked children ages 3, 5, and 7 to complete a series of exercises. One exercise included standing perfectly still without moving. In the first study from the 1940s, the 3-year-olds couldn’t stand still at all; the 5-year-olds managed for about three minutes; and the 7-year-olds could stand pretty much as long as the researcher asked. Somewhat disconcertedly, today’s 5-year-olds were acting at the level of the 3-year-olds from 70 years ago, and today’s 7-year-olds were barely approaching the level of the 5-year-olds. But does that matter?

It turns out that good executive function is a better predictor of success in school than a child’s IQ. Children who are able to manage their feelings and pay attention are better able to learn. It also turns out that play contributes to healthy brain development. Play engages children’s learning readiness, learning behaviors, and problem-

solving skills. In addition, play increases children’s capacity to store new information.

At Norwood, we firmly believe in the power of play. Our teachers are exceptionally skilled at weaving elements of play into the curriculum. This issue of the magazine highlights two examples of this work in action: 1. The Book Bistro in first grade (see page 12) demonstrates how teachers tap into children’s imaginations and love of play to accomplish curricular goals, and 2. The Summit Program in the Middle School (see page 8) incorporates elements of play in the great outdoors while students develop important leadership skills. It’s also worth noting that we are in the process of designing a brand-new playground for Norwood (see page 18), one that will provide countless opportunities for imagination and unstructured play.

We do not see social-emotional learning as distinct from academic learning because the two can be creatively combined to enhance children’s ability to learn. Norwood’s program is rigorous. Students are challenged daily to meet significant academic demands. Our students achieve at extremely high levels and find success in our area’s top high schools and later in college. We believe our philosophy on play contributes to their success.

Undoubtedly, the pace of life will continue to accelerate for our children. Let’s all—adults included—remember to slow down every once in a while and just play.

Yours sincerely,

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

Teaching the Meaning of Culture

Norwood’s Statement of Community is grounded in our commitment to be an authentically diverse community where all are genuinely valued and respected for who they are, where we build meaningful relationships that create a sense of belonging and trust, and where we uphold human dignity and equity as students grow to lead lives that matter. Culture plays a key role in this aspiration and in the way we think about teaching children. Cultural diversity is embedded in the curriculum and naturally infused in community experience. >>>

“We are very intentional about creating and nurturing a school that embraces and is responsive to the rich cultural diversity of our community. I think we sometimes discount the value that comes from connecting with others who have very different cultural realities than we do. There is a certain kind of relational learning and growth that can only exist when cultures come together in the way they do at Norwood.”

VARGAS, DIRECTOR OF DIVERSITY, EQUITY, AND COMMUNITY

Continues on next page...

-BILLY

Perhaps the most visible way in which Norwood recognizes and celebrates the diverse backgrounds and cultures in the community is the annual Multicultural Festival. For the past 17 years, this ever-evolving event, planned by the Parents Association, has served as an incredible showcase of cultures both within the Norwood community and beyond. Educational and interactive displays, country captains wearing traditional clothing, and an impressive variety of food—oh, the food!—have made the festival one of the signature events at Norwood.

This year, during the weeks leading up to the Multicultural Festival on March 17, Norwood engaged in a more intentional school-wide effort to help students understand that culture is much more than flags, food, dress, and holidays, that culture also encompasses a set of values, beliefs, and behaviors that are passed down from previous generations. Faculty and staff members hosted a series of chapels dedicated to helping children more deeply understand the meaning of culture in people’s lives, and teachers looked for intentional connections to culture and cultural diversity in their classrooms.

“The meaning and impact of culture in people’s lives is immeasurable and ubiquitous,” says Billy. “As context for the Multicultural Festival, we want our students to understand the importance of culture in all our lives—it’s a genuine way for children and other community members to be known at Norwood.”

Yes, the Multicultural Festival is a big, exciting, celebratory event, but there are many other ways in which Norwood teaches students about different cultures and, especially important, the meaning of culture. “It starts at the very beginning of a student’s Norwood

journey,” explains Billy. “For example, in pre-kindergarten one of the first class projects the children work on is the class quilt where children create representations of who they are and stitch them together to reflect the beauty in our cultural differences. By the time a student reaches eighth grade, our hope is that their collective experiences at Norwood provide them with critical cross-cultural skills, broad knowledge about the cultural diversity of our world, and a curious and accepting mindset about the cultural differences they will encounter in their lives.”

From September to June, there are many opportunities to learn from each other about a rich medley of cultural celebrations and experiences. Classroom lessons, advisory discussions, book displays, world language studies, explorations in the art studios and music classrooms, assemblies, and most importantly, through the genuine relationships that students are making with each other and their teachers, all serve to enrich the student experience at Norwood.

Families also play a major role in teaching the meaning of culture.

“We look for and create opportunities for families to share stories and unique cultural experiences through different formats,” says Billy. Sometimes it is a classroom visit; other times it is a chapel presentation. For example, during the second graders’ study of Ghana, a Norwood family often visits with students to share photographs and videos of their country, talk about what it is like to be a student in Ghana, and give everyone a taste of one of their favorite dishes— jollof rice. In January, one of our kindergarten families visited with students to lead activities and games celebrating the Lunar Year.

Chapel presentations, too, are an exciting way to educate the entire community about a variety of cultural holidays and celebrations. “The chapel program is a highly visible example of how we embrace culture and help children develop a deep appreciation for cultural differences,” says Billy. Diwali, for instance, is a wonderful opportunity for Norwood families who celebrate to share the meaning and customs of this Hindu festival of lights. Students sometimes present live in front of the audience or pre-produce a video to share with everyone during chapel.

Heritage months, like Hispanic Heritage Month in September, Native American Heritage Month in November, and Black History Month in February, provide important opportunities for all members of the Norwood community to learn more about traditions, history, and current experiences of fellow students, faculty, and staff. See the sidebar for a full list of cultural holidays, celebrations, and heritage months that have been observed or recognized at Norwood chapels.

Children are naturally curious about how and why people look or do things differently than themselves, providing the perfect foundation for developing a deep appreciation for the beauty of living in a world rich in cultural diversity. “We firmly believe that educating children about the meaning of culture in an authentic and experiential way will have great impact on their lives,” says Matthew Gould, Head of School. “We are fortunate to have such a wonderful enthusiasm for learning from each other through the sharing of stories and unique cultural experiences. It’s part of what makes Norwood so special.”

Celebrate & educate!

The following holidays and heritage months are included in Norwood’s chapel program:

Hispanic Heritage Month

Rosh Hashanah

Yom Kippur

LGBTQ History Month

Native American Heritage Month

Diwali

Winter Holidays

Lunar New Year   Black History Month

Women’s History Month

Nowruz

Arab American Heritage Month

Easter

Passover

Ramadan and Eid

Vesak

Asian American and Pacific Islander Heritage Month

OUTDOOR

IN THE CLASSROOM

The Spirit of Summit

Imagine a classroom where you are surrounded by the beautiful sights and sounds of nature’s bounty: the rush of a roaring river, a colorful canopy of trees that rustle above during a brisk hike, or the breathtaking views all around as you descend a near-vertical rock face.

These are just some of the extraordinary classroom settings of Summit, Norwood’s signature outdoor education program that provides exposure to an exciting variety of outdoor adventure sports while focusing on the physical fitness goals of the middle school athletics program. “We believe the very nature of adventure sports provides an innate challenge for participants, one that incorporates both hard skills and soft skills that will be useful in all areas of their lives,” said Matthew Gould, Head of School. “While students are developing skills involved in all kinds of outdoor adventures, they are also acquiring skills related to group work, leadership, problem solving, perseverance, and communications.” >>>

When Norwood expanded from sixth grade to eighth grade in 1998, Summit was added as an alternative to the team sports options offered in the new middle school athletics program. Since then, Summit has grown in popularity as well as in activity options, which include kayaking, paddle boarding, rock climbing, rappelling, hiking, whitewater rafting, archery, ice skating, fire safety and building, orienteering, and even dog sled racing. Without the pressure of winning and losing, participants can focus on learning new skills while enjoying an experience rather than a performance.

According to Summit director and Norwood alumna Mallory Polak ’03, embracing the “Spirit of Summit” is the overarching goal of the program. “The Spirit of Summit pervades every class,

every activity, and pretty much every conversation,” she says. “It means every Summit student will feel a sense of community and belonging, that there is a deep sense of trust, respect, kindness, enthusiasm, and understanding for each other and for the great outdoors. The program is as much about the group experience as it is skills development.”

Athletic Director Mitch Weisbrot adds that the benefits of the program pay off in the academic classroom as well. “Summit students get a lot of experience working together within a group; they learn how to communicate and collaborative within a group setting,” he says. “These skills are frequently used in an academic classroom, such as working with lab partners in science or on a group project in history.”

“The Spirit of Summit is the most important thing about the program. It means to include everyone, be kind, be a good team leader, and to help others.” -santi, eighth grader

Middle school students have the option to sign up for Summit beginning in fifth grade. “During this first year of Summit— and Middle School—students are just starting to learn and understand the Spirit of Summit and their individual responsibilities within a group,” says Mallory. “By the time they get to seventh and eighth grade, they do an amazing job of truly embodying and personifying it. They work incredibly well supporting each other and solving problems together. If someone is having a tough time, someone will always step up and be there for them.”

Stepping up as a leader is an essential component and goal of the Summit program. Students are continually exposed to different activities and new challenges, which often push them outside their comfort zones. As students achieve competence with various skills, their confidence grows and empowers them to face the next level of challenge. “This allows them to explore different facets of their personalities and skills, and to lean into leadership roles,” explains Mallory. “Students have many opportunities to discover a whole new side of themselves.”

SUMMIT GOALS

Throughout their time in Summit, participants learn the theory of leadership and the steps to leading small groups. As they become more experienced and knowledgeable, they are offered opportunities to plan an activity and even lead a trip. Self-review and peer review are essential components of these leadership opportunities. Summit students learn the tools of self-reflection as well as the skills to provide constructive feedback during a peer review.

Another important benefit of Summit is its focus on connecting with nature. Adolescents get a much-needed break from technology, enjoying each other’s company offline while being immersed in hands-on experiences with nature. As they forge stronger connections with nature, students develop a greater appreciation for the environment and a better understanding of the importance

of environmental stewardship. And it’s no secret that spending time in nature can lower anxiety and stress.

The Spirit of Summit is alive and well at Norwood. “The Spirit of Summit is the most important thing about the program,” says eighth grader Santi. “It means to include everyone, be kind, be a good team leader, and to help others. It’s almost impossible to describe the Spirit of Summit in words. Only after you have experienced Summit can you really understand what it means.”

Santi’s advice for younger students is to give Summit a try for a season. “I bet most will fall in love with Summit because it is just an amazing community that brings people together.”

Develop and grow the skills needed for teamwork, problem solving, and leadership.

Learn skills related to primitive camping, archery, hiking, navigation, rock climbing, paddle sports, and more.

Cultivate and nurture great connections to each other and to the natural resources in our area.

Build a lasting foundation for an active lifestyle and a spirit for adventure.

Be part of a group where everyone feels welcome, safe, included, and supported.

Welcome to

The Book Bistro!

There’s a new restaurant in town, and it’s taking the dining (and reading) scene by storm! Called The Book Bistro, it offers an incredible selection of exciting options never before seen on a typical restaurant menu—because this is no typical restaurant. The Book Bistro is indeed unique, appealing to only the most discerning customers, such as first graders at Norwood School, who recommend that only voracious readers with an insatiable appetite for good books, especially nonfiction books, flock to this fabulous new dining spot.

The Book Bistro opened earlier this year by head chefs and first grade homeroom teachers Julia DiTillio and Holly Simpson. They were looking for a dining/classroom experience that would engage their young customers/ students in a fun and unique way. “First graders have wonderful imaginations and a great appetite for expanding their

reading repertoire,” said Julia. “We knew we could tap those imaginations to build excitement for our reading unit on non-fiction books.”

The stage was set when first graders walked into their classroom and found it transformed into a restaurant. Red and white checked cloths covered the tables, and twinkling (faux) tea lights set the mood. An appetizing assortment of books was laid out on each table. With eyes wide open, these opening day guests couldn’t wait to sample the fare.

Diners were offered a four-course tasting menu featuring books about animals, sports, nature, and important people. As students rotated among the tables perusing the different menu offerings, they jotted down notes about specific books that grabbed their interest, answering questions like “What do I see?” “What do I wonder?” and “What do I think?” A few students

were so eager and hungry to read that they sat right down at a table to dive into a book.

“The Book Bistro was a fun way to expand their book palates by introducing students to the expansive world of non-fiction reading,” said Holly. “As teachers, we want to expose our students to a wide variety of literary genres, authors, and subjects. The Book Bistro was the perfect way to set up our non-fiction unit.”

According to our budding Yelpers, the reviews are excellent, offering high marks for ambiance, menu options, service, and overall skill and professionalism of Chefs DiTillio and Simpson. Reservations for The Book Bistro are in high demand, but if you know a Norwood first grader, you just might have an in.

First graders delight in the diverse and unique menu options at this trending new hot spot.

“As teachers, we want to expose our students to a wide variety of literary genres, authors, and subjects. The Book Bistro was the perfect way to set up our non-fiction unit.”

-holly simpson, first grade teacher

Campus News: Classroom

Robotics and STEM Teams Win Big!

After qualifying at the FIRST LEGO League regional competition on February 11, Norwood’s Green Hawks and White Hawks robotics teams participated in the state championship held at the University of Maryland, Baltimore County, on February 25. The Green Hawks team, consisting of seventh and eighth graders, was one of four teams selected to advance to the national competition being held at the University of Arkansas in May. The White Hawks, made up of sixth and seventh graders, were the winners of the Innovation Project category. This award is given to the team that best utilizes diverse resources to “help them gain a comprehensive understanding of the problem they identified, developed a creative, well-researched solution, and effectively

communicated their findings to the judges and the community.” The teams competed against more than 60 of the best robotics teams in the state of Maryland. They are coached by Juan Ramirez, Jose Melendez, and Arya Shafie from the Technology Department as well as middle school science teacher Casey Kunkel.

Also on February 25, seven middle school girls, representing two Norwood teams, traveled to Foxcroft School in Middleburg, Virginia, to participate in the 12th annual STEM Challenge. One team won first place in the most difficult of five events: solving a physics problem devised by a biomedical engineering firm. The other team placed second and third in the biology and physics problems and placed second in overall standings. The students were coached by middle school science teacher Annette Matzner.

Congratulations to all!

Celebrating Black History Month

February is Black History Month, and at Norwood, this means celebrating the many achievements and contributions of African Americans today and throughout history. Black History Month serves as an important conversation point in all grades and classes—from art to music to social studies to reading. Chapels also provided a wonderful community venue for guest speakers and a special video:

Brian Keith Harris: Educator and author of I Am My History, a celebration of the power, strength, and richness of Black history and culture. Mr. Harris spoke at our all-school chapel on February 3, reading his book, answering questions, and encouraging students to keep learning.

Dr. Margaret Musgrove: Educator and author of The Spider Weaver: A Legend of Kente Cloth,

illustrated by Bat Boulandi, Lower School Art Teacher. On February 2, Mr. Boulandi read the book to lower school students. His reading was followed by a Q&A session with Dr. Musgrove.

Tiffany Davis: Aerospace engineer and computer scientist, who currently works for the AWS Satellite Ground Station at Amazon and was previously a spacecraft vehicle engineer at Boeing. Ms. Davis spoke to the student community about going after their dreams.

“I Am My History” Video: Directed and produced by fourth grade teacher Thenthia Taterway and videographer Mike Haynes, this special video follows the story written by Brian Keith Harris and features Norwood students sharing all the amazing things they can be now and in their futures. It was shown at our all-school chapel on February 24. Watch the video at vimeo.com/ norwoodschool.

“Norwood is dedicated to celebrating Black history and joy all year long. And we’re thrilled that we had the opportunity to spotlight that history and joy throughout the month of February, which included more chapels dedicated to Black history than ever before.”

-thenthia taterway, fourth grade teacher

1 The Green Hawks Robotics Team was one of four teams in the state tournament to advance to the national competition. 2 Lower School Art Teacher Bat Boulandi with author Dr. Margaret Musgrove. Bat illustrated Dr. Musgrove’s book, The Spider Weaver, A Legend of Kente Cloth

Fall & Winter Sports Highlights

The Norwood Blue Hawks soared through the fall and winter seasons, demonstrating great success in skills development, teamwork, and season-end championships. Highlights include:

SOCCER

Varsity Boys Conference: Champions of the Norwood Invitational vs. Woods Academy

Varsity Girls Conference: Runnersup in the Norwood Invitational vs. Woods Academy

JV Boys Conference: Champions of the Woods Invitational vs. Woods Academy

VOLLEYBALL

Varsity Conference: Runners-up in the Norwood Invitational vs. Langley School

CROSS COUNTRY

Varsity Girls: Placed 4th in the Norwood Invitational; 8th grader placed in the top 10.

BASKETBALL

Varsity Boys Conference: Runners up in the Norwood Invitational vs. GDS

JV Boys Conference: Champions of the Norwood Invitational vs. McLean School

JV Girls Conference: Runners-up in the Norwood Invitational vs. Woods Academy

SWIMMING

Boys finished 7th out of 14 schools and girls finished 9th out of 12 schools at the Washington Metropolitan Private Middle School Swim Championship.

SUMMIT

Fall highlights: Duckying (inflatable kayaks) and stand-up paddle boarding

Winter highlights: Dog sled racing, rappelling, and ice skating

See page 8 for more Summit news!

“We’re proud of what our student-athletes have accomplished so far this year. They work hard during practices, support one another on and off the field, and represent our school with great spirit and character at games.”

-mitch weisbrot, athletic director

1 The JV Boys Conference Soccer team celebrates winning the season championship game against Woods Academy. 2 Eighth graders celebrate winning the annual faculty vs. eighth grade basketball game. 3 Eighth grader Elena is awarded a medal from Athletic Director Mitch Weisbrot for placing in the top 10 at the Norwood Invitational meet, which included 280 runners from 12 schools.

Campus News: Faculty

Diversity University

Norwood’s faculty became students again when they attended Diversity University “classes” created and led by fellow faculty and staff members in partnership with the Diversity Leadership Council (DLC). According to Billy Vargas, director of diversity, equity, and community, this unique professional development experience, held annually at Norwood, allows teachers to explore a variety of DEI themes and practices relevant to their work as educators and as members of a diverse and inclusive community.

This year’s Diversity University curricula included:

n Reflecting Diversity in the Classroom and Using Read-Alouds to Explore DEI

n DEI in Math

n Gender and Sexuality Diversity in Middle School

n Gender Diversity in Lower School

n Considering Religious Diversity

“This year’s sessions, held in February, were full of robust and thoughtful conversations,” said Billy. “It’s inspiring to see our teachers deeply engaged in this work, committed to ensuring all students at Norwood are known and embraced for who they are!”

Employee Wellness

It’s no secret that art can be tremendously beneficial to one’s overall health and well-being. Same goes for physical activity. And Norwood’s faculty and staff are reaping the benefits of both while attending classes led by colleagues as part of the School’s employee wellness program.

For example, in January, a group of faculty and staff members found their inner landscape artist during a painting class taught by lower school art teacher Bat Boulandi. “Students” learned about different brush techniques and how to blend colors. Within an hour, each attendee had a finished watercolor landscape painting to take home and be proud of.

Also on the employee wellness calendar are yoga classes taught by pre-kindergarten teacher and certified yoga instructor Diana Hashem, a pickleball clinic with P.E. teacher Collin Danielson, volleyball led by fifth grade teacher Kirby Mahoney, and arts and crafts with middle school art teacher Karen Harvey.

“We love learning from each other,” continued Fielding. “It’s a great way to take a break, connect, de-stress, and enjoy learning something new together.”

2023 Henderson and Hudnut Grant Recipients

knowledge or simply to restore, renew, and gain inspiration.

HENDERSON GRANTS

The Welles and Lucia Henderson Fund was established in the early 1980s to support proposals that will have a broad impact on student learning by enhancing and enriching existing curricula or initiating new curricular programs.

Carole Freret

Sixth Grade Teacher

Travel to Florence, Italy, to enhance the sixth-grade social studies curriculum.

Casey Kunkel

Middle School Science Teacher

Travel to the Galapagos Islands to participate in the Ecology Project International (EPI) summer professional development program.

Taylor Small

Lower School Science Teacher

Travel to Finland and Estonia to explore opportunities for incorporating the outdoor education programs of northern Europe into practice at Norwood.

HUDNUT GRANTS

Kelly Dickinson

Sara Gallagher

Janice Graves

Hannah Ingram

Jonathan Korns

Virginia Murphy

Max Nolin

Tara Reilly

Imalka Senadhira

Thenthia Taterway

Billy Vargas

Organized by Director of Curriculum and Instruction Fielding Winters, this aspect of the employee wellness program is designed to strengthen community, build connections, and support the love of learning that is a hallmark of Norwood’s faculty and staff. “It’s amazing—but not surprising—that we have all of this talent right here at Norwood,” said Fielding. “We don’t have to bring in experts from the outside to lead these classes; we have the experts right here.”

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

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

Rachelle Bowman

Lower School Counselor

Travel to Portugal

Diana Hashem

Pre-Kindergarten Teacher

Travel to Portugal and Spain

Mimi Mulligan

Sixth Grade Teacher

Travel to the Norwegian Coast

Esther Stanton

Second Grade Teacher

Travel to Northern England

2022-2023 Diversity University Faculty

1 Norwood faculty and staff tried their hand at watercolor painting during a class taught by Bat Boulandi, lower school art teacher. Pictured: Sara Gallagher, director of student support services and lower school learning specialist.

Arts

FALL PLAY Hoodie

“Do I blend in, or do I stand out?”

As soon as he read the script, middle school drama teacher Stephen Crisp knew Hoodie was the perfect production for this year’s fall play. “What could be better than a middle school play about middle school kids and issues?” he said. “Plus, Hoodie offers a variety of theatrical styles, such as monologue, comedy, drama, non-verbal, and movement exploration, giving our students the opportunity to experience different aspects of performance and storytelling.”

Written by Lindsay Price, Hoodie examines self-image and appearance in the vignette style and poses the angsty question for many teens: Do I blend in, or do I stand out? Both funny and poignant, the production looks at issues such as how clothes are perceived as personality, the fear of having the wrong friends, going through puberty changes, and what appearance means as part of our identity (how we see ourselves and how we think others see us). “I loved how beautifully the show’s themes and messages connected with Norwood’s identity curriculum,” Stephen shared.

The cast and crew certainly stood out on stage, both as individuals and as a group. “This year’s cast and crew were one of the most dedicated and energetic groups I have had the privilege to work with as a director,” said Stephen. “They understood the importance of the message of the piece and how much it mattered.”

As always, we thank the entire Norwood theatre family for their talent, dedication, and support of the cast and crew: director Stephen Crisp, who also handled costumes, set, and sound; lighting director and house manager Kirby Mahoney; and rehearsal coach Laquavia Alston. Bravo to all on another successful Norwood stage production!

Campus News: Future

Planning for the Future

Norwood launches new campus master planning process

Since the School’s last master plan was created in 2009, Norwood has made many improvements and enhancements to the campus, including the construction of the Marriott Early Childhood Building and the acquisition of two additional acres at the corner of River Road and Bradley Boulevard. And now, the time has come to develop a new master plan as part of the School’s long-range institutional planning.

“A campus master plan guides the physical development needed to support our mission and the vision and goals set forth in our strategic plan,” Matthew Gould wrote in a community letter sent in February. “It directs how various aspects of our physical environment (aesthetic and functional), such as buildings, green spaces, parking, sidewalks, pathways, and roadways come together to provide an optimal child-centered educational environment for students and faculty alike. The new plan will prioritize Norwood’s approach to capital improvements, campus security, sustainability, and resource allocation, addressing both current and future needs.”

The Site and Facilities Committee of the Board of Trustees, which is guiding the planning process, has retained the services of Hord Coplan Macht (HCM), an awardwinning architectural firm with extensive experience in planning and designing transformative learning environments, to prepare the new master plan.

Norwood’s new campus master plan is expected to be completed and presented to the Board in late spring, and then, once the Board

has approved the plan, shared with the community in the early fall. “We very much look forward to delivering an exciting new master plan demonstrating how program and facilities unite to offer an even more vibrant and successful learning environment here at Norwood School,” said Matthew.

Designing the playground of our dreams!

The Norwood playground probably sees more foot traffic than any other area on campus. From morning to evening, five days a week, the play equipment and fields are well used by hundreds of students enjoying recess and sports. That means the swings, slides, and climbing structures have endured more than 25 years of wear and tear. And while they are still well loved, the time has come to provide a more innovative, creative, and diverse playground that better meets the play, recreational, and safety needs of current and future Norwood students.

Last fall, Norwood partnered with Earthscape, a leader in natural and unique playgrounds, and Campion Hruby, award-winning landscape architects, to design a one-of-akind playscape and recreational hub that represent our happy, welcoming, playful, and active community. Each piece has been designed to maximize play value, stimulate children’s imagination, offer physical challenge and beneficial risk, as well as foster social interaction and creative play. All play structures will be ADA accessible and appeal to a full spectrum of play styles and developmental stages.

“The current playground subscribes play,” said Associate Head of School and Head of Lower School Mike Risen. “The new playground will create exciting opportunities for

imagination, unstructured play, and the challenge of figuring out how to use the many features.”

The signature piece will be a large, interactive Blue Hawk. “This magnificent showpiece will sit right in Norwood’s front yard to inspire imaginative and creative play,” explained Mike. Adjacent to the Blue Hawk is “The Nest,” a play area that incorporates traditional elements such as monkey bars, slides, hammocks, bridges, and climbers. Other highlights include a sport court near the Middle School and large wood-covered structure for outdoor classes, lunch, and other community gatherings. Pathways and native plantings will connect the different areas.

If you would like to know more about the playground and fundraising opportunities, please contact Abigail Betts in the Development Office at abetts@norwoodschool.org or 301-841-2203

Plans for the new playground have been guided by a task force made up of faculty members and led by Mike. Fundraising is underway, and the team is confident that the new playground will open in early 2024.

“Norwood has always recognized the value and many benefits of play, especially unstructured outdoor play, in a child’s healthy development,” said Mike. “We are so excited to have this opportunity to design and build the playground of our dreams.”

1 Stilts and steppers develop static balance and motor planning skills, while providing opportunities for playground games and quieter play. 2 The focal point of the new playground, a one-of-a-kind Blue Hawk climbing structure, will appeal to all kinds of play styles and developmental stages.

NORWOOD THE 80S!

On Saturday, February 11, 2023, hundreds gathered at AMP by Strathmore in North Bethesda to celebrate Norwood School and raise funds for two important initiatives: faculty professional development and student financial aid. Attendees brought their A-game when it came to embracing the 80s theme—the venue was awash in a sea of bold neon, big hair, and acid-wash denim—and dancing to favorite 80s hits with live music provided by Capital Effect.

Special thanks to event chair Julia Feinstein, who spent countless hours planning this year’s event, which featured an online auction with a fun variety of activities donated by Norwood’s own faculty and staff and a live auction offering one-of-a-kind experiences. We also thank the many volunteers, donors, bidders, and a record-breaking number of patrons and sponsors!

“We are so grateful to everyone who supported this important event for our school,” said Matthew Gould. “Not only did it raise more than $220,000 for financial aid and professional development, but it was also a wonderful celebration of our special community and beloved school.”

2023 Sponsors

Campion Hruby Landscape Architects

Cerity Partners

Chevy Chase Pediatric Dentistry

CIBC Private Wealth Management

Clear Skies Meadery

Fulton Bank

Hord Coplan Macht (HCM)

Innovative Technologies in Print (ITP)

Lindsay Lucas Realtor

Thomson & Cooke Architects

Weinstein Educational Consulting

Whiting-Turner

Zoe Feldman Design

Dario Ladani Sanchez ’09

Dario Ladani Sanchez wasn’t a theatre kid. He didn’t grow up with a manager or a momager. In fact, participating in school plays with classmates during his years at Norwood and then Sidwell Friends was his only real foray into the performing arts—until college, which is where Dario began exploring the acting path. In 2020, he earned an MFA in acting from Yale School of Drama. Today, Dario is firmly established on his journey as an actor, garnering roles on stage and screen. Most recently, he appears in the heartfelt drama Dear Edward streaming on Apple TV+.

When did you know you wanted to be an actor?

I’m not sure I really “knew-knew” until I was in college. I had considered studying video game design or interactive media, and applied to several programs for this, but wound up attending Northeastern University pursuing a degree in communications. Communications had the lowest number of degree requirements, and I knew I needed to try things on for size.

I began auditioning for projects both at Northeastern and in the wider Boston area. By the end of my second year in college, I’d acted professionally in shows in Boston and New York, played the lead in a web series, and acted in productions at Northeastern and student films at other colleges. During that time, I felt like I was on the verge of something. I wasn’t totally sure what I wanted to do, but these experiences felt deeply satisfying to me, more so than anything else I’d done up to that point. I decided to take a summer away from acting to see what it would feel like.

I took a job at Northeastern as a student ambassador, teaching first-year persuasive writing classes to international students from China and Nigeria as part of the U.S. Pathways Program. It was wonderful! I felt like I was doing helpful work and using my degree in a positive way. It was a blast, but something personal just felt like it was missing for me. So, I decided to commit to the acting path more fully and have not regretted it since.

Ultimately, though, what drew me into the performing arts was the community. I’ve found myself in a variety of thought-provoking, challenging, caring ecosystems of passionate people. It’s deeply enriching to be around.

While studying acting at Yale Drama, did you have your sights set on a particular genre— television or stage, for example—or were you open to it all?

Open to it all, and I still am! It’s funny: the satisfaction in playing a part; the enjoyment of a project, a time and place, a group of people; the desire to do it all over again these considerations are somewhat separate from my own personal perception of the finished piece. The actor does not write, direct, edit, score, or color a film; they do not design its costumes, effects, environments or sounds. Sometimes it’s freeing for me to think of acting on camera as carving out a block of marble for the editor to detail. Not always, but when I feel stuck, it’s a lot more fun!

It’s admittedly different with theatre—in theatre plays, the delivery mechanism of the “product” is most often live bodies speaking with one another in shared space. It can feel more distinctly personal to me in certain ways because it relies on performance more heavily. And when it’s great, it’s simply the best! The rush of performing is unlike anything else, and the camaraderie you build with other people can be special. But when it’s not great, you get really, really, really tired. I can say I’ve been truly lucky so far!

You play Sam in the new Apple TV+ series Dear Edward, based on the bestselling, acclaimed novel about a 12-year-old boy who becomes the lone survivor of a plane crash. Tell us about that experience. The process of booking the show was a little surreal. I had one audition in my childhood bedroom back home in Maryland, and a second one in my girlfriend’s living room. I was cast based on these two tapes, and I did not meet anyone from the show until I showed up to work!

It was a lot of fun getting to be on the inside of such a large-scale production. Watching massively talented, veteran performers like Connie Britton and Taylor Schilling was a gift. And there are some neat job perks and amenities when you work with a big streamer. Most of all, it’s been so fun to tell my family about all these things! My parents are both immigrants. They work very hard, and I think it means a lot to them to know that I’m being taken care of.

Last year, you performed with Linda Lavin in the Off-Broadway play You Will Get Sick. What was it like working alongside such a veteran actor?

I want to grow up to be like her. Linda is an unapologetic advocate for herself, her character, and her process. But she also makes sure everyone around her feels included and taken care of. As a chronic worrier, I found it so inspiring to be around her. And she’s hysterically funny! Watching her is catnip. Additional shoutout to Daniel K. Isaac. He is the classiest of acts and one of the kindest, most talented men I have had the pleasure of working alongside.

Los Angeles or New York?

I live in New York right now, but I just got back from six weeks in LA. New York has the coolest, most hard-working people, and a feeling of togetherness that comes from the more public nature of life and transportation. But the LA lifestyle simply agrees with my body more, and you find a lot of people there who prioritize that. I think there might be a

move on the horizon, especially as I near the end of my twenties and things like starting a family are starting to come into view.

As far as career considerations are concerned, everything is digital now. I finished drama school in 2020, at the beginning of the pandemic. Approximately 2% of my auditions since commencement have been in person; the other 98% were either self-tapes filmed on an iPhone or conducted live through video conferences.

Can we claim that you got your acting bug on the Norwood stage, perhaps in the Fourth Grade Jazz Program or in the spring musical Bye Bye Birdie?

Yes, but I think it’s more accurate to say I caught the bug in our fourth grade production of Hamlet! We all took turns with the different roles in our (deeply abridged) production, and I absolutely LOVED my little moment in the spotlight. I remember feeling like it was such an important story and that it was important for us all to do our best and really give ourselves to it. I remember thinking, why isn’t everyone taking this more seriously? What could be more important?

What advice do you have for current Norwood students who are interested in the performing arts?

Don’t be afraid to try new things! Especially at such a young age. You can take it all as seriously as you want, and then drop it and try something new whenever it suits you.

Especially in the DMV, I think there’s an excessive emphasis placed on certain kinds of achievement at a very young age. This puts so much pressure on children. I certainly felt it, and ultimately, I kind of spun my wheels in undergrad. I used my free time to explore, and I didn’t really figure out what was going on with me until I was twenty; this is still so young! And I’m still figuring it out. And yet my work has taken me to multiple countries, an Ivy League education, and professional environments at the top of my field in terms of both business and artistic merit. You can’t control where life will take you; I think it’s important that young people be allowed to live in that reality with the rest of us.

What’s next for you?

I’m in rehearsals for a reading of a play by Josh Azouz (London-based playwright, screenwriter, and theatre director), and I’m in pre-production for a film which shoots this spring in Virginia Beach.

1 Brad Steuart ’73 and P’10, ’13, ’23 (trustee), Elizabeth Steuart-Kret ’64 and P’00, Michelle Fling P’14, ’16, ’19, ’26 (trustee), Lee Anne Elliott Jillings ’78 and P’22, ’27 (trustee) 2 Ashley Martens Nobil ’96, Tom Fuller (former faculty and former trustee), Jane Martens P’96, ’02 (former faculty) 3 Craig Hollander P’05, ’07, ’10 (faculty), Julie Nicolaysen Gerlach ’95, Joan Nicolaysen P’95, ’92 4 Susie Rosenbaum (former head of middle school), Jay Roudebush (former faculty), Stan Smith (faculty) 5 Susan Stadnick P’04, ’06, ‘08 (former staff), Lindsay Spector (former faculty and staff), Jay Hammer P’06 (former trustee) 6 Nate Gordon (former faculty), John Currie ’86 (former faculty) 7 Hattie Croyder Buchholz ’79, Polly Croyder ’79, Dick Ewing P’96, ’00 (former head of school), Laurie Havener Hunsicker ’79, Tim Cooney ’79 and P’17, ’21, Lee Hawfield Zampella ’79 8 Lacy Douglas ’10, Ali Thompson ’10 9 Abigail Betts ’92 and P’31 (director of development), Jay Hammer P’06 (former trustee), Robin Hammer P’06, Wendy Merriman (former faculty) 10 Kate Raber ’05, Caroline Volz ’06, Kohler Brafford ’06 11 John Schmidt P’06, ’06, ’17, Mike Risen P’23, ’26 (associate head of school and head of lower school) 12 Margie McCeney ’80, Sandra Engle Gichner ’78 and P’12, ’14, ’16 (faculty), Katherine Stifel ’77 13 Karen DeSantis P’08, ’11 (former trustee), Vic DeSantis P’08, ’11, and Matthew Gould P’16 (head of school) 14 Stan Smith (faculty), Charles Franklin ’06, Maria Lostoski P’12, ’15, ’17 (faculty) 15 Josephine Gregory ’19, Michelle Cook ’19, Nakiyah Green ’19, Daryn Fling ’19 16 Elizabeth Steuart-Kret ’64 and P’00, Chip Heartfield ’64 and P’07, ’09 (former trustee) 17 Tom Fuller (former faculty and former trustee), Jane Ewing P’96, ’00, Joe Moravec P’93 (former trustee), Dick Ewing P’96, ’00 (former head of school) 18 Annette Matzner (faculty), Susan Pinckernell Denecke P’19

Class Notes

1969

Liz Adams had fun seeing fellow Norwood classmate Ann Wohlstetter Tsangeos in October. They have known each other for over 50 years and since first grade!

1988

Marty West is living in the Boston area with his wife, Grace, and their three boys. He is the academic dean for the Graduate School of Education at Harvard University.

1992

Abigail Betts, Michael Bowen, and Matt Polak have children who are students at Norwood—that means 9% of the Class of 1992 are current Norwood parents!

Michael Bowen enjoyed a wonderful winter break in Guatemala this year with his wife Olivia’s family. His daughter Maggie is in kindergarten at Norwood this year, and her younger sister Pepper will be joining the pre-kindergarten class (the Class of 2033) in the fall.

Lex Paulson is executive director of the UM6P School of Collective Intelligence (Morocco) and lectures in advocacy at Sciences Po-Paris. Trained in classics and community organizing, he served as mobilization strategist for the campaigns of Barack Obama in 2008 and Emmanuel Macron in 2017. He served as legislative counsel in the 111th U.S. Congress (2009-2011), organized on six U.S. presidential campaigns, and has worked to advance democratic innovation

at the European Commission and in India, Tunisia, Egypt, Uganda, Senegal, Czech Republic, and Ukraine. He is author of Cicero and the People’s Will: Philosophy and Power at the End of the Roman Republic, from Cambridge University Press, and is co-editor of the forthcoming Routledge Handbook of Collective Intelligence for Democracy and Governance

His book tour for Cicero will bring him to the Washington, D.C., area on May 7, 2023.

Derek West is living in Nashville, Tennessee, with his wife, Brooke, and their two children. After 20 years in the music industry, Derek is now pursuing a master’s degree in family counseling from Lipscomb University.

Alumni who play together, stay together!

On Saturday, January 21, 2023, a fun-loving group of alumni and their young children gathered in the Marsh Gym for the inaugural Blue Hawk Alumni Play Date. While children worked out their winter weather energy with all sorts of play equipment provided by the Norwood P.E. department, parents socialized and enjoyed a tour of the new Marriott Early Childhood Building.

1 Matt Polak, Michael Bowen, and Abigail Betts—all from the Class of 1992—are Norwood parents and love seeing each other on a regular basis. Here they are in the lobby of the Steuart Building. 2 Lex Paulson ’92 is the author of Cicero and the People’s Will: Philosophy and Power at the End of the Roman Republic

2003

Kaytee Nesmith is happily living on Capitol Hill with her fiancé, Andrew, and their tiny and objectively wonderful dog, Izzy. She is a principal product designer at NPR, where she recently co-organized a successful union drive to join CWA-NABET Local 31. Kaytee serves on the bargaining committee and is excited to win a contract that secures the protections her coworkers deserve.

2004

Kelly Tillotson Bradway is currently living in Nashville, Tennessee, with her husband, Parker Bradway, and their daughter, Annie, who just turned one. In addition to being a mom, Kelly is singing and songwriting in Nashville and also working with musicians through an organization called Cru. Her husband works in sales for a company called Built Technologies.

Courtney Smith Koreiwo and husband CJ welcomed their son, Nathan Christopher Koreiwo, on September 23, 2022, at 6:20 p.m. “Nate” weighed in at 8 pounds, 6 ounces, and measured 21 inches long. Courtney reports that he is a joy to be around, and it is a blessing and a privilege to be his parents. Nate has truly made their time

even more special as a family while on CJ’s Navy assignment in San Diego, California.

2005

Kate Raber lives and works in Washington, D.C., at Children’s National Hospital as program coordinator for the Celiac Disease Program and the Function GI Disorder Clinic. With the world opening back up, she traveled to Yosemite National Park with her dog, Annie, and also headed to Panama, Colombia, England, and Italy solo. She credits Norwood for sparking her love of travel and learning from others.

Dani Barlow was recently featured as one of American Theatre Magazine’s “Top 10 Rising Black Women+ to Watch in Theatre.” She currently serves as the director of the Stage Directors and Choreographers Foundation, the nonprofit of the union for stage directors and choreographers, which includes supporting artists on Broadway, Off-Broadway, and across the country.

2006

Charles Franklin has been working as a software engineer at Akamai Technologies since 2017. He develops and manages a key communications system that helps Akamai to efficiently

A Tree Grows for Maralyn

Last winter, former special assistant to the head of school Maralyn Marsteller was surprised by her family with a gift to Norwood in her honor. A beautiful willow oak has been planted at the Head’s Residence and will eventually provide much-needed shade to the outdoor area where events are often held. The Marsteller family surprised Maralyn at a tree dedication on November 21, 2022. During her 16-year career at Norwood, Maralyn served as Middle School Administrative Assistant, Lower School Coordinator, Assistant Director of Admission, and Special Assistant to the Head of School. She was also an active and devoted parent volunteer when Wiley and Emily were students (1998-2009). Maralyn retired in June of 2021. The plaque in front of the tree reads: May this willow oak serve as host to many special Norwood celebrations. Cheers to that!

PHOTO: Maralyn Marsteller is surrounded by her family (Emily Marsteller Duigan ’09, Wiley Marsteller ’07, and husband Robert) at the tree dedication on November 21, 2022.

3 Katie Raber ’05 and her dog, Annie, during a recent trip to Yosemite National Park. 4 Austra Burr was born on September 21, 2022, to Patrick Burr ’07 and his wife, Solvita.

Remembering Lynne Astrich Assistant to the Head of School 1978-2010

We were saddened to learn the news that Lynne Astrich, Norwood’s Assistant to the Head of School for more than three decades, passed away on February 5, 2023. Lynne first joined the Norwood community as a parent in September of 1974 when her daughter Alicia (Norwood Class of 1981) started as a kindergartner.

Four years later, at the urging of former Head of School Tom Hudnut, Lynne launched what became an incredible 32-year career as Assistant to the Head of School, supporting Weedie Block when she became interim head of school in 1982 and then Dick Ewing, who held the headship from 1983 until his retirement in 2014. During her time at Norwood, Lynne played many roles in supporting the board of trustees, administration, faculty, and families. Her love for and dedication to Norwood were indeed a blessing, and we are still feeling her legacy of generosity, helpfulness, warmth, and graciousness throughout the School. Our deepest condolences to her children, Alicia

serve between one-fifth and one-third of all internet traffic.

In 2018, Charles helped cofound a community advocacy group called Upgrade Cambridge that advocates for municipal broadband as a way to bridge the digital divide and support local businesses and innovation by fighting the Comcast monopoly with a public internet alternative.

In 2019, Charles ran for election to the Cambridge City Council in Massachusetts. He didn’t win but is still active in community organizing and advocacy.

Previously, while studying at MIT, he worked at the Space Systems

Laboratory on a project called REXIS, which was part of a larger NASA project and space vehicle called OSIRIS-REx. The mission was to travel to the asteroid Bennu, take a sample, and return it to Earth. It launched in 2016, collected the sample in 2018, and will return to Earth in 2023.

Caroline Volz is back living in the Washington, D.C., area. She recently started a new job as the director of growth marketing at Tuckernuck in Georgetown. Caroline works with fellow Norwood alumna Anne Mercer Schoenfeld ’08

Astrich Rago ’81 and Craig Astrich ’84.

PHOTO: Lynne Astrich delivering wonderfully heartfelt remarks at Dick Ewing’s retirement party on April 26, 2014.

Patrick Burr and his wife, Solvita, welcomed their first child, Austra Margaret Theodosia Burr, on September 21, 2022. The family lives in Seattle.

2008

Wendy Burr Lindley married John Lindley on October 29, 2022, in Lexington, North Carolina.

Sophie van Bastelaer is a freelance entertainment writer, activist, journalist, poet, and actress. She lives in Toronto, Canada, and most recently appeared as Tess in the Hallmark Channel’s Welcome to Valentine

Ellie Gill is a producer in the beauty and style sector at Art Partner, a creative agency focused on integrated campaigns, including photography, film, and social media, for the fashion, luxury, and technology industries. She lives in New York City.

2014

Madison Than graduated last June with two degrees from The University of Chicago: an A.B. with honors in English language and literature and an A.B. in statistics. Her thesis won a top prize in the College’s English Department. Currently, Madison co-leads a project in educational equity.

Sam Primis graduated last June from Northwestern University and is now pursuing his master’s degree in Latin American studies at Georgetown University’s Walsh School of Foreign Service.

2020

Sophie Bakshi co-directed the Girls Who Start Design Hackathon, which was held virtually on February 11, 2023. This event brought together middle school, high school, and college young women from around the world to design products with the theme of “femovation”— innovation that improves women’s lives. Girls Who Start is an international nonprofit dedicated to promoting entrepreneurship among girls and young women.

1 Bob Burr ’18, John Lindley, Wendy Burr Lindley ’08, Charlie Burr ’19, and Patrick Burr ’07 at Wendy and John’s wedding on October 29, 2022, in Lexington, North Carolina. 2 Sophie van Bastelaer ’08 (right) appeared in the Hallmark Channel’s Welcome to Valentine.

Let’s finish strong...together!

As the 2022-2023 school year comes to a close, we are grateful for a tremendous year of joyful learning and memorable community events. As always, gifts to The Norwood Fund have played a significant role in enriching programs, resources, and experiences for every student and teacher. The Norwood Fund continues to be the cornerstone of all fundraising programs, contributing 4% of the School’s annual operating budget. If you haven’t yet contributed to The Norwood Fund this year, we hope you will help us finish strong by making your gift by June 30, 2023. Your gift will provide direct funding for educational initiatives that tuition alone does not cover.

For information, contact Abigail Betts ’92, Director of Development, at 301-841-2203 or abetts@norwoodschool.org. All gifts received by June 30, 2023, will be recognized in our Annual Report, published in the fall.

Looking for a good book?

You’ve come to the right place! Check out these incredible “altered book sculptures” created by seventh and eighth graders in Karen Harvey’s art class. An altered book is a form of mixed media artwork that changes a book from its original form, altering its appearance and/or meaning.

Disclaimer: No current, still-in-circulation books were harmed in the making of these sculptures! Artists used outdated research books that were pulled from the recycling bin.

Alex

Charlie Kiara

Finn

Ellery

Mae

Max

Will Izzy

Ryden

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

END-OF-YEAR EVENTS

Founder’s Day & Faculty/Staff Milestones

May 12, 2023

Faculty/Staff Tributes & Blue/White Day Assembly

June 2, 2023

Class Day

June 6, 2023

Commencement

June 7, 2023

Summer at Norwood Begins

June 20, 2023

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