Madeira Today

Christina Kyong

BEST ALL-GIRLS HIGH SCHOOL IN VA

BEST BOARDING SCHOOL IN VA

BEST BOARDING SCHOOL IN DC

TOP 10

STRONG GRADES IN EVERY AREA:

A+ Overall Niche Grade (only 2.5% of schools in the US receive an A+)

A+ Academics

A+ Teachers

A+ Clubs & Activities

A+ College Prep

A Diversity

TOP 25

BEST ALL-GIRLS HIGH SCHOOL IN US

BEST BOARDING SCHOOL IN US

VA STATE RANKINGS* NATIONAL RANKINGS* DC AREA RANKINGS*

*

BEST PRIVATE HIGH SCHOOL IN US

Madeira earned these rankings by scoring highly on a variety of factors including SAT/ACT scores, student-teacher ratio, the quality of colleges students consider, and reviews from students and parents. The statistical data used in this ranking was obtained from the U.S. Department of Education and analyzed by Niche’s team of data scientists to create the 2024 rankings.

WINTER 2024, Number 208

EDITOR Karen Joostema

DESIGN: LucidCreative.co

PHOTOGRAPHY: James Kegley, Sam Peat, Freed Photography, & Rui Barros

BOARD OF TRUSTEES 2023–24

Lili Avery ’72

Andy Blocher P’21, ’26

Eric Clark P’18

Lee Carol Cook P’19 Secretary

Gaither Smoot Deaton ’88

Anne Faircloth ’87

Aileen Hawkins P’23, ’25

Ains Hill ’97

Sue Luangkhot Hoppin ’87

Bronwyn Hughes ’83

Carrie Southworth Johnson ’95 Vice Chair

Joy S. Johnson ’77 Vice Chair

George Kaczmarskyj P’19,’22 Treasurer

Katherine Kies ’07

Alumnae Council President

Emi Kolawole ’00

Christina Kyong Head of School

Avery Miller ’86, P’19

Pilar Frank O’Leary ’87, P’21, ’24

Parents’ Association President

Tracy G. Savage ’66

Anita Patel Tolani ’91, P’24 Chair

Nancy Rodwell Tuohy ’88

Julia Walker ’81

Kate Wisniewski Weir ’02

Madeira Today is published for alumnae, parents, and friends of the School. Send any comments or suggestions to: KJoostema@madeira.org

To unsubscribe from Madeira Today send your name and address to: alumnae@madeira.org

CHRISTINA’S CORNER

The kindness and curiosity of our students and adults were the main reasons I chose to come to Madeira. It is a school where everyone learns and thrives in individual ways to become their “personal best.” As I learn more about Madeira, I realize that my personal best is being shaped each day. ”

Dear Madeira Community & Friends,

It has been a wonderful transition to my new role as the 11th Head of School at Madeira. I knew that I was joining a strong and connected community when I first moved onto campus last July, but being in classrooms, on the courts, and in the dining hall has been reaffirming in so many ways. The kindness and curiosity of our students and adults were the main reasons I chose to come to Madeira. It is a school where everyone learns and thrives in individual ways to become their personal best. As I learn more about Madeira, I realize that my personal best is being shaped each day. My conversations with students and colleagues have sparked many ideas that will take flight in the next year or so, including a focus on the mental health and well-being of our community and how to best use our physical campus in the curriculum. These are exciting and innovative ways that we, as Madeira, can live our vision to lead girls’ education.

My theme this year is “There’s No Place Like Home.”

Many of you know I am returning to my hometown. I was born in Arlington, Virginia and raised in Montgomery County, Maryland. I raised my two sons here and my whole family is in the area. It has been so wonderful re-establishing my routines around family birthday dinners, nephews’ and nieces’ performance and sports schedules, and re-connecting with friends from my old neighborhoods and former schools.

I have also returned to a school that I feel like I have known my whole life, just like my home. Madeira reminds me of some of my best years, those spent at Smith College where I found my voice and my confidence. I see that happening to our students at Madeira every day. As I walk through classrooms and talk with faculty and staff in my one-on-ones, I see our teachers engaging with students in meaningful and purposeful ways that help our students build a deeper understanding of their learning, way beyond the “what” and more focused on the “why?” and “how?”

We are so excited to share the new STEAM Academic Center story in this issue. The STEAM Center has been a gamechanger for our campus and for student learning in the Science, Technology, Engineering, Visual Arts, and Mathematics fields. As I walk through the classrooms, I see students conducting labs on sound pollution and water quality, immersed in art projects using our 3-D printers, kilns, and dark room, and focused on math projects that incorporate real world application of the skills being taught. What has been most exciting is that all the spaces in the STEAM Center are being used beyond what we dreamed. Thanks to all of you who helped us bring that building to reality.

I look forward to seeing many of you as I make my way around the country meeting with alums and parents to hear your stories and ideas on how we “launch women who change the world.” It has been wonderful getting to know so many of you already.

Have a great winter.

FROM THE EDITOR

Wish you were here! Like the iconic vacation postcard message, we truly would love to share the vibrant feeling that permeates Madeira’s halls.

The excitement around campus is palpable.

We are celebrating our new Head of School, exceptional opportunities for teaching and learning in the STEAM Academic Center, Madeira’s #1 ranking, and record enrollment numbers.

For those who have not recently been to Greenway, we invite you to explore our thriving community.

We hope you get to know Madeira’s 11th Head of School, Christina Kyong, who has been enthusiastically embraced for her exceptional ability to create community and add new perspective, as well as her passionate leadership as a curriculum specialist committed to girls’ education.

Madeira is in demand, coming off our most selective admissions cycle and welcoming our largest class ever. Our strong national rankings continue to rise.

Come visit campus, and, in the meantime, we hope you learn more through this issue of Madeira Today.

Christina Kyong Head of School

KAREN JOOSTEMA

Send comments to kjoostema@madeira.org

CHRISTINA KYONG, HEAD OF SCHOOL

Madeira is in Demand

MOST SELECTIVE ADMISSIONS CYCLE EVER!

Madeira is a highly sought-after school! Our rankings continue to rise and remain strong, and we received over 500 completed applications for the 2023–24 school year—the most ever! We admitted only 37% of these applicants.

Given our enviable position as a selective school, Madeira was able to attract and admit a diverse group of highly talented students. We count among our ranks many passionate young women who are already changing the world.

17 "FUN FACTS" ABOUT OUR 98 NEWEST STUDENTS:

A published author of a book on evolution who also runs a podcast about genetics

A nationally ranked synchronized skating team member

A founder of a social enterprise that supports refugees in Hong Kong

A circus arts specialist

A social media manager for a non-profit that supports children with cancer

A state champion all-girls robotics team member

Business owners

American Ballet Theater summer intensive program attendee

Published authors

High-level dancers, swimmers, club volleyball, softball, lacrosse, soccer, basketball players

Hikers who have climbed Mount Kilimanjaro and explored the Gobi Desert

Plays 17 different kinds of percussion

A finalist in Ukraine’s “Junior Eurovision” competition

Multiple Summa Cum Laude recipients in the National Latin Exam

A black belt in Taekwondo

A museum docent

Award-winning artists, musicians, and thespians; songwriters and playwrights

OUR 2023-24 STUDENT BODY PROFILE:

341

Students the largest in the School’s history!

13% 16% 19

International (non-US citizens)

Legacies (56 students, including 27 sisters)

States (including DC) represented

43% 27% 37%

of student body are receiving financial assistance in the form of aid/merit scholarship

Students of color (NAIS definition: US citizens and green card holders)

50%

Boarding

37 of Boarders are non-US citizens plus additional 7.6% that hold dual US citizenship

Countries represented by citizenship or residency

ENROLLING

FAMILIES USED THE FOLLOWING WORDS TO DESCRIBE MADEIRA

ACCEPTING AFFIRMING BEAUTIFUL BELONGING CARING

(It’s worth noting that non-enrolling families used many of the same words!)

A SECOND HOME COMMUNITY

LIFE-CHANGING NOURISHING NURTURING PASSIONATE PEACEFUL

ACADEMIC INDIVIDUALIZED

CHARISMATIC CHARMING COMPASSIONATE COMPETENT PERFECT SUPPORTIVE SELECTIVE

COMPETITIVE DEVELOPMENT

DIVERSE EMPOWERING ENCOURAGING ENGAGING EXCITING

FORWARD-THINKING

IMPACTFUL IMPRESSIVE INCLUSIVE INDIVIDUALIZED INDUSTRIOUS INNOVATIVE

WELCOMING STRONG

VALUES-BASED WELL-ROUNDED WARM UNIQUE

PERSONALIZED PROFESSIONAL PROGRESSIVE

EXCELLENCE INDEPENDENT FRIENDLY KIND

INSPIRING INTERNATIONAL INTRIGUING LEADING NATURAL RIGOROUS SAGACIOUS SALUBRIOUS SCENIC

By

Agnes Scott College*

American University*

Amherst College

College of the Atlantic

Barry University

Bates College

Berklee College of Music

Boston College

Boston University*

Brandeis University

Brigham Young University-Provo

Brown University

Bryn Mawr College

Bucknell University

Cal Poly- San Louis Obispo

California Institute of Technology

Carleton College

Carnegie Mellon University*

Case Western Reserve University

Catholic University of America

Chapman University

College of Charleston*

Chinese University of Hong Kong

Claremont McKenna College*

Clark University

Clemson University

Colby College

Colgate University

Colorado College*

Columbia University

Cornell University*

Culinary Institute of America

Dartmouth College

Davidson College

Denison University

Dickinson College

Drexel University

Duquesne University

East Carolina University

Eckerd College

Elon University*

Emory University*

Fashion Institute of Technology

Fordham University*

George Washington University*

Georgetown University*

Georgia Institute of Technology

Georgia State University

Goucher College

Grinnell College

Hamilton College*

Harvard University*

High Point University

Hofstra University

Holy Cross College

Howard University

Indiana University*

Irvine Valley College

James Madison University

Johns Hopkins University*

Kenyon College*

King’s College London

Lafayette College*

Lehigh University

Long Island University

Loyola Marymount University*

Lynn University

Macalester College

Marymount University

Massachusetts Institute of Technology*

McGill University

Mercer University

Michigan State University

Minerva University

Mount Holyoke College

The New School, Parsons School of Design

New York University*

Northeastern University*

Northern Virginia Community College

Northwestern University*

Oberlin College

Occidental College*

Pennsylvania State University

Pitzer College

Purdue University

Queen’s University

Reed College

Rensselaer Polytechnic Institute

Rice University

Rochester Institute of Technology

Rollins College

Rutgers University-Camden

San Diego State University

Sarah Lawrence College*

Savannah College of Art & Design*

Scripps College

Sewanee, University of the South

Skidmore College

Smith College*

Southern Methodist University

Spelman College*

St. Lawrence University

Stevenson University

Syracuse University

Temple University

Texas Christian University

Trinity College Dublin

Tufts University*

Tulane University*

Union College

United States Naval Academy

University of Alabama

University of California-Berkeley*

University of California-Davis*

University of California-Irvine

University of California-Los Angeles*

University of California-San Diego

University of California-Santa Barbara

University of California-Santa Cruz

University of Chicago*

University of Florida*

University of Georgia

University of Illinois at Urbana-Champaign

University of Kentucky

University of Mary Washington

University of Miami*

University of Michigan*

University of North Carolina at Asheville

University of North Carolina at Chapel Hill

University of North Carolina Wilmington

University of Notre Dame*

University of Oklahoma

University of Pennsylvania*

University of Pittsburgh*

University of Southern California*

University of St Andrews*

University of Tampa

University of Toronto

University of Vermont*

University of Virginia*

University of Washington

Vanderbilt University

Villanova University

Virginia Commonwealth University*

Virginia Tech*

Wake Forest University*

Washington and Lee University

Washington University in St Louis

Wesleyan University

William & Mary*

Yale University

Zhejiang University-UIUC Joint Program

*

Madeira Installs Christina Kyong as Eleventh Head of School

There’s no place like home.

“The Installation of a head of school is a historic event,” Board Chair Anita Patel Tolani ’91, P’24 remarked. “In the 117-year history of the School, we’ve had ten heads who have served Madeira.” On September 21, 2023, that number became eleven as the community celebrated Mrs. Christina Kyong’s Installation as Head of School. Echoing Mrs. Kyong’s theme for the year, “There’s no place like home,” the motif of “home” was woven throughout the ceremony. In fact, the theme is a nod to how the Washington, DC area has been home throughout her life, beginning with her birth in Arlington, Virginia, and her youth growing up in Potomac, Maryland. She also served at several local DC-area schools between her time at Smith College, Harvard University, and working at schools in New York and California.

THE TRADITION OF PRESENTING

Madeira’s Head of School with a medallion containing the school seal has been modernized to a pendant. At her Installation, Mrs. Kyong was presented with this ceremonial medallion pendant by Board Chair Anita Patel Tolani ’91, P’24.

“My whole life seemed to be converging in that one room. It was a magical moment for me!”

Head Search Committee Chair

She equated her journey to Madeira with Dorothy’s quest to return home in The Wizard of Oz.

Misti Mukherjee ’84, P’13 introduced the inimitable Mrs. Christina Kyong and why she was the right choice for Madeira. “It is Christina’s extraordinary ability to steer an entire community while remaining true to and grounded in learning that defines her leadership.” Ms. Mukherjee continued, “Her intellectual curiosity, openness to new ideas, and administrative expertise are all combined with a depth of listening, understanding, and kindness.”

During the ceremony, Student Heads of School talked about the traditions that were incorporated into the Installation ceremony, including 13 red roses, the Madeira seal, the alma mater, a processional, and the Red and White teams.

Madeira’s welcoming and supportive community is a touchstone of the

School. At her Installation, Mrs. Kyong was surrounded by people who represent the special groups —  students, faculty and staff, administrators, parents, alumnae, the Board of Trustees, and Mrs. Kyong’s friends and family — who will support her throughout her tenure. In a special community presentation of 13 red roses, the tradition that honors the 13 original boarding students at Madeira and remains a part of every graduation, a representative from each community group presented a rose to Mrs. Kyong and recited a quotation about the importance of home.

After her official installation by Mrs. Tolani where she was presented with a ceremonial medallion containing Madeira’s seal, Mrs. Kyong addressed the community. She equated her journey to Madeira with Dorothy’s quest to return home in The Wizard

of Oz noting the help she received and the many discoveries along the way.

In reflecting upon her feelings at the Installation ceremony, Mrs. Kyong said, “My whole life seemed to be converging in that one room. It was a magical moment for me! All my life’s work seemed to be celebrated by everyone in the room.”

Summarizing the optimism of the day and the support of the entire community, Mrs. Kyong shared, “I could not have asked for a better place to call home than here, at Madeira.”

“Thank you for welcoming

THE MADEIRA SCHOOL

VIRGINIA

MASSACHUSETTS

CALIFORNIA

MRS. KYONG AND HER FAMILY

MRS. KYONG AND FORMER COLLEAGUES

Harnessing the Power of Madeira’s Community

Christina Kyong Begins Her Tenure

For Madeira’s Eleventh Head of School Christina Kyong it was love at first sight. “When I first arrived at Madeira for my interview, I fell in love. I fell in love with the people I met, the questions that everyone asked. The enthusiasm in which they answered my questions was genuine and authentically filled with joy.” She added, “I fell in love with the program. The opportunity our students have to learn from some of the most dedicated teachers I have ever met is amazing. The spark that is ignited in our classrooms during debates or experimenting in our science labs, or creating art or music, or spending quality time on Capitol Hill are only some of the many ways we make learning come alive for Madeira students.”

The spark of learning has always been a hallmark at Madeira. In her Installation speech Mrs. Kyong quoted from a 1948 speech by Lucy Madeira about the adventure of teaching, “To look into a young person’s mind, to try to find out what she herself is trying to find out… to try to help her accomplish this, is about as stimulating an experience as a person can have.”

Madeira’s mission resonated with Mrs. Kyong. “I think any school whose mission is ‘Launching women who change the world’ is a school that should inspire anyone. It’s a big mission to fulfill and I have met so many alums that live this.”

She firmly believes in her theme of Madeira as a home for all community members. Since her arrival, she has been seen everywhere — in classrooms, the dining hall, sports fields, weekend activities, and any place students and adults are interacting. She is approachable, warm, and a willing listener.

Art teacher Ann Miller appreciates how Mrs. Kyong has worked hard to get to know Madeira’s community, “Christina is approachable. I really feel that she is listening and processing how to make things better.”

Science teacher Juliana Salcedo concurs. “It’s evident Christina is trying to understand the community. It’s awesome how she pops into a classroom and asks questions. You feel her absorbing information.”

Latin teacher Paul Bednarowski notes how well she has integrated into Madeira. “It feels like Christina is already part of the community! We see her everywhere. She even joined my Nature Hikes class.”

STRONG LEADER AND COMMUNITY BUILDER

Building upon Madeira’s storied 118-year history of distinguished leadership, Mrs. Kyong brings more than 30 years of educational experience as a school leader, teacher, collaborator, and curriculum specialist. Her work with teachers and learners is rich and deep, and her talent for building relationships with all members of her community is demonstrable. Her leadership style is to listen and build rapport so that she understands the needs and sets well-informed strategy to bring stakeholders along with her. Mrs. Kyong summarized her approach to community building in quoting Gloria Steinem: “When unique voices are united in a common cause, they make history.”

It’s not just the teachers who have appreciated Mrs. Kyong’s active community presence.

The students have embraced her as well. “I have seen Mrs. Kyong everywhere on campus — chatting with the community, taking walks, even photographing birds! You get a sense that she feels at home here, which helps the students feel that way too,” said ninth-grader Myla McNair.

Mrs. Kyong has quickly become a regular participant in student activities. Science teacher K. Khozein shared, “At the Autumn Equinox event, she hung out with ninth graders and painted pumpkins with us.”

“When unique voices are united in a common cause, they make history.”

MRS. KYONG

SUMMARIZED HER APPROACH TO COMMUNITY BUILDING IN QUOTING

GLORIA STEINEM

A Professional Prologue to Madeira

Christina Kyong’s most recent role was Associate Head at Wildwood School in Los Angeles, California (K–12, 750 students), where she had multiple opportunities to understand the role of Head. Having just arrived at Wildwood in July 2020, she became the school’s Lead Pandemic Coordinator. She oversaw both curricular and co-curricular programming at Wildwood and had direct involvement with college counseling, athletics, and community outreach. She was also part of Wildwood’s Diversity, Equity, Inclusion, and Belonging Leadership Team and co-led the DEIB Curriculum Committee.

Prior to Wildwood, Mrs. Kyong spent ten years as Director of Maret’s Middle School in Washington, DC, where she oversaw the implementation of the division’s social-emotional curriculum for 200 students, taught multiple courses, and established affinity groups.

Mrs. Kyong’s girls’ school background stems from her six years as Director of Studies and then Assistant Head of Upper School at Stone Ridge School of the Sacred Heart in Bethesda, Maryland, and her time as a dorm parent, coach, and teacher at The Masters School in Dobbs Ferry, New York. The institution she credits with having the most impact on her life, though, is her beloved Smith College. According to Mrs. Kyong, “At Smith, I found my voice.”

With a B.A. in History from Smith, she also earned her M.A. in Education, Teaching, and Learning from the Harvard University Graduate School of Education and a Certificate in Administration and Supervision from the Johns Hopkins University School of Business and Education.

MRS. KYONG WITH HER MOTHER AT SMITH COLLEGE GRADUATION

THE LAND DOUBLES AS GATHERING SPOT

In addition to her active presence across campus activities, Mrs. Kyong initiated one-on-one meetings with every faculty and staff member. Educators appreciate that Mrs. Kyong approaches the meetings both prepared with purposeful questions and open to hear what they want to talk about.

Translating this year’s home theme into action, Mrs. Kyong has opened her home to the Madeira community. Her warm and welcoming spirit have quickly become legendary, and The Land, originally Lucy Madeira’s personal home, has become a hub of community building. She hosts faculty dinners in this historic house and gives personal tours of the space, which was renovated three years ago. Dinner conversation has ranged from childrearing to today’s political landscape to fun Madeira traditions. Laughter and collegiality are a constant at the gatherings. One faculty dinner party organized a hiking group as a follow up.

In addition to dinners, she has hosted several parent events at The Land, crafting and cookies with students, as well as the Faculty/Staff Holiday Party and Board receptions.

“I am looking forward to bringing the physical campus into the daily learning of our students.”

with Christina Kyong

What are your goals for Madeira this year?

One of my goals is to learn as much as I can about Madeira and to help us live our mission to its fullest. I believe I can accomplish that by fostering a community in which each of us can be our authentic selves. That will only happen if we trust each other and if we all have a sense of belonging.

What do you see as opportunities for Madeira?

I am looking forward to bringing the physical campus into the daily learning of our students. I don’t know what this may look like, but we have such a wonderful outdoor campus that is being underutilized. I’m thinking about how we can use our space in a way that brings nature and balance back into our lived experiences here.

What is the biggest challenge Madeira faces?

The biggest challenge that all students are facing, not just at Madeira, is the growing number of students who have been diagnosed with anxiety and depression. Whether that is due to the use of technology, social media, or the college admissions process, we as a community need to put more focus into helping students build the right tools to face these pressures in healthy and effective ways.

What is your educational philosophy?

I believe that every student can learn and wants to learn, but it is important that we are flexible in our teaching to ensure that all students can access the learning that is happening in the classroom. It is my job to support my faculty and staff to have the tools to meet the needs of each student.

What has surprised you about the Madeira community?

I am most surprised that we are not outdoors more. It is a beautiful campus and so many of the students have told me that they have never been to Black Pond or on the trails. It is important to take in the beautiful campus each day. It is healthy for us to be outdoors.

How do you see Madeira evolving?

Madeira will constantly evolve if we look at our mission of launching women who change the world as our North Star. Changing the world is something that is evolving each minute of the day. I love that our mission is an evolving goal because it stays current to today’s world.

THE LAND, MRS. KYONG’S CAMPUS HOME

BLACK POND

A PASSIONATE COMMITMENT TO GIRLS’ EDUCATION

Mrs. Kyong’s Inspiration

My mother, Chunghwa Kay, is my role model and hero. She came to this country with only $50 and started from scratch in her new married life. My parents both worked hard and saved up little by little to give me and my siblings everything that we needed to thrive. Her work ethic and generosity toward others have inspired me. She is a very successful professional, mother, sister, daughter, and friend. My mom has accomplished so much from so little, just by being hardworking, smart, and generous. She also has this really funny, joyful side and loves life  —  she is always laughing or smiling.

She has an unwavering conviction about the value of a girls’ school education, borne out of her personal transformational experience. “I understand the value of an all-girls’ education,” Mrs. Kyong remarked. “I had the privilege of attending Smith College. Without my Smith College experience, I do not believe that I would have found my voice and my passion. I gained so much confidence in who I am today because of my role models and peers who pushed me to become better and stronger in my beliefs.” Because of that formative experience, Mrs. Kyong has dedicated her career to making sure that other young women get a chance to find their passions and dreams in an empowering setting.

AN EDUCATOR WHO INCLUDES ALL PERSPECTIVES

Mrs. Kyong is not only a champion of girls’ education, she also is an ardent advocate for including more voices in the educational process. Once again, the commitment is based upon her personal experience.

In quoting Pachinko author Min Jin Lee: “Fill your mind with knowledge —  it’s the only kind of power no one can

take away from you,” Mrs. Kyong acknowledges her role of ensuring every student from every background gains confidence and knowledge.

At her core, Mrs. Kyong is an educator who was drawn to the profession by two things:

1. To teach new perspectives

2. To create communities that help students find balance and promote wellbeing

She was inspired by her high school history teacher. For Mrs. Kyong and her friends, he felt like a safe and supportive teacher with whom they connected. “We were all girls of color who glommed to him as one of the only teachers in the building who seemed to care. That spurred me to want to be that person for my students.”

Mrs. Kyong has always championed different perspectives that frequently are absent from the curriculum and she has re-written curriculum to be more inclusive. “I felt very strongly that my history wasn’t being taught and that the many perspectives of world history are important for us to understand as future citizens of the world. So when I got to Smith, I started taking history classes that gave me more perspectives, including women’s history, Asian history, and

Latin American history.” It was important to her that she could be the gateway for her students to learn about parts of the world to which they had not been exposed. “I wanted to be that adult that some of my students would feel seen and connected to,” said Mrs. Kyong. Beyond incorporating different perspectives into her teaching, she also firmly believes in differentiated learning. “As I grew as a teacher, I shifted my teaching to meet the variety of learners where they were in my classroom. I incorporated a range of activities and assessments into my teaching so that I could tap into the potential of all my students,” she said. “This is what my colleagues do at Madeira today.”

A BAKED-GOODS AFICIONADO

Like Madeira students, she remains a learner outside of school. She enjoys piano, crocheting and cross-stitching, and puzzles of all kinds. She is currently learning or re-learning three languages with Duolingo — French, Korean, and Spanish.

A self-proclaimed “procrasti-baker,” Mrs. Kyong has shared her baking skills with the community. Fan favorites include potato chip cookies, banana chocolate chip muffins, and butterscotch oatmeal cookies. Baking helps her unwind and Mrs. Kyong relishes the calm it brings. “I get some of my best ideas when I’m relaxing my mind by following a recipe,” she said.

“Fill your mind with knowledge— it’s the only kind of power no one can take away from you.”

She is a natural born cheerleader, infusing warmth and enthusiasm wherever she goes.

INFECTIOUS PINK SPIRIT

Mrs. Kyong has become a fixture at sports games and campus events, often donning her Madeira spirit gear. She is a natural born cheerleader, infusing warmth and enthusiasm wherever she goes. So it comes as no surprise that her favorite Madeira tradition is the Red and White sorting, where she enjoys the distinction of being part of both the Red and White teams by officially being dubbed as the lone member of the Pink Team. “I loved how everyone was in the Hurd screaming at the top of their lungs for their teams,” Mrs. Kyong said. “And I loved being sorted into the Pink Team! Hooray!”

Students have embraced Mrs. Kyong’s infectious spirit. “I have been very impressed by Mrs. Kyong. She is super interested in the School, even to the smallest details. She often wears pink to show her spirit. She comes to our tennis games and always seems to be around campus. I love that,” said ninth grader Brooke Gershberg. Her welcoming presence is evident to all. Said another ninth grader, Camila Vacacela, “Mrs. Kyong is so nice and inviting. She always smiles and says ‘hi’ when I walk by. She is constantly finding ways to interact with the students. As a freshman, I appreciate that because she has truly made me feel welcome.”

One thing that Mrs. Kyong quickly learned about Madeira students is how different from each other they are, and yet they are united in their concern for one another. “Our students today are caring, supportive, and unique. I love that each of the students I have met hasn’t been like the next,” notes Mrs. Kyong. “That is a true sign of being able to be your ‘personal best,’ a hallmark of a Madeira education.

POINTING FORWARD WITH CONTENT-DRIVEN CURRICULUM

In looking toward future curriculum, Mrs. Kyong hopes educational institutions move away from the reliance on high stakes standardized testing. “The best teaching and learning happens outside of the ‘one test determines all’ or the AP-driven curriculum,” said Mrs. Kyong. Problem solving, critical thinking skills, and creative approaches to issues are more important to our future learning than content-driven curriculum.

As a former history teacher, Mrs. Kyong appreciates how Madeira has built a strong liberal arts background and is evolving its STEAM program. Combined with the real-world internships, Madeira’s program uniquely prepares students to change the world.

MADEIRA ENERGIZED

The community is energized by the promise and potential of Mrs. Kyong’s tenure and they have embraced her leadership. She is learning about Madeira’s proud traditions as she ponders thoughtful changes to keep Madeira at the forefront of girls’ education.

Christina Kyong’s Yellow Brick Road

A Madeira student needs brains, courage, and heart on her circuitous journey ahead. We are grateful our new Head of School so strongly embodies each of these characteristics. What other magical connections exist?

1. Where over the rainbow did the whirlwind of life take you furthest? My family and I had an incredible trip to Tokyo, Seoul, and Busan, South Korea this past summer, and that was my favorite trip of all time.

Welcome home, Mrs. Kyong!

2. When you are not in Kansas anymore, what item from home do you most miss? I miss lump crabcakes when I am away from Maryland and DC. What makes me feel most at home is a Korean seaweed soup called Myeok Guk that my mom makes. It’s simply the best thing.

3. Who’s your Toto? Cooper, my 11-year-old Yorkipoo.

MRS. KYONG’S YORKIPOO, “COOPER”

INCUBATOR OF INNOVATION

New STEAM Academic Center is a Learning and Community Hub

Madeira students were thrilled to commence a year of learning in the new STEAM Academic Center as the 2023–24 school year began. At more than 33,000 square feet, the STEAM Center has plenty of space to facilitate interdisciplinary, experiential learning and ensure Madeira is positioned as the quintessential leader of innovative teaching and learning.

The impressive two-story lobby invites in students and educators. A projector system spanning the lobby displays work that students are creating within the building. Each classroom is ultra-flexible to cater to the specific needs of a course, while also inspiring serendipitous moments of learning and collaboration across disciplines through frequent interaction. A plethora of resources are at the fingertips of students so they can explore and find their passions.

To celebrate the opening of the building— on time and on budget—the School held a Ribbon Cutting Ceremony on September 21, 2023, that included former Heads of School, Trustees, faculty and staff, students, and donors who helped make the building possible.

Head of School Christina Kyong expressed gratitude on behalf of the School. “We are incredibly grateful to the many people who made this building—the only new academic construction in nearly 50 years—a reality!” Mrs. Kyong continued, “This hub of hands-on, interdisciplinary learning will prepare Madeira graduates to lead in fields that exist today as well as those that have yet to be created.”

Intentionally designed for student-centered learning

In this incubator of creative problem solving, multiple science rooms make use of space that allows for experiential learning such as fume hoods where teachers can conduct advanced experiments on one side of the glass while students observe from the other side.

Art spaces were intentionally designed for the creative work about to be completed in them. Courses in the new studios include dark room photography, drawing, painting (with an abundance of natural light from the large windows), and ceramics. The Maker Space and Fabrication Lab house state-of-the-art equipment, including laser printers and 3D printers.

The math program has abundant writing surfaces, including glass walls that double as another writing surface, for student-centered learning. Whiteboard tables on casters can be easily rearranged, making them ideal for working groups of various sizes.

M.A. Mahoney, Dean of Academics

“Our beautiful new STEAM Center is the most inviting learning space on the planet for young women in the ever-evolving STEAM fields.”

MAKERSPACE, FAB LAB, ROBOTICS LAB

Before the new STEAM Center, all three of these spaces were in different buildings. Now that they are together, the four teachers collaborate daily, integrating physics, robotics, art, and design thinking.

“The integrative energy in the STEAM Center is so helpful! My students get a more diverse and interesting experience than they did when each area was in a separate building,” said Education Technology Specialist Lauren Roy.

An exciting new feature in the Robotics Lab is a robotics field, which is where the robots compete. The field is a virtual area inside the classroom where students can practice whenever they want.

HANGOUT NOOKS

Community building happens naturally with hangout nooks nestled throughout the new space.

“Students want to hang out in the little nooks in our warm and welcoming building,” notes

Stacy Tippens, Science and Math Department Co-Chair. “My office is in the student study lounge area. It is always bustling with students. I love that.”

Clubs and affinity groups have also started meeting in the STEAM Center because there are so many seating areas and they provide a positive community space for the students.

“We hope you find this a space where you can learn, grow, be messy… We hope you see great success, have epic failures, and rebound with buoyancy within these walls.”

Board

Chair, Anita Patel Tolani ’91, P’24

Technology-rich community hub

The Center immerses students in technology-rich environments. Each floor inspires new directions by mixing a variety of STEAM courses so that students and educators can work on building skills across disciplines all in one center, inspiring each other to look at similar topics in dynamic ways.

The STEAM Center is the largest hub of learning on campus, and it also serves as a hub for building community. A large multipurpose room is perfect for large-scale meetings and events, and it even has a Nutrition Lab attached. Students enjoy the many cozy hangout, collaboration, and study spaces throughout the three levels.

Centerbrook Architects designed the STEAM Center with Madeira’s land and natural resource stewardship in mind. While the design provides an elegant counterpart to Madeira’s cherished historic buildings, it also signals that the empowerment of women is critically important.

NUTRITION LAB

Madeira students have always been excited by food. The residential life program is already using the fully equipped test kitchen in the Nutrition Lab. Teachers host groups of students to cook and bake in a way that Madeira was not able to do before. Students can learn valuable skills, share a taste of home, and enjoy a change of pace in a fun environment. In the future, the Nutrition Lab will be integrated into classes such as Applied Chemistry.

In its storied history, Madeira has continually forged a path for what is possible, creating programs and spaces that enable young women to realize their potential and thrive.

In her remarks at the Ribbon Cutting Ceremony, Board Chair

Anita Patel Tolani ’91, P’24 welcomed the students with these words: “We hope you find this a space where you can learn, grow, be messy… We hope you see great success, have epic failures, and rebound with buoyancy within these walls.” In keeping with Madeira’s mission to ‘launch women who change the world,’ Mrs. Tolani told the students, “We believe in you to make our world a better place.”

Madeira partnered with Coakley Williams Construction for the design and construction of the building.

Using the “design-build” model (where Madeira worked with a single contract to provide efficient design and construction services) enabled favorable pricing in the rising materials market and allowed early procurement of long lead time items, a fortuitous choice given the supply chain issues and raw material shortages throughout the project.

The building is equipped with solar panels and energy-efficient materials as well as bird-friendly glass. The outside of the building has a large outdoor patio that expands across the area where the old science building used to be. In addition, the building helped improve drainage in the area, allowing the School to restore the amphitheater for graduation ceremonies and other school events.

“This building was designed to provide a serendipitous, collaborative environment,” remarked Science and Math Department Co-Chair Stacy Tippens. “Because we have arts, science, and math all together in the building, we’re naturally running into each other, which we didn’t have the opportunity to do before because we were spread out all over campus. I am seeing the benefits of having us in the same building. It’s a beautiful space.”

“This building was designed to provide a serendipitous, collaborative environment.”

Stacy Tippens, Science & Math Department Co-Chair

WRITE-ON GLASS WALLS

The glass walls of the classrooms provide a literal “window” into what the class is learning. Dharma Sears, Science and Math Department Co-Chair notes how the windows make it more likely for teachers to pop into other classrooms. “The walls make learning more visible and encourage community collaboration—and the students love writing on the walls!”

Math teacher Desmond McGlone loves how much whiteboard space the classrooms offer. “The write-on glass helps the students see that this is their space and their teacher is facilitating their learning, not controlling it. Writing on the walls gives them agency in the classroom.”The glass walls have served to build community with advisory groups as well, and have quickly become a favorite place to leave messages.

TECHNOLOGY-RICH SPACES

The building is enhanced with technology upgrades. By replacing outdated equipment, students are able to get more accurate readings in a more accessible way.

For example, Science teacher Dr. Stacey Boyette explains, “Previous instruments could be read only by a dedicated laptop. Our new Vernier sensors are Bluetooth-enabled so they can be read on the students’ individual devices.” Dr. Boyette continues, “Accuracy has improved with water deionizers that provide drip-by-drip measurements, and the new microscopes provide more sensitivity than our older models.”

ARTS

Madeira Dance Company Debuts

Dancers explore different genres & create expressive choreography

Exciting changes are happening in the world of Madeira Dance with this year’s launch of Madeira Dance Company. The Company is a performance-oriented, multi-level dance training program under the leadership of Director of Dance, Rob Priore, whose work has been seen in 30 countries and won numerous awards.

The 19 dancers include students from each grade level and reflect the diversity of our student community. They are led by co-captains Larissa Barbosa Ferreira ’24 and Madison Olds ’24, along with Company manager Sophia Ohle ’25. The student leadership team knits the Company together, creating bonding opportunities and welcoming new students into the group. “Through lines of captains, ring sisters, and close grades, the community is a safe space where we always encourage each other,” said Barbosa Ferreira. The student-leaders are an essential part of setting a high bar of expectations for the rest of the Company and serve as liaisons to Priore.

DANCERS EXPLORE

MULTIPLE GENRES

As members of the Company, dancers push themselves to grow as artists. They work in different dance languages and explore new genres. Over the course of a week, students may practice jazz, hip-hop, ballet, lyrical, and modern dance. They also participate in “masterclass” workshops taught by guest artists from around the world. Driven by student interest in new genres, Priore has drawn upon his international connections to offer classes in flamenco, K-pop, Bollywood, and contemporary tap. Working in genres outside of their comfort zones allows the dancers to discover how core techniques are universal to movement—giving them new confidence when they return to their favorite dance genres. Barbosa Ferreira noted, “Despite dancing for 12 years before Madeira, I only had experience in ballet. Learning other styles was a shock at first. However, I gained confidence as I navigated the discomfort of not always knowing what I was doing.” Olds has also learned from exploring new dance styles. “Mr. Priore is constantly bringing in teachers who spe -

cialize in styles that most of us have never done before. I’ve learned that no matter the style, dance is always about connection and storytelling.”

STUDENT CHOREOGRAPHY EXPRESSES VOICE

The Company creates space for selfexpression through movement. Students can choose to learn how to create beau tiful and meaningful choreographies and practice self-expression on a large scale. It gives them agency in their art form. Priore, who is also ChoreographerIn-Residence for City Dance Conser vatory, explained, “It’s a core value within the Company to give stu dents the space to use their own choreographic voices, which is often overlooked in high school settings.”

“I love to partake in student choreography,” said Ohle. “At a spring assembly called Dance Gate, Company dancers can choreograph a piece to a student-written poem. It is a great way to learn to connect the movement to the poem itself.”

The team encourages each other. “When someone is performing, you’ll always hear the rest of the Company cheering from the side,” said Olds.

The hard work of the Company is showcased at multiple performance oppor tunities. “We are giving them a mainstage option,” said Priore, “with lights, costumes, and sound to create their own personally reflective compositions.”

As the program continues to grow, it remains grounded in its values to put the agency of the students first. In Madeira Dance Company, the students can be artists.

Working in genres outside of their comfort zones allows the dancers to discover how core techniques are universal to movement—giving them new confidence when they return to their favorite dance genres.

MADEIRA TODAY WINTER 2024

Photos by Shadell Segree

LEARNING TO SERVE

Madeira’s Sophomore Co-Curriculum

Madeira’s Sophomore Co-Curriculum Program, with its emphasis on serving the community, is the product of several important 20th century trends in education and civics in the United States. Lucy Madeira’s Vassar classmates worked with Jane Addams at Hull House and, as an educator in the early 20th century, it is likely she was familiar with the writings of John Dewey. The influence of Dewey and Addams, with their emphasis on an education integrated with work and experience and focused on developing citizens, as well as John F. Kennedy’s Peace Corps in the 1960s, all can be seen in the early visions of the Wednesday Work Program, developed by Barbara Keyser. Keyser, Madeira’s Head from 1965 to 1977 and the primary force behind the formation of the Co-Curriculum Program, explained her educational philosophy to the Alumnae Council in 1974:

“…We also emphasize the work ethic in the sense of responsibility to others,…that our civic and national, and international, if you want it, duty lies in the fulfillment of our responsibilities to the society in which we live.”

Sophomores learn to serve others

This “sense of responsibility to others” continues with today’s Sophomore Co-Curriculum program. Andrew Sharp, Director of Co-Curriculum and one of the teachers of the Sophomore Program, says, “Students will occasionally tell us that for their sophomore internship they are not interested in the placements we have, because those are not really their career interests. And we explain to them, the focus for the Sophomore year is not about prepping for a career. The goal is to learn about Madeira’s community and how to be a part of this community.”

The Sophomore Co-Curriculum Program has been likened to a Service Learning program. Service Learning, an educational development that emerged in the late 1960s, uses authentic community service to further specific educational goals. Often those educational goals are linked to an academic class or

discipline. For example, a biology class might clean up a river while learning about the effects of pollution on an ecosystem, or a language class might work to help people who are not fluent in English complete paperwork.

The Sophomore Co-Curriculum Program, however, flips this approach, making the focus Learning to Serve. Students address three essential questions:

1. How do we best serve others?

2. What are the skills & character needed to serve others?

3. What is our responsibility to others?

To help students think through these questions, unlike juniors and seniors, sophomores are on Madeira’s campus once a week in a class called Learning to Serve, led by two members of the Co-Curriculum team, Andrew Sharp and Ellie Peaks. “One of our first learning activities is to have students reflect on the three essential questions,” says Peaks, Assistant Director of Co-Curriculum. “Students often note that the word ‘others’ is in each of the questions.” Peaks explains this emphasis on “others” is quite intentional and a main focus throughout the Mod. “One of Madeira’s values is ‘Awareness of Self and Others’ and we want our students to confront their relationships with people who are in different situations than themselves.”

Placements challenge students to work with different groups

This focus is reflected in the choice of the four placements where students volunteer:

• Falls Church McLean Children’s Center is a pre-school that has served communities where English is not the first language and cost is a barrier to pre-school.

• Kilmer Center is a public school for students with severe intellectual disabilities.

• Chesterbrook Residences serve senior citizens no matter their income.

• Garfield Elementary School students come from families eligible for free or reduced lunches and where English is not the first language.

Sharp says, “These placements are very different from The Madeira School and our students are put into situations where they must work with people who may be different from themselves, with different pasts and challenges. We live in a world where it is all too easy to never engage with those who are different.”

Weekly student reflections offer insights

To help students manage these situations, they are given assignments each week that help them process their experiences. Sharp says, “While the answers to the essential questions are highly subjective and open-ended, we want to offer the students some ideas about how they might approach these questions.” The assignments focus on the process of othering, the neurobiology of “Us vs. Them” mindsets, the pitfalls of service, and personal skills like vulnerability, empathy, and listening. Each week, students write reflections on their volunteer experiences and their reactions to the ideas raised in the assignments. Then students participate in a student-led discussion to share their ideas and challenge how these ideas might apply to their situations. The skills and insight sophomores gain through their placements, including resilience, patience, open mindedness, and workplace professionalism, are invaluable as they move forward with junior and senior year internships. Sharp notes, “The Co-Curriculum Program is designed so that each year builds upon the previous, teaching valuable skills to prepare students for the workplace and beyond.”

Sophmore Co-Curriculum Reading List

Yvonne Aki-Sawyerr, “How to turn your dissatisfaction into action,” TEDWomen 2019. December 2019.

Excerpts from Dayo Olopade, The Bright Continent: Breaking Rules and Making Change in Modern Africa. 2014.

Chimamanda Ngozi Adichie, “The danger of a single story,” TEDGlobal 2009. July 2009

Bryan A. Stevenson, Johns Hopkins University’s 2018 Commencement Speech. YouTube.

Bryan Stevenson, “We need to talk about an injustice,” TED2012. March 2012

Zachary Pincus-Roth, “The Rise of the Rational Do-Gooders,” Washington Post Magazine, September 23, 2020

John L. McKnight, “Why ‘Servanthood’ is Bad,” The Other Side. January-February 1989

Jamil Zaki, “We’re experiencing an empathy shortage, but we can fix it together,” TEDxMarin. September 2017

Brené Brown, “The power of vulnerability,” TEDxHouston. June 2010

Loretta J. Ross, “Don’t call people out—call them in,” TEDMonterey. August 2021

Ernesto Sirolli, “Want to help someone? Shut up and listen!” TEDxEQChCh. September 2012

Dylan Marron, “Empathy is not endorsement,” TED2018. April 2018

John A. Powell and Stephen Menedian, “The Problem of Othering: Towards Inclusiveness and Belonging,” Othering and Belonging: Expanding the Circle of Human Concern. Issue 1. Summer 2016. Haas Institute for a Fair and Inclusive Society at the University of California, Berkeley

CO-CURRICULUM

Mother & Daughter Volunteer at Kilmer Center

Two Decades Apart

When Julia Shakeshaft ’26 began her sophomore Co-Curriculum placement at Kilmer Center, her mom Jen Evers ’91 loved hearing about Julia’s experience and the lessons she was learning along the way. This reminded her of the meaningful time she had volunteering at Kilmer two decades earlier. Jen credits her time at Kilmer with leading her into the education field. “My time at Kilmer kick-started what has now been a decades-long career in education,” she shared. “It ignited a spark to explore what great teaching and school leadership look like and how we can create learning environments that serve all students.”

Q: What did you like best about volunteering at Kilmer Center?

JULIA SHAKESHAFT ’26: Working at Kilmer Center was such an amazing experience! I love how close I got with the students and the impact we had on each other’s lives. I loved helping them learn and seeing how excited they were when they finally understood something! The connections I made with both the students and the teachers at Kilmer were so amazing. I felt so valued by the teachers and welcomed by the students every day.

JEN EVERS ’91: I loved how welcoming and warm the students were and how quickly I was able to form connections. I enjoyed working one-on-one with kids and helping them progress in a certain skill—it was incredibly rewarding to celebrate their success when they achieved a goal. I also really appreciated learning from educators and earning their trust—it was one of the first times I felt like adults took me seriously and believed I could make a difference.

What did you gain from working at Kilmer Center?

JULIA ’26: Working at Kilmer gave me a new perspective on learning and independence. At Kilmer, all progress is celebrated, and it’s awesome to see what happens when someone feels safe and valued. Learning to celebrate all accomplishments and that no accomplishment is too small has impacted me tremendously. I also learned about myself and how to work independently. The teachers gave me a say in the learning process. I was able to help the students more because they trusted me.

JEN ’91: Working at Kilmer was an incredibly powerful experience. It made me realize that, no matter their abilities, kids learn best in environments where they feel safe, seen, and heard. Kilmer does an extraordinary job of providing an education that meets kids where they are and never makes them feel “othered.”

How were your experiences similar and how were they different?

JULIA ’26: I think we both came away from our experiences with a heightened awareness of the challenges differently-abled people face in this country and a desire to work as an advocate for change.

JEN ’91: I’m so glad that Julia had the opportunity to go to Kilmer every day for five weeks whereas I only went a few times over several months. She was able to build even stronger relationships with students and demonstrate that she was capable of taking on increased responsibilities. I also really appreciated the fact that she was actively reflecting on her experience back at Madeira and thinking about what it means to be in service to others.

Nia Thomas ’25

VOLUNTEER AT GARFIELD ELEMENTARY SCHOOL

Empathy is Crucial

An essential characteristic of a volunteer is unconditional empathy for the group being served. It is crucial to understand that students have no control over their disability, which affects all aspects of their lives. We strive to empathize with struggling students and focus on what they need to feel comfortable and respected while maintaining the safety of the students and surrounding individuals. Brené Brown states in her TEDTalk “The Power of Vulnerability” that individuals with a strong sense of worthiness believe they deserve love and belonging. Students attending Kilmer may experience a world that tells them that they are not worthy of love and respect due to their disability. As educators and role models, it is our job to fight this narrative and teach students that they belong.

An essential characteristic of a volunteer is unconditional empathy for the group being served.

Terese McDermott ’25

VOLUNTEER AT GARFIELD ELEMENTARY SCHOOL

Compassion strengthens connections Vulnerability helped me grow

It is easy for stereotypes to cloud our perspective and limit our ability to fully connect with and understand others. So, I was struck in my group’s discussion by the idea that it is crucial to make everyone feel like they are important. In these past five weeks I have found that compassion and empathy break down the walls that biases and othering form. Waving, smiling, laughing, even when it seems unnecessary, make a lasting impact. When we implement these small acts into our everyday lives it becomes second nature, and we end up connecting with people without realizing it. One of my favorite memories was walking down the hallway and receiving hugs from third grade students that I talked to on my first day at Garfield. Empathy and compassion are like ripples that flow through people. These ripples connect us and strengthen our ability to serve communities.

It is easy for stereotypes to cloud our perspective and limit our ability to fully connect and understand others.

Being thrown into a new setting forced me to reflect on the person I am, and how I approach new situations. Throughout this Mod, I have recognized the importance of understanding the people whom we are serving. I went into the classroom not realizing that each kid would need completely different things. Coming to this realization slightly overwhelmed me. I began questioning whether I could accommodate these individual needs. Surely, this idea of uncertainty being in a foreign place put me in a very vulnerable position. However, my vulnerability helped me grow as a person, allowing me to understand myself and others better.

Being thrown into a new setting forced me to reflect on the person I am, and how I approach new situations

Julianna Sanchez ’25

VOLUNTEER

AT CHESTERBROOK RESIDENCES

Serving others leads to dynamic relationships

There is a “give and take” dynamic in volunteer work. While volunteering at Chesterbrook, my work became not only something I was doing for others, but something that was being done to me in the relationships I formed with the residents. When we think of one person as relying on another, we inherently separate them and create division instead of community. After spending time with the community at Chesterbrook I realized I did not just serve or “give” to the community of Chesterbrook, but I also “received” and in this dynamic became, for a time, a part of their community. I gave to the community of Chesterbrook what I received without even realizing it, meaningful relationships and connection. I gave the thing I wanted and in turn received it because that is what happens when we treat others as community members, with the love, care, and respect we want to be treated with ourselves, as equal community members.

There is a “give and take” dynamic in volunteer work.

Bella Velez ’26 VOLUNTEER AT KILMER CENTER

ATHLETICS

During October, Madeira Athletics celebrated Pink Week by creating “Snails United,” a fundraiser through the Susan G. Komen Foundation to raise awareness of breast cancer.

SNAILS UNITED: PINK WEEK

Teams played seven “pink games” during Pink Week and Madeira Snails, fans, and family members showed incredible support throughout. Athletes wore pink socks and ribbons for each game and decorated the Hurd Athletic Center

Breast cancer awareness has special meaning to Madeira’s athletic staff because all have been impacted by breast cancer in some way. Whether that person is an aunt, cousin, mother, friend, sister, or acquaintance, they have left a lasting impact.

Madeira celebrated Pink Week for those who have been diagnosed and are fighting, those who are survivors, and the lives lost to this disease.

CELEBRATING THE SENIORS

Every team counts on the leadership, wisdom, and passion of its seniors. In appreciation of this special role, each team dedicates a week at the end of the season to celebrate its seniors.

FALL SEASON SENIORS:

VARSITY TENNIS Marin Watters, Cece Travers, and Ella Bentley

VARSITY SOCCER Shreya Tolani, Olivia Bloom, and Scarlett Olson

VARSITY VOLLEYBALL Angela Frankland, Kristine Nysmith, and Helen Bedsole

CROSS COUNTRY Reniand Somenou

FIELD HOCKEY Ava Donohue, Sophie Thomas, and Eliana Breckinridge

Congratulations to all of our seniors for an outstanding fall season.

Madeira Varsity Tennis team

Volleyball: Angela Frankland with dad and Ella Thompson ’24

Cross country: Reniand Somenou on right

Field Hockey: Ava Donohue with parents

Varsity Soccer: Shreya Tolani and parents

Eachyear,generation aftergeneration,juniors excitedlyawaitthelate-fall dayatablesetsupshopat thefrontoftheDiningHall. Aftertwoyearsofwatching othersdothesame,new juniorsgettotaketheir placeasupperclassmen andordertheirveryown MadeiraClassRing.

100-Year-Old Ring Binds Three Madeira Alums Together

BY KEENAN PARK E R ’20

The Senior Ring Tradition

After B-block, students take spots in a zig-zag line facing that exciting ring table, murmuring with classmates about the decisions they might make when standing before their options at the front of the line. Some juniors opt for silver, while others opt for one of the many aesthetic variants of gold now available, but each ring (displayed beautifully in the front of our lunch spot) carries the same oval crest with trees and beams of sunrays connecting all of us to those who came before.

Every member of the Madeira community knows the powerful symbolism of the class ring. From the bestowing of rings at Junior/Senior, to the gifting of rings to Ring Sisters, to the turning of rings at Graduation, Madeira nurtures many important traditions involving our rings. These traditions, some over a hundred years old and others more recent, signify each student’s transi tion from underclassman to eventual alum. Each event where a ring tradition is involved is a joyful milestone and expression of the Madeira spirit, all leading to a launched young woman ready to take on the world (with a diploma in one hand and a ring on the other, representing her knowledge and connection to thousands of strong Madeira women).

“The Jewelry Store” Offers Alternate Opportunity

For some, though, the process of receiving a class ring is entirely different. A handful of students from each junior class do not receive rings crafted in a specific chosen metal or engraved with one’s initials and graduation year, but instead select their ring in a small room in the Advancement Office known in this case as the “The Jewelry Store.” The rings, usually about 5–10 sitting on very fitting Madeira rose-red felt cloths on a desk in the room, are fitted with tags noting their year of creation. Some tags display years within some of our memories (the early/mid-2000s or late 90s), usually tied on bright practically new-looking rings; some showcase generations of wear and love, with tags displaying dates from the 50s, 40s, and earlier. For juniors in this position, years of Madeira history are available quite literally at their fingertips to touch, learn about, and, hopefully, find a connection with. Each one of these rings is donated with love by alums looking to pass on the gift of a Madeira ring and all the traditions and connections that come with it.

For certain juniors, the cost of a new engraved ring is prohibitive and puts special Madeira moments in jeopardy. This was the case when I was a junior, and the thought of having to get a class ring worried me sick. I thought about how I could possibly take a ring sister (something I’d always wanted to do ever since I got to be a younger ring sister) or what I would do at Junior/Senior or Graduation without a ring while everyone else participated in the traditions. When I told my advisor about these worries, he put me in touch with the Dean of Students Office, who runs the first part of the process that matches donated rings with aidreceiving juniors who would otherwise struggle to get one. Students receiving more than 50% of their tuition from financial aid may apply by writing a short essay about what the Madeira Experience, specifically the experience of owning a Madeira ring, means to them. Once all applications are in, the Advancement Office reads over essays, and notifies excited juniors that they’ll be able to receive a donated ring, based on the number of donations received.

The early spring day I got to pick out my ring was one of the coolest experiences of my time at Madeira. Walking into the “The Jewelry Store,” was so exciting. I felt incredibly fancy

BETTY JANENELSON

VINSON ’24

MARY BLAIRKOEHL ’57

admiring the felt tabletops and the gorgeous rings in their open boxes, with tags placed perfectly on the sides. The Advancement Office was so kind in making it feel special to find a ring, not just a randomly assigned donation but an experience that each girl could have control over and get excited about. For an hour, we took our time taking each ring out of its box: holding them, trying them on, and talking about the stories submitted for each by their former wearers. Some had been donated by kind young alums, realizing a current student might cherish and wear their ring more frequently. Some had been donated by distinguished older alums, grateful for their Madeira experience and looking to pass down their wisdom. Some, like what would become mine, were gifted by loving family members of alumnae who see beauty in their relative’s ring and memory living on in a new generation of Madeira girls. I knew as soon as I saw my ring it was the one.

A Ring Lovingly Shared

My Madeira class ring was donated by Mary Blair Koehl ’57 on behalf of her late mother, Betty Jane Nelson Vinson ’24. In reading the ring’s inscription, we realized Madeira rings from the 1920s were meticulously engraved with a ‘Miss Madeira’s School’ crest by Tiffany and Company—imagine class rings today being made by such a luxurious brand! I loved the ring the minute I saw it and knew it was the one.

After selecting a ring, juniors are then given contact information for their donors, so that they might share their gratitude and potentially open a dialogue for connection between Madeira girls past and present. I was immensely grateful to Mrs. Koehl for her and her mother’s kindness and reached out immediately, particularly excited that she had a connection to such a different era of our joint school history, and attended while Lucy Madeira was here. I never expected, however, to hear back, and connect with such an incredible person. It has been such an honor getting to email back and forth with Mary Blair Koehl, getting to know what an amazing person she is, and hear a bit about her mother’s interests and adventures while a student. Her wit, humor, candid stories, and connections to Madeira show me that no matter how many years between us, Madeira girls are the same: smart, powerful, kind, and willing to do almost anything to help each other out.

A Powerful Symbol

To many students who, long before their interview or revisit day, dreamed of attending high school at a beautiful place like Madeira, a class ring represents the accomplishments, struggles, lessons, and hard work that led us to and through our education here. I know that when I wear my ring it connects me to Mary Blair Koehl and her mother, ties me to my classmates now doing incredible things all over the world, reminds me of my teachers and friends (and all the hard times we persevered through and good times we shared together), and acts as an outward symbol of my values. I am so grateful to the Advancement Office for the way they run this program—making students feel special and celebrated while navigating some real life concerns and struggles. I am also incredibly grateful to the wonderful network of Madeira alums who keep this tradition possible by donating their rings; because of you, someone is able to participate in the joys of our shared experience and carry those memories with them.

“I am incredibly grateful to the wonderful network of Madeira alums who keep this tradition possible by donating their rings; because of you, someone is able to participate in the joys of our shared experience and carry those memories with them.”

Keenan Parker ’20

It feels so beautifully poignant that as my ring turns 100 years old this year, I will graduate from William and Mary and be once again launched out of the world of academia and into a life I hope will be worthy of all the incredible women who came before me. I look forward to one day donating this special ring to a future Madeira student. We are and have always been bound together as women launched on a mission to change the world.

RING DONATIONS are extremely appreciated.

If you have a ring tucked away and you want to help a Madeira student carry on this cherished tradition, please contact the Alumnae & Parent Relations Office: 703.556.8372 or alumnae@madeira.org.

Hand-written response letter from Mary Blair Koehl ’57 to Keenan Parker ’20

Madeira rings from the 1920s were engraved by Tiffany & Company and had unique detail