Madeira Today, Winter 2026

Madeira Personal Best

Cover Photo: Abby Slade ’26

$1 Million Challenge T O B U I L D T H E F U T U R E O F R I D I N G AT M A D E I R A

Madeira is deeply grateful to Nancy David Dillon ’74

“Horse/ human

for her leadership gift establishing a $1 million dollar-

relationships reveal

for-dollar challenge to support the new Equestrian Center, doubling every gift for a total impact of $2 million. This challenge honors the enduring legacy

big lessons for anyone with curiosity and

of Mildred Gaines, whose name will remain proudly

willingness. That

associated with the Riding Program. The firm foundation

is a legacy worth

she laid continues to inspire Madeira students today.

For Nancy and many others, the Riding Program built self-confidence, discipline, responsibility, compassion, and

preserving.”

NANCY DAVID DILLON ’74

lifelong qualities with daily benefits. Nancy invites the Madeira community to join her in strengthening this program that has long advanced the School’s mission. Gifts made toward the Equestrian Center through December 31, 2026 will be

Nancy David Dillon ’74 on Mr. Peepers

matched, accelerating progress and beginning a new era of discovery for riders and non-riders alike.

page

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See our progress on the new Equestrian Center

HAVE YOUR GIFT MATCHED!

When you give, Madeira students thrive. madeira.org/community/giving

Contents Madeira Today W I N T E R 2026, Number 212 Published by The Madeira School 8328 Georgetown Pike McLean, VA 22102 E D I TO R : Karen Joostema D E S I G N : LucidCreative.co C O M M U N I C AT I O N S : Sean Brunett &

Shannon McCarthy

P H O TO G R A P H Y: Sam Peat,

2 Christina’s Corner 4 Admissions Highlights

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8 2025 College Destinations 10 Hoofprints on Hearts

James Kegley, & Freed Photography

BOARD OF TRUSTEES 2025–26

12 Tribute Wall of Horses

Amanda Adams ’95 Karina Agudelo P’26 Parents’ Association President Lili Marian Avery ’72 Andy Blocher P’21, ’26 Laura De Sole ’00 Secretary Virginia “V. A.” Falzon ’09 Alumnae Council President Aileen Hawkins P’23,’25

14 New Equestrian Center

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16 Personal Best at Madeira 28 Madeira’s Forensics Program

Ains Hill ’97 Mary Dana Hinton Sue Luangkhot Hoppin ’87

36 Arts Spotlight: Fall Play

Bronwyn Hughes ’83 Carrie Southworth Johnson ’95 Chair Joy S. Johnson ’77 Vice President George Kaczmarskyj P’19,’22 Treasurer

38 The Big Game

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41 Alum Authors

Emi Kolawole ’00 Christina Kyong Head of School Phoebe H. Lang ’85 David McKinney P’26 Tara Palmore ’88 Tracy G. Savage ’66 Jose Maria Zertuche Trevino P’27 Kate Wisniewski Weir ’02 Dudley Winthrop P’26,’28 Madeira Today is published for alums, famlies, 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

42 Co-Curriculum Corner 48 Madeira’s Bold &

Irresistible Future

50 From the Archives 52 Class Notes 100 Milestones

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CHRISTINA’S CORNER Dear Madeira Community & Friends, I was recently hosting a group of Northern Virginia Independent School Heads and I asked them to introduce themselves and to name “What is sacred?” at their school.

As each of the 13 Heads shared their introductions, I heard answers like being known as “tight-knit supportive communities” and “individualized attention” and “a place where everybody knows your name, á la Cheers.”

Madeira is known for all those things but when the question came to me, I shared that I am blessed to be at a school where our founder valued that each girl’s journey is to be their personal best. We do not seek rankings or list our students based on their GPAs, because we encourage our students to find their passions and C H R I S T I N A K YO N G, H E A D O F S C H O O L

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“

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interests on their path to their personal best. None of those rankings or numbers give us any lasting

It is such a gift to be leading a school that can support each individual student’s journey to be the best they can be. Not to be better than the rest, but rather the best that they set out for themselves.

”

satisfaction or real value of who we are as a person.

I refer to Miss Madeira’s personal best philosophy all the time. It is such a gift to be leading a school that can support each individual student’s journey to be the best they can be. Not to be better than the rest, but rather the best that they set out for themselves.

That frees us from the external motivations and the fleeting rewards of being the best. Long-term studies have shown that intrinsic motivation fuels deeper learning, creativity, and resilience; it leads to greater satisfaction and psychological well-being and is more sustainable than extrinsic motivators like grades, money, or praise.

One of Miss Madeira’s most memorable directives was, “Function in disaster, finish in style, and keep calm at the center of your being.” This is brilliant because it acknowledges that life will bring chaos, unpredictability, and disappointment. And we know that being our personal best shines not just in smooth sailing—it especially shines when one keeps going despite the storms.

I am excited that we have launched our Strategic Vision this year and we are hosting listening sessions with our Dream Teams. We appreciate many of you

F R O M T H E E D I TO R We have been exploring the best of Madeira’s past as we plan for its exciting new chapters. A quintessential thread that connects the School’s founding vision to Madeira’s “Bold & Irresistible Future” (page 48) is Lucy Madeira’s “personal best” philosophy. The concept of measuring success by one’s own progress rather than by comparison to others remains a powerful force. From academics to arts to athletics, personal best is at the core of Madeira’s ethos. As we look to the promise and possibilities of 2026, we take Miss Madeira’s philosophy to heart and

participating in those listening sessions. This is one

recognize that each of us is on a personal journey,

of the most exciting parts of a School’s work—to

one which may look different from others, yet will be

dream about the future and to set a vision that ignites

rich and rewarding. And, let’s take time to recognize

us to continue the work that inspires pride.

the inherent value in doing something well and taking

Festina Lente,

ownership of our growth, just as Miss Madeira taught. Please enjoy exploring your personal best through stories of Madeira Today.

KAREN JOOSTEMA

Send comments to kjoostema@madeira.org

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Christina Kyong Head of School

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Madeira Hits HighestNTIO STRONG RETE

N RATES

Madeira remains an in-demand school, continuing the trend of strong admissions. The 2025–26 school year began with 344 students—the highest enrollment ever!

In addition to admitting a highly selective group of

93 impressive new students, Madeira welcomed back an outstanding group of returning students. One of the most powerful indicators of success in admissions and student life is retention, and this year Madeira reached its lowest attrition rate in several decades.

That level of continuity speaks to the trust families place in the School and the value students find in their Madeira journey.

2025-26

STUDENT B

ODY PROFIL

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344

14%

International

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(non-US citizens)

4

51%

largest enrollment in the School’s history!

Boarding

20

93

Students, the

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States (including DC) represented

49%

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

New Students

Countries represented by citizenship or residency

36%

Financial Assistance in the form of aid/ merit scholarship

22%

Legacies

(75 students, including 54 sisters)

Ever Enrollment ar and far, e n m ro f a ir e d come to Ma s t n e d u t e welcome our s W . w d e e ri n a v 3 s 9 a r t Ou terests are jus advocates: in d n d a n , a s ts te n le le th ta a and their g these artists, in d lu c in , rs e k a future changem

NEW STUDENT HIGHLIGHTS Co-designed a website to raise awareness of mental health support services

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Created an app in 5th grade to help students learn to read; now runs sewing camps

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Two-time National Junior High Rodeo Finals Qualifier and county fair winner

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USAG Level 8 Gymnast

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Published author of two books in Portuguese, including one on the US Capitol (in which Madeira is mentioned)

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Co-designed a smart shoe for the blind with mobile-connected sensors

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National Youth Speedskating Champion

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Led a student rock band called “put FUN in disFUNction”

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Winner of the Crescendo International Cello Competition and national art contests

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Completed her Arangettam (Indian classical dance debut) and attended 7 Model UNs

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Created CheetahZone.com to raise awareness for cheetah conservation

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Trilingual volunteer who taught English to 70 students in Mozambique

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Developed a spherical robot as part of an award-winning robotics team

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Received a certificate from the King of Bhutan for topping national board exams

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Students at Madeira come from 42 countries & 20 states* * by citizenship or residency

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US States Represented

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AZ

CA CO CT DC

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GA IL IN

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KY LA MD NC NJ

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NY

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OH SC TN TX VA WV

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Countries Represented

Algeria

China

Fiji

Italy

Philippines

Thailand

Argentina

Colombia

France

Japan

Saudi Arabia

Turkey

Australia

Costa Rica

Germany

Kazakhstan

Singapore

United Kingdom

Belgium

Cyprus

Hong Kong

Kuwait

South Korea

United States

Bhutan

Czech Republic

India

Mexico

Spain

Vietnam

Brazil

Denmark

Indonesia

Mozambique

Switzerland

Canada

Ecuador

Iran

Myanmar

Taiwan

Egypt

Nigeria

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KNOW A STUDENT WHO BELONGS AT MADEIRA ?

Complete our Inquiry Form! madeira.org/refer

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LAUNCHED!

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Festina Lente, Class of 2025!

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Class of 2025 College Destinations The 80 members of the Class of 2025 have chosen 56 different colleges or universities.

Babson College

Tulane University

Bard College

University of California-Berkeley (2)

Barnard College

University of California-Irvine

Bates College

University of California-Los Angeles

Bocconi University

University of California-San Diego

Boston University (2)

University of Chicago (2)

Brown University

University of Florida

Colby College

University of Maryland (2)

Colgate University

University of Miami

Colorado School of Mines

University of Michigan

Columbia University (2) Converse University

University of North Carolina at Chapel Hill (2)

Cornell University (3)

University of Pittsburgh

Drew University

University of Tennessee

Drexel University

University of Vermont

Emory University

University of Virginia (7)

Furman University

University of Washington

Georgetown University (2)

University of Wisconsin-Madison

Indiana University

Villanova University

Lewis & Clark College

Virginia Commonwealth University

Louisiana State University

Wake Forest University (2)

New York University (2)

Waseda University

Northeastern University (2)

Washington & Lee University

Nova Southeastern University (2)

Wellesley College William & Mary (2)

Penn State University Randolph-Macon College Rutgers UniversityNew Brunswick Santa Clara University Seoul National University Smith College (3) Syracuse University (2) MA DEI RA TO DAY W INT ER 2025

Tufts University

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Josephine ‘Ingrid’ Raysor ’69

Alex Woodruff ’24 riding Indy

Rambler

Nancy David Dillon ’74 with Mr. Peepers

As we look ahead to the future of Madeira’s Riding Program, soon to be housed in our brand-new Equestrian Center, we also honor the program’s prolific past and its beating heart: the horses.

We invite you to think back fondly on the horses that had an impact on your time at Madeira.

Susanna Hardee ’23 with Patch

Daisy Ballantine ’24 with Ivan

Kat Adstedt ’14

HOOFPRINTS ON HEARTS Riya Myneni ’26 with Daisy

Cathy Cloutier ’67

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Chloe Plaschka ’22 with Aviator

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Emily Cyrway ’19 riding Orion

The Drill Team, c. 1970

Stephanie Himelfarb ’10

Christina Kyong with Rambler

Clare Hudson Payne ’70 riding Bopper

Christina Floyd Myers ’00 on Billy

Kristin Douglas ’02 on Chloe

Kate Wisniewski Weir ’02 riding Henry

Suki Penson Jarzemsky ’66

Hailey Rook ’25 on Tucson

Kim Marra ’75 on Rossmore MA DE IRA TO DAY W INT ER 2026

Tara Mered ’22

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A L A ST I N G I M P R I NT AS WE BUILD OUR NEW STABLES, WE ARE INSPIRED

BY THE SPIRIT OF THE GENERATIONS OF HORSES (AND THEIR RIDERS) WHO MADE THE SPACE HOME AND

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PAVED THE WAY FOR THE NEW EQUESTRIAN CENTER.

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ACORN

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CIMBER

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ADVENTURE

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CLOVER

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ALDAN

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CLYDE

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AUTOCRAT

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COLE

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BANNER

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DAISY

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BARR LEI

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DARK CLOUD

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BEACON

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DENZEL

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BEAR

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DITTO

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BERTHA

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DOUBLE MINT

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BLUES

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• DUMPLING’S DELAY •

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BOPPER

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BRANDY

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DUSTY

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BRAZIER

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DYNAFLOW

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BRISTOL

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EASTER

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BROWN TINTS

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EPI D’OR

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BUNNY

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FRANKIE

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CHARMER

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FROSTY

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ADD YOUR FAVORITE HORSE’S NAME TO OUR TRIBUTE WALL.

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GESTURE

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LIGHTNING

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PATTY

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TETEY

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GREY MIST

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LITTLE BOY

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PEGGY

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T-BIRD

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HAPPY

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PERCHANCE

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TRIALS

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MAGIC GINOBI

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POPPINS

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TRIBULATION

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• IRONING SOCKS •

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MASQUE

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POWDER

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TRUSTY

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IRONY

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MISSY

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RAMBLER

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TUCSON

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JACK

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MISTY

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RED

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UMBER

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JARGO

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SHE MAY

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WEEKEND

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JJ

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MOON’S PRIDE

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SHORTY

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WE FOUND

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JOE

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MOUNTIAN

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SMALL FRY

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WINSTON

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JOURNEY

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MR. PEEPERS

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SNOWBALL

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JUNIPER

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MR. X

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SOCKS

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KAROL

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MUFFIN

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SOX

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KITE

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SPORTY

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KNICKERS

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SUGIRTO

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LANE

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O’REILLY

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SULLY

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LEI LANI

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OSCAR

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SUSIE Q

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madeira.org/horses

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EQUESTRIAN CENTER

N E W CON STRUC TION ON SCHEDU L E !

SEE LIVE PROGRESS

Learn more about the new Equestrian Center. madeira.org/equestriancenter

TAKING SHAPE

To continue our successful progress, we need your help. For more information or to make a gift to the new Equestrian Center, please contact Caitlyn Gart Goodman ’07 at cgoodman@madeira.org or 703-556-8258.

$1 MILLION CHALLENGE! Every gift is doubled through December 31, 2026.

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BU ILD THE FUTURE OF RI D I NG AT M A D E I R A

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Personal Best

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A Legacy That Endures at Madeira

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W

hen Lucy Madeira founded her School in 1906, she envisioned something

quietly radical. In an era when many girls’ schools resembled

finishing academies, she imagined a place where young women would think deeply, work earnestly, and measure success by their own progress rather than by comparison to others.

“There will be no honors or awards at The Madeira School,” she often told her students at early gatherings in the Schoolhouse.

“Every girl is simply expected to do her best.”

Those words were more than a philosophy; they were different from the norms of her day.

At a time when external rewards education, Miss Madeira built a school rooted in discipline, service, and joy in the work itself.

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and social polish defined girls’

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“One must be conscious constantly of the disciplines that are necessary to make the spirit firm,” she wrote.

“These come from work well done, done on time, done in a happy frame of mind. As we have no Rewards here in the School connected with learning, we try to teach a girl the importance and the value of the reward which is inherent in the thing itself.”

Miss Madeira’s founding principle of “personal best” remains a quintessential thread that has bound together generations of students. Today, Head of School Christina Kyong calls personal best Madeira’s “secret sauce,” the philosophy that liberates students from external comparison and competition, encouraging intrinsic motivation, purpose, and joy in lifelong learning. “Why should learning be about comparison?” Kyong asks. “The only person you should be competing against is your own idea of who your best self is.”

AVITAL SHALVA ’27, ON WHAT PERSONAL BEST MEANS TO HER :

“Madeira’s belief in always striving for personal best has truly changed the way I see learning. It’s helped me focus on steady progress rather than perfection, and it’s taught me to forgive my mistakes and use them as lessons to improve.”

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A Century Ahead of Her Time

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Miss Madeira’s approach anticipated what today’s educators call “student-centered learning.” She tailored each student’s experience “with reference to her particular tastes, abilities, and future plans,” believing that motivation That belief quickly took institutional form. In 1911, flourishes when learning feels purposeful and personal.

Kyong sees that same conviction animating Madeira’s Madeira students launched the Social Welfare League, classrooms today. “It is such a gift to be leading a school raising funds annually for charitable projects they voted to support. As Miss Madeira that can support each individual explained, service and learning were student’s journey to be the best they intertwined: “We should be taught to can be. Not to be better than the rest, Miss Madeira’s see the value inherent in doing a task but the best that they set out for founding principle well…to help others because it is the themselves. That frees us from the of “personal best” right course of action, not an expedient external motivations and the fleeting remains a or profitable one.” rewards of being ‘the best’.” Long-term Kathleen “Kiki” Galvin Johnson studies have shown that intrinsic quintessential thread ’53, who would later serve as Acting motivation fuels deeper learning, that has bound Headmistress from 1980 to 1981, rememcreativity, and resilience. It leads to together generations bers hearing those words as a student greater satisfaction and psychological of students. of Miss Madeira’s, then recalling the well-being and is more sustainable ideals echoing decades later. than extrinsic motivators like grades, “You didn’t need an honor roll to money, or praise.

Miss Madeira also believed that competition distorted tell you you’d done well,” Johnson said. “You learned from authentic growth. “No girl shall ever be singled out,” she feedback, from mistakes, and tried not to repeat them.”

Avital Shalva ’27 echoes the benefits of learning from would remind her students. “Every girl is simply expected to do her best.” The goal was not to lower expectations but mistakes in striving for personal best. “Madeira’s belief in to foster internal drive; a conviction that effort, reflection, always striving for personal best has truly changed the way I see learning. It’s helped me focus on steady progress rather and service would yield their own satisfaction. than perfection, and it’s taught me to forgive my mistakes and use them as lessons to improve.”

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my best

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my best

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JASOLYN SPEARS ’27, CONNECTS PERSONAL BEST TO AUTHENTICITY

A Culture of Purpose

Each week, leaders introduce one of the emotions or experiences Brown maps in her book. When the emotion of “comparison” was featured, the conversation centered on how comparison erodes creativity and self-worth.

Brown writes that, “Comparison is actually not an emotion, but it drives all sorts of big feelings that can affect our relationships and our self-worth.” She notes that social comparison often happens beneath our awareness, shaping our sense of identity and aspiration.

As Brown notes in Atlas of the Heart, “Comparison is the crush of conformity from one side and competition from the other. It’s trying to simultaneously fit in and stand out.”

Kyong sees profound alignment between Brown’s insights and Madeira’s founding ideals. “Lucy Madeira knew that when you remove rankings and awards, you make space for curiosity and courage,” Kyong said. “That’s what we’re still doing today; teaching students to return to their own lane, wish others well, and focus on their personal journey.”

Charles Saltzman, who led the School from 1981 to 1988, saw personal best as the quiet engine of Madeira’s culture.

“Madeira was doing hard-nosed science for girls when most girls’ schools were more like finishing schools,” he said. “There was a generally understood sense that you were there for a serious purpose, and you were going to do the best you could.”

Saltzman recognized the concept of personal best everywhere: in the rigor of study, the balance between independence and cooperation, and the sense of mutual respect that defined campus life. “You would do well,” he Former Head of School Pilar Cabeza de Vaca, who served said, “but you didn’t have to be stepping on your sisters to from 2010 to 2020, describes personal best as Madeira’s defining ethos; one that shaped both do it.” her students and her own leadership.

Kyong describes that same spirit “You would do well, “Girls competed with themselves,” as “the freedom of not having to but you didn’t she said. “It wasn’t this race to the compare yourself constantly to a number or a person.” She said, “It’s a have to be stepping death to get the perfect GPA or the perfect college. You can do your best gift to grow in a place where you can on your sisters without being criticized for it.” cheer for your classmates and still to do it.”

That spirit, she added, created a feel proud of your own path. Here, CHARLES SALTZMAN culture of both high standards and we’re cheering each other on to each HEAD OF SCHOOL 1981–1988 deep support. “I saw girls rallying be our personal best.” together. They had each other’s backs.

Authenticity is a word often associated with Madeira’s community, and Jasolyn You didn’t have cutthroat competition, and you didn’t Spears ’27 connects personal best to that very concept. have slackers either.”

“Personal best isn’t about being better than others; it’s about honoring your own growth,” she said. “Progress, not perfection, is what really defines success.”

This year’s School theme, THRIVE, and communitywide read of Brené Brown’s Atlas of the Heart invite Madeira students and adults to explore that very idea.

Leadership Through the Years

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“Personal best isn’t about being better than others; it’s about honoring your own growth. Progress, not perfection, is what really defines success.”

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AVA DONOHUE ’24, A RECENT GRADUATE AND ATHLETE, CARRIES THE LESSON FORWARD.

“To me, personal best means giving your 100% every day, no matter what that takes. When I first arrived at Madeira, I saw success as doing more than others. Over time, I learned that my only competition was myself. Focusing on getting 1% better each day motivates me toward my personal best; progress that adds up over time.”

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pride. “As an actor, I know I’ve reached my personal best when I can leave the stage without worrying how the audience will react and without feeling the need to compare myself to my castmates,” she said. “My definition of personal best has evolved so much. I used to rely on others to tell me what I was capable of. Now, I can set goals that challenge me and feel proud of my progress on my own terms.”

Personal best encourages adults and students alike to rise to challenges. One of Miss Madeira’s most memorable directives was “Function in disaster, finish in style, and Beverly Lee ’26 finds applications for the personal keep calm at the center of your being.” This is brilliant best philosophy in Madeira’s creative and residential life. because it acknowledges that life will bring chaos, “Madeira’s philosophy of doing your personal best has unpredictability, and disappointment. And we know that taught me to focus on passion rather than competition,” being our “personal best” shines not just in smooth she said. “The philosophy helps build a community rooted sailing—it especially shines when you keep going well despite the storms. in collaboration instead of rivalry.”

Gretchen Warner, who led Beyond the classrooms and “It’s a gift to grow Madeira from 2020 to 2023 through dorms, Kyong notes that she in a place where you the unprecedented years of the witnesses the spirit of personal best can cheer for your COVID-19 pandemic, saw the demonstrated on the athletic fields. philosophy deepen under pressure.

“Personal best in athletics is all about classmates & still “Personal best at Madeira was improving together and building the feel proud of your never about competition; it was kind of teamwork that helps every own path.” about authenticity and helping each player grow,” she said. “The joy comes CHRISTINA KYONG student discover her purpose and from the progress, not the points.”

HEAD OF SCHOOL take ownership of her growth.” She Ava Donohue ’24, a recent graduate added, “Its timelessness lies in its and athlete, carries the lesson forward.

“To me, personal best means giving your 100% every day, moral foundation; that one’s best self emerges through no matter what that takes,” she said. “When I first arrived reflection, perseverance, and empathy.”

Kyong sees the same foundation guiding Madeira at Madeira, I saw success as doing more than others. Over time, I learned that my only competition was myself. now. “It’s so hard to be a citizen of this world right now Focusing on getting 1% better each day motivates me because we’re being told our voices don’t matter,” she toward my personal best; progress that adds up over time.” said. “That’s why personal best is more important than That same conviction is echoed by Elisabeth “Betsy” ever. It centers each student in her purpose and helps Griffith, who led Madeira from 1988 to 2010. “Personal her see her own worth.”

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best is not a measure in competition with others but with oneself,” she said. “Did I try? Did I do the best I could? It measures us against our own standard. I’m thankful to have worked in a school with such a core value.”

Olivia Tirol ’27, a member of Madeira Arts, defines personal best as a shift from external approval to internal

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my best

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M.A. MAHONEY, DEAN OF ACADEMICS PERSONAL BEST IN ACTION

If we think of the School itself as a larger classroom, then walk into Madeira’s auditorium with me, if you will, and sit down and enjoy a dance assembly, or find yourself a spot on the bleachers in The Hurd, during a pep rally or a game. If you are like me, you will be astonished by the enthusiastic cheering for classmates as they perform high-level choreography or practice a new team move. The genuine joy in the community, as a dancer completes four or sixteen fouettés en pointe, is enough for me to wonder, each time, “How is this happening?” At Community Meeting Time (CMT) each Tuesday, students representing clubs and organizations of all types receive claps and nods as they announce their next meeting. I don’t take any of this openness for granted, and I attribute it to the philosophy of our founder. In this community, we celebrate growth. And we also celebrate the work of teachers. As Allegra Maynard said of Miss Madeira in 1961 on

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Miss Madeira’s birthday, “Indeed all her life she

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did everything she knew how to enhance the prestige of the teacher.”

HARPER MORRILL ’26, HEAD OF DAY, SAYS MADEIRA HAS TRANSFORMED HER VIEW OF EXCELLENCE:

Miss Madeira did not believe in rewards or competition.

As she shared in her 50th Anniversary Address (1956), “Coming to Madeira, I was “We have no Honor Rolls, and no Prizes…She is treated definitely a perfectionist… always as an individual. She is never put to shame or But I’ve realized that it’s in the allowed to be puffed up with pride because of her mental flaws; in the places where it’s attainments.” Miss Madeira’s philosophy allowed time and space for a young person to grow, learn, and develop not perfect; that you learn.” her capacities. There’s room for every learner in a highly ambitious, focused, academic environment.

Madeira educators recognize that every learner is on Madeira educators strive to see the potential in each a personal journey, which may or may not look like her neighbor’s, but which will be equally rich and rewarding. learner and help each understand her capacities. Teachers Miss Madeira also said in her 50th Anniversary speech guide each student just past the point where she believes that, “They are taught to see the value inherent in doing a she is capable.

Dr. Keith Ward, English Department Chair, sees thing well, and this is a spiritual value.”

For today’s teachers, the philosophy remains a daily personal best as the moral fabric of Madeira’s pedagogy. practice. M.A. Mahoney, Dean of Academics, often “Thinking of Madeira’s personal best philosophy puts us in reflects on how the relationship between teacher and touch with the deep grain of the School,” he said. “It student embodies Miss Madeira’s philosophy. “If I knew privileges student achievement over the promotion of some how to call a séance, I would, so I could have a sit-down archetypal standard. Yes, our bar is set high, but I like to with Miss Madeira,” she joked. “What I wouldn’t give to imagine there is no bar; or, rather, that our students set their tell her that our understanding of her philosophy still own height.”

Students are given myriad opportunities to seek their guides teacher practice and program structure almost 125 years later. How was she, born in 1873, able to see personal best. Harper Morrill ’26, Head of Day, says into the future to imagine just the learning environment Madeira has transformed her view of excellence.

“Coming to Madeira, I was definitely which would allow a young woman to a perfectionist…But I’ve realized that thrive in the second quarter of the Madeira educators it’s in the flaws, in the places where 21st century?” recognize that it’s not perfect, that you learn.”

Drawing on Lev Vygotsky’s every learner is on Andrew Sharp, Director of Coconcept of the ‘zone of proximal a personal journey, Curriculum, adds that, “Personal best development,’ Mahoney sees a direct reframes learning: ‘What have I link to personal best. “Miss Madeira which may or may learned about myself, and how can I didn’t value the speed with which a not look like her keep growing?’” Experiential learning student learned. She believed the neighbor’s, but which through Co-Curriculum internships is a teacher’s role was to know each will be equally rich critical component in a student’s growth. student well enough to see her and rewarding.

In reflecting about how she potential—even before she might views personal best, Jasmine Meade, recognize it herself—and to build the Director of Belonging and Global Education, calls it “a relationship that helps her reach it.”

Lucy Pollard, Dean of Teaching and Learning, notes, lifelong reflection; about taking the time to understand “The personal best grading philosophy asks teachers to yourself and what you need to feel and do your best.”

Damalie Mussina ’26, Head of Student Government, connect with each individual student and meet her sees personal best as rooted in trust. “It means Madeira where she is.” believes in my ability to strive and grow, giving me freedom to explore, make mistakes, and learn from them deeply.”

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Teaching and Leading the Madeira Way

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A Living Legacy

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Mahoney believes that connection endures because Madeira was, from its founding, designed as what she calls a “container for students to grow their learning power.” Quoting both Vygotsky and contemporary researcher Zaretta Hammond, she notes that, “Children grow into the intellectual life around them.” Mahoney views Madeira as that intellectual life.

Madeira is a place where every learner, no matter her pace, has room to thrive. Olivia Tse ’25 sees that same attention, feedback, and perseverance. You learn from failure, spirit of growth in her own leadership journey. “Before and you get up the next morning and make haste slowly.”

Kyong hears that same rhythm coming to Madeira, I thought of every day. “Everyone keeps talking personal best as something linear, “Madeira is a place just about academics or sports,” she where every learner, about the secret sauce that makes Madeira special,” she said. “Honestly, said. “Now I know it extends into no matter her pace, I think the secret sauce is personal being an exceptional classmate and has room to thrive. best. It’s just a lovely thing to be able community member. Each Madeira girl is doing her personal best in a way Gone far beyond the to say, ‘What’s your personal best?

What’s your journey? What’s your that’s authentic to herself, that’s what horizon are the passion?’” At Madeira, that question connects us.” speed of learning, and the freedom to answer it are Across generations, Madeira’s percompetition, what learning has always been about. sonal best philosophy has remained A booklet prepared for the and reward.” a steady guide; anchoring change, School’s 75th Anniversary in 1981 shaping leaders, and reminding every M.A. MAHONEY quoted, “The justification for a student that excellence is both a DEAN OF ACADEMICS private school, as she (Miss Madeira) standard and a journey. said repeatedly, was that it could offer individual attention Madeira’s chosen motto, Festina Lente (Make Haste Slowly), still echoes that truth. As Acting Headmistress so each girl could thrive.” Now, in this 2025–2026 school Johnson noted, “Doing your best isn’t simple. It requires year, where Head of School Christina Kyong has made “THRIVE” the annual theme, we see so clearly the thread between Miss Madeira’s founding of the School and Mrs. Kyong’s beautiful caretaking and oversight of it today.

LUCY MADEIRA, Held together by a through line of creating conditions in 75TH BIRTHDAY SPEECH, MAY 19, 1948 which young women can thrive, with a shared picture of “To look into a young person’s mind to what thriving looks like (and a belief that it is done in try to find out what she herself is trying community), the foreground of this picture is the teacherto find out, and, as a teacher, to try student relationship with its emphasis on potential. All in the community share deeply the knowledge that learning to help her accomplish this, is about as takes time and that building the essential teacher-student stimulating an experience as a person relationship takes time. Gone far beyond the horizon and can have. It is taking a journey into the missing from this picture are speed of learning, competition, countries of the mind. It is always an and reward. What a legacy from Miss Madeira. What a adventure, an endless one.” visionary she was. How deeply she has informed the work of this community even today.

As we look with great excitement toward Madeira’s future, we will remain grounded in our founder’s wise vision of personal best.

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my best

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Solving Mysteries and Building Futur es Madeira’s Forensics Program When junior Eliana Vakis ’27 first toured Madeira, she walked past a classroom buzzing with activity—students analyzing evidence, discussing crime scenes, and piecing together clues. “I knew it was something I would be interested in doing,” she recalls. That glimpse into Madeira’s Forensics class exemplifies what makes our curriculum exceptional: hands-on, MA DEI RA TO DAY W INT ER 2026

intellectually engaging coursework that transforms curiosity into expertise.

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In an era where single-sex education continues to prove its value in empowering young women in science fields, Madeira’s Forensics classes stand as a testament to what happens when rigorous academic standards meet experiential learning.

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Empowering young women in science fields…

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“I learned that forensics is more complicated than it is often portrayed in TV shows and movies, which made me realize that while many people think they know how forensic science works, it’s actually pretty different!”

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– ALLISON CADENA ’27

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Making Scientific Investigation Relevant For nearly two decades, Madeira’s Forensics Program has tapped into a cultural fascination with crime-solving. Dr. Stacey Boyette, who has been teaching the course since the 2010 –2011 academic year, notes the connection between popular media and student interest. “The original CSI TV show first aired in 2000, then NCIS in 2003, and many similar shows followed. Our students have been captivated by crime shows ever since.”

But while television may spark initial curiosity, what students discover in Madeira’s Forensics classroom is far more nuanced and challenging than anything portrayed on screen. Allison Cadena ’27 shared, “I learned that forensics is more complicated than it is often portrayed in TV shows and movies, which made me realize that while many people think they know how forensic science works, it's actually pretty different!”

That real science demands more critical thinking, precision, and patience than its entertainment counterpart is exactly the kind of intellectual growth that defines a Madeira education.

Two Distinct Pathways in Forensic Science Originally offered as a semester-long course, the Forensics Program evolved alongside Madeira's innovative Modular schedule.

Today, students can choose between two independent, one-Mod courses that allow for deeper exploration of specific topics.

Forensics: Physical Evidence examines the tangible traces left behind at crime scenes, covering fingerprint patterns and analysis, footwear and tire print impressions, ballistics evidence, glass density and refractive index, fiber burn and dye tests, and handwriting analysis.

Both courses ground students in foundational concepts like crime scene tools and techniques, types of witnesses and evidence, and the rules for admissibility of evidence in court. This comprehensive curriculum ensures that whether a student gravitates toward chemistry, biology, or physics, they will find relevant applications in forensic science.

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Forensics: Biological Evidence delves into the biological components of criminal investigation, including hair microscopy, blood spatter analysis, DNA profiling and gel electrophoresis, as well as the analysis of bones (specifically, how to determine sex, age, and race from skeletal remains).

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At Madeira, we believe that true understanding comes from doing.

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Experiential Learning at Its Finest

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At Madeira, we believe that true understanding comes from doing. The Forensics courses embody this philosophy through laboratory work that transforms students from passive learners into active investigators.

The highlight of both courses is the mock crime scene investigation. Dr. Boyette stages elaborate fake crime scenes throughout campus, and students must employ everything they've learned to search for, collect, and analyze evidence.

"The lab that stood out was one where Dr. Boyette staged fake crime scenes, and we were tasked with investigating these as forensic detectives," Vakis explained. "Not only was this lab incredibly fun and interactive, but it forced us to take everything we had learned and try to use these skills to solve a (fake) crime. This meant we all had to collaborate in searching and classifying evidence. The lab helped put into perspective how hard finding relevant evidence can be."

Cadena echoed this enthusiasm. "I loved it because it was so interactive and engaging, and I really felt like a crime scene investigator!"

This type of immersive, hands-on learning exemplifies Madeira’s approach to learning at its best. Students aren't simply memorizing facts about evidence collection; they're experiencing the challenges, frustrations, and ultimate satisfaction of scientific investigation. They're learning to think critically, work collaboratively, and persist through complex problems.

Why Forensics Matters for College Preparation and Career Prospects While the Forensics Program is undeniably engaging, its value extends far beyond entertainment. The skills students develop translate directly to college preparation and future career prospects.

Critical Thinking and Analysis: Forensic investigation requires students to examine evidence objectively, form hypotheses, test theories, and revise their thinking based on new information. These are the exact skills that college professors and employers consistently identify as essential for success.

Scientific Literacy: Understanding the limitations and appropriate applications of scientific evidence is crucial in an era of misinformation and scientific skepticism.

Laboratory Skills: Students gain hands-on experience with microscopy, chemical testing, pattern analysis, and other laboratory techniques that provide a strong foundation for college-level science courses.

Attention to Detail: Success in forensics demands meticulous observation and documentation— skills that serve students well in any academic or professional pursuit.

Collaborative Problem-Solving: The mock crime scene investigations require students to work in teams, types of evidence into coherent conclusions.

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delegate responsibilities, communicate findings, and integrate multiple

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Personal Best in Action A striking example of student engagement and striving to reach one’s personal best occurred at the end of last school year. Dr. Boyette assigned The Deathboat, an unsolved murder mystery involving lottery winner Waverly Berg. Each group received a complete evidence file including ship manifests, interviews, fingerprints, DNA profiles, and suspect information.

With only two days before the seniors’ last day of classes, the pressure was on. Yet rather than rushing through the assignment, students delved deeply into analysis.

“I was astounded at how invested the students were,” Dr. Boyette recalls. "Each group developed their own theory about who had murdered lottery winner Waverly Berg and a lively discussion was held on the very last day of their Madeira careers. Truly impressive."

The Advantage of Single-Sex STEAM Education Research consistently demonstrates that young women in single-sex educational environments show increased confidence in STEAM fields, greater willingness to take risks in learning, and higher rates of pursuing science careers. According to a survey conducted by the Goodman Research Group, “Girls’ school graduates are six times more likely to consider majoring in math, science, and technology compared to girls who attended coeducational schools.”

In a coeducational classroom, girls may hesitate to speak up, take leadership roles in lab work, or pursue advanced science courses. At Madeira, every hypothesis proposed comes from a young woman. Every successful analysis reinforces the message that women belong in scientific fields. By providing young women with authentic scientific experiences in a supportive environment, Madeira prepares them to enter and excel in any field they choose.

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Building on Curiosity, Preparing for the Future

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After nearly two decades, the Forensics Program at Madeira continues to captivate students because it answers a fundamental question, “How do we know what we know?” In engaging deeply to solve fictional crimes, students learn real methods for pursuing truth—lessons that apply far beyond the crime scene.

In a world that increasingly demands scientific literacy, critical thinking, and the ability to navigate complex information, the skills developed in Forensics class are invaluable. Whether students ultimately pursue careers in forensic science, law, medicine, research, or entirely different fields, they leave this course with strengthened analytical abilities and deepened confidence in their capacity to solve problems.

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Research consistently demonstrates that young women in single-sex educational environments show increased confidence in STEAM fields, greater willingness to take risks in learning, and higher rates of pursuing science careers.

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ARTS Shakespeare Shines

M A D E I R A S TA G E T U R N E D I N TO I C O N I C G LO B E T H E AT E R

“But how will it end…I don’t know. It’s a mystery.” If you have ever seen the movie or stage adaptation of Shakespeare in Love by Tom Stoppard and Marc Norman, then you probably recognize this iconic line of dialogue. It is spoken multiple times throughout the plot in moments where our Shakespearean era characters are at a loss for how the seemingly insurmountable task of producing Romeo and Juliet will come to fruition.

This line deeply resonates with actors, stagehands, and theatrical producers alike, for the task of mounting a show can feel complicated and mysterious.

This fall, Madeira Theater navigated the ups and downs of learning Shakespearean language, mastering sword play, building a ball gown for Queen

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Elizabeth I, and even replicating the

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iconic Globe Theater on stage for the production of Shakespeare in Love.

THE PLOT – Penniless and indebted to two demanding

producers, struggling young playwright William Shakespeare is tormented by writer’s block until he meets the beautiful Viola de Lesseps, daughter of a wealthy merchant, whose fiery passion for poetry and drama leaves her secretly longing to be an actor. Both are despondent when they learn that Viola’s father has promised her to the stuffy Lord Wessex in order to gain a title for their family. Under the veil of secrecy, Will and Viola’s love affair becomes the basis of the very play he is writing —Romeo and Juliet. With opening night —and the wedding day —fast approaching, the plots race toward a parallel conclusion. Will it all work out in the end or are the two star-crossed lovers destined for tragedy?

Tro Shaw Allen, Theater Director, shared, “When we began searching for a comedy style fall play, Shakespeare

I thought: What better background to set it against than

in Love quickly rose to the top of our list because of the

the Globe itself,” says Artistic Director and Set Designer

challenge it posed in having the students play witty

Sasha Newman, who worked with the Stagecraft students

humor mixed with physical humor, all set in Elizabethan-

to recreate the rough-hewn timber beams from foam and

era England. The students really leaned in and worked

capture the right look.

together to craft some very powerful scenes as well as

“This show was a big challenge because of the cast size

highly comical moments of storytelling in this produc-

and complexity of the costume needs. Period costuming

tion. It was a labor of love for us all.”

requires more detailing and time to complete the authentic look of each character,” added Newman.

Mounting a challenging production like Shakespeare

DESIGN CHALLENGES

in Love on the Madeira stage was a work of dedication,

Behind the scenes, the Stagecraft class set the visual

passion, and exploration for students and teachers alike.

aesthetic for the production, diving deep into creating

Each actor came excited and ready to learn. They were also

classical Elizabethan silhouettes and a mini replica of the

willing to embark on a somewhat unknown journey into

timber- framed Globe Theater on stage. “I have always felt

developing their skills, building ensemble friendships, and

this show to be Stoppard and Norman’s love letter not just

trusting in the process of producing a show. It is with this

to William Shakespeare but to the whole era of great the-

sense of mystery and joy that we see Madeira Theater

ater set in these iconic playhouses. In designing this set

continue to grow and thrive each year.

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S T U D E N T S E T- B U I L D I N G A N D C O S T U M E

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A Win for School Spirit & a Touchdown for Charity “The Big Game” A new tradition

2018 Inaugural Powderpuff Game

“Madeira Football,” reads one of the most popular school store sweatshirts.

“Over 100 years and still undefeated.”

This crowd-favorite item highlights a peculiarity at a girls’ school: Does the absence of a football team mean no traditional Homecoming game? As Madeira students often do, they used their passion and creativity to start a new tradition that not only celebrates our School but gives back to the community as well.

Class of 2022 resurrected and re-imagined “The Big Game”

A SPIRITED EVENT The tradition is now a much-anticipated, highly spirited event. In the beginning, each grade level was assigned a specific color to wear, drawing on anything in their closets that suited the theme. Later, students took a more DIY approach, crafting team shirts with markers and paint. In recent years, the Dean of Student Life and Culture office has created official Big Game shirts, uniting us in school spirit. This

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“The Big Game,” a flag football game between the different grades, started out as the “Powderpuff Game” in spring of 2018. There was a desire among students to create an event that would bring the Madeira community together in school spirit. Thus, the Powderpuff Game was born, giving students the opportunity to play on the field or cheer on their classmates, with a spirited halftime performance featuring the Dance Team.

The tradition went dormant throughout the COVID-19 pandemic and social distancing precautions until the Class of 2022 revamped the idea. The Big Game, as we now know it, was reborn in the fall of 2021. The student Heads of School wanted to foster school spirit and bring the community together after so many months of physical and emotional distance. They recognized that, though they’d been able to learn community members’ names and get to know each other when they were underclassmen, this was not as easy in pandemic times. So, they took action.

Student leaders wanted to generate excitement for the upcoming Homecoming dance and recognized that a football game was a huge part of this weekend at other schools. Initially they went with the traditional label of “Powderpuff,” but as the leaders kept asking students, “Are you excited for the big game?,” the name ended up sticking. From then on, we’ve celebrated The Big Game.

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ADMISSIONS

’29

“For me, The Big Game is all about memories, laughing with my friends, losing my voice cheering, and feeling that rush of excitement and pride when our class steps onto the field and wins. It’s the kind of moment you never forget.” JASOLYN SPEARS ’27

’28

fall, classes had the opportunity to bond during tie-dye events as they donned their assigned class colors. Many community adults also got in on the fun!

This annual event does more than bring our campus together.

It offers students a way to give back to the community at large.

Each year, students have the opportunity to make a donation when picking up their Big Game t-shirts. The class that wins The Big Game gets to vote on which charitable organization will receive the donations.

RALLYING THE WHOLE COMMUNITY

’27

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’26

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This year, each class brought its own colorful spirit

The Big Game, which includes parent spectators and food provided by the Madeira Dads’ group, allows our entire campus family a chance to let loose and spread joy. “I love refereeing The Big Game because it means I get to be in the middle of one of the most energized days of the year,” shared Lucy Pollard, Dean of Teaching and Learning. “Our students are so competitive and so enthusiastic in trying to win for their grade, and that makes the day incredibly fun.”

Enthusiasm for this new tradition is shared by the student body as well. “For me, The Big Game is all about memories, laughing with my friends, losing my voice cheering, and feeling that rush of excitement and pride when our class steps onto the field and wins,” said Jasolyn Spears ’27. “It’s the kind of moment you never forget.”

Now, in the fifth year of its new life, The Big Game has become an integral part of the student experience here at Madeira. Head of Boarding, Mia Adams ’26 summed it up perfectly, “It was a great bonding moment for the class, and I didn’t want to miss out!”

PRIDE AND PLEASURE: THE SCHUYLER SISTERS IN AN AGE OF REVOLUTION

FUR MAMA: HOW I FOUND MY BEST LIFE ADOPTING A RETIRED RACEHORSE AND A SHELTER DOG

BLACK CAPITALISTS: A BLUEPRINT FOR WHAT IS POSSIBLE

BY AMANDA VAILL ’66

BY DIANA DU PONT ’71

BY RACHEL LARYEA ’12

Acclaimed biographer Amanda Vaill reimagines America’s Founding Era through the intertwined lives of sisters Angelica and Elizabeth Schuyler, two women as bold and complex as the men they loved—among them Alexander Hamilton. Born into privilege in New York’s Hudson Valley, Angelica and Eliza defied expectations to become players in the drama of a nation’s birth. Glamorous, impulsive Angelica sought fulfillment through power and passion, charming figures from Benjamin Franklin to the Prince of Wales, while steadfast, principled Eliza built a life with Hamilton, navigating his rise (and scandals) with courage and conviction. When tragedy struck, each sister was irrevocably transformed: one lost her spirit, the other discovered a new independence. Drawing on extensive archival research and never-before-published letters, Vaill crafts a richly detailed, novelistic portrait of ambition, loyalty, betrayal, and resilience. Pride and Pleasure reveals the revolutionary women who shaped their own destinies while living in the shadow of history’s brightest light.

In Fur Mama, Diana du Pont delivers a deeply personal and insightful memoir about transformation, love, and redefining what it means to be family. A driven, child-free career woman whose identity revolved around professional success, du Pont’s life changes when a new job leads her to a town steeped in equestrian culture— and to the unexpected adoption of a spirited ex-racehorse and a rescue dog. As she learns to care for these vulnerable companions, she’s pulled into an emotional journey that challenges her Type-A instincts and reshapes her understanding of motherhood, responsibility, and self-worth.

With intelligence, humor, and heart, du Pont explores how nurturing animals can awaken our most human instincts, illuminating the growing cultural movement of those who find meaning and connection through animal companionship. Fur Mama ultimately offers a poignant meditation on love, loss, and the many ways we build, and are built by, the families we choose.

Wall Street professional and Yaletrained anthropologist Dr. Rachel Laryea challenges long-held assumptions about who can benefit from capitalism and how. Drawing from her own remarkable journey—from the daughter of a Ghanaian immigrant and single mother to the Ivy League and Wall Street—Laryea asks a provocative question: can one thrive within capitalism without exploiting others?

Through vivid storytelling, on-theground reporting, and rigorous historical analysis, she reveals how race profoundly shapes participation in the global economy. Highlighting innovators from Nigerian tech founders to finance professionals on Wall Street, Laryea shows how Black entrepreneurs are reclaiming the tools of capitalism to advance social good. Their stories reveal both the constraints and the possibilities of working within a system built on exclusion. Black Capitalists ultimately celebrates the creativity, resilience, and vision of those working to transform an imperfect economic order into a more inclusive and equitable path to prosperity.

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Alum Authors

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Investing in the Next Generation

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Ella Boylen ’26 (center) with hosts of Balance of Power on Bloomberg News

CO-CURRICULUM

MA D E I R A I N T E R N:

Ella Boylen ’26

W

MENTOR

ROBB WATTERS P’24 THE MADISON GROUP

Navigating the Corridors of Power Robb Watters P’24, former Head of Madeira’s Fathers’ Committee and parent of Marin Watters ’24, brings interns into the fast-paced world of government relations through The Madison Group, the bipartisan, bicameral firm he founded over 20 years ago.

At The Madison Group, interns don’t just observe. They participate and gain exposure to how policy and politics interact.

They attend congressional hearings and industry briefings, then write business summaries analyzing what they learned. They assist with fundraising and social events, including high-profile gatherings such as The Oxford Union, the Wake Forest Washington reception, and an event with Mayor Karen Bass and Senator Lisa Blunt Rochester. They even attend tapings of Balance of Power on Bloomberg News.

“We offer our interns opportunities to hone their writing abilities, use critical thinking, and advance their social skills,” Watters notes.

It’s a comprehensive approach to professional development that mirrors the sort of thinking Madeira instills in its students. Watters underscores the impact that internships provide. “This is an important developmental tool for our girls. Exposing them to different facets of work and life is a meaningful pedagogical process for their growth.. The experiences and connections they make will promote their future and help them become effective leaders.”

One moment particularly stands out to Watters. “I was delighted when Ella Boylen ’26 spoke with the EVP of Wake Forest and met many alums, some of whom are CEOs or government officials.” These aren’t token interactions. They are genuine networking opportunities that can shape a young woman’s understanding of what is possible.

Watters’ message to potential hosts: “Madeira interns are industrious, keen-minded, and hard-working. Teach them and give them meaningful tasks. They are bright young women and will exceed expectations.” Watters notes, “We are always delighted to include Madeira in our robust college internship program.”

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hen Kay Taylor Winthrop ’26 witnessed her first kidney transplant during her Co-Curriculum senior internship, she experienced something no textbook could teach.

Standing in the operating room at George Washington University Hospital, she saw firsthand the intersection of cutting-edge medicine, compassionate care, and life-changing impact. It’s the kind of transformative moment that happens when Madeira alums and parents open their professional doors to the next generation of Co-Curriculum students.

For nearly 60 years, Co-Curriculum has been Madeira’s signature program, providing students with real-world work experiences that shape careers and build confidence. Behind those 16,000 internships are countless professionals who have said “yes.” Yes to mentoring, yes to sharing their expertise, and yes to investing in young women who will change the world. We spoke with four community members who are doing exactly that, hosting Madeira interns across fields as diverse as mergers and acquisitions, mental health diagnostics, cardiovascular medicine, and government relations.

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CO-CURRICULUM

MADEIRA INTERN:

Merina Pinto ’26

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Building the Future of Mental Health Care

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Caitlin Elmore Limonciello ’02 leads the clinical research department at Senseye, a startup that is developing novel, objective diagnostics for mental health conditions. When MENTOR Peaks’ email arrived, Limonciello, a Red Team member, CAITLIN ELMORE LIMONCIELLO ’02 thought back fondly to her own Co-Curriculum days.

SENSEYE Her company had already successfully hosted a high school intern over the summer, so she knew they could provide meaningful mentorship.

What makes Limonciello’s workplace particularly rich LIMONCIELLO WAS for interns is the variety of exposure it offers. Depending PARTICULARLY MOVED BY on their interests and company needs, interns might run participants in clinical trials, perform data analysis, conPINTO’S FINAL PRESENTATION. duct literature reviews, or edit images for use in products.

“IT WAS FUN TO SEE FROM When Merina Pinto ’26 expressed interest in machine MERINA’S PERSPECTIVE WHAT learning, Limonciello made sure she got hands-on experiSHE TOOK AWAY FROM THE ence with data science and machine learning tasks.

EXPERIENCE, AND SHE DID A The experience proved transformative in unexpected GREAT JOB.” ways. “Merina noted that she learned to ask questions when she felt stuck, which wasn’t easy for her,” Limonciello Caitlin Elmore Limonciello ’02 recalls. “I think that’s such an important life lesson, knowing when to ask for help, and I’m glad Merina gained that experience.”

Limonciello was particularly moved by Pinto’s final presentation. “It was fun to see from Merina’s perspective what she took away from the experience, and she did a great job.”

Limonciello also noted what many workplace hosts discover. “Merina kept asking for more work, which was great to see. She was efficient and hardworking, and we really appreciated her help.”

Limonciello noted how seamless it was to work with the Co-Curriculum office and encourages others to strongly consider hosting a Madeira intern. “Madeira girls work hard and are smart,” she noted. “And Madeira’s Co-Curriculum team made it very easy for us to get started. We would gladly do it again.”

Released juvenile prison lifers with CFSY leaders

AS A MADEIRA PARENT, IT’S A PRIVILEGE TO PARTICIPATE IN THE LIVES OF THESE YOUNG INDIVIDUALS TO HELP THEM TO ‘THRIVE’ THROUGH THE LENS OF MY MEDICAL LIFE. Dr. Andrew Choi P’28,’29

MADEIRA INTERN:

Kay Taylor Winthrop ’26

Dr. Andrew Choi’s P’28,’29 motivation for hosting Madeira interns is deeply personal. As a “MAD Dad” (Fathers’ Committee member) to Isabella ’28 and Olivia ’29, and Professor of Medicine and Radiology at George Washington University (GW), he recognizes an urgent need to inspire young women to enter cardiovascular medicine, a specialty in which only one in six professionals are women.

“By addressing the pipeline early, my wish is to directly inspire young Madeira students who seek an opportunity to change the world to consider the prism of health to address MENTOR the needs of people at times in which they may be the DR. ANDREW CHOI P’28,’29 most vulnerable,” explains Choi, who serves as Director of GEORGE WASHINGTON UNIVERSITY Noninvasive Cardiology and clinical lead for GW’s complex lipid program.

Most importantly, he values learning about “the passionate Through Madeira’s established partnership with GW’s ideas and dreams of current Madeira students.” renal transplantation program, Co-Curriculum interns His advice to potential hosts is to consider how to strucexperience the full multidisciplinary nature of health care. ture the internship. “It is helpful to think carefully through They connect with social workers, nurses, advanced practhe structure of the experience, how they are supervised titioners, and physicians, gradually grasping what it takes throughout the day/week and how the Co-Curriculum into care for complex patients. The experience also includes opportunities to observe contemporary approaches to cardi- ternship can provide a structured project or deliverable.”

At GW, a dedicated advanced practitioner serves as the ac care and yes, sometimes witnessing a kidney transplant. main point of contact, and Choi sets aside time at the end “I think the students have found that to be the most of the experience for reflection and mentoring. profound, witnessing an actual kidney transplant,” Choi For Choi, hosting interns and “nurturing students in notes. But beyond the dramatic moments, he hopes interns the Madeira community to be their best selves” connects will understand the duality of health care. “Addressing directly to Madeira’s mission of launching women who health is simple, yet complex,” he reflects. “The practice of change the world. “As a Madeira parent, it’s a privilege to medicine requires not just scientific knowledge but also participate in the lives of these young individuals to help active listening, empathy, compassion, and care.” them to ‘THRIVE’ through the lens of my medical life.”

What surprised Choi the most? “The Co-Curriculum students have high levels of energy, motivation, and an eagerness to learn all that they can. Their perspective and questions are insightful and challenge my own thinking.”

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Inspiring the Next Generation of Physicians

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CO-CURRICULUM

Madeira interns at Amazon’s Virginia headquarters

MADEIRA COMMUNITY STEPS UP What do you do when the longest government shutdown in history prevents 18 juniors and two seniors from participating in their internships? You call on the Madeira network of parents and alums, who know how to function in disaster and finish in style. Madeira is grateful to all who shared their time and expertise in providing programming for our Co-Curriculum students at a moment’s notice.

Sequoia Ragland ’17, health policy advisor to Congressman Marc Vessey (D-TX), spoke about the health policy issues at the heart of the shutdown and working on the Hill.

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Michelle Korsmo P’26,’28 hosted students at the National Restaurant Association, where she is President & Chief Executive Officer. Korsmo gave a tour and arranged a panel who spoke about their legislative work.

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Beverley Hatcher-Mbu ’06, Director of Policy at Development Gateway, invited juniors for a tour and a talk about her work with development policy, and arranged internships for two seniors whose original placements were affected by the government shutdown.

Troy Poppe P’27, Senior Principal, Amazon Dedicated Clouds Security, organized a tour of Amazon’s new HQ2 in VA along with a panel of women leaders who spoke about working in the tech industry at Amazon Web Services.

Jason Torchinsky P’26, twice hosted students at Holtzman Vogel law offices where he and his legal team spoke about their work with elections and campaign finance law.

Virginia Frediani ’11, Senior Program Officer at World Wildlife Fund, and a colleague spoke about wildlife conservation.

Congresswoman Janelle Bynum (D-OR) ’92, opened up her Capitol Hill office to our students and spoke about her work as a legislator.

Erin Polak ’97, P’29, Senior Vice President, Government Affairs, Policy, and Alliance Development at GRAIL , Inc., hosted a day at her DC offices. Students heard from speakers on cancer research and policy, and were treated to lunch.

Jill Crissman ’95, Policy Advisor for the Senate Special Committee on Aging and Senator Kirsten Gillibrand (D-NY), spoke about career paths and working as a federal employee.

Aves Mocek ’19, the Military Legislative Assistant for Senator Jim Justice (R-WV), shared her experience working on the Hill and networking tips.

Avery Miller ’86, P’19, Executive Producer of The Lead with Jake Tapper, gave a tour of CNN and spoke about changes in media as well as thinking about careers.

MADEIRA INTERN:

Olivia Donnelly ’26

FOR BRAUN, REPRESENTATION MATTERS. “I HOPE THAT OLIVIA WILL GET A TASTE OF THE M&A WORLD AND A BETTER UNDERSTANDING OF THE BUSINESS WORLD IN GENERAL, ESPECIALLY AS A WOMAN.” MENTOR

INGRID BRAUN ’15

Ingrid Braun ’15

Opening Doors in Finance

The Ripple Effect

Ingrid Braun ’15 didn’t hesitate when the Co-Curriculum Office reached out about hosting an intern at Capstone Strategic, a boutique mergers and acquisitions (M&A) firm where Braun works as a Senior Analyst. “I was instantly excited to have a Madeira intern because I know how valuable my internship experiences were to me,” says Braun, a proud member of the Red Team and sister of Krista Braun ’12.

At Capstone Strategic, which focuses on the privately held middle market, Braun’s Madeira intern Olivia Donnelly ’26 dove deeply into the mechanics of corporate transactions. She helped prepare companies to go to market, working on confidential information memorandums, creating teasers, and identifying potential buyers.

It is sophisticated work that offers a window into a competitive field where women remain underrepresented.

For Braun, that representation matters. “I hope that Olivia will get a taste of the M&A world and a better understanding of the business world in general, especially as a woman,” she explains. It is the kind of perspective that comes from living it by navigating a demanding industry while remembering what it felt like to be a Madeira student exploring career possibilities.

What emerges from these four stories is a portrait of partnership—across generations, beyond the classroom, between Madeira’s mission and the professionals who believe in it. These hosts represent different industries and connections to Madeira, yet they share common ground. They understand that investing time in a young woman’s professional development creates ripples that extend far beyond a five-week placement.

These placements provide front-row seats to careers that might become callings. They teach professional skills that textbooks can’t convey. As Madeira continues this longstanding tradition of experiential learning, the program’s strength lies in community members who open their doors, share their expertise, and invest their time. Whether it is in an operating room, a startup’s research lab, a government relations firm, or an M&A office, these professionals are doing more than hosting interns. They’re shaping the women who will indeed change the world.

For those considering joining them, the message is clear: Madeira students are ready to work, eager to learn, and capable of exceeding expectations. All they need is someone willing to say “yes.”

REAL-WORLD EXPERIENCE Check out some amazing internships!

madeira.org/cc

Interested in hosting a Madeira intern in your workplace? Contact Ellie Peaks at EPeaks@madeira.org or 703-556-8383

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CAPSTONE STRATEGIC

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Madeira’s Bold & Irresistible Future Strategic Visioning Process Launched Madeira partnered with The Big Questions Institute to launch its strategic planning process at a Dream Summit in September 2025.

This work built upon the catalytic questioning and visioning efforts the Board began last winter and the Senior Administration Team continued through the summer. The Dream Summit leaders asked over 100 alums, students, parents, and faculty to create headlines for the future of Madeira. And from those headlines, the group created a guiding vision for Madeira’s Bold & Irresistible Future: Madeira—for the world, with the world— changing the world together!

FOR THE WORLD Expand access to young women who otherwise couldn’t receive a Madeira education.

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WITH THE WORLD Expand opportunities for impact, learning mindsets, skill sets, and capacities for Madeira girls who will learn with the world while they change the world.

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Five Dream Teams, comprised of students, faculty, and Board members were formed to address each catalyst identified at the Dream Summit. Each team hosted listening sessions for the broader community to give input on their hopes for Madeira’s Bold & Irresistible Future.

1. E NVIRONMENTAL STEWARDSHIP AND CAMPUS AS A LEARNING ECOSYSTEM

Students and adults co-create a sustainable future by caring for their physical environment, shaping innovative uses of campus spaces, and cultivating responsibility for their land.

2. F INANCIAL SUSTAINABILITY AND FUTURE READINESS Ensuring long-term stability through strategic resource management, mission-aligned investments, and sustainable growth that benefits future generations of students.

3. I NNOVATIVE TEACHING AND LEARNING

Evolving teaching and learning to prepare global changemakers by rethinking our use of time and space, and by harnessing the power of interdisciplinary approaches, experiential learning, and emerging technologies.

4. T HE INTERSECTION OF GLOBAL EDUCATION, BELONGING, AND EXPERIENTIAL EDUCATION

Experiential learning connected to real-world issues— environmental, social, civic, and cultural so that students develop belonging through contribution, see themselves as capable of influence, and understand their role in a global community.

Connect with community members to explore and define what makes Madeira culture distinct, not as nostalgia, but as strategic groundwork. By identifying what makes our culture unique, what is essential to maintain, and what needs adjustment as we dream of what is to come, we position Madeira to seize emerging opportunities and navigate future challenges from a place of clarity and confidence.

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5. T HE SECRET INGREDIENT: MADEIRA’S CULTURE OF RESILIENCE, WELL-BEING, AND PERSONAL BEST

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From the Archives MA DEI RA TO DAY W INT ER 2026

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ACHIEVING PERSONAL BEST

A Mildred Gaines

In Madeira’s storied equestrian history, legendary names that are frequently mentioned include Mildred Gaines and Madge Barclay. They not only transformed Madeira’s Riding Program into one of the finest in the country but also became institutions themselves.

Madge Barclay giving a lesson on an outdoor course

s Feroline Burrage Higginson ’70 wrote in Madeira’s Strong in Her Girls Centennial book, “The riding lessons were challenging enough with Miss Barclay at one end of that big ring and Miss Gaines at the other, each correcting your position, urging you to use more leg and occasionally yelling contradictory orders. Miss Gaines was always bent on pushing you beyond what you thought were your limits.”

Echoing the thought of how these iconic equestrian instructors inspired personal best from generations of riders, Clare Hudson Payne ’70 shared, “I am indebted to Madge Barclay and Mildred Gaines for the horsemanship skills I learned from them. They taught me how to care for a horse, and how to ride on the flat and over fences. They were very different in their approach, but they both got so much out of me.”

Bentley Andrews ’72

Kim Marra ’75

uring her 37-year tenure leading Madeira’s Riding Program, beginning in 1941, Mildred Gaines developed an internationally famous Riding Program with the first cross-country course built in this area and a state-of-the-art indoor arena, donated by Edith Corning ’47.

But prior to having the indoor arena, riding was strictly an outdoor sport at Madeira. “These were the Madge and Mildred days of drill in the winter courtyard.

Mildred Gaines with Edith Corning ’47 No fleece then,” said Bentley Andrews ’72.

“My fingers still turn white at the hint of frost.”

According to Higginson, “There were endless hours riding around the outdoor ring on the coldest days of winter, practicing Mildred’s version of the Canadian Mounted Police Drill and the subsequent thrill of performing that set of complicated maneuvers before a crowd of parents with your horse’s hooves keeping beat to the scratchy record.”

An outdoor equestrian program meant students rode through all kinds of weather. Payne recalls, “I remember riding at the school end-of-year show in an open jumper type speed class. It was pouring rain, not drizzling, pouring. When the parents and girls looked around, wondering if the show would be called off Mildred yelled out, “If our boys in Vietnam can be there in the rain, we can ride in the rain.”

Clare Hudson Payne ’70

Timeless Passion On the cusp of opening an exciting new Equestrian Center to usher in the next generation of riders, Kim Marra ’75 summarizes timeless thoughts about Madeira’s program.

“Gallops around the cross-country jumps in the field by the road next to the old outdoor ring provided highlights of exhilaration… while slower rides on the woodsy trails offered calmer joy.

Just hanging out with the horses at the stable, grooming them, cleaning tack, etc., provided sustaining comfort and lots of banter and fun.”

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THE OUTDOOR DAYS

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THE MADEIRA SCHOOL 8328 GEORGETOWN PIK E M C L E A N, VA 22102-1200

Hey Snails, come join us!

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Please contact alumnae@ madeira.org with any questions.

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