Nansemond-Suffolk Academy Fall 2018 Magazine

fleur de lis

Fleur de Lis Nansemond-Suffolk Academy

Fall 2018

The Power of

Experiential

LEARNING

Fleur de Lis In this Issue: Fall 2018

Mission: At Nansemond-Suffolk Academy, students are engaged in personal growth, inspired to discover their passion and empowered to make a difference in the world.

LEADERSHIP

Head of School’s Message

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Lower School 2 Building Confidence in Pre-Kindergarten

Deborah B. Russell, Head of School Kimberly H. Aston ’88, Head of Upper School Serena W. Bush, Head of Lower School, Harbour View Campus Frances J. Chambers, Director of Academic Affairs Kenda G. Council ’91, Director of Advancement David F. Gillis, Director of IT and STEM Innovation Lab

Seed-to-Table Learning

Michelle J. Horton ’89, Head of Middle School

Middle School 4

T.W. Johnson ’92, Director of Athletics P. Jean Mauck, Assistant Director of Communications Amy M. Morrell, Executive Administrator

Explorations—Where Passions are Discovered

Maggie B. Prince, Director of Admissions

Kindness Blooms in Middle School

Karen A. Schompert, Director of Communications and Public Relations

Upper School 6

Alexis C. Thomason, Head of Lower School, Main Campus Angie K. Thompson ’01, Director of Finance and Accounting Larry E. Wilson, Director of Security and Operations

Experiencing Potential Careers Design Thinking

BOARD OF TRUSTEES 2018-2019

Athletics 10 Year in Review

G. Robert Aston, Jr., Chairman Roy “Chip” Runyon III, Vice Chairman George Edwards “Ed” Morgan, Sr., Secretary Charles R. Birdsong ’88, Treasurer and Finance Committee Chair

Honoring a True Saint

Warren D. Kozak, Advancement Committee Chair Keith D. Horton, Buildings and Grounds Committee Chair

Arts 12 Paying Tribute to a Legend

Nicole J. Harrell ’92, Governance Committee Chair Dr. I. A. “Dimi” Barot ’93 Stephanie C. Bergeron

Year in Review

Amy C. Birdsong Jennifer “Jenni” P. Bivins

Advancement and Alumni Relations Your Generosity is Inspiring

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Howard “Dexter” Casterlow Thomas C. Coxe IV Richard L. Evans ’90 Dr. Larry “Chip” Filer II

Alumni Spotlight

Donald Z. Goldberg

Faculty Spotlight

Langley “Taylor” Harrell III George J. Knierbein Kathleen “Katie” E. Mallas Dr. Rajiv B. Nanavaty

Class of Meet the

2018

Pg. 8

Brian T. Rowe Matthew W. Sawyer ’99 Susan B. White Shannon A. Woodward ’93 Susan L. Yeatts ’86 DESIGN BY RAI SO N

From the head of school

W

elcome to our first edition of the rebirth of NSA’s Fleur-de-Lis magazine! We are thrilled to be able to share with you some of the most recent learning experiences our students have been engaged in as part of their personal journey here at NSA. As you read about what our students and faculty are doing, you will realize that education has changed significantly since most of us were in school. The days of teachers standing in front of a class and lecturing for minutes on end are far behind us. The students of today are looking to be engaged, inspired and empowered! As a result, our faculty members have had to find new ways of teaching today’s students, who have access to an infinite amount of information instantly.

What students can’t get from watching YouTube videos or other internetbased resources are hands-on learning experiences, such as the internship opportunities in the Upper School, the design thinking challenges in our Science, Technology, Engineering and Math (STEM) Innovation Lab and the valuable selfexploration and social/emotional competencies that our Middle School students are gaining by participating in exploratory courses and our kindness program.

Lower School students are also engaging in more experiential learning by taking ownership of NSA’s gardens on both campuses.

The NSA experience isn’t all about academics though. Students are encouraged to discover and pursue their passions through involvement in the arts and athletics. Core values and a strong work ethic are further developed through these extracurricular programs, and our students are excelling in these areas!

Despite students having instant access to just about everything that they want to learn, NSA is providing experiences for students that are unattainable on the internet and elsewhere. Your continued support has made it possible to provide these transformational experiences for our students in preparation for the world beyond NSA. For that, we are extremely grateful. Our Saints are making a difference in their communities, and we are committed to carrying that legacy on for years to come! Go Saints!

With gratitude,

Debbie Russell Head of School Fall 2018 1

LOWER SCHOOL

A poised young lady delivers a very eloquent but heartfelt valedictory speech at NSA’s graduation ceremony as fellow classmates, teachers, administrators, trustees and a large crowd of family members and friends listen intently. We are all so proud that our graduates can communicate effectively and articulately, that they are comfortable in front of a sizable audience, that they are able to express themselves creatively, vividly and graphically and that their message is a powerful one—always appropriate for the group for which it is intended.

1. Wesley Hlinovsky ’31 proudly shares his selfportrait with his parents and other special guests at the 2018 Art Show.

The journey to this special day for these impressive young people begins in Pre-Kindergarten. An excellent example of how it all starts can be found in Pre-K’s celebration of the Week of the Young Child in April of each year. The purpose of the annual celebration sponsored by the National Association for the Education of Young Children (NAEYC) is to focus public attention on the needs of young children and to validate the understanding that the early childhood years lay the foundation for children’s later successes in school and beyond.

At NSA each spring the Pre-K classes observe the week by inviting parents to a short performance in which the students sing songs, tell stories they have created and share their individual and group art projects with the audience. Each child enjoys a few moments of personal spotlight time when he or she (or, in some cases, the teacher) tells something unique about himself or herself. The program concludes with refreshments and visits to the classrooms to enjoy more projects and creations.

Each year the celebrations are different, yet the Pre-K teachers work with a common theme or thread to tie them all together. The 2018 theme was self-portraits. When the children engaged in this form of self-expression while learning the language of art, the tremendous growth and development observed across the three age levels was striking. The same range of progress is apparent as the children show off their early literacy skills. The youngest Pre-K students listened and responded appropriately to a storybook used as a language model. The three-year-old

2 Nansemond-Suffolk Academy

students practiced telling stories to match pictures. The four year olds generated their own stories and wrote and illustrated their stories, transforming them into books that were available to parents and friends during the “book signing” portion of the program.

Throughout the years spent in NSA’s Pre-Kindergarten program, these are the experiences that help build the confidence and shape the self-expression that translates into that powerful valedictory address at the commencement ceremony. Even the youngest two-yearold NSA Saints, as they sing and dance in front of a small gathering of Pre-K parents during the Week of the Young Child, are preparing to present themselves to the world one day as proud, well-spoken, self-assured Nansemond-Suffolk Academy graduates.

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LOWER SCHOOL

Seed-to-Table Learning Most of us are not eager to be up to our elbows in muddy, black dirt with worms slithering through our fingers or to make several trips to the compost pile with armfuls of leftover garbage. And, when we move through a salad bar line, we don’t usually jump up and down with joy and excitement at the sight of leaf lettuce and small, red radishes. We don’t give much thought to the origins of our food as we sit down to a hurried lunch and quickly move on with our day. Not so for the second graders at NSA! At both the Main Campus and the Harbour View Campus, second grade is famous for its yearlong focus on gardening.

Younger students look forward to it, and older students remember it fondly, revisiting it later at the higher grade levels with more in-depth curricular lessons. It is hands-on experiential education at its finest where high student engagement meets quality, practical, projectbased learning.

The idea of having gardens in the Lower School was born from the recurring “cycle” themes in the second grade science curriculum: life cycle, water cycle and rock cycle. Original goals were to learn how to grow and eat healthy foods and to minimize waste and pollution

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in our world. However, those original goals quickly exploded with the rise in student interest and enthusiasm. Students now research environmental impacts on plant growth, seasonal plants and harvesting. By filling compost bins, they become familiar with soil composition and recycling. During classroom tasting parties, they are much more adventurous with their sampling of different vegetables from their garden. The second graders proudly present much of their harvest throughout the year to the school cafeteria on the Main Campus to be included on the daily salad bar, learning that they can actually make a difference and be good stewards of the Earth.

Not only does gardening offer benefits across the curriculum, including literacy, numeracy and communication skills, but there is also evidence to support the improvement of students’ confidence, resilience and self-esteem. Students become more adept at problem-solving and are more eager to learn and take responsibility for their work.

The second grade garden project is far-reaching in its involvement across the campuses. Fifth grade teachers and their students were inspired to create a hydroponic, indoor garden with

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guidance from Thomas Vandiver, one of the founders of The Neighborhood Harvest, a local, hydroponic, greenhouse farm that delivers fresh and beyond organic produce to households and businesses throughout Hampton Roads.

The students researched hydroponics and worked collaboratively to introduce younger Saints to indoor gardening, hoping to give them a better appreciation and understanding of the many ways to grow healthy food in a controlled environment with space-saving methods and environmental practices. By visiting these concepts at several different grade levels, the students expand their knowledge and improve their skills each time the topics are encountered, resulting in a deeper level of meaning and learning that will last a lifetime.

Not only does gardening “offer benefits across the

curriculum, including literacy, numeracy and communication skills, but there is also evidence to support the improvement of students' confidence, resilience and self-esteem.

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2. Anne Ruffin House ’25 checks on the lettuce in the hydroponic garden at the Main Campus.

3. Mrs. Davies’ second grade students work in the garden to prepare for spring.

Fall 2018 3

MIDDLE SCHOOL

Explorations—Where Passions Are Discovered Some people know from an early age exactly what they want to “be” when they grow up. For others, deciding on a career path is more difficult, especially when there is more pressure to have everything figured out at a much younger age.

When making programmatic decisions in schools, innovative middle school educators are now recognizing that elective courses provide students with self-exploration opportunities and the flexibility to discover areas of expertise, unique interests or hidden talents that they never knew existed. Since children begin to discover who they are and what their interests are in middle school, they feel empowered to take ownership of their own learning when given the option to choose these “fun” courses. Electives also create a richer learning experience by offering a change of pace in an otherwise challenging academic schedule.

Based on these many benefits, the Middle School expanded elective offerings by adding a new “Explorations” program. In the daily “Explorations” time, a mid-morning 40-minute block, Middle School students are able to select a number of different course offerings. Each trimester, they choose a different course. There are options in science, technology and math like coding, gardening and robotics as well as creative outlets such as dance, writing, art and

forensics. Students are able to make global connections through the Bollywood Dance and French Culture and Cuisine courses or can hone leadership and collaboration skills through offerings dedicated to service activities and game strategies. Outside of the self-exploration that all of the electives offer, students are able to develop social, practical and behavioral skills while boosting their confidence at such an important time in their lives. While learning about themselves and the world, they are able to uncover potential career paths or may even develop a lifelong passion.

Not surprising are the positive reviews coming from the Middle School students who have quickly immersed themselves in the new explorations activities. An unexpected bonus; however, is the joy that the teachers encounter when they share themselves and their own passions with their students. During that 40-minute period each day, adults and students are united by a common interest, resulting in stronger bonds and a tighter-knit community for all, which is the ultimate formula for success in middle school.

“Students are able to develop

social, practical and behavioral skills while boosting their confidence at such an important

”

time in their lives.

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MI D DLE SCHOOL

Kindness Blooms in Middle School In a world where technology reigns and human interaction is on the decline, the Middle School has committed to expanding character education by making the celebration of kindness and empathy a priority throughout the year. As Aristotle so eloquently stated, "Educating the mind without educating the heart is no education at all."

A new program called The Daily Kind was implemented to provide daily inspiration, which includes a quote that is featured on the “Middle School Rocks Kindness” chalkboard as well as a suggestion for a possible act of kindness for the day, a positive affirmation and a short video clip where kindness is modeled or celebrated.

This daily reminder helps to promote positive social interactions, a greater sense of community and encourages students to generate more kindness on an individual and global level.

The kindness initiative was brought to life in numerous ways throughout the 20172018 school year. Middle School students traveled off campus to see the movie, “Wonder,” which is based on R.J. Palacio’s bestselling book about a boy with facial differences who attends a mainstream elementary school for the first time in the fifth grade. The thought-provoking movie inspired the students to discuss many important topics like differences, relationships, bullying and how a simple act of kindness can be so transformational. The Student Council Organization (SCO) also sponsored several activities to promote

kindness in our school. The “kindness rocks” campaign provided students with the opportunity to spread kindness throughout the Main Campus by painting positive messages on rocks that they then hid on the Lower School playgrounds for the younger students to discover. To spread joy throughout the holidays and expand their reach to the greater community, they organized a canned food drive, collecting over 1,000 cans for those who are less fortunate, and donated

toys to the Toys for Tots campaign.

Valentine’s Day also provided an avenue for the dedicated SCO to share love with each and every student, which inspired three eighth grade students to compose personal letters of affirmation for each fellow eighth grader. At the end of the year, the eighth grade Class of 2023 traveled to the Harbour View Campus to facilitate Field Day activities for our young Saints where they continued to spread the message of inclusion and kindness.

To demonstrate the value of one kind act either given or received, random acts of kindness are posted conspicuously in the Middle School to recognize and celebrate deeds well-done. Initially, teachers were the ones to report students caught in the act of being kind, but the students quickly joined in the excitement and are learning that something as simple as a smile can change a person’s day. It did not take long for the seeds of kindness to be planted in the Middle School. Fertilized by positive affirmation and an appreciation for a kinder culture, the garden will continue to prosper and grow.

Fall 2018 5

UPPER SCHOOL

Experiencing Potential Careers Without Ever Having to Leave the NSA Campus Whether leading a tour for prospective new students, providing oneon-one mentoring to one of our young Saints, assisting the Office of Advancement with fundraising activities or helping a teacher with a technology question, the students in the Upper School Internship Program are taking advantage of a unique experiential learning opportunity without ever having to leave the Nansemond-Suffolk Academy campus. These on-campus internships provide students with hands-on experiences in philanthropy, business and marketing, early childhood education and in the STEM/technology field.

Under the guidance of faculty/staff mentors, the interns learn real-world skills that are needed to be both college and career ready. An intern working with the Office of Advancement said that he learned how to ask for donations, a skill that he felt would be beneficial later in life, whether to raise money for a future business or for a non-profit organization.

Another intern said that the experience she gained working with children in the Early Childhood Education Internship proved to be an advantage when she interviewed for summer camp counselor positions. Regardless of the reasons that students choose to become interns, they are in agreement that the experience provides an opportunity to gain selfconfidence and leadership skills within the confines of NSA’s nurturing

environment as well as the chance to explore career choices and interests.

According to a recent graduate, the internship “teaches you more about yourself than other classes do.” Students also overwhelmingly give the program a thumbs-up for being their favorite time of the day.

Prospective interns “apply” for the program when requesting classes during the course selection process in the spring and are interviewed by a faculty/staff committee before being accepted into the program. Early Childhood Education interns are matched with appropriate Lower School teachers based on grade level preferences. At the beginning of the school year, each intern sets individual goals for the program on which to focus throughout the year. Frequent feedback is given during each trimester as to whether goals are being met or if adjustments are needed. Students also complete a final reflective review of their participation in the program and are awarded a pass/fail “grade.” Based on student reviews, it is obvious that intrinsic motivation, not grades, becomes the students’ focus and is one of the most positive aspects of the internship. As each of the internship opportunities evolve, the goal of the Internship Program will be to continue to confirm the ideas of NSA’s mission statement by engaging students in their own personal growth.

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Abby Herrod ’18

1. Austin Hardee ’18 participated in the Early Childhood Education internship, serving as a role model for Mrs. Helvig’s third grade class.

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"The highlight of my NSA experience was honestly my business and marketing internship with the Office of Admissions. I worked with great faculty, and I was able to learn lifelong skills while understanding what it takes to make NSA run. It was a wonderful, enriching experience that I will never forget."

UPPER SCHOOL

Design Thinking— Opening the Door to the Future Like most new schools built today, the doors at the Harbour View Campus were designed to be large and heavy to stand up to the wear and tear of constant use. For most adults, passing through the doors takes little effort.

However, for smaller children these doors can present a challenge. When third grade students noticed that some of their classmates were having difficulty opening the doors, little did they know that they had just sparked the idea for a collaborative, design thinking challenge.

Design thinking is a hot topic in education currently, but what exactly is it, and how can we get our students to embrace it? And, why should they embrace it, anyway? These are the questions that we ask ourselves as educators to ensure that we are preparing our students for a future where 65 percent1 will work in jobs that do not exist today. Design thinking is an iterative process for problem solving that seeks to understand the user, challenge assumptions and redefine problems in a attempt to identify innovative solutions. According to Stanford University's d. school, the core principles of design thinking are to empathize, define, ideate, prototype and test.

As the third graders considered their problem and the best possible solutions, they were guided through the design thinking process which included collaborating, creating, testing and reflecting along the way.

Eventually, they traveled to NSA’s Main Campus, where they brought their ideas to life in the STEM Innovation Lab through a partnership with

DESIGN THINKING:

Upper School students in the Design Thinking and Innovation course. The Upper School students helped the third graders appreciate the diverse perspectives and were able to strengthen their own skills by serving as role models and teachers. Teaching others not only deepens knowledge but it also sends the message to students that their knowledge is worth sharing.

Through these partnerships, the Upper School students were able to build confidence, empathy and leadership skills. Gradually, with patience and multiple trials, they revealed a successful prototype - a simple, very sturdy 3D printed doorstop!

Traditionally, a student’s classroom experience is more linear in nature.

They work through the material, are assessed, move on to new content, prepare for the next assessment and so on. Design thinking offers a more circular approach to learning, which takes some getting used to but is certainly more reflective of the world beyond the classroom. Students learn that an effective detour around a challenge is the essence of gaining experience and building resilience. They lose their fear of failure and gain the creative confidence and hunger to tackle ever increasingly complex challenges.

When treated as a classroom culture rather than an action, design thinking may revolutionize the way teachers and students think about failure, creative problem-solving and teamwork. Empathy, open-mindedness, creative confidence, adaptability and resilience are the keys to the interconnected, digital world of tomorrow, and design thinking is the doorway that will lead our students to develop these skills. And fortunately, that door can now be propped open with a new NSA doorstop!

A Non-Linear Process

Empathize Observe and engage with people to gain a personal understanding of the issue

Define

Ideate

Define the problem in a human-centered manner

Think outside the box and generate many ideas

Prototype Experimental phase to produce the best possible solution to the problems identified

1. World Economic Forum (2016). The Future of Jobs Report. [online] Available at: https://www.weforum.org/reports/the-future-of-jobs

Test “Best solutions” are tested and then used to create new ideas or insights that redefine the problem

Fall 2018 7

74 Seniors

$3,809,826

Offered in scholarships

DESCRIBE YOUR SENIOR YEAR

In three words

In the Class of 2018 Austin Gies ’18 Challenging, gratifying and bittersweet

Meet the

10

STEM scholars accepted to competitive STEM programs across the nation

Class of 2018

Upasana Barot ’18 Hectic, fleeting and rewarding Madi Wilson ’18 Fast, fun and fantastic Owen Firnstahl ’18 Wait, it’s over?

Abby Herrod ’18 Busy, exciting and unforgettable

13

Scholar athletes are continuing their athletic careers in college

29

AP scholar designations earned for taking at least three AP exams and achieving a three or higher on each exam

SENIOR REFLECTIONS

Gary Yang ’18

“I was extremely lucky to learn from all my amazing teachers. I will always remember EVERY one of my math, science, English, history and art teachers as well as the librarian and staff. They all had a tremendous impact on my growth - mentally, physically and philosophically.”

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438

Applications submitted

113

College and University acceptances

42

School enrollments in 13 different states and Scotland

TOP 5

Matriculation College of William & Mary

SENIOR REFLECTIONS

Taylor Rhodes ’18

Hampden-Sydney College James Madison University

“I will never forget the day I decided to come to NSA. I came to orientation because my brothers were switching schools. I wanted to see what the school was all about, and I fell in love with NSA. I knew this was where I was supposed to be and decided to switch schools the day before school started.

I spent hours in the college counseling office making my schedule with Mrs. Titus and Mrs. Hardison, and I met with Ms. Aston. My transition to NSA was the biggest display of the support and willingness to help of the NSA faculty and staff. Mrs. Hardison continued to check in and helped me adjust my schedule several times, Ms. Aston found me to make sure I was doing okay and all the teachers were extremely helpful and understanding.”

Old Dominion University University of Virginia

See the full list on the back cover

SENIOR REFLECTIONS

Penn Birdsong ’18 “My time at NSA was something unforgettable. From Pre-K to 12th grade I gained a family that supported me through every journey. It was honestly a once-in-a-lifetime experience that I would not have wanted to do any differently, and I am sad to be leaving. Thank you to all the people who made NSA feel like home for the past 14 years.”

66%

Attending an in-state college

34%

Attending an out-of-state college

9

National Merit Designations

2

Semifinalists

7

Commended Students Fall 2018 9

ATHLETICS

2017–2018

Year In Review

54 84

Virginia Independent Schools Athletic Association (VISAA)

2 Duke Automotive - Suffolk News-Herald Players of the Year

MADI WILSON ’18, VISAA Player of the Year, Softball (3)

ADDY GREENE ’20, Volleyball (2)

13 teams competed in state tournaments: Field Hockey, Volleyball, Sailing, Cross Country, Boys’ and Girls’ Basketball, Swimming, Baseball, Softball, Boys’ and Girls’ Lacrosse, Girls’ Soccer and Track and Field

MADI WILSON ’18, Softball (3) 2 3

%

TEAMS IN 15 SPORTS

STUDENT PARTICIPATION

Tidewater Conference of Independent Schools (TCIS)

4 Virginian-Pilot All-Tidewater Selections

48 All-TCIS Selections BRITTANY THORNBURG ’08, TCIS Coach of the Year, Softball (1)

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ADDY GREENE ’20 TCIS Player of the Year, Volleyball (2) 4 TCIS All-Tournament Selections: KAYLAH BROWN ’18, Basketball; RYLEE BONO ’21, Volleyball; ADDY GREENE ’20 (2), Volleyball; RYAN HORTON ’19, Volleyball 4 Betty Jean Riddick ’72 Sportsmanship Awards: Field Hockey, Boys’ Soccer, Sailing and Girls’ Lacrosse 3 TCIS Championships - Varsity Girls’ Volleyball, JV Girls’ Volleyball and JV Girls’ Basketball

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ABBY HERROD ’18, 2nd Team, Soccer

Record– Breaking Year

ZAC MORRIS ’19, 2nd Team, Baseball

100 career goals, ELI DOWD ’18, Boys’ Lacrosse

School Records

67 career goals, ABBY HERROD ’18, Girls’ Soccer

EMERSON PUZEY ’18, 1st Team, Softball MADI WILSON ’18, 1st Team, Softball

JACOB CONROD ’20, 800m 2:03.80 MADISON MILLER ’21, 200m 27.93 ABBY CONROD ’22, EMMA CONROD ’22, KATHRYN HUTCHINSON ’22 and FRANCES HOPE ’21, 4x400m relay 4:29.67 and 4x800m relay 10:53.16

ATHLETICS

Honoring a True Saint

D

uring Betty Jean Riddick’s 40-year career at NSA, she served as a teacher, a coach, an advisor, our very first alumni director and most recently as our athletic director until her retirement in 2016. To honor Betty Jean’s dedication and commitment to NSA, the Girls’ Athletic Cup was named the Betty Jean Riddick Girls’ Athletic Cup. Each year at graduation, the cup is awarded to a female athlete who exhibits leadership, teamwork, athletic ability and scholarship while participating in athletics. The first recipient was Madi Wilson ’18, who is attending the University of Virginia to study nursing and play softball.

Betty Jean’s long-term contributions were also recognized by the Tidewater Conference of Independent Schools (TCIS) and the Virginia Independent Schools Athletic Association (VISAA). The TCIS Sportsmanship Award was renamed in her honor in 2017, and in 2018, she was inducted into VISAA’s Hall of Fame. Congratulations, Betty Jean, and thank you for inspiring so many Saints through your commitment, support and leadership.

Concussion Awareness and Training

I

n 2017, approximately 2.5 million high school students reported having one or more sportsrelated concussions according to a new report from the Centers for Disease Control and Prevention.1 While sports-related injuries can not be prevented entirely, NSA’s goal is to stay at the forefront of new safety techniques and standards of practice to minimize the risks and maintain the health and well-being of our student-athletes. This past year, the Office of Athletics updated the concussion policy to be reflective of the latest research and treatment for head injuries and implemented return-to-learn and return-to-play protocols in compliance with the Virginia Board of Education to ensure that students who sustain concussions are properly diagnosed, given adequate time to heal and are comprehensively supported

until they are symptom free. As an additional safety measure, the athletic trainer will also be incorporating neurocognitive baseline testing to evaluate the healthy athlete’s decision-making ability, reaction time, attention and NSA hopes to ensure the memory. In the event of an safety, health and optimal injury, a retest would provide performance level of medical personnel additional information to safely return every student-athlete. the student-athlete to competition. With this new technology and annual education regarding concussion signs or symptoms for coaches, student-athletes and parents, NSA hopes to ensure the safety, health and optimal performance level of every student-athlete.

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1. DePadilla L, Miller GF, Jones SE, Peterson AB, Breiding MJ. Self-Reported Concussions from Playing a Sport or Being Physically Active Among High School Students — United States, 2017. MMWR Morb Mortal Wkly Rep 2018;67:682–685. DOI: http://dx.doi.org/10.15585/mmwr.mm6724a3

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Fall 2018 11

ARTS A RTS

Paying Tribute to a Legend T

he Upper School’s annual student art and photography show, Portfolio, included 684 pieces of student work. In 2018, the Best in Show Overall Award was named in honor of Cleta Iverson Norcross, who served as a visual arts instructor and the department head for the visual and performing arts at NSA for 29 years before retiring in 2013. Mrs. Norcross was a huge advocate for the arts and was very passionate about art education. Two of her former students who now work in the arts, Cristan Connito ’03 and Mallori Boyce ’10, served as guest judges. It took them nearly five hours to determine winners for 23 categories that included entries for painting, drawing, photography, printmaking, mixed media as well as 2D and 3D design.

TORI PSIMAS ’18, Cleta Iverson Norcross Best in Show Overall

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ALEX BIVINS ’19, Best in Show for Art

LAUREN PODRUCHNY ’18, Best in Show for Photography

ARTS

Year in Review 1

3

7

2

4

5

6

8

9

1. Middle and Upper School students created unique and entertaining characters who were a joy to watch in “The Pajama Game,” an awardwinning musical about factory workers who demand a seven and a half cent raise.

2. Molly Simpson ’24 performed a solo at the Middle School Chorus’ Cabaret performance.

3. Fleur-de-lis by Violet Johnston ’23 4. Nathaniel Hammond ’31 created hydrangea flowers by blowing bubbles in a mixture of soap and paint.

5. Raquel Vazquez ’27 performed a solo for “Surf’s Up” at a beachthemed Grandparents’ Day performance.

6. Adam Tabet ’22 created a Picasso inspired cardboard sculpture.

7. William Partin ’26, “Night Sky” watercolor painting 8. The Upper School Band traveled to New York City where they performed three pieces for clinician Will Curry, who is also a Broadway musician and conductor, and then worked on musicianship and ensemble

techniques. They also had time for a little fun and visited Ellis Island, Times Square, Top of the Rock, Radio City Music Hall, the 911 Memorial and Museum and even saw the hit Broadway musical “Aladdin.”

9. The Kindergarten Class of 2030 brought Aesop’s fables to life in an adorable, new play, “Can’t Top Aesop’s Fables.”

Fall 2018 13

ADVA NCE MENT AND ALUMNI REL ATIONS

Your Generosity is Inspiring Thank you for generously supporting the Annual Fund this past year. The Annual Fund allows us to say “yes” to innovative programs, to experiential learning opportunities and to cutting-edge professional development. The support of our families, alumni and friends impacts every student, every day and prepares our students for lifelong success.

Total giving*: $1,907,746

2017-2018

Total capital campaign giving: $8 million+

Annual Fund by the numbers

Total endowment: $2.5 million 877 students supported by your gifts (every student, every day) *including gifts-in-kind

Participation Totals

15%

25%

28%

Past Parents

Grandparents

Alumni

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75%

95%

Past Trustees

Parents

100%

100%

Faculty

Board of Trustees

To get updated alumni news, recent eSaints newsletters and more, please join the Nansemond-Suffolk Academy Alumni Facebook Group.

To update your alumni contact information, please contact Jenna Mullen ’11, alumni relations coordinator, at jmullen@nsacademy.org or (757) 539-8789 ext. 3346.

ADVA NCE MENT AND ALUMNI REL ATIONS

Alumni Spotlight Carney Hawks ’92 Q: When did you attend NSA? A: I came to NSA in 1981 and started in the second grade. I was a member of the Honor Council from eighth – 12th grade. I was SCO president in Middle School and was a member of the Math Counts team that did pretty well (I think I came in first in the region, and we went to state) as well as Tidewater Challenge, which my mom coached. I played on the golf team in high school and was a member of the basketball team my senior year as well. I was also involved in a bunch of clubs like the Stock Market Club. I was pretty much a rather awesome nerd.

Q: Where did you go to college?

A: I received a Bachelor of Science in Commerce, with Distinction, from the University of Virginia.

Q: What are you doing now?

A: I currently live in Greenwich, Connecticut, with my wife, Melissa, and our three kids. I moved to New York City after college and stayed there until the birth of my first child. In 2005, Melissa and I built a house in Purchase, NY, which we moved into and lived in until heading to Greenwich in 2010.

I am a Founding Partner of a fixed income focused money management firm called Brigade Capital. I have been investing mostly in high yield and distressed bonds and loans for over two decades now. Helping to build and manage a firm with $20 billion in assets while raising three great kids and being an active participant in their lives are my main achievements and ones that I am quite proud of.

Q: What do you enjoy most in your work?

A: In my job, I get to learn how the world works by analyzing lots of different companies, which I find fascinating. I also get to test my skills against many very smart people by picking what I believe to be are cheap securities and trying to develop the best track record of performance. It is a difficult challenge but quite rewarding when you recognize something the market is missing and buy a stock or bond that subsequently goes up a lot.

Q: How did NSA shape you as a person?

A: NSA gave me the skills to thrive in competitive environments at the University of Virginia and on Wall Street. It provided both a knowledge base to draw from and also helped me learn “how to learn” efficiently, a skill that becomes ever more important in higher education and one’s career.

Q: Describe NSA in three words.

A: Little, Smokey Sausages. Man those were delicious, and I have not found them anywhere since high school. In all seriousness, the three words would be supportive, family and opportunity. The faculty and friends I had at NSA felt like a family. They supported my development and ultimate advancement, which opened up opportunities I wouldn’t have been offered otherwise.

Q: Is there a relationship in your NSA years that helped you to become the person who you are today?

A: Beyond my mother who obviously had lots of influence, Rick Van Orden was my math teacher and golf coach. I felt he really fostered my interest in math and was an interesting and fun person to be around. Brenda Kincaid also played a big role in helping drive my abilities in math.

Q: What is your lasting impression of NSA? A: I have long felt that any success I have achieved in my career traced its roots back to NSA and UVA. For that reason, I have made a point of supporting both institutions financially and with my time by serving on various boards. NSA provided the building blocks for success in college and ultimately on Wall Street.

Save the Date!

Alumni Winter Games December 15, 2018 Nansemond-Suffolk Academy Thomas W. Johnson Gymnasium in the Beazley Center

33rd Annual Art Show and Sale Jan. 25, 2019: Sponsors’ Night Jan. 26, 2019 – Feb. 3, 2019: Open to the community NSA Main Campus Lower School

24th Annual Art Jones Memorial Golf Tournament May 1, 2019 12:00 p.m. at Cedar Point Country Club Must be at least 21 years old to participate

To view 2018-2019 Alumni On the Road Reunion Tour Dates Visit: www.nsacademy.org/page/alumni/events

Fall 2018 15

FACULTY SPOTLIGHT

Getting to know Ms. Alexis Thomason,

Our new Head of Lower School, Main Campus Q: Tell us about your background and how you came to NSA. A: I’ve been an educator for 13 years after making a career change from finance after undergraduate school. I felt that I had a calling to be more impactful and thought that my skills would be better utilized working with non-profit organizations. Then, I was recommended for a fellowship with The Clark Foundation in New York City that was designed to develop the next generation of New York City’s non-profit leaders. Through this fellowship, I learned how to effectively run a non-profit organization, was introduced to leaders of the largest foundations in New York, such as the Carnegie Foundation, the Robin Hood Foundation and the Ford Foundation, and began my work in development (fundraising) for a charter school. I fell in love the first day I stepped into a school and knew I had found my calling!

Q: What inspired you to pursue a career in education?

A: I actually found myself in a school quite coincidentally. I thought that I would pursue a career in counseling and psychology. However, I found that schools were a fertile ground for working with families, developing kids’ character and being impactful in the community in which I live.

Q: What was your initial reaction when you found out that you had been named Head of Lower School, Main Campus?

A: Honestly, I was surprised that such a small and intimate community chose me with welcoming arms to lead its lower school and support its youngest learners. However, in making that choice, I recognize that NSA was not just looking for a new head of lower school, but rather was looking to make an investment in someone with the experience and the courage to bring further change and continue the vision of excellence for its instructional approach. I believe that person is me.

Q: Do you have a philosophy as an educator that guides your work?

A: Absolutely! I know from experience that good schools are built on high expectations. By holding the adults to the highest expectations and supporting their growth, they in turn begin to see themselves as the true change agents that they are and a sense of urgency around student achievement emerges. Those high expectations are then translated to students, their potential and their achievements in time. High expectations of what is possible and a clear vision for how to get there can transform a school.

16 Nansemond-Suffolk Academy

Q: What is your favorite part about your job?

A: My favorite part would have to be the hugs that students give me each morning as they run to the door. Leading a school where children are excited to come each day and don’t want to leave at the end of the day is every educator’s dream. With a job as rewarding yet stressful as leading a school you have to find a way to replenish yourself. Hugs and spending time with students refills my tank. I love to spend time in art class painting or have lunch with students to replenish myself and remind me of why my work is so important. At the end of the day, it's about the students and my impact, not just on their lives at school but on who they will one day become.

Q: What are you reading right now?

A: Well, I just finished “How Women Rise” by Sally Helgesen and Marshall Goldsmith. It was a great read on female leadership. Now I’m reading “Radical Candor” by Kim Scott. It’s on the New York Times Best Seller list and is certainly proving to be a transformational read!

Q: What do you think is the “secret sauce” to a great learning environment?

A: Caring and competent teachers who are willing to share 100% of themselves with their students and who are willing to learn alongside them while having fun in the process is the secret sauce to creating a great learning environment. Children know sincerity when they see it. They know when an adult really cares about them and believes in their potential. The first job of every teacher is to get his or her students to fall in love with them.

They do this by showing kids that they believe in them unconditionally, that they actually enjoy their company and that they relish in their curiosity and radical senses of humor.

Q: What are your goals for the Lower School in the coming months and years?

A: I am looking forward to getting to know the students and families at NSA through joyful celebrations and community-building events, providing teachers with coaching and professional development to promote excellence in the classroom and building a strong, balanced literacy program based on the best practices I’ve learned and honed leading schools in New York City for the past 13 years. I want to bring the wealth of knowledge I’ve gained over the years to NSA to create a more student-centered learning environment driven by the pursuit of excellence while continuing to deliver on our mission to prepare students for success in college and beyond.

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Do You Know a

Future Saint?

Admissions Open House

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The Office of Admissions is currently enrolling students for the 2019–2020 academic year for our Main Campus and our Harbour View Campus. Alumni, parents and NSA friends are a valuable part of the recruiting process. If you know someone who may be interested in Nansemond-Suffolk Academy, please encourage the family to register for one of our open house events or to contact the Office of Admissions at admissions@nsacademy.org or 539-8789 ext. 3358 to schedule a tour today!

Main Campus Open House Pre-K (Age 2) – Grade 12 January 13, 2019 | 2:00 p.m. – 4:00 p.m.

Harbour View Campus Open House Pre-K (Age 2) – Grade 3 January 27, 2019 | 2:00 p.m. – 4:00 p.m.

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Fall 2018 17

NON-PROFIT SUFFOLK, VIRGINIA U.S. POSTAGE PAID PERMIT NO. 2315

Main Campus | 3373 Pruden Boulevard | Suffolk, VA 23434

Class of 2018 Matriculation Bethany College

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