Fall 2020 Bridge

T HE

B R IDG E

MAGAZ INE

HYBRID LEARNING IN ACTION

Our Upper School biologists are taking advantage of the fall weather to collect data in the Stine Environmental Center. They are using the iNaturalist app to identify tree species and take measurements as part of a larger project for the new class, Climate Science.

ON THE COVER | Second grade student, Waters '31.

H EAD OF SCHOOL M E S SAGE

This issue of the Bridge documents Severn’s response to the coronavirus pandemic, the School’s commitment to stand firmly against racism and

Douglas Lagarde

optimism, and kindness. These recent months have been like no other time in

Jim Murphy

challenges, none are as complex in scope, scale, and duration as this pandemic.

Nicole Anderson

injustice, and our community’s inspiring efforts to persevere and cultivate hope,

BOARD OF TRUSTEES CHAIR

my 36 years of working in schools. While my colleagues and I have faced many

EDITOR

In a matter of weeks last spring, faculty brought their energy, creativity,

ASSOCIATE EDITOR

flexibility, and patience to new forms of teaching and learning while also reimagining and strengthening our community traditions in virtual form. The entire Severn community should feel proud of how it collectively met and continues to persevere through the many challenges of these wicked times.

HEAD OF SCHOOL

"Wicked" environments, as described by David Epstein in his book Range, do not provide people

with rules beforehand. These environments have ill-defined challenges where feedback is often delayed, inaccurate or both. Decisions must be made with far too little information for comfort. "Wicked"

environments often lay bare the fundamental capacities of individuals and communities, for better or for

Erin Lewis ALUMNI DIRECTOR Carrie MacVean Grimes '91 CONTRIBUTING WRITER Carolyn Campion ALUMNI ASSOCIATION PRESIDENT Jessica Popham McDermott '97

worse. Last spring, the fundamental capacities of Severn School were laid bare — for the better — as

MISSION STATEMENT

psychologically agile, resilient, innovative and adaptable. I am grateful and inspired by everyone’s actions.

students to pursue excellence in

conversations to ensure school-wide progress in diversity, equity and inclusion. DEI work is essential

to marshal the courage to lead, and

the coronavirus started to take root. Our faculty, students and parents were, and still are, emotionally and

Severn School challenges its

character, conduct, and scholarship,

In addition to grappling with the pandemic, our community engaged in open and honest

work and requires time, intention, and sustained effort. We have made some progress but know there is much work ahead to evolve our climate, culture and programs.

It is easy to lose sight of what’s possible in times of adversity. However, a forced pause to our regular

routines can provide time to reflect, to gain perspective. The simple act of pausing to pay attention

nurtures clarity and an appreciation for what one already has. And with any difficult situation, there

are opportunities to learn. Even as we remain embroiled in adversity with no real end in sight, we have

learned that being at school, together as a community, is essential and transformative, if not magical. We

have discovered a new appreciation for how critical school communities are to the growth of a child and,

to develop the lasting desire to serve and achieve. We believe this is best realized in a community where adults model these qualities and where each student is known and valued.

The Bridge is published for alumni, parents and friends by Severn School's communications office. We

also, to adults who choose to serve the innate promise each child holds.

encourage all of our readers to re-

community will emerge stronger for its efforts. As I stated to the Class of 2020 last spring at

information: 201 Water Street, Sever-

You, the collective you that is the class of 2020, will thrive in this unknowable future because you know

info@severnschool.com

There are many unknowns ahead of us this school year, but I remain confident that the Severn

Commencement, "In this unknowable world, who you are will matter much more than what you are.

how to seek advice from your teachers, how to test your limits, how to be inquisitive, how to dream, how to discover, how to serve, how to go after it. You know how to be inclusive, how to pay attention, how

to act with agency. You will thrive in this unknowable future because you know how to collaborate, how to support yourself and others. You will thrive because you are passionate believers in people and in the essential redemptive energy of community."

Wishing everyone good health, and please stay safe.

spond with comments, questions and na Park, MD 21146 410.647.7700 or

© 2020 Severn School. All Rights Reserved. Severn School does not discriminate against any person in admission, employment, or otherwise because of race, creed, color, national or ethnic origin, religion, disability, sexual orientation, or age. Severn School is accredited by the Association of Independent Schools (AIMS), and is approved by the Maryland State Board of Education.

Doug Lagarde

Head of School, Severn School

Dr. Carrie MacVean Grimes '91, Alumni Director

Severn Alumni Galvanize as a Community of Practice Around Racial Injustice During the summer of 2020, the murders of

coalesced around racial injustice and their own

Vines and Dr. Valaida Wise commented on

Arbery ignited a clarion call for an end to

collective interest through problem-solving,

schools:

Breonna Taylor, George Floyd, and Ahmaud systemic racial injustice across communities nationwide. Severn was no exception as hundreds

of Admiral alumni publicly galvanized around

issues of racial injustice within our nation and our school. Characterized by powerful opinions over school leadership’s response to this pivotal

moment, and undergirded by a belief that Severn must authentically address all aspects of anti-racism within school culture, this self-

formed community of practice involved alumni

across multiple generations, states, ethnicities, and professional backgrounds. What did these

alumni share? A mutual desire to effect positive change for future generations, with demands for accountability from school leadership

and a demonstrated commitment toward the

“development of an anti-racist culture at Severn, in which every student feels safe, supported, and appreciated.”

So, what is a community of practice?

Conceptualized by Harvard University social

scientist Jean Lave and educational theorist Etienne Wenger, a community of practice

is characterized by three distinct elements: domain, community, and work. Community

members have a shared domain around which

they organize themselves. In this case, alumni

social identification with Severn to pursue their

information-sharing, and relationship-building.

this transformational moment for independent

These interactions help to weave together a fabric of community from which develops a marketplace of shared ideas and beliefs. Admiral

alumni adopted flexible leadership roles, and

built online spaces for learning, sense-making, and storytelling in order to strategically push

their initiatives forward. Finally, members

participate in common work resulting in a collection of resources and knowledge which further enhance the community and help drive

towards its larger purpose. The shared work of these alumni included building a website to

catalog information, researching school history and governance, and appointing representatives to serve as front-line communicators and change agents.

Like scores of alumni across the United

States, Severn’s alumni demonstrated passion

and pressed for the acknowledgement of past failings and an overt commitment to the dismantling of systemic racism, which

research shows is deeply embedded within the history and culture of independent schools. In

a recent article on the National Association

of Independent Schools website, Diversity, Equity and Inclusion scholars Dr. Norma Day-

“It is time to name racism and to not be afraid to use the terminology. It is also time to place a laser focus on the issues of racial equity at our schools. Now is the time to have the powerful and sometimes painful conversations that will bring about real change.

We need to seize this time to lay bare the structural concerns…and demonstrate more than a rhetorical commitment to examining how race and representation affect children and alter policies, practices, and exclusionary norms. Only then can we guarantee every child’s success and sense of connectedness within the independent school environment.” (NAIS.org)

Learn more about Diversity, Equity and Inclusion at Severn School at bit.ly/2OfEwip

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SEVERN NEW S FROM CAMP U S

The initiatives proposed by Severn alumni echoed Severn’s mission, to foster a community “where each student is known and valued,” and underscored the need to do better and do more for

marginalized students. Head of School Lagarde responded with a promise to “participate fully by

By beginning this work and actively engaging the Severn community in making change, Severn moves forward in better living its mission, and in more authentically becoming a community in which each and every student is known and valued.

examining the suggestions and feedback we’ve received and dedicate ourselves to long- and shortterm action plans that address your concerns.” ( June 12, 2020) School leadership committed to a

series of action items designed with the expertise of external DEI consultants, and feedback from an

array of key stakeholders, including alumni, parents, and students. At the forefront of these actions was the appointment of Mr. Michael Glasby as Severn’s new internal Diversity, Equity, and Inclusion

Director (bio below). A member of Severn’s Executive Administration Team, Mr. Glasby dove into his new role, working across divisions and constituencies as an advocate and mentor who is passionate

about supporting Severn students, and creating spaces which foster identity and belonging. Additional

near-term actions included the appointment of a Board committee on DEI to partner with Mr. Glasby and support the design, implementation, and assessment of DEI initiatives. Led by trustees

Shaun Mathis, Chair and Katie Leavy, Co-Chair, the committee recently shared updates of the work (page 5).

The galvanization of Admiral alumni in the summer of 2020 both illuminated the need for

transformational diversity, equity and inclusion work at Severn, and accelerated its momentum.

However, this work is unending. Progress requires the sustained commitment of everyone in our community. “While we begin this important work now, it is only a start of a much deeper cultural

and structural change at Severn…it will require us to look at ourselves critically and, at times, it will be uncomfortable, but it is necessary. We know we can do better; we must do better, and we will do better,” noted Head of School Lagarde and Board Chair Jim Murphy. The process of change is

profoundly challenging. Decades of norms, traditions, and practices cannot be easily undone, and the

need for consistent, compelling, and strategic leadership is key to success. By beginning this work and actively engaging the Severn community in making change, Severn moves forward in better living its mission, and in more authentically becoming a community in which each and every student is known and valued.

M E E T M R. M IC H A E L GL ASBY II, D IRE C TO R O F D IV E RSITY, E Q U ITY A N D IN CLUS I O N

Michael Glasby has more than 10 years of experience working as an educator in independent school and non-profit organizations. Joining Severn School in 2018, he has served as a valued colleague for the admissions and athletic departments, head coach for varsity boys basketball, and as a physical education instructor for the Lower School.

Michael has demonstrated an unwavering commitment to building positive connections across our community. As liaison for the admissions and athletics departments, he collaborated in crossfunctional teams to develop recruitment events for Middle and Upper School students. He

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served as faculty advisor for the Multicultural Student Alliance and Black Affinity group for Unity Day. He has taken an active role in developing and supporting DEI initiatives — serving on the Baltimore Student Diversity Leadership Conference (BSDLC) Faculty Planning Committee 2020, attending the AIMS Diversity, Equity, and Inclusion Conference 2019, and AIMS Equity Playbook: Shifting your school culture and moving words to action 2020. As coach, teacher, mentor, and advisor, he consistently keeps the well-being of our students at the heart of every interaction.

UPDATE FROM THE DEI COMMITTEE OF SEVERN'S BOARD OF TRUSTEES AC T I ON

ACTION

Create a Diversity, Equity, and Inclusion Team as a subcommittee of the Board, composed of Trustees, administrators, faculty, parents, and alumni that will critically examine our policies, practices and processes, recommend changes and develop goals and success metrics.

Establish and promote affinity groups to enhance students’ care and support and to better educate the entire community.

P R O G R ES S

A Board Diversity, Equity, and Inclusion subcommittee has been established and populated, thus far, with Board members, administration and faculty. In the coming weeks, the DEI Committee will define its purpose, goals, and work on its vision. Once established, the Committee will design a framework and process for which to identify potential parents and alumni to add to the Committee. A school DEI committee has been created composed of faculty and staff and chaired by the DEI Director to focus on the day to day DEI matters.

AC T I ON

Hire a Diversity, Equity, and Inclusion Director who will serve as a contributing member of the Executive Administration team and ex-officio member of the Board of Trustees. The DEI Director will report to the Head of School and Chair, DEI Board subcommittee.

P R O G R ES S

Michael Glasby has been hired as the Director of Diversity, Equity and Inclusion and will be a member of the Executive Administrative Team.

P ROGRE SS

Initial steps have been taken to establish a Black Parent Network through Severn’s Parent Liaison and the Director of Development. Initial steps have been taken to establish a Black Alumni Network through Severn’s Director of Alumni Relations and the Director of Development. Student affinity groups began meeting at the beginning of the school year.

ACTION

Permanently change the title of Headmaster to Head of School in Severn School’s documents of incorporation.

P ROGRE SS

All correspondences generated from the Head of School’s office have been changed and official action was taken to permanently change the School’s Bylaws and other official documentation at the first scheduled Board meeting of the year, Friday, September 11, 2020.

ACTION

Allocate additional resources to train Board of Trustees, faculty and staff in Diversity, Equity and Inclusion work, to include implicit bias and cultural competencies.

P ROGRE SS

Severn has hired Mr. Lawrence Alexander from the firm of Carney Sandoe & Associates to act as our external DEI Consultant and provide experience, counsel and resources to our efforts. Mr. Alexander conducted training for faculty and staff that took place during our opening meetings in late August and will continue periodically throughout the year. He also conducted training for the Board and leadership team in early September and will continue periodically throughout the year.

AC T I ON

Clearly communicate ways for students to report racist and/or discriminatory incidents and make the disciplinary process specific, actionable and age appropriate.

P R O G R ES S

All division handbooks have been updated to include specific sections on hate speech and discriminatory incidents with age appropriate and specific disciplinary processes spelled out.

Learn more about Diversity, Equity and Inclusion at Severn School: bit.ly/2OfEwip

ACTION

Allocate additional resources to expand Diversity, Equity and Inclusion programming for students, including a systemic review of the preschool through grade 12 curriculum.

P ROGRE SS

Additional funds have been allocated and will be used throughout the year to provide additional DEI programming in all three divisions. As specific programming takes place, it will be added to the Diversity, Equity and Inclusion webpage. Severn has engaged Pollyanna Inc. (pollyannainc.org) to help conduct curriculum review and help enhance racial literacy curriculum for grades PS – 8. In the Upper School, work began this summer, primarily in the humanities, to review course sequencing and content.

SE VER N [COVID -19 ] STORIE S

VISIT BIT.LY/SEVERNQUARAN-TIME TO VIEW OUR COLLECTION OF ART, PHOTOS, AND WRITING EXCERPTS FROM OUR STUDENTS, FACULTY AND STAFF DURING SPRING 2020.

WHAT DID YOU CREATE DURING QUARANTINE? EMAIL US AT INFO@SEVERNSCHOOL.COM.

8th grade visual arts students recently studied twentieth century artist Georgia O’Keeffe, well-known for her portrayals of flowers, desert landscapes, and city skylines. In-person and remote students created their own works of art on black paper, by blending oil pastels to create tints and shades.

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HYBRID LEARNING IN ACTION

Remote learning is not about students sitting in front of a screen, isolated for hours. It’s about creating authentic learning experiences in the digital realm while helping students maintain meaningful connections with their teachers and peers. It's about supporting students with care for their physical and mental well-being during times of struggle.

And it's about perseverance, dedication, compassion, and understanding — upholding our community values whether on campus or at home. www.severnschool.com/remote-learning-and-coronavirus

Ellie Cronin '21 take measurements in Stine Environmental Center that aim to answer questions such as, "How big of a carbon sink is Stine Environmental Center? How long is the growing season? How might the length of the growing season relate to climate? Will sea level rise change the composition of this wooded area?"

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SE VER N [COVID -19 ] STORIE S

CELEBRATING OUR ADMIRALS, APART BUT TOGETHER The end of the year is always a busy time at Severn. As students finalize projects, take exams, give presentations and get ready for the next big step, our faculty and staff plan celebrations to mark important milestones in our students’ lives. Each ceremony gives our community a moment to reflect on all that we have accomplished this year and in years past.

Although unable to gather physically due to the COVID-19 shutdown, we recreated these occasions on Zoom with every resource possible, including student performances and speeches, heartfelt messages from faculty, and even an inperson (properly distanced!) diploma ceremony for our seniors.

Things looked a little different, true.

But the unfaltering love for and from our community couldn’t have shined any brighter.

FOLLOW US AT FACEBOOK.COM/SEVERNSCHOOL

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CLASS OF 2020 ENJOYS A SPECIAL GRADUATION Severn School’s 106th graduating class joined

and staff.

diplomas and walking across the stage on

each student’s name and with diploma in hand,

commencement on May 29, Severn hosted a

School face masks, Lagarde and Upper School

102 seniors on May 20.

fist bumps. The school filmed the graduates

their immediate families were greeted with a

turning to smile for their parents and proudly

each graduate’s name. The scoreboard flashed

surprised with an amusing second photo station

maroon and white ribbons flanked the walkway

and small group gathering protocols, families

and parent of graduate Joe Kantowski. “Given

hour time span.

the occasion and provided our family with a

were greeted with an audience of 170 smiling

The set-up, decorations, photos, execution …

in the longstanding tradition of receiving their

Alumni House lawn. In honor of their official

they walked across the stage. Wearing Severn

socially distant graduation ceremony for the

Head Steve Soden gave air high-fives and air

as they took their time crossing the stage,

Arriving at Teel Campus, graduates and

Head of School Doug Lagarde called

90' banner along Evergreen Road displaying

displaying their diplomas. Students were then

“2020,” and from the parking area, flowing

- cardboard cutouts of Lagarde and Soden.

to the lawn. To maintain social distancing

day!” shared Jennie Kantowski, faculty member

arrived at scheduled times throughout the five-

all that we had working against us, you rose to

wonderful way to see Joseph formally graduate.

Graduates approached the stage and

cardboad faces of the Severn School faculty

“What a memorable and much appreciated

were amazing!”

After graduates and families looked

back one last time at the faculty audience and Lagarde and Soden waving on the stage, they

took their official diploma photo and a family group photo. The videography and photos

were then used in a virtual webinar graduation ceremony on May 29. Students and families tuned in for the traditional commencement speeches, graduation awards and further celebration of the class of 2020.

The final piece of this unique ceremony

was Lagarde’s gift to each graduate. A

woodworker, Lagarde used the wood from a

box elder that had fallen on Severn’s campus

this fall to craft 102 unique pens, enclosed in an engraved keepsake box.

“Thank you, Severn faculty, for your

creativity and extra efforts to make this event

special for our 2020 graduates,” parent Robin Kidder expressed.

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"There are many reasons why I ran for student council, but overall, I simply

want to serve and help others. Make sure to do something kind for others today, and as a class president and

member of this community I will make sure to do the same." — Milo Tiler '27

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S EV ER N [ C OV ID- 1 9 ] STORIES

REMOTE LEARNING, ADMIRAL STYLE The beginning of the COVID-19 outbreak felt like a storm of uncertainty. But like a beacon of light through the fog, we found direction and strength in our community. Starting with meetings in early March and through spring break, our faculty and staff worked tirelessly to ensure that we could deliver our promise of excellence to families and students while our physical buildings were closed. Wednesday, April 1st, 2020, marked the first official day of fully remote learning to last through the end of the school year — something no one could have predicted. But if there is one thing we know well, it's how to learn and grow together. And the lessons from remote learning last spring prepared us well for hybrid learning this fall.

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SEVER N [COVID -19 ] STORIE S

WHAT DOES REMOTE LEARNING LOOK LIKE DAY-TO-DAY? Remote learning looked a bit different for our

Lower, Middle and Upper School students, but

for all three, it included activities done together

(synchronous) and independently (asynchronous).

Using digital tools like Zoom, Seesaw and our learning management system, mySevern, in

combination with packets of hands-on resources, we created a balance for each grade to support

every student at just the right developmental level.

This blend mimics how our students learn every day — both independently and collaboratively.

Students had continued access to their teachers and administrators during normal school hours

and we provided families a remote learning guide that included a range of expertise from the larger educational community, tailored to best meet the needs of Severn students.

WELLNESS AND FITNESS DURING REMOTE LEARNING We know that school is much more than

academics. Connection, camaraderie and physical

activity are crucial to every individual's well-being.

Remote learning included time for being active

and together along with support for our students' emotional health.

In our Lower and Middle Schools, students had Zoom PE

classes, including cardio and strength workouts and challenges to do independently. Coaches and athletic trainers went above

and beyond for Upper School athletes, sending home workout

programs and inspiration while holding regular team workouts and meetings on Zoom. We continued our advisory programs,

School Meeting for Middle School, and Admiral Hour for Upper

School virtually. In every division, learning specialists worked with classroom teachers to provide help and resources, and met directly with students on Zoom. And the entire time, counselors were

available via Zoom, email, and phone to make sure students felt supported every step of the way.

FROM REMOTE TO HYBRID After an exhausting spring, our teachers and administrators spent the summer in remote professional development workshops, classes, and conference sessions to ensure that whatever the

scenario this fall, we continue to do the very best for our students.

In late August, we announced our return-to-school plan with a

hybrid model in place. Our students have now returned to campus at half capacity with rotating schedules and the option to remain fully remote. Students attend class every day, but are only on

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S EV ER N [ C OV ID- 1 9 ] STORIES

campus a few days a week; the remainder is remote. Every

student on campus is required to wear a mask, maintain 6 feet

of distance whenever possible, and wash hands or use sanitizer frequently throughout the day.

Teachers embrace the hybrid model in different ways

for different classes. For most, it involves teaching to small groups of students in-person and on Zoom at the same

time — an entirely new challenge to overcome and one that

hands-on experiments that remote and in-person students can

BUILDING EMPATHY AND UNDERSTANDING WITH NEW KID

carry laptops from one discussion to another to get remote

Stories help readers develop empathy. And

requires a tremendous amount of preparation. Our faculty

hasn't missed a beat. Our instrumental and choral teachers

conduct music lessons outdoors. Our science teachers create

complete together in real-time using Zoom. Reading groups students fully involved. And our art departments have sent

home enough materials for students to recreate studio work at

home. If you can think of it, they are doing it. Our faculty and students alike have demonstrated true ingenuity in the face of adversity.

To create a sense of togetherness and belonging for

students who don't see each other every day, we have also planned a variety of community events including the 9th

grade Admiral Community Day, Summer Leadership Lab

Retreat, outdoor grab-and-go breakfasts for Upper School,

a modified version of spirit week, fall fun activities and dress up days for Lower School, an outdoor Get Acquainted Day for Middle School, virtual talent shows and coffeehouses,

and more. Most of these activities also include a version for students who are fully remote.

IN THIS TOGETHER Although this is an immense amount of change over a short period of time, our faculty, staff, students, and parents have been incredibly positive, flexible and encouraging — the

outpouring of support is a reminder of what makes Severn

such a special place. It’s not the space we share in our halls,

when an entire community reads the same story at the same time, it's an opportunity to combat intolerance, foster belonging, and explore themes that might otherwise feel intimidating or risky. When empathy and understanding seem to be in short supply around the world, our 6th, 7th, and 8th graders came together, remote and inperson, for our first All Middle School Read with Jerry Craft's award-winning graphic novel, New Kid. Diversity, equity, and inclusion work isn't entirely new to our 6th, 7th, and 8th graders.

With Community Life events, the 6th grade class Identity, Diversity, Equity, Inclusion, and Action at Severn, and guest speakers, we have introduced these concepts to our students in the past. But this event is an entry point to a more robust and deliberate program that will grow for years to come.

it’s the space we share in our hearts and minds. And together, we're ready for whatever comes next.

Read more online at bit.ly/newkidatsevern

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SEVER N [COVID -19 ] STORIE S

positivity, gratitude, and other tips to support overall mental health.

For most, this was their first step on campus

after months away. Although wearing masks and maintaining distance, our students were

excited to be together once again; the sense of camaraderie was palpable.

Saturday afternoon, the full group met again on Zoom to work toward a consensus for the

adaptive challenge. Using a shared Google Doc to record their thoughts and moving back

and forth between whole-group meetings and

breakout sessions for several hours, they finally agreed upon a challenge to both inspire and motivate the Upper School: Embrace Change.

Past adaptive challenges include: Take

UPPER SCHOOLERS EMBRACE CHANGE

the Initiative, Active Appreciation, Respect, Unity, Be There, and Set the Tone. Through

With so much going on in the world, acceptance

student can participate.

But accepting change is only one part of the

Zoom meeting to introduce the program and

is necessary to get through the day-to-day. process. At a morning meeting Zoom last week, representatives from our annual Leadership Lab

Retreat urged the entire Upper School to move beyond acceptance and embrace change. That

means using creative thinking, perseverance, and

inclusive leadership to make the best of what we have now and improve our school community for years to come.

The 3-day retreat involves a series of discussions

and workshops on effective leadership; both students and faculty lead the sessions. The

retreat is also an opportunity for our students to get to know each other better and develop

new relationships. At the end of the retreat, they decide on an adaptive challenge, a goal toward

which the entire community works throughout the year. Although students in elected and club

leadership positions are expected to attend, the retreat is a voluntary forum where any interested

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The event began Thursday evening with a discuss the future of the Honor Code with questions like: How well do we know the Honor Code? What role does it play at Severn? What role do we want it to play? How can we get there?

On Friday, many students gathered on

campus for in-person workshops while others attended sessions on Zoom:

Inclusion at Severn Seminar: How to create an environment where students can show their

full identity and how to use the Honor Code to cultivate a culture of inclusion at Severn.

Social Media Strategies Seminar: How to use

social media effectively in different areas of life, how to lead through social media, and how to

use it as a platform to garner support for events and initiatives at school.

Umbrella Club Seminar:

Discussing

loss

and grief, the importance of communication especially in leadership roles, toxic vs. honest

the process of selecting the challenge, students take ownership of their power to improve our

community. Embrace Change reflects that sense of agency. Our students want to create

the best experience possible for everyone in the Upper School. They want to encourage each

other to participate in school life, support one another emotionally through times of struggle and growth, become persuasive advocates for themselves and others, and have open discussions about sensitive issues.

The Leadership Lab is only the first step in working toward the adaptive challenge. Student Council and clubs will use the Embrace Change

mindset to plan activities throughout the year.

The retreat group will meet to check-in, evaluate

progress and make plans. Embrace Change will spark ongoing conversations to drive action in our community.

S EV ER N [ C OV ID- 1 9 ] STORIES

mathematical ideas are "in their heads," write them down, and then create an interactive paper

plate model of themselves that communicates

their mathematical strengths using fractional parts of a whole.

Similar to 3rd grade, remote and in-person

5th graders talk as a group about math concepts that they feel good about or understand. Each student then creates a poem using prompts

such as, "four adjectives that describe your math strengths" or "four tools that help you with

math." These 3rd and 5th grade examples are engaging, fun, and give every student a chance

to participate at the level that is right for them.

Students learn to self-assess their abilities

TURNING TOWARD STRENGTHS IN MATH

This type of strategy requires both the

teacher and the student to focus on skills the child already has, establishing a positive framework from which to grow. And it can include "soft skills"

like

perseverance, and

communication,

Success in math involves much more than just

collaboration,

problem-solving.

This

growth mindset and the confidence to bravely

the math conversation regardless of where they

along. As an extension of our annual "Week

a self-evaluation tool for students to reflect on

Specialist Ms. Stacy Shaener is using strengths-

type of awareness is a critical component to later

students' sense of self-efficacy and inspire them

about math, Ms. Shaener teaches lessons that

working with numbers. It's about developing a

method gives every student an entry point into

tackle challenges when they inevitably come

are on the spectrum of learning. And it provides

of Inspirational Math," Lower School Math

where they are and where they want to go. That

based strategies in the classroom to bolster our

success in math and all subjects.

to reach toward their fullest potential in math.

based language when talking with students

professional development contacts that she uses

specifically encourage students to identify and

teach math. This summer, she saw that Beth

Karen S. Karp ( Johns Hopkins University) were

is Full of Colors, a book in which the main

book, "Strengths-Based Teaching in Math." She

head full of ideas that help her throughout

Ms. Shaener has a robust network of

In addition to using positive, asset-

to stay up to date on new and better ways to

communicate their strengths.

McCord Kobett (Stevenson University) and

activity, the class begins by reading My Head

offering a workshop for teachers using their new

character wakes each morning to find her

immediately signed up for the program.

the day. Students brainstorm what types of

In the 3rd grade "Head Full of Strengths"

in a positive way, building a foundation for

learning increasingly challenging math concepts throughout the year.

As a school, we are committed to meeting

the individual needs of a diverse group of learners and believe that children do best when they have a committed team of adults

supporting them. Mrs. Shaener helps our Lower School students make math a priority while also making it fun. Every year she introduces new

techniques and activities and works closely with

teachers to keep every student moving forward with confidence in math.

"Helping students identify in themselves what they do well is so important ... choose specific things from their work to help model this thinking for them, 'I like how you were able to break up those numbers.'" — Ms. Shaener

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SEVER N [COVID -19 ] STORIE S

A SUMMER OF PROFESSIONAL LEARNING, 2020 EDITION COVID-19 has impacted every part of

our lives — how we work, how we interact with others, how we teach and learn, and

more. From the rapid transition to remote

learning this past spring to the uncertainty of fall, preparing for both in-person and

remote learning, our teachers have navigated uncharted territory for months. But one

constant is their steadfast commitment to

providing a safe learning environment where

every Admiral feels a sense of belonging and is

known and valued. Leading with that promise, our teachers spent the summer in remote

professional development workshops, classes,

and conference sessions to help their students thrive in this time of tremendous change.

and equitable school culture, how to support

Using Breakout and Projects to Promote Com-

Professional development is nothing new

students, and more. Rising to meet the needs of

Community, SEL Programming and Wellness,

throughout the school year, support faculty

ahead, Severn teachers participated in more

SUMMER PD REIMAGINED

the physical and emotional health of our

munity, Deepening Student Connections and

at Severn. We hold in-service PD days

our students and brave the inevitable challenges

travel to conferences, provide grants for

classes this summer than ever before.

an array of Severn Summer Institute classes.

This year, our professional development team

MSON BOUTIQUE SESSIONS FOR SEVERN

POLLYANNA RACIAL CURRICULUM SESSIONS

curated a more focused selection of remote

classes taught by and for Severn teachers in

This was a tailored collection of courses pro-

Our Lower School implemented the Pollyanna

combination with other learning opportunities

vided by the Malone Schools Online Network to provide Severn faculty with additional

positive understandings about race and culture

personal and professional growth, and offer

to directly address pressing issues today: how to make the most of teaching and learning

remotely, how to build and sustain an inclusive

16

THE BRIDGE

training on best practices in remote learning

from experienced online instructors. Sessions

included: On-boarding New Students Virtually,

Adapting Syllabi, Diversity from Global Comparative Perspectives and Creative Assessment of Student Learning.

Racial Literacy Curriculum in 2019 to foster

in our Lower School community. This summer, they had two intensive sessions with our 2nd

and 3rd grade teachers to further develop the curriculum.

S EV ER N [ C OV ID- 1 9 ] STORIES

TAKING IT FURTHER On their own, many teachers participated in faculty book groups, spent countless hours

reading and researching, tested new academic

SUMMER FACULTY READ Each summer our faculty reads a book or selection of books to expand our understanding of big ideas in education and human development. This year's reading

included: Chesapeake Requiem by Earl Swift, Daring Greatly by Brené Brown, The

Person You Mean to Be by Dolly Chugh and The Coddling of the American Mind by Greg Lukianoff and Jonathan Haidt.

DIVISION WORKSHOPS ON MICROAGGRESSIONS AND IMPLICIT BIAS Organized by our Director of Diversity, Equity, and Inclusion Mr. Michael Glasby,

and led by Lawrence Alexander, Director of Diversity Equity and Inclusion for Carney Sandoe and Associates, each division met on Zoom to discuss the cumulative

effects of bias and microaggressions on underrepresented students at Severn and in independent schools.

CHESAPEAKE AND TEEL CAMPUS TECH WORKSHOPS

technology, and collaborated remotely before

our formal back-to-school meetings at the end of August. We support our faculty with many professional development opportunities, but

they take it much further on their own. Our

dedicated teachers truly are the heart of Severn School.

Severn's professional development phi-

losophy states, "As a student-centered institu-

tion, Severn School believes that adults should model the qualities they wish to see in their

students. To that end, adults at Severn engage

in professional development as a community of learners. Severn believes that adults learn best in collaborative situations where professional growth is valued."

Led by our Lower School tech duo Ms. Vicki Dabrowka and Mr. Sam Mendez,

and math specialist Ms. Stacy Shaener, all Lower School faculty participated in a

selection of classes to support students during remote learning. Teel Campus tech workshops were led by Upper School Technology Coordinator Ms. Julia Maxey; these workshops were open to any faculty member and focused on specific tools, programs, and workflows our teachers can use in class.

OUTSIDE PROGRAMS, CONFERENCES, AND WORKSHOPS Severn faculty participated in the following online programs provided by trusted organizations in the larger independent school community: • • • • • • • • •

2020 Summer Conference, MSON Panel for Remote Learning, MSON Planning for Classroom Space When School Reopens, AIMS Childcare Reopening Checklist Walkthrough, HiMama Health Issues in Returning to Campus: Your Questions Answered, AIMS The Play First Summit Equity and Antiracism 101, AIMS & The Wells Collective Understanding School and Culture, AIMS & The Wells Collective The Equity Playbook: Shifting your School Culture & Moving From Words to Action, AIMS

AUT UM N 2 0 2 0 17

18

THE BRIDGE

by Carolyn Campion

THE INGENUITY OF MALONE SCHOOLS ONLINE NETWORK With the COVID-19 outbreak and ensuing lockdown, and Severn's switch to fully remote learning last spring, today's Admirals are well acquainted with learning in the virtual space.

But did you know that Severn students and teachers were engaged in online learning before COVID-19? One of 28 schools across the country in the Malone Schools Online Network (MSON), Severn has been a leader and innovator in distance learning for the past six years.

Through MSON, students can enroll in semester classes taught virtually by teachers from all over the country, allowing them to take extension courses outside Severn's curriculum, and beyond what many independent schools offer. MSON teachers, including four of our own, are experts in their fields.

Each class blends two hours of synchronous, real-time teaching per week with asynchronous work (recorded lectures, homework problems, reading, etc.) that students complete outside of class time.

“MSON gives you the ability to put faces on places that are far away or get to know different cultures — even if they are just slightly different than yours. It is my hope that building these kinds of global connections will help further more peace and cooperation in the world.”

Students enrolled in MSON are generally looking to take

higher-level courses in a subject of interest (e.g., multivariable calculus, organic chemistry, or advanced macroeconomics) or

pursue something new (e.g., Arabic, creative writing, or positive psychology). Regardless of the subject, these fully-credited semester courses require a high level of organization and discipline.

— Ms. Mary Ellen Carsley, Severn Art Department Chair and MSON Faculty Member

Since Severn joined the network in 2014, 112 of our

students have taken a total of 97 MSON classes. This year

alone, 26 students are enrolled in the program. These numbers testify to the popularity of this experience. One student

explained, “I loved my MSON classes because they were an

opportunity to engage with students who were as interested

in the subject as I was.” Another student offered, “My MSON class is preparing me well for college, especially my writing

skills. We write multiple papers each week; I am getting lots of practice and repetition.”

And while there may be a perception that online courses

are limited or isolating, many students find just the opposite.

“The students in my class became my best friends. We told

a whole semester of econ jokes! And we still keep in touch.”

With thoughtfully designed courses, the online classroom

offers just as much opportunity for engagement and connection as their brick-and-mortar counterparts. Another student

explained, “On a Monday that Severn had off, we rode the

Metro to D.C. to meet some of our MSON classmates for the first time. We had so much fun!”

Severn MSON faculty have had equally positive experiences.

Mr. Julien Meyer (microeconomics, macroeconomics, and applied math) loves that he has gotten to know administrators, teachers, and students at other schools across the nation and around the world; he has had students from as far away as Vancouver and

Morocco. “Many of my students have taken all three of my MSON courses. So, by the time they graduate, I know them pretty well.

Many of them keep in touch with me about college choices, graduate school programs, job opportunities, etc.”

Ms. Julia Maxey (creative writing) also loves getting to know

her MSON students and what is going on in their schools. “I had a student in Portland, Maine, and I found out that her school

nominates a poet laureate each year. I thought that was a very cool idea to tuck away as a possibility for Severn one day.”

Ms. Mary Ellen Carsley (architecture) echoed similar

positivity. “I was worried at first about the tools and materials the students had at their disposal to make architectural models. So I opened up the design aspect of the course and told the students they could use construction paper, tape, shoeboxes, tennis balls,

play-doh...anything they had available at home! Once I did that, they became really innovative with their materials and the way

they chose to express their ideas. What I thought was going to be a challenge ended up being a great gift.”

According to MSON Executive Director Claire Goldsmith,

“Severn has been crucial in the development and success of

MSON. We are so grateful to the teachers, the students, and Doug Lagarde, our new Chair of the MSON Steering Committee, for their unflagging support of the program from the beginning.”

With such high praise, it’s not surprising that when Ms.

Maxey first heard about the opportunity to teach an MSON class,

she immediately said yes. “I love change. And I loved the challenge of it. Still do!” she explained. Ms. Carsley felt the same. “As an

artist, I am always interested in exploring different media, and this was a different medium for teaching.” For Mr. Meyer, MSON was 20

THE BRIDGE

an opportunity to teach a favorite subject that he wasn’t already teaching at Severn. He jumped at the chance.

For these three Severn faculty, working with MSON has left a lasting

impact on their teaching practice. Ms. Carsley remarked that connecting with MSON students all over the world keeps her limber, even in her traditional classroom. “I am constantly asking myself, 'How do I make sure all of my students are getting a valuable educational experience?'”

Ms. Maxey's work with MSON inspired her to co-write "The Harlem

Renaissance," Severn's first entirely online course specifically for our students.

2020

YEAR-LONG & FALL COURSE CATALOG

Co-taught by Ms. Carsley (art), Mr. Patrick Mooney (literature), Mr. Frank Donn (music), and herself (history), the course launched this spring. Two

months before COVID-19 changed our lives forever, Ms. Maxey explained, “I think students will go out into an educational system where they have to

do a lot of things online. And they will need to learn how to do that. This is a phenomenal opportunity for our school to offer our own online classes. I

think this is what the future will look like, and this experience prepares us for that.” Little did she know how true this statement would prove to be.

According to Head of School Doug Lagarde, “MSON classes certainly

change the conversation about what we do with our seat time in the

classroom. It makes us question how can we best utilize our synchronous

time.” Based on his MSON experience, Mr. Meyer often uses seat time for

questions and discussion, and has his students watch screencasts at home for

ADVANCED MACROECONOMICS ADVANCED MICROECONOMICS ADVANCED SPANISH LINGUISTICS ANCIENT GREEK ARABIC I ARABIC II THE AMERICAN FOOD SYSTEM: PAST, PRESENT, FUTURE BOB DYLAN’S AMERICA BUILDING UTOPIA CHINESE IV

content delivery.

CREATIVE WRITING IN THE DIGITAL AGE

exploring online learning. Ms. Maxey's professional development course on

DIVERSITY IN A GLOBAL COMPARATIVE PERSPECTIVE

Even before COVID-19, many teachers at Severn expressed interest in

teaching an online class (taught online, of course!) is a well-attended staple of the Severn Summer Institute.

With fully remote learning this spring followed by the hybrid model this

DATA STRUCTURE AND DESIGN PATTERNS

EINSTEIN’S RELATIVITY AND THE EVOLUTION OF THE QUANTUM MODEL

ETYMOLOGY OF SCIENTIFIC TERMS

fall, all Severn teachers are now online educators and all students are online

EXPLORATIONS IN COMPUTER SCIENCE

embraced it so fully, Head of School Lagarde was able to more easily guide

INTRODUCTION TO ORGANIC CHEMISTRY

MULTIVARIABLE CALCULUS

learners. Thankfully, because of MSON and the faculty and students who

GENETICS AND GENOMICS

the Severn community through the transition.

MAKING THE MEDICAL CHOICES IN A DIVERSE WORLD

get to know different cultures — even if they are just slightly different than

POLITICAL IDENTITY, AMERICAN DEMOCRACY AND CIVIC ENGAGEMENT

further more peace and cooperation in the world" remarked Ms. Carsley.

POSITIVE PSYCHOLOGY

“MSON gives you the ability to put faces on places that are far away or

yours. It is my hope that building these kinds of global connections will help

What seemed innovative several months ago is now the new normal. So,

what’s next? Only time will tell, but one thing is certain: Severn will continue to face the challenges of our future with creativity and ingenuity.

SUGAR, TOBACCO, IRON AND SILICON: AN ECONOMIC HISTORY OF THE U.S. THINK GLOBAL, DEBATE LOCAL WARTIME DISSENT IN AMERICAN HISTORY

LEARN MORE ONLINE AT MALONESCHOOLSONLINE.ORG

AUT UM N 2 0 2 0 21

Upper School physics students examine the relationship between acceleration and gravity. In-person students physically conducted the test while their remote peers watched on Zoom and recorded data to later compare and graph.

THE ADMIRAL FUND HAS OFFICIALLY LAUNCHED

2020 has changed the way we live; it’s time to change the way we give.

Gifts to the Admiral Fund, large and small, make enhanced resources and programs possible. You can now direct your Admiral Fund gift to the area of Severn School most meaningful to you: area of greatest need, athletics, community service, diversity, equity and inclusion, financial assistance for families in need and fine arts — the choice is up to you!

Visit www.severnschool.com/support or call us at 410.647.7701 ext 2357 22

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ALUM N I N EW S

THE SPARKS ENDOWMENT FUND CHALLENGE

otherwise would not have had access to a Severn education. Since 1993, Severn has granted more

than $14 million in need-based financial aid to students of color. The Sparks Endowment has been

an important part of that commitment. It is our hope that it will continue to grow and help Severn support an increasing number of students each year.

In 2020, Bryson Popham '69 and his family challenged the Severn community to raise $65,000

in honor of the fund's 30th anniversary, bringing the total value of the fund to over $300,000.

Listen to Bryson, Georgeline Sparks (wife of the late Leroy Sparks), and Monique Jennings Wilson The Sparks Endowment Fund was

'96 introduce the Fund and make your gift at bit.ly/sparksendowment.

started 30 years ago in honor of

Leroy Sparks '71, a Severn School

Distinguished Alumnus and the first

Black student to attend and graduate from Severn School. The Sparks

Bryson Popham '69, Georgeline Sparks, and Monique Jennings Wilson '96

Endowment Fund was the catalyst

that solidified Severn’s commitment to enrolling students of color who

HELP MENTOR THE NEXT GENERATION OF ADMIRALS!

THREE INDUCTED INTO ATHLETIC HALL OF FAME

Gratitude to alumni mentors participating in

Severn School is pleased to announce the

Brandon Powell '12, Carol Snyder '98, Milford

Hall of Fame: Nicholas Elsmo ’07, Joseph

our American Public Address student projects.

Marchant '92, Anna Woepke '13, Gusty

Taler '74, Melissa Wienk '95, Brian Williams '04, Chris Edgar '10, Brady Nolan '01, Jen

Presswood '04 and Josie Owen '08. Raise your hand today to mentor the next generation of

Admirals! We seek low-stakes gifts of time and

talent in all career fields for special projects and alumni-student collaborations. Contact Carrie at c.grimes@severnschool.com.

induction of three alumni into its Athletic Morris ’08 and Frederick Weiss ‘61. This

year's inductees will formally join the 130

members of Severn's Athletic Hall of Fame in a postponed ceremony to be held during the Homecoming festivities of 2021, due to the

current pandemic. Every other year the Severn

ZOOMCAST: CELEBRATING OUR ALUMNAE SMALL BUSINESS OWNERS

Alumnae Tara Frame '87, Whitney Hop-

kins Kerridge '88 and Teisha Miles '12 were our guests on the October Admiral's Club

Zoomcast in honor of Women's Small Business Month. Listen to the Zoomcast as Tara, Teisha, and Whitney share their joys, challenges, and

insights about being small business owners in the age of COVID-19.

School Alumni Association’s Athletic Hall of

Fame committee, chaired by Stacey Hendricks

Manis ’81, recognizes Severn alumni who have

BIT.LY/SMALLBIZZOOMCAST

contributed to Severn’s athletic excellence as a player, coach and/or athletic director.

DO YOU WANT TO BE A MENTOR? We are welcoming alumni mentors for our May 2021 Virtual Independent Senior Projects

partnerships with seniors. If interested, please reach out to Carrie MacVean Grimes '91 at c.grimes@severnschool.com.

AUT UM N 2 0 2 0 23

ROT UNDA RO UND UP

With COVID-19 and the Black Lives Matter Movement, 2020 has become a defining point of a generation. This issue of the Bridge

documents many experiences of the Severn community during this time. We hope that decades from now, this magazine will serve as a reminder of our resilience through struggle and unwavering commitment to every Severn Admiral.

Severn's Centennial Rotunda, at the entryway of Teel Academic Center, boasts two-story interior walls which are inscribed with the name

of every Severn graduate. Rotunda Roundup is our home for Class Notes, where we celebrate the stories of our alumni. With reverence for the gravity of this moment, we have opted to move class notes online for this issue. They are available online at: www.severnschool.com/rotundaroundup.

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AUT UM N 2 0 2 0 25

201 WAT E R ST RE E T • SEVERN A PAR K, MD 2 1 1 4 6 WWW. SE VE RNSCH OOL.COM • 4 1 0 .64 7 .7 7 0 0 CHANG E SE RVICE REQU ESTED

Double the fun, in 2021!

All alumni with class years ending in ‘05 and ‘00 are invited to be part of Reunion Homecoming celebrations in October 2021, along with our ‘01 and ‘06 classes.

Look out for more details next year.

NON-PROFI T ORG. U.S. POSTAGE PA I D PERMI T # 8 1 MI LLERSVI LLE, MD