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SSSAS FALL/WINTER 2013  the MAGAZINE of

ST. STEPHEN’S & ST. AGNES SCHOOL

Teaching 21st Century Skills Through Design Thinking

I Ready, Set, Innovate!


SSSAS St. Stephen's & St. Agnes School

FALL/WINTER 2013

FEATURES

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Joan G. Ogilvy Holden Endowed Fund for Lifelong Learning Established

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Kirsten Adams Appointed Next Head of School

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Design Thinking: Ready, Set, Innovate!

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The Oral History Project—Blending Technology and Tradition

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Print It Now: In 3D

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Pursuing a Commitment to Service

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Pursuing a Passion for Learning

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Reflections—The Beauty of Differences in Nature and Ourselves

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The Challenge of Creating Wonder

The Stage One Players Present "Alice in Wonderland"

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Coach Marsha Way Surpasses 500 Career Wins!

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Welcome New Board Members

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From the Archives: New Boarding Life Exhibit

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In Memoriam: Coach Jerry Howell '70

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Seniors Jack Hall and Kathryn Cavallo Share Their Journeys The APT Holden Summer Fellowships

DEPARTMENTS 5

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A Letter from the Head

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Going Green: Sustainability Spotlight

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The Book Report

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Saints in Action: SSSAS Highlights

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Saints in Action: Fall Athletic Highlights

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Alumni Connections

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Milestones & In Memoriam


SAINTS SPIRIT! St. Stephen's & St. Agnes School Living Our Mission Joan G. Ogilvy Holden Head of School Editor & Designer Melissa Ulsaker Maas '76 Director of Publications Content Editor Linda Stratton Director of Communications Writers Melissa Ulsaker Maas '76 Mandi Sapp Linda Stratton Alumni News Tyler Hetzer Director of Alumni Relations Photography Jameson Bloom '13 Mark Czerner '14 Development Office Susan Hamon Melissa Ulsaker Maas '76 Connor Ortman '14 Mandi Sapp Linda Stratton Printing Masterprint The St. Stephen's & St. Agnes School magazine is provided solely as an SSSAS community publication and is sent three times per year to alumni; current parents, grandparents, faculty, and staff; members of school boards; members of the school community who have made a donation to the school in the past five years; former faculty members who have left the school in the previous year or who served the school for ten or more years; and parents or grandparents of children who graduated in the previous year. If you would like to update address information or if you prefer not to receive this mailing, please contact Geoff Johnson: 703-212-2717 or geoffjohnson@sssas.org. 400 Fontaine Street Alexandria, Virginia 22302 www.sssas.org Š 2013 St. Stephen's & St. Agnes School


Joan G. Ogilvy Holden Endowed Fund for Lifelong Learning Established

Chair of the Board of Governors Clay Perfall and Joan Holden

From the Chair of the Board of the Governors Clay Perfall At the St. Stephen's & St. Agnes School Board of Governors meeting on November 5, the members presented Joan Holden with the news that an endowed fund has been established in her name: The Joan G. Ogilvy Holden Endowed Fund for Lifelong Learning. This fund recognizes Joan's passion for our school, her support of Saints teachers, and her decades-long dedication and pioneering efforts in the professional development and nurturing of the teaching careers of countless faculty. The originating pledges for this effort were made during the final months of our recently completed Light the Way endowment campaign to support faculty salaries and professional development. Pledges to this new fund in honor of Joan already stand at more than $1.2 million. Joan is always first to point out that The Saints Fund is the lifeblood of our school, and we are grateful for the community's generous support each year. Yet we know there are those who may wish to make an additional gift above their annual Saints Fund contributions to this special effort. If you would like more information about The Joan G. Ogilvy Holden Endowed Fund for Lifelong Learning, please contact Associate Director of Development Geoff Johnson '89 at 703-212-2717 or geoffjohnson@sssas.org.

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A Letter from the Head Our mission statement says "we seek to inspire an enthusiasm for athletic and artistic endeavor, and a striving for excellence." This fall, I was profoundly struck by how we indeed live our mission at St. Stephen's & St. Agnes. It is that time of year when our Upper School drama production is presented to our community. This year the production was "Alice in Wonderland." In the words of our director, Jim Marvin: Until recently, when I heard the word "wonder," I thought of a kind of questioning. Like, "I wonder what is in that dumpling?" "I wonder if it is going to rain this week?" A mild form of questioning. So imagine my surprise when I started my research for "Alice in Wonderland" and looked up the word "wonder." I figured the word "wonder" in the title might be a kind of a sign post. I was certainly surprised. The synonyms for wonder are miracle, phenomenon, marvel, sensation, curiosity, spectacle, surprise, and astonishment. Imagine "Alice in Phenomenon Land," or "Alice in Marvel Land." It isn't a soft questioning of what you just saw or heard, but a frame of mind that is open and welcoming to astonishment. A world in which there is no common occurrence, and surprise is around every corner. A white rabbit can speak to you. And with any luck, it may become your friend. The design and performance aspects of this production have both been guided from the very beginning by our commitment to creating "wonder." The set, choreography, sound and lighting, music, costumes and make-up, acting, and directing certainly not only created wonder, but also made it clear that a standard of excellence had been set for every aspect of this production. This fall in our Upper School we also experienced the Independent School League season and tournament titles in field hockey, as well as the Interstate Athletic Conference season and tournament titles, plus a state championship win (for the first time in the history of our school) in boys soccer. While attending the championship events, again it was clear while watching the high level of play, that a standard of excellence had been set for our student-athletes. It has been my experience as an educator that, when one sets a high standard, the students rise to that level. We are fortunate at St. Stephen's & St. Agnes that the faculty and adults in our community constantly set a standard of excellence for our students. I am confident that our next head of school, Mrs. Kirsten Adams, will continue to set the standard of excellence for St. Stephen's & St. Agnes. Working hard, always doing your best, pursuing your passion, and finding joy and wonder in every moment is the way we live our mission at St. Stephen's & St. Agnes.

Sincerely,

Top photo: The fall drama production, "Alice in Wonderland" From left to right: TrĂŠVaughn Allison '14 as The Mad Hatter, Nancy Brooks '16 as The Dormouse, Sasha Koch '17 as Alice, and Rob McPherson '17 as The March Hare. Read more on page 26. Center photo: Joan Holden with the SSSAS boys soccer IAC and VISAA Division I State Championship team. Read more on page 35. Bottom photo: Joan Holden with Assistant JV Coach Alix Fellows (left) and Varsity Field Hockey Coach Marsha Way (center) on the occasion of Coach Way's 500th win. Read more on page 34.

Joan G. Ogilvy Holden Head of School www.SSSAS.org

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Kirsten Adams Appointed Next Head of School "Kirsten has a true passion for independent school education and a great appreciation for our mission to pursue goodness as well as knowledge and to honor the unique value of each of our members as a child of God in a caring community."

~Chair of the Board of Governors Clay Perfall

St. Stephen's & St. Agnes School is pleased to announce the appointment of Kirsten Prettyman Adams as its next head of school, beginning on July 1, 2014. On October 7, the school's Board of Governors and the Trustees of Church Schools in the Diocese of Virginia (CSDV) unanimously accepted Mrs. Adams's nomination by the Search Committee. An outstanding educator, administrator, and leader, Mrs. Adams brings great insight from her leadership roles at three highly regarded independent schools. She has extensive experience in school leadership and day-to-day operational management, curriculum planning, faculty support and mentoring, fiscal management and financial models, as well as strategic planning, development and fundraising, and campus master planning. Mrs. Adams currently serves as Associate Head of School and Head of Upper School at McDonogh School in Owings Mills, MD. Among her leadership duties, she has coordinated the academic planning and programmatic decision-making during construction of two new buildings, STEM (2013) and Student Center (2014). In addition, she has administrative oversight for and has been involved in all aspects of McDonogh's boarding community. Previously, Mrs. Adams served as Head of Upper School at The Hockaday School in Dallas, TX, where she played a major role in implementing the school's new faculty evaluation program, refocusing the school's boarding program, and coordinating student and faculty needs during a renovation of the Upper School's academic building. She also oversaw the 100-student Residence Department. Before joining Hockaday, Mrs. Adams served as Science Department Chair and Science Teacher at National Cathedral School in Washington, DC, where she taught AP Biology, Chemistry, and Environmental Science, as well as fourth grade science. She is a former AP Biology test grader and instructor of AP Biology teachers. While at NCS, she co-chaired the school's accreditation self-study and coached field hockey and lacrosse. Clay Perfall, chair of the Board of Governors, said, "Kirsten has a true passion for independent school education and a great appreciation for our mission to pursue goodness as well as knowledge and to honor the unique value of each of

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our members as a child of God in a caring community. She possesses the vision to lead St. Stephen's & St. Agnes into exciting new opportunities in education while honoring our traditions and values. An innovative leader, Kirsten will partner with our outstanding faculty and staff to inspire a passion for learning, an enthusiasm for athletic and artistic endeavor, a striving for excellence, a celebration of diversity, and a commitment to service." Mrs. Adams brings great experience as a leader, educator, and scholar. She has taught students in grades four through twelve and served as a Teaching Fellow at Yale University. She received her Bachelor of Arts degree cum laude in Environmental and Evolutionary Biology from Dartmouth College, where she was a Presidential Scholar and was awarded Richter Research and Mellon Foundation grants. Mrs. Adams received a Master's Degree in Environmental Studies from Yale University, where she was the recipient of the Alan Mann endowed scholarship. She has participated extensively at various conferences and professional development events, with an emphasis on multiculturalism (NAIS People of Color Conference), professional development, leadership, and faculty recruitment. She completed the Klingenstein Summer Institute run by Columbia University and the Stanley King Counseling Institute. Mrs. Adams says she was particularly drawn to SSSAS for the school's "clear and deep commitment to its mission" and emphasis on pursuing goodness as well as knowledge. "I have known about St. Stephen's & St. Agnes School since teaching in Washington, D.C. From time to time I would see SSSAS students at events, and they had a joy about them, a sense of authenticity," Mrs. Adams said. "I began to admire the community for those intangible qualities before I had any notion that I would someday be a Saint. During the search process, I found the same sense of authenticity from the adults, and it really resonated with me. I very much want to be a part of a community that allows people to be themselves, and one where they can have some fun while doing the important work of education." We look forward to welcoming Mrs. Adams, her husband, Jeff; their three children, 8-year-old Lily and 6-year-old twins, Colin and Meg; and their 13-year-old Springer Spaniel, Cooper, to our St. Stephen's & St. Agnes family. Their family enjoys playing games together and doing anything outdoors, including hiking, biking, and kayaking. She says their children love being part of a school family, and "cannot wait to meet the 'big kids' at SSSAS." Mrs. Adams grew up in Baltimore, where her extended family lives. In her (rare) free time, she enjoys reading, jogging, exploring natural history, and ecology, and she looks forward to trying new restaurants in Alexandria. Their family currently attends The Episcopal Church of the Redeemer in Baltimore. Our school has enjoyed the benefit of three decades of visionary, inspirational leadership under Joan Holden. The


Photo credit: Joe Rubino

Search Committee and Board of Governors are confident that Kirsten Adams will continue that tradition. In the interim, she will work closely with Mrs. Holden to plan for this historic transition of leadership. Mrs. Adams and her family are eager to actively join our school community, and she has enjoyed getting to know our faculty, staff, students, and parents through a series of "meetand-greet" opportunities this fall. "Joan Holden has created a wonderful school community focused on its mission and filled with committed teachers and engaged students," Mrs. Adams said. "I am so fortunate to have the opportunity to build upon her legacy. My main goal is to spend my first year learning from the students, teachers, parents, and alumni what it means to be a Saint." Mrs. Adams' appointment is the culmination of a year-long process that engaged the St. Stephen's & St. Agnes community— students, parents, faculty, staff, alumni, the Board of Governors, and other friends of the school. Mr. Perfall said:

I would like to thank everyone who participated in the search, with special gratitude to Amy Curtis '80 and Phil Herget, Search Committee Co-Chairs, and to every member of the Search Committee who spent countless hours over the past year to prepare and execute a thoughtful and inclusive process. Thank you for taking the time to meet with our Search Committee and search consultants, complete surveys, and share your input with us as we entered this process last spring. It was evident in every question, comment, and suggestion that each of you possesses genuine love and passion for our school. Your opinions were valued and taken to heart as the Search Committee and our Board of Governors made the decision to appoint Mrs. Adams to lead St. Stephen's & St. Agnes School into the future.

www.SSSAS.org

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Interviewing

Problemsolving

Collaborating

Brainstorming

Observing

Researching

Criticalthinking

Testing

Communicating

Decisionmaking

Empathizing

Ready, Set, Innovate!

Design thinking teaches crucial 21st century skills Colorful construction paper is strewn all over Kirsten Becker's third grade classroom floor. Tape, scissors, glue, cardboard boxes, empty plastic containers, craft sticks, felt, markers, and rulers are tossed about as her students quickly search for the perfect pieces. House music—the kind designers at Facebook headquarters listen to—plays in the background as one student meticulously tapes a calculator onto a cardboard box, while another takes measurements of a container before cutting it. These students are completely engaged and focused on the task at hand. And this is only one part of a much larger process they are involved in, called design thinking. Design thinking is a practical methodology, developed at the Stanford University d.school, which teaches individuals new strategies to solve problems. It challenges students to combine empathy, ingenuity, and rationality to meet a user's needs and create successful solutions. There are five main steps to this concept: empathize (understanding the audience or situation), define (defining the question or problem, based on insights), ideate (formulating creative solutions), prototype (building a model to help solve the problem), and test (testing the prototype). By applying the process of design, teachers can tap into students' creativity, encourage them to see nuanced problems from inside the core of an issue, and make critical thinking essential to problem solving. In the scenario described in Ms. Becker's class, students were working on the prototype stage of a "faculty comfort project." This project, completed in November, served as a practice session to formulate skills on interviewing, focusing on a need,

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and designing a solution through prototyping. The goal was to design something to make an employee more comfortable at his or her work station. Students worked in pairs and were assigned an adult volunteer (SSSAS administrator, faculty, or staff member) whom they observed and interviewed in order to assess his or her needs. For many, this was the first time they had ever formally interviewed anyone. Back in the classroom, they collaborated and brainstormed solutions, and then got to work building their prototypes. Once their solutions were completed, the students presented them to the volunteers—and their creativity was evident in the designs. One student built a foldout tea station for a volunteer who enjoyed drinking tea during the day to de-stress. Another student built a cushion to help the volunteer's wrist when using a computer mouse, while another made a cloth shield that helps block the air conditioner flow for an employee who sits very close to the unit. The month-long process ended with student reflections on the experience. "I am finding that the students are very observant," said Ms. Becker. "They are able to pick on little things, which has driven much of their brainstorming. Another thing I have noticed is that many of them want to go from the interview right to the design step. This project, and others this year, will really help them slow down and let them learn the process and appreciate it," she said. "They are so creative!" The faculty comfort design-thinking exercise was intended to help students prepare for a service-learning project they will complete in the spring. During the course of this school year, Ms. Becker's students will complete this same process, a bit


more in depth, by designing something to make their senior citizen friends at Lincolnia Adult Daycare Center in Alexandria more comfortable. Students paid their first visit to Lincolnia in October, when they observed and interviewed the seniors. They will visit again in January and May to complete the designthinking process and present their prototypes. "There are so many reasons that design thinking is important for our students to experience," Ms. Becker said. "It introduces them to, and allows them to use, life skills such as collaboration, brainstorming, observation, interviewing, researching, testing, receiving feedback, and building from that feedback—all in one project." She continued, "Most important, it helps build empathy. The rule is that students may not design for themselves. They have to find a user with a need. At first I thought this would be the hardest part of design thinking. However, empathy is achieved immediately, and it is contagious! My students want to help make a difference in people's environments. They have a vested interest in making it better." St. Stephen's & St. Agnes School faculty were introduced to design thinking at the November 2012 Professional Day, when the school hosted Coeylen Barry, a design thinking consultant trained at the Stanford d.school. The first program of its kind, the d.school launched in 2005 and has seen dozens of innovative products and startup companies emerge from classes offered at the school. The SSSAS Professional Day gave faculty a chance to experience design thinking first-hand, from the "empathize" to the "test" stage. Faculty learned that, through the design thinking process, students are taught to defer judgment early on, which reduces fear of failure and encourages thinking outside the box. The design process is taught through problem scenarios or design challenges such as, "How might we improve the physical and emotional safety of youth at our school?" Through these challenges students develop creative confidence, analytical thinking skills, and the ability to collaborate and communicate.

faceted project. We want to give our students the skills to solve any problem. In this project students had to be able to calculate, design, draw, and be able to communicate their ideas in a team setting. We asked them to really do an adult-like project." In the Upper School last spring, AP psychology students worked on a design thinking project to develop games for Lower School children, so they began by interviewing our youngest students of various ages about their favorite games. The History Department also created two projects, a video-based art/architecture analysis project for underclassmen and an oral history project for upperclassmen (see article on page 10.) Our administrators gained hands-on experience with this concept during a recent team exercise where they broke into teams and were challenged to build a game for each other using the Imagination Playground set. (Imagination Playground is an innovative playground equipment system that that encourages learning, collaboration, creativity, social development, and movement.) Mrs. Cullen Hill explains that a major component of design thinking is to understand the meaning of failing and trying again. "The grit, determination, and tenacity it takes to recreate a prototype and try over and over until something works is at the core of design thinking," she said. "They say, 'fail fast and fail often.' This is a life skill and one that is necessary in all aspects of life—work, sports, theater‌basically any time you take a risk." While Ms. Becker's third grade students built fictional prototypes of things like a tea station, a wrist guard, or an air shield for their project, the 21st century skills of interviewing, collaboration, research, testing, brainstorming, and observation they learned were very real. They are skills our students will take with them and apply throughout their years at SSSAS and well beyond.

Ms. Becker was intrigued by the design thinking concept after participating in the SSSAS professional day, and the following year, she was awarded an APT grant to study at the Design Thinking Institute at The Nueva School in Hillsborough, California. (See page 17 to read about Ms. Becker's APT grant experience.) Theresa Cullen Hill, SSSAS JK-12 dean of faculty and innovation, global studies and learning coordinator, explains the importance of implementing this concept at our school: "Design thinking is a 21st century skill and is critical to the planning, creating, and design process in all aspects of school and life. In our efforts to embrace STEAM (science, technology, engineering, art/design, and math) across all grades and departments, design thinking is a natural fit because it is possible in every classroom, at every grade." Ms. Becker's third grade project is just one example of how SSSAS has implemented the design thinking approach in recent years. Our teachers have integrated the concept across all disciplines and in all divisions. In the spring of 2013, for example, eighth grade science students used the design thinking method to test buoys that gathered water quality data for the Chesapeake Bay. Robert Davis, Middle School science teacher and department coordinator, said, "This was really a multiwww.SSSAS.org

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The Oral History Project— Blending Technology and Tradition When 21st century skills are used to connect with 20th century individuals, the results can be powerful By Steven J. Ebner, Gus Grissom, and Caroline English

(Steven J. Ebner is the SSSAS History Department chair, and Caroline English and Gus Grissom are both Upper School history teachers. This joint article was part of their presentation on the St. Stephen's & St. Agnes School Oral History Project at the 2013 Building Learning Communities conference, hosted by November Learning in Boston, Massachusetts.)

"To help our students succeed in a complex and changing world, we seek to inspire a passion for learning, an enthusiasm for athletic and artistic endeavor, a striving for excellence, a celebration of diversity, and a commitment to service." These words, part of the St. Stephen's & St. Agnes School (SSSAS) mission statement, play a fundamental role in every decision made by the SSSAS faculty, from curriculum planning to daily classroom management. But it was this particular section of the mission statement that carried the most weight in a planning session where the topic was how to design project-based learning opportunities that integrated technology—yet still took advantage of the what Upper School Director Bud Garikes calls the "quiet conversations," in which faculty can have a real impact on a student's intellectual development. In a world that is changing at an exponential rate, there are many scholars who might argue that the current generation, the so-called NetGeners, is perhaps the smartest generation the world has ever known. While that might well be the case, it is equally as reasonable to recognize that this generation is also the most reliant on outside devices for the information that will help them navigate this complex and changing world. In spite of obvious challenges, the SSSAS History Department faculty was determined to implement project-based learning in a way that would allow students to use the technologies with which they are so comfortable, while at the same time not allowing them to retreat into the safety of their electronic devices to avoid looking into another person's eyes and having a real, substantive conversation. Two projects, a video-based art/architecture analysis project for underclassmen and an oral history project for upperclassmen, were created. These projects have proven to be very successful in allowing students the freedom to find their own voices amid the incessant din of Twitter feeds,

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Tumblr sites, Facebook groups, and Instagram artistry. The project designed for the upperclassmen was inspired by the vision of Head of School Joan Holden, who wanted students to create a signature project that would highlight their personal interaction with someone of an older generation. With close support from the Technology Education Department, the History Department faculty provides students with the opportunity to capture on video a short interview with a family member, or a close friend of the family, who is at least one generation removed from the student's own experiences. Using a wide variety of technology, from small, digital video cameras and Mac laptops to green screen technology and iMovie editing software, students are challenged to create a ten- to twelve-minute interview. The video, complete with a formal introduction and appropriate still images or maps to clarify important points, explores the personal, yet no less historical, experiences of an older family member. This signature project we have named our Oral History Project. It focuses heavily on the 21st century skills of collaboration and communication, not only to help students master the material presented in the course, but also to prepare them for the "complex, changing world" on which our mission statement is, in part, focused. In support of this Oral History Project, the second project, designed for the underclassmen, was conceived as a way to replace the traditional midterm and overcome the challenge of what to do as the students return from the holiday break, with the dread of those long, dark winter months still ahead of them. The project design is simple. Working in pairs, students use laptops, generally Macs, to create short movies that analyze the architecture and artwork of historical religious structures. While the religious structures run the gamut from mosques to ziggurats and polytheistic temples to Christian cathedrals, the broader concepts and essential skills with which the students engage during the project are consistent for every group. Each group has to work together to find research materials both in library books and online databases such as JSTOR. They then write collaboratively to produce a short research paper that analyzes how the building's structure and artwork reflects the values and beliefs of the religion. The final step in the project is to communicate their findings effectively to their


Interviewing

Problemsolving

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Brainstorming

Observing

Researching

classmates through the medium of their movie. Using still images, appropriate music, and a succinctly worded script, each group essentially teaches their small portion of the curriculum unit's essential questions and concepts to the rest of the class. The faculty role in both of these projects is as expected for any project-based learning process: establishing interim deadlines to help students develop their executive functioning skills, providing resources with which students can research their topics successfully, and—perhaps most important—providing one of the scarcest commodities in a jam-packed curriculum, time. The reason for this is simple. Once students put away their electronic devices and quit texting for a bit in favor of having a real conversation with an older family member, they nearly always realize that the stories they hear are fascinating. What starts out as a ten- to twelve-minute interview ends up consuming 45 minutes to an hour of total video time. It then becomes the job of the student-historian to distill this conversation into the essential elements and put it in a succinct format so that others might enjoy it and learn from it.

Criticalthinking

Testing

Communicating

Decisionmaking

Empathizing

As with the underclassman project, the Oral History Project has replaced the traditional midterms and exercises the students' 21st century skills of communication, creativity, and digital literacy. Additionally, it helps students raised in this digital age to connect with what is perhaps their greatest resource: their own families. Through this project, they experience firsthand the educational and sometimes transformative power of real conversations with people who have experienced a world vastly different from their own. When 21st century skills are used to connect with 20th century individuals, the results can be powerful. In planning and executing both of these projects, it is reasonable to say that the faculty learned almost as much about themselves and their potential as the students. But through it all, there was a consistent lesson learned— individuals in the classroom, both students and teachers, are far more interesting than any available technology. As such, the History Department faculty clearly came to the realization that no matter what technology is being used in the classroom, the important thing is that it must only enhance the experience, not become it.

www.SSSAS.org

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Print It Now: In Most of us think of printers as using only paper and ink. But SSSAS students are discovering how to create objects made of plastic that they design themselves—using 3D printers. This innovative tool promotes creativity, critical thinking skills, collaborative design, and teamwork. It's another way to teach our students the 21st century skills needed to thrive in our complex and changing world. 3D printing is a process of making a three-dimensional, solid object of virtually any shape from a digital model. Computer software is used to create a three-dimensional design and then instruct the printer how to lay out drops of plastic, which will create the object. The 3D printer works by melting and then extruding the plastic through a small nozzle. This plastic is built up, bit-by-bit, layer-by-layer, until it creates the desired shape.

3D taught by Richard Rho, technology education department chair and teacher. The students in Mr. Rho's class are learning about 3D printing and are using the machines to print out designs that they have downloaded from www.thingiverse.com. This website is where people share their 3D designs, and students can download, modify, and print them out to use. Additionally, the Upper School plans to introduce a 3D printing and 3D modeling class in the near future. Last spring, the Middle School used the MakerBot printer for a three-day, in-depth "Dream Home Design" mini-course, where students learned about three-dimensional design. Information Technology Director Colleen McNeil gave a demonstration of the Makerbot to the class and answered questions about how it works.

St. Stephen's & St. Agnes School currently has three different 3D printers. The Lower School has The Cube, located in the MacKinnon Hall technology education lab. Students in the Rocket Club have been using the machine to print out nose cones and other parts for their rockets. Additionally, a group of students has used the 3D printer as the focus of their morning report video podcast.

Eddie Chu, SSSAS Class of 1993, uses 3D printing in his daily work as an artist. He said our students will benefit from learning this new technology now. "I think the most practical thing SSSAS students will get from using these printers is a working knowledge of 3D modeling," he said. "The process of making those models is very particular and has quirks due to how young the technology is. So the earlier one gets in, the more advantageous it will be later as the technology matures."

The Upper School has the MakerBot Replicator and the Makergear M2, located in the Upper School technology lab. Both printers are used in the Gateway to Technology class

Our faculty are continuing to explore creative ways to implement this technology in their classrooms and grow the curious minds of our inventive students.

Information Technology Director Colleen McNeil demonstrates how the Makerbot works during the Middle School mini-course, "Dream Home Design."

Interviewing

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SSSAS Fall/Winter Magazine 2013

Brainstorming

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Researching

Criticalthinking

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Communicating

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Empathizing


GOING GREEN

Sustainability Spotlight

New Greenhouse on the Middle School Campus This fall, seventh grade scientists in Kelley Gorman's class learned about experimental design, making metric measurements, and collecting and displaying data on tables and graphs. To tie all of the content together, students conducted an experiment about the growth of sunflower seeds. In the past, the plants have grown in classrooms in less-controlled environments. This year students were able to conduct their experiments in a new greenhouse located on the Middle School campus. Using the greenhouse truly allowed their experimental constants (such as amount of sunlight, temperature, exposure to wind, etc.) to remain constant during the duration of the growing period. "During the experiment, the students were so excited to visit the greenhouse and examine their plant growth!" said Ms. Gorman. "Throughout the school year, students can even choose to visit the greenhouse during their free time after lunch. It really has become quite popular." The greenhouse was introduced in late summer in an effort to expand the school's sustainability efforts. It is for use school-wide, JK-12, and will primarily be visited by science classes to study botany and horticulture. In addition, SEED (Students Engaging in Environmental Dedication) club members and other Saints will grow seedlings for the St. Stephen's & St. Agnes campuses, which will help increase our donations of fresh produce to the Arlington Food Assistance Center. "The new greenhouse allows SSSAS students an opportunity to select and germinate plants for our campus produce gardens, as well as to nurture native plant species to attract pollinators to our three campuses," said Brian Kane, director of environmental stewardship. "To have the students involved in this process will cultivate their understanding of plants and their important connection to our region. It ties to several other initiatives on campus as well, including the four beehives at the Lower School and the Upper School Perkins Courtyard, where we have been growing native perennials and shrubs since 2006."

SSSAS Named Featured School by the Green Schools Alliance The Green Schools Alliance recognizes schools worldwide that are global environmental leaders in their own communities. In the month of November, GSA highlighted our school's environmental sustainability efforts on their website (greenschoolsalliance.org), including an article, "Going Green on All Fronts," written by Brian Kane, SSSAS director of environmental stewardship. In recognizing our school, the GSA writes, "St. Stephen's & St. Agnes School (SSSAS) has it covered: from classrooms to campus gardens, beekeeping to composting, assemblies to clubs, and energy-efficient equipment to solar panels. Sustainability permeates SSSAS's school culture." www.SSSAS.org

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Pursuing a Commitment to Service Serving Locally & Around the World

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During the summer numerous Upper School students volunteer their time to help local and international service organizations. The Class of 2014 performed service in more than 50 organizations in the Washington Metropolitan area and around the world. As part of their 40-hour service project requirements, they write reflection pieces about their experiences. Seniors Jack Hall and Kathryn Cavallo graciously agreed to share their personal journeys.

Jack Hall '14 Kicking4Hunger

the ASA sent an email to its list of parents of 6-11 year-olds. Suddenly, I started receiving registrations at a startling rate. Before I knew it, there were 50 soccer enthusiasts signed up.

When I first heard about Kicking4Hunger, I knew it was the perfect service project for me. Kicking4Hunger is a non-profit organization based in North Carolina that holds free soccer camps and clinics for children, while simultaneously raising food to feed the hungry. Its "pay in food" approach is a very simple mission, but it is powerful and effective.

I realized at this point that lots of help would be necessary to coach the participants. I waged a campaign amongst my friends and teammates for volunteers, utilizing Facebook and sending lots of texts. Ultimately, 15 volunteers committed to help, including some who didn't even play soccer and a few girls I had never met before.

Organizing the clinic was going to be a challenge, so my first priority was enlisting some help and advice. I arranged a meeting with Tommy Park, the head of the Alexandria Soccer Association (ASA), through which I have played soccer since I was 5. I had met Tommy before, volunteering at ASA youth festivals. He suggested that I hold the clinic on a Saturday in June at Ben Brenman Park from 9-12, while the Alexandria City Schools were still in session and families were not yet on their summer vacations. To decide where to donate the food raised by the clinic, I turned to our school chaplain, Father Cavanaugh, and he suggested Carpenter's Shelter. Having volunteered there in the past, I agreed it was the ideal local organization for the donations.

The hardest part of the project was preparing an itinerary for the day, which had to keep 73 kids active for three hours. I created one plan for the 6-7 year-olds and another for the 8-11 year-olds. I used familiar games and drills for the older group, and my club coach gave me some ideas for the younger ones. Finally, there were multiple trips to Sports Authority to purchase prizes.

My next challenge was how to publicize the clinic. Once again, I turned to the ASA. Kicking4Hunger provided me with a flyer template, and I spent hours handing out 500 bright orange copies at an ASA youth soccer festival. The Kicking4Hunger website tracked the registrations, and I was disappointed to see that only ten or twelve kids had signed up. Determined to have as many kids as possible come out for the clinic, I asked my parents to help me blanket Alexandria with flyers. Together we turned the city bright orange, from Old Town to Del Ray. The flyer also appeared in two issues of the Alexandria Gazette Packet. In addition,

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I spent a pretty sleepless night before the clinic, with all of the logistics running through my head. I headed out early Saturday morning to set up the clinic, and most of the volunteers arrived 20 minutes early. Although we did not follow the exact laid-out plan for the younger group, who required some improvised sessions of Duck Duck Goose and Sharks and Minnows, they had a great time. The older group had a more structured day, and my plan worked very well for them. Everyone had fun that day—campers and volunteers—knowing that they were making a difference in the community. The camp was a huge success, successfully raising over 350 pounds of food for Carpenter's Shelter. Delivering the food and seeing the faces of the volunteers and the residents made me realize how powerful such a simple thing, like a soccer clinic, could be.


Kathryn Cavallo '14 Purpose, Gratitude, and a Mosquito Net "Pulling teeth!?" This was the response of nearly all my friends when I told them what I would be doing in the sweltering heat of August. I would be going to Haiti with my father to pull teeth as my community service project. It seemed strange to think of dental work as an aid to the community. After all, in the States going to the dentist is often perceived as more of a punishment. How does this qualify as community service? I could completely relate to my friends' disbelief, until I saw with my own eyes. Flying into Santo Domingo, Dominican Republic, I had prepared myself for the worst. I disembarked the airplane in my long pants, long-sleeved tee, and baseball cap, looking absurdly overdressed for the 95-degree heat. As we drove through the capital city, my embarrassment grew. Here I was, expecting to visit an impoverished third-world country, but the town was fully developed with four-star hotels, paved roads, disgruntled taxi drivers, and large billboards. As our taxi driver, Alberto, strayed from the heart of the city, my surprise was quickly quieted. Six hours, two doses of Dramamine, and one flat tire later, we had reached the border of the Dominican Republic and finally arrived in Pedro Santana, our home for the evening. Worlds away from air conditioning, hot water, television, and Diet Coke, we spent the night in a hotel in town. For ten dollars a night, my father and I were given a square room with two beds and a toilet. Little did I know, this would be the Ritz Carlton of our accommodations. I had no idea what lay ahead. "An army truck?" I stared in disbelief at the vehicle that would be carrying us as human cargo across the border to Thomassique, Haiti, a small rural village 18 kilometers from the Dominican Republic. Over the river and through the hills, we arrived in the village two hours later, sore from the bumpy roads and the jolting vehicle. We dropped our two small bags on the concrete floor of the Ti Kay, the small concrete building equipped with cots and mosquito nets, where we would be sleeping for the next five days. The rest of the bags we put in the small back room of the open-aired clinic, a modest, white stucco building generously donated to the town by a doctor from Manassas, Virginia. Within 20 minutes of arriving, we went work.

Awakening each day to the sound of roosters, we emerged from the Ti Kay at 7 a.m. to a modest breakfast of spaghetti, soup, or whatever else the clinic could scrape up. Two meals a day was all the clinic could afford. With little funding and a limited market, doctors struggled to provide basic blood pressure medication for their patients, let alone food for the staff. With little space, few employees, and limited resources, the clinic was not equipped to handle much more than a simple IV, a minor burn, and a suture here and there, transferring serious cases to the hospital in Hinche. However, the hour-and-a-half drive could be deadly for a critically ill patient, evidenced by the high mortality rate in Thomassique and the dire need for volunteer medical personnel. There was no shortage of business. Floods of people came to the clinic each day to see "le dentiste Américan," one of the few decipherable phrases for me in their native Creole, despite my years of French classes. We saw roughly 50 patients a day, all with serious dental needs. We pulled more than 100 teeth during the course of our stay, a number my dad can easily claim as a career high. For the first several days we were there, I felt relatively useless. Sure we were helping all of these people, but to the impoverished Haitians, dental care wasn't a priority. Then, on our second-tolast day, my perspective changed. We were almost ready to head in for the evening (as it was getting dark, and there was no electricity in the clinic after 4), when the head Haitian doctor approached us saying there was an emergency. Tears filling her eyes, a little girl quietly walked into the back room of the clinic, holding tightly to her worried mother's hand. The entire right side of her face had swollen to twice its size. Tears barely seeping out of her nearly-shut eye, she hesitantly climbed into the broken and unused dental chair that had been donated to the clinic years before. Responding to my father's overly animated gestures (in an attempt to overcome the language barrier), she opened her mouth as wide as she could, barely enough room for her escaping cry of pain. A tooth infection caused by years of neglect and decay had spread, pervading through her sinuses and eye. Without immediate treatment, it could eventually spread to her brain. For this little girl, it may be too late. Her family, unwilling to make the trip to Hinche to hospitalize their dying daughter, returned to their tin-covered home. I'll never know the fate of the little girl. Change of perspective. That is what the trip was about for me. It seems cliché in retrospect to say that. After all, everyone who goes on a mission trip returns with the same sentiments of increased gratitude, "opened eyes and opened hearts." It's expected. However, the justification is plain and simple. It's the truth. Until you can experience it yourself, it is impossible to fully understand or appreciate. As for me, I've bought into the cliché wholeheartedly. I now realize how much we take things for granted in the world (like dental floss and toothpaste, for example). I also realize how in a society so technologically advanced, we have little patience. In a world filled with promise and pleasure, the advancements are not the "be all, end all" means to happiness. I learned that, in a foreign bed, miles and miles from home, you can find contentment and self-satisfaction in helping others, and that self-satisfaction is often the key to a good night's sleep—a sense of purpose, gratitude, and, of course, a mosquito net. www.SSSAS.org

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Pursuing a Passion for Learning The Association of Parents and Teachers Summer Study Grants

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This summer 18 faculty members received summer

study grants from the Association of Parents and Teachers. With gratitude to the APT, they are pleased to share their experiences and how they will enrich their teaching.

Ali Beach

First Grade Teacher Reading and Writing Project at Columbia University

From left to right: APT President Michelle Go, Head of School Joan Holden, APT President-Elect Evelyn Griswold

APT Summer Study Grants Renamed: The Holden Summer Fellowships

I was eager to embark on my APT grant experience after hearing so many wonderful remarks about the growth my colleagues made from their experiences. During this intense week of learning, we spent our days in classrooms listening to keynote speakers, discussing topics in small groups, and selecting focused workshops. A first grade teacher who is a developer at the Reading and Writing Project led our small group of educators. She directed us through several mini-lessons, readalouds, conferences, and small group instructions. I learned the importance of balanced literacy instruction, including reader's workshop, writer's workshop, shared reading, interactive read-aloud, interactive writing, small group discussions, and conferencing. Above all, I left with the tools to develop strong readers who love and choose to read.

On October 22, parents and faculty filled the Upper School dining hall for an "Evening with the Teachers." The annual event, organized by the Association of Parents and Teachers (APT), is an opportunity for faculty and administrators who received APT study grants the previous summer to share their experiences with the school community. During the evening six faculty members gave presentations where they shared photos and videos, described their unique experiences, and explained how they will bring their new knowledge into their classrooms. The evening included a special recognition for Head of School Joan Holden. In honor of her decades-long support of the grant program and faculty professional development, the APT renamed the program to the Holden Summer Fellowships. APT President Michelle Go and President-Elect Evelyn Griswold presented Mrs. Holden with an inscribed crystal bowl to mark the occasion. Every year the APT awards professional development grants to faculty, administrators, and staff members. Hundreds of SSSAS professionals have benefitted from these grants since their inception.

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The Rev. Dr. Rosemary Beales Lower School Chaplain and JK-4 Religion Teacher Pilgrimage to Iona in Scotland to Study Celtic Christianity

My pilgrimage to the Isle of Iona, Scotland, was an immersion in Celtic spirituality and the fulfillment of a years-long dream. Iona, in the Inner Hebrides off the west coast of Scotland, is considered a "thin place," where heaven and earth seem


to touch, and the separation between sacred and secular disappears. Indeed, in Celtic spirituality, the most ordinary daily tasks are committed to prayer; everything is sacred, everything is blessed. Certainly, that was my experience of this tiny isle—three miles long and two miles wide— where the overwhelming sound was silence. Perhaps this is because the only cars allowed on the island are those of the 120 permanent residents. The heart of the holy isle is Iona Abbey, a monastery founded by St. Columba in the year 563 that has become the center of an interdenominational community committed to peace, justice, and creative worship. My hope is to weave the liturgy and music of Iona into Lower School chapel services and to nurture our already strong commitment to environmental sustainability through the theological theme of gratitude for God's many gifts of creation.

will practice a variety of steps of the design thinking process throughout the school year. The most significant project will be our "comfort" service-learning project. Students will observe, and later interview, seniors at the Lincolnia Adult Day Care Center to focus on what they need to be more comfortable when they spend their day there. The students will prototype different ideas, pitch them to the seniors, receive feedback, and follow up by delivering a finished design. This project, coupled with various other smaller projects to practice the different steps of the process, is aimed at providing the students an excellent sampling of how design thinking can overcome problems and possibly even improve the quality of life.

Toni Buranen Kirsten Becker

Third Grade Teacher Design Thinking Institute at The Nueva School in Hillsborough, California After participating in the design thinking faculty professional day last year, I became very interested in this innovative process for my classroom. So after being awarded an APT grant in the spring, I traveled to Hillsborough, California, this summer to visit The Nueva School, a forward-thinking K-8 school (soon to be K-12) that uses design thinking on a regular basis. During three days in their iLab, a kid-friendly "innovation space" designed by IDEO and Stanford d.school students, I was immersed in the problem identification and solution prototyping method and how it can be put to use in the classroom. We learned the design process by actually participating in it. The number-one rule behind design thinking is this: you must design something to fulfill a need for someone else, the user. Using intelligent inquiry and empathy to drive the process, students apply skills like researching; understanding true need; generating ideas collaboratively; making informed decisions; participating in the prototyping cycle of building, testing, and receiving feedback; and arriving at a finished product that will meet the identified need. I am incredibly excited to start using the concepts of design thinking I learned at the Nueva School at SSSAS. My students

Middle School Assistant Librarian Young Adult Literature Class at the University of Virginia I was fortunate to be able to take a young adult literature course this summer through the University of Virginia's School of Continuing and Professional Studies. This graduate-level class was an intense, seven-week study in defining and exploring the various genres of young adult literature and developing Web 2.0 skills in promoting books among students. I particularly enjoyed using Glogster for creating digital book talks. I read 20 books (not including the textbook)—each a different genre— and was able to immerse myself in the same books our Middle School students read! I wanted to take this class to expand my youth adult literature repertoire and to grow in my ability to be a reader's advisor. It also had the added bonus of getting me that much closer to completing my School Library and Media Endorsement. (Only one more class!) Some of the books I enjoyed reading were "The One and Only Ivan" by Katherine Applegate (Newbery Award winner), "The Reluctant Journal of Henry K. Larsen" by Susin Nielsen (contemporary realistic fiction), and "Hattie Big Sky" by Kirby Larson (historical fiction). Throughout the course, I was able to spend time in an online forum with other library colleagues discussing all the great books that exist for young adults and to grow my own mustread list—it is quite long now! I am excited to bring the various resources I learned about to our Middle School Babyak Library at SSSAS. I am so grateful I was able to take advantage of it! www.SSSAS.org

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Theresa Cullen Hill

JK-12 Dean of Faculty and Innovation, Global Studies, and Learning Coordinator Habits of Mind Study Tour: Mindful by Design in Australia The Habits of the Mind study tour provided a look into the unique offerings of Australia, including Outback education, environmental sustainability projects, school-intensive programs (both city and country settings), and the use of the local communities. I learned so much from this study tour! I have deduced that there are more similarities than differences between United States education and Australian education. The heart of what we are doing should, and does, focus on student learning and what is best for students. Our systems vary, and the infrastructure varies. Our cultural differences certainly play a part. The educational aspects of technology integration, building student resilience and support, and emphasizing play in the early years or college preparedness for the Upper School have similar tenets. We read many of the same authors and follow some of the leading minds of education. I have learned about some programs, authors, and presenters from the Southern Hemisphere but found most of the educators were familiar with American authors and researchers. There is more emphasis on the overall Aboriginal heritage in the Australian system. It has been a major focus in the last 20 years. Students in Australia spend extended time in the Outback, integrating themselves into Outback education programs. The use of local communities is apparent with the abundance of natural parks and nature reserves.

Tim Dodds

Middle School Science Teacher Second Annual International Conference on Earth Science & Climate Change, Las Vegas, Nevada From July 22 to 24, I was fortunate enough to attend the International Conference on Earth Science & Climate Change, hosted by the OMICS Scientific Publishing Group, in Las Vegas, Nevada. During the three-day conference, I was able to listen to presentations, attend panel discussions, and observe posters of new and interesting research topics from a wide array of earth science fields. Although the topics covered were very specific and complex, they rest on the more generalized and simplistic principles we cover in sixth grade earth science. I was able to further my own knowledge on topics of particular fascination (measuring greenhouse gas and its fluctuations, cosmic ray propagation, the impact of global warming on lakes, orbital eccentricity and its impact on climate change) from experts all over the globe. Interacting with these academics not only allowed me to further my own passion for the working world in which we exist, but to solidify the notion that global, comprehensive, and collaborative thinking are important to achieving a heightened level of responsible scientific understanding. Despite being one of very few primary education representatives at the event, my conversations and exchanges with the presenters were only positive and have led to continued dialogue about how best to incorporate their research into the sixth grade science

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classroom. In particular I very much look forward to reaching out to Keran O'Brien, professor of physics and astronomy at Northern Arizona University, when we get into our astronomy unit in the latter part of the year. The scientists with whom I was able to cultivate meaningful relationships are eager to share their knowledge with a different age group. This will be done through video communication, interactive projects, and collective lesson planning. I'm thrilled, thankful, and blessed to have had this opportunity, and it makes me only more excited about bringing more to the classrooms at SSSAS.

Dr. Gus Grissom

Upper School Latin and History Teacher Building Learning Communities Conference 2013 in Boston, Massachusetts I was able to spend a few days in July at the Building Learning Communities 2013 conference in Boston, Massachusetts. Hosted by November Learning, an educational organization committed to innovative teaching and learning, the conference was focused on how educators can more effectively integrate technology into their classrooms. Though the conference is often described as an EdTech or educational technologies conference, the focus was not on gadgets and gimmicks that might make a classroom seem more innovative. Instead the conference was focused on how teachers and students can more effectively build learning relationships with, through, and even in spite of technology. This was most evident in the keynote speakers' messages. One of these speakers, Dr. Yong Zhao, was particularly concerned with Americans' focus on standardized learning and the perception that a gap exists between American students and the rest of the world. He admitted that "Americans have always been behind the world in standardized testing. Americans have always done worse on math and science exams." But, as he effectively argued, "American students are supremely confident in their abilities, even if the tests argue that they shouldn't be." This means, as he continued, that American students are always going to be willing to work hard on new challenges, to embrace new ideas, and to be willing to fail as much as possible in order to achieve success in what matters: new ideas, new inventions, and new solutions. Our job as teachers, according to Zhao, is to give them the opportunities to experiment, to fail, to try again, and to learn. He and the other speakers at this conference gave the attendees many things to think about and many ideas to bring back to their classrooms about ways to build communities with students of the digital generation. Little ideas, one presenter said, like experimenting with Twitter in the classroom, have the potential to open new paths of communication between students and teachers and keep the important conversations going in the hours, days, weeks, and even months after a class ends.


Lindsay LaBarr and Mary Jane Pessaud '86

Second Grade Teachers The Daily 5: Fostering Literacy Independence and Increasing Academic Accountability, Charlotte, North Carolina We had the opportunity to attend the Daily 5/CAFÉ conference in Charlotte, North Carolina in June. This two-day intensive reading course taught how to incorporate the Daily 5 workshop into our classrooms. In the Daily 5 model of reading instruction, students engage in the act of reading and writing for extended periods of time, receive focused instruction on building and maintaining independence, and receive differentiated instruction to meet their individual needs. Students make daily choices about how they spend their language arts time, to include read to self, read to someone, listen to reading, word work, and work on writing. This model allows children to be more engaged in the reading and writing process at their specific instructional levels. We are excited to incorporate this method into our classes!

Jean Lynch Julie Krane

Upper School Science Teacher Cheesemaking Certificate Program, University of Vermont Cheese is a fabulous food. Fresh milk spoils, but cheese allows us to access protein, fats, and a flavor of the landscape long after the milking season concludes. Artisan cheesemakers tend to the care of their animals and their land, so that stewardship and pride of place are expressed through their craft. I studied the art of cheesemaking on small farms in the Northeast Kingdom of Vermont and in Point Reyes, California this summer. These two places share a reputation for localvore culture, and they each offer a "cheese trail" for visitors to seek out farms and cheesemakers who are happy to give tours and demonstrations. I stayed on a goat farm, for example, and learned how to milk goats and make chevre. Particularly interesting to me were the variables involved in the complexities of making the final product consistent. The metabolic activities of the microbial communities are fascinating and will be so valuable to my classroom teaching, as I offer an elective in microbiology at the Upper School for the first time. I admit that I went into this summer expecting some sort of culinary feud between East Coast and West Coast, but what I discovered was far more interesting: there are many ways to make a great cheese. When you create a product with integrity that honestly represents the terroir of your community, everyone wins. In my class, I will help my students cultivate pride in their own scientific and artistic expression.

Middle School Visual Arts Teacher Crossover, Interdisciplinary, and Collaborative Work Conference at the Haystack Mountain School of Crafts in Maine This summer I attended the 2013 Crossover, Interdisciplinary, and Collaborative Work conference at the Haystack Mountain School of Crafts on Deer Island, Maine. This conference featured representatives from a variety of creative disciplines, from the arts to the sciences, makers, researchers, and thinkers, working in ways that are interdisciplinary and/or collaborative. These presenters talked about the impact and potential of these ways of working. Conference presenters each gave talks and held workshops, discussion groups, and group activities with a studio workshop component that provided a hands-on way to explore the conference theme. Each of them had incorporated new and unique approaches to collaborative work. I participated in workshops that included dance improvisation and the methods of silent communication used for group improvisation, a sculpture workshop that involved connecting our individual bird sculptures into a collective outdoor installation, and a discussion group on the value of hands-on work and the thought process. Each day started with a poem written or read by director Stuart Kestenbaum. Discussions continued at the community meals and late evening snacks that were always available in the dining hall. I have already begun to employ some of the communication techniques I learned in the dance improvisation workshop with my art students (e.g., non-verbal signals of communication, intuitive "farming" for ideas). The atmosphere at Haystack is made to encourage reflection in the company of others through talking, observing, and combining disciplines. I am very inspired by what I saw and learned from this unique community of artists, writers, and performers. I am grateful for the reflection and renewal this conference gave me. www.SSSAS.org

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Emily Myhre

Upper School Science Teacher Ecology Tour of Costa Rica This summer I was fortunate enough to travel to Costa Rica to study the many ecological systems that range throughout the country. Costa Rica is a place that is small in space but incredibly large in biodiversity and ecological range. During ten days I studied the ecosystems of a recently active volcano, a cloud forest, a rainforest, and a coastal/mangrove region. We hiked through the national parks in each region, studying the local plants and animals and their interactions. As a large animal/mammal lover, I found the range and number of monkeys that we saw absolutely amazing. And being around other biologists and educators helped fill in other areas of information where I am not the strongest. The size, variety, and special adaptations that I was able to explore in person were awe-inspiring. In our biology curriculum we have an entire unit dedicated to ecology. I fell in love with ecology in college, but this trip truly allowed me to see it in person. It is one thing to teach about primary succession after a major disastrous event, but to actually walk on a lava flow 60 years after it occurred and see the lichen growing and the small grasses beginning to take over is something completely different. This experience has allowed me to see the biodiversity that is necessary for a stable environment and is the basis of biology. At the end of the year during our ecology unit, I hope to include a project that focuses on an ecosystem with high biodiversity and have my students analyze some of the relationships within this ecosystem, what happens when species go extinct, and how many systems like Costa Rica we still have left on Earth.

Brian Neufeld

Middle School Science Teacher Living with a Volcano, Science Center at Mt. St. Helens National Monument In June I had the opportunity to attend a course on volcanology at the Science Center at Mt. St. Helens National

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Monument. The course, entitled Living with a Volcano, examined the Cascade Mountain Range and paid particular attention to Mt. St. Helens. The workshop was sponsored by the U.S. Geological Survey (USGS) and the National Parks and was taught by two outstanding teachers who have had a combined 40 years of experience researching the geology of the Cascade Range. We surveyed the 60,000-year history of the volcanic mountain range and focused in on the events that surrounded the 1980 eruption of Mt. St. Helens. In the classroom we spent time examining ash samples, building model volcanoes, and simulating eruptions. We went into the field where we were able to scrutinize rock layers and landforms that documented the course of the eruption. Throughout the week we constructed timelines, examined data, built topographical maps, and simulated ash dispersals. At the close of the course, I felt confident that I would be able to convey the amazing history of Mt. St. Helens to my students in an exciting and interactive way. I look forward to implementing the labs, activities, and demonstrations that will allow my students to comprehend and get excited about volcanic processes.

Sara Odioso

Middle School Math Teacher 51st Annual K-8 Math Workshop in Wellesley, Massachusetts This intensive and interactive five-day experience focused on using manipulatives to foster a greater understanding of mathematical concepts, using a rich, problem-solving-based curriculum and creating strategies to show students that there are multiple ways of solving problems. I worked with seventh and eighth grade teachers from across the country with varying levels of experience and backgrounds in mathematics. We worked in groups through hands-on activities that had us explore traditional middle school mathematical concepts such as factoring, solving equations, and linear and quadratic functions. My experiences at this workshop have provided the seventh grade math team with group-based, interactive activities that will enhance our practice-based lessons. These experiences will also help to enrich our collaboration and handson lessons to give the students a more student-centered and exciting mathematical experience.

Carrie Rohrbach

Middle and Upper School French Teacher Building Learning Communities Conference 2013 in Boston, Massachusetts In July, I attended the Building Learning Communities Conference sponsored by November Learning in Boston, Massachusetts. The keynote speakers featured Dr. Yong Zhao, Dr. David Weinberger, and a panel of presenters whose sessions I was fortunate enough to attend. Tom Barrett of NoTosh Limited presented a session about crowdsourcing, which is a way of brainstorming information by utilizing the resources on our students' minds. Kathy Cassidy led a workshop focusing on how digital portfolios can be used in the classroom with a mixture of media to keep track of students' progress throughout


the year. The other keynote speaker whose session I attended was called Project-Based Learning, led by Catlin Tucker. She presented tools and ideas for projects that could support the Common Core Standards. I felt that all of these sessions supported my goal of flipping my French classroom and enabling students to take more ownership of their language learning through discussion, research, and presentations.

Mairead Salsich

Upper School Spanish Teacher Master's Courses at the Southern Oregon University Summer Institute for Spanish Teachers, Mexico This past summer, I spent seven weeks in Guanajuato, Mexico, where I took graduate courses as a master's candidate at Southern Oregon University's Summer Institute for Spanish Teachers. The program is designed specifically for high school Spanish teachers, and it is unique in that it features courses on topics such as Peninsular Spanish and Latin American Spanish language culture and literature, as well as pedagogical courses that focus on second language acquisition, pedagogy, and methodology. The location of the program and homestay experience allow for full cultural and linguistic immersion. The courses I took during the summer, Conceptualizing Indigenous People in Mexican Film, Visual Media and Topics in Language and Culture Pedagogy, Language Variation in Spanish, and Building Variety in Linguistic Repertoire of the Spanish Language Learner, were intellectually stimulating and practical. These classes have introduced me to new pedagogy and have guided and inspired me to create new hands-on, student-centered activities for my classes. This summer, I also took the capstone course on how to conduct an action research project in the classroom. During this school year, I will conduct an action research project in which I will observe levels of student engagement during hands-on, studentcentered grammar lessons. In the summer of 2014, I will return to Guanajuato, where I intend to present my findings and complete my course work to earn a Master of Arts in Spanish language teaching.

Dr. Andrew Sidle '78

Upper School English Teacher Kenyon Review Writers Workshop at Kenyon College, Ohio The folks who run the Kenyon Review Writers Workshop call it a "boot camp for writers," and they aren't exaggerating. Every night for one week, each participant must dip into her or his creative well and compose original material. By the fifth day, I ran into "the wall" my classmates warned me about—the thought of typing one more word sending stressful waves through my core. Was there any more artistic water worth salvaging in that well anyway? I looked down at my next assignment and discovered there was. As William Wordsworth advised, "Fill your paper with the breathings of your heart." So, each afternoon and night, we embraced the spirit of our new assignment, scoured our respective memories, and spilled memoir creatively conceived (we hoped) onto our pages. My chosen genre that week this past June at Kenyon College in Gambier, Ohio, was literary (or creative) nonfiction, and most essays in that area begin with memoir. We wrote on artifacts from our pasts, conversations, odd turns of fate, and we employed as many styles (or "moves") as we could manage in those written presentations, including lists, rant, argument, literary criticism, sermon, quotation, and inventories, to name a few. A "constellation of images" was oftentimes our goal. Then after sharing each night's work with our classmates, we picked our favorite and read the piece to the whole workshop, some 120 other writers who came to compose poetry, fiction, or creative nonfiction. And all equally taxed, vulnerable, and smiling. Every bit of instruction I received that wonderful week and every writing experience I encountered—encouraging and not so, all beneficial—I am synthesizing into tools for instruction in my own English classes. Though I have always hoped to help make my students' prose concise, cogent, and poetic, now I feel I have a toolbox with twice as many instruments. Let the writing begin!

Leslie Williams

Kindergarten Teacher Reading and Writing Institute at Columbia University Teachers College This summer I went back to school at the Teachers College Reading and Writing Institute at Columbia University in New York City for one week. I went to study reading for kindergarten. I was part of an enthusiastic group of teachers and principals, who spent a week gathering information and expertise from a dedicated group of literacy leaders. My week started in the magnificent Riverside Church with an inspirational speech by the project founder, Lucy Calkins. The daily schedule included a large group lecture, keynote speaker, small group meeting, and closing workshops. I was in awe of the energy and commitment from every group leader. The afternoon speakers were authors whose books I had on my shelf! Attending the institute not only taught me the nuts and bolts of a rich reading workshop, but it also rejuvenated me for the coming school year. I have a wealth of information on making reading challenging and exciting for my kindergarten students. www.SSSAS.org

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The Book Report "There's a reason I keep writing, no matter what speed my life may be running at on any given day. Words strung together in books have always given me the ability to dream of bigger things and even the courage to go out and try." ~Martha Carr '77

Martha Carr '77 Publishes Her Fourth Book "We talk a lot about our purpose for being here in this life, and yes, you can even do that with a thriller," Martha Carr '77 writes on her blog about her most recent book, "The List, the First in the Wallis Jones Series" (MRC Publishing, 2013). The first in a series centered on attorney Wallis Jones, her husband, Norman, and their son Ned, "The List" portrays how their happy family gets caught between two old, established, behind-thescenes political powers that have always battled for control. They actively recruit new, young members and groom them for Wall Street, politics, corporate corner offices, and the military. Wallis discovers that she has become a pawn in the deadly games of two powerful global secret societies at war with each other, and her family is the ultimate prize. "I've gotten a lot of support from my St. Agnes School (SAS) classmates, who've not only bought the book but have made wonderful comments," Martha said. In fact, she feels that her St. Agnes classmate Mimi Beggs Larsen '77 hit it "spot-on" in her review of "The List" on Amazon: Nothing is as it seems. People you thought you knew aren't what you thought. There really is a Good Old Boys network, at every level of society, except they aren't good at all. There really is a (not-so) grand conspiracy shaping the path of the world, and it's been in force for hundreds of years in evil ways. The bad guys are gaining, but there is another network recruiting members to oppose the evil. The greatest force against evil is love, and fierce love prevails again and again in this book. Wallis is flung into the melee against her will, but realizes she must fill her prodigious place in the fight, for the sake of her son and other boys his age, not to mention the fate of the world. Martha says she was "very timid about writing" as a St. Agnes student until her English teacher, Mrs. Elizabeth Fuller, submitted an essay Martha wrote about the mid-year classes available to Upper School students to the school literary magazine. "She was a tough teacher," Martha said, "but she was also the person I credit with giving me my first bit of courage about finding my own voice." Martha recalls how her history teacher, Ms. Sandra Myers, would sit with her for hours, teaching her how to write a thoughtful essay. "It was just a little kindness from two different teachers that had such a big impact on my life," she said. After graduating from St. Agnes, Martha attended Virginia Commonwealth University and then became a successful stockbroker, but not a happy one. She had no experience as

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a writer but was determined to follow that path. She landed a freelance job at the Richmond News Leader, left to be a stringer for The Washington Post, worked as a columnist for the Brunswick Times Gazette, and ultimately became a syndicated columnist for the Cagle Syndicate (one of the largest political syndicates in the country). She has two other novels to her credit, "Wired" and "The Sitting Sisters," and a memoir of modern-day orphanages, "A Place to Call Home." She lives in Chicago, and her 26-year-old son, Louie, is the marketing director for her books. Martha is remarkably resilient, taking the things life throws at her with grace and honesty—and life has truly tested her. In October 2009 she was diagnosed with terminal melanoma and given only a one percent chance of surviving longer than a year. "I can't explain why I went into remission," Martha marvels, "and neither can the doctors, but four years later, here I am." In the midst of the Great Recession, Martha found herself disenchanted with the traditional publishing world and ventured into selfpublishing, starting with "The List." The second book in the series, "The Keepers," is expected to be released in April 2014. Martha summed it up, "I love that I've been able to combine trying to live in a complicated world with a little faith—and conspiracies with a little humor." Learn more about Martha and read her inspirational blog on her website at www.marthacarr. com. "The List" is available on Amazon, Barnes and Noble, and the iTunes store.

Walter Williams '85 Publishes Three Children's Books Walter Williams '85 says it was his own children who inspired him to publish his first book for children, "The Bicycle Garden" (Fernwood & Hedges Books, 2013). "I made the bedtime story up, and when they regularly requested it for two weeks I decided to publish it," said Walter. His story and bold, colorful illustrations have already been translated into Russian, French, and Spanish. His second book, "Why Are There No Elephants In The Jungle?: Book One in the WHY series," was released in October, and his third book, "A Monster for Tea," was released in early December. In this story, a little girl becomes angry when a monster tramples her garden, but then she invites the monster to tea. Walter's WHY series presents ecological and environmental crises through illustrations and large print text in terms that children can understand. His first in the series, "Why Are There No Elephants In The Jungle?," tells the story of a boy who travels to Africa to see animals in their natural habitat. He especially wants to see elephants, but discovers they have


disappeared. "That elephants are slaughtered for ivory troubles me personally," Walter said. "Over the years I have adopted elephants and contributed, but wanted to do more. I decided to donate the proceeds from the book to The Elephant Crisis Fund because it puts the money into taking direct action, not into fundraising or administrative costs." One US dollar from the sale of each book will be donated to The Elephant Crises Fund, a partnership between Save The Elephants and The Wildlife Conservation Network. A lifer at St. Stephen's School, Walter says he was strongly influenced by two English teachers, Bob Reed and Fred Wandall. Walter recalls, "In tenth grade Mr. Reed introduced us to great books—"The Catcher in the Rye," "Deliverance," "A Separate Peace"—kind of the prep school canon, but he had a unique way of keeping our interest." His junior year literature class was heavier and more European, spending at least two months on Joseph Conrad. Mr. Wandall provided the first "hands-on influence." Walter continued, "I credit Mr. Wandall and have him to thank for mentoring me at a very early stage with writing. It was the simplest thing, a teacher taking a few minutes after school. I wrote a simple poem, which he critiqued and showed me how to edit. He was very encouraging." After graduating from St. Stephen's, Walter earned a Bachelor of Fine Arts in painting from Denison University. He moved to Los Angeles and ended up at Hanna-Barbera Cartoons, where he held several jobs, including managing character presentation (how the cartoon characters are designed and represented in theme parks and in other media). He went on to make short films and work in film production. He currently works for HBO in the archiving group, managing the intake, cataloging, and storage of the film and television elements. Walter's wife, Elizabeth, is from Moscow, Russia. Their son, Timka, is 5, and their daughter, Dasha, is 4. Walter's sister, Sarah Williams '87, is a St. Agnes School lifer. Walter's books are available on Amazon and Barnes and Noble.

Taylor Kiland '85 Publishes Her Fourth Book on the Military Taylor Kiland '85 was raised in a Navy family, served in the Navy, and has written and published four non-fiction books about the military. Her most recent book, "Lessons from the Hanoi Hilton: Six Characteristics of High Performance Teams" (Naval Institute Press, 2013), with co-author Peter Fretwell, presents key principles of highperformance teamwork demonstrated by the Vietnam POWs. Of her interest in the POWs of the Vietnam War, Taylor explains, "I lived in Coronado, California, in 1973, when the POWs returned home. My family knew some of their families, and I went to school with some of their children (including classmate Sidney McCain '85). It was one of the few bright spots of the Vietnam War, and their celebrated homecoming left an indelible mark on me." In 2000 she volunteered for John McCain's presidential campaign and met many of the POWs. She was struck by the fact that very few reporters seemed

interested in their post-Vietnam lives, only how they survived. "They were and still are the longest-held group of POWs in our nation's history," Taylor said. "They were in captivity between 1964 and 1973. Think about the changes that took place during their absence (the moon landing, the sexual revolution, MLK's assassination, Bobby Kennedy's assassination, rock 'n' roll, etc.). They returned home to a completely different country." Taylor's interest in their repatriation led to her first book, "Open Doors: Vietnam POWs Thirty Years Later" (Potomac Books, 2005), which is based on a traveling museum exhibit of the same name that she created (collaborating with SAS classmate Jamie Howren '85) and is on permanent display at CACI International in Arlington, Virginia. According to Taylor, these POWs as a group are one of the most successful such groups in combat history. They also have one of the lowest rates of post-traumatic stress disorder (a lifetime average of 4 percent) of any group of combat veterans. "They returned home and have pursued highly successful careers—including one presidential candidate, one vice presidential candidate, several U.S. senators and congressmen, the first U.S. ambassador to North Vietnam, several governors, state elected officials, numerous presidential political appointees, law firm and management consulting partners, business owners, doctors, veterinarians, ministers— just to highlight a few," Taylor said. So, despite being subjected to extensive trauma over so many years, why are the Vietnam POWs so mentally healthy, and why are they so successful? "Lessons from the Hanoi Hilton: Six Characteristics of High Performance Teams" attempts to answer those questions. In her senior year at St. Agnes School Taylor was editor of the student newspaper, Shearings. She credits her English teachers, Carol Raney and Nancy Schick, with helping her to improve the structure of her writing. Since graduating from St. Agnes School, she earned a BA in journalism from the University of Southern California and an MS in integrated marketing communications from Northwestern University. As well as her books on Vietnam POWs, Taylor also has published a children's book distributed to schools and libraries, "The U.S. Navy and Military Careers" (Enslow, 2007), and a pocket guide to the buildings and monuments in the Yard, "A Walk in the Yard: A Self-Guided Tour of the U.S. Naval Academy" (Naval Institute Press, 2007). In addition to writing and serving in the Navy, she has 20 years of extensive experience in strategic communications in a variety of industries, including the Navy, political campaigns, the private sector, and a non-profit. Taylor lives in Alexandria, Virginia with her husband, Mike Hatcher, and one-year-old daughter, Kiland. Her brother, Ing Kiland, attended St. Stephen's in the Class of 1992. "Lessons from the Hanoi Hilton: Six Characteristics of High Performance Teams" is widely available online and in bookstores.

The Rev. R. Scott Hurd '85 Publishes His Third Book on Faith In his recently published third book, "When Faith Feels Fragile: Help for the Wary, Weak, and Wandering" (Pauline Books & Media, 2013), The Reverend R. Scott Hurd '85 provides motivational and inspiring www.SSSAS.org

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anecdotes, amusing reflections, and helpful advice for individuals struggling with their faith. Drawing from personal experience, Scott offers hope and advice for the wary, weak, and wandering who have doubts and questions or are finding it difficult to reconcile the faith of their childhoods with the challenges of adulthood in today's often overwhelming and stressful world. Scott believes the topic does not have to be somber. He not only employs humor to engage his readers, but he also underscores the importance of humor in life. In an interview in the Catholic newspaper The Anchor, he said, "I make the connection in the book between humor and humility, and that's a good thing in the spiritual life. When we take ourselves less seriously, it opens the door to take God more seriously— which is the direction we want to go in." In a chapter entitled "Laugh Out Loud," he emphasizes the positive impact humor can have on faith. Using his own journey and an appealing, conversational style, Scott hopes the book will help people understand that questioning their faith is not uncommon. He also hopes to help them reconnect their faith with their daily lives by examining ways in which they can open themselves up to the gift of faith. Many teachers at St. Stephen's affected Scott's life. "One to whom I'm particularly grateful is Mr. Fred Atwood, who was— and still is—a joyful and faith-filled Christian individual," Scott said. "In fact, his story of coming to faith in God forms the opening illustration of one of the book's chapters." Scott is also grateful to his chemistry teacher, David Checcino, whom he still sees from time to time. Another standout for him was Willis Wills. Scott remembered, "He had all of us boys, as a senior year right of passage, memorize and then recite the opening portion of the prologue to Chaucer's Canterbury Tales, in archaic English." Like many of his classmates, Scott can still mumble his way through most of it. "Better yet, that experience forms the opening illustration to yet another chapter," Scott said. After graduating from St. Stephen's School, Scott earned degrees from the University of Richmond and Oxford University. He began his ordained ministry as an Episcopal priest and entered the Catholic Church in 1996. He is a priest of the Archdiocese of Washington and is presently serving a three-year term as vicar general of the Personal Ordinariate of the Chair of Saint Peter, established by Pope Benedict XVI in 2012. Other books by Scott include "Forgiveness: A Catholic Approach" and "Daily Devotions for Lent 2013." He is currently working on his fourth book, "The Living Gospel: Daily Devotions for Advent 2014." He and his wife, Stephanie Harrington Hurd '86, live in Alexandria, Virginia with their three children, Charlie, Winnie, and Isabel. Learn more about his books and read Scott's homilies on his blog at fatherscotthurd.blogspot.com. "When Faith Feels Fragile: Help for the Wary, Weak, and Wandering" is widely available online and in bookstores.

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Grace Tiffany '76 Publishes Her Fifth Book of Historical Fiction Grace Tiffany was an editor of the St. Agnes literary magazine, Spectrum, and she recognizes Middle School English Teacher Sherley Osgood Keith as being a "great writing coach," helping her prose "enormously," and encouraging "a passion for literature." It was Mrs. Keith who not only introduced her to Shakespeare but also inspired a strong interest that has led to a specialization in Shakespeare and Renaissance literature, a teaching career, and ten books, including five novels of historical fiction. "Mrs. Keith's enthusiasm affected all of us in her classes," said Grace. "Shakespeare is one of the few authors you can make a career studying, and because of his broad and deep literary output, there are always new things to learn from him." Her latest fictional work, entitled "Paint" (Bagwyn Books, 2013), is the third of a network of novels in which Grace explores Shakespeare's fraught relations with women, both at home and in the busy London theater world. "Paint" is based on the life of the 17th century poet Emilia Lanier. Lanier was one of the first Englishwomen to see her writing in print and was a reputed lover of Shakespeare. In the '90s Grace became fascinated by the arguments and competition about drama and literature during the late Elizabethan period among Shakespeare, Ben Jonson, and others. "Learning about the 'theater wars' of 1599–1601 gave me the inspiration for my novel about Shakespeare, "Will," and has a bearing on my new novel," Grace explained. The publisher's website gives the following synopsis of "Paint," a novel of murder, blackmail, seduction, and Elizabethan makeup: Emilia Bassano is only a teenager when she's pitched among the poets, politicians, and painted women of the Elizabethan court. Withdrawn and pensive by nature, she devises a remarkable strategy to preserve her own solitude. At first it works. But she's soon shocked to find that, so far from truly hiding, she's attracted the gaze of every courtier and aspiring poet on the scene, including the canniest, hungriest, and strangest one of them all. Grace has been a professor of Shakespeare at Western Michigan University since 1995 and has spoken as an invited lecturer at a number of colleges and universities, including Wheaton College in Chicago and the University of Salamanca in Spain. Before moving to Michigan, she taught for five years at the University of New Orleans and for one year at Fordham University in New York City. Her first novel, "My Father Had a Daughter," was listed by Book Sense 76 (the association of independent booksellers), and her third novel, "Ariel," was cited as a Best Book by the American Library Association in 2006. She holds a B.A. in English from Duke University and a Ph.D. in English from Notre Dame. She lives in Kalamazoo, Michigan with her husband, Tom, and their 13-year old son, Joe. Grace also has two grown stepsons, Nick and Michael. Copies of "Paint" can be ordered from either Bagwyn Books or Amazon, and Grace maintains a blog at shakespearefiction.blogspot.com.


Reflections

The Beauty of Differences— in Nature and Ourselves By KiKi Davis JK-12 Multicultural Director

I have always had a genuine appreciation and affinity for nature. I love being outdoors, and any activities involving water serve as a source of great joy for my family and me. I was fortunate to grow up only a short drive from the Pacific Ocean, Napa Valley, and the majestic Redwood Forests of Northern California and have many wonderful memories of measuring myself against those mighty Redwoods. To me, nature is God's way of reminding us of many of life's lessons. And trust me—standing alone amongst giant trees is a life lesson in itself. In my work as a diversity practitioner, I often try to help those around me to discover how diversity and multiculturalism relate to their lives. Recently, as I took a walk around the Lower School campus, the above photo was the view I saw as I paused in front of Macan Hall, and it came to me: nature explains the essence of diversity. Our campuses are beautiful reminders of the power and benefit that diversity provides. Each one of these trees, shrubs, and plants is unique. Some are tall, some colorful, some sparse with foliage, others full and dense. A few of these trees are native to Northern Virginia, but others find their origins in faraway lands. While their physical differences are most noticeable—and depending on the person

looking at them, their degree of beauty—it is the benefit they provide each other that creates the resulting effect: a landscape worthy of admiration. The tall trees powered by the sun provide shade to the smaller species that need it in order to grow. At the same time, those smaller plants provide stability to the same trees towering above them. One grows and prospers because the other is, by nature, what it is. With all of their differences, the trees are all planted in the same soil, and the commonality of that soil serves as the foundation for how well each not only grows, but thrives. Like the gardens that grow around us, we too have visible differences and even more invisible pieces of our identities that frame who we are. It is often easier for us to seek out that which is most like us and to congregate with others who most closely resemble ourselves. But nature reminds us that it is our differences that create the unique beauty and ongoing strength of any community. Our differences in culture, talents, perspectives, and experiences make our community better. For even with all of our differences, we share a common foundation, a mission giving each of us what we need to grow and thrive as individuals, but even more so as a community. It's only natural. www.SSSAS.org

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The Challenge OF Creating

Wonder

his faculty design supervisor, Middle School Performing Arts Teacher Lindsay Jagodowski, encouraged students to think of the different manifestations of wonder within their lives and the different channels through which people can feel it. However, the concept differed from person to person more greatly than anyone in the design process could have anticipated. To accommodate all views and relax sources of contention, the designers of the show worked with a definition of wonder that could shift from the realistic to the unrealistic, or from physical form to feeling almost instantaneously. The challenge visually, then, was to incorporate all of the different facets of the wonderful within the space. The design team spent time capturing the essence of the diverse array of ideas and placing gestures of all these ideas within the space, usually through a varied arrangement of smaller set pieces. Ms. Jagodowski encouraged her designers to play and to create the set by embodying wonder within the building process. As the faculty set construction foreman and prop manager, I gave my student builders and managers great autonomy over their individual processes so that they could incorporate their methods and opinions, no matter their level of expertise. Anii Chams-Eddine '14 brought a keen sense of purpose into her first time managing props and hanging material, while Taylor Jensen '14 and Eric Karsten '16 created various moods through their extensive expertise in lighting design. Caroline Secrest '14 and Ruthie Walston '14 helped formulate an overall vision during the design process and led construction on the ground elements of Alice's world. While the set could seem at first discordant in its variegation, the amalgamation of a cacophony of voices all at once, it was a set made of details meant to snowball into awe.

The Stage One Players Present "Alice in Wonderland" By David Yee

Upper School English Teacher (Set Construction Foreman and Prop Manager)

Ideas from Lewis Carroll's "Alice in Wonderland" abound in popular culture, whether they're in the song "Desperado" as Don Henley sings, "The Queen of Hearts/Is always your best bet" or in "The Matrix," where Morpheus encourages Neo to "take the red pill" to "stay in Wonderland" and "see how deep the rabbit hole goes." Both works assume audiences should know, as if by birthright, of "Alice in Wonderland," and if modern revivals are any indication, who can say they are wrong? Within the past five years, audiences have seen Alice in a 3D wonderland replete with Johnny Depp, and they have seen her grown up in ABC's "Once Upon a Time in Wonderland." Finding out where the fervor comes from and why our world is more Wonderland-saturated than ever is a bit harder to see. It's one question among many that Upper School Performing Arts Chair and Director Jim Marvin sought to answer when deciding on "Alice in Wonderland" as the St. Stephen's & St. Agnes School Stage One Players fall production. While the SSSAS production did not have 3D cameras nor the services of Johnny Depp, Mr. Marvin began planning the show with the conviction that he and his team could tap into its core tenet: wonder. In the early stages of design meetings, he and

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Of course the actors faced the same challenges as the set designers. Mr. Marvin and Ellen Stevens '15, the student directorial assistant, encouraged the actors to challenge and change the size of their performances. Vocally, physically, and emotionally, the actors had to modulate their performances to fit the varying sizes of the moments within the play. The Red and White Knights have command over an otherwise empty stage, filling it entirely with their knightly bravado, while the Queen must assert her reign over the full court of Wonderland and control the power each member holds. All the while, they must balance their roles and fit together, as their ultimate role is not to stand out individually, but to complement and highlight Alice as she goes on her journey to make Wonderland her own. There is perhaps no greater embodiment of this quest than the introduction of the shadowy, mood-setting figures called morphs. Middle School Math Teacher Sara Odioso, faculty supervisor of music and choreography, worked with Heather McPherson '14 to make less physical harbingers of wonder apparent in dance, placement, or sound. These figures worked as extensions of the set and actors alike and sought to forge the connection between the members of Wonderland and the world around them. The morphs served as the visible glue to allow the collection of visions within the show to inspire and fascinate. The cast and crew would like to thank the community for coming to experience the work of their fascinating, aweinspired, collective imagination. While we have many sources for wonder in our lives, it was a special opportunity for audiences to see just how far the rabbit hole goes.


Artistic & Technical Staff

Stage Management: Caroline Secrest '14, Cleo Potter '16 Set Design: Isabel Dewhurst '14, Taylor Jensen '14, Eric Karsten '16 Caroline Secrest '14, Ellen Stevens '15 Set Construction Management: Caroline Secrest '14 and Ruthie Walston '14 Lighting: Taylor Jensen '14, Eric Karsten '16, Andrew Riggs '14, David Thomson '14 Sound: Luis Milburn '14, Khalil Hoque '15, Ian Lloyd '15 Props Mistress: Anii Chams-Eddine '14 Special Painting Projects: Tara Laughlin '15 Music: Heather McPherson '14 Costumes: Andrea Barnes '14, Isabel Dewhurst '14, Anii Chams-Eddine '14, Lauren Golis '14, Melissa Gonzales-Maguina '14 Makeup: Emily Baldridge '16, Andrea Barnes '14, Lauren Golis '14, Melissa Gonzales-Maguina '14, Jo Herget '17 Running Crew Manager: Caroline Secrest '14 Director: Mr. Jim Marvin (US) Student Assistant Director: Ellen Stevens '15 Director of Design: Ms. Lindsay Jagodowski (MS) Director of Special Projects/ Choreography: Ms. Sara Odioso (MS) Construction/Prop Management: Mr. David Yee (US) , Mr. Will Ardnt (US), and Ms. Cathy Cohn (US) House Manager: Dr. Jan Jacobs (US)

Photo Credits

Cast

Alice: Sasha Koch '17 Margaret: Heather Hartzell '14 The White Rabbit: Sibet Partee '14 Morphs: Molly Brenner '16, Katie Connor '16, Isabel Dewhurst '14, Victoria Gourdin '15, Dylan Reynolds '14, Sarah Wilton '16 The Cheshire Cats: Bobbie Benjamin '17, Nicki Gray '16, Camille Jones '14 The Duchess: Jewell Dupree '14 The Knave of Hearts: Josh Movius '15 The King of Hearts: Alex Collins '15 The Mad Hatter: TrĂŠVaughn Allison '14 The March Hare: Rob McPherson '14 The Dormouse: Nancy Brooks '16 The Queen of Hearts: Siara Rojas '14 The White Knight: Aaron Brackett '14 The Red Knight: Christian Osborne '14 Tweedledee: Ellen Stevens '15 Tweedledum: Sarah Lowe '16

Mark Czerner '14 Kirsten Konopnicki '15

www.SSSAS.org

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Saints in Action SSSAS HIGHLIGHTS high-achieving African-American students. Three SSSAS seniors were named Semifinalists for placing in the top 1 percent of more than 160,000 African-American students who took the 2012 PSAT. They are Aaron Brackett, Sapphire Tubbs, and Ruthie Walston. They will continue on in the National Achievement Scholarship competition, and Finalists will be announced in early 2014. Two seniors, TréVaughn Allison and Camille Jones, scored in the top 3 percent and are named Outstanding Participants.

From left to right - First row: Catherine Coulter, Mollye Lent, Clay Carson, Sapphire Tubbs, Ruthie Walston; Second row: Matthew Griswold, Benjamin Frerichs, Coles Edmunds, Camille Jones, Adam Naidorf; Third row: Caroline Secrest, Parker Lowe, Aaron Brackett, David Thomson, Kathryn Cavallo, TréVaughn Allison. Not pictured: Isabel Dewhurst, Alison Lindsay, Christian Osborne, William Rainey

Sixteen Seniors are National Merit Scholars; Five are National Achievement Scholars

At the first academic convocation of the school year, Upper School students were congratulated on a quarter of hard work and success. St. Stephen's & St. Agnes School English Teacher Jill McElroy addressed students with a speech about forming one's identity, using themes from literature such as "The Great Gatsby." Mrs. McElroy said, "You may be so ready to graduate, but you will be glad that SSSAS is inextricably linked to your identity. By all means, grow, change, evolve, but don't try for complete reinvention as Gatsby does. Cherish a foundation this strong." At the convocation, Head of School Joan Holden recognized students who earned Head's and Deans' Lists this quarter. She also congratulated members of the Class of 2014 who have been recognized as National Merit Scholarship Semifinalists or Commended Scholars and National Achievement Scholars. St. Stephen's & St. Agnes has four National Merit Semifinalists, who placed in the top 1 percent of more than 1.5 million students took the 2012 PSAT/National Merit Scholarship qualifying test. They are Isabel Dewhurst, Alison Lindsay, Adam Naidorf, and Caroline Secrest. These students will continue on in the National Merit Scholarship competition, and Finalists will be announced in early 2014. Twelve seniors scored in the top 5 percent in Virginia and are named National Merit Commended Scholars. They are Aaron Brackett, Clay Carson, Kathryn Cavallo, Catherine Coulter, Richard Coles Edmunds, Benjamin Frerichs, Matthew Griswold, Mollye Lent, Parker Lowe, Christian Osborne, William Rainey, and David Thomson. The National Merit Scholarship Corporation also administers the National Achievement Scholarship Program, which recognizes

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From left to right: Seniors TréVaughn Allison, Aaron Brackett, and Parker Lowe with Upper School English Teacher Dr. Roberta Klein and Upper School Art History Teacher Kara Sandoval

SSSAS Advances to the "It's Academic" Playoffs

This fall the Saints "It's Academic" team, seniors TréVaughn Allison, Aaron Brackett, and Parker Lowe, defeated teams from Centreville High School and Stone Ridge School to advance to the playoffs of the quiz show. Their first-round match is scheduled to air on Saturday, December 28, at 11 a.m. on NBC4. The faculty coaches are Upper School English Teacher Dr. Roberta Klein and Upper School Art History Teacher Kara Sandoval. Next, the SSSAS team will compete in the playoffs on March 8, when they take on Bullis School and Montgomery Blair High School.

VAIS 10-Year Accreditation

This fall, the SSSAS faculty and administration began the process of the school's required 10-year accreditation with the Virginia Association of Independent Schools (VAIS). A VAIS visiting team will be coming to our campuses for a three-day visit in the fall of 2014. This year, the school is focusing its energies on completing a self-study and written report, in preparation for the visit. Theresa Cullen Hill, JK-12 dean of faculty and innovation, global studies, and learning coordinator, is leading this important process. Faculty and administrators are serving on one of ten committees: Environmental; Multicultural; Innovative Teaching; Student Support, Growth and Wellness; Divisional Transitions, Episcopal Identity, Service Learning, Global Learning, Student Character Development and Goodness; and Faculty and Administration.


At the start of the school year, Head of School Joan Holden said, "This is such an exciting time to be in education, as technology, brain research, and emphasis on 21st century competencies continue to challenge us to be creative, thoughtful, and intentional in our approach to how students best learn. I am confident our self-study will provide an excellent opportunity to self-assess our program and build on our strengths." This summer and fall, the school conducted surveys with alumni, students, faculty, administrators, and board members, and a parent survey will be completed in January. The school sincerely thanks all of our community members who provided their feedback. The surveys are a vital part of the self-study process, and the committees are considering all of the comments and data as they assess our programs and plan for the future. The committees are focusing on this work during the semi-annual professional day on December 2 and a series of other meetings throughout the school year.

SSSAS Launches Center for Professional Learning

Nearly 60 educators from around the Washington, D.C. region joined faculty presenters at our first Center for Professional Learning summer session in August. Teachers from public, independent, and parochial schools joined SSSAS faculty members for workshops focused on developing teaching strategies for reading, writing, and mathematics. The Center for Professional Learning at St. Stephen's & St. Agnes School provides instructional training and shares best practices for teaching and learning. There are a variety of workshops and seminars each summer, open to all educators, to share knowledge about 21st century learning. Certain courses are eligible for credit and continuing education units with the George Mason University College of Education and Human Development. www.sssas.org/CPL

related to this year's FLL challenge: Nature's Fury. To prepare their presentation, the team responded to a research question about keeping our community safe during hurricanes, and they developed an app to assess the risk of trees falling during hurricanes. The team met with the Alexandria city arborist to help them identify key risk factors in the health of trees, and they worked with The Care of Trees in the development of the app. The Care of Trees sponsored the team in this competition. SSSAS Director of Environmental Stewardship Brian Kane also assisted the team with their tree research, and Middle School teachers helped them practice their presentation. At regionals, the judges said the Dynamite represented the "complete package"—core values, teamwork, an excellent research project, and advanced robot design and performance. This team of creative and spirited girls includes sixth grade students Nicole Bires, Claire Fergusson, Abigail Henshaw, and Jessica Lopez and is coached by Upper School robotics student Katie Henshaw '16 and her dad, Bob Henshaw.

Middle School Math Meet

On October 16 Middle School Math Teacher and Department Coordinator Suzanne Nuckolls and Math Teacher Sara Odioso accompanied 14 seventh and eighth grade students to the first Math Meet of the year, held at St. Albans School. SSSAS competed with 13 other independent schools in the area and tied for sixth place. Our top scorer was Jack Dewhurst '18, who answered five of the very challenging questions. Ever wonder what types of questions are asked at the meet? Here's an example: An almost-perfect number is defined as a number that is equal to one more than the sum of all of its factors other than itself. (For example, 16 is an almost-perfect number because the sum of its factors other than itself is 1 + 2 + 4 + 8 = 15, and 16 is one more than 15.) What is the smallest almost-perfect number greater than 54? Congratulations to all of our mathletes!

Upper School Teacher Earns STEM Grant

Robotics Team Advances in State Engineering Competition

A hardworking team of Middle School students and two teammates from other schools competed in a state-wide engineering competition called the FIRST LEGO League tournament at George Mason University on November 16. The "Dynamite Twisters" received the Champions Award at regionals and qualified to move on to the Virginia/DC FLL Championship Tournament on December 7 and 8 at James Madison University. The team programmed their robot, TNT, to complete missions

In September, Shannon Fusina, Upper School science teacher, won a STEM Teaching Tools grant from the AFCEA (Armed Forces Communications and Electronics Association) Education Foundation. In 2012, she was awarded an AFCEA STEM Teacher Scholarship to help offset the cost of graduate school. The scholarship provides funds each year for three years for winners who have earned their degrees and are teaching a STEM subject in a U.S. middle or high school. Ms. Fusina says the funds assist with materials, technology, or experiences to better her teaching practices or the classroom experience for students. Last school year, Ms. Fusina used the money to purchase an iPad for use in the classroom, which she often uses for a "flipped classroom" approach. She uses the iPad to work on recording and creating videos of lectures and to be more mobile in the classroom.

Lower School Saints Author Series

Lower School students are meeting the authors of some of their favorite books, as part of the Saints Author Series. Through visits to Sinclair Library and field trips to local bookstores, students are hearing from authors such as Annie Barrows, creator of "Ivy & Bean;" Lemony Snicket (Daniel Handler); three-time Newbery Honor recipient Jennifer Holm and her brother, Matthew Holm, creators of the graphic novel series, "Babymouse" and "Squish;" www.SSSAS.org

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and Susan Stockdale, who discussed her award-winning picture books. "Every author our students have met talks about how they are readers, and that to be an author you need to be a reader first," said Mary Catherine Coleman, Lower School librarian and Library Department chair. She says the Saints Author Series also highlights the essential skill of writing. "Writing is such an important part of the Lower School curriculum, and it is important for students to hear about the writing process from the authors of books they love," Ms. Coleman said. In addition, students will also have the chance to Skype with authors from around the country, such as author Dan Gutman. The Saints Author Series is funded through the St. Stephen's & St. Agnes School Association of Parents & Teachers (APT). From left to right: Donald Simpson, Jr.; Scott Humphrey (2001 Dochterman Award recipient, former St. Agnes Board of Governors member, parent of alumnae, and current grandparent); Keenan Pallone; Joan Holden; and Amy Curtis '80

Joan Holden Receives Scouting Award

Head of School Joan Holden was the 2013 recipient of the Rotary International Cliff Dochterman Award, presented by the Alexandria Rotary during their monthly meeting on October 29. The award recognizes a Rotarian who acts as a role model and renders distinguished and dedicated service to Scouting through active service, leadership, or other exemplary contributions to the Scout Association of his or her home country or internationally. The award recognizes Mrs. Holden's support of Scouting during her 30 years of leadership at St. Stephen's & St. Agnes School.

Senior Raises Funds for Clean Water in Haiti

Sarah Shaw '14 is digging a deep well of support, to help fund two water wells in Haiti for villages that do not have access to clean water. By her own initiative, she started a service project to raise $13,000 and is almost halfway there. It started when her science teacher, Julie Krane, offered extra credit for watching a documentary called "La Source." The film followed a Haitian immigrant who was working two jobs, one as a janitor at Princeton University, and sending money back home when he could. In 2010, the earthquake destroyed his village's only source of clean water. The students at Princeton heard the man's story and joined together to fund a well for the village, saving the residents' lives. "I found myself attached to this man and his story, and I knew I wanted to do something to help," Sarah said. "Lack of clean water is the number one cause of death in the world. To me, never having to worry about when my next glass of fresh water will come, this was crazy." Sarah partnered with the non-profit organization Generosity Water, and with their help, she created a website and has already raised about $5,200 toward building two wells. One approach was selling $5 wristbands that say “The Wishing Well Project.� "The support I have received has been amazing," Sarah said. She hopes to raise $6,500 to pay for the first well before Christmas. Generosity Water has been very supportive of Sarah's project. They are considering doing a documentary on her efforts, and she may have the opportunity to visit Haiti and see the wells she helped build. "That is a dream for me!" she said.

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Mrs. Holden was presented the award by Amy Curtis '80, the 2010 recipient of the Dochterman Award and SSSAS alumna, parent of alumnus, Board of Governors member, and former Foundation Board member; and Donald Simpson, Jr., Alexandria Rotary president and current SSSAS parent.

Blessing of the Animals

In remembrance of St. Francis of Assisi and his special love for all of God's creation, St. Stephen's & St. Agnes held an all-school Blessing of the Animals at the Lower School campus on October 3. Dozens of Saints families brought their dogs, cats, hamsters, and even a frog to receive a blessing from one of our school chaplains. They each also received a special card and "pet halo" to mark the occasion. The event followed a beautiful, outdoor


Lower School chapel service held earlier in the week, where The Rev. Sean Cavanaugh and The Rev. Dr. Rosemary Beales spoke of St. Francis, the patron saint of animals and ecology who was dedicated to imitating the life and work of Jesus. The chaplains also unveiled a small statue of St. Francis, which has been placed on the Lower School campus.

Senior in Little Theater Production

Luke Markham '14 had a starring role in the in the Little Theater of Alexandria's production of the comedy "Caught in the Net" this fall, which was met with great reviews!

Senior Receives Rotary Club Service Award

Will Rainey '14 was presented with the Rotary Club of Alexandria Community Service Award at their meeting on October 22. One of Will's most notable service projects has been volunteering with Alexandria's Buddie Ford Nature Center, caring for a variety of animals. Along with his service contributions, Will was honored for his scholastic, musical, and athletic achievements. He is an Eagle Scout and a nationally ranked croquet player, earning the title of junior rookie of the year by the U.S. Croquet Association.

Saints Latin Students Lead & Learn at National Convention

SSSAS was proud to have the largest delegation in a decade attend the 2013 National Junior Classical League Convention (NJCL) this summer at the University of Nevada – Las Vegas. Under the leadership of Natalie Revers '14, VJCL secretary 20122013, and Evan Draim '13, VJCL president 2011-2012, Virginia won the spirit competition for the second consecutive year and for the tenth time in eleven years. Daniel Marshall '15, Bit Brown '16, and Katie Henshaw '16 attended a one-day "spirit castra" in early July to help prepare for the spirit success.

Middle School Program Helps Students Build Confidence

The Middle School years are an important time of transition, personal growth, and discovery for our students. While they are enjoying new academic challenges, St. Stephen's & St. Agnes School recognizes the unique needs of students at this age and provides a number of programs to support them. One of these is a longtime Middle School tradition called "Bonding Days," where each grade level spends a day together outside the classroom, participating in activities centered on teamwork, trust building, and service learning. In September, the sixth grade trekked into the woods at Inner Quest, located in McLean, Virginia, to participate in various rope and challenge courses designed to test their teamwork, problem-solving, and communication skills. Seventh grade students participated in their Bonding Day on our Middle School campus in October, participating in various activities and games such as capture the flag, art projects, and character and trust activities. They also had a service component to their day and concluded with a talent show. In September, eighth grade students and faculty spent the day at Leesylvania State Park in southeastern Prince William County on the tidal shores of the Potomac River. Students participated in an array of activities, including a service project in which they helped construct a walking trail from the park's visitor center and a friendly competition between advisory groups.

Three students were on competitive state certamen teams at this year's national convention. Will Siegmund '15 held the history and Latin literature spot on the upper level team, Ann Bailey '16 held a grammar spot on the intermediate level team, and JP Wilusz '17 was an alternate for the history spot on the novice level team. All three students attended a twoweek castra to help them prepare for national championships. Virginia upper and intermediate teams placed fourth and sixth, respectively, and the novice team placed third. At the convention, NJCL Programs and Scholastics Chair Sherry Jankowski announced that Evan and Syrena Bracey '13 won 2013 NJCL Scholarships. "There were only eleven national scholarships awarded," said Upper School Latin Teacher Ian Hochberg, "so it is wonderful to see SSSAS students receive two of them." Other highlights from the SSSAS Latin program: • SSSAS certamen teams have won a number of recent state championships. • SSSAS students have won more than 1,000 awards and earned ten competitive Latin scholarships in the past five years. • SSSAS has received a Plaque of Excellence from the Classical Association of Virginia for six years in a row. • Nine SSSAS students have been invited to attend the Virginia Governor's School for Latin in recent years.

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Senior Co-authors a Medical Publication

This summer, Kamal Smith '14 completed his second year as a National Institutes of Health (NIH) intern. Working within the National Cancer Institute's urologic oncology branch, he had the opportunity to work alongside some of the world's most renowned clinical researchers and oncologists. His research focused on how the deprivation of glucose and glutamine affects the proliferation of cancer cells in various bladder cancer cell lines. In addition to daily research and experiments, Kamal learned techniques in cell culture and data analysis. The overarching purpose of the experiment was to discover if the deprivation of glucose or glutamine inhibits cancer cell growth while not affecting regular cell growth. If this specific effect could be determined, then it could be possibly used as a therapeutic technique for cancer patients. Their results demonstrated that cancer cells tend to grow less when deprived of glucose. As part of his internship, Kamal presented his research at the National Institutes of Health's Annual Summer Poster Day. As a result of his work over the summer, he was named a coauthor of a medical publication entitled "Preclinical Efficacy of C75, An Inhibitor of Fatty Acid Synthase, in the Treatment of Bladder Cancer." "My education at St. Stephen's & St. Agnes School helped me with my internship because I was able to use skills I have learned in data analysis and statistics to interpret my results," Kamal said. "The scientific exposure, vibrant environment, and dedicated researchers made my summer research experience truly unforgettable." Kamal plans to partake in clinical research again and pursue a career in health care.

SSSAS Welcomes Chinese Educators

Six school principals from China visited our Lower School campus on October 16. The guests were principals of lower schools in the Jiangsu province of China. They were visiting the United States with JESIE: Jiangsu Education Services for International Exchange (Ministry of Education, Jiangsu province). The National Association of Independent Schools arranged for the visit to SSSAS. The principals were welcomed by Head of School Joan Holden, Assistant Head of School and Lower School

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Director Bob Weiman, and JK-12 Dean of Faculty and Innovation, Global Studies and Learning Coordinator Theresa Cullen Hill. They enjoyed a presentation about the mission and curriculum of SSSAS before touring the Lower School campus, observing classes, and meeting faculty members. The visit ended with an exchange of gifts. In 2012, Mr. Weiman visited five Chinese cities on a unique professional development trip organized by Independent Education and the Elementary School Heads Association, and made possible by a grant from the APT. Through the trip, he learned about the environment, culture, and education system of China. Our school continues to develop and expand relationships with schools in China as part of our emphasis on a global education for our students.

Student Art Exhibit: Views of Our School

Our three-campus art exhibit space reflects the myriad ways in which students observe and artistically interpret our school environment. Students illustrated their perspectives of special places on campus in the annual exhibit, "Views of Our School." Students in grades junior kindergarten, kindergarten, third, seventh, and eighth, as well as Upper School Advanced 2D Art students participated in this project. In this year's exhibit, students showed detailed observations of the Middle School building, colorful close-ups of Lower School garden flowers, thoughtful reflections of Upper School spaces, and much more. With an array of artistic media, including colored pencil illustrations, layered oil pastel drawings, dry-point etching prints, pen and ink perspectives, and bold marker drawings, the SSSAS visual art students demonstrated their wonderful skills and creativity. An exhibit display can be found on each campus.

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Red Sox' Special Message for Mrs. Holden

The above message was posted on the jumbotron at Fenway Park one day in November! The Boston Red Sox heard about Head of School Joan Holden's love for the team and our dress down day on November 11, in celebration of their World Series win. So they gave Mrs. Holden and SSSAS an incredible shout out in the ball park! (yes, it's real!)

Middle School Saint Featured in The Washington Post for His Special Tribute

Tyler Smith '19 loves soccer and his grandmother, who passed away from breast cancer this fall. She loved talking to Tyler about his travel soccer team, the Alexandria Red Stars. While she was sick he wore a pink armband, but he wanted to honor her memory in a larger way—pink uniforms—which cost about $2,000. He contacted local businesses, made appointments, and pitched them on his own. As the money started to flow in, he discovered that pink uniforms are not in high demand. He reached out to California firm Xara through Facebook, and they not only agreed to make the uniforms but also offered him a discount. Tyler was able to outfit his team as well as the club's other U-13 team, and they proudly debuted their new pink uniforms in October, National Breast Cancer Awareness Month. In addition, Tyler and three teammates carried the FIFA Fair Play banner onto the field at RFK Stadium before the D.C. United vs. Chicago Fire game. In October, Upper School students organized several fundraising and awareness activities for breast cancer research and treatment. The Pink Ribbon Club ran a bake sale and sold special T-shirts during a boys soccer game, and the JV and varsity volleyball teams held their annual Dig Pink games, where they wore pink ribbons and the crowd wore pink.

Alumna Inspires Fall Team Captains

St. Stephen's & St. Agnes School graduate Caroline Habliston '06 addressed the subject of leadership as the guest speaker at the fall sports Captains' Lunch, sponsored by the Fathers' Club and

held at the home of Head of School Joan Holden. The event was attended by captains of the school's 2013 fall sports teams. While a student at SSSAS, Ms. Habliston played varsity field hockey and competed on the track & field team. She received several awards during her SSSAS athletic career, including The Helene Haskin Krause Award, a Coaches' Award, and a Sportsmanship Award. Ms. Habliston is a 2010 graduate of Washington & Lee University. She played field hockey all four years of college. In her senior year she was honored with the Coaches' Award for Unselfish Play and earned the All-ODAC Honorable Mention. In August she earned her Doctor of Physical Therapy degree from Marymount University. During the lunch, Ms. Habliston told students, "A great leader sets clear expectations and goals for the team. However, you also have to give them the guidance and support to achieve those goals." She continued, "Another important role of a leader is to make sure that every member of the team feels valued and important. Find a way to connect with your team, earn their respect, be encouraging, and allow them to be heard."

Sophomore Places First in Rowing

Emerson Solms '16 and her Old Dominion team earned first place gold in the Head of the Schuylkill Regatta, held in Philadelphia in October. They finished first in the Women's High School Quads (under 17). She and her sister Phoebe '17 will be rowing for SSSAS in the spring season.

See more photos on our Flickr websites: Saints Photos SSSAS Events: www.flickr.com/saintsphotos

Saints Shots Varsity Sports: www.flickr.com/saintsshots

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Field Hockey Coach Marsha Way Surpasses 500 Career Wins! September 10 marked a big day in Saints history, as longtime Varsity Field Hockey Head Coach Marsha Way earned her 500th career win. The team defeated Good Counsel 2-0 for the milestone victory, which places Coach Way in the top five nationally, according to the National Federation of State High School Associations.

life lessons. In each and every year, she brings an energy and passion for the game and a deep care for every one of her student-athletes." Mrs. Holden added, "She has also always brought a sense of humor to her coaching. How many times have I heard from my home, 'You're slower than my grandmother!'"

On September 24, the SSSAS community came together at the Upper School to celebrate the achievement, including alumnae who were coached by Ms. Way, some of whom now have daughters who are playing SSSAS field hockey. The team presented her with framed photos of her very first team and the 2013 team, along with the 500th win game ball.

Now, after 35 years and reaching this milestone season, Coach Way has decided to step away from the role of head coach. She will continue to teach and coach in various capacities at SSSAS and remain active in the life of the school. She also coaches field hockey in Alexandra city youth leagues. Coach Way finishes this historic season with a career coaching record of 514 wins, 86 loses, and 46 ties.

Marsha Way came to St. Agnes School in the fall of 1979. Thirty-five seasons later, she has amassed 22 ISL season championships, 21 ISL tournament championships, nine appearances in the VISAA state finals and four VISAA state championships, and 12 undefeated seasons. She has motivated and inspired countless Saints athletes, and she also served as athletic director for girls until 2006. "Every team is different," Coach Way said. "Every team has a personality, and it's always kind of neat figuring out the personalities of that team—not just individuals—how to motivate, how to get the best out of them…that keeps it fresh, because it's like a puzzle every year." At the celebration, Head of School Joan Holden said, "Throughout these 35 years, Marsha has always been deeply committed to the importance of hard work and the fundamentals of the game. She has never lost sight of not only teaching the game of field hockey, but also important

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Saints in Action FALL ATHLETIC HIGHLIGHTS

Boys Soccer IAC League and Tournament Champions VISAA Division I State Champions Outstanding Athlete: Graham Guidry '14 Saint Awards: Nick Cargas '14, Kyle Draim '14 JV Coach's Award: Sam Burke '16 All-IAC: Andrew Arnold '14, Miguel Arrate '15, Nick Cargas '14, Kyle Draim '14, Graham Guidry '14, Connor Padgett '15 Alexandria Sportsman's Club Athlete of the Month: Graham Guidry '14 The Saints varsity boys soccer team made 2013 a season to remember by completing the most successful season in the program's history. Under Head Coach Bo Amato, the team finished the season with an overall record of 19-2-2. The Saints finished first in the Interstate Athletic Conference (IAC), with a regular season record of 8-2. They followed up their regular season performance with two playoff wins against Landon and

Coaches, from left to right: Tim Dodds, Bo Amato, and Joshua Bauman

Georgetown Prep to win the IAC Tournament Championship. The Saints once again qualified for the Virginia Independent Schools Athletic Association (VISAA) Tournament as the No. 1 overall seed and for the first time in school history captured the VISAA Division I State Soccer Championship with a 1-0 win over Cape Henry Collegiate School. The Saints were led by senior captains Nick Cargas and Graham Guidry, but received key contributions throughout the season from many of the 16 members of the senior class and a talented group of underclassmen. Graham, a forward/midfielder, inspired his teammates by setting a school record of 28 goals in a season. The defense was anchored by senior goalkeeper Kyle Draim, who posted a .933 save percentage and amassed 11 shutouts during the 2013 season. The IAC honored six Saints, Andrew Arnold '14, Miguel Arrate '15, Nick Cargas '14, Kyle Draim '14, Graham Guidry '14, and Connor Padgett '15, with All-League honors. A confident, strong, and experienced group will return for the Saints to defend their IAC and VISAA titles in 2014.

Varsity soccer seniors celebrate their VISAA win and an historic season

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Seniors Sarah Goode, Sophie Davidson, Kathryn Cavallo, Hannah Singerling, Natalie Revers, Sapphire Tubbs, Katie Coulter, Sophie Reardon

Field Hockey ISL League and Tournament Champions Outstanding Athletes: Kathryn Cavallo '14, Sophie Davidson '14 Saint Award: Hannah Singerling '14 JV Coach's Award: Eden Solomon '16 All-ISL: Kathryn Cavallo '14, Sophie Davidson '14, Hannah Singerling '14 VISAA All-State: Sophie Davidson '14 In Coach Marsha Way's final season as varsity head coach after 35 years of athletic excellence, the Saints field hockey team had a very successful season that included giving Coach Way her 500th win (see page 34). Finishing the season with an 184-1 overall record, the team captured their 22nd Independent School League (ISL) championship by winning the regular season and defeating Holton-Arms 3-0 in the tournament finals. The Saints advanced to the VISAA State Tournament for the 15th straight year as the No. 7 seed but were stopped by tough state opponent Trinity Episcopal School. They were consistently ranked in The Washington Post top ten, achieving a high of fifth place. With a combination of potent offense and stellar defense, the Saints scored 53 goals this season, while only conceding 18. The Saints were led by a tremendous group of eight seniors—Kathryn Cavallo, Katie Coulter, Sophie Davidson, Sarah Goode, Sophie Reardon, Natalie Revers, Hannah Singerling, and Sapphire Tubbs—who consistently demonstrated through their play and attitude what being a Saints athlete is all about. Hannah, Kathryn, and Sophie were named All-League in the ISL for their efforts, and Sophie also received VISAA All-State honors. The team received positive contributions from some new members, and the returning Saints look forward to continuing their tradition of excellence next year.

Cross Country

Outstanding Athletes: Sylvie Howton '15, Parker Phippen '14 Saint Awards: Madison Garrett '16, Joshua Reed '15 JV Coach's Award: Alex Craner '17, Anna Godek '16 The 2013 Saints cross country team posted some of the best numbers in recent years. With a combined 30 runners making up this year's coed team, the group showed from day one that they were ready to compete and help take the Saints cross country program to the next level. Between distance runs, hill workouts that included the annual preseason trip to Shrine

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Sylvie Howton '15, Parker Phippen '14, and Alison Lindsay '14

Mont, and intervals on the track, the team logged a cumulative total of more than 4,000 miles. The team competed in ten meets, ranging from small dual meets to large invitationals. All members of the team ran personal best times at the Alexandria City Championship, and several runners followed those performances by posting even faster times at the IAC and ISL Championships. Junior Sylvie Howton set the pace for the girls, placing 14th at the Alexandria City Championship and 25th overall at the ISL Championship. Her time of 21:39 currently ranks her fifth all-time in the Saints girls cross country program. On the boys side, it was senior Parker Phippen who led the way for the Saints. He placed twelfth at the Alexandria City Championship and 17th at the IAC Championship with a time of 18:10, placing him as the ninth fastest runner in Saints boys cross country history. The girls team placed 16th and the boys 15th overall at the VISAA State Championships to conclude the 2013 season. The returning runners will look to build on their successes going forward in 2014.

Girls Soccer

Outstanding Athlete – Defensive: Alison Lindsay '14 Outstanding Athlete – Offensive: Virginia Fergusson '14 Saint Award: Darby Philbrick '14 JV Coach's Award: Adrienne Atkins '16 All-ISL: Alison Lindsay '14, Darby Philbrick '14 With returning senior leadership and new young talent, the Saints girls soccer team had another successful season. They finished with an overall record of 7-5-5 and advanced to the ISL Tournament semifinals. Highlights included an impressive win over eventual ISL Champion Holton-Arms in the regular season, as well as wins against Bishop McNamara, Stone Ridge, Madeira, and ISL AA opponent Potomac. On the offensive side, senior co-captain Darby Philbrick led the Saints with 16 goals on the season, and co-captains Virginia Fergusson and Alison Lindsay contributed assists and stellar play in the midfield. The Saints had one of the strongest defenses that Coach Karen Ruberg has seen in recent years. Alison and Darby were name to the ISL AllLeague team for their solid play throughout the season. While the six talented seniors—Avery Donahoe, Virginia Fergusson, Natalie Hellmann, Alison Lindsay, Olivia Mikkelsen, and Darby Philbrick—will be hard to replace, the team is excited to build on the success of this season in years to come.


Virginia Fergusson '14 | Seniors Rohan Walcott, Jordan Waite, CJ Tyeryar, and Sam Gallahan | Seniors Gussie Johns, Kemble Mountcastle, Julia Keefe, Mollye Lent

Football

Outstanding Athletes – Defensive: Jordan Waite '14 Outstanding Athlete – Offensive: Isaiah Davis '15 Saint Award: CJ Tyeryar '14 JV Coach's Award: Brendan Richichi '17 All-IAC: Isaiah Davis '15, Sam Gallahan '14, Jordan Waite '14 The 2013 Saints football team was a group defined more by their grit, toughness, and resiliency, than by their final record. In the face of one of the area's toughest early season schedules—which included a season-opening game against No. 1-ranked and defending VISAA State Champion Liberty Christian Academy and games against highly ranked state and area teams St. Christopher's, Benedictine, and Bullis—the team showed tremendous character and perseverance each time they stepped on the field. Despite their 0-9 final record, the group's bond as a team and performance on the field brought pride to the Saints faithful. The Saints were captained by senior linebacker Jordan Waite, junior quarterback Ish Seisay, and sophomore lineman John Day. Seniors Will Dyson, Sam Gallahan, Teddy Shervin, Kamal Smith, CJ Tyeryar, Jordan Waite, and Rohan Walcott all concluded tremendous careers with the Saints. In his first season at St. Stephen's & St. Agnes, junior Isaiah Davis rushed for more than 1,000 yards to lead the Saints offensive rushing attack, while Sam led the team in receptions. For the third straight year, Jordan led the Saints defense in tackles. The IAC honored Isaiah, Jordan, and Sam with AllLeague honors. With the majority of the varsity roster returning in 2014, the future looks bright for the Saints football program.

every match. Their determined play paid off and gained them a No. 7 seed in the VISAA State Tournament, where they took on the Cougars of Collegiate. Senior co-captain Gussie Johns was named to the ISL All-League team as a result of her fierce, unwavering play. The Saints had tremendous leadership from Gussie and fellow seniors Julia Keefe, Mollye Lent, and Kemble Mountcastle, as well as strong contributions from a young squad who is already looking forward to the fall of 2014.

Volleyball

Outstanding Athlete: Isabel Shaw '16 Saint Awards: Julia Lindsey '15, Kate Lucas '16 JV Coach's Award: Stephany Guadalupe '17 The Saints volleyball team's 5-11 overall record did not accurately reflect the progress and growth that occurred during the 2013 season. With many new members on the varsity squad this year, the team started off slowly but gained momentum as the season progressed and played some of their best volleyball towards the season's end. The team secured big wins over Pope John Paul the Great, Oakcrest, and Sandy Spring Friends School on the evening of the Saints' annual Dig Pink, an event to raise awareness and support for breast cancer research. The Saints advanced to the ISL Tournament semifinals with a 3-1 over St. Andrew's, the second time they defeated the Lions during the season. The team will miss the dedication and spirit of seniors Julia DeVico, Lauren Hinson, and Emily Miller but looks to next season as an opportunity to continue to grow and become a force to be reckoned with in the ISL.

Girls Tennis

Outstanding Athlete: Gussie Johns '14 Saint Award: Julia Keefe '14 JV Coach's Award: Emma Draper '15 All-ISL: Gussie Johns '14 The girls tennis team finished off the season with a 6-10 overall record and, despite some tough losses, had a very competitive season. The Saints defeated ISL opponents Holy Child, Flint Hill, and Georgetown Visitation and racked up some impressive wins against local Virginia state opponents, including Bishop Ireton, Bishop O'Connell, and Paul VI. Sportsmanship, teamwork, and tenacity were some of the values displayed by the girls throughout the season, fighting hard through every game in

Varsity Volleyball Team ~ Dig Pink!

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Serving & Leading SSSAS Welcomes New Members to the Board of Governors and Foundation Board Reginald J. Brown Board of Governors Board of Governors member Reginald Brown feels strongly about the St. Stephen's & St. Agnes School mission. "The entire mission statement is powerful and compelling. If I had to pick one part that speaks to me, it would be the emphasis on the pursuit of 'goodness.' Everything in life ultimately flows from character," he said. Mr. Brown and his wife, Tiffeny Sanchez, couldn't be more pleased with choosing SSSAS for their daughter, Reagan, an eighth grade Saint. The Browns also have a young son, Jameson. "SSSAS has a holistic focus on the intellectual, physical, and spiritual development of its students in an environment that is welcoming and respectful, with teachers who are engaged and administrators, parents, and alumni who are focused on bringing out the best in everyone," he said. "That's an amazing combination, and we're happy to be a part of the SSSAS family." Mr. Brown is a partner at the WilmerHale law firm, where he is the incoming Chairman of the Financial Institutions Practice Group and a partner in the firm's Litigation/Controversy and Regulatory and Government Affairs Departments. He joined the firm in 1997 and served as special assistant to President Bush and associate White House counsel from 2003 to 2005. Mr. Brown also previously served as a Peace Corps Volunteer in the Federated States of Micronesia. Mr. Brown earned his B.A. in political science from Yale University and his J.D. from Harvard Law School. Mr. Brown is an avid wine collector and also enjoys cooking and gardening.

Col. Freeman E. Jones Board of Governors St. Stephen's & St. Agnes School welcomes back Col. Freeman E. Jones to the Board of Governors this year, after serving from 2006 to 2012. Col. Jones has served on many SSSAS committees and helped with numerous events at the school, including the Light the Way faculty endowment campaign, Buildings and Grounds Committee, Governor's Committee, and the Head of School Search Committee, and he has served as chair of the

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Development Committee. In addition, he is a member of the Fathers' Club and has served as a den leader for the SSSASchartered Cub Scout Pack 1515 and currently serves with Boy Scout Troop 1515. He has graciously volunteered his time to assist with school events such as Lower School Field Day, the APT Spring Festival, Homecoming & Reunion Weekend, and various athletic tournaments. Col. Jones is director of Grey Ghost International, consulting for the U.S. government on counterterrorism and security issues. Previously, he was a U.S. Army Special Forces officer for 26 years. He holds a B.A. from Washington & Lee University, an M.A. from the U.S. Army Command & General Staff College, and another M.A. from the Johns Hopkins University School of Advanced International Studies (SAIS). Col. Jones also gives his time to serve as an usher at St. Paul's Episcopal Church, on the Alumni Board at St. Christopher's School, and as a volunteer with the Alexandria chapter of Ducks Unlimited, a waterfowl and wetlands conservation organization. Naturally, his hobbies include hunting, fishing, and water sports. Col. Jones and his wife, Anne Beverly, live in Alexandria with their twins, Charlotte '16 and Walter. Col. Jones said they chose SSSAS because "The school strives to develop the intellectual, physical, emotional, and spiritual facets of all students." He also connects with the school's mission to "pursue goodness as well as knowledge." He said, "This implies that education goes beyond the classroom and textbooks and results in an honest, caring, respectful, and motivated character."

Clara G. Ferraro '97 Foundation Board St. Stephen's & St. Agnes School welcomes alumna Clara Gillespie Ferraro '97 to the Foundation Board. Mrs. Ferraro has served on several SSSAS committees, with roles including alumni chair for The Saints Fund and a Homecoming & Reunion class volunteer. Mrs. Ferraro is excited to serve her alma mater in this new role. "As I have gotten older, I have come to understand how much of an impact SSSAS has had on my life," she said. "The infectious enthusiasm of the teachers and the high standards the faculty and staff have for their students creates an invaluable learning experience at a very impressionable time in adolescent lives." Her brother, Nat Gillespie '92, is also an alumnus of the school. Mrs. Ferraro is currently the head of investor relations at Tiger Global Management, LLC, an investment firm based in New


York City. Mrs. Ferraro earned a B.A. in sociology from Yale University, where she played lacrosse. She and her husband, Vince, live in New York City. They are busy parents to three children, two-year-old twins Annabella and Eliza, and newborn, Lorenzo.

Keith Lipton Foundation Board St. Stephen's & St. Agnes School welcomes Keith Lipton to the Foundation Board. Mr. Lipton and his wife, Alexandria, are proud parents to son Jacob '17 and daughter Caroline. "I feel like the culture and mission of SSSAS is one that promotes excellence, yet also stresses the importance of humility and doing the right thing each step of the way," Mr. Lipton said. "I want my children to reach for the top, but I also want them to help others along the way." Mr. Lipton is the chief operating officer of U.S. operations for Avison Young, a Canadian-based international commercial real estate services firm. In this role, Mr. Lipton is responsible for overseeing the firms recruiting, acquisitions, and operations in the United States. Mr. Lipton also serves as a member of the firm's executive committee responsible for developing and executing the firm's strategic growth plan worldwide. Previously, he was managing director of asset services for CBRE's Washington, D.C. metropolitan market, responsible for overseeing the firm's property management, construction management, and engineering services portfolio of more than 23 million square feet in Washington, D.C. and the surrounding markets in Maryland and Virginia. Mr. Lipton's success has been recognized with a variety of awards, including a Chairman's Award from CBRE, a Circle of Excellence Award from G&E, and two Managing Director of the Year Awards from Avison Young. Mr. Lipton enjoys spending time with his family and skiing in his free time.

Marcus Peacock Foundation Board St. Stephen's & St. Agnes School welcomes Marcus Peacock to the Foundation Board this year. Mr. Peacock and his wife, Donna McLean, chose SSSAS for their daughters, Iona '15 and Mey '15 McLean, because they want them to be lifelong learners. "A big part of the SSSAS mission that we felt strongly about was 'to inspire a passion for learning.' A desire to learn creates a positive 'spiral' (learning begets more learning) that should continue to the end of one's life," he said. "SSSAS has an excellent balance of academic, athletic, artistic, and spiritual education that keeps feeding our daughters' desire to learn. Plus, the faculty and administrators are top notch." Professionally, Mr. Peacock has held a number of high federal posts before retiring from his profession, including deputy administrator at the Environmental Protection Agency and associate director for natural resources, energy, and science at the Office of Management and Budget. From 2011 until June of 2013, he was the minority staff director for the U.S. Senate Committee on the Budget. While at the Office of Management and Budget, Mr. Peacock led the team that created the Programs Assessment Rating Tool, or PART, used to measure the performance of federal programs. Subsequently, PART won Harvard University's Innovations in Government Award and the American Society of Public Administration's Leadership Award. Mr. Peacock has a B.S. degree in industrial and systems engineering from the University of Southern California and a master's degree in public policy from Harvard University. Mr. Peacock currently volunteers his time at our school as a member of the Association of Parents and Teachers (APT) and the Fathers' Club, and he serves as a Saints Fund volunteer for the Leadership Gifts Committee. He previously served as a treasurer and trustee for the Capitol Hill Day School and the Library of Congress Day Care Center. In his free time he enjoys backpacking and hiking.

2013-2014 Board of Governors From left to right: Freeman Jones, Shanda Ivory, Cathy Tyler '80, Michelle Go, Amy Curtis '80, Chair Clay Perfall, Craig Veith, David Charlton '69, Head of School Joan Holden, Kirk Blalock, Suzanne Brock, Heather Cox, Phil Herget, Alumni Association Board President Montez Anderson '93, Reginald Brown, John Siegel, and Berk Shervin '78. (Not pictured: Vice Chair Steven Peterson '84, Amy Argetsinger '86, Michael Chiaramonte, Ian Markham, Rob Wadsworth '78, and Karen Walker)

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From the Archives During this past year, the Archives has become a more interactive part of our school community. The student newspaper editors researched our collection of school newspapers and wrote a full-page article about the changing pace of student life. Our service learning coordinator used photos from the archives to illustrate the tradition of selflessness and community service at our school. And one of our new faculty members created a podcast for the Lower School about the history of our campus buildings and how to "look for history all around you." As important as our physical archive collection is, those papers and books are simply documenting the human experience of life at St. Stephen's & St. Agnes. Sometimes the best stories come straight from the source. Seeking oral history interviews or creating spaces and events that inspire memories are wonderful ways to gather stories. Each year I especially look forward to welcoming our alumni back for Homecoming & Reunion Weekend. They always bring stories to share that surprise and captivate our current students.

From the May 11, 1951 St. Agnes newspaper, Shearings

This year we recreated a dorm room and a faculty room on the third floor of Lloyd House, the historic building on the Lower School campus, to show what it looked like when it was a boarding house for St. Agnes students. From the opening of the school in 1924 until 1979, when the local demographics moved away from the need for a boarding department, the second and third floors of Lloyd House were filled

Starting a Conversation By Anne Bolen School Archivist

Working in the school Archives is a wonderful combination of two positive forces. On one side, my goal is to help educate our current students, families, and faculty about our school history. On the other side, I have the privilege of interacting with our diverse alumni community. Their engaging stories help me to better understand how student life has changed, and what traditions and principles have endured throughout the last 90 years.

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SSSAS Fall/Winter Magazine 2013

St. Agnes boarding house photo circa 1954


with studying, snoring, and giggling students, long after the last class bell had rung for the day. The goals of the recreated rooms are to honor the student experience of our former boarding students and to spark conversations of both enquiry and memory. Given the 55year history, how to furnish the rooms was a major consideration. Ultimately we settled on interpreting three eras and two experiences. One room depicts a faculty room from the 1920s, and the other highlights the student experience from two eras—WWII and the early 1970s—which were important to both our school and women's history and marked times of social changes in the United States. The rooms are not replicas of specific people's rooms. Instead they are a nod to the student experience of a boarder during WWII, when many girls boarded because their parents were connected to the military, and the early 1970s, when so many social changes were affecting our country, and women's equal rights were a major focus on Capitol Hill.

Boarding house recreation of a room during the 1940s

Current students may think the rooms look stark. To quote a student handbook from the 1930s, the boarding rooms were "agreeable but not luxurious." However, the most lasting memories of living in Lloyd House are not about the rooms, but about the relationships. Our former boarding students have related so many happy memories to us about their time on campus. Wonderful friendships were formed, small and innocent rebellions were instigated, and lots of laughter and high jinx occurred after "lights out." I welcome our whole community to come and visit these new spaces on our Lower School campus. Come and see the differences from and similarities to student life today. And if you have a story to tell, let this be a spark to the conversation.

St. Agnes boarding house photo circa 1970

Tours for our alumni visitors may be scheduled with School Archivist Anne Bolen 703-212-2756 or Director of Alumni Relations Tyler Hetzer 703-212-2718

Boarding house recreation of a room during the 1970s www.SSSAS.org

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Every day Saints MAKE IT COUNT. They edit essays, record experimental data, rehearse their lines for the play, and practice their dribbling skills on the court. Each day that they make it count is a day when they develop into people of integrity who will lead the next generation. You can help MAKE IT COUNT even more. A gift to The Saints Fund goes directly where funds are needed most. Whether it is for classroom technology, a teacher's salary, facilities, or new athletic equipment, your gift adds to their education and equals success in their future. Every dollar given in 2013-2014 will help our school reach new heights. We can make an impact right now. Together we can MAKE IT COUNT at SSSAS. Give Online: http://giving.sssas.org, or Contact: Julia Farnham '06, director of annual giving, at 703-212-2715 or jfarnham@sssas.org

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Correction to the 2012-2013 Annual Report The following names were inadvertently omitted from the 2012-2013 Annual Report of donors to The Saints Fund: Ms. Addilyn Chams-Eddine (Class of 2014 parent) Mr. & Mrs. William F. Coffield (parents of alumni, Classes of 2009 and 2013) Capt. & Mrs. Howard Harding SSS 1965 Dr. & Mrs. Eugene Olmi III SSS 1973 Our sincere apologies for those who were accidentally omitted from this publication. Thank you to every donor for making the 2012-2013 year such a great success! Julia Farnham, Director of Annual Giving

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Alumni Connections Save the Date! Thursday, December 19 Young Alumni Holiday Party Hill Country BBQ Wednesday, February 26 Join us for a Regional Alumni Reception in New York City at the Union League Club Sunday, March 16 Join us for a Regional Alumni Reception in San Francisco location TBD Members of the Alumni Association Board just after presenting Head of School Joan Holden with a vase commemorating her as an "honorary alumna." From left to right: Rick Lash '78, Andrew Blair '78, Cecile Lastelic Phillips '87, Joan Holden, Montez Anderson '93, and Nancy Ragland Perkins '89.

Letter from the President of the Alumni Association Board As a 1993 graduate of St. Stephen's & St. Agnes School and president of the Alumni Association Board, I am keenly aware of the tradition and standard set forth by our school. I am pleased to note that year after year our association has continued to create innovative programs that meet the emerging needs and interests of the alumni community. Through substantive programming and outreach to our alumni as well as working with the school's other auxiliary programs such as the Association of Parents and Teachers and Fathers' Club, we hope that the SSSAS Alumni Association Board will continue to grow stronger in fulfilling its role as a proud ambassador of the school. This past October the Alumni Association welcomed back hundreds of graduates, including the alumni classes ending in 3 and 8, who celebrated their reunion years during Homecoming & Reunion Weekend. Alumni, parents, and faculty reconnected at the Torpedo Factory, the annual Robert Lamond '67 Memorial Alumni Soccer Game, Saints Story Time for our children of alumni, and the APT Fall Family Festival. During half time at the football game, the Alumni Association bestowed upon Head of School Joan Holden the distinction of "honorary alumna" of St. Stephen's & St. Agnes School. A well deserved honor! I am delighted to report that last year each member of the Alumni Association Board contributed to The Saints Fund. We stand beside our faculty—who also attained 100 percent participation—in supporting this critical fund that benefits faculty salaries, buildings and grounds maintenance, teaching supplies, financial aid, technology, and arts, science, and athletic programs. We have achieved the same goal again this year, continuing the tradition of giving back. In addition to The Saints Fund, the Alumni Association is proud to continue our commitment to the Children of Saints Endowed Scholarship Fund, a fund established in 2006 to provide financial assistance to qualifying children of alumni who attend the school. Additionally, we fulfilled our pledge to Light the Way: A Campaign for our Teachers. We feel especially excited about honoring those teachers who taught us in years past and helping to recruit and retain bright and dynamic teachers in the future. Be sure to visit www.sssas.org/alumni to check out photos of all of the Alumni Association's events. We encourage your input and support as we move forward.

Wednesday, April 23 Join us for a Regional Alumni Reception in Boston location TBD Monday, April 28 Tee off this spring at the 23rd Annual Sleepy Thompson Memorial Golf Tournament Join us at the Army Navy Country Club for a round of golf, lunch and dinner, fun contests, and great prizes.

Join the SSSAS Alumni Groups! Check out these great ways to reconnect with SSSAS! On Facebook, search for the SSSAS Alumni Office group. On LinkedIn, search for the St. Stephen's & St. Agnes School Alumni group. Follow us on Instagram @sssasalumni. Network with classmates, post photos, and learn about alumni news and events. For more information, contact Tyler Hetzer at thetzer@sssas.org

Go Saints, Montez J. Anderson '93 www.SSSAS.org

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Alumni Moments from the 2013

The St. Stephen's Class of 1963 cheered as they were recognized during half time at the football game.

A 50th Reunion Moment from Andy Kreutzer '63 and Tom Margrave '63 Months in the planning by two formerly red-haired guys, our 50th Reunion was a great weekend. Who knows how our classmates have managed to marry so far above their stations? Who knew how embellished the stories would become during the 50 years since we left the now Upper School campus? But over the course of three wonderful days, we found both to be true. The first day began with a grilling by the third grade about our times at St. Stephen's and St. Agnes. The day continued with a lovely luncheon for us Golden Class folks, with a good update by Head of School Joan Holden and a talk by a very accomplished young senior. We couldn't avoid comparing the changes over 50 years, including the iPads with separate Bluetooth keyboards for every child in the class.

Landon Hofman '63 received his reunion pin from his fifth grade pen pal, Nico Garcia-Ippolita.

The fun continued Friday evening with the annual alumni party at the Torpedo Factory Art Center. It was a great time—remembered hazily by some—with a nice gathering at the Chart House restaurant afterwards. Saturday brought the big Homecoming day of recognition. Some of us began at the alumni soccer game featuring Geoff Layton dazzling the younger grads with his footwork, and Margrave looking for the oxygen and AED just in case. We were treated to lunch and listened in amazement as the St. Agnes Golden Girls sang the St. Agnes alma mater to the tune of Men of Harlech. The SSSAS women won at field hockey, but the football team lost to Landon despite a very exciting five minutes of scoring and playing hard to the end. Saturday night we gathered at Andy Kreutzer's family home for a wonderful meal and great conversation, further confirming that the borders between memory and imagination have indeed blurred. Andy's mom was the gracious hostess, and the neighbors were kind enough not to call the Fairfax County Police.

The St. Agnes Class of 1963 party in Lloyd House was spent sharing fond memories and having Green and Gold Team cheering competitions.

Sunday we gathered at the Chapel/Performing Arts Center to honor our deceased classmates along with our compatriots from St. Agnes. It was a moving time of recollection followed by brunch at the Carlyle Grand Café in Shirlington. Not everyone in the class was able to make it, and not everyone was able to take part in all the events, but it was a grand time culminating in a pledge to stay in touch better in the next 50 years. The St. Stephen's Class of 1963 reconnected at the family home of Andy Kreutzer '63, where many of them had spent time during their childhoods.

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Homecoming & Reunion Weekend

Classmates proudly carried their reunion banners as they marched onto the field to receive their commemorative reunion pins from fifth grade students.

A 35th Reunion Moment from Andy Sidle '78

St. Stephen's and St. Agnes 1978 alumni, Joan Holden, and the Vosbeck family joined together to dedicate a bench in memory of their classmate, Jim Vosbeck, who passed away in August 2013.

Barbara Butler Leonard '68, Patty Bayliss Owens '58, Pat Lyon Dunn '58, and Belinda Lowenhaupt Collins '64 had a lovely time being interviewed by Kirsten Becker's third grade class.

SSS Class of 1958 alumni invited Peg Babyak and Betty Wanamaker to their Saturday night class party celebrating their 55th Reunion.

As usual, the bash at the Torpedo Factory in Old Town on Friday night was perfectly lit—just dark enough to hide the new facial lines of living we acquired these past 35 years! Seriously though, and quite to the contrary, my classmates still look youthfully vibrant, some not having aged at all it seems. Rob Wadsworth, former quarterback and still dashing, flew down from Boston, and Tom Mustin, all the way from Denver, looked like he could don his football jersey and pads and still tackle Landon's entire backfield. And archeologist Leith Smith, another handsome devil, slogged all the way down from Maine. I want whatever they're eating. Our St. Agnes classmates, too, effervescent and beaming gloriously, joined the festivities: Alisa Freeman Alvarez traveled from Dallas, for Pete's sake, and Leigh Leibel from the Big Apple. And, of course, our many spry local classmates joined us, as well: Cary Brownley, Rick Lash, Bruce Claybrook, Berk Shervin, Andy Brown, Charlie Fairchild, Ann Morton (Young) Habliston, Andrew Blair, David Peete, Diane (Montllor) Wright, and Scott Crawford, all quite radiant that Friday and at Andrew and Kathryn Blair's on Saturday! But our physical beauty aside, we came together this reunion not only to laugh with and celebrate each other, but also to remember fondly one of our wonderful classmates who passed away this summer: Jim Vosbeck. On Saturday, just prior to the football game, we gathered at the southeast corner of the track and field to dedicate a memorial bench in Jim's honor. The sun slipped behind a few clouds, but Jim's widow, Bibi, and his sister and parents warmed the air and our special moment. Whoever sits there from now on will enjoy a close-up view of one of the many worlds in which Jim starred. Here's to you, brother, and to all who pay tribute. Thanks for a memorable weekend, everyone!

Thanks to all who participated in the 11th Annual Robert M. Lamond '67 Memorial Alumni Soccer Game on Saturday morning.

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The SAS Class of 1988 and SSSAS Class of 1993 celebrated at O'Connell's in Old Town on Saturday night.

A 10th Reunion Moment from Ann Lefeve Snyder '03 It felt oddly normal to be walking the hallways at the Upper School again. Seven of us, who hadn't been together as a group since high school, talked about our old teachers, our freshman lockers, and the senior pranks we pulled ten years ago. We looked fondly upon the "nook," which is now glassed over, and visited the CPAC, which during our senior year was mostly under construction and still lacked an acronym. We shared fond memories, savored the chance to reunite, and talked about the people we were when we were 17. When I set out for Homecoming Weekend, I told my husband I was excited to see how much everyone had changed. "Did you see…" or "can you believe that…" would enter my conversations with friends on Sunday morning. But as I caught up with those I hadn't seen in a decade, I was struck not by the ways in which we had all changed, but by how we were all still basically the same.

Generations of the Fifer family had a wonderful time celebrating their reunions at the Torpedo Factory.

Sure, life circumstances have altered. There have been marriages, births, degrees, business ventures, passions found and lost. We've grown and developed into adults (or at least, we hope so), but those adults still strive for and appreciate the same things about each other that we did when we were younger. The members of the class of 2003 always related to one another with the kind of mutual respect that didn't ignore the differences among us, but took them in stride and celebrated our own diversity. Patricia Lyons told me senior year that everyone grows up to be "essentially the same person they were when they were 8." Her words ring true. I'm still hopelessly un-athletic and too social for my own good, the same as I was when I was 8, 18, or 28. Andrew Bleeker and Monica Groat are still brilliant and successful. Greg Meushaw is still charming, and John Moran is still the smartest person I know. We've grown, yes, and some of us may have hit bumps along the way or celebrated big milestones, but we have mainly stayed the same. And I'm thankful for it. I spent 14 years at St. Stephen's & St. Agnes School. It shaped me and many of my classmates. Our class grew up, in large part, together, and many of us have stayed close friends—whether we were athletes, SCA presidents, actors, or otherwise. There is something remarkable about standing in the back room of a bar in Arlington and feeling at home with people I hadn't seen in years—believe me, I wouldn't have expected Ireland's Four Courts could have achieved that. But whatever the reason, I'm grateful for those who came "home" to our reunion and for the opportunity to reflect on our years together.

To see more photos of our alumni events on Flickr, visit www.flickr.com/sssasalumni

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SSSAS Fall/Winter Magazine 2013

Bud Garikes, director of the Upper School, with his daughter, Kerry '08, who was celebrating her 5th Reunion!

Rob Keith '03, Joan Holden, and Sherley Keith, Middle School English teacher, enjoyed celebrating Rob's 10th Reunion.


Milestones: New Additions 2012

November 8: Michael Guernsey '03 and Tracy, a son, Caleb William Guernsey

2013

March 26: Rebecca Finn Matchett '97 and Steven, a son, Christopher Finn Matchett Delaney Elizabeth Barbee

May 19: Ned Barbee '94 and Kellee, a daughter, Delaney Elizabeth Barbee June 25: Maggie Jerde Joyce '98 and Sean, a son, Emmet John Joyce

Caleb William Guernsey

Christopher Finn Matchett

June 28: Bobby Augst '95 and Heather, a daughter, Frances Winter Augst July 2: Charles Andreae '02 and Kelly, a son, Charles "Charlie" Norman Andreae V July 3: Mary, former faculty/staff, and Johnny Rivera, faculty/staff, sons, Henry Alejandro and Christian Javier Rivera July 5: Frederique Campagne-Irwin '92 and Jesse, a son, Julien Nicolas Irwin

Henry Alejandro and Christian Javier Rivera

July 7: Hannah Prentice Traul '99, former Alumni Association Board member, and Howard, a son, Walker Jackson Traul July 16: Megan Ames Jennings '97 and Tim, a daughter, Mara Jane Jennings July 16: Travis Wooden '01, former faculty/staff, and Rachelle, a daughter, Noelle Elizabeth Ewurabena Wooden July 17: Clara Gillespie Ferraro '97, Foundation Board member, and Vince, a son, Lorenzo Zachary Ferraro July 21: Kristin Seith Burkhalter '97, former faculty/staff, and Chip '92, a son, Barrett Hughes Burkhalter

Walker Jackson Traul

Julien Nicolas Irwin and big sister Chloe

July 20: Tony Brooks '90 and Amanda, a son, Colby Fox Brooks July 23: Beth Adams '96 and Bob, a son, Franklin Douglas Sempsey

Mara Jane Jennings

Lorenzo Zachary Ferraro

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July 28: Andrew Wells '02 and Katie, a daughter, Landry Elizabeth Wells August 7: Abby Vinyard O'Melia '96 and Cormaic, a son, Fiachra Edward O'Melia August 20: Wray Fitch '02 and Megan, a son, Aubrey Wray "Quinn" Fitch V August 26: Charles Mitchell '89 and Elizabeth, a son, William Campbell Mitchell

Landry Elizabeth Wells

Luca Beck Papademetriou

August 28: Aaron Suplizio '96 and Alicia, a daughter and a son, Cameron Grace and Charles Boice Suplizio September 1: Niko Papademetriou '00 and Sara, a son, Luca Beck Papademetriou September 6: Charlie Fairchild '03 and Erin, a son, Rory Tyler Fairchild September 12: Amna Nawaz Werdel '97 and Paul, a daughter, Karam Nawaz Werdel September 15: Hugo Prera '99 and Andrea, a daughter, Carrera Aria Prera

Cameron Grace and Charles Boice Suplizio with big sister Claire

Karam Nawaz Werdel

September 16: Stephanie Bissell Torres '02 and Louis, a daughter, Juliet London Torres September 20: Lisa Deaton Altman '96 and Eitan, a daughter, Violet Eve Altman September 22: Steve Lastelic '93 and Luisa, a daughter, Victoria Carroll Lastelic Juliet London Torres

Victoria Carroll Lastelic

Violet Eve Altman with big sister Hazel

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SSSAS Fall/Winter Magazine 2013


Milestones: The Middle Aisle ALUMNI COUPLE

2013

May 18: Justin Hughes '05 and Laura Pickard May 18: Hadley vom Eigen '03 and Dan Marshall June 1: Patrick Lenderman '04 and Marguerite Dumont June 1: Daniel Malloy '03 and Katie Cline June 7: Joanna Ahdoot '05 and Taylor Andreae '05

Daniel Malloy '03 and Katie Cline

Joanna Ahdoot '05 & Taylor Andreae '05

June 8: Amanda Novak, faculty/staff, and Kenny Hewitt June 15: Nanna Kozemchak '03 and Rich Hardy June 22: Julia Ciavarella '08 and Jack Lund June 29: Cameron Land '01 and Devin Bryant July 6: Rebecca Chalmers Cowdrey, faculty/staff, and Neil Ginnetti July 21: Kristen Zimmer '02 and Matt Schneidman July 26: Martha Shaw Whitley '83 and Steven Peterson '84, Board of Governors member and former Foundation Trustee

Amanda Novak & Kenny Hewitt

Cameron Land '01 & Devin Bryant

August 10: Duke Fairchild '05 and Sara Lichtenstein August 11: Robert Edsall '06 and Caitlin Joshua August 24: Charlotte Allen '03 and Sam Alnouri August 25: Andrew Richmond '03 and Heather Reineke September 1: Mary Beth Baylor '02 and Chris Abplanalp September 7: Alec Hooff '02 and Amy Vanderlinde

Rebecca Chalmers Cowdrey & Neil Ginnetti

Duke Fairchild '05 & Sara Lichtenstein

September 14: Amy Argetsinger '86, Board of Governors member, and Bill McQuillen September 21: Jason Manarin '92 and Marina Yevel September 21: Phil Solomond '02 and Ashley Olentine October 5: Kate Jerde '01 and Alex Cole October 5: Will McGettigan '02 and Julie Wallerstedt Amy Argetsinger '86 & Bill McQuillen

Jason Manarin '92 & Marina Yevel

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In Memoriam 2012

Joan Vinaroff Fletcher, mother of Maggie Fletcher Belliel '78, 10/24/12 F

John E. DeLashmutt, Jr., brother of Patricia DeLashmutt Ford '56, 12/26/12 F

2013 F

Lela Payne Parker '39, 1/22/13

Edward Stack Gately, father of Cate Gately Dean '76 and Dorsey Gately deButts '79, father-in-law of Hays deButts '82, 3/21/13 F

F

Charlotte Bruce Earman Viles '63, 5/1/13

Mayo Stuntz, grandfather of Joe '04 and Grace Stuntz '06, 5/9/13 F

Jackie Campbell, mother of Colin Campbell '63, 5/22/13 F

Marian "Marnie" Warner Trotter, wife of the late Jesse Trotter, former Board of Governors member, mother of the late John Trotter '62 and Bill Trotter '66, 5/29/13 F

Judy Saunders Slifer '57, sister of Eleanore Saunders Sunderland '57, 7/6/13 F

Cynthia Hawkins, mother of Nailah Hart '03, 7/13/13 F

John Braswell, father of Morgan Braswell '14, 7/26/13 F

Shirley Shaw Carroll, mother of Cheryl Shaw Barnes '71, former Board of Governors member, Steve Shaw '75, former Board of Governors and former Alumni Association Board member, Martha Shaw Peterson '83, grandmother of Maggie Jerde Joyce '98, Kate Jerde '01, Stephen '06 , Malcolm '07, and Armour Shaw '12, and Chase '13, Shaw '13, Wyatt '13, Davis '17 and Wynne Whitley '17, 8/1/13 F

Jim Vosbeck '78, brother of Lee Vosbeck Hagan '66 and Lynn Vosbeck Kunkel '70, 8/7/13 F

Virginia Shockley, mother of Jenifer Wray Shockley '77, 6/1/13

F

George A. Dennett, husband of Elizabeth Brooks Dennett '56, 6/6/13

F

F

F

Nada Chupkovich, mother of Tricia Chupkovich Karppi '84, former Alumni Association Board member, grandmother of Alexandra '16 and Lawson Karppi '19, 6/12/13 F

Mac E. Rein, Sr., former Board of Governors member, father of Mac E. Rein, Jr. '76 and Kemper Rein-Warren '80, former spouse of Norma Simpson Rein '50, 6/14/13 F

Dixie Lee Hudlow, grandmother of Chris Murphy '91, former Alumni Association Board member, great grandmother of Jack '24 and William Murphy '25, 6/16/13 F

Jake Benner, son of Beverley Grow Benner '61 and Harry Benner '60, 6/17/13 F

General David C. Jones, father of David Jones '79, 8/10/13 Fariss Craig, mother of Nancy Craig Blackburn, former Board of Governors member, motherin-law of Dick Blackburn '67 , former Alumni Association Board member and former Foundation Trustee, grandmother of Blanton '94 and Craig Blackburn '97, 8/11/13 Richard Kenna Gaines, Jr., husband of Gail "Windy" Parish Gaines '56, 8/18/13 F

John Marshall Dunnvant, grandfather of Emily Bruner, faculty/staff, 8/23/13 F

Jim Herbert, father of Elizabeth Herbert Cottrell '67, 8/24/13 F

James M. Taylor, Sr., father of Jim Taylor '84, former Alumni Association Board member, and Ginny Taylor Scott '87, 8/27/13 F

Lynn Ann Bartholomew, sister of Linda Bauknight Franklin '72, 8/29/13

F

Larry Richmond, father of Andrew '03 and Daniel Richmond '04, 6/22/13

F

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William D. Hathaway, grandfather of William '11 and Ben Hathaway '13, 6/24/13

F

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Dorothy "Dottie" H. Bush, mother of Barbara Bush, former faculty/staff, 6/29/13

F

Arthur M. Keleher, father of Kim Keleher '77, Leslie Keleher Harris '79, and Sue Keleher Kane '82, 7/2/13

F

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Frances Hoffman Gue '53, wife of Ferris W. "Bill" Gue, Jr., former Board of Governors member, mother of F. William "Bill" Gue III '79 and Elliott Gue '95, 7/6/13 F

SSSAS Fall/Winter Magazine 2013

Benjamin J. Karol, grandfather of David '16 and Julianne Karol '23, 9/1/13 Edie George, grandmother of Chris Forsgren '11, 9/2/13 Joseph F. Zimmer, grandfather of Amy Zimmer Casey '97, Kevin Zimmer '98, and Kristen Zimmer Schneidman '02, 9/5/13


F

Kathleen Danbury, former faculty/staff, 9/21/13

Paul Marlin Hurley, grandfather of James '19 and Alice Hurley '20, 9/21/13 F

Kenneth Edward Bentsen, father of Ken Bentsen, former Foundation Trustee, grandfather of Louise '09 and Meredith Bentsen '11, 9/24/13 F

Carter Cabell Chinnis, Sr., father of Ann Chinnis '74 and Carter "Cabell" Chinnis, Jr. '76, former Foundation Trustee, 9/29/13 F

Janet Ferrill Russell, mother of Ann Ferrill Lavie '73, former Alumni Association Board member, grandmother of Mary Ferrill '09, Kate '08, and Lizz Lavie '12, 10/5/13 F

Carol Cleary, mother of Erin Cleary Murtagh '93, 10/6/13 F

Harold Jackson "Jack" Peake, father of Cindy Peake '72, 10/12/13 F

Thomas S. Foley, husband of Heather Strachan Foley '57, 10/18/13 F

Chris Simmons, father of Tucker '11 and Charlotte Simmons '15, 10/3/13 F

Charles Jarrett "Jerry" McPherson Howell '70 December 11, 1951 – September 1, 2013 On September 1, the St. Stephen's & St. Agnes School community lost cherished former teacher, mentor, and friend Jerry Howell, physical education teacher and coach from 1983-2012. Throughout the past three decades, Mr. Howell coached numerous sports at a variety of levels. In fact, he was one of the few individuals to coach both boys and girls teams for our school. He worked alongside Kathy Jenkins to coach girls basketball and lacrosse; coached with Varsity Ice Hockey Coach Joel Layton since the inception of the program; was head coach of the varsity baseball team; helped to coach varsity football; and most recently, served as head coach of the SSSAS golf team. During his career, both the Interstate Athletic Conference (IAC) and the Virginia Independent Schools Athletic Association (VISAA) named Mr. Howell "Coach of the Year." In fact, the IAC awarded him the honor twice. During the school retirement reception held in May 2012, his colleagues spoke of the positive influence Mr. Howell had on hundreds of student-athletes during his 29 years at our school. Head of School Joan Holden said, "Jerry challenged students to do their very best, while not forgetting that sports needed to be enjoyable and fun. We are grateful for his many contributions to our athletic program and for his many years of service to our school." Not only was Mr. Howell a beloved and respected coach and teacher, but he was also a St. Stephen's alumnus and revered Saints athlete. As a member of the Class of 1970, Mr. Howell played football and basketball. He was all-league in football and earned honors from both The Washington Post and Evening Star as an "all prep player" on both offense and defense. Mr. Howell was also the only faculty member at SSSAS who held the distinction of being coached by the late Sleepy Thompson and then working with him as well. Upper School Math Teacher Doug Adams, a longtime colleague and friend, shared why Mr. Howell was such a great coach and mentor: "The interesting thing is that Jerry never centered too much attention on the wins and losses as a coach. He once told me that he coached for the relationships...that he believed the wins would ultimately come if you took that approach. This is incredible advice for young coaches today, and Jerry embodied that notion." Mr. Howell is survived by his wife, Katie; daughter, Bethany (Alan) Pultz; son, William Taylor '91; and grandsons, Alan McPherson "Mac" and Robert Lee Pultz of Newport News, Virginia. In addition, he is survived by his sister, Harriet Howell Custer '62 of Anacortes, Washington and his brother, Edgar McPherson "Pete" Howell of Sacramento, California. www.SSSAS.org

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St. Stephen's & St. Agnes School Seminary Post Office Alexandria, Virginia 22304 If the addressee no longer lives at this address, please contact the school: 703-212-2720 or mfifer@sssas.org

Non-profit Organization U.S. Postage Paid Alexandria, Virginia Permit No. 10


2013 SSSAS Fall/Winter Magazine  
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