Spark 2023 Strategic Plan Impact Update

Spark 2023 Impact Update From The Hill to the World

O U R M I SSI ON

Our shared purpose is to inspire a lasting love of learning and spirit of service so that each of our students lives a life of meaning and enriches the world.

SPA R K 2 02 3 VI SI ON

By 2023, St. Stephen’s Episcopal School will be a vibrant and inclusive community inspiring all learners for lives of meaning and impact from The Hill to the world.

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I

N SEPTEMBER OF 2017, St. St. Stephen’s Stephen’s invited invited the entire entire community in aa the community to to participate participate in comprehensive strategic comprehensive strategic planning planning process. process.

Students, faculty, faculty, staff staff,, parents, Students, parents, alumni, alumni, the the Board Board of of Trustees Trustees and and friends friends of of the the school school created created aa bold bold and and ambitious ambitious plan plan for for St. St. Stephen’s Stephen’s called called Spark Spark 2023.

2023.

Despite Despite our our daily daily responsibilities responsibilities of of operating operating aa lively lively and and robust robust community community and and despite despite disruptions disruptions of of the the global global pandemic pandemic which which required required us us to to imagine imagine new new ways ways of of living living and and learning learning together, together, the the school school remained remained steadfast steadfast in in its its commitment commitment to to becoming becoming an an even even greater greater institution. institution. We We are are thrilled thrilled to to report report that that we we have have accomplished accomplished aa host host of of goals goals and and initiatives initiatives that that are are part of the the strategic strategic plan. plan. part of This This publication publication celebrates celebrates the the meaningful meaningful ways ways our our community community has has significantly significantly improved improved our our ability ability to to fulfill fulfill our our mission mission in in the the last last five five years. years. At At the the beginning beginning of of the the process process we we dreamed dreamed boldly. boldly.

Today, Today, our our vision vision of of aa stronger stronger St. St. Stephen’s Stephen’s has has been been realized. realized.

II am am deeply deeply proud proud of of the the work work that that we we have have done done and and am am grateful grateful to to all all of of the the members members of of our our community community who who had had aa hand hand in in the the planning planning and and

implementation implementation processes. processes. Our Our success success is is aa result result of of the the collaborative collaborative patricipation participation of of students, students, parents, parents, staff, many stewards friends staff, faculty faculty and and all thethe many stewards andand friends of of the the school. school. II am am especially especially grateful grateful to to the the Board Board for for the the leadership leadership and and oversight oversight and and to to the the goal goal champions who champions and and initiative initiative owners owners at at the the School school who made made sure sure that that our our goals goals were were realized. realized.

St. St. Stephen’s Stephen’s is is not not aa community community that that rests rests on its on its laurels.

We willout continue to seek out new laurels.

We will seek new opportunities that will opportunities thattowill help continue to future. grow help us continue grow andusthrive in the and the future. as we completion celebrate our Eventhrive as wein celebrate ourEven successful of successful completion of underway Spark 2023, we aredefi well Spark 2023, we are well towards ning underway towardspriorities. defining our next strategic our next strategic priorities.

Thank you for your steadfast support and Thank youtofor steadfast support and commitment St.your Stephen’s. commitment to St. Stephen’s.

Sincerely, Sincerely,

Chris Gunnin Chris Gunnin Head of School Head of School

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Table of Contents 5

GOAL ONE: STRENGTHENING OUR COMMUNITY THROUGH FAITHFULNESS TO OUR MISSION

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Fostering a Connection That Lasts a Lifetime

8

Increase Academic and Emotional Support

10

A Heart for People, St. Stephen’s First Human Resources Director

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Trust and Learn the Process

17

GOAL TWO: BALANCING THE STUDENT LIVING AND LEARNING EXPERIENCE

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Building a Campus That Meets the Current Moment

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Imagination to Reality

24

Stewardship and Adventure in a 374-acre Classroom

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Endowment Funds Spark Classroom Inspiration

31

GOAL THREE: MAKING A DIFFERENCE FROM THE HILL TO THE WORLD

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Deepening the Commitment to Our Founding Vision

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The Power of Partnership in Rural Haiti

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Harnessing the Sun

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GOAL ONE

Strengthening Our Community through Faithfulness to Our Mission By 2023, the enduring mission and core values of St. Stephen’s Episcopal School will inform all policies and practices.

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GOAL ONE

Strengthening Our Community through Faithfulness to Our Mission

PHOTOS CLOCKWISE FROM TOP LEFT: Kathryn Miller Anderson ’71 and Katherine Enyart ’72; Alumni enjoying Reunion Weekend 2023; Brian Konradi, Ann-Tyler Chote Konradi ’90, Chris Calanga ’90, Ken Cho and Laura Scanlan Cho ’89

Fostering a Connection That Lasts a Lifetime

By Catenya McHenry

STRENGTHENING CONNECTIONS IS A KEY COMPONENT and the underlying theme of the intentional work happening on the alumni relations team in the St. Stephen’s Advancement office. The goal is to create more engaging touch points for alumni, giving them a life-long link to the school.

“We want alumni to feel the St. Stephen’s network is just as powerful, if not more so, of a professional network and resource for them as their collegiate alma maters,” says April Speck-Ewer, director of advancement. “I think that’s a real shift for independent schools everywhere. We need to be sure our engagement opportunities are relevant to the needs of our alumni.”

Speck-Ewer works hand-in-hand with Michelle Geo Olmstead, director of alumni relations, who joined St. Stephen’s in 2019. When Olmstead arrived, she was charged with building on the traditions in place while also enhancing these efforts by strategically targeting five specific elements of alumni engagement: volunteer leadership, communication, recognition, events and activities and financial support.

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“Our alumni demonstrate the mission in their lives after St. Stephen’s,” Olmstead says.

“It is important to engage them, not only from a fundraising standpoint, but to involve them in the life of the school.”

At the outset, Olmstead considered how to get more alumni involved and what it was going to take to increase alumni participation. She began strategizing ways to bring those five elements to fruition. With a small team of advancement staff members, Olmstead realized that the only way the school’s efforts would see success was if St. Stephen’s tapped into alumni volunteers.

“I did a lot of listening about what specifically our representatives on the alumni board were hearing from their friends and their former classmates on what they wanted and what they were ready for,” says Olmstead.

Following those listening sessions, Olmstead realized that it was important to meet alumni where they are — geographically, professionally, and in their relationship with the school — to create opportunities that fit into their lives. To help with

8,000 ALUMNI

6,246

Spartans Live in

47

COUNTRIES

UNITED STATES ALUMNI 49 States + D.C. + Puerto Rico

this work, Olmstead partnered with the Spartan Alumni Association Board to redefine its purpose and revamp its leadership structure, leading to a more modern approach to alumni engagement.

“There is more intentional outreach,” says SpeckEwer. “Recognizing that although alumni are always welcome back on The Hill, part of our charge is to go to them. We are visiting with alumni in person and asking how they want to engage with us. We are inviting alumni to be part of shaping the future at St. Stephen’s,” says Speck-Ewer.

One of the benefits of fostering a stronger relationship with alumni is to provide career resources for current St. Stephen’s students.

Spartans Engage is a partnership between the St. Stephen’s Parents’ Association and the Spartan Alumni Association. The initiative gives current students and alumni real-world experiential learning opportunities through panel discussions, mentorship and internships.

Since 2019, the program has initiated 25 internships and mentorships in a variety of career fields. Additionally, the effort has engaged dozens of alumni and parent volunteers who have either served as panelists or provided shadow days and internship opportunities to students.

The Advancement office also created more consistent alumni communication with a bimonthly e-newsletter, The Hill, which highlights alumni stories, news and upcoming events. This strategy proved to be even more valuable during the COVID pandemic when people were longing for and seeking human connection and interaction.

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“I’m really proud that our online newsletter went from a 38% open rate in January 2020 to a 51% rate as of this past month,” says Olmstead.

The school has increased alumni recognition by honoring alumni for their work and service through the establishment of three alumni awards. Award recipients are featured in The Hill newsletter, in the Spartan Magazine and publicly during Reunion Weekend.

Another element of engagement is hosting a multitude of alumni events and activities in various cities, including Houston, Dallas, New York and Washington, D.C. Each of these events has seen a 10% annual increase in attendance since 2021.

“I want to honor our volunteers because they’ve stepped up and taken the ball and really done outstanding work,” says Olmstead. “None of this would happen unless we had the backing of our volunteers.”

For alumni, the experience doesn’t end at graduation. It is a new chapter in the St. Stephen’s experience. Whether Spartans are job searching, want to connect with old friends or find other Spartans when moving to an area, St. Stephen’s aims to be part of their graduates’ lives in meaningful ways. “We believe that the investment an alum made or their family made in St Stephen’s is one that provides life-long benefits not only to the alumni but also to St. Stephen’s,” says Olmstead.

“Great schools become even better schools when their alumni stay connected to and invest in their alma mater. We are incredibly grateful for all the ways our alumni strengthen St. Stephen’s.”

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GOAL ONE

Strengthening Our Community through Faithfulness to Our Mission

Increase Academic and Emotional Support

By Catenya McHenry ARIA MINNS-FINK ’24 HAD A ROCKY START AT ST. STEPHEN’S. She transferred from another school in 9th grade during the pandemic and was also dealing with stress, but learning specialist Kristina Green helped to ease Minns-Fink’s anxiety.

“Right away, Ms. Green was emailing me and reaching out to me, and this was during COVID, too. That was really helpful. Honestly, I don’t know if I would have passed ninth grade without her help,” said Aria.

Aria’s experience is not unusual at St. Stephen’s.

There are concentrated strategies and intentional energy directed toward the idea of help, offering it and receiving it. It’s normal to see learning specialists meeting one-on-one or in larger groups with students, talking through projects, papers, test preparation or even having honest conversations about how they’re doing with friends.

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Learning specialists work to meet a wide array of student needs from those requiring academic accommodations to those struggling with test anxiety, organization or time management.

“Our team of learning support specialists have had a profound impact on our community since we created these positions and hired three experts in this field over the last seven years,” says Head of School Chris Gunnin.

According to John Dugan, co-director of health services and counseling, learning specialists have not only improved students’ access to learning but have also improved the St. Stephen’s culture around normalizing asking for help.

Learning Services works hand in hand with the Counseling Services department. This integrated support model helps students to adopt academic and social-emotional strategies, which results

in greater confidence in their classwork and in themselves. Dugan says students do better when they feel better.

“They [learning specialists] create a sense that the process of learning is something that is both worth learning and diverse,” says Dugan. “It elevates the notion that students learn differently and that increases a sense of belonging and opportunities for welcoming. There are many ways to see, experience, understand and express a subject. Weaving that into the fabric of our community makes us a richer place.”

In 2016, Eileen Wilson, current Middle School dean of students, was the first learning specialist hired. The St. Stephen’s leadership team recognized it was too much work for one person and moved to on-board three learning specialists, Kristina Green, who replaced Eileen, Hen Kennedy in the Upper School and Terry Chapman in the Middle School. Together, the initiative’s objective is to help all students succeed in all areas including academics, study skills, project management and more. Learning specialists are aware that oftentimes students experience nervousness when navigating a few tricky first steps: their own vulnerabilities, self-confidence and being comfortable with asking for and receiving help. It’s why learning specialists

believe it’s important to begin with relationship building.

The spirit of learning support at St. Stephen’s is one of balancing individual needs with academic mastery. The school’s mission is to foster in each student a lasting love of learning with the goal of students being able to develop and practice study skills while at St. Stephen’s, later in college and beyond.

“That’s kind of the goal, right? I mean, for all students we want them to be able to self-advocate whether they do have a special accommodation that they need access to or if it’s just that they’re struggling within the classroom,” says Green.

Learning specialists have expanded their work to also include faculty assistance.

Director of Learning Services Hen Kennedy says the group also coaches teachers, providing them professional development and giving them strategies on how to support kids in the best way.

The Learning Services department works closely with the Counseling Services department; Middle School Counselor Tania Gil and Upper School Counselor Jennie Kim. Together with St. Stephen’s leadership, both departments want to make sure that every single student is adequately prepared for life on campus now and in their life in the future.

PHOTOS LEFT PAGE: Aria Minns-Fink ’24 exploring learning strategies with Kristina Green; ABOVE: Middle School Learning Specialist Terry Chapman advises Barrett Wink ’29 SPARK 2023 IMPACT UPDATE // 9

GOAL ONE

Strengthening Our Community through Faithfulness to Our Mission

A Heart for People, St. Stephen’s First Human Resources Director

By Erin Rydquist

WHEN CHRIS GUNNIN, HEAD OF SCHOOL, WAS HIRED IN 2016, there was no Human Resources department. Gunnin and Chief Financial Officer Cindy Stadulis were responsible for managing and supervising all human resource issues for a campus of more than 200 employees. Stadulis remembers department chairs were responsible for their own hiring — from searching to screening candidates which created inconsistencies across departments within the hiring process. Stadulis, along with the business office, managed payroll and benefits. As employment numbers grew on campus, Gunnin recognized it was time for a change.

“This work is vital to the success of any organization, and the volume and complexity of this work warranted the addition of a director of human resources,” said Gunnin. “St. Stephen’s needed someone who had more formal training and more 10 // SPARK 2023 IMPACT UPDATE

sophisticated expertise, as well as time in the day dedicated to this work.”

In 2018, the school hired Kristin Weigand, an obvious choice, to serve as director of human resources. She had a combination of key attributes; industry expertise and a deep understanding of people — having run the HR department at a commercial construction company and at KIPP public charter schools in the Bay Area.

“I just really felt like, wow, I could come in and use everything I’ve learned over the last 20 years and really help and support and be of service to this community,” said Weigand.

St. Stephen’s was looking for someone to take the reins from multiple departments and Stadulis knew Weigand would have a more significant impact beyond streamlining processes and creating much needed efficiencies. There was another very

important aspect that school officials were looking for, a love for people.

“She has a heart for people,” said Stadulis. “She really does care for people and she wants to be helpful to them.”

For Weigand, St. Stephen’s immediately felt like home. The atmosphere of an independent school with boarding and day students was quite familiar.

She was once a high school boarding student at Northfield Mount Hermon School, a private day and boarding campus in Gill, Massachusetts.

“It was one of the most influential experiences of my life,” said Weigand.

As the first HR director in the school’s 73 year history, Weigand has applied her skills, experience and enthusiasm to the job. Weigand called the first year her listening tour, and she spent time learning about different roles, exploring why certain things were done and studying school history.

She gathered that background information and began implementing strategies to better serve the community. Her biggest win so far has been introducing Checkwriters, a robust online payroll and HR system.

Weigand is also proud of her work to add a seamless applicant tracking system for hiring and onboarding, allowing St. Stephen’s to be more sustainably focused by converting to digital paperwork with new employees.

Each new hire now experiences an organized interview process. Behind the scenes, Weigand does this work while simultaneously coordinating retirement and health insurance benefits and state employment compliance for the school.

Despite a multitude of tasks and assignments, Weigand is always approachable and makes every single person feel prioritized.

“She listens carefully, she cares deeply, she leans into the important and hard work, and she does so with compassion and acumen,” said Gunnin.

In addition to her director role, Weigand has been a certified life coach since 2014. The certification is vital as a chief people person. It’s important to her that others feel seen and heard and can step into their role at St. Stephen’s feeling supported and empowered to bring their best selves to work every day.

“She listens carefully, she cares deeply, she leans into the important and hard work, and she does so with compassion and acumen.”

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PHOTOS LEFT PAGE: 6th graders explore campus during orientation; RIGHT PAGE: Parents and new students gather in Helm for orientation 12 // SPARK 2023 IMPACT UPDATE

GOAL ONE

Strengthening Our Community through Faithfulness to Our Mission

Trust and Learn the Process STRATEGIC STRIDES TO WELCOME NEW SPARTANS

By Vicki Woodruff When sixth grade team leader and Global Connections teacher Octavia Sadler greets incoming students and parents, she wears a “Trust the Process” t-shirt. And she means it.

Sadler says that a thoughtfully designed orientation program allows the youngest Spartans to enter their new school with confidence. One of the important initiatives from the Spark 2023 Strategic Plan identified strengthening orientation programs to improve student transitions. Before Spark, the sixth grade orientation process consisted of backto-school sessions, and a fun and valuable sixth grade retreat. Now, since 2020, the sixth graders still attend the off-campus retreat and they also

benefit from three additional dedicated days in core courses of English, Global Connections, Science 6 and math as they acclimate to St. Stephen’s culture and campus life. In this gentler start than before, teachers systematically cover topics like school culture, digital learning platforms, extracurricular activities and clubs, organizing, studying and much more. The softer start allows an extra breath of time to get to know classmates, teachers and supportive adults like advisors and counselors before classes begin.

Sadler explains that the 2023-24 class of 64 sixth graders hail from 31 different elementary schools throughout the Austin metro area, so some students experience new-school jitters. Will I make friends? What do my teachers expect? Why do we go to Chapel? What’s a letter day? The orientation goal is to answer questions and provide empathetic support to ease anxieties and trepidations.

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Sometimes, taking care of students means taking care of new parents too. “I can speak with all confidence and tell parents that we are here to support their child in every way,” says Sadler. “Even when they are doubting or overwhelmed, parents believe that they can trust the process and know that we’re truly looking out for their kids.”

Magnus Maccow, head of the Middle School, reinforces this point. “We tell parents, ‘Know this: We will know your child and care about them. We will help your child as a specific individual with their own skills and talents.’ ” Maccow adds that successful revisions also have been made to programs for the incoming eighth grade boarding students. Alix Lacelarie-Kautz, long-time dorm parent and house leader, serves as a liaison from the new boarders to the Middle School, the Residential Life program, advisors and parents. LacelarieKautz said that eighth grade boarders now have even more activities than before customized just for them, with everything from skills sessions to develop academically to outings and parties to foster boarding and day friendships.

The Upper School, too, has revamped its student orientation programs to help new students become more empowered as people, learners and Spartans.

Foundations, a program for all new Upper School students, was designed to enhance the academic orientation program, which focused more generally on academic support for students. Since 2019, Foundations not only focuses on academic skills and support in English, history and biology, but also adds substantive sessions to promote balance in the educational, physical, emotional, moral and social domains of student life. New day and boarding students attend Foundations sessions twice in the

rotating schedule of seven academic days. In 202324, Foundations helped orient 35 day students and 45 boarders who represent 12 countries.

Learning specialists and counselors are seeing a rise in the numbers of students seeking help and guidance. This shows that students have learned how to reach out for help and feel safe enough to do so.“We want to identify kids who need support sooner and build relationships faster so students can be self-advocates,” says Kristina Green, learning services coordinator and ninth grade class sponsor. “We want all students to feel empowered to build their sense of self and add skills to become successful agents in their own lifelong learning.”

Yvonne Adams, director of equity and inclusion at St. Stephen’s, echoes Green’s sentiment. “It’s a great measure of success in diversity, equity and inclusion [DEI] programming that we’ve had to hire someone specifically to run our student engagement programs.” She’s referring to Marsha Elliott, associate director of equity and inclusion for student programming, who began her tenure in summer 2023. Adams says incoming students eagerly participate in varied affinity groups and other community building activities. Adams observes that student engagement in all of school life (sports, the fine arts, activities and clubs, for instance) spikes when students understand available resources to connect to others.

Adams agrees with Sadler’s motto and adds, “Students and parents should trust and learn the processes. If we have parents who learn what resources we can offer and then follow through on those with their children, we are better able to earn the families’ trust.” And, she says, this results in smoother transitions for all.

“We want all students to feel empowered to build their sense of self and add skills to become successful agents in their own lifelong learning.”

PHOTOS Middle and Upper School students participating in back to school and orientation programs and activities

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GOAL TONE WO

Balancing the Student Living and Learning Experience By 2023, St. Stephen’s Episcopal School will be a boarding and day community that provides a balance of joyful exploration, reflection and self-discovery, and the vigorous pursuit of excellence.

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GOAL T WO

Balancing the Student Living and Learning Experience PHOTO Hines Hall at sunset

Building a Campus That Meets the Current Moment

By Todd Savage

FOR ALUMNI OF EVERY GENERATION, the St. Stephen’s experience is inextricably linked to the beauty, Hill Country setting and facilities of the campus known as The Hill. Carrying that heritage forward is an essential element of the school’s strategic goals. The school is committed to ensuring that its educational vision and ambitions of excellence are met with modern facilities and buildings.

When Cindy Stadulis was hired as chief financial officer in 2018, she led efforts to create a campus plan to help support the school’s strategic objectives.

“We went through a pretty in-depth process with architects and one of the important parts of that exercise was to include an assessment of our

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current facilities,” she says. That included a study of the existing facilities and their maintenance needs to determine where there might be need for future construction and where existing buildings could be updated. She says it was a good exercise encompassing a systems approach, looking at the roof, the electrical, and all of the different systems in the buildings.

As an example, Stadulis cites the Hines Hall science building: “It was identified as very outdated, and it would not provide the return on the investment of improvements. The current campaign includes a priority to replace the existing science building. The limitations of the existing building limit our programs in some ways. So, we’re looking

“Wonderful things happen within our buildings, but you also want to have a program dictating the facility rather than a facility driving the program.”

forward to taking that next step with a state-of-theart science and technology facility.” While teachers in chemistry and biology labs are getting the most out of the current facilities, Stadulis foresees how a new science building will be transformative.

Stadulis used the metaphor of air travel to illustrate her point. “I use this funny example that you can fly on an airplane and head toward your destination. We’re going to get there. But the extra effort that goes into managing a tired plane with seats that are not quite as comfortable and wide or without enough leg room, means that extra effort is needed to make the experience as good as it is. Our teachers are amazing and get all of our students to their destination — they just have to put in extra effort to get them there.”

Our goal is to ensure that the school’s academic goals and programmatic goals are supported by and aligned with its facilities. As a result, fundraising building. “Our board is driving our plans,” she says. efforts now focus on the replacement of the science “Assuming we get the donations, we will build. facility. “It was identified as a tremendous need We’re ready.” and a new science building will allow us to really In the end, imagining the big picture helps St. enhance our program,” she says. “Wonderful things Stephen’s maintain its reputation for excellence. happen within our buildings, but you also want to “We want to make sure we are differentiating have a program dictating the facility rather than a ourselves in our competitive market,” Stadulis says. facility driving the program.”

“St. Stephen’s is a special place, and we want to Another building identified in the facility audit make sure we are adhering to our mission.” is the Chapel — a facility linked closely to the school’s identity. In its current design, the Chapel is unable to accommodate all Upper School students and faculty at once. In this situation, the vision PHOTO Middle School closing ceremony in May 2023 is to enhance the existing structure. “To emphasize our Episcopal identity, we want to have a facility that not only supports but enhances the program. It’s a simple expansion because we have such a love for our Chapel and what it stands for. Keeping the integrity of the building was prioritized in our facility audit. It’s a strong, sturdy building, so let’s enhance it and improve on it,” notes Stadulis.

Making these improvements happens in stages, and funding is the next step after needs have been determined. For a new science building, St. Stephen’s has begun the schematic and programming phase — what Stadulis calls the “homework phase” that helps identify the footprint of a new

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PHOTOS CLOCKWISE FROM TOP LEFT: Ultimaker S5 DualExtrusion 3D Printer; Logan Rogge ’19 building our first prosthetic limb; Dan Laws and Nicole Wortham discussing student class projects in the PIRL

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GOAL T WO

Balancing the Student Living and Learning Experience

PHOTOS Emmie Casey ’23 shows off the Vibrotactile Glove she designed for parent Lori Knowlton.

Imagination to Reality

By Catenya McHenry

STEPPING IN THE PROJECT AND IDEA REALIZATION LAB (PIRL) IS AN EXPERIENCE. At any given time, the room is buzzing with creativity. It’s not unusual to hear zipping sounds of 3D printing machines making parts for student projects, the hum of students collaborating with one another or feel the forceful banging of tools students are using to hammer, drill or build. Across the room, a large tool wall stretching from nearly floor to ceiling holds a number of saws, wrenches, pliers, work gloves and other power tools. Next to the tool wall is an oversized white board displaying written details for student assignments and projects. In the middle of the room are several work tables, and a large flat screen monitor – all evidence that serious critical thinking, handy work and innovation are in progress.

The PIRL is a place where ideas and blueprints come to life and transform into reality. It provides

an environment for all members of the St. Stephen’s community to engage in design, innovation and creative service while also recognizing the individual, local and global hope and change that compassionate making can bring to society.

“I think we were looking for a way to engage more students and Nicole and I are both interested in project-based learning as well as making computer science more interesting,” says Dan Laws, director of technology. The PIRL is also a place where Laws and Wortham teach classes like Machine Learning and Artificial Intelligence, among others, which Laws says is also a great way to capture students’ interest.

The PIRL started with just one curious student participant when it first opened in 2018, now nearly 20 students regularly use the space to make, engage and learn. In addition to the laser cutter, power and hand tools, students have access to a SPARK 2023 IMPACT UPDATE // 21

Shopbot Desktop CNC Router, a Shopbot Desktop MAX CNC Router, an Epilog Mini 18 laser cutter, a Makerbot Method X Carbon Fiber dual extrusion 3D printer, an Ultimaker S5 dual extrusion 3D printer, a Form 2 Stereolithography printer, a sewing machine, Arduino open-source electronic prototyping platform, Raspberry Pi computers and microcontrollers and LilyPad sewable electronics.

These technologies help students create models, prototypes and patterns in 3D and program innovative computer simulations.

“It’s about lowering the barriers of entry,” says Nicole Wortham, curriculum and innovation integration specialist. “I like to think back to how much money you would have needed to make prosthetic limbs. We don’t need $10 million to make limbs anymore. We can make it on a printer with $20 of material. So, I think my vision around this space is to give kids access to tools and to processes that allow them to enter into these ventures right now.”

Emmie Casey ’23 used the space to create a prosthetic hand called the Vibrotactile Glove for a parent who suffers from Parkinson’s disease. Collaborating with Wortham, Electronic and Robotics instructor Troy Lanier, industry experts and using research originating at Stanford University, Casey built the parts and technology in the PIRL. Her invention, now transferred to a current student, is developing into a functioning prototype that has extraordinary future potential.

“We’re making something to perhaps reverse the effects of Parkinson’s and that is directly tied to who

we [St. Stephen’s] say we are in this world,” says Wortham.“These kids are also doing data analysis around school shootings and climate change. This is what this space should be about.”

Creating a space for students to not only learn and imagine but also turn their imagination into groundbreaking data-science projects is a fully realized goal of Spark 2023. This initiative empowers students to become inventors and innovators.

“This is giving kids that space to realize you don’t have to wait until you’re 30 to make a change.

You can do something right now,” says Wortham.

One St. Stephen’s alumnus who currently works in the technology and engineering industry says the PIRL is a necessity in today’s schools where students can prepare for what lies ahead.

“I think that it is not that difficult to go take programming classes, learn how to program and get a job programming,” says Reed Coke ’09, director of engineering at Austin-based Kung Fu AI. “I think it is much more difficult to learn how to collaborate on a team and compromise and put different ideas together to come up with something better and solve the real problem that needs solving. And I think that the way that the space is set up — the types of activities and lessons that the students go through here really do facilitate that.”

The PIRL is open during the day for students, for teachers to bring a class to work on projects together and for faculty, day and boarding students hosting after school and weekend activities.

“This is giving kids that space to realize you don’t have to wait until you’re 30 to make a change. You can do something right now.”

PHOTOS CLOCKWISE FROM TOP LEFT: Laser cutting project in progress by Chinyere Nosike ’22; Katelijn Vleugels (parent) and Timtim Punlertrapee ’24 review a data science project; Jorik Dammann ’24 and Yvonne Peng ’25 working on projects in the PIRL; Matt Miller ’02 and Kelly Fairman ’24 discuss and review her data science project 22 // SPARK 2023 IMPACT UPDATE

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PHOTOS Charlton Perry guides Upper School students on a hiking trip at St. Stephen’s; American Beautyberry on campus near “The Gulch”

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GOAL T WO

Balancing the Student Living and Learning Experience

Stewardship and Adventure in a 374-acre Classroom

By Erin Rydquist ST. STEPHEN’S SACRED LAND HAS ALWAYS BEEN INTEGRAL TO ITS IDENTITY but Director of Outdoor Education Charlton Perry recalls a time in 2005 when he spoke up at a campus committee meeting telling the group the school was not doing enough in terms of land management and stewardship. He believed, if guided, students could work together to help reverse the damage and tortured soil caused by an overpopulation of goats on the land prior to 1950. He also warned the group that the red oak population could be wiped out in the next 20 years.

Perry recalls he was able to convince the committee that leaving the land alone wasn’t enough. He urged them to think about long-term land care.

“At no point are we going to try to clear all of the cedar [trees] off this campus, but we’re going to restore places that should be grass to grass,” said Perry. “We’re going to thin the cedar here and

there so the red oaks and other woody plants have a chance, and restore maximum biodiversity to species on campus.”

Perry’s passion and concern for the outdoors is rooted in his DNA. He grew up in nature. His knowledge of the land is innate and he knows the St. Stephen’s trails with his eyes closed. His family lived in the Lost Creek neighborhood, just a few miles south of the school. Perry pedaled all over the property on his mountain bike, and played soccer with students and residential faculty members’ children. By the time he was in middle school, Perry was framing houses with his father — a residential contractor. One of Perry’s few indoor jobs was bussing tables as a high school junior at The County Line restaurant.

A soccer scholarship led him to Huntingdon College in Alabama, but after two years, the school’s athletics program was unexpectedly suspended.

SPARK 2023 IMPACT UPDATE // 25

PHOTOS Charlton Perry instructs students on the St. Stephen’s annual eighth grade Big Bend trip; eighth graders canoeing in Big Bend

Perry transferred to the University of Texas at Austin where he earned his bachelor’s degree in history. His love of soccer eventually drew him back to The Hill. Perry landed a part-time position as a soccer coach in 1997 and later moved into a fulltime role as a Middle School history instructor in the late ‘90s. A few years later, while continuing to teach history, he helped create and operate the St. Stephen’s Soccer Academy. As that program grew, Perry started helping with the outdoor education programs. Before long, he was coaching soccer and he had taken over the annual eighth grade Big Bend 26 // SPARK 2023 IMPACT UPDATE

field trip. It became too much to juggle and Perry felt pulled in multiple directions. He eventually let go of soccer and teaching 7th grade history and turned his attention to becoming the director of the newly established adventure sports programs — which included caving, rock climbing and mountain biking.

“It just got big and unwieldy,” said Perry. “There was a ceiling on what we could accomplish with [outdoor education] because I had no more me to go around.”

Although Spark 2023 gave Perry the official Director of Outdoor Education designation, his love of education, the land, and how to properly manage it made him an obvious choice. The entire 374 acres is Perry’s classroom. He is “in the field” every day helping students discover and benefit from a wide array of outdoor experiences.

“I have a great job,” said Perry. “It’s uniquely tailored to me and I love it. I really think it’s a calling.”

On a recent trail hike with students, Perry helped the group identify what they were seeing.

Perry pointed out pieces of an old fence that predate

There There is is overwhelming overwhelming data data showing showing the the mental mental and physical physical and benefits of of being being benefits in in nature. nature.

the school the school explaining explaining how how the the relic relic was was once once used used to contain contain the the goats goats that to that foraged foraged on on the the land. land. He He identified one one plant plant after after another: another: poison poison ivy, ivy, identified catclaw mimosa, mimosa, American American beautyberry beautyberry and and even even catclaw Chinese tallow tallow and and ashe ashe juniper juniperstrees. trees.

Chinese “It’s very very peaceful peaceful to to be be out out here,” here,” says “It’s says student student Julia McElveen McElveen ‘26. my morning morning every every day day Julia ‘26. “I “I start start my just going going on just on the the fire fire trail.” trail.”

Perry is is constantly constantly on on the the move, move, running running Spartan Spartan Perry adventure sports programs. The The Devil’s Devil’s Canyon Canyon adventure sports programs.

Adventure Program Adventure Program (DCAP) (DCAP) includes includes caving, caving, mountain biking, biking, rock rock climbing climbing and and canoeing. canoeing. mountain He helps all outdoor outdoor field field He helps facilitate facilitate and and support support all trips, including including the the grade-level grade-level specific specific retreats, retreats, trips, and assists assists faculty faculty and and staff staff with with any any outdoor outdoor and programing and and curriculum curriculum development development — — programing whether it’s it’s recreational, recreational, academic, whether academic, spiritual spiritual or or service learning. learning. service Perry understands understands his his work work outdoors outdoors with with Perry students is is just just as as what’s what’s happening happening students as important important as indoors in in the the classroom. classroom. There There is indoors is overwhelming overwhelming data showing showing the the mental mental and and physical physical benefits benefits of of data being in in nature. nature. Part of his his 10th 10th grade grade curriculum curriculum being Part of teaches students students how how hormones hormones released released while teaches while spending time time in in nature nature help spending help alleviate alleviate stress stress and and anxiety — — and and so so much much more. more. anxiety “It improves improves cognitive cognitive function, function, it “It it improves improves attention, it it improves improves social-emotional social-emotional issues issues and and attention, behavior,” said said Perry.

Perry. “Hands-down, “Hands-down, all all students students behavior,” should be be going going outside.” should outside.”

PHOTOS The DCAP caving group explores TAG (Tennessee, Alabama, Georgia) in 2022; a trail map on the St. Stephen’s campus

SPARK 2023 IMPACT UPDATE // 27

GOAL T WO

Balancing the Student Living and Learning Experience PHOTO Russ Glenn helps seventh grader Alex Roth with coding and robotics

Endowment Funds Spark Classroom Inspiration

By Catenya McHenry RUSS GLENN’S SEVENTH GRADE CODING AND ROBOTICS PROGRAM would not have been reimagined and revamped without a grant from the Borders Family Endowment for Faculty Innovation.

The endowment funded the purchase of a classroom set of twelve Cue robots with professional development modules that Glenn worked through to determine how the robots worked and how they could best be incorporated into the classroom.

“When they announced the innovation grant, I thought, ‘well, this sounds perfect for what I’m looking for,’” says Glenn, Middle School science instructor. “These robots are not inexpensive. And so just to be able to hear yes to everything I asked for was amazing.”

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While the coding and robotics program was already in place in the Middle School, Glenn had often thought about ways his class and the curriculum could improve to be more engaging for his students.

“I was teaching that class the first year, but I thought what would really make this great is if the kids had a robot where they were implementing their coding with the robot, partially for the instant gratification,” says Glenn.

Paired with the robots, Glenn introduced block coding and JavaScript with the goal of creating more engagement while helping his students think like professional engineers.

“We use things every day that we don’t really

know support and sustain sustain dynamic dynamic faculty faculty and and to to foster foster know how how they they work,” work,” says says Glenn.

Glenn. “This “This is is just just one one support and way their way that that the the kids kids can can get get aa glimpse glimpse – —when whenthey they their continual continual professional professional growth, growth, development development see and see aa video video of of aa robot robot that that some some company company has has put put and innovation. innovation. together, have an an appreciation appreciation for for what what went went “Teachers together, they’ll they’ll have “Teachers really really are are harnessing harnessing technology technology in in into robot.” ways into that that particular particular robot.” ways that that II think think are are effective effective and and help help to to show show Using students thinking about about the the student student Using code, code, programming programming and and Bluetooth Bluetooth students that that they’re they’re thinking technology, experience technology, Glenn’s Glenn’s students students are are teaching teaching their their experience in in the the classroom,” classroom,” said said Goodman.

Goodman. robots Faculty robots how how to to dance, dance, move move and and navigate navigate obstacles obstacles Faculty have have access access to to greater greater resources resources that that on enable on the the classroom classroom floor, floor, change change colors colors and and more. more. enable them them to to attend attend workshops, workshops, conferences conferences and “One of woven woven purchase resources – with of returning “One of of the the things things that’s that’s sort sort of and purchase resources — the withintention the intention throughout the classroom equipped with fresh ideas throughout this this and and that that II worked worked through through the the grant grant to of returning to the classroom equipped withand was wellideas planned thoughtful was to to get get the the engineering engineering design design process process integrated integrated afresh andand a well planned implementation and thoughtful into strategy. into the the curriculum curriculum so so that that the the implementation strategy. kids “Strong kids are are always always challenged,” challenged,” says says “Strong and and well well funded funded Glenn. endowments Glenn. “I “I give give them them problems problems endowments are are aa vital vital way way that that every schools their faculty, faculty, every week week to to solve solve and and then then schools support support their they and they have have to to try try to to code code it, it, and and and how how aa school school continues continues to to see grow see if if their their robot robot runs runs correctly. correctly. grow from from strength strength to to strength,” strength,” If says If it it doesn’t, doesn’t, they they have have to to go go says April April Speck-Ewer, Speck-Ewer, director director back of we look look back and and tweak tweak the the code code until until it it of advancement. advancement. “As “As we works toward celebrating our 75th works correctly. correctly. And And II also also want want toward celebrating our 75th RAISED FOR FACULTY to anniversary, to train train them them in in systematically systematically anniversary, we we recognize recognize that that ENDOWMENTS SINCE 6/18 approaching we approaching aa problem.” problem.” we stand stand on on the the shoulders shoulders of of the the “I many “I think think there’s there’s aa dynamic dynamic many donors donors who who came came before before tension us tension at at our our school school that that works works us and and invested invested in in our our school. school. really Thanks really well,” well,” says says Dean Dean of of Faculty Faculty Thanks to to the the generosity generosity of of our our Wallis community, Wallis Goodman.

Goodman. “Faculty “Faculty have have community, we we continue continue to to build build an the students as as well well as as an enduring enduring commitment commitment to to analytical analytical thinking thinking the resources resources that that serve serve today’s today’s students and position and writing writing and and the the preservation preservation of of aa curriculum curriculum position the the school school for for continued continued success success over over the the that next that gives gives teachers teachers space space and and latitude latitude to to pursue pursue and and next 75 75 years. years. Adding Adding $1 $1 million million for for faculty faculty growth growth investigate and investigate teaching teaching and and learning learning in in aa way way that that has has and development development is is aa resounding resounding vote vote of of confidence confidence really in really deep deep roots roots so so that that when when our our students students leave leave in our our teachers– teachers —their theirwork workisisatatthe theheart heartofofour our here, really good school.” here, they’re they’re really good thinkers thinkers and and writers.” writers.” school.”

Glenn’s Glenn’s classroom classroom is is just just one one of of many many at at St. St. Stephen’s Stephen’s benefiting benefiting from from the the Borders Borders Family Family Endowment Endowment for for Faculty Faculty Innovation.

Innovation.

Five Five endowments, endowments, totaling totaling $1 $1 million, million, were were established established in in conjunction conjunction with with Spark Spark 2023, 2023, including including Borders, Borders, the the Lorenz Lorenz Family Family Faculty Faculty Development Development Fund, Fund, the the Lydia Lydia Cornwell Cornwell ‘17 ‘17 Faculty Faculty Development Development Endowment, Endowment, the the Brooke Brooke Howe-Laws Howe-Laws Endowment Endowment for for Professional Professional Development Development and Camp Endowed Endowed Faculty Faculty and the the Laura Laura Camp Chair.

Chair. Each Each endowment endowment was was established established to to

$1,055,090

PHOTO Seventh graders Emory Laws (left) and Lucy Bartram (right) test code on their robots SPARK 2023 IMPACT UPDATE // 29

30 // SPARK 2023 IMPACT UPDATE

GOAL GOALTHREE ONE

Making a Difference from The Hill to the World By 2023, St. Stephen’s Episcopal School will be an informed and innovative community that champions solutions to social, environmental and ethical issues.

SPARK 2023 IMPACT UPDATE // 31

GOAL T HREE

Making a Difference from The Hill to the World PHOTO James Carter ’13 speaking in Chapel on Martin Luther King, Jr. Day 2023

Deepening the Commitment to Our Founding Vision

By Todd Savage WHEN THE RT. REV. JOHN E. HINES FOUNDED ST. STEPHEN’S IN 1950, he endowed it with an intentional commitment to social justice and equity.

Established as the first coed Episcopal school in the nation and the first integrated boarding school in the South, these founding mandates continue today and require new ways of ensuring the school’s goal of “Making a Difference from The Hill to the World” is met.

“In the 1950s, a co-educational and racially integrated school was a bold vision in Texas. It still requires bold vision and action to continue Hines’ founding intentions and mission,” says Head Chaplain Aimée Eyer-Delevett.

One of the Spark 2023 initiatives was to create a center in Bishop Hines’s name called the Hines Center for Social Justice to strengthen the school’s 32 // SPARK 2023 IMPACT UPDATE

commitment to its Episcopal identity through social justice, service learning and care of creation.

A physical building is still part of the school’s vision in its strategic plan, but efforts are underway to gird the Hines Center with programs and policies to ensure its work is achieved.

The school’s commitment to diversity, equity and inclusion has been guided solely by Director of Diversity and Inclusion, Yvonne Adams. As part of Spark 2023, a more robust nine-member team of faculty and staff has been selected to serve. This team includes two Middle School Faculty, two Upper School faculty, three Chaplains, the Director of Diversity, Equity, and Inclusion, and the new full-time Associate Director of Equity and Inclusion for Student Programming. The team works together with others throughout the community to

support an experience defined by each individual’s experience of truly belonging.

These additions were implemented in response to a 150-page report compiled by independent school consultants the Glasgow Group. The group conducted a number of surveys and focus groups to take a pulse on the school, evaluating what it was doing well and where it could improve.

“We wanted to ask ourselves the question, ‘How can we be a leading school in the nation if we haven’t looked at ourselves?’” says Yvonne Adams.

The group continues to advise the school on ways to deepen its commitment to and implementation of DEI work. All of that is integral to fulfilling the vision of the Hines Center and its work in the wider community.

“Work with the Glasgow Group and in the Center has allowed us to recognize that our efforts are ongoing. One day, we’d like to see 100% participation in these efforts and we’re not there yet, but the report from the Glasgow Group has galvanized us,” says Adams.

The vision for the Hines Center emerged from the information gathered through those surveys and conversations. Its vision is to embody and embrace the legacy of social justice established by Bishop Hines. The multifaceted plan includes 35 strategic initiatives that will be a significant focus for the next five years.

“We are finding new ways to listen to our students, faculty, and our staff,” Eyer-Delevett says, “and to engage our students, faculty and staff in learning and understanding about the realities that affect people here at our school. We’re learning about where we’re getting it right and where we’re falling short and then also engaging people into meaningful action.”

The school strives to live into this goal by the commitments and actions it takes, says EyerDelevett.

Developing the Hines Center is central to the school’s Episcopal identity. “The vision of the Hines Center is really to continue to live into the bold foundational vision that Bishop Hines set for St Stephen’s all those years ago,” Eyer-Delevett says.

“Because we are no longer in the 1950s that means something different, but the question we still ask ourselves is, ‘How do we continue to work for the recovery of the human, and how do we strive for justice and peace among all people, respecting the dignity of every human being?’” Those questions are drawn directly from the promises at the heart of the Episcopal Church’s baptismal covenant.

“One of the important aspects of an education at St. Stephen’s is to make sure that our students are using the gifts that they have been given intellectually, spiritually and materially to make this world more equitable and more inclusive,”says Eyer-Delevett.

She says that the goal is to create an environment for students, faculty and staff so they are respected, empowered and dignified. “We are really challenging ourselves to do the hard work of making this world a more just and equitable place and beginning with the school itself. Every day in Chapel we say a prayer where we ask God to help us make a difference in this world, with open hearts, open minds and open doors,” Eyer-Delevett says.

“Regardless of our faith, background or race, gender, creed or class, we promise to make a difference in this world in a transformative way.”

Initiatives to continue growing and helping the Hines Center thrive over the next five years and beyond will be driven by ta strategic vision which says by 2028, “St. Stephen’s will be the leading school for students, families, and professionals who want to feel a sense of belonging and authentic engagement.”

PHOTO Sixth grade students (l to r) Cleo Waldron, Finley Wilson, Willa Eyer-Delevett, Chloe Gipprich participating in the 2023 MLK Day march at UT Austin SPARK 2023 IMPACT UPDATE // 33

ARTWORK Fantastic cheetahs (detail), in the style of Joel Gauthier, collection of Liz Moon PHOTO RIGHT PAGE: The students come from miles away and their modes of transportation are efficient

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GOAL THREE

Making a Difference from The Hill to the World

The Power of Partnership in Rural Haiti CELEBRATING AND SUSTAINING TIES

By Vicki Woodruff In a time of upheaval for the nation of Haiti, the St. Stephen’sSt. Etienne Episcopal School partnership program continues to be a stabilizing force in the remote, rural Haitian village of Salmadère.

AS PART OF ITS FIVE-YEAR SPARK 2023 STRATEGIC PLAN, St. Stephen’s has committed to nurturing the partnership, working to ensure the sustainability of the Haiti program and deepening the relationship with St. Etienne. In 20 years together, St. Stephen’s and St. Etienne have become among the most enduring and significant of the U.S.-Haiti Episcopal school partnerships. St. Etienne serves about 400 Haitian students in pre-kindergarten through ninth grade, providing community, education, clean water and daily meals.

Despite distance and difficult circumstances, one goal during the Spark 2023 years has been to

improve communication between St. Stephen’s and St. Etienne. St. Stephen’s hired an indefatigable Haitian liaison and interpreter, Djivily (Pushky) Françoise, to address this need. Pushky, using WhatsApp and email, sent joyful weekly messages filled with photos of St. Etienne children in their classes and at play. He shared specific information, documenting meals served, showing book distributions, providing statistics and facilitating real-time requests and conversations with teachers and administrators. This helped St. Stephen’s staff and students on the WhatsApp thread understand the needs of St. Etienne. In addition, St. Etienne

SPARK 2023 IMPACT UPDATE // 35

PHOTO LEFT: Fr. Walin DeCamps, Johnny Wilson and Fr. Amirold Lazard, 2014; RIGHT: Riley Bray hugs a St. Etienne student, 2017

“Methods and forms of connection have had to change but never our commitment to the Haiti program.” schoolchildren and a beloved previous priest, Fr. Walin DeCamps, have been featured participants in our annual Lessons and Carols service, using video technology. Members of the St. Stephen’s Haiti Club also started an old-school letter-writing campaign and were thrilled to receive responses from St. Etienne students.

“A part of our vision, a part of our fabric, is the school’s commitment to very concretely go from The Hill to the world,” says Elizabeth Moon, fine arts chair and long-time Haiti program member.

“Methods and forms of connection have had to change but never our commitment to the Haiti program.”

To provide economic viability for the partnership and fulfill St. Stephen’s mission-based commitment to social justice and service learning, St. Stephen’s has allocated financial resources to assist with the operating budget at St. Etienne.

Economic sustainability independent of St. Stephen’s continues to be the ultimate goal: for Salmadère citizens to develop the capacity to support St. Etienne independently. While that is still aspirational, opportunities continue to emerge through outside projects, ventures and nonprofits not directly connected to St. Stephen’s.

Take, for instance, the Salmadère Food Security

36 // SPARK 2023 IMPACT UPDATE

Initiative (SFSI), connected to the Haitian program Partners in Agriculture. The innovative SFSI program, which grew organically from relationships with St. Etienne, established by retired teacher and Haiti program pioneer Johnny Wilson and others, builds agricultural knowledge and develops a positive cash economy in the village. Wilson says seeing this economic transformation in action for the 98 families in the program and the whole community, is one of the joys of his life.

Other nonprofits apart from St. Stephen’s are filling in important gaps. World Vision International built a greatly needed toilet facility at St. Etienne. A medical clinic adjacent to the school is funded by two Haitian churches and a Haitian community development program.

St. Stephen’s has sustained its own commitment to St. Etienne in this 20th-anniversary year in a number of ways: by celebrating the founding of the partnership during Alumni Weekend, creating a digital archive of Haitian partnership artifacts in Becker Library, publishing a crowd-sourced illustrated book and commissioning a documentary film of interviews and images produced by Film and Theater Instructor Mike Dolan. In addition, traditional elements of the year like the holiday Haitian Marketplace and Haiti on The Hill continue.

Future wishes and hopes for the Haiti program are to resume travel to Haiti when it’s safe so students can deepen this relationship in a “tangible, experiential way,” as the Rev. Aimée Eyer-Delevett, chaplain at St. Stephen’s, says. Another hope is to provide resources for an addition to the expanding high school.

Still another is to begin vibrant music education at the school. John Moon, St. Stephen’s director of orchestras and a musical ambassador to Haiti throughout the partnership years, dreams of establishing a solid orchestral and band music

program at St. Etienne and continuing to provide instruments. “Being a partner means we’re there to support them, to build them up. This is the most important time to continue this friendship and support,” Moon says.

St. Stephen’s believes that its hope for the partnership can be sustained. “We are a faithbased school,” says Eyer-Delevett. “Part of our commitment to the future includes active hope that works toward change, that our relationships enhance the lives of our Haitian siblings and also us.”

PHOTOS CLOCKWISE FROM TOP LEFT: Camaraderie between St. Stephen’s and St. Etienne students; Students at St. Paul in Montrouis are eager to learn how to play the violin, June 2014; Children at St. Etienne during the 2021-22 school year, courtesy of Djively FranÇois (Pushky), 2022 SPARK 2023 IMPACT UPDATE // 37

CLAYTO

N&

SP A GYM AN RT

1,064 SOLAR PANELS ON CAMPUS

Harnessing the Sun

By Catenya McHenry

G RO

TE M PL

E DINI

L AL H NG

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N ARTS ST UDI BOWE R E O

GOAL THREE

Making a Difference from The Hill to the World

$23K

SAVED SINCE SPRING 2023

235K KWH GENERATED

Y B EC KER LIBRAR

On December 2, 2022, the St. Stephen’s community joined together to celebrate the installation of more than 1,000 solar panels on five campus buildings, the Temple Dining Hall, both Clayton and the Spartan gym, Becker Library and the Roger Bowen Arts Studio.

THE INSTALLATION OF 1,064 PANELS WAS FUNDED THROUGH THE GENEROSITY OF DONORS, including lead donors Frederick and Ann Dure P ’19, in conjunction with a special incentive rebate program from Austin Energy. Since the spring of 2023, the solar panels have generated 235,000 kWh for a savings of $23,000.

Beyond the practical reduction of energy costs, the solar panels are a visible affirmation of the school’s commitment to reducing its negative climate impact.

“We know how fortunate St. Stephen’s is to have 370 beautiful acres, and we take seriously our responsibility to be thoughtful stewards of the earth,” said Head of School Chris Gunnin. “In fact, one of the five core values underlying our school mission is to be ethical citizens and stewards of the planet we share. That’s why I am so proud of the school taking this significant step forward to deepen our commitment to sustainability.”

Austin-based Spear Solar installed the panels and provided professional development and curriculum support to St. Stephen’s science faculty. The goal was to maximize the teaching opportunities with the new panels.

“The new solar panel system presents teachers with many and varied teachable moments, from science to social studies, from math to the arts, and even from ethics to economics,” says science department Chair Frank Mikan. “Issues related to pollution, climate change, electrical generation, financial solvency, conservation of land and resources and what the future may yet hold for all of us can also be addressed. St. Stephen’s is not only ensuring its short-term future by reining in energy costs, but also hopefully creating a cadre of students who as adults will work diligently to create a clean and dynamic future that is as bright as the sun itself!”

SPARK 2023 IMPACT UPDATE // 39

A

T THE CONCLUSION OF THE SPARK 2023 STRATEGIC PLANNING PROCESS IN THE SPRING OF 2018, St. St. Stephen’s Stephen’s identified 50 initiatives initiatives that that would would identifi ed 50 allow allow us us to to achieve achieve our our vision vision of of being being aa vibrant vibrant and and inclusive inclusive community, community, inspiring inspiring all all learners learners for for lives lives of of meaning meaning and and impact impact ‘from ‘from The The Hill Hill to to the the world.’ world.’ To To date, date, we we have have successfully successfully completed completed 44 44 of of those those initiatives. initiatives. This This report report captures captures representative representative examples examples of of projects projects that that we we have have successfully successfully completed completed in in the the last last five five years, years, and and we we remain remain focused focused and and committed committed to to completing completing the the remaining remaining six six initiatives. initiatives. This This has has been been aa transformational transformational period period in in the the life life of of St. St. Stephen’s.

Stephen’s. II hope hope that that you you take take pride pride in in the the ways ways our our community community has has grown. grown.

As we continue continue to to strengthen strengthen the As we the school school over over the the next next five five years years and and beyond, beyond, we we look look forward forward to to implementing implementing our our next next strategic strategic plan. plan. We We will will continue continue developing developing the the Bishop Bishop Hines Hines Center Center for for Social Justice, we we will will support support faculty faculty and and staff staff Social Justice, excellence excellence and and we we will will focus focus on on an an ambitious ambitious

40 // SPARK 2023 IMPACT UPDATE

comprehensive comprehensive capital capital campaign campaign that that will will support support endowment endowment growth growth and and facility facility improvements. improvements.

All All of of these these strategic strategic priorities priorities will will ultimately ultimately strengthen strengthen the the student student experience experience and and allow allow us us to to more more fully fully live live into into the the mission mission of of the the school. school. II look look forward forward to to updating updating you you as as we we continue continue that that work. work.

During During the the 2025-26 2025-26 school school year, year, we we will will celebrate celebrate the the school’s school’s 75-year 75-year history, history, its its founding founding trailblazers trailblazers and and their their vision. vision. We We look look forward forward to to commemorating commemorating that that moment moment by by honoring honoring our our first first 75 75 years years and and by by making making sure sure that that St. St. Stephen’s Stephen’s is is positioned positioned for for even even greater greater success success in in the the next next 75 75 years. years.

Thank and belief belief Thank you you for for your your steadfast steadfast support support and in Stephen’s. in St. current and future Spartans.

Sincerely, Sincerely,

Chris Gunnin Chris Gunnin Head of Head of School School

Strategic Planning Committee St. Stephen’s Episcopal School’s strategic planning process was guided by the following members of the school community, who worked diligently and thoughtfully throughout the 2017–18 academic year to ensure a visionary plan was developed that would carry St. Stephen’s forward for the next five years.

Committee Leadership Head of School Chris Gunnin, Trustee Jolynn Free and Trustee Ellen Osborne Ray ’86

Committee Members Yvonne Adams, Janet Allen, Michelle Andrews, Paul Byars ’07, Alison Chang, Laurel Eskridge, the Rev. Todd Fitzgerald, Jolynn Free, Rebecca Gibbs, Rebecca O’Hara, Shannon Ratliff III ’86, Ellen Ray ’86, John Rocklin, Melissa Rubin, Jessica Slade, Temple Webber III and Vicki Woodruff

SPARK 2023 IMPACT UPDATE // 41

6500 St. Stephen’s Drive, Austin, Texas 78746 512.327.1213 | sstx.org www.sstx.org/strategic-plan 42 // SPARK 2023 IMPACT UPDATE