The Langley School Experience Magazine - Winter 2008

experience the langley school

Winter 2008

A Message from the Head of School

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The Langley School Experience is published twice a year for friends and families of The Langley School.

Campus Happenings

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Head of School Doris E. Cottam

Sports Spotlight Stude nts Excel on the Field During Fall Season Sports Awards Getting to Know Our Varsity Coaches

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Langley in Depth Leading Langley: A Q&A with Doris Cottam Developing Tomorrow’s Scie ntists

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Faculty Notes Renewal Through Summer Grants Broadening Horizons

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Advancement Update Sherman Arts Center Opening Spring 2008 Annual Fund Drive a Resounding Success

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Alumni News Alumni Events Strengthen Langley Bonds Alumni Profile: From Langley to the Lab Class Notes/Faculty Notes

Editor & Designer Sharon Ifft Photographers Sharon Ifft Matthew Lester Delaine Mazich

Advancement Office Meg Clute Director of Parent & Alumni Relations mclute@langleyschool.org Sharon Ifft Director of Publications & Marketing sifft@langleyschool.org Emily Davis Advancement Coordinator edavis@langleyschool.org Kristen Gross Advancement Administrative Assistant kgross@langleyschool.org

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The Langley School does not discriminate on the basis of race, creed, gender, disability, or national or ethnic origin in educational, scholarship, employment, or other school-administered pr ograms.The Langley School operates on an equal oppor tunity basis.

The Langley School 1411 Balls Hill Road McLean,VA 22101 Phone: (703) 356-1920 Fax: (703) 790-9712 www.langleyschool.org

a message from the

VAIS accredits independent schools throughout the state using 76 rigorous standards, a process that provides Langley and other independent schools with a series of important checks and balances to ensure we stay true to our mission. In October, we hosted a five-member accrediting team – made up of administrators and heads of schools throughout Virginia – for our five-year interim review.

Although preparing for an accreditation visit is a time-consuming process, it gave us the opportunity to showcase our wonderful programs and receive valuable feedback from a very knowledgeable group of administrators at leading independent schools.

During their three-day visit, the team had access to all areas of the school, visiting classrooms, meeting with school personnel, Board members, and parents, observing campus life, and reviewing Langley’s curriculum.

After looking closely at our program and reviewing the progress we have made on any recommendations from our last accreditation, the visiting team prepared a written report summarizing their findings.

While there is always room for growth and improvement – the team recommended we continue to plan for optimal use of facilities, increase financial aid, and remain committed to curriculum development and differentiated instruction – we were extremely pleased to receive a number of wonderful comments which position us as a leading independent school.

Specifically, the te am listed Langley’s positive atmosphere, integrated technology, committed faculty, Board governance structure, financial stability, philosophy of teaching, welldesigned facilities, safety procedures, curriculum review and development, Community Contract, and assistant teacher program as major strengths of the school.

Despite such an overwhelmingly positive re view, we cannot rest on our laurels. This year, we are hard at work developing Langley’s ne w strategic plan. With the completion of the Jeffrey J. Sherman Arts Center this spring, we will finish the final initiative of our current strategic plan, “Bold Steps,” and are ready for new challenges.

Led by Board member Jeff Hsu, Director of Academics Maria Lopez, and consultant Dr. Bill Weary, our Strategic Planning Committee has held a series of information-gathering retre ats for the Boa rd, faculty/staff, and parent community over the past year. What are Langley’s strengths and weaknesses? Where do we want to be in five ye ars? What are our priorities?

These are just a few of the important questions retreat attendees discussed to begin the process of developing our next strategic plan.

Now that feedback has been gathered from a variety of Langley constituents, the committee is busily analyzing the data and synthesizing it into a plan that will not only capture what Langley is today, but also define what Langley can and should become as an educational institution. This new strategic plan, which should be finalized this spring, will set the course for the school for the next several years.

I look forward to the ne w and exciting challenges ahead as we build upon our strengths and strive to distinguish Langley as a model preschool through eighth-grade school.

Doris E. Cottam Head of School

1 THE LANGLEY SCHOOL EXPERIENCE

“A bright future for Langley has been secured by strategic planning, great leadership, a strong commitment to children, and a loyal community. The school is a model for embracing change that improves the educational experience.” These positive words, written by a visiting team from the Virginia Association of Independent Schools (VAIS ), sum up Langley’s wonderfully successful accreditation review this past fall.

Head of School

campus happenings Clockwise from top left: After studying fairytales and writing their very own stories, first-graders recited their unique creations at a parent fairytale tea in October.

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Fifth-graders enjoyed a two-day adventure at Camp Highroad near Middleburg, VA, in October. During the trip, students bonded with classmates while participating in a ropes course, survival training, canoeing, and a zip-wire.

THE LANGLEY SCHOOL EXPERIENCE

As part of the Middle School extended class trips in mid-October, sixthgraders visited Scott’s Run Nature Preserve and Mason Neck State Park to study the water cycle and human impact on water quality.

Students and teachers donned creative costumes on Halloween, with both Primary and Lower School students enjoying a Halloween parade.

On November 3, Langley’s annual Fall Fair attracted more than 900 attendees for an afternoon of food, games, prizes, and fun for all ages.

A 24-member cast of students in grades 6-8 presented the Middle School fall play, “Black Hear ts and Bearded Ladies,” November 8-10. Filled with memorable characters, the show gave students the chance to work on advanced character development, acting skills, and dialects.

In mid-December, the Pat Bush Library hosted the annual Book Fair, providing a wide selection of books and gifts for every interest and age.

More than 100 student musicians in grades 4-8 spread holiday cheer during the Lower and Middle School holiday concert in December that featured selections by eight different musical groups.

Second-graders presented three short Native American plays in November as part of their study of Native American cultures and myths.

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Langley welcomed more than 300 grandparents and guests during Grandparents & Special Friends Day on November 20. The day featured a variety of creative student performances followed by classroom activities.

sports spotlight

Students Excel on the Field During Fall Sports Season

Girls’ Varsity Soccer

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With nine wins and just one loss, Langley’s varsity girls’ team enjoyed a very successful season, placing second in the CAC overall a nd first in the CAC tournament. During the regular season, the girls beat big rival Norwood 4-1, but fell to Westminster 4-3 in a heart-breaking double overtime loss in the championship game. In a rain-plagued CAC tournament, Langley advanced to the final where they again met Westminster, but this time came out on top with a thrilling 5-1 victory to take the first-place banner.

Boys’ Varsity Soccer The boys’ varsity team also put up a solid performance this season, with a final record of 8-3. Thanks to a strong 5-0 victory over tough rival Immanuel Christian, the team finished second place overall during the regular season. Led by three CAC all-star players, the boys advanced all the way to the final of the season-ending CAC tournament, but lost to a bigger Norwood squad for a second-place finish.

Girls’ JV Soccer Not to be outdone by their varsity counterparts, the JV girls notched eight wins, one loss, and two ties to finish as regular season champs and r unners-up in the CAC tournament. In the final contest of the regular season, the girls beat archrival Norwood 2-1 in a thrilling game. The girls made their way to the CAC tourname nt final – topping St. Patrick’s 4-1 in the semifinals – but were dealt a tough loss by Norwood in the final despite leading 3-2 with 10 minutes to play.

Boys’ JV Soccer The JV boys’ team offered perhaps the best success story of the season. Comprised of primarily fifth-graders, this young team struggled early but finished with a 5-5-1 record overall a nd secured fourth place in the regular season and third place in the CAC tournament. As the fourth seed in the tournament, Langley took out Immanuel Christian in the quarterfinals 9-3, then played top seed Congressional in the semifinals, leading 2-0 at halftime before falling in a 53 heartbreaker.

Cross Country

Overall, Langley placed first in the varsity boys’ race, second in varsity girls, fifth in JV girls, and eighth in JV boys. Congratulations to the following r unners who distinguished themselves individually in their races: Monica Spafford First place, JV girls Matthew Sniezek First place, JV boys Nicole Johnson Second place, varsity girls Marlana Barnard Third place, varsity girls Michael Sniezek Third place, varsity boys

Sports Awards Congratulations to the following students and coaches who were given special awards at Langley’s Fall Sports Banquet in November:

Girls’ Varsity Soccer

CAC All-Stars: Marlana Barnard, Chandra Chea, Mollie Evans, Nicole Johnson, Delia Maresco Coach’s Award: Allie Monroy

Boys’ Varsity Soccer CAC All-Stars: Pete r Behm, Nathan Gemmell, Geoff Gibson Coach’s Award: Nik Padmanabhan, Michael Sniezek

Girls’ JV Soccer MVPs: Sarah Ing, Monica Spafford Rookie of the Year: Marta Sniezek Coach’s Award: Annelise Kollevoll

Boys’ JV Soccer MVPs: Donahue Sauer, Matthew Sniezek Most Improved Player: Kian Alikhani Coach’s Award: Michael Padmanabhan

Coaches Coaches of the Year: Shannon Hawrylo, Mason Branch

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On October 15, Langley students in grades 6-8 traveled to the Norwood School for the annual CAC cross country meet. Langley runners competed against students from eight other schools in four 1.1-mile races at the JV and varsity levels.

sports spotlight

Getting to Know Our Varsity Coaches Langley’s soccer teams have enjoyed great success through the ye ars, filling the walls of the Solomon Athletic Center with winning Capital Athletic Conference (CAC) banners. While the dedication and skill of our student athletes is key to Langley’s many victories on the field, our talented faculty coaches provide the inspiration, g uidance, and leadership needed to create successful teams. Most of our coaches are also teaching faculty members at Langley who devote countless hours after school to coaching. So who are the varsity soccer coaches behind the clipboards?

Mark Loach, Boys’ Varsity Head Coach

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Number of years as coach: Four

tried to play professional soccer, but I was too one-footed!

What’s your “day job?”

Fifth-grade teacher

What makes team sports an important part of a Langley education? The children have an opportunity to represent their school and wear the Langley uniform. We are teachers first and coaches second, so we use team sports as a vehicle for learning.

What’s your favorite part of coaching?

I love working with the students and seeing them improve their individual skills, problem-solving capabilities, and ability to work as a team.

Do you have a background in soccer?

I’m from England and playing soccer there is pretty important. I actually

What do you hope your team learned this season? I hope they learned the value of working hard at their skills as a means for self-improvement.

Jamie Fabrizio, Girls’ Varsity Assistant Coach Number of years as coach: Two What’s your “day job?”

Preschool assistant teacher What’s your favorite part of coaching? I enjoy being part of a team. It has always been such an honor to play or coach with people who are willing to work hard for one another.

Do you have a background in soccer?

I’ve played and coached soccer my whole life. I had the opportunity to play for the U.S. national youth teams which allowed me to compete against teams from other countries. I also

played college soccer at the University of Virginia.

What makes team sports an important part of a Langley education? I think sports teams are a huge part of Langley because they give the students another positive outlet to experience outside the classroom. They also allow students the opportunity to strengthen bonds with classmates, represent their school, and have fun.

What do you hope your team learned this season? I hope the girls learned the importance of perseverance and teamwork.

Jim Gleason, Girls’ Varsity Head Coach Number of years as coach: 28 What’s your “day job?” P.E. teacher & athletic department head What’s your favorite part of coaching? I really enjoy watching the kids develop and reach their full potential as players and as people.

Do you have a background in socce r? I played for two years in high school and have always been a stude nt of the game.

What makes team sports an important part of a Langley education? Sports help develop the whole child and give students a chance to le arn the importance of loyalty, sportsmanship, determination, and respect.

What do you hope your team learned this season? I hope the girls le arned that win or lose, if you work hard and stay focused, you will always succeed.

langley in depth

Leading Langley A Q&A with Head of School Doris Cottam

An educator and administrator at independent schools around the country for nearly 28 years, Ms. Cottam is a well-respected leader in the Washington, DC, metro area. In June, she will complete a two-year appointment as president of the Board of Trustees of the Association of Independent Schools of Greater Washington and will begin a new three-year position as chair of the Virginia Association of Independent Schools’ Membership Committee next fall.

Here’s what Ms. Cottam has to say about her role in the independent school world, how she began her career in education, and her time at Langley.

Q A

What is the Association of Independent Schools of Greater Washington (AISGW) and what has been your involvement with the organization?

AISGW is made up of 86 independent schools throughout Washington, DC, Maryland, and Virginia. Together, we work to promote the benefits of independent schools to the public and offer professional developme nt, informationsharing opportunities, and advocacy services to our member schools.

I first joined the AISGW Board in 2001 and then served as treasurer and chair of the Finance Committee for three years. In 2006, I was selected to serve a two-year term as president of the Boa rd, which consists of 12 heads of school from schools around the region.

During my time as president, the Board and executive director have been able to develop a new mission statement and strategic plan. Although my presidency officially ends this year, I will continue to serve on the Board for one more year as past president.

Q A

How has your role as AISGW president benefited Langley?

Serving as president of AISGW has without a doubt made me a better head of school here at Langley. Because AISGW is on the forefront of the issues facing independent schools in our area, I know what hot topics are out there a nd can often ave rt a proble m before it hits us. My position as preside nt has also raised our profile and put Langley in a prestigious light among other area schools, which I believe helps Langley in many ways, such as improving our visibility for admissions and assisting our graduates when they apply to high schools. The connections I’ve made with other heads of school are invaluable.

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What is the Virginia Association of Independent Schools (VAIS) and what has been your involvement there?

Like AISGW, VAIS promotes and advocates for inde pendent schools and offers professional development opportunities for its more than 80 member schools throughout the state.

However, VAIS also has the responsibility of evaluating and accrediting its

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Now in her eighth year at Langley, Head of School Doris Cottam has overseen nearly a decade of growth a nd change, embracing the school’s community-based roots while creating a clear vision for the future. Under her leadership, La ngley has developed a new mission statement, philosophy of teaching, and Community Contract; created a comprehensive curriculum guide; built the Solomon Athletic Center and Sherman Arts Center; completed a five-year strategic plan; and secured a solid financial footing.

member schools to ensure they meet certain educational standards. I have participated in the accrediting process in two other states, and can honestly say that Virginia has the most comprehensive and rigorous process I’ve seen.

Since 2005, I have se rved on VAIS’ Board of Trustees and have been part of its Membership Committee, the group responsible for reviewing and making recommendations on each school’s accreditation. Last fall, I was asked to chair the Membership Committee for the next three years, beginning fall 2008. While it is a big responsibility, I strongly believe in our mission to ensure the quality of Virginia’s independent schools.

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Q A

In part because of my role on the committee, a number of our faculty, including Rick Alfonso, Susan Atkinson, Emmy Bocek, Guity Javedan, Mary Queitzsch, and Mark Robbins, have been asked to pa rticipate in on-site accreditation visits at other schools. I tell our faculty that this is the best professional development they could have because they return to Langley with new ideas and a greater understanding of all aspects of education.

Langley passed our five-year VAIS accreditation with flying colors last fall because we embraced these standards and worked hard to meet or exceed them. Serving as chair of the committee for the next three years will only deepen my understanding of the accreditation process and help increase our visibility throughout the state.

When my family moved to New York City in the 1970s, we needed to find a school for my daughter. I knew absolutely nothing about independent schools and just happened to he ar about and apply to one of the best K-12 girls’ schools in the country, The Spence School, where I would spend

Trading Spaces: Each year, Head of School Doris Cottam auctions off her popular “Head for a Day” item at Langley’s spring fundraiser.

The lucky winning student gets to fill Ms. Cottam’s shoes for the day, while Ms. Cottam attends his or her classes as a student. Here, Ms. Cottam poses with our 2007 head for the day, second-grader Spencer Watt.

How will your position as chair of VAIS’ Membership Committee benefit Langley?

My experience on the Membership Committee over the past three years has given me a great insight into how we do things at Langley and has made us a better school. By looking at accreditation reports from all different types of schools throughout Virginia, I’ve learned that we all face the same issues – financial sustainability, academic integrity, solid non-profit governance – and I’ve come to thoroughly understand the standards of accreditation.

with learning disabilities was the focus on how children learn, not just what they learn.

Q A

How did you begin your career in education?

the next 17 years as a parent, teacher, and administrator.

My original reason for ente ring education isn’t very inspiring! It was one of the only ca reer options promoted for women when I entered college. So after receiving my bachelor’s degree in elementary education and special education from Brigham Young University, I taught learning disabilities and fifth grade in public schools in California, Utah, and right here in Fairfax County.

All of my daughters attended Spence, so I began substitute teaching there and eventually worked as a full-time kinderga rten and third-grade teacher.

It was at Spence that I really learned to teach. The faculty was expected to develop their own curriculum and much of the learning process was experiential. During this time, I also obtained my master’s degree in educational leadership.

I was hooked. For me, there was nothing like the excitement of watching students learn and de veloping a dynamic classroom atmosphere. What I loved most about teaching children

After five ye ars as a teacher, I was asked to serve as interim head of Spence’s Lower School, which turned into a permanent position that I held for nine ye ars. In addition to merging

the Primary and Lower Schools into one division, working on the school’s first comprehensive curriculum, and creating an integrated resource and assessment program, I learned the ins and outs of school administration.

Q A

What was your next position after Spence?

Q A

Why did you decide to leave your position at Crane and come to Langley?

I had been thinking about moving back East where my children and friends were and Langley contacted me to see if I was interested in the position.

Q A

What accomplishments are you most proud of during your time at Langley?

I am extremely proud of the Community Contract and philosophy of teaching we developed together as a faculty. I’m finding that other schools are emulating these well-written documents that help create a safe campus atmosphere and articulate how we teach. Our new mission stateme nt clearly defines who we are as a school and reflects the many benefits of our outstanding preschool to eighth grade program.

The work we have done on our curriculum is stellar and our resource program has come a long way in really looking at how kids learn and using assessment to drive how we teach. In addition, the assistant teacher program we have built is a model program for training new teachers. With an upgraded media studio, state-of-theart computer labs, and ne w interactive whiteboards in our classrooms, Langley’s technology program is on the

Langley Past & Present: Doris Cottam (far right) joins Pat Bush,long-time librarian; Betty Brown, former head of school; Ann Potter, long-time technology instructor; and Lucy Daoust, former head of school (l to r) at Langle y’s Famil y Reunion in November.

cutting edge and truly enhances learning in every discipline.

The majority of our campus facilities reflect our program, with the opening of the Solomon Athletic Center in 2001 and the Sherman Arts Center this spring. The school is in good financial shape and we are beginning to build our endowment and cash reserves for the future. Finally, I’m proud of the inclusive community we have created for students, faculty/staff, and parents.

Langley is a welcoming, accepting, and safe place to learn, work, and volunteer.

Q A

What else do you hope to accomplish at Langley?

I’d like to see our instruction and our curriculum become even more dynamic. By continually assessing our students, we ca n use that data to make the curriculum come alive. For the future well-being of the school, we need to continue building our endowme nt, use money from investments to offset tuition increases, and boost our financial aid so a Langley education re mains available to qualified students.

In our Middle School, we should have a facility that better meets the needs of the program and gives our Middle Schoolers a stronger identity. In addition, I’d like to see us take a close look at the Primary School program. Is our space driving our program? For example, should we offer a longer progra m for our junior kindergarten students?

We’ve come a long way during the past eight years, but there is still much to accomplish. I look forward to working with my outstanding team of faculty and staff, our parents, and our students as we look toward the future with excitement. What a great time to be at Langley!

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After two of my daughters graduated from Spence and went on to college, I took the position of head of school at The Crane School, a coed K-8 school with more than 200 students in Santa Barbara, CA. During my six years there working with the Board and faculty, we accomplished a great deal, including developing a new strategic plan, building a new science and technology center and administration wing, remodeling the library and auditorium, significantly increasing our endowment, creating a resource program, and enhancing our curriculum scope and sequence.

When I visited Langley’s campus, I really loved it. The sense of community was palpable and the commitment to the children was immediately evident.

langley in depth

Developing Tomorrow’s Scientists

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Finding a cure for cancer, developing more energy-efficient power sources, combating the effects of global warming...the list of scientific discoveries and innovations needed to sustain our planet and improve our quality of life is overwhelming. With so many important issues facing us, the world will look to science for solutions.

With this perspective in mind, Langley’s scie nce department teaches today’s children to become tomorrow’s scientists. In class, in the lab, or on a field trip, our students learn so much more than memorized scientific formulas, elements, or procedures.

They discover how to observe, explore, and learn from the world around them, and in the process, they are given the tools to become “real” scientists.

What makes Langley’s program unique? Beginning in first grade, students le arn science from trained scientists in a lab setting, instead of from homeroom te achers. Langley’s four science teachers a re highly credentialed specialists, with each covering his or her field of expertise, ranging from the life sciences of biology and ecology to the physical sciences of physics and che mistry.

“The school has been really flexible in allowing each of us to teach to our strengths,” says Craig Berman, science department head. “We have built a balanced team in which we each focus on our own niche.”

While some science instruction, s uch as developing investigative skills and basic concepts, occurs at the Primary School level, dedicated time in science classrooms starts in first grade. Students in grades 1-3 attend two science classes per week, with those as young as first grade taking part in actual labs and data collection. As the curriculum becomes more sophisticated, students spend increasing amounts of time in the lab. Grades 4 and 5 attend t hree science classes weekly and grades 6 through 8 attend three regular periods and one 80-minute block per week.

“Each teacher has a lively way of delivering the scientific process to our students,” says Science Teacher Ryan McKinney. “Developed using National Science Teachers Association guidelines, our curriculum is designed to educate and motivate students to make a difference in the world through science. Our goal is to help students understand the scie ntific process, not just isolated facts.”

At all levels, Langley strives to teach students the process of science through interactive, creative activities, rather than by simply reading about scie nce from a book. Whether building their own rockets, measuring the actual size of prehistoric mammals, creating realistic models of cells, or dissecting a shark, students participate in a variety of in-class labs, field labs, and handson activities. “Each class focuses on experiential learning through interactive projects and labs and, as de velopmentally appropriate, places a strong emphasis on the scientific method,” says Scie nce Teacher Sharon Cady.

When possible, science lessons are integrated with other subjects, giving students a comprehensive approach to a specific unit. For example, our first-

graders study penguins each January, reading stories, singing songs, and creating artwork about penguins. In science class, students learn about penguins’ habitats and perform temperature and insulation experime nts to discover how they survive in the extreme cold.

As students progress through each grade level and master key scientific concepts, they are given the freedom to conduct their own experiments and explore the scientific world. At the end of eighth grade, students participate in a trimester-long independent study project in which they shadow a science professional of their choosing for 24 hours or conduct a self-designed experiment.

“Last year, we had students shadowing a veterinarian, neurosurgeon, pediatrician, park naturalist, and wildlife biologist among others, giving them the opportunity to observe medical procedures and lab work firsthand,” says Mr. Berman. “In fact, several former stude nts have gone on to pursue the area they first explored during their independent study project here at Langley.”

Whether or not students decide to pursue a science-related field, the lessons they le arn during their Langley science classes will stay with them for life. Thanks to the wide variety of labs, projects, and assignments they encounter through science, students improve their research, project management,

observation, critical thinking, problem solving, and analytical skills. “We also try to instill in them an understanding of their role in taking ca re of our pla net,” says Scie nce Teacher Renee Miller. “We discuss the importance of being a responsible global citizen and how to use science ethically for the greater good.”

“Here at Langley, we strive to present science in a way that makes the subject fun, interesting, and challenging enough to motivate our students to love science,” says Mrs. Cady. “Rather than be intimidated by science, we want them to feel empowered to be scientists themselves.” Who knows? Perhaps one day a La ngley alum will cure cancer or reverse the effects of global warming.

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Thanks to an interactive field project, fifth-graders in Sharon Cady’s science class will never look at the trees on Langley’s campus in the same way again. As part of a unique science lesson last fall, pairs of students each chose a tree on campus to adopt and investigate.

Stude nts acted as detectives as they studied the texture, color, shape, position on the branch, and smell of the leaves on their tree. They also looked at its bark texture, bark color, the presence of fruit, flowers, or buds, and the possible presence of insects, animals, birds, lichen, moss, or vines, and collected leaf samples in order to do leaf rubbings from their tree.

Then came the toughest part of the project – identifying their tree’s

THE LANGLEY SCHOOL EXPERIENCE

Investigating Trees

species. “Using the data they collected, their observation and analytical skills, and a field guide, students acted as real field biologists to determine the species of tree they had each adopted,” says Mrs. Cady. “It was a thrilling discovery for them.”

After measuring the circumference of their tree and using a mathematical formula to estimate its height, fifthgraders then completed a tree adoption certificate that included the biological and mathematical information they had collected.

But this innovative project wasn’t all numbers and scientific observations.

Students also had the chance to show their creative sides as they nicknamed their tree, wrote a poem or song about it, and wrote brief essays on topics such as “How are you and your tree alike and different?” and “If your tree could

talk, what would it say?” Chances are, if they could talk, these trees would thank their student investigators for all the atte ntion!

A Study of Forces What better way to learn the physics principles of force, tension, and compression than to construct a building? That’s exactly how Renee Miller’s seventh-grade science class kicked off their physics unit in December. “I got the idea for this brand new project by watching the arts center being built here on campus,” says Ms. Miller. So she took her class on a tour of the new building and found that most of her students had never observed a building as a work in progress.

Using the National Building Museum’s “Building Blocks” curriculum – typically reserved for grades 9-12 who

participate in the museum’s design apprenticeship program – Ms. Mille r adapted an original lesson for her seventh-grade rs. Students we re tasked with building an entire miniature town out of everyday household items such as cardboa rd, pretzel sticks, marshmallows, and Legos.

In order to make their buildings structurally sound, students first learned about the forces of tension and compression, the importance of support, and the relative strength of different shapes used in building. They also took a close look at the built environment and discussed the differences between form and function.

The result of this project? An innova-

From Hypothesis to Conclusion 12

tive, well-built town that included residential, commercial, industrial, and governmental/public structures – complete with a drive-thru Starbucks!

THE LANGLEY SCHOOL EXPERIENCE

By the time students reach eighth grade, they have a thorough understanding of the scientific method and are ready to begin conducting their own expe riments.

Visit Craig Berman’s eighth-grade scie nce lab throughout the fall and early winter months, a nd you’ll find students working in teams on a variety of creative experiments as part of their semester-long living organisms project.

Each group of three to five students selected a topic to study, ranging from how temperature affects the growth of anoles to how age impacts reaction time in humans. How did they choose their topics? In some cases, it was simply a matter of interest. “We like lizards!” said one group who studied anoles. Afte r deciding on a project, students developed a hypothesis of what they expected to happen, put together a list of materials they would need, and came up with the methods and procedures they would follow throughout the experiment.

Like real scientists, many groups encountered setbacks along the way. For example, several students who were studying the effect of temperature on the hatching of frog eggs had to conduct their experiment multiple times when winter break interfered with the timing of the hatching and when they used the wrong food in the water.

“This project gives our eighth-graders a chance to work as real scientists and see a long-term project through from hypothesis to conclusion,” says Mr. Berman. “They took their responsibilities seriously, coming in and out of my room all day long to provide food and water to their organisms, take measurements, or adjust a temperature setting.” Once the data was collected and analyzed and conclusions drawn on the findings, students put together a formal lab report as well as a PowerPoint presentation to share with the class.

Science at Langley by the Numbers Langley students have access to a wide variety of science facilities, tools, and resources here on campus. Here are a few of the highlights:

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Scie nce-related field trips this year

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Rock and mineral identification kits

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Science laptops complete with Pasco tools to measure temperature

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Dissecting microscopes

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Compound light microscopes

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Science teachers

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Science labs

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Spotting telescope worth around $3,000

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200-gallon fish tank

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Complete Mesozoic-era fossil collection

Looking for Dinosaurs Armed with brushes and picks, secondgraders looked like professional paleontologists last fall as they carefully uncovered ancient Mongolian fossils in search of dinosaur activity. This one-of-a-kind, hands-on project capped off Ryan McKinney’s science unit on dinosaurs which began with a visit to the Natural History Museum.

Real paleontologists working in Mongolia sent Mr. McKinney several of the fossils they had found and asked our secondgraders to help them discover what was inside. Working in teams, students dissolved the soft rocks in water for a few hours then began carefully uncovering the fossils.

They gathered a variety of data on their fossils, including size, color, texture, shape, and mass, and drew pictures of their findings. Each piece of data was then carefully recorded in paleontology books.

Finally, students analyzed their findings and observations to determine whether the fossils contained any dinosaur activity.

“Whether or not they found evidence of dinosaurs isn’t important,” Mr. McKinney adds. “This project put students directly in the role of a paleontologist and hopefully they learned how much time, patience, data collection, and observation goes into studying the histor y of our planet.”

Langley is fortunate to have a highly trained team of science teachers who are each specialists in their fields.

Craig Berman, Science Department Head M.S. (entomology and applied ecology), University of Delaware B.A. (life and health sciences), University of Delaware A science facul ty member at La ngley for the past 10 years, Mr. Berman has taught science to grades 1-5 and 7-8. He has also developed curriculum and taught at several are a summer scie nce programs and previously worked as a scie nce teacher at Drexel School of the Holy Child in Pennsylvania. With a focus on entomology, Mr. Berman conducted research on mosquito control, agricultural pest manageme nt, and avian ecology as a research assistant at the University of Delaware and worked as a staff entomologist in Maryland.

Sharon Cady, Science & Resource Teacher M.Ed. (reading), University of Virginia B.A. (environmental studies), George Washington University Mrs. Cady joined Langle y’s faculty this year, previously teaching reading, science, and computers at Burgundy Farm Country Day School. While at Burgundy, she served as chair of the science curriculum committee and as a summer scie nce counselor. Before ente ring the te aching field, Mrs. Cady worked as director of environmental quality for Reside nts for a More Beautiful Port Washington in New York, as a researcher in dendrochronolog y at the University of Arizona’s Laboratory of Tree Ring Research, and as an intern at Save America’s Forests.

Ryan McKinney, Science Teacher M.S. (science education), George Washington University (spring 2009) B.S. (environmental geology, kinesiology, geology), College of William & Mary Mr. McKinney, who specializes in Earth science and human anatomy, came to La ngley in 2002. Previously, he served as a Colorado Department of Education rural education program teacher and worked on several U.S. Geological Survey geological mapping projects in the Blue Ridge Mountains. During a program at the Biosphere 2 in Oracle, AZ, Mr. McKinney studied methane as a potential energy source and its potential impacts on global climate change.

Renee Miller, Science Teacher M.S. (science education), University of Michigan M.A. (history of science), University of Wisconsin B.A. ( physics), Albion College In her first year at Langley, Ms. Miller brings e xperience in both classrooms and museums, where she has evaluated a number of educational programs. A research assistant at the University of Wisconsin Space Astronomy Lab and the University of Michigan School of Education, she focused on physical science during her graduate work. Ms. Miller has developed curriculum for the National Science Foundation and the Smithsonian Institute, science education programs for the New York Hall of Science, and museum exhibits for the Space Science Institute and the National Health Museum.

13 THE LANGLEY SCHOOL EXPERIENCE

At the museum, students viewed a va riety of dinosaur fossils while learning about the three geologic periods and how the Earth’s climate varied during each. “Part of our study of dinosaurs involved talking about how scientists know so much about t hese now extinct creatures,” says Mr. McKinney.

“That’s where fossil evidence comes in. By working with their own fossils, students got a firsthand understanding of how paleontologists uncover the clues that tell us about Earth’s history.”

Learning from the Experts

faculty notes

Renewal Through Summer Grants Each summer, Langley awards a series of grants to faculty and staff members that enable them to pursue an interest, enhance their teaching, or renew their passion for a subject. Below are the experiences of three of our grant recipients.

Teaching for Greater Understanding

By Cathy Stube, Art Teacher & Recipient of Langley’s Jeffrey J. Sherman Grant

14 THE LANGLEY SCHOOL EXPERIENCE

Last summer, I had the great opportunity to attend the week-long Project Zero Classroom 2007 at the Harvard Graduate School of Education, an incredible experience that I shared with over 300 educators of all disciplines as well as administrators from across the globe. My purpose in attending was to gain new tools and insights into teaching through the vis ual arts that will help my students develop thinking skills that they can adapt to all areas of formal and informal learning.

Project Zero Classroom began with a plenary session each morning, focusing on current Project Zero research and ideas including: education for understanding, multiple intelligences, critical and creative thinking, assessment as learning, learning through the arts, interdisciplinary teaching, and making thinking and learning visible. Minicourses were held most days, enabling the participants to focus on areas of interest, and daily study groups allowed us time for informal sharing.

Many of the mini-courses I attended focused on guiding students to e xplore works of art in ways that would foster deeper and more meaningful understandings. One such course – “Quest: Entry Points to Understanding Vis ual Arts” – explored the implementation of open-ended questions that build on one another and provide students with a more significant unde rstanding of works of art.

Quest stands for Questions for Understanding, Exploring, Seeing, and Thinking.

The questions are grouped into five entry points that include narrative, aesthetic, experiential, foundational, and logical/quantitative approaches. These structured questions direct students to reflect upon certain aspects in the works that they are viewing. Often connections to personal experiences are made and shared, fostering a deeper understanding of the work of art. I have used Quest in teaching my art appreciation lessons this year and have found it to be a very successful way for my students to gain a greater understanding of art, themselves, and their world.

There are so many e ngaging and exciting te aching concepts that I have learned about through Project Zero and hope to explore in my classroom teaching here at Langley.

Discovering My Heritage

By Thida Lim, Fourth-Grade Teacher & Recipient of Langley’s Kiernan Grant I was able to visit “Cambodia Town” in Long Beach, CA, last summer, where I reconnected with relatives and deepened my understanding of the Cambodian-American experience.

Throughout my visit, I spoke to local Cambodian residents about their experiences as refugees, immigrants, business owners, parents, and children growing up in California. The people I met were warm, open, and eager to share their stories.

Long Beach has the highest concentration of Cambodian-owned businesses in the U.S. and, with more than 20,000 of California’s 84,000 Cambodian residents, the largest

Discovering My Heritage, continued Cambodian population outside Cambodia. During my visit, I observed Cambodian-owned grocery stores, car repair shops, audiovisual shops, law firms, clinics, and restaurants. I immersed myself in the culture, looking at signs and newspapers written in Khmer, listening to Cambodian music, enjoying authentic Cambodian cuisine, and visiting the Cambodian community center which provides a number of services for Cambodians of all ages and backgrounds.

The most well-known Cambodian business in California is the donut

shop. About 90 percent of all California donut shops are Cambodianowned despite the fact that there are no donuts in Cambodia! During my trip, I had the opportunity to work in a donut shop owned by my great aunt and uncle. They st arted their business in 1977, working 17-hour days, and now own three shops. They are active within the Cambodian community and help other Cambodian immigrants assimilate and find work.

road trip, I not only learned more about my distant family, but also got other perspectives on my parents’ childhood and life in Cambodia.

Growing up in the safety of the U.S. and far from the horrors of war and famine, there’s a lot I don’t know or understand about my native country and people. Thanks to this Langley grant, I have gained a little more insight into my own family and the Cambodian-American e xperience.

While in California, I visited more than 30 relatives and traveled to San Francisco, Oakland, Monte rey, Napa Valley, and Stanford. On this family

From Prague to Poland Last July, I found myself standing in the middle of Prague with a backpack and my Langley tablet computer. Two days later, I began my bike ride out of the Czech Republic to Ortowice, a small rural village in Poland. I had purchased my bike on a side street shop in Prague and now I was using the river as my guide to lead me away from this popular, tourist city and into the quiet, remote Czech countryside.

One way or another, my bike trip was bound to be memorable. I was now living the writing project that I had started seven months earlier.

My grant covered what would be a five-day bike ride and an eventual week’s stay in Poland. My trip deepened my understanding of the Polish and Czech cultures and gave me firsthand insight into the setting of my story. I traveled in the same direction as the characters I had created in my notebook. During this excursion, I would bike over 200 miles and write nearly 100 pages.

My bike ride helped give my story a valuable backdrop. Every culture has built from its own history, overcoming adversity and embracing common goods. For hundreds of years, this

region has been attacked and defended by a series of generations. The beautiful old buildings of peach and rusty red contrasted harshly with the stark apartment buildings of the post-war era. More poignantly, I discovered Ortowice (the Polish village that was a central piece to my story) was actually a German territory until 1945.

My bike ride plans were deliberately vague (follow the river and take a right into Poland), but the path next to the river was unpredictable. Twice, the trail completely disappeared and I had to adapt and carry my bike over the brush. Once, the sky tur ned a curious blue-gray and without warning, lightning sizzled just above the water. Near t he Czech-Polish border, the trail turned steep and narrow. My legs struggled on these tougher climbs, especially over the brutal but beautiful Sudety Mountains.

This grant provided me with the opportunity to recharge the old teaching batteries, rediscover my determination, and research an important and difficult writing project.

The journey provided me with a challenging adventure, the likes of which I had not experienced for many years.

15 THE LANGLEY SCHOOL EXPERIENCE

By Mark Loach, Fifth-Grade Teacher & Recipient of Langley’s Karen D. Michalowicz Grant

faculty notes

Broadening Horizons Langley faculty and staff members have ample opportunities to participate in professional development activities nationwide. Here is just a sampling of the many conferences, workshops, and classes our faculty and staff have attended since June 2007.

Susan Atkinson, Middle School head, attended the Independent School Management workshop, Build, Renew, and Enhance Your Advisory Program, in Philadelphia, PA.

16 THE LANGLEY SCHOOL EXPERIENCE

Chelsea Bazzle , kindergarten teacher, attended a course on the Phonographix method of teaching reading at Beauvoir School. After completing a four-part exam, she is now a certified Phonographix trainer.

Meghan Dougherty, kindergarten assistant teacher, took the Curriculum Theory and Practice class at Marymount University, in which she explored standards of learning, special education, how to create lesson plans, and educational theories.

Management Summer Institute workshop, Leading the Effective Elementary School, in Philadelphia, PA. Maria Lopez, director of academics, attended the annual Independent Schools Institute: Educating the Leaders of Tomorrow at the Harvard Graduate School of Education which focused on how schools ca n prepare their students with the necessary skills for future success.

Sue Maiello, music teacher, atte nded the J.W. Pepper Summer Reading Clinic in Fairfax, VA, where she had the opportunity to sing and examine newly published choral music and classroom materials.

Dwayne Green, safety and transportation coordinator, attended a crisis management workshop sponsored by the Virginia Association of Independent Schools in Richmond, VA.

Sheila Malcolm and Chuck Schmidt, music teachers, attended the World Music Drumming Level 1 program in Leesburg, VA, where they learned to use these unique instruments and integrate them into the music curriculum.

Maria Koropecky and Jan Silvano, cohead librarians, attended the American Library Association annual conference in Washington, DC, where they listened to a variety of guest speakers and attended presentations relevant to school librarianship.

Elena Meschieri, S panish teacher, attended two workshops through Georgetown University which focused on how to teach culture through art and writing and explored the integration and tolerance of three cultures in Spain.

Peggy Laurent, Lower School head, and Sue McLean, Primary School head, attended the Independent School

Carrie Milinski, second-grade teacher, attended Learning Centers for Differentiated Instruction, a conference

offered through the Bureau of Research and Development in Fairfax, VA. Susan Millonig, math teacher, attended the five-day Summer Technology Conference for Middle School Math and Science Teachers which was presented by the Discovery Institute in Staten Island, NY. Chuck Schmidt, band director and Langley’s Banks family faculty chair, attended the four-day International Association of Jazz Educators’ international conference in Toronto.

First-Grade Teachers Carol Maciaszek, Kristen McLaughlin, and Lauren Worley attended a write r’s workshop conference which educated teachers on the importance of creative writing in the classroom.

Lower School Teachers Megan Dhar, Thida Lim, Carrie Milinski, Erica Nason, Francie Wharen, and Kayleen Widdifield and Lower School Head Peggy Laurent attended a week-long Responsive Classroom workshop at Beauvoir School.

Teachers Lorin Allan, Susan Millonig, Ariana Moses, Geri Paras, and Mary Queitzsch attended the National Council of Teachers of Mathematics regional conference in Richmond, VA.

advancement update

Sherman Arts Center Opening Spring 2008 The excitement on campus this year is palpable as parents, facul ty/staff, and students watch in amazement as the Jeffrey J. Sherman Arts Center takes shape day by day. Construction began during spring break 2007 and we are currently on schedule to complete the building in spring 2008, in time to celebrate the Class of 2008 graduation inside.

This magnificent addition to Langley’s campus features: • A 350-seat auditorium with a low-to-the-ground stage for younger students and state-of-the-art sound and lighting • Retractable seating inside the auditorium which allows the school to use it for a variety of purposes throughout the day • A spacious band room on the second floor, providing dedicated rehearsal and instrument storage space • Two additional art and music classrooms on the second floor • A light-filled lobby/café with WiFi, providing space for a catered student lunch program five days a week, student art displays, and an adult coffee bar In addition to providing our arts programs with a place to grow and shine, the additional classrooms in the Sherma n Center will give Langley the much-needed space to expand grades K-5 to three sections each while maintaining our low student/teacher ratio.

From plays, concerts, a nd assemblies to guest speakers, parent events, and graduations, t his multipurpose building will serve as t he center of activity at Langley and will greatly enhance the educational experience we provide. continued on next page

Photos at right from top: Construction progress as of December 2007; looking down on the inside of the auditorium from the balcony; outside of building with roof added (January 2008).

17 THE LANGLEY SCHOOL EXPERIENCE

Named in honor of former Boa rd president and Langley parent, the late Jeff Sherman, the arts center sits prominently at the ca mpus entrance and will serve as a central gathering place for the entire school community and as the focal point of our outstanding arts programs.

advancement update

You, Too, Can Have Your Name in the Stars Langley is most appreciative of the many donors who have supported the Campaign for the Sherman Arts Center.

It’s not too late to participate in this community-wide effort a nd make a lasting contribution to Langley! We are offering a variety of recognition opportunities to pay permanent tribute to donors of all levels.

•

$25,000 and up: Family star plaque mounted in the lobby which can be personalized with your family name, children’s names, and children’s handprints (a limited number of plaques remain!)

18 THE LANGLEY SCHOOL EXPERIENCE

•

$10,000 – $24,999: Family star paver placed in the outdoor plaza, personalized with your family name (a limited number of pavers remain!)

•

$5,000 – $9,999: Star paperweight commemorating the arts center

• All donors will be listed on the building’s donor wall For more about these recognition opportunities, including photos of the plaques and pavers, visit www.langleyschool.org/givingtolangley.

Questions? Contact the Advancement Office at (703) 356-1920, ext. 871.

2007-2008 Annual Fund Drive a Resounding Success!

Langley’s 2007-2008 Annual Fund Drive, Building a Legacy One Spot at a Time, focused on our beloved leopa rd mascot, Lightning, and his missing spots. You see, Lightning returned from s ummer vacation astonished and rather shocked at the progress of the Sherman Arts Center and all the changes on campus. Lightning became so excited that he developed a case of the spotticups, something similar to the hiccups that causes leopards to lose all their spots! Lightning, being completely spotless, asked the Langley community to come together and help him get his spots back by giving to the 2007-2008 Annual Fund Drive.

Langley families stepped up to signify their spot in the community ve ry quickly! Each family who gave to the Annual Fund not only made a lasting impact on students and teachers this school year, but also had the opportunity to put a spot with their family name on it onto the life-sized leopard statue of Lightning himself. Before long, Lightning was covered in spots once again and they are even bolder and more plentiful than before thanks to the ge nerosity of Langley supporters.

Thank you for making our 2007-2008 Annual Fund Drive a resounding success! Already, La ngley’s Annual Fund has surpassed our goal of $600,000! If you have not yet given to this year’s Annual Fund, it’s not too late – simply contact Emily Davis in the Advancement Office at (703) 356-1920, ext. 871 or give online at www.langleyschool.org/givingtolangley.

Special thanks to the tireless efforts of our Annual Fund Co-Chairs Bill & Jane McDonald and Rita Roy & Jon Merril, without whom this ye ar’s Annual Fund s uccess would not have been possible.

Additionally, thank you to past faculty member Henry Cole for providing the magnificent drawings of Lightning for this ye ar’s Annual Fund Drive.

alumni news

Alumni Events Strengthen Langley Bonds

Save the date for these upcoming events:

Class of 2004 Reunion On Monday, May 26, 2008, Langley will host a family reunion for the Class of 2004 and their parents. Come celebrate your high school graduation and visit with Langley friends before you head to college ne xt fall. Watch for an invitation in the mail in the spring.

Long-time Langley Librarian Pat Bush, 85, is retiring from the school after 37 years of service. Please plan to join the entire Langley community at a special reception honoring Pat on the afternoon of Sunday, May 4, 2008.

Invitations with additional details will be mailed in early spring.

Pat first came to Langley as a parent in 1963, then became the school’s first paid libra rian in 1971. She served as head librarian for 16 years, stepping down at the age of 65 to become assistant head librarian and then associate librarian.

During her many years at Langley, Pat brought the joy of reading to countless students and oversaw much change and growth in the library. The school’s current 20,000-volume library – which was built in the early 1990s – is named in her honor and will serve as a lasting tribute to her contributions.

On November 3 and 4, Langley alums of all ages and former parents, grandparents, and faculty/staff gathered on campus for Langley’s Family Reunion Weekend. The festivities kicked off on Saturday at the school’s 53rd annual fair held on the athletic field. Everyone enjoyed a wonderful afternoon of games, food, and fun under sunny skies. The reminiscing continued on Sunday at a special open house, featuring hardhat tours of Langley’s new Jeffrey J. Sherman Arts Center which is currently under construction.

19 THE LANGLEY SCHOOL EXPERIENCE

Pat Bush Retirement Reception

Family Reunion Weekend

alumni news

alumni profile:

From Langley to the Lab

20

Are cures for neurodegenerative diseases like dementia and Alzheimer’s on the horizon? Thanks to the dedication and skill of medical researchers like Jennifer Dreiling ’94, the medical community is one step closer to understanding and combating these debilitating conditions that affect millions.

THE LANGLEY SCHOOL EXPERIENCE

At 27, Jennifer is currently in her first year of medical residency in internal medicine at the National Naval Medical Cente r in Bethesda, MD, and has dedicated her young life to the study of geriatrics. She first became interested in the diseases of the elderly while still a high school student at the Madeira School and has since conducted research on everything from Parkinson’s dise ase to embryonic development of the pancreas.

During her senior year at Madeira, Jennifer became involved in several research projects related to Parkinson’s and Alzheimer’s while volunteering one day a week at the National Institute of Mental Health (NIMH), sparking her inte rest in medicine. “My research at the NIMH definitely convinced me that I wanted to pursue a career in medicine, but looking back, I can definitely say that my interest in science began at Langley,” says Jennifer, who attended Langley for eight years and fondly remembers her enthusiastic science teachers.

Jennifer excelled as a biolog y major at Wellesley College and was awarded the school’s prestigious Fiske Prize, an honor given to outstanding students who show a genuine interest in biology and who plan to continue their study of science. She was selected to serve as a peer tutor for both the biology and chemistry departments and participated in an independent study research project on pancreas organogenesis. Each summer, she returned to the NIMH lab to continue her research on neurodegenerative diseases as an intern.

After college, Jennifer spent some time at Georgetown University Medical

at the University of Virginia in 2003.

During he r first year at UVA, she applied for the Armed Forces Health Professions Schola rship Program to help cover her expe nses. Out of several thousand applicants nationwide, she was awarded one of the 80 Navy scholarships available.

She was commissioned as an ensign and attended officer indoctrination school in Newport, RI, after her first year. Now a lieutenant in the Medical Corps of the U.S. Navy, Jennifer must complete her residency at a Navy medical facility and then must serve in the Navy for three years.

“I can definitely say that my interest in science began at Langley.”

Cente r’s Lombardi Cancer Center, where she researched breast cancer, before returning to NIMH for a year as a post-baccalaureate fellow once again studying geriatric dise ase. Her work at both Georgetown and NIMH resulted in eight articles which were published in prestigious medical journals and presented at medical conferences around the country, such as the National Neuroscience Conference.

With more research experience under her belt than many of her fellow students, Jennifer began medical school

She is currently rotating through a variety of inpatient and outpatient areas, including ward medicine, intensive care, cardiology, infectious disease, hematology/oncology, emergency medicine, and orthopedics, during her first-year residency at the National Naval Medical Center. “I think I enjoy the mental challenge the most,” she says. “Each patient is like a puzzle and each lab test, radiographic image, and physical finding is a piece to that puzzle.” continued on page 22

alumni news

Class Notes To submit your news for the Class Notes section of Langley’s magazine, log on to http://alumni.langleyschool.org or contact Director of Parent & Alumni Relations Meg Clute at mclute@langleyschool.org or (703) 356-1920, ext. 897.

1974

1983

1988

Lauren Ostrow, in to wn from California, paid Helene Layman, her former fifthgrade teacher, a visit at her home and spent several hours reminiscing with her.

John Falconer has been married to his wife, Lisa, for 11 years. They have two boys, Eric and Alex, ages 7 and 5. John and his family live in Broadlands,VA. He w orks in Herndon as an engineer and is in charge of the technical sale of products.

Brendan McCabe is working for the Smithsonian magazine as a photo editor. He has an 18-month-old son, Liam.

1978 Kim Leibowitz and her husband have been living in Richmond since 1993, the year they were married. They have two sons, Matthew and Evan. Kim has been running her o wn marketing consulting firm since 2000. She is also an adjunct graduate mark eting professor at Virginia Commonwealth University as well as a certified y oga instructor. She would love to hear from old Langley friends and fellow alums.

1979 Mark Bengston is designing the Charter Club private brand of women’s clothing for Macy’s and loves his work.

1982 Libby Macdonald and her husband, Locky, (both former faculty) continue to love living in Burlington,VT. They have three children, Jackson, 10, Duncan, 6, and Ellie, 2-1/2. Libby is at home, but she spends a lot of time at the kids’ school, so she gets her teaching fix!

Kristen Post Walton is an associate professor at Salisbury University in Salisbury, MD. She resides part-time in the Dupont Circle area of Washington, DC, and encourages classmates to e-mail her at kpwalton@salisbury.edu if they are in town. Kristen received her A.B. from the College of William & Mary and her M.A./ Ph.D. from the University of Wisconsin – Madison.

1985

1990 Ashleigh Rabbitt married Joshua Sekoski in a May 2007 wedding at the Washington National Cathedral. Ashleigh and Joshua live in New York City where Ashleigh has star ted her second career as campaign coor dinator for the New York City Opera.

The couple met while singing in Arkansas in 2003, and Joshua continues to sing opera as a bass-baritone . Ashleigh recently volunteered to be a Langley class rep and encourages classmates to contact her at operarabbitt@hotmail.com. Photo below.

Tina Fitzgerald Holleman lives in Washington, DC, and enjoyed seeing Elizabeth Snowdon while visiting her wonderful spa, Nusta Spa. Tina says it was great to reconnect with a close Langley friend.

1986 Lydia Burgee Gogerty currently lives in New Jersey with her husband, Tim, and their two children, ages 4 and 1-1/2. Lydia is a finance manager with Deloitte & Touche.

Megan McCabe gave birth to a baby boy, Callum Elias McCabe, on September 9, 2007.

Andrew Norton attended Langley’s 2007 Family Reunion. He lives in McLean with his wife, Ashley, and their two children.

Barclay Saul recently connected with Ashleigh Rabbitt on Facebook. He owns a m usic store in the Tysons Corner,VA, ar ea and writes music as well.

1991 Clemence Amy de Lutz Gossett is mar ried and lives with her husband and tw o children in Los Angeles, CA. She is a pastr y chef and owns and operates Gourmandise Desser ts in Los Angeles.

21 THE LANGLEY SCHOOL EXPERIENCE

Lindley Weinberg is living in Baltimore with her husband, Len, and their children, Lucie and Nick. Both children attend Park School. Lindley’s oldest son, Oliver, is a freshman at Colgate University. Lindley’s favorite memories of Langley include Mrs. Layman and good times with her friends Quinny Zimmerman, Lauren Simon, Lynn Carpenter, and Lisa Bailey.

1993 Molly Boehm graduated from Davidson in 2001 and is currently in her third year of law school at the University of Georgia.

She spent last semester studying abroad at Oxford. Molly is Langle y’s new 1993 class representativ e and can be contacted at mollyboehm@gmail.com.

1994 Morgan Bowen mar ried Christopher Regan in a June wedding, after which the couple moved from Richmond, VA, to Connecticut. Morgan works as administrator for the division of plastic surgery at Yale-New Haven Medical Center. Christopher started his residency at Yale in internal medicine and loves it.

Morgan would love to hear from any Langley alums who are in the Connecticut area.

Kristin Carlucci was married on October 13, 2007. She currently ser ves on Langley’s Alumni Board.

22 THE LANGLEY SCHOOL EXPERIENCE

Chiara Potenza has worked for hungerrelief and en vironmental/greening organizations, Rock For a Remedy and Reverb (RFAR), while also finishing a sixweek national tour with bands Guster and The Format last spring. Chiara, who is tour coordinator and road staff for RFAR, was

Alumni Profile, continued from page 20 Her biggest challenge? The constantly changing nature of medicine. “On the first day of medical school, we were told that half of what we would be taught would one day turn out to be wrong!” Jennifer laughs. “You have to read the medical literature constantly just to keep up with the advances in medical technology and what we know about treating disease.”

Despite her sleep-deprived schedule at the hospital, she still stays in close contact with many of her Langley friends and recently signed on as a class representative for her class. “I volunteered to be a class rep because I wanted to stay connected to the school and to my friends,” adds Jennifer, who

back on the road last summer, joining the Dave Matthews Band for their summer tour. Plans are in the works to tour with Bruce Springsteen and Bon Jovi. When not hopping tour buses, Chiara continues to fire-dance and perform in venues throughout the countr y, appearing at Chicago’s Metro and Avalon and The Highlands in Los Angeles. She was most recently seen donning her fire-poi at Bonnaroo last summer.

1995 Chris Just signed on as the Class of 1995 class representativ e. He is a lieutenant in the U. S. Navy and is currently stationed in Norfolk, VA, as officer-in-charge of the maritime combat training team at Expeditionary Training Command. Chris has been in Norfolk since 2003 after graduating from Tufts University via Navy ROTC and can be reached via e-mail at tufts2003@gmail.com.

Kathleen McCabe recently began working at Georgetown’s Cancer Center on clinical trials.

1997 Katherine Day is a junior kindergarten teacher at a private school in Arlington, VA. She graduated from George Mason University in June 2007 with a B.A. in psychology. Katherine has a 4-year-old daughter, Alexandra Olivia Granados.

Melanie Dispenza has completed two years of an M.D./Ph.D. program at Penn State Medical Center in Hershey, PA. She is engaged to Kyle Bisutti, a classmate from Thomas Jefferson, whom she has been dating for six years.

Sarah Gorrell has moved to New York City and is pursuing her master’s in public health from Columbia University. With an interest in international public health, she is making plans to spend next fall working in the field, hopefully in East Africa.

Ali Hassan has volunteered to serve as a class representative for the Class of 1997.

Chad Riedy married Julie Berschback on July 7, 2007, in Grosse Pointe, MI. Chad and Julie both graduated from Wittenberg University in Ohio and are now happily settled in their new home in Alexandria, VA.

Elizabeth Keller-Tripp has been named ar tistic & marketing associate at the Orchestra of St. Luke’s. She will participate in planning and facilitating the orchestra’s program, identifying artists to perform with the orchestra, and pr omoting its several ensembles. This highly regarded NYC-based orchestra pr esents its own series of concerts at venues including

has attended her 10-ye ar Langley reunion and several other on-campus alumni gatherings. “These are the people with whom I grew up and shared my best childhood memories.”

athletics. When I think of Langley, I recall the many wonderful teachers I had and how they played a role in everything I have accomplished since graduating,” Jennifer says.

A member of Langley’s soccer and basketball teams and student council, Jennifer credits her science teachers, Mr. Cole and Ms. Hendrickson, with contributing most to her love of science today. “I vividly reme mber building bridges out of popsicle sticks, dissecting owl pellets, taking a trip to Hawk Mountain, and observing nature during our overnight camping trips,” she adds.

What’s ne xt for this physician on the move? With her interest in dementia, Jennifer would love to research pharmacologic interventions for this and other neurodegenerative diseases.

“I have always wanted to be a geriatrician, so I guess the next step would be to pursue a fellowship in geriatric medicine. For the time being, however, I’m just focused on surviving my internship!” she jokes. If her past accomplishments are any indication, Jennife r won’t have any trouble meeting the challenge.

“Langley is a warm and nurturing place with a treme ndous emphasis on not only academics, but also art, music, and

Then & Now

Carnegie Hall, the Morgan Library, and the Brooklyn Museum. It r ecords and works with other performing groups and is in residence every summer at the Caramoor Festival in Katonah, NY. Previously, Elizabeth was a promotion associate with G. Schirmer, Inc., publishers of contemporary classical music.

Brian Finn, Chris Roth, and Brendan O’Connell, from Langle y’s Class of 1998, have been close friends since first grade. Brian, who works at Deutsche Bank, and Chris, who is a financial analyst at Morgan Stanley, are roommates in New York City. Brendan is in his second year of medical school at Medical University of South Carolina.

1998 JoAnn Schneider has been in touch with several classmates, including Elizabeth Hahn, Zaid Arafat, and Nikhil Shenoy.

The class seems to be living all over the countr y, she repor ts. She says she did run into Ed Poretz several times in Washington, DC. Although Ed left Langley in f ifth grade, JoAnn says their families have stayed close and “the Langley connection hasn’t waivered.” She is enjoying her job and “living in DC is treating me pretty well, too.”

Nikhil Shenoy, who graduated fr om MIT with a major in chemical engineering, lives in New York City and w orks in marketing for Goldman Sachs.

The gang during a recent get together (L to R): Chris, Brendan, and Brian

Cornell undergraduate, he attended Oxford University in London and played clarinet in the Cornell Wind Symphony. He is currently enrolled as a full-time student in a dual degree Ph.D. program in science & technology studies/sociolog y at the University of California at San Diego.

his career interests as he nears the end of earning his degr ee and is considering focusing on environmental science.

Sarah Duncan graduated from Har vard in J une 2007 and is spending the year in the envir onmental affairs division at the Air Transport Association. She hopes to attend law school next fall.

Carl Silvano played Dr. Prentice in “What the Butler Saw” b y Joe Orton in the School of Performing/Theatre Ar ts’ fall 2007 production at James Madison University, where he is currently a senior.

Cassandra Riedy, a student at Georgeto wn University, will be spending her junior year at the University of Edinburgh in Scotland. Cassi spent her 2007 spring br eak in Qatar with fello w students and two-and-a-half weeks last summer in Camer oon with the Global Youth Partnership for Africa as a student global ambassador.

Sasha Keller-Tripp has been named to the Alpha Kappa Delta International Sociology Honor Society and the Phi Beta Delta Honor Society for International Scholars. She was also placed on George Mason University’s dean’s list for the fall 2006 and spring and summer 2007 semesters. Sasha is majoring in sociolog y and minoring in special education. Last spring, she completed an internship with The Arc of Nor thern Virginia, a non-profit advocacy organization that represents and ser ves individuals with developmental disabilities and their families. After working with The Arc throughout the summer, she accepted a full-time position there as community outreach coordinator and off ice manager.

2000

2002

Courtney Gorrell is a senior at Vanderbilt University as a math and secondary education major. She is currently applying to graduate schools for a master’s in education and will be student teaching this semester.

Becky Fif er is a sophomore at Washington University in St. Louis and is enjoying the great friends she has made, as well as a grueling schedule of studying and socializing. Last spring, the literary arts magazine that she co-edited won a top national award and Becky won individual awards for her photo portfolio and layout work. She has continued to play on the club tennis team and has stepped up her dance marathon fundraising eff orts to benefit St. Louis Children’s Hospital.

1999

Andrew Levy attended Langley High School and Cornell University. While a

Rajiv Shenoy is a senior at Johns Hopkins University and interned last summer with Citigroup on Wall Street.

2001 Danny Fifer spent the fall semester in Barcelona and returned to Duke University to complete his junior year in Januar y.

His semester abroad improved his Spanish and allowed him to explor e Europe and Morocco. He is in the process of refining

2003 Gregor y Hall attends the University of Richmond, not Bates College as stated in the summer 2007 Experience. Our apologies for the error.

23 THE LANGLEY SCHOOL EXPERIENCE

Mary Elizabeth Singer lives in New York City and is assistant to the director of development at the American Ballet Theatr e. She received her B.A. from Williams College in 2006.

The gang during a Langley field trip to Hawk Mountain (L to R): Brian, Brendan, and Chris

Yoriko Nakamura is attending Cornell University, where she is playing viola in the Cornell Symphony Orchestra.

Lucie Silvano, currently a freshman at James Madison University, sang with the JMU Chorale at Parents’ Weekend last September.

Henry Cole kindly agreed to create the artwork for Langley’s 2007-2008 Annual Fund Drive. Henry drew several sketches of Lightning, Langley’s beloved mascot, in various stages of losing and then gaining back his leopard spots.

Langley is most appreciative of Henry’s many contributions to the school. He currently lives in Florida and would love to hear from former students via e-mail at henrycole99@yahoo.com

Jasmine Thomas repor ts that she is having a wonderful time at Duke University. Jasmine is a freshman on the women’s basketball team and says her classmates, teachers, teammates, and coaches are fantastic. She also enjoyed representing the United States in a basketball tournament and helped bring home the gold for our country.

Helene Layman contin ues to be involved with the Ollie Program at George Mason University and was recently the lead in a play there. She remains in touch with former Langley colleagues as well as former students. Helene is the proud great-grandmother of 2-year-old Haleigh.

David Wyman is living in Minnea polis, MN, where he works for the Fund for Public Interest Research as a citizen outreach director.

In Memoriam

2004 24

Faculty Notes

THE LANGLEY SCHOOL EXPERIENCE

Tracy DeMocker, a student at Langley High School, attended the Governor’s School for the Humanities at the University of Richmond last summer. The four-w eek program is designed to encourage students’ individual growth and to challenge them to achieve personal excellence in their fields. Students must be nominated by their high school and compete in a statewide selection process to participate in the program.

2005 Michael Gorrell, a junior at Landon, was selected as captain of the varsity soccer team and is also the star ting goalie . He and his dad climbed Kilimanjaro last summer.

C.J. Queenan was named to the honor roll at Phillips Academy for the spring 2007 term.

2006 Jeremy Burke helped his Saint Andrew’s golf team to a record-setting, undefeated 10-0 season.The team then won the MidAtlantic Conference, beating Sidwell Friends, Maret, Flint Hill, Potomac , Georgetown Day, and Saint James. Jeremy was awarded the All-Mac (top 10) designation out of 40 boys. In photo at right, Jeremy is first from the right.

Sarah Cusenza is an avid member of the theatrical community at Georgetown Day School.

Joan Lofgren has three young grandchildren and just loves her grandmother duties! Louise Joan, the youngest grandchild, was born on May 10, 2007. Joan keeps busy in retirement and, in ad dition to being a grandmother, enjoys swimming and golf.

Jack Weiss, father of Colin ‘00 and Max ‘03, passed away on November 10, 2007, after a long illness. Langley sends condolences to his wife, Robin, and the entire Weiss family.

2007 Jonathan Fif er has been heavily involved in after-school activities at Maret. He costarred in a one-act play in the fall and is currently r ehearsing for “As You Like It.” He has continued his martial arts training, earning his brown belt last year. The remainder of his spare time is filled with basketball, jazz band, flag football, and chess club, and he has been taking Greek as his foreign language requirement.

Chelsea Mehra attends Milton Academy, a boarding school in Boston, MA. At Milton, she is the only fr eshman girl managing a student-run investment portfolio worth $21,000. She played field hockey in the fall and is preparing for

lacrosse this spring. Chelsea sings with the Milton Chapel Choir every Sunday and is an opinion column writer for the Milton newspaper. She also works with Miltonians in a liberal activist club in order to aid Barack Obama in the upcoming 2008 presidential election.

Lillian Singer attends Annandale High School and plays piccolo in the marching band.

Daniel Tuerff is enjoying attending Culver Military Academy, wher e he had a lot of fun trying crew for the first time this season.

Daniel repor ts that Langley prepared him well for his high school experience.

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M ake this a S U M M E R TO R E M E M B E R for your child...

summer studi the lan gley s chool

On Saturday, March 15, The Langley School’s athletic center will be transformed into a tropical paradise for the school’s annual spring fundraiser benefiting student financial aid and faculty professional development.

Wide variety of classes for preschool to grade 8 in week-long day sessions June 16 – July 25 on Langley’s campus in McLean,VA

Learn more at www.langleyschool.org

Academics

Art

Music

Technology

The Langley School 1411 Balls Hill Road McLean, VA 22101-3415 www.langleyschool.org (703) 356-1920

Science

Sports

Come enjoy an evening of cocktails, dinner, dancing, and silent and live auctions.

For more information, or to purchase tickets, visit www.langleyschool.org.

Nonprofit Org. U.S. Postage PA I D McLean, VA 22101 Permit No. 48