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ENSIGHTS I N T O E N S WO RT H S C H O O L

WINTER 2014

TEACHING & LEARNING

THE FLIPPED CLASSROOM A DRAMATIC PROGRESSION

MATERIALS SCIENCE CLASS AT ENSWORTH


BOARD OF TRUSTEES 2013-2014 President H. Hill McAlister President-Elect Philip D. Krebs Secretary Trisha F. Elcan Treasurer Julie Frist Counsel John Jacobson E. McBride Bass* Laura Chadwick Sandra Cochran Tom Cox Bruce Crosby Jonathan Dyke Alec Estes Amanda Farnsworth Persephone Felder-Fentress Steve Fridrich Trish C. Frist * Kerry Graham Phil Hertik Alice I. Hooker * Deb McDermott

ENSWORTH Mission Statement In Search of Truth The Ensworth School is a pre-first through twelfth grade, coeducational independent school. The School promotes academic excellence and inspires students to be intellectually curious, to use their talents to the fullest, to be people of integrity, and to be contributors to society. School Objectives Students are encouraged to: Pursue intellectual challenges Think logically and critically Communicate clearly Be creative Be physically fit Develop good organizational and study skills

A. Bruce Moore, Jr.

Be conscientious and consistent in their studies

Neal Patel, M.D.

Learn to set and achieve goals

Margaret Ann Robinson*

Develop confidence through individual effort

Patti H. Smallwood Reed Trickett Ann Harwell Wells* T.J. Wilt Matthew Wright Head of School David Braemer, ex officio Immediate Past President Kathryn C. Brown, ex officio President Ensworth Parent Association Katie Elcan, ex officio President-Elect Ensworth Parent Association Amy Christiansen, ex officio President Ensworth Alumni Council Cooper Jones, ex officio W. Joe Diehl, Jr., Trustee Emeritus *Indicates Permanent Trustee

Work effectively with others Be responsible Be respectful Be honest Be good citizens


Contents COMMUNITY

ACADEMICS

FACULTY

ARTS

2 Teaching and Learning

3 Flipped Classroom

24 Faculty Focus

18 A Dramatic Progression

12 All School Community Day

7 Second Grade Shows the Way

27 Faculty News

20 Free to be You and Me

28 Faculty Bookshelf

22 A Midsummer Night’s Dream

13 Service Learning Highlights 14 Grandparents Day

9 Learning in a Material World

16 For the Record

10 Ensworth Robotics Building More than Robots

29 Visiting Speakers

50 Academic Grants

30 Ensworth Events

ATHLETICS

ALUMNI

34 High School Sports

38 Alumni Athletes

37 Middle School Sports

40 Alumni Focus

38 Alumni Athletes

44 Class Notes

52 Ensworth Archive

Ensights Magazine is printed on 100% post-consumer fiber made with renewable bio-gas energy. Cascades Rolland 100 Enviro Satin 60# Text, 100# Text

WINTER 2014

Copyrighted 2014 by Ensworth School. The Ensworth School does not discriminate on the basis of race, color, religion, gender, or ethnic /national origin in its admissions or its hiring policies. Ensworth is a member of NAIS, CASE, SACS, SAIS, and the Tennessee Association of Independent Schools. ENSIGHTS is a bi-annual publication of Ensworth’s Office of Institutional Advancement. David Braemer, Head of School EDITORIAL STAFF Mary Byrne Dailey, Alli Hicks, Kristen Smith, Anne Stringham, Tori Thomas DESIGN Mary Byrne Dailey, Tori Thomas CONTRIBUTING WRITERS Dr. Sarah Buchanan, Mary Byrne Dailey, Alli Hicks, Hope Moeller, Kristen Smith, Anne Stringham, Tori Thomas, Jonathan Reveal PHOTOGRAPHY Mary Byrne Dailey, Robby Klein, Patti Mangum, Adrienne Parker, John Picklesimer, Tori Thomas, Yearbook Staff

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Message from the Head of School

Teaching & Learning My first job out of college took me to the Culver Academies in Indiana, where I was a faculty intern in the history department. While being an intern at a boarding school like Culver could be viewed as a form of indentured servitude, for me it was an invaluable first step in my career as a teacher. One of my responsibilities at Culver was to assist Dean Nagy, the Dean of the Academies, with his Advanced Placement United States history course. Given his role at the school, this was the only class that he taught, and I was expected to fi ll in for him when his administrative duties took him elsewhere, to help with the grading of tests and papers, and to learn from a legend who had been teaching at Culver for 35 years. Each morning, I would spend fi rst period listening to Dean Nagy as he stood at his lectern telling the story of our nation with great passion and decisiveness. Referring to notes that appeared older than the students, he stressed important facts, regaled the class with germane anecdotes, and asked thoughtprovoking questions, most of which were rhetorical. When he did ask a direct question, it caused great trepidation among the students, as Dean Nagy was clearly the master of this material, and no one wanted to disappoint him with an uninformed response. As a college history major with a concentration on the United States, I found Dean Nagy’s lectures to be fascinating, and spending that year in his class deepened my appreciation of the material. At the same time, there were many days when it was a battle for me to stay focused. On a cold, dark Indiana morning, listening to Dean Nagy dissect the 1888 presidential election of Benjamin Harrison was not easy for me, let alone the 16 high school juniors in the room, all of whom were bright but many of whom were struggling in this class. It was during those moments when the march through United States history could not hold my attention that I fi rst began to consider the connection between teaching and learning in earnest. More specifically, I began to wrestle with fundamental questions such as, “What is the best way to teach?” and, “How do different students

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learn best?” These are questions that have always been, and will continue to be, at the heart of the educational process. They are also the questions that guide the continued growth and development of our program at Ensworth. The relationship between teaching and learning is both symbiotic and dynamic. Just as pedagogical innovations impact how students learn, better understandings of neuroscience and how students develop skills and knowledge impact how we teach. There is a keen awareness of this relationship among our faculty, and that awareness informs so many of our efforts as a school. Whether it is how we challenge students to apply knowledge, how we employ the Harkness method across disciplines or how we utilize technology to expand classroom opportunities, teaching and learning at Ensworth continues to evolve in thoughtful, meaningful ways. To this day, I still have two binders full of notes and handouts from my year of assisting Dean Nagy. While these materials have little practical value from a teaching standpoint, they remain very important to me. Most significantly, they remind me of the start of my odyssey as an educator and of the passion that Dean Nagy brought to teaching, to history and to his school. It also reminds me that how we teach must continue to evolve if we are to best meet the needs of our students and to inspire the type of intellectual curiosity that is central to Ensworth’s Mission.

David Braemer HEAD OF SCHOOL

ENSWORTH ENSIGHTS


ACADEMICS

Flipped Classroom Flipped Classroom Ensworth classrooms are turning the traditional models for teaching and learning upside down.

Camera Obscura (above) Audry Deal-McEver, High School Art Teacher, flipped her classroom into a giant pinhole camera. The photo above was captured by her “classroom camera.” The image appears upside down. Now, that’s a flipped classroom.

Teachers and students in some Ensworth classrooms are turning the traditional models for teaching and learning upside down in flipped classrooms. No, they are not doing handstands or aerobic recitations—they are using an innovative approach to make the most of instructional content and engage students in learning collaboratively, drawing upon each other and the teacher as resources. Jeff Scott, Science Teacher at Ensworth’s High School, is flipping his classroom in his Storm Science course. “In a flipped classroom,” he explains, “what happens in the classroom and at home are reversed. Students watch a video

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about the course content at home then work in class the following day in activities related to that content.” Scott sees a number of advantages. “Comprehension is improved because students can watch and listen to the videos at their own pace, pausing them and repeating sections if they wish. Because the videos contain a mixture of resources—video clips, charts, diagrams—in addition to hearing me present the material, the experience is more engaging than simply listening to a lecture in class. Students use both auditory and visual senses in the learning process, and they connect with the material more effectively.” 3


ACADEMICS

It gave a greater sense of responsibility for my own learning. GARRISON HOGAN Class of 2015

Each student is engaging with the teacher and the presentation individually in a setting and timeframe of his/her choosing, and that engenders an increased need to grasp the material.

If it sounds simple to post a video and tell students to watch it, it isn’t—at least not the way Jeff Scott does it. He produces each video to cover a particular concept or segment of the course, carefully sequencing the material. Each video is about 15 minutes long but Scott says experience shows that students spend 30-40 minutes with each one, taking notes, reviewing charts, etc. “Producing the video allows me to incorporate a wide variety of resources from endless sources. I can draw

The juniors and seniors in the Storm Science (meteorology) class are also learning how to take notes efficiently and to identify and summarize key concepts—skills that will be important to their success in college, Scott says. “I hold them

from current research, published scientific journals, university

accountable for the quality of their notes.”

topic.” It also takes a lot of work—about three hours per video.

resources, television programs such as Nova—the possibilities are limitless. I need to pick and choose things that are most appropriate and most likely to engage students in learning about the “We are fortunate to have an abundance of technology resources

“My students are taking responsibility for their own learning to

at Ensworth that enable us to add interesting features to these

a greater degree with the flipped classroom approach. Students

projects in support of the content,” Scott says.

are not just one of a group passively listening to a teacher talk—

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instead, each student is engaging with the teacher and the presen-

“It takes a certain level of confidence to put these videos out there.

tation individually in a setting and timeframe of his/her choosing,

My students are my best critics,” Scott says. “They will definitely

and that engenders an increased need to grasp the material,” he

let me know how effective a certain presentation was—as well

says. Videos are posted on the class page through the Ensworth website and are available to students on their laptops at home, during free periods, on bus rides or anytime they choose, allowing them to use their time in more flexible ways.

as critiquing my wardrobe.” He develops four to five videos that follow each chapter of the textbook the class uses as a resource. After watching the video, students come to class with their questions and engage in collaborative learning experiences ENSWORTH ENSIGHTS


ACADEMICS

It made me feel more confident when it came to knowing the material. KENDALL DOWNEY Class of 2015

that support the content. For example, when the Storm Science students encounter the electromagnetic spectrum and learn how energy comes into the atmosphere, class activities include working with lasers to produce rainbows and analyzing the resulting light and energy. “We have lab every day,” Scott says, “so we can provide active, hands-on experiences that challenge

material…it gave a greater sense of responsibility for my own learning.”

Kendall Downey, also a junior, comments, “I loved the flipped classroom approach because I got to stop and start the videos on my own time, and take the notes on my own time. This approach

students to solve problems and go beyond the content of a

does make the class more interesting because listening to the

textbook or lecture.”

videos and taking the notes allow me to understand the material more clearly, and I don’t feel rushed like I would feel in class.

Some benefits of the flipped classroom approach were unexpected. Scott says that Ensworth’s unique schedule can sometimes present challenges to the pacing of material. Using the videos provides a seamless solution because they are always available. A student may watch a video on Tuesday night, then not come to class until Thursday, but the video is there to refresh the student’s memory on Wednesday night or during the day on Thursday if they wish. “I really did not expect the kids’ ability to

The night before when I would listen to the videos, I would make sure I understood the material and prepare questions. I knew the material better because I would understand the material on my own time and then in class the next day we do activities that relate to that. That really enhanced my learning. Overall, the flipped classroom was very helpful for me and really fed to my knowledge, and it made me feel more confident when it came to knowing the material.”

hold on to the content to improve with this approach as much as it has,” Scott says.

forces you to process it and interpret it in your own way and then

High School science students are not the only ones flipping classes. Hayley Robb, Middle School History teacher, works with colleagues Tim Wallace and J.K. Scott in developing flipped content units for their 8th grade U.S. History course. Ms. Robb says, “When we give our students a “flipped” unit, we

go ask questions in class. This gave me the feeling of owning the

will prepare 3-4 videos using Camtasia or Explain Everything that

His students agree. Garrison Hogan, a junior, says, “I felt like this class style gave me more value for the information—it

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ACADEMICS

It allows students the opportunity to interact with their classmates and teachers in a more meaningful way

(left) 8th Graders’ Immigration Stimulation. The students reinact early 1900’s American customs on Staten Island.

fostering a sense of

The Cause of the Civil War 3-part Video Lessons

collaboration and

J.K. SCOTT Middle School History

accountability, both of which are critical in the world outside of school. HAYLEY ROBB Middle School History

Want to see more? Check out our blog and watch the entire three-part series “The Cause of the Civil War” from J.K. Scott’s Middle School History class. BLOGS.ENSWORTH.COM

cover the unit as a whole. These videos are a mix of audio and

that every 8th grade student leaving this campus will have had

video recordings of ourselves as well as clips from other historians

the same U.S. History class and have been taught by 3 different

or news broadcasts connected to the subject.”

teachers in the process. It makes us better as educators.”

“Students also get a set of discussion questions connected to the videos that they can use to help guide their thinking and note-

Keith Crowe, Science Department Chair at the Red Gables campus, adds, “In a flipped classroom environment, teachers use

taking during the videos. Typically the students have anywhere

technology to “flip” the rhythm of the school day. The classroom

from 2-5 nights to complete each section, depending on their

teacher retains a critical role in shaping the day-to-day learning

length. On the days when the content is due, we will have a lengthy

environment, and students gain greater control over

discussion of the content in a Harkness-style setting before giving

their learning.”

some sort of assessment on the content. Usually these assessments ask the students to write short essays on variations

Where is the flipped classroom approach headed in the future?

of the discussion questions they were given as part of the

“New technology appears constantly, and I see this giving students

flipped assignment.”

even more power to be the driving force behind their own learning

“There are so many advantages to using this as a teaching

more appropriate to Ensworth’s mission than giving students

tool,” Ms. Robb says. “First and foremost, it allows students the

more tools to drive their own searches for truth and knowledge?”

in the future,” Scott says. “In search of truth…. What could be

opportunity to interact with their classmates and teachers in a more meaningful way during the class period itself. This fosters a sense of collaboration and accountability, both of which are critical in the world outside of school. Finally, we love the flipped

Anne Stringham

content because it allows us as teachers to work collaboratively

DIRECTOR OF COMMUNICATIONS

and combine different teaching styles to make the best possible learning experience for our students. We think it is very powerful 6

ENSWORTH ENSIGHTS


ACADEMICS

Second Grade Shows the Way Mrs. Moeller’s class has a unique way of teaching and learning math techniques.

Learn how to branch and add numbers from 2nd graders, Antonella and Hailey. TINYURL.COM/L4SGS74

This second grade class uses an interactive whiteboard with recording capabilities to develop math skills. The ShowMe app was originally created to connect teachers to students, allowing interactive lesson plans. Mrs. Moeller, however, found the app effective for the student’s problem solving. She teaches a lesson, then instructs the students to solve problems using the ShowMe app. This allows students to visually and verbally explain their thought process. Not only do they show the solution, but they explain the process which is essential for math comprehension. “The students really enjoy using ShowMe,” Mrs. Moeller shares. “Sometimes, problems are solved in two or three different ways. Groups have the option to use different slides for each approach. Our class watches the ShowMes on the classroom projector and discusses the processes together. Then, I post the ShowMes on my classroom page. Parents and students can view his/her own ShowMe at home while working

Each second grader chose an animal and, with the help of their sixth grader buddy, completed extensive research. The ShowMe app was used to compile the photos and information into a presentation. In the end, everyone enjoyed watching the animal ShowMe presentations and learned from each others’ research. “ShowMe allows my students to gather their thoughts before talking through a problem, and then to share that solution with classmates.” Mrs. Moeller even saves the ShowMes from year to year to allow the current third graders to help explain a concept to her current class. “Wisdom out of the mouths of children is a powerful medium.”

on homework.”

This teaching and learning technique was also applied to Mrs. Moeller’s animal research projects. The second grade class was paired with “tech buddies” from the sixth grade. WINTER 2014

Hope Moeller SECOND GRADE TEACHER

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ACADEMICS

Students heat sulfur to see how chemical reactions can change a material

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ENSWORTH ENSIGHTS


ACADEMICS

Learning in a Material World Materials Engineering comes to Ensworth Dissecting golf clubs or mixing concrete doesn’t sound like a typical science lab experiment, does it? That’s because Ensworth’s Materials Engineering Class isn’t your average high school class. The newly offered Materials Engineering class allows students to explore the different materials in the world around us. Juniors and seniors apply their knowledge from foundations in Biology, Chemistry, and Physics and use it to explore various materials. “Advancements in technology are often preceded by advancements in materials engineering.” Instructor Mike Ireland says, “Nearly everything we use is made of a material that has been modified, designed, and manipulated to meet the needs of modern technology. Engineered materials are in nearly every industry—from automobiles to sports to telecommunications,” “Students have creative juices that need to be tapped,” Ireland

observes. To accomplish this, he uses a shop class atmosphere and combines it with science labs to create a hands-on learning environment. Experiential learning is important for students to gain a thorough understanding of the material(s) they are studying. Ireland states, “Metals, ceramics, polymers, and composites are all common science terms, but it’s hard for students to make a connection with these terms in general science classes. With a hands-on approach, combined with practical application, the students learn how these materials are applied in the real world.”

Ireland pushes the students to think about the objects around them. He has them take apart objects, identify the materials, and study why the objects are made the way they are. Class projects include heat treating metals with torches or taking apart objects such as microwaves, baseball bats, and DVD players.

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Senior Mary Sawyer took the course last semester. “I am really interested in the intersection of art and science,” she says, “and this course incorporated artistic methods like etching (a form of printmaking where metal is eaten away by acid). Learning about the different materials forces me to notice everything around me, from corrosion in the basement to the microwave on the counter. There is something truly incredible about the way materials come together to function as something useful in daily life. Overall, this is one of the most practical and thought provoking courses I have taken at Ensworth.”

This semester students will make batteries from salvaged parts from a plane crash, with the hopes they will be able to charge their phones with the batteries. “It’s fun to tell the students after a lab that they just used Chemistry and they didn’t even know it!” states Ireland.

This class gives a great insight on how many different types of materials are made and used in the process to build different things. I really enjoyed the number of hands-on labs that we were able to do. One of my favorite labs was when we mixed our own concrete and tested its strength. Because of this class, I am now thinking about majoring in materials science engineering. Jake Estes CLASS OF 2014

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ACADEMICS

Ensworth

building

Thirty years ago, who could fathom an

more

iPhone, Google glasses, or Facebook

than

know what the future looks like—we

Robots

our students for the unknown, and a

with it’s 500-million users? We don’t never will. As educators, we prepare foundation in science, technology, engineering, and math (STEM) is crucial.

Our Red Gables teams showcased their amazing talent and problem-solving skills and our high school students could not have represented our community better as team ambassadors. Keith Crowe LOWER/MIDDLE SCHOOL SCIENCE DEPARTMENT CHAIR

Helping students collaborate and interact with these four disciplines to solve complex problems is a priority at Ensworth. Through new and growing programs in Scratch computer programming and robotic engineering, as well as our iPad initiative in the Lower School and 1:1 laptop program in middle school, Ensworth is leading the charge in the fostering of STEM thinking in our students. On November 16, 2013, Ensworth hosted the inaugural Middle Tennessee First® Lego® League qualifiers, inviting the community to engage with us in our charge. The Red Gables campus was vibrant with 13 teams, 101 students, 30 coaches, over 150 parents and other visitors, 25 EHS ambassadors, and 18 judges/referees. “Our students were the rockstars that day,” says Keith Crowe, Red Gables Science Department Chair.

Ensworth hosted the Middle Tennessee Lego® League Tournament on Nov. 16, 2013. Both of Ensworth’s teams advanced to compete in the state tournament at TTU in Cookeville on Dec. 7.

Team AfterShock was awarded 1st place in Presentation at the regional competition.

The robotics teams designed their own logos and t-shirts.

“Our Red Gables teams showcased their amazing talent and problem-solving skills and our high school students could not have represented our community better as team ambassadors.”

Beginning in September, Ensworth’s teams, Aftershock and Go With the Flow, began preparing for the four categories of competition: Core Values, Robot Design, Robot Challenge, and Project Presentation. “FLL is the embodiment of STEM education. Students must design, program, engineer, and apply in order to

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ENSWORTH ENSIGHTS


ACADEMICS Red Gables Robotics Teams

solve a problem.” Every year, the Robot Project and Challenge is

based on real issues facing scientists and engineers today. This year, the topic was “Natures Fury.” For the Project, students researched natural disasters and their effect on communities. Each team identified an issue, developed a solution, and shared their findings with professionals. Team Aftershock developed affordable portable housing units for natural disaster areas. Local architect Michael Goorevich (5th grade faculty, Kelly Goorevich’s husband) met with the team offering constructive feedback. Team Go with the Flow, reflecting on Nashville’s natural disaster, researched floods and discovered the majority of flood-related deaths occur in vehicles. They concepted a flood-detecting sensor for vehicles and presented their idea to Meteorologist Jonathan Kennedy. 4th Graders collaborate on robotics project

Team Go with the Flow works on Robot Design

The Robot Challenge requires teams to build Lego® Mindstorm® robots to complete a series of missions. Robot Design evaluates the design and innovation of the developed robot. Core Values, the cornerstone of the First® Lego® League program, assesses teamwork, collaboration, and sportsmanship. “While the focus of the robotics competition inevitably centers on the challenging tasks students must program their robots to accomplish, the heart of First Lego League is really about teamwork and sportsmanship—areas where Ensworth students excel.”

Team AfterShock during the Robot Challenge at the state tournament

Jonathan Reveal Robotics Team, open to 4th through 8th graders, meets August to September. If you are interested in more information for you or your student, please contact Jonathan Reveal at jreveal@ensworth.com

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MIDDLE SCHOOL SCIENCE

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COMMUNITY

SERVICE LEARNING

All School Community Day Devon Farm Campus

1073 STUDENTS packing

247

SE TS OF CLOTHES into

225

BACKPACKS equals ALL SCHOOL COMMUNIT Y DAY

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“Where is the playground?” asked one young Tiger as she arrived at the High School campus for All School Community Day. There weren’t swings or monkey bars, but there was plenty of fun as High School advisory groups greeted their partner classes from the lower and middle school. The groups enjoyed lunch together, then worked to sort and pack donated clothing into backpacks for students at several public schools served by Ensworth’s Service Learning partner agencies. The items, 247 total sets of clothes packed tightly into 225 backpacks, were loaded into vans for delivery and everyone enjoyed an ice cream treat before heading off for Fall Break.

ENSWORTH ENSIGHTS


COMMUNITY

Service Learning Highlights OPERATION TROOP AID

310 590 lbs CARE PACK AGES

OF CANDY

PENNIES FOR HABITAT FOR HUMANITY

Students and faculty wrote notes of thanks and encouragement to the troops, and high school students created 310 care packages using the 590 pounds of candy collected on both campus (a new record of candy giving!). To learn more about the organization go to: http:// operationtroopaid.org

78,439 PENNIES

For 19 years, the Pre-first grade has collected pennies for Habitat for Humanity. In 2013, the P1st grade raised 78,439 pennies. This fall, the First grade, last year’s P1 class, was invited to sing their Penny Song for 450 guests at the Houses of Hope luncheon hosted by Habitat for Humanity.

To watch the video, go to:

tinyurl.com/lvzjuz3 WINTER 2014

MITTEN TREE

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MIT TENS, GLOV ES A ND H ATS During the month of December, Ensworth 1st and 7th graders gathered mittens, gloves and hats to give to the children in the Martha O’Bryan Early Learning Center. They collected these items on our Mitten Tree in Ingram library.

HIGH SCHOOL SERVICE DAYS

437 STUDENTS

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COMMUNIT Y PARTNERS E ACH Y E AR

The High School Service Learning Community Days happen four times a school year. They are the project activity portion of the servicelearning process. Seniors work on their individual service project, while 9th through 11th grade spend the day serving various organizations throughout our community.

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COMMUNITY

GRANDPARENTS DAY Red Gables Campus

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November 26, 2013

ENSWORTH ENSIGHTS


COMMUNITY

GRANDPARENTS DAY Devon Farm Campus

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December 20, 2013

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COMMUNITY

FOR T H E R E C OR D Scholastic Art Competition Gold Key Kaeley Scott - photography -The Undecided and Fearless Silver Key Becca Rolfe - photography - Chaos Honorable Mention Devo Hanai - photography Oh Mickey You’re So Fine Mary Sawyer - printmaking -

Merit Scholars Congratulations to seniors Peter Spruill, Benton Rose, and Shelby Crants who have been named Semifinalists in the 2014 National Merit Scholarship Program. The Ensworth seniors are among 16,000 academically talented students nationwide who have an opportunity to continue in the competition for some 8,000 National Merit scholarships to be offered next spring.

Eeny, Meeny, Miny, Moe Mary Sawyer - printmaking Chemical Warfare

Gold Key Winner The Undecided and Fearless

Baseball / Softball Field Improvements Ensworth’s baseball and softball teams, and their fans, will soon enjoy significant facility improvements on our high school campus. These include the construction of new dugouts for both baseball and softball, and a permanent structure behind home plate of the baseball field that will provide 160 stadium-style seats, a press box, and a concession stand and Spirit Store. Other improvements include enlarged batting cages with windscreens and new turf, improved field drainage, and an integrated sound system. Construction is expected to be complete in time for the start of the spring sports season.

Student Government

BACK: Cameron Bryant, Will Garside, Harrison Allen, Mary

Claire Smalley MIDDLE: Elgin Cato, Niah Charles, Camille Bryan, Lilly Chadwick, Sarah Hooton, Hannah Doochin FRONT: Caden Scott, Andrew Christiansen, Richard Rolapp NOT PICTURED: Will Dunn, William Johnson, Blair Wilson, Tim Crosby, Riley McCormick, Sally Krebs, Anna Hooper, Elizabeth Freeland, John Hudson Alarcon 16

ENSWORTH ENSIGHTS


COMMUNITY

AP Scholars Forty-nine members of the Classes of 2013 and 2014 earned recognition in the national Advanced Placement Testing program. Three were named national AP Scholars and 14 received AP Scholar With Distinction honors. Congratulations to these seniors and recent graduates: AP SCHOLAR

Scores of 3 or higher on 3 or more AP Exams

Class of 2013 Margaret Andrews Sarah Awad Mitchell Byarlay Burrus Cox Martin Davis Lauren Elcan Jimmy Freeman Caroline Johnson Rachel Oldham Lily Parrish Sally Seitz Graham Stessel Mackenzie Underwood Caroline Waters Class of 2014 Bobby Bethke Elizabeth Cox Shelby Crants Josh Daugherty Gilchrist Green Patrick Holton Hunter Merryman Pete Nordlund Mary Sauve Maria Schulz

AP SCHOLAR

Doni Lehman

WITH HONOR

Katelyn McEvoy

Average score of at least 3.25 on all AP Exams taken and 3 or higher on 4 or more exams

Rajiv Patel Ben Perlin

Class of 2013

Molly Ralph

Lane Baker

Abby Scanlan

Tucker Deaton William Higgins Aubrey Kazimi Steele McDonald Dylan Minnick Helen Rue

Jack Sheridan

The Orange and Black Captains for the 2013-2014 school year are:

NATIONAL AP SCHOLAR

Average score of at least 4 on all AP Exams taken and 4 or higher on 8 or more exams

Orange Team Sarah Crosby & Wylie McDougall

Class of 2013

Savannah Williams-Radecic

Avery Bennett

Class of 2014

Rajiv Patel

Doni Lehman

Sally Krebs

Black Team Jordyn Cambridge & Pryce Wade

Blair Wilson

Tiger House Captains

AP SCHOLAR

Congrats to these senior

WITH DISTINCTION

House Team Captains:

Average score of at least 3.5 on all AP Exams taken and 3 or higher on 5 or more exams

House of Integrity Grace Chang , Beau Allen

Class of 2013 Avery Bennett Ben Bishop Joe Castignetti John Clifton Rory Devine Alanna Foley Andrew Freeland

Elizabeth Cox Ensworth senior Elizabeth Cox is the Sarah Polk DAR Chapter winner for the Good Citizen Award 2013-2014. On March 6, her winning essay will be read aloud as the organization presents her with a prize .

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Orange & Black Captains

House of Morality Lynn Whitfield, Parker Wade House of Truth Brittany Smith, Keifer Thomas House of Vitality Ashley Slay, Michael Buttarazzi 17


ARTS

A Dramatic Progression Author and educator Peter Senge reminds us “learning is at once deeply personal and inherently social, connecting us not just to knowledge in the abstract, but also to each other.�

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S

enge goes on to say that any school that hopes to live by learning needs a common shared vision. Ensworth is this sort of school. Our curriculum, which we continuously seek to improve, comes from our Mission Statement. An excellent example is our drama curriculum, which connects to and comes from our Mission, and which is an example of the social nature of learning as described by Senge.

While the culminating drama experiences at Ensworth take place in Middle and High school when students audition for and perform two or more drama productions per school year in front of the entire student body and faculty, the important groundwork comes during Lower School as the children practice and develop the skills that will support their Middle and High School drama experiences. The first Friday morning of school this year our pre-first graders headed to Frist Hall to join the entire school community for the opening assembly. These ENSWORTH ENSIGHTS


ARTS

Photos from Third Grade plays. The Day the Crayons Quit Mr. Sherland Hen Lake Mrs. Schuld Mr. Tiger Goes Wild Mrs. Voigt Toys from Space Mrs. Royse

happy, smiling pre-first Tigers were whispering and giggling and falling off of their seats during their first assembly. In only a few weeks these young students sat quietly and respectfully during a forty-minute presentation by Patchwork guest author, Jack Gantos. Already the pre-first students were learning the skills needed to be part of an audience. Skills are developed throughout the early years at Ensworth as the children learn to speak in front of their peers during sharing time, to make announcements during lunch or in the classroom, and when they serve as division leaders in fifth and eighth grades working with, and guiding, their younger school peers. In first grade the children memorize individual poems of their own choosing and then head out on a Poetry Parade through the Lower School where the children perform in front of a small audience in a familiar classroom—such an appropriate “first” school performance. The first on-stage experience happens in second grade. Each class, under the care and supervision of the homeroom teacher, writes a puppet show that is based on a book of the class’s own choosing. The children make their scenery and puppets in art class, and the presentation of the puppet show is on the stage in Robinson Hall—an intimate stage in a familiar place—with WINTER 2014

their parents and a portion of the Lower School in the audience. While the second graders perform behind the relative safety of the curtain, with written scripts available if needed, the third graders have a drama experience on the same stage, but each third-grade class writes and performs a short play, without the security of a curtain to separate them from their audience, and with their lines delivered from memory in front of a larger audience. Our fourth and fifth graders extend their drama skills when they perform plays in Frist Hall on the big stage during Assembly in front of their parents and the entire Red Gables community. Once again the plays are student written with guidance by their teachers, and the scenery is designed and built in art class. This carefully sequenced progression prepares our students for Middle School drama, which includes two hour-long plays performed in Frist Hall during assembly and again in the evening. Auditions, tech team, stage managers, costume crews— so much is involved in Middle School. The strong foundation built in Lower School serves the students well as they become independent, confident performers in Middle School, well prepared for High School. Dr. Sarah Buchanan ASSOCIATE HEAD OF SCHOOL RED GABLES CAMPUS

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ARTS

Mrs. Robert’s Grade 4 Play

In the wake of The Civil Rights and Women’s Liberation movements, actress Marlo Thomas was looking for storybooks to read to her young niece, Dionne. Marlo remembered the Emily Post-inspired storybooks of her youth about wellbehaved and pristinely polished children. She felt stilted by the perfect characters making perfect decisions in those books and wanted something different for Dionne. She was driven to action. Together with her friends in the literary and entertainment industries (Carl Reiner, Shel Silverstein, Judith Viorst, Judy Blume, and so many more) she put together a collection of songs and stories that celebrate differences and encourage children to “be the hero of your own life

Middle School Fall Pla y 20

NOV E M BE R 2 01 3 F R I ST H A L L

adventure, and …you can write your story any way that you dream it can be.” (Marlo Thomas) ENSWORTH ENSIGHTS


ARTS

I was a child in the 1970s. When these songs were new they were the soundtrack of my own childhood and I couldn’t wait to share them with our kids. I have played the soundtrack in my second grade classroom for years and watched class after class respond with delight to Free To Be….You And Me’s whimsical yet thoughtprovoking pieces. Learning that the same songs connect to an 8 year old today some 30 years after they spoke to me demonstrates the power of this collection.

foresee, but really enjoyed. The cast was hilariously funny and endearing. I have enjoyed watching them play themselves and experiment with what it means to be “Free” of the expectations or stereotypes they live with today. They understand the context of the 1970s era in a historical way that I certainly did not while living it. It has been heartening to hear their more progressive understanding of these stories than the nostalgic way I remember them!

The middle school cast of our production approached each song and scene with a rebellious spirit and humor that I did not

“Free To Be… You And Me” features a series of short opportunities for a range of young performers to shine. Our Middle

WINTER 2014

School Dance Team collaborated with us and performed a beautiful piece in our production. Every scene presented an opportunity for a new group of performers to take center stage. This was a true ensemble production. I couldn’t be prouder of our bold and dynamic cast.

Hope Moeller DIRECTOR

Play logo and set design by Evie Coates Lower/Middle School Art 21


ARTS

SHAKESPEARE’S

High School Fall Pla y OCTOBE R 10 & 1 2 , 2 01 3

I have found my Demetrius like a jewel,

A Midsummer Night’s Dream is one of those plays that we all think we know. Most of us have seen at least one production before—likely one by a high school. We think of colorful costumes (often tie-dyed for some reason), cute little fairies, and a lot of hubbub between two pairs of lovers whose names we can never keep straight.

The play is dark—as well as funny. That’s the thing with Shakespearean comedy. It ain’t just about the funny. It’s about getting into a mess of trouble—and deserving it too. And, it’s about redemption. It’s about standing on the brink of tragedy and then dodging the bullet. Not by your own virtue, but by grace—or, in this case, by dumb luck and fairy mischief.

What we don’t remember is that the play opens with a forced marriage between a military dictator and his conquered bride. (Theseus says that he “wooed Hippolyta with his sword, doing her injuries.”) Next we see a father beg permission to kill his own child for failure to marry the man of his choice. Following that, we meet a teenage girl so desperate for attention that she offers herself as a dog to a boy who no longer loves her. Finally, a husband drugs his wife, leaving her to a one-night-stand with a donkey.

In what is essentially her final line, that same poor, teenage girl, now reunited with her old fiancée, awakes to say: “I have found my Demetrius like a jewel, / Mine own, and not mine own.” In the end, A Midsummer Night’s Dream is about going to bed want-

Mine own, and not mine own.

DIRECTOR’S NOTES:

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ing what you don’t have (and likely don’t deserve) and then waking up in the morning to find it laying in your lap, no idea how it got there. I would like to thank my cast and crew. To my seniors: I could not be more proud of your work on-stage, or of your leadership off-stage. Everyday, you humbly enact for this community a vision of who we aspire to be. I thank you modeling that kind of leadership—to your peers, and to me. I love you guys.

David Berry DIRECTOR

ENSWORTH ENSIGHTS


ARTS ARTS

WINTER 2014

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FACULTY

Fa c u l t y Fo c u s Lower School

T I F FAN Y DALE , Grade 5 How does it feel returning to your alma mata as a teacher? I love Ensworth. I loved it as a student and have always wanted to be a part of this community. It is a special treat to work with my children’s teachers and partner with the very teachers who taught me. What has changed and what has stayed the same since you were an Ensworth student? It’s the things that have stayed the same that are closest to my heart. Kids are still trying to survive Mr. Kautzman’s class and Mr. Picklesimer is still behind his camera, loving science, and telling jokes. The close-knit family that is Ensworth is still strong. While the school has grown in size, it still has the same closeness within its community. What is your fondest memory of Red Gables? Mr. Inman will always be among my fondest memories of Red Gables. He pushed and encouraged me to find my strength and exceed my preconceived expectations of myself. It’s Mr. Inman’s lessons that have always kept me from quitting.

What is your favorite part of teaching 5th grade? Working with Mr. Picklesimer is, without doubt, an amazing experience. To have a past teacher as a colleague and mentor is really special. He is my ‘Capt’n’. FUN FACTS ABOUT TIFFANY Ensworth Class of 1991 Alumna This is her first year teaching at Ensworth She coaches middle school softball She loves spending time with her husband, Jackson, and children Harper (Grade 4) and AJ (Grade 2)

Staff

H E AT H E R H U RS T , Receptionist (Red Gables) What is the best part of your job? I have the opportunity to interact with all age groups instead of one specific grade. P1-8th graders are always visiting me, so my daily interactions vary greatly. Also, I love working with Julie Berry and Celestia O’Donnell in the 24

front office. We never have a dull moment. Plus, I am the first to know when someone puts delicious treats in the teacher’s lounge. What brought you to Ensworth? I have a Masters in Teaching, and taught in metro schools

for 7 years. I wanted to spend more time with my kids, so I quit teaching and became a sub at Ensworth. I took an interim P1 teaching position working with Kathy Jones and then subbed for the receptionist. When the receptionist position became available, I decided I wasn’t leaving. ENSWORTH ENSIGHTS


FACULTY

Middle School

JONAT HAN R E VE AL , Middle School Science Why did you decide to become a teacher? I have always been drawn to work with students, either in a traditional classroom or in an outdoor setting. As a science teacher, I treasure the opportunity to help students build connections between their observations and the related scientific concepts. Teachers like to call this the “Aha moment.” It is the moment when a students face lights up, they begin nodding, and say they get it now. Helping students make those lasting connections is the reason why I began teaching and why I continue to teach. What is your favorite science lesson? My favorite science lesson is the squid dissection. Students dissect a large squid (18 inches long) as part of their study of invertebrate phyla. I really enjoy watching students discover the pen of the squid. The pen is the reduced shell of the squid. It is clear and feels like plastic. When students find the pen they often think it is piece of plastic left inside the squid.

FUN FACTS ABOUT JONATHAN 10th year at Ensworth Coaches the Ensworth Robotics team Favorite TV Show: The Woodwright’s Shop He loves gardening and chasing after his children Laura and Luke. (No, they are not General Hospital fans) What is the messiest project you have instructed? The messiest project I teach each year is the squid dissection. When students do not clean up really well my classroom and the entire science wing smells like a fishmonger’s stall in mid-July.

Have you ever experienced any science fires or explosions during lab? I have never experienced any explosions during a lab and I hope it stays that way.

What is your favorite day at Ensworth? Halloween is such a fun day in the front office. Julie, Celestia and I dress up every year. This year we were rock paper & scissors. Last year we dressed up as Ensworth students. We’ve already started planning next year’s WINTER 2014

attire. The letters F-U-N might make an appearance. If you could trade places with anyone at Ensworth for a day, who would you choose? I would want to be an 8th Grade Black or Orange Captain. I would love being

in charge on Spirit Day and representing my team at Ensworth. They are so energetic, plus they get to wear a tutu. I already have one I could wear!

FUN FACTS ABOUT HEATHER She has 7 cats, 2 hermit crabs and 1 goldfish Favorite Ensworth Lunch: General Tso Chicken Her grandparents wrote “Rocky Top” Favorite Vacation Spot: Mackinac Island, Michigan 25


FACULTY

Fa c u l t y Fo c u s High School

M E R E DI T H HOWE LL , High School Fitness What brought you to Ensworth? I was on the tail-end of my dietetic internship/MS at UT Knoxville and had the privilege of working under one of the first collegiate sports dietitians in the country. I remember I had finished covering the cardiac floor at my clinical rotation when she sent me a text about having great news and to call her ASAP. I was sure she was calling to tell me about a new idea that was in the works for the sports nutrition program at UT. To my surprise, she began telling me about this job at Ensworth and painting the picture of an unbelievable opportunity to start the nutrition program here. Thinking back, life is funny. Nearly every opportunity before Ensworth has led me to this job, although I hadn’t yet thought of being in the high school setting. From working in a health coach program for kids, to working with kids at Vanderbilt Children’s Hospital, to teaching introductory nutrition, to interning in sports nutrition; each has contributed in their own way to my being at Ensworth. I was very fortunate to have mentors along the way who encouraged me and believed in me throughout the process that led me here, which I aspire to “pay forward” as a coach and teacher. What is the best part of your job? One of my favorite quotes is that “at some point in your life, you must meet someone who expects greatness from you.” (Coach Don Meyer) I have a job where I can be that person for the kids— THAT is the best part of my job! The opportunity to see the kids develop—develop as individuals, develop their character, develop their ambitions, and develop a sense of who they are. In fitness, this is such a tangible process. Whether it’s in the weight room FUN FACTS ABOUT MEREDITH This is her first year at Ensworth She loves the Vols Serves on the Board of Directors for Nashville Academy of Nutrition and Dietetics Guilty Pleasure: Cracker Barrel & Jenis Ice Cream

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or changing a nutrition habit, it is a privilege to facilitate the development of those good habits. What is the most fun fitness lesson you have taught? The first one that comes to mind is “Spooky Fitness”, our Halloween-themed workout. There is something about flying around with a workout mat like batman that makes sprinting the basketball court just a bit easier. What is your favorite food at Ensworth? Superfoods salad (kale, grape tomatoes, blueberries, edamame, carrots, Napa cabbage, cashews, sunflower seeds, and dried cranberries with a pomegranate blueberry vinaigrette dressing).

WRITTEN BY

Kristen Smith EVENTS COMMUNICATIONS

ENSWORTH ENSIGHTS


FACULTY

Faculty News WE DDI NG S Ruby Cortner to Bill Fletcher July 12, 2013 Regina Webster to Gary Hare July 26, 2013 Jennifer Oertley to Jay LeDuc October 26, 2013

BI RT H S Jasmine Davis (Chris) Teddy June Davis born October 10, 2013 David Berry (Emily) James Cummings Berry born October 16, 2013 Jeremy Garrett (Kasharah) Jacob Aiden Garrett born January 5, 2014

FAC U LTY / S TAF F N E WS

Greg Eubanks was appointed by the Governor to be a member of Volunteer Tennessee’s 25 member bipartisan citizen board. Volunteer Tennessee oversees AmeriCorps and service-learning programs to advance volunteerism and citizen service to solve community problems in Tennessee. Lauren Losey received her doctorate from Lipscomb University in Educational Leadership and Strategic Change. Brad Wilkerson received a Masters Degree from Lipscomb University in Information Security. Tori Thomas was one of seven chosen contestants in the Command X Design Competition at the AIGA conference in Minneapolis, MN. Bedell James, Jill Johnson, and Tiffany Townsend attended the annual CASE/NAIS Conference for Institutional Advancement professionals this month in Orlando. Jill Johnson served on the planning committee in the role of “track chair” for Elementary Schools and also presented during the conference on, “Development Planning for Strategic Growth.”

FACULTY G O ABOVE & BEYOND

Amy Rich and Ruby Cortner initiated a Veteran’s Day exhibit at the Red Gables campus. Students and faculty were invited to honor the veterans in their lives in a Veteran’s Day tribute. Students interviewed family members, shared stories in writing, and brought in photos and other memorabilia of their veterans. “Each year when Veteran’s Day rolled around I learned more and more from the children I taught about how many families had members that had served in the military,” said Amy Rich, whose oldest son served in the Marine Corps for six years and was deployed four times. After she realized how many people in the community had ties to military men and women, she decided to create “a meaningful learning lesson for our kids—a chance to have some great discussions with family members about the history behind the celebration of Veteran’s Day.” The event this

year was a huge success and brought the Military’s service to the attention of everyone at Ensworth. “I visited the exhibit

several times, and each time I met older members of our community, either as current grandparents or grandparents of alums,” explained Ruby Cortner.

To the view a gallery of the exhibit, go to the Ensworth facebook page, or the link below:

tinyurl.com/rgvetday

E NSWORTH MARATHON TEAM Hayley Robb is the team captain of the Ensworth Marathon team. The team includes parents, students and faculty who plan to run in the Country Music full and half marathons benefitting St. Jude Children’s Hospital in April. Interested in joining? Email robbh@ensworth.com.

WINTER 2014

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FACULTY

Faculty Bookshelf

Ensworth Faculty and Staff share their Winter reading. To view more, visit our blog: BLOGS.ENSWORTH.COM

KELLY GOULD

ADAM SHERLAND

THE BULLY PULPIT:

THE CIRCLE

Middle School Spanish Faculty

3rd Grade Faculty

Theodore Roosevelt, William Howard Taft, and the Golden Age of Journalism AU T HOR: GENRE:

Doris Kea rns Goodwin Non-Fiction

I had the pleasure of hearing Doris Kearns Goodwin speak about her latest book just a few weeks ago here in Nashville. Both she, and the book, are delightful! She has a way of making history seem personal. The narratives of both Roosevelt and Taft are especially compelling. Also, I’ll mention that the person who interviewed Doris Kearns Goodwin was Ensworth parent Jon Meacham. Both were fabulous!

CHRISTIAN BAHR

Stephen Kinzer Biography/Non-Fiction

This book is a biography of brothers Allen and John Foster Dulles. It details how, as Director of the CIA and Secretary of State (respectively) under President Eisenhower, their shared beliefs, close contact at the highest reaches of government, and mutual hatred of communism not only pushed America into the depths of the Cold War but also impacted global events (often for the worse) beyond the end of the 20th century. This is a book about power: Who has it, how they wield it, and why we should always question it.

THE COLOR WHEEL AU THOR: GENRE :

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Katie McDouga ll Fiction

Dave Eggers Fiction

A young professional joins a large tech company, a fictional google/facebook hybrid, and sees her life change in intended and unintended ways. While not perfect in its execution, this book is definitely an entertaining and interesting read and will appeal to fans of dystopian literature (especially George Orwell’s “1984”) as well as anyone who has noticed technology’s ever growing influence on their lives.

College Counseling Registrar

THE BROTHERS GENRE :

GENRE:

KATY BREITHAUPT

Director of Aquatics

AU THOR :

AU T HOR:

AMERICAN GODS AU T HOR: GENRE :

Neil Ga ima n Fiction

American Gods blends modern day Americana with mythology of many cultures but primarily Norse. It’s full of quirky, vivid characters, and the juxtaposition of these hallowed creatures against a journey across humble parts of America makes for a very interesting read. And, it’s funny.

Former Ensworth teacher, Katie McDougall “penned a winner” says Ruby Cortner, Middle School English and History Department Chair. She’s not the only faculty member to enjoy McDougall’s recent novel. Jeanne Hubert , High School History Department Chair describes the story as a “journey of selfdiscovery.” Bev Roberts, 4th Grade faculty, fell in love with the main character, Missy. And Michelle Chang , 5th Grade faculty, gives her recommendation. ENSWORTH ENSIGHTS


COMMUNITY

VI S I T I NG S PE AKE RS Noteworthy guests come to Ensworth

DON COCHRAN

WES MOORE Ensworth’s faculty and staff gathered in August to begin the new school year with a presentation by Wes Moore, the author of The Other Wes Moore. His book, which was the recommended summer reading, tells the story of two young men with the same name and dramatically different lives: one a graduate of John Hopkins and a Rhodes Scholar, the other imprisoned for robbery and murder. Author Wes Moore got to know “the other one” and delved deeply into what made the difference in their young lives: people, opportunities, expectations, choices made. Mr. Moore emphasized that education is more than a line on one’s resume. He challenged everyone to join together to be the learning community where every child matters and where every student loves to learn and is inspired to make a difference in society. Check out Mr. Moore’s book—it’s a great read! WINTER 2014

On November 21 we welcomed Don Cochran, one of the first members of the faculty at Belmont Law School and the father of Katherine (Ensworth class of 2012) and Quin (Ensworth class of 2016), as our fall Diversity Council speaker. Before moving to Nashville, Don served as a federal prosecutor in Birmingham, Alabama, where he participated in the successful prosecution of Bobby Frank Cherry for the murder of four girls at the Sixteenth Street Baptist Church in 1963. For his work on this case, Don received the John Marshall Award—the highest award given by the Department of Justice. Don shared with us the gathering of evidence over a thirtyyear period that enabled the prosecutors to finally bring Cherry to trial, and the story of this relentless search for the truth. The evening was a lesson in the power of hate, and the importance of perseverance. This was a powerful presentation for all in attendance, and it resonated well with our entire Ensworth community, whose motto is “In Search of Truth.”

Don Cochran (right) pictured with his father-in-law, Gen. Jeremiah Brophy (ret.), and son, Quin Cochran (Class of 2016). Don and his father-in-law, both veterans, spoke on Veteran’s Day at the high school. 29


COMMUNITY Ms. Shiping Jia and Mr. Dehong Liang of Tianjin, China, show P1st grade the Chinese erhu

8th Graders at Pancake Breakfast

ENSWORTH EVENTS LOWE R / M I DDLE S C HO OL Red Gables Campus First Grade Pet Show

Visiting Artist Don Porcella creates a pipe cleaner circus with students

Middle School Geography Bee

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ENSWORTH ENSIGHTS


COMMUNITY Red Gables Sends Off the Football Team

P1st Grade Meets the Ensworth Tiger

1st Grade Dissecting Owl Pellets

First Day of School

2nd Graders Knitting

Mrs. Schuld’s Class Celebrates Halloween

Winter Concert

Chess Club 6th Grade at Snack

WINTER 2014

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COMMUNITY House Assembly

ENSWORTH EVENTS H IG H S C HO OL Devon Farm Campus Music Video Dance Class

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9th Graders at Signing Day

ENSWORTH ENSIGHTS


COMMUNITY Club Fair

Operation Troop Aid

Veteran’s Day Assembly

Veteran’s Day Assembly

WINTER 2014

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ATHLETICS

2013 FALL

HIGH SCHOOL HIGHLIGHTS 2013 VARSITY FOOTBALL

STATE CHAMPIONS

4

YEARS IN A ROW

CONGRATULATIONS, Ti ge rs!

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ENSWORTH ENSIGHTS


ATHLETICS

SEASON HIGHLIGHTS FOOTBALL

The EHS 2013 Varsity Football Team won their 4th consecutive DII-AA State Championship. The following players received awards throughout the season: • Walter Nippers and Nashville Civitan Award Recipient:

• Defense: Rico McGraw,

Mike Sawyers, Donovan Sheffield, Hunter Travis

of 2nd place. The men finished 10th and the women finished 8th overall.

Parker Wade

BOYS GOLF

• Scholar-Athlete Award:

2013 ALL-CONFERENCE • Seniors: JD Dotson, Jake

D’Andre Ferby

Estes, D’Andre Ferby, Xavier Forrest, Patrick Miller, Mike Sawyers • Juniors: Thomas Freeland, Rico McGraw, Donovan Sheffield, Hunter Travis • Honorable Mention: Kiambu Fentress, Nash Moorer

Rico McGraw

CROSS COUNTRY

JD Dotson

• National Football Foundation & College Hall of Fame Scholar Athlete: Parker Wade • Mr Football DII-AA Nominee:

Mike Sawyers

• Mr Football DII-AA Winner: • Max Preps All-American: • East/West All Star Game:

JD Dotson, Parker Wade

• Semper Fi All Star Game:

Mike Sawyers

2013 ALL-MID STATE •1st Team Offense:

D Andre Ferby, Parker Wade

• 1st Team Defense:

Rico McGraw, Mike Sawyers, Hunter Travis

• 2nd Team Offense:

Xavier Forrest

• 2nd Team Defense

Donovan Sheffield

• 3rd Team Offense:

Kianbu Fentress

2013 TSWA ALL STATE • Offense: Kiambu Fentress,

D’Andre Ferby, Xavier Forrest, Parker Wade

The EHS Cross Country program continued to grow this season. Emma Sloan, Sage

Loh, Mackenzie Minnick, Lily Chadwick, and Mary Sawyer led the women’s team while Josh Daugherty, Preston Johnson, Casey Rose, Jack Runyon-Hass, and Jonas Wood led the

men’s team. The 2013 Cross Country team had many new faces in competition this year. New freshmen Connor

Galvez, Jenny Fisher and Taylor McSpadden competed in the TSSAA State Meet. Jack Runyon-Hass led the men’s

team with a time of 18:21 and an overall finish of 43rd at the state meet. Emma Sloan led the women’s team with a time of 18:51 and an overall finish

The boys finished the season with a 7-3 record in match play. The Tigers finished second in the Fairvue Cup Tournament to kick start the season. The season culminated with the Tigers having their highest finish in the TSSAA state tournament with a fourth place finish. Garrison Hogan and Brock Ochsenreiter led the way with identical 18 hole scoring averages of 74.8. Seniors Will Garside and Jack Nesbitt placed 11th and 20th respectively in the State Tournament. Their leadership throughout the year was outstanding.

GIRLS GOLF

The Lady Tigers captured their first ever Region Championship by defeating runner-up Baylor 146 to 152 as well as finishing runner-up in the Division II AA State Tournament. Senior Alexandra Farnsworth finished the season with a school record 18 hole scoring average of 71.33. She also added her first ever individual Region Championship as well as the State individual runner-up. Junior Lindsay Miller finished the season with a 78.5 scoring average. She finished third in the region and sixth in the State individually. Lindsay also was

the individual runner-up in the Fairvue Cup tournament.

Alexandra Farnsworth, a Vanderbilt committment, was named to the 2013 All Mid-State Team, the 2013 HP Scholarship All American Golf Team, was recognized in Golf Week Magazine as one of “golfs next generation” and was named the 2013 Tennessean Golfer of the Year.

GIRLS SOCCER

The girls soccer team at Ensworth had its best season in school history, posting an 8-4-3 record, and finishing in 3rd place in the East-Middle TN region. Elizabeth Cox, Becca Rolfe, and Jenna Rolfe were all named to the 2013 All-Region team. Becca Rolfe was named to the All-State team, as well as nominated to play in the 2013 THSSCA tennessee girls soccer all-star game.

VOLLEYBALL

The Ensworth Lady Tigers Volleyball team wrapped up a very successful season by finishing third overall in the TSSAA DII-AA State Championship and 2nd overall in the Mideast Region with an overall 20-11 record. The team was led by All Mideast Region selections Ashley Slay and Becca Smith. Becca Smith was also named to the 2013 All Mid-State Team.

Congrats, Lady Tigers! Three Ensworth Seniors signed to play a collegiate sport.

Kennesha Nichols (left) signed with Georgia State, Basketball.

Alexandra Farnsworth (middle) signed with Vanderbilt, Golf.

Ashley Slay (right) signed with Austin Peay, Volleyball.

WINTER 2014

35


ATHLETICS

36

ENSWORTH ENSIGHTS


2013 FALL

ATHLETICS

MIDDLE SCHOOL

CROSS COUNTRY

• The Girls Team placed 4th and Boys 5th in HVAC. Both teams received 1st place at both meets Ensworth hosted. • HVAC: Hailey Braemer placed 13th with a PR of 13:36 • HVAC: Wylie McDougall placed 12th with a PR of 11:44

VOLLEYBALL

• The middle school had over sixty girls participate in volleyball this season. • There were two sixth grade teams, three junior varsity teams and one varsity team. • The junior varsity teams had some exciting victories over Harpeth Hall, CPA, Friendship Christian School, and BGA. The varsity team finished out their season in the HVAC tournament with a well-played match in the quarterfinals. • All-HVAC- Gentry Hopkins

WINTER 2014

was the leading goal scorer for the Tigers, while Wallace anchored the defense for the duration of the season.

GIRLS SOCCER:

• All-HVAC: Hailey Braemer,

FOOTBALL • Record 6-1

Olivia Rose, Allison Halloran

GOLF

WRESTLING:

• Girls placed 3rd as a team and boys placed 5th as a team. • HVAC: Caroline Frist got 2nd in HVAC

BOYS SOCCER

• All-HVAC: William Wallace and Warren Zager • Despite a difficult non-conference schedule and playing their last six games on the road, the 2013 Boys Varsity Soccer team finished the regular season in second place within the Boys’ A division with a conference record of 2-2 (2-6 overall) heading into the HVAC Boys’ A division tournament. • HVAC All Tournament honors went to forward Warren Zager and defender William Wallace for their contribution on the field. Zager

• 10 wrestlers • Two sixth graders placed at the HVAC tournament: Toby Werthan finished 3rd at 75 lbs. and Henry Bright finished 2nd at 82 lbs.

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ATHLETICS/ALUMNI

STAYING IN TOUCH WITH OUR

Alumni Athletes SOME OF OUR YOUNG ALUMNI GIVE FEEDBACK ON THEIR EXPERIENCE AT ENSWORTH

CAROL ALLEN ’12

Denison University, Girls Lacrosse

“Ensworth athletics prepared me in a way I never expected. Not only was I told I have the best lifting form, and knew what to expect when the word “conditioning” was mentioned (thanks Coach Freeman), but I knew what it felt like to be loved and supported by such an amazing school community. I would not be where I am today without Ensworth, and I am thankful every day.”

BLAIRE SMITH ’13

Rhodes College, Basketball

“Playing basketball at Ensworth not only helped me become acclimated to the new school quicker, but it also allowed me to make great friends along the way. I played for the best coaches I could ask for. They helped me grow as a player while teaching me how the game of life works. The Ensworth Sports program has made me into the person I am today and I am forever grateful.”

PAUL CAUDILL ’11

Birmingham Southern, Baseball

“Playing baseball at Ensworth definitely prepared me for playing ball at the next level. The coaching staff ROBIN COPPLE ’13 really made playing in college posRhodes College, Men’s Tennis sible and I am forever grateful. Being “My experience with the Ensworth Tennis team is one of the greatest coached by a former Major Leaguer and things to ever happened to me! The improvement in my game and by former and current college coaches my preparation for college were obvious, and I learned lessons really was a blessing. Thank you Jason about disappointment, teamwork, and persistence. The friendships Maxwell, Mike Henry, Walter Schultz, and bonds with players and coaches that were formed over the and Brandon Nolan.” years are most meaningful. I hope to continue these relationships for the rest of my life, and they’ll enrich me for years to come.” NIKKI GITTENS ’12

JOHN SCHULZ ’10

College of Wooster, Men’s Tennis Co-Captain

“Playing tennis at Ensworth allowed me the opportunity to experience the bond and spirit that embodies the word ‘team.’ Tennis is often thought of as an individual sport, but Ensworth helped me channel my love for competition into a collective effort. The individual nature of tennis was often mentally taxing on me. I think being a part of the Varsity Boys Tennis Team at Ensworth — and having a spirited team — was what made me want to continue playing tennis at the collegiate level. Go Tigers!”

DAVID DINGESS ’11

Furman University, Football

“My playing experience at Ensworth was incredible. I wouldn’t trade the years I played for any other experience. I was very prepared going into college and I’m sure most people feel the same way. I am very fortunate to have played with those particular coaches and players during my time at Ensworth.” 38

University of South Alabama, Volleyball

“Playing volleyball at Ensworth was one of the greatest opportunities I’ve been blessed with. Not only were the facilities and the coaching some of the best, my teammates and sense of family that came along with them helped make the program a success! When making the transition to play DI volleyball I found myself comparing every campus and team to the one I had at Ensworth. Till this day I still talk about my unforgettable time at Ensworth.“

NATHAN WATKINS ’12

Vanderbilt University, Basketball

“Playing basketball at Ensworth prepared me well for college basketball. Coach Bowers and the rest of the coaching staff taught me how to compete and instilled in me the character and work ethic required to be successful. I would not trade the experience of winning two state championships that I enjoyed with my Ensworth teammates for anything.”

ENSWORTH ENSIGHTS


ATHLETICS/ALUMNI

DOUGIE DINGESS ’13

Furman University, Girls Soccer

“My high school experience would have been completely different if it wasn’t for sports. I played almost every sport at EHS at some point during my 4 years, even if it was just to run in the state cross country meet when they were down a runner, or to fill in in a swim meet. I can honestly say that I did not have a bad experience on a single team. That’s not to say that some days weren’t brutal but somehow all my coaches knew that all the hard work would pay off in the end. I cannot say enough good things about every single coach and the fitness staff. Going into college soccer in the fall, I know that, thanks to them, I am prepared and ready to go!”

TAYLOR GRAHAM ’12 University of the South Sewanee, Football

“Playing sports at Ensworth taught me the hard work it takes to excel at something important. The coaches instilled a competitive edge that I still carry with me today and there is no better feeling than getting ready for a game on a Friday night with some of your best friends.”

WILL DOWNEY ’12

University of the South-Sewanee, Basketball

“Coach Bowers is the toughest coach I have ever played under. But it is not this toughness that necessarily made me a better player; rather it was the role that he outlined that pushed me to want to become a better player for my team. Likewise, Coach Maxwell was the most loyal coach I have ever had. I was not the most talented baseball player, but he expected the best from me not only athletically, but also academically and personally. He truly wanted the best for me and for my teammates and we still talk at least once a week. He is the type of person that I want as a mentor the rest of my life. I can honestly say that every coach and teammate I had prepared me for each contest, each season, and for college. Ultimately, and what I appreciate and cherish the most, is that the experiences that I had on and off the court or field with these people prepared me for life.”

K.P. MCDERMOTT ’08

UCLA, Football ; San Francisco 49ers

“The facilities at EHS are on par with college programs all over the country, but what best prepared me for college athletics was the Ensworth coaching staff. Ricky Bowers surrounds himself with top level coaches and it has resulted in a quick rise to domination in Division II-AA. I still use the tools I learned from my high school coaches at the NFL level.”

ORLEANS DARKWA ’10

Tulane University, Football

“Ensworth presented a challenge for me physically and mentally, but with all those hardships we were able to reap success within the program, and the school prepared me for college football in every way possible. With the discipline, and opportunities provided at Ensworth, I was able to transition to college rather smoothly and get the opportunity to start at running back my freshman year. Ensworth was a great stepping stone to my goal of success, and I’ll always have a place in my heart for the school and the people who work there.”

MYERS BEAIRD ’10

Wesleyan University, Football

“The competitive and energetic environment at Ensworth provided me with the skills and work ethic necessary to play college football. The coaching staff at Ensworth is unparalleled and provided me with the fundamentals and knowledge needed to suceed.”

PETER AWAD ’11

Williams College, Rowing

“Though I am not competing in any of the 3 sports I played at Ensworth, the school’s fitness and athletics programs created the core of the athlete I am today. Being an athlete in a highly competitive environment developed my hunger for success on and off the field. The technical knowledge that I learned from Ensworth coaches and fitness instructors on lifting and general training programs was invaluable and has given me a leg up on my competition. I attribute a large part of my success in collegiate athletics to the lessons learned from the experienced and dedicated professionals that make up the Ensworth athletics department.”

TEDDY REEVE ’10

Centre College, Football

“The mentorship I received from Coach Caudill and Coach Bowers prepared me as a student, a leader and a football player. The coaching staff and faculty taught me to have integrity, confidence and work ard for the things that matter in life and on the field and I have taken that with me to Centre College.”

WINTER 2014

39


ALUMNI

Duke DeLoache ’08

graduated from Davidson College with a B.S. in Math and is working in New York City with Teach for America.

Lauren Wines ’09

received her B.A. from UNCChapel Hill and is currently studying for her Masters of Education at Harvard.

Chela Green ’08

received her B.A. from Georgetown University with a major in Government and minor in Sociology. She is working with Teach for America in Houston, TX.

ALUMNI FOCUS

Continuing Education

We caught up with

a few of our young alumni who have chosen to pursue work and study in the field of education.

40 ENSIGHTS

ENSWORTH ENSIGHTS


ALUMNI

DUKE D E LOACHE

Class of 2008

Tell us a little bit about your job. I work at Democracy Prep Charter High School in Harlem, New York, where I teach Algebra 2/Trigonometry to 10th and 11th graders and also serve as the 11th Grade Chair. I teach approx. 100 students each day and have a variety of responsibilities at the grade level like running upper school assemblies, leading staff meetings, and communicating with our families. Our student body is roughly the same size as Ensworth’s, but our facilities couldn’t be more different. We operate our entire school day on one half of one floor of one building that we share with two other public schools. Imagine taking all of Ensworth’s high school campus and compressing it into one hallway. Still, our school is among the top public high schools in NYC. I’m incredibly fortunate to be at a place where I receive a lot of support and quality professional development. I work with some incredible people.

What inspired you to go into education? It is more of a question of WINTER 2014

WHO inspired me to go into education. The short answer: my dad and Richard Feynman.

How did your experience at Ensworth influence the way that you approach teaching? The teachers at Ensworth showed me love. I felt cared for every day, and I felt important. I try to show my students how much they matter to me in order to pass along that same gift of empowerment that Ensworth gave me.

Are there specific teachers at Ensworth that you model or find inspiration from? Do you still use any of your Ensworth teachers as mentors or resources? I try to teach with Brady love and Bowers intensity. I’ve stayed in touch with the two of them and many other teachers. I still very much feel like I’m part of the Ensworth family. Mr. Brady was kind enough to pass along a lot of his teaching materials during my first year.

Are there teaching and learning methods from Ensworth that you utilize in your classroom? I learned a lot about the value of discussion from

Duke DeLoache with his students in Harlem, NY

the Harkness method. Even though I teach math, I try to infuse as much student voice into the learning process as possible, letting students talk their way through problems with each other and with me.

Do you anticipate that you will continue teaching after your commitment at Teach for America ends? I haven’t yet figured out my plan, and I don’t want to commit myself to a particular decision by making a public statement!

What are some of the greatest lessons you have learned as a teacher? 1. Patience makes perfect. 2. If you want to be intelligent,

read. A lot. 3. You can learn something from everything.

CHEL A GREEN

Class of 2008

Tell us a little bit about your job. I teach at YES Prep Northbrook in Houston, TX. My school is part of a charter school network, which originated in Houston. The school system is actually expanding to Memphis 2015-2016 school year. I am a 6th grade English Language Arts Teacher, and I teach 147 students along with a co-teacher. 2013 SUMMER 41


ALUMNI Do you anticipate that you will continue teaching after your commitment at Teach for America ends?

Chela Green with her students in Houston

What inspired you to go into education? During my sophomore year at Georgetown, I joined a HIV/ AIDS prevention program (The Grassroot Project), which allows D1-athletes to teach HIV awareness to at-risk 5th-8th graders through a sports game curriculum. I, along with another Georgetown athlete, ended up running the program during our senior year. During that time, I realized that I love educating youth and how easy it was for me to build relationships with students. The students I taught in that program were students from some of the worst parts of D.C., and I knew if I could engage and educate them on such a controversial subject, then I wanted to see how many life trajectories I could change by engaging and educating the same type of students in an academic learning environment.

How did your experience at Ensworth influence the way that you approach teaching? My experience at Ensworth is a HUGE influence on my approach to teaching. The learning environment that 42 ENSIGHTS

was cultivated during my time at Ensworth is the bar I strive for in my classroom. I teach sixth graders, so I am always asking myself, “Is my teaching/lessons preparing my students to be successful at a school like Ensworth?” I know that if I prepare my students to handle the rigor of an Ensworth High School classroom, then I am preparing them to be successful in college and beyond.

Are there specific teachers at Ensworth that you model or find inspiration from? Do you still use any of your Ensworth teachers as mentors or resources? I try to model my classroom with a mix of Ms. McLarey and Mr. Chanaca. These two teachers taught me how to critically think, self-reflect, and question everything! Most of my students come from low-income backgrounds and it takes those three skills in order for them to eventually have the ability to transcend their current circumstances. With every unit, there are always thematic questions that we focus on, so that my

students are able to think, reflect, and question the world around them. Another thing I loved about both of these teachers is that their passion for learning was contagious. I hope I am able fuel the same type of passion within my students also.

Are there teaching and learning methods from Ensworth that you utilize in your classroom? The Harkness method at Ensworth encourages students to think critically and collaboratively through Socratic Seminar. I am not able to use Socratic Seminar every day in class, but we do have Socratic seminar Wednesdays. All students push their desks back and we make a circle in the middle of the room and we answer and discuss thematic questions based on the unit novel. My students amaze me with their unique perspectives and experiences they use to contribute to discussion. This time has turned into a real “meeting of the minds” for my students and they transform into 30 little adults!

Yes, I will teach a third year. During that time, I plan to apply for the Rice Educational Entrepreneurship Program (REEP). This program provides a joint degree, Master’s in education and MBA, which can be used to transition into administration, principal/school director, or start your own charter system. Hopefully, upon completion of this program, I will go into administration and/or school director role within my current charter system.

What are some of the greatest lessons you have learned as a teacher? The greatest lesson I have learned is that when you do something that empowers others, then you are doing something worthwhile. At first, I joined TFA as something to do while I took a break from school. I, however, learned that teaching is not something that you just do. Even in my most frustrated moments, I am able to remember the victories (big and small) that I’ve had with my kids and I am able to push them and myself.

L AUREN WINES

Class of 2009

Tell us a little bit about the program you are currently involved in at Harvard. I am honored to be in the

ENSWORTH ENSIGHTS


ALUMNI Learning & Teaching program, a broad degree that allows me to take the classes that interest me from professors who inspire me. One of my favorite courses this semester has been Group Learning, where we seek to understand factors that can help groups of people (students, teachers, musicians, doctors, etc.) learn and function well. Collaboration is such a buzzword in our society but the truth is that group interactions often bring frustration, sometimes at the expense of productivity. I am also in a leadership class that has challenged me to explore the way I interact with people. I learn just as much from the other students in that class as I do from the exceptionally talented professor and well-selected readings. The small room is full of principals, urban teachers, private school educators, former bankers, policy makers, non-profit leaders, and entrepreneurs. Listening to their varied experiences humbles me, while at the same time reinforcing the fact that my fresh insight is also a valuable asset in the room.

How did your experience at Ensworth influence the way that you approach teaching and learning? Are there teaching and learning methods from Ensworth that you utilize or plan to utilize in your own classroom?

What inspired you to go into education?

This question is nearly impossible to answer succinctly. All of the faculty and staff at Ensworth, including the smiling kitchen ladies, the coaches, and the classroom teachers, have helped shape me into the person I am becoming. As an aspiring math educator, I have reached out to Mr. Brady and Mrs. Glenn on several occasions to learn more deeply about how they do the magic they do. I also continue to reflect on

All of my teachers throughout my life have fostered a genuine love of learning in me that I need to share with future students. I have been very blessed to attend schools that have shaped me into a critical thinker and strong communicator with an awareness of the world. I hope to help other young people grow in the same way that my teachers have always guided and inspired me.

WINTER 2014

The Harkness tables at Ensworth are a powerful symbol that teachers are learners as well, and students have the capacity to teach. Classes are designed to create a space for student voices and ideas. In my classroom, I hope to inspire a similar supportive and empowering environment. Furthermore, the teachers at Ensworth modeled for me what my graduate classes have confirmed: forming relationships is the most valuable teaching method. Any content knowledge is second to the relationship a teacher has with his or her students.

Are there specific teachers at Ensworth that you model or find inspiration from? Do you still use any of your Ensworth teachers as mentors or resources?

Mrs. McGlasson’s clear and energetic Algebra lessons. I implemented Mrs. Glenn’s “Rational Functions Match” activity in my precalculus class last year with great success--the students were excited to explore concepts together and apply their knowledge in a new way. Additionally I must recognize Mrs. Willse, whose passion and empathy I have admired and appreciated since 10th grade.

Were there elements from your Ensworth experience that helped you prepare for teaching in an international setting? Ensworth taught me to embrace curiosity and demonstrate respect for others. While working in Hong Kong, I spent my weekends wandering through crowded meat markets, appreciating all of the languages and laughter on the metro, and eating a traditional dim sum breakfast in a nearby village. This curiosity spilled over into my interactions with my students in the

classroom; I let them giggle as they taught me the correct way to use chopsticks and I asked them questions about their daily commute to school. My willingness to learn from my students, making it clear that I valued their culture just as much as my own, opened them up to learn the knowledge that I had to share with them.

What are some of the greatest lessons you have learned in your experience as a teacher? As a teacher, I have learned to be flexible. Working with living and breathing students is exciting but inherently unpredictable. Like I mentioned previously, I have also become even more aware of the fact that forming supportive relationships with students is the primary role of any educator.

Lauren Wines is working toward her Masters degree at Harvard.

2013 SUMMER 43


ALUMNI

Ensworth Alumni

C LAS S NOT E S WEDDINGS Elizabeth Driver ’86 (Mike Cambron) Shooter Jennings ’93 (Misty Brooke Swain) Margaret Reed Riley ’99 (Casey Nathaniel King) Matthew Jacques ’00 (Anna Katherine Mayo) Caroline Rhett ’01 and Benson Sloan IV ’00 Bentley Hammett ’08 and Gray Palmer ’02ay

BIRTHS Elizabeth (Cherry) Barrett ’88 (Charles) John William Barrett II, November 24, 2013

John Wallace ’88 (Anne Lacy) Annabel Jane Wallace, April 28, 2013

David Berry ’91 (Emily) James Cummings Berry, October 16, 2013

Katharine Alden Mosher ’91 (Bryan) Lucille Rachel Mosher, April 10, 2013

Varina (Buntin) Willse ’91 (Walker) Campbell Buntin Willse, October 25, 2013

John Buchanan ’92 (Brooke) Charlotte Ruby Buchanan, December 16, 2013

Ramsey (Stringham) Raybeck ’92 (Chris) Jack McKelvey Raybeck, October 23, 2013

Karen (Jones) Kung ’94 (Jeffrey) Benjamin James Shiang Kung, November 30, 2012

Mimi (Verner) Stricker ’94 (Dan) Daniel Anthony Stricker, Jr. “Chip”, August 16, 2013

Lindsey (Hancock) Williamson ’94 (Sam) Samuel “McClain” Williamson, October 19, 2013

Susan (Oliver) Sobel ’97 (Lance) Adelaide Rose Sobel, July 7, 2013

Anna Russell (Kelly) Friedman ’97 (Chris) Christopher Knox Friedman, June 20, 2013.

Lauren (Martinez) Riley ’98 (Michael) Jackson Henry Riley, June 8th, 2013

44

Irwin Edwards Fisher ’66 has been named to the Nashville Convention Center Authority Board. Tim Douglas ’69 is now President of Community Care Solutions, a company that partners with community-based hospitals to implement comprehensive pain management programs. Kent Ewing Ballow ’73 is currently serving as president of the board of trust for Monteagle Sunday School Assembly. David Mahanes ’73 was named Senior Vice President/Senior Private Banker for Wells Fargo. Robin Ingram Patton ’80 has been named the new Chairman of the Board of Directors for Nashville Zoo. Bill Bainbridge ’81 launched his own real estate firm, Bainbridge Realty, in Nashville. Bob Crants ’82 company, Pharos Capital, helped finance the feature film, Free Birds, with Owen Wilson, Woody Harrelson and Amy Poehler. Elizabeth Bass Lamar ’82, is the current president of Friends of Warner Parks. Julia Harrison ’88 is an artist living in Seattle whose primary medium is wood. She teaches classes at Pratt Fine Arts Center, and she

currently has an exhibit at the Wing Luke Museum. To view her work, visit http:// www.juliaharrison.net/ about.html Shooter Jennings ’93 married Misty Brooke Swain on June 4, 2013. Matt Reasor ‘92 served as best man in the ceremony. Helen Scoville ’93 is now Clinical Operations Administrator and Marketing and Business Assistant at Aspire Health. Erin Carnes ’94 graduated from the School of Architecture at UT Knoxville and worked as an intern in Los Angles prior to moving back to Nashville, She has been with Gresham and Smith as an architectural designer and has several ground-up hospitals to her credit. Her current assignment with G&S is the remodel of the Tennessee Tower Building and reallocation and design of offices throughout the state. She is currently on maternity leave with her second child, Wylie. Amelia, her first child, will be two in August. Markell Lewis Miller ’95 and her husband are moving to Ann Arbor, Michigan, where he will be doing a residency in Opthalmology at the University of Michigan. Morgan Scoville ’96 finished the Chicago marathon in 397th place overall, 357th for his gender group, 97th ENSWORTH ENSIGHTS


ALUMNI

for his age group at a 6:30 pace - total time 02:50:39. He was the #1 fundraiser for the American Heart Association Charity runner team, raising over $5000. Julie Schneider ’98 is in Australia where she is doing a residency and workshops on creative book making. Whit Walker ’98 was named Global Account Manager for Samsung Electronics. Elizabeth Bradbury ’00 is marketing manager for Second Harvest Food Bank. Aly Armistead Greer ’01 recently launched her own personal chef business, Backyard to Ballroom, in Nashville, TN Anna Hessa ’02 was recently named the Development and Events Associate at the American Museum of Folk Art in New York City. She is also a candidate for a Master’s Degree in Art Administration at New York University. Prior to moving to New York she worked in Development with the Art Institute of Chicago. Katherine Morgan ’03 is living in Charlotte, NC and doing design work for Herff Jones. Anna Niedermeyer ’03 and Vadie Turner ’91 collaborated on a project called Succumbing to Storm, a video installation that was featured in Vadie’s show at Jack Geary Contemporary in New York City. WINTER 2014

Maddie Chalfant ’08 has started grad school at Yale, studying microbiology. John Darwin ‘08 graduated from SMU and is working for GlendonTodd Capital in Dallas, TX. Rachel Greenberg ’08 is a Treasury Analyst for Credit Suisse. Kevin McDermott ’08 is playing long snapper for the San Francisco 49ers. He is the first graduate of Ensworth High School to play on an NFL team. Alex Peerman ’08 graduated from Princeton University in 2012 with an A.B. from the Woodrow Wilson School of Public and International Affairs. He is a Policy and Advocacy Associate for DC Lawyers for Youth. Andrew Colton ’09 and Wes Gallagher ’09 started Pay It Forward Promotions, a marketing and promotional products company in Nashville, TN. Will DeCamp ’09 is Interim Casting Assistant at Manhattan Theatre Club. Fax Landstreet, Jr. ’09 graduated from The University of the South at Sewanee with an economics degree. He is now a Maintenance Renewal Account Manager at SAP in Nashville. Janie McNamee ’09 is a Senior Recruiter with Internal

Data Resources, an IT staffing and recruiting company. Audrey Nelson ’09 is in her first year at Cornell Law School where she was elected Class Representative to the Bioethics and Health Law Society. Audrey graduated magna cum laude with a Bachelor of Arts in English from Skidmore College in May and was a member of the 2013 National Champion Equestrian Team and Editorin-Chief of her campus magazine. Jessawynne Parker ’09 is a Personal Assistant at North, Pursell & Ramos, PLC. Matt Reed ’09 is an assistant account manager for 20/20 Research. Tavarres Jefferson ’09 graduated from Middle Tennessee State University in December with a marketing degree. He had a very successful football season and achieved 3rd all-time catches and 8th all-time yards in MTSU history during his college career. Myers Beaird ’10 is finishing his senior year at Wesleyan University as an Economics major. He just completed his last season playing collegiate football, in which Wesleyan won the Little Three championship over Williams College and Amherst College, Wesleyan’s first Little Three title in 40 years. Myers was named to the All-NESCAC team as a Linebacker. He has accepted

a post-graduation position with Thermo Fisher Scientific in Boston, MA as a member of their Finance Leadership Development Program. William Gittens ’10 won the You Generation YouTube Popstar Competition. He won a trip to L.A. to meet with recording artist Demi Lovato and her team. Alyssa Patel ’10 will return to Nashville in May after graduating from UNC to teach 5-12 math for Teach for America. Chris Taylor ’10 is CAS Philosophy Instructor at Co-Op Arts and Humanities High School. Peter Awad ’11 is on the Rowing team at Williams College. This past spring he was in the top varsity boat and won the New England Championship. David Dingess ’11 is a member of the Furman Paladins football team, which was the Southern Conference champion with an 8-5 record. Sarah DeLozier ’11 is a junior at Dartmouth and one of the top runners for the women’s cross country team, which won the Ivy League team title this year. Cole Parrish ’11 competed in Scotland and the UK as a member of the Universi2013 SUMMER 45


ALUMNI

Remembering Our Alumni

ty of St. Andrews men’s golf team during the fall of 2013. Rand Jackson, Laura Laine, Mary Beth Oglesby, Cole Parrish, and Mary West ’11 are the students from Ensworth Class of 2011 who are attending Sewanee. All five students are members of the Order of the Gownsmen, Sewanee’s highest academic society and one of the oldest honors and traditions on campus. (pictured above) Thomas Doochin ’11 and a group of friends at University of North Carolina in Chapel Hill created an online version of Angel Tree called CommuniGift. CommuniGift connects donors to families in need of assistance during the holidays. The company is working to pair 20 families with donors and about 14 families have been matched so far. To see more about CommuniGift, visit www. communigift.com.

Anne Douglas Dingess ’13 is a member of the Furman Paladins women’s soccer team, who won the Southern Conference with a 17-3-2 record. Spencer England’s ’13 soccer team, the Martin Methodist Red Hawks, ended their regular season in 3rd place in their conference. For just the second time in program history and the first time since 2009, the No. 16 Martin Methodist Men’s Soccer team has advanced to the final site of the NAIA Men’s Soccer National Championship.

Pamela Adkins E ’64 graduated from Vanderbilt University with a BS Ed. Degree in Art. She became a teacher at Overbrook School and Harding Academy where she inspired students with her love of art. She then worked in alumni and special events at Vanderbilt. Pam was a member of Centennial Club and served on the Junior League Board Executive Committee. Her passion for the arts lead her to volunteer board positions at Metro Arts Commission, Nashville Symphony Guild, and Tennessee Dance Theatre. She chaired fundraisers for Tennessee Repertory Theatre and Cumberland Science Museum and used her artistic flare in prop production for Cheekwood Swan Ball and Trees of Christmas. Pamela’s sister, Missy Richter ’60 and nieces Sarah Perky ’94 and Virginia Botha ’91 are alsoEnsworth alumni. Pamela peacefully passed away at Vanderbilt Medical Center on Saturday, January 18, 2014. Dr. Clive Hamilton Sell, E ’68, rose to a national ranking in rowing at Amherst College as an undergraduate, continuing as the American ringer on the Cambridge University team while a Commager Fellow in graduate neurophysiology. He went on to receive his M.D. from Vanderbilt School of Medicine in 1980. Clive was awarded the Pearson Fellowship in International Nutrition to live with the Masai tribe in Kenya and Tanzania. He completed an Internship and Residency in Ophthalmology at Pacific Medical Center in San Francisco. Clive completed his Fellowship in VitreoRetinal Surgery at Duke University in 1986. Clive moved to Phoenix, AZ, in 1987, helping to found Associated Retina Consultants and becoming Senior Partner until his passing. Dedicated to teaching and research, he helped to create the sole vitreo-retinal fellowship in Arizona. Clive’s brother is Ensworth alum and current parent Charlie Sell ’66. His nephew, Charles Sell , is a member of the senior class at Ensworth. Clive passed away on January 5th, 2014, after a brief illness.

ALUMNI RETURN FOR HOMECOMING 2013

46

ENSWORTH ENSIGHTS


ALUMNI Martha Locke Cammack, E ’09 attended Ensworth through 8th grade and was a 2009 graduate of Episcopal High School in Alexandria, Virginia. She received her Bachelor of Arts in Environmental Studies from Wofford College in Spartanburg, South Carolina in May 2013. While at Wofford, Martha was a Student Ambassador for the Admissions Department and a student Team Member in the Development Office. A proud member of Kappa Alpha Theta, Martha served as her chapter’s Chief Financial Officer and Ritualist. She was also an enthusiastic participant in Reformed University Fellowship. Martha was never happier than when she was at Camp DeSoto in Mentone, Alabama, where she was a camper for ten years and then worked as a counselor for three summers during college. She was most recently employed as a Teller at the Melrose Branch of Suntrust Bank in Nashville. Martha will be remembered for her fiery red hair, infectious smile, love for life, and positive spirit. Her father, William Howard Cammack, Jr. ‘71 and sister Julia Wallace Cammack ’02 are also Ensworth alumni. Martha passed away at the age of 23 on October 12, 2013 in Spartanburg, South Carolina.

To submit alumni information: Tiffany Townsend townsendt@ensworth.com 615.301.5347

Save the Date! Cinco de Mayo Women’s Doubles Tennis Tournament

Monday, May 5, 2014 8:30-2:00

Alumni, Current Parents, Past Parents and Friends of Ensworth welcome to attend! Space is limited. For more information: Greg Chambers at chambersg@ensworth.com

WINTER 2014

Sue Fort White

Distinguished Alumna Class of 1969

“Liberate Your Heart Through Service” Sue Fort White, Ed.D ’69 was honored on Tuesday, December 17th as Ensworth’s 2013 Distinguished Alumna. Sue spoke to the high school community during assembly, encouraging students to find something they were passionate about and to do it with purpose. Sue has taken her advice over and beyond, finding her passion within one of the main aspects most valued by the parents, faculty, and students of Ensworth: community service. Over the past 25 years, Sue has been involved in numerous organizations, including Davidson County Department of Children Services, The Oasis Center, and was a founding member of the Women’s Fund of The Community Foundation of Middle Tennessee. Serving as member and president of the YWCA board, she was also a part of the core team who first embraced fighting domestic violence as a mission of the organization. Currently, Sue is the executive director of Our Kids, an organization which provides medical and emotional assistance and support to children and families affected by sexual abuse. She has had great success in her leadership role at Our Kids, expanding the center to a 44-county service area with three additional satellite clinics in Middle Tennessee. Her work at Our Kids is a natural progression reflecting her desire to advocate for children and strengthen families and communities by expanding access to services.

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September 16th

The Golf Club of Tennessee • 100 golfers • Over $25,000 raised for Robert Inman Endowed Financial Aid Fund

Event Chairs

September 16, 2013 • the Golf Club of tenneSSee

Garth Fails ’80 Bill Bainbridge ’81 Susan Dyke

Thanks to our Sponsors

Famous Dave’s Wyatt Johnson Premier Golf Services Mira Winery H.G. Hill Bainbridge Realty Group Spring Garth Fails ’80 Sperry’s Bricktop’s Whitfield’s Nashville Predators Reuben A. Bueno, Jr. MD ’82 Carbine & Associates The Christie Cookie Cumberland Transit Dale Incorporated Rosemary and John Dinkins John Comfort Society Vince Gill The Nat Harris Family Marshall and Bruce McCarthy Jones & Woodard Northgate Gallery, Inc. Antiques Premier Golf Services, George Jones Thompson Machinery Two Rivers Ford The Wine Chap

Winning Team 1st place, 1st flight: Richard Speer, Robert Smith, Mike Alday, John Morrison (pictured above) Shootout Winner: Cooper Jones

Save the Date! 2014 TIGER CLASSIC

Monday, September 15, 2014 48

ENSWORTH ENSIGHTS


COMMUNITY

GRANTED WISHES Ensworth Faculty Express their Appreciation

Sincere thanks to the Ensworth community for your generous support of our

“wish list” of items to further enhance the Ensworth experience. Because of your generosity we were able to purchase numerous Apple Televisions and iPads for classrooms, wireless headset microphones for student performances, several musical instruments for the middle school band program, digital cameras for photography classes at the high school, soccer goals for Red Gables, and even equipment like a table saw and washer/dryer combination needed by the Arts Department at the high school. The “wish list” was made available last spring; items were purchased over the summer months, and students and faculty are benefitting this school year. Thank you for your support of our most valuable asset—our people.

“The iPad and Apple Television have been two wonderful additions to the many tools Ensworth has already given us to help our students learn. I love the freedom that this technology gives me in the classroom. It allows me to teach from anywhere in the room and it enables a discussion-type atmosphere. The students get excited when I allow them to teach the class or answer a question by using the iPad from their desk. When students are excited about learning the possibilities are endless.” Edd Caudill, Middle School Math

“Having iPads in the classroom has unlocked countless opportunities for our students to connect, share, and present their ideas in creative and new ways. It has been an exciting change and a wonderful complement to our strong academic program.” Adam Sherland, 3rd Grade Faculty

“The new digital cameras give students an opportunity to learn on up-to-date technology, and they also enable us to explore using video in the photography program. They came at a perfect time too, because starting next year, freshman will have the opportunity to enroll in photography classes for the first time ever. We expect this to result in more photography classes being offered each semester, which means we will also have an increased need for cameras.” Audry Deal-McEver, High School Art

“In AP Art History—when we are reviewing 30 to 40 images per class—the flexibility allowed with the Apple TV and iPad makes a huge difference. Not being tethered to a cable makes the whole process more organic.” David Lovell, High School History

“The ten new instruments provided through the wish list campaign gives students the ability to play on quality instruments with great success. I am thankful for the generosity of the Ensworth community.” Linden Lantz, Middle School Music

WINTER 2014

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ACADEMICS

2013 | 2014

SUMMER ACADE M IC G RAN T S

2013 | 2014

SERVICE LEARNING GRANTS In addition to the Academic

High School students at Ensworth with strong academic records were fortunate to have the opportunity to apply for summer Academic Grants in 2013 and 2014. Qualified students submitted proposals for grants that would allow them to immerse themselves in academic programs across the country and around the world. Through the generosity of a supportive member of the Ensworth community, this two-year initiative has inspired students to engage in individual academic pursuits in areas of personal interest. Last year, and again this year, $125,000 was awarded to the top applicants from a large pool of high-achieving Ensworth students. It is our hope that programs such as this one will be available in future years through the generosity of new donors who understand how such opportunities promote and inspire academic excellence for all Ensworth students.

Grants awarded to students for summer 2013 and summer 2014

Summer Programs

programs, Service Learning

Grant recipients applied to the following programs.

grants for programs in Peru and Tanzania during the same two summers were also awarded,

William & Mary’s Pre-Collegiate Early American History Program

Summer Ballet Program (ABT, BB, or Hadrid)

another supportive member of

Cambridge College Programme in England

the Ensworth community, High

Pre-Med Institute at Washington U.

University of Dallas’ Latin in Rome program

Immersion program in Zhengzhou, China

La Academia de Espana—an Oxbridge Spanish immersion program

School of Creative & Performing Arts in NYC

Barnard College’s NY College Experience program

Vanderbilt Summer Academy

thanks to the generosity of

School students with strong academic records, a commitment to Service Learning, extensive involvement in school activities, and who are leaders in and out of school life were awarded the grants. The Ensworth community celebrates the gifts, talents and passions of these remarkable students.

AIFS Summer Advantage Program in London

Duke University Summer Program

Brown U. - Molecular Biology & Biochemistry: from DNA to Enzymes

Gap Medics pre-medicine program in Thailand

Oxford Royale Academy

Pepperdine University Musical Theatre

Global Learning Adventures in Costa Rica

Brown University summer education program

Territory Ahead in Kenya

AmeriSpan Study Abroad in Seville, Spain

Brown University—Engineering Camp

Motorsports program at Lawrence Technological University

Broadreach Conservation Program in South Africa

SUMMER at

ENSWORTH 2014

Broadcast Journalism at Georgetown University

! y a d o t p Sign u

Summer CampS • SportS CampS • enriChment CourSeS • Credit CourSeS Summer tripS ... and more! Sign up at Ensworth.com/summer or bigecamps.com

50

ENSWORTH ENSIGHTS


ACADEMICS

SUMMER 2013 EXPERIENCES

“The grant was for a ten day language immersion “It was a really incredprogram which included ible experience going seeing all the sights of to shadow doctors in a China such as the Great hospital abroad because Wall but also helping and of their leniency about tutoring kids in English patient confidentiality in Zhengzhou. It was and infection risks. We awesome to be given were able to wander into the opportunity to gain any OR and observe any a new respect for East procedure we wanted to. Asian culture and life by The coolest thing I got to being totally surrounded see was a thoracotomy where the surgeon let me by Chinese language and people this past summer.” stand up on the working block with him and watch the lung respirating from up close.” Parker Wade

Shelby Crants C LASS OF 2014 G AP M EDICS P ROGRAM C HIANG M AI , T HAILAND

WINTER 2014

C LASS OF 2014, L ANGUAGE E XCHANGE P ROGRAM WITH U NITED U NIVERSITY F OREIGN L ANGUAGE IN Z HENGZHOU , C HINA

“My experience at the Pre-Med Institute was incredible. I learned about the many uses of a medical degree, participated in dissections and lectures, and listened to advice from practicing doctors and nurses. Most importantly, I met new people and grew from my experience. I’m so glad I had this

“I am very thankful I had the opportunity to study journalism at Georgetown University. I learned a lot about the field of journalism, and met people from all around the country. Studying journalism in Washington D.C. at Georgetown was an experience I will never forget.“

opportunity!” Will Garside Maria Schulz C LASS OF 2014, P RE -M ED I NSTITUTE OF W ASHINGTON U NIVERSITY , S T . L OUIS

C LASS OF 2014, J OURNALISM G EORGETOWN U NIVERSITY W ASHINGTON D.C.

51


COMMUNITY

ENSWORTH ARCHIVE

Do you remember ...

Share your memories with the Alumni Office Tiffany Townsend townsendt@ensworth.com

“Reading Across the United States” in Mrs. Roberts’ fourth grade? Do you know these students pictured in the 1992-93 school year?

Feb. 20 & 22 Anything Goes High School Arts Department

Devon Farm, Thurs. 7pm, Sat 2 & 7pm, Tickets $10

2014 IMPORTANT DATES Visit ensworth.com to confirm dates or more information

52

Feb. 21

Just So Stories Middle School Drama Club

May 5 May 17 May 28 May 30 May 31

Women’s Doubles Tennis Tournament Super Saturday Middle School Closing Exercises High School Awards Day High School Graduation

Red Gables, 5:30 pm

ENSWORTH ENSIGHTS


THE ENDOWED DEPARTMENT CHAIR FOR MATHEMATICS “We are excited about the possibilities the endowed chair can bring to help us maintain a ‘best-in-class’ mathematics experience for our students —both with our instruction and our resources, and we appreciate this investment in our program.”

Excellence in teaching has always been a cornerstone of the Ensworth experience, and thanks to a generous donor, we are pleased to announce the establishment of an endowment fund for the support of the Ensworth Mathematics Department. Income generated from this fund will support an important part of the school’s mission: to recruit and retain the best and brightest faculty, ensuring that Ensworth math students will be taught and mentored by faculty members who are among the most knowledgeable in their field.

Sharon Glenn,

Math Department Chair

To learn more about creating an endowed department chair or other endowment gifts, contact Bedell James at 615-250-8919 or jamesb@ensworth.com.


ENSWORTH SCHOOL 211 ENSWORTH AVENUE NASHVILLE, TN 37205-1997

Non-Profit Org. U.S. Postage PAID Nashville, TN Permit No. 2630

ENSWORTH

E N S WO R T H from a Different Perspective Last semester, Audry Deal-McEver’s Photo 3 students converted

school library projected onto the opposite wall. This was part of a

one of the art classrooms into a giant camera obscura. By cloak-

larger assignment where students created their own experimental

ing the windows and doors with thick cardboard, they created a

pinhole cameras. “We have some incredible photos taken with

light-tight chamber. A small quarter-inch hole called an aperture

coffee cans, tea tins, and boxes.” Deal-McEver says, “This project

was cut into a covering over the window. After sitting in the dark

is especially exciting because of the opportunity for students to

for 15 minutes, they saw the image (pictured above) of the high

learn art, history, and science simultaneously.”

ensworth.com

Ensights Winter 2014  

Theme: Teaching & Learning. A biannual publication of Ensworth School in Nashville, TN.

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