Kit spr 2016 pro development rev by The Roeper School

THE ROEPER SCHOOL COMMUNITY MAGAZINE

Keeping In Touch

PROFESSIONAL DEVELOPMENT VOLUME 9: 3 SPRING 2016

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TABLE OF CONTENTS David Feldman Head of School david.feldman@roeper.org Denita Banks-Sims Director of Development & Publications denita.banks-sims@roeper.org Keeping in Touch Editorial Committee Katie Buchmann Editor Bonnie Schemm Art Director Contributors Denita Banks-Sims Katie Buchmann Laura Evans David Feldman Leslie Hosey Kelly McDowell Dianne O’Connor Colleen Potocki The Rossetti Family Michelle Stamler Janet Szeto Special Thanks Julie Gillikin Marcia Ruff

THE ROEPER SCHOOL 41190 Woodward Avenue Bloomfield Hills Michigan 48304 248/203.7300 www.roeper.org

The Roeper School is an independent coeducational day school for gifted and talented children preschool through grade 12 and an equal-opportunity institution

EDUCATING AND INSPIRING GIFTED STUDENTS TO THINK AS INDIVIDUALS AND TO ENGAGE AS A COMMUNITY WITH COMPASSION FOR EACH OTHER AND THIS WORLD

FEATURES THE ESSENTIAL FIRST STEP . . . . David H. Feldman, Head of School

VARIETY IN PROFESSIONAL DEVELOPMENT Leslie Hosey, Lower School Director

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PROFESSIONAL DEVELOPMENT: VANDERBILT UNIVERSITY . Colleen Potocki, Middle School Director

THREE QUESTIONS . . . . . . . . . . . . . Janet Szeto, Middle/Upper School Art Teacher Laura Evans, Stage IV Head Teacher Kelly McDowell, Middle/Upper School English Teacher

MORE EXPERIENCES . . . . . . . . . . . . . . . Dianne O’Connor, Lower School Science Specialist Michelle Stamler, Middle/Upper School Photography Teacher

ALUMNI NEWS & UPDATES . . . . . . . Katie Buchmann, Editor & Development Officer

A PHOTO ESSAY: THE MARIANN HOAG SCHOLARSHIP DINNER .

PARTING THOUGHTS . . . . . . . . Denita Banks-Sims, Director of Development

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GIVING BACK . . . The Rossetti Family

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ON THE COVER Acrylic painting with camouflaged hand by Sydney Levy, Grade 7

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David Feldman Head of School

THE ESSENTIAL FIRST STEP

We see in the Roeper philosophy this understanding that learning is not something that merely happens in your preK–12 years, but rather, learning is something that enriches our lives; it gives us depth, focus, and purpose. We are curious beings, inquisitive by nature, and constantly seeking to understand more deeply all that goes on around us. In 2012, during a visit to Oakland, CA, I sat with Annemarie Roeper as she discussed a book she was in the process of writing. It was a history of her time at her parents’ boarding school, Marienau. Working with her assistant, Annemarie wanted to capture her personal reflections on growing up in this rural setting in Germany, the influence the school had on her personal life, and how the experiences at the school shaped her philosophy of education. Writing helped her reflect on her years in Hamburg; it focused her thoughts and ideas and allowed her to both remember and teach. The creation of a new written piece harnessed her mental faculties and helped her learn more about herself. Those of you who knew Annemarie Roeper are probably nodding your heads and saying out loud, “Of course, writing and doing research were at the core of who Annemarie was.” Those of you who didn’t know Annemarie should note that I was having this conversation with a 92-year-old woman whose focus on life remained centered on a journey of exploration, study and learning. Learning was something that was at the core of her being, something that gave her life purpose, joy and meaning. Annemarie, without question, was the consummate lifelong learner.

Having used the phrase “lifelong learner” to describe Annemarie, I often find myself hesitating. Today the words are frequently used as education jargon or a kind of catch phrase that is overused and misunderstood. There is a deep richness in this phrase that tries to define a sense of depth, a commitment to staying engaged in an everchanging world. When most people consider the notion of education and learning, they tend to focus on their time in school, and indeed, school is a place where learning is the central focus. But for the Roepers and progressive educators like them, education was not something that ended with a diploma, a degree, or a certificate. Education is what gives shape and purpose to our lives, as Dewey explained, “It is life itself.” Our world may not say it with clarity or show our value for what it means to be a lifelong learner, but it is absolutely something we expect in all facets of our lives. We expect our lawyers, entrepreneurs, and designers to be well acquainted with the latest research, the newest case law, and the most efficient systems. We demand that our doctors, engineers, and educators continually grow, enhance their skills, and develop a deeper passion for their work. Across professions, learning after graduation is expected and required. For Roeper teachers, individuals who have chosen to make education their life’s work, being students is a given. We are a group of people who are curious by nature, like school, and thrive on working with our students. We have selected a profession focused on problem solving and discovering what comes next. Whether it is attending a conference, taking a class, or working collaboratively with a colleague on a new project, we value the opportunity to grow. Some may use the phrase “professional development” to describe this process, but in truth, we are really talking about lifelong learning. At Roeper, teacher professional development is an essential part of being an educator. Its range and breadth, as you would imagine, is huge: it is developing a new interdisciplinary unit; connecting travel to classroom experiences; finding connection to service learning or social justice; exploring the evolution of your curricular focus; stretching beyond a chosen discipline; studying the psychology or developmental needs of children; studying new pedagogy and methods for teaching;

MARK WRIGHT

The educator and philosopher John Dewey once said that he wanted to create a school where “every student is a teacher and every teacher is a student.” The notion that learning is a continuing process and that children are capable of providing us with new insights into our world was central to Dewey’s philosophy of education. Like Dewey, the Roepers shared the philosophical notion that school must be a place that instills in students a passion for learning and the desire to be lifelong learners. But George and Annemarie were equally clear that school is a place that must provide students with adult role models who, as lifelong learners themselves, must continue to share the excitement of learning with their students.

… learning is something that enriches our lives; it gives us depth, focus, and purpose.

asking what it means to be gifted; or following a passion that enriches your life and makes you a stronger person.

If we are to be a community of learners, then all of us must see professional development as the elixir that helps grow good teachers into great teachers.

Our teachers bring their passion for who and what they teach into the classroom every day. It is incumbent upon us as a school community to continually remind ourselves that our teachers are also students, that they, too, need to be stretched, challenged, inspired, and refreshed. If we are to be a community of learners, then all of us must see professional development as the elixir that helps grow good teachers into great teachers. George Roeper wrote: Nothing is more worthy of research, understanding, and improvement than the means to encourage children to achieve full development as creative, intellectual beings for the satisfaction of their own and mankindâ€™s aspirations.

MARK ADRIAN

The Roepersâ€™ inspirational ideology provides us with important goals, but how do we get there? As George and Annemarie reminded us, if theirs was a philosophy of life, then we know continuing the research, continuing the search for understanding, continuing to find ways to improve our methods, will help us fulfill our aspirations. Investing in the professional growth of our educators is the essential first step. F

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Leslie Hosey

Lower School Director

VARIETY IN PROFESSIONAL DEVELOPMENT During the summer, several teachers participated in professional development work, which is having a direct impact on our curricular activities, a few of which are highlighted in this report.

Lisa Momblanco, Shannon Howell, Jessica French, and Laura Phillips attended the Association for Supervision and Curriculum Development (ASCD) Conference in Nashville, Tennessee, which allowed these teachers to focus on best practices in elementary education while also allowing them time to collaborate about aligning practices between rooms and stages. Michelle Lane, Jarie Ruddy, and Sara Mendez attended the Monarch Butterfly Network Conference in Traverse City and returned to school absolutely on fire about creating an integrated unit of study for our Stage IV students. The Stage IV humanities teachers have been fully supportive of implementing this unit of study, the results of which can be seen in the science, fine arts, and English language arts curricula.

During the course of this school year, Laura Phillips and Lisa Momblanco attended the Michigan Association of Gifted Children’s Annual Conference. Laura and Lisa were able to reconnect with Jim Delisle, author of Dumbing Down American: The War on Our Nation’s Brightest Young Minds (2014). Jim had a close personal and professional relationship with George and Annemarie Roeper, and along with Stephen Schroeder-Davis provided an all-school professional development opportunity last spring. In addition to reconnecting with Jim, Lisa and Laura attended workshops with other educators and parents around best practices for educating gifted students. I attended a professional development workshop at the College of William and Mary, where I had an opportunity to learn more about the College of Gifted Education’s Integrated Curriculum Model (ICM). Following this PD I shared my thoughts about how the ICM may be useful in aligning our literacy and humanities programs across stages, and that it is consistent with best practices around providing a balanced literacy program. Laura Evans has been instrumental in evaluating the program, exploring resources to bring books and texts to students in a cost effective manner, and in collaborating with peers to pilot the ICM this year.

Jarie Ruddy (right) and a fellow Monarch Butterfly Network Conference attendee transfer a caterpillar.

Laura and I attended the National Association of Gifted Children (NAGC) in December, where Laura attended a training workshop with Joyce Van Tassel-Baska, one of the developers of the ICM. Additional information regarding the ICM can be found in The Roeper School: A Model for Holistic Development of High Ability (2013), edited by Don

MARK WRIGHT

Dee Blankenburg was awarded a stipend to complete curriculum mapping of our Health Curriculum, which has allowed us to more fully articulate our Health and Wellness goals for our Lower School students, and to begin looking at aligning the curriculum Pre K – 12th grade.

Two major curricular efforts are underway, based on professional development funded this summer. Teachers in Stages II, III and IV are now differentiating math curriculum for mathematically gifted learners, utilizing strategies and curriculum from Project M3/M2. Scott Vartanian, our Math Curriculum Coordinator, along with Shannon Howell, Lisa Momblanco, Laura Phillips, Andi Akkashian, Dee Blankenburg, Debbie Bejune, and Mary Droste attended this two-day training. Lisa Bottesi was instrumental in identifying the need to provide greater differentiation to our mathematically gifted students and arranged this in-house professional development opportunity to our teachers.

… professional development work … is having a direct impact on our curricular activities …

My own professional development activities have allowed me to further my goals to build and foster relationships with experts in gifted education, as well as provide expertise to the gifted and independent school communities in the areas of education, psychology, diversity and inclusion, and child development.

Ambrose. We are thrilled to make this connection with Joyce, who has graciously accepted our request for consultation around implementing the ICM at the Lower School. Through the generosity of The Roeper Institute, which has underwritten the cost, Joyce VanTassel-Baska conducted onsite training in best practices in educating gifted students, presented to parents, and provided PD at an all-faculty meeting in April. Our Stage IV teachers have already implemented many of the elements of the ICM, and all stages have expressed interest in training. Our Summer 2016 PD budget will be largely allocated to providing on-site training on implementing the ICM at all grade levels, particularly around teaching persuasive writing, project-based integrated thematic units, word study, and logic and reasoning. World Language teachers Sara Mendez and Sabrina Prevost attended the Central States Conference on the Teaching of Foreign Language. Stage I and Stage II teachers Andi Akkashian, Debbie Bejune, and Jennifer Ziemann participated in online PD to improve practices in making learning visible. Science teachers Michelle Lane and Dianne O’Connor attended the Michigan Environmental and Outdoor Education conference in Sault Saint Marie, and Computer teachers Julie Nemchik and Paula Romano attended the Michigan Association of Computer Users in Learning conference in Grand Rapids. New Stage III teachers Jensen Sprowl and Mercedes Schloop have attended a Singapore Math PD to inform and strengthen math instructional practices, and Dee Blankenburg (Electives/Math/PE), Scott Vartanian (Math), and Sabrina Prevost (French and Spanish) attended workshops at the Association of Independent Michigan Schools conference on a variety of topics related to strengthening curriculum. Jensen returned to her alma mater, Kalamazoo College, to attend the Global Prize weekend, which highlights initiatives in transformative social justice. Stage I teachers attended the Michigan Early Childhood Conference in Grand Rapids. Colleen Shelton presented on Identifying Giftedness in Young Children and Developing a Socially Just Classroom, and Amber Webb presented Getting Parents involved through Seesaw — the Digital Learning Journal. Both Amber and Colleen are frequently sought to share their expertise on giftedness in young children.

As a Math and Electives teacher, Dee Blankenburg has a particular interest in implementing STEAM and attended a STEAM conference at Cranbrook Schools. Stage II teacher Sarah Smith attended training in Grand Rapids to enhance her teaching of phonics, and Physical Education teacher Deb Veillette attended a conference in Boyne, Michigan, on creatively connecting students to healthy lifestyles. Once again, our Stage I teachers will be attending the Michigan Association for the Education of Young Children, where Colleen Shelton and Amber Webb will again be presenting. Finally, to ensure inclusivity and to educate our community, many homeroom teachers, Bob Simon (counselor), and I attended an American School Health Association webinar to strengthen our practices around creating a safe and inclusive environment around gender identity. My own professional development activities have allowed me to further my goals to build and foster relationships with experts in gifted education, as well as provide expertise to the gifted and independent school communities in the areas of education, psychology, diversity and inclusion, and child development. Last summer I made my first national presentation, Meeting the Needs of Gifted Learners with Specific Learning Disabilities at the Supporting the Emotional Needs of the Gifted (SENG) Conference in Denver. This topic served as a springboard for discussing twice exceptional learners at our annual Psychologist/Pediatrician’s Breakfast in October, where I served as facilitator in discussing this topic with area psychologists and educators. While in Denver I met with Linda Silverman at her Center for Gifted Development and was honored to be inducted as “the newest member of the Core Group,” with all members being colleagues of Annemarie Roeper and instrumental in constructing the theory of asynchronous development of gifted students, and the qualitative method of assessment. It was wonderful to have the opportunity to learn more about Annemarie, to share with them stories about her life at Roeper, and to be embraced by this warm and intelligent group of psychologists who are delighted to be reconnected with the school. In December I attended the NAIS People of Color Conference with Carolyn Lett, Reanne Young, and four Upper School students. It was

an honor to have been selected and trained to be an affinity group facilitator. The theme this year was around Journeys of Race and Culture: From Racial Inequality to Equity and Inclusion (Huntley, Moore, Pierce, et al, 2015). Recognizing that equity and inclusion work is indeed a journey, and that individuals move across a continuum over time, framing and developing the tolerance and capacity to hold “courageous” versus “safe” conversations inspired authentic work among participants. My participation as an affinity group leader allowed me an opportunity to meet with NAIS leaders from across the country and work together to develop a forum to meet the needs of our group. I am grateful for the opportunity to speak before a group of 900 independent school educators, who came together in Tampa to engage in this work. The highlight of this opportunity was being selected to close out our conference work with a group of 700 women and girls of color, which provided recognition and validation of our collective lifespan work around equity and inclusion.

participants to examine psychological protocols, as well as discuss the nature of giftedness (i.e., crystallized intelligence versus fluid reasoning), the inappropriate composition and goals of many pull-out gifted programs (i.e., acceleration versus maximizing full potential of the whole gifted student), and close with recommendations for both identification and services to underserved populations. This work aligns and promotes the goals of the National Association of Gifted Children (NAGC) Diversity Committee of which I am a member, as well as equity and justice initiatives by Dr. Joy Lawson Davis to increase access of underserved and diverse populations to gifted programs and services. The Roeper Institute is in process of planning a symposium to address these issues in Detroit, and Dr. Lawson Davis has agreed to be a presenter. Finally, Dr. Lawson Davis has invited me to participate on a panel at the NAGC preconference session in Florida along with her and Dr. Jamie Castellano, focused on African American and Hispanic Gifted students.

I will again present Meeting the Needs of Gifted Learners with Specific Learning Disabilities at the SENG annual conference in July 2016. In addition, I will offer a Continuing Education (CE) workshop to professionals that will focus on analyzing aspects of cognitive assessments and personal history to identify giftedness in underserved populations. This session will discuss the over identification of underserved populations as having educational disabilities (e.g. Specific Learning Disabilities, emotional impairments, etc.) and how typical diagnostic protocols confound appropriate referral to gifted programs. The CE will allow

Professional development provides highly valued opportunities to reflect on our own and learn best practices in content areas. Utilizing the work done on curriculum mapping over the past few years, teachers are eager for learning to both articulate and align practices across classrooms and grades. In addition to PD opportunities providing validation and inspiration, it has been an honor and privilege to be able to lend expertise in the areas of education, psychology, diversity and inclusion, and child development to peers in the independent and gifted school community. F

Michelle Lane places a butterfly on the nose of another Monarch Butterfly Network Conference attendee while Jarie Ruddy records the event.

Professional development provides highly valued opportunities to reflect on our own and learn best practices in content areas.

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Colleen Potocki

Middle School Director

PROFESSIONAL DEVELOPMENT: VANDERBILT UNIVERSITY

MARK WRIGHT

I began the Vanderbilt University Independent School Leadership (ISL) MEd program in June 2014 wanting the answer to a somewhat clunky question: What makes a good independent school leader good? I was intent on discovering the insand-outs of school leadership, the best 21st century qualities and practices of independent school leaders. The Vanderbilt experience seemed a straightforward piece of professional development — a road to an answer. As with most plans, I did not get exactly what I wanted, but I got what I needed.

… the prevailing theory that the knowledge of self is key to effective leadership.

As a part of my studies, I had to read 48 articles and 11 books on leadership — including Jim Collins’s Good to Great, which defines effective leadership in a leveled hierarchy, the Level 5 leader at the top. I dutifully attended 33 presentations given by both rookies and experts in the field of educational leadership. In the summer of 2015, the then National Association of Independent Schools President John Chubb met with the Vanderbilt ISL cohort. He was a charismatic presence with a booming voice and daunting professional experience and credentials. Chubb rattled off the six elements of a great independent school leader: • has a compelling vision; • knows self; • knows “stuff”; • builds an effective team; • has measureable goals (a relentless pursuit of vision); • controls environment, rather than controlled by the environment. Since this was my second summer in Nashville, not my first, I had come to realize that the “it” factor of school leadership was not to be disclosed by a single speaker, author, research study, or class activity; instead, I had learned that each independent school leader is a distinct being, a merging of collective experience, education, environment, and human DNA — an amalgamation impossible to encapsulate in a bulleted list of generic traits or in any one polished diagram. I realized that the study and practice of leadership is an expansive enterprise, incomplete even when awarded a specialized degree. Along with the consideration of much scholarship, the Vanderbilt program required me to study my “self,” in keeping with the prevailing theory that

the knowledge of self is key to effective leadership. Douglas Stone, Bruce Patton, and Sheila Heen, in their bestseller Difficult Conversations: How to Discuss What Matters Most, explain that “Two especially important factors in how we interpret what we see are (1) our past experiences and (2) the implicit rules we’ve learned about how things should and should not be done.” I was told that I came to my position as Middle School Director front-loaded with the experience and knowledge gained from childhood. So I was made to ask, “Who Am I?,” and in one written exercise I had to recollect a significant childhood experience: I was brought up in a strict household where there was right and wrong, no gray areas. My dad was larger than life: he only had an 8th grade education, but had started his own business, worked from 6am-7pm, Monday – Saturday; he was successful and, to be quite honest, intimidating. My most formative father-daughter moment occurred when I was about 14 years old. One Saturday morning, before he left for his office, my dad told me to clean the garage. I jumped up from the couch and went to work. The garage was a filthy jumble of boxes, dog excrement, and maintenance equipment, from the grasscovered lawn mower to dirt-caked shovels. I labored from the early morning until after lunch, working to make sure the garage and everything therein looked spotless and orderly. I wanted to make my dad proud. When my dad got home, he said, “Well, let’s take a look at how you did on the garage.” We went outside, and he dramatically pushed the electric garage door opener. I was excited at the unveiling of my hard work. His eyes surveyed the garage, moving from corner to corner, finally resting on a sizeable pile of long boards. Dad did not look at me but continued to look at the boards. “Colleen,” he said, “move one of those boards.” I walked over to the pile of boards and awkwardly struggled to move one of the cumbersome pieces of wood. Underneath the board was some dirt — and a few leaves. I had not thought to clean under the neatly stacked boards. My dad said in a calm but resonating voice, “Colleen, if you’re going to do something, don’t do it half-assed.” I was crushed by my dad’s words, but more by my initial failure to move the boards and

do a complete cleaning job. My dad went off to dinner. I then dragged all 20 boards out of the garage, swept under them, restacked them as tears streamed down my face. I promised myself never to do anything “half-assed” again. It felt terrible. According to prevailing pedagogy, this childhood experience, and others, informs my current leadership style. Not good or bad — but better if identified, considered, understood. These exercises in self-discovery — which sometimes felt more like pseudo-regression therapy — were the most awkward part of my 18-month experience. My return to the role of student was much more comfortable. The Vanderbilt program required that I spend seven weeks on campus for two consecutive summers. During my time on campus, I was in class Monday – Friday from 8am5pm, had reading from 80 – 100 pages a night, and was required to complete a lengthy essay or project each week. The campus experience also included the complexities and challenges of group work. I was glad to be reminded of the student perspective: the frustration that comes from listening to a long, uninspired lecture; the mental aggravation that builds when sharing space with a disengaged classmate who is taking a Which Disney princess am I? quiz on her laptop; and the simultaneous feelings of intense excitement and intense stress when mired in difficult work and static deadlines. I luckily experienced the profound impact of intelligent, compelling instructors often.

The highlight of my time at Vanderbilt was attending an optional lecture given by Dr. Harvey Sperling, a consultant to the Vanderbilt University Center for Science Outreach and the School for Science and Math. He delivered a two-hour talk on The Future of Independent Schools. His delivery style was full of inquiry: What constitutes a well-educated independent school graduate? What is the literacy we are talking about? Can students discuss these individuals: Rosalind Franklin, Robert Oppenheimer, Lisa Michener, Albert Einstein, and Richard Feynman? What is passivism? Do you want a palatial faculty? Sperling underscored the need for students to know how to ask questions and how to answer questions. He saw delivering this skill set at the core of the independent school mission. He related that parents should not ask their children if they had a good day at school but should ask, “Did you ask a good question today?” After listening to Sperling, I rethought my reason for attending Vanderbilt. I began my professional development journey looking for the answer to a question: What makes a good independent school leader good? I ultimately found that grappling with that question was more significant than finding a definitive answer. I graduated from Vanderbilt in August of 2015. And for what it is worth, if my dad were alive, he would be proud. F

MARK ADRIAN

(Dr.) Sperling underscored the need for students to know how to ask questions and how to answer questions. He saw delivering this skill set at the core of the independent school mission.

Janet Szeto, Middle/Upper School Art Teacher Laura Evans, Stage IV Head Teacher/Humanities Kelly McDowell, Middle/Upper School English Teacher

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THREE QUESTIONS

DOUG ELBINGER

JANET SZETO 1. What conference(s) did you attend? I did not attend a conference, but last summer I worked to become better informed about tools and options for digital drawing and painting so that I can integrate their use, where appropriate in my classes. I was able to purchase a graphics tablet and practice using software for digital drawing. However, in the end, my research into the use of iPads in the art classroom — for student research, drawing, and sharing digital work became my focus. This is because the iPad offers a wide variety of meaningful learning activities, which I am, in small steps, putting to use in my Middle and Upper School classes. 2. What was the most compelling take away? I have much to learn, but using iPads in the art room is an exciting opportunity to engage my students in a way of working which may lead to greater willingness to experiment and to students’ sharing their art with a broader (digital) community. 3. How did you implement what you learned in your classroom? During first trimester and semester, I made efforts to design a concept-based curriculum that integrates the iPad and drawing and painting applications. I aim to continue these ideas into third trimester Drawing classes.

LAURA EVANS 1. What conference(s) did you attend?

CARRI HAMMERS

NAGC Everything Gifted Under the Sun Phoenix, Arizona 2. What was the most compelling take away from the conference? I went to the conference wanting to learn more about best practices for gifted learners as well as what is “normal” developmentally (emotionally and socially) for our students. I attended many sessions that truly validate what we do at Roeper — one

in particular focused on caring for the emotional learner first before attending to the academics, noting that if we try to push into the learning first, students will receive very little of what we deliver. The session was empowering because I do that, but I often suffer from teacher’s doubt after. For me, the most compelling piece of the conference was having a chance to meet and share meals and conversations with many of the people that were incredibly close to Annemarie Roeper. I have always been disappointed that I never had the privilege to meet her, so meeting many people that she worked so closely with was an incredible opportunity. I loved hearing stories of her developing her philosophies and of her interactions with children. I also appreciated the fact that many of the facilitators I visited throughout the conference mentioned the Roepers in their presentations, and it was always in a way that left me knowing I work in a school that was created by incredible educators. Last, but not least, I also had a chance to share dinner with Joyce VanTassel-Baska. I had spent a great deal of time looking over William and Mary’s Language Arts units, which she helped publish. The opportunity to ask her questions and hear more of her philosophies around gifted education was as incredible one. As an educator, it is hard to define how both humbling and inspiring that evening was. 3. How did you implement what you learned in your classroom? I know the conference has helped me become clearer in how I articulate with my students what is “gifted.” Often, I have found that our students — even at a school for gifted — feel alone or even at times as if something is “wrong” with them. I have spent time in class helping my students understand what it means to be gifted and what “overexcitabilities” not only look like, but what they feel like. We have also begun to implement the William and Mary Patterns of Change unit in our homeroom. Having the chance to have my questions about the program answered directly truly helped the implementation go as smoothly as possible.

KELLY McDOWELL 1. What conference(s) did you attend? The AP (Advanced Placement) Annual Conference Austin, Texas, July 22 – 26, 2015

There were a number of compelling panels and workshops. One panel, in particular, featured a teacher who implemented the TED Talk format into his classroom. These were extended projects in which students researched, wrote, prepared, and presented TED Talks in a conference/symposium atmosphere. I like seeing examples of how teachers enliven the material and keep it relevant, while constructing the classroom as an active and dynamic academic/social space.

I redesigned AP English this year in an effort to better account for/respond to the rhythms and fluctuations of senior year. We all know that seniors are terribly busy and tend to work under a variety of pressures during their final year at Roeper. I truly want AP English to be a class that will serve them well beyond graduation — in college, social, and professional environments. I used some of the specific classroom ideas that I received at the AP Conference in my syllabus creation this year. More broadly, the conference helped me to better understand the AP as part of my larger project: to discover how best to approach and contextualize the AP exams and curricular requirements while not allowing them to overwhelm our valuable time in the classroom or overshadow our individual principles, values, and identity as a school and community. F

MARK ADRIAN

CARRI HAMMERS

2. What was the most compelling take away from the conference?

3. How did you implement what you learned in your classroom?

Dianne O’Connor, Lower School Science Teacher Michelle Stamler, Middle/Upper School Photography Teacher

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MORE EXPERIENCES

CARRI HAMMERS

DIANNE O’CONNOR Professional development often comes in unexpected ways. Ideas are presented through workshops, in conferences, while exchanging ideas with others, and in the spaces in between. I have appreciated the support for professional development that Roeper offers. In the past year I have enjoyed three experiences that have enriched my professional outlook and teaching. Last summer I attended a workshop called the Art of the Creative Process. The workshop was held at Kripalu, a beautiful retreat in the Berkshire Mountains. The content of the workshop was and continues to be of interest to me in ways that I teach science, as I recognize and continue to incorporate the creative components of learning in science. Through this workshop I gained a better understanding of the structure and elements of thought that are the underpinnings for the creative process. Essential elements of this process include letting go of preconceptions, the willingness to engage in problem-solving instead of focusing solely on outcomes, and the ability to envision something outside of one’s own narrow view. These ideas have enriched our investigations in science, which are ever-evolving and expanding. My summer experience fed me in sharing some of the insights I have gleaned through a second experience at the MAEOE (Michigan Alliance for

Environmental and Outdoor Education) conference in the fall. The conference always is enriching, and this year I was able to present some of the ideas I gained about the creative process. The workshop that emerged (Unlocking Creativity through Nature) provided an opportunity to share some of the ideas that developed as a result of the reflective experience I had during the summer. I find that both attending and presenting at conferences enhances the interchange and evolution of ideas, which is the impetus for professional development. The surroundings and space provide time for reflection, another important component in nurturing new ideas. During this school year I have been fortunate to attend a series of technology workshops led by Sara Wilkie. This professional experience has expanded my scope in extending our science classroom learning community. The opportunity and time to develop new ideas has been valuable, as have interchanges with other teachers from both campuses. I find that the workshops have provided space for me to reflect on my practice and to design new approaches to the generation of questions, which are the heart of the way in which I teach science. I am excited about the online connections my science classes have made to a larger community, which have provided a window to new ways of thinking and communicating. This expanded view is essential to learning and is the fruit of professional development. F

MICHELLE STAMLER

DOUG ELBINGER

ISACS Diversity Summit: Gender & Gender Identity March 6 & 7, 2015 I was particularly excited by the presentation from Lise Eliot, Associate Professor of Neuroscience at The Chicago Medical School of Rosalind Franklin University of Medicine and Science. A Chicago native, she received an A.B. degree from Harvard University, a Ph.D. from Columbia University, and did post-doctoral research at Baylor College of Medicine in Houston. In addition to teaching and writing, Dr. Eliot lectures widely on children’s brain and gender development.

We have kept in touch, and I hope at a time in the near future, she will come to Roeper to discuss her research. The entire conference was consciousness-raising and thought-provoking; naturally, we all thought and talked about applications to our current students. F

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ALUMNI NEWS & UPDATES ALUMNI HOST MARIANN HOAG SCHOLARSHIP DINNERS Honoring Mariann Hoag and her dedication to the scholarship program! On March 5, 2016, the Mariann Hoag Scholarship Dinner and silent auction was held at the Bloomfield Hills campus. In addition to the event here at school, simultaneous gatherings around the country were organized and hosted by members of our alumni community. This year, we had gatherings in LA, San Francisco, Chicago, Detroit, New York and Washington, DC. Below are a few pictures from the alumni dinners. (For more pictures from the event, see page 19.)

In Chicago — Ned Baker ‘08 with co-hosts Nathan Evenson ‘02 (holding new son Owen) and Morgan Trinkaus ‘98

In NYC — Emily Cohen ‘76, Sarah Porter ‘95, Eric Peterson ‘95 (inset), Stephanie Fried ‘95 and Roscoe Boyd ‘98

At the main event in Bloomfield Hills — Adam Smock ‘87, Christy Dunn Cohen ‘94, Sander Cohen ‘86, featured speaker for the evening Frank Crosby ‘85, Marc Gorelick ‘83 and Carol Gorelick.

In LA — Diane Haithman ‘75, Joel Sheiner ‘74, Dave Blau ‘85 (host), Brian Kloc ‘01 and Brian Felder ‘85

In San Francisco — host Adam Wilmers ‘03 welcomes Derek Heiland, Catalina Wilmers, Lyndsey Golden, Joe Golden ‘03, Gabe Knazik Heiland ‘02 and Fiona Ruddy ‘06

GOT MANNERS? If not, Aimee Symington ‘86 can help! Aimee is a renowned international etiquette expert. Here’s an update from Aimee herself: “In 2008, after many years working in the corporate world, I created and brought to market a board game called, Blunders® to teach children manners and social skills in a fun and interactive way. After a lot of hard work, the game was sold in stores like Toys-R-Us and Barnes & Noble and was chosen as Kathy Lee’s “Favorite Thing” on The Today Show! Since then, I formed a new company, Finesse Worldwide, Inc., teaching etiquette and social skills to children and adults all over the world, most recently working in Vietnam. For those of you who knew me in high school, I’m sure you can’t believe I’m teaching etiquette of all things, but it really has been interesting, believe it or not!”

CAPTAIN ANN Three-time Olympian Ann Marsh-Senic ‘89 is headed back to the Olympics once again! This time she’ll be Team Captain of the 2016 U.S. Olympic Fencing Team competing in Rio de Janeiro. Ann, who has been fencing for 30 years and coaching for 19, started fencing at Roeper and is currently coaching at Renaissance Fencing in Troy. She was the first U.S. fencer to be ranked in the top 10 in the world and was ranked there for five years from 1993 – 1997 during which she was the 1994 and 1995 U.S. National Champion. She made 10 World Cup finals, won three World Cup Bronze medals, and was the first U.S. fencer to win a Bronze medal at a Grand Prix World Cup. She competed at the 1992, 1996 and 2000 Olympic Games. She is a 2001 Senior World team Bronze medalist and has traveled with the U.S. Women’s Foil Team and served as its team captain since 2014.

IMPORTANT SENIOR PROJECT It’s great for our community to be reminded of the amazing talent we have in our current students. Please check out the article below about Isabel Ivanescu ‘16 and her senior project!! I wanted to make the most of my opportunity to undertake a Roeper Senior Project and invest my time in something of purpose. houseDetroit, now a registered non-profit, was born out of that desire. With homelessness endemic in our nation, and Detroit, more abandoned than ever, there is an opportunity to begin to address two problems at once. The plan is to raise $80,000 through Indiegogo, purchase an unused home in Detroit, collaborate with local organizations and businesses to renovate it, provide a few individuals with stable housing and help them get back on their feet (then rinse and repeat). For more information or to support the cause, please visit: https://facebook.com/houseDetroit

When the Olympics happen in August of this year, we’ll all be tuning in to watch Ann and her team work hard to bring home the GOLD ... Good Luck, Ann!

UPDATES FROM AROUND THE COUNTRY AND ACROSS THE DECADES! 1970S CHRISTOPHER PILAFIAN ‘71 Before (regretfully but excitedly) transferring from Roeper to Interlochen Arts Academy for senior year, I discussed with George Roeper my wish/intention to attend Juilliard and that IAA seemed a key step in that direction. He was as encouraging and supportive, as you might imagine. I have been on faculty in the Department of Theater and Dance at University of California, Santa Barbara, since 1990, following a professional career in dance in NYC, including 15 years with an international touring company, Jennifer Muller/ The Works. In February I received a Lifetime Achievement Award from a local organization. This was accompanied by a heavy glass object in the shape of a large tear drop(!). I remain so grateful for my time at Roeper, (grades 8 – 11). It felt, and still feels, like a magic touch of intelligence, kindness and possibility that influences my choices, perceptions and experience of life.

AMELIA CURRIER ‘71 I have been living in Reno, Nevada, the last 24 years. I came here with my ex-husband and our infant baby, for his job at the University. Now, I am thoroughly a west coast girl. I spend my time hiking in the Sierra Nevada, working in my studio, practicing yoga and breathing deeply. I have been a full-time artist for quite a while, thanks to George Vihos, who up in the Art Attic opened my eyes to the fact that it could be a serious and rewarding occupation.

JUDITH (WILSON) HAMERY ‘71 I went to the University of Michigan after Roeper, which led me to France eventually. I have been a teacher of English Lit and Theater for about 40 years, inspired by the many teachers I admired at Roeper. It’s a profession I love and still believe deeply in. I’ve lived and taught in Hong Kong, Singapore, Luxemburg, Geneva and Paris, where I now am. My husband is French, and we have two children.

DAVID SHAPERO ‘71 As Executive Director of Ohr Somayach Detroit since 1998, I produce adult education programs on themes of Jewish Law, History, and Culture. For four years I taught Talmudic Law at University of Detroit/Mercy School of Law downtown. My wife Helene and I have four awesome kids ages 16 – 34. I have a growing ancient and foreign coin collection and researching their histories, provides oodles of excitement and broadens my historical perspectives. If any of our alums share these interests, or would like to, please inform. And thanks always to George and Annemarie for permanently imprinting my character as a fellow “Citoyen du Monde.”

BENSON SHULMAN ‘72 Undergrad at UM ‘76, Dental Technology SIU ‘78. Built a large dental laboratory corporation in metro Detroit, sold and retired in the early ’90s, moved to warmer climates, but retirement lasted only six months when I started a boutique practice specializing in full-mouth and aesthetic restorative cases. I’m also one of only two in my field in the U.S. qualified in veterinary dental restorations. Married since 1980, we have a son who practices entertainment law in NYC, and he has two young sons of his own.

JANE MARX ‘73 After taking a year off following my graduation in 1973 to travel in Europe and Israel, I attended St. John’s College in Santa Fe, New Mexico, and have made New Mexico my home ever since. I eventually found my way to law school, graduating

Jane Marx ’73, Jude and Ilene

in ‘87. After a two-year clerkship with a federal judge, I began representing Native American Tribes on water rights and resource protection issues, and have done that work on behalf of Tribes ever since. My partner of 25 years, Ilene Weiss, and I have a wonderful daughter, Jude Elyana Marx, who is in her second year at Bowdoin College in Maine. To this day, I occasionally connect with a few of my old Roeper friends, who remain dear in my heart.

RAND BARTHEL ‘74 I started at Roeper in 1968 and graduated in 1974. I was one of the math/science jocks of that class, and went on to graduate from Harvard in 1978 with a BA in Physics. A few years later I went into commercial software engineering in DOS/Windows and UNIX environments. A start-up and a complicated sequence of mergers and acquisitions landed me at IBM. My wife, Carolyn, and I were married in 1985 and our twins, Jonathan and Margaret, were born in 1990. I stayed in Massachusetts after Harvard and now live in a little town called Mendon, which is near the Rhode Island border. I work from home and am active politically and on climate change issues.

CLAUDIA HALL STROUD (at Roeper for 8th and 9th grades, ‘69-‘70) I absolutely loved the school and the great friends I made. I went on to study art at Denison and University of Michigan, and spent my career as a Creative Director in advertising and marketing. My husband and I have two children: our daughter is an architect in Seattle and teaches at Stanford University, and our son is a Senior Systems Analyst at Swedish Hospital in Seattle in the EMR industry. Wonderful memories of those crazy fun Roeper years! Had a great time with Margo Williams, Suzanne Robinson, Sharon Shulman, to name a few.

ELLIOT MICHAEL REISMAN ‘75 After graduation, I went to U of Michigan for undergrad and medical school. I became a

Pediatric Urologist, doing my residency at Parkland Hospital/U of Texas Southwestern in Dallas and then Fellowship at Northwestern Children’s Memorial Hospital in Chicago. I spent the last 25 years in private practice in Tampa/St. Petersburg and just retired a month ago. I am married for 30 years to Karen Weinberg Reisman. Karen graduated Southfield High in 1977, and we met in Dallas. I have two kids who are both engaged to be married. My son Phil is a grad student at Missouri in Health Informatics, and my daughter Katie is in Physician Assistant School at U of Florida.

DIANE HAITHMAN, ’75 I am a freelance arts/ entertainment/ lifestyle writer and novelist living in Studio City, California, with my husband Alan Feldstein and Alley, our German shepherd/ Husky rescue. After 22 years as a staff writer at the Los Angeles Times, I now write for various publications including L.A. Times, the entertainment industry website Deadline.com and 21CM.org, a resource for classical musicians. My most recent new gig is as writer/editor of “The Sauce” restaurant and food column for Ventura Blvd. Magazine, which serves the San Fernando Valley. If you are ever in Los Angeles and need a restaurant recommendation, give me a holler at diane@moontidemedia.com. I had the pleasure of seeing some of you at the West Bloomfield Barnes & Noble promoting my 2014 novel Dark Lady of Hollywood (Harvard Square Editions). I’m happy to connect with any and all Roeper folk living in, or visiting Los Angeles, particularly those involved in the arts, entertainment and communications.

SANDRA SELMAN ‘77

LISA SNELL ‘81

After serving 30 years on active duty in the U.S. Coast Guard (10 years as a Corpsman/Dental Technician and 20 as a JAG [including as a prosecutor, trial judge and appellate judge]) — my husband, Michael Thorp, a certified wound care nurse, and I retired to very rural, central Florida. We raise laying hens, organic vegetables and have three cats and two dogs. In my spare time I am an Adult Literacy Tutor for the local library system and bake a lot of bread.

Currently based in Portland and working as a Peace Corps recruiter covering Oregon. Served in Morocco. Loving life and contra dancing frequently with my sweetheart Harvey.

CHRIS STEWARD ‘77 After graduating from Roeper in 1977 as part of the largest graduating class to date (38!), I went to Vassar along with Howard Lutz, Gregg Renkes and Lisa Vihos. I worked in NYC after college for a couple of years before going to Cambridge, England, for a Masters in Economics at Jesus College, where I was classmates with Prince Edward. After another five-year stint in NYC at the NY Fed, I moved to Boston in 1991 after my daughter was born. I work for Fidelity, and whenever I can, I like to fly around New England in my single engine Cirrus.

1980s RAE ANNE NOYES DOTTER ‘81 I’m very proud to be sending along an update to the community: I was named the 2015 Teacher of the Year by the Challenger Center for Space Science Education (a national level award) and which was presented at a banquet commemorating the 30th Anniversary of the Challenger shuttle disaster, honoring her crew and their sacrifice. The banquet was held on January 28th at the Antlers Hotel in Colorado Springs and put on by Challenger Learning Center of Colorado Springs and the Colorado Consortium on Earth & Space Science Education (CCESSE). I was also selected as the 2015 Colorado State Teacher of the Year by the Air Force Association — the award was presented at a State Air Force Association banquet last August just before the start of the school year. The selection makes me eligible for the National Air Force Association Teacher of the Year competition! Best wishes!

MICHAEL LLOYD-BILLINGTON ‘82 Life has been a broad journey — three (wonderful) years at Roeper as a literature & philosophy teacher, then 10 as a corporate trainer which took me around the country, eventually settling in Hawaii; there I found yoga and became a teacher, leading me to three years at an ashram. Finally, family brought me to northern Colorado (all of us are here, for those who remember my parents and Kevin and Chris), where I’m a counselor, yoga teacher, philosophy instructor and personal trainer. Think (and dream :)) of Roeper, literally every single day ....

JENNY HANSELL ‘82 I just celebrated my 15th anniversary as Executive Director of the North East Community Center in upstate New York. I live in Sharon, Connecticut, with my two daughters, ages 17 and 13, and my husband, who works at Sarah Lawrence College — any students interested in applying there, definitely get in touch with us! He loves to show people around. I am finishing a Master’s in Public Administration (from the University of Connecticut) this spring, and I probably wouldn’t have gotten through it without the frequent help from former physics teacher Pete Vandenbosch, who helped me via Facebook when I was struggling with statistics classes. I am always happy to chat with students or young alumni considering a career in nonprofits.

ALEXANDRA KAMBOURIS ALBERSTADT ’83 I’m an attorney practicing in New York City, focused on investment companies, investment company independent directors and investment advisers. Mostly public, e.g., mutual funds, but some private, e.g., hedge funds and private equity funds. I live on the Upper East Side, and I have a nearly 18-year-old daughter and a 14-year-old son.

These updates are such a wonderful and important part of keeping our community connected and engaged. Please let us know how you’re doing, what you’re up to, where you’ve been or where you’re going! E-mail your news to development @roeper.org and include a photo if you can.

1990s ALISON ROGERS NAPOLEON ’99 After living in New York City for 15 years, my husband Randy Napoleon and I moved back to Michigan with our two-year-old son, Jack. I attended NYU and then Hunter College, where I received my MFA in Poetry, and later taught English and Creative Writing as an adjunct. Randy has been a full-time guitarist, touring with several musicians such as Benny Green, Michael Buble, and currently, Freddy Cole. He was offered the position of Assistant Professor of Jazz Guitar at Michigan State University in 2014. We were happy to return to our home state to raise our family in a space bigger than our one-bedroom apartment! Randy loves teaching his talented students (including Roeper alum Ari Teitel), and we are enjoying settling into East Lansing and the MSU community.

2000s NATHAN EVENSON ‘02 I just had my third child in December, and have already had two multi-day hospital stays that essentially ended up being bad colds. Looking forward to the end of cold season! Meanwhile, I’m continuing my IT career at the School of the Art Institute of Chicago, as a Systems Administrator, overseeing much of the technical work that goes into supporting the diverse applications used in the creation and learning of artistic processes. The similarities between SAIC and Roeper are astonishing sometimes. Over the years, we’ve had a number of Roeper alumni come through here.

NED BAKER ‘08 After Roeper, I went to Northwestern to study theater and then moved down to Chicago where I work regularly in theater and film, as well as tutoring kids and writing test prep material at Becerra Educational Consulting. I love teaching and trying to convince kids that algebra and grammar will be useful to them, like Sheh Yi, Jamie, Colleen, Mary Kay and others did for me. Recent acting projects include The Three Sisters and Romeo and Juliet. Next up, in June I’ll be directing my original play The Princess, the Minstrel, and the Rabid Bat, a fairy tale for kids and

grown-ups. My first foray into film directing was a web series called The Adventures of Jacketman which was released in late March on http:// adventuresofjacketman.com/. I’m part of a great community; I drink way too much coffee; and I still wear my Roeper School t-shirt which is baggy and old.

Ned in The Three Sisters and Romeo and Juliet

MARIAH HARRISON ‘09 I’m the newest (and youngest by a lot of years) serving board member for Habitat for Humanity Capital Region. My news station, WLNS-TV, Lansing, partnered with the group for their Women Build in 2015, and after that I was hooked and joined a small committee, and am helping to kick off Habitat’s newest arm, Habitat Young Professionals. It’s brand new to the Habitat brand, and they’re trying this out all over the country to try to get more members of the millennial generation involved and spreading the mission. It’s new and intimidating, but I’m really excited about it! Also, recently I was proud to learn that I won two Associated Press Media Editors awards: Best Reporter/ Anchor and Best Investigative Reporting. Note: Even more recently, Mariah was presented with the Michigan Association of Broadcasters Best in Category award for her seven-monthlong investigative report on conditions in a South Lansing apartment complex, with residents caught in legal limbo. Here’s the link to her story: www.youtube.com/watch?v=HHC_EOiAD3c F

KIT WEDDINGS

Tony Kohlenberg ’03 & Becky Herman EXCHANGED WEDDING VOWS MAY 16, 2015 WILDER MANSION IN ELMHURST, ILLINOIS

TONY’S GROOMSMEN INCLUDED ROEPER CLASSMATE RYAN SOSIN ’03 (SECOND FROM LEFT), HIS BROTHERS MATT ’01 (ON TONY’S RIGHT) AND SAM ’99, BEST MAN (ON TONY’S LEFT), ALONG WITH OTHER FRIENDS AND FAMILY FROM BECKY’S SIDE INCLUDING HER BROTHERS, NICO AND NOAH (FAR RIGHT).

 Natalie Issa ’05 & Elie Khoury WERE MARRIED SEPTEMBER 5, 2015 ST. JEAN MARC CATHEDRAL BYBLOS, LEBANON

NATALIE AND HER DAD GABE (PICTURED AT LEFT), WERE JOINED BY MOM BERNADETTE AND SIBLINGS JERRY ’00, CHRISTINE ’07 AND ALEX ’09*. AMONG THOSE ALSO JOINING THE FESTIVITIES WERE ROEPER CLASSMATES AMY MERSOL-BARG ’05, KATE ABBEY-LAMBERTZ ’05, ALEX SIMS ’06, ASHLEY WEIRS ’05* AND CATHERINE HARRIS ’05.

KIT

THE MARIANN HOAG SCHOLARSHIP DINNER SATURDAY, MARCH 5, 2016 BLOOMFIELD HILLS & BEYOND FRANK CROSBY ’85, keynote speaker

PHOTOS BY ANNA GILLIKIN ’16

KIT GIVING BACK Roeper — “You took our child who had such an interesting outlook and approach to life and provided an environment for him to thrive.” Our story is similar to many other Roeper parents with whom we’ve spoken. Very happy children with a love for learning became troubled souls in public school. After Alex visited Roeper in third grade, he said it was his happiest day in three years. We knew we had found the perfect fit. Shortly after, Alex remarked to his grandmother how sad he was that all kids couldn’t attend Roeper. “Everyone would be so much happier.” He always possessed such great insight — an insight we believe would have been lost, or more dramatically destroyed, outside of Roeper. Roeper was not instructional — it was engaging and immersive. Classrooms thrived on open discussions and dialogue to encourage a variety of thought … a more philosophical approach where young minds are able to wander and explore, without getting lost. The Roepers originally created the vision, philosophy and culture for an ideal learning environment, but it takes very special people to practice and implement such lofty visions. The teachers and faculty at Roeper are truly exceptional at carrying on the vision and implementing it so deftly. Our decision to fund a specific endowment for teachers and faculty was our way of saying thank you to those who cannot be thanked enough. The Roeper experience not only transformed our child, it enriched our family as well. Thank you for the experience, The Rossetti Family F

The Rossetti Family — Alex ’13, Teri, Matt and Kyle.

The school is deeply grateful to the Rossetti Family for their choice to endow a fund to provide ongoing support for the personal and professional development of Roeper Faculty and Staff.

KIT

Denita Banks-Sims

Director of Development & Publications

PARTING THOUGHTS I have long held that I am a better parent because of The Roeper School — a view that I suspect is shared by countless other alumni parents.

MARK ADRIAN

My earliest “Parent Partner” was the incomparable Carol Charrette, who taught my husband and me how to navigate the magical and mysterious days of parenting gifted three-year-olds. From that time through Grade 12, we were thoughtfully and warmly guided by dozens of Roeper teachers in our kids’ respective “lifer” careers. These magnificent professionals helped us chart a course of lifelong learning and inquiry that continues to be a gift to our family today. While my children are now young adults and proud Roeper alumni, my simultaneous journey as a Roeper staffer has afforded an intellectual engagement that is both deliberate and accidental. (I mostly attribute the latter to the privilege of working with so many smart, passionate and interesting folks!)

I have long held that I am a better parent because of The Roeper School …

The deliberate commitment to professional development is evident in a myriad of ways — as the theme of this Keeping In Touch issue illustrates. The range is remarkable, and one example was the collaboration with the Roeper Institute to host Dr. Joyce VanTassel-Baska for a recent presentation. Dr. VanTassel-Baska has a long relationship with the school as an early and favored associate of George and Annemarie Roeper, and is the Smith Professor Emerta and Founding Director of the Center of Gifted Education at the College of William and Mary — among other notable achievements. As well, there are numerous opportunities for personal growth and enlightenment. One of the most successful and longstanding illustrations is the SEED Program. SEED stands for Seeking Educational Equity and Diversity, and since 2007, nearly 100 faculty/staff have participated in the SEED program. Carolyn Lett, Diversity and Communications Program/Financial Aid Director, has guided this impactful curriculum on cultural competency to tremendous effect. It is a profound lesson for how we all view ourselves, each other and the world. The Roeper School … a place for lifelong learning and learners! Yours,

k Joyce Van Tassel Baska (far right), on a recent visit to campus, conducted a professional development session with the Roeper staff. She is pictured here with Middle School Director Colleen Potocki, Lower School Director Leslie Hosey, and Head of School David Feldman.

k Roeper’s first staff SEED group: (Seated, L to R) Jennifer Evenson, Matresa Brooks, Pat Hochthanner, Lisa Baker, Dianne O’Connor, Linda Vernon, Ellen Hoppe. (Standing) Greg Goldberg, Suzanne Young, Colleen Shelton, Mary Windram, Sue Kaplan, Randall Dunn, Ismaria Medel, Michelle Lane, Cathy Sommerfeld, Scott Vartanian, Carolyn Lett, Elaina Holsey, Sue Williams, Cathy Wilmers, Susannah Nichols, Stacy Holloman, Kimberly Phillips and Wendy Mayer. (Missing from photo: Denita Banks-Sims, Michele Buttermore, Emery Pence, Sharon Pink, Jarie Ruddy and Susie Small.)

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