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FALL 2020

On the Cover

Mission Statement

Early Learner Emily grows her fine motor skills as she builds with Legos during student-led learning time.

Trinity School creates a community of learners in a diverse and distinctly elementary-only environment, in which each child develops the knowledge, skills, and character to achieve his or her unique potential as a responsible, productive, and compassionate member of the School and greater community.

To support Trinity School, please contact: Margaret Douglas Director of Advancement 404-240-9446 | mdouglas@trinityatl.org trinityatl.org/give Please send address changes to: changeofaddress@trinityatl.org Comments? Contact the editor at: nfash@trinityatl.org

Program and Pedagogy Pillars Celebrating the present and preparing our students for the future within a nurturing and caring educational environment, we: • Cherish Childhood Provide joyful experiences that include play- and passion-based learning Ensure developmentally appropriate experiences Design experiences around what is important in the life of a child • Deepen Students’ Educational Experience Develop creative and critical thinking and questioning skills Value both process and product of learning Connect learning vertically, horizontally, cross-curricularly, and globally • Empower Students in Their Learning Foster a growth mindset Cultivate voice, choice, and self-reflection Promote leadership

So that our students: • Build Academic Foundation Establish proficiency in essential knowledge and skills Embrace diverse experiences of a well-rounded education • Develop Character Foundation Exhibit ethical skills, habits, and attitudes of empathy, integrity, and respect Demonstrate performance skills, habits, and attitudes of accountability, persistence, and resilience • Exhibit Continued Curiosity, Creativity, and Confidence Imagine, discover, and experiment independently and collaboratively

Non-Discriminatory Statement Trinity School does not discriminate based on race, color, gender, religion or creed, national or ethnic origin, sexual orientation, or family composition in the administration of our admission and educational policies, in the extension of financial assistance, or other schooladministered programs.

Adapt to new situations and a changing world

Leadership Team Joe Marshall, Head of School Ken Bomar, Director of Finance Brad Brown, Director of Admissions and Enrollment Management Margaret Douglas, Director of Advancement Nicole Fash, Director of Marketing and Communications Jill Gough, Director of Teaching and Learning Reginald Haley, Director of Operations Rhonda Mitchell, Early Elementary Division Head Jeff Morrison, Director of Education Technology Ginny Perkinson, Assistant to the Head of School Sarah Barton Thomas, Upper Elementary Division Head Kayleen Whitmer, Director of Extended Programs

2020–2021 Board of Trustees Bill Jordan, Chairman Matt Bartelt Mark Bell ’88 Catherine Humann Callaway ’97 Jason Chambers ’89 Elena Chang Susan Churchill Erica Cummings Chris Gabriel Scott Hawkins Anne Hennessy Florida Ellis Huff ’79 Molly Jamieson Carrie Lanier Jenny Latz Tish McDonald Brand Morgan Melissa Moseley Street Nalley Charlie Ogburn David Overend ’86 Marcellus Parker Leslie Patterson Veena Reddy Tina Roddenbery John Shepard ’68 Boynton Smith Farah Spainhour Ann Speer Mary Watson Ellen Wiley Neal Williams ’72 2

Contents 4 6

Greetings from the Head of School Contributing writers

News 10 New Board members have deep

23 Myra Morrison and her 41 years

46 Distance Learning 2020:

After 41 years at Trinity, Head Media Specialist Myra Morrison has retired and started a new chapter of life.

During the onset of the pandemic and throughout Trinity’s March–May 2020 distance learning program, our teacherwriters took to the internet, sharing their stories through social media and blogs.

of service

24 Faculty and Staff Milestones

A look back

Our four new board members are longtime members of the Trinity family and believe in the School’s mission and vision for the future.

Help us celebrate the personal milestones of our faculty and staff.

56 2019–2020 End-of-Year Caravan


Enjoy this collection of photos that capture last spring’s emotional and memorable end-of-year caravan.

This year’s faculty award recipients went above and beyond last school year, especially during the onset of the pandemic.

Read highlights from the spring at Trinity and learn about the expertise of our faculty and staff as they transition positions at the School.

Trinity roots

14 Award winners are true leaders

16 Grade-Level Team Leaders and the power of collaboration

At Trinity, learning is our focus, collaboration is our culture, and results guide our decisions. Team Leaders take these values to heart and keep the student at the center of everything they do.

18 Welcome Trinity’s newest team members

Learn more about recent additions to the School’s faculty and staff.

22 Trinity adds Campus Security Manager position

26 Trinity Tidbits

34 Trinity Traditions

Enjoy a look at the recent traditions that reinforce Trinity’s identity, curriculum, and values.


40 Growing students’ long-term commitment to DEI

The tenets of DEI work mirror the heart of Trinity’s mission for students to “achieve their unique potential as a responsible, productive, and compassionate member of the School and greater community.”

60 Spotlight on Art continues to highlight artists

In this time of necessary event cancelations, learn more about what you can expect during this year’s Spotlight on Art season.


62 Alumna applies innovative ideas to old-fashioned toy store

At the onset of the COVID-19 pandemic, while many of us were combating anxiety and boredom, Trinity alumna Whitney Brown Novak ’90 was literally bringing the fun!

64 2020 high school graduates and their college choices

65 Class of 2020: “What are you leaving Trinity with?”

68 Class Notes

Trinity School continues to enhance its strong safety program with the addition of a full-time Campus Security Manager.

44 Change in a digital environment


Contributing Writers


Nicole Fash

Thomas Benefield Margaret Douglas Nicole Fash Jill Gough Marsha Harris Joe Marshall Khette Plyler Katie Rosengren Leisy Ruddock Sarah Barton Thomas

Gemshots Photographic Stephanie Selman Michie Turpin

Art Director and Design Cheryl Beverly, Ridge Creative, Inc.

Associate Editors Margaret Douglas Katie Rosengren

During distance learning in the spring, we continued to deliver content, build relationships, and provide meaningful feedback in a virtual environment.

Flourish magazine is published biannually by the communications department at Trinity School and mailed to parents, alumni, grandparents, and friends of Trinity. 3

Joe Marshall and Stripes greet students before they enter the AWAC to have their temperature checked.

Dear Trinity Community, Since its beginning in 1951, Trinity was designed to be a haven for young children. A welcoming place for them to learn, to grow, to flourish. We continually strengthen our program and pedagogy with our deep understanding that learning cannot occur unless children feel included, accepted, and loved; safe to take risks and make mistakes; and confident and capable. The wellbeing of our students has been and always will be Trinity’s top priority, and this focus is crucial during a period of crisis. Since last March, the world at large, the United States, and Trinity have been consumed with developing, implementing, and diligently following new health and safety practices to mitigate the spread of the COVID-19 virus. I am proud of our school’s response to this impossible situation and am appreciative of our resources, small class sizes, ample facilities, and creative and flexible thinkers who have made it possible for us to conduct on-campus and optional at-home learning. As I have heard many times over the past several months, we are flying the plane as we are building it. While it is not perfect, I see how our teachers, students, and families are adapting to a new way of teaching and learning, and I see them soaring amidst the turbulence. While there will be some long-term changes due to the pandemic and uncertainty remains, we all know that the COVID-19 virus will have an eventual end. Once we overcome this pandemic, we must continue to combat an even bigger and more significant struggle: confronting historic and persistent systemic racial injustice. 4

Throughout Trinity’s history, we have been proactive and have displayed moral courage in our commitment to diversity, equity, and inclusion (DEI). Our website proudly proclaims: Trinity welcomes children of diverse backgrounds and provides experiences that foster acceptance, mutual respect, trust, and cooperation among the students, their teachers, and their parents. As an inclusive community, we celebrate diversity, multiculturalism, and the value of every individual. Additionally, we strive to have diversity, equity, and inclusion be an ever-present, integrated part of the school day; to value the power of conversation and dialogue; and to embrace an attitude of continual growth and learning. Trinity’s community is enriched by the diversity of its families, teachers, and students. Learning derives from listening to and sharing one another’s stories. Integrated throughout the curriculum, diversity is celebrated throughout the year, and students are encouraged to bring their full selves to school, to ask questions, and to be accepting of each other’s differences as an integral part of a learning community. As our country continues to face its past and efforts to create a more just and fair society for all, Trinity recognizes the critical importance of being intentional in promoting and supporting a diverse, equitable, and inclusive environment in our school. We have renewed our commitment to examine our policies, practices, and programs through a DEI lens to ensure that we are being inclusive of the experiences of our entire Trinity family. Trinity has formed a DEI Steering Committee to set the

strategic goals and initiatives for the School’s important DEI work. This group of academic and staff leaders will also ensure that those strategies are implemented throughout the School to grow our culture of understanding and belonging. Our faculty members are also examining additional ways to bring the lens of diversity, equity, and inclusion to our curriculum, programs, and traditions. We are committed to using the Teaching Tolerance Anti-Bias Framework in our curriculum. You can read more about this framework in Sarah Barton Thomas’s article about growing students’ long-term commitment to DEI. This year, the Faculty Staff Leadership Team is working to improve teachers’ understanding of these frameworks and to give them the tools to engage in age-appropriate conversations with students about all elements of diversity, including race, gender, identity, history, and justice topics. Each year, the Trinity School Parents’ Association DEI Committee hosts a series of Parent Chats focused on a variety of DEI topics. These important parent education events will continue to provide opportunities for Trinity families of all backgrounds to connect and to feel more equipped to lead our children through an increasingly diverse world. Finally, I am grateful for the constant support of Trinity’s Board of Trustees, which has introduced a DEI committee this year. Their guidance will be invaluable as we continue to monitor and coordinate our DEI initiatives throughout the School, from policies to curriculum enhancement, from professional development to community member support.

In this time of turmoil and unpredictability, it has never been more important for us to cherish our students’ childhood while developing their intellectual and social-emotional ability, including a commitment to DEI. To provide a secure place for each student to make mistakes and build character to, as our mission states clearly, achieve his or her unique potential as a responsible, productive, and compassionate member of the School and greater community. The year of 2020 will be remembered as a year of anxiety and tragedy. My hope is that it will also be remembered as a year of growth, strength, and discussion. As we believe that respectful communication around difficult topics is vital for personal and societal growth, Trinity works diligently to create a safe climate for open, honest dialogue among all our community members. It is through education, knowledge, understanding, and discourse that we can all learn to appreciate each other on a deeper level, to increase our feeling of belonging, and to champion for justice for those in need. Sincerely,

Joseph P. Marshall Head of School @JosephPMarshall


Our Writers Jill Gough Director of Teaching and Learning At Trinity since 2012 Master of Combined Sciences in Mathematics and Computing Science Mississippi College Bachelor of Science in Mathematics Mississippi College

Thomas Benefield Fifth Grade Lead Teacher At Trinity since 2014

Nicole Fash

Master of Education Science in Curriculum, Instruction, and Assessment Walden University

Director of Marketing and Communications

Bachelor of Arts in English University of Georgia

Master of Arts in Media and Cultural Studies University of Sussex, Falmer, England

Gifted Certification Add-On @MrB5thGradeTea1 Q: What is your personal motto? A: Go Do Good.

At Trinity since 2016

@jgough Q: What are you happiest doing outside of work? A: I am happiest hiking the trails with Annie Gough and our two dogs.

Bachelor of Arts in Public Relations and Spanish Shorter College @trinityatl @trinityschool /trinityatl Q: What advice would you give your 12-year-old self? A: Cherish this time with your family, and allow yourself to make mistakes and grow from them.

Margaret Douglas Director of Advancement At Trinity since 2008 Bachelor of Arts in Spanish University of Georgia Q: What advice would you give your 12-year-old self? A: Explore and try as many things as possible in life. Stay curious.


Marsha Harris Director of Curriculum At Trinity since 2008 Master of Education in Instructional Technology Lesley University Bachelor of Arts in Elementary Education; Bachelor of Arts in Drama in Education University of Windsor, Canada @mharris74 Q: What advice would you give your 12-year-old self? A: Listen to your mother; she’s always right.

Katie Rosengren Associate Director of Advancement At Trinity since 2003

Joe Marshall Head of School At Trinity since 2013 Master of Science in English Education Hofstra University Bachelor of Arts in History Franklin and Marshall College

Bachelor of Arts in Economics, Washington and Lee University Q: Do you have any skills or talents that most people don’t know about? A: I am a very talented rock skipper. I have a lot of practice from spending my summers in Michigan. Now my children like to compete with me to see who can skip a rock the most times or the farthest.

Sarah Barton Thomas Upper Elementary Division Head At Trinity since 2018 Master of Science in Education in School Administration Johns Hopkins University

@JosephPMarshall Q: What would be your personal motto? A: My personal motto, which was instilled in me from my Quaker high school, is Simplicity, Humility, and Moderation.

Bachelor of Science in Vocal Music Education Northwest Missouri State University Post-Graduate Studies Columbia University Harvard Graduate School of Education @teach2connect

Leisy Ruddock Director of Spotlight on Art and Special Events

Q: What are you happiest doing outside of work? A: Snuggling with (puppies) Atticus and Toby while watching The West Wing.

Bachelor of Arts in Psychology Rhodes College

Khette Plyler Director of Alumni Relations and Assistant Director of The Trinity Fund At Trinity since 2012 Bachelor of Science in Dietetics and Nutritional Sciences The University of Vermont /Trinity-School-Alumni-Association Q: What brings you joy? A: Watching my kids laugh brings me joy.

At Trinity since 2018 @spotlightonart @spotlightonart /TrinitySpotlightOnArt Q: What is your personal motto? A: “If you don’t like something, change it. If you can’t change it, change your attitude.” – Maya Angelou


Bright, young minds

thrive here. High-quality, multi-sensory differentiated learning in a safe, inclusive, and nurturing environment. Small class sizes and low student-to-teacher ratios. Early childhood and elementary education experts. Flexible indoor and outdoor learning spaces on a beautiful 43-acre campus. Dedicated electronic devices for each student. Add your name to a Trinity Connect Open House waitlist and learn more about why your child will thrive at Trinity, Atlanta’s only private elementary-only school that serves children age three through Sixth Grade.

trinityatl.org/admissions 404-231-8118

flourish Established 1951



News New Board members have deep Trinity roots By Margaret Douglas, Director of Advancement

Trinity’s Board of Trustees welcomes four new members this year. We thank each of them for their commitment to Trinity’s mission and vision for the future.

Catherine says, “I am honored to have been asked to join the Trinity School Board of Trustees. I believe that parent involvement in their children’s schools and education is so very important, and I am thrilled to be able to invest my time and support Trinity in this way.” She believes that Trinity’s emphasis on elementary education is by far the School’s greatest strength, and it is truly a magical place for children. “To say that they make learning fun is an understatement,” says Catherine. “During the school year, our daughter wakes up sad on the weekends because she doesn’t get to spend the day at Trinity.” Catherine and TJ are proud and grateful to be members of the Trinity community, and the School is grateful and excited about what Catherine’s leadership will bring to the Board. In addition to her board positions at Trinity, Catherine volunteers with Spotlight on Art and the Trinity School Parents’ Association (TSPA). She also serves on the alumni board and advancement committee of the board of directors at The Westminster Schools.

Catherine Humann Callaway ’97 A member of Trinity’s Class of 1997, Catherine Humann Callaway currently serves as the President of the Trinity School Alumni Board. She and her husband, TJ, are the proud parents of Trinity Pre-K student Jane and two-year-old daughter Pace. 10

After Trinity, Catherine attended Westminster, then the University of Georgia. Her professional background includes fundraising for the High Museum of Art and Skyland Trail, and she currently serves as an advisor to her family’s foundation, The Humann Family Foundation.

Melissa Moseley

Street Nalley

Melissa Moseley and her husband, Allen Moseley ’81, have three daughters: Trinity graduates Helen ’16 and Caroline ’19 and current Fifth Grader Charlotte.

Street Nalley and his wife, Stephanie, are the proud parents of three Trinity children: Early Learner Miles; Third Grader West; and Taylor, who completed the Fifth Grade at Trinity last spring and began her new journey at The Lovett School this fall.

The family has been connected to the School for many years. Allen, a member of the Class of 1981, previously served as the Chairman of Trinity’s Board of Trustees. “Allen and I have a deep affection for Trinity School,” says Melissa. “It has played an important role in the early development of our children.” Melissa is excited for the opportunity to help chart the School’s strategic path, and Trinity is deeply grateful for her leadership and commitment to the School. She believes that Trinity appreciates the need to build character and teach resilience with the right balance of support, while pushing students to stretch their own boundaries and explore their curiosities. “One of Trinity’s greatest strengths is its emphasis on the whole child. Beyond simply focusing on academic achievement and pursuits, they emphasize students’ unique talents and gifts,” says Melissa. Melissa has been a very active parent volunteer at Trinity and has served in many leadership roles, including President of TSPA, Chair of Spotlight on Art 2018, and Grade Level Representative (GLR). Outside of Trinity, Melissa serves on the Agape Youth and Family Center advisory board and is a very active member of The National Charity League, a non-profit community service organization for mothers and daughters.

Street says, “What excites me the most about joining the Trinity School Board of Trustees is being able to take part in our children’s school and education in a more meaningful way. Trinity is a special place for our family, and I’m honored and humbled to be a part of it.” His favorite aspects of Trinity are the culture, the feeling you get when you are on campus, and the “secret sauce” that makes the School great. Street says, “Our kids pop out of the car in the morning ready to take on the day, and that makes us feel like we have found a nurturing place for our kids to thrive. Trust me, for a Nalley to run to school is certainly unique!” Both Street and Stephanie have been active parent volunteers at Trinity. This year, they are serving as Chairs of the Trinity Parent Fund after many years of serving as Class Callers and Grade Captains. Stephanie also spends time volunteering for Spotlight on Art and in the classroom. Street serves as Vice President of SONS Automotive Group in Atlanta and is a graduate of the Terry College of Business at the University of Georgia.

Melissa was raised in Lexington, Kentucky, and graduated from the University of Kentucky with a degree in Journalism. She moved to Atlanta in 1996, when she joined a public relations firm working on the Olympics. She went on to run the technology practice for Grey Global Advertising in Atlanta. 11


David Overend ’86 David Overend’s history with Trinity School runs deep. A member of the School’s Class of 1986, he is the parent of a Trinity graduate, John ’19, and two current students, Fourth Grader Harry and Third Grader Rebecca. David and his wife, Willson, have watched the School grow and evolve over the years. He is excited to join the Board of Trustees, which is tasked with guiding Trinity in the years to come. The School is incredibly fortunate to have David’s leadership and commitment as a new member of the Board. “I believe that we have some of the best and most dedicated teachers around as evidenced by their flexibility and ability to innovate during these unpredictable past several months,” says David. “The teachers are the School’s greatest strength.” David and Willson have been active volunteers at Trinity, including their roles as Parent Fund Chairs for the 2019–20 Trinity Fund. David also served for many years on the Trinity School Alumni Board, including a term as President. After graduating from Trinity, David went to The Westminster Schools. He received his bachelor’s degree from Rhodes College in Memphis, Tennessee, and he serves on the Rhodes College alumni board. David then earned a Master of Business Administration from The Goizueta Business School at Emory University and spent more than 15 years working in fundraising analytics for The American Cancer Society and Children’s Healthcare of Atlanta.


100% of our Trustees contribute to The Trinity Fund


of our current parents have given to The Trinity Fund within the last five years


of our faculty and staff have supported The Trinity Fund over the past 25 years


of your gift to The Trinity Fund is tax deductible

Building a stronger


At Trinity School, our resources are dedicated to building strong, independent young minds. Our annual giving initiative, The Trinity Fund, is the foundation of philanthropic support for our students and all their Trinity experiences. Gifts to The Trinity Fund are used to address the School’s immediate needs, such as curricular enhancements, classroom improvements, faculty salaries, technology, and need-based financial assistance. The Trinity Fund gives the School the necessary resources to elevate the Trinity Experience from a great one to an exceptional one.

Join us as we strive for 100 percent participation in The Trinity Fund. Your support ensures that our students will continue to flourish. Thank you for making our school stronger. To make your gift, please visit www.trinityatl.org/give or contact Katie Hammett, Director of The Trinity Fund and Major Gifts, at 404-760-4407 or khammett@trinityatl.org.



Award winners are true leaders By Katie Rosengren, Associate Director of Advancement

While Pre-Planning looked very different this year than in years past, the Academic Leadership Team (ALT) was thrilled to uphold the tradition of celebrating excellence in service with a virtual presentation of awards to 10 esteemed members of the faculty and staff. These awards are made possible each year by generous gifts to Trinity’s endowment. Rare for an elementaryonly school, Trinity has six endowed funds that support our incredible faculty and staff with financial awards or unique and meaningful opportunities for travel and professional development. Due to COVID-19 and current restrictions on travel and gatherings, the administration was only able to present awards and stipends from three of the endowed funds in August: the Rollins Quest for Excellence Grant, The Stephen G. Kennedy Fund for Faculty Excellence, and The Hartman Family Fund for Faculty Excellence. Each of these prestigious awards recognizes passionate employees who demonstrate extraordinary dedication and commitment to Trinity School.


The Rollins Quest for Excellence Grant awards, which include a stipend to be used for personal and professional growth and renewal, were made possible by a very generous gift from the Gary W. Rollins Foundation to recognize dedication and loyalty to Trinity. This year, ALT received a remarkable number of nominations for worthy recipients. They found it a challenging and rewarding decision to present awards to eight esteemed employees: Admissions and Enrollment Management Assistant Lauren Darden, Kindergarten Lead Teacher Monique Hickey, Fourth Grade Lead Teacher Laura Jannausch, Fifth Grade Lead Teacher Laura McRae, Pre-K Lead Teacher April Patton, First Grade Lead Teacher Abbie Shaw, Sixth Grade Lead Teacher Kristi Story, and Early Learners Lead Teacher Gale Weber. The School was honored to celebrate this talented group of educators with Rollins awards for their extraordinary gradelevel leadership. As Grade-Level Team Leaders last school year, each individual dedicated additional time, engagement, and problem-solving skills that were critical to both teaching and learning before and after March 13, when the School transitioned to distance learning. Through the spring, these eight teachers demonstrated true leadership as they remained strong, flexible, supportive, and positive when working with their grade levels on providing an exceptional distance learning experience for Trinity

students. Trinity is so fortunate to have the Rollins Quest for Excellence Grant to recognize and support employees who are truly dedicated to the School and our students. The Stephen G. Kennedy Fund for Faculty Excellence award was established to honor previous Head of School Stephen Kennedy’s 11 years of service to Trinity School. This award and stipend honors a faculty member using innovative best practices to foster Information Age skills. This year, Kerry Coote was recognized with this prestigious award for her role as Upper Elementary Division Math Specialist. Lastly, Pre-K Associate Teacher Kelly Williams was honored with The Hartman Family Fund for Faculty Excellence award. This fund, established by current Trinity parent Nathan Hartman, provides stipends to teachers who go above and beyond to provide exceptional service to Trinity School. Congratulations to all these award winners! As conditions allow for safe, in-person professional development gatherings and travel, we hope to recognize more of our exceptional teachers with awards from The Childress Family Fund for Faculty Excellence, the Teacher Opportunity Fund, and The Chambers Medical Foundation Fund for Faculty Excellence.

Kerry Coote The Stephen G. Kennedy Fund for Faculty Excellence

Lauren Darden Rollins Quest for Excellence Grant

Monique Hickey Rollins Quest for Excellence Grant

Laura Jannausch Rollins Quest for Excellence Grant

Laura McRae Rollins Quest for Excellence Grant

April Patton Rollins Quest for Excellence Grant

Abbie Shaw Rollins Quest for Excellence Grant

Kristi Story Rollins Quest for Excellence Grant

Gale Weber Rollins Quest for Excellence Grant

Kelly Williams The Hartman Family Fund for Faculty Excellence



Fifth Grade Lead Teacher and Grade-Level Team Leader Bridget Billups pauses for a photo with Emily, who is working on a narrative writing piece.


Grade-Level Team Leaders and the power of collaboration By Nicole Fash, Director of Marketing and Communications

At Trinity, Grade-Level Team Leaders (GLTLs) work directly with the Academic Leadership Team and are responsible for supporting effective teacher collaboration to meet schoolwide and grade-level goals. While each grade has always had a point person, the more formal team leader role was created in 2019 to grow effective teaming practices and deepen grade-level solidarity. GLTLs must be lead teachers and demonstrate a special passion for teamwork and problem solving. These individuals, who manage logistics and responsibilities for their grade level, are selected after an important application and interview process. “There is much to do and so little time, yet individuals who want to learn and to contribute more to their team and their school is the strongest indicator of a Grade-Level Team Leader,” says Director of Teaching and Learning Jill Gough, who is on the selection committee. At Trinity, learning is our focus, collaboration is our culture, and results guide our decisions. GLTLs take these values to heart and keep the student at the center of everything they do. Team leaders facilitate the development of specific goals and action steps for their grade-level team while collaborating with other grade-level leaders to share and discuss progress, successes, and challenges, and to problemsolve solutions around curriculum, assessment, classroom management, and pedagogy. They participate in regular team-leader meetings and support structures and norms for

collaboration, decision-making, and team meetings. They lead their grade’s common assessment development and analysis of student data and work with teaching teams to plan for instruction differentiation based on student data. They also coordinate peer observations to support teacher learning around individual and team goals. “As a Grade-Level Team Leader, I have the opportunity to support the members of my team and shape the curriculum and our teaching practices to best meet the needs of our students,” says Pre-K Lead Teacher April Patton, who started at Trinity in 2012 and is serving her fifth year as the point person for Pre-K and her second year as the GLTL. “Being in a position to support and serve others is extremely fulfilling, and it’s an honor to serve the Trinity community in this way.” The team leaders’ efforts have resulted in an increased collaboration among their grade level and across the School. These leaders grow their management skills, especially around organization, conflict, and facilitation. And through teamwork, all teachers receive a deeper understanding of whole-school instructional, programmatic, and academic goals. “I wanted to become a Grade-Level Team Leader to serve my team and to gain a new type of leadership experience,” says Fifth Grade Lead Teacher Bridget Billups, who started at Trinity in 2016 and is serving her first year as a GLTL. “The best part is having the opportunity to work closely with the women of the Academic Leadership Team and the other team leaders. It is a unique group in the sense that we represent different grade levels and students of all ages. I love learning about the other grade levels: hearing their perspectives, learning about their challenges, and celebrating their successes.” During the onset of the pandemic, when strong leadership and teamwork were more important than ever, Trinity’s nine 2019–20 GLTLs stepped up to the

challenge. A special thank you to the following teachers who served during the 2019–20 school year, many of whom renewed their role this school year: Early Learners Lead Teacher Gale Weber, Pre-K Lead Teacher April Patton, Kindergarten Lead Teacher Monique Hickey, First Grade Lead Teacher Abbie Shaw, Former Second Grade Lead Teacher Grace Riley ’03, Former Third Grade Lead Teacher (now Admissions and Enrollment Management Assistant) Lauren Darden, Fourth Grade Lead Teacher Laura Jannausch, Fifth Grade Lead Teacher Laura McRae, and Sixth Grade Lead Teacher Kristi Story. “The shelter-in-place order highlighted the importance of the Grade-Level Team Leaders work and contribution,” says Jill. “It is so easy to become siloed at your grade level and miss the important work of the entire school. While the work was important and rich prior to March, the Grade-Level Team Leader work exponentially increased during the last 10 weeks of school. The division heads, director of curriculum, and I met with these leaders weekly to listen and support learning and teaching. In turn, each team leader met with the grade-level team to keep focus on high-quality tasks and multi-sensory learning experiences so that school was in session even though the building was closed. Speaking on behalf of the Academic Leadership Team, we could not have done our work without their excellent leadership, and we are grateful for them, their effort, and their partnership with us.”

2020–2021 Grade-Level Team Leaders Early Learners: Gale Weber Pre-K: April Patton Kindergarten: Monique Hickey First Grade: Ali Avery Second Grade: Rachel Walker ’06 Third Grade: Caroline Dwight Fourth Grade: Laura Jannausch Fifth Grade: Bridget Billups Sixth Grade: Kristi Story



Welcome Trinity’s newest team members By Nicole Fash, Director of Marketing and Communications

Join us in welcoming the School’s newest faculty and staff members to the Trinity family. We hope you enjoy learning about them as much as we did.

Julia Alexander joins Trinity as a Fourth Grade Associate Teacher and works alongside Lead Teacher Laura Jannausch. Julia has student teaching experience in Pre-K–Sixth Grade. She earned a Bachelor of Science in Education from The University of Alabama and double majored in Elementary Education and Early Childhood. We asked Julia, why do you want to work at Trinity? Her response, “I have always wanted to work in an environment where my coworkers felt like family, and I knew that Trinity was going to be my new home after I was able to speak with a few of the current faculty members this summer. I can’t imagine teaching anywhere else!”

Becca Bailey joins the Trinity team as a part-time Extended Programs Teacher. She was previously a teacher at Primrose Preschool in Brookhaven and a coach at Playball in Atlanta. She has a bachelor’s degree in Sociology from Kennesaw State University and most recently worked at the Church of the Apostles in Atlanta as an intern. We asked Becca, why do you want to work at Trinity? Her response, “I want to work at Trinity because it is a great school, they reinforce positive discipline, and they genuinely care about the children and their needs.”

Lucretia Cahill joins our faculty as the Early Elementary through Second Grade Spanish Teacher. She has worked in education for 22 years and spent the past decade working as a substitute teacher for Cobb County schools and the last three years as a fitness instructor for a Kindergarten–Fifth-Grade after-school club. She previously lived in Washington, D.C., where she was a special education teacher for the public school system and director of the Hyde School Extended Day and Summer Camp for Pre-K–FifthGrade students. An avid writer, Lucretia authored the book Socks, which is part of Hameray Publishing’s Kaleidoscope Collection, a series of informational and narrative texts written by experienced literacy instructors. Lucretia has a Master of Arts in Education and Human Development and a Graduate Certificate Specialization for Culturally and Linguistically Diverse Learners from George Washington University. She also has a Bachelor of Arts in Spanish from Northern Arizona University. We asked Lucretia, why did you want to work in education? Her response, “Every day is different and presents the possibility to make a difference in someone’s life.”


Jane Choi joins Trinity as a Third Grade Associate Teacher and works alongside Lead Teacher Caroline Dwight. For the last 15 years, Jane has taught science to Pre-K–Fifth-Grade students at various schools in Texas and New York and spent a year as an adjunct instructor of math and science at Hunter College in New York. Jane has a Master of Arts in Elementary Education with a Math and Science Specialization and a Bachelor of Arts in English Language Arts and Childhood Education (Grades 1–6), both from Hunter College. We asked Jane, why do you want to work at Trinity? Her response, “In all my experience, I have yet to see an institution honor and dignify the critical part that the elementary experience plays in a child’s growth and development as does Trinity. I already feel such a tremendous sense of respect for my new colleagues.”

Dieon Franklin joins the Trinity team as a part-time Extended Programs Teacher. A junior at Georgia State University, Dieon is studying Middle Level Education. He is passionate about community outreach and has extensive experience working with children as a tutor at the Andrew & Walter Young Family YMCA in Atlanta and a camp counselor at the City of Atlanta Department of Parks and Recreation’s Camp Best Friends. Additionally, he has held volunteer positions with the Peachtree Road United Methodist Youth Engagement Program and the Atlanta Police Athletic League (PAL). We asked Dieon, why do you want to work in education? His response, “Education is a critical component of society and life. Having the ability to live a life filled with learning opens many doors of opportunity. As a former KIPP student, the phrase ‘knowledge is power’ means everything to me. I’ve always possessed extreme passion for the teaching and learning environment.”

Bella Giorno joins Trinity as the First Grade Associate Teacher. She comes to us with eight years of experience working in education and has previously served as a dean of students, assistant dean of students, academic specialist, and reading specialist. Bella also spent a year as a reading interventionist with AmeriCorps and was the recipient of the Segal AmeriCorps Education Award. She has a Certificate in Educational Leadership from Grand Valley State University in Detroit, Michigan; a Master of Science in Education and a Reading Specialist Certificate from University of Pennsylvania; and a Bachelor of Science in Education with a focus on Elementary Education and Psychology from University of Miami in Coral Gables, Florida. We asked Bella, what is your teaching philosophy? Her response, “Children learn through play and experimentation. After only two days at Trinity, I could tell that the whole child is developed here through hands-on educational experiences, exploration, and movement, which are all essential parts of learning.” 19


Julie Griffith joins the Trinity

Satya Kaskade joins Trinity as a

Julie Kennedy joins the Trinity

family as a Media Center Specialist. She recently completed her student teaching practicum at Sacred Heart Catholic School in Hattiesburg, Mississippi. Before pursuing a career in education, Julie worked for two years as a graphic and web designer. Julie has a master’s degree in Library and Information Sciences with a School Licensure and Youth Services Certification and a Bachelor of Fine Arts in Graphic Design, both from the University of Southern Mississippi.

Pre-K Associate Teacher and teams with Lead Teacher April Patton and Associate Teacher Anne Jones. She and her husband, Stephen, are parents to Trinity Pre-K student Kyrianna.

faculty as a Second Grade Associate Teacher and partners with Lead Teacher Rachel Walker ’06. She spent the last two years student teaching First-, Second-, and Fifth-Grade students at elementary schools in the Cobb County school system. Julie has a Bachelor of Science in Elementary Education from Kennesaw State University and holds an ESOL and Reading Endorsement.

We asked Julie, why did you want to work in education? Her response, “I love working with children and studying their fascinating little minds! I think working in education is one of the most powerful and important jobs as you are influencing future generations and making a difference in children’s lives, and it doesn’t hurt that you get to have fun with them all day for work.”

For the last two years, Satya has taught Spanish at Fulton County and Dekalb County schools. Prior to beginning her career in education, Satya spent a decade practicing law. A certified mediator by the Virginia General District Court, she has served as an attorney and program analyst among other roles. In 2009, Satya published the article “Mothers Without Borders: Undocumented Immigrant Mothers Facing Deportation and the Best Interests of Their U.S. Citizen Children” in the William & Mary Journal of Women and the Law. She has a Bachelor of Arts in Spanish Language and Culture with an emphasis in Early Childhood Education and a minor in International Business from Washington State University. She also earned a Juris Doctor from the Marshall–Wythe School of Law at the College of William & Mary. We asked Satya, why do you want to work at Trinity? Her response, “I want to work at Trinity because it is much more than a prestigious academic institution; it is a close-knit community where children know they matter and thus can learn and grow into their best selves daily.”


We asked Julie, what is your teaching philosophy? Her response, “As a passionate educator, I have a duty to form a nurturing environment that is conducive to individual learning, inside and outside the classroom. This requires the application of current educational best practices and a commitment to continuous learning, ever seeking new and innovative teaching techniques. I strive to facilitate success for and in my students as I teach with an eager heart, a clear purpose, and a focus towards an exciting future.”

children ages 3–8. A Woodward Academy graduate, she earned a Bachelor of Science in Human Development and Family Studies with a concentration in Middle Childhood and Adolescence from Auburn University. We asked Emily, what are you most looking forward to this year? Her response, “Meeting new people and learning to be a better teacher.”

Ellen Marbut joins Trinity as a Second Grade Lead Teacher and works alongside Second Grade Associate Teacher Kelly Jacobs. A graduate from Brenau University with her Bachelor of Arts in Early Childhood Education, Ellen is Orton-Gillingham trained and gifted certified. She has taught Pre-K, First Grade, and Second Grade and served as a Curriculum Support Teacher for a K–5 school. For the past seven years, she taught at a local public school. We asked Ellen, what is your teaching philosophy? Her response, “Meeting every child where they are and digging deeper every day to help them love their learning experience.”

Emily Pritchard joins the Trinity team as a Second Grade Associate Teacher and works alongside Lead Teacher Katherine Spits. She previously served as an assistant preschool teacher at The Early Learning Center in Auburn, Alabama, and has additional experience working with children as an intern with Rocky Mountain Children’s Hospital in Denver, Colorado; a volunteer with The Atlanta Children’s Shelter’s nursery and preschool; and a competitive gymnastics coach at Peachtree Presbyterian Church. At a young age, Emily founded Camp Dragonfly, a neighborhood camp for

Erika Sommers joins the Trinity team as a Pre-K Associate Teacher and partners with Lead Teacher Sarah Kerr and Associate Teacher Debbie Oakes. Most recently, Erika was a lead teacher at Bright Horizons in Atlanta and The Goddard School in New York. For seven years, she taught at Kingsley Charter Elementary School in Atlanta, working with children from birth through Second Grade in addition to children with special needs. Erika has a master’s degree in Counseling and Psychology with a Mental Health Specialization and a Bachelor of Science in Early Childhood Education from Lesley University in Cambridge, Massachusetts.

Kelsey Strickland joins Trinity as a Fifth Grade Associate Teacher and works alongside Lead Teachers Thomas Benefield and Kathy Bruyn. Kelsey was a Fourth Grade lead teacher at Summit Hill Elementary School in Milton, Georgia, where she was nominated for Teacher of the Year. She was most recently a nanny to two young children. Kelsey has her Bachelor of Science in Early Childhood Education from the University of Georgia. We asked Kelsey, why did you want to work in education? “I wanted to be a teacher for as long as I can remember. I have always had a heart for children, and helping students learn, grow, and understand is one of the most rewarding experiences.”

We asked Erika, what is your teaching philosophy? Her response, “My teaching philosophy is to make learning fun for everyone.”



Trinity adds Campus Security Manager position By Nicole Fash, Director of Marketing and Communications

Trinity School continues to enhance its strong safety program with the addition of a full-time Campus Security Manager. We are pleased to announce that Justin Jackson, who has served for the last four years as one of Trinity’s day officers during the school day and for special events, accepted the position and hit the ground running on August 21. In his new role, Justin manages the campus police officers as well as provides support for the growth of the School’s security program. He is focused on protecting community members, school property, and buildings and grounds. In addition to the day-today managing of security personnel, patrolling, and directing of traffic, he


works with the director of operations to implement best practices in emergency response procedures and overall safety policies and practices. He plays an integral role in crisis planning and drills and acts as a liaison with law enforcement and local authorities. “As I enter into my fourth year as a member of the Trinity security team, I take pride in not only the performance of my duties, but also the relationships and trust I have cultivated with the parents and employees,” says Justin. “My goals as Campus Security Manager are to increase the effectiveness and efficiency of campus safety needs while operating within Trinity’s ethos of excellence and continuous enhancement. I firmly believe a safe environment translates to a better learning experience. As a member of the security team, I have dedicated myself to serve the faculty, staff, parents, and, most importantly, the students. I am excited to be a fixture in the Trinity community and continue to keep the legacy and uphold the image of our school.”

A seven-year veteran of the City of Atlanta Police Department, Justin most recently served as a Major Crimes Detective. In addition, he served as an intern for the United States Marshals Service right of out college. Through the Atlanta Police Academy, he is trained and certified as a field investigator and active shooter responder. “Safety is a top priority for Trinity School, and the addition of a Campus Security Manager strengthens our security program,” says Director of Operations Reginald Haley. “Justin’s background and law enforcement expertise combined with his appreciation for Trinity School make him the perfect fit for this new position. His experience and high standard of service will greatly benefit us.” Justin earned a Master of Public Administration and a bachelor’s degree in Political Science from Georgia State University. He and his wife, Joy, have a son, Jonas, and another child on the way.

“I first met Myra when I came to Trinity in 1988 as a Kindergarten teacher and had Myra’s son, Allen, in my class,” says Media Specialist Meredith Burris ’68, pictured with Myra and Stripes. “Because of my love of reading, I was a frequent visitor to the media center through my many years of teaching Kindergarten, Fourth Grade, and Fifth Grade and got to know Myra well. I collaborated with her on many cross-curricular activities while teaching in the Upper Elementary Division and was delighted when I was able to join her in the media center as a media specialist in 2012. It was a pleasure working with her over the last several years.”

Myra Morrison and her 41 years of service By Nicole Fash, Director of Marketing and Communications

After 41 years at Trinity, Head Media Specialist Myra Morrison has retired and started a new chapter of life. “Let’s all celebrate and honor Myra Morrison for her 41 years of service at Trinity!” says Head of School Joe Marshall. “Myra has been a model, inspiration, and mentor for generations of students, colleagues, and parents at Trinity. And being at one school for more than 40 years is truly a remarkable achievement. Join me in congratulating her on an exemplary career and wishing her much continued happiness in retirement.” Myra brought a number of firsts to Trinity: the first computer, computer lab, after-school study hour, National Independent School Librarians (AISL) conference, and more. She will be remembered for many things, including her passion for bringing guest authors on campus to engage with students and her love for connecting with students and

getting the right books or information into their hands. “It’s like watching your garden grow,” she says. “You put in a bit of hard work now and watch to see what new bloom or fruit will appear.” Born in Atlanta, Myra always wanted to work in education, and a little-known fact is that she attended Trinity in Kindergarten and First Grade. From a very young age, she would use her mom’s “teacher stuff” to teach dolls on their sunporch “classroom.” When she could persuade her younger neighbor friends to join in, she would teach them, too. From these auspicious beginnings and after more than 40 years of teaching experience, Myra has advice for new teachers. “Be flexible and enthusiastic and keep your sense of humor,” she says. “Don’t forget to breathe; take time for yourself; and give yourself grace.” In addition to being an employee and former student, Myra was also a parent at Trinity. She and her husband, Graham, have a son, Allen Morrison, who graduated in 1995. “While I have thousands of fond memories of students running into the media center eager and excited to find a book to check out or to tell me about a

book they had just finished or something new they learned, my single fondest memory is watching Allen graduate from Sixth Grade at Trinity,” says Myra. Myra holds a master’s degree in Library Media and a bachelor’s degree in Early Childhood Education from Georgia State University. In addition, she earned add-on middle and secondary school certifications. Prior to joining Trinity in August 1979, she taught Pre-K for a year and was a library assistant at The Galloway School for three years while working on her graduate degree. In retirement, she plans to read (of course), garden, try new recipes, travel, sew, enjoy crafts and needlework, visit Trinity, and be a full-time grandma. Myra says she will miss all the relationships she has built while working at Trinity and will always hold the School in high regard. “Trinity has been a part of my journey pretty much my entire adult life,” she says. “I hope what stays with me after all these years is the habit and desire to keep learning and challenging myself, which is so much a part of the Trinity Experience. I sincerely believe ‘Once a Trinity Teacher, always a Trinity Teacher.’” We agree, Myra, and wish you the best in all your future endeavors.



Faculty and Staff Milestones Join us as we celebrate the personal milestones of Trinity School’s faculty and staff in this recurring feature.

Flik Dining Staff Member Ary Barrera welcomed her first child, Kaylany Scarlett Barrera, on February 20. Ary has worked for Flik since 2014.

Early Learners Associate Teacher Kimberly Marchant and her husband, Daniel, welcomed their second child, Penelope Rose Marchant, on March 25. She joins proud big sister Ava. Kimberly has been a part of the Trinity team since 2013.

Third Grade Associate Teacher Andrene Leslie and her husband, Beau, welcomed their first child, Ansley-Grae Joy Dessiree Leslie, on January 25. Andrene joined the Trinity team in 2017. 24

Fourth Grade Lead Teacher Brian Toth and his wife, Samantha, welcomed their first child, Jackson Joseph Toth, on August 14. Brian has worked at Trinity since 2016.

At Trinity since 2020, Second Grade Associate Teacher Julie Smith Kennedy married Ryan Kennedy on August 22. The couple, who met while studying at Kennesaw State University, had a beautiful wedding at Fendley Farmstead in Canton, Georgia. While their honeymoon plans are on hold because of the pandemic, Julie and Ryan enjoyed a special mini-moon weekend in the Blue Ridge mountains to celebrate their new life together. 25

Highlights Trinity Tidbits By Nicole Fash, Director of Marketing and Communications

Mama Koku and students across grade levels explore the concept of nonviolence by acting out an African folktale during the MLK observance program.

Mama Koku shares “Stories of a King” At the Trinity Together Time (TTT) held on January 8, the whole school assembled to celebrate the life of Dr. Martin Luther King Jr. In addition to some beautiful readings shared by Trinity students, Master Storyteller and children’s writer Donna Kokumo Buie (a.k.a., Mama Koku) shared “Stories of a King.” Students had an incredible time engaging with Mama Koku during her interactive performance as she wove animal stories into lessons about cooperation and the importance of working together taught by Martin Luther King.


Margaret Douglas and Khette Plyler lead featured session on alumni On January 14, Director of Advancement Margaret Douglas and Director of Alumni Relations and Assistant Director of The Trinity Fund Khette Plyler led a featured session on “The Power of Community: Alumni Are Our Ambassadors” at the annual CASE NAIS Conference that was held in Atlanta.

Then-Kindergartners Aiden, Gianluca, Janie, Basil, and Layla select items for their care packages.

Parents participate in second Embolden Your Inner Mathematician session On January 10, parents gathered to learn more about Trinity’s approach to math during a second offering of Embolden Your Inner Mathematician led by Director of Teaching and Learning Jill Gough and Upper Elementary Division Math Specialist Kerry Coote. The first session was held on November 15, 2019. Embolden Your Inner Mathematician, offered regularly to faculty and staff, explores ways to deepen participants conceptual understanding of mathematics and strengthen their confidence and efficacy in learning mathematics. During their session, parents enjoyed discussing, sketching, and solving tasks that promote flexibility, algebraic reasoning, and problem solving.

Kindergartners give back Every year, each grade participates in at least one annual service-learning project. In late February 2020, Kindergarten students brought in much-needed toiletries for the homeless in Atlanta. They decorated and packed care boxes with soap, shampoo, mouthwash, and other items, and the boxes were sent to Atlantaarea homeless shelters. In addition, Kindergartners raised money for the Atlanta Community Food Bank, then visited the food bank for a tour to learn more about the important role the organization plays in the community.



Early Learners enjoy annual Science Fair On February 28, Early Learners participated in the grade-level’s annual Science Fair. During this special grade-wide teaming project, students from the three Early Learners classrooms were placed in nine different lab groups, each overseen by an Early Learners teacher. In addition to learning scientific principles through some fun winter-themed experiments— such as snowstorm in a jar, magnetic ice, and erupting snowballs—the students made connections across classrooms, building relationships within the larger Early Learners community. The Fair was also an opportunity for the Early Learners to spend time with their Sixth-Grade buddies, members of the Leadership Class who are matched up with Early Learners’ classrooms through the Big Kid/Little Kid program, who helped manage each experiment table.

Then-Early Learner Jesse locates a hidden treasure in the erupting “snowball” as Wales and Murphy look on.

Then-Early Learners Hadrian, Astrid, and Solace spray baking soda with a combination of vinegar and water to cause the “snowball” to erupt.

Then-Early Learners Hayden and Kate watch as Rory adds material to make the snowstorm in a jar come to life.


Teachers participate in STEAM training James Campbell, STEAM Interdisciplinary Specialist at Atlanta Girls’ School, led a full day of STEAM professional development for Trinity faculty on February 18. James led two keynote sessions, one for Early Elementary Division teachers and another for Upper Elementary Division teachers. Staff were invited to participate in either gathering. In each session, James addressed the importance of making, tinkering, and playing to learn. After each keynote, participants were able to choose between three play-to-learn activities: building a balloon car, quilting, or building a heat shield to protect an egg astronaut. For the balloon car, teachers were challenged to build a car out of materials found in the recycling bin that would travel as far as possible while being powered by air from a balloon. Our teachers enjoyed building, testing, and evaluating different configurations of materials and placements of the balloon to determine how to make their car go the furthest. In the quilting session, teachers brainstormed a pattern and designed a quilt with the pattern repeated. They learned—through trial, error, and finally success—how much math and geometry are involved in the quilt-making process and the importance of recognizing math in all areas of life. Lastly, the third group worked in pairs to build heat shields to protect egg astronauts from a blowtorch. Each pair was given 100 credits to purchase items, ranging from 5 to 30 credits each, to build a shield that could be no thicker than the width of a standard pencil. The groups created and tested shields made of galvanized mesh, sponges, aluminum foil, uncooked lasagna noodles, felt, spackle, and paper, among other things. The group whose design protected the egg astronaut the longest against the blowtorch was declared the winner. At the end of each session, the divisions reconvened to reflect on their learning, share their experiences of frustration and success, and produce ideas on how they could incorporate maker challenges like these into the classroom. Each person was charged with recording two things that they found interesting or learned from the professional development opportunity as well as three things that they could apply in the classroom. Teachers enjoyed the time to experiment, play, overcome frustration, try again, and learn, taking away new ideas to introduce their students to additional activities around making and tinkering. This ongoing education event was possible due to a generous grant from The Goizueta Foundation, an Atlanta-based foundation that partners with organizations to give “young people the opportunity, through education, to succeed.”

Fourth Grade Lead Teachers Laura Jannausch and Brian Toth and Director of Teaching and Learning Jill Gough work together on a quilt.

First Grade Lead Teachers Abbie Shaw, Julianne Schaaf ’81, and Ali Avery select quilting squares.

Upper Elementary Division Math Specialist Kerry Coote tests out her balloon car.

Trinity Teachers observe how long one group’s carefully crafted shield protects the egg.



Katherine Anderson earns master’s degree

Jill Gough continues to lead professional development

Shaun McCarthy becomes Orton-Gillingham Associate

In July, Kindergarten Lead Teacher Katherine Anderson earned her Master of Education in Early Childhood Education from Kennesaw State University. At Trinity since 2014, Katherine also has a Bachelor of Arts in Early Childhood Education from Millikin University in Decatur, Illinois.

At Trinity since 2012, Director of Teaching and Learning Jill Gough was one of 40 national math leaders presenting at the National Council of Supervisors of Mathematics 2020 Virtual Conference held on March 30 and 31. She presented “Be Both Author and Illustrator of Mathematical Understanding.” On August 10, Jill was one of 40 math leaders to present at the National Council of Teachers of Mathematics 100 Days of Professional Learning’s Virtual Conference.

In May, Kindergarten Lead Teacher Shaun McCarthy became an Associate member of the Academy of Orton-Gillingham Practitioners and Educators. At Trinity since 2002 as a parent and 2014 as a teacher, she completed her training after participating in 60 hours of coursework, more than 100 hours of one-to-one supervised practicum, and 10 observations under the mentorship of Orton-Gillingham Fellow Rosalie Davis. “In order to grow in my practice as a teacher, it was important for me to learn as much as I could about learning differences and how to help make it easier for all children to learn to read,” says Shaun. “OrtonGillingham methods are powerful learning routines, and all children benefit from practicing them.”

Kate Burton presents at NSTA At Trinity since 2007, STEAM Integration Specialist Kate Burton presented “STEAM Starts from the Stacks” on July 27 at the National Science Teaching Association’s STEM20: Virtual Event.


Shaun holds a Master of Arts in Teaching in Early Childhood Education from Mercer University and a Bachelor of Arts in Communications and Marketing from Vanderbilt University in Nashville, Tennessee.

Faculty and staff transition to new positions at Trinity Staff

Dana Chambliss, who joined Trinity in August of 2017 as a Pre-K Associate Teacher, is now the Special Events Assistant to the Upper Elementary Division Head. Prior to working at Trinity, she subbed at The Westminster Schools and was a preschool teacher at Peachtree Presbyterian School. Dana spent the first 11 years of her career practicing law, serving as an attorney for companies such as Federated Department Stores, Siemens Corporation, and IBM Credit Corporation. She has a Juris Doctorate from the Howard University School of Law in Washington, D.C., and a Bachelor of Arts in Psychology from Spelman College.

Extended Programs

This summer, Lauren Darden joined the admissions team as the Admissions and Enrollment Management Assistant after spending four years as a Third Grade Lead Teacher at Trinity. Last school year, she served as the Grade-Level Team Leader for Third Grade, working with the Academic Leadership Team to grow effective teaming practices and deepen grade-level teamwork. Prior to working at Trinity, Lauren taught Third Grade for four years at High Point Elementary in Atlanta, where she served as a grade-level chair, won a Fulton County Central Learning Community (CLC) “You Rock� award, and was a Teacher of the Year finalist for two consecutive years. Lauren earned a Bachelor of Science in Early Childhood Education from the University of Georgia.

Eman Srouji, who joined Trinity in August of 2019 as an Extended Programs Teacher, quickly became an integral part of the EP team and was promoted to Extended Programs Curriculum Associate when the position opened in March 2020. She previously worked as a ceramics instructor for Atlanta Clay Works and was also a private tutor and childcare provider. Eman has extensive art training and earned her Bachelor of Arts in English Literature and Creative Writing from Flagler College in St. Augustine, Florida.



Upper Elementary Division

Early Elementary Division

Margaret Abernathy is now a First Grade Lead Teacher and teams with Lead Teacher Ali Avery and Associate Teacher Bella Giorno. She most recently served as a First Grade Associate Teacher at Trinity for two years and has 26 years’ experience teaching children age three through Second Grade, including seven years as a Kindergarten Lead Teacher at Trinity. She is trained in the OrtonGillingham Approach and has participated in Harvard Graduate School of Education’s Project Zero. She has a Master of Education from the University of St. Thomas in Houston, Texas, and a Bachelor of Arts in English from Hollins College in Roanoke, Virginia.

Katherine Anderson now serves as a Kindergarten Lead Teacher alongside Lead Teacher Julia Lee and Associate Teacher Andrea Barnett. A Pre-K Lead


Teacher since August 2016, Katherine began working at Trinity in August 2014 as the Extended Programs Curriculum Associate. Last school year, she was chair of the Faculty Staff Leadership Team after serving as the Social-Emotional Committee Co-Chair the preceding year. Prior to working at Trinity, Katherine was a Pre-K lead teacher at The Goddard School in Midtown and Carpe Diem Private Preschool in Frisco, Texas. She earned her Master of Education in Early Childhood Education from Kennesaw State University and Bachelor of Arts in Early Childhood Education from Millikin University in Decatur, Illinois.

Sarah Kerr is now a Pre-K Lead Teacher after serving as a Pre-K Associate Teacher since 2015. She teams with Associate Teachers Debbie Oakes and Erika Sommers. Sarah joined Trinity in 2011 as the Extended Programs Curriculum Associate, a position she held until August of 2013 when she became an Early Learners Associate Teacher. Prior to working at Trinity, Sarah was a teacher at St. Francis Day School in Roswell and a counselor at Challenged Child and Friends in Gainesville, Georgia. She has a Master of Arts in School Counseling and a Bachelor of Arts in Psychology, both from The University of Alabama.

Hunter Branch now serves as a Fourth Grade Lead Teacher after joining Trinity in August of 2019 as a Fourth Grade Associate Teacher. She teams with Associate Teacher Cathrine Halliburton. Hunter, who serves on the Peabody Literacy Alumni Association at Vanderbilt, has a Master of Elementary Education from Vanderbilt and a Bachelor of Science in Education from Texas Christian University.

Lauren Covington now serves as a Third Grade Lead Teacher alongside Associate Teacher Gretchen Blake. She joined Trinity in August of 2018 as a Third Grade Associate Teacher. Lauren earned a Bachelor of Arts in Early Childhood Education from The University of Georgia and is currently working toward her master’s degree in Education.

Michaela Davida, who joined Trinity in August of 2018 as a Third Grade Associate Teacher, now serves as an Associate Teacher for Fifth Grade Lead Teachers Bridget Billups and Laura McRae. Michaela has a Master of Arts in Special Education and a Bachelor of Science in Education, both from The University of Alabama.

Jennie Rountree is now a Second Grade Lead Teacher and works with Associate Teacher Claire Snyder. At Trinity since 2018, she previously served as a Second Grade Associate Teacher. With an additional 20 years of education experience before joining the Trinity team, she taught robotics to students in grades 3–5 and has taught Kindergarten as well as students in grades 2–8. She has a Master of Arts in Elementary Counseling and a Bachelor of Arts in Elementary Education from Louisiana Tech University.

Jackie Sears is now a Fourth Grade Associate Teacher after serving as a Fifth Grade Associate Teacher since August of 2018. She teams with Fourth Grade Lead Teacher Brian Toth. In addition to her teaching responsibilities, Jackie is the School’s Diversity Coordinator, a position she has held since August of 2019. Prior to working at Trinity, her career has included time as an adjunct professor at the Atlanta Metropolitan College School of Business, Mathematics, and Computer Science; a program manager for Diversified Executive Systems; and director of consumer products for Bellsouth Corporation. She has a Master of Business Administration from Emory University, a Master of Science in Operations Research from University of California, and a Bachelor of Science in Mathematics from Spelman College.

Kelly Swanton now co-teaches FifthGrade math with Vicki Eyles. Kelly taught one section of Fifth-Grade math last year and served as a Fifth Grade Associate Teacher for the last two years. She joined Trinity School as a substitute teacher in October of 2017 after teaching middle school math for four years at St. Francis de Sales School in Philadelphia and St. Andrew the Apostle School in New Orleans. Kelly has a Graduate Alternate Teaching Certification from the University of New Orleans and a Bachelor of Arts in Psychology from Loyola University in New Orleans.

Ann Reid Young now serves as an Associate Teacher with Third Grade Lead Teacher Marley Sapp after working as a Sixth Grade Associate Teacher last school year. At Trinity since 2012, Ann Reid has also been a Second Grade Associate Teacher and a Fourth Grade Lead Teacher. She holds her Bachelor of Arts in Elementary Education from Auburn University. 33


Trinity Traditions The second half of the 2019–20 school year was a time like no other. We were able to hold some of our regular traditions before the onset of the pandemic and wanted to feature them, including the addition of the First Grade Zoo Exhibit. Trinity School’s rich history began in 1951. While the campus has moved twice since its founding, and the School’s programming is enhanced every year, Trinity also maintains numerous grade-level, division-wide, and school-wide traditions that reinforce the School’s identity, curriculum, and values. This section is dedicated to highlighting some of the many special events that our students look forward to every year.

101 Days of First Grade At the beginning of the second semester, First Graders celebrated the 101st day of school. Dressing up as one of the 101 Dalmatians, students developed numeracy through special games and activities designed around the number 101.

Pre-K Olympics In February, Pre-K students trained hard to participate in specially adapted sporting events during their very own Pre-K Olympics. Students had fun while learning about different countries and teamwork as they earned medals during events such as “bobsled” contests, tricycle and “horse” racing, hurdles, basketball, and soccer with the entire Trinity community of students cheering them on.

First Grade Zoo Exhibit In February, each First Grader researched and dressed up as their favorite animal. First Graders created wonderful presentations and confidently described their animal subjects to visitors during the Zoo Exhibit.

All traditions occurred during the second half of the 2019–20 school year, prior to moving to distance learning during the pandemic.


Kindergarten Trip Around the World In February, Kindergarten students learned the history, geography, and culture of various countries as they deepened their understanding of community. Parents were then invited to join them for a Trip Around the World celebration, where they “traveled” around the world with their Kindergartners and experienced all that students learned about different communities.

Third Grade Living Museum In the spring, history came alive as each Third Grader researched and took on a historic figure’s persona. After presenting to Trinity students at a celebratory assembly, Third Graders confidently told their characters’ stories to visitors during the Living Museum.

Celebration of Cultures In March, the entire school participated in Celebration of Cultures, a multi-faceted event that encourages students to explore the culture or traditions within their family and learn about the different heritages represented in our school community. All community members were encouraged to dress in attire that represents their values, beliefs, and traditions. Classroom time is focused on learning the meaning of culture, that we all have a story to share, and that we all belong to this wonderful community. The highlight of this annual event, which began in 2013, was an allschool Trinity Together Time. Students and special guests performed, presenting their unique talents and cultures. Following the assembly, parents, faculty, and staff led classroom presentations that highlighted their backgrounds and cultures.


3 1. Celebration of Cultures 2. Pre-K Olympics 3. Third Grade Living Museum

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4 7




6 4. Celebration of Cultures 5. First Grade Zoo Exhibit 6. Kindergarten Trip Around the World 7. Celebration of Cultures 8. Pre-K Olympics 9. First Grade Zoo Exhibit





10. 101 Days of First Grade 11. Pre-K Olympics 12. Third Grade Living Museum 13. Third Grade Living Museum 14. 101 Days of First Grade 15. Pre-K Olympics 16. First Grade Zoo Exhibit





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Features Early Learners Lead Teacher Pam Lauer reads We Are All Alike; We Are All Different by Cheltenham Elementary Kindergartners during Morning Meeting.


Growing students’ long-term commitment to diversity, equity, and inclusion By Sarah Barton Thomas, Upper Elementary Division Head

“There will be times when you walk into a room and no one there is quite like you.” - The Day You Begin by Jacqueline Woodson Ask many Trinity Teachers if they know the book The Day You Begin and you’ll likely get a rousing “yes” as it is a frequent favorite, particularly in the Upper Elementary Division. A celebration of all that makes us different and all that makes us the same, the text can be read and absorbed year after year to remind us of the beauty in our diverse community. We approach diversity, equity, and inclusion (DEI) at Trinity in the same way we do everything, with intentionality, curiosity, conceptual understanding, standards, and developmentally appropriate language and experiences. The tenets of DEI work mirror the heart of the mission of Trinity as “each child develops the knowledge, skills, and character to achieve their unique potential as a responsible, productive, and compassionate member of the School and greater community.” Since its racial integration in 1963, Trinity has strived to honor the dignity and worth of all members of its community. According to Forbes, cultural intelligence and diversity is one of the top 10 skill sets sought out by Fortune 500 companies. While our students are a long way off from tackling the corporate ladder, we are laying the foundation for cultural intelligence and a long-term commitment to DEI work. Questions often arise as this work is done with early childhood and elementary students. How do we explore topics of DEI like identity, race, gender, socio-economic status, ability, justice, and equity in a way that young children can understand? How do we honor their developmentally appropriate curiosity around differences? We believe that the answers can be found in proactive and reactive conversations, curriculum review, and intentional lesson planning. Continuing years of growth in DEI as part of our professional development, this year Trinity is following a multipronged approach to explore these questions of DEI. At the classroom level, we are engaged in a study of the Teaching Tolerance Anti-Bias Framework, which provide a roadmap for discussing topics in age-level bands. These standards, in conjunction with our curriculum, allow us to place a critical eye on our content and our pedagogy. They provide guidance for us as we use proactive approaches and react with care in our teaching and learning. Additionally, the DEI Steering Committee is examining how some of our large-scale academic events

could use a wider or more attuned lens. Differentiation based on age level, situational awareness, and goal is key; just like academic or specials classes, we meet our students where they are in the process of learning about themselves and others. The root of much great learning is children’s literature. We regularly use picture books across all ages to discuss both academic and character topics. In their book, Reading to Make a Difference, Katie Kelly and Lester Laminack not only offer titles for talking about diversity, equity, and inclusion, but also provide grounded, developmentally appropriate lessons to use with students to grow their understanding of identity, inclusion, and perspective. Books serve as windows, mirrors, doors, and bridges to take us from the perspectives of ourselves to the perspectives of others to help grow and shape our worldview. The Kelly and Laminack text is just one of many used by our faculty to grow their own understanding of teaching practices within a diverse context. Likewise, in our summer professional development choices, we offer DEI texts at the adult level as well as curated TED Talks and videos for teachers to grow and stretch their own understanding. Another avenue for exploring these topics is our commitment to Morning Meeting. Our daily time of gathering allows adults and children to engage in conversations that celebrate both difference and similarity, practice open dialogue for civil discourse, resolve conflict appropriately, and build community. Our service programs allow us to practice empathy and open doors to the world outside the Trinity gate. Another question often asked is: What can I do as a parent to help my child navigate topics of DEI at home and in our community? The first step is to grow comfortable with topics that may feel uncomfortable. The second is to be open to the curiosity of children. Children’s innate wonder around differences should be framed as developmentally appropriate and honored as such. It is only when a judgment is placed on their wonder that they begin to see something in a pejorative light. It is not unusual for children as young as three to notice differences in gender, physical ability, or skin color with curiosity. By validating these observations as normal and offering factual, non-judgmental responses, we can help children shape their worldview as inclusive. If we, the adults, are not comfortable having these conversations around race, socio-economics, gender, sexuality, ability, justice, and equity, it is incumbent upon us to learn more through listening, reading, and affinity group work in order to support our children. The Day You Begin concludes with, ‘This is the day you begin to find the places inside your laughter and your lunches, your books, your travel and your stories, where every new friend has something a little like you—and something else so fabulously not quite like you at all.”



We are preparing our students to understand the history, identity, and equity of themselves and others. We are equipping them with language to see diverse perspectives, respond thoughtfully and respectfully to differences, and seek a more just and safe society. We do so with nuance, reflection, and courage. We celebrate each child for his or her own fabulous self, each and every day.

Suggested Reading for Parents All are Welcome by Alexandra Penfold and Suzanne Kaufman Just Ask! by Supreme Court Justice Sonia Sotomayor Last Stop on Market Street by Matt De La Penz and Christian Robinson Let’s Talk About Race by Julian Lester Same, Same but Different by Jenny Sue Kostecki-Shaw Skin Again by bell hooks So You Want to Talk About Race by Ijeoma Oluo The Day You Begin by Jacqueline Woodson and Rafael Lopez Waking Up White by Debbie Irving We Are All Alike; We Are All Different by Cheltenham Elementary Kindergartners Where Are You From? by Yamile Saied Mendez and Jaime Kim White Kids: Growing Up with Privilege in a Racially Divided World by Margaret A. Hagerman Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race by Beverly Daniel Tatum You Matter by Christian Robinson


Upper Elementary Division Head Sarah Barton Thomas initiates conversations with Sixth Graders while reading The Day You Begin by Jacqueline Woodson and Rafael Lopez.



Change in a digital environment By Marsha Harris, Director of Curriculum

The year 2020 is the year of change. A change in workflow, pedagogy, instructional tools, classroom routines, and our relationships. Teachers, students, and entire school systems have had to shift to bring teachers and children together safely. Small, meaningful, intentional adjustments are necessary to sustain and create impactful learning experiences. For eight years, My Learning, our digital portfolio system, has been a hallmark of the Trinity program. It has been used to record each student’s journey at the School, provide insight into learning experiences, and help students preserve and cherish their Trinity story. This year, members of our Sixth Grade Leadership Class will be able to look back at their Pre-K year to remember and reflect on their experiences at Trinity. “I love the ability to follow my child’s progress over time,” says the parent of a Trinity Early Learner and Second Grader. “Periodically, I go back and look at my child’s work as an Early Learner, and it is such a gift to have their voices and growth archived.” Seesaw, My Learning’s platform, was selected years ago because of the opportunity it provides teachers, students, and parents. It is a window into the classroom for families, a mirror for students to see themselves as learners, and a door to the whole child for teachers. This is still true today. We are grateful that this platform provided a seamless transition to distance learning, at-home learning, and homeschool communication.


“The Seesaw platform makes it easy for students and teachers to enrich the classroom experience,” says a parent of a Trinity Second Grader and Fourth Grader. “I see how easy it is for our girls to make edits, to reveal what they are thinking, and to take ownership of their work. Seeing problem solving in action and hearing our girls share their thinking is one of the experiences I enjoy most about using the program. There is a powerful feedback loop that helps teachers and parents to identify where learning gaps occur and support students’ understanding of the material. The platform gives parents clarity about the practice that needs to continue and serves as a guide to encouraging good academic behaviors. As a parent, I appreciate the opportunity to make comments and have an impact while learning is taking place. Seesaw is a beautiful journal of learning.” In the spring, education systems were forced to shift to distance learning in a matter of days. We needed to find a way to continue to deliver content, build relationships, and provide meaningful feedback in a virtual environment. Seesaw became our instant LMS (Learning Management System). Seesaw offers a library of activities designed by our teachers and experts from across the globe. The interactive nature of these tasks provides a more engaging experience for students while working in a digital environment. Along with a robust library, Seesaw’s integrated tools allow teachers to provide feedback to students with text or voice, and students can record video, draw, manipulate objects, and share their understanding through various compatible multimedia extensions. Families have immediate access to their child’s learning and communication from the teacher or announcements from the School. Everyone is encouraged to be creative, curious, and empowered.

“When I explain Seesaw to educators who don’t use it, they are so impressed by the incredible opportunity it provides for our students and their families,” says Kindergarten Lead Teacher Katherine Anderson, who served as a Pre-K Lead Teacher during the 2019–20 school year. “In Pre-K, Seesaw was a unique way to capture the work and memories of our youngest students in an interactive and authentic way. Now in Kindergarten, I see students using this technology to navigate a virtual learning platform while simultaneously documenting what they know and how they know it. I am truly grateful that Trinity has embraced this tool for us to use with our students and families.” We are fortunate to have one-toone devices available for students. Preparing them to navigate these tools and routines at the beginning of the year empowers them to feel confident and capable when completing tasks online. Trinity Teachers are working diligently to navigate educating students in school and at home. Using Seesaw as a platform for our at-home learners provides a landing space for students to look to and engage in highquality learning. My Learning is still here. Teachers and students continue to archive, collect, reflect, and celebrate their academic and personal goals. Seesaw has opened up the opportunity to widen the lens of what teaching and learning look like.

Third Grade Lead Teacher Caroline Dwight carries her computer around so that oncampus and at-home learners can interact during a study of lizards. All students utilize an interactive Seesaw app for the lesson. Caroline says, “Seesaw has been the united, grounding force for me to target both athome and on-campus learners. I love how I can give targeted, specific feedback to each student that parents, teachers, and students can see. Students can respond efficiently to this feedback, and I really enjoy viewing the positive comments that parents post to encourage their learner. When all parties are part of the learning process, great success occurs.�



Distance Learning 2020:

A look back

Team Benefield on August 19, 2019, versus April 1, 2020. Apart, but still together.


During the onset of the pandemic and throughout Trinity’s March–May 2020 distance learning program necessitated by the virus, our teacher-writers took to the internet, sharing their stories through social media and blogs. The following curated posts from Fifth Grade Lead Teacher Thomas Benefield and Director of Teaching and Learning Jill Gough will take you back to this difficult, yet hopeful time.



COVID-19 Shutdown:

Teacher’s Perspective By Thomas Benefield, Fifth Grade Lead Teacher

Friday, March 13, 1:45 PM, Trinity School Seventy-something Fifth Graders gather in the hall to have a dance party, but doggone it, the speaker won’t work. The speaker won’t work. You can’t have a dance party without a speaker! Try telling that to a group of Fifth-Grade boys so connected that they come up with almost identical writing topics when given a surprise free write assignment. “Play ‘Single Ladies’! Play ‘Single Ladies’!!!!” Beyonce’s “Single Ladies” plays, and the boys sing and dance, dance and sing. The girls roll their eyes. “It is now time for two o’clock carpool. Teachers, please log onto School-Pass.” And just like that everything we knew about school was over. Flashback nine days to the faculty meeting where we hear the Head of School tell us that we might be looking at some days away from school. Nothing solid, nothing definite, but it’s a possibility. Flash forward five days to Morning Meeting with our students. “It’s possible that we’re going to have to stay home for a few days. Maybe a little longer, two weeks tops.” We tell the kids, “This is something you’re going to always remember. This is the thing that when you’re an adult people will ask you where you were when the Corona Shutdown happened, and you’ll say that you were a Fifth Grader at Trinity School.” Flashback two days. Eight teachers sit together putting together a week’s worth of assignments. Laughing, but taking it seriously. We are putting together assignments for our students that they can do at home that will be similar to what we’d be doing at school. “A week, two weeks tops” floats through our minds, but there are some quiet, sinister voices that say different.


Monday, March 16 Distance Learning begins. Our Google Drives are in use as they never have been before. Students use this to turn in the work they’re doing that we assigned. Checking over each assignment, making comments, checking off on Google Spreadsheets which students have completed what. I meet with Jill Gough and Bridget Billups on Google Meet, a new-to-us platform. Isn’t it fun! Look! There they are! It’s the future the Jetsons promised us, minus the flying cars. This is what we will be using to see our students because we are staying home two weeks, and the second week we will start seeing our students in our virtual classrooms. We Meet and make plans. We Meet more and plan more. We fill in schedules on Google Docs. We make hyperlinks to Google Docs and Loom video presentations (another new platform!). We Meet more. Nervous laughter. Frustrated grumbles over internet blips; frozen screens, echoey voices, connections that don’t connect. Week 2, we see our students for the first time on screen. We laugh, we talk, we tell them they’re doing great and assure them that we’ll be back together soon. Little do we know. Weeks 3, 4, 5, 6. Meeting, planning, emailing, texting, FaceTiming, holding onto the thinning thread of hope that we will go back and be with our students and EACH OTHER again. We spend hours and hours with each other five days a week. We are a support system for each other. We hear we will not be coming back. We will not be coming back. Not coming back. Weeks 7 and 8 continue as the others have, and here’s the thing. Here’s the thing! Our students are doing awesome work, and they have been this whole time! All the foundations laid before the Corona Shutdown are fully evident. We are proud. We are amazed. These digital natives have taken this new format and said, “Okay, yeah. We got this.” And they do! Don’t get me wrong. They want to come back. Videos shared with us showing a Fifth Grader wailing, “I WANT TO GO BACK TO SCHOOOOOOL!” But they are doing great work. Not busy work. Not just reviewing what they’ve learned already this year. New material. New skills and strategies. These teachers I work with. Holy cow, these teachers! These co-workers. These friends of mine. I can’t sing their praises enough. Mothers of young children also in school and too young for school. Single adults at home by themselves with just their sweet pup for company. Wives of husbands whose jobs are as uncertain as the time we’re living in. Wives and moms away from home to be with family while other family members are away from them. Wives and moms with high schoolers in their homes who are surly and bored and snarky and even sweet at times. These teachers I work with!

Day after day, week after week, we bring our all to this task: Teach our students. At various times we crack. Tears of frustration, fear, disappointment, exhaustion, anger. But we laugh and we make each other laugh. These teachers I work with! Week 9, it’s our last week with our students. This isn’t how it’s supposed to be. We’ve missed so much. They’ve missed so much. Thirty-minute video meetings in the morning where the seams are starting to show a little. A little less interest. A little less participation. Can we blame them for this? No! We are as exhausted by this as they are. They’re still doing great work. They’re still trying their best. They’re asking questions, they’re sharing thoughts and insights, but they’re done, and nobody blames them. We’re close ourselves, but then it hits me. When this is over, I have summer ahead of me. Usually that fills me with excitement. Summer! I’ve said before that any teacher who claims the time off in summer has nothing to do with why they teach, even just a little, is a liar. This summer is full of uncertainty and lack of structure for me. Summer means I don’t see my students’ smiling little faces on my screen every morning. Summer means I don’t see my co-workers in our now weekly Meet. We did get it down to once a week after a couple of weeks. I was going to coach swim team again this summer, and I love that, but it’s been snatched away like so many other things. I’ve told my students that I will see them again. I wish it would be in room 2261 getting ready for a regular day of Fifth Grade, but that’s not possible. That regularity seems to be out of reach. That doesn’t matter though. I have poured seven-anda-half months into them. I have learned about them. I have learned from them. I hope they have learned from me. They are part of Team Benefield, and that’s a lifetime membership. I will see them again. Whether individually, a partial group, or the whole 18 of them together in one place, I will see their smiles face-to-face. If we get to a place where we can high-five or give hugs, I will do that. If we aren’t at that place yet I will do like I’ve been doing with friends I’ve seen from six feet away; smile, give ourselves a hug and acknowledge that it’s not the same, but it’s better than nothing. This school year is nothing at all like anyone thought it would be. It is one that I hope no one ever, ever has to go through again because it has been hard. Hard, but not impossible. Hard, but not without hope and joy and expectation. If we have to do this again, we can. We’ve learned new skills. We pivoted. We took this situation and did the best we could, and we can do it again if we have to. We don’t want to. At all. Ever again. But we can because this is what we do; we teach our students. Read more of Thomas’s writings at yerlifeguard.wordpress.com


Together and apart, we are Trinity School: Distance Learning March 16–May 22, 2020




Jill’s Blog:

A 50-Day Journey By Jill Gough, Director of Teaching and Learning Together and apart, we work to serve our students and their families, staying true to who we are, fulfilling our mission, and enacting our philosophy of multi-sensory tasks and activities to build deep foundational understanding. I really thought we would be out for two weeks. Two-and-ahalf months or 50 school days later, we celebrated our school year, using Google Meet, Zoom, and an in-person caravan. On the first day, I wrote a blog post chronicling my day, including what was similar and different from being at school and what I needed to make tomorrow better. I didn’t know then that I would write 50 posts, one for each school day that we were apart. Over and over again, I wrote, “We are learning, and we are together, even though we are apart. It is not the way we want to have school, but we are making the best of our situation. We know that it is important to #FlattenTheCurve and keep ourselves and our communities safe.” The following are excerpts from my blog during the 50-day journey. Day 1 | March 16, 2020 Day one of week one of working, schooling, and learning from home is in the books. Our teams prepared, planned, and practiced. We are learning to adapt to our new virtual meeting rooms. While there were a few kinks, the day seemed long but smooth. My office door was open and busy. Just as on a regular day, there’s not enough time, and yet, the work is so rewarding. Day 5 | March 20, 2020 We commit to a whole-child approach to learning at Trinity. We are taking a whole-family approach to distance learning. To that end, we used and are using the tools and resources (Google, Seesaw, Dreambox, Keyboarding, and IXL) that we already use in learning and teaching. We know that Trinity students are best served when with Trinity Teachers. We did not prevent students from coming to school so that we could have a PD day to “get prepared.” We are prepared as far as communication tools go. Our students were with their teachers every day last week. We chose to focus on student learning, and we know that we made the right decision. 52

Day 8 | March 25, 2020 I was never a fan of the “flipped classroom” idea. You know, the teacher records the lesson, the students watch it at home, and then they can “do” homework in class the next day just in case they have a question. Well, today is a different story. Today, I cannot be in the room with the learners in my care to facilitate their learning. I will confess that I dabbled with the “flipped classroom” idea as both a middle and high school math teacher back in the day. Joking (halfway) with me, my students would comment that it was easier to pause me on video than in person. So, here we are in this universal situation. How might we leverage video to offer students the time they need, the ability to press pause, and the luxury of replay and rewind? What might be gained if everyone watches the mini lesson once, twice, or as many times as they need before they meet with their peers and teachers? How might we learn and grow together while apart? We love our students and our colleagues. We could not have imagined teaching and learning in this way, but it does now offer learners the time they need to think, to draw, to write, and to discover. While we want to be together sitting side-by-side, we are harnessing the power of technology to afford learners the time they need. Important time. Deep foundation building time. Learning is the constant. Time is a variable. Day 14 | April 2, 2020 How do we learn and grow when we are apart? Well, this is day 14, and we know we are doing it through distance learning with our students. It is hard. It is rewarding. It is building strong teams and relationships. Day 20 | April 10, 2020 Today is a planned school break. Teachers, students, and families are tired, homebound, worried, and thankful. So thankful. We are thankful for our Trinity community, our Trinity family. Day 28 | April 22, 2020 Teachers miss their students, their hugs, smiles, laughter, and the tiny, powerful moments. Google Meet connects us in yin-and-yang ways. We can see, hear, talk with, and laugh with each other, yet we miss the physical presence of our community. We applaud our teachers’ creativity, intentional planning, the volumes of feedback, and the care and concern they offer our students and their families as you attend to your family’s needs too. Parents are working, worried, and weary. They are tackling our learning plans as they can for their children. Parents know

how to read, compute, investigate, and write. It is incredibly complex to teach these skills, and yet they press on. Teachers and administrators applaud parents’ engagement, effort, and willingness to lead learning. It’s really difficult to teach those you love the most. Teachers and parents are on the same team focused on the care of our students and children. We have the same goals, hopes, and dreams. We wish the venue was Trinity School. There is so much to miss, yet we are gaining so much. We know each other so much better differently now. This critical work—schooling—feels opposite or contrary to the norm, and yet it is actually complementary, interconnected, and interdependent. We thank you for your growth mindset as well as your trust and faith in each other. Day 32 | April 28, 2020 With both hands, teachers have been planning, providing resources and learning plans, and offering feedback to help our young learners grow. We are teaching, and they are learning. Day 36 | May 4, 2020 At Trinity, our pillars call for deep learning experiences to build a strong academic and character foundation. Some of our practices are not “how it was done when I was in school” and seem complex. I want you to know that we study to hone and enhance our skills yearly, monthly, weekly, and daily. Now that learning is facilitated at home, we have the opportunity to make our practices more visible. We communicate why we do what we do. Day 40 | May 8, 2020 Our teachers and students are determined to finish strong even though we are not together inside our beautiful gate. While it is not the same, our teachers are working tirelessly together to continue our Trinity family experiences. Today, the first-ever Virtual Olympics of the Body was held. It was joyous, fun, and athletic. Congratulations to all teachers, students, and parents. We are so proud of all of you. Thank you! Day 46 | May 18, 2020 I want to recognize all that we are learning, teaching, and doing. Deep academic foundation is our focus as is the depth of character. • We have learned academic content, social skills, emotional coping strategies, lifelong habits, and more. • We have explored and practiced new academic content, new ways to develop and maintain friendships and connections, time-management skills, new ways to harness the power of technology, and some things to not do again.

Day 50 | May 22, 2020 Trinity School is a community of learners. I keep saying writing: we are teaching, and they are learning. We are learning, too.” Multisensory, active, deep learning experiences are a cornerstone of our learning and teaching. Intentional, purpose-driven, and playful are cornerstones of our learning, too. On this last day of the 2019–20 school year, I want to again say thank you to our teachers. You are celebrated!

I did not set out to write 50 blog posts in 50 school days but worry and concern enveloped our culture. Are we doing the right things? Are we good enough? Are the children learning? We learn what we are thinking when we write. We reflect on what we think—and we learn—when we read. So, every day for 50 school days, I wrote and published. I know that I began and continued ending each post with “I love you, and I miss you.” It was the hardest and the most important part of each post. I needed to say it, and I hope that both teachers and families connected with it. Connected with me. Here are the top five important ideas that capture what I learned. 5. Facts are important; relationships are everything! 4. While learning and teaching through a screen is hard—really hard—we do hard things. We are bold, curious, confident learners. 3. Don’t assume they cannot, just because they are little. Never underestimate a motivated learner. 2. Our teachers stay true to who we are. The learning plans are dense, rich with multi-sensory learning experiences. 1. While the building was closed, Trinity School was open: caring for, loving, and teaching our students. Together and apart, we are Trinity School. We are dedicated to our students, our children. We continue to care for, love, and teach so that they continue learning deeply. We are making the days count. We are teaching, and they are learning. Know that we are with you; we love you, and we miss you. I love you, and I miss you.

Read more of Jill’s writings at jplgough.blog

• We learned that the building brings us to the same place at the same time but does not define our community. We define our community, belonging, and comfort. ●• We learned that we want to go to school, emotionally and physically. ●• We learned that we can be together even when we are apart. 53

Together and apart, we are Trinity School: Distance Learning March 16–May 22, 2020






End-of-Year Caravan On May 22, all Trinity parents, students, and employees had the opportunity to come together and celebrate the end of the school year during an all-school caravan. Most of Trinity’s faculty and staff lined the perimeter of the carpool lane as hundreds of students and their parents drove through campus! In addition to thanking our families for a wonderful 2019–20 school year, even with its unusual final few months, the caravan allowed us to celebrate the Class of 2020, whose members finished their Trinity journey with incredible strength and positivity amidst the turmoil of the time.






Visit www.spotlightonart.com for more information and to sign up for Spotlight updates if you do not already receive communications from the School. 60

Spotlight on Art continues to

highlight artists By Leisy Ruddock, Director of Spotlight on Art and Special Events

Spotlight on Art (SOA) is a series of art events throughout the school year that raises money for Trinity School. The series includes a culminating Gala and Auction, and the main event is the Artists Market, which is a week-long on-campus art gallery that has showcased original works by well-known and emerging artists since 1982. Over the last few months, the Spotlight team has spent countless hours in online meetings, brainstorming and conceptualizing all the different options for Spotlight on Art 2021 as we continue to navigate the pandemic. As it takes more than 100 parent volunteers to make Spotlight on Art happen each year, the Artists Market volunteers were surveyed, and Spotlight leadership met with members of Trinity School’s leadership and administration to make decisions on this year’s Spotlight on Art events.

Artists Market and Gala Canceled We are saddened to announce that the main Artists Market and Gala scheduled for January and February 2021 will be canceled. The decision was not an easy one, but we feel confident that it is the right one for our community, artists, and attendees. We are excited to announce that the Spotlight on Art leadership teams have agreed to defer their commitments for a year because of the unusual circumstances we find ourselves in. Please join us in thanking 2021 Chair Aisha Parker and her team, who will now lead SOA 2022, and 2022 Chair Katie Wolf and her team, who will now lead SOA 2023. Trinity is deeply grateful for their flexibility and willingness to extend their service for another year, and we are already looking forward to making the 40th anniversary of Spotlight on Art in 2022 our best one yet!

Neiman Marcus Pop-Up Gallery On a bright note, Spotlight will continue to hold some events this year, in-person and online. This includes our annual Pop-Up Gallery at the Lenox Square location of Neiman Marcus that ran from October 3–November 5. We were thrilled to “spotlight” four talented female contemporary artists: Kayce Hughes, Kellie Lawler, Colleen Leach, and Millie Sims. Each artist had a display panel for her work and her biography. We appreciate your understanding as we navigate the difficult and evolving pandemic situation. We look forward to continuing to make unique and amazing art accessible to everyone and introducing new works by some of the Southeast’s greatest established and emerging artists.



Whitney Brown Novak ’90 poses in front of Kazoo Toys’ well-stocked shelves.

Alumna applies innovative ideas to old-fashioned toy store By Khette Plyler, Director of Alumni Relations and Assistant Director of The Trinity Fund


At the onset of the COVID-19 pandemic, while many of us were sheltering in place, overseeing our children’s virtual learning, and trying to combat anxiety and boredom, Trinity alumna Whitney Brown Novak ’90 and her husband, Joe, were literally bringing the fun! As the world around us changed, these small business owners of Kazoo Toys on Roswell Road in Atlanta quickly adapted their normal way of doing business, and Whitney attributes the foundation

of her creative adaptability to her time at Trinity. Whitney began her journey at Trinity at age two (for several years, beginning in 1979, the School had a two-year-old program) and stayed through the Sixth Grade. Most of her childhood memories take place inside the halls of Trinity’s former campus, where Atlanta Girls’ School resides today. Pinhole cameras, moving upstairs for Second Grade, Wagon Train, and making a chariot for

the Fifth Grade Olympics are some of Whitney’s most beloved memories, but it was in math class that she experienced her favorite “aha!” moments. After graduating from Trinity, she attended The Westminster Schools, then Duke University. Initially wanting to work in robotics, Whitney began her college career studying electrical engineering. After a “boring summer internship,” she shifted directions and went into business instead. Her first job was a management training program focused on logistics; she loved the combination of math and problem solving. With the discovery that business was about “finding a problem and solving it better than your competitor,” Whitney knew that she wanted to learn more. She enrolled at UCLA to pursue her Master of Business Administration. At this point, she knew that she wanted to own her own business one day, she just didn’t know what type. In the meantime, Whitney married and moved back to Atlanta while working for a franchisor, Mathnasium, in operations and business development. This opportunity afforded her the ability to learn the ins and outs of being a small business owner without any of the risk associated with it. When Whitney and Joe decided to start a family, they were both ready for a career change. He had lots of experience in the toy industry, and she was ready to start her own business. “With a baby on the way, and what appeared to us as a dearth in the Atlanta market for high-quality toys, we put the pieces together and decided a retail toy store was the answer,” she says. Keeping in mind the idea of an “oldfashioned” toy store, where kids can experience the fun and awe of toys, Kazoo Toys was born in 2012. Being a business owner comes with some big benefits and some challenges. “When you own your own business, you are always on; your brain never really shuts off from thinking about it,”

Whitney says. “When you work for a larger organization, you frequently take for granted that there is someone to call if you run into problems. In a small business, that someone is you.” Despite the challenges of always being on call, Whitney loves the flexibility and full autonomy over her work that owning her own business provides. Whitney and Joe like to give their staff input on products to sell and ways to make the business run smoother; with staff buy-in and care, they feel they can all better serve their customers. Like most business owners, the biggest challenge Kazoo Toys has ever faced resulted from the pandemic. When the shelter-in-place order was first announced, they immediately went into problem-solving mode. First, they wrote to the mayor to explain how they too were an essential business and should not be required to close. “Birthdays were still going to happen, parents were going to need help occupying and entertaining kids, and we carry toys and games that can be used to support learning through all phases of childhood,” says Whitney. “The mayor agreed, and we received essential classification.” While fighting to stay open as an essential business, they launched a subscription service. Based on children’s ages and interests and family budgets, Kazoo delivered a weekly wrapped surprise to families all over Atlanta through the end of the school year. The surprises gave families something to look forward to each week and to break up the monotony of being quarantined at home. That program was a big success. Although most Atlantans are no longer required to shelter in place, many people are still hesitant to return to their previous shopping patterns, and families are not hosting large weekend birthday parties. So, Whitney continues to innovate. She and her team are working on making their inventory available online so that customers can

shop with or without their assistance. They will also offer private shopping appointments outside of business hours for the holidays. “At this point, our goal is to continue to think creatively and serve our customers to help our whole society get through the pandemic,” she says. “We will grow our business back to where we were before the pandemic started, and beyond! We love our community, and we aren’t going anywhere. We will focus on making our business helpful and accessible to everyone, whatever their comfort level and ability to shop. Our goal is to seek out and offer the best educational and fun toys that will allow families to cherish childhood and cultivate a love of learning, just like Trinity’s basic tenets. And, when it’s safe to do so again, to offer a fun environment where kids can come and play and explore all of the fun Kazoo has to offer!” Whitney says that her time at Trinity grew her confidence and allowed her to believe that she could accomplish anything she put her mind to. The School fostered her love for math, her sense of curiosity, and her ability to problem solve. Each of these characteristics, while honed throughout her career, first took root during her time at Trinity School and have led her down the path of business ownership. It is also Trinity’s special environment, where every child is encouraged to explore and flourish, that brought her back as a parent. Whitney’s daughter, Sierra, is a Third Grader at Trinity. “Sierra is a kind, empathetic, caring girl who loves art, reading, animals, and figuring out how things work,” says Whitney. “She has an imagination that never ceases to astound me and a constant curiosity about the world; natural qualities that are a perfect match for Trinity School and its ability to cultivate a love of learning and to cherish childhood every day.”



2020 High School Graduates and

College Choices


George Alford, Washington and Lee University

Thomas Law, Texas Christian University

Bella Barnes, Auburn University

Katie Malloy, University of Mississippi

Jay Bartelt, Georgia Institute of Technology

Caroline Mitchem, Texas Christian University

Noah Bartlett, Georgia State University

Will Moorman, University of Georgia

Anna Bass, University of Alabama

Rankin Mori, Southern Methodist University

Parker Battin, University of Michigan

Christopher Morocco, University of Georgia

Virginia Bernot, Washington and Lee University

Seth Nuffer, Berklee College of Music

Peter Bernot, Washington and Lee University

Olivia Osby, Deferred admission to

J.D. Blitch, Duke University Dickson Bowman, Princeton University

University of Southern California to record an album with her band

Grayson Bradley, University of Southern California

Jack Overstreet, University of Georgia

Sophie Butler, University of Vermont

Duncan Park, University of Notre Dame

Angus Carson, Auburn University

David Perchik, University of Georgia

Molly Corts, University of Tampa

Sarah Jane Peterson, University of Georgia

Clayton Cross, University of South Carolina

K.J. Pressly, Boston College

Bryce Davis, Howard University

Carter Rathore, University of Georgia

Savannah Dean, University of Notre Dame

Will Reese, Western Carolina University

Will DeWalt, Southern Methodist University

Cain Regal, Southern Methodist University

Leighton Dickson, Rhodes College

J. Edward Robinette, Auburn University

Lily Dolan, Texas Christian University

Jack Sapone, Babson College

Augie Draper, Occidental College

Mattie Schwieger, University of Alabama

Claire Emch, University of Michigan

Jack Sodemann, Georgia State University

Anna Grace Fantucci, University of Georgia

Sadye Sumter, Texas Christian University

Connor Flournoy, Auburn University

Emma Szwast, Auburn University

Eli Fullam, College of Charleston

Miller Taylor, Clemson University

Alejandro Garcia-Civita, Georgia State University

May Lebby Thompson, College of Charleston

Olivia Graner, Brown University

Ellie Tomko, Georgia Institute of Technology

Nichelle Haley, University of Texas at Austin

Campbell Tomlin, University of Michigan

Poppy Harris, Sewanee: University of the South

Tanner Uzzell, Howard University

Riley Hernandez, University of Southern California

Kelsey Varn, University of California, San Diego

James Hernandez, University of Pennsylvania

Peter Wandtke, Ohio State University

Lee Hickman, University of Michigan

Noah Weeks, Virginia Tech

Kate Howard, University of Michigan

Lillie Whittle, Berry College

Nicholas Hungria, Carnegie Mellon University

Charlie Wickliffe, University of Georgia

Isabelle Johnson, University of Alabama

Mary Scott Wilder, Auburn University

Anna Scott Johnson, University of Tennessee

Lawton Wilkins, Trinity College

Lauren Kendall, Auburn University

Hector Wilson, California Institute of Technology

Mia Kotelec, University of California, Santa Barbara

Henrietta Wright, Texas Christian University

Matt Lamberth, Dartmouth College

Kate Zeising, University of Michigan

Class of 2020

I am leaving Trinity with... Banks Bartelt Marist School great friendships and the ability to do my best

Mac Cannon Pace Academy fun memories and great friendships

Maggie Carpenter The Westminster Schools a love of learning and growth, great friendships, wonderful memories, and experiences that will last me the rest of my life

Jude Cascone Marist School amazing memories with all my classmates

Connor Clinkscale Greater Atlanta Christian School some great friendships and good memories

Emerson Courage The Lovett School strong friendships

Naomi Dixon The Galloway School self-confidence, amazing friendships, and the ability to think outside of the box

Lucy Euart Woodward Academy the best memories, confidence, and knowledge about who I want to be



On July 10, we were grateful to hold a graduation ceremony at Trinity to celebrate the hard work and accomplishments of our special Class of 2020. All 21 members showed incredible strength and resiliency when faced with a challenging end to the 2019–20 school year, and we cannot wait to see what the future holds for them. “Once a Trinity child, always a Trinity child!”

Vee Fisher The Westminster Schools incredible friendships with kids of all ages, a love of learning, leadership skills, and the best memories I have ever made


Mac Hartley The Westminster Schools some friends who are coming to the same school as me

John Henry Jamieson The Lovett School amazing memories, friendships that will last a lifetime, people in my life that I needed, the skills I need to advance through middle school, and the ability to make smart decisions

Clark Jordan The Westminster Schools the knowledge that I made great friends and had fun

Davis Lee Lovinggood Middle School special friendships; Trinity has changed me in so many ways

Leighton Maynard The Lovett School caring friends and amazing leadership skills

Christopher O’Mard The Westminster Schools lots of friendships, fun memories, and a fondness for Trinity

Hunter Oskouei The Westminster Schools memories and great friendships

MacKenzie Ottinger The Lovett School being prepared for next year and having great friendships and a love of learning

Vikas Reddy The Westminster Schools amazing friendships with classmates and teachers and a love of learning

Ben Reese Woodward Academy the fact that I will always have good friends to either help me get through tough times or to just have fun with

Tristan Sindoni The Lovett School a bunch of new friends

Robert Suh The Westminster Schools great memories and amazing friendships



Class Notes


On February 1, Trinity alumni and their parents were invited back to Trinity for an exclusive Alumni and Parent of Alumni Cocktail Hour prior to the start of Cocktails & Canvases, one of Spotlight on Art’s signature evening events. Former classmates and their families enjoyed catching up over wine and cheese in Trinity’s Idea Lab and iHub. What a fun way to begin the evening before everyone browsed the Artists Market! In September 2019, celebrity chef and event designer Alex Hitz ’81 released his second book, The Art of the Host: Recipes and Rules for Flawless Entertainment. The Wall Street Journal calls Alex “the very best host in the world,” and his first book, My Beverly Hills Kitchen: Classic Southern Cooking with a French Twist, was published in 2012. Nathaniel Turner ’84 returned from Kuala Lumpur in 2019 and is living in the Washington, D.C., area temporarily in order to take Arabic training for his next diplomatic assignment to the U.S. Embassy in Cairo.


Gina Mooney Jones, MD ’91 was featured as one of Atlanta’s top doctors in the July 2020 issue of Atlanta magazine. Gina, who practices at OrthoAtlanta, is board certified by the American Board of Orthopaedic Surgery and has a Certificate of Added Qualification in Hand Surgery. She lives in Morningside with her husband, Ryan, and son, Wyck.

Harriott Kelly ’00, who currently lives in New York, competed in the US Olympic Marathon team trials in Atlanta on February 29, and placed in the top 100. Jillian O’Donnell, MD ’01 is a secondyear fellow in Gynecologic Oncology at the University of North Carolina at Chapel Hill. Claire Chambless ’02 received her Master of Fine Arts in Art from the California Institute of the Arts (CalArts) and is living and making sculptures in Los Angeles. Jake O’Donnell ’03 works at United Enertech in Chattanooga, Tennessee, in the field of manufacturing efficiency. He served previously as an Army Airborne Ranger based at Fort Benning, Georgia, with additional service in Afghanistan. Singer-songwriter Maria Coyne ’05 recently released her debut album Forward with her alt-pop band Maria and the Coins. The album release took place at the historic venue First Avenue & 7th St Entry in Minneapolis on March 4. Forward is available on all platforms for streaming and download. For more information, visit www.mariaandthecoins.com. Carter Maguire ’07 graduated from the University of Pennsylvania Carey Law School this past spring and has moved to New York City to work for international law firm White & Case LLP.


Margaret Draper ’08 is moving to England to study Victorian literature and earn her master’s degree at Oxford University.

Katie Crowe ’00 works at Marist School, from which she graduated in 2006. Katie is the Alumni Engagement Coordinator

Josh Dolan ’09 graduated from Washington and Lee University in 2019; worked for a year at Peachtree Orthopedics in Atlanta, gaining invaluable knowledge and skillsets; and is now a

Emily Nolan Vavrichek ’96 and her husband, David Vavrichek, welcomed their son, Brooks Wallace Vavrichek, on June 2. Brooks joins big sisters Eliza and Lily.


and was recently named the Head Girls Varsity Lacrosse Coach.

first-year medical student at the Medical College of Georgia in Augusta.


Collins Speed ’09 graduated from Army Ranger School in June. He was commissioned a second lieutenant upon his 2019 graduation from Washington and Lee University and will be stationed at Fort Lewis, Washington.

Following his 2019 graduation from Ulster University in Belfast, Northern Ireland, with a Bachelor of Arts in Brand Management, Jake Walton ’09 moved to live and work in London. Josh Doman ’10 graduated summa cum laude from the University of Pennsylvania in May with dual degrees in Finance from the Wharton School of Business and Computer Science from the School of Engineering. Josh is a private equity analyst with Bain Capital in Boston. Clare Draper ’10 graduated from the University of Virginia and is headed to Oxford University to pursue a master’s degree in Classical Languages and Literature. Blake Gillikin ’10 was named to the National Football Foundation’s Hampshire Honor Society. In order to be considered for membership, a player must be a starter or significant contributor in his final year of eligibility and must maintain a cumulative 3.2 grade point average or higher throughout the course of his undergraduate study. Blake, with a 4.0 GPA in Kinesiology was named a twotime first-team Academic All-American. He’s the only player in Penn State history with seven punts of at least 65 yards and the only one with four punts of at least 70 yards. He holds the school record for best punting average in a season (43.95), which he set in 2018. Max Walton ’10 graduated this year from Southern Methodist University in Dallas, Texas, with degrees in Economics and Strategic Brand Management. Logan Cooper ’10 graduated in May from Lehigh University in Bethlehem, Pennsylvania, with a Bachelor of Science

1 Alumni and their families mix and mingle in the Idea Lab.


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in Computer Engineering. As a Greer Scholar while at Lehigh, Logan acted as a teaching assistant, conducting collegiate lectures and assisting students with in-class assignments and projects. He also completed several IT internships at Emory Healthcare in Atlanta. Claire Cotton ’11 and a few other Atlanta college students started Fuel Our Heroes Atlanta, a nonprofit that benefited healthcare workers at Emory. They partnered with Emory Health (a 501(c)(3) eligible charity fund), which used the money they raised to provide vital financial assistance and meals

to Emory’s nurses and healthcare professionals on the frontlines of the global pandemic. Fuel Our Heroes Atlanta and other Fuel Our Heroes organizations across the country raised more than $250,000 collectively! Gabi Dolan ’12 has transferred to Emory University, where she is pursuing majors in Neuroscience and Behavioral Biology and continuing her passion for playing volleyball. A play that Caroline Stewart ’12 wrote with two friends, Leaving a Message After the Beep, was selected for the Women’s

Theatre Festival this summer. Caroline worked to both produce and direct this play while also adapting the script to fit a Zoom format. After two successful showings, they received three awards for their performance: Jury Selection for Outstanding Props Design, Audience Choice for Outstanding Performance by Janae Jett, and Audience Choice Achievement in Scenic and Properties Design. Caroline is currently a junior at Emory University, earning a degree in Playwriting with a minor in Music.



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Olivia Osby ’14 was accepted to University of Southern California but deferred admission for a year to work on a promising career-opportunity in music. Her band, Lowertown, signed a record deal in April with the British label Dirty Hit Records. They are currently working on their first EP under the label and hope that it will be released in the next month or so. It will follow their first album, Friends, which was self-produced and released. Olivia is currently in the United Kingdom recording a second EP with her bandmate and will hopefully begin touring next year.


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Lillian Whittle ’14 graduated in May from The Lovett School. In addition to the Georgia Hope Scholarship, she received scholarship offers from each of the seven colleges to which she applied. After much consideration, Lillian began attending Berry College this fall. She plans to major in Studio Art and study English, Literature, and Classics. She also plans to continue to participate in vocal and theatre performance arts.


Charles Troutman III ’15 won the Georgia High School State Chess Championship in January. As a result, Charles was invited by the Georgia Chess Association to represent the state of Georgia in the GM Arnold Denker

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National Tournament of High School Chess Champions that is run by the US Chess Federation. Held online in July due to the pandemic, Charles placed 29 out of 44 in the tournament. An avid chess player since his time at Trinity, Charles has been a four-time Georgia grade-level champion and helped spearhead and mentor various chess programs. Atlanta INTown named Julia Rhee ’15 as one of their “20 Under 20” honorees. Julia founded Double Play ATL, a nonprofit organization developed to help underprivileged youth obtain the necessary equipment to play organized sports. Since 2017, the organization has collected nearly 5,000 pieces of

equipment and put 90 percent back into the community. Julia has also volunteered her time at Threads, Atlanta Community Food Bank, Agape, LaAmistad, Atlanta Children’s Shelter, My Sister’s House, and more. Sarah Street ’15 was selected as an Atlanta INTown “20 Under 20” runnerup. Sarah has raised money and served more than 500 hours at organizations that include LaAmistad, Operation Gratitude, Covenant House, Buckhead Christian Ministries, UNICEF, Changing Lives in Guatemala, PowerMyLearning, Hospice Atlanta, Children’s Healthcare of Atlanta, and City of Refuge.


Conner Kanaly ’15 and Peyton Kanaly ’16 used their COVID-19 stay-at-home time to author children’s books that are now available on Amazon, and the proceeds will go to charities. After volunteering for Agape Youth and Family Services since middle school, Conner and Peyton recognized there was a need for more books geared towards young readers. So, they started writing and working on the illustrations and publication for a few books. Conner published two books: John Taylor the Mighty Strong Sailor and Raley the Rockstar. One hundred percent of the proceeds from John Taylor the Mighty Strong Sailor will be donated to Agape to support the families, especially during the pandemic, and the proceeds from Raley the Rockstar will be donated to the CDC to help find a vaccine for COVID-19. Peyton, who grew up playing and loving sports, especially softball, published Mitzi and the Softball Comeback. All the proceeds from her book will go to the East Cobb Bullets, a nonprofit softball organization that is dedicated to helping girls play to their greatest potential. Julia Jamieson ’16 and Owen Armentrout ’16 received citizenship awards at The Lovett School.


Morgan Whittle ’16 is a rising junior at The Lovett School, where he participates in swimming and has been on the Lovett Scholars List since his freshman year. A member of the Honors Lovett Singers, Morgan’s vocal teacher is Dr. Jonathan Pilkington. During the 2019–20 school year, Morgan won second place at the National Association of Teachers of Singing Competition in Category 4A, Lower High School TBB. He was also a Member of Team XL in the Leukemia and Lymphoma Society 2020 Students of the Year Campaign. Along with team captain Dolph Orthwein ’16 and team member Aidan Mahoney ’16, they raised more than $34,000. Morgan personally raised more than $6,000, becoming a member of the prestigious 5K Club. “A feat that fewer than 10 percent of team members accomplished in 2020,” says Carey Stadler, Senior Manager of Students of the Year Atlanta.

Friends and former Trinity classmates Peter Buckley ’19, Austin Genova ’19, and Buckley Wiley ’19 combined their passions for helping others and for 3-D printing to create face shields for local medical personnel. Combined, they created close to 600 masks, which are now in the hands of healthcare heroes all around Atlanta.


Noah Whittle ’16 is a rising junior at The Lovett School, where he participates in swimming, track and field, and shot put and is a member of the Honors Lovett Singers. Noah once again earned his place on the Lovett Scholars List.

Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

Mackenna Stewart ’19 earned a spot on the Principal’s List at The Lovett School both semesters of the 2019–20 academic year. “We are grateful for the foundation of learning and the overall learning experience that Trinity provided her to prepare her to excel in this way,” says Mackenna’s mom, Kelli Stewart. Carson Streaker ’19 was awarded the 2019–2020 Highest Academic Distinction for his Seventh-Grade year at The Westminster Schools. Carson was also chosen to play for Westminster’s middle school golf team.


Allison Williams left a lasting legacy with the founding of Trinity School in 1951. Allison and his wife, Jo’s vision of Trinity serves as an inspiration that should encourage each of us to follow in their footsteps and create our own legacy at Trinity.

Make the gift of a lifetime Members of The Allison and Josephine Williams Legacy Society have included Trinity in their wills or estate plans. Their gifts provide financial support that is critical for the School’s future. Trinity relies on planned gifts to grow and flourish. Our physical campus, named professional development funds, and endowed scholarships all benefit from the generosity of The Allison and Josephine Williams Legacy Society members. Planned gifts continue our readiness for opportunities and challenges ahead and help Trinity remain a leading elementary-only institution. We are grateful for these thoughtful donors because their unique financial support ensures that the School will be prepared for the future and for future generations of Trinity students.

Planned Giving at Trinity It is easy to leave a lasting legacy at Trinity through a planned gift. • Wills and Trusts: make an important impact on Trinity that doesn’t cost anything during your lifetime and will only take effect after your other obligations are fulfilled • Life Insurance Policies: create a long-term gift that won’t draw funds from your estate • Retirement Plan: name Trinity as a beneficiary of your retirement plan, and leave less-taxed assets to family • Stock and Appreciated Assets: take advantage of appreciated securities without incurring a capital gains tax • Donor-Advised Fund: make Trinity the final beneficiary of your existing fund

Contact Katie Hammett, 404-760-4407 or khammett@trinityatl.org, to speak further about including Trinity in your future plans or if they already include Trinity. Additional information can be found on Trinity’s Planned Giving website: http://trinityatl.plannedgiving.org


Choose your own adventure at Trinity School

Summer Camp 2021! Trinity School Summer Camp offers a variety of academic, specialty, and sports camps— including Coach Brian Balocki’s popular Atlanta Sports Camps—for children ages 4 to 13. From coding to Legos, vet academy to yoga, choose your child’s summer adventure from our camps that will run Monday–Friday from June 7–July 2. Join us in Before-Camp Care, Activities in the Afternoon, and After-Camp Care to extend your summer fun to a full day, from 7:30 AM–4 PM! There will also be limited offerings available during a fifth week of summer camp from July 26–30. Trinity School Summer Camp is open to the public. Trinity parents will receive a sneak peek of the camps in December, and registration will open on January 28! www.trinityatl.org/summercamp

Please contact Kayleen Whitmer, Director of Extended Programs, at kwhitmer@trinityatl.org for more information.


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Flourish Magazine | Fall 2020