Georgetown Days // Spring 2016

GEORGETOWND A Y S

CASES

O V E R

CUPSPage 28SPRING 2016

121626

MLK's Legacy

LMS: Portraiture

Retiring Faculty

Thank you to all of our staff and alumni writers for your contributions to the magazine. We welcome submissions from all Georgetown Day School community members. Please contact [email protected] to learn more. Alumni are encouraged to send their news with photos to [email protected] for inclusion in the Georgetown Days magazine.

OUR MISSION DRIVES ALL THAT WE DO.Georgetown Day School honors the integrity and worth of each individual within a diverse school community. GDS is dedicated to providing a supportive educational atmosphere in which teachers challenge the intellectual, creative, and physical abilities of our students and foster strength of character and concern for others. From the earliest grades, we encourage our students to wonder, to inquire, and to be self-reliant, laying the foundation for a lifelong love of learning.

Head of School Russell ShawAssociate Head of School Kevin Barr Assistant Head of School for Equity and Social Impact Crissy Cáceres

MAGAZINE STAFF

Director of Institutional AdvancementKendra BrownDirector of CommunicationsAlison GrasheimStoryteller and New Media AssociateKimberly GoldweinMagazine DesignThink

2015-16 GDS BOARD OF TRUSTEES

OfficersBrad Vogt, ChairJill Lesser, Vice ChairEric Koenig, TreasurerLisa Fairfax, SecretaryDavid Leary, At Large

TrusteesJenny Abramson '95Stephen BaileyPhil BronnerMonica DixonFranklin Foer ’92 Rosemary KilkennyReid LiffmannCathy MacNeil-HollingerPamela ReevesScott Shepperd ’79 Jeff Shields HunkerDavid B. Smith Erik Smulson ‘85Anu TateDavid Wellisch

FEATURE

CONTENTS

SPRING 2016 GEORGETOWN DAYS

JAZZMIN COX-CÁCERES

28 (On Cover) Cases over Cups GDS Policy & Advocacy Institute Students Support DC's Veterans

2 FROM WHERE I STAND A Message from Head of School Russell Shaw

AROUND CAMPUS 3 In the Classroom9 Beyond the Classroom15 Arts & Performances21 Athletics24 Faculty 32 MEET THE BOARD OF TRUSTEES

34 ALUMNI NOTES

36 FROM THE ARCHIVES

JASO

N P

UTSC

HE

PHO

TOG

RAPH

Y

GEORGETOWN DAYS SPRING 2016 1

FROM WHERE I STANDA few days ago GDS Director of Community Relations and alumni parent Lisa Schneiderman was digging through an old box when she uncovered a dusty manila envelope.

Inside was the script for a play that was staged by GDS eighth and ninth graders in 1950. The playwright was Edith Nash, our second head of school and spouse of Phileo Nash, our founding board chair. The title of the play was...Hamilton. That’s right. More than 60 years ago, GDS put on a play about Alexander Hamilton, set in the fall of 1798 and featuring Aaron Burr, George Washington, and, of course, General Hamilton himself.

The discovery of this GDS artifact struck me for a number of reasons. I marvel at the idea that a head of school had time to write plays! (Although our School was just a bit smaller then.) It reinforces for me too that GDS has always been ahead of its time. We were ahead of our time morally, recognizing the need for an integrated school during a time of segregation, and becoming one of the first schools in the country to understand the importance of LGBTQ education beginning in the PK. And we were ahead of our time culturally. Harry Belafonte was an early GDS parent and would sometimes sing at the annual Christmas Party. Allen Ginsberg read his poetry to GDS High Schoolers in the 1970s.

And, most importantly, Hamilton provides a window into the ways in which our school has been pedagogically ahead of its time as well. In 1950, when many students sat in rows and memorized what was written on chalk boards, GDS students were bringing history to life through theater.

Today’s GDS continues to embrace the values that have marked our journey for more than 70 years. We understand that our job is to be on the front end of the moral curve, to challenge injustice where we see it, and to challenge our students to do the same, while also acknowledging our own very real imperfections, as individuals and as a school community. We understand that the most vital and vibrant learning environments are those in which young people have the opportunity to engage authentically, to put themselves in the shoes of literary and historical figures, or to wrestle with real problems confronted by people within our community and beyond our walls.

The stories in this magazine include examples of GDS students and their active learning, from our fourth graders’ hand-made arcade games to highlights from our annual High School STEM conference. You’ll see that our faculty are learning and growing as well when you read about our work to examine our biases and strive for equity in our classrooms.

Look at our “From the Archives” on the inside back cover for a glimpse of our very own Hamilton artifact. And remember, as perhaps a more famous theatrical version of Hamilton says, “this is not a moment, it’s a movement.” At GDS, we’ll never stop trying to be ahead of our time.

Russell Shaw, Head of School

JASO

N P

UTSC

HÉ

PHO

TOG

RAPH

Y

2 GEORGETOWN DAYS SPRING 2016

Entering Jay Tucker’s 4th grade science classroom, it looks like a moving truck exploded cardboard. In the midst of the recycled material madness are some seriously focused, and very, very busy students. They are hard at work, creating working arcade games out of recycled materials (cardboard, paper, and plastic), and taking breaks only to seek Jay’s advice on aspects of their project or to show a friend a new discovery.

These 4th graders are employing design thinking to guide the creation of usable arcade games, much like design-thinking firms and graduate programs, like the Stanford University’s d.School. Their six-step process—understand, observe, define, ideate, prototype, and test—guides students to solve complex problems by learning from failure and finding creative solutions.

During the prototype phase, students laid out their projects in detail—planning all aspects of the design, concept, and materials for the first iteration of the project. The students then participated in a peer review process and used feedback from their cohort to revamp their projects.

Once the students transitioned into the test phase, they quickly learned that building and writing have something in common—revise, revise, revise! Jay reinforced the concept of revision to the students and encouraged them to keep trying new ideas to see how they work. He told his students, “If it doesn't work, then go back to the drawing board and try something else.” Jay says that he helped lay the groundwork for the students’ projects but then “got out of the way and let them create.”

Students took this advice to heart, and it inspired improvements at each phase. One 4th grader said, “I love that what I ended up creating was better than anything I could have imagined.”

During the test phase, Jay invited the PK/K classes to play the students’ pinball machines and other games, proving their functionality. Fourth graders also hand-made prizes for the winners. “I got to play on my buddy’s game and win awesome prizes! When I’m in fourth grade, I can’t wait to design my own game,” said one exuberant kindergartner.

Jay hopes his students are inspired to continue creating and that they learned they don’t have to buy a new toy or gadget, but can use recycled materials to create games and structures of their own: “I hope that students learned that really cool stuff can be built with thrown-out boxes and other recycled material.”

The class has since graduated from arcade games to building roller coasters out of paper—still seriously focused and very, very busy.

SERIOUSLY FOCUSED AND VERY, VERY BUSY:

Design thinking inspires arcade games in 4th grade

Around CampusIN THE CLASSROOM

SIX-STEP DESIGN THINKING PROCESS:

1. UNDERSTAND 2. OBSERVE 3. DEFINE 4. IDEATE 5. PROTOTYPE 6. TEST

Fourth graders review the success of their peer's arcade games made from recycled materials.

Kindergarteners test out 4th grade handmade arcade games.


It’s 7:00 p.m. on a Thursday evening at the High School and while most of campus is beginning to settle into quiet, the two dozen students still in the Odradek are engaged in a lively discussion about the gentrification of D.C. This is GDS’s Speaker Series.

On this quiet night in February, students met with GDS parent and Washington scholar Sabiyha Prince to discuss her work as an anthropologist studying gentrification in the District. During her 40-minute presentation, Dr. Prince broke down qualitative and quantitative research methods, the shifting landscape in anthropological research, the importance of activism, and the history of Washington’s gentrification. Post-presentation, she answered student questions, including a request for examples of solutions to gentrification that have had a positive impact on communities here in D.C.

In 2013, HS history teacher Lisa Rauschart took a group of students to a local school for a speaker presentation and saw first hand the impact that speakers can have on students’ academic and professional interests. That year, Lisa won an Olmsted Prize from Williams College, a prize awarded to four secondary teachers every year based on nominations from Williams’ graduating seniors. Lisa used the money awarded the school on her behalf to bring speakers to GDS. She then worked with a group of interested HS students to organize the speaker schedule and lead it as a club.

Now in its third year, the Speaker Series remains a student-run organization, quietly supported by Lisa’s leadership. Every month, the group brings a speaker or a panel of speakers to the HS, lured by the promise of free dinner and a captive audience of HS students.

The time together during dinner is a definite draw for students. Aside from the free pizza, high schoolers enjoy the opportunity


THE SPEAKER SERIESSHOWING UP AND ASKING

Harvard geneticist Dr. David Reich '92 visits the GDS Speaker Series.

for a personal connection, sitting down in a small group to meet with the visiting speakers, asking them questions about their background, work, and passions, while also getting to engage on current events in a relaxed setting.

Lisa also attends the dinners, and she loves listening to the students interact with the speakers.

“This can actually be the most dynamic part of the program, where kids and experts can engage in real and substantive dialogue. I've found that speakers usually refer to the conversation when they present to the larger group, and


Harvard geneticist Dr. David Reich '92 visits the GDS Speaker Series.

Sabiyha Prince discusses her work studying gentrification in the District.

they're always blown away by the questions and comments posed by the students,” she said.

The group repeatedly brings big name thought leaders, scientists, and politicians on campus. This year, in addition to Dr. Prince, the Speaker Series has hosted African American history scholar and associate professor of history at Georgetown University Dr. Marcia Chatelain, and Harvard geneticist Dr. David Reich ’92.

Hearing from Dr. Reich about his work discovering a new human ancestor was a highlight of the Speaker Series for

club co-head Max Labaton ’16. “This was an area that was unfamiliar for me and the talk opened my eyes to a completely new field,” he said.

Lisa recalls one of the program’s earliest panels, which included perspectives from African Americans and white allies before and after the Civil War. She said, “One of the students asked panelist Scott Hancock from Gettysburg College a question using the term ‘intersectionality,’ a concept she had been wrestling with in English class. He was floored. He said, ‘I was just talking about this with my upperclassman. I had no idea that high school students would be talking about this.’”

The panel was one of Lisa’s personal favorites because of the dialogue it generated. According to Lisa, that particular panel also exhausted the remaining Williams College grant money. That does not stop the Speaker Series from bringing big names on campus; it is now partially supported by student-run bake sales.

Club co-head Gabby Preston ’16 is amazed with the access to prominent professionals that GDS affords students. “We ask people, and they show up. It’s one of the best parts of the School,” said Gabby.

She also credits Lisa’s kind, steady, and loyal mentorship in helping the program flourish, despite funding setbacks. “The success is really Lisa being an incredible teacher and providing us with these opportunities,” said Gabby.

Exceeding its initial goal of bringing high-profile speakers to the HS, the Speaker Series has also created a community of engaged learners, uniting around shared interests in hearing new ideas, discussing societal challenges, and connecting with potential real-world career and educational opportunities.

And the students have exceeded Lisa’s expectations—in a semester where the news cycle is dominated by local crime, campaign gossip, and international terrors, these students demonstrate mental resiliency. They show up after classes, clubs, athletics, and homework is over, quiet the chatter from the news, and ask questions about how each speaker’s field can make the world a better place.


When 6th graders read The Devil’s Arithmetic by Jane Yolen, they follow 12-year-old Hannah—who bemoans her family’s tendency to constantly recount history at every Jewish holiday gathering—as she is transported from modern day America to Poland in 1940. There, she experiences the horrors of the Holocaust first-hand.

Underlining the power of storytelling as a way to keep family history alive while uplifting familial values and traditions, the book is a gateway for students to begin to understand the importance of their own family’s history—and how to convey it to others. After reading the book, it is the students’ turn to research, write about, and present their own family traditions through The Family Box Project—a curricular unit that after 20 years has become a GDS tradition itself.

Asking the Right Questions and Finding the Right Box

As Celina Salb ’22 explains, “There is no rule on the size or shape of the box.” Celina used her grandmother’s pie tin as her box, and placed the family’s beloved chocolate cream pie recipe on top.

Chocolate is also important to 6th grader Leila Jackson, whose family has been making a super secret chocolate sauce for three generations. In her narrative, Leila details the importance of the chocolate sauce recipe and the ritual of making it each year:

The Chocolate Sauce Tradition:

A jar. A jar of chocolate sauce. So small, so simple—yet such a story behind it. For hours and hours, days and days, jars much like this one are made, mixed, finished and poured by hand by me and my own family, directly from the cherished secret recipe. Each mixed pot also gets tasted with spoons to tell if it is any good. The tasting is part of the tradition as much as the mixing is. When I taste the sauce from the jars, I

can always taste something other than all of the ingredients. Something more… Our family has many different types of traditions, ranging from secret recipes such as this one to traditional family vacation hotspots, to simple objects such as a picture frame or family crest. This, one might say, is the best tradition of all—one that is interactive, fun, yet has a special meaning to the family. Our annual family ritual is a proper Jackson tradition, one that I am proud to be a part of.

Leila placed her grandmother’s chocolate sauce recipe in a lobster trap; lobstering is a pastime her family enjoys each summer when they vacation on Cape Cod.

Connections to History, Connections to Each Other

Through this project, students learned that stories are powerful, including stories from their own families. By sharing their narratives and boxes, students are connecting to their families—and to each others’.

Sixth grade English teacher Oveta Willie-Jenkins recalls a student’s detailed narrative of her great aunt missing the Titanic voyage due to illness. The student’s box contained two Titanic tickets, along with a letter from her great aunt to her relatives, apologizing for missing the trip.

Another student’s narrative recounted the story of a relative who graduated from Howard University and then rushed off to serve in wartime military, in the process, losing all proof of graduating from college. At the age of 78—after a lifetime of jobs suited for a high school graduate—the letter proving college graduation was found, and reunited with the student’s relative. The student had the letter in his box. “This was a story of trajectories and what could have been,” said Oveta.

Oveta says that through this project, connections are made. Students learn about their own histories and relate to one another’s stories. This year, two students realized that they shared a relative and were actually distant cousins!

Every December, students proudly stand by their box, narrative in hand, and share with their peers, families, and teachers the story of their own family’s traditions. As they head off into Winter Break, students return home with a deeper appreciation for what it means to be a part of their family and how to keep their traditions and stories alive.


Celina Salb '22 with her family box project.

POWERFUL NARRATIVES:

A Box Full of Family Stories and Memorabilia


What does a school do when a significant cultural change is coming down the pike? If the school is GDS, you enlist student minds to design a way forward.

That’s the thinking behind a pilot course currently under way at the High School, asking more than a dozen students to get in on the details of master planning—and help GDS design a transportation management plan (TMP) that could be used for our year 2020 unified campus.

Students meet weekly in the Odradek, getting intimately familiar with all facets of master planning before they dive into the heart of this year’s class: developing team-created implementation plans and marketing campaigns for the community to embrace the “bike to GDS” option in our TMP. Students are hearing from our architects, Board members, and consultants; they’re learning how to build a successful survey, analyze the results, plan logistical components, and then translate all of that into a marketing effort to persuade GDS community members to use two wheels to get to school.

“This is a real opportunity for students to understand the complexity and interrelationships around decisions—and be involved in work that has real-world implications,” said Rahel Rosner, director of finance and operations.

High School Students Get Their Hands in Campus Planning Every year, GDS takes the month of

February to fundraise for financial aid. Increasing access to our school and all it has to offer is one of our financial drivers—and we are able to accomplish an annual boost in

this area thanks to you.

For the past three years, Fund-A-Scholar February has operated

mostly online. Though gone are the days of the amazing, but cost-

incurring western-, safari-, or travel-themed galas, the theme of community engagement for

financial aid has never changed. This year, we raised more than

$200,000 for financial aid.

Thanks to all of our donors, auction winners, and faculty/staff who donated items for the auction,

and to the students and teachers profiled in our fundraising videos

who made this possible!

GDS STRATEGIC PLAN GOAL 5– INFRASTRUCTURE & OPERATIONSBuilding frameworks for innovative learning environments. Facilities: Develop a strategy in support of optimal student learning.

Thank You!

For the 2016 Hill Day trip, 8th graders Ellie Asher, Abby Bergreen, Quinn Cox, Isabela Fraga-Abaza, Noelle Sanderson, and Berret Yuffee were assigned to meet with Matthew Scott, staffer with the Office of Representative Lee Zelden (Republican, New York) and Gretchen Borchelt, Senior Counsel and Director of State Reproductive Health Policy at National Women’s Law Center.

On Hill Day, the entire 8th grade class leaves GDS to connect with specialists around the city to gain first-hand knowledge on complex topics. The information later informs a paper in which students must present topics from different points of view, including their own.

On this snowy day, the group braved the cold to question Matthew and Gretchen about the contentious topic of abortion, armed with talking points, confidence, and warm energy.

The only breaks during the day were lunch and the quick bus ride across town. The views from the bus served as a reminder of the amazing access to D.C. that GDS offers students, and lunch allowed the middle schoolers to catch up on life topics, talking about national politics, allergy regulations, and what snacks they might be able to get before heading back to campus.


PHOTO TIMELINE: A LOOK INSIDE THE 8TH GRADE’S ANNUAL HILL DAY

Depart GDS Middle School Campus via bus

Interview Matthew Scott with the Office of Representative Lee Zelden (New York) at Longworth House Office Building

Metrorail from Capitol South Station to Dupont Circle Station

Eat lunch at Shake Shack

Interview Gretchen Borchelt, Senior Counsel and Director of State Reproductive Health Policy at National Women’s Law Center

Bus from Dupont Circle back to GDS

1:15 pm

2:30 pm

12:30 pm

10:45 am

9:45 am

12:00 pm


After going 4-1 in the men's regular season and 3-2 in the women's, GDS Climbing closed the winter with a remarkable performance in Richmond on February 20, winning both the men's and women's divisions of the Washington Area Interscholastic Climbing League (WAICL) Championship.

According to one of the club sponsors and HS math teacher Nathan Vish, it was a close-fought match where every point mattered.

“Each participant pushed themselves to their limits and all GDS climbers were crucial in securing the division wins. It was the depth and consistency of the GDS men's and women's squads—particularly in top-rope climbing—that enabled them to prevail over Episcopal High School, National Cathedral School, St. Albans, and Woodberry Forest…the superior endurance of the Hoppers enabled them to achieve higher point totals on the big walls,” he said.

Nathan, who sponsors the climbing club along with HS teachers Kat Yorks and Elena Crosley, said, "With only three years competing in the league and climbing against teams that have been active for more than a decade, this is an incredible accomplishment."

“Our first year we lost every competition, and both the boys and girls placed last at the championship. We've grown steadily since then and have made considerable progress,” said team captains Natalie Chipman ’16 and Joey West ’17.

Natalie and Joey’s advice to rising freshman is to give climbing a try: “There is no prior experience necessary, and everyone has a chance to compete for a varsity spot.”

GDS Takes Men's & Women's Titles at Climbing Championships

WAICL RESULTS

Representing the men were Ben Burnett ’18, Josh Cherner ’17, Ben Schulman ’16, Jacob Weitzner ’18, and Joey West ’17, and representing the women were Natalie Chipman ’16, Susannah Epstein-Boley ’18, Boston Greene ’17, Julia Gunther ’16, and Emma Kay ’19.

SPECIAL ACHIEVEMENTS, INCLUDED:

• Natalie Chipman ’16 took home the women's individual title for the third year in a row, with 48 points while climbing 5.11+. Natalie was the only woman to climb this grade.

• Emma Kay ’19, took third place in the women's division with 38 points.

• Ben Schulman ’16, sent the hardest individual bouldering problem at the competition. He was one of two climbers from of a field of 40 to send V6.

• Joey West ’17, dominated the men's division and earned his first championship win, also with 48 points. Joey was the only other person at the championship to send 5.11+.

• The Men's and Women's WAICL Division Championship trophies will remain with GDS until the Hoppers return to defend their titles next year.

Contributed by Nathan Vish.

Around CampusBEYOND THE CLASSROOM

The Spring 2016 debate team is the largest that GDS has fielded in more than 25 years, with a total of 25 students participating across various levels of experience and devotion, from the novice level to varsity.

According to fifth year debate director Jon Sharp, the number of novices—the largest segment of the team—is a sign that GDS debate will only keep growing. “The combination of strong leadership at the varsity level and such robust participation by new novices bodes well for the coming years of GDS Debate.”

The two members on the varsity team, Katie Quackenboss ’16 and Thomas Brooks ’18, brought home big wins this year. They reached the semifinals of the Capitol Beltway Classic tournament, and both qualified to compete in the prestigious Barkley Forum for High Schools at Emory University.

Though proud of the team’s wins, Jon’s favorite thing about the debate team is how the life of the squad is reflective of the GDS values of self-determination and individual agency. He explains: “Debate as an activity provides students a rare chance to place their argumentative and stylistic preferences at the center of their efforts; above and beyond this, however, GDS debate offers an unparalleled opportunity for the debaters to make their own decisions about level of commitment and how to allocate their time. [This] is absolutely essential to ensure that our team is an authentic expression of the students who comprise it.”

Jack Szulc-Donnell ’17, now in his third year of debate club, first heard about the group in 7th grade from a GDS HS student who listed it as his favorite activity. As someone who enjoyed debating casually with his friends, Jack joined the second he entered the

HS. He shared the three things that make debate an attractive activity for students: the chance to gain new and useful life and educational skills, the breadth and depth of ideas he’s exposed to, and the ability to travel.

“I've learned about foreign policy, domestic policy, the political process, modern and postmodern philosophy and their connection to literature, cutting edge critical race theory, feminism, queer theory, and far too many other concepts to list. Debate is such an open-ended activity that there is really no limit to the types of arguments that are viable and educational,” he said. “I've made friends from all over the country and all sorts of different backgrounds, and it's really thrilling to meet up with them later on or even debate against them at a tournament.”

Following graduation, a number of GDS debaters continue their debate career at the collegiate level. Currently three former GDS debate superstars are competing at the college level with a large number of wins. David Herman ’12 of Harvard University and Joe Krakoff ’11 of University of Michigan have been trading off the top-ranking slot for the best college debate team in the country, and according to Jon, Nicholas Tilmes ’15 of Cornell University is “tearing up the circuit as a hotshot first-year.”


Debate Devotion

Debate as an activity provides students a rare chance to place their argumentative and stylistic preferences at the center of their efforts.10 GEORGETOWN DAYS SPRING 2016

More than 230 visiting students and teachers from public, charter, and independent schools throughout the DMV attended GDS's annual STEM Conference on March 4. Now in its fourth year, the STEM conference is an extraordinary day when students have the opportunity to learn new skillsets, share ideas, connect with professionals, and imagine future careers.

High School science chair Cori Coates described the conference as “a day packed with engaging activities and creative idea sharing.” With 22 student sessions ranging from big data to robotics, plus teacher-to-teacher, student-to-student, and speed

Pulitzer Prize-winning journalist and renowned filmmaker Jose Antonio Vargas keynoted the 18th annual Benjamin Cooper Memorial Lecture on November 22, 2015, at Washington Hebrew Congregation in DC. As an undocumented American himself, he spoke on activism around immigration and undocumented Americans, and encouraged our community and our students to engage in conversations and understand individual experiences. When engaging with the HS students the following day around race, immigration, and identity in America, he also previewed clips from his documentary White People, a television special he created and directed on what it means to be young and white in contemporary America. That evening, Jose joined the GDS community at the HS for a special screening and discussion of the film.

Assistant Head of School for Equity and Social Impact Crissy Cáceres said, “Jose led a truly meaningful conversation on issues

STEM Buzz: Motivation for Innovation

18TH ANNUAL BENJAMIN COOPER MEMORIAL LECTURE KEYNOTE SPEAKER:

Jose Antonio Vargas Addresses Immigration, Undocumented Americans and Activism

that are so relevant to our currently lived experiences, both within GDS and our country.” Nickole Sharp, Director of Diversity and Inclusion, wove conversations about the film into the 9th grade seminar Diversity and Equity: The Intersections of Identity. “It is a wonderful way to begin the dialogue around race as well as the intersections that come along with this social identifier,” she said. Jose Antonio Vargas’ work, including the documentary Documented, explores the changing American identity. He is also the founder of Define American, a nonprofit media and culture organization that seeks to elevate the conversation around immigration and citizenship in America.

networking sessions, the day was full of opportunities for students to focus on STEM and connect with new voices.

A highlight of the 2016 conference was keynote speaker Megan Smith, White House Chief Technology Officer and GDS parent, who shared her visions for how STEM students and professionals can change the world. Megan called for more diverse and inclusive opportunities and storytelling in STEM fields. She also encouraged students to play with new technologies and understand that change takes networks of people—not individuals working alone—and integrated fields—not separate subjects. In her closing remarks, Megan said, “We are going to solve all the problems in the world together and have a great time!”

One school representative described Megan’s keynote as inspiring, and another added, “From the start of the day, the tone of excitement for exploration was set by Megan Smith."

Following the STEM conference, a participant reached out to HS science teacher and conference coordinator Bill Wallace to say: “The bus back to campus was abuzz with student enthusiasm around the projects they saw, workshops they participated in and ideas sparked by the conference.”

STEM speaker Megan Smith next to Susana Hair '16 demonstrating a stirling engine that can run on the heat from a hand.

Ben Cooper Lecturer Jose Antonio Vargas.



B E Y O N D T H E D A Y :

M L K ’ S L E G A C Y

HS students brainstorm during an MLK workshop.


Nothing less than total immersion into social justice, the many facets of the civil rights movement, and the legacy of Martin Luther King, Jr.’s leadership is what GDS considers a true celebration and recognition of Dr. King’s work and its impact in our individual lives, government, and culture. Lower, Middle and High school students plan and participate in a multitude of activities—some long-time GDS traditions and others new and evolving: the much-loved LS MLK assembly; the MS and HS teach-in days; a documentary film screening; and a day of service. Even the youngest learners appreciate the month’s focus. Kindergartener Stella Kaplan shared her favorite thing about GDS: “I love learning about Martin Luther King.”

In the LS, students dive into the history of the Civil Rights era in the United States beginning in PK, and in 1st grade, students spend a month learning about MLK Jr. and other civil rights era heroes, both well-known and little-known. In her Hopper Effect blog post, 1st grade teacher Paula Shelton-Young summarizes the civil rights unit: “We have the opportunity to plant these seeds of justice, equity, and morality by allowing them to experience a little taste of inequality in a loving and supportive environment.”

The unit culminates with the MLK Jr. Assembly, which explores the connections between the Civil Rights era and GDS’s own history. For this assembly, 1st and 5th grade take the stage to re-enact defining moments in the Civil Rights Movement.

Middle and High School students dive deeper in civil rights discussing implications of social justice in today’s society—identifying progress and discussing opportunities for continued activism. Students participated in interdisciplinary workshops, seminars, and mini-lessons led by faculty, staff, parents, alumni, and peers.

One of the MS sessions included the creation of a mural of MLK Jr. In the session, students worked together using oil pastels to create a large-scale portrait of MLK Jr. The final piece was assembled and displayed outside the LMS Black Box where you can still see it today.

The HS workshops, which included a wide range of topics covering historic and current events locally and nationally, concluded with a showing of the feature documentary I'm Not Racist...Am I, followed by a discussion facilitated by film producer André Robert Lee. The film examines how the next generation is going to confront racism.

In an email to HS students following the workshops, Assistant Head of School for Equity and Social Impact Crissy Cáceres shared:

You took risks...You listened...You made

connections...You disagreed...You shared...

You questioned...You reflected... Thank you

for your willingness to engage and to remain

present with one another throughout our MLK

Social Justice Teach-In Day. It is important

that we all continue speaking to what matters

and honoring our lived experiences. Each day,

let's challenge ourselves to find opportunities

to do just that. And...while there will be

times when we will be uncomfortable, let

us remember that those moments are but a

small example of what so many experience

without hope of reprieve.

Each year, the Parent Service Association sponsors an MLK Jr. Day of Service, and the 2016 event focused on hunger and homelessness in the District. Some students in grades 5 through 8 and their families prepared a meal of meatballs and spaghetti, green beans, carrots, and salad for over 200 homeless members of the DC community at Loaves & Fishes. They served the community and cleaned the kitchen before the day was done.

In her blog post, Paula Shelton-Young wrote: “I am encouraged to think that this generation will grow up to truly understand that ‘injustice anywhere is a threat to justice everywhere’ (MLK). And thus, the dream will one day become reality.”

HS students gather in the library for a discussion during the MLK workshops.

LMS art teacher Geoffrey Byrne's artistic rendition of Dr. King served as the 2016 MLK Jr. poster.

Read Paula's blog post and others from around the School at http://hoppereffect.gds.org

Below: Students, faculty, and families hold hands and sing "We Shall Overcome" during the MLK Jr. assembly.


Just over two dozen women from the GDS community gathered together at National Public Radio’s (NPR) Headquarters on January 20 for a special listening party for their #15Girls series, focused on stories about teen girls from around the world and their lived experiences. Under the direction of a host of female NPR reporters, the group set aside their screens to listen to stories curated by NPR and “let the audio paint the picture.”

The group heard stories about two 15-year-old girls: Nimmu who was forced into child marriage in India and Kamala who struggles with the taboo against menstruation in rural Nepal.

According to NPR, “No matter where you live, being a 15-year-old girl can be tough. For some girls, it's a fight for independence, the

fight to be first in class, or even the fight to win a boy's heart. For others, it's a fight to stay safe from deadly gang violence, the fight against being trapped in an early marriage, or the fight to play sports considered off limits for girls.”

For this project, NPR collected stories of being 15 from girls around the world and then sought to connect members of their audience by sharing their stories. After listing to the two girls’ stories, the reporters then turned the microphones to their audience of teenage girls from GDS and asked, “What is the hardest part about being 15?”

For GDS students, their stories about being a 15-year-old girl in the United States centered around mobility and access. One student shared, “The hardest part about being 15 is wanting to impact the world and not having the position or voice to do it.” Another added, “The hardest part about being 15 and a girl is not being able to create the change in the world that you want.”

A third student said, “The hardest part is standing up for what you believe in. You can get so easily influenced by those around you.”

The #15girls project’s aim is to build understanding and encourage girls around the world to take control and change their fates while planting the seeds to break down gender barriers all over the world. Nimmu and Kamala’s stories had a lasting impression on the GDS participants, as did hearing one another’s.

BEING FIFTEEN:

GDS Women Join NPR for Conversation about What it's Like for Girls Around the World



Standing hand-in-hand in a circle on stage right in the LMS Black Box, the MS cast of Seussical takes turns giving their neighbors’ hand a gentle squeeze. The movement makes its way counter-clockwise around the circle. Completing one full rotation, the group opens their eyes, looking at one another with laser focus and smiles bubbling over with energy.

Now the warm-ups begin. Standing a foot taller than her fellow cast and crew, Gigi Silla ’20 leads the group in a series of choral exercises that are geared at helping the group focus and get their vocal chords ready for the show. Gigi, who plays the role of Mayzie in Suessical, also takes on the part of group nurturer. Her enthusiasm and leadership function as glue—bringing the group together and helping the persona of each character stick.

Before taking the stage, the cast begins individual practices that help them slip into character. Some students take a quiet moment alone, some practice their lines while eagerly pacing across the stage, and others tell themselves narratives about the lives of their characters.

“While getting into character, I created a backstory for Mayzie. I thought about events that might have occurred in her past that motivated her to act the way she did in the play,” said Gigi.

Together, as a strong cast, warmed up and in character, the MS performed Seussical in the LMS Black Box on November 20 and 21. The colorful set, creative makeup and costume design, and bold characters made for one of the best MS musical performances to date.

Middle School counselor Gabrielle Holder said, “We have some very talented Middle Schoolers and kudos to the team for making it come together in just a couple of short months!”

THEY’VE GOT CHARACTER:

How the MS Slips Into Seussical Roles

The cast of Cat in the Hat shines on stage in the LMS Black Box.

Harrison Buck '21 plays the mischievous but good-intentioned Cat in the Hat.

Around CampusARTS & PERFORMANCES


Throughout Lower and Middle school, GDS students address identity and self-expression through portrait projects. Students engage in the creation of portraits in a process determined by their advancing skills and perceptual abilities. LMS visual arts teachers Geoff Byrne, Jennifer Heffernan, and Susan Mols structure each project according to the students’ appropriate developmental stage.

Students study specific artists and their techniques, including Chuck Close and Ted Gordon, and use a wide variety of materials, including pencils, markers, paint, clay, and printing ink. With these materials students have created large-scale paintings, three dimensional clay heads, clay face tiles, and self-portraits carved and printed from linoleum.

PORTRAITURE


L O W E R M I D D L E S C H O O L

T H R O U G H T H E G R A D E S

2nd GradeChuck Close Portrait Project

Oliver Wolin '26Paint

Linoleum PrintsMark Lindenauer '22

Linoleum

6th Grade


BustDanielle Burke '21

Clay

7th/8th Grade

3rd GradeUnderwater Portrait

Hana Sakr '24Oil Pastels

4th GradeTed Gordon Portrait Project

Charlotte Klein '24Marker

Mask ProjectMaya Boyer '21

Cardboard

7th Grade



MISDIRECTION AND MANGLED CLICHÉS:

GDS HS Fall Play Brings Stoppard Adventure to GDSBy Florri DeCell

Witty and fast-paced, Tom Stoppard’s On the Razzle offered it all: silly slapstick alongside touching pathos, mistaken identities and romantic complications, dazzling costumes, and a creative set and props (Lightning the Horse was a particularly inventive prop).

In her Director’s Notes, Laura Rosberg comments on how truly difficult comedy is. “The real challenge is walking the tightrope between tragedy and comedy.” The cast of On the Razzle walked that tightrope nimbly.

From the opening scene, silly, pompous grocer Herr Zangler (Jacob Kaplan ’16), whose mangling of clichés and aphorisms is impressive Stoppard wordplay, leads the play’s characters through nonstop misdirection and frantic actions.

The Corps’ performances punctuated each scene, providing subtle context as well as nuanced slapstick, from the Constable’s bluster to the Parrot’s ruffled feathers, stylized “foreigners” to Italian waiters.

1

2

3

4

6

5

In order from left to right, top to bottom:

1. Herr Zangler (Jacob Kaplan ’16; center) delights in his new uniform, delivered by Hupfer the Tailor (Eli Kaplan ’18; right. Zangler and his new servant Melchior (Andrew Spafford ’17; left) are headed to Vienna to celebrate Zangler’s engagement to the fashionable Mde. Knorr.

2. Weinberl stops the elopement of Zangler’s niece Marie (Eva Brickman ’17) and her penniless suitor, slick Sonders (Jamie Hedlund ’19).

3. With the boss away, village grocery clerks Weinberl (Will Anderson ’16) and Christopher (Maddy Clark ’16) travel to the big city for a night on the town.

4. Mde. Knorr (Jamie O’Brien ’16), creator of a “plaid fad”in the city, and her customer Mrs. Fischer (Katie Abramowitz’17) take a fortifying sip as the antics and confusion during the engagement celebration.

5. "They went thataway,” and Lightning the Horse is off on a wild goose chase. Misdirection saves the young lovers from capture and allows Weinberl and Christopher to return to the grocery store in the nick of time.

6. The cast back at Zangler’s store for the curtain call: a happy ending to a delightful evening.

JORD

AN R

OSN

ER


STREET ARTIST, KATE DECICCIO, LEADS HS STUDENTS IN COMMUNITY SERVICE MURAL PROJECT

Together, GDS and Monument Academy student volunteers are spending the spring semester stenciling and painting a large-scale mural to decorate the dormitory hallways of Monument Academy, a

boarding school in northeast DC for homeless and foster children that was founded by GDS parent and former board member Emily Bloomfield. Under the direction of nationally recognized mural

artist Kate Deciccio, the HS students are working one-on-one with Monument Academy 5th graders to create a meaningful and original piece of art.

Earlier this academic year, Kate, who recently created a series of murals and portraits for the Black Lives Matter movement in California, led a special three-day stencil workshop for HS

students in GDS’s art studio. Kate introduced students to her mural styles, and worked with students to sharpen their techniques around stencil design and spray painting.

Students continue to work on the project several afternoons a week, and the large-scale mural is expected to debut later this year. Stay tuned for the final project!


JazzfestGDS


SHIFTING ROLES:

Winter One Acts Festival Challenges Students to Try Something NewEach January, the Winter One Acts Festival challenges theater students to try something new. Whether acting, writing, directing, or designing the set and costumes, students often take this opportunity to step outside of their traditional roles within theater and expand their skill sets.

Charlotte Houghton ’16, who worked as a production coordinator, organizing rehearsals, scheduling shows, and meeting with the shows’ directors and technicians, said her favorite part of the Winter One Acts was seeing her friends shift their roles within the department.

“[In my role], I was involved with all parts of the show, and I got to see my friends trying all these new things, like designing the lighting or getting cast in their first show,” Charlotte explained.

The 2016 Winter One Acts included eight plays with 40 acting roles and countless design, directing, producing, and management opportunities. Jim Mahady, HS performing arts teacher who serves as the Winter One Acts faculty advisor, advertised the festival as “a great way to get your feet wet, flex your muscles, run it up the flagpole, try theater on for size!”

The festival is designed to allow students to take risks and be rewarded—and supported—for their efforts, regardless of outcome. Charlotte said, “The One Acts is a really powerful production because it allows students to push themselves and receive support from others doing the exact same.”

Come time for the spring musical, some students return to their previous roles within the theater department, now with a greater understanding and respect for their peers’ skill sets. Others, having discovered new passions, transition to new roles.

New HS director of jazz and creative instrumental music Brad Linde wants to help his students perform at their best and fully understand the history, theory, and technique behind good jazz music. Brad brings new life to the well-established GDS jazz program, and he’s helping the program reach new heights with events like this year’s Jazz Festival, held on March 4 and 5.

During the Friday festivities, visiting artist Joe Fiedler gave an insightful presentation on his role as musical director of Sesame Street and the demands of scoring music to Big Bird's impromptu singing. Jeff Lederer invited students to participate in a rehearsal and performance of his project Brooklyn Blowhards; our band had a chance to improvise on 200-year-old sea shanties and brass band inspired free jazz.

On Saturday, bands from GDS, Sidwell, and Burke participated in adjudicated performances in the forum in an all-day event that included master classes and performances by Australian trumpeter/composer Nadje Noordhuis. The GDS group Floorshow & Co. performed one of Nadje's compositions as well.

Eight Outstanding Soloist Awards were given to students, including GDS students Eli Thayer ’19, Alex Jacoby ’18, and Eamon Abramson ’19. Jacob Gaba ’18 and Evan Carcaterra ’18 received Outstanding Performer Awards.

Following the 2016 festival, Laura Rosberg said, “Jazz Festivals just get better and better, and so do our students. Congrats to Brad and all his performers, and thanks to Brad for the top-notch performers and adjudicators. We're in a special league!”

Tajin Rogers '16 stars as Jason in Christopher Durang's Medea during his final Winter One Acts Festival.


WINTER TRACK & FIELD:

Better When You Love The One You’re WithIn the dead of winter, members of the GDS track and field team defy the cold, dreary days and hit the pavement, training hard each afternoon. In addition to increased exposure to the world of track and field and helping runners prepare for the more competitive spring season, track and field coach and third grade teacher Anthony Belber says the goal of the winter program is simple: “To find some pleasure in running.”

Anthony adds, “All that being what it is, we do have a very competitive team, and we scored well at some of the meets we took our top athletes to.”

The team racked up a number of wins during the winter season. In February, the girls’ team took home fifth at the Private and Independent Schools Invitational and placed third at the Hoxton Invitational. The team cleaned up at the DC State Championships, where the girls placed third, the boys placed fifth, and a number of individual competitors ranked at the top. Aminah Isiaq ’16 won the shot put, Tristan Colaizzi ’16 won both the 1600 meters and 800 meters, and Katherine Treanor ’16 won the 3200 meter race and finished second in the 1600 meters.

The GDS cross-country and track and field team are on fire at the HS, with rising numbers of participants.

According to Anthony, the reason for the growing success is the program’s focus on the team:

“At GDS, we put a lot of focus on the team aspects of the sport, even though many people think of running as a sport of individuals. For a season like winter track where many runs are done in adverse weather conditions, everything feels easier when you are doing those hard training runs and workouts with people you care about."

JASON PUTSCHE PHOTOGRAPHY

“All through my childhood, I had extra energy to burn; playing sports, riding my bike, and running were how I spent my free time. Plus, as I was always slow getting out of bed in the morning, I ran the half-mile to school every morning from elementary school up through high school. While I finished last in every field day sprint as a child, I knew that I could run longer and faster over long distances than others my age, so I began running track in middle school.

“My coach for middle and high school coached every member of the team with the same level of focus, care, and interest regardless of their talent, and that is something I try very hard to emulate. My college coach at Haverford College always seemed to understand me better than I knew myself. That is another skill I strive to master. Runners are full of self-doubt and it can be very helpful to have a coach confidently tell you what you need to think about and what you need to do in training and in races. Those coaches had a profound effect upon my life, far beyond simply helping me improve as a runner, and my hope is to pass onto others the lessons I learn from running.”

ANTHONY BELBER ON HIS INSPIR ATION TO RUN AND

HIS COACHING S T YLE

Around CampusATHLETICS

JASON PUTSCHE PHOTOGRAPHY

21

This winter was a season of firsts for the women’s and men’s varsity swimming teams who broke records in the 200 freestyle and 100 breaststroke, celebrated a defeat over Sidwell Friends School, and finished over .500 in dual meets for both women’s and men’s teams. This season also welcomed GDS’s first men’s diver, Nick Moen ’19 (pictured at left), who set the School’s diving standards for all six dives on the one-meter springboard.

Varsity swimming coach Tony Hurst, who has been with the teams since their inception five seasons ago, says that his favorite part of GDS swimming is the team atmosphere and the group’s commitment to achieving personal goals and setting new firsts.

“Each athlete buys into seeing their teammates drop time…We swam personal bests in nearly ever swim at both the Washington Metropolitan Prep School Swim Dive League and Metro championship meets this year,” he said.

The program has grown over the past five years, growing from 24 members to 31 within the past year. Tony is excited to watch the program grow and anticipates that this incredibly close-knit squad will only become closer next season.

After announcing the awards recipients at the HS Winter Sports Banquet, Tony summed up the season: “We really did swim out of our minds and it was a blast to see!”

Aseason of firsts

2016 COACHES AWARDS: Chris Foley ’16 and Isabel White ’16

2016 MOS T IMPROVED AWARDS: Michelle Kim ’19 and Aziz Mohammed ’18

2016 MVPS: Morgan Mayer ’16 and Andrew Smith ’19

4 -YE AR VARSIT Y AWARD WINNERS: Sydney Barksdale ’16, Chris Foley ’16, Morgan Mayer ’16,

Katherine Novey ’16, Hannah Smulson ’16, and Lexi von Friedeburg ’16

SUSI

E SH

AFFE

R

for High School Swimming & Diving

SUSIE SHAFFER

Around CampusATHLETICS

SUSI

E SH

AFFE

R

22

Kendal Edwards ’17 averages 16.6 points per 30:40 minutes of playtime each basketball game. In her three-year varsity career, Kendal has scored a total of 1,105 points—ranking her as the third leading varsity women’s basketball scorer in Georgetown Day history. With senior year up ahead, Kendal is expected to keep making history.

For the majority of the 2016 season, Kendal was listed as the Washington Post’s leading scorer for high school women’s basketball in the District. She scored 30 points against Trinity Christian and 30 points against both Holton Arms and St. Andrews.

According to assistant varsity basketball coach Harold Newton, Kendal’s fire comes from a strong distaste of losing, matched by a passion to always give it 100%. Harold said, “She always plays her best in big games and at crucial times of the game.”

For a fierce competitor, Kendal also keeps it light. She appreciates being a part of a kind, supportive, caring team that also knows how to have fun.

“We know when to work hard and when to have fun, which is an important balance to have… I'll always remember how much fun we have laughing and joking around,” she said.

When Kendal isn’t playing basketball, she is busy defending the women’s varsity soccer team as the starting goalkeeper, a position she had never played prior to freshman year. In 2015, she was a key player in leading the soccer team to the championship game of the Independent School League.

Harold, who can spout forth Kendal’s basketball statistics like his phone number, proudly shares: “Kendal has been a great addition to our athletic program.”

High School athletic director Kathy Hudson agrees, pointing to Kendal’s strong leadership on and off the court: “Kendal is a natural athlete, a leader, and a joy to be around.”

This season Kendal handily scored 399 points—that’s already more than the 331 points she’ll need next year, her final season as a Hopper, to surpass GDS’s current second highest scorer, Sally Marx ’10.

Kendal Edwards '17 makes GDS Women's Basketball History

FOR THE FUN OF THE SPORT:

KENDAL EDWARDS ’17 ATHLETIC STATS:

› Three-Year Starting Varsity Soccer Player

› Three-Year Starting Varsity Basketball Player

› 2016 All-Tournament Team

› Currently the Third Leading Varsity Women’s Basketball Scorer in GDS History

› 1,105 Total Career Points

› 339 Points Scored 2016 Season

› 62.7% from the Foul Line

› 6.8 Average Rebounds from a Guard Position

› 4.3 Assists Per Game

› 3.0 Steals Per Game


Around CampusFACULTY Child of the

Civil Rights: Paula Young Shelton's Legacy Continues

First-grade teacher Paula Young Shelton published her children’s book, Child of the Civil Rights Movement in 2009, after sharing her personal connection to the movement with her young students.

The daughter of civil rights leader and former U.N. ambassador Andrew Young, Paula had a childhood that brought with it connections to famous activists (most notably Martin Luther King, Jr., or “Uncle Martin” as he is referred to in her book) and an immersion in what would become historically significant events, like the famous Selma to Montgomery March. Paula’s stories of her involvement with the movement captivated GDS elementary students—and the idea for her book was born.

“For me, one of the most important reasons for writing this book was to tell this story from a child’s perspective. When I would talk to our PKers, it’s that perspective—what it was like for a child—that really captures their attention. They can identify with those experiences because they are told from a child’s viewpoint. The story also humanizes Dr. King, and makes him a real person,” said Paula.

It is the book’s powerful storytelling that speaks to its staying power. The book continues to be used in classrooms around the country. This year, Paula received letters from students in Washington State University student teacher Caty Carino’s fourth grade class, sharing their reaction to her book, as well as their ideas for how they can work for social justice.

“I wrote back to each and every student,” said Paula.

The teacher and her professors were so excited at the exchange of ideas between Paula and her students that they invited Paula to Pullman, Washington to meet with the students and then conduct a workshop for the University’s education students.

Paula’s workshop focused on helping teachers and parents have appropriate conversations about social justice with young children. As Paula Groves Price, associate dean for diversity and international programs in the WSU College of Education told her school’s publication, “These early conversations matter because they make children think. They help make them aware of the world around them.”

Our Paula’s message is one students who read her book will hear loud and clear: you’re never too young to make a difference.

Paula’s book is available on amazon.com.

When 6th grade teacher Oveta Willie-Jenkins worked at the Westminster Schools in Atlanta, Georgia as the school’s first diversity coordinator, one of her first goals was to increase connections.

“I thought, there needs to be time for people to get to know each other and socialize,” she said. “Everyone has their own biases or pre-conceived notions. You really have to break bread with someone to know them.”

That’s how she began focusing on meals as a means for

connection. As her responsibilities and endeavors multiplied, she brought this notion to all of her gatherings—first to meetings for her newly founded advisory council, then to a separate off-campus event at someone’s home.

At her first all-school event, she identified rice as a universal ingredient we all share. She asked all attendees to make a dish with rice in it, reflecting each family’s ethnic or cultural background.

A tradition was born. Every year, the school would hold a year-end culminating event featuring rice. Starting in 2006, after discovering the picture book Everybody Cooks Rice, the event moved on campus. That year, author Norah Dooley joined the school’s celebration.

In March 2016, Oveta was invited back to the 10th anniversary of the celebration she first launched. At the event, she was honored for her contributions to the school and the focus of her work.

At the event, Oveta was struck by the hundreds of attendees, enjoying the more than 60 rice dishes (“That’s a lot of rice!” exclaimed Oveta), and connecting over a shared ingredient.

What started as a small commitment to breaking bread across diversity is now official at the Westminister Schools.

Oveta brings her belief in understanding the stories of those around you into her teaching at GDS. “I think it’s important to tell your story. In diversity work, I feel like it all starts with your story. Stories lead to understanding.”

The One Ingredient We All Share


In Mahzarin R. Banaji and Anthony G. Greenwald’s book, Blindspot: Hidden Biases of Good People, the authors examine the implicit biases we harbor in our subconscious that cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, age, and appearance. As a School, we acknowledge these biases, and wanted to confront them head on as an entire faculty.

That’s why this year’s faculty and staff read was Blindspot, and why I as the Director of Diversity and Inclusion have led a series of conversations this year examining implicit biases and the ways in which they manifest themselves, showing up both inside and outside of our classrooms.

While these associations can develop over a lifetime through life experiences and media programming, the authors share that implicit biases are not necessarily aligned with our beliefs, nor do they reflect stances we would firmly align ourselves with. These biases can in fact be unlearned and change over time. And it is this knowledge that propelled our conversation, starting with taking the Implicit Association Test (IAT) created by the authors.

In order to understand our biases and work at reversing them, we first acknowledged their existence. The IAT measures the strength of a person’s automatic association between mental representations of objects (concepts) in memory—measuring a person's bias.

From acknowledging bias, we focused on the shift from being a culturally competent community, to a culturally proficient community. When a community is Culturally Proficient, it sustains a community culture that advocates for high standards for underserved students, and solicits community input about the cultural, linguistic, and learning patterns of all students. One “to do” that has come out of our conversations as a community in moving towards Cultural Proficiency is examining and changing our curriculum so that it is a reflection of not only our student body, but also our global society that continues to evolve.

Building a campus culture that embodies equity, inclusion, and engagement is essential for equipping today’s students with the knowledge and skills necessary to successfully

and compassionately address the increasingly complex challenges of our global society.

That’s why we also asked all 9th grade students to take the IAT in the required seminar, Diversity and Equity: The Intersections of Gender, where we focus on identity and points of connections within groups.

As we come to a close in this academic year, we have only scratched the surface in the examination of our blind spots. Faculty, staff, and students have named just that. There is much work to be done, and that work will continue into the next academic year with Blindspot at the center, as we continue our journey towards Cultural Proficiency.

YOU CAN TEST YOUR OWN BIAS AT: https://implicit.harvard.edu/implicit/takeatest.html

WHAT ARE YOUR BLINDSPOTS?By Nickole Sharp, Director of Diversity and Inclusion


Around CampusFACULTY

Harold Newton – 36 YearsHarold Newton first joined GDS in 1980 as our MS athletic director and LMS physical education teacher. After a fulfilling seven years in which he launched the MS track program and girls softball team, he headed to the HS to join an expanding PE department—and never left.

Harold’s work as a PE teacher has focused on encouraging students to find pathways to exercising that will stay with them throughout their lives, for physical activity, and also for stress management. “That’s my main goal—give students a basis so they’re not just exercising because it’s healthy, but also because it’s enjoyable, it’s helpful, and it’s lifelong. I feel lucky that I’ve found a way to appeal to kids’ intelligence and their relationship to movement.”

Physical education teacher has been just one of the many hats worn during Harold’s time at GDS—from assistant varsity basketball and head soccer coach to lead cheerleader at every It’s Academic taping; from club advisor to all the school’s funky sports clubs (badminton and floor hockey included) to acknowledged daily “rounds maker,” connecting with kids and adults and, of course, to our esteemed master of ceremonies at the High School’s spring variety show.

“I try to be involved and go to activities that others don’t so much. I see my students in a different way, and that helps me teach them,” said Harold. “I like to walk through the forum two to three times a day to talk to people and see who’s in there—just to check in and connect with them.”

It’s this kind of commitment to the school and our students that has made him so irreplaceable. In the words of Bobby Asher, HS dean of students and head basketball coach, “Harold’s abiding love for this school is clear every day. At GDS, we pride ourselves on our relationships, and Harold is the embodiment of that. Harold finds the goodness in every one. He’s the most perpetually positive, glass-half-full person you’ll ever bump into. He teaches through his actions rather than his words. If you just do like Harold, you’re doing right.”

Harold is retiring from GDS with hopes of moving out west to spend more time with his children and grandchildren. He said, “I love working in a school where there is so much positive energy.” GDS will miss his positive energy.

Paul Nass – 29 yearsGDS’s only resident fortune-teller Paul Nass has shared his last prediction: he will

truly miss GDS after nearly 30 years of teaching middle (and sometimes lower) school math, launching the still-successful morning math program and other club programs like chess, and being a part of everything GDS, from visits to the old country campus to talent shows. Now our most quotable jokester has decided to turn in the colorful hat he has donned for years at all the middle school dances.

Creativity has been at the center of Paul’s teaching, and it’s something he’s loved most about teaching at GDS. “GDS has always given me the freedom to teach in a way that I feel is constructive. I’ve always felt that we’ve all been hired for what we bring to GDS, as opposed to ‘do this for us.’ We have chances to try new things and embrace the craft,” said Paul.

Paul has taught math to generations of GDSers, helping individual kids discover and define their own positive relationship to the subject.

“I always say, nobody is going to walk down MacArthur Boulevard and say, ‘excuse me, can you solve this equation for me?’” he said. “Kids don’t have to love math; I just don’t want them to be afraid of it or hate it. So it’s helping them find the humor, appreciate the beauty, and understand how it helps them think.

Harold Newton

W I T H G R AT I T U D E :

Retiring Faculty


One size fits no one when it comes to teaching.”

Paul adores seeing children of alums in the building, as well as keeping his connections with his former students alive. Liz Levine ’02 shared with GDS that, “In third grade, I doubted my ability in math and was sure the boys were more capable. Paul encouraged me to believe that I could compete with anyone. The self-confidence he inspired helped me not only as I advanced into higher math classes at GDS, but also as I faced greater challenges in high school and college. I hope all young girls have a teacher like Paul, who will push them to believe in themselves.”

It’s messages like Liz’s that underline just how influential Paul has been to our school. As Paul said, “If it were anything but pleasurable, my time here wouldn’t have gone by this quickly. Twenty-nine is a prime number—I’m going out on top!”

Tom Yoder – 16 YearsOver his 16 years of service to the GDS High School Tom has inhabited multiple roles. In addition to teaching math, Tom Yoder was our assistant principal for a decade and acting principal for two years. These past few years have seen Tom back

teaching math full time and rarely has the man been without a smile since returning to the classroom. In his time as assistant principal, Tom modernized the way we schedule students, provided wisdom and counsel to two principals (Paul Levy and Kevin Barr), worked closely with department chairs to develop curriculum, and attended countless SSC meetings as the faculty representative. Through it all, the students have been the number one force driving his work, and he has consistently put their interests and needs at the center.

Throughout his time as an administrator, Tom made sure that he held on to teaching at least one math class every year. Knowing that some kids come to math with a phobia born of feeling that they just can’t do math, Tom worked hard to instill confidence in every student, striving “to create an atmosphere that’s as supportive of students as possible.”

This comes as no surprise to math department chair Lee Goldman, who said she’d miss Tom’s partnership in the math department, his way of helping every student find success, and their shared interest in birding. “Tom brings to any conversation an ability to step back and look at what is needed to support the whole child; in a very GDS-y way, he’s

always been that voice that helps us pause and think about things holistically.”

For Tom, “the most critical aspect of a student’s experience in the High School is that the adults in the building treat them like young adults—there is a true cooperation that exists between faculty and students and a mutual respect we have for each other. When you talk to the graduates who come back to the school, they say that when they’ve gone off to college, they haven’t just been prepared academically, but also socially. They’re able to make decisions on their own when many of their peers are not. We’ve given them the opportunity to make good decisions for themselves.”

To Tom, the relationships that exist between students and teachers “must be fostered, protected, and worked on constantly. That’s the core to GDS.” Tom has helped to set that tone, and his impact on GDS will be sorely missed.

When Tom’s last day comes in June, he isn’t planning any big moves just yet. He’s looking forward to having free time in his schedule, spending more time with his family (he’s a doting grandfather), and returning to GDS as a tutor, to continue the connections and relationships that are at the heart of what we do.

Paul Nass Tom Yoder


CASES CUPS

OVER

Last summer, GDS High School students Greg Connors '16, Henry Cunningham '16, Sahil Gogtay '16, Jack Wyner '16, Jaren Zinn '17 and their GDS Summer Policy & Advocacy Institute cohort were faced with a problem—a problem that some might say was a good one

to have. After working on the issue of veterans’ homelessness they learned that—at least in the District—pathways to housing security for veterans are well on their way to success, and many local organizations are focused on fixing the problem.

The students didn’t turn to each other and say, “problem solved.” Wanting to find a different way to support America’s veterans, they and other students in the group turned their attention to another pressing need for this sometimes beleaguered population: support in navigating the many legal issues affecting them.

“Veterans can face a host of legal issues, including dealing with honorable vs. dishonorable discharge disputes and accessing VA benefits, as well as other civilian legal issues such as housing disputes,” said Jaren.

The students began researching this issue, learning that only about 50% of veterans actually claim the benefits for which they are eligible. Many might have other mental health issues or face housing insecurity, making it more difficult to navigate a lengthy and confusing bureaucratic process.

In their research, they also came across a program at William and Mary Law School that married an old-fashioned approach with a progressive outcome: “Military Mondays.” In the program, law students meet with veterans each week at local Starbucks to provide legal assistance and help veterans access their eligible benefits. The law students gain skills and experience; the veterans gain an advocate in their corner. Starbucks, a company with a history and interest in supporting veterans, provides the comfortable location and caffeine.

The students reached out to Patricia Roberts, the professor taking the lead on Military Mondays, and interviewed her about her program. “The Policy Institute students immediately recognized that there was the need for a similar program in the DC region,” said HS experiential learning coordinator Catherine Pearson.

COFFEE AND LEGAL ADVICE GO TOGETHER LIKE BEANS AND RICE, RIGHT?

FOR DC'S VETERANS THEY DO, THANKS TO GDS STUDENTS.


And so as the summer came to an end, the students reached out to local law schools and Starbucks, hoping to explore the possibility of launching a similar program in GDS’s hometown.

Their first big accomplishment was a meeting with the Dean of Georgetown Law School and GDS parent, Bill Treanor; according to the students, it was good enough as meetings go. Dean Treanor liked the idea—but he was reticent to start the program and wanted to see other schools pilot the program first.

When the Policy and Advocacy Institute concluded in August with no local law school on board, the work on behalf of veterans continued into the school year. The students remained focused on what they knew was a great idea. “Once we felt we were close to setting the project up, we were extremely motivated to finish it and set up an actual program,” said Jaren.

“These students believe that this program has potential to meet the needs of veterans in the District,” said Catherine.

Thanks to their continued dedication, now the University of the District of Columbia’s David A. Clarke School of

Law (UDC) is actively on board. UDC launched their first Military Thursday in February, and based on the success of that evening, plans to hold monthly sessions throughout the year. The GDS students supported UDC by helping to think through launch details and continue to help publicize the program. The students had another successful planning meeting at the Columbus School of Law at Catholic University in April in hopes of bringing them on board as well.

The boys have also shared ideas about the program with other schools in Seattle, Washington, as well as with an aide in Hawaii’s Senator Brian Schatz’s office, who contacted the students because they, too, were interested in launching a similar program in Honolulu. Because of the continuing interest, the students are working with Catherine to create a blueprint that might help other cities, organizations, or

“And they recognize that DC is unique because of the number of law schools and veterans agencies here. All of the pieces are here. It just took the students’ work to connect all the dots.”

Policy & Advocacy Institute members Henry Cunningham '17, Greg Connors '17, Jack Wyner '16, Jaren Zinn '17, with Katie Quackenboss '16 who joined them for the meeting at Catholic after helping the group out with some research and prep for the meeting.


schools map out realistic paths to similar partnerships on behalf of veterans.

Dennis Seese was the faculty advisor to the veterans issues students prior to the switch to the Military Thursdays. Now the librarian at St Albans, he has kept up with the students and their program.

“I think GDS does an admirable job initiating dialogues about privilege within the community and one of the strengths of the Policy Institute is that it teaches participants that privilege is and can be a powerful, positive thing when used to better one's community and help those less fortunate. You see the students make this connection as the Institute unfolds and it is one of the most humbling and exciting aspects of the entire process. I hope that they have learned that power they possess as advocates is significant and that they chose to continue using that power as a galvanizing force for change,” said Dennis.

Seeing the fruits of their labor having an immediate impact on real individuals has in turn had an impact on the students and how they see themselves.

“I think realizing the power of the connections that GDS kids have has been eye-opening," said Jaren. "With the resources our community possesses, GDS kids have a real opportunity to actually make a difference. Going into the summer, I believed that as high schoolers it was going to be difficult for us to really make an impact, but we were able to effectively use our resources and do something important."

Catherine has also been impressed with the staying power of the students’ work. “They have run with this project, basically maintaining conversations with law school professors and pro bono coordinators at area law firms on their own. They’ve been building relationships and making connections. They’re committed to seeing it through to fruition. What I love about this is that they are not getting anything out of this themselves. They are doing this purely because they think it’s something important that needs to be done.”


Meet the TrusteesGDS is fortunate to have a diverse, distinctive, and involved Board of Trustees working in partnership with our administration to support the GDS mission. Meet three members who are part of our active Board focused on strategic planning, campus planning, and financial goal-setting. For more information about other members of our Board, go to www.GDS.org/Board.

Pamela Reeves Joined the Board in 2012Chairs the Governance Committee; serves on the Diversity and Finance Committees. After years playing the role of serial volunteer in the classroom and with PSA, Pamela wanted to see what other opportunities there were for her to support the School. Joining the Board was the perfect fit to allow Pamela to contribute her time and ideas while also continuing to understand GDS inside and out.

Pamela believes that each individual part of GDS ties her to the whole community. She said, “Whether it’s a One Act play, a baseball game, Model UN, or a field trip to support classroom learning about DC history, the way that students, teachers and parents interact, and the connections between each activity and our School’s mission, make me feel part of the whole school, every day—no

matter what I’m doing. There’s a holistic, mission-driven gestalt to GDS that is unique and wonderful.”

After having three children attend GDS, accounting for a total of 36 child-years of learning and participating in the School’s life, Pamela feels intertwined in the web of this community. She said, “GDS is just as much a part of my identity as it is a part of my kids'.”

Pamela continues, “To me, being a part of the GDS community has meant that I look at every human being in a complex, nuanced, and gentle way; that I have something in common with, something that draws me to, every other parent in the school; and that community requires not only mutual understanding, but also shared responsibility for the protection of our children and our values."

Currently, Pamela is Senior Advisor for Gender Strategy in the Executive Office of Melinda Gates, and through her own company, she also advises international organizations and companies such as Nike and the United Nations Foundation on ways to build public-private partnerships and develop gender strategies. Once a week, Pamela travels to Providence, Rhode Island where she teaches a course at Brown University about investing in women for sustainable global growth.

Outside of GDS, Pamela serves on the advisory board of ONE.org’s ONE Girls and Women, and on the Boards of Directors of The Kakenya Center for Excellence in Enoosaen, Kenya, and Women for Women International. Pamela holds a B.A. in International Relations from Brown University, and an M.A. in International Relations from Yale University.

David Wellisch Joined the Board in 2013. Chairs Nominating Committee and serves on Advancement and Diversity Committees.

Growing up in Ecuador, David Wellisch recalls attending a rigid, traditional school that starkly contrasts with GDS’s culture. That contrast in combination with the School’s diverse, progressive, technology-driven mission is what drew David to be a part of the GDS community.

“The school’s focus on teaching the whole child while taking into account the role that multiculturalism and technology will play in the 21st century is something that I am personally interested in and believe to be essential for an excellent education today,” he said. Giving back to the School, where he and his wife Jessika’s three children have attended since Kindergarten, was an important choice for David’s volunteer work. He said, “As a Board member I have enjoyed learning more about all the elements that make GDS the special place it is… I feel at home being part of a smart, diverse, and generous community that is so committed to the well-being and growth of our children and the community at large.”

"I feel at home being part of a smart, diverse, and generous community that is so committed to the well-being and growth of our children and the community at large."

- David Wellisch


Outside of GDS, David is the CEO and co-founder of the Latinum Network, a member-based advisory company comprised of global brands that support their success in the multicultural economy. Prior to founding The Latinum Network, David was the founder, vice president, and general manager of AOL Latino. Earlier in his career, David worked in private equity at Allied Capital and strategic consulting at Gemini Consulting. David sits on the Advisory Board for Network For Teaching Entrepreneurship and is also a member of the Young President’s Organization. He holds an undergraduate degree in economics and political science from Brown University and an MBA from Harvard Business School.

Brad Vogt Joined the Board in 2012Current Board Chair. Chairs Executive Committee, serves on Head Review Committee, and Ex Officio on all committees.

Brad and his wife Kate are the parents to one GDS graduate and two current students. Outside of GDS, Brad has been with The Capital Group for 27 years, where he works as a portfolio manager and member of the firm's management committee. Brad holds a B.A. from Wesleyan University. What parts of GDS hold the most interest for you?I always remind myself that it's our kids who are enrolled, not Kate or me! We were originally attracted to GDS for our kids because of its mission and purpose, its casual and authentic sense of itself, the diverse mix of students and families, and the quality of the faculty and education. Ten years later, Kate and I see the impact on our three kids—each very different individuals—who have loved the place and grown tremendously. What drew you to be part of the GDS Board?I’ve always been attracted to helping organizations that have strong missions and history. Working with Russell on his vision is a great opportunity, and I have been fortunate to get to know our Trustees who are a diverse, talented, and dedicated group. It was also clear that this was a Board with an effective operating culture...focusing on the long term and flying at the right altitude.

Now that I'm in this role I'm grateful to previous Board leadership for building that culture, including recent past Chairs Michael Gottdenker and Katherine Borsecnik. What does being part of the GDS community mean to you?Our kids and family feel incredibly fortunate to be part of a community that at its core is about being inclusive and open-minded and thinking independently. Plus, people have fun at GDS, and the football team has been undefeated for 72 years! Thousands of GDS families, faculty, and administrators who came before us built the school into what it is today...and I'm sure that wasn't easy. Our generation benefits from that foundation, and it's up to us to keep GDS strong and healthy for future Hoppers.

O R D E R O N L I N E AT

www.GDS.org/SchoolStore

O R V I S I T T H E

A D VA N C E M E N T O F F I C E

at the LMS during school hours.

Show your school spirit!

"Thousands of GDS families, faculty, and administrators who came before us built the school into what it is today... and I'm sure that wasn't easy. Our generation benefits from that foundation, and it's up to us to keep GDS strong and healthy for future Hoppers."

- Brad Vogt

33

1965After 14 years of editing and publishing her own paper, Chatham County Line (www.chathamcountyline.org), Julian Sereno recently edited and published her first book, Take Care of the Night: A Study of Religion, Dream and Magic, written by her father, Renzo Sereno. Her father was a professor at the School for Advanced International Studies at Johns Hopkins University and a close friend of Edith and Phileo Nash who supported GDS at its founding, and he died 50 years ago. According to Julian, “The best part has been connecting with my long-deceased father.”

1982 Becky Mode’s new production Fully Committed, will open on Broadway in April. The comedy surrounding life in the restaurant world will star Jessie Tyler Ferguson of Modern Family. The play previously ran for a year and a half off-Broadway.

1993

Lauren Leader-Chivee (pictured above) is currently writing a book called The Thinnest Line, which will come out in the fall. In the book, she argues for the possibility, power, purpose, and payoff of embracing difference. Leader-Chivée was recently named one of Fortune Magazine’s “50 Most Influential Women on Twitter” and is CEO and founder of

“All In Together,” a campaign committed to ensuring women’s voices are fully represented and heard in political and civic matters.

1998Jennifer Miller shared, “Ten years ago, I rode from California to DC with 25 Vietnam veteran bikers. It was one of the most extraordinary and challenging experiences of my life, and it inspired my second novel, The Heart You Carry Home. The book is about a pack of Vietnam vet motorcyclists traveling to a mysterious cult in the Utah desert; the young wife whose life is forever changed when she stows away with them; and the battle-scarred husband she is trying to escape.”

2004On October 24, 2015, Mitch Malasky '04 married Adrianne Berman in a ceremony at the National Press Club, officiated by Rabbi Shira Stutman. There were many GDS'ers in attendance including Groomsmen Eli Dvorkin '04, Jake Levine-Sisson '05, and Michael Bilik '04 (who were all wearing Grasshopper socks! See below).

Also included in the wedding party was Bridesmaid and Mitch's sister Cyndi Malasky '07. Mitch and Adrianne currently reside near Nationals stadium in the Navy Yard.

2010 Ethan Slater ’10 (pictured above) has been cast to play the role of SpongeBob in the stage adaptation The SpongeBob Musical, which will premiere in Chicago in June.

2011Aaron Dodson (pictured above) has joined ESPN’s The Undefeated as an assistant editor. He is a recent graduate of the University of North Carolina at Chapel Hill, and has previously held sports reporting internships at The Washington Post and The Baltimore Sun.

Alumni Notes

Alumni–send us your news! Please send us your news! Your former classmates and teachers want to know all about it. Send us the photos and details at [email protected] GEORGETOWN DAYS SPRING 2016

On April 4, 2016, GDS alumni board members Nina Hammond Ritch ’95 and Liz Levine ’02 attended Taste the Nation, a fundraiser for Share Our Strength, a national organization that fights childhood hunger, at the National Building Museum. Liz currently serves as the Director of Development, Mid-Atlantic Region at Share Our Strength.

2015Brown University freshman Noah Cowan (pictured at left), majoring in chemical physics, competed in the College Jeopardy! tournament on February 5.

Alums (and their kids) are staying in touch and having fun:

Left, pictured left to right: Caleb Kramer '87, Matt Solomon '90, Syd Kramer, Gavin Solomon '28, Miles Kramer, and Callie Solomon '25.

Below, pictured left to right: Nina Hammond Ritch ’95, Carrie Llosa ‘95, Katie Bartlett Brebbia ’95, Zoe Maas ’26, Jenny Abramson ‘95, Ella Maas ’28 and Rebecca Drobis ’95.

GROW, LEARN, LIVE...GIVE!E V E R Y G I F T M A K E S A D I F F E R E N C E . W W W. G D S . O R G / G I V I N G

Interested in getting more involved? There are a number of opportunities to serve as Alumni & Reunion Weekend Chair, Reunion or Class Chair, Regional Chair, or to volunteer to serve as a speaker, or on the Alumni Board.

Please look for upcoming events taking place in YOUR region! Contact [email protected] for more information.

35

FROM THE GDS Archives

Artifacts from Edith Nash's Hamilton play,

from 1950. Edith wrote the play, and it was

staged by 8th and 9th graders as part of their

history class.

4530 MacArthur Boulevard, NWWashington, DC 20007-4297

Address Service Requested

JASO

N P

UTSC

HE

PHO

TOG

RAPH

Y

Documents

Georgetown Days // Spring 2016