Spring 2015

Intellectual Discipline

Common Prayer

Welcoming Community

Respect for Others

Compassionate Service

in this issue: spring 2015FEATURES

CONNECTIONS

By David Dodd and Diane Oliveira McMurry

By Shelly Gammieri

By Paul Amadio By Liz Fleskes, Hope Lacey, and Dr. Julie McLeod

By Andrea Jenkins

GENIUS HOUR - IT’S BRILLIANT

SPARQING CREATIVE THINKING

SAFEGUARDING OUR FUTURE

gses alumni

snapshotholding on, w

hile letting go

on the cover:M

s. Melinda Graham

’s PreK class

3 Reflections from the Head of School

4 Veterans Day Photos

5 8th Grade English Essays

6 Living our Mission Statement

7 Celebration of Giving Photos

10 GSES goes Social

11 Halloween Parade Photos

14 Middle School Honor Roll

23 Upcoming Events

8 12

16 20

22

GSES community buddies enjoying the biannual Super Dad’s Hot Dog Lunch.

2 Spring 2015

I am reminded of “six degrees of separation,” the theory that nobody is more than six relationships away from any other person in the world and how accurate that theory seems to be at Good Shepherd. In 2004, Facebook was launched, and we all know how that one facet of social media has helped us to connect with people worldwide. Today, the separatism of seven continents is dissolved by our connectedness in a global society, largely due to the influence of technology and social media. Whether we are connecting to family members around the globe, or Skyping or FaceTiming with teachers in another country, we all want to connect.

At Good Shepherd, we have a myriad of connections such as our students’ community buddies. It is priceless to experience fourth graders connecting with their preschool buddies while they create squishy circuits, or seeing a seventh grader walking hand in hand with his second grade buddy. Getting to see the joy in a third grader’s eyes when she gets a Christmas card from her eighth grade buddy tells me the time we spend together connecting is almost as important as the time we spend learning individually. These connection points are what bind us together as a caring community at GSES.

Another example of connections comes in the form of collaboration. We are intentional in asking our students to work together on group projects. In life as an adult, much of our time is spent working with colleagues and problem-solving together. We asked our students to collaborate as they studied Newton’s Laws of Motion. Working together on the CO2 cars, our sixth graders had to plan collectively not only the car design, but also how to get their car to speedily cross the finish line and produce some type of documentation of their experience. Although the purpose of the lesson is to better understand the laws of motion, another contributor to the success of the group was learning how to connect and team successfully. When our students leave Good Shepherd, they are in demand because they have spent time learning how to communicate and collaborate with their peers and adults. The science teachers have even created a Partner Agreement form to break down each partner’s responsibility when working in groups. While connecting and working collaboratively on projects can be challenging, the learning is invaluable.

With over 55 years of educating students, we are trying to reconnect with some of our graduates from the past. Hearing from our alumni what made Good Shepherd special in its earlier years is impactful as we look to the future for our school. The advancement office and the advancement committee are hard at work trying to develop the lost connection to our alums. When we review admission files, it is always a moment of celebration when we see the identifier “alumna/

alumnus” designated as “yes” next to one of the parents. We perceive the alum designation as proof that Good Shepherd was a good experience, and a parent wants to reconnect with GSES for their own child.

Another aspect of connectedness involves the church and school. We have been given the gift of sharing the land that belongs to our church. The original building for the Episcopal Church of the Good Shepherd is currently the chapel for our students. Our school founder, Clara Hoffman, was a parishioner with a vision, and she started what we are now so proud to call Good Shepherd Episcopal School. What was the rectory is now our wonderfully renovated space for our prekindergarten students. The Parents’ Day Out program is a strong feeder system for our preK students and prepares them well for GSES. The Curate for Student Ministry at the church is our Middle School chaplain and seventh grade instructor of faith studies. Our rector Father Mills leads second through eighth graders in a monthly Eucharist service at the church and is very visible on our campus. We are thankful for the overlaps and together we are much better than either the church or school would be if we weren’t connected. It is fairly easy to see how the students are connected to the school and one another, but our school board and our parents’ organization are two more places where the parents and the school are directly connected. Many of our parents, alum parents, parishioners, or even school alumni serve on our school board. They are very invested in planning strategically for the future of Good Shepherd. Our talented GSPO meets monthly to help serve the school through many different volunteer opportunities such as our carnival, Angel Tree, room parents, and auction. These volunteers are connected by their willingness to serve the school in some capacity to make it the best learning environment possible.

I doubt that if we started sharing aloud there would be six degrees of separation in our connectedness. The definition of connections is to be joined or linked and I think that we do that well in our community. Thank you for making the commitment to be connected to GSES. Perhaps John Donne, the English writer and priest, sums it up best, “No man is an island, entire of itself,” and for that I am thankful.

Best wishes,

Laurie

Laurie Daum

Dear Community, Herman Melville, the author of Moby Dick, wrote, “We cannot live only for ourselves. A thousand fibers connect us with our fellow men.” As we look at our theme of connections, this concept of being tied together is very visible.

REFLECTIONS From the Head of School By Laurie Daum

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GOOD SHEPHERD veterans DAY

4 Spring 2015

What is a veteran? I have been pondering this question since Mr. Burgess asked me to write this essay. My first thoughts were that a veteran is any person who has served in any of the 5 military branches. I now realize that a veteran is much more than that. A veteran is someone who makes enormous sacrifices for his or her country. Veterans can be very different from each other but have one thing in common; they are ordinary people who do extraordinary things. These men and women can spend months fighting overseas to preserve our rights, or on training and humanitarian missions.

These veterans have been through life-defining experiences. Whether good or bad, they endure this for our country. All the way from the Revolutionary War to the war in Afghanistan soldiers have given everything for freedom. It is important to understand what these veterans have been through, but also to recognize their willingness and valor as they fight so we do not have to. These brave men and women are courageous, selfless individuals willing to defend the principles and ideas we stand for. The hardships that veterans endure can be physically and mentally taxing in many aspects. It is these moments and experiences that define a veteran.

Not all veterans are the same. They are very different people who share a motivation for serving their country. They range from different ethnic groups, genders, and nationalities. My grandfather, a veteran of the Venezuelan army, spent five years in the military. He graduated from West Point and went on to serve in the army corps of engineers before working in the oil industry. This is one of the many examples of how veterans can contribute to society long after the military. Veterans can be smart, kind, caring, athletic, or anything in between. It is important to celebrate what these people have contributed to society throughout their military careers and beyond.

This writing exercise has helped me appreciate the value of our veterans. A veteran is not only a soldier, but a unique and special human being with qualities that few of us possess. To honor them and their enormous contributions, we need to express our gratitude; but beyond that, we need to uphold the principles that they have fought to protect. We need to live our lives striving to make our veterans as proud of us as we are of them.

Dedicated, patriotic, hard-working, intelligent, brave, compassionate, wise, and strong are just some of the traits that came to mind when I first thought of a veteran. A veteran is not just a person who has served or is still serving in the military; they are so much more than that. A veteran has risked his or her life to protect all Americans and our beloved nation. These traits portray to us what a veteran is truly like and how much thanks we should give them.

Veterans are dedicated. Their loyalty and integrity shows through everything they do. They have devoted themselves to fighting for our freedom and doing what they think is right.

Veterans are patriotic. They put all of their effort and support into our country. They put their lives in jeopardy for us to be safe and free. They want the best for America and its people.

Veterans are hard-working. They have to train hard, follow difficult tasks, and live under harsh conditions. They give up time with their families to go work for many hours. They usually have to travel far away and they do not have the opportunity to contact home.

Veterans are intelligent. They are required to think quickly. They must know at all times where they are going, how they must accomplish what they are instructed to do, and what they should do in times of difficulty. Many veterans have to understand military technology and be able to communicate well.

Veterans are brave. Can you imagine traveling to a foreign land, leaving your home and family to fight in a war that could possibly end your life? That is bravery, facing something dangerous or painful to do what is right.

Veterans are compassionate. Strongly showing sympathy and care for others is something they do whole-heartedly.

Finally, veterans are strong. Their strength shows physically and in their personalities. They are physically strong, for example, by being able to lift heavy things and travel long distances in treacherous conditions. They have a strong personality because they have to overcome many hardships and keep fighting.

Veterans are certainly worthy of our appreciation and thanksgiving, which is why we are here today. Being in this church, I think it is appropriate to say that veterans are soldiers from God. I think of them as guardian angels that were born to protect us. They are extremely important to us, our country, and the world. We would be nowhere without these courageous heroes in our lives. I would like to thank every veteran, not only those here today, but all the veterans from our great country who have made huge sacrifices to fight for all of the possibilities and freedoms we have today. Thank you for your everlasting time and effort to shape our civilized, free country – America – a place that you enable us to call home. Thank you so much. We are so very proud of you.

Kate Bramlett

what is a veteran? 8th grade English Essays - read aloud during the GSES Veteran’s Day Program By Kate Bramlett and Alex Olmetta

Alex Olmeta

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Fajita Fundraiser Supporting COE Disaster Relief

coe mentor program 8th graders mentor lower school

campers & lead by example

gses spelling bee

author share2nd graders share their original work

community buddies

angel tree program Supporting Salvation Army, Voice

of Hope, and Mi Escuelita

LIVING our mission: GSES students model our mission every day, in every way, in all they do!

6 Spring 2015

celebration of giving

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THE COE AND DISASTER RELIEF

ENDOWMENT FUND

Safeguarding our future:

8 Spring 2015

This year’s Annual Campaign, led by co-chairs Amy and Brad LaMorgese and Suzanne and Andrew Kahl, kicked off with two very special matching challenge gifts. The first was a $50,000 anonymous donation from a current GSES family, to be used in a matching campaign toward the new COE and Disaster Relief Endowment. That challenge gift was quickly met by the tremendous generosity of the Good Shepherd Parents’ Organization. This provided a total $100,000 matching incentive for our community that we are proud to say was seen by the December 31, 2014 deadline, providing $200,000 to jump-start the COE and Disaster Relief Endowment.

GSES students take a lot with them when they leave us; confidence as learners, courage as leaders, compassion as service providers, and perhaps most memorable and impactful, the lessons they learned on the trails, climbing mountains, and in the woods. They are taught to “leave no trace behind,” but the memories they take from the GSES Classroom of the Earth and Disaster Relief program stay with them… always. Together, by creating the COE and Disaster Relief Endowment, we can make sure our GSES students will always have the opportunity to create these memories.

Twenty-two years later, that lesson is still being ingrained in GSES students, each gaining progressively in the skills they will need to go from an afternoon hike in PreK to the two-week backpacking Colorado excursion at the beginning of their eighth-grade year. No other program embodies so fully the mission of GSES, to inspire children to learn with confidence, serve with compassion, and lead with courage, than Classroom of the Earth. Two years ago, after the record-breaking Hurricane Sandy devastated the eastern seaboard, and particularly the Jersey Shore, the GSES community, through the Classroom of the Earth program, embarked on a quest to help those in need. What they thought would be a small, school effort, ended up an incredible outpouring of overwhelming support from nearly everyone in our community. “The donations kept coming; understanding that people lost everything, GSES families filled the gym with blankets, clothes, toys, and supplies, and eventually filled a semi-truck with donations,” said Tad Long, the longtime Director of Classroom of the Earth. COE leaders took the semi-truck and COE trailer to the place that needed them most, serving warm meals and comforting those desperately in need.

From the realization that our school could have that kind of impact was born the COE Disaster Relief initiative. Soon, the Classroom of the Earth team, along with many other leaders at GSES, began looking for ways to prepare and respond to natural disasters. So far, COE and Disaster Relief

has helped people in Austin after storms and flooding damaged homes and property, and in Cleburne following a series of deadly tornadoes, by providing food, water, and a friendly face in the wake of what is otherwise a very serious ordeal for the people experiencing these disasters.

Classroom of the Earth and Disaster Relief is an experience for GSES students like no other, so it comes as no surprise that our community has prodigiously showed up to support it with an idea originating from the results of the school’s strategic plan; by permanently endowing Classroom of the Earth and Disaster Relief, GSES will ultimately, and in the long-term, provide perpetual funding to the operating costs of COE. The goal is that this funding will eventually contribute to stabilizing tuition for our families while permanently preserving this most beloved GSES Signature Program.

The Good Shepherd Episcopal School community, including the Board of Trustees, faculty and staff, and especially the GSPO and parent community, has a rich history of supporting GSES through the Annual Campaign. Dollars from the Annual Campaign have frequently been earmarked for special initiatives at GSES, including, in previous years, the CCL Library, iPads, and new modular and interactive furniture throughout the school. A portion of the fundraising through the GSES Annual Campaign for both the 2014-2015 and 2015-2016 school years has been designated to begin the GSES COE and Disaster Relief Endowment.

“Leave no trace behind” is a lesson learned in Classroom of the Earth (COE), the long-standing program that was the first of its kind in Dallas, to teach GSES students the value of caring for nature and everything living that surrounds us.

Learning with Confidence, Leading with CourageOutdoor Education in a class of its own. GSES students find themselves in nature, year after year.

Serving with CompassionDisasters can strike without warning and devastate nature and the communities within. At GSES, COE takes Disaster Relief seriously and helps those in need when they need us most.

Mr. Tad Long leading a nature hike with Ms. Madsen’s 3rd grade class at Texas Freshwater Fisheries.

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10 Spring 2015

GOOD SHEPHERD halloween parade

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Genius Hour It’s Brilliant!

By David Dodd and Diane Oliveira McMurry

12 Spring 2015

This year, 6th grade language arts teacher Mrs. Amy Smith, is committed to Genius Hour. Her students expand their creativity and ignite passions by selecting their own study focus while further developing and refining the skills of problem solving, researching, writing, and presenting.

Genius Hour is an educational movement based on the “20% time” that Google gives their engineers to work on a project of their choice which may enhance the company. Innovations such as Gmail, Google Transit, Google Talk, and Google News were products of this initiative. The success of “20% time” is supported by the work of Daniel Pink in his book Drive. He writes, “Autonomy ... Mastery ... Purpose - these are the building blocks of new way of doing things.” In the educational realm, the equivalent is called Genius Hour. Students explore their own passions for a dedicated period of time each week over the course of the school year. Every Friday, 6th grade language arts students are challenged to further discover something they want to learn about.

Mrs. Smith guides this exploration. It is her mission to support and encourage students in their quest for knowledge in

an area of their choice. Meanwhile, she strives to promote student growth in areas such as identifying a problem, asking the right question, narrowing a broad topic, researching, writing, and presenting skills. She manages student adherence to limited, but necessary, work completion checkpoints. The three key components of Genius Hour are student development of a driving question, extensive and varied research, and a project to be shared with classmates and beyond. Ultimately, students reflect on their own work and the work of others required to cement their learning.

After experiencing Genius Hour first trimester, students were proud of what they had accomplished and eager to share. 6th grade student Riya found that she had a difficult time deciding which passion to follow. Finally she decided to explore how to raise money for an underdeveloped country, eventually narrowing it down to India. Using her resources, Riya contacted her grandmother and a friend who is a manager of a school in India to expand her study. They discussed the intricacies of this topic, and sent her photographs of the local school, that

will visually support her cause as she moves forward. Other topics researched included everything from computer coding for game creation, to how one’s mood is affected by listening to piano music.

The sixth grade language arts classes also accessed the technology team and SPARQ lab for assistance on their Genius Hour project. Students brainstormed using white boards expressing their thoughts, analyzing, assessing, and revising their questions. They also worked on prototypes using their iPads with various apps to assist them. All students were required to write a first and second draft to narrow down their topic to research. Design questions were formulated before spending time with Director of Educational Resources, Mrs. Andrea Jenkins, in the library. Mrs. Jenkins worked with the students using various databases such as Grolier, EbscoHOST, and BrainPop to help students with their research.

Presentations included a visual component, as well as a speech on their design question. Students reviewed weekly reflections and research to create their speech. After the presentations, they self-reflected using a rubric to assess their learning. This self-reflection also directs their second trimester design question and research. Additionally, students contemplated the work of others, identifying strengths and areas in need of enrichment.

Students are passionate about spending time developing Genius Hour projects, identifying challenges such as choosing one topic, asking good questions, narrowing down a focus, and intensive and extensive research. Developing and refining these skills are critical as students advance in their educational journey. Working with one topic for an entire trimester provides a structure for students to develop the educational grit necessary for academic achievement.

At GSES, we pay attention to the changing needs and best practices of student learning. It is our goal to help students identify and pursue their passion in the classroom, instead of after their formal education. Genius Hour has been successful in supporting our quest, described by GSES sixth grade students as motivational, passion-based, and inspirational. “This will help me to learn what I want to study later in life,” shared one student. Another offered, “It has taken a lot of time, but it’s been well worth it. I am able to take what I learned and apply it to something new.” Genius Hour reflects both real world challenges as well as opportunities, and exemplifies our charge to foster creative and passionate lifelong learners.

“Why do I have to learn this?” and, “When am I ever going to use this in real life?” are age-old questions of students across the nation. As education continues to experience rapid changes in an ever-evolving world, educators at GSES are continuously working to create a meaningful learning atmosphere, connecting classroom learning to the real world.

Students utilizing SPARQ for research with assistance from Mr. Covington Doan.

6th grade students writing a reflection piece at the end of their first genius hour.

Mrs. Amy Smith helping one of her students with iPad research during class time.

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8th Grade Honor RollMia AlvaradoTippy Balady

Cameron BaxleyWitt Chambers Chase ClemensEmily Dendle

Alaina DeVriesSophia Fernandes

Justin GahlhoffGenesis Gonzalez Audrey HannaWill Hinson

Harper JohnsonRyan Knox

Lilly LangfordSarah Lochridge

Annmarie Melsheimer

Madison MooreKatie MottaEthan Nghiem

Abby OttNicole RainesWill Roberts

Faiz ShallwaniJackson Stuckey

Middle School Honor Roll

‘15‘14

Ist TRIMESTER

Angelina ChoucairKate BramlettEmily Deary

Margot DesalomsGracie Grimes

Eric HirschbrichAidan Koch

William NorrisAlex OlmetaEmily Parrish

Anna PittmanIsabella Shadle

Amanda StockardAlex Tate

Sydney Wallner

8th Grade Head’s Honor Roll

14 Spring 2015

7th Grade Head’s Honor RollLauren AsherAlyssa DendleHeath Dutcher Olivia Garner

Reed Glenn Jenna Hansen Max Ingrum

Nick Kowalske

Kate Petersen Savanna Polen Azeem Ranmal Stratton Ross

Abby Tchoukaleff Katelyn Thompson Colton Wheatley

Benjamin Yi

7th Grade Honor RollRicardo Carter

Marcus CharalambopoulosAlexander Cho

Jesus De SantiagoTy DonnellyHannah DowWill Eades

Eva FraseAva Gough

Paige Hennington Barron Hobbs Lizzie HoussonSarah Johnson

Ross Miller

Elizabeth MondragonChristopher Moon David Morales

Santiago Nelson Jackson Newsum

Kit NicoudShannon O’Brien

Andrew PorterAnna RobertsRenin SeelyBailey UttichAnnie Walker

Maxwell Zirkman

6th Grade Head’s Honor RollColin BajecBen DidlakeMason FloodEmma Grimes

Maddie Hamilton

Maddie HolmesTaylor Kappelman

Abby LadewigOlivia LancashireRiya Malhotra

Garrett NicholsonDwyer O’BrienJordan Ott

Meredith RobertsOlivia Sikes

Liesl SmallClaire Tate

Ava ThompsonLixue Thompson

Alena Vo

6th Grade Honor RollAdeline Beichler

Aidan BerryMax BeuckEvan BrownJohn CallisWilliam Cho

Katie Grace CookMaya Dattatreya

Katherine Earnshaw Tara Esfahani Kate GahlhoffRobert Giles Claire Herzog

Michael HuLizzie Kirgis Sophie Knox

Dorothy LaMorgese Emma McGuire Jacob McMakin

JP Moore

Michael NorrisGavin Perryman Cullen Scott

Michael Sowell Alison Stutzman Carter Williams

gsesdallas.org 15

The Caracio name has long been associated with GSES. A combination of circumstances brought Mark to Good Shepherd after his public school ended in 5th grade. His family are long-time parishioners of The Episcopal Church of the Good Shepherd, and his mother, Sylvia, was a substitute teacher at Good Shepherd. Mark joined the middle school in 1976 in preparation for high school and his sister, Susan, attended from K-8. “Why Good Shepherd? My parents wanted me to attend Jesuit and had heard that Good Shepherd graduates did well there. It was the right time to push the academics in advance of me applying to Jesuit,” said Mark. “When I arrived in the 6th grade in 1976, I was a quiet kid who loved soccer. The school didn’t have a team back then. I would have loved to be a Cougar Soccer Player. The academics were a step up from the public school and it was challenging in a good way. It certainly prepared me for the academic rigors of Jesuit and college.” When Mark graduated from the University of Tulsa in 1979, his mother stayed on an additional fifteen years as a full time faculty member in the upper school as a history and language arts teacher, and in her later years she got more involved with managing the faculty and front office. She was part of the group that led the Blue Ribbon Certification for Good Shepherd.

Mark recalls, “GSES was more structured than where I had come from and more intimate with smaller classes. We had two classes of 15 made up of 20 boys and 10 girls. I made an easy transition to Good Shepherd from the public school. Spanish was brand new to me. All of the Good Shepherd students learned Spanish from early

on. Señora Stokes had us all speak Spanish in class, so it stretched me.” But Mark learned Spanish and did well academically. “I was well-prepared and self-directed when I arrived at Jesuit.”

Today, when Mark walks the campus, he is amazed at the growth. “When I arrived, all that was there was the Chapel, Cottage, Stanard Hall, and a Reading Lab. The growth is a testament to the school’s success and reputation and I look forward to what comes next.”

Mark is President and C.E.O. of the Harvard Group, a consulting company that consults with large Fortune 500 companies, advising and recommending C.E.O.’s and Boards on product and marketing strategies. “It was a family business and I took over from my father in 2001.” Mark spends a lot of time on the road. Mark adds, “Presenting is absolutely the fun part of the job.”

What Mark has discovered about today’s GSES students is that, “they have a curiosity about the world around them.” Also important to him is Chapel; and the Episcopal Tenets (welcome to all backgrounds and beliefs) provides the values and ideals he and his family believe create good citizens.

“I know my children will be well prepared for their next step and life beyond school,” says Mark. “The trajectory for success is evident.” Fortunate for us that Mark and his family have a lifetime affiliation with GSES.

mark caracio ’79

President and C.E.O. of the Harvard Group, Mark Caracio brings more than 20 years of IT experience, with an emphasis in sales, marketing and business development, to every engagement. Throughout his career, Mark has led collaborative efforts with enterprise, government, and system integrator and service provider customers to adopt emerging technologies. Prior to joining The Harvard Group, Mark held director and management

positions with 3Com Corporation, AT&T, Phillips Electronics N.V., Allnet and Cable & Wireless. Mark’s professional affiliations include the National Association of Corporate Directors and Society of Information Managers. Mark is a member of the GSES Board of Trustees and dad of GSES students Marlo and Tess. Mark’s spouse, Laurie, is a frequent volunteer and member of the school’s parent admissions network.

By Paul Amadio

Mark Caracio today.

gses alumni snapshotWelcome to the GSES Alumni Snapshot Section. In each edition we highlight GSES Alumni who are having a positive impact and who credit their experience while at GSES as having helped shape their passions and service as citizens of the world. If you would

like to nominate GSES alumni for the Snapshot, please email Paul Amadio at pamadio@gsesdallas.org.

Mark Caracio playing soccer in the

6th grade, his first year at GSES.

16 Spring 2015

Having just visited the middle school, she found me in Nichols Hall and, after brief introductions, she burst, “It was weird being in the middle school. There is new carpet in the hallways and SPARQ in the library, a TV in the hallway, and the classrooms with rolling desks. It has advanced so much since I graduated. I wish those things were here when I was here.” Sarah arrived here in the 2nd grade and graduated in 2012. “Time flies – 2nd grade seems like a long time ago. I had gone to Preston Hollow Elementary. My mom wanted me to look at private schools and we all liked GSES.”

“Ms. Jones was my 2nd grade teacher at GSES and she made me feel welcome at my new school. The first thing I remember was my summer buddy, Anne Tulloh – I still go to school with her. The Summer Buddy program must work, because she became one of my best friends through my years at GSES.”

As Sarah spoke about her time at GSES, she made mention of many moments that she thinks about and remain an important part of who she is today. “Academically, all of my teachers were good! Ms. Stadler was one of my favorite teachers. Not only did she help me to like math, but she was also an adult that I could relate and talk to. Ms. Koppman is still the best teacher I have ever had! She taught me organization, proper researching techniques, analytical skills, and much more. When I got to Ursuline, none of my classmates had ever written a research paper and I had already written three! I was definitely prepared to tackle my French Revolution paper using the skills I learned from her. Even today, you’ll hear a GSES alumni say; ‘Oh I learned that in Ms. Koppman’s class.’ She made us aware

politically of what was going on through current events and challenged us to do our best. To this day I still recall current events from her class!”

“It’s funny whenever I tell my friends in high school about COE, they say, ‘What, you got to go to Colorado and Big Bend in middle school? That is unbelievable.’ ” But, Sarah adds, “I even remember the back packing groups were random, so I got to know classmates that I might not have spent time with beforehand. COE bonded our class and always brought us closer through the various trips. But COE is so much more than learning about back packing or white water rafting. I got to do things in nature and really see life outside of the classroom and there were so many memorable experiences and lessons learned along the way! For instance, in 7th grade, a blizzard blew in while my backpacking group was on top of a mountain in Big Bend. It was -18 degrees with the wind chill. We were all so cold, but it was also so FUN! I remember we all had to eat frozen salad in the girls’ bathroom because that was the warmest place – so there we all were, boys and girls crammed into stalls eating our salad. The Border Patrol had to lead us out and it took three days to get home because the bus had to go so slow. A crazy experience, but one of my favorites ever!”

“Student Council prepared me with necessary leadership skills.” In fact, a lot of GSES students are involved in leadership positions. Sarah says, “Olivia Parsons, a recent grad, is the 9th grade Secretary on Student Council. The GSES kids are always in the higher-level Spanish classes are also well rounded because of all of the different opportunities.” Sarah was definitely involved and thanks GSES for her chance to try her hand at so many

sarah moore ’12

Sarah Moore is a 2012 graduate of GSES and a junior at Ursuline Academy. Sarah has an infectious spirit to her. She is immediately likeable and has no trouble at all opening up the conversation. She has been the President of her class for three years now and thankful for her student council experience at GSES. She is proud that her student council group got the Sperry’s (topsider shoes for women) approved,

knowing that as a student she could make a difference on how her school would function in the future and leave a legacy.

activities. “In addition to student council, I got to try volleyball, soccer, basketball, and softball, art, and percussion in the music classes.”

In addition to the academic demands of high school and her role as class president, Sarah runs cross-country and is involved in various clubs and activities, including G.A.G.A. (Girls Assisting Global Awareness), where she tutors refugee children. Outside of school Sarah is learning to play guitar and is involved in her church youth group.

While she is not quite ready to talk about college in detail, her college counselor has recommended schools in California, Colorado and North Carolina, “places with nature and the outdoors nearby.” She is also thinking about studying Spanish. “I have been involved in mission work with my church in Nicaragua, and I probably would like to work there at some point,” she adds, “The Spanish program at GSES really impacted me and when I got to high school, I was ahead of all of my classmates at Ursuline and placed into Spanish II honors as a 9th grader. I credit the teachers at GSES and the Spanish program for my interest in pursuing language in high school and studying Spanish in college. I definitely want to be bilingual someday.”

Overall, Sarah is not sure exactly what she wants to study, but is thinking about maybe looking into behavioral science in addition to her Spanish. “Ultimately, I would like to do mission work and ministry. I don’t know what that entails yet, but being able to better understand people and their cultures is important to what I would like to do in the future.” While she has plenty of time to decide, it is certain Sarah will make a difference in the lives of many.

Sarah Moore today.

Sarah Moore at GSES in 3rd grade.

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Lily simon ’07

“I graduated in 2007 after attending GSES since I was three years old,” adding, “So if you could somehow do the math?” Lily’s family moved from Maryland when she was 2 ½ and bought a house minutes from the school. Lily says, laughing, “I am very happy I ended up here and it was a quick commute!” Lily’s older sister Anna is also a GSES alumnus.

Having spent eleven years at GSES, Lily has a host of memories, but a few stand out. “I remember the Chili Cook-off and the set-up. Doing that as a 4th grader was one of the most fun memories I have, and Classroom of the Earth trips. I remember Big Bend and Colorado, summiting those mountains, and thinking, ‘How did I do this as a 13 year-old?’ Those experiences always make me happy and I love sharing them with people in my life today. COE has had a huge impact on me, but I’ll get to that a little later.”

Lily took advantage of all areas of GSES and fondly recalls, “I also have great memories of Chris Judah-Lauder and being in D.R.U.M and Recorder. I hope they are still continuing in full force. Chris taught me about teamwork and being in sync with other people. That might be a cheesy metaphor, but it is true. Traveling to San Antonio with D.R.U.M is definitely one of my favorite memories. I continued percussion through high school and have Latin drums at my house.” Lily was also involved in athletics. “All of them,” she says and emphasizes that although she does not consider herself an athlete, “Softball with Diane (McMurry) gave me the confidence to play, and it became a big part of my life both at GSES and high school. I loved her as a coach.”

After graduating from GSES, Lily went to Hockaday. “I was involved in similar activities in high school that I took from my time at GSES, including music, service programs, and environmental clubs and activities.”

Lily credits GSES and, later, Hockaday for shaping her life’s passion. “Classroom of the Earth, hands down, taught me the importance of the natural environment and that is what I do now. It also taught me how to overcome fear, how to get out of my comfort zone, how to take risks in a safe place with Tad and the staff. They teach you how to push yourself, whether it was rock climbing or traversing across two boulders. C.O.E. taught me that when you have the right support, you can do anything.”

After graduating from Hockaday, Lily chose Pitzer College where she is a senior. “It is a very small liberal arts school in Southern California, connected to the other Claremont Colleges.” Lily knew right away that she wanted to study Environmental Policy. She spent last year in Amsterdam studying Water and Agricultural Policy and now she is trying to figure out where to go next.

Lily has lots of options and knows that the big environmental non-profits and policy work are in D.C. or New York but she thinks Texas has a lot of work to do in terms of the environment. “Ideally,” she says, “I would like to be here to improve the state of Texas.”

Lily fondly makes mention of many of her teachers and faculty, including Tim Burgess, who gave her “my appreciation for English and writing. I am a writing tutor in college, thanks to Mr. Burgess’ grammar lessons specifically.” She also mentions Barbara Wheeler as “my biggest influence. She taught me to really care about bigger things. She led me in Stewards and introduced me to sustainability and about how to be a good person in general. She is the most caring person and we still keep in touch today.”

Lily maintains close connections with several GSES alumni. “Katie Johnson, Sophie Janin, Ryann McMurry, Ryan Smith, we all try and catch up during breaks. It is hard because we are all living different lives, but we really do put in the effort to stay connected. I occasionally run into a few who were in my social circles, but for the most part, I do wonder where a lot of my classmates are.”

“I think GSES is a little family,” says Lily and adds, “I hope that has not changed. At Hockaday, you were among a lot of girls, of course, and you could get fairly close to your teachers, but at GSES you knew the administration and you knew who the Lower School Art Teacher was, for example, even if you were in the middle school. It just feels really familiar and I think of it is a very close knit community. That is really important in your early ages when you are trying to figure out what you are interested in and your learning style. I guess that is what is most important. GSES offers us all a safe, nurturing environment to grow up in. That is what people need to know about the school.”

Lily wants others to know that “just coming back and being reminded of my time here is an amazing experience and I wish I had done it sooner. I think building the connection with alumni is a really great thing. As an alum visiting again, it makes me realize just how much GSES influenced who I am as a person. So I hope others will come back, too!”

Lily Simon is a senior at Pitzer College in Claremont, California, majoring in Environmental Policy and Economics. She is as personable and articulate as one could imagine; easy going, with an infectious laugh.

Lily Simon at GSES in 1st grade.

Lily Simon today.

18 Spring 2015

David Copps ’76

“I still remember the day like it happened yesterday. Gloria Ryba stood in front of the class and drew a picture of a glass – and with a ruler made a line in the middle of the glass. She asked us all to tell her if the glass was half full or half empty. We all yelled out our opinions. When we had finished, Gloria said, ‘Whether you look at life as half empty or half full is up to you – it is your choice.’ I have never forgotten that moment and that is how I have lived my life.”

Gregarious and fun; that is what comes to mind the moment you meet him. David (Dave or Davo) Copps is the kind of guy you want to be around. He came to GSES from Lamplighter as a fifth grader and has never left. GSES instilled in him a curiosity that continues today. “I graduated from University of North Texas. I remember a job interview not long afterward. The interviewer said, ‘I have good news and bad news. You are smart and creative, that’s the good news. The bad news is you are unemployable.’ ”

Years later, he credits the interviewer. “He was right. I’m a builder. A creator. I believe learning means you have to try and fail, try and fail, sometimes over and over again, before you get it right. I suppose with that logic, I am not cut out to work for someone else.”

Today he is Founder and C.E.O. of Brainspace. Brainspace is Dave’s third successful startup, and has tripled in size in two years. Dave describes Brainspace as a cognitive computing platform that is a global, collective intelligence that gets smarter as you use it. Brainspace reads and understands articles as you save them, intelligently attracting similar content. “You can go from curious to expert in no time at all, helping you discover what you need, fast—even if you don’t know exactly what to ask.”

Dave and wife, Margot, have been actively involved at GSES. Their sons, Austin, a 2013 graduate, and Spencer, class of 2016, have grown up at GSES. “It’s still the same place, only there are a lot more buildings. When I was a student, our campus was Nichols, Stanard Hall, and a cinder block building out back. Wow, has it grown, and

yet it is still the same – that sense of community. GSES is an amazing learning community. When I talk about GSES, I always say that WE all care about learning and participate in the life of the school. We are a total community; students, staff, and parents.”

Dave has always been in the middle of building something. He started the Entrepreneurial Club in college and, in addition to starting successful companies, he also was the brainchild behind GSES’s SPARQ (Solving Problems Asking Real World Questions). “I had an idea one day. What if we could give children a space where they got the chance to actually experience learning, by doing? I spoke with Julie McLeod (GSES Director of Technology) and with support of Laurie Daum and you, we got a committee of parents and staff together, GSPO went out and raised more than $160,000 – and SPARQ was born.” The space for SPARQ is like no other classroom you will see. Today the SPARQ space is a buzz of activity where students of all grades are learning coding, circuitry, leap motion, and other advanced technologies and creating their own ideas from scratch to finish. “I can’t wait to see what SPARQ will look like in five years.”

“I credit GSES for so much of who I am today. At GSES, we were allowed to be creative and curious. One of my first teachers at GSES was a monk – Brother Joseph. We were taught to appreciate one another, take risks, and give back. GSES also took us where we were as learners and let us go from there. GSES let us be ourselves. My best friend, David Harris, and I started making these Movie Posters – we were known as D & D Productions. Anyway, the posters got lots of attention and we hung them all over campus. One poster I remember was called Big Mouth. It was about this guy who was just a big mouth, no body. I also remember the day we were driving home and it was raining. We had all the posters in the back of our station wagon. There was a leak in the roof where our CB antenna was, and it soaked all of our posters. That was the end of D & D Productions but the start of so much more. It goes back to Gloria Ryba and that half empty or half full glass. I choose what I want and head for that.”

With more than 25 years of experience, Dave Copps has been responsible for game-changing innovation of advanced technologies including the pioneering effort that created the world’s first real-time Internet news application. Dave’s focus in autonomic discovery, virtual document cloning, machine learning and natural language processing has resulted in significant value for customers like

Northrop Grumman, Motorola, 3M, Cisco Systems, and 3COM. Dave received his B.A. from the University of North Texas where he was the first graduate to receive a degree in Industrial Anthropology /Corporate Culture. He is an active member of the American Entrepreneurs’ Association, the Presidents’ Forum and Leadership Dallas. He is a frequent speaker and regular mentor for Dallas’ Tech Wildcatters and other technology incubator organizations.

Dave Copps today.

Dave Copps as an acolyte at GSES.

gsesdallas.org 19

In today’s world of mash-ups, start-ups and shark tanks, the necessity of creativity is ever more imperative. But how do you suddenly produce “creativity”? How do you apply it? How do you do “creative”? Like E. Paul Torrance, we believe creativity can be taught, strengthened – “SPARQ-ed” if you will. By introducing students to creative problem-solving models, we hope that we can deepen their understanding of how to activate and apply their creativity, even at times when they might not be working in their comfort zone. It is easy to put a paintbrush in the hands of an artist and direct them

to create, but what do we do when working with a mathematician or athlete in the art room? Are there tools those students can use to creatively tackle the project? We say yes.

What then, is the best time and place for these creativity lessons? Enter the SPARQ Bite. In Lower School, we have created a series of experiences for our grade levels, designed to instruct and encourage

creative thinking while taking a “bite” of the amazing design thinking possibilities presented to us by the SPARQ space. Paired with the design experiences, we have imbedded creative and critical thinking lessons.

We began with the word “metacognition,” which we define for our children as “thinking about your thinking” and discussed different types of thinking. We wanted the students to begin to actively examine how they were thinking and consciously decide on approaches to activities and learning based on the outcomes desired. While critical thinking actually falls under the umbrella of creative thinking, to help the students understand the difference between the types of thinking, we separated them and used the analogy of the firecracker and tornado to help differentiate between them. In a tornado, items are gathered into a whirling windstorm which narrows to a single touchdown point; in critical thinking, the thinker begins with many ideas/clues/

possibilities and narrows those down to one “correct” answer. The opposite is true in creative thinking. The thinker begins with one idea/solution/problem and generates a multitude of options, like a single

Fluency. Flexibility. Originality. Elaboration. In the 1980’s, when E. Paul Torrance began to develop the idea that creativity could and should be taught to children, he might already have been seeing the tectonic shift that was coming in the world of technology.

Ms. Liz Fleskes having a discussion with students about metacognition in the SPARQ lab.

Ms. Tiffany Dwight working with a small group in SPARQ to explore creative thinking possibilities.

In the SPARQ space, students are free to think outside the box.

20 Spring 2015

firecracker exploding into many different directions, colors, and shapes. Once the students became aware that there were different ways to “think,” it was time to introduce some thinking models.

To start the year off, we introduced Torrance’s problem-solving model FFOE – fluency, flexibility, originality, and elaboration - to the students in Primer, first, second, and third grade. Torrance’s problem-solving model asks the learner to choose an approach to solve the problem. Perhaps the situation needs lots of ideas (fluency), so a brainstorm is in order. Or perhaps the situation requires seeing things from a different perspective (flexibility) or generating, even generating ideas that no one has even thought of (originality). At

the start of our SPARQ bite, we met with the classes and introduced this vocabulary through a series of activities. We introduced the rules of brainstorming – “Every idea is a good idea – even the bad ideas” – and walked the students through

a brainstorm. We made categories from the ideas, looking for connections between seemingly unrelated words, and even eliminated those ideas that were commonplace or replicated in every group. Finally, the students elaborated a simple drawing, trying to incorporate the three previous strategies to make it the most original, more outrageous, most “creative” creation.

Now that the students had some tools to help them approach a problem creatively, it was time to get to work. Lucky for us, we were gifted an incredible opportunity through our SPARQ space to explore an amazing array of technological tools and design materials. So how did that look?

In first grade, students had just completed their annual “Monster Head” paper maché project. The first graders paired with Primer and after a two day introduction to FFOE, students were introduced to the iPad App 123D Sculpt. Using this app, students started with a normal head profile. They were able to sculpt three dimensional monster heads in small groups, trouble shooting, revising, and applying their FFOE strategies as they went. These monster heads were sent to the 3D printer. Through trial and error, the students found that some monster heads could be printed successfully and some designs fell

apart because they were too detailed. After the monster heads were completed, the students reflected on the process.

In second grade, the students created “tapetricity” cards. They also spent two days exploring the FFOE model, followed by an introduction to how circuits work. To complete their SPARQ bite, the students created cards that contained a circuit made of a coin battery, aluminum tape, and a LED light bulb.

Fourth grade worked with PreK to explore squishy circuits. Both grades spent time learning the basics about open and closed circuits. Because they had a kitchen, the PreK students created the conductive clay. The fourth graders mixed together the insulating clay and their lesson was extended to include information on the importance of correctly using the two clays to create a completed circuit. Finally, it was time for the groups to pair up. They gathered with their

community buddies in the PreK classrooms and SPARQ area to create sculptures that, when completed, also made a complete circuit and lit up. It was amazing to see how the students worked together, solved problems, and made new learning connections. Throughout this year, our new STEM space has been “SPARQ-ing” innovative thinking across GSES. In

addition to introducing the children to cutting edge technology tools, we have been given an opportunity to teach the students critical and creative thinking skills and problem solving models. These are the thinking structures upon which we believe the children will hang the scaffolds of their future learning. Looking ahead to the upcoming third grade and kindergarten explorations and past that, to round two of our SPARQ Bites “Design Challenge” activities, we grow ever more excited for our students. As Maya Angelou said, “You can’t use up creativity. The more you use, the more you have.” Here is to our students building up creativity stores that last for years and years to come!

A complete squishy circuit.

A monster head being printed.

Fourth/PreK buddies working on their conductive-insulating clay sculpture.

Second graders with their light-up tapetricity cards.

Third graders generating original ideas while working through Torrance’s FFOE problem solving model.

Second graders utilizing the white board tables to explore elaboration through the FFOE model.

PreK students demonstrating the concept of a circuit with their bodies.

gsesdallas.org 21

Grumbling and complaining, I began sifting through every drawer, closet, and cabinet, asking myself the hard questions: “What do I keep and what should be thrown away? What is worthy enough to make the journey into the next phase of our lives?”

As educators, we ask these same questions about every aspect of school life: What is worth holding on to in this time of rapid change? How do we embrace our history, while moving boldly into innovation and new ideas? Sometimes the answers are clear, yet sometimes they require debate and hard choices. Nonetheless, here is Good Shepherd Episcopal School, in the midst of on-going change, trying to weave tradition and innovation together into its own unique image.

This balance is experienced daily through the evolution of the Center for Creative Learning. Once considered solely a library space, where voices are hushed over stacks of books, it now has a new sound and feel. The addition of SPARQ to the CCL presents both opportunities and challenges as we aim for that perfect balance of what feels familiar with what feels new and exciting. We debate about noise in a library, yet value the sounds of exploration. We grapple about the appropriateness of presenting information digitally or through physical texts. We evaluate supplies and resources, knowing there is not enough space to accommodate every book and the abundance of SPARQ supplies.

Classroom teachers also face these same hard choices. With limited time in the school day, they continually evaluate what is most important and the curricular value of those choices. As new ideas are added, some must be left behind. Does the special holiday unit, that was once treasured, still have the same meaning and value as it did years ago? Sometimes new ideas just require a tweak or refinement to what is familiar, and sometimes they require starting anew. When looking at their days, weeks, and year, teachers decide what is worth keeping and what is worth letting go.

These decisions come with both excitement and trepidation. Being leaders and innovators often requires risk taking that pushes us beyond what was once comfortable. However, this

movement comes with a payoff: progress. An educational consultant recently illustrated what independent schools do so well, yet why it is imperative they embrace change and progress. Proudly, GSES is an example of how schools can embrace the bold and new, while not losing sight of who they are, demonstrating a perfect balance of “newness” and “sameness.” This August, Christin Johnson and I were asked to orient new faculty to GSES. As a new member to the faculty myself, I found this challenge both daunting and rewarding. Christin and I prepared to tell the Good Shepherd story, and we found ourselves coming back to the school’s “rally points” - those events and moments that are treasured and meaningful in the lives of our students. Most often, the “rally points” center around traditions, not space or curriculum. What we decide is meaningful is what brings us together and helps us become a strong community. While curriculum and space will change over time, these moments are held on to, knowing they embrace that balance of both past and future, enduring time and change. They proudly represent GSES yesterday, today, and tomorrow.

Andrea Jenkins

No one enjoys moving. Yet there I was, surrounded by boxes, preparing for our big move from Nashville back to our hometown of Dallas. I loved Nashville and, truthfully, did not want to leave, and certainly did not want to pack all of my life into boxes within a matter of a few short weeks.

Holding On, While Letting Go By Andrea Jenkins

22 Spring 2015

Good Shepherd

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