R E F L E C T I O N S

3 / J O E O L E Y 5 / D Y S L E x I C a D v a N Ta g E 7 / h a R v E Y h u b b E L L

LETTER FROM ThE hEaD OF SChOOL

Program AdministrationNancy L. Foy, Head of SchoolStephen C. Humphrey, Assistant Head of School & Upper School Dean of StudentsDonn M. Lancaster, Middle School Dean of StudentsGita H. Morris, Director of StudiesLivia B. McCoy, Director of Professional Growth, Outreach & TechnologyL. Brooks Zerkel, Business & Operations ManagerAimee Koch Grindon, Director of Development

WINTER 2013, VOLUMBE 32, ISSUE 1photography by Aimee Koch Grindon, Dave Masuccidesign by Aimee Koch GrindonPlease direct questions or comments about this newsletter to development@tncs.org, 804-264-3276.

SChOOL LEaDERShIP 2012-2013

Board of TrusteesH. Pettus LeCompte, PresidentGeorge J. McVey, Vice PresidentCraig L. Massey, G’84, VP for DevelopmentJames H. Parker, III, TreasurerEllen Bojarski, Recording SecretarySusan B. Trigg Corresponding SecretaryJanet DeskevichTina EggeRobin L. Foster, M.D.Margaret P. Hill

Clay R. JacobMary-Beth Johnson Stanley B. JonesRobert L. KeesF. William Kirby, Jr.Caroline MortonJon H. Moss, Ph.D.David S. NorrisClaudio Oiticica, M.D.Douglas M. PalaisSusan Quinn

I am humbled to be sitting at my desk, writing my first Reflections “Letter from the Head of School.” When I look in the rear view mirror of the past twenty years of my career, I now see that my study, passion, and leadership experiences have all come together, preparing me to serve as the next leader of this wonderful school. I am absolutely loving being here, working with such dedicated faculty, supportive parents and board members, and wonderful students; all with learning issues but unique in learning profile, personality, and passion. I want to take this opportunity to share my thoughts on education, teaching, and leadership. I believe that each child is unique in his/her own learning profile and timeline for development. Through my thirty years as an educator, I have found it so very important to look at each child individually, focusing on his/her strengths, or what Dr. Robert Brooks has termed “islands of competence” as well as focusing on target areas for growth. Teaching is not a one-size-fits-all business but rather a custom shop. It is often necessary to have great tenacity for determining the exact recipe for success for students who struggle. It is equally as important to challenge students, stretching and supporting them along the way. It is we educators who must change if a student isn’t excelling, not the student. I believe good teachers deliver a well planned lesson but great teachers teach, reflect, assess, and adjust their teaching to their students’ needs. Our job is to help ignite a passion for learning in our students, not just for school but for life. Classroom instruction should be like a three legged footstool, having a balance of whole group, small group, and individual instruction. This allows the class to have a common base of knowledge as well as the needed differentiation for students at all levels. Years ago, I heard that teaching was shifting from “being the sage on the stage to being the guide on the side.” This could not be more true for today’s classrooms as they are much more student-centered. From increased partner and small group work, to writing workshops with peer editing, much of our job as educators today is to facilitate an environment conducive to risk-taking, learning and collaboration. Years ago, Albert Einstein said, “I never teach my students, I only attempt to provide conditions in which they can learn.” This holds very true today. There is, however a need for direct and intentional instruction. We need to be clear about our academic goals and the learning targets for our lessons. I have witnessed the power of visible learning. When teachers plan units, lessons, and assessments based on learning targets and report back to how a student is progressing on a specific skill or concept, it all makes sense to the students, parents, and us as educators. I believe in teaching a few concepts thoroughly versus “covering” many concepts. True understanding comes when students can apply what they are learning. Hands-on or experiential learning is powerful. We are lucky here in Virginia to be close to many historical and environmental outdoor classrooms. Our children can experience them first-hand, not just through textbooks. This year, our students will benefit from visiting Washington D.C., The Virginia Museum of Fine Arts, attending theatre and cultural experiences, and participating in programs through The Chesapeake Bay Foundation and Colonial Williamsburg. It is important to build partnerships such as these in the

Being an educator is a calling, a craft we continue to fine-tune. We continue learning for our students and from our students.

community, sharing each others’ expertise. Partnering two non-profits is a win-win for the children. I also think it is important to know the outside support professionals in the area. It is the children who benefit from this partnering and that is, at the end of the day what education is all about. We need to look at our classrooms and schools through the eyes of the children we are teaching. As educators, our words are powerful. I believe it is important to really know our students; their passions and struggles. It is important to support them outside our classrooms as well. From greeting students by name, to attending student sporting events, to writing notes and birthday cards to my students, it is important that they know how important they are to me and our school. Students remember moments, not days. It is our charge to reach the most difficult child as well as the easy to teach child. As an administrator, I believe it is my responsibility to assure that we have a “learning enriched” school (Roland Barth) where faculty members display a growth mindset and continue to grow as professionals. “Growth minded teachers love to learn...about people, what they teach, about themselves, and about life. Great teachers believe in growth of the intellect and talent and are fascinated with the process of learning” (Carol Dweck). I agree with Roland Barth when he states, “I have yet to see a school where the learning curves of the adults were steep upward and those of the students were not. Teachers and students go hand in hand as learners…or they don’t go at all.” We must be promoting risk-taking and experimentation for our faculty as well as students. I believe it is important to grow teacher leaders in a community. It is the responsibility of administrators to support the growth of faculty members through specific feedback and professional development opportunities. As administrators, we must ensure our students are developing the 6 C’s for excelling in the 21st century: creativity, critical thinking, collaboration, character, cosmopolitanism (cross cultural competency), and communication (Pat Bassett, President NAIS). Our teachers must not only teach content, but must teach students how to learn. At the end of the day I agree with Jim Collins in Good to Great when he writes, “It is the combined responsibility of administrators and teachers to create the classroom conditions where high levels of learning for all students are inevitable.” I believe it is my role as Head of School to lead all constituencies to a common goal and to make decisions based on what is best for the students. In closing, being an educator is a calling, a craft that we continue to fine-tune. We continue learning for our students and from our students.

Nancy L. FoyHead of School

a dedicated cadre of parent volunteers, led by Laura bland and Kim Kerr, are gearing up for the 5th annual REaD: art Show and Sale on February 22-23, 2013. as the school’s main fundraiser this event transforms the activities Center into a gallery, showcasing nearly a hundred local and regional artists to benefit our specialized program. New this year we are offering a raffle to win an overnight escape to virginia’s wine country! Purchase raffle and/or event tickets online at: www.tncs.org

Opening Night Reception, February 22, 7-10pmTickets $35 ($40 at the door)Patron Tickets: $125 includes 2 tickets, recognition in program, and special preview with first chance to purchase beginning at 6pm

Saturday, February 23, 10am-4pm, FREESale Markdowns on select pieces 2pm-4pm

Interested in volunteering or sponsoring? Contact:804-266-2494 x29; development@tncs.org

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SavE ThE DaTE: FEbRuaRY 22-23, 2013

READ

CummingHomeRVA.com, Educational Enterprises, Rutherfoord, Strickler Medical,Westbury Pharmacy, Yoga Source, Loveland Distributing Company, The Wine Group

above artwork, detail, by Mary A. Meltonsponsors as of 12/31/12:

JBR

On October 11, Dr. Joseph A. Oley and Livia McCoy spoke to a full house in New Community’s Activities Center, helping to raise awareness about dyslexia and empowering those who learn differently. Oley attended New Community for two years (1985-1987) and when asked to speak about his experiences growing up dyslexic, he

knew he couldn’t say no; it was “an opportunity to give back to the one school that changed my life forever and maybe my story could help to inspire someone else.” His story inspired everyone in the room that night and for those of you who couldn’t join us, here are some excerpts to inspire you:

WHEN YOU’RE 11 YEARS OLD, and your teachers and other adults and your friends are telling you over and over that you’re not smart enough, you’re dumb, you’re stupid, why don’t you even try to do better, you’re a failure, you’re not worth it, you’re lazy — you believe them, and that begins to define how you see yourself. You see yourself as not worth it…So I’m sitting at my desk while the rest of the class is outside running around at recess having fun. I could hear them laughing as they ran by the school’s window. I wasn’t allowed to go to recess because I once again didn’t finish my work…I was angry. I was crying for help, but no one was listening. Testing of course revealed dyslexia and dysgraphia. But that was not all. The doctor told my parents that I would most likely graduate high school, but college was not in my future…I arrived at New Community as a rising 8th grade student reading and writing at a 4th grade level. My math skills were equally as poor…I came from a school where I was an outcast. I didn’t fit in there at all…But, when I came to New Community, things changed. I made friends…Here, I fit in. Here, I belonged. Here, everybody else was just like me. Different, and that was ok…

I remember learning how to hold a pencil. I never knew I was doing it wrong. But mostly I remember learning to type. My dysgraphia was explained to me like this when I was a kid. “Your brain is moving too fast for your hands to keep up. You’re just too smart.” My mother always knew how to put it. So, I learned to type. Typing for me was like having the dysgraphic handcuffs taken off. Like Forrest Gump sprinting out of his leg braces looking down in amazement…he could run! Well, I could type! I was typing 98 words a minute with 100% accuracy. I could get my thoughts out and down on paper now. I was no longer playing with one hand tied behind my back. I was free! It was no longer a struggle to write a sentence, a paragraph, write a page, write a story. I was writing short stories on my own! Typing was just the thing I needed. …In the two years I spent at New Community, I moved from a 4th grade level to a 12th grade level in reading, writing and math. I was transformed from a failing student that hated school into a successful, confident young man. I was on a roll! No more summer school, no more after-school tutors, no more failing grades, no more discipline boards, no more feeling like a failure. It’s a wonderful thing when you are able to set your mind to something and actually get it done. Too many people take that for granted. I could read and I could write. As it turns out, I was pretty good at both. I had skills that I could rely on now. New Community didn’t just help me get through school and then send me on my way. They taught me how to get through, how to excel: organization, remediation, study skills, academic confidence and most of all self-esteem. My perspective changed. I no longer was the sad, hopeless failure I used to be. I had a hunger to learn and prove myself. I had the skills, the work ethic, and the determination. I took the SAT’s and scored a 1380 out of 1600. I applied to four colleges and was accepted to all of them. I ended up in Philadelphia at The Philadelphia College of Pharmacy and Science…I also discovered another gift that dyslexia gave me. I could visualize and rotate in my minds eye

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We are not disabled. We are differently

enabled.

three dimensional chemical compounds from looking at the chemical nomenclature. In advanced pharmacokinetics, the study of how drugs move through the body, it was important to know how the drug would fit into the biological receptor. It works like a lock and key. If the key is not correct, it won’t work…I finished up my pharmacy degree and decided to apply for the doctorate program. In my interview I told my professor about my academic struggles and how I overcame them. I talked about New Community and the skills I learned and how they had helped me thus far. I felt pretty good leaving the interview. I thought it was a homerun…That is until it occurred to me that they only take the top 5% of applicants. Why should they risk a spot on a kid with learning disabilities? The wanted the cream of the crop, the crème de la crème, only the best and brightest. Thankfully, they accepted me and I eventually graduated with my doctorate degree in pharmacy. Not bad for a kid with learning disabilities that wasn’t supposed to make it through college. That’s another thing. I’ve never liked being referred to as having a learning disability. I learned right here at New

Community that the Greek prefix “dys” means without. We are without the ability to learn. Nothing is further from the truth. We are not learning disabled. We learn differently. We see the world differently. We approach problems differently. We

truly are out-of-the-box thinkers. For way too long I struggled to fit in and be just like everyone else. It never worked. I didn’t fit in with everyone else because I am different, but I am not disabled.

When I was younger my parents taught me to never use my dyslexia as an excuse. Never let anyone tell you that you aren’t smart enough or good enough. Never be ashamed of who you are. You will have to work twice as hard, you will have to work twice as long and it will never come easy but you never stop trying and you never give up…My parents and New Community taught me how to believe in myself. …I guess if I had to sum everything up, we are not disabled, we are differently enabled. This is not a disease, this is not a character flaw, this is not anything evil or a punishment of any kind. We have the same potential as any other kid. Don’t get me wrong; it’s not easy, it’s hard work and change doesn’t happen overnight. My dyslexia held me down for many years. Once I embraced it, learned how to deal with it, I was able to overcome and achieve things no one ever had planned for me, except of course my parents. They always knew. They always tried to get me the best help. Once they did, I was free.

In the two years I spent at New Community...I was transformed from a failing student that hated school into a successful, confident young man.

My dyslexia held me down for many years. Once I embraced it, learned how to deal with it, I was able to achieve things no one ever had planned for me.

WaTCh ThE TaLK aT www.youtube.com/tncs1974

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STEvE huMPhREY /assistant head of School andupper School Dean When you’re a high school student struggling mightily with tasks that others around you seem to perform effortlessly, it’s hard to think of dyslexia as being an advantage. School, if you’re dyslexic, seems to be designed to engineer your complete downfall. By 9th grade your school experience has taught you that your hard work is rarely rewarded and that you are insufficient in many ways. The reports of your various insufficiencies (low motivation, distraction, low comprehension, emotional outbursts, etc.) go home regularly, accompanying your poor grades. Perhaps there are some things that you’re clearly good at, but those things generally aren’t relevant to what academic classes have required. Or, perhaps your strengths haven’t appeared yet and you’re completely unaware of them. So, when someone tries to talk with you about the potential advantages of being dyslexic, you are not easily convinced. It’s only been a pain, so far. Yet, at The New Community School we need to talk about these things. As a faculty, we have read and discussed The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock L. Eide, MD, and Fernette F. Eide MD, a ground breaking work that collects and interprets the findings of many researchers. The book, a very accessible yet still academically sound work, summarizes the abilities of many people with dyslexia with the acronym MIND. M stands for Material Reasoning, often used by architects and engineers. I is for Interconnected Reasoning, often used by scientists and designers. The N is for Narrative Reasoning, used by novelists and lawyers. And

D is for Dynamic Reasoning, employed by economists and entrepreneurs. The book gives guidance about ways parents, educators, and individuals with dyslexia can recognize and use these patterns of strengths in the developing dyslexic mind. At the beginning of the school year we had an assembly in which we established a theme: The World Needs Different Thinking. Following a TED Talk by Dean Kamen, the well-known inventor, who is dyslexic, I conducted this assembly while on a Segway (generously loaned to us by Segway of Richmond), the personal transportation device Kamen invented (you can see Kamen doing this on YouTube). Later this school year, we will pick up this theme and try to bring some new ways of thinking to some of the problems of the world where the population has just reached 7 billion people. Eighty percent of the people in our world live on less than $10 a day and more than 790 million people in the world are chronically malnourished. The world that our children are inheriting has 1.8 million children dying each year because of the effects of poverty, inadequate nutrition, and limited access to clean water. In fact, water problems affect half of the world’s people. Nearly one billion (one seventh!) of the world’s people are unable to read a book or sign their names and 2.6 billion live in places with poor sanitation. Albert Einstein, considered by many to be dyslexic, is quoted as saying: “We can’t solve problems by using the same kind of thinking we used when we created them.” We will look at these issues as a way of trying to bring the strengths and talents of dyslexic thinking to tackling these problems. Hopefully in the process, we will learn about our own unique strengths in thinking and come to accept that thinking differently is not only advantageous but essential to our future.

ThE DYSLExIC

aDvaNTagE

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gITa MORRIS / Director of Studies The Dyslexic Advantage put a name on many of the things that have always been clear to us about our students. TNCS teachers have always looked for ways to tap the strengths we see in our students. We have given students the option of drawing, building, and acting out what they have learned, particularly for daily assignments. However, there are also a number of high profile projects that tap our students’ Material, Interconnected, Narrative, and Dynamic Reasoning strengths. A clear example of Material Reasoning is the Engineering Challenge option for the Science Fair. High school students who have demonstrated mastery of the scientific method have the option of selecting the Engineering Challenge. This year’s topic was the Toy Challenge. Students were tasked with designing and constructing an educational toy that would appeal to three and four year olds. Judging for this competition is a bit different from the rest of Science Fair. Instead of bringing in local scientists, we arrange for a group of local three and four year olds to come and play with the toys. The winning toy is the one that the children spend the most time with. Doug Stannard, Science Department Chair, sees this option as providing students with “a collaborative approach to finding innovative solutions.” Projects in other disciplines provide options for demonstrating several of the MIND strengths. Seniors who have qualified to be exempt from the June English 12 exam choose from several individual and group project options, including the creation of an iPod playlist or a photo album for a character from each of the spring literature selections, or writing a new ending for one of the books they read. These projects tap the intuitive and creative strengths that many TNCS students display. As Janel Nellen, the English 12 instructor explains, “Since writing is often a relative weakness in our students’ skill sets, having a variety of options for what a final product

can look like allows us to evaluate what our students know while tapping their strengths and interests.” Recently, the seniors in the Ethics class decided that they would like to expand their study of bullying to include the production of an anti-bullying video. Adam Rothschild, their instructor, encouraged their efforts. As he put it, “When students identify an area of interest in our curriculum and want to expand on it, what you get is a more heart-felt product.” Students in grades 8 and 11 participate in National History Day each year. After conducting extensive primary and secondary source research, their project options include the writing and producing of an original dramatic performance, a visual display, an original documentary film, and the construction of a website. These projects allow students to tap visual, creative, and problem-solving strengths and to demonstrate their knowledge in ways that are strikingly different from language-intensive tasks like the research paper. Last year’s documentary medalist, Chad Cassick, ’13 commented that he enjoyed the project because it was “more interactive” and that he had worked harder on the movie than he would have on a traditional writing assignment because it was more enjoyable. His partner, John Whitty, ’13 said he enjoyed doing a project that was “hands-on and visual” because, “I am a visual person.” And since their project placed second in Virginia and advanced to nationals, clearly they also did an exceptional job! All of these projects are not only interesting and creative, but they are examples of tapping our students’ strengths to produce real-world products. In short – they are reminders that dyslexics have strengths and advantages that should be nurtured and valued.

SEE THE INTERVIEW @ www.tncs.org

dislecksia: the movement

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NaNCY L. FOY / head of School Harvey Hubbell, V is an accomplished documentary film director who has turned his struggle with dyslexia as a child into a light hearted, yet serious documentary on dyslexia. Throughout his career, he has won more than 50 film and video awards, including four Emmys. He also works on feature films, including Mr. Deeds. Dislecksia: The Movie is full of the latest research on dyslexia as well as personal experiences from several dyslexic adults and students. He creatively blends humor and information. Harvey has spent the better part of the last eight years creating this documentary and is now traveling across the country

sharing his movie with the general public, raising awareness of dyslexia everywhere he goes. As Harvey explains, “Dyslexics may feel insecure about themselves because of poor reading or writing skills. How many Einsteins have we squashed? Within our rapidly changing times, it’s time for the world to recognize cerebral diversity and allow dyslexic people their rightful place in society, instead of ridiculing them for their weaknesses.” His project has grown from Dislecksia: The Movie to Dyslexia: The Movement. We were very fortunate to partner with The University of Richmond’s Modlin Center for the Arts for the Richmond premiere screening. Harvey and his assistants landed at Richmond International Airport on November 14th and

“It has finally proven that dyslexia rocks!” - Jack Bland, senior

dislecksia: the movement

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came directly to TNCS to speak with our students. Harvey and the students talked about the challenges of being dyslexic but more importantly, they talked about the gifts of being dyslexic. He asked our students to share their strengths. Some strengths the students shared included: “we’re hard workers,” “we think out-of-the-box” and “we’re creative.” Harvey reminded us that no two dyslexics are alike and that dyslexics process information differently. He shared stories of his journey as a dyslexic student and now as a director. His energy was contagious, exciting the students to attend the viewing that night. Mr. Hubbell then traveled to Riverside School to meet with their students. Several of our Upper School students had the opportunity to eat dinner with Harvey and select University of Richmond students. Our students represented our school very well, articulating what it is like to be dyslexic and sharing their stories with others at their tables. After dinner, we welcomed more than 400 viewers to the Camp Concert Hall to view the movie. The audience was made up of families, educators, students, and interested members of the Richmond community. The audience laughed and cried throughout the documentary, finding many different ways to relate to the film. Senior Jack Bland commented, “It has finally proven that dyslexia rocks!” Another TNCS senior, James Scales, thought the movie was “both entertaining and educational, filling a void to help people understand dyslexia when they think someone is just slow or having difficulty.” He was surprised at how the movie portrayed dyslexic students as overlooked, gratefully noting that “at TNCS we do not get overlooked. We are seen as individuals here. And we are all different. Before I came here, I struggled a lot and had to be taken out of class for testing. But my four years here have helped me succeed. I see the results, especially this last year as a senior. I am lucky I was not overlooked.” Following the film, a panel assembled on stage to talk with Harvey and to answer questions from the audience. The panel consisted of: Rebecca Aldred M.Ed. (Virginia Branch of International Dyslexia Association), Julie Wingfield, M.Ed. (Head of Riverside School), Karen Rooney, Ph.D. (Educational Consultant, President Educational Enterprises, Inc.), Dr. Joe Oley T’90 (Pharmacist and TNCS alum), Peter Wright, Esquire (attorney representing children with special educational needs and coauthor of Wrightslaw: Special Education Law 1999), Glenn Marshall (Advocacy: Association for Manufacturing/Northrop Grumman), and me. It was wonderful to have so much understanding of and passion for dyslexia on one stage. The next morning, Harvey and I were interviewed on CBS 6 Virginia This Morning and were able to raise awareness about dyslexia to many additional homes across the viewing area (see the interview by following the link on

our website, www.tncs.org). This outreach continued with our school’s appearance on Richmond’s Channel 12 On Your Side in December which featured a profile of TNCS senior, John Whitty, and a call center staffed by Board President Pettus LeCompte, Assistant Head of School & Upper School Dean, Steve Humphrey, Director of Professional Growth, Outreach and Technology Livia McCoy, Language Fundamentals teacher, Brenda Eldergill, and me. We will remember the brilliance of Harvey Hubbell, V for a long time here at TNCS and will continue our outreach efforts to inspire the wider community about the gifts of thinking differently.

“How many Einsteins have we squashed? It’s time for the world to recognize cerebral diversity.” -Harvey Hubbell, V

Harvey is selling pre-release copies of his documentary and companion book. For more information or to follow his “movement,” visit www.dislecksiathemovie.com.

uMbRELLa OF PROGRESS

We believe that if we can instill in every student the belief that the most important thing is for them to make an effort to make progress then we have a process in place that will empower them toward goals that they might set for themselves.

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DONN LaNCaSTER /Middle School Dean Our immediate goal at the beginning of each year in middle school at TNCS is to shape (in many cases re-shape) the mind-sets and belief systems of our students to develop self-confidence, become independent, and have positive outlooks not only about their current situations, but also about their future. New students know at some level that they are coming to a school that exists to help them. Many sense the excitement of a fresh start. Interacting with returning students goes a long way to convincing new students that their school experience at TNCS will be different and can be positive. The majority of time at school is of course spent in the classrooms developing and practicing skills and learning content. The emphasis of the classroom is academic development. Though the majority of time is spent in the classroom, there is a social fabric that undergirds nearly every moment our students are at school, including how each student functions and interacts in a classroom. The social underpinnings of school are the milieu through which life is expressed in many ways and therefore critical to the development of students. A middle school student’s primary

concern is finding their place, discovering an identity and feeling valued. Finding and knowing one is valued as part of a community is also the foundation for healthy emotional well being. This is why we are very intentional about community development. The middle school provides many types of activities; the majority of students participate in sports and we devote much Wednesday assembly time experiencing community by accomplishing some task together. To give our program a structure for students to latch onto, we have developed an “Umbrella of Progress.” We believe that if we can instill in every student the belief that the most important thing is for them to make an effort to make progress then we have a process in place that will empower them toward goals they set for themselves. This is why we prefer to have our primary focus on progress and not so much on performance. The performance will happen as a result of many steps of effort and progress. This is why we have chosen to label our umbrella the “Umbrella of Progress” rather than something like the “Umbrella of Success.” Why the umbrella? An umbrella has spokes that give it support and each is necessary to keep the umbrella intact and useful. We have identified several factors that we believe are

worthy of holding up to our students regarding their development. These are our “spokes.” The spokes on our umbrella are labeled: Trust and Try, Skill Development, Intelligence, Dyslexia, Community, College, and Careers. We actually have a large umbrella with the spokes labeled. When we are discussing or reflecting on a particular spoke it is useful to have the whole umbrella present to remind ourselves that what we might be focusing on at a particular time is part of a bigger whole – the whole child. We also like the umbrella as a symbol of protection, that as we work within the content of the various spokes and make progress in our development, we do so in a safe and protected way. Harvey Hubbell on his recent visit to the school reminded the students that each of them has a unique mind that often is strong in creativity and thinking outside of the box. There is going to be a strong demand in the emerging 21st century for innovative minds. That is good news for our students and affirms our intent to help them expand their mindsets about the potential they have as individuals. That potential is what our umbrella of progress is all about. Being part of that progress toward a yet unknown potential is a remarkable privilege and is truly why we teachers love teaching.

share their stories

UPDATES:AlAN BAiNES (G’02) received the Award for Excellent Oral Presentation at the 4th International Conference of Future Computing and Communications in Hong Kong this August. Alan is presently pursuing his Ph.D. in Electrical and Computer Engineering at Virginia Tech while working as a Graduate Research Assistant in Electrical and Computer Engineering with the MagnumGroup. His talk presented cyber-physical security algorithms that use accelerometer data to establish cyber identity.

ANDREw SlATER (G’07) graduated from Guilford College in July 2011 with B.A. in Cultural Anthropology and Peace Conflict Studies and is now pursuing his M.A. in Cultural Sustainability at Goucher College. He spoke with students at an upper school assembly this fall about a documentary that he is making that showcases his martial arts experiences.

ChRiS JACOB (G’08) graduated from UVA and is presently in his first year of law school at the University of Richmond T.C. Williams School of Law.

ClAiRE MCCARTy (G’09) travelled to China through a study abroad program where she lived in a remote mountain village: “Being dyslexic I was worried about being in a foreign country where no one spoke English, I was worried about learning Chinese. However...language barriers are not as difficult to overcome as they may seem.”

AlEx BRANCh (T’12) is attending West Virginia Wesleyan College and studying secondary education.

ALUMNI

We want to hear from you! Please send news & updates to alumni@tncs.org

ABOVE: 9th grader Max Sims participates in Challenge Discovery, an annual exploration and team-building field trip. COVER: 6th grader Olivia Taylor examines the Middle School’s Umbrella of Progress. BACK: Students cheer at the annual Field Day events.

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CAMPUS ViSiT 2012: A special thanks to all of the alumni who came back for our Alumni Campus Visit on November 21: Will Adams, G’12; Brian Bojarski, G’10; Evan Bollinger, G’12; Reggie Brown, G’12; Adrian Cleavenger, G’03; Louann Croft, G’12; Megan Crosby, G’09; Ryan Donchez, G’12; Lawren Edmonds-Howell, G’09; Tom Fletcher, G’12; Alex Hindman, G’12; Matt Huffman, G’12; David Lisowski, G’86; Claire McCarty, G’09; Henry Schofield, G’12; Garland Talbott, G’10; J.P. Valeri, G’11; Berkley Vollino, G’12; Melinda Wells, G’99; James Will, G’10

CONDOlENCES:MiKE VANCUREN (G’93) passed away (11/1/12) and is survived by his wife, Windy, and his daughter, Maddy. His company, SSI Packaging, has established a fund for his daughter, accepting contributions made to: Madeline VanCuren; c/o SSI Packaging; P.O. Box 26547; Richmond, VA 23261-6547

SEE MORE aLuMNI STORIES www.tncs.org/alumni

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NONPROFIT ORg.u.S. POSTagEPAiDRIChMOND, va PERMIT No. 9

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