Agnes Irwin Magazine: Fall 2016 by The Agnes Irwin School

Fall 2016

SOWING SEEDS

DOUGLAS BENEDICT, ACADEMIC IMAGES

This past year, Maddie Kaller ’17 worked with grounds superintendent Patti Mangine to transform the campus’s unused greenhouse into a functional, thriving space once more. The process involved cleaning, organizing, installing a new water and heating system, and working with Maddie’s father to install new stone flooring and refurbished cedar workbenches that had previously been used in the family’s own greenhouse. Members of the new Upper School Horticulture Club, established by Maddie, will serve as the primary keepers of the space. They are currently growing poinsettias, which will have large, bright red leaves by the winter holiday season. “Overall, I hope the greenhouse will further students’ appreciation and understanding for nature and the environment,” Maddie said. “I want our student body to spend more time truly experiencing the natural world and not being afraid to get their hands dirty.”

Fall 2016

| FEATURES |

Catalyzing Curiosity Innovation Team Promotes Collaboration Two repurposed campus spaces and a new faculty team are working to further promote an environment of curiosity, innovation and enthusiasm for learning at Agnes Irwin.

Play at Work

Contents

| DEPARTMENTS | 5 6 9 16 18 22 24 26 28 42 47 48

What’s Online Big Picture Digest Inquiry l Faculty Focus

Limelight l Student Profiles Visual & Performing Arts Athletics CAG Timeline Class Notes Milestones From the Archives

Educators Use Play as Learning Tool Agnes Irwin’s early childhood educators use sophisticated teaching approaches to guide student playtime.

A True Immigration Experience Eighth Grade Takes on NYC Designed to be an interdisciplinary learning experience, the annual trip to New York City lets eighth graders glimpse life as NYC immigrants in the early 20th century.

A Lifelong Passion Alumna Returns to Campus Jewelry designer and entrepreneur Kara Gaffney Ross ’84 returned to campus in September to share her story with Upper School students.

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SHOW AND TELL Dr. Hill chats with fourth graders Ava Soroush, Margot Smartt, Maya Bright and Gardner Huston during Veronika Paluch’s science class. Students are in the beginning stages of creating “sand blasters” with straws, sand and cardboard boxes to see erosion in action.

From the Head of School

Think Boldly EDITOR-IN-CHIEF Amanda Mahnke Social Media & Media Relations Manager

CONTRIBUTORS Alison Monzo CAG Program Coordinator

Corin Breña Webmaster & Digital Communications Manager

Brooke Norrett Corr ’95 Director of Alumnae Relations

Julie Diana Director of Libraries and Humanities Innovation

Megan Boyle Flinn ’87 Contributing Writer

Michele Kane Physical Education and Wellness Department Chair

DESIGN Melodee Dill Stephens PHOTOGRAPHY Douglas Benedict, Academic Images; Amanda Mahnke; Barbara Miles; Donna Meyer; Karen Mosimann Lifestyle Photography; Lexy Pierce ’06; Maggie Powers; Jim Roese Photography

OPPOSITE: DOUGLAS BENEDICT, ACADEMIC IMAGES RIGHT: KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

THE AGNES IRWIN SCHOOL Ithan Avenue and Conestoga Road Rosemont, PA 19010-1042 Grades PreK–4 Tel: 610-525-7600 Grades 5–12 Tel: 610-525-8400 Fax: 610-525-8908 FRONT COVER The Lower School’s iWonder Lab is one of two new campus spaces dedicated to design thinking, tinkering and innovation. Fourth graders Siyah Lewis and Grace Rall build circuits in the iWonder Lab during playtime, as Brooke Wolitarksy, Lauren Reidenbach and Sarah Sax collaborate on some K’Nex creations. Learn more about the new spaces, and Agnes Irwin’s new Innovation Team, on Page 30.

Innovato… innovario... innovation. As Miss McCorkle would have taught in the 1950s, Mrs. Cederstrom in the 1980s, or Mr. Marshall would teach today, innovation, from the Latin innovare, means to renew. And while it is true that the beginning of every school year offers a renewal for learning and opportunity, the 2016-17 school year brings a particular focus on innovation: for students, for faculty and for administrators. With the creation of a new academic team, known as the iTeam, the dedication of new academic spaces — with expanded opportunities to explore robotics, STEAM, project-based learning and design-thinking — as well as the finalization of a new strategic plan, this year promises to be filled with renewal and its accompanying opportunities for learning. One of the ideas I shared with students at our opening assembly is that the legacy of our founder and the history of The Agnes Irwin School is important — not because we want to live in the past, but because it helped shape who we are today. It also gives us the strong foundation for the far reach of our future. When we speak about innovation, its impact on curriculum, and how it may guide the strategic plan, it is with respect and reflection on our identity, our core values, and where we see opportunities for growth. Indeed, we seek a renewal of the bold vision of our founder, that The Agnes Irwin School foster the questing mind, expanding outlooks and opening new vistas to all students. So I ask you, while you peruse this issue — and learn about our campus expansion at 672 Conestoga Road, and the many students and teachers exploring new and exciting opportunities — to imagine how Miss Agnes Irwin felt when she started this great school almost 150 years ago. I ask you to embrace your inner Agnes: to think boldly and creatively as we work towards the AIS that is yet to be — a school that is respectful of our history, but is unequaled in its pioneering spirit and commitment to educate girls for the ambitions of the future.

Wendy L. Hill, Ph.D.

Photo by Douglas Benedict, Academic Images

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About This Issue Upcoming:

Leadership in Action

LEADERSHIP

Problem-Solvers & Pioneers While on the ninth grade retreat as an advisor earlier this fall, I asked Dean of Students Jenn Fiorini why we leave the planning and execution of the retreat largely in the hands of our upperclasswomen. “One of the most important things we want our ninth graders to learn about Agnes Irwin right from the start is that we aim to develop leadership in every single student, and that leadership manifests itself in a variety of ways,” she said. Leadership can be expressed in an outgoing, take-charge personality; it can equally manifest itself in quiet acts of service. “Even in elected student leaders, we see a variety of leadership styles,” she explained. When I returned to campus and continued the process of planning the fall magazine, I saw Jenn’s words reflected in much of what you’ll read on the following pages. In this issue, we feature a number of creative thinkers who are taking the initiative to create programs, classes, projects and clubs, and leading in a multitude of unique ways. This was not a planned “theme” for the magazine, nor was it a conscious endeavor as I began to build our fall issue; Agnes Irwin is simply full of problem-solvers and pioneers. Alumna Kara Ross ’84, who returned to campus in September to speak to Upper School students, exhibited leadership in starting her own company. Maddie Kaller ’17 led this year by reviving the school’s greenhouse, which, this fall, was used by 2nd graders to plant seeds. Three students started a club to educate others about learning disabilities; eight students from the Class of 2021 formed a committee to raise funds for pediatric cancer research in memory of a classmate; other girls are leading in athletics, the arts and Student Government. In this issue, we also highlight our student-led “Leading for Change” conference, now in its fourth year. Our main feature focuses on the collaborative leadership style of our new Innovation Team, and the teachers partnering with them to pioneer a variety of new projects and teaching methods across all three divisions. Leadership is, as Facebook COO Sheryl Sandberg says in Lean In, “the expectation that you can use your voice for good.” Read on to learn how we’re using ours. —Amanda Mahnke, Editor-in-Chief

Middle School Leadership Workshop February 25: CAG hosts Tech Girlz, the next workshop in its Real Girls. Real Voices. Real Impact. leadership workshop series.

Sharing Solutions: Advancing Girls in STEM March 16-17: Agnes Irwin presents this annual STEM conference in partnership with The Franklin Institute.

Ainissa Ramirez @ AIS April 4: Author of Save Our Science: How to Inspire a New Generation of Scientists and Newton’s Football: The Science Behind America’s Game, Ramirez presents a lecture and book signing at 7 p.m. Sponsored by the Clower Family Speakers Fund.

What’s So Funny?

Fall 2016

Director of Lower School Technology Integration and Innovation Kim Walker shares a laugh with fourth graders in the iWonder Lab — a fun moment captured by our photographer, which we also considered using as the magazine cover shot. The whole fourth grade class worked with Walker, Lower School psychologist Lisa Dissinger, Lower School counselor Kim Beamon-Morton and fourth grade teachers on a design-thinking project to build a better Buddy Bench training program in October. Read more on Page 30. Photo by Douglas Benedict, Academic Images

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FALL 2016

Tech Savvy Careers April 29: Agnes Irwin and the American Association of University Women host a STEM career conference designed to develop the interest of 6th to 9th grade girls in STEM fields and provide information to their parents and educational professionals on STEM educational opportunities. Dates subject to change. Please refer to the online calendar for the most up-to-date information.

What’s Online VIDEO SPOTLIGHTS A Girl Can Dream For International Day of the Girl on Oct. 11, the Center for the Advancement of Girls shared “A Girl Can Dream” with the community. Initiated by the United Nations in 2011, International Day of the Girl was started “to help galvanize worldwide enthusiasm for goals to better girls’ lives, providing an opportunity for them to show leadership and reach their full potential.” Take a look at what a few of our community members have to say about their dreams and why the world should care about girls! My Journey Through Tanzania: Sabina Smith ’17 In June, 18 Agnes Irwin students, including Sabina Smith ’17, traveled to Tanzania for their Special Studies Program. A hallmark of the Agnes Irwin student experience in Upper School, SSP is meant to, in part, develop cultural understanding through real world experience. In this video, learn about Sabina’s travels, her time spent at the SEGA Girls School in Morogoro, and how the trip changed her perspective.

TWITTER Head of School Dr. Wendy Hill joined Twitter last spring! Follow her at @DrWendyHill to read more about her experiences at Agnes Irwin, her take on recent science and education news, and more.

WATCH ONLINE ON VIMEO

VISIT HER TWITTER PAGE

vimeo.com/agnesirwin

twitter.com/drwendyhill

There’s never a dull moment at Agnes Irwin. See more of what we’ve been up to this fall by following us on Instagram at @AgnesIrwinSchool. VIEW ONLINE

instagram.com/ agnesirwinschool

blog.agnesirwin.org

facebook.com/ AgnesIrwinSchool

twitter.com/AgnesIrwin

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Big Picture 9TH GRADE

Time to Recharge

AMANDA MAHNKE

Just a few weeks into their first year as Upper Schoolers, Agnes Irwin’s ninth grade class and faculty advisors decided to grab their sleeping bags and head for the hills. The annual ninth grade retreat, an overnight trip to a campground in the Pocono Mountains, is a chance to reflect, prepare for the year ahead, and bond as a class — as well as with the juniors and seniors who organize the trip. “It really helped us to feel like a community — especially getting to know the upperclasswomen,” said Ciaran Scott ’20. The retreat included group games and activities prepared by junior and senior leaders, as well as plenty of unstructured time for ziplines, ropes courses and other outdoor adventures. Students also met in their advisory groups, learned about the Honor Code and Upper School culture, and asked candid questions to upperclasswomen. After a full day of activities, some s’mores, of course, were in order. —Amanda Mahnke

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FALL 2016

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THE AGNES IRWIN SCHOOL AND THE RADNOR TOWNSHIP SCHOOL DISTRICT PTOs AND PTSA UNITE IN A PUBLIC/PRIVATE PARTNERSHIP TO BRING ILLUMINATING CONVERSATION TO THEIR COMMUNITIES

CREATING A CULTURE OF DIGNITY FOR BOYS AND GIRLS WEDNESDAY JANUARY 11, 2017 7 PM



 The Agnes Irwin School

Laura Thomas Buck ’49 Pavilion

JOIN PARENTS AND COMMUNITY MEMBERS from Agnes Irwin and the Radnor Township School District to hear internationally recognized author, educator and social activist ROSALIND WISEMAN. Do you have a child who’s reluctant to share his or her thoughts or feelings? Ever wonder what’s really going on in his or her life? Rosalind Wiseman’s dynamic presentation will make the case for how cultural norms and social group dynamics significantly influence children’s and teens’ interactions and relationships. She’ll offer step-by-step advice on how to teach young people to speak more freely about themselves and use these skills and awareness to treat each other with dignity. Wiseman offers proven ways to deal with the common struggles and communication breakdowns between Wiseman will present to children and their parents and how to apply that Agnes Irwin and knowledge to the larger context of social justice for all. Radnor middle SPACE IS LIMITED. RSVPs recommended at AgnesIrwin.org/RadnorSpeakerSeries.

school students on Thursday, January 12.

For more information, contact RadnorSpeakerSeries@gmail.com.

Rosalind Wiseman’s Queen Bees and Wannabes became Tina Fey’s teen movie comedy classic Mean Girls. For more on Wiseman, visit culturesofdignity.com.

Fall 2016

Digest LOWER SCHOOL

| MIDDLE SCHOOL

| UPPER SCHOOL

SPEAKER SERIES

Presidential Historian Sheds Light on Election From the first nomination of a female presidential candidate by a major political party, to the meteoric rise of businessman and reality TV show star Donald Trump, the 2016 election season has been, to put it mildly, an unusual one for American politics. (Editor’s Note: This issue of Agnes Irwin Magazine went to print before the results of the 2016 presidential election were known.) To shed some light on a year of firsts, Agnes Irwin welcomed Doris Kearns Goodwin, America’s “historian-in-chief” and the author of six New York Times best-selling books, to campus for two days in late September to speak on the history of presidential campaigns, candidates and elections in America. Her Sept. 28 lecture for families and community members, titled “How Did We Get Here? A Historical Perspective on the Wild 2016 Election,” touched on the race for the White House and shared a number of ways that political campaigns, and candidates, have changed over the years. Among other changes, Goodwin noted the rise of the political primary as the method of choosing candidates rather than the selection of a candidate by party leaders; the expanding details of a candidate’s private life and health that are made public; and the increasing importance of televised debates and the rise of the “celebrity” candidate. After speaking, Goodwin took questions from Agnes Irwin juniors, speaking to the influence of social media in campaigns, Trump’s use of Twitter, third party candidates and the importance of the youth vote.

The next morning, Goodwin spoke again, to Agnes Irwin students in grades 8-12, as well as to seniors from The Haverford School. Afterward, seniors from both schools continued the discussion, talking in small groups about their concerns for the upcoming election, the role of gender in political dialogue, parallels between current and past elections, and how to get more millennials engaged in the political process. A set of laptops provided the opportunity for older students to register to vote. —Amanda Mahnke

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Digest | LOWER SCHOOL

AWARD FIELD TRIP

Riverbend Explorers Our kindergarteners spent a beautiful fall day at Riverbend Environmental Education Center in early October, learning how to use their five senses to discover nature, as part of a larger study of the senses. Students birdwatched, listened to bird calls and other outdoor sounds, and even touched a skunk pelt, corn snake and blue-tailed skink.

Teacher of the Year Lower School science teacher Veronika Paluch was recently selected as the Pennsylvania Earth Science Teachers Association’s 2016 Teacher of the Year! PAESTA annually recognizes a dedicated Pennsylvania K-12 teacher who has made exemplary contributions to the field of earth and space science education through their teaching, advocacy, learning beyond the classroom, and sustained professional excellence. Paluch will be honored at PAESTA’s annual conference on Nov. 19.

LET’S CARE

Lend a Hand In the spirit of creating a caring classroom, Kim Beamon-Morton’s third and fourth grade “Let’s Care” classes created their own “helping hands” this fall. Each girl traced her hand, and then on each finger wrote an action she can take when someone needs a helping hand. Some of the girls’ suggestions include: listening, playing, offering a hug, or asking if they’re okay. The hands were “planted” in a flower pot. When a girl feels like she could use a helping hand, she can pick one for herself, or give one to someone she feels could use a hand.

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SPECIAL VISITOR

Author Asks: What If ? Just because you never thought of yourself as a writer doesn’t mean you can’t be one! Elizabeth Eulberg, author of The Great Shelby Holmes, visited Lower School on Oct. 7 to share some very funny stories and her own path to becoming a published author. While growing up, Eulberg said, she never dreamed of becoming a writer and was too scared to try. It took some encouragement and losing a bet to Mark Pilkey, author of Captain Underpants, to make her write her first book. She said she starts all her writing with a simple “what if?” question, and then begins writing ideas in a notebook to grow them. Her most recent book grew from the thought, “What if Sherlock were a 9-year-old girl?”

LOWER SCHOOL | Digest

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QUOTABLE QUOTES

LEADERSHIP

“ There’s a lizard in my boot!” Second graders spent the fall studying earth science through a variety of means: planting seeds in the school greenhouse, conducting weather experiments and investigating the campus stream, then recording observations in their science notebooks. One of our favorite quotes so far this year comes from second grader Helen He, who, during a stream study, discovered that a salamander had crept its way into her yellow rain boot! Both Helen and the salamander escaped unharmed.

PROBLEM-SOLVING

Math Manipulatives Beanbags and hoola hoops are fun for playtime — and math class, too. Amelia Underwood’s second grade class is using both to build equations and solve large number sentences together.

8 4 +

Lower School Rocks the Vote The Lower School held its own mock election on Nov. 8, coordinated by the fourth grade. Instead of campaigning for a presidential candidate, fourth graders campaigned for one of three owlthemed trinkets to be gifted to the whole Lower School following the election. Students hung campaign posters, passed out campaign stickers to encourage votes for their “candidate,” and made speeches in support of their candidate in the preceding week’s Lower School assembly. On Nov. 8, everyone from PreK to Grade 4 voted in “voting booths” on a computer and received an “I Voted” sticker.

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Digest | MIDDLE SCHOOL

FACULTY PURSUITS

Diving Deep

HISTORY

Exploring Immigration As part of their study of immigration, eighth graders in Lyndsey O’Sullivan’s history class interviewed family members this summer about their own immigration stories, collecting artifacts from their histories to bring to school. Students presented the artifacts, which ranged from photos to sweaters to actual immigration documents.

This past August, Middle and Upper School science teacher James Miller spent two weeks in Australia, studying coral reef ecology and the conservation of marine systems along the Great Barrier Reef. Part of the coursework for his masters in biology with a focus on inquiry and participatory education, the trip also included meeting an Aboriginal tribe and learning how they practice wetland conservation and help plant new trees. “Science is not a spectator sport and to learn it, one needs to be in the action,” Miller said.

ENGINEERING CHALLENGE

Slow Going Fifth graders in Jennifer White’s science class utilized the engineering design process in September as they planned, built, tested and improved plans for marble mazes. Working with a partner, girls used recycled materials to build a maze through which a marble would travel as slowly as possible before reaching the bottom.

Number of gently used toys and games collected by Middle School students over the course of one week in October, then donated to Cradles to Crayons. The drive is part of a year-long partnership between fifth grade and the nonprofit, which serves low-income and homeless families in Philadelphia. 12

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PRINTMAKING

FACULTY PURSUITS

Money Talks In October, eighth graders in Sophie Miller’s printmaking class used drypoint etching on plexiglass to create their own design for an American dollar bill. Students studied different paper currencies that have hidden images used to prevent counterfeiting and researched the designs of each bill in the U.S., brainstorming ways they can make their own designs secure. Each student chose a specific person, place or thing to feature on their dollar design.

SCIENCE

Whodunit? Who stole the markers from science class? In late September, seventh graders used forensic evidence to find the answer. Students collected their own fingerprints, a piece of hair and a thread from their uniform skirt, and compared them to the specimens left behind by the marker thief in order to determine the culprit.

FALL 2016

French Chair Shares Strategies This summer, French department chair Rita Davis participated in three programs that provided the opportunity to exchange ideas with colleagues passionate about language acquisition. After serving as a table reader for the French Language and Culture Exam, she taught a course at Goucher College’s graduate school and attended the annual conference of the American Association of Teachers of French, a national organization of which Davis is vice president. “The conference was distinguished by truly innovative sessions and the willingness of the participants to share ideas and explore new frontiers,” Davis said. “I presented a session on sharing strategies for implementing a dynamic National French Week, incorporating some of the premises of project-based learning coupled with many of the initiatives that our department created at Agnes Irwin.”

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Digest | UPPER SCHOOL

GROWING TOGETHER

CommUnity in Action This winter, Dr. Charesse Ford, Director of Equity and Inclusion, and Sharon Rudnicki, English Department Chair, will launch Agnes Irwin’s first “CommUnity in Action” Day in the Upper School. The full day of staff-, studentand parent-led workshops will focus on themes around leadership, wellness and global citizenship. “Our goal is to learn from one another in order to better understand and appreciate what it means to live and act as a CommUnity — both at Agnes Irwin and in the larger world,” Ford said.

STUDENT ACHIEVEMENT

Six Seniors Recognized by National Merit Program

Six Agnes Irwin seniors were recently recognized by the 2016 National Merit Scholarship program for outstanding achievement on their PSATs. This year’s National Merit Semifinalists are Catherine de Lacoste-Azizi, Michelle Lu, Sabina Smith and Laura Tobar. Semifinalist Laura Tobar is also recognized as a National Hispanic Scholar. Recognized at the Commended level are Gabrielle D’Arcangelo and Julia McDowell. Pictured from left: Commended students Gabrielle D’Arcangelo and Julia McDowell; semifinalists Sabina Smith, Laura Tobar, Michelle Lu, Catherine de Lacoste-Azizi

ART

Speedy Still Lifes Keri Farrow’s Studio Arts I class tried out speed drawing in early October. Students worked to capture a series of still life scenes in progressively shorter blocks of time (which Farrow tracked on her phone as seen here), ultimately trying their hand at drawing a scene in just one minute. The exercise teaches students to look at scenes more closely and capture essence quickly by identifying a scene’s most important lines and aspects, then distinguishing them without details. 14

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UPPER SCHOOL | Digest

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STUDENT INITIATIVES

Cognitive Diversity Juniors Ashley Robbins, Brynne Pergolini and Brae Barber recently launched Colorful Minds, an Upper School club that aims to educate students on learning disabilities and differences. Last spring, the club held its first fundraiser, and this year hopes to continue fundraising for organizations working to celebrate and support those with learning differences. The main focus, though, is education, according to Ashley. The group spends club time researching different ways of learning and people working to help those communities — such as Christian Boer, a Dutch graphic designer who designed a font to make it easier for people with dyslexia to differentiate letters. “In addition to informing the community and ourselves about learning differences, it is also important to celebrate them because of how valuable cognitive diversity is,” Ashley said.

Number of AIS students who participated in a week-long medical course this summer as part of Girls in Medicine, a one-year enrichment program for girls interested in pre-medicine and healthcare careers. After a week of hands-on experience in area hospitals, they are now matched with mentors with whom they will work all year on a health and wellness project.

CENTER FOR THE ADVANCEMENT OF GIRLS

Panelists Advocate for Political Engagement In Upper School assembly on Sept. 13, students heard from four women who have run for office or held positions on political organizations and committees, as part of the Center for the Advancement of Girls’ Women’s Leadership Journeys speaker series. Lynn Yeakel (D), Renee Amoore (R), Lindy Li ’08 (D) and Laura Wagoner ’09 (R) fielded questions from student leaders, sharing what sparked their interest in public service, their own experiences as women in politics, as well as their thoughts on the 2016 presidential campaign. A common thread in discussion was how sexism continues to play a role in how women are talked about and treated by colleagues and media. A major part of the solution, the panelists agreed, is to see more women engage in the political process and hold public office. The panelists encouraged students to vote, educate themselves on issues and platforms, volunteer for campaigns, seek out women mentors and consider running themselves. The overall message was simple. As Amoore put it: “We need you to be involved — to be out there.”

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Inquiry

Faculty Focus

Questions with Cathy Lynch

When Cathy Lynch isn’t covered in dirt, dressed in a burlap sack, robed in royal garb as a lady-in-waiting, or masquerading as a cow — all roles she’s played at 6th Grade Medieval Night — she’s teaching history in any number of additional creative ways. Now in her 37th year at Agnes Irwin, Cathy is a familiar face to generations of students — many of whom fondly recall both her no-nonsense attitude and playful spirit. In addition to teaching sixth grade history, Cathy also serves as the 5th and 6th Grade Dean, annually coordinates Medieval Night, and recently served on the school’s Strategic Planning Committee. —Amanda Mahnke Q: What do you like best about teaching middle school? Lynch: This is an easy question! The students and my colleagues. The students are at a

point of maturity where they are advancing emotionally and are energetically curious about the world in which they live. Personalities are approaching full development and it is exciting to see them blossom into young adults. I am also so fortunate to work with such a dedicated group of professionals. They are so invested, so talented, so earnest in their pursuit of helping the girls here at Agnes Irwin reach their full potential. Their dedication and selflessness is exemplary of their professionalism as educators.

Q: What do you hope students take from your class? Lynch: Confidence. I want my students to feel confident in the process of learning

that’s ahead of them, and a sense that history is an important component of their future perspectives. I want them to be self-confident in who they are and what they have to say, and I want to help them form opinions. Opinions help define a person and their sense of self. One of the opinions I hope they will develop is the importance of an open mind, and as a result, that they will always be willing to engage in constructive conversation and interaction.

Q: What sparked your interest in history? Lynch: History has been something

unconsciously instilled in me by my father, who was a history major and a Civil War scholar. I still remember those summer trips traveling from one Civil War battlefield to another… we saw a lot of cannons!

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Q: What is your favorite class project or subject you teach? Lynch: Medieval Night has been an integral part of my

teaching experience. So many former students have shared with me that they still remember their own Medieval Night — connecting them back to their years as Middle School students and their time at AIS. I think one of the reasons it has remained such a constant is the sense of community that is built through the process of bringing their studies — in English, history, art and music — to life, and performing each year in front of family and friends.

Q: What do you view as your greatest challenge every day?

Lynch: Striving for consistent professional excellence in and out of the classroom. Q: What is your favorite AIS tradition? Lynch: It’s impossible to choose just one favorite: there

are so many great traditions and memories I’ve experienced over my 37 years here. I will say, though, that I really look forward to the overnight trips we take with students each year. Each grade in the Middle School has an overnight trip, and I learn so much more about my students in a nonschool setting. Trips encourage them to take responsibility for themselves and their classmates in a way I wouldn’t necessarily see in the classroom. Plus, in a new environment, opportunities for new friendships are created as common interests are discovered. Students are excited and engaged by the new environment they find themselves in — sometimes sparking new interests and passions!

Q: What’s one fact about you that would surprise people? Lynch:

As a senior at Shipley, I sang the solo of “O Holy Night” at our school’s winter concert. Who would have thought that I would end up teaching at a school that had the exact same tradition?

Q: You’ve taught medieval history for decades. What keeps it interesting for you? Lynch:

Cathy (right, with retired art teacher Kathy Halton) performed the role of an unruly peasant at last year’s 6th Grade Medieval Night. Cathy annually coordinates this interdisciplinary project, during which students perform songs and skits and enjoy a medieval feast with their families.

Each year, I teach a new group of girls with new personalities and new questions. The material is all new to them. While a lot of it is second nature to me, girls regularly ask questions that I’ve never been asked before. I learn something new every year, and I love it. They keep me young.

FACULTY FIEFDOM

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

Cathy poses in her classroom with “Sir Schedule,” one of the many eclectic items she has received from students, families and teachers over the years. Nearly every inch of wall space in her iconic classroom is covered with posters, tapestries and photos.

Limelight

Student Profiles

Maya Bright ’25 LOWER SCHOOL

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DOUGLAS BENEDICT, ACADEMIC IMAGES

esiliency — as any one of our Lower School girls could tell you — means being able to bounce back from adversity. In our Leadership Toolkit, we demonstrate this trait with a bouncy ball. Another example we commonly use: resiliency means getting back up when you fall down. Gymnast Maya Bright ’25 had this experience last April, when she fell off the uneven bars while competing at the YMCA State Competition in Greensburg, PA. “I was on the bar and doing my routine and I fell on my face,” Maya recalled. “I was hurt, and I was scared.” But, ever resilient, Maya bounced back. “I realized I was fine, and I hopped back up on the bar.” She finished her routine and went on to win five medals, including the All-Around title in the Level 4 category for her age group, and first place in her floor routine. She says that looking back, she’s really proud of herself for not giving up. A talented gymnast, Maya practices three times a week — and likes to win. She has her eyes set on the Olympics, and toyed with the idea of studying Olympic gymnast Simone Biles or Gabby Douglas for her Women in Wax project this year. She also loves soccer, basketball, dancing and reading. And writing. And jumping on the bed. “Oh — I’m also a really great talker,” Maya added. The Baby-Sitters Club is her favorite book series; Baby-Sitters Club president and go-getter sports star Kristy Thomas is her favorite of the babysitters — naturally. Aside from being a strong athlete, Maya is also a great friend, said fourth grade teacher Susie Hagin. “She’s extremely sweet and empathetic, and is always on the lookout for girls who might need a pal or some cheering up on the playground. Maya is also constantly helping in the classroom. She’s literally that Agnes Irwin girl — a leader in so many ways.” —Amanda Mahnke

Hanna Askarpour ’21 MIDDLE SCHOOL

anna Askarpour ’21 has wanted to be a lawyer ever since she was born, her sister, Kiana ’17, says. She marvels at Hanna’s ability to get a point across effectively, and proudly states that Hanna “has big dreams of making change — and being her sister, I know she will leave a mark on the world.” Hanna has admired United States Supreme Court Justice Sonia Sotomayor for years, and hopes to someday follow in her footsteps. “Ever since I was little, being a judge seemed like the most amazing thing,” Hanna said. “As the first Latina Justice on the U.S. Supreme Court, Sotomayor is my inspiration.” Hanna takes pride in being a well-rounded student with many interests, but concedes that speech and debate may top the list. “I love standing in front of a crowd and speaking, and I love writing as well,” Hanna said. “The law has just always seemed to be in my future.” Hanna first enrolled in a debate program at the Summer Institute for the Gifted at Bryn Mawr College. This past summer, she and an Agnes Irwin classmate attended a three-week debate camp at Villanova University, where they worked on structuring an argument with the resolution that United States public schools should be allowed to regulate students’ off-campus electronic speech. Hanna’s love of theatre and public speaking befit her natural proclivity for language. She grew up in a bilingual family speaking both English and Farsi, and began studying Spanish at age 6. Now proficient in Spanish, Hanna is studying French and Latin, and has combined her love of language and travel with two summer immersion stays in Spain and Mexico. One of Hanna’s favorite things about Agnes Irwin is its commitment to giving students public speaking opportunities, and to making this an important feature of the school. Hanna is also passionate about fostering a welcoming and diverse environment at Agnes Irwin, according to Interim Middle School Director Louisa Mygatt. She cited Hanna’s project to interview the school’s dining and security staff and share those stories with the Middle School student body to promote greater understanding and inclusivity in the community. As Hanna’s public speaking teacher last year, Cara Latham always enjoyed Hanna’s speeches. “With acerbic wit as well as gentle honesty, Hanna held us all in rapt attention,” Latham said. “I have no doubt that Hanna will be a wonderful lawyer, judge or president.” Perhaps then she will work side by side with her role model, Justice Sotomayor. —Megan Flinn

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Annie McConnon ’17 UPPER SCHOOL

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DOUGLAS BENEDICT, ACADEMIC IMAGES

nnie McConnon ’17 is “an uncharacteristically dynamic leader,” said Dean of Students Jenn Fiorini. Last year, Annie petitioned Student Government for permission to run for Student Body President — a position typically reserved for students who have previously served as a class representative or in another elected position. “I hadn’t held an official leadership position before, but I had things to say,” Annie explained. “I wanted to give back to the school that helped me find my voice.” Annie came to Agnes Irwin in ninth grade. Between the academic and athletic rigor, “it was a bit of a culture shock,” she admits. She credits her soccer coaches and Agnes Irwin teachers, including photography teacher Sarah Rafferty and 12th Grade Dean Michele Kane, with helping her come into her own. Three years later, Annie has certainly found her niche. She’s in her fourth year as a midfielder on the varsity soccer team, and is a talented photographer, whose work has been featured in galleries and in print. As Student Body President, she hopes to bring a new face to student leadership, promote a positive environment, and increase opportunities for student and faculty collaboration. One such initiative is a set of lunches, held monthly, in which student leaders meet with teachers and administrators to have open discussions about how to improve school culture as a whole. She’s also part of a Student Government team working to create a policy and philosophy for technology use in the Upper School. Aside from soccer, photography and Student Government, Annie also frequently volunteers at Project HOME. Her family is very involved with Women of Change, a women’s shelter in Philadelphia. “My favorite part is definitely working alongside people from all walks of life, and hearing the stories of the women there” Annie said. This past year, she worked to capture those stories in photo essays. “Annie stands firm in her convictions,” Fiorini said. “ She believes in the power of honesty, integrity and kindness, and she is always seeking to learn more about those topics. She is someone who is committed to making the world around her a better place.” —Amanda Mahnke

The Naya Committee MIDDLE SCHOOL

“

nce you have known someone with cancer, have seen them come to school with it, and know what they go through and what it actually means, you realize you need to do something about it,” said Parker McQuaid ’21. Parker is one of eight students from the Class of 2021 who comprise The Naya Committee, a group established in memory of Agnes Irwin classmate and friend Naya Summy in Spring 2015. Together with their parents and Naya’s family, the group pledged to continue Naya’s mission to find a cure for childhood cancer. Now eighth graders, Parker McQuaid, Sydney Brooks, Nina Flinn, Isabella DeRosa, Libby Lerch, Logan Short, Paige Wilder, Hanna Askarpour (pictured, from left) are honoring their friend’s memory by taking action.

“We all have different interests but were all really close to Naya,” Libby explained. “We all care about raising awareness for childhood cancer. That’s why we are doing a bunch of things to support The Naya Foundation and what it stands for.” Two years ago, the committee launched Movie Under the Stars, a community movie night and fundraiser that takes place in early fall, bringing together Agnes Irwin families, students and staff from all divisions for a night of food, fun and fellowship. The girls do everything from concession pricing to sales. With the help of students, staff and parent volunteers, the event has raised more than $6,500 for No More Kids with Cancer: The Naya Foundation, a nonprofit established by the Summy family to raise funds for pediatric cancer research.

Aside from spearheading Movie Under the Stars for the past two years, the committee has also run a booth at May Fair to sell handmade goods and educate students about childhood cancer, and fundraised for and participated in the Parkway Walk and Run, benefitting pediatric cancer research at the Children’s Hospital of Philadelphia. Parker has spoken about Naya in the Lower School, sharing with younger students that when Naya was in Lower School, she was diagnosed with brain cancer. Parker tells students that the play barn in the playground was dedicated in her memory. “We explain to them how she was smart, and kind, and funny — and how as Agnes Irwin girls, we should be continuing her legacy of fighting for what she cared about.” —Corin Breña

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Visual & Performing Arts

MUSIC

| THEATER | STUDIO

REPCO

Theater Group Makes International Debut The lochs and glens of Scotland will welcome students from Agnes Irwin’s theater group in August, when they take the stage at the prestigious Edinburgh Festival Fringe, the world’s largest arts festival. “It’s huge. This is like winning a national championship, if you will,” said Bill Esher, Chair of the Visual & Performing Arts Department. Agnes Irwin’s Repertory Company was chosen for inclusion as part of the American High School Theatre Festival. As a result, a select group of students will have the opportunity to perform on the international stage during a 12-day trip next summer. The trip includes 10 days in Edinburgh and two in London, where they will see a West End play and partake in a theater class at Shakespeare’s Globe Theatre. “The whole prospect is exciting,” said RepCo Executive Director Catherine de Lacoste-Azizi ’17, who has participated in theater since her freshman year. “And it’s an enormous festival — larger than anything we’ve experienced.

Performing for that kind of audience adds more experience to our careers as students and performers.” The Fringe Festival comprises three weeks of more than 3,000 performances of music, theater, dance and comedy. RepCo will perform at an AHSTF venue in August 2017. The competitive selection process includes being nominated by a member of the professional theater community and being reviewed by a festival panel. Final selections are made by college theater professionals on the AHSTF Board of Advisors. The board recognizes high schools based on their most recent body of work, community involvement, philosophies, awards and recommendations. “The committee looked at our body of work over the last 11 years and saw the depth and breadth we have offered our students in their theater experiences,” Esher said. “There’s a commitment to challenge the students at a level beyond where they believe they can be, so it makes them stretch themselves.” In the past decade, students at Agnes Irwin have taken on shows as diverse and ambitious as Into the Woods, A Midsummer Night’s Dream, and The House of Bernarda Alba. Other productions have been written by Esher and music teacher Gerard Kapral, such as 2015’s musical In Harmony, or adapted by students, including spring’s Wonderland! And Alice’s Adventures in It. Creating theater productions within an all-female school creates opportunities for unique challenges, creative solutions and cooperation between schools, Esher said. Now, the department will leverage that creative problemsolving spirit to prepare for its performance at the Fringe Festival. Along with fine-tuning the show, the script, the props and RepCo’s varied body of work was one of the factors AHSTF considered when selecting them for Edinburgh Festival Fringe. The group plans to launch a GoFundMe campaign in January to help fund the trip.

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performances for the production, students will also spend the next 10 months fundraising for the experience. One way to support the group is through their GoFundMe page, On the Fringe: Agnes Irwin Goes To Edinburgh, which will be launched in January. The work doesn’t stop once the students arrive in Scotland. Performers draw an audience to their Fringe Festival shows by pitching the productions along the Royal Mile, where the festival takes place. “Here are all these professional and student performers, all with their handbills and flyers,” Esher said. “It is a very cool thing to see. Our students are going to have to work to build up their audience.” In the meantime, the school is coming together for The Addams Family, a musical with a large cast and crew, utilizing nearly one-quarter of the Upper School student body. “It’s huge, and the show itself is such a masterpiece,” Catherine said. “It’s so funny, and we’re already having such an amazing time with it.”

THE BEAUTY OF DIFFERENCE This fall, students in kindergarten through 4th grade designed some very special rocks. With each class, Lower School art teacher Trish Siembora read the books Everybody Needs a Rock, You Be You and Only One You, stories that focus on the beauty of difference and being proud of who you are. Girls carefully chose their favorite rocks and pebbles, then painted fish (like the ones depicted in You Be You) and self-portraits. Upper Schoolers in Art II and III plan to embrace their inner Lower Schoolers later this year and take on the same project.

MIDDLE SCHOOL

A Foray Into Fiber Arts Paper clips, pasta, newspaper and feathers might not come to mind as traditional weaving materials, but they’re all fair game in Sophie Miller’s fiber arts class. A new addition to the seventh grade quarterly art rotation, the class aims to introduce students to the history, cultural significance and techniques of traditional and contemporary textile arts, and the vital role of female artists in the medium. “Fiber arts is an important area to explore on its own, but when you consider the implications that it has in the current STEAM and innovation movements — nontraditional, recycled or sustainable fibers, programmable clothing and more — it is a perfect marriage of a traditional art form with contemporary needs,” explained Visual & Performing Arts Department chair Bill Esher. Miller, who studied printmaking and sculpture at the Maryland Institute College of Art, has always been intrigued by textile design. “When the idea of the fiber arts class was floated by the department, I jumped at the chance to teach it,” she said. The class explores weaving, basketry, embroidery and soft sculpture, beginning with basic weaving techniques, then graduating to basket weaving and other more complex projects. A large-scale loom rigged between two columns in the arts wing advertises another endeavor: a community-wide weaving. Seventh graders each weave one part of the whole — utilizing yarn, pom-poms, noodles, plastic bags, feathers or nearly any other material they can gather — and help enlist other students, teachers and staff to join in. In the end, the goal is to create a diverse art installation with an array of weaving techniques, materials and colors, representing a community that is “together, but not the same,” as one student observed. “The overarching theme of the seventh grade year is culture, and we talk a lot about that,” Miller said. Textiles have traditionally been a women’s art, but the purpose, symbolism and design of textiles have varied greatly from country to country and changed over time — and continue to evolve in the contemporary landscape, Miller noted. Students study traditional weavings from sub-Saharan Africa, Morocco, indigenous Alaska, the Navajo Nation, Uzbekistan and Guatemala — but also contemporary projects made from bread, tiny leaves or entire trees. Largescale installations and experiential sculptures that shift and change, including those of American sculptor Janet Echelman, are a point of discussion and inspiration. “We’re exploring what students may see as ‘old world,’ or part of cultures in a distant land,” Miller explained, “but this is a medium that’s growing in popularity in the fine art world now — and it is fascinating.” —Amanda Mahnke

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Athletics

Crew Rows for the Gold

t was halfway through the grand final of the Scholastic Rowing Association of America National Championships Regatta, and Agnes Irwin’s junior varsity quad saw their opening. “We were neck-in-neck with the boat next to us — so close that I was making eye contact with the other bow over and over again,” Maya Brown-Hunt ’17 described. “I saw them starting to fade — they were burning out, right when our sprint was about to start. I knew this was where we needed to make our move. We were 20 strokes to the finish when I knew this was our race. I told the other girls: ‘We got this.’” They did. Crew’s Junior Varsity 4x (Maya BrownHunt ’17, Rose Lawrence ’18, Lexi Short ’18 and Myka Thomas ’18) raced to a gold medal finish, five seconds ahead of silver medalists Skyline (Ann Arbor, MI) and more than 13 seconds in front of bronze medalists Western Albemarle (Crozet, VA), on May 28 in Ohio. The gold medal victory came just two weeks after the quad placed second at the Stotesbury Cup Regatta, the world’s largest high school regatta, where a total of 965 boats, 189 clubs and over 5,600 athletes from the United States and Canada competed on the Schuylkill River for championship titles. “We set high goals for ourselves,” Maya said of her team, “and we were working hard to get there.” Winter training begins in mid-November, and the crew team practices for two hours almost every day after school, along with two hours on Saturdays, in preparation for the spring regatta season. They get on the water when they can — practicing down on the Schuylkill River, adjacent to picturesque Boathouse Row. On days when rowing conditions aren’t ideal, the

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“We set high goals for ourselves,” Maya said of her team, “and we were working hard to get there.” MAYA BROWN-HUNT ’17

team practices in the school’s Sonnenfeld Rowing Center, where an eight-seat rowing tank can be configured for sweep rowing (one oar) or sculling (two oars). Ten ergs (indoor rowing machines) and a multipurpose space for weightlifting and aerobics allow the team to work out regardless of the weather. The junior varsity quad wasn’t the only boat with an impressive season: the rest of the team also performed well against tough competition. At Stotesbury in May, junior double Victoria Budike and Anna Cayley ’19 finished fourth in their semi-final heat, and senior double Alex Pinsk ’16 and Caroline Richardson ’17 finished fifth in their semi-final heat. At the National Championships Regatta, last season’s co-captain, Varsity 1X Anna Sophie Peters ’16, finished fifth in the semi-final heat, in which only the top three boats moved on to the grand final. The Freshmen 4x (Emma Bonner ’19, Perry Maner ’19, Sydney McCarthy ’19 and Sarah Yoh ’19) finished sixth in the grand final, just one second behind fifth-place Ridgewood (NJ). “The level of competition was extraordinary, with some of the best rowers from across the country vying for medals,” said coach Janet Bartholdson Fry ’06. “We have a young team, with only two graduating seniors, so we’re excited to see what our student-athletes will do next year.” The Athletics program offers frequent opportunities for novice rowers to gain experience, including its biannual Learn to Row classes for middle schoolers, in which coaches teach the basics of rowing, focusing on techniques and training methods. This fall, the Middle School program rowed on the Schuylkill River for the first time.

ATHLETES GO GLOBAL IN THE COMING MONTH, TWO SENIOR ATHLETES HEAD ACROSS THE GLOBE TO COMPETE AGAINST THE WORLD’S BEST IN THEIR RESPECTIVE SPORTS.

Julianna Tornetta ’17

(From left) Maya Brown-Hunt ’17, Rose Lawrence ’18, Myka Thomas ’18 and Lexi Short ’18 celebrate their second-place finish at the Stotesbury Cup Regatta.

For Maya, a senior who has rowed since freshman year, crew is an unexpected passion. “My brother rowed in high school, and I always said I would never pick up an oar,” she recalled. She decided to give it a try during crew’s winter program — and ended up sticking with it. “I like how hard you get to push yourself every day: every practice, every race, is a challenge — you have to push yourself, and your teammates in the boat, to be the best you can be. There’s so much technique to it, and it’s actually a beautiful sport: when you click as a boat and you’re all rowing together, synchronized … it’s an amazing feeling.” —Amanda Mahnke

On Nov. 20, Julianna Tornetta ’17 departs for Santiago, Chile to play on Team USA in the Women’s Hockey Junior World Cup. Julianna, the Philadelphia Inquirer’s 2015 Player of the Year, has been training for the tournament since last spring, and was announced as part of the roster on Aug. 3. Sister Sophia Tornetta ’15, a sophomore at Princeton, was also chosen for the team. Julianna was selected for the USA U19 Junior National Team in 2014-15 and the U17 Junior National Team in 2013-14. Last year, she played in the Pan Am Junior Championship in Trinidad and Tobago, where the team won silver. Kathryn Hall ’17 Skipper Kathryn Hall ’17 finished as the top female boat in the 2016 U.S. Youth Sailing Championships this summer, earning a spot on both the US Olympic Development Sailing Team and the US Youth World Team. In December, she travels to New Zealand to compete against the top females from every country in the Youth World Sailing Championship. As part of the Olympic Development team, Kathryn will train with Olympic coaches in hopes of qualifying for US Olympic Sailing Team for Summer 2020. In the past few years, the senior has earned a position on US Sailing international teams competing in Belgium, Spain, Hungary, Germany and Japan.

MIDDLE SCHOOL

BARBARA MILES

Fitness With Girls in Mind At the heart of the fifth and sixth grade physical education curriculum are the goals of developing self-confidence, fostering the enjoyment of being active and providing opportunities for creative thinking and collaboration — as well as instilling a strong sense of fairness, sportsmanship, personal integrity and school pride. While sports are often the method, overall fitness is also an integral component of P.E. “Exercise plays a key role in the lives of our girls,” said Physical Education and Wellness Department Chair Michele Kane. “It is known to reduce stress, increase confidence, help them concentrate better in the classroom and sleep better. We work to weave healthy fitness practices into our curriculum in a meaningful way.”

Metrics are one tool that aid girls in setting benchmark fitness goals for themselves. This past year, Kane, along with P.E. teachers Cindy Bell and Lauren Hoopes, designed their own fitness test to use in class after a revamp of the Presidential Fitness Test introduced a new set of standards incorporating fat calipers and Body Mass Index scales — tools that sometimes don’t accurately reflect a user’s fitness level, and, research shows, often don’t contribute to positive self-image for adolescent girls. “It’s a wonderful program, but portions of it did not align with the goals we want the girls to achieve,” Kane explained. The new program follows many standards of the original Presidential Fitness Test, but incorporates some new and adapted standards, such as a T-test run to gauge muscular endurance. “We updated our program to best meet the needs of our 10-to-13-year old girls,” Kane explained. “It’s about working hard, increasing your own personal level, setting goals, achieving goals and seeing your fitness level grow over the course of an entire year.” —Amanda Mahnke and Michele Kane

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Center for the Advancement of Girls STUDENT INITIATIVES

Building Leadership

Students created posters identifying areas where they want to effect change, such as workforce inequality and sex trafficking.

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The Council for the Advancement of Girls Executive Committee helps organize L4C. From left, Livia Seibert ’18, Katherine McGovern ’19, Maddie Kaller ’17, Sadie Coyne ’17, Brae Barber ’18, Ashley Robbins ’18

Over the years, L4C has encouraged girls to take on leadership roles at a young age, introduced students to career fields where women have not traditionally held leadership roles and brought in speakers as varied as political analyst Zerlina Maxwell, Philadelphia news anchor Lisa Thomas-Laury, feminist blogger Julie Zeilinger and Maryfrances Metrick, a senior managing director at private investment firm Centerbridge Partners. Among last year’s workshop presenters was Luisa Contreiras, an Agnes Irwin kindergarten parent who has spent the last quarter century defying stereotypes as both a woman in the technology sector and a woman executive. “I love when the girls begin to speak in terms of ‘I can’ and ‘I didn’t realize this before, but I could…’,” said Contreiras, who studied Astrophysics at the Massachusetts Institute of Technology. “Girls and women are often far too prone to victimization and self-defeating thoughts. I believe that women can be every bit as successful as they want to be and as their male counterparts are, but they need to be believe that they can be.” With a focus on promoting women as leaders and encouraging students to take action on personal passions, L4C continues to evolve, and this year, Council leaders have launched a two-part conference. Aptly titled “Start Something,” the conference focuses on activism, with the aim that participants will identify, and then take, tangible steps towards accomplishing a larger goal that excites them. During a half-day conference on Oct. 29, students heard from Michelle Julet, founder of social entrepreneurship program The Business of Doing Good, then brainstormed an area where they wanted to make an impact — such as in environmental sustainability, race relations or female involvement in STEM fields — and wrote down the ways they’ll work towards achieving this larger goal. This spring, participants will return to Agnes Irwin to discuss the progress they’ve made — which Sadie Coyne ’17, head of the Council for the Advancement of Girls, hopes will motivate everyone to continue making progress. “We want girls to feel empowered to make that first step in an area they’re passionate about, but we’re also making sure that it’s not the last step,” Coyne explained.

AMANDA MAHNKE

Start Something is more than just the theme of this year’s Leading for Change conference, organized by the student-led Council for the Advancement of Girls. It’s a running theme at Agnes Irwin, where, in response to students’ big ideas, teachers will typically respond, “Why not?” or “Go ahead, start something!” A similar student-teacher exchange occurred four years ago, when Rachel Hansen ’14 approached Center for the Advancement of Girls Director Mariandl Hufford with her big idea. “I always look back to my sophomore year when I stood anxiously at Mrs. Hufford’s door, waiting to present the idea of a council,” said Hansen. “I had no idea it would grow into such a prominent part of the school, nor develop a conference that would impact girls outside of Irwin’s.” That conference, Leading for Change (L4C), is now in its fourth year, and annually attracts up to 150 girls from around the region, some as far as Maryland. A “for girls, by girls” event, student leaders on the Council for the Advancement of Girls manage every logistical aspect of the conference. They brainstorm ideas, learn to budget, create a marketing campaign, find speakers and even negotiate fees, to name just a few elements of the event planning process. “It’s become a real leadership-building exercise,” remarked Hufford. “The girls who attend it gain leadership skills, leadership thinking and leadership identity. But the girls who organize it are really honing their own skills.”

“By reconvening in the spring, we’re holding the attendees accountable for discussing what they’ve learned and what actions they may have taken in addressing those areas.” Program Coordinator for the Center for the Advancement of Girls Alison Monzo has watched Council meetings grow from a humble group of 15 at its inception to a packed room of over 40 girls, filled with enthusiasm for the mission that Hansen outlined four years ago. Like Coyne, Monzo sees the conference expanding its reach nationwide. “The girls will tell you that the goal is world domination, but I think it’s very possible that in the next five years, L4C will attract girls all the way from Florida to California.” “It’s really energizing to watch them plan the conference,” Monzo said. “Their passion is palpable, and it’s amazing because they feel so comfortable and capable of doing this. And why shouldn’t they? We never say no to their ideas. We want them to reach for the stars.” —Michelle Marano

Alexis Capers ’17 and Kendall Shein ’17 led one of four discussion groups at L4C.

LECTURE

Author Speaks on Cultivating Self-Compassion Rachel Simmons has committed her life to the empowerment of girls and inspiring them to be assertive, authentic and selfaware. A New York Times bestselling author of two books, Odd Girl Out: The Hidden Culture of Aggression in Girls and The Curse of the Good Girl: Raising Authentic Girls with Courage and Confidence, her chief concern is how girls navigate their increasingly influenced world — one in which rigorous academics are coupled with seemingly limitless societal expectations. With such great access to devices — tablets, phones and more — social media plays an even more profound role and presents an additional area where girls feel pressure to present their “best” selves. Simmons, who first visited Agnes Irwin in 2013, has thoughtfully explored the ways in which girls perceive themselves particularly within the context of their academic and social worlds and, through research, has examined the consequences of girls who exhibit perfectionistic behaviors. Simmons returned to Agnes Irwin this November to discuss the results of a research study our Upper School students engaged in last fall and the concept of “effortless perfection.” After speaking with students during the day, she returned for an evening parent presentation entitled Leaning Inside: How We Can Nurture Girls in a Culture of Overachievement & Perfectionism. The preliminary results of her study underscore that girls who tend toward perfectionism are more anxious, more stressed and more afraid of failure than girls who have the ability to gain and maintain perspective and have a sense of self-compassion. Simmons found that girls who seek social support and help from others when they are struggling in any area of their life are more likely engage in healthy risk-taking. In speaking to both our student and parent community, Simmons shared her insights on how best to support and encourage the cultivation of self-compassion in our students. —Alison Monzo

School Talks Tech It’s no surprise that children of all ages can access and engage with myriad electronic devices throughout the day. On average, kids spend 6.5 hours every day looking at a screen. In October, CAG hosted a screening of the documentary SCREENAGERS: Growing Up in the Digital Age, which reveals how tech time impacts kids’ development and offers solutions on how adults can empower kids to best navigate the digital world and find balance. The screening opened an important conversation in our community and inspired further conversation. This winter at a “fireside chat,” Head of School Dr. Wendy Hill and Assistant Head of School and CAG Director Mariandl Hufford will facilitate a conversation on how families can best establish a shared understanding about appropriate social media use. —Alison Monzo

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Timeline CAMPUS EXPANSION

From Past to Present

Just 400 feet from the edge of Agnes Irwin’s Lower School, nestled among six verdant acres, sits a century-old mansion with a rich history. Designed by renowned Philadelphia architect Horace Trumbauer, “Islefield” was originally a 24-room residence commissioned by Herbert Darlington, a successful dry goods merchant from Philadelphia. The property at 672 Conestoga Road has changed owners and uses over the years, but most recently, in August 2015, was acquired by Agnes Irwin. Elaborate mantels and crown moldings are reminders of the building’s past, even in its new use as a meeting and event space, home to administrative offices, and study and research rooms. —Amanda Mahnke

1960

1911 Herbert Darlington commissions Horace Trumbauer to design a home to be built on his 28.8 acre property. Trumbauer designed a number of large homes on the Main Line, including Ardrossan in Villanova, along with some prestigious commissions such as the Philadelphia Museum of Art, Free Library of Philadelphia, New York Evening Post Building and Harvard University’s library. The building was used as a residence until 1960.

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After passing through a number of private owners, by 1960, Almonbury House, née Islefield, became the Haverford Hall Nursing Home; land was subdivided, and houses were built around the original home on three sides. Over the next 13 years, the property changed hands several times, eventually purchased by the American Missionary Fellowship (later InFaith) to use as office space.

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AUGUST 2015 Agnes Irwin purchased 672 Conestoga, the structure and remaining 6.2 acres from InFaith and began renovations required to convert the second and third floors of the building into administrative offices. The close proximity to the school and township zoning of the property that allows for student study and research made 672 Conestoga Road an ideal purchase for the school.

History compiled by Jeff Groff

JUNE 2016

FALL 2016 AND BEYOND

Initial renovations of 672 Conestoga were completed just in time for a new graduation tradition to be born. Seniors and Upper School faculty gathered together at 672 on Commencement morning to celebrate over brunch. Before returning to the Upper School to join their families for the Commencement ceremony, the senior class gathered on the rear terrace for their traditional graduation photograph.

A newly refurbished first floor with a variety of meeting spaces was put to good use by students and faculty, who gathered for retreats after returning from summer break. 672 has hosted events as varied as a student retreat for CAG’s AIS Allied mentoring program, a Laurel Society tea, new parent receptions, Parents’ Council committee meetings and brainstorming sessions for the school’s 150th anniversary. Plans are in the works to provide opportunities for students to regularly utilize the research seminar room, grounds and conference spaces.

SUMMER 2016 672 gets its first Agnes Irwin residents: three departments — Development/ Alumnae, Communications & Marketing, and Business — move onto the second and third floor of 672 Conestoga, freeing up space in the Middle and Upper School building for the creation of an Innovation corridor including a new STEAM Studio, expanded Robotics lab and Community Hub.

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Catalyzing Curiosity New campus spaces and faculty Innovation Team promote creativity and collaboration BY AMANDA MAHNKE

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This fall, the writing’s on the wall at Agnes Irwin — and that’s a good thing. isitors to the newly redesigned Innovation Corridor in the Middle and Upper School can find a rotating display of notes and doodles scrawled on the dry-erase walls in the STEAM Studio, as faculty engage in design-thinking exercises around curriculum, eighth graders plan interactive museum exhibits, and fifth graders design 3D models of the Nile River to meet the educational needs of Lower Schoolers. The notes left behind are just one indication of the kind of inventive thinking happening at Agnes Irwin this year. Teachers are exploring new approaches and tools to enliven material, as well as new activities that will further incorporate the kind of teamwork, skill sets and creative thinking girls need to succeed beyond high school.

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hile forward thinking has long been a focus at Agnes Irwin, a new faculty Innovation Team, and the creation of two campus spaces dedicated to discovery, are making it easier. The Innovation Team — or iTeam, for short — was established last spring as part of a school-wide initiative to further promote an environment of curiosity, innovation and enthusiasm for learning at Agnes Irwin. The team is comprised of longtime faculty members Julie Diana and Kim Walker, as well as new hire Maggie Powers, who was named one of 100 PBS Digital Innovators in 2014 for her commitment to innovative teaching practices that integrate digital media and technology in the classroom. The iTeam members serve as a catalysts and coaches, partnering with individual teachers or teams of teachers to bring innovative ideas about teaching and learning to life in the classroom — offering brainstorming help, designing projects or providing resources and extra sets of hands to move a project from idea to reality. “Our teachers were ready for the iTeam,” said Assistant Head of School and Director of the Center for the Advancement of Girls Mariandl Hufford, who works closely with the iTeam. “There is a palpable sense of enthusiasm around exploring ways to incorporate new ideas and new projects into the existing curriculum.” She cited the iTeam’s first professional development “pop-up” during a lunch period in October, in which 30 teachers participated. “Multiple people have come up to me and said, ‘We’ve been waiting for you’ — which is neat — and unexpected,” Powers laughed. “I think it’s less about us, and really about the idea of wanting someone to help you through the brainstorming process. Teachers know they can just show up and talk to us about ideas, and we can help implement them so that a great project doesn’t languish for lack of time or resources.” While new technology is incorporated into some iTeam-supported projects, the definition of “innovation” encompasses much more. Project-based learning, design thinking and interdisciplinary instruction are all emphasized, along with any other tools for teaching topics in a student-centered and meaningful way. That work is aided by two new campus spaces, the iWonder Lab in the Lower School and the STEAM Studio in the Middle and Upper School building, both of which were repurposed this summer to provide dedicated space for students to experiment and explore.

Room to Experiment

As the Director of Lower School Technology Integration and Innovation, Kim Walker oversees the iWonder lab, where Agnes Irwin’s youngest students can engage in making, tinkering and engineering with circuitry kits, K’nex, codeable robots and craft supplies. Plans are in the works to incorporate metalwork, woodwork, electronics and textiles in the future. The goal, Walker said, is to teach students to value the process of creating, and not just the final product. “We focus on student leadership, collaboration, problem-solving and creativity,” she explained. The lab also serves as a space for classes to come together around design-thinking projects, such as a recent project to better train students on the Lower School playground’s Buddy Bench. The bench serves as a safe space for any Lower School student in need 32

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“Learning how to engage in the design process, to empathize with others and seek meaningful feedback, and understanding how to prototype and iterate when things go wrong, are powerful experiences students can use for the rest of their lives.” MAGGIE POWERS MIDDLE AND UPPER SCHOOL DIRECTOR OF STEAM INNOVATION

Above: iTeam members Kim Walker, Julie Diana and Maggie Powers Below: In October, fourth graders worked in the iWonder Lab to help devise a better training program for Buddy Bench ambassadors. They suggested that calendars be used in each classroom to show who the designated ambassador is each week, and brainstormed slogans to use on Buddy Bench signs, indicating how and when to use the bench.

Above: Eighth graders write on the dry-erase walls in the STEAM Studio during science class. Right: As part of their immigration study, eighth graders worked with Erica Novak, Maggie Powers and Julie Diana (pictured) to create “vintage” immigrant family photos with the STEAM Studio’s green screen.

of a friend, and is monitored by volunteer “ambassadors” in 1st through 4th grade, who offer to play or chat with students who sit on the bench at playtime. Fourth graders visited the iWonder Lab in October for two brainstorming sessions, using design thinking to solve the program’s current challenges. As Middle and Upper School Director of STEAM Innovation, Powers heads up Agnes Irwin’s new STEAM Studio, outfitted with iPads and other tech tools as well as 3D printers and a cricut, an electronic cutting machine that cuts everything from cardstock to vinyl. A green screen studio provides opportunity for video projects or the easy manipulation of photos, such as the “vintage” photos 8th Grade Interdisciplinary Curriculum Leader Erica Novak had students create as part of their study of early 20th century immigrants in September. Like the iWonder Lab, the STEAM Studio serves as a space for students to tinker, collaborate and work on projects combining science, technology, engineering, art and math. Classes can utilize the space for scheduled projects, but students are also encouraged to just come explore. Eighth grader Nina Flinn is currently learning how to code with Powers, focusing on learning Python with the goal of eventually designing projects from scratch that will apply that

code in a physical way — for example, “creating a candy machine that will give you candy when you tweet at it,” Powers suggested. And while those tangible “maker” activities are encouraged, they’re only one part of the iTeam’s work.

Digging Deep

“The iWonder Lab — that name is about inquiry, right? It’s about wondering — and that doesn’t have to only happen in science class,” explained Director of Libraries and Humanities Innovation Julie Diana. “We’re expanding the definition of being curious about things and digging deep into them.”

iTeam-supported projects include STORYTELLING

through music, movement and narration, developing a musical score for Harold and the Purple Crayon, 4th grade

ANTIQUE FAMILY PORTRAITS

to depict early 20th-century immigrant families using the green screen, 8th grade

DESIGN CHALLENGE, creating interactive museum exhibits about fossils for Lower Schoolers, 8th grade science DESIGN-THINKING

project to develop training program for “Buddy Bench” ambassadors, 4th grade

INFOGRAPHICS AND MODELS

of real estate data for housebuying project, combining math and art, 6th grade

DIGITAL MUSIC

“NEWS BROADCASTS”

in the green screen studio, 6th grade

PRODUCT REDESIGNS

combining art, sustainability and math, 10th grade

greeting card, a project-based learning activity for music students, 4th grade

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ambassadors that gives students more ownership over the project, while also developing leadership, empathy and creativity? How might we incorporate art into a sixth grade math project that still meets learning objectives? How might we create a more meaningful and engaging learning experience for fifth grade history students studying the Nile River, while also providing a necessary writing sample? This last question recently led Janet Bartholdson Fry ’06 to revamp a project for her fifth grade history classes. Last fall, Fry’s fifth graders’ study of the Nile culminated in a one paragraph essay and illustration describing the importance of the river over time. The project was basic, but helpful — aside from serving as a learning assessment, it also provided Fry with a writing sample and the chance to gauge how students moved through the writing process and dealt with edits and critiques at an early point in the school year. Realizing she wanted to make the project more meaningful for students, Fry met with the iTeam, and their brainstorming session resulted in a new project that met the same objectives, as well as a few more. Instead of writing an essay, students worked in small groups to design and construct 3D models of the Nile in the STEAM Studio. Students then recorded a script explaining their projects through the app AudioBoom — thus providing Fry with the writing sample she needed, but in a more engaging format. Later, students planned to present their completed projects to third graders, who study Egypt in class — giving the girls a real audience and someone to connect with.

Top: Maggie Powers shows eighth graders how to manipulate and add backgrounds to their green screen photos. Bottom: As part of their preliminary research for creating interactive museum exhibits tailored to younger students, eighth graders practiced their “designer mindsets” by interviewing Lower Schoolers.

In addition to her broader iTeam work, Diana works closely with teachers in Middle and Upper School language, history and literature classes. This year, the history department adopted a new model for honors work in senior year history. Students choose a history elective such as Third Reich and the Holocaust, African and African American History, Middle Eastern History, and Film as History, and for the honors credit, they delve deeper into an aspect of that topic. Part of the coursework requires completing a year-long research project, which Diana will help each student develop. She meets with students once a week, and initially worked to help students draw out ideas through brainstorming exercises. “They can elect to write a 20-page research paper — but they could also make a documentary film instead. If they’re interested in graphic design and want to work on their coding skills, they can create an interactive website to share what they’ve learned,” Diana explained. How might we is a favorite sentence starter for the team, and often heard in the ideation process. How might we develop a training program for the Lower School playground’s “Buddy Bench” 34

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The STEAM Studio features a 3D printer, cricut, and other tools to aid students in hands-on study.

Left: Third grade teacher Audrey Sikdar makes notes during a professional development “pop-up” workshop in the STEAM Studio. Above: Over the summer, the iTeam and Assistant Head of School Mariandl Hufford developed these goals and measures of success for the coming school year.

“We did this in hopes of fostering cooperation, collaboration and teamwork — skills that are really important throughout the girls’ whole lives, and skills they wouldn’t have had a chance to practice through an independent writing sample,” Fry said. Working with the iTeam, eighth grade science teachers James Miller and Katie Cooper designed a project with a similar set of objectives for their own students. Following a study on fossils, students worked to create interactive museum exhibits for Lower Schoolers to visit. As part of the project, eighth graders interviewed students in kindergarten and second grade to learn more about the types of museum exhibits from which they could best learn. The project enabled eighth graders to share their knowledge about organisms and fossils, while also learning design thinking and practicing “designer mindsets”: incorporating empathy and purpose into their work. This type of education is critical from an early age, Powers said. “Learning how to engage in the design process, to empathize with others and seek meaningful feedback, and understanding how to prototype and iterate when things go wrong, are powerful experiences students can use for the rest of their lives.”

Collaboration as Innovation

In addition to assisting with classroom projects, the iTeam offers faculty help with a variety of tasks, such as running designthinking challenges, support for picking apps and setting up a productive workflow, space consultations to redesign a classroom to be more student-centered, and opportunities to research and learn together. “We’re at this exciting time where the authentic, personalized learning we’re striving to give our students can start happening more for teachers, too,” said Powers. In this process, teachers model the continuous learning they strive to encourage in their students — and students also get to witness faculty working collaboratively. When teachers approach the iTeam to discuss an idea, they might meet with one, two or all three members of the team.

“It’s about inquiry and wondering — and that doesn’t only happen in science class. We’re expanding the definition of being curious about things and digging deep into them.” JULIE DIANA DIRECTOR OF LIBRARIES AND HUMANITIES INNOVATION

“We’re thinking about shared leadership as innovation, in a way,” said Diana. “I’m not worried about having too many cooks in the kitchen; we all have different perspectives and backgrounds. I’m the Director of Humanities Innovation, but that doesn’t mean Maggie can’t meet to discuss a project-based learning idea for English class. We often meet with teachers together, and Kim and Maggie sometimes bring up ideas I haven’t even thought about.” “It’s difficult to innovate alone,” Powers added, noting that the opportunity to collaborate in a team environment was a large part of why she chose to work at AIS. “This is a really exciting time for the school, because we have this opportunity to be forerunners, pioneers for what innovation looks like and to do it in a meaningful and collaborative way.” “As part of this team, we get to model teamwork for our students — and the opportunity to bounce ideas off of each other is invigorating, and fun,” Diana said. “As I read about innovation and how it works out in the world, it’s clear that the more voices and perspectives you have at the table, the richer the project can be. I think we’re taking advantage of that here.”

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Play AT WORK Self-directed play is a critical learning tool for agnes irwinâ&#x20AC;&#x2122;s early childhood educators BY MICHELLE MARANO AND AMANDA MAHNKE

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It’s 9:30 a.m., and four-year-olds in Kathy Seaton’s prekindergarten class are painting at easels. Others are playing in sand. A few are cooking dinner in the class’s play kitchen. One is assembling a puzzle – and a group of , tall block tower. four are working together to build a

really really

eaton observes her aspiring architects for a few minutes. “Wow!” she exclaims. “I love how well you’re working together. Can you tell me why you chose a long, skinny block here,” she says, pointing to the tower’s base, “instead of a wide, sturdy one?” Conversations like this occur daily in the early childhood classrooms at Agnes Irwin. Unbeknownst to students, their ability to set their own pace and make their own choices under the observation of their teachers is one aspect of a sophisticated teaching approach known as Developmentally Appropriate Practice, or DAP. “It’s what we’ve always done,” said Donna Lindner, Director of Lower School. “It’s in the air we breathe. But it’s not always visible to the untrained and uninformed eye, and so we are making an effort to demystify it for parents and others.” At its core, DAP is a framework of guidelines rooted in research on how young children develop and learn, as well as knowing what is individually and culturally appropriate. This past summer, the prekindergarten and kindergarten faculty, along with a research assistant from the Center for the Advancement of Girls, spent six weeks examining current research about what makes for a strong early childhood education, and discussing how that research continues to be reflected in their classrooms.

“DAP is in the air we breathe. But it’s not always visible to the untrained and uninformed eye, and so we are making an effort to demystify it.” OPPOSITE: DOUGLAS BENEDICT, ACADEMIC IMAGES / RIGHT: AMANDA MAHNKE

Donna Lindner At Agnes Irwin, both prekindergarten and kindergarten classes balance academic, teacher-directed times and activities with structured and unstructured student-driven time. “We recognize the fact that some girls are ready for reading, writing and math, but that they also need time to discover and learn for themselves,” kindergarten teacher Molly Bergh said. While some schools offer “free play,” sending children off to play in an unstructured manner, the early childhood education program at Agnes Irwin promotes “high-level sustained play,” intended to deepen girls’ critical thinking, problem solving, reasoning and vocabulary. “Research shows that play is critical to a child’s learning, growth and later achievement, but it also shows that the most effective play happens when the time is sustained and includes teacher participation and interaction,” Lindner explained. In this student-driven time, girls make decisions about where and how to play with materials, and teachers are available to observe, comment, and add materials. These teacher-child interactions help expand ideas, deepen involvement and encourage peers to join an activity.

In PreK, a room filled with activity stations, games and costumes presents ample opportunity for imaginative play. Manipulatives aid in impromptu math and shape studies; items like dried beans, water and sand help girls explore different textures and sensory experiences; painting and drawing are daily ventures. Students have regular access to a variety of different paints, brushes and papers, and determine what kind of painting to create and what techniques to try. Seaton may ask students to describe their pictures, ask why they are choosing certain colors, or talk about any depicted objects — similar to the kinds of questions asked across the hall in the kindergarten classrooms. In kindergarten, a “discovery table” invites students to explore shells, nests, pinecones, snake skins or fossils, with magnifying glasses and books to use as resources. “I might ask what objects the birds used to make the nest — or how they think the birds wind their materials into such perfect little circles without hands, or how they think the birds know how big to make their nest,” kindergarten teacher Melanie Slezak explained. A writing center allows girls to use markers, crayons, scissors and staplers to free draw, write a book, make a card or create games. As the year progresses and writing skills increase, many books are written at the writing center. Desktop computers and iPads are available in kindergarten classrooms for age-appropriate learning apps, which the girls are allowed to use alone or together with a partner. Teachers may ask to join in a student game, observing how students make rules, decide who goes first, encourage their peers and cope with “losing.” Much is learned about each student’s interests, personal development and skill levels through questions and observations like these, and teachers adapt classroom instruction accordingly. The curriculums are designed to teach age- and grade-appropriate skills in individual, small group and large group lessons, utilizing hands-on activities as often as possible. “We know that each girl comes to our classrooms with a different skill set and prior knowledge,” Slezak said, “so we tailor our curriculum to advance each girl from where she begins.”

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A True Immigration Experience Eighth graders experience life as early 20th-century immigrants in annual interdisciplinary field trip BY MICHELLE MARANO

t’s 6:15 a.m. on a Wednesday morning, and 56 eighth graders are lined up, ready to board their “ship” and embark on a journey to New York City. Gone is the reality that they are on a school bus and surrounded by modern fixtures and technologies: For the next three days, they are fully immersed in their role-playing assignments as immigrant families in search of a better life in 1900s New York City. The immigration trip, designed as an interdisciplinary learning experience, is a key feature of the eighth grade year, which focuses on the overarching theme of “home.” Students spend the preceding weeks learning about 19th and early 20th century immigration in English and history classes, then experience immigration for themselves through role-playing and research, museums and visits to historically significant sites. New York City was a natural fit as a destination, both for its immediate connection to the girls’ current studies in U.S. History, as well as for its natural ties to English, earth science, the arts and other disciplines. Prior to the trip, the girls read and discuss Anzia Yezierska’s Hungry Hearts, a collection of short stories about immigrants of the period who live and work in New York’s Lower East Side. They are assigned ethnicities and religious identities, and with their newfound ethnic backgrounds, they scan Ellis Island’s online database to identify a real person who immigrated from their assigned country between 1880 and 1920. The group works together to assign a name and identity to each girl based on her imaginary relationship to that 38

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real historic Ellis Island immigrant; together, the group creates a mock family tree for their “characters” and imagines their voyage to America. The girls also pose in period costumes in front of the green screen in the school’s new STEAM Studio, modifying the background to give the illusion that they are a family of historic immigrants in Manhattan. Students learn to edit, crop, resize and recolor images. On the trip, students continue to role-play in their assigned immigrant groups. “We take the ferry to Ellis Island,” explained 7th and 8th Grade Interdisciplinary Curriculum Leader Erica Novak, who has organized the trip for the past eight years. Teachers act as immigration officials as the girls go through the process of immigrating in the Great Hall — even including a medical inspection. “The girls line up to literally follow in the footsteps of 12 million immigrants hoping to pass inspection and pursue the American Dream.” Following the immigration simulation at Ellis Island, they traveled to Manhattan’s Lower East Side to visit the Tenement Museum, a restored apartment building which was once home to nearly 7,000 working class immigrants in the neighborhood that is the setting of their English class text. “We want the girls to see that immigration is an ongoing story in our history, not just at the turn of the 20th century,” said history teacher Ann Ramsey. “As we walk around the Lower East Side in 2016, they see that the Jewish and Italian immigrants of 1900 have

now been replaced by Asian immigrants. We very much want them to see the story underneath the New York that they have perhaps experienced with their families, so that they can see that history is a living thing.” Students also consider the stories of modern immigrants in their English classes. While history and English play fundamental roles throughout the trip, they are not the only subjects integrated into the itinerary. “Students are also learning about the ideas of journeying and home, and what makes people feel at home – all essential questions in the eighth grade curriculum,” said Novak. “For instance, ‘Are you at home even on your planet?’ ‘Do you understand the history of how this place became your home?’” In preparation for their visit to the American Museum of Natural History on the final day of the trip, as well as to answer some of the more geological and paleontology-based questions of “home,” eighth grade science teachers James Miller and Katie Cooper created a mock fossil ANN RAMSEY dig in class the week prior to the trip.

“WE VERY MUCH WANT THEM TO SEE THE STORY UNDERNEATH THE NEW YORK THAT THEY HAVE PERHAPS EXPERIENCED WITH THEIR FAMILIES, SO THAT THEY CAN SEE THAT HISTORY IS A LIVING THING.”

MAGGIE POWERS

“I’m hoping they were able to take away an appreciation for how long the earth has been around – 4.6 billion years,” said Miller of their visit to the museum, where, acting as museum educators, students sought out the real-life versions of the fossils they unearthed in class. Outside of the academic engagements that comprised the trip, the girls were able to take in the Broadway show Fiddler on the Roof with their peers. They also enjoyed a narrated harbor cruise at twilight, showcasing the Manhattan skyline. At its crux, the eighth grade field trip is designed to encourage personal, social and emotional growth outside of the classroom.

“A city-wide scavenger hunt on the second day of the trip allows the groups to make choices together about what sights they want to see, to navigate the city and the subway with provided maps, to budget money and to have fun together while learning,” said Novak. And while the teachers are there to provide support and guidance along the way, the trip is very much student-led. “We push them a little out of their comfort zone in a safe and supportive way, but we want them to be aware and smart, and also comfortable in a city,” said Ramsey. “And we hope that they will return to New York City someday, with a new sense of its history and people.”

(From left) Eighth graders visit the Rose Center for Earth and Space at the American Museum of Natural History; students explore immigrant stories at Ellis Island; Jerry Kapral poses as an immigration official as he interviews Grace Flaherty in Ellis Island’s Great Hall, through which 12 million immigrants once passed.

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A Lifelong Passion Kara Gaffney Ross â&#x20AC;&#x2122;84 aims to inspire

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KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

t age 12, a green tourmaline gemstone inspired what became a lifelong passion for alumna Kara Gaffney Ross ’84. After graduating from Agnes Irwin, Ross went on to Georgetown University, eventually becoming an awardwinning jewelry designer, retail behemoth and social entrepreneur. While her jewelry company Kara Ross New York has taken her all over the world, Ross hasn’t forgotten her roots: she spoke to Agnes Irwin students, alumnae and past parents at her 25th Reunion in 2009, and has also stone most associated with strength and power could be attainable hosted several AIS interns at Kara Ross New York for their Special by women themselves, and therefore come to symbolize strength and Studies Programs. female empowerment? And what if, by virtue of that purchase, there This year, Ross returned to Agnes Irwin once more, sharing her was corresponding support for organizations like Girls Who Code? journey with Upper School students on Sept. 21. It would, Ross said, help to create the next generation of female Speaking from the podium in the West-Wike Theatre where she leaders. More than 400 high profile women have joined Diamonds once gave her senior assembly, Ross described her career trajectory Unleashed as brand ambassadors to harness the power of social to Upper School students — a career in which she has produced three media and spread Ross’s message of female empowerment. different jewelry lines, selling designs at luxury retailers, displaying Later in the day, Ross spoke informally with students, sharing her work at museums and designing unique pieces for the White anecdotes and answering questions during a visit with a Media Arts House to give to visiting heads of state. class and a roundtable luncheon with the Business and Leadership Club and the Girls Grant Making Club. Ross encouraged students to Ross launched her newest brand, Diamonds Unleashed, in 2015, apply for internships starting in high school, with inspiration from socially conscious and sought their input on their social media companies such as Toms and Warby habits and feelings on brands and purchasing. Parker. The brand is a “profits for purpose” While her jewelry In turn, students asked Ross what she would company that gives 100 percent of all net company has do differently if she were their age (“take an profits to nonprofit partners and accounting class in college” and “learn a microfinance opportunities focused on taken her all over language”). One of the most important women’s education. messages Ross ever received, she said, was Ross shared with students the inspiration the world, Ross from her mother: “The word ‘no’ doesn’t for her new line: that a few years ago while hurt. You hear the word ‘no’ a lot, and so working with a diamond, she was struck by hasn’t forgotten what? You have to keep going.” the antiquated notion that women must her roots. “I love Kara’s commitment to making the wait for a diamond to be purchased for them world a better place through doing what she as a symbol of love and marriage. What if the loves,” Nichole Heller ’17 said. Nichole joins the ranks of Agnes Irwin students who have been inspired by Ross’s passion for her work. These include Kate Alden ’12, one of several AIS alumnae who spent their SSP interning for Kara Ross. Alden, now a junior developer and project manager in Campbell’s Digital Marketing Group, went on to double major in Computer Science and Art at Colby College. Alden credits her internship with Ross with giving her insight into running a business in a fast-paced industry. She called upon that experience during her interview process at Campbell’s, and said the responsibility Ross gave her, and the experience working with deadlines, was invaluable to her. “It was fascinating to see Kara take her passion and find a way to create a career out of it,” Hailey Haase ’18 said of Ross’s visit. “It’s hard to find a way to connect what you love with what you do. I’m so inspired seeing Kara accomplish this. I hope to one day be able to do the same thing.”

Alumnae CLASS NOTES

Fall 2016

| MILESTONES

| ARCHIVES

1940-49

Frances Freund Appen ’45 says, “Just wanted to drop a line to tell you that at the ripe old age of 87 I married my next door neighbor, Henry Appen. My girls are delighted and so am I! A true gem — and gentleman.”

1960-69

J. Peyton Ziesing Stein ’61 is working almost full-time for Pierry Software, a growing digital marketing agency. She has been doing their recruiting for almost two years and the company has grown from 12 to 90 people in four offices. “It is very exciting to grow a start-up technology company and I am honored that I was recruited to help this very young CEO with his adventure. He and I had worked together in another company. Digital marketing is a very hot field now and so I get to talk to new college grads right up to the senior vice president level when I am interviewing. Fast moving and still so surprising to me that I am keeping up with this. Life is unpredictable! We just have to give in and let it go – it’s amazing what can happen! Our three children are still single, so I don’t have any marvelous grands to distract me. However, I will be more than ready when that happens.”

1. Louisa Stephenson Sandvig ’63 (left) and Peggy Griffin Kinstler ’63 celebrate Peggy’s husband’s opening at the Brinton Museum in Big Horn, WY on April 30. 2. Alumnae from the Class of 1964 celebrate their 70th birthdays together. 3. Caitlin Russell ’03 and Kim Russell Jordan ’97, daughters of Pam Brown Russell ’69, at Caitlin’s graduation from the University of Pennsylvania School of Veterinary Medicine. 4. Chloe Burch ’10, Lee Mannonian ’66, Neely Burch ’09 and Eliza Haury ’10 in Nantucket at the launch of Chloe & Neely, the Burch sisters’ new accessories brand.

Laura Wheeler Golding ’64 spent a weekend at the summer home of classmate Lynne Fort Reynolds in Beech Mountain, NC to celebrate a “BFF 70th Birthday Party” with friends Daille Reeve Sharpless, Joan Carlisle and Sandy Blynn. “Thanks to the

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generosity of the Alumnae Office, we opened up the long weekend with several AIS souvenirs including a wonderful flag! We had a blast, laughing and giggling like teenagers and even had a birthday party one evening with a birthday cake from

Clays Bakery [in Berwyn, PA] that Daille brought down with all of our names around the perimeter! Owls truly ARE for life!” Gretchen D. Hasse ’66 loves living full-time in Healdsburg, CA. She enjoys gardening in her

own flower and veggie garden, going to the farmers’ market wine tasting events to grow her wine collection, hosting impromptu pool parties and listening and dancing to live music — especially at the Healdsburg Jazz Festival each June.

CLASS NOTES | Alumnae

Pamela Brown Russell ’69 is thrilled to announce she’s a grandmother! Her daughter Kimberly Russell Jordan ’97 and her husband Gregory had a baby girl, Brynn Avery on June 7. On May 16, her daughter Caitlin Russell ’03 graduated from the University of Pennsylvania School of Veterinary Medicine; her sister Kim is also a graduate (2006). Pam graduated in 1981 from the University of Pennsylvania School of Medicine.

1980-89 2

1. Hadley Harper Witcher ’82, Anne Ward ’82 and Lee Higham Tinker ’82 on a ranch in Texas. 2. Pulman, son of Stewart Watson ’86, and their family dog. 3. Heather Cornwell Gray ’83 and Robin Scullin ’83 on the roof of the Kennedy Center in Washington, DC. 4. Tom Brooks, Kristen Luke Brooks ’88, Sydney Brooks ’21 and TJ Brooks on a glacier in Alaska.

Anne E. Ward ’82 writes, “This year I had a delightful visit with two great friends from the Class of 1982: Lee Higham Tinker and Hadley Harper Witcher. We met at my father’s ranch on the Edwards Plateau in Texas, which has been in my family for four generations. In a single day, we had numerous adventures! We fed cattle by hand, played with Hadley’s darling kids, Avery and Cora, and my own son, Amon. We chatted with Hadley’s husband, Robert, about Texas history, ate at the local greasy spoon and visited The Caverns of Sonora, which is reputed to be the most heavily-decorated cave in North America (with stalactites, stalagmites and rare helictite formations). We stargazed and shared a champagne toast. Great friendships last forever and I am so glad I had the privilege of catching up with these two.”

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Linda Beucler Duncan ’86 says, “I remain local and relocated to Newtown Square PA, last summer. I continue to teach part-time and have two beautiful, gifted daughters that amaze me daily. Sarah started middle school this fall and Cat is in 10th grade. My husband continues to work at Bryn Mawr Hospital full-time as a therapist. Best wishes to all!” Jennifer “Stewart” Watson ’86 reports that like her fellow classmates, she has continued to stay busy over the past few years. Stewart has served as the executive director of Area 405 for the past 14 years. In 2014, Area 405 was named best gallery in City Paper’s “Best of Baltimore” edition. She also teaches sculpture and drawing at University of Maryland and continues to volunteer with many organizations. Stewart recently worked on an exciting policy change in the Baltimore City public schools. She actively sought to gain access for low-income community members in the public charter school and after 9 years of a challenging fight, she succeeded. This led her to a new temporary position with 50CAN, where she has been chosen as one of 20 advocates from around the country who will be working to create change in their community through the new YouCAN cohort project. Her own artwork continues to be vital in her life

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Alumnae | CLASS NOTES

1. 1994 classmates tried their best to get everyone to smile for the camera in December 2015. From left: Kari Tank-Nielsen Richards, LeeLee Brown, Amanda Cannon Goldworm, Danielle Davis Truksess, Robin Wood Sailer. 2. Brynn Avery Jordan, daughter of Kim Russell Jordan ’97. 3. Teddy Clawson, son of Megan Dorsey Clawson ’98. 4. Brooke Norrett ’95 married Bill Corr on June 11 at St. Christopher’s in Gladwyne, PA.

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and has been driven by her family and ancestral connections. In 2014, she was a finalist for the Janet & Walter Sondheim Artscape Prize, and was able to create a new body of work that was installed at the Walters Art Museum. She is also working on an outdoor project with the city of Baltimore called 3 Story Stories: a sculptural reading area that will be used to encourage literacy. Her son Pulman loves Legos, horses, Star Wars, their dogs (sometimes), their cat (always), dancing, singing and eating. “Our lives are rather open here in Baltimore, and I started to wonder if I wanted to share all of this with alumnae, but I felt the need to let you know that Agnes Irwin was important to me in the development of building me as a woman who can juggle all of this stuff most of the time and none of it some of the time and that it’s okay to not be able to do it all.” Ann Elise Smoot ’87 says, “My husband James and I welcomed our son Nicholas on Jan. 24. Margaret Macdonald and Megan Henry, both Class of 1987, will serve as godmothers. Our daughter Amelia, age 4, also has an AIS Class of 1987 godmother, Lesley Mentzer Findlay. We are still living within Windsor Castle, where my husband is the director of music at St. George’s Chapel. I am performing and running Oundle for Organists, an educa-

tional charity which puts on courses and provides year-round support for young organists.”

1990-99

Margaret “Meggin” R. Capers ’93 had the joy of volunteering this summer at Bryn Mawr Presbyterian Church’s summer camp at Camp Kirkwood in the Poconos. “The really cool part, other than being able to volunteer for a camp I went to as a youth, was that I shared the week with two current AIS girls — Tate Lamb ’19 and Madeline Briddell ’20.” Jennifer Keh Creary ’93 had an adventurous summer. She went to Orlando in July with her sister Jessica Keh Kennedy ’00 to surprise her niece for her eighth birthday. In August, she travelled to France and Spain with her other sister, Jackie Keh ’97. Kristin Chadderton Faatz ’97 writes, “My first novel, To Love a Stranger, will be published in 2017 by the Canadian indie press Blue Moon Publishers. It’ll be out in the world almost 10 years after I started working on it. When I was growing up, writing was my first passion, and I vividly remember exploring and deepening that love of words in Mrs. West’s and Dr. McGrath’s English classes at AIS. My novel also pays tribute to my love of music, drawing on my professional background as a classical

CLASS NOTES | Alumnae

musician, and deals with the larger societal issues of homophobia and social justice. The novel was a two-time finalist for the Schaffner Press Music in Literature Award and received an honorable mention in this year’s award cycle. The release date is May 23, 2017!” Kimberly Russell Jordan ’97 and her husband Greg welcomed a daughter, Brynn Avery, on June 7. The family lives in Berwyn, PA, where Kim is a veterinarian who owns two emergency and specialty hospitals: Keystone Veterinary Emergency and Referral in Havertown and Keystone Veterinary Emergency East in Manayunk. Megan E. Clawson ’98 and her husband Kristofer had their first child on May 30. Theodore Elliott Clawson was born at 12:28 p.m. via cesarean, weighing 6 pounds, 7 ounces, at St. Vincent Hospital in Massachusetts. Jessica Krick Stanton ’98 writes, “Better late than never to announce you had a baby! My little girl Natalie turned two in March.” Anne Carson Blair ’99 and her husband Andrew welcomed a baby boy, Michael Duffy Blair, into the world on July 10. Anne, Andrew and older sister, Caroline, are thrilled.

2000-09

Shannon Casey Zimolong ’00 sold her Philadelphia townhouse and is moving to “AIS territory” — the Main Line. She has opened Shannon Zimolong Designs (shannonzimolong.com) which offers creative interiors, styling and consultation services. She also had a daughter, Merritt Anne, to join her big brother Wes. Allison Scanlan Abbott ’01 and her husband, Brent, welcomed their second child, son Tyler James Abbott, on Feb. 27. Big brother Walker is over the moon! With their new baby also came a new home, as they moved from New York City to Greenville, SC after Tyler’s arrival.

1. George Grace Grillo, daughter of Rob and Anastasia Dorrance Grillo ’03. 2. Wendy Ullman ’00 married Matt Altmetz in San Diego on Sept. 26, 2015. 3. Class of 2005 alumnae gather in Philadelphia. From left: Olivia Romeo, Charlotte Hamilton, Sara MacIntyre, Kate Morsbach, Carley Razzi Mack, Katie Best, Natalie Jones, Libby O’Toole.

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AGNESIRWIN.ORG

Alumnae | CLASS NOTES

Anastasia Dorrance Grillo ’03 and her husband Robert welcomed their daughter, George Grace Grillo, into the world on July 4. George Grace is named in memory of Anastasia’s father and her grandfather, George M. Dorrance III. George Grace cannot wait to be a member of the Agnes Irwin Class of 2035! 2

1. Dana Marchetto ’03 2. Nicole Marchetto ’06 3. Eleanor West ’06, Agnes Irwin History Department Chair Wigs Frank, Alice Van Horn ’06 and Emma Bazillian ’06 4. Janet Bartholdson Fry ’06 celebrates her wedding with a bunch of AIS alumnae on June 11.

AGNES IRWIN MAGAZINE

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Dana M. Marchetto ’03, DO, graduated from medical school at the Philadelphia College of Osteopathic Medicine on June 7, 2015. She is doing her residency in Internal Medicine at Christiana Hospital in Delaware. Natalie M. Jones ’05 and her friends got together in April to celebrate classmate Carley Razzi Mack and the impending arrival of her daughter! They gathered in Philadelphia and called it “Carley’s Babymoon.” They also celebrated the engagements of Charlotte Hamilton and Libby O’Toole! Olivia Mack arrived in June and the group hopes that she will attend Agnes Irwin one day. Nicole M. Marchetto ’06, M.D., MPH, graduated from the Drexel University College of Medicine on May 15, 2015. She participated in a 5-year program to earn her M.D. as well as a Master’s in Public Health. Nicole is doing a residency in Obstetrics and Gynecology at Mount Sinai Hospital in Manhattan.

MILESTONES | Alumnae

MILESTONES MARRIAGES

1995

Brooke N. Norrett to William F. Corr June 11, 2016

1997

Grace H. Frazier to Luke Wolfgang May 14, 2016

1999

Allison R. Strawbridge to Michael Kaufman September 24, 2016

2000

Wendy Ullman to Matt Altmetz September 26, 2015

2003

Laurie Hugill to Daniel Clark April 9, 2016

2006

Janet Bartholdson to Garrett Fry June 11, 2016

BIRTHS

1987

1998

1994

1999

To Kristofer and Megan Dorsey Clawson, a boy, Theodore Elliott May 30, 2016

To Michael and Ann Elise Smoot, a son, Nicholas January 24, 2016 To Jacob Skeeters and Sandra L. Moser, a girl, Sloane Galloway March 6, 2016

1996

2000

To Theo and Kathleen Lamperez Brito, a girl, Julia Lamperez September 1, 2016

1997

To Andrew and Anne Carson Blair, a boy, Michael Duffy July 10, 2016

To Charles de Segundo and Courtney H. Leimkuhler, a girl, Imogen Hall Leimkuhler July 9, 2016

IN MEMORIUM Bruner Hunneman Strawbridge September 7, 2016

To Michael and Lindsey Wilkins Press, a girl, Campbell Wilkins May 5, 2016

2003

To Wally and Shannon Casey Zimolong, a girl, Merritt Anne February 5, 2016

To Robert and Anastasia Dorrance Grillo, a girl, George Grace “GG” Grillo July 4, 2016

2001

2005

To Brent and Allison Scanlan Abbott, a boy, Tyler James February 27, 2016

1937

To Andrew and Margaret McDowell Calciano, a boy, Andrew Parke April 10, 2016

To Eric and Carley Razzi Mack, a girl, Olivia Bernice May 27, 2016

To Daniel and Dorrance Hamilton Benson, a boy, Bridger Edward Hazard July 12, 2016

1938

Virginia Bradley Wood January 29, 2016

1948

Mary Louise Bradley van Benschoten July 1, 2016

1950

Patricia Gates Norris February 25, 2016

1955

Constance Gay Herlihy December 28, 2015

1959

Joy Berguido April 17, 2016

1977

Elizabeth A. Laws August 23, 2016

1998

Jane Paranzino Withstandley August 18, 2016

2016

ATHLETIC HALL OF

FAME

Congratulations to our new inductees!

Erin Olivier Bacon ’93, Libby Berlacher Bush ’00, Sydney Brown Clarke ’87, Kirah Miles George ’01, Donna Schlingmann Heckscher ’68, Debbie Coonley Rand ’90, Mary Knox Tatnall ’55

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AGNESIRWIN.ORG

From the Archives ARTS

The World As Our Stage

The performing arts have long been a staple at Agnes Irwin. Pictured here are Elizabeth Howland and Barbara Clayton, two members of the Agnes Irwin Dramatic Club in a 1921 performance of The Old Lady Shows Her Medals. The one-act play, written in 1917 by Peter Pan author J.M. Barrie, was first published as one of four plays in his collection Echoes of the War in 1918. The play, written during World War I and set on the home front, is “Probably the most amusing and touching play inspired by the War,” a 1918 publication of the screenplay describes. “An old 48

AGNES IRWIN MAGAZINE

FALL 2016

Scotch charwoman invents a son and finds to her surprise that a fine upstanding soldier adopts her as a mother.” The play was first produced on April 7, 1917 at the New Theatre in London, and premiered in New York City on May 14, 1917. Drama Club set the stage for Agnes Irwin’s student-led Repertory Company, established in 2001. This summer, a small group of RepCo students will head off to Scotland to perform for thousands as part of Edinburgh Festival Fringe, the largest arts festival in the world. —Amanda Mahnke and Julie Diana

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