63 minute read
Experiential Learning
SPECIAL STUDIES PROGRAM
Select sites on the itinerary:
A Civil Rights Sojourn Through the American South
• The Presbytère Museum in New Orleans, LA • The Whitney Plantation in Edgard, LA • Ebenezer Baptist Church in Bogalusa, LA
The only church in this city that permitted Civil
Rights leaders to hold community meetings of the civil rights activists during the 1960s • Edmund Pettus Bridge in Selma, AL
The location of the March 7, 1965 attack on Civil
Rights demonstrators. • The National Museum for Peace and
Justice in Montgomery, AL
A national memorial to commemorate the Black victims of lynching in the United States. • Martin Luther King Jr. National Historic Park in Atlanta, GA
New Orleans. Selma. Birmingham. Montgomery. Atlanta—These are not just cities, but settings for some of the most consequential social justice movements and moments in American history, and places to which a contingent of Agnes Irwin Upper School students and faculty traveled in March as part of this year’s Special Studies Program (SSP).
A signature experience of the Upper School is the opportunity to participate in an SSP. Launced in 1971, SSPs aim to enrich education outside of the classroom with experiential or project-based learning opportunities. Recent SSPs have seen our students immersing themselves in subjects including civil rights, sustainability, animal rights advocacy, archival research, art, constitutional law, personal empowerment, and more.
Melanie Hayes ’22 reflected upon what she learned and was exposed to following the trip: “I would say that my point of view has changed dramatically. When I first thought about Civil Rights, the first thing that would come to mind were struggles within the Black community rather than the amazing individuals who fought for the rights that I and other Black people have today.”
Anahla Thomas ’23 added, “This trip changed me in the best possible way. What I learned and lived first-hand helped me comprehend history in a new way. The opportunity to understand the gravity of what Civil Rights means—not only in Black culture, but for the world—makes me want to continue educating myself on my culture and staying true to who I am as an individual.”
Hayes, Thomas, and fifteen other students started their SSP in New Orleans with their faculty and staff guides, led by Upper School Director Joy Prince and History Department Chair Jake Stein Greenberg. They started their trip by connecting with members of Studio Be in New Orleans, a place for community workshops and large-scale street art. The group also completed service work and made time to taste Café du Monde’s world-famous beignets and chicory coffee. Hayes encouraged all AIS students to consider the Civil
“What I learned Rights trip. “This SSP is for everyone—I think everyone was and lived first-hand impacted by the [Civil Rights] helped me comprehend movement, and it is an extremely important part of Black and American history. I think by history in a having an open mind you will allow new way.” yourself to fully partake in the experience and you’ll have a great
ANAHLA THOMAS ’23 time if you do.” Fellow trip participant Avery Thomas ’24 shared these sentiments, commenting, “It has become my favorite Upper School memory. Not only was it educational, it was really fun. We had the opportunity to learn outside the school setting while still being engaged and enjoying ourselves.”
Core Days
FOCAL POINT
Agnes Irwin Takes Dedicated Time to Reflect on Foundational Values
This year, Agnes Irwin launched CORE days, a four-part series over the course of the year where students, faculty, and staff came together to take a closer look at our school’s foundational core values – Character, Community, Excellence, and Respect.
The inaugural CORE day focused on Character. It was kicked off by Head of School Sally Keidel who remarked, “Our mission – empowering each girl to learn, to lead, and to live a legacy – is supported by our core values of community, character, excellence and respect.” Alumna Naveen Mahmoud ’07 offered a pertinent reminder about the lessons of AIS founder Miss Agnes Irwin: “Just as Miss Irwin’s decisions about how she would show up in the world impacted the stories of girls and women, I want to highlight that each and every one of you are working together to co-create each other’s living histories...it is your character that will write the history of this school.”
In subsequent CORE days, the entire school spent time in workshops, bonding activities, and at guest speaker presentations centered around ways that these values play out in our daily lives. The goal of Community day was to learn by doing and to have fun while helping others. Excellence day reaffirmed our commitment to academic excellence and growth as impassioned, resilient, and empowered learners and leaders. Lastly, April’s Respect day reminded us of the importance of treating all people with understanding and dignity, as well as to welcome differences in backgrounds, perspectives, and cultures.
Each CORE day concluded with a spirited all-school assembly filled with music and open mic reflections about the values. “I heard the most inspiring conversations from 4 year-olds to 18 year-olds,” said Keidel. “What is amazing is that you all know and understand that learning and living our values is not about perfection. It takes resilience, perseverance, goal setting and figuring out what you want to achieve. After listening to your work, one thing is clear – if you all run the world, we are going to be okay. The displays of community and enthusiasm I saw and heard on all CORE days … this is what Agnes Irwin is about.”
LIGHTS, CAMERA … TAKE ACTION!
In a first-ever, year-long interdisciplinary project, led by visiting teacher and filmmaker Cecily Tyler ’92, the fourth graders produced change-sparking documentaries to solve problems in our community and beyond
It is a wintry Friday morning. Ice clings to the tree branches on the Agnes Irwin campus. Most of the Lower School girls are at their desks engaged in math, social studies, science, and reading. But the fourth graders are buzzing around their classrooms, hallways, and even outside by PaintJack’s Play Barn, like so many bees in a hive. It is one of the special Fridays when Ms. Tyler visits. The girls are exchanging ideas, analyzing, collaborating — ten-year-old think-tankers charged with the extraordinary task of changing the world, and they are undaunted.
These specially-designed Friday mornings were the brainchild of Lower School Director Elizabeth Elizardi. “During spring of 2021, still in the height of COVID, I kept thinking about what could be learned from all we were going through,” said Elizardi. “If one thing was highlighted during that challenging time, it was the critical role community played in our lives. So it seemed that a curricular project surrounding community-building made sense — something that centered around the essential question, ‘How can we make the world a better place?’” The idea started as just a seed.
Elizardi remembered a recent email she’d received from Brooke Norrett Corr ’95, Director of Alumnae Relations, in which Corr reintroduced alumna Cecily Tyler ’92, a filmmaker, to the current AIS faculty. Tyler is the founder of docutribe, an organization of documentarians who help global communities tell their stories and express their visions for positive change through film technology and art. ”Brooke contacted me about a possible partnership,” said Tyler. “There were so many stories about children being negatively affected by isolation in front of computer screens during the pandemic,” Tyler said. “I wanted to help. There’s something uniquely strong about the Agnes Irwin community, and my connections to the school remain important in my life.” The Tyler family tree runs deep at Irwin’s — Cecily attended AIS, as did her sister, her mother, her aunt, her grandmother, and even her greatgrandmother who finished her education in 1916. (See sidebar on page 39).
Corr’s email about Tyler’s work piqued Elizardi’s interest. When Tyler and Elizardi connected themselves, they were mutually galvanized. “I was inspired by Cecily’s documentary work centered on building community,” Elizardi said. Tyler was compelled by Elizardi’s ideas about the cross-section of traditional learning formats with progressive ways of synthesizing information. As their talks unfolded, the women learned that they were both facing a similar journey in their personal lives — Tyler was caretaking her ailing mother, and Elizardi, her 97-year old grandmother. “One of the beautiful aspects of caring for someone who is leaving this world is that the caretaker has the chance to hear their stories,” said Tyler. “Storytelling connects us all.”
With this in mind, Elizardi and Tyler began growing the idea of a project that combined elements of storytelling, with a focus on creating social good and building community. “One of our greatest challenges was that we were thinking really big,” said Elizardi. “We wanted to create a project that would empower students to make a difference in the world. We wanted to be ambitious.”
During the summer of 2021, Kim Walker, Lower School Director of Technology Integration & Innovation, was looped into the exploratory discussions about what a collaboration between Tyler and the Lower School might look like. Ultimately, with the input of the fourth grade teachers, Patti Hicke and Caitlin Sweeney ’99, who were committed to emergent design thinking processes, they hatched a plan to pilot a program that would teach students exactly
CECILY TYLER ’92
Cecily Tyler ’92
how to become a changemaker. Specifically, Tyler would lead the fourth graders through a first-ever, year-long, interdisciplinary project during which students would 1) identify problems they saw in their communities; and 2) design and plan a way to tackle those problems. Piggybacking on Tyler’s documentary work at her organization, docutribe, the students would use iPad cameras to produce short films that memorialized their changemaking work from conception to completion. The films would also serve as platforms for raising awareness about the girls’ stories of social good. Walker and Tyler hoped the ultimate takeaway for the students would be a deep and personal understanding that they were capable of envisioning and effectuating social change. Yes, they agreed — this was ambitious.
The collaboration, made possible by support from Agnes Irwin Parents’ Council, dovetailed naturally to working with the students at the top of the Lower School ladder. “The fourth graders integrate all they have learned about the AIS Leadership Toolkit and how it relates to them,” said Elizardi. Still, given that the would-be philanthropist-filmmakers are ten years old, planning remained flexible. “The success of a program to make films about social change was contingent on personalities, interest levels, and overall engagement,” said Tyler. “We knew it was possible that the idea could simply fall flat.”
But in fact, it did not fall flat. In September, 2021, Tyler and the fourth graders officially launched their work together, with Tyler visiting every Friday, either virtually or in person, for two hours of dedicated time. “From the get go, I could see that each one of the girls was their own exclamation point of joy and curiosity,” said Tyler. “They were in, approaching every step without limitation.” Tyler and her protégés began to embark on a carefully-planned timeline to cover everything from philanthropic ideation and empathy interviewing to project management, fundraising, and the elements of filmmaking.
The first step was to break into teams. “We figured that the personal investment in the project would be greater if the students were grouped with peers who shared a similar vision for social change,” said Walker. Using a program called Thrively, the girls took personality assessments which identified their interests and passions. Based on the results, teams of similarly-minded students formed.
The big bulletin board in the fourth grade hallway became mission control — the words “Be a Changemaker,” cut from construction paper, were stapled to the board and beckoned to students passing by, prompting them to pepper it with scribbled notions of social change: “Give somebody a hug,” “Find a cure for cancer,” “Less school shootings,” “Just be kind,” “Use less electricity,” “Rake leaves for the elderly,” “Feed the hungry,” “Take care of our school,” “Give clothes to the homeless,” “Polluting is bad for the earth,” “Be kind to animals.” The brainstorm bulletin board, coupled with student-led roundtables, helped the teams zero in on the exact problems they wanted to change. When the teams reached a consensus about the changes they wanted to make in the world, Elizardi noted, “That’s when the sparks began to fly!”
THE PLAN: PROJECT PURPLE
THE CHANGEMAKERS: From left: Sareen, Parker, Maggie, Aria, Erin, Sydney (and Eloise, not pictured) THE PASSION: Take care of Agnes Irwin by refurbishing a cherished playground barn built in 2016 in honor and memory of Naya Summy ’21 who passed away from cancer during her time at AIS. THE PROBLEM: “This group saw a need in our own community,” said Elizardi. “They noticed that PaintJack’s Play Barn, the playhouse that was named for Naya Summy’s horse, was sandy, had wood chips in the sandbox, and had disrepair to the wood and exterior paint. They wanted to refurbish the barn so that it could continue to be enjoyed the way Naya would have wanted.” At assembly, the team shared Naya’s story and the history of PaintJack’s Play Barn with all of the Lower Schoolers, and they announced their goal to restore the barn and and informed students about the best ways to play in it. They outlined the new rules of play: 1) Keep sand in the sandbox; 2) Be respectful in the barn; 3) Sit, don’t stand, on the benches and table; and 4) Don’t mix leaves, sand, or dirt in the sandbox. “Naya’s story and her legacy at Agnes Irwin are powerful,” said Elizardi. THE CHANGE NEEDED: Clean up and repair PaintJack’s Play Barn.
THE PLAN: PASSION FOR PETS
THE CHANGEMAKERS: From left: Margaret, Emma, Maggie, Bella, Amelia, and Lana THE PASSION: Help animals THE PROBLEM: “Our group is passionate about helping animals,” said Lana ’30. Allison Hough ’01, Associate Director of Development & Director of Campaigns and Major Gifts, introduced the team to the Pennsylvania Society for the Prevention of Cruelty to Animals (PSPCA), an organization that provides services to animals including dogs, cats, bunnies, horses, cows, snakes, and more. Initially, the students assumed that the animal shelter would need food and toys. During an interview with Mandy Hood, PSPCA Community Outreach Manager, they learned that the greatest need is financial support for pet owners who cannot afford basic medical care for their pets. THE CHANGE NEEDED: Provide financial assistance to community members to help them pay for pets’ medical needs.
THE PLAN: SMILE
THE CHANGEMAKERS: From left: Evelyn, Astrid, Caden, Maura, Mia, Leah (and Anya, not pictured) THE PASSION: Spread love and kindness to teachers THE PROBLEM: The students saw that it was extra work for their teachers to enforce COVID protocols. “We wanted to make the teachers feel appreciated for all they were doing. When we started to put a plan together, our ideas were really big. We wanted to plan a field day for teachers, filled with food trucks and games,” said Evelyn ’30. But after conducting interviews with Camille Seals, Assistant Head of School for Academics & Inclusive Excellence, and Lower School teacher Anna Tobia, the girls realized that little acts of appreciation would be most touching to their teachers.
THE CHANGE NEEDED: Share appreciation, love, and kindness to teachers for their hard work during the pandemic by making 200 crafted cards with personal notes of gratitude.
THE PLAN: GIVING HOPE TO HOPE’S DOOR
THE CHANGEMAKERS: From left: Mila, Natali, DJ, Katherine, Aubrey, and Alana THE PASSION: Help children THE PROBLEM: Hope’s Door is an organization in New York that provides temporary housing to families transitioning into stable, permanent housing. Initially, the team did not know the best way to help. “We interviewed Brittany Hodgins, Director of Residential Services, so we could find out more about Hope’s Door and how she helps everyone who comes there,” said Alana ’30. The girls learned that Hope’s Door is a small, home-like shelter for nineteen people and that monetary and toiletry donations are most helpful. “You guys had great questions. It was nice to meet you,” Hodgins said as the interview concluded. Across the screen, three young interviewers put down their pencils and responded, almost singing in unison, “Thank you. It was nice to meet you too.” The students also looked at Hope’s Door’s Amazon WishList and noticed that the shelter needed crafts.
THE CHANGE NEEDED: Provide toiletries and homemade craft and bracelet kits for children arriving at Hope’s Door.
“I was amazed at how quickly the teams assumed the roles of agents of change,” said Tyler. “They were so authentic in their sincere desire to make a difference. We live in an increasingly complex world. On one hand, it makes sense to protect children from sadness. What was impactful was watching how the girls addressed real issues and learned to navigate uncomfortable realities. They were entirely capable of working together and designing their visions. I hope we helped them build their emotional intelligence and resilience, as well as provided a framework for having productive conversations about things that are traditionally hard to talk about.” it. They are capable of pursuing endeavors autonomously, using independent thought,” Tyler said. Despite the fact that fundraising was new to most of the girls, their impassioned resourcefulness kicked in. The teams determined that they would come up with initiatives to raise money, solicit donations, and gather materials and art supplies. Elizardi acted as fundraising advisor, basing her recommendations on the teams’ desired outcomes.
CECILY TYLER ’92
Concurrent to the work of making changes for social good, Tyler was also teaching what amounted to a mini M.F.A. Students learned filmmaking techniques using iPad cameras and documentary-making software. Plus, they worked on concepts about storyboarding and story structure, script writing and editing, designing, and production. “Hand a child an iPad in 2022 and you will be amazed at their creativity!” said Tyler. “The students quickly embraced and adapted to the idea of documenting their philanthropic work so that in the end, they would have produced digital stories,” she said. Not only did creating digital storytelling add a layer of fun and creativity but the final films offered a way for the students to share their work with larger audiences. Tyler noted that she was stumped when she conducted “pretty thorough” research looking for examples of children creating documentaries for social good. “This project really puts Agnes Irwin on the cusp of what is becoming an industry standard in design thinking,” Tyler said. “It’s the concept of building the car while you’re driving it. These young students did it.”
By mid-winter, the young changemakers were staring down the essential question that was merely a seed a year before: “How – actually, how? – will we make our planned social changes?” With each passing Friday, guided by Tyler and their teachers, the girls were morphing from average fourth graders into pint-sized CEOs, CFOs, and CMOs, running every detail collaboratively toward completion. One January morning, Tyler sat in the back of the Smile group classroom. Without any prompting, Maura ’30 stood up to present the group’s storyboarding while her teammates chimed in to add details. Tyler followed the presentation intently. “We had hoped the students would learn a lot, but we were not expecting the extraordinary level and depth of learning,” said Tyler.
Using the feedback from their interviews, the students began zeroing in on solutions. “Fourth graders today are not in a textbased analog world where they take in information and regurgitate
CHANGEMAKING IN ACTION
On March 4, Project Purple held a Lower School Fun Run around campus. Family, friends, and faculty sponsored students from PreK to fourth grade, per lap. “We had no idea how seriously the kids would take the run,” said Walker. “I think most parents thought their daughters would run a few laps and call it quits. But oh no! They ran and ran, tossing their winter coats and hats, taking water and walking breaks. Their hearts were in it. We didn’t get much done after the Fun Run,” Walker exclaimed. They raised over $6,400. The work on the barn will be completed this summer.
Passion for Pets raffled off unique experiences, such as “No shoes in class one day,” “Principal for the day,” and “Extra recess time.” The name of every girl who made a donation was entered into an online Wheel-of-Fortune type spinner. They were so excited about this and raised $1,375 for the PSPCA. “We helped nine families with their pet medical care,” said Bella ’30. “At first, we didn’t think that was a lot. Then we started to think bigger. If ten schools did what we did, ninety families would be helped. Now that looks like change,” she said.
Lower School students participate in the Fun Run to support Project Purple
Hope for Hope’s Door ran a toiletries drive at school. “They created a flier that we ran in the Lower School newsletter,” said Elizardi. The team also collected leftover crafting materials from the art room and iWonder labs to compile bracelet-making kits for kids at the shelter with the intention that children arriving at the shelter would have an activity to do. The donations were shipped to Hope’s Door this spring. “It feels good to work in a group. We were always thinking of more ideas. We would think, ‘Well, if this idea isn’t working that much, can we make this idea better?’” said Aubrey ’30. Katherine ’30 agreed: “When Natali and I were making crafts, we felt happy knowing that when kids got to Hope’s Door, they would have something to do.”
Using CriCut cutting machines, Smile crafted hand-made cards, like little pieces of art, for teachers. “They wrote thoughtful letters about their appreciation for the efforts their teachers made to keep everyone safe during COVID,” said Elizardi. The girls arranged to be special guests at a faculty meeting where they took turns speaking at the podium about their goal to spread kindness and gratitude for teachers. They directed the faculty to a table outside the meeting to pick up a card and, using money from an anonymous donation, also distributed Target gift cards to a handful of lucky teachers.
“This collaboration with Cecily gave the students an opportunity to have a sense of agency about their work. They understood that they owned the process from beginning to end,” said Elizardi. “Aria, who worked on the Fun Run flier, emailed me to say: ‘I noticed a typo in the second sentence of the flier. Would you please correct it?’ Erin ’30, who was out for a week due to being a COVID close contact, emailed me to say, ‘Mrs. Elizardi, may I Zoom in with Ms. Tyler on Friday so I don’t miss anything?’ They were
From left: Lower School Director Elizabeth Elizardi, Cecily Tyler ’92, Lower School Technology Integration & Innovation Director Kim Walker, and fourth grade teachers Patty Hicke and Caitlin Sweeney ’99
The Smile group thanks faculty and staff for their work during COVID
Fourth grade teacher Caitlin Sweeney ’99 and students enjoy screenings of the change-making documentaries
From left: Cecily pictured with her mother, Susy, at their 2012 Reunion; Susy Clark Ogden ’62; former Head of School Mary Seppala chatting with Cecily Geylin Clark ’39; archival pre-data base student record for Cecily Barnes Clark, Class of 1916
There are few alumnae families whose relatives called Miss Sophy Irwin, Miss Josephine Natt, Miss Bertha Laws*, Mrs. Anne Bartol, Mrs. Adele Sands**, and Ms. Mary Kesler their Headmistresses, but the ClarkTyler family is one. Beginning with Cecily’s great-grandmother, Cecily Barnes Geyelin, Class of 1916, family members attended the school on the De Lancey campus, the Wynnewood campus, and the current home in Rosemont.
“Returning for alumnae events, I remember feeling a deep sense of connection amongst the students not just for my class but also with my sister’s class, mother’s, aunt’s, grandmother’s, and even my greatgrandmother’s. After attending quite a few schools and hearing about friends’ experiences at other schools, I realized there is something about the legacy and sense of connectedness at Agnes Irwin that is unique,” said Cecily Tyler ’92 who led the fourth grade capstone project. In 2006, the Laurel Society Newsletter printed a quote that stated, “This quickthinking, fast-acting Agnes Irwin girl finally realized [there] was something she could do on her own for her school.” These words could have been written by Cecily Tyler ’92 about her vision for this year’s docutribe project. Instead, it was written by another Cecily – her grandmother, Cecily Geylin Clark, Class of 1939, the Honorary Chair of the Laurel Society. Her statement referred to her decision to become the first person to participate in Agnes Irwin’s Pooled Income Fund. As a family, their gifts and dedication to the school are remarkable.
In addition to Cecily’s connection to the school, this passion project kept her close to her mother, Susy Clark Ogden ’62, whose career in education spanned five decades. Cecily describes her mother as having a magical effect on her students: that she was just extraordinary with children. As Cecily was working on the project with Agnes Irwin, her mother was suffering with cancer, and Cecily has said that working with the students on this project was just what she needed, when she needed it. This collaboration between docutribe and Agnes Irwin celebrates a family’s century of connection to the school and continues Susy’s legacy of teaching.
* Miss Bertha Laws, Class of 1897 ** Mrs. Adele Sands, Class of 1937
docutribe
remarkable in their efforts and management.” Students even took the initiative to help with this article. Aria ’30 approached the author, and asked, “Do you need these pictures that I took of disrepair on PaintJack’s Play Barn? I can AirDrop them to you for your story.” Natali ’30 offered suggestions for publicizing their fundraisers to the larger school docutribe community. To view the “I hope the students walk away with the knowledge that they can impact the world,” said Elizardi. “This documentaries, scan this QR code or visit vimeo.com/ work with Cecily highlighted all the things we teach showcase/ in the Lower’s School — shared knowledge, shared docutribe-ais autonomy, interdisciplinary work, and personal agency. It was inspiring to witness first-hand that the girls are truly everything we say an Agnes Irwin girl is.” Tyler agreed, “I could not be prouder of the work the students did this year. Diving in and feeling empowered … this is what Agnes Irwin is about. It was moving to watch the students embrace the steep learning curves head-on, without any self-editing.”
On the evening of May 3, 2022, applause erupted in the West-Wike Theatre after the Class of 2030 hosted their documentary premieres to an audience of students, family, friends, and faculty. “Tonight is the result of a collaboration between a dedicated and talented team of teachers, their students, and a philanthropic alumna,” said Elizardi. “Your children are the seeds of change.” Tyler added, “You have given me tremendous hope for what can be accomplished in the future.” Trading in their business women personas, the newly-inducted changemakers, who were also the filmmakers and stars of their stories, left the building by way of a red carpet, proudly gripping their gifts from Ms. Tyler – token Oscaresque statues, and beaming with confidence. Special thanks to Agnes Irwin Parents’ Council and the following contributors from docutribe: Patrick Lynch (documentary editing), Alexandra Siambekos (curricular research and writing), Billy Wirasnik (sound advisor), and Julie Bridgham (documentarian)
Portraits of an Agnes Irwin Graduate
ALUMNAE REFLECT ON CHARACTERISTICS THEY DEVELOPED AT AGNES IRWIN
Readers of this magazine have likely encountered many examples of impressive Irwin’s graduates in their own lives—how did their alma mater influence the person that they became? We interviewed alumnae representing a diverse spectrum of professional and personal experiences to add real-world perspective to a new initiative led by AIS’ academic leadership team in the 2021-22 academic year. The Portrait of an Agnes Irwin Graduate is a visual representation of the characteristics that represent the school’s promise to its students and families. It is grounded in and informed by the experiences and history of the alumnae who have called AIS their alma mater for over 153 years. Its introduction will guide the design and planning of academic and extracurricular experiences for the Agnes Irwin students of today, and tomorrow.
The Agnes Irwin School empowers each girl to learn, to lead, and to live a legacy. In pursuit of this mission, the school has prioritized seven essential outcomes for its students.
INTELLECTUALLY CURIOUS
Anna Whiteman, Class of 2009
Principal at Coefficient Capital University of Pennsylvania, Philosophy, Politics and Economics
FROM UNION SQUARE, NEW YORK CITY
“Being intellectually curious is always important, but today, there is so much gray area. The world can be confusing and fractured with all the information flying around. We have to ask real questions about what is in front of us,” said Anna Whiteman ’09. “We also have to have empathy and listen to other points of view.” Whiteman works in venture capital where, in 2021, female founders secured a mere 2% of venture capital, the smallest share since 2016 and a sign that efforts to diversify the famously maledominated industry are not yet where they need to be. Nevertheless, against those odds, she successfully parlayed years of banking and consumer investing experience into her current role for which she was recognized in 2021 by Forbes in their “30 Under 30 - Venture Capital” profile. One of the many ways Whiteman remains intellectually curious in her career and life is by participating in the work of Rad Ladies, a network she founded in 2017 as a place where women could talk openly about their businesses. “Women tend to build, execute, and problem-solve differently than men. This network informally connects women so they can help each other and continue to make strides in business.”
Looking back to her years at Agnes Irwin, Whiteman said, “Teachers play a critical role in a person’s intellectual curiosity. For me, I remember Mr. [Andrew] Connally being very animated in European History. It was fun to go on the journey with him. I engaged in any subject based on how invested the instructor was. Ms. [Barbara] Crabtree made math come alive. At Agnes Irwin, there was a platter of offerings to choose from – subjects like bioethics and robotics were not offered at many high schools then,” said Whiteman. On top of pursuing varied academics, Whiteman found it easy at AIS to feed her curiosity by participating in extracurriculars. “I feel like I was in every club imaginable. I played soccer, ran track, was on the drill team, and participated in the photography and debate clubs. I was not always the best student, but when my teachers were riding me extra hard, I realized, if they think I can do this, I can do it. And I went from there.”
GLOBALLY AND COMMUNITY-MINDED
Anisha Mittal, Class of 2016
M.D. Candidate at Carle Illinois College of Medicine Harvard University, Biomedical Engineering and Computer Science
FROM CHAMPAIGN, IL
“I have always been interested in science and STEM. In fact, I took my first computer science course at Agnes Irwin with Dr. [Steve] Grabania, which inspired me to study computer science at Harvard. Also, two classmates and I started the STEM Club at AIS to encourage other young women to pursue STEM fields through hands-on activities,” said Anisha Mittal ’16. During college, she had an opportunity to work in Madagascar where she saw first-hand how access to medicine affected different populations worldwide. “Our team collaborated with local researchers and scientists to study the effects of climate change and the environment on human health. They created an electronic health surveillance system to track the health of a whole community over time. Sustainable technology has the power to transform healthcare and save lives across the world. I saw how hard it was for people in rural villages to access care – for example, hiking eight hours just to visit a clinic. Many people die on these journeys from entirely treatable diseases or even childbirth. This is what pushed me toward biomedical engineering and medicine. I keep an open mind about my future specialty, but I really want to work toward combating global inequity in healthcare.”
Research has played a big part in shaping her curiosity and scientific reasoning both at Agnes Irwin and in college. “All of my experiences allowed me to join a global community of scientists.” As a K-12 Agnes Irwin “survivor,” Mittal took every opportunity that was available to further her learning. Though she loved “the rivalry, comradery, and sense of togetherness” of AIS/EA Day, her favorite AIS experiences were her SSPs during which she visited Tanzania and Peru. “These trips opened my eyes to global differences in people’s circumstances. In Tanzania, we visited tribes to immerse ourselves in what the locals’ day to day lives were like. The viewpoint from Agnes Irwin was not ‘We are going to teach what we know,’ but rather, ‘We are going on this trip to be taught.’” Mittal still reminds herself of the wisdom imparted to her from her SSP teacher-chaperone Ms. Jennifer Brittingham. “She told us, ‘You don’t really understand what someone else needs until you are in their environment.’ I have found this perspective key to understanding how to make the greatest impact.”
CREATIVE
Cathy MacNeal, Class of 1972
Owner, Lavender Hill Farm, Actor Carnegie Mellon, Drama
FROM VASHON ISLAND, WASHINGTON
“Creativity is how we follow our hearts,” said Cathy MacNeal ’72. “Going after life with a creative spirit will give you a broader experience. What I see today with all the social media … young people are creating every day.” MacNeal, who started at Agnes Irwin in seventh grade when her family moved to the Main Line from New York City, had a flair for the arts (no surprise given that her mother, Priscilla MacNeal, spent twenty-seven years as the celebrated Head of the Fine Arts Department at AIS). “At Irwin’s, it was OK to start something, to have an idea, to be influential. We were supported by the faculty. It was rigorous academics but Irwin’s helped us see that there are many paths. We didn’t feel like we had to fall into a paradigm. When I decided to attend Carnegie Mellon for drama, it was a radical choice back then, but everyone was supportive. It was astounding.” MacNeal went on to pursue a decades-long acting career in L.A. including roles in “Clear and Present Danger,” and “Blue Jasmine.” In 2000, she was an Agnes Irwin substitute for her mother and, at that time, was playing the role of ‘the sarcastic mom’ on Nickelodeon’s “100 Deeds for Eddie McDown.” “Seventeen years ago, I transitioned from actor to farmer, though actors never really retire so I still do some acting. I farm twenty varieties of plants. Even this is quite creative. We make wreaths, distill the oil, and make sachets in my studio.”
One of her favorite AIS memories is Senior Assemblies. “I was Assembly Head my senior year, so I was responsible for scheduling the Assemblies, booking outside speakers, and when someone didn’t show, I came up with an assembly on the spot – reading an article, playing cuts from comedy albums, doing a quiz show. I think I directed a short melodrama in verse, Little Nell, for my project. I was definitely on that stage in the assembly room a lot. Doing these research projects driven entirely by your own interests was possible at Irwin’s because we were free to explore and create.”
BALANCED
Fay Alexander, Class of 2009
Assistant Principal for ELA and Social Studies at KIPP Academy Lynn Charter School Harvard University, Political Science and Education
FROM LEXINGTON, MASSACHUSETTS
“It is so important to find the time to do the things that you enjoy and that renew you. I want the same things for myself that I want for my students. I ask myself, am I doing the things that I love to do?” said Fay Alexander ’09. “I love working in education. Middle school is one of those times that people often say they would never want to go back to because things are changing and you sometimes feel awkward. But my students are incredibly perceptive and sweet and funny. When I am not working, I read, spend time with my chihuahua, Shuri, and enjoy all things Star Wars.”
When Alexander started at AIS in seventh grade, she became part of the Student Council within a month. By senior year, she was president. “Over the years at AIS, I also loved being part of the musicals, but I did stage crew because while I enjoyed being StudentCouncil president, I also liked working behind the scenes. At Agnes Irwin, you feel like you can do anything. And yes, you can. So you have to make decisions about balance.” Alexander recalled that when she was elected cross country captain, a teacher who knew her schedule asked her, “Do you really want this?” “It was a tough conversation but she encouraged me to think about how I wanted to spend my time.” Additionally, Alexander remarked how impressive it was for her to observe teachers who wore different hats and were multi-faceted. “One of my favorite teachers, Ms. [Ann] Ramsey, taught history and theater. She brought a lot of energy to both. When I was teaching, I intentionally tried to teach like Ms. Ramsey. I would not have been a great teacher if I hadn’t had really great teachers myself.”
SELF-DIRECTED
Lisa Knight Gibby, Class of 1987
Head of Global Corporate Communications & Public Affairs at Nestlé Colgate University, International Relations and French
FROM VEVEY, VAUD, SWITZERLAND
“I have always been driven to be a force for good, to seek out work with purpose, and make a positive impact through my career. Along the way, I focused on excelling in every role I had, while learning new functional skills. Ultimately, that meant I was ready for advancement when opportunity knocked,” said Lisa Gibby ’87, who relocated to Nestlé’s global headquarters in Vevey, Switzerland in July to lead the worldwide communications team. Gibby entered AIS in fifth grade, following in her grandmother’s footsteps, an alumna from 1927. “I came to AIS as a shy young girl, and the school gave me a great foundation for future success. I built up confidence and tried new things. I learned to think critically, take chances and contribute to a team.”
As one of the most senior female executives in a global corporation of 270,000 people, Gibby reflected on the hard work and determination that led to her current role. “I am grateful for the incredible experiences I have had over my thirty-year career. After doing NGO work for the ONE campaign, a global movement to end extreme poverty and preventable disease, Gibby felt motivated to continue making a difference. She had seen the work that Nestlé was doing through Creating Shared Value. When an opportunity arose in the private sector at Nestlé, and she saw their ability to deliver impact at scale and pace, she jumped at the chance.
“I learned how to be a leader in the all-girls environment of Agnes Irwin and am still somewhat amazed to be an executive at an $90 billion company operating in 186 countries around the world. I continue to drive myself to achieve and pursue excellence, but to do it as a team, with a sense of humor, humility, and balance. I also put a lot of energy into supporting and encouraging women who want to advance their careers. And now, with my move to the shores of Lake Geneva in Switzerland, I will finally get to use my French skills. My Agnes Irwin French teachers, Mesdames Barnett and Davis, and Monsieur Ross would be proud!”
COLLABORATIVE
Gisele Roget, Class of 2000
Founding Principal of Overbrook Square Group Yale University, History and Political Philosophy
FROM WASHINGTON, D.C.
“Collaboration is about relationships. I work in Washington, D.C. and when you get here, you realize quickly that you cannot get anything done by yourself,” said Gisele Roget ’00. “I rely on a network of strong connections to get my job done.” Roget’s work in government and public affairs advances financial services policies that empower individuals and communities to build and accumulate wealth. “I have great relationships with Congress, financial regulators and advocacy groups. For me, much of the confidence it takes to collaborate in politics goes back to having been seen and my value recognized at a very formative age at Agnes Irwin.” Looking back, Roget noted that she always admired single sex education and she was thrilled when the opportunity presented itself to attend AIS her junior year. “At Agnes Irwin, I realized that I was in a place where female leadership was encouraged and, sometimes, almost mandated. The school provides you with this cache of positive experiences reinforcing your ability to be a leader and emphasizing your right to have a voice. Then you go forth into a male-dominated career (or any career) and you have this understanding that your voice should be heard. And you carry that forward.”
Her favorite memories of Agnes Irwin? “My Presidential Classroom SSP in Washington, D.C. And of course, I loved studying history with Mr. [Wigs] Frank.” In fact, Frank encouraged her to apply to Yale. “Before he talked to me about it, Yale was not on my radar. His influence was remarkable.” Today, Roget tries to reciprocate this empowerment to young women who connect with her about getting involved in politics. “I say to them, if you have something of value that you can offer, you should offer it. I feel like this country would be even better if there were more women in positions of power in Washington because we have a very valuable role to play in the leadership of our country. When your voice is nurtured early, like it was for me at Agnes Irwin, it empowers you to collaborate with others and incrementally build a better world.”
BRAVE
Gabrielle Ware Mourao, Class of 2010
New Verticals Strategy & Operations at DoorDash Duke University, Economics and Finance
FROM THE UPPER WEST SIDE, NEW YORK CITY
“Being brave is going after something when you’re not sure how it will turn out,” said Gabrielle Ware ’10, who first started thinking about hiking the Appalachian Trail back in 2019. Finally in early 2021, after painstaking consideration (Is this crazy?) and further delays due to COVID, Ware made the decision to leave her career in consulting and set out to hike the 2,193 mile foot trail from Georgia to Maine on her own. While making the decision to embark on this journey, her biggest concerns were falling behind professionally and taking a significant amount of time away from loved ones. These fears were heightened by the low success rate of those who attempt thru-hiking the Appalachian Trail. She considered, “What if I rearrange my whole life only to fail?” Time and perspective helped her come to the realization that success did not have to mean making it to Maine – being brave enough to take on this challenge, especially when it seemed at odds with the status quo, was an accomplishment on its own. While her husband, family and friends were not thrilled initially, they saw her determination and quickly became her biggest supporters.
“Agnes Irwin was an environment where I felt safe and able to speak my mind. My classmates and I cared about each other. I was never nervous to try things or say something,” said Ware, who received many words of support from her AIS classmates and was even joined by two alums who hiked with her when she passed through Pennsylvania. After finishing the trail (which took over four months), Ware “wanted to put [herself] in a position where [she] would learn something new and have more autonomy in a growing company.” She has since started a new role working to scale new business verticals for DoorDash. Her biggest takeaway from this experience is to “trust your gut, even when you’re not sure about the outcome.”
1943
1943 Classmates Kathleen Stull Smith, Ruth Drayton Dodge and Nona Conger Rutherford
THROUGH THE YEARS OF
Agnes Irwin Commencement
THE TIME-HONORED WHITE DRESS TRADITION MOVES FORWARD
For over one hundred years, the white commencement dress has been a time-honored tradition at The Agnes Irwin School. Much like at peer schools around the country, Commencement at Agnes Irwin has long been celebrated in white dresses rather than the academic regalia traditionally worn for a bachelor’s and master’s degree. Symbolizing the start of something new, white was also adopted by American suffragists in the early 1900s. This connection of solidarity continues to this day, with female lawmakers wearing white as a unifying color when they want to make a statement.
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Ardis Joan Carlisle ’64 pictured at her June 10th Commencement with her younger sister Betsy
Agnes Irwin Commencement
Archival photographs capturing AIS graduates lined up shoulder-toshoulder in white dresses evoke an air of camaraderie, grace, and scholarly refinement. Ask any Agnes Irwin alumna about her class’ commencement dress and you will be regaled with stories replete with fondness, nostalgia, and just a few grimaces from those alumnae who graduated during times when the styles were, shall we say, not as timeless as others.
Every fall, for decades, the newest class of seniors came together to preview and choose a mutually agreeable commencement dress style. Several good sports from the grade modeled the dresses for the group to determine how they would fall and fit on different shapes and sizes. After a window for debate, the seniors would reach an agreement and choose that year’s commencement dress. Several months, and a flurry of hemming and
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Members of the Class of 1969 process
HEAD OF SCHOOL SALLY KEIDEL
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Members of the Class of 1971 line up tailoring later, the class walked toward the stage to be awarded their diplomas — a striking procession of young women duplicated in matched white dresses, punctuated only by the pop of the class color in their bouquets.
Enter the Agnes Irwin Class of 2022 — a trailblazing group of eighty young women with a strong sense of self and independent thought. Their moxie could be attributed to their place in a world seemingly defined by nonstop change. So it should come as no surprise that their process for selecting a commencement dress went differently. When this year’s seniors met to discuss their graduation, talks ensued about whether or not the tradition of matching dresses should continue to stand the test of time. Many of the girls had been looking forward to wearing the white formal gowns and taking part in one of the school’s most cherished traditions. Others felt the concept of uniformity was too constraining.
Ultimately, the decision was made that the century-long tradition of matching white dresses needed a bit of progress. It was suggested that there should be more than one dress style — a few options from which to choose would allow the soon-to-be graduates to express their personal style and feel most confident on the memorable day. Additionally, the girls opined that in addition to having dress choices, there should also be a pants option.
While the notion of having a choice is a strong rationale for necessitating change in 2022, students also examined an important historical consideration. Since Miss Agnes Irwin started her school 153 years ago, the meaning and depth of the Agnes Irwin education has grown in leaps and bounds. Does it not stand to reason that the commencement dress should evolve as well?
“Modernizing traditions is not easy,” noted Head of School Sally Keidel. She continued, “It is important to honor the past, but it is
1972 Eve Bullitt Pierce, Alex Wood Del Viscio, and Marion Osmun display their class color
1974 Classmates Lydia Allen-Berry and Sandy Ludlow Splaine Susan Cauffman Butterworth ’76 beams alongside her mother, Barbara Conrad Cauffman ’40, who attended Reunion Weekend 2022 a few months after celebrating her 100th birthday
1987 alumna and current Leadership Advisory Council member Lakshmi Reddy receives her diploma from then-Headmistress Mary Kesler
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HEAD OF SCHOOL SALLY KEIDEL
equally as important to evolve with the times. In the end, I supported the desires of the students to offer several dress selections that would suit everyone including the option for a white pants suit. It was clear to me from listening to the students that it was the right time to update the tradition.” Upper School Director Joy Prince added, “We are proud of our girls for sharing their voices and for doing so in a way that was respectful of their entire class.”
Tenured senior advisor Edward “Wigs” D. Frank II, who is recently retired, served as the unwitting commencement dress peacemaker from 1989-2021. “Part of my role as the Senior Class Dean was helping the students during the dress selection process,” commented Frank. “When I started at Agnes Irwin, what initially struck me about the matching dresses was that, here we are, teaching girls to think for themselves; to be individuals,” he said. “The idea that they would all wear the same dress seemed
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Elizabeth Juda Heyman is all smiles with 1990 diploma in hand
1991 Graduates Colby Fox Paul, Rafhia Foster, Donna Moley Pratte, and Laura McKinley Spriggs pose with their alumnae sisters, Kasey Fox ’89, Taliba Foster ’88, Lisa Moley ’88, and Sara Jane McKinley ’87 1999 alumnae take cover. Pictured are Anna Greenacre, Stasha Gibbs (with umbrella) and Andra Jones
The Classes of 2008 and 2009 graduated during a renovation of Goodhart Hall and held their Commencement ceremonies on the Lower School lawn. Pictured are 2009 classmates Kristin Battaglini and Pamela Bunten Maffett with celebratory purple sunglasses
2009 2011
A duo from 2011 Aeysha Chaudhry and Kara Tomlin
2013
2013 Classmates celebrate their graduation together
2016
The Class of 2016 photographed from above in what has become a traditional shot
2018 2018 Classmates stand together on the Commencement stage
2021
Cami Micheletti, Ayanna Dunlop, Ruthie Njagi, Enshallah Dunlop, and Hanna Askarpour enjoyed an in-person ceremony
UPPER SCHOOL DIRECTOR JOY PRINCE
antithetical. But over time, I came to understand the tradition. It was special that the seniors worked together to decide.”
Sentiments aside, Frank was quick to note that the road to a decision about the dress was not always a straight line. “It was rarely unanimous in my experience,” Frank noted. “As a history teacher, I would bring it back to the principles of democracy — it only works when everyone accepts the vote of the majority.”
Keidel emphasized that the idea of adjusting the matching dress tradition is not new. In fact, she pointed out that conversations about change have been going on for years. Over time, students even found ways to personalize their commencement look: combat boots, sneakers, sunglasses, Mardi Gras beads, and red sparkly headbands all made appearances.
Laura Wheeler Golding ’64 echoed the notion that seniors have been changing the look and feel of the commencement dresses for decades. “When I started at Irwin’s in 1959, the girls commenced in short cocktail dresses. But before the short cocktail dresses were stylish, there were long dresses to start.” In her senior year, 1964, Wheeler Golding was elected class vice president “solely because I was the clothes horse,” she laughed. “I found a dress shop in Philadelphia. At the time, it seemed that doing a long dress would be cooler and more dramatic than a short cocktail dress. The tallest and the shortest girls from our group of thirty-four were the models. We decided on a dress with a little train. We felt quite sophisticated. I also thought that long, white gloves would be fun. Everyone agreed. Some of the mothers said that gloves were for the evening, not for 10 a.m.! So we asked Mrs. Lenox, and she acquiesced to our pressure.”
In the end, the word ‘tradition’ can suggest ‘stuck in the mud.’ But while the tradition of matching dresses has endured, it has not been without progression. In that sense, this year is no different. The road to change may have been paved by decades of young women who preceded them, but for now, the Class of 2022, who demonstrate the ongoing success of an AIS education in producing forward-thinking pacesetters and agents of change, have secured their place in the Agnes Irwin history books.
2022 2022 “Super Survivors” and “Survivors,” who have been students at AIS since PreK and Kindergarten, respectively, pose together wearing various white dress and pants options
The Littlest Owls
AGNES IRWIN’S INNOVATIVE AND COLLABORATIVE APPROACH TO EARLY CHILDHOOD EDUCATION
Last fall, the newest cohort of girls, clad in plaid tunics, gathered in the Agnes Irwin Pre-Kindergarten (PreK) classroom, walking in the steps that previous students have for over 16 years. They were accompanied by their slightly older peers in two Kindergarten sections. Early Childhood Education (PreK and Kindergarten) at AIS is known for its leading approach to all-girls’ education from an institution that values tradition, while leaning into the future. This year’s PreK classroom showcased this combination of respect and innovation while recognizing the needs of students who have lived half their lives in a global pandemic.
Parents and educators alike are aware of the unique challenges related to learning in a pandemic. Recent academic research has noted that early childhood educators redesigned instructional blocks to differentiate for the students with delayed academic readiness skills, especially in reading. Additionally, essential educational experiences for babies and toddlers have been significantly curtailed. Early childhood educators are noting increased speech and language needs, tougher transitions into school routines and larger environments, as well as challenges with parental separation.
Agnes Irwin’s PreK program became part of a focused and intentional reboot based on the Reggio Emilia educational philosophy. This approach introduces the sharing of autonomy between teachers and students, with respect given to the unique perspectives of each individual learner. Lower School Director Elizabeth Elizardi explained, “Every child develops a sense of personal agency, [contributing to a teacher-led] environment where project work originates with the children, with adults acutely tuning into the questions that children are naturally asking.”
Drawing upon their extensive knowledge of each child, teachers make curricular decisions based on developmental appropriateness. This allows for a flexible curriculum that builds trust and emotional support bewtween teachers and students. According to Kindergarten teacher Emily Zachary, “this educational model is rooted in the belief that children are on their own curious and capable and can seek out answers to questions that engage their minds.”
The AIS Early Childhood team remarked that “it’s now more important than ever” to help our youngest learners relate to others and establish the skills needed to look “eye to eye when conflicts arise.” Universally, children are still learning to recognize emotions that had been hidden behind a mask for the past two years. AIS students specifically work to regulate their own emotions through the AIS Let’s Care Program and focus on patience during Yoga Time with school psychologist Lisa Dissinger.
PreK student Aubrey Polonsky holds hands with her senior buddies, Isabel Gopez (left) and Cate Parcells (right)
In 2006, Agnes Irwin launched its PreK, a full day program that was designed so that the young students could enjoy and benefit from developmentally appropriate activities while mastering the knowledge and skills needed for success in Agnes Irwin Kindergarten and beyond. The original PreK elements included a structured day led by teachers providing highly-individualized attention, an enclosed playground reserved just for PreK and Kindergarten, and the iconic blue sun hats embroidered with each PreK girl’s name. The extensive curriculum included emergent literacy and mathematics as well as dedicated weekly time for specials such as music, art, physical education, science, Spanish, and Let’s Care.
No day in the Early Childhood program is complete without lots of play. The best thinking in early education has long touted the benefits of play-based learning— with play serving as the mechanism to help girls understand their evolving world. Play allows students to take on social roles, develop language skills, and interact in a community setting. Lower School Dean Melanie Slezak remarked that “choice and connections that students make are what motivate them to learn. We don’t want academics to be a chore; (students) take an active role in their own education.” Children interact with purposeful play stations focused on writing, dramatic play, literacy, math and science, and sensory or fine motor skills (such as engineering and blocks).
One of the first books this year’s PreK class dove into was the modern classic, If I Built a School by Chris Van Deusen, which tells the story of a young boy who takes his teacher on an imaginary tour of the school of his dreams. This work became foundational to our students’ work.
“We asked the children to compare what they thought PreK at Agnes Irwin was going to be like before they started to what they found the reality of our classroom to be,” said lead teacher Jenny Yocum. After they shared their thoughts, they got down to the business of brainstorming what their dream schools would look like. Out came the crayons! They sketched designs, presented them, energetically called out likes – slides, pools, windows, tents, and food. And dislikes – fierce animals, hot classrooms, dinner at school, and giraffes in classrooms. “They decided that giraffes were too tall to be in school and would knock down the ceiling,” said Yocum.
Finally, the looming question was in front of them—can we build our design for real? The culminating project for the unit involved the building of a sturdy play structure in their classroom. “The house,” as it is called, has become a much-loved hub for imaginative play in the middle of the classroom. Students sanded down wood, added screws and brackets, and decorated the house by adding a weaving loom on two sides so that they could make walls. The physical manifestation of the space has expanded and been explored in different ways. It has been a restaurant, a puppet
theater, a place where the students can read books together, a place to hide while waiting for visitors, basically an imaginative environment that prioritizes their ideas. It is theirs. “They decide how they want to play in it. It is such fun!” said Yocum. “The way children learn in early childhood development is a very important foundation for navigating the academic rigor that lies ahead,” said Yocum. Research shows that those who are in play and discovery-based programs are more likely to excel at academics in their later years. Later in the year, the Magic Treehouse books by Mary Pope Osbourne spurred a new wave of curiosity. Enthralled by the idea of a mummy, the children asked, “Where do mummies come from?”– and this question led to a two-month exploration. Once a week, they carved out dedicated time to discuss aspects of mummies and ancient cultures. They came up with their own deities, made pictures of themselves as pharaohs, took a virtual tour of the Valley of the Kings, studied maps, and looked at photos of mummies. “They even mummified some of the classroom stuffed animals – and each other,” Yocum laughed. When it is time to explore outside of the classroom, the youngest students are introduced to older students and other campus buildings and spaces – this year, these “field trips” included exercising in the Pew Family Fitness Center and sitting in on an eighth grade science class. Each “The way children learn week they also spent time with their fourth grade lunch helpers. A 12th grade/senior buddy was in early childhood assigned to each PreK student, with regular development is a very important opportunities to spend time together during the course of the year. These exposures and relationships with older students give PreK girls a sense foundation for of what is ahead of them so they can see themnavigating the academic rigor selves in new rooms and places. “This gives them a great sense of belonging and confidence,” said Yocum. The purpose of the AIS Early Childhood that lies ahead,” Program continues to be laying the foundation of
LEAD TEACHER JENNY YOCUM independence, resilience, and confidence for first grade and beyond so that our little owls will be well prepared to raise their hands high.
Commencement
JUNE 9, 2022 | CLASS OF 2022
On June 9, the Class of 2022 took the stage for the last time as Upper School students and left as Agnes Irwin’s newest alumnae. Head of School Sally Keidel remarked, “As you prepare to embark on your next adventures, I hope you will draw strength from what you accomplished over the course of your Agnes Irwin School years, always remembering to … stay close to one another. You will be amazed by how your classmates grow and what they accomplish. There is tremendous value in your connection to one another.”
This year’s Commencement address was delivered by Leslie Park ’92, a graduate of Yale University and the New York University School of Law who is currently general counsel at Dalberg Catalyst. Park centered her speech on three important life lessons she has learned from playing competitive poker. “Lesson one: Be bold and take risks,” Park told the class. “You will never know what you’re capable of until you take risks and test your boundaries. Lesson two: Be tough and have courage. Toughness and grit are the qualities you need in life to achieve your goals. Lesson three: Reflect and know who you are. Knowing who you are will help you understand your own motivations, your values, your strengths, and your weaknesses. It will help you find your place in the world – how you want to spend your time and who you want to spend it with.”
Student-elected speaker Samantha Kania ’22 reflected on her time at Agnes Irwin. “The Class of 2022 experienced an irregular and challenging three years due to the pandemic. Converting an overwhelming experience into a positive one, we took this time to grow into a close-knit grade. As the days before commencement became numbered, I finally understood why Agnes Irwin had always felt like a second home. I have grown up with my classmates. I have watched them learn how to read. I have watched their personalities develop. I have watched them dive into their passions and … score game winning goals, grow confident and fight for their beliefs. I have watched their intelligence impress faculty. Agnes Irwin has always felt like a second home because of my classmates. The Class of 2022 is, and will always be, my home. To the Class of 2022, something beautiful lies ahead. I can’t wait to see where life takes you all.”
CLASS OF 2022 | Commencement
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The Class of 2022 celebrates Commencement on June 9, 2022. 1. Chelsea Seegers poses for a selfie with her fellow classmates 2. Head of School Sally Keidel addresses students and families 3. Chelsea Seegers, Jada Cherry, and Arielle Bennett process 4. Seniors display their hydrangea and rose bouquets in hues of green, the 2022 class color 5. From left: Maeve Roarty, Marston Mankovich, Mia Skyman, Olivia Heldring, and Emma Twitmyer enjoy the Commencement brunch 6. Leslie Park ’92 delivers the Commencement address 7. Heidi Gresh and Colby Macaione join the processional 8. Sara Yamada performs with the Bel Cantos 9. Carolina O’Mara and Chloe Saulnier celebrate 10. Speaker Samantha Kania reflects on her time at Agnes Irwin 11. The Board of Trustees and faculty process into Commencement 12. Ava Sim and Nia Elie celebrate 13. Members of the Class of 2022 are all smiles with their diplomas
Commencement | CLASS OF 2022
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1. From left: Caroline Lipscomb Ernst ’90 with daughter Katherine Ernst, Kim Coulson ’89 with daughter Colby Macaione, and Alexandra Baker Conners ’84 with daughter Ella Conners 2-6. Seniors celebrate the end of their Agnes Irwin journey at the kilt signing, Senior Drive Around, and Senior Run Around.
CUM LAUDE SOCIETY
On May 11, fifteen Agnes Irwin seniors were inducted into the Cum Laude Society at an assembly led by Rita Davis, President of the AIS Chapter, for achieving excellence in the most rigorous course of study. Keynote speaker Meridith Pollie ’13 delivered an inspirational speech filled with wisdom about the depth and meaning of an Agnes Irwin education and the friendships made here.
The Cum Laude Society inductees were: Reilly Brennan, Aaliyah Gauthney, Devon Glaser, Jacqueline Heinerichs, Olivia Heldring, Ariana Karalis, Annabelle Kress, Maeve Roarty, Chloe Saulnier, Ava Sim, Mia Skyman, Sarah Toth, Emma Twitmyer, Sara Yamada, Xingrui Yan
ACADEMIC DEPARTMENTAL AWARDS
The Agnes Irwin School History Prize Olivia Heldring The Alumnae Association English Prize Olivia Harrison
The Agnes Irwin School Modern Language Prize
Jada Cherry, French; Sarah Toth, Spanish; Ashleigh Weigle, Chinese The Edith C. Gall Science Prize Emma Twitmyer The Bertha Laws Classics Prize Kimberly Tyson, Latin The Phyllis Belisle Mathematics Prize Sarah Toth The Agnes Irwin School Arts Prize Arielle Bennett
Phi Beta Kappa Association
of the Delaware Valley Sarah Toth
Scan this QR code view the
Class Night Awards
CLASS OF 2022 | Commencement
Congratulations, Class of 2022!
Our 80 graduates will continue their education at America’s most selective colleges and universities as well as internationally-renowned institutions abroad.
60+
institutions awarded scholarships to our seniors
356
offers of admission at 174 colleges and universities
21%
are recruited athletes and will play their primary sport in college
American University The American University of Paris Boston College (3) Bryn Mawr College Bucknell University Case Western Reserve University Catholic University of America Chapman University Colgate University Columbia University – Jewish Theological Seminary Connecticut College Cornell University (2) Dartmouth College Denison University Dickinson College Drexel University Georgetown University (2) George Washington University Hamilton College Harvard University High Point University International University of Monaco Johns Hopkins University Miami University, Ohio The New School New York University (2) Pennsylvania State University (2) Reed College Rensselaer Polytechnic Institute Rollins College San Diego State University Southern Methodist University Syracuse University (3) Texas Christian University Towson University Trinity College (2) Tufts University Tulane University (2) University of CaliforniaDavis University of CaliforniaIrvine University of CaliforniaLos Angeles University of Connecticut (2) University of Denver University of Florida (2) University of Hartford University of Maryland University of Miami (3) University of Michigan University of New Haven University of North Carolina at Chapel Hill University of Notre Dame University of Pennsylvania (2) University of Pittsburgh (2) University of Rochester University of Southern California (2) Vanderbilt University Vassar College Villanova University Virginia Polytechnic Institute and State University Xavier University Xavier University of Louisiana
Parents’ Council
The Agnes Irwin Community Comes Together Again
After two years of virtual and reimagined events, Parents’ Council, led by Nissa O’Mara P ’22, ’24, President, and Event Coordinator Beth Yocum P ’27, ’29, went the extra mile to plan good fun and community togetherness. A new event called Band, Bubbles, and Beer kicked things off on a sunny October afternoon with a soldout gathering for parents on the lawn outside the Lower School where guests enjoyed live music by Under the Oak, food trucks, and cocktails. Co-Chair Alison Hastings P ’20, ’24, ’27 was thrilled with the robust turnout, stating, “Clearly our community missed being together. It was a great day to reunite and meet new friends after time apart.”
AIS golfers enjoyed an outing at Sunnybrook Golf Club thanks to chairs, Megan and Peter Boss P ’26, ’32, Christina and David deForest Keys ’97 P’28 and Sheridan and Tom Doherty P ’25. The team of Christian Bullitt P ’27, ’28, Frank Coulson P ’29, Dave Grau P ’25, and David McCoy P ’26, ’28 won the sought after Agnes Irwin Cup.
Other events included Spirit Fair, an afternoon of games, raffle baskets, and activities for the school community and, for the first time, the sale of spirit gear for AIS/EA Day. The annual Owlidays holiday shopping event and cocktail party at Eagle Village Shops was a huge success, breaking event records for attendance. More than 175 members of the AIS community came out for Family Skating Night at Philadelphia Skating Club and Humane Society in Ardmore. A fun movie night at Bryn Mawr Film Institute and Faculty and Staff Appreciation lunches topped things off before Spring Break.
In April, a Roaring 20s themed RaisE brought parents, faculty, and staff out in flapper dresses, feathers, and fedoras for an evening of casino-style table games, cocktails, dinner, and great company. More than $165,000 was raised, in large part to sponsorships donated by more than seventy families.
May brought May Fair, the beloved, time-honored Agnes Irwin tradition where the Lower School students performed dances around the Maypole and enjoyed a fair run by Parents’ Council that included games, food, crafts, face painting, and a photo booth.
“The work and dedication of our parent volunteers cannot be overstated,” said O’Mara. “Our volunteers invest their time and talents to conceive of and produce such fun things for the community to do together. We are so grateful.”
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1. AIS Golf Outing, Andi Lucas Schmerin ’07, Head of School Sally Keidel, Julia Kane, co-worker of Ashley Stewardson McGuiness, and Ashley Stewardson McGuiness ’06 2. Band, Bubbles, and Beer on the Lower School lawn 3. Sal Calabrese P ’29 and Todd Johnson P ’23, ’25 hit the craps table 4. Parents’ Council President Nissa O’Mara P ’22, ’24, RaisE Co-Chairs Sheridan Doherty P ’25, Ann Thorkelson P ’32, and Megan Boss P ’26, ’32, with RaisE Parents’ Council Event Coordinator Beth Yocum P ’27, ’29 5. Lindsey Bernhardt P ’24 with Head of School Sally Keidel P ’27 6. Frank Coulson P ’29 and Taliba Foster ’88 P ’23 7. Roaring 20s themed RaisE
