Summer 2021
TRADITIONS RETURN
DOUGLAS BENEDICT / ACADEMIC IMAGES
Fourth graders weave the maypole, a springtime tradition at Agnes Irwin since 1951. This year, fifth graders also took part in a special maypole dance with their class — see photos on page 20.
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From the Head of School
Celebrating Our Community EDITOR Amanda Mahnke Assistant Director of Marketing & Communications
CONTRIBUTORS Samantha Amadio Marketing & Communications Specialist
Megan Boyle Flinn ’87 Contributing Writer
Shelly Hillman Marketing & Communications Storyteller
Alison Monzo Director of Programs, Center for the Advancement of Girls
Brooke Norrett Corr Director of Alumnae Relations ’95
DESIGN Melodee Dill Stephens PHOTOGRAPHY Samantha Amadio Douglas Benedict / Academic Images Shelly Hillman Amanda Mahnke Donna Meyer Jim Roese THE AGNES IRWIN SCHOOL Ithan Avenue and Conestoga Road Rosemont, PA 19010-1042 agnesirwin.org Grades PreK–4 Tel: 610-801-1340 Grades 5–12 Tel: 610-801-1869 FRONT COVER Head of School Sally Keidel drives a gator around the Lower School loop as students and faculty cheer on Mr. Wigs Frank, honoring his 36 years of teaching and mentorship at Agnes Irwin. Mrs. Keidel, upper schoolers, and even some faculty donned khakis, blue shirts, and ties (along with some wigs!) to celebrate Mr. Frank, who retired at the end of the school year. Learn more on page 35.
Welcome to the Summer 2021 issue of Agnes Irwin Magazine. Every school year is special, but this year even more so. What began as a year filled with uncertainty and a commitment to in-person learning ended with the celebration of important milestones and beloved traditions. My heart was filled with joy watching May Fair dances, a reimagined Medieval Night, and a class dance for the 8th graders celebrating their Middle School closing ceremonies. We held a beautiful Commencement for our special seniors. The 151st Class of 2021 kicked off the school’s second sesquicentennial this past year with resilience and a can-do spirit. It was not the year they imagined, but they filled us with hope and optimism with their leadership, positivity, and flexibility. We bid farewell in June to some extraordinary retiring educators who collectively served The Agnes Irwin School for 105 years. Their dedication and passion for teaching leaves a legacy to inspire the talented new faculty and administrators who begin their AIS journey this summer. Among them is Joy Prince, a teacher-leader with over 30 years of experience who joins us from the Atlanta Girls’ School as Upper School Director. Joining her is Nico Washington, Chief Financial Officer, Allison Price, Director of Enrollment Management, and Jubin Kwon, Director of Marketing and Communications. Our new administrators arrive on a campus buzzing with excitement about the 20212022 school year. Lower School math teachers are implementing a forward-thinking curriculum designed to expand language through mathematical mindsets. Also set to launch this fall is a new Middle School schedule, one that is intentional about balancing the developmental needs of middle school girls with the challenge of our academic program. And with 18 new course offerings in the Upper School for 2021-22, including Asian Studies, Confronting Bias, Working Toward Equity, and Engineering 2: Smart Systems & Applications, there is something new to explore for every girl. Until then, please enjoy the remaining weeks of summer and take some time to recharge. We look forward to welcoming our new families and new faculty and staff, as well as greeting alumnae and parents back on campus as we gradually return to hosting in-person events once again. We are fortunate to count all of you in our community, and we have missed having you here. The privilege of welcoming you back to campus will make the 2021-2022 school year all the more sweet.
Sally B. Keidel
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CODING CHOREOGRAPHY Second graders take on their own May Fair project: building tiny maypoles (complete with blue and yellow ribbons!) in the iWonder Lab, tracing a route on paper, and programming their mini-robots to follow it.
Summer 2021
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| FEATURES |
Photos: Spring 2021
Contents
| DEPARTMENTS | 4
Big Picture
7
Digest
14
Visual & Performing Arts
This spring, beloved spring traditions like May Fair, 6th Grade Medieval Night, and Class Night returned to AIS. See more photos of our spring.
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Athletics Center for the Advancement of Girls
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18 34
Retirees
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Alumnae
Making Math Make Sense A new math curriculum launched in Lower School encourages girls to become true mathematical thinkers by empowering them to make their own discoveries about how math works.
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Building Confidence Through Assessment This year, Lower School science teacher Julie Haines took part in the National Coalition of Girls’ Schools Global Action Research Collaborative, investigating how allowing girls to choose their own style of assessment contributes to increased student confidence in their learning.
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Welcoming New Administrators Say hello to some of the new faces at AIS this year, including our new Upper School Director.
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Commencement The Class of 2021 celebrated Commencement together on campus June 10, with retiring teacher Mr. Wigs Frank giving his own “senior assembly” as Commencement speaker.
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Big Picture CREW
Pulling Together Crew’s varsity quad practices on the Schuylkill River in May. In a COVID-shortened season, this boat placed 2nd at City Championships and 5th at the Stotesbury Cup Regatta in the Varsity Quad category. The future is bright for AIS crew next year!
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JIM ROESE
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SCIENCE UNEARTHED
DOUGLAS BENEDICT / ACADEMIC IMAGES
Lindsay ’25 holds a radish, newly harvested from the raised vegetable beds being tended by 8th grade science students.
Summer 2021
Digest
SPEAKERS
Making “Her-story” at Agnes Irwin “Leadership from women is for everyone.” The words of Billie Jean King — former world #1 tennis player, champion of equality, and founder of the Billie Jean King Leadership Initiative — resonated with the nearly 700 attendees of Making “Her-story.” The event, originally planned as a part of last year’s 150th Anniversary Celebration, took place virtually during Agnes Irwin’s equally historic 151st school year. King joined fellow trailblazers Tory Robinson Burch ’84, founder of the Tory Burch Foundation and executive chairman and chief creative officer for Tory Burch LLC, and Neveen H. Mahmoud ’07, producer, entrepreneur and production manager for The Agnes Irwin School’s 150th Anniversary, for this special virtual conversation and live Q&A opportunity on January 22, moderated by Camille J.L. Seals, Agnes Irwin’s Assistant Head of School for Academics & Inclusive Excellence. Making “Her-Story” drew a virtual crowd of AIS students, parents, faculty, staff, and alumnae, as well as attendees from across the globe. Over the course of the panel and live Q&A, panelists explored the question of how great leaders approach building wholly inclusive environments that foster a sense of belonging for people from all walks of life. The panelists touched on defining their sense of purpose, reflecting on their personal values, important figures in their lives, the impact of a newly inaugurated female vice president, balancing multiple identities as leaders in activist spaces, understanding the power of failure, and fostering a sense of community and belonging. This free event was made possible though the generosity of The Lily Foundation.
KEY TAKEAWAYS FROM MAKING “HER-STORY” Inclusive leadership harnesses the power of relationships and community — and promotes diverse ideas and viewpoints. “For me, it is about community,” said Billie Jean King. “You just want this world to be a better place for everyone, and everyone to be included. … We’re all in this world together. It’s important to listen, and to hear each person’s story.”
Leadership from women is for everyone and benefits everybody. In the words of Tory Burch, “Women are the answer. I truly believe that. They will change the world, and they are as we see it.” Billie Jean King agreed, highlighting the importance of young men seeing women in leadership, such as Vice President Kamala Harris.
Women need to redefine the term “ambition,” and be bold enough to vocalize what they want and need — without fearing the inevitable “no.” “I have learned in my work as an entrepreneur that you have to be unapologetic,” remarked Neveen Mahmoud. “If you’re going to want to do something in this world, you have to ask people to join you.”
Having integrity, being principled, and maintaining good character are crucial traits needed to positively impact the world. “Everything starts with integrity,” Billie Jean King said. “Character is something that is revealed. It’s what you do when no one’s watching [that] is the most important thing to remember.”
Nearly 700 people from the AIS community and girls’ schools around the country tuned in on Jan. 22 for the livestream of Making “Her-story.” From left: Moderator Camille Seals, Billie Jean King, Tory Robinson Burch ’84, Neveen Mahmoud ’07.
View a recording at agnesirwin.org/makingherstory. Learn more about future events open to the AIS community at agnesirwin.org/events.
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Digest | LOWER SCHOOL
INTERDISCIPLINARY STUDIES CIVICS
Order in the Court! In May, fourth graders wrapped up their yearlong study of civics with a mock trial for the case of the State of Pennsylvania vs. Goldi Locks. The two classes represented the prosecution and defense, respectively, and prepared their jurors, witnesses, and attorneys. Throughout the process of learning about government, the different branches, and how the justice system works, students discovered that there are no “star roles,” and that all duties are important to a fair trial. They also experienced the difficult task that jurors have in remaining objective and coming to a verdict based solely on evidence and courtroom testimony — and how attorneys can shape a case’s story through the questions they ask of their witnesses and the evidence they bring into the courtroom.
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Kindergarten Explores Puerto Rico Birds, monkeys, and boa constrictors — oh my! Kindergarteners recently “visited” Puerto Rico, drawing on their knowledge of social studies, Spanish, music, and zoology as they learned about the island’s history, practiced their language skills, and even explored El Yunque National Forest! They spotted rhesus monkeys, parrots, boa constrictors, murciélagos (aka bats), bananaquits (a yellow bird species), and some coquí frogs on a scavenger hunt with Mr. Seaton.
ECONOMICS
Makers Make a Difference Budding third grade entrepreneurs put their knowledge of economics to the test in May for the Third Grade Maker Market. After studying the basics of economics this year, students established their own small businesses, created products, and sold their commodities to the AIS community. From hair bows and AIS bracelets, to dog treats and face paints (including a product demonstration), it was a cornucopia of fun. Afterwards, students counted their earnings, subtracted investments, and donated the profits to Main Line Animal Rescue.
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LOWER SCHOOL | Digest
SCIENCE
Celebrating STEAM Pioneers
LANGUAGE ARTS
In science class, fourth graders put their research skills into action to highlight pioneering African American women in STEAM fields. Girls researched the lives and scientific contributions of innovators like mathematicians Katherine Johnson & Shirley Jackson, and astronaut Jeannette Epps, then shared their research with the class. Students also connected their findings to our Leadership Toolkit, identifying attributes that each woman displayed — the most prevalent being resilience in the face of adversity.
A Tea-riffic Time First graders celebrated their successes this May at the annual Authors Tea, where each girl read one of her own personal narratives, how-to books, opinion pieces, poems, or informational writing. Parents joined virtually to hear creative acrostic poetry, persuasive pieces (including why french fries are the greatest food), and even “My Parents Are the Best.”
STEAM
Kim Walker Recognized for STEAM Leadership K i m Wa l k e r, L ow e r School Director of Technology Integration and Innovation, was highlighted by Ozobot as their Educator of the Month for January. Last fall, Mrs. Walker led Lower School’s launch of a 1:1 robotics program for grades two through four using the Ozobot platform, as well as a 1:1 program for 1st grade using screen-free KIBO robots. “Research suggests that women are underrepresented in STEAM fields and careers. At Agnes Irwin, our STEAM programming is designed to ignite creativity and curiosity and directly address the STEAM gender gap,” Mrs. Walker shared in the interview. “By establishing a program that spans PreK all the way to grade 12, we can create a supportive STEAM ecosystem that responds to the needs of our students at different stages of their development.”
SOCIAL STUDIES
Investigating Inuit Life This spring, first graders explored the Arctic Circle, studying geography and animal populations, as well as the culture and customs of the Inuit people of Canada and Alaska. They examined the Inuit’s important relationship with the land and ocean, and researched key aspects of traditional culture, such as hunting for food and clothing, dancing, throat singing, native art, spiritual life and legends, and even dogsledding. Each girl researched a topic of her choice and translated her new knowledge into a colorful poster.
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Digest | MIDDLE SCHOOL
HISTORY
Historians in Action
STEAM
Coding Creations Did you know that our eighth graders code on a weekly basis? Their latest projects combined sustainability and coding to design, build, and program cardboard robots, using their Hummingbird robotics kits. Students put their STEAM skills to the test to create tiny working drummers, Little Bots with movable heads, a working crank that closed a box flap, and even a dancing Jitterbug!
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This spring, 18 eighth graders were recognized for their entries to the National History Day Regional Competition, coordinated by the Chester County History Center. Three hundred entries were submitted county-wide, and of Agnes Irwin’s 41 participants, 15 earned spots at the state competition, with three receiving honorable mentions. The 2021 contest theme, “Communication in History: The Key to Understanding,” asked students to consider how people interact with one another and exchange information, as well as how communication methods have changed over time and how they impact the present. For Agnes Irwin students, this included the creation of a virtual museum featuring papers, exhibit posters, documentary videos, and websites, all of which analyzed the circumstances and messages surrounding historical events and figures. Topics included Cold War propaganda, JapaneseAmerican internment camps, how leaders in the women’s suffrage movement used speech to advocate on behalf of others, and the role that communication has played in important anti-discrimination and civil rights events. Middle School history teacher Corey Willingham used the NHD competition as a long-term, collaborative U.S. history project. “I am always looking for opportunities to have the girls practice their research, organization, and historical argument skills,” she said. “National History Day provides a competitive environment and allows the girls to connect with other middle school historians in our region.”
AGNES IRWIN MAGAZINE
Congratulations to all our National History Day participants, and especially to our state competitors and honorable mentions:
Junior Group Exhibit First Place: The Underground Railroad: Quilt Codes — Caroline Chisholm, Claire Sexton, Cassidy Vollmer Third Place: Underground Railroad — Katherine Hubschmidt, Sophia Rodack, Gabrielle Seibert
Junior Group Website First Place: Greensboro Sit-Ins of 1960 — Julia Ann Gardenhour, Osayamen Oraegbu, Nylah Urquhart Second Place: Murals in Philadelphia — Britty Page, Brook Wolitarsky
Junior Group Documentary Third Place: The Civil Rights Movement vs. Black Lives Matter — Maya Bright, Paris Holiday, Siyah Lewis Honorable Mention: Lucretia Mott — Hafsa Kanchwala, Chloe Pedrotti
Junior Individual Website Honorable Mention: Rosie the Riveter — Kiran McCormick
Junior Paper Second Place: How Modern Communication Devices Affect African American History — Rachel Avery
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MIDDLE SCHOOL | Digest
COMMUNITY
$100,000
The number of dollars middle schoolers “invested” this spring as they took to the virtual trading floor to compete in the Securities Industry and Financial Markets Association (SIFMA) Stock Market Game.
In Ms. Abate and Ms. Connelly’s math classes, students invested a fictitious $100,000, then bought and sold stocks over a 10-week period in this online simulated game. Throughout the process, students build a fundamental understanding of financial literacy and investing, while honing their real-world skills and practice in math, English, economics, and social studies. Groups consult financial tools, such as Yahoo Finance, in order to track their portfolio progress, learn the optimal investment time, calculate fiscal returns, and consider variables based on the gains of other investors. Ms. Abate, who has used the competition as a learning tool throughout her teaching career, notes that this opportunity “is great for enriching students and enhancing their higher-order thinking skills, along with their math knowledge.”
CLASSICS
Fifth Grade Visits Mount Olympus In May, 5th graders arrived at school dressed as Greek gods and goddesses that they learned about in their Ancient History class, in celebration of Greek Day! They designed paper mosaics, drew on their STEM skills to engineer model chariots, and acted out Greek myth-based plays that they worked on in theater class. Girls joined Team Sparta or Team Thebes in PE class for long jump, relay races, discus throwing, and 50-yard dash events. Can you guess which Greek gods and goddesses are featured below?
Values on Display Following the Middle School’s return from spring break, they were welcomed by the cheerful doors they decorated for the Middle School Parliament Door Decorating Competition. Each Parliament dressed its door according to their class color and assigned Core Value: Community (5th grade), Respect (6th grade), Excellence (7th grade), and Character (8th grade). Congratulations to Ms. Teredesai’s 7th grade Parliament, whose blossomthemed door earned them a pizza lunch and free sweatshirt day!
SCIENCE
Tapping Into Knowledge Mr. Miller’s eighth graders dove into spring by tapping the sweet gum tree on the Lower School field. The grade first learned about the sun’s role in the changing seasons, gardening, and the creation of tree sap. They drew on their knowledge of cardinal directions and the sun’s placement throughout the day to identify the ideal location for their setup, used power tools to drill a hole, inserted a spile to funnel the sap, and attached their collection buckets.
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Digest | UPPER SCHOOL
SCIENCE
Students Fight Superbugs
LEADERSHIP
Bring on the Butterflies! Agnes Irwin has a newly-planted butterfly garden, thanks to the work of our student ECO Board and some faculty and staff volunteers. The community-centered project, which was spearheaded by Shreya Kalra ’21, will provide a hands-on opportunity for students to learn about sustainable agriculture — all while attracting our pollinating friends and enhancing the beauty of campus. Shreya hopes that future flowers and even tea leaves from the garden can be sold to raise money for environmental causes.
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Microbiology students presented the final results of their year-long antibiotic discovery projects, as part of the scientific crowdsourcing Small World Initiative. As part of the course, students collected soil samples from local environments and isolated the bacteria, tested their findings against clinically relevant microorganisms, and reported their findings to SWI, who will use the data to seek alternative therapies for antibioticresistant bacteria. Throughout the year, students gathered soil samples from areas around the school and their homes, observed bacterial growth, then tested the soil against some of the most common microbial organisms in order to determine if the specimens contained pathogen-combating antibiotics. While students did not discover any antibiotic-producing soil caches, they affirmed the importance of this type of research in preventing the spread of resistant bacteria. CLASSICS
3D BC Latin III Honors students researched and re-created a 3D topographical map of a specific location related to ancient Rome and displayed it in a miniature exhibition box. Once research was completed on various locations — including ancient Greece, the Italian peninsula, and the city of Rome — students made salt-dough as the base material for the physical construction of the map, painting it and adding labels once it was dry. Students shared their work and participated in a scavenger hunt, and even watched the eruption of Mount Vesuvius.
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Sofia Yang ’21
Samantha Hark ’22 Raquel Coren ’21
Students in the News In April, the Main Line Times recognized two AIS girls for their academic and athletic performances, respectively. Sofia Yang ’21, named Student of the Week, is a world traveler and polyglot, who founded the Virtual Global Exploration Club and Taste of China Club at AIS. Samantha Hark ’22, named Girls Athlete of the Week, began her high school athletic career as a starting defender on the Agnes Irwin varsity lacrosse team, and since then, has gained a team reputation for anticipating her opponents’ moves as she quarterbacks for the Owls. In June, Raquel Coren ’21 was named a runner-up in the New York Times’ Eighth Annual Student Editorial Contest! Raquel’s essay “The Whitewashing and Appropriation Behind Trendy Spirituality” was named one of the 16 runners-up of the contest out of over 11,000 entries.
UPPER SCHOOL | Digest
SPECIAL STUDIES
ACHIEVEMENTS
Exploring Impact In April, Upper School students delved into three days of listening, learning, and reflecting on their roles in the global community, as part of Agnes Irwin’s Impact Symposium 2021. The Symposium, which served as a pandemic-year re-imagining of the Special Studies Program, engaged students in research, conversation, and critical thinking about clean energy, economics, education, equality, health and well-being, and stewardship and sustainability — six key themes that align with the United Nations’ 17 Sustainable Development Goals. With a focus on urgent solutions for urgent times, students sought to answer a fundamental question: How can I have an impact on the glocal [ global and local] community? S t u d e n t s d ove d e e p i n t o re s e a rc h i n g , collaborating, and developing creative projects, including children’s picture books about environmental issues, multiplatform social media campaigns to raise awareness of issues faced by BIPOC students, artwork addressing COVID-19’s impact on the mental health of teens, and a board game designed to educate players about income inequality and its effects on health. “When we graduate Agnes Irwin girls into the world, we want them to feel empowered to make an
Juniors Accepted to Quantum Computing Course
impact,” said Camille Seals, Assistant Head of School for Academics & Inclusive Excellence. “Activism, and being a change agent, in its simplest form is this: helping students discover the issues that matter to them based on their own values and what they believe is important; building efficacy and their belief that they are capable of impacting the world; and equipping them with the knowledge and tools they need to be the change they wish to see.”
ENGLISH
Depicting Dystopia
Ava Sim ’22 and Emma Twitmyer ’22 have been accepted into The Coding School’s year-long quantum computing course in collaboration with IBM Quantum. They will be introduced to the field of quantum, including quantum mechanics, quantum computation and quantum algorithms in this virtual, introductory course that is taught by MIT and Oxford researchers and sponsored by IBM Quantum. Ava and Emma are among the earliest students globally to gain this in-depth knowledge in quantum computing from The Coding School.
Seniors in Mrs. Verdeur’s Utopian/Dystopian Literature class concluded a semester-long elective course by writing a dystopian tale of their own. After learning about the structures and types of stories found in this literary genre, the class discussed George Orwell’s 1984, as well as Parable of the Sower by Octavia E. Butler. Students then researched real-world societal warnings — such as the effects of climate change, censorship, and the advances of artificial intelligence — and chose one to explore. Their fictional societies experienced the full effects of climate change, faced the repercussions of seeking censored and deleted information, determined life or death based on standards of beauty, and witnessed an AI robot take control of the country. Students even designed their own book covers for their soon-to-be bestsellers.
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Visual & Performing Arts
MUSIC
| THEATER | STUDIO
PERFORMING ARTS
Innovating the Art of Performance THIS SCHOOL YEAR REQUIRED EVEN MORE CREATIVITY AND INNOVATION FROM OUR PERFORMING ARTS STUDENTS, WHO HAD THE CHALLENGE OF FINDING A WAY TO PERFORM DANCE AND THEATER WITHOUT BEING PHYSICALLY IN FRONT OF AN AUDIENCE.
THEATER
Upper School theater students rose to the challenge with The Importance of Being Earnest During a Pandemic, performed over Zoom. A comedic rewrite of the original by Oscar Wilde, the play featured eight Upper School students taking on roles gently mocking the British upper class, a hallmark of Wilde’s work.
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DANCE MOTION
This year, Dance Motion presented an entirely student-run virtual dance performance called “Dreams Come True,” featuring student-choreographed selections from Disney films. The 12 upper school students spent several months rehearsing, recording, and editing their dances — including selections from Disney classics like Beauty and the Beast and The Aristocats, to Pixar films like Finding Nemo. The show also featured performances set to music from some more unexpected Disney acquisitions, including a tap dance to the theme song of The Muppet Show and a lightsaber dance set to instrumental music from Star Wars.
SECOND GRADERS EXPLORE LOCAL HANDCRAFT TRADITIONS We’re “sew” proud of our creative second graders, who created their own lookalike textile dolls this spring. Their art project with Ms. Siembora stemmed from their social studies unit on Pennsylvania and local areas, with special focus on the tradition of handmade goods among the Amish, Mennonite, and Pennsylvania Dutch peoples. Girls put their new textile skills into action to create miniature versions of themselves! STUDIO ART
Media Arts Explores “Visualizing Black America” In February, students in Ms. Miller’s Media Arts II class embarked on a data visualization project, with the ultimate goal of designing infographics about a topic of their choice. To ground their study in the history of data visualization, students studied “Visualizing Black America,” a series of data portraits presented at the 1900 Paris Exposition by sociologist and civil rights activist W.E.B. Du Bois. The work (much of which was designed by Du Bois’s students) was groundbreaking in its use of color, form, and typography, but was largely overshadowed by European schools and designers — who, years and even decades after the Paris Exhibition, produced similar styles of work with much greater recognition in design history. As students prepared to brainstorm their own data visualization projects, Ms. Miller reflected on the history of social design activism, and encouraged students to take note of the innovative methods used to make the exhibit’s data digestible, emotionally resonant, and interactive. “This lecture and the discussions we had in class helped to frame student learning and understanding about the importance of social design activism and visualizing information effectively and creatively to generate change,” Miller said.
For her data visualization project, Meklit Tedla ’23 chose to focus on facts surrounding the crisis taking place in the Tigray region of Ethiopia.
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Go Owls!
Agnes Irwin’s Varsity Lacrosse team clinched the Inter-Ac tournament championship win in a dramatic finish on May 22 against William Penn Charter. With the game tied 7-7 and 37 seconds on the clock, junior midfielder Sydney Wilson scored, securing the Owls’ victory. This season’s Inter-Ac Tournament Championship adds to the Owl’s impressive success over the past ten years. The team won the 2017, 2018 and 2019 Inter-Ac Championships and the 2015, 2017 and 2018 PAISAA Championships.
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Athletics
LEADERSHIP
Owls Welcome Local Legend to AIS After 17 years at the collegiate level, a local legend is returning to her roots in the Inter-Ac. This summer, Haverford College Head Basketball Coach Bobbi Morgan will join Agnes Irwin as Varsity Basketball Coach and Assistant Athletic Director. Coach Morgan leaves Haverford College “as the most successful coach in program history,” the Delco Times writes. “In 13 seasons, she compiled a 195-120 record and guided the Fords to nine straight winning seasons, three Centennial Conference regular-season titles, three tournament championships, and four trips to the NCAA tournament. Haverford had not had a winning season before she arrived.” Coach Morgan began her coaching career at the Academy of Notre Dame, and brings over 34 years of exceptional coaching accomplishments at the high school and college levels. Her Haverford and Cabrini University teams made five combined NCAA tournament appearances, and during her time at Haverford High School, her teams won six Central League championships. She was named Centennial Conference Coach of the Year three times and the WBCA Region Coach of the Year in 2014. At Agnes Irwin, her role as Assistant Athletic Director will include a strong focus on leading the Middle School athletics program. “I love coaching and teaching and I have enjoyed working at every level, but my years coaching in high school were some of the most rewarding of my career because of the amazing transformation and growth that takes place during those years,” Coach Morgan shared. “I was drawn to Agnes Irwin because of its commitment to empowering girls in all aspects of their lives. I also sense a true commitment to athletics from everyone I have met here and that means so much to me... I am looking forward to joining the community and to the challenge of helping the girls’ basketball program grow and become competitive in the Inter-Ac League and beyond.”
“Coach Morgan has led every team, at every stop to competitive success — but most importantly, she has inspired countless young women to develop lifelong skills that serve them both on and off the court.” COURTNEY LUBBE, ATHLETIC DIRECTOR
COLLEGE
Student-Athletes Commit to College Athletics Nine members of the Class of 2021 will pursue their primary sport in college, representing 13% of the graduating class. Top row, from left: Brynn Ammerman (The Ohio State University, Lacrosse); Jordan Healy (Dartmouth College, Lacrosse); Paige Crowther (University of Oregon, Lacrosse); Avery McMullin (Queens University of Charlotte, Lacrosse). Bottom row: Grace Flaherty (Bates College, Squash); Aren Dardarian (Drexel University, Field Hockey); Ruthie Njagi (Swarthmore College, Tennis); Alyssa Hardin (Marshall University, Soccer); Kelly Cooper (Middlebury College, Field Hockey).
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Center for the Advancement of Girls SPEAKER SERIES
Dr. Charlotte Jacobs Returns to AIS to Discuss “Race and Gender Conscious Education” “ All of us benefit when systems of discrimination and injustice are dismantled. We’re all able to be more of our human selves, and able to treat each other with more humanity.”
Dr. Jacobs co-authored the book Teaching Girls: How Teachers and Parents Can Reach Their Brains and Hearts
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T
hese powerful words from educational researcher Dr. Charlotte Jacobs resonated with parents, faculty, staff, and community members at the February 19 virtual presentation on “Gender and Race Conscious Education,” part of the Center for the Advancement of Girls’ speaker series. Dr. Jacobs, who spoke at last summer’s Summit on Racial Justice at Agnes Irwin, is an associate director for the Independent School Teaching Residency program for the University of Pennsylvania Graduate School of Education, and co-authored the book Teaching Girls: How Teachers and Parents Can Reach Their Brains and Hearts. In addition to her work at Penn’s GSE, Jacobs also serves as the executive director of the Girls Justice League, a nonprofit organization supporting the social, educational, and economic rights of girls in Philadelphia. During her virtual visit in February, Dr. Jacobs shared strategies for parents, faculty, and staff to support girls’ positive identity development and encouraged us to engage in “courageous conversations” around race and gender, in and outside of school. The discussion highlighted resilience, resistance, and confidence as particularly crucial when helping girls become change-makers in their community. Dr. Jacobs noted that supporting girls through identity development begins with self-reflection and a willingness to challenge negative stereotypes. Research indicates that children as young as age three are able to discern physical characteristics tied to racial and gender expression — and sometimes attach meaning to those identifiers. The messages that students receive about race and gender are crucial to identity development, and influence how they understand the world around them and how they interact with one another. “When we think about equity and the work that we’re doing in developing a race and gender conscious education, it’s the idea that everybody is getting what they need so that they can feel that their humanity is recognized, and we treat each other in as human a way as possible,” Dr. Jacobs stated. To view a recording of Dr. Jacobs’ presentation, visit agnesirwin.org/ jacobs2021.
Agnes Irwin celebrates International Women’s Day in March
Virtual Visit with Mari Schaefer In partnership with the Sharon Rudnicki Writing Center, the Center hosted former reporter from the Philadelphia Inquirer Mari Schaefer. Ms. Schaefer connected with nearly 75 students involved with our Upper School publications along with their faculty advisors, and shared so many wonderful pieces of advice about a career as a journalist. She encouraged the girls to stand up for themselves, to read everything, and to commit themselves to the drafting process. We look forward to creating more opportunities for connection with student groups next year!
AIS Allied Wrap-Up Event It was another successful year in AIS Allied as we welcomed five new alumnae who supported 20 Upper School students through monthly virtual calls. One student noted in her end of year survey, “Allied created a safe and happy space for me to talk about anything.” Thanks to the power of Zoom, this program shifted seamlessly to virtual engagement and enabled us to tap into mentors who live around the country. The connections forged are truly remarkable, and are a testament to the incredible mentors we have that give freely of their time, expertise and guidance.
GenHERation at AIS Impact Symposium Through the Center’s partnership with GenHERation, we welcomed the founder and CEO as our keynote speaker for the Upper School Impact Symposium. Katlyn Grasso founded GenHERation as a global network that connects young women with companies, creating life-changing opportunities. Katlyn Grasso led the Upper School through a United Nations simulation while also sharing some inspirational messages about finding your purpose and making an impact. Grasso stated, “the best way to solve any problem is to just get started.”
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Spring in Review
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1. Finally able to be together in person this spring, fifth graders celebrate their one-year belated maypole dance. 2. Eighth Grade Closing Ceremonies 3. Fourth graders close out the year by receiving leadership pins from Mrs. Keidel. 4. Sixth graders celebrate with a modified “Medieval Day,” including outdoor dances and the traditional coats of arms.
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2021 | Spring in Review
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1. Seniors celebrate prom on campus in May. 2. Students from all three divisions participate in a luncheon organized by the Middle Eastern Students Alliance to celebrate Eid al-Fitr, marking the end of Ramadan. 3. Juniors receive their senior blazers. 4. Make way for ducklings! Lower schoolers enjoy spending time with feathered friends from Mrs. Slezak’s kindergarten classroom. 5. Kindergarteners show off their ingenuity at the Invention Convention.
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Spring in Review | 2021
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1. Lower School celebrates May Fair this spring. 2, 3, 6. A few “slices of life” from spring on campus 4. Fourth Grade Moving Up Day 5. Planting flowers with Mrs. Slezak 7. Arts Week in Upper School
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1. Upper School Class Night 2. Passing club and student government positions onto next year’s leaders at the Changeover Assembly 3. The traditional Senior Drive Around 4. Seniors meet with Mrs. Keidel for “Cookies and Conversation.” 5. Students receive their class rings on Sophomore Day.
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Making Math Make Sense LOWER SCHOOL’S NEW MATH CURRICULUM FOCUSES ON STUDENT-CENTERED, DISCOVERY-BASED LEARNING, DRIVING HOME CONCEPTS AND DEEPENING MATHEMATICAL THINKING FOR STUDENTS.
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iven a hexagon-shaped cookie, third graders in Anna Tobia’s class can tell you exactly how many friends you can split it with. Using foam blocks shaped like various polygons, they’ll show you that you can halve the cookie, and share two trapezoid-shaped pieces, or split it into three rhombuses, or even six triangles. Or, if you’re feeling hungry (and not quite so generous), you can save half of the cookie for yourself, give a third to someone else, and someone else a sixth. While the cookie metaphor is fun, visual, and tactile, the third graders, of course, are also learning
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about equivalent fractions. “As they explore independently, the blocks reinforce what they know about shapes and help them connect concepts and build bridges between different kinds of math,” Tobia explained. In essence, she said, “They’re no longer doing math in isolation.” That kind of bridge-building is exactly what Investigations 3, the Lower School’s new math curriculum, aims to do. Piloted with a geometry unit in spring with a full rollout planned for September, the goal of Investigations “is to develop mathematical thinkers with deep number sense,” said Lower School Learning Specialist Rebecca Harrison. Through hands-on, engaging games and student-led activities, students develop both computational fluency and mathematical reasoning skills. “It gives kids agency — instead of teaching procedures that kids can use to get the right answer without knowing at all what they’re doing or what it means, Investigations
uses activities that actually develop great number sense and understanding of to say something else, and another student to say place value,” Harrison explained. “The activities themselves are what teach girls something else, and they would really build off each the deeper understanding of the mathematical concepts.” other,” Tobia said. “I saw them making great Chrissy Duffy ’13 found that discovery-based approach to be extremely connections between math concepts like fractions, successful with her first graders as they explored geometry this spring. Students multiplication, and division. At times, the students start out doing some “number talk” to warm up their “math brains” before were really driving the learning and I was just splitting into rotating workshops to make mathematical discoveries around facilitating it.” shapes and number concepts. At one math station, students were challenged to “There’s not just one way to get the answer,” use as many foam shapes as possible — triangles, squares, hexagons, rhombuses Duffy said. “There might be five — and we encourage — to fill in an outlined design. “For some, they knew immediately that they needed the girls to find the way that works for them. That’s to use the smallest shape to fill in the design. For others, it what I love most about it. connected more slowly, as they learned to problem solve Three girls might say ‘I did it in this way,” Duffy explained. this way,’ and someone else Those concepts are the mathematical building blocks will share a new way to reach they’ll eventually use to discover equivalent fractions. “By the same answer. I was the time they get to third grade, they’re using all those surprised at how deep the concepts they’re already familiar with to visualize the fact d i s c u s s i o n w o u l d g et , that a half, plus a sixth, plus a third, equals one. Whereas especially with six year olds, in traditional math, we’d have to use a common but each girl was excited to “As they explore denominator — we couldn’t visually picture how a third show her own way.” independently, the and a sixth make a half,” Harrison explained. The same applies to less obviously tactile types of The conceptual, rather than procedural approach also had blocks reinforce what math, like subtraction, an added benefit: increasing confidence for girls who don’t they know about shapes multiplication, and division. see themselves as naturally mathematically minded. “The and help them connect Visual methods, like number discovery-based format makes it accessible to all,” Tobia said. lines, are employed to teach “It’s not intimidating for students who don’t prefer math, and concepts and build the basics of these concepts, not easy peasy for students who are huge mathematicians. It bridges between with the goal that students provides an entry point for all students and makes math fun.” different kinds of math. will eventually develop their Duffy recalled one student in her first grade class who own algorithms for solving benefited from the new curriculum. “I thought she needed ANNA TOBIA, the problems. “Investigations more structure and procedural instruction to excel. When THIRD GRADE TEACHER asks children to look at I started Investigations, a lightbulb went off. The fact that numerous examples and the lessons were tactile, visual, that she was able to use then generalize a rule, and then figure out when that manipulatives in any way she wanted — it gave her a freedom to make her feel she rule applies,” Harrison explained. “Does it apply to could do it. She suddenly wasn’t afraid to make a mistake.” all numbers, or just a few?” For girls who are highly advanced in math, Investigations works because it encourages them to take charge of their own enrichment by asking “the next “We are working toward an understanding that questions,” Harrison added. “It will stir their own curiosity to say ‘Well what does math is flexible,” Tobia said. “It’s not 5 + 3 = 8, it can this mean? Does it work for all shapes?’ and then they’ll pursue and investigate be 2 + 3 + 3 = 8. There are more discoveries, more those next questions.” ways to solve, and this way of teaching helps Most lessons in the curriculum include time for the class to come together and students understand that math is flexible, share their discoveries. “Someone sharing their discovery leads another student connected, and useful.”
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Building Confidence Through Assessment “ One of the main reasons we, as teachers, differentiate our instruction is to meet the various learning needs of our students. This should hold true for the assessment process.”
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nspired by the longstanding success of differentiated instruction, Lower School science teacher Julie Haines dove into differentiated assessment this year, as part of her research with the National Coalition of Girls’ Schools Global Action Research Collaborative on Girls’ Education. Would students have less anxiety and stress if they had a choice in how they were assessed, rather than using the same method across the board? How would it affect their level of academic confidence? With these guiding questions in mind, Haines posited that, when elementary school girls are able to choose from a menu of differentiated testing methods, their content knowledge increases, assessment stress decreases, and, most importantly, they experience a surge of academic confidence. In June, Haines presented the results of her yearlong research study at the NCGS Virtual Conference Girls’ Schools: Building Communities of Belonging. “Throughout the course of this research, increasing my students’ academic confidence, meeting their individual needs during assessment, and allowing the girls to have a “voice and choice” to use their strengths and passions to show what they know became my passion,” she shared. During the 2020-2021 school year, Haines surveyed students at the beginning and end of each of the 12 mini units, canvassing how confident they felt in their ability to explain the unit information to someone else. For the assessments, she had students in grades 2-4 “show what you know” at the end of each unit, by selecting from six assessment options. Students had the option of creating and
Julie Haines presented the results of her research on differentiated assessment in June at the National Coalition of Girls’ Schools’ virtual conference.
Ms. Haines instructs students in spring 2021.
labeling a drawing, building a model, taking a multiple choice test, recording a Flipgrid about their learning, taking a Kahoot comprehension quiz, or even sharing their knowledge through a method of their choice — including creative acrostic poems, poster and graphic novel representations, Google Slides, and even creating a test for the teacher. Haines “ When girls have encouraged students to try different greater confidence in assessment methods, but scored all their academic abilities, methods consistently with a rubric of correct usage of a set number of they learn better, have vocabulary words. less anxiety, are more She also sought feedback and motivated, and are insights from parents regarding often more enthusiastic their observations of their daughter’s academic confidence and learning about learning. — an important inclusion that JULIE HAINES, provided additional data for Haines LOWER SCHOOL SCIENCE TEACHER to triangulate. “When girls have greater confidence in their academic abilities, they learn better, have less anxiety, are more motivated, and are often more enthusiastic about learning. Therefore, it’s increasingly important for educators to help develop girls’ self-awareness of their academic confidence.” And the results speak for themselves. No students reported having lower confidence in any of the end-of-unit surveys, and 89.4% indicated growth in their confidence level. Parents also indicated that their daughter’s recall of factual information about a particular topic was strong, with 85% of responses being a 4 or higher on a 5-point scale. In the optional comments section on surveys, students eagerly shared their thoughts, including a fourth grader who shared that having a choice “gives me a little bit more freedom to show my work in any way I like to, and that’s how I show my best learning. My confidence this year has grown so much.” Not only did students learn information more readily, but they also deepened their self-awareness as they reflected on their learning and processing styles in order to determine their ideal sharing method. “I never anticipated that, by the end of this study, students would cheer when I told them that today is the day for you to show what you know,” Haines remarked. “Ultimately, I hope that with enough practice making academic choices for themselves, girls will be empowered to have the confidence to assume more leadership roles, both within and outside academic settings.” Such a research experience impacted Haines personally and professionally, and served as a powerful reminder of her role as an educator, mentor, and vital part of the Agnes Irwin community. “The first time I did these differentiated assessments, the kids were excited to take a test,” she reflected. “It was the first time since the pandemic that I felt the joy that I love: when somebody else is learning, when somebody else is excited. That’s why I wanted to be a teacher, [and] I re-learned how important that is.”
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AIS Welcomes New Administrators We are pleased to welcome the following new additions to the AIS community, whose expertise will help lead our school.
ALLISON PRICE
DIRECTOR OF ENROLLMENT MANAGEMENT
JOY PRINCE
UPPER SCHOOL DIRECTOR
Joy brings a wide range of experience in all aspects of the program in our Upper School, including previous roles as teacher, college counselor, dean, and diversity, equity & inclusion facilitator. Since starting her tenure in July, she is responsible for overseeing and supporting the Upper School faculty and staff in executing student-centered academic and co-curricular programming for students across the division. In her nearly 30-year career as an educator, Joy has honed her skills as a teacher-leader. She joins us from the Atlanta Girls’ School, a grade 6-12 school for girls. A capable institutional leader, Joy has supervised teams, supported the development of academic standards, overseen student discipline and the Honor Council, managed school-wide standardized testing, the course selection process, and the development of daily schedules, with a focus on effectiveness, efficiency, transparency, and communication. A dedicated life-long learner and community leader, she has participated in professional development and civic engagement through the National Association of Independent Schools, the Junior League of Atlanta, and as a Board Member of Girls on the Run of Atlanta. “It is with great enthusiasm that I join the AIS community,” Joy shared. “I’m drawn to AIS for its long history, rich traditions, and most importantly for the school’s commitment ‘to empower girls to learn, to lead and to live a legacy.’ As I spent time listening and learning during my virtual visit, I found a community that cares deeply about its students and each other. I look forward to working with the amazing team of educators and partnering with parents to advance the academic, social and emotional development of AIS Upper School students.”
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Since joining AIS in June, Allison has led the strategic and operational components of enrollment management, including student recruitment, tuition assistance, and outreach to prospective families. Allison has had a nearly 20-year career in independent schools and nonprofit leadership, having worked in admission for the majority of her career. In addition to her experience in all facets of enrollment management, Allison has also served as an advisor, coach, and family advocate. Allison earned a Bachelor of Arts degree from Wellesley College before beginning her career in academic administration, subsequently earning a Masters of Education in School Leadership from Harvard Graduate School of Education. A longtime educational advocate, Allison’s graduate school work centered around the importance of parent, school, and community relationships. A passionate voice for all children and families, Allison has worked with organizations such as Steppingstone, Breakthrough Collaborative, and Give Something Back to further educational opportunities for students all along the eastern seaboard. “I am thrilled to be returning to educational administration at AIS, a school I have long admired from afar,” Allison said. “As someone who personally benefited from an all women’s learning environment, I am passionately committed to the AIS mission of helping young women and girls develop into individual leaders and scholars.”
JOHN GOMES
DIRECTOR OF DIVERSITY, EQUITY, INCLUSION, AND BELONGING (DEIB)
NICO WASHINGTON CHIEF FINANCIAL OFFICER
Joining AIS this summer, Nico brings a wealth of experience in financial management, including a robust 20-year career as a leader in the University System of Maryland. In her most recent role as Chief Operating and Chief Financial Officer for the Universities at Shady Grove, Nico provided leadership, management, and oversight of all administrative, operational, and financial affairs, including supporting compliance and budget management, strategic financial planning, and internal and external audits for the school. In this role, Nico also oversaw Auxiliary Services, including facilities, the campus bookstore, food services, transportation, public safety and security, and the business office, including human resources and talent management. Nico shared the following with the AIS community: “I am excited and truly honored to be joining such a dynamic leadership team as the next Chief Financial Officer at The Agnes Irwin School. The commitment and strong support for Agnes Irwin’s mission displayed during my fullday campus visit reinforced my eagerness to join such an amazing community. For the past 25 years, I have had the privilege of supporting and maintaining academic and administrative excellence through partnership and collaboration. I look forward to building relationships with faculty, staff, students, families, and the broader Agnes Irwin community as we continue with the school’s mission to empower girls to learn, to lead, and to live a legacy — and anticipate an amazing journey together as we continue to create a bold vision for the future at The Agnes Irwin School.”
John started at Agnes Irwin in the 2017-18 school year as an Upper School math teacher. He has steadily accumulated leadership responsibilities at AIS, serving as Upper School Faculty DEI Coordinator and then the Interim Director of Diversity, Equity, and Inclusion. John will continue to teach in addition to assuming his newest responsibilities. Born in Lisbon, Portugal, John moved to New Jersey at a young age. He is the first in his immediate family to finish high school and attend college, earning a BS in Math and Computer Science with a Minor in English from Fairfield University and an MSEd in Education, Culture, & Society from the University of Pennsylvania. John says, “I am thrilled and thankful that Mrs. Keidel and Mrs. Seals have invited me to continue this important work. Our many projects this year have allowed AIS to gain a better understanding of where we are as a community and the ways in which we must continue to grow. As a community, we understand that “academics and inclusive excellence” does not describe a tension but rather interconnectedness – academic excellence is and must be inclusive. Our goal is to create an environment in which every individual feels seen and valued, where dignity is the starting point for every relationship, and where all students develop the tools to understand and engage with the world in which they live. This is everyone’s work. My job is to listen, facilitate learning, provide support, and lead by example.”
JUBIN KWON
DIRECTOR OF MARKETING & COMMUNICATIONS
Jubin joined Agnes Irwin in January 2021 to lead the school’s marketing and communications work. He most recently served as the Director of Marketing and Content Strategy at Montclair State University, where he supervised a cross-functional team of marketing, content creation and production professionals. Jubin holds a bachelor’s degree in history from Hamilton College, an MBA from the University of Maine, and is currently pursuing a doctorate in educational leadership and higher education at the University of Nebraska-Lincoln. Prior to his current role, Jubin served in marketing and communications roles at The University of Maine, Baruch College - The City University of New York, and in the private sector. A graduate of Buckingham, Browne and Nichols School in Cambridge, MA, Jubin knows firsthand the difference an independent school education can make and he is pleased to have returned to secondary education.
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Commencement JUNE 10, 2021
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| CLASS OF 2021
n June 10, the Class of 2021 celebrated Commencement exercises on campus, with three students joining virtually from China. This year’s student speaker, Marion Reidenbach, reflected on pivotal moments during her time at Agnes Irwin — including during the time of the COVID-19 pandemic. The Class of 2021, she noted, “took these challenges as an opportunity to unite as one big 70-person family, and grew stronger than we ever have — together. We were able to make the best of this year by adapting to the circumstances but still finding ways to use our talents.” As she highlighted the class’s unique strengths, Reidenbach encouraged her classmates, saying, “In light of all the major events over the past year and a half, none of us have lost our spirit. It was because of you all that we will be able to continue to grow stronger — and show the world what it means to have been an Agnes Irwin student.” A familiar face took to the podium as this year’s Commencement speaker, as Mr. Edward “Wigs” Frank celebrated his final ceremony as a faculty member at AIS.
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CLASS OF 2021 | Commencement
Wigs began his address — his “own senior assembly” — by encouraging students to “Let your life speak,” “Your story echoing a core belief of George Fox, founder of the now has a Religious Society of Friends, and offering three guiding permanent principles: Find your passion, embrace the unexpected, and value the common good. “To live your life doing place in the something you are passionate about is a gift that Agnes Irwin everyone deserves,” he shared. Embracing the narrative.” unexpected, he noted, was a hallmark of the class’s last SALLY KEIDEL two years of high school. Drawing on several examples of individuals who worked in service of the common good — including Mary Winsor, Class of 1892, the founder and president of the Pennsylvania Limited Suffrage League — Wigs said, “Sometimes it takes a great deal of courage and sacrifice to live in service of the common good. [Yet] each of us can contribute to the common good in our own way, which may be in small, simple yet important gestures within our local community.” In closing, Wigs eyed the future with anticipation, saying, “The one thing I am sure of is that we — the local, national, and global ‘we’ — will be in a better place for the contributions you, the members of the stellar Class of 2021, will make.” Head of School Sally Keidel praised the unwavering vision and commitment of the class, particularly in this time of great uncertainty. “It has been a year like no other, for a class like no other,” she declared. “Your story now has a permanent place in the Agnes Irwin narrative.” In reflecting on the class’s strong bond, and the value of maintaining these relationships beyond the walls of AIS, Mrs. Keidel said, “In
years to come, when faced with obstacles, I hope you will draw strength from what you accomplished this year with energy, teamwork, a big dream, and a sharp focus on what matters most. Stay close to one another. You will be amazed by how your classmates grow and what they accomplish in the years to come.” Mrs. Keidel concluded her remarks with optimism for the future of the Class of 2021. “I am hopeful,” she shared. “Hopeful that your energy, your bright minds, and your big hearts will have an incredible impact on the world. Know that we will be here cheering for you, rooting you on, and looking forward to that day we meet again.”
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Commencement | CLASS OF 2021
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The Class of 2021 celebrates Commencement on June 10, 2021. 1, 13. Friends gather at Commencement Brunch. 2. Alumnae Kristen Luke Brooks ’88 and Lisa Ginn Mottes ’82 celebrate with daughters Syd and Catherine. 3, 11. Faculty say an emotional goodbye to seniors. 4. Mr. Wigs Frank gives the Commencement address. 5. Board of Trustees’ Chair Ginny Sharp Williams ’88 welcomes attendees to Commencement. 6. Assistant Head of School Camille J.L. Seals and Head of School Sally Keidel 7, 8, 10. Diploma celebrations 9. Marion Reidenbach delivers the Student Commencement Address. 12. Seniors prepare to process.
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CLASS OF 2021 | Commencement
The Owls are taking flight to America’s most prestigious colleges and universities Our students received
347
offers of admission from 134 institutions of higher learning
94
%
of applicants accepted during early admission round
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of the class are recruited athletes at 9 institutions of higher learning
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1. The Class of 2021 (Not pictured: Danxu Chen, Wei Yi Deng, Sofia Yang). 2. Fourteen Agnes Irwin seniors were inducted into the Cum Laude Society at a ceremony on May 13. Clockwise from top left: Raquel Coren, Caroline Vauclain, Cameron Micheletti, Marion Reidenbach, Sydney Brooks, Eliana Baron-Hionis, Molly Knoell, Rachel Meng, Fiona Moser, Shreya Kalra, Hanna Askarpour, Elinor Morrissey, Elizabeth Wheeler. (Not pictured: Sofia Yang). 3. Agnes Irwin's "Lifers" gather on Commencement Day.
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Retirees
These treasured members of our teaching and learning community have collectively devoted more than 100 years of service to AIS — contributing countless hours in immeasurable ways to give their best to the students in our care. We are so grateful for the leadership, commitment, and service of these beloved individuals, and wish them health and happiness in their well-deserved retirements.
Head of School Sally Keidel with retirees Diane Groff, Sylvie Molta, and Donna Meyer at their retirement celebration in May.
Diane Groff
Sylvie Molta
Donna Meyer
26 years of service
16 years of service
27 years of service
MIDDLE SCHOOL LIBRARIAN
MIDDLE AND UPPER SCHOOL FRENCH TEACHER
ALUMNAE AND DEVELOPMENT OFFICE ASSISTANT
Since 1995, Diane Groff has educated and inspired Agnes Irwin students to read, absorb and distill information. Diane has a keen ability to keep the library collection fresh and new. For many years, Diane served as a faculty advisor for Book Clubs, and her middle school book club events are legendary. She has been committed to making sure that the students who come through AIS middle school are adept at navigating an increasingly complex media landscape, as she found new ways to teach students to evaluate and think critically about the messages they encounter in the media across all platforms. Diane is often the first to volunteer to cover a duty or fill in for a colleague. She remembers everyone’s birthday and other important milestones. She’s a great colleague, a good friend, and a lifelong learner and educator.
Sylvie Molta has been imbuing in her Agnes Irwin students a love for French language and culture since her arrival in 2005. She has served as the International Exchang e Program Coordinator and Mentoring Coordinator, as well as in her most recent role as the Coordinator of Global Studies. She has also headed Frenish, our student Spanish and French language publication, since its inception, and has demonstrated her love of France to students firsthand on the French Language and Cultural Immersion Special Studies Program (SSP). Sylvie is a teacher, mentor, and role model to her students. She is imaginative and creative, employing an immersive learning style in her classroom where students read, speak and learn while discussing French politics, France’s role in historical events, and enjoying French culture. Her students praise her passion for teaching and credit her for enabling them to not only confidently speak French but to fall in love with the language and culture.
For the past 27 years, Donna Meyer has juggled the organization of the Development Office, greeted alumnae and parents, and has been a rotating presence at the school’s front desk, welcoming all with a genuine warmth and cheer. With her honesty, willingness to help, and trademark humor, Donna leaves people happier than when she found them. She loves the shining faces of AIS students, and for years, has photographed their important Agnes Irwin events and special traditions. It is hard to think of an alumnae event without Donna and her ubiquitous camera, as she delightedly reconnects with her “cherubs” from photography class or middle school’s 4 O’Clock Study. She takes great pride and joy in her important role supporting the work of the school, and has often said she would rather be at AIS than anywhere in the world. With her thoughtfulness and a deep love of celebrating others — students, colleagues, alumnae or parents — she has been a true ambassador of the school.
Mrs. Groff and her Book Club in the 2001 yearbook
Sylvie co-led a Special Studies trip to Morocco in 2019.
Donna at Reunion Weekend with Audrey James ’13 and Meridith Pollie ’13
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Mr. Frank through the years, from left: with Mrs. Keidel at his goodbye parade; holding a bouquet for the last straggler at Commencement; teaching history in 2014; at the beginning of his AIS tenure in 1986.
Wigs Frank
UPPER SCHOOL HISTORY TEACHER, CHAIR OF THE HISTORY DEPARTMENT, SENIOR CLASS ADVISOR AND DEAN
36 years of service
Thirty-six years ago, Mr. Frank arrived at Agnes Irwin as a history teacher by way of corporate litigation, and was immediately regarded not only as an extraordinary teacher, but also as someone with an outstanding ability to connect with students. In his time at AIS, Wigs has touched all aspects of student life. In addition to teaching, Wigs has chaired the History Department, A cademic Policy Committee, and Discipline Committee; coached Varsity Basketball; advised Student Government and Current Events Club; hosted Friday Forums; and served on Agnes Irwin’s Board of Trustees. His connection with the senior class was formalized when he became the Senior Class Dean in 1989, and in the 32 years since, he has formed a close and indelible bond with each class. Dedicated to fostering scholarly engagement and academic excellence, Wigs was a founding member of the school’s Cum Laude Society in 1991, and has served as the chapter’s president ever
Mr. Frank has formed a close bond with the senior class for decades. Here, he chats with the Class of 1999.
since. He thoughtfully invites an alumna keynote speaker each year from the vast network of former students with whom he stays in touch. In their yearbook dedication, the Class of 2008 praised Mr. Frank’s superb mediation skills when leading a debate — whether on an election or the senior class’ choice of graduation dress. “No matter the topic or intensity of the conversation, he keeps a level head and provides structured, unbiased facilitation,” the 2018 yearbook dedication echoed. Wigs is an honored guest at Reunion class parties each year, amusing former students with his amazing recall of anecdotes from Upper School days gone by, as well as an uncanny ability to remember individual Senior Assembly topics. To many alumnae, Wigs serves as a connection to the school. They remember him as a wise, compassionate mentor and friend. In addition to having an almost encyclopedic memory of all things Irwin’s, Wigs’ commitment to finding ways to connect with students and his dedication to making each girl successful in her own way will leave a palpable mark on our community.
Seniors donned wigs, along with Mr. Frank’s signature blue shirt and khakis, to surprise him on “Wigs Frank Day” in May.
THE EDWARD D. (“WIGS”) FRANK II ENDOWED FUND FOR TEACHING EXCELLENCE We are pleased to announce a new endowed fund, established in honor of Wigs Frank upon his retirement in 2021, after 36 years of teaching and 24 years as Chair of the History Department. This fund will provide financial assistance to members of the faculty to pursue their own intellectual development in their teaching disciplines through graduate study or special programs.
SAVE THE DATE: CELEBRATING WIGS FRANK Sunday, November 21, 4-6 p.m. The Agnes Irwin School, Student Life Center Over his 36 years at Agnes Irwin, Mr. Frank has had an incredible impact on generations of Agnes Irwin students. Join us as we come together to celebrate Wigs’ legacy this fall — all alumnae and members of the AIS community are invited. More details to come soon via email! Should you need to update your contact information, please contact alumnae@agnesirwin.org.
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Alumnae While we could not gather in person this year, we held many virtual events for alumnae to reconnect and support AIS and each other. Virtual events included book club meetings and regional events for alumnae to meet our new Head of School, Sally Keidel. Realizing that many people had screen fatigue in the spring, we hosted a virtual Reunion, reimagining our two most popular Reunion Weekend events online. Many classes hosted virtual parties, some hosting a virtual bartending class and others meeting on Zoom for happy hour.
Save the Date
FALL 2021 ALUMNAE EVENTS Thursday, October 28 Alumnae Reception in Boston, MA Sunday, November 14 Alumnae Brunch in Washington, D.C. Sunday, November 21 Celebration in honor of Wigs Frank in Rosemont, PA
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Summer 2021
SPOTLIGHT
ALUMNAE ASSOCIATION PRESIDENT KRYSTA SHIVICK HOPP ’99 A warm welcome to Krysta Shivick Hopp ’99, who officially took the reins as Alumnae Association President on July 1. Krysta attended Franklin & Marshall College and earned her MBA from Villanova University. She is a Senior Brand Marketing Manager at Campbell Soup Company, and has served on the alumnae board since 2016, most recently as the board’s secretary. “I’ve always considered Agnes Irwin a second home to me,” Krysta shared. “From listening to Dr. Barnett’s history lectures, singing the 12 Days of Christmas at the Holiday Assembly, weaving the pole at May Fair, and pitching on the softball field – the memories I have are some of the best and have helped define who I am today. I was fortunate enough to spend 12 years at Agnes Irwin (started in 1st grade — a “Survivor”) and wanted to give back to the school that has given me so much. It is an honor to have been elected as President of the Alumnae Board and represent such a phenomenal group of extraordinary women.” As president, Krysta says she wants to continue fostering connections between all alumnae, in addition to advancing the school’s initiatives around DEIB (diversity, equity, inclusion, and belonging). “I am excited to take on this new role and look forward to seeing alumnae in person again in the fall!”
ALUMNAE BOOK CLUB
Building Connections Through Stories Many of us love learning through stories, and the books we selected this year served as a springboard for important dialogue around diversity, inclusion, and other topics. We explored and discussed themes such as youth experience and police brutality, the immigrant experience, racial identity and community, and racism. Sharing individual opinions and perspectives about the same piece of literature was a vital component to bringing forth and making this dialogue accessible. • The Vanishing Half: A Novel by Brit Bennett • The Hate U Give by Angie Thomas • Interior Chinatown by Charles Yu • An American Marriage by Tayari Jones
AGNES IRWIN MAGAZINE
SUMMER 2021
EVENTS | Alumnae
CONNECTING FROM AFAR: VIRTUAL EVENTS 1. The Class of 1991 celebrated their 30th Reunion with a Cinco de Mayo themed cocktail making class 2. The Class of 2006 partnered with Hey Bartender, a virtual cocktail company, to celebrate their 15th Reunion 3. The Class of 1996 celebrated their 25th Reunion together at the White Dog in Wayne on June 26
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4. Shakirah Tabourn ’10 visits virtually in April to talk about her career journey as an astrologer, author, and educator, as part of the Alumnae Lunch Series.
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5. Emily Geer Hippler ’96 speaks virtually in April about her legal career, as part of the Alumnae Lunch Series. 6. Asiyah Ball ’20 visits virtually in January to discuss life as a practicing Muslim woman in the U.S., as part of the sixth grade’s study of Islam’s historical foundations and modern-day practice. 7. Julianne Carey ’20, Taylor Carter ’20, Cheney Williams ’20, Saguna Malhotra ’19 and Lydia Somani ’19 visit AIS in June, serving on an alumnae panel as part of the Senior College Transition 101 Series.
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8. Elizabeth Heebner Halliday ’80 addresses the crucial need for clean energy, during the Upper School Impact Symposium. 9. Caroline Marshall Harries ’93 speaks in April about healthy food access, as part of the Impact Symposium.
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10. Olivia Walsh ’20 and Claire Micheletti ’16 provide insights into the recruitment process for students aspiring to compete in collegiate athletics. 11. Dr. Kathryn Zagrabbe ’05 addresses seniors in May about persistence, as part of the Cum Laude Society induction ceremony.
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The Class of 2021
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