BRECK’S FIERCEST ADVOCATE

A conversation with Marion Jones Kennon

» Lower School Teacher (kindergarten, grade one, grade two) 1967–1981

» Assistant Director of Admissions 1981–2013

» Director of Financial Aid 1984–2013

Marion Jones Kennon was only supposed to teach at Breck for a year. With her daughter, Shawn Kennon ’77, in second grade and her son, Rozmond Kennon ’80, in half-day kindergarten, Kennon agreed at the request of Head of School Canon Henderson to teach until her son went to full-day first grade.

Forty-six years later, Kennon retired from Breck. Her tenure — the longest in the school’s history — spanned four decades, four heads of school, and two campuses. She worked both in the classroom and in the administration as Breck’s finest recruiter. Her impact on students and families is truly immeasurable. Kennon was a fierce advocate for students and recruited hundreds of families of color and those from a variety of socioeconomic backgrounds, many of whom never would have come to Breck if not for her.

Kennon embodied what it truly means to be inclusive at Breck, and she built the foundation for students of all backgrounds to thrive today in the classroom and beyond.

What did you love about your time at Breck?

I loved the kids. I loved having a positive impact. I always taught children the way I would want someone to teach my children, which is why I chose Breck in the first place because I felt that was what was happening at the school. To me, it wasn’t like a job. I loved it. I think when my daughter started at Breck, there were maybe four or five African American families. I loved being a person of color teaching kids who lived in basically a white world. I felt I was really doing a service.

My classroom was our home for the day. I felt my students learned a lot, and of course the testing reinforced that. But they learned so much more about life and about people — really embracing people. Sometimes some of the students would make a mistake and call me mother. When that happened, I thought, “Okay, something’s working here.” They’re so comfortable. I had to make sure they were settled in and felt comfortable and safe. You have to reach them before you can teach them. And I always tried to do that. I could help mold these children positively in my classroom and send them off to first grade or second grade with these tools that are now embedded in them. The children trusted me, and I was never going to betray them. They always came first.

You hold so many different perspectives about Breck: as a parent, teacher, and admissions professional. How did having those multiple views strengthen your commitment to the school?

There’s nothing more important to me in this world than my children. I needed to be there for them. I followed them to Breck! They eventually left (graduated), and I stayed. But how wonderful it was that we drove to school together; they went to their class, and I went to my classroom or office!

One day, Head of School Canon Henderson asked me if I would consider becoming an Assistant Director of Admissions. I thought about it a lot because it meant I had to give up teaching. But I thought, I’m still at Breck! I’m still in the environment. I can make that work. There’s nothing wrong with advancing in life.

Moving from the classroom to the administration, I was on the other end: I was bringing new students in rather than teaching those who had already been admitted. I would have parents of color, who were so pleased with what happened for their child, talk to me about how they felt better about their child being at Breck knowing I was there. I still have parents who talk to me today about that. Because of the work I did, I was a positive face of Breck. is to understand, and my being at Breck was an education and a normalizing experience for many people.

What do you see as your most important legacy at Breck?

I hope, because I loved what I did, I exuded that in the halls, in the classroom, and in meetings. I think I really made a difference at the school.

My parents always talked about how you are an example to people of who you are in your race. And I never forgot that. I think at Breck I represented my race in a very, very positive way. I think to know

I hope, because I loved what I did, I exuded that in the halls, in the classroom, and in meetings. I think I really made a difference at the school. I furthered the complexion of Breck through my work in admissions. I furthered the interest of students because they got to go to school with kids they wouldn’t have otherwise. I think I also provided a broadening experience for the families that I met and that I worked with. B