PILLARS - The Episcopal High School Fall 2018 Magazine by EHS Houston

The USC Opens • My Space • Academic Assistance

2018 ‑ 2019 BOARD OF TRUSTEES Chairman The Rt. Rev. C. Andrew Doyle Executive Chair Randa Duncan Williams Frances Alexander, Henrietta K. Alexander, Matthew K. Baird, Shelley Torian Barineau, J. Craig Chandler, W. Craig Childers, Greg Curran, Rod Cutsinger, William A. Edens Sr., J. Todd Frazier ‘88, The Rev. James M. L. Grace ‘94, Terri Havens, Elizabeth K. Howley, Jenna Junell, Alecia Lawyer, Clay Manley, George O. McDaniel III, Laurie N. Morian, Dis Netland, Townes G. Pressler Jr., Joe Pyne, A. Haag Sherman, Ned Smith, Trey Snider, Duncan K. Underwood ‘89

Episcopal High School was founded in 1983 as a four‑year coeducational day school within the Episcopal Diocese of Texas. ACCREDITATION Independent Schools Association of the Southwest

Life Trustees John F. Austin III, Edward C. Becker, The Rt. Rev. Maurice M. Benitez †, W. Craig Childers, Lacy Crain, The Rev. Laurens A. Hall, Victor A. Kormeier Jr., Frederick R. McCord †, Laurence B. Neuhaus, The Rt. Rev. Claude E. Payne, Joel I. Shannon, Lynda Knapp Underwood, The Rt. Rev. Don A. Wimberly

MEMBERSHIPS National Association of Independent Schools National Association of Episcopal Schools Council for the Advancement and Support of Education Educational Records Bureau College Board National Association for College Admission Counseling Texas Association for College Admission Counseling Southwest Preparatory Conference

Executive Committee J. Craig Chandler, The Rt. Rev. C. Andrew Doyle, William F. Galtney Jr., Melinda Budinger Hildebrand, Victor A. Kormeier Jr., George O. McDaniel III, Dis Netland, A. Haag Sherman, Ned Smith, Lynda Knapp Underwood, Randa Duncan Williams, Thomas M. Wright

LEADERSHIP

MISSION Episcopal High School is an institution of the Episcopal Diocese of Texas established for the purpose of providing a superior education in preparation for college and a significant life thereafter. Through a rich offering of academic, spiritual, artistic, and athletic programs, the School provides an opportunity for each student to reach his or her maximum spiritual, intellectual, social, and ethical potential. Operating as a Christian community within the beliefs and traditions of the Episcopal Church, EHS in its teaching philosophy emphasizes understanding and responding to the individual needs and capabilities of each student. In an effort to reflect the community we serve, EHS strives to maintain a student body that is diverse in its social, economic, ethnic, and academic backgrounds.

Head of School Ned Smith Associate Head of School Nancy Laufe Eisenberg

ADMISSION Episcopal High School admits students of all races, colors, and national/ethnic origins to all the rights, privileges, programs, and activities accorded or made available to students at the School. The School does not discriminate on the basis of race, color, or national/ethnic origin in the administration of its educational and admission policies, scholarship and loan programs, or athletic and other school‑administered programs.

Ashley Long along@ehshouston.org 713‑512‑3478

Principal Kim Randolph

Dean of Faculty Nguyet Xuan Pham Director of Advancement Peggy Haney Dean of Spiritual Life The Rev. Beth Holden

Dean of Arts and Innovation Jay Berckley Director of Athletics Jason Grove

PILLARS MAGAZINE TEAM

ALUMNI Please share your news with the EHS Alumni Association. Send information to: Margaret Young myoung@ehshouston.org 713‑512‑3600

Director of Finance and Operations Evelyn Cambria

Episcopal High School P. O. Box 271299 Houston, TX 77277‑1299

Director of Communications Claire Fletcher

b facebook.com/groups/EHSHoustonAlumni x instagram.com/ehs_alumni j linkedin.com/grps/Episcopal‑High‑School‑Houston‑Alumni‑1029617

Graphic Design Scott Cunningham

This publication is printed on FSC certified paper with soy‑based inks.

Photography Claire Fletcher, Mauro Gomez, Scott Cunningham

Contributors Rohan Asthana '19 Chris Bailey Ashley Long Dr. Brad Telford Emma Tsai

The Episcopal High School Magazine, Fall 2018

IN THIS ISSUE

From the Head of School 04 #KnightsStandOut 06 Bright Knights 10 Strategies for Learning 16 My Space 20 Alumni Leadership Day 28 Pop Quiz 30 The Last Word 35 In Memoriam: Charles Estes 36

ON THE COVER

Student leaders cut the ribbon for the official opening of the Underwood Student Center. From left to right: Ivan Bastidas '19, Parker Vining '20, Claire Kardesch '19, Tyler Donovan '19, Flower Buzbee '20, and Amiri Scrutchin '19. Photo by Scott Cunningham.

SAVE THE DATE Derby Knight Auction 2-22-19 Alumni Weekend 4-5-19 Commencement 5-19-19

Photo by Scott Cunningham

FROM THE HEAD OF SCHOOL Dear EHS Family, On October 17, Bishop Doyle blessed the new Underwood Student Center (USC), our second new building in as many years! It is amazing to think back to the old USC now that the new USC is in regular use, transforming the campus and our community. Open not only for lunch, the student center, with a range of seating for 500, is busy throughout the day. There is space for casual conversation and for the more serious business of school; there is a coffee bar to sustain us outside of regular lunch hours; there is a large art gallery for the display of student work; and there are innovation rooms for our classes and independent use. And that is just what you can see on a casual visit! What you cannot see are the contributions to the Arts Pillar that were included in the USC project with the expansion of the Underwood Theatre. The theater house itself received a major facelift, but most of the best work happened in the back of the house with a new control center for lights and sound, increased wing spaces, new dressing rooms, and a number of other facilities for both cast and crew in the performing arts. These two buildings, nearly 100,000-square-feet for teaching, learning, and strengthening community, represent the passion for EHS and its mission, what the School has been and what the School will be. And all without one dollar of debt. Of course, a building is just the frame; the art is what happens within as students like Tyler Donovan '19 and Amiri Scrutchin '19, who have just published their first collaboration, Le Prince Gâté (featured on page 10), work with amazing teachers like Kate Philbrick, Brad Telford, Mark Mitchell, or any of the others featured on these pages. Our current students and teachers are able to do this great work because of the commitment and dedication of supporters and founders like current grandparent Joel Shannon, this year’s Ned Becker Award winner, and Larry Neuhaus, this year’s Founders Day speaker, both pictured on page 9. We live today just as we did at our founding. We are a school where students discover their inner genius, guided by talented teachers and the founders’ vision to live significant lives in service to others. Founder Lynda Underwood—namesake of the USC for her 35 years of generosity and leadership—joined her son, Trustee Duncan '89, and her grandson, Austin '22, for the blessing of our new facility, an occasion that symbolized the bond between founders, alumni, and our current students and teachers. In that one moment, our past and present came together to point to our very bright future. Come visit the new USC if you have not yet done so, and marvel at the transformation of our campus and in our students every day. Thank you, and Go Knights!

Ned Smith Head of School

Photo by Scott Cunningham

# K NIGHTS STAND OUT Students Recognized for Outstanding Results

New Underwood Student Center Transforms Campus Life

The National Merit Scholarship program recently announced the index scores for the 2019 competition, and eight EHS seniors have been designated Commended students.

With great anticipation, the new Underwood Student Center opened its doors in November. The more than 30,000-square-foot building features a spacious dining hall on the first floor with seating for 500, a small raised stage, drop-down video screen, surround sound, Forrest Place coffee bar, and a glass-walled art gallery. The second floor features offices for grade-level deans and two innovation classrooms/labs.

The students are: Daniel Cai, Brett Hauser, Carter Kardesch, Claire Kardesch, Anna McLauchlin, Ellie Ragiel, James Henry Ray, and Gabrielle Small. From approximately 1.6 million program entrants, these students are among the 50,000 highest-scoring participants. In addition, the National Merit program designated three seniors as National Hispanic Scholars: Amiri Scrutchin, Alexandra Herrera, and Lillyana Stefanakis.

On October 17, The Rt. Rev. Bishop Andrew Doyle led a blessing of the USC and predicted the student center would become a nexus for communitybuilding and creativity. Founding Trustee Lynda Underwood and her family, including son and Trustee Duncan; his wife Sarah; son Austin ’22; and future Knight, daughter Riley, joined the celebration to usher in a new era to EHS. Other notables at the blessing included trustees Shelley Barineau and Trey Snider, who worked side-by-side with

the architects and contractors on budgets and design. As he surveyed the crowd gathered on the new plaza, Head of School Ned Smith remarked at how the campus expansion brought together both founding families and new families for planning and fundraising, a collaboration that will benefit generations of future Knights. At Open House on November 7, prospective students and parents were enthralled by the vibrant space as they toured the facility where two innovation spaces will open for classes and extracurricular activities this spring. Since welcoming students and faculty to the new dining hall, Food Services Director Susana Borges-Pasini and her staff have dazzled diners with incredible dishes such as roasted pig, carne asada, paella, homemade soups, and daily slices of pizza. In just a short time, the Underwood Student Center has become the heart of campus and a stunning space that exemplifies what it means to stand out.

#KnightsStandOut

UNDERWOOD STUDENT CENTER

# K NIGHTS STAND OUT Band Members Hit Some Sweet Notes Let’s make some noise for a few band members who received statewide recognition. Jose Reyes and Noah Prophet were placed in the All-Region All-Texas Small School Band (1st chair bass clarinet and 5th chair tuba, respectively), and Tyler Johnson was placed in the Texas Private Schools Music Educators’ Association All-State Jazz Band (trumpet).

Recent Grads Prove to be Rising Stars Several recent graduates of EHS have made headlines recently. EHS Onstage standout Stephanie Styles ‘10 joined the all-star cast of the Roundabout Theatre’s “Kiss Me, Kate” revival, which opens next spring on Broadway. Joining the likes of Taylor Swift and Lady Gaga, Catherine Cohen ’09 was named in W Magazine’s “Women We are Thankful For” list. Gridiron greats Walker Little ‘17, Marvin Wilson ‘17, and Jaylen Waddle ‘18 have wowed football fans each weekend with their performances at Stanford, Florida, and Alabama, respectively. And finally, ETV legend Weston Bering ‘18 continues to win applause in film festivals throughout the country. Our spring issue of Pillars Magazine features an extensive list of Alumni Notes. Please send your news to Advancement Coordinator Ashley Long at along@ehshouston.org.

Student Work Stands Out Among Thousands of Entries Eighteen EHS students won a total of 25 awards in the 2018 Association of Texas Photography Instructors Fall Contest (ATPI). Each year, ATPI sponsors a fall photography and multimedia competition for students and teachers that includes a variety of categories. This year, the ATPI Fall Contest received 7,420 entries from 99 schools with 600 winners from around Texas, California, Kansas, and Oklahoma. PHOTOGRAPHY Advanced Travel Teagan Ashworth - Second - Below Cade Williams - Third - Desert Walk Henry Odom - Honorable Mention - Ice Cave Brennan Howell - Honorable Mention Infinity Elena Zavitsanos - Honorable Mention Tiny Tourist Advanced Animal Amelia Traylor - Honorable Mention Floating Pink Grace Beasley - Honorable Mention Fluff Advanced Informal-Environmental Portrait Rohan Asthana - Honorable Mention Contemplation Teagan Ashworth - Honorable Mention Undercover Advanced Landscape Rohan Asthana - Honorable Mention Big Bend Canyon Rohan Asthana - Honorable Mention Tent Rocks Canyon Advanced Portfolio Amelia Traylor - First Honorable Mention - Color Chaos Advanced Sports Action Haley Hammer - Honorable Mention Pristine

Advanced Thematic Luce Tysor - Second - Then & Now Advanced Travel Teagan Ashworth - Second - Below Cade Williams - Third - Desert Walk Henry Odom - Honorable Mention - Ice Cave Brennan Howell - Honorable Mention Infinity Elena Zavitsanos - Honorable Mention Tiny Tourist MULTIMEDIA Advanced Comedic Short Film Nico Zanotti-Cavazzoni - First - Kung Fu Master Sins Of The Past Alexander Haney - Second - A Beautiful Morning Lauren St. Paul & Grace Leggett - Third Boy Meets Girl Shaffer Chandler - Honorable Mention The Evolution of Robots Advanced Dramatic Short Film Nico Zanotti-Cavazzoni - First - Rotary Mea Ayers - Honorable Mention - A New Purpose Finty Milton - Honorable Mention - Clara Amiri Scrutchin - Honorable Mention Ice & Fire Advanced Multimedia Claire Henry - Third - Boats Against the Current Finty Milton - Honorable Mention Pulchritude

#KnightsStandOut

FOUNDERS DAY

Life Trustee Larry Neuhaus presents fellow Life Trustee Joel Shannon with the fifth annual Ned C. Becker Humanitarian Award. Shannon was honored for his generous service to EHS—where he was a Founding Trustee and later served as CFO. Besides his decades-long commitment to EHS, Shannon has dedicated his time and resources to help Houston’s homeless and those without health care.

Photo by Scott Cunningham

Bright Knights

A TALE OF SUCCESS Tyler Donovan '19 and Amiri Scrutchin '19 Education experts say that four “21st Century Skills” predict life and career success: critical thinking, communication, collaboration, and creativity. If that’s true, a recent endeavor by seniors Tyler Donovan and Amiri Scrutchin has not only brought creative rewards but has helped steer the duo toward bright futures. The idea for a bilingual children’s book began when Tyler Donovan was in 7th grade at the Village School, where she thrived in writing classes and French. At night, composing in French, she started drafting a classic fairy tale, Le Prince Gâté (The Spoiled Prince), about a selfish and not-so-charming prince who learns the importance of sharing through a series of calamities and a bit of magic. Once she entered high school at EHS and plunged into volleyball, student government, and service projects, however, the Le Prince Gâté project took a back seat. Then in junior year, Donovan and Amiri Scrutchin both landed in Dr. Brad Telford’s Honors English class. For one assignment, Dr. Telford asked students to draw their favorite scene from a novel. When Donovan spotted Scrutchin's impressive sketches, she realized that he would be the perfect illustrator for Le Prince Gâté. “Amiri is a naturally talented artist who can draw in many different styles,” says Donovan, “I had found my collaborator!” Scrutchin says he jumped at the chance to join Donovan’s book project because, “I want children to get excited about learning new languages and expanding their horizons. I embraced the chance to create diverse characters so that children of different backgrounds can relate to this book.” Scrutchin, an award-winning artist, has been drawing since the age of 3 and was mentored during middle school by MJ Sadler, an art teacher at Chinquapin Prep. At EHS, he has elevated his skills by enrolling in drawing and animation classes taught by Sharon Willcutts and Pejman Milani. As the book progressed, the main challenge for Donovan was to ensure the plot flowed smoothly in both English and French, and a literal translation did not always not work. “After talking with Amiri, who speaks Spanish but not French, I realized the book would find a larger audience if the story was told in French and English on each page, and I rewrote several drafts to make the story flow in both languages.” When the book was complete, Donovan took it to Bright Sky Press in Houston’s Rice Village and Le Prince Gâté was published in October. After nearly six years of starts and stops, “It’s great to have this in my hands,” says Donovan. Friends’ reactions have been positive, and some comments have made her laugh. “A lot of times friends say, ‘Wow— this is actually a real book!’” Adds Scrutchin, “I am honored to be part of something that is so grand. My family is thrilled, and they all want to help with handling publicity, scheduling readings, and revving up book sales. I really hope this motivates young children to become interested in French culture and language.” As for the perks of collaboration, Scrutchin says the project taught him how to “establish a network of people who will help you, and who make your work stronger.” For Donovan, “Collaborating forced me to learn how to ask for help with areas that are not my expertise. I could never have made this book by myself. Collaborating with Amiri helped me accomplish a dream.” Read more about Le Prince Gâté and order copies of the book at https://www.leprincegate.com. —Claire C. Fletcher

Bright Knights

A NOVEL IDEA

Claire '19, Carter '19, and Cory Kardesch '22 Claire and Carter Kardesch, ‘19, had a novel idea. It all started with an article that caught Claire’s eye. “A big percentage of schools in Houston don’t have libraries or access to books,” the newspaper article said, and so this family took on a project to pay it forward. The twins reached out to people at EHS and put out boxes to collect books. Their mother, Katherine Kardesch, connected the brother and sister team to literary organizations so they could collect books for middle and elementary schools. Books Between Kids, a local nonprofit, provided warehouse space for storage as the program continued to grow. Eventually, what started small pushed the boundaries of a single campus, and the twins contacted other schools, including St. Thomas Episcopal and a few larger public schools. The EHS Campus Store got involved and launched a book buyback campaign. The Bellaire Buzz published an article on the Kardesches’ success, which added to their collection. Parents would come by their house to drop off books, the brother-sister team would get calls to stop by a house to pick up books. One Saturday, the entire family spent time organizing, distributing several copies, and counting their total. Carter soon realized there were lots of organizations to collect books for younger grades, but not much in place for high school. They ended up with over a thousand books for high school and did research to find schools in need. The family identified one school in particular, Worthing High School, and delivered books there in August. They gave books to every English teacher at Worthing so they could start building a library in their individual classrooms. “We always had easy access to books,” Claire says. “We grew up reading and we both love to read. We found out that lots of people had piles of books and no more use for them. Most books end up taking space or families have to throw them away. The people we connected with were grateful they were going to be put to good use.” Carter recalls the impact the The Buzz article had on their project. “There would be people in our neighborhood we’d never talked to who called us. I remember someone three streets down had five boxes of books. It was a great way to connect with our own community.” The numbers began to astound them. One English teacher had six boxes of multiple copies of many different books. Sometimes they’d pick up from a house two trash bags brimming with books. In general, the Kardesches have always been involved in community work. They’ve participated in the Bear Christmas Drive and the National Charity League. “We hope to see our little brother Cory carry it on next year,” Claire and Carter add. Cory is up for the challenge. “My family and I have loved dedicating time to organizations that focus on literacy,” Cory explains. “Creating 'A Novel Idea' to help one school has been great, but we want to reach as many students as possible, so I plan to collect, sort, and deliver again and again.” Katherine Kardesch, mother of the three, was happy to see their interest in reading provide access to good literature for others. “It’s something they’ve wanted to do for a long time,” she says. “We’ve always been a family that liked to read, and the kids wanted everyone to experience that same joy.”

—Emma Tsai

Photo by Scott Cunningham 13

MOMENTS

"Taken in the dying light of Rocky Mountain National Park, Colorado—a pivotal moment for me in my study of landscape photography." Photo by Rohan Asthana '19

Photo by Scott Cunningham 16

STRATEGIES FOR LEARNING

Academic Assistance tailors program to each student's needs

With the ever-increasing demands on our students, including involvement in student government, athletics, the Chapel program, and service projects, the Academic Assistance Program aims to help students with study skills, executive functioning, and time management. Not only will students gain greater awareness of themselves as students but also as “learners.” Through AAP, each student can identify the best learning strategies for his or her learning style and gain confidence in test taking and completion of major assignments. “We like to work on executive functioning especially—planning, preparation, and getting students to think about their thinking,” Jenny Cantrell, director of Academic Assistance, says. “Most students lack organizational skills. This is a program for helping students with study skills, planning, organizational skills, and content. Not every strategy works for everyone. We offer tools and find out what does.” The Academic Assistance Office, headed by Jenny Cantrell and assisted by Valerie McAvey, consists of educational plans, ACT and College Board applications, extended time or special testing (including Advanced Placement exams, midterm exams, final exams, as well as the PSAT, ACT, and SAT), mid-quarterly progress reports, tutorials, and differentiated teaching strategies for teachers to use in helping all students. Cantrell is a certified academic language therapist and licensed dyslexia practitioner. She has valuable experience as a reading specialist and special education teacher and has felt rewarded in helping all students achieve success, despite any learning difference they might have. McAvey, who is new to EHS, has 13 years teaching experience in high school STEM classes and a Master of Education, which makes an impactful addition to the needs of academic support. The core offering of the program is our AAP classes, in which an AAP coach is paired with two to five students. The coach communicates regularly with students, teachers, and parents about an individual student’s progress, helps tutor the student during that class time, monitors student progress and their weekly workload, and helps teach and support the student's effective organization and self-regulation skills. “No matter what the issue is,” Cantrell adds, “we try to have them do a plan. We prompt them to look on the portal calendar and keep regular track of what’s going on in their academic life.” Sometimes, it can be as simple as setting an example for students who don’t know where to start. “We model for them what they need to do on their own until it becomes second nature,” McAvey says. “We want them to be prepared for college with test-taking strategies they need to implement—making note cards, using study aids.

“When they show up to this space created for no other reason than to concentrate, they’re prepared to work.” — Valerie McAvey ”Some students benefit from the simple structured time period to focus on their academic demands. Others need more one-on-one time with a coach. “Pedagogy of place comes into play here,” McAvey notes. “When they show up to this space created for no other reason than to concentrate, they’re prepared to work.” One of the wonderful things about Episcopal is our diversity, and the fact that students come to us from many different schools. That diversity, however, does add a challenge for some students, and the AAP program helps to address that challenge. “Sometimes students don’t have the foundation they need to address their academics in a way that’s structured and routine. We offer that support,” Cantrell says. With the new dean system, which is in its second year, EHS has a close-knit circle of communication that keeps everyone updated and considers students that would benefit most from the program. In addition, McAvey and Cantrell tutor individual students every period of the day. A student does not have to be enrolled in the program to take advantage of their assistance. They, as the rest of our teachers on campus, have an open-door policy. With the addition of McAvey this year, students have a resource for every class: they can go to Cantrell to help with writing and McAvey to help with STEM. An important component of AAP is confidence building. The AAP coach, as well as Cantrell and McAvey, show the student he or she can do it—issues that may have been plaguing them from school-toschool are conquerable with a plan and a system. The program pushes them forward to being successful because they take ownership. “Some students come in with a negative mindset from years of struggling academically. ‘No matter what I do, it’s not going to change.’ But once they start believing in themselves, things turn around. We try to work with them on that negative self-talk,” Cantrell says. “Our motto is that all kids can be successful if you give them proper tools.” —Emma Tsai

“AAP is a supervised free period where you can work on your homework or study for upcoming exams. Having this period in the middle of the day really helps because you can look over material for a test and prepare. Mrs. Cantrell is one of the most genuine people at this school. She wants you to succeed and go to college.” —Walker Glotfelty '19

“I like having a tight group of people—Mrs. Cantrell, Mr. Hickey, and Mrs. McAvey—who push me to do my very best and are willing to help me in any way they can! They really make sure you are on top of all your assignments—and because of that my homework grades have gone up. I've learned so much about myself as a student, such as my learning style and the study skills that work best for me. I feel very confident and prepared with regard to college!” —Serena Shannon '19

“The most beneficial aspect of AAP for me is having a teacher who has the time to guide and support me in any situation possible. It doesn’t really have to be school work—it can be college apps, ACT or SAT, personal problems—but just having that extra time with the teacher one on one can make me feel a whole lot better at the end of the day. My grades and test scores have seen a lot of improvement from previous years. In my junior year, having Mrs. Cantrell’s assistance with the junior research paper really made me feel more confident about my writing. The program has taught me how to manage my time and get stuff done instead of procrastinating.” —Juan Rodriguez '19 19

My Space

Reporting by Claire Fletcher with photos by Scott Cunningham.

Steve Leisz

Head Football and Wrestling Coach Win or lose, up or down, when I sit at my desk I am grounded by three photos: an early snapshot of my wife and three sons; a Challenger Football Game, where kids with special needs play football with us for a day; and a photo of my dad in 1957 coaching an Army football game at Fort Lewis. Those three photos always give me perspective. Everything else on my desk, and in my life, is secondary. I like to stay positive. I keep memorabilia around to remind me of our Knights football championships in 2010, 2012, and 2014. Some of the stuff derives from players' jokes about my old-man strength—I win the team ping pong championship each year—or signs with my sayings “Don’t Be Scared” or “Be the Best for the Team.” Higher up, I have trophies and awards, like my Lifetime Service Award from the National Wrestling Association Hall of Fame. On the top shelf, I keep a display of all our football helmets since the 2006 season. One of my favorite things to do when people visit is ask them which design is their favorite. Which one’s yours?

Ned Smith

Head of School

My desk is a connection to history and home for me. The desk came to me by way of my late uncle, The Rev. Tony Jarvis, who told me it was once owned by The Rt. Rev. Phillips Brooks, or so he claimed. Longtime Rector of Trinity Church and briefly a Bishop of Massachusetts, Phillips Brooks authored the Christmas hymn, “O Little Town of Bethlehem,” and was a financial backer of my alma mater, The Groton School, during its founding in 1884. The desk exchanged hands over the years until it made its way to my uncle, who then gifted it to me after downsizing to a small apartment for his retirement. Now a memento of my uncle, I also enjoy seeing the family photos laid across its surface taken in my home state of Massachusetts. Before moving to Texas, my desk had a brief stay in a Minnesotan storage facility prior to arriving with me at Episcopal High School in 2007.

My Space

Michael Hunt

Chair of Mathematics

Shipshape and efficient. I don’t know which came first, my love of mathematics or my love of the sea, but both are reflected in my personality, training, and workspace. As for mathematics, it is ultimately about proof—knowing things with absolute certainty. And the best proofs are simple and efficient, what mathematicians call elegant. And for an Ol’ Salt like me who served 25 years in the United States Coast Guard, a place for everything and everything in its place is an operational imperative, because unsecured gear aboard a ship in a lively seaway is a missile hazard, liable to fly about and endanger crew and ship alike. Thus, my desk is simple, efficient, and uncluttered. Missile hazards give me the willies.

Kate Philbrick

Chair of Visual Arts

There are a lot of different aspects to my job—and I love all of them. On any given day, I am fixing cameras, writing reports, teaching students, and creating photo galleries. My desk may not look organized, but it’s organized to me. Even my students can locate the ceramic bowl of paper clips, the basket with tape, the package with bandaids, or the toolbox. I also keep personal items in my desk area, including a portfolio of my best film photography, books I like to have around, family photos, and vintage cameras.

My Space

Pejman Milani

Media Arts Teacher

This is my command center. I have a central eye line to the lesson area, and then behind me are stations for animation and editing. Everything works from the center out. We’ve got Apple TVs, a green screen, LED lighting—everything we need to build the finest film and video program for our students. In any class, I've got ambitious moviemakers planning shots, and other students needing assistance with storyboards. It’s organized chaos, but all the students get to the same end goal, just in different ways and at different speeds. I am here in the middle to provide a road map when they get lost.

Pat Michael

Science Teacher

My desk makes me happy every day—it’s my home away from home. I have taught here for 27 years, and most of my biggest life moments have happened while I have worked here. Scanning the photos and memorabilia, I can say that my desk is basically a timeline of my daughter, Kristina’s life. There are photos of when she was a baby, when we went to Disney, and when she graduated from Duke University with her master’s in nursing. It is also a tribute to my love for Texas A&M—my alma mater. I love the outdoors, and so I feel blessed to have a window near my office. Recently, I started volunteering at the Houston Zoo, and my favorite animal is the giraffe, thus the stuffed animal on the top shelf. Besides science textbooks and knick knacks, I keep notes from students, some recognitions, and even the door plate from my classroom in the old A Building.

My Space

Mark Mitchell English Teacher

I’ve designed my classroom for the students and so this little space is for me. Of course, I have plenty of pictures of my wife and two daughters, but I also included posters and artwork from some of my favorite storytellers: J.R.R. Tolkien, George R.R. Martin, and David Lynch. I love stories that create complete, complex worlds that I can get lost in, even if those worlds sometimes get a little dark. Speaking of a little dark, the poster above my desk is from a painting by Vincent Van Gogh that I saw as a 2nd grader at the High Museum in Atlanta. The image stuck with me all these years, and I’ve always managed to have a copy near my desk. The ties flanking the field hockey jersey aren’t mine. They pre-date my time at Episcopal, but I’ve been told they belonged to a colleague who got a bit too close to a paper shredder and later a laminating machine.

ALUMNI LEADERSHIP DAY

Alumni encourage students to pursue passions, try new things

Over 40 alumni returned to EHS on Tuesday, October 23, for Alumni Leadership Day, where they met with EHS seniors and shared stories about decisions that impacted their career paths and described daily life in their professions. Panels included diverse fields such as Arts and Entertainment, Engineering, Science and Medicine, Finance, and Real Estate. Following the panel discussions, alumni joined the seniors for lunch, where students could visit with them and follow up on questions in a less formal atmosphere. Alumni covered a range of classes from 1987 to 2012 which gave the seniors a chance to hear about careers at a variety of stages. To kick things off, Katherine Alexander '89 spoke at Alumni Leadership Chapel on Monday, October 23, where she shared with EHS students the importance of pursuing your passions and turning them into careers. Alexander spoke about learning about yourself and your passions and how they are something you can discover starting at EHS. “Try everything you think sounds interesting or new or just fun. Try classes that challenge you, clubs that enrich you, make friends that are different than you,” she said. While networking and internships are important, alumni emphasized the value of classes and extracurricular activities available at EHS. All of these opportunities help students discover interests and determine their passions. This was a common theme throughout most of the discussions. Panelists encouraged students to try new things, explore a variety of interests, and always be curious. –Ashley Long

Photos by Chris Bailey Photography. Photo by Mauro Gomez 29

Q+A with EHS Teachers

Pop Quiz turns the table on teachers and asks them to respond to 11 quick questions. Their enthusiastic responses reveal the values, quirks, and interests that make them so effective in leading EHS students.

AMALIA PFLAUMER Spanish Teacher

Amalia Pflaumer was born and raised in Buenos Aires, Argentina, where she graduated with a degree in education. She has taught English, Spanish History, and Literature, and was a member of the assessment committee (UCLES) University of Cambridge Local Examination Syndicate for Argentina. Pflaumer moved from Argentina to Minneapolis, Minnesota, with her husband and three children in 2002 and did postgraduate studies at Hamline University. Ten years ago, they transferred to Houston, and she promptly acquired four teaching licenses granted by the state of Texas. This is Pflaumer’s 10th year at EHS where she teaches Spanish AP Literature and Spanish II & V. Pflaumer is the Spanish translator for the school, and in 2012, she co-founded the first bilingual Chapel celebration at EHS, which has grown to become a popular tradition. What’s on your playlist right now? The Beatles. What was the first concert you attended? I went to Joan Manuel Serrat’s concert in Buenos Aires with my high school friends. If you weren’t a teacher, what would you pick for a career? I would pick teaching again! Since I was little I said I was going to be a teacher. What is your proudest accomplishment? My main goal is to embrace the day, prep well, and make sure students take something good as they walk out the door. My joy is to know that I am making a difference, one student at a time.

Did you have a mentor growing up who inspired your career? I had several outstanding teachers that inspired me and gave me the chance to enjoy the subjects I teach today; I will never forget them. If you traveled back in time, what period would you choose? I would choose The Renaissance. That century changed the world in just about every way one could think of. What’s your favorite city abroad? London, England. I enjoy the history at every turn and, as a lover of history and literature, it is the home of some of the greatest writers, but also the setting of the

most famous books, plays, and poems ever written. What trait do you most admire in your colleagues? Their honesty, professionalism, and passion to teach. What trait do you most admire in your students? Their energy, curiosity, and commitment to learn. They bring out my very best. Read any good books recently? Daring Greatly and The Gift of Imperfection by Brenè Brown. If you could eat only one meal this week, what would it be? High-tea with a good friend or my husband, home-baked scones, and lots of French pastries.

MATT FOX

English Teacher and Coach Matt Fox graduated from Rice University, played baseball for the Rice Owls, and after college he played in the minor leagues with the Kansas City Royals organization. This is his 17th year overall as a teacher and baseball coach and his 10th year at EHS. At Episcopal, Fox teaches 12th grade War Fiction, co-sponsors the Fellowship of Christian Athletes, and serves as the head baseball coach and assistant athletic director. Throughout nine SPC seasons, he has built a renowned baseball dynasty that has earned six SPC championships. Fox and his wife, Leigh, have been married for 16 years, and they have four young children: one daughter, Ryan, and three sons, Kade, Colin, and Jake. On free weekends, he packs up the truck and takes the whole gang for relaxing weekends at a family home in Hunt, Texas, his “happy place.” Last summer, an EHS Faculty Study Grant took him to Vietnam, where he was able to “be still and embrace the rich solitude with God while walking the streets of foreign cities with no real destination, just to see what surprises and delights I would stumble upon.” What’s on your playlist? A large variety, but mainly a lot of acoustic sets: Chris Cornell, Blue October, Johnny Cash, Whiskey Myers, Robert Earl Keen, Chris Stapleton. What was the first concert you attended? Tool. I was 13 and not quite ready for that concert. If you weren’t a teacher, what would you pick for a career? I would enjoy being a sports psychologist. What is your proudest accomplishment? Being a father of my four kids because they make me look cooler than I actually am.

Do you have a favorite app or tech gadget? I’m technologically challenged so I can’t say I have one. Did you have a mentor growing up who inspired your career? My 12th English teacher, Mrs. Goodman, made me want to teach English; a mentor of mine from college named Tim Cornelson made me want to invest my life in others; my dad just made me who I am. If you could travel back in time, what period of history would you choose? I would like to walk and talk with Jesus when he was on earth, and I also would like to see a Yankees game during the 1920s at Yankee Stadium.

What trait do you most admire in your colleagues? That’s easy…they are so incredibly gifted at what they do. I tell people all the time that our staff is so very talented and passionate, and most of all, they care deeply about their students. What trait do you most admire in your students? Their willingness to be vulnerable in their personal writings in my class. Read any good books recently? I’m currently reading Extreme Ownership (How Navy Seals Lead and Win) by Jacko Willink. If you could eat only one meal this week, what would it be? Fajitas.

EMILY BARRON English Teacher and Coach

Emily Barron joined the English Department at EHS last year after moving from Syracuse, New York, where she was working as a nanny. A recent college graduate, Barron majored in English and played Division 1 Lacrosse at Iona College in New Rochelle, New York. At EHS, Barron coaches girls lacrosse and teaches 9th and 10th grade English. This year, Barron is leading a second SEED Project group at EHS. SEED, a national initiative, is a program to establish peer-led professional groups in schools that create conversational communities to drive change toward greater diversity and equity. “We have sixteen members in this new group,” explains Barron, “and a remarkable feature has been the vulnerability that people have brought to each meeting. Tough conversations are being had and people are willing to share their thoughts, their flaws, and a willingness to create change.” When she is not in the classroom or on the lacrosse field, Barron spends free time at home with her dogs and enjoys working out and hiking. So far, she says, a highlight of living in Houston is the world-class food. “I am obsessed with trying new restaurants, specifically Thai and Mexican.”

What’s on your playlist? Currently, I have a ton of up-beat music on my playlist. I work out a lot and these types of songs keep me energized! What was the first concert you attended? Britney Spears with my brother when I was in elementary school. If you weren’t teaching, what would you pick for a career? If I weren’t a school teacher, I would move to the country and open up a dog rescue.

What is your proudest accomplishment? My proudest accomplishment was playing Division 1 Lacrosse. It was a goal of mine since I can remember, and I will always cherish the memories I made with the Iona Lacrosse Program. Do you have a favorite app or tech gadget? My favorite tech gadget is “Find My Friends.” I moved to Houston last year and it helps me keep up with all my pals! Did you have a mentor growing up who inspired your career? My 7th grade English teacher, Mr. McNamara, inspired me to choose English as my major in college.

What trait do you most admire in your colleagues? I admire their ability to adapt in any given situation. What trait do you most admire in your students? I admire their desire to improve in the classroom. I also admire their ability to take both academic and social risks. Read any good books recently? The Great Gatsby is a classic, and I read it every summer. I could reread it forever. If you could eat only one meal this week, what would it be? Pizza and wings, all day everyday.

Photos by Chris Bailey & Scott Cunningham

#FindInnerGenius

The Last Word

WHY I TEACH: FOR THEM by Dr. Brad Telford

When I first came to work at Episcopal High School, I didn’t know a lot about teenagers. Then, I met Them. Them? Those bizarre and wondrous (and often loud and sometimes sticky) creatures flying from Chapel to Break to Tutorial to Field Hockey. Whatever you call Them, I met Them, and everything changed. Thanks to Them, I have reaped 10 years of professional and personal blessings like I never intended, wanted, or imagined. I have also learned to fear Them when they are hangry for break cookies and/or stampeding toward the snow cone cart. But I digress. I was maybe six days into my work at EHS when I walked into my sophomore English class and sensed that something was up. There was tension. You could almost touch it. I grew anxious. My plan had been to discuss the reading, as the protagonist in our literature had behaved badly in the previous night’s reading and, I thought, it would make for productive, reasonable discussion. Even though I could feel the class’s sketchy energy climbing up the back of my neck, I decided it was best to plow ahead with my plan. Then, They exploded (which is so Them!). The protagonist’s bad choices (specifically, his infidelity) sent each and every young person into a teen rage. Anne was incensed about how he justified it. Madison was outraged that he thought he could get away with it. Caroline was furious how his wife tolerated it. For about 5 seconds Spencer and Mark tried defending him. Then Isabel and Betsy got up out of their chairs like they were going to make bad and bloody choices on both of those poor boys’ heads. The whole class was impassioned, unreasonable, salty, and loud. It was the most active, engaged, and essential kind of learning I’d ever witnessed. Why? Because it was real. They were outraged, offended, heartbroken. The protagonist was bad, he could have been so good, and it just wasn’t right or fair or tolerable for Them. Their energized reality (my goodness, They were mad!) was literary imagination rendered in breath and pulsing flesh. For Them, it was real, and it made it real for me, too. Witnessing it, participating in it, made me feel privileged and alive in a way that teaching for years at universities never had.

Suddenly, I worried. The class started manifesting such strong Episco-wrath that I knew it was time for a redirect. Somehow, I calmed Them down and taught “the lesson” I had prepared. But the genuine lesson was the one I learned that day and have since never forgotten: that moments like these are at the heart of what we do at Episcopal High School—that the best teachers here (and there are so very many) intentionally create student-centered events that flash in energy that is alive, vibrating, and so very real you can sense it on your skin and in your bones. I have spent the last 10 years chasing every opportunity to make as many such events as possible. For me. For us. And, especially, for Them. Dr. Brad Telford joined Episcopal High School in 2010. Before arriving at EHS, he taught creative writing at the University of Houston. Dr. Telford has a Ph.D. from the University of Houston, an M.F.A. from Columbia, and a bachelor’s degree from Princeton. A published poet and author, his work has appeared in more than 50 journals, including Yale Review and Ploughshares. His poetry collection Perfect Hurt debuted in 2009, and his humorous book about cats, The Rules for Cats, and a paper-doll spoof of Martha Stewart called Mad About Martha, can sometimes be discovered at local Half-Price Books.

Charles Estes

On November 15, the EHS community lost a great teacher, mentor, and colleague—Charles Estes. When students performed and read tributes to him at his Benitez Chapel memorial service, it became clear that more than music was created each day in the Band Hall. The students—a mix of his advisory members and musicians–eulogized his friendship, character, wicked sense of humor, and care for the individual. (Excerpts below from the memorial tribute)

"Although I’m just a sophomore this year, I knew Mr. Estes the entire time he was at EHS. In those three years, he taught me not only how to be a better musician but also how to laugh on bad days and how to make a joke out of anything. Mr. Estes taught me how to always look on the bright side by using a bit of sarcasm and a lot of terrible jokes. He was the best band director I ever had and, frankly, I couldn’t ask for a better mentor or friend than the man who taught me to be a better person." "Mr. Estes took the time out of his very busy life to personally arrange the song that I wanted to play, and I don’t know if everyone knows how band stuff works, but I don’t know of any other band director that would do something like that for his students. At the time, though, it didn’t even phase me, because that’s how Mr. Estes always was: He was just such a great guy and cared so much about his students." "Mr. Estes was an incredible man and the greatest advisor I could have asked for. He was funny, welcoming, thoughtful, genuine, and kind. ...He was great because of the little things he did for his advisory: being genuinely interested in what we had to say, telling us stories about his kids, giving us a relaxing environment that I looked forward to every Tuesday, and being a mentor and guide for us. I can’t even begin to imagine life at EHS without him. Our advisory will never be the same without him. I will never forget all he’s done for me and I am so thankful I got to be in his advisory." "Every single day after every single class I say thank you to the caring teacher who shared knowledge with me and put up with my consistent distractions, and every single day after every single class I mean it. After I said it to Mr. Estes he looked back at me and with a very dramatic tone, he said, 'No, thank you.'" "Over the summer, I decided that I would be president in 2036. Most people who I shared that with wouldn’t take me seriously because, honestly, it is kind of a crazy dream. The reactions never really bothered me because I knew how absurd it sounded to hear a junior in high school declare that they’ll be running the country in 18 years, but when I talked about it with Mr. Estes, he said, 'I know you can do it.' Now it might seem like just a nice comment, but to me, it meant the world. Someone who I looked up to believed in me."

Thank you, Mr. Charles Estes.

Photo by Chris Bailey

Photo by Scott Cunningham

Episcopal High School was foun ACCREDITATION Independent Schools Associatio

MEMBERSHIPS National Association of Indepen National Association of Episcop Council for the Advancement an Educational Records Bureau College Board National Association for College A Texas Association for College A Southwest Preparatory Confere

LEADERSHIP

MISSION Episcopal High School is an ins education in preparation for col athletic programs, the School p social, and ethical potential. Op in its teaching philosophy emph In an effort to reflect the commu ethnic, and academic backgrou

Head of School Ned Smith Associate Head of School Nancy Laufe Eisenberg

ADMISSION Episcopal High School admits s activities accorded or made ava national/ethnic origin in the adm and other school‑administered p

Director of Finance and Operations Evelyn Cambria Principal Kim Randolph

Dean of Faculty Nguyet Xuan Pham Director of Advancement Peggy Haney Dean of Spiritual Life The Rev. Beth Holden

Dean of Arts and Innovation Jay Berckley Director of Athletics Jason Grove

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Contributors Rohan Asthana '19 Chris Bailey Ashley Long Dr. Brad Telford Emma Tsai

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