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THE MAGAZINE OF THE EPISCOPAL SCHOOL OF DALLAS
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2014-15
OUR
MISSION The Episcopal School of Dallas prepares young men and women for lives of intellectual discovery, integrity, and purpose. The School develops the unique talent and potential
EXECUTIVE LEADERSHIP TEAM Meredyth M. Cole HEAD OF SCHOOL
Ruth Burke
ASSISTANT HEAD OF SCHOOL
Reid Prichett, Ph.D.
ASSISTANT HEAD OF SCHOOL FOR LEARNING AND TEACHING
Robert A. Buchholz
CHIEF FINANCIAL OFFICER
Donna Hull, Ph.D.
HEAD OF UPPER SCHOOL
in each student and embraces sound learning, discipline, and
Mike Jenkins
faith as essential elements of an educated conscience.
Chelle Wabrek
HEAD OF MIDDLE SCHOOL HEAD OF LOWER SCHOOL
The Reverend Amy G. Heller SENIOR CHAPLAIN
Dawn Thomas
DIRECTOR OF HUMAN RESOURCES
Jerry Reese
DIRECTOR OF ATHLETICS
THE CREST STAFF OUR FOUNDING TENETS
Julie Clardy
were created to integrate the Mission into the individual and corporate life of The Episcopal School of Dallas community.
Nicole Jacobsen
DAILY WORSHIP Nurturing a spiritual relationship with God through the use of the Book of Common Prayer within the context of a pluralistic, diverse student and faculty population. COMMUNITY Experiencing mutual trust, respect, and honor while preserving individual identity, uniqueness of thought, and personality. ETHICAL DECISION MAKING Preparing students for actions which promote the common good through the study of religious and moral paradigms of history and contemporary thought. SERVICE Advancing the common good through acts of compassion and concern here and within the larger community. Daily worship, experiences in community, and studies in ethical decision-making prepare students for service to others, the highest manifestation of God’s presence in their lives.
DIRECTOR OF COMMUNICATIONS COMMUNICATIONS COORDINATOR
Jamie Mitcham
DIGITAL COMMUNICATIONS SPECIALIST CONTRIBUTORS
Eleanor Arnold Kam Bakewell Leslie Beatty Ashley Beck Josephine Bellman ’17 Eric Boberg Megan Boyd ’09 Ruth Burke Julie Butterworth Meredyth Cole Libby Conder Sally Dutter Eddie Eason Meg Fahrenbrook ’01 George Fiala Veretta Frazier Gabrielle Griffin Caren Handleman
Mary Hansell Ali Hoeman Donna Hull Gretchen Mahoney ’15 Shelle Montgomery Amanda Neuhoff Cindy Newsom Brian Rawson ’96 Tolly Salz Mike Schneider Helen Skalniak Haley Teegarden Alaina Van Pelt ’15 Chelle Wabrek MaryBeth Weinberger Richard Williams
ALUMNI GAMES ON A CHILLY AFTERNOON IN DECEMBER, 32 active and alumni players from The Episcopal School of Dallas varsity soccer team faced off in the annual Alumni Soccer Game. Led by the team’s current assistant coach, Ryan Kneipper ’99, the current players (with the help of a few alums) defeated the alumni-only group, 6-4. Played on the turf of the Gene and Jerry Jones Family Stadium, this year’s Blue Army was out for revenge after falling to the alums 7-3 last year. IN THE WOMEN’S GAME, held on November 28, more than 15 current and former players came together in a mixed-team battle for first. The match resulted in a final score of 6-4. Coaches Mike Renshaw and Dayna Davenport put out a call on Facebook to attract past players to return to campus for the friendly face-off. “Kelly Sampson Oujezdsky ’97 and I had a great time, despite being the oldest alums,” Brooke Sands Roney ’97 said. “Everyone was super nice and welcoming, and having our daughters there to watch us play was pretty cool, too.” JUST BEFORE THANKSGIVING, MORE THAN 25 ALUMNI LACROSSE PLAYERS LACED UP THEIR CLEATS FOR THE ANNUAL ALUMNI LACROSSE GAME. Jonathan Reader ’07 organized this year’s game in an effort to merge his coaching duties and alumni roots. “The game is a great way to bring the players that built this program back to campus. When the alums come back and play in the game, they are able to connect with their old teammates and meet the current players and coaches,” Head Coach Pat Kennedy said. “The ESD lacrosse community grows because of this event, and we are looking forward to making it bigger each year.” IN NOVEMBER, COREY HENDERSON ORGANIZED THE FIRST ALUMNI BASKETBALL GAME IN ESD’S COMPETITION GYMNASIUM. The alumni and current players spanned nearly two decades as members from the classes of 1996 through 2014 took to the court. It took two overtimes to determine a winner in the highly-contested game before the final buzzer settled the score at 91-89.
IN THIS ISSUE
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3 Letter from the Head of School 4 Fiesta Celebrates 40 Years – Happy Birthday, ESD! 5 Momentum: ESD Tomorrow in Action 8 Broad Horizons 10 The Continual Process of Academic Review 13 Mindful Integration of Technology 14 Math Comes Alive! 16 Environment as Third Teacher: Spaces at the Lower School 18 ESD’s WORX Internship Program 20 Artists in the Classroom: Four Faculty Profiles 22 The First Grade Study of Owls 24 Banned Books 27 Dedman Lecture Series: Tom Shull 28 Treasured Traditions: Buddy Day 30 People of Color Conference 32 Diversity, Inclusion, and Our Episcopal Identity 33 Visiting Artist Challenges Students to See the World from a Different Perspective 34 Inspiration Lab 36 Spooktacular 37 Letter from the President of the ESD Parents’ Association 38 Grandparents and Grandfriends’ Day 40 Establishing the FAN 42 Problem-solving in Prose: Visiting Authors 43 New Movements for ESD: Introducing the ESD Dance Program 44 ESD Annual Fund 46 Christmas at ESD 48 Our Fourth Founding Tenet: Service 50 Teachers Hone Their Leadership Skills Through Global Service Learning 52 Faculty News 55 AP Scholar Recognition
MAYOR DECLARES NOVEMBER MATH ROCKS MONTH
14 THEN AND NOW: BUDDY DAY TRADITION CONTINUES
28 FOOTBALL WINS SPC SMALL SCHOOL CROWN
65
56 Student News 65 Eagles Land Three Championship Titles 66 Homecoming 2014 68 Poised and Ready for What’s Ahead: College Placement and Success 71 72 75 76 80 81
for the Classes of 2011 - 2014 Letter from the President of the Alumni Association Alumni Profiles An Alumni Christmas Alumni News You Know You’re an ESD Alum When... Alumni Games
ON THE COVER
Fifth grade students query in the Quarry.
THE CREST, the magazine of The Episcopal School of Dallas, is published two times a year.
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DEAR ESD FAMILIES AND COMMUNITY MEMBERS, As Head of School, I am often asked to describe my vision for The Episcopal School of Dallas. My role is to carry forth a vision defined and stewarded by many over the last 40 years in a manner that respects and appreciates the complexities of today’s ever-changing world. I must ensure that our actions are aligned with our Founding Tenets and that we deliver on ESD’s Mission. Not just some of the time, but at every touch point. The Episcopal School of Dallas was founded as a premier center of learning, one that transcends the more traditional definition of education. Our founders imagined a school and a learning process that goes beyond simply shaping minds to a far greater outcome: igniting purposeful lives. ESD’s integration of intellectual development, spiritual exploration and growth, and a commitment to serving others is a uniquely powerful approach to education. We believe our students are leaders on a journey. Our mission calls for us to graduate students who will serve, create, achieve, and inspire. While the components of our mission provide a vehicle, the route is by no means defined. Our students are artists, musicians, athletes, engineers, and problem–solvers. As you will read in this issue, they are serving in countless ways, whether it is united with their classmates or performing personally meaningful tasks, like teaching women self-defense at the Genesis Center. The story on Inspiration Labs gives examples of how ESD students carry forth the entrepreneurial spirit upon which our school was founded. Our curriculum intertwines lessons in critical thinking, character development, creativity, and community in a manner that allows for an unusually high degree of individualization. The academic program provides range and diversity. In Dr. Boberg’s article, he discusses how our learning and teaching professionals continually review our coursework to ensure we are equipping our students with the habits of mind and resources required to be successful wherever their roads may lead. Wolf Run and our outdoor education program present non-traditional classrooms with unique opportunities for experiential learning, as well as strong ties to ESD tradition. The leadership opportunities are seemingly
limitless, whether through more traditional student government, clubs, and athletics, or pastorally through student vestry and service. The article on the NAIS People of Color Conference and Student Diversity Leadership Conference shares how our students and faculty are taking the lead to ensure our community is inclusive. Our faith-based community embraces humility and compassion as important values. Again, ESD offers a unique opportunity. In today’s world, the most successful leaders are those who are willing to take risks with the resiliency necessary to keep trying when the solution does not come easily. Our students are eagerly building risk-taking muscles. With ESD’s gifted faculty and advisors as their guides, our students feel empowered to dig deeper, reach further, and achieve greater. Children discover and nurture their purposes at The Episcopal School of Dallas. I am enormously grateful to be shepherding an educational institution that believes in exemplary outcomes – outcomes whose results not only include college placement, but also far exceed that measure. Our goal is for ESD graduates to have the skills and the self-awareness to lead fulfilling, meaningful, and multidimensional lives. It is a privilege to walk this journey with you. I hope you enjoy this issue of the magazine. Yours,
Meredyth M. Cole Head of School
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FIESTA CELEBRATES
40 YEARS
Thank you to the ESD Parents’ Association and countless volunteers who made the Friday, September 5, 2014, 40th Anniversary Fiesta such an amazing event. Everything – from the live music by Landon Austin ‘07 and singing of “Happy Birthday” led by Meredyth Cole and Father Swann to the bounce houses and ice cream – was a huge hit! More than 1,500 parents, students, Keystone Society members, alumni, faculty, and staff attended. The football team helped keep the celebration going with an impressive 34-14 win over rival St. Mark’s for the first time in the program’s history.
Community Service Council Organizes Lemonade Stand to Raise Money for Cancer Research Collectively, ESD students dedicate tens of thousands of hours to non-profit organizations each year. In Middle and Upper School, students often organize projects supporting organizations close to their hearts. At ESD’s 40th Anniversary Fiesta, the Class of 2020’s Community Service Council sponsored a lemonade stand that raised more than $1,200 for Alex’s Lemonade Stand Foundation for Childhood Cancer. Alexandra Scott, a young girl who battled Stage IV neuroblastoma, founded Alex’s Lemonade Stand in 1990. The organization helps raise money to fund biomedical research projects to find a cure for various forms of childhood cancer. Leading up to the Fiesta, Class of 2020 parent and student volunteer spots filled up within moments. At the event, ESD community
members purchased cups of lemonade for $1 and signed their names on paper lemons that were posted on a nearby wall. By the end of the night, an entire wall of the Stephen B. Swann Center for Athletics and Wellness was covered with paper support statements. “We sponsored this project in honor of Alex Podeszwa, the brother of Charlotte Podeszwa, a seventh-grade student at ESD,” a Community Service Council representative said. “It fits that this project is our organization’s first of the year because it will not only benefit the greater community, but it will be a way to demonstrate our support for one of our families here at The Episcopal School of Dallas.”
MOMENTUM By Ruth Burke, Assistant Head of School
The timing of this issue of The Crest aligns with the midway point of our first five-year cycle of the ESD Tomorrow Strategic Plan. The strategic plan is our roadmap to the future. Although it is very forward thinking, the heart of the plan is built upon ESD’s past – our Mission, Founding Tenets, dedication to the whole child, and the belief that every child is made in the image of a loving God. Ours is a bold and highly aspirational plan that will solidify ESD’s standing among the top independent schools in the nation. The course of this strategic plan will truly be a defining decade for our community. The determination and “all-in” attitude of our talented faculty and staff have produced an enviable track record of accomplishments and
progress in just two and a half years. This is not easy work – it is challenging all of us to do more, think outside the box, and question the status quo – we will settle for nothing but the very best outcomes for our students of today and tomorrow. It requires stretching beyond our comfort zones and pushing beyond expected requirements; the reward is the continuing upward trajectory of our great school.
A quick look at a few initiatives completed or currently underway in each of the five main goal areas illustrates the depth and breadth of our collective efforts and harnesses the momentum we will carry into the second half of the first fiveyear cycle.
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GOAL ONE:
GOAL THREE:
EXCELLENCE IN LEARNING AND TEACHING
SUSTAINABILITY
OUTCOME: ESD is recognized as an educational leader with a curriculum that incorporates collaborative, interdisciplinary, and inquiry- and project-based learning. The foundation of our strategic plan is our core business: learning and teaching. Each of the strategic plan’s five core goals is driven by our promise to provide the very best learning and teaching environment for our students and teachers. Accordingly, Goal One, Excellence in Learning and Teaching, is the most extensive and multi-faceted goal of ESD Tomorrow. Initiatives underway include a school-wide curriculum review, expanded opportunities for professional development and training for faculty, implementation of faculty innovation plans, persistent analysis of the Middle and Upper School schedules, implementation of Schoology (a comprehensive learning management system), development of a discipline matrix to support the Code of Conduct, investigation of potential new program directions and
OUTCOME: ESD has the resources
infrastructure support for the arts, and continuing research and analysis to further enhance and broaden our programs in the sciences. Three new Learning Teams kicked off this year – College Counseling led by Chris Gonzales, Director of College Guidance; Global Education co-led by Middle School English and history teacher Meg Fahrenbrook ’01 and Director of Global Education Eleanor Arnold; and Ethics and Leadership led by Upper School French teacher Geraldine Owens. Year One for these teams involves an analysis of our current programming and investigation of signature programs across the country. By drawing from the most impactful programs in independent schools near and far, the teams will recommend opportunities to strengthen ESD’s existing programs and concepts to create new programs moving forward.
GOAL TWO:
EXEMPLARY FACULTY, STAFF, AND STUDENTS OUTCOME: ESD recruits, supports, and retains the most
gifted and innovative teachers who are intellectually and emotionally adept. ESD incorporates strategies to recruit and support a diverse student body that exhibits the highest standards of character, leadership, and academic aptitude and achievement. In the first two years of the strategic plan, an immediate emphasis was placed on forming a Human Resources (HR) department and strengthening existing HR policies and procedures. In addition to developing a new HR continuum, significant progress was made in constructing effective evaluation processes for administration and staff, enhancing opportunities for the support and professional development of all faculty and staff, and incorporating leadership development as a part of professional growth. This year’s focus is on selecting a professional growth and appraisal system for faculty and preparing for its implementation. On the student side, the Office of Admission, under the direction of ESD’s Director Cindy Newsom, is actively forging new community partnerships 6
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and ensuring that our existing relationships are strengthened. Corey Henderson stepped into a new role as Admission Project and Outreach Coordinator at the beginning of the school year. Corey’s efforts are paving the way for new, exciting connections for ESD by introducing, or in some cases re-introducing, our school to a variety of organizations and schools in the greater Dallas area.
necessary to achieve all of its goals. Last spring, school leadership developed a comprehensive and forward-focused campus master plan in coordination with the Campus Planning Committee of the Board of Directors and Gund Partnership, a leading architectural firm based in Boston. The intensive six-month study, which utilized the ESD Tomorrow Strategic Plan as its guide, gathered significant input from faculty, staff, parents, alumni, and students to determine the fast-changing educational needs of our students as well as aspirations for our physical spaces. Ultimately, this plan envisions how our school can best serve today’s students in preparing them for tomorrow’s world through our learning spaces. (See the proposed footprint of the master plan on the next page). The Board of Directors approved and adopted the master plan vision at their May 2014 meeting. Plans are now underway to move forward with a comprehensive campaign to make this vision a reality. It is very important to note that this vision is not just about bricks and mortar. An equal and arguably more pressing need is to build our endowment. Along with tuition and the annual fund, endowment is one of ESD’s three main sources of income. Our goal of more than doubling our endowment will provide essential immediate and long-term support for teachers, students, and programs, securing the financial sustainability of our school.
GOAL FIVE:
EPISCOPAL IDENTITY OUTCOME: ESD’s continued excellence
20-YEAR CAMPUS VISION
GOAL FOUR:
BRAND INTEGRITY OUTCOME: ESD is known as a leading independent
school at the national level, by stakeholders and the community at large. Ensuring we communicate with all of our constituents in a timely and meaningful manner is the backbone of this goal. From daily interactions with students and parents to crisis communications with the entire community, the plan for the School is comprehensive, proactive, and constantly evolving. We believe brand integrity radiates from within. Most importantly, we must effectively communicate who we are and what we stand for as a School. The intent is not to change or forget who we are, but to move forward in an affirming and cohesive way. Through the generosity and support of a board member and long-time friend of ESD, Stan Richards, we took a comprehensive look at ESD’s essence and how we deliver our “brand promise.” Through the six-month process, which included significant input from every constituency, it became remarkably evident that we all shared
the School’s values of rigorous academics, strong community, whole child philosophy, and faithbased foundation. What we were missing, we discovered, was a succinct way to express who we are and what we do. ESD exists, and has always existed, to perform one profound goal. It is a goal that extends far beyond the traditional definition of an education. We are not content with simply shaping minds: we hope to ignite lives. Our brand promise is specific enough to define the role we now play in our constituents’ lives and broad enough to allow us to grow and expand in the future. This vision empowers us to play an active role in the lives of our community members – our students, our parents, our faculty members, our staff and administration – such that we will be faithful stewards of the responsibility that has been bestowed on The Episcopal School of Dallas: to ignite lives of purpose.
as a premier independent school is rooted in the Episcopal tradition of worship, servant leadership, inclusion, and religious formation. ESD’s Senior Chaplain, The Reverend Amy Heller, is making great strides in increasing our community’s understanding of our Episcopal Identity. Initiatives include the development of clear talking points for the articulation of Episcopal Identity; increased training for student leaders of Vestry, Community Service, and Student Government; and the formation of a Religious Life Learning Team. It is no accident that the Founding Tenets created by Father Swann forty years ago – Daily Worship, Ethical Decision Making, Community and Service to Others – are a direct reflection of the four core principles of our Episcopal Identity. Worship, diversity and inclusion of all faith traditions, religious education, and community service woven together are the core principles that distinguish Episcopal schools from other faith-based schools. These core principles have been at the heart of ESD since our inception. The Religious Life Learning Team and the Religious and Daily Worship Committee of the Board of Directors are working with Reverend Heller to heighten school-wide awareness and understanding of these principles. Their goal is to ensure that we live out these guiding principles through the delivery of our Mission. SPRING 2015
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HORIZONS Shown are February 2015 ESD adventurers hiking to the cave at Enchanted Rock. This trip has been a prized tradition for nearly four decades. Upper School campers and faculty named a tree along the trail the “Kevin Huheey ’89 Tree” in memory of the alumnus’ favorite spot. #tradition #ESDOutdoorEd
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THE CONTINUAL PROCESS OF
ACADEMIC By Eric Boberg, Ph.D., Director of Curriculum and Instruction
Over the past two years, The Episcopal School of Dallas has adopted and refined several programs and processes aimed at creating a collaborative culture of continual academic review. Instead of awaiting the stages of our external 10-year ISAS accreditation process, we are proactively working to make academic review part of an internal, ongoing activity of collective reflection on the practice of teaching and learning. In addition to the continuation of curriculum mapping and the development of learning plans, two crucial pieces of the puzzle include the recent adoption of the Danielson Framework for Teaching and the conversion of the Learning and Teaching Team in an in-house accreditation committee. Teachers are leveraging the resources associated with Google Apps for Education to create and share their revised curriculum maps and learning innovation plans – both of which embrace the framework of Wiggins’ Understanding by Design (UbD). UbD asks educators to work backwards from their desired learning outcomes in order to design appropriate instructional and assessment strategies that align with those outcomes. Similarly, the School can vertically align its curricula by starting with our desired goals for our graduates and working backwards to ensure that we support those goals at each step of the way for each of our students.
The new AP Language and Composition course for seniors is engaged in the development of a Reader’s/Writer’s Workshop Model for high school students that moves students from class-based mini-lessons and independent readings to group reading and discussion, public presentation, and evaluative reflection. The process targets several key enduring understandings and learning objectives related to developing a broad understanding and appreciation for the human experience, applying readings to a wide range of experience and contexts, and nurturing a critical approach to reading that allows students to make more informed decisions.
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REVIEW While course curriculum maps provide a birds-eye view of the scope and sequence of enduring understandings, essential questions, and significant skills and content related to a particular course, a teacher’s learning plans highlight a few particular lessons or strategies that a teacher is currently working on, either individually or as part of a group. Within Google Drive, teachers and administrators can search these documents by department, division, teacher, or keywords, including specific materials (e.g., a book, resource, or technological tool), certain strategies (e.g., flipped instruction or Socratic seminar), or particular UbD elements (e.g., understandings, questions, skills, or content). Teachers can also link rubrics, instructions, and samples to provide greater details. As part of our formal curricular review, these documents have already illuminated several enduring understandings that our teachers value across divisions. Two of the leading enduring understandings are related to the 21st century literacies or themes of global awareness and environmental awareness. Currently six learning plans have overarching learning goals related to the desire to get students to understand and develop a mutual respect for diverse cultures: •A rt manifests the essence of culture, including values, norms, gender roles, and familial roles. •A rchitecture manifests the essence of culture, including social, economic, political, and religious relationships. • I nventions reflect and change cultures. eography influences needs, culture, opportunities, choices, •G interests, and skills. s a form of propaganda, art (most notably literature and •A architecture) can intentionally be used to depict and direct cultural expectations and values. e culture of Texas today continues to be shaped by diverse • Th cultures from around the world. •A n analysis of film can reveal differences in cultures. Another set of learning plans has learning goals related to the desire to get students to demonstrate knowledge and understanding of the relationship between society and the natural world:
“
Instead of awaiting the stages of our external 10-year ISAS accreditation process, we are proactively working to make academic review part of an internal, on-going activity of collective reflection on the practice of teaching and learning.
”
• Observations of and reflections on the natural world help inform an understanding of self. • Individuals can take individual and collective action towards addressing environmental challenges. • Observations of and reflections on natural settings – historical, social, and environmental – inform an understanding of self in connection with the past. • Demonstrate knowledge and understanding of society’s impact on the natural world. These final four learning plans alone involve all students in first, ninth, and eleventh grades in interdisciplinary projects that teachers at each level have designed and implemented. (See first grade owl project story on pages 22-23 as an example.) In addition to the UbD curricular framework, ESD has adopted the Danielson Framework for Teaching to help guide teachers in their instruction and professional growth. The Framework for Teaching is a tool for assessing and enhancing the teaching practice along four domains with 22 components. Domain 1 includes competencies related to Planning and Preparation such as demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, and designing student assessments. Domain 2 focuses on the teacher’s ability to create an effective Classroom Environment through such
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DANIELSON FRAMEWORK FOR TEACHING from www.danielsongroup.com The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility:
skills as managing student behavior and creating an environment of respect and rapport, while Domain 3 hones in on Instruction more intently, including the teacher’s ability to communicate with students and use assessments in instruction. Finally, Domain 4 includes broader Professional Responsibilities related to reflecting on teaching, maintaining records, and participating in a professional community. The Framework includes a rubric for each component of each domain that assesses a teacher’s abilities from unsatisfactory to distinguished. As the community continues to develop the details of how we will fully implement the Framework, we have already created rubrics for our in-house review that align with the four domains and use the same scale of evaluation. While trained observers (e.g., department chairs and division heads) will be primarily responsible for teacher observations related to classroom environment (Domain 2) and instruction (Domain 3), the Learning and Teaching Team (L&T Team) will make observations, commendations, and recommendations at the department level by division for most of the activities related to Domains 1 and 4, and some of the components of Domain 3. In addition to other resources, the team will survey teachers about their experiences and teaching practices; examine teachers’ use of
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Schoology to organize and maintain materials and academic records, to communicate effectively with students, to provide formative feedback for learning, and to use a wide array of the resources; and examine the nature and completion of teachers’ curriculum maps and learning plans. This year the L&T Team began its annual review with a close examination of mathematics and world languages at ESD. Dr. Boberg credits his love of learning to the teachers who challenged and encouraged his intellectual, emotional, and character development. He began teaching as a way to save money for law school. What he discovered was his career. “As a life-long learner, I am most at home in thriving educational communities, like The Episcopal School of Dallas. I enjoy the interpersonal, intellectual, and innovative nature of education.” Boberg earned his undergraduate degree in philosophy and political science from the University of North Florida, his M.Ed. in Curriculum Design and Instruction from the Harvard Graduate School of Education Teacher Leadership Program, his M.B.A. in Finance and Economics from Texas Christian University, and his Ph.D. in Educational Leadership and Policy Studies from the University of Texas at Arlington. He continues to research the relationship between school leaders, collective teacher efficacy, student engagement, and achievement.
PARENT
MINDFUL INTEGRATION OF
TECHNOLOGY
FACULTY
STUDENT
By Mary Hansell, Director of Educational Technology
A recent article in The Dallas Morning News, “Your Future Job Doesn’t Exist Yet,”(1/15/15) reminds us that “in ten years, about 65 percent of jobs that will exist haven’t even been thought of yet.” How do we prepare students for the future that is unknown? How do we help them develop the critical skills of curiosity, self-learning, and information evaluation? The only thing we know with certainty is that things will change. The Excellence in Teaching and Learning Initiative of the ESD Tomorrow Strategic Plan calls for incorporating instructional methods with the best tools and resources available for our students. The mandate of the ESD Tools and Resources Learning Team is to determine which tools to use and how to use them effectively to advance learning. The challenge is not to find technological tools, for there are many, but to determine which are the best fit for ESD’s students and our curriculum. With this as its directive, the ESD Tools and Resources Learning Team researched learning management systems (LMS). Upon its recommendation, this year ESD adopted Schoology as our learning management system for grades five through twelve. Schoology enables students, teachers, and parents to communicate more effectively by providing a centralized place for course materials and assignments. This interactive tool features online course calendars that overlay all of a student’s courses on the same calendar and allows the student to track his or her grades on a daily basis. What’s more, the Schoology app allows students to connect from anywhere, anytime using their phone or mobile device. The BYOD (Bring Your Own Device) program in Upper School enables students to fully utilize Schoology. Students can locate course materials and resources on individual class pages, submit homework assignments, take quizzes, record and submit audio assignments, and participate in online discussions. They can set notifications to receive course updates as text messages or emails. Upper School students are
also using Schoology for participation in school clubs and special groups. Teachers can use the media albums in Schoology to post examples of class work, class photos, or group presentations. As of the second semester, parents can log into their own Schoology accounts and elect to sign up for a weekly digest that sends them an email summary of their child’s progress. Since the beginning of this school year, there have been over 1.7 million page views, 20,675 submissions, 15,000 files uploaded, and 7,748 comments posted. While using Schoology is one example of ESD’s tech integration, another example is a Chromebook pilot program in Middle School. The fifth grade students in Ellen Neill’s science class are using online resources instead of a standard textbook. Using Google Drive, which integrates easily with Schoology, students can collaborate on projects and assignments asynchronously. Seventh and eighth grade will join the BYOD program next year and will be able to take advantage of increased online opportunities with Schoology and Google Drive, when appropriate. Lower School teachers and students are also increasing their use of online tools to enrich the curriculum. Students in Lower School have been given password-protected Google Drive accounts this year, which allow them to create, share, and edit documents as they collaborate with peers. They can access their work on the iPads, in the computer lab, or at home. For example, students are using Google Sheets to record their votes for their favorite Caldecott Book Award selections and graphically represent the data, an exercise that aligns well with the Everyday Math program objective of using real world applications. Other examples of online tools being used to enhance the curriculum include Mathletics, Babelzone, BrainPOP, and Tumblebooks. Common Sense Media helps students, parents, and teachers understand the importance of being mindful of their use of technology and aware of the pervasive influence of media today.
273,037 1.7 MILLION TOTAL VISITS
00:06:13 AVG. VISIT TIME
20,675
SUBMISSIONS
PAGE VIEWS
7,748
COMMENTS POSTED
15,149
FILES UPLOADED
As a Common Sense Media Signature School, ESD requires teachers to select relevant lessons from the Common Sense K-12 Curriculum and to make students aware of the role technology and media play in their lives. For example, “Selling Stereotypes” is a lesson that Mrs. Skelton introduced to fourth graders to make children aware of marketing and media messages as they analyze various websites produced by the LEGO Corporation. Middle School students have studied “Talking Safely Online.” Upper School students explored the elements of ‘fair use’ in the lesson “Copyrights and Wrongs.” At ESD, teachers continuously analyze and evaluate programs in order to provide the best and most useful tools for their students. For additional examples, please visit the Innovation ESD Blog (www.innovationesd.com). While we cannot know what the future holds, we can rest assured our students will have the skills of collaboration, flexibility, curiosity, and character to successfully navigate the road ahead. As ESD’s Director of Educational Technology, Mary Hansell is responsible for developing environments that model effective and appropriate uses of technology and encourage creativity and collaboration for grades Pre-K through twelve. Whether as ESD’s Lower School computer teacher or a member of the Upper School History Department, Hansell has always integrated technology to foster a deeper understanding of curriculum, like Skyping in 2004 with Lower School-aged Chinese e-pals or monitoring live #tahrirsquare feeds during the Egyptian revolution. Prior to ESD, Hansell taught Middle School math at Parish and math, science, reading, and computer science at Greenhill. She earned her Master of Humanities from The University of Texas at Dallas, and her Bachelor of Arts in Elementary Education from the University of Dallas.
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MATH ALIVE
The Perot Museum of Nature and Science was bubbling over with energy and excitement as students from The Episcopal School of Dallas and St. Philip’s School and Community Center teamed up for the 2theXtreme: MathAlive! Exhibit’s Xtreme Math Match. Each team was comprised of three fifth-grade students from the two schools, plus scorekeepers and official spokespeople.
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Prior to the contest, each student was paired with a meteorologist from one of the Dallas-area news stations, including Evan Andrews (Fox 4), Colleen Coyle (WFAA), David Finfrock (NBC 5), Jeff Jamison (CBS 11), Milmar Ramirez (Univision), and Kevin Roth (CW 33). Representing ESD from the Class of 2022 were Mary Grace Altizer, Connor Awbrey, Evin Bishop, Paco GomezQuinonez, Jackson Lutz, and Dalia Nabulsi. “Students answered questions like, ‘A weather balloon is ten feet off the ground and is rising at a constant rate of two feet per second. What is its height after three minutes?’ It was exciting to celebrate math together,” Chelle Wabrek, Head of Lower School, said. As the Radical! Rockets and Xtreme! Snowboarders hurriedly scrambled to answer their assigned questions, fourth and fifth graders from both schools cheered on their peers in front of several museum patrons, families, and media outlets. “I was really nervous to be up on a big stage, but it was really awesome getting to work with Mrs. Coyle to win the contest,” Nabulsi said. “Some of the questions were kind of hard, but it was really fun to compete with my friends and amongst the students from St. Philip’s,” Bishop said. After the contest, the students headed downstairs to experience the MathAlive! exhibit. More than 100 students packed the 5,000 square-foot exhibit as they explored the six themed areas dedicated to STEM research and learning.
“The 2theXtreme: MathAlive! exhibit at the Perot Museum demonstrates everything that we as educators believe – everyone wants to and can do math,” Head of School Meredyth Cole said. “The hands-on experiments and activities make math accessible, fun, and above all, relevant to students. Through sports, robotics, fashion design, video games, music-making, and more, learners of all ages can be awakened and inspired by the limitless possibilities math has to offer.” Leading up to the event, a small group of ESD and St. Philip’s students had the honor of meeting with Dallas Mayor Mike Rawlings. ESD fifth graders Mary Grace Altizer, Fletcher Calvert, Riley Calvert, and Taylor Elliott presented dozens of letters from their schoolmates to Mayor Rawlings. “Nearly everything you do involves numbers,” Elliott
explained. “We have to use money to feed the parking meters, you use numbers to add up the score of a football game, and my dad uses numbers in his business.” “I want to be a pediatrician one day, so I know I’ll need to be good at math to make sure that I take care of people as best I can,” Altizer said. The students’ hard work paid off. At a City Council meeting on Wednesday, October 22, Mary Grace Altizer and a St. Philip’s student formally asked Mayor Rawlings to declare November “Math Rocks Month.” After the students’ sixminute presentation, Mayor Rawlings presented the pair with an official proclamation.
The Episcopal School of Dallas, in partnership with St. Philip’s School and Community Center, was a Presenting Sponsor of the MathAlive! Exhibit at the Perot Museum of Nature and Science. This exciting partnership was made possible through the generosity and vision of Suzanne and Patrick McGee, who wanted to honor the strong relationship and history of the two independent schools. MathAlive! was an exhibition designed to not only inspire, spark the imagination, and reveal math at work, but also to show the endless possibilities of math. The exhibition brought to life the real math behind what kids love most – games, sports, design, video, music, robotics, and more – and created interactive and immersive experiences. Visitors could ride in a live-action snowboard race, control a Mars Rover, design and play their own video game, and more.
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ENVIRONMENT AS THIRD TEACHER
United in the conviction that the environment is our children’s third teacher, we can begin a new and vital mission: designing today’s schools for tomorrow’s world. – The Third Teacher
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The connection between physical development and brain development is well known...
The new school year brings new beginnings: new friends, a new curriculum, and new learning spaces. Students at the Lower School of The Episcopal School of Dallas were welcomed with a new outdoor exploration area, a fine motor skills lab, and redesigned learning spaces. Susan Fraser, an education professor at Clark University, explained, “A classroom that is functioning successfully as the third teacher will be responsive to the children’s interests, provide opportunities for children to make their thinking visible, and then foster further learning and engagement.” With this concept in mind, Lower School faculty and staff spent last year researching how to utilize a student’s natural environment as a third teacher. “Parents have long been considered a child’s first teacher, with the classroom teacher as a close second. Research supports that learning environments are the ‘third teacher,’ leading to significant innovation in all aspects of the classroom atmosphere from furniture design to layout,” Chelle Wabrek, Head of Lower School, said. “Classrooms need to provide spaces for children to collaborate, to concentrate, and to decompress, as well as the versatility to allow teachers to modify their space in response to student learning.” The new learning spaces came to fruition last fall during a visit from educator and designer Christian Long of Wonder By Design. Long spent a day with Lower School teachers brainstorming new learning environments for students. But rather than let teachers use nouns to describe what they wanted, Long asked them to list verbs specific to what could be done in the new space. Ideas such as “conduct scientific explorations,” “grow plants,” and “make a mess” were tossed around as potential uses for the new spaces. Included in the outdoor exploration area are water tables with hand cranks, building block stations, sand boxes with measuring cups, and painting easels. New developments
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also include tables with connecting pipes and a water table with submerged letters and numbers that students must “fish” out. There are picnic tables that double as benches to provide students and teachers with space for concentration, as well as an area where students can share a meal. Different stations throughout the gated area allow children not only to choose from a variety of activities, but also to develop new skills without recognizing they are actively learning. Furthermore, the cross-disciplinary work of combining science and exploration allows for more creative thinking and problemsolving as well as collaboration between students. “Research shows that a program rich in creative play and exploration enhances the development of the whole child,” Jill Stanford, a Pre-K teacher at ESD, explained. “The whole area has been an incredible addition to the Pre-K curriculum.” Also new to the Lower School environment is a Motor Skills Lab. Donated in part by the ESD Booster Club, this new space allows children to build the gross and fine motor muscles crucial to sustained development. Young children develop the muscle capability to control and support their weight by swinging on trapeze bars, climbing jungle gyms, and bouncing on trampolines. Students also learn how to skillfully balance and walk on narrow rows of blocks and engage in activities that test their hand-eye coordination. “The connection between physical development and brain development is well known, and it is exciting to watch our Physical Education department work in concert with our early childhood educators to encourage both gross and fine motor muscles,” Wabrek said.
New classroom designs for second-grade students also emerged during the brainstorm sessions with Long. New to this year’s rooms are Idea Paint walls that students can write on with dry erase markers, wobble chairs, and moveable desks and tables. The classrooms include tables designed for quick and easy storage so when teachers need to create large workspaces for collaboration or science experiments, space can be made readily available. Ergonomically engineered chairs and stools ensure a child’s natural instinct to move is not curbed, but rather used as a vehicle for better learning. According to research by Dr. Mark Rapport, the supervisor of the study and professor of psychology at the University of Central Florida, children need to move in order to focus better during complicated mental tasks. “Second-grade teachers began this school year with spaces that are flexible and maximize student learning. Idea Paint on the walls creates shared work space for students to work through math challenges together or to brainstorm story ideas,” Wabrek said. “It is clear that these learning spaces have been ‘decorated,’ but more importantly they have been designed to better maximize brain power.”
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The ESD WORX Internship Program provides students opportunities for personal development, career awareness, life-skills mentoring, and exposure to fields of interest. The program matches rising seniors to summer internship opportunities with WORX Partners who are actively involved in a wide array of local businesses. Students must complete an application, meet the qualifications set forth, and be accepted into the internship program. The WORX program is sponsored by the Dads’ Partnership with support from the ESD Alumni Association. “The WORX Program is the product of a very strong community effort within ESD. Parents and alumni have worked together with the College Guidance and Communications offices to create an amazing opportunity for our students. WORX allows students to test drive a career that interests them and chase dreams that could become a reality. The responses seen here are a great testament to the uppermost quality of our students and the WORX Partners (employers) within the program. We cannot thank our partners enough for this incredible gift to our students. WORX defines WIN/WIN/WIN.” Robert Shive ESD WORX Founder
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My internship with Dr. Wood and Dr. Aronowitz was fascinating. I have always been interested in the medical field and the ESD WORX Program gave me the opportunity to observe what it’s truly like to be a surgeon. This internship definitely had an impact on my professional goals and led me to take AP Biology this year, which has quickly become my favorite class. I am not sure if I’ll become a surgeon, but I’ll likely pursue a degree in either biology or public health. Claire North ‘15 Early Decision Acceptance to Duke University
“Students who shadowed with me were able to get a solid snapshot of what it’s like to be a physician. They were in the clinic and in the operating room right alongside me. Although they didn’t get to see all of the paperwork that goes into it, they got to see how busy and fast-paced each day is. More importantly, they were able to identify what being a surgeon is like beyond going to med school by witnessing that the role is really about relationships with people when you get to its core. It was great to work with students from ESD who were getting excited about the same thing I am excited about.” Dr. Megan Wood Orthopedic Surgeon Dallas Hand Center, PLLC
“My WORX experience was everything I had hoped it would be and more. I worked at a startup company called Who@, which has created a way for business people to make new connections with people that could potentially help them (like LinkedIn meets Facebook). I loved working downtown, because I got to walk around during my lunch break and explore the city that I had not seen a lot of, despite living here. My employer and the full-time employees were extremely nice, helpful, and happy for me to be there. To say the least, it was truly an unforgettable experience.”
I wish my high school had a program like ESD WORX when I was in school. Getting exposure to multiple industries before I picked my major in college would have been a great opportunity. If you want to be successful in business, you need to be proactive, create as many options as possible, and then focus on the one where you have both the most passion and the most value to add. Lee Blaylock Founder and CEO Who@
Johnathan Barr ‘15 Early Decision Acceptance to SMU Engineering
THE ALUMNI ASSOCIATION SUPPORTS ESD WORX The ESD Alumni Association was happy to join the Dads’ Partnership in advancing the WORX Internship Program last summer. WORX is a great program that provides real-world experience to our future alumni, while helping them identify what academic and career paths they want to pursue after leaving ESD. The Alumni Association understands that in today’s competitive college and job markets, it is imperative for students to build a strong resume, and WORX does just that. With over 2,000 alums in a wide range of professions, we look forward again to the challenge of placing our juniors into summer internships that will help them learn and mature. The ESD Alumni Association hopes that all ESD students take advantage of this tremendous opportunity.
I greatly enjoyed working at Hartline Dacus Barger Dreyer Law this past summer as an ESD WORX intern. I was highly involved in working on a case by drafting petitions and other legal documents. I appreciated being trusted to help out in a meaningful way at the firm through my internship. Tate Curington ‘15
“Last summer, I had the pleasure of hosting two ESD WORX students at my law firm. During their internships, Sophie Wilson and Tate Curington experienced life as an attorney on both sides of the civil docket. Not only did they learn how to identify and analyze important legal issues, they assisted in preparing written discovery and pleadings. Sophie and Tate also had the opportunity to observe a wrongful death federal court trial against Toyota. I hope their internships helped them better understand what academic and career paths they want to pursue after leaving ESD. Regardless, graduates as intelligent and bright as Sophie and Tate make me very proud of my alma mater. I look forward to the opportunity of hosting additional WORX interns this summer.” Brian Rawson ‘96 Hartline Dacus Barger Dreyer Law
Thank you to everyone who has participated in this important program. For ways to be involved, please contact Robert Shive. SUMMER SPRING 2015 2014 I (rshive3@gmail.com)
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ARTISTS IN THE CLASSROOM
EDDIE EASON Director of Outdoor Education Alumni Relations Coordinator Upper School Math Serving the ESD Community since 1981
How do you see your students grow from the day they arrive in your class to the last day of the school year? The growth is remarkable. Teaching a course like Honors Geometry over the course of a year, I see the students make tremendous strides in their abstract reasoning and become better analysts and problem-solvers. How do you see 21st century learning and/or the role of technology impacting your classroom? I think educators are still trying to figure out the appropriate mix of traditional frontal instruction, problem-based learning (PBL), content mastery, and collaboration. Twenty-first century learning is definitely more time-consuming. As the instructor, 20
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I can’t cover as much material in the classroom. The challenge has been to re-identify what is really critical and must be covered in the classroom, and what material can I empower my students to learn on their own outside the classroom. What are some of your favorite lessons that have withstood the test of time? The lessons learned in Chapel are some of my favorites, including that everyone is a special, unique individual created in the image of a loving God; mud pies and unconditional love; Roger Bannister on striving for the impossible … the list is pretty long. What excites you most about teaching? The opportunity to make an impact and “light the fire” on a daily basis. To borrow and paraphrase a line from The University of Texas, “What starts here really does change the world.”
MARTA MILIAN Spanish III and IV Serving the ESD Community since 1997
What is your favorite tradition at ESD? Pass It On. To me, this tradition keeps the cycle going as the seniors pass on the light to the incoming freshmen. The Founding Tenets and all of the traditions make ESD the special place and community that it is. What do you love most about the ESD community? I am in my 18th year at ESD. From the time that my daughter started school at ESD in the fifth grade to the present, I have loved the feeling of being part of a caring community that has many wonderful traditions. ESD allows every student to develop as a unique individual spiritually, intellectually, emotionally, and physically.
What excites you most about teaching? I am the happiest when I am in the classroom with the students. Every year, every class, and every day is different. I want to share a little bit of me with the students – like my language and my culture. I also enjoy when former students come back to visit me and want to share their accomplishments and what is going on in their lives. ESD faculty members are known for being “life-long learners.” What is the latest lesson you have learned? We live in a world that is changing on a daily basis. As teachers, we have to keep up with what is going on in the world so that we can continue to prepare our students for the world that is waiting for them outside of the classroom. A recent lesson that I have learned is that the whole world is connected because technology has no boundaries.
John Steinbeck said, “I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” The Episcopal School of Dallas is blessed to have some of the most gifted “artists” within our faculty. Expertly balancing compassion with command, the ESD teacher is the conduit by which our students are prepared for lives of intellectual discovery, integrity, and purpose. These are four of the many masters in our midst.
CASSIE NUTTER Middle School Computer Science Teacher Middle School Technology Coach Middle School Robotics Coach Future Leader Program Liaison Serving the ESD Community since 2013
How do you see 21st century learning and/or the role of technology impacting your classroom? Being a technology teacher and coach allows me to help students and teachers alike with new and innovative ideas using technology. Technology is a tool that will never replace good teaching, but makes it more exciting for the teachers as well as the students. Our job as educators is to prepare students for the world beyond the classroom, so it is imperative that students use and understand the reaches of technology.
What is your favorite tradition at ESD? My favorite tradition at ESD is having an advisory. I am passionate about being an advocate for my students. The bond that is created between advisor and advisee is everlasting. What excites you most about teaching? I love those unexpected teachable moments that happen every day. What do you love most about the ESD community? There is such a sense of community at ESD. This is my second year here, and I have felt at home since the day I arrived. ESD is not just a community, but a family.
RIQUI VILLAREAL Lower School Physical Education Lower School Spirit Coordinator Varsity Wrestling Coach Serving the ESD Community since 2014
What is your favorite tradition at ESD? This is my first year at ESD, but so far I’d have to say the Lower School Homecoming Pep Rally. I played varsity sports in high school and was a cheerleader in college, so I know and really appreciate the amount of work our varsity athletes and cheerleaders do to be successful. I’m even more grateful that they’re so willing to share their experience with Lower School friends, who go absolutely nuts to see them. What excites you most about teaching? I get excited not only about seeing my students progress and improve, but seeing students realize they’ve progressed and improved. There’s nothing quite as satisfying as seeing the beaming face of a student who can do something
they weren’t able to do the day before, or even a few minutes before. Teaching students in Lower, Middle, and Upper School, I have noticed that a student’s look of excitement when they can do something new doesn’t change much from preelementary age to senior year. How has ESD continued to prepare students for lives of intellectual discovery, integrity, and purpose? I graduated from a high school and college both very similar to ESD in terms of their aim to shape students beyond their academic achievement, and so the Mission and vision of ESD resonate strongly with me. Most importantly, we are thoughtful and intentional about preparing students to live a life of intellectual discovery, integrity, and purpose because it doesn’t happen simply by expecting it. In fact, these values determine how most everything is done here.
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THE FIRST GRADE
STUDY OF OWLS Curriculum by the First Grade Team, Article Written by Eric Boberg, Ph.D.
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Inspired by a first grader several years ago and her own incredible project to save one owl, the firstgrade team (Mary Bickley, Rachael Bingham, Wendy Dalton, Connie Elms, and Monica Frymire) developed an inquiry-based project to study owls. They began by generating interest in owls. Students read the book Owl Moon by Jane Yolen and studied owl songs and poems. Then they used art, science, and math to analyze and understand owls more fully, learning about their physical attributes, dissecting regurgitated owl pellets to see what they eat, and “owling” with a partner to test their knowledge of owls. In addition to their research and lab work on owls, the “Owl Lady” Kathy Rogers from the Rogers Wildlife Rehabilitation Center visited the students, lending her first-hand experiences and sharing a vast assortment of owls and other birds of prey. This year, first grade students collaborated and negotiated with one another in order to extend their inquiry in a real-world opportunity to make a difference. They used their newly acquired knowledge and creativity to take collective action towards addressing a local need. In the process, they applied higher-level math skills, collaborated on a common goal, and shared their new knowledge, skills, and awareness with the community. The process begins with a question:
What would you do if you found a fledgling owl that had fallen from its nest? Motivated by curiosity and concern, you might explore ways to support this living creature as it matures. Driven by the question, “How can I help this creature in need, living creatures like this, others in need?” you might embark on a mission to learn as much as you can and to reach out to as many others as you can to assist you. In the short term, you would want to know about its diet, nesting materials, appropriate temperatures, natural predators, and signs of stress and illness. You would look for support in your community – people who have similar interests and who can offer expertise. This inquiry would soon bring you to broader questions. Why are creatures like these endangered? How do human endeavors affect the lives of owls? What can I do to help ensure that other owls don’t suffer in the future? The
line of inquiry you pursue would arise from your need to know: you would research, observe, and collaborate because you want to help the owl the best you can, not merely because you have an upcoming quiz about owls. Along the way, you yourself could develop an array of specific skills, content knowledge, and literacies. You would exercise your information, media, and technology skills as you access information online and leverage technological tools; you would draw upon your collaboration skills as you recruit others to your cause and share your findings; and you would strengthen your critical thinking and problem-solving skills as you analyze and evaluate your evidence, arguments, and beliefs in order to weigh options and determine the best path to pursue. On a larger level, you would be building your environmental literacy as you demonstrate knowledge and understanding of the environment and circumstances and conditions affecting it, demonstrate knowledge and understanding of society’s impact on the natural world, and take individual or collective action towards addressing this environmental challenge. In the end, you might start a foundation, volunteer your time, or develop resources to inform others about the plight of owls and what humans can do to make a difference. Drawing upon your enhanced skills, enriched content knowledge, and environmental literacy, you would contribute to the skills, knowledge, and literacy of others.
Although terminology can sometimes cloud the message, it is good to reflect on the Owl Project using some commonly used terms associated with inquiry-based project-based learning. The project is sustained by a driving question that guides inquiry and provides students with a need to know. This question explains why students are learning what they are; this question is the project’s raison d’etre. During the process, students have numerous opportunities to lend their voices and make choices, and we are working on a way to provide students with opportunities for on-going and summative reflection. The first-grade team continues to refine this model: they are working to make the content as significant as possible by strengthening its real-world applications and providing varied types of learning opportunities and student demonstrations of that learning. Finally, it is important to remember that the model can be used to study lots of different content. Next year, a local news story or a campus event could inspire the study of the Great Blue Heron. In fact, each student could study a different plant or animal and learn most of the same content (e.g., about ecosystems, food chains, life cycles), exercise the similar skills, and develop their environmental literacy. Of course collecting the droppings or regurgitations of 60 different species could be quite a chore!
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BANNED
B OKS An editorial by Tolly Patterson Salz, English Department Chair, adapted from her originally published article from September 2014 during Banned Books Week
We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of the written word. We do so because we believe that it is possessed of enormous variety and usefulness, worthy of cherishing and keeping free.We realize that the application of these propositions may mean the dissemination of ideas and manners of expression that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours. (From the American Library Association’s Freedom to Read Declaration, 1953)
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MY EMAIL AND FACEBOOK HAVE BEEN BUSIER THAN NORMAL THIS WEEK. Perhaps because my close friends, colleagues, and former students know my fierce attachment to the art of reading, they’ve reached out to ask my opinion regarding recent issues of book “suspensions” in the local news during this of all weeks, The American Library Association’s Banned Books Week. In fact, several years ago I found myself in a similar position as some teachers, administrators, parents, students, and districts are in today. As a K-12 English Language Arts Curriculum Coordinator for a school district here in Texas, I was to oversee the thoughtful selection process of instructional materials to best meet curricular objectives for various courses. And, because we live in a democratic society of varied people possessing varied voices, beliefs, and points of view, I found myself amid controversy regarding a text selected for classroom use. What emerged from this controversy was not conflict, but rather constructive conversation – one that should take place in any community partnering with educators in support of student learning. In 2000, I started the first community-teacher book club, where in partnership, grown adults would read, study, debate, and share ideas stemming from potentially controversial literature. We read authors Toni Morrison and William Faulkner, as well as up-and-coming writers not yet considered canonical. We underlined passages and talked of their significance; we, members of the same community who possessed hearts and minds, wicked smarts and independent beliefs, explored topics of racism, of rape, of infanticide, of feminism, of oppression, of murder. And while we shared, we listened. We questioned. We explored. We trusted that there was no one source of “wisdom” present in that room, and we knew we could continue the conversation when we returned to our homes. We knew we could call upon one another, other friends, our parents, and a variety of religious leaders to unpack ideas further. But few knew that they could go home and ask their own children to explain how to read complex texts. You see, that’s where the beauty of discovery resides – in the most important intersection of classroom and home. As an English teacher, my job consists of imparting to students information they may or may not use over the course of their lives: how to use the colon; when – and where – to use the dash; why, for special occasions, using the semi-colon in a series with a simple comma won’t suffice. I spend most of my days trying to convince 16, 17, and 18-year-olds that word choice really does matter; that Thoreau and Twain were ahead of their times; that Dickinson and Dante paved the way for others regarding style and thought; that Shakespeare still hovers above and within us in his own separate sphere; that just because we can find an answer in 1.5 seconds on the Internet doesn’t mean we have learned something new. Each day with my students, I have a task that I hold to be sacred: I am entrusted with minds, hearts, and souls of children who are navigating
their way in this world. This task is not one I take lightly, nor is it mine alone to do. In partnership with a community at large, combined with the mission of my school, various curricular objectives, and researchbased practices, I dive in, head first, to rediscover the joy of discovery, the exhilaration that exists when one lives in the question, and the beauty in not knowing. What unites us – students, teachers, and parents – is that we all belong to the same community that wants the same end: to graduate competent, capable, empathetic young men and women who possess the ability to stand up for what is right in this world. We can argue all day and night about which text is the “best” or the “worst” to teach in high school English classrooms. But good literature (and the stuff it’s made from – the colons, the dashes, and the semicolons), including the written words encapsulating the ideas, is the stuff of life. Finding information in 1.5 seconds does nothing for the intellect and even less for the soul. Being told information over 1.5 years – over 15 years, even – does not always yield a student or a graduate who possesses the ability to think, to feel, to act. Taking the time to hone skills of critical analysis, to explore schools of critical thought, to read authors yet to be discovered – this is where the realm of true transformation reigns. Books possess the power to transform us into people we have imagined – and yet have never dreamed – we’d actually become. For any child to be denied this pleasure, this basic need, is to rob her of the greatest joy. And this joy isn’t simply that of reading or the pleasure of the printed page; this joy is the fundamental self-awareness necessary to navigate a world that sometimes asks for something, for someone else. This joy is found when reading in a community of trusted companions, teachers, and guides who help craft character in connection with the written word. When we read, when we as a community share stories with one another, we are actually sowing the seeds for a bountiful harvest, food for the future so that we will never feel hunger. Books are places we can visit in all stages of our lives, and they will feed that curiosity and wonder very much alive within all of us. Books also help us discover who we are and what we value – today as well as tomorrow. At times when the world is too much with us, books and a supportive community assist in such transformation. As an educator, I have a responsibility to present information, to select materials, and to design lessons that best bring about learning, inquiry, and intellectual discovery. The decisions I and my colleagues make on a regular basis are not made lightly, nor are they made with haphazard guesswork or from random selection. If we are lucky, we get to make these decisions in partnership with a school that has a student-centered mission, one that embodies an ethical responsibility to educate not just the head, but also the heart of each child, regardless of race, gender, creed, or belief. As a teacher, I have the responsibility to read any text on my own and evaluate curricular objectives and materials selected to ensure student mastery of particular skills. I have the responsibility to ensure my students’ Constitutional right to interact with ideas in a safe place where trust, mutual respect, and high regard for standards reign. But I do not have the right to tell them what to think. And as a parent, I believe I have the right to monitor my children’s exposure to ideas I do not feel they are ready for. I have the right – the SPRING 2015
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Such growth, such character, is possible from the conversation books allow us to have – in the classroom and in the home.
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responsibility, even – to discuss with my children aspects of right and wrong, of love and hate, of empathy and ignorance. But I do not have the right to tell them what to think. I have read almost all of the texts that have been challenged in the state of Texas, as well as books on the ALA Banned Book List. I have taught some of these authors to freshmen, sophomores, juniors, and seniors in high school. My own children have read some of these texts as well. And it is precisely because of my own experience as a student, as a teacher, and as a parent that I have faith in the process of education, as well as in the hearts, minds, and spirits of students who are trying desperately to navigate the sometimes murky waters they find themselves in. These students need trusted adults, teachers and parents, to help them chart their own course. Yes, I do believe we should teach critical thinking skills and empathy with award-winning literature that has redeeming and lasting value. We should prepare our children for the path that lies ahead of them – with trust, tolerance, love, and respect that come from hard work, fierce love, and reciprocal respect. We should join hands with parents, teachers, administrators, students, and community members; we should openly discuss ideas, civilly and respectfully, for that’s what members of a thriving democracy should do. When love and respect and trust and tolerance no longer govern a community’s interactions with one another... well, there’s a book or two out there about that. Perhaps we could read it together. I’d like to close with the comments of one of my former students – an amazing thinker and reader and human being – who recently posted the following, which says far more than I ever could: I didn’t learn to be a murderer by reading Crime and Punishment, and I didn’t grow up to be a bully because I read Lord of the Flies. I didn’t learn how to do drugs or that child molestation is acceptable from the Perks of Being a Wallflower. I learned that actions have consequences, and that sometimes there’s more to the quiet kid who’s sitting alone than you think. I learned that everyone has a story worth hearing, and that being accepting is the first step to being accepted. The books we read as young adults become a part of us in a way that nothing else ever will. We learn empathy, and about how our actions can affect other people. We learn to study the world around us with a critical eye. We are pushed to make choices about what kind of people we want to be. Such growth, such character, is possible from the conversation books allow us to have – in the classroom and in the home. And it is this growth, and this character, that we should never seek to suspend. Tolly Patterson Salz has served alongside Greg Randall as Interim English Department Co-Chair this academic year. After conducting a nationwide search, we are pleased to announce that Tolly Patterson Salz has been named English Department Chair for The Episcopal School of Dallas. For the last 13 years, Salz has taught all levels of Regular English, as well as AP Literature and Composition at ESD. Prior to ESD, Salz taught Regular, AP, and AP TAG English at Highland Park High School for 10 years. During that time, she also served as the HPISD K-12 English Language Arts Curriculum Coordinator. She is a graduate of HPHS, the Plan II Honors Program at The University of Texas at Austin, and SMU’s MLA program. If she’s not in the classroom, with students, or with her family, you can find her curled up somewhere with a really good (possibly banned) book.
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THE EPISCOPAL SCHOOL OF DALLAS ENGLISH DEPARTMENT STATEMENT OF PHILOSOPHY Prepared and Adopted 2014-2015 At ESD, our curricular selections are made with our school’s mission in mind: The Episcopal School of Dallas prepares young men and women for lives of intellectual discovery, integrity, and purpose. The School develops the unique talent and potential in each student and embraces sound learning, discipline, and faith as essential elements of an educated conscience. In addition, we select materials consciously that will support our Founding Tenets and Educational Goals to enable the faculty, staff, and students to work and study in a faith-centered environment. In essence, the literature we study and the assignments we create are selected and designed “within the context of a pluralistic and diverse student and faculty population.” Our classrooms are devoted to the further development of community so that each member experiences “mutual trust, respect, and honor while preserving individual identity, uniqueness of thought and personality.” We encourage and examine – in our own lives as well as in rich literature – ethical decision making, “preparing students for actions which promote the common good through the study of religious and moral paradigms of history and contemporary thought.” In essence, we design an instructional and curricular experience for students in our community that reflects our belief in ESD’s Statement of Educational Philosophy: Students learn best through the active pursuit of knowledge and the relevant application of that knowledge. We believe this is best achieved in a community that fosters critical thinking, creativity, collaboration, personal responsibility, and intellectual risk-taking in a safe and open environment. ESD educators endeavor to guide students through inquirybased, real-world learning experiences that yield enduring understanding and encourage students to become life-long learners in an ever-changing global society. As a college preparatory school, we aim to make challenging and appropriate text selections and design meaningful curricular experiences that will increase a student’s critical thinking, stimulate intellectual curiosity, foster open-mindedness toward diverse perspectives, assist in developing personal integrity, and bring about a sense of awareness of a larger community here at ESD, in the city of Dallas, and in the world. Selecting classic and contemporary texts of literary merit assists our students well in such discovery. Essentially, texts in the English classroom are used to help students acquire certain skills. Thus, the main goal is not to have students read a book simply to understand a story; rather, the main objective is to have students study a book as a means to some other, some greater end, such as becoming more critical readers, thinkers, and writers in a world within – and beyond – this campus.
LESSONS IN LEADERSHIP: THE DEDMAN LECTURE SERIES
THE DEDMAN LECTURE SERIES enhances ESD’s curriculum by providing both academic and practical experiences in leadership education. The inaugural lecture was given by Mr. Robert H. Dedman, Sr., noteworthy philanthropist and founder of ClubCorp International, on April 12, 2002. Since that time, our students have benefited from the experience of a wide range of distinguished leaders.
TOM SHULL PRESENTS LESSONS IN LEADERSHIP TO CLASS OF 2015 It was a privilege for students in the Class of 2015 to hear lessons in leadership from Tom Shull, a soldier, businessman, and ESD dad, as part of the annual Robert H. Dedman Lecture Series for Leadership. Shull shared the stories of four of our nation’s unsung heroes and defined them by leadership attributes central to his experiences. Shull taught students to be guided by their character, discover their purpose and pursue it with passion, lead by example, and embrace their faith. He presented lessons on Joshua Chamberlain, an American professor turned Civil War hero; Daisy Counter, his grandmother who fearlessly led companies that were the dreams of her family members; Creighton Abrams, who guided the lead tank into the Battle of the Bulge in World War II; and Father Emil Kapaun, a servant leader and the highest decorated chaplain in U.S. military history. “It was an interesting take on leadership and not one that we have all heard time and time again,” Gretchen Mahoney ’15 said. “Mr. Shull’s passion for identifying and exemplifying leadership captured our attention and
made an impact on what I think a leader really is.” Shull is Director and CEO of the Army & Air Force Exchange Service (Exchange) in Dallas. A 1973 graduate of the United States Military Academy at West Point, Shull received a Master of Business Administration with honors from Harvard Business School in 1981. Prior to the Exchange, Shull served in the CEO role at Wise Foods, Inc., Hanover Direct, and Barneys New York. His military awards and decorations include the Defense Superior Service Medal, Meritorious Service Medal, Expert Infantryman’s Badge, Ranger Tab, and Airborne Wings. Shull’s message to students was clear, “You truly are the future leaders of our nation; never underestimate yourself. Recognize your purpose and pursue it passionately. If you have to choose between the easy wrong and the hard right, always choose the latter.”
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Buddy Day Nearly 30 years ago, Father Swann had the idea to pair the youngest and oldest students together to help bridge the gap between Middle and Upper School. A beloved tradition, shown here are the Classes of 2008, 2015, and 2022.
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The tradition of fifth and twelfth-grade buddies began when Vikki Martin was asked to organize a Christmas tree decorating party for the buddies in the Study Commons. The students worked in pairs to decorate their ornaments and then adorn the tree. A few days later, the tree served as the centerpiece for the School’s Winter Formal and annual Lessons and Carols celebration. “The Christmas Tree project was started as a way to allow the older students to mentor the younger children, and at the same time decorate our beloved tree,” Martin said. “It’s a tradition that both grade levels look forward to each year, and one that is talked about in the years to follow.” Today, the Christmas decorating with the buddies continues. In addition to their annual holiday gathering, the pairs also eat lunch together several times throughout the year, attend chapel services together, and wear costumes for their own Spirit Dress Day.
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PEOPLE OF COLOR CONFERENCE AND STUDENT DIVERSITY LEADERSHIP CONFERENCE
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But most importantly, we all returned to Dallas changed by the knowledge that we are making a difference; now we have more tools to continue that journey.
In celebration of the 27th annual National Association of Independent School’s People of Color Conference, 14 teachers, staff members, and students from The Episcopal School of Dallas traveled to Indianapolis in an effort to continue “leading the race toward equality and excellence.” Thousands of representatives from independent schools attend the conference each year to help propel NAIS’s vision of creating a “vibrant community of independent schools for a changing nation and demanding world.” Representing ESD faculty and staff at the conference were Joumana Arraj, Martha Bowden, Meredyth Cole, Tanya Harris, Devean Owens, and Sharon Stout. “It was exhilarating to be in the midst of so many like-minded individuals,” Devean Owens, ESD’s Admission Coordinator, said. “It was reassuring to know that there are so many other people out there working towards the same goal. I made so many new friends and was able to start building a strong network of supportive colleagues to share current and future ideas with.” The portion of the conference geared towards educators featured speeches by Michal Eric Dyson of NPR; Maysoon Zayid, a Muslim comedian; Derald Wing Sue, co-founder of the Asian American Psychological Association; Jose Antonio Vargas, an undocumented American and director of the 2013 film, Documented; and Sonia Nazario, the Pulitzer Prize-winning journalist and author of Enrique’s Journey. In addition to the featured speakers, there were several film screenings that highlighted the issue of racism in schools. Two films in particular, I’m Not Racist Am I? and Portraits of a Black Girl, featured several private and public school students sharing their personal experiences of racism and discrimination. “The impact of this conference on our students and faculty was life-changing,” Martha Bowden, the Lower School Diversity Coordinator, said. “We shared stories, laughed, and cried together. But most
importantly, we all returned to Dallas changed by the knowledge that we are making a difference; now we have more tools to continue that journey.” At the NAIS Student Diversity Leadership Conference, Kayla Andrews ’17, Paty Gomez-Palacio ’15, Johari Jenkins ’16, Eryn Patin ’17, Kiersten Peters ’16, McKenna Pressley ’16, Chloe Roberson ’16, and Christina Tatum ’15 heard from Cheryl Brown Henderson, the daughter of The Reverend and Mrs. Oliver L. Brown of the Brown v. Board of Education lawsuit. “Attending the conference two years in a row gave me the opportunity to expand on what I know about different types of diversity,” Chloe Roberson said. “I also gained new perspectives from other students, learned how to discover my own identity, and understand how other people identify themselves.” In addition to hearing the keynote speaker, students participated in small-group sessions meant to generate conversations. “I believe it is vital for every student to develop not only cultural intelligence but cultural awareness because it allows for individual growth and acceptance of others,” senior Paty Gomez-Palacio said. “As an active member of the Diversity and Inclusion Program at ESD, I have learned how to handle situations of racial and cultural intolerance that will allow me to thrive in a diverse college environment. The conference taught me that reaching out and asking a stranger to tell you about their traditions and beliefs is a great first step to becoming a little more cultured and aware.” McKenna Pressley concurred, “By the end of the weekend, the conference became less focused on outlining and defining every type of diversity within the population and more about embracing it. We were reminded that being at the conference and allowing our minds to be opened and opinions to be altered was so important in not only changing our communities at home, but hopefully our generation.”
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DIVERSITY,
INCLUSION, AND OUR EPISCOPAL IDENTITY
For the group, as well as for the species, what gives an individual his genetic value is not the quality of his genes. It is the fact that he does not have the same collection of genes as anyone else. It is the fact that he is unique. The success of the human species is due notably to its biological diversity. Its potential lies in this diversity. – François Jacob, Nobel Laureate At The Episcopal School of Dallas, we believe every child is created in the image of a loving God. The School was established as a welcoming community for children of all faiths, ethnicities, and backgrounds. Over the years, ESD has continued to make a concerted effort to build a community that is diverse not only in terms of social identifiers, but also inclusive of the different perspectives of all community members. Part of what makes this community so special is the unique blend of religious, cultural, and social backgrounds of our students, faculty, staff, parents, alumni, and friends. According to the National Association of Episcopal Schools, “Episcopal schools are created to be communities that honor, celebrate, and worship God as the center of life. They are created to be models of God’s love and grace. They are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. They are created to strive for justice and peace among all people and respect the dignity of every human being.” At ESD, the curriculum and chapel services introduce students to a variety of viewpoints and historical lessons. The hope is the more students know about their classmates’ beliefs and upbringing, the more trust and camaraderie will develop between them. Not only does a diverse school community enhance the quality of an ESD education, it also provides the essential development of well-rounded students. “As a school, we strive daily to create a nurturing environment for all of our students, regardless of their background,” Sharon Stout, Director of Diversity said. “Our program’s goal is to not only make students aware of the diversity in the world, but to also appreciate another person for his or her unique qualities.” Beginning at the Lower School, teachers discuss the importance of tolerance, forgiveness, and cooperation. Group discussions in the classroom and at lunch help introduce developing minds to different cultures, including foreign languages, religious practices, and historical events. Students also learn how to include others, be more tolerant of their classmates, stand up for one another, and practice the Golden Rule. In Middle and Upper School, advisory meetings allow individuals with different backgrounds to work together and communicate in learning and social settings. According to the Stanford Graduate School of Business, “research found informational diversity stirred constructive conflict, or debate, around the task at hand ... the type of conflict that should absolutely be engendered in organizations.” ESD’s Advisory and 32
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CORE programs not only give students a chance to interact in a safe environment, but also to interact with a group of students they may not have in classes or their immediate friend group. “The Advisory program helps promote cultural awareness within the School’s structure by bringing students outside of their social comfort zones to explore the diversity of culture, opinion, and background in a safe environment,” Jerone Mitchell, freshman advisor and Upper School Computer Science teacher said. “CORE allows us to look at cultural issues that exist outside of ESD and help students gain awareness of the world around them and how they interact with that world.” In the Stanford research project, it was proven that pairing two or more students with different characteristics with one another can yield more effective results. “A stranger knows he or she is different and is more likely to share information,” the study said. “In groups where one of the friends had special information, the friend suppressed the informational difference in order to keep social ties intact.” By facilitating a more diverse learning setting, students from diverse backgrounds can brainstorm ideas together to outperform individual work and share ideas that may otherwise go unsaid. Essentially, knowing another person’s story not only allows students to work more effectively together, but also build a mutual sense of trust and understanding that bridges cultural differences. “Our future challenges demand able and diverse minds. These diverse minds will belong to people with diverse identities. Functioning in a group will, therefore, require being able to work with people who think differently and look differently,” Scott Page said in a Summer 2014 article of the NAIS’s magazine, Independent School. Furthermore, developing a student’s cultural intelligence will prepare him or her for college and beyond. “The people who are socially the most successful among their peers often have the greatest difficulty making sense of, and then being accepted by, cultural strangers,” Christopher Earley and Elaine Mosakowski of Harvard Business Review said. “In a world where crossing boundaries is routine, cultural intelligence becomes a vitally important aptitude and skill.”
VISITING ARTIST CHALLENGES STUDENTS TO
SEE THE WORLD FROM A DIFFERENT PERSPECTIVE “Artists always discover something first and then science catches up,” contemporary artist, Poteet Victory, explained during a series of workshops with Fine Art students from The Episcopal School of Dallas. Victory, who spoke about the creative genius behind his “Abbreviated Portrait Series,” shared with the community about how he not only turned people into shapes, but how today’s instant forms of communication influenced his work. “If you can abbreviate words, why can’t you abbreviate a person?” Victory asked the students. Similar to how people use shorthand words in text messages, Victory only uses snippets of a person’s appearance to represent them in a painting. Victory used a kind of technological inspiration to draw simple shapes that represent famous celebrities such as Marilyn Monroe, Vincent Van Gogh, Andy Warhol, John Wayne, Lucille Ball, Paul Newman, and Elton John, among others. “Subconsciously, you associate people you meet with shapes, forms, and colors. You don’t know you’re doing it, but it’s like a computer screensaver with all the moving pieces, and then when you hit the mouse, a complete picture appears.”
During a workshop with Vikki Martin’s seventh grade art class, Victory worked one-on-one with students as they tried to sketch their favorite celebrity. He instructed them not only to draw what they remember the celebrity looks like, but also to delve into their subconscious to extract smaller details that might not be evident at a first glance. “Visual Arts at ESD continues to be committed to the idea of introducing students to modern-day artists so they can learn and interact with them to improve their own work,” Martin explained. “In working with Poteet, the seventh grade class had the unique opportunity to study how a creative person solves a problem.” Jake Carrell, who was drawing Robin Williams, said the most valuable lesson he learned from the workshop was to never see a mistake as something negative. “There’s no wrong way to draw something,” Carrell explained. “Mr. Victory taught me that it’s not bad to make a mistake and that some mistakes can actually make your art better.” For Sophia Ehring, the most valuable lesson she learned was looking beyond one’s initial observations. “When you think of someone, you don’t realize everything you’re seeing, but when you sit down to draw that person, more details start to emerge as you creatively express what you see,” Ehring said. Many thanks to Chris McLarry ‘80 of McLarry Modern for making this visiting artist and exhibition possible.
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FIFTH GRADE PHYSICS
After several weeks spent studying some of the world’s most influential inventors, fourth-grade students capitalized on their creative-thinking and problem-solving skills to develop their own devices for the second annual Invention Convention. Presenting their inventions, such as a piece of sports equipment like the Lacrosse Boss or a child-proof airbag for cars, the student pairings exceeded expectations with their solutions to real-world problems. “The Child Air Bag is a smaller and semi-deflated airbag that is safer for young children,” students Andrew Carrie and Henry Hamlin explained. “Our invention will make parents feel so much less concerned about their child’s safety knowing they won’t be hit with an adult airbag if the car gets into an accident.” “Getting children to engage in the design process as they worked on these inventions and creations has been great practice in terms of collaborating with one another to solve a problem, learning to fail and try again, and then perfecting the speaking component in the form of a trade show,” Chelle Wabrek, Head of Lower School, said. Another group of students took a more educational approach and invented a device that improves one’s lacrosse game. Cren Boyd and Grace Exall turned an ordinary lacrosse stick into a teaching tool that tracks an athlete’s movement and then offers advice on how to better pass and catch the ball. Leading up to the convention, students completed “Student Patent Applications” that included an explanation and sketch of their inventions. The application required an analysis of how the invention could positively contribute to society. Once their proposals were approved by their teacher, the students received patent numbers and permission to begin writing their business plans and consumer information presentations. “I liked how we got to make the presentations of our ideas,” Alex Dabbous said. “I also liked how
Marbles rolled across the floor as students scrambled to secure connections and fine-tune turns. In November, students in Ellen Neill’s fifth-grade science classes studied physics concepts, and how the laws of motion propel a marble along a roller coaster track. “It’s really neat to see the marble gain speed and complete a loop, but then slow down when it’s just moving straight along a track,” Emily Lichty explained. “I never knew it all had to do with force, acceleration, and velocity.” After learning the differences between net force, gravity, and friction, as well as how an object gains and loses speed, students were given the task of designing roller coaster tracks that successfully sustain a rolling marble from start to finish. For the first challenge, the marbles had to clear three hills and single loop-the-loop without falling off. The second challenge asked students to design a track that changed levels at least five times, made a U-turn, and came to rest at a tissue barricade without tearing the paper. Neill said the level changes could include ramps, drops, or valleys. Students could also use tape to secure lengths of Styrofoam piping, and attach their tracks to any objects in the classroom, including tables, paper towel dispensers, chairs, and filing cabinets. “They needed to figure out how to move the marble up a hill and make sharp turns without pushing it along,” Neill said. “It’s been great seeing them use their creative-
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we learned to speak in front of adults and our friends while expressing our creativity.” Each invention also needed to have a creative name, company title, the price of the device, and where it could be purchased. Some groups even went so far as to create slogans, jingles, and T-shirts to better market their products. “Everyone was thoroughly engaged throughout this student-driven project,” fourth-grade teacher Brenda Wilder said. “The unit really allowed fourth graders to demonstrate independence and ownership, and they thrived!” Final presentations were unveiled at the Invention Convention in front of a packed crowd that included fourth-grade classmates, younger peers, parents, and Lower School faculty and staff members. As consumers rotated between the tables, students recited their proposals and offered their best sales pitches for their products. Other presentations at the Invention Convention included a solar-powered and holographic video game console; a software program that transforms a person’s voice into computer text; and a “Kid Entertainer” that produces clothing, pacifiers, toys, and even a stroller at the click of a button. “I realized that it is hard to be a manufacturer and entrepreneur,” fourth-grade student John Cahoon said. “I think it is interesting that at this young age we were given a chance to come up with inventions that were completely our own.”
thinking skills and scientific knowledge to excel at the different challenges.” For the final challenge, students had to build a roller coaster with one large and one small hill, an S-turn or loop-the-loop, and track space for the marble to hit and topple over a paper cup. Points were awarded for each obstacle the marble cleared. Students also had to record the run time of each challenge to measure the marble’s acceleration. “The hardest part was trying to make the marble stop without ripping the paper,” Luke Mooty said. “My team was stuck on the second challenge for awhile, but after we added more track, we were able to slow down the marble’s acceleration. I knew we would figure it out, but once that marble got moving, it was hard to slow down.”
CODING CELLS FOR THE COMMUNITY Each year, students in Deb Goudy’s Advanced Honors Computer Science class are challenged to tackle a long-term project that encompasses coding, strategy, and collaboration. Students are granted the opportunity to participate in the Advanced Honors Computer Science class after successfully completing AP Computer Science. “Because we’re all interested in science, we wanted to create something to help teach other students,” Pedro Rivera ’16 explained. “Our project aims to improve the experience for those taking biology courses by creating a simulation of a cell that a student can control. We hope that by incorporating game mechanics we can make the software a teaching tool that is fun and interesting.” The “CellSim” software will be used to help freshmen identify and understand the parts and functions of cells. Upon completion, the program will be available on computers for teachers to use during lectures and will be made accessible for students to study with at home. “We want to create something that can be used both during class and at the student’s leisure,” Evan Marshall ’16 said. “While we want teachers to use it, it’s more important to us that it becomes a tool to excite students enrolling in biology.” The project, created entirely by the students, is another example of how courses at The Episcopal School of Dallas use an inquiry-based learning approach that allows teachers and students to work together to co-create the curriculum. “A large amount of planning has to be done before we can even write our first line of code, so we work on the project both during class and at home,” junior Bennett Sessa said. “We need to have a concrete idea of
what the project really is, and where we intend for it to go, so the base infrastructure is all relevant, yet concise.” Although the project is still in the development stage, Kohl Swift ‘16 anticipates the process to take the remainder of the 2014-15 school year. “We had some problems choosing the engine, but since we haven’t really started to build the project, we anticipate more challenges,” Swift said. “We hope to complete it by the end of the year, but with everything we have planned, I could see it stretching into our senior-year curriculum.” SPRING 2015
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SPOOKTACULAR Little ghosts and goblins haunted the Lower School playground during the annual Spooktacular Carnival. As music filled the air, students of all ages darted between dance and limbo contests, beanbag games, climbing walls and trampolines, and pony rides. Others had their faces painted like a zombie or zebra. The more mischievous students took a chance at trying to submerge their favorite teacher in the dunk tank or learn about their fortune from the Lower School Fortune Teller, Bonnie Tollefson. Thanks to the countless volunteers under the leadership of Cindy Brown and Kate Britain, families had a frightfully good time kicking off their weekend. Proceeds from the event benefit the ESD Parents’ Association’s projects, including providing funding for Faculty Innovation Grants.
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DEAR ESD PARENTS AND FRIENDS, What a year it has been! I am continually impressed with the ESD community and all of the volunteers, faculty, staff, and students who go above and beyond for our school. In the boiling hot days prior to school starting, a stellar team of parents – Amanda Neuhoff, Maggie Langston, Kemp Sawers, and Cullum Clark – planned an amazing scavenger hunt for the entire ESD faculty and staff. The theme, We ADORE our CORE, was posted throughout the campus. Groups of teachers were creatively teamed together to trek through 12 grades of clues. At the end of the hunt, everyone gathered together for prizes and a festive celebration. We kicked off the 2014-15 school year with the 40th Anniversary Fiesta in early September, prior to the first home football game. ESD families, faculty, alumni, and neighbors were all invited to celebrate. Both campuses joined together on the lawn in front of All Saints Chapel. The highlight of the 100 degree evening was a rendition of “Happy Birthday” led by Father Swann and Meredyth Cole. Special thanks to Ginny Searcy, Lauren Swann, Dads’ Partnership, SAGE Dining, and Landon Austin ’07 for delivering this first school-wide community event. In late October, the Lower School hosted their annual carnival. Thanks to your generosity, Spooktacular raised over $46,000 for the ESDPA. Wow! The lovely layer of confetti eggs and cupcake icing left in the parking lot at the end of the night was an indication of a wildly successful event. The dynamic duo of Kate Britain and Cindy Brown led a legion of fabulous volunteers. Special thanks to our ESD facilities staff for a spectacular Spooktacular clean-up job! Fine Arts Network was initiated this year as a product of the ESD Tomorrow Strategic Plan. A talented parent, Lillian Hessel, was charged with a tiny task – assemble a group of volunteers, create a mission, design a logo, plan, and execute a year of events. Poof – all of this magically happened! We look forward to the future of FAN in the lives of our students and faculty in the fine arts community at ESD.
Suzanne Lipscomb, 2015-16 ESDPA President, and Sally Dutter, 2014-15 ESDPA President, at the Past Presidents Luncheon honoring all Parents’ Association leaders.
planned a Bingo Bash to remember for grades Beginner through fourth on the Merrell Road Campus. ESD sports teams were simultaneously occupying every gym and field. Once again, it was wonderful to have all the grades on one campus for the night. The Hooray for Hollywood ESDPA auction team, led by Kit Sawers, Holly Hands, and Wendy King, has been hard at work all year. Look for a full review of the red carpet events, Hollywood Parent/Faculty show, and auction results in the next edition of The Crest. Suffice it to say, it was spectacular. Hooray for ESD! Hooray for 40 years! Hooray for the Future! It is a joy to be a part of this community. Sincerely,
Sally Dutter Parents’ Association President
Bingo Bash! Who doesn’t love a fun night of BINGO with over 500 of your closest friends and families? Nancy Crook and Kelly Rigas
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Grandparents & Grandfriends’ Day
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Just prior to the Thanksgiving holidays, grandparents and family friends explored the halls of the Lower School and Merrell Road Campuses during the School’s annual Grandparents and Grandfriends’ Day. Upper School students attended presentations about ESD’s Community Service program, while their Middle School peers were treated to a special chapel service with Assistant Head of Middle School, Libby Conder, who told stories about her father. Lower School students and guests began their morning with a service in the sanctuary of Saint Michael and All Angels Church, as well. Following the presentations, Lower, Middle, and Upper School students proudly toured their guests around classrooms, showed them where their artwork hangs in the halls, and introduced them to friends and teachers.
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ESTABLISHING THE
The Episcopal School of Dallas Fine A rt s Net wor k
This fall, in conjunction with the strategic plan’s Fine Arts Learning Team, parent volunteers brainstormed ways to elevate the Fine Arts at The Episcopal School of Dallas to unparalleled heights. The group envisioned a new advocacy that not only supported and generated awareness of ESD’s tremendous fine arts programs, students, and faculty, but also enabled students to have opportunities with local and national art organizations and to showcase their work for members of the ESD and greater Dallas community. The Episcopal School of Dallas Fine Arts Network (FAN) was born. “A learning team was launched two years prior to the kick-off of the Fine Arts Network,” Lillian Hessel, the organization’s president, said. “The findings of the learning team, and thus FAN, will assist ESD in becoming what the National Association of Independent Schools calls ‘a school of the future:’ one with a vibrant arts program fostering creative and interdisciplinary thinking, adaptability, risk-taking, self-expression, communication skills, collaboration, and innovation.” In addition to the plethora of educational opportunities for ESD Fine Arts students, the program also connects arts enthusiasts, including faculty and staff, Keystone Society members, parents, alumni, and friends. The hope is that through these partnerships, the Fine Arts program can further develop the dance, design, film, literary arts, music, theater, and visual arts courses offered in all divisions at ESD. To help prepare for the unveiling of the initiative, several Upper School students participated in a design contest for the official Fine Arts Network logo. After several weeks of sketching and revising their designs, four finalists worked with Dan Case, creative director at The Richards Group, to fine-tune their designs. “Participating in the logo contest was a great experience because it allowed us to involve ourselves in something that will be around for years to come,” juniors Zoe Long and Bailey Parsons said. “We can’t wait to come back to the school in five or ten years and see how much the Fine Arts Network will have developed and to tell our friends and family that we contributed to it.”
Grant Hemingway ’17 and Isaac Swift ’17 also submitted designs for consideration and had the chance to meet with The Richards Group to discuss the concept of their logos and refine the designs. “The students developed a really great range of logo concepts,” Dan Case said. “From there, I was able to work with the students individually to help refine the logos before the final round of judging. The entire team from The Richards Group was excited to help with this project, and commented that this would have been a great opportunity to have when we were in high school.” The winning logo was unveiled at January’s FAN Fete, a celebration of ESD’s array of visual and performing arts. The event included student demonstrations and a faculty exhibition. More than 400 parents, alumni, faculty, and community members attended. “We are blessed to have such a strong backing for the arts,” Head of School Meredyth Cole said. “Already FAN has increased awareness for our incredible programs, faculty, and students and made our community even stronger. We are thankful to the volunteers who are creatively thinking about how we can continue to enhance our programs and look forward to many great things to come.” Most recently, FAN has orchestrated several performances for each of the three divisions. In February, Middle and Upper School students collaborated in a performance of The Wizard of Oz. FAN volunteers not only measured students for costumes, but also helped transport and install artwork and provided meals for the performers on rehearsal nights. The group is also assisting in the Lower School Fine Arts Night on April 30. “The Fine Arts Network is bringing more interest to our already great arts programs, which should lead to more students getting involved,” Long said. “This will help amazing programs, like ceramics and choir, expand to new potentials.”
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LOWER AND MIDDLE SCHOOL VISITING AUTHORS
PROBLEM-SOLVING IN PROSE Everyone is going to have at least one bad haircut in his or her life. Tears might be shed and hats may become a wardrobe staple, but a bad problem can often be turned into a really good story. On Friday, October 10, Kate Klise, an award-winning children’s author, visited the Lower School students at The Episcopal School of Dallas for the 11th installment of the Elizabeth Anne Worsham Visiting Author Series. During her visit, Klise, whose sister illustrates the books, shared where her inspiration comes from, as well as her keys to success. “My dad was a writer and newscaster. He taught me how to write a book in five minutes when he took me to get my first professional haircut,” Klise said. “You can write a book by developing a character, giving them a problem to solve, and then sending them on a journey of good or bad experiences until they have that ‘ah ha’ moment.” For Klise, that first haircut did not go well, but it helped her develop the narrative that fueled one of her initial books. Fortunately, she said, not all of her ideas came from bad experiences. “Another of my early books was based on the character of Stuart Little,” Klise said. “A mouse in my story loved Cheetos, so he ran around the world stealing snacks until he had all the Cheetos in the world.” One student exclaimed, “She was really funny! She taught us that writing is like drawing a circle and that your character has to learn a lesson to solve their problems.” “I hope the students were inspired to write their own wonderful stories,” Bonnie Tollefson, Lower School Librarian, said. “As students were leaving the auditorium, she would ask a few if they had already thought of their
character’s name, and what problem the character would encounter. All of the kids she asked could immediately give an answer.” Klise’s visit was made possible through an endowment given to the school in celebration and honor of the life of an ESD student, Elizabeth Anne Worsham. As she was a curious child and an avid reader, Elizabeth’s family is certain their bright, creative, and engaging second grader would have loved to hear the author’s inspiring messages. The Saint Michael School started the tradition of inviting children’s authors to visit students in 1975, and this endowment ensures that one special author will visit the ESD Lower School every fall in perpetuity.
HISTORY, RESEARCH, AND FICTION COMBINE TO ENGAGE READERS by Leslie Beatty, Middle School Librarian
As a one-time filmmaker, Steve Sheinkin, now an award-winning author, has found that he returns to some of the techniques he used before his nonfiction writing career took off. While he was visiting ESD on Monday, January 12, he showed a slide in his PowerPoint presentation that resonated with the Middle School students and teachers who comprised his audience. That slide displayed a wall in his office in Saratoga Springs, New York, entirely covered with research, notes, photos, and ideas in chronological order; in short, a storyboard. He uses this method not only to keep himself 42
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organized, but also to keep the book on which he’s working both approachable and exciting. And it certainly seems to be working. Many of our students obtained copies of Sheinkin’s book Bomb: The Race to Build – and Steal – the World’s Most Dangerous Weapon, and the questions that they posed the author were sophisticated and incisive. Interestingly, his following book, The Port Chicago 50, which was named a National Book Award Finalist and became a Newbery Honor winner, came from questions that arose from his research about World War II. In September, Sheinkin will have another book published and which will bring readers a little closer to their own history. So stay tuned!
New Movements for ESD
Five ballerinas sashay across a wood floor as ESD’s new dance teacher, Glen Dawson, claps out a series of eight-counts from the corner. Wearing pink tutus and worn-in pointe shoes and slippers, the students are the epitome of grace, poise, and strength.
Students need no prior dance experience to enroll in a class. Rather, Dawson works with students at their individual skill level, choreographing routines that complement all degrees of difficulty and style. “I try to keep classes open, but I allow those with more experience to take on a leadership role and help their peers,” Dawson explains. “The ultimate goal is to push everyone to be better while still working to develop a strong foundation and excellent technique.” The new curriculum provides students with basic classical training and historical overview of different styles. Dawson places an emphasis on ballet, but also incorporates jazz and contemporary. “Being able to take dance at ESD is a great opportunity for me to try something new in school,” Claire Everbach ’21 says. “It gives my friends who don’t dance outside of school the chance to try different styles and work with a really fun teacher.” Right now, only girls are enrolled in the courses, but Dawson hopes to one day expand the program to include boys, including student-athletes. In October, she organized the fifth-grade Thriller flash mob to show that dance courses are not just for girls. “Ms. Dawson has created a strong foundation in her classes for students to build upon. Those with less experience are not intimidated by their peers,” Libby Conder, Assistant Head of Middle School, says. “Students can learn and excel at their own pace in a safe and noncompetitive environment.” In addition to the physical benefits associated with dance, Donna Wilson, Ph.D., the developer of the Masters and Ed.S. Degree Program in Brain-Based Teaching, confirms that “incorporating exercise and movement throughout the school day makes students less fidgety and more focused on learning.” Furthermore, Edutopia asserts that exercise also facilitates a student’s brain readiness and ability to learn and retain information. Activities that
involve multiple senses, such as dance, also make learning more memorable. Upper School students have the opportunity to earn Fine Arts and Physical Education credits by participating in classes before the school day begins. In their first performance of the year, Lisa Lipscomb ’17, Zoe Long ’16, and Bailey Parsons ’17 danced to “Amazing Grace” during a Middle School chapel service. “These girls started doing their own choreography, and in November they performed pieces in the Jennifer & John Eagle Gallery in front of a piece of artwork they selected,” Dawson says. “Having the opportunity to create their own piece really gives them a feeling of self-worth and lets them present their feelings in an artistic sense.” Dusty Davidson, the Fine Arts Department Chair, believes dance has filled a void in the Fine Arts curriculum and better aligns the department with peer schools. “By adding another component of artistic expression, our students gain the ability to look at the world from a different perspective,” Davidson explains. “Our dancers will become more flexible, focused, and toned while improving their self-confidence and self-discipline.” Dawson, who received her BFA in Dance and Theater from the University of Texas, and MFA in Dance from SMU, owned and danced in Austin Repertory Dancers. She also danced in summer musicals for Austin Zilker Musicals and performed with Austin Ballet Theater. She taught at McCallum Performing Arts High School in Austin, where she developed the dance curriculum and dance program for the school and Austin I.S.D. She has served as an adjunct professor at several local colleges and taught dance and yoga at local studios. “I’ve been dancing since I was five,” Dawson says. “I started teaching because working with kids is such a joy. They are such sponges, and if you can catch them early enough to where they aren’t overwhelmed, they just might stick with dance.”
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THANK YOU
to everyone who has contributed to the ESD Annual Fund this year. We are grateful for your gifts and for your commitment to supporting the outstanding education our children receive at ESD,” says Allen Custard, Board Member and Chair of the Advancement Committee. “Such unrestricted funding enables ESD to respond to new opportunities and funding needs as they arise, fostering the most vibrant learning environment possible. Mason and I support the ESD Annual Fund because we know it directly impacts our children’s experiences, whether providing the resources to upgrade the technology infrastructure or providing funding to retain our exemplary faculty. Your contribution – along with those of all donors – directly enhances a child’s education today, so join us in supporting what you love and give to the ESD Annual Fund.
Support what you love by giving to the Annual Fund. Your participation propels ESD today. www.esdallas.org/annualfund
Christmas AT ESD
Reindeer paintings and clay angels made by the Early Childhood classes adorned the halls of the Lower School, while on the Merrell Road Campus, sparkling ornaments made by the fifth and twelfth-grade buddies beautified two trees in the Study Commons. Angelic voices filled the air at the Lower School Christmas Service where students in all grade levels had the opportunity to sing a medley of Christmas carols in front of a packed sanctuary. The celebration culminated with all Middle and Upper School students, parents, alumni, and faculty and staff members singing together at the annual Lessons and Carols service in the Competition Gymnasium.
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OUR FOURTH FOUNDING TENET:
SERVICE Actualizing the advancement of the common good through acts of mercy and renewal here and within the larger community. Daily worship, experiences in community, and studies in ethical decision-making prepare members of this community for service to others, the highest manifestation of God’s presence in our lives.
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EXEMPLARS OF SERVICE
THE HALLS OF THE EPISCOPAL SCHOOL OF DALLAS
are bursting with holiday cheer as Christmas Day approaches. Seniors and fifth-graders decorate ornaments to hang on the trees in the Study Commons, reindeer paintings adorn the walls of the Lower School hallways, and Middle School choir students sing in perfect harmony during their caroling trips around Dallas. Spreading Christmas cheer at ESD, however, is about so much more; for the School, the holidays are a time to give back to the Dallas community. This season’s projects started before Thanksgiving Break when seniors Gretchen Mahoney and Margot McGee chaired a breakfast at the Original Pancake House to raise money for the St. Philip’s School and Community Center Christmas Store. In just a few hours, members of the Community Service Council raised nearly $400 to donate to the cause. The ESD Booster Club also donated money to help purchase gifts. “ESD does a tremendous job of introducing students to a wide variety of organizations and volunteer work,” Mahoney said. “The School already has a great partnership with St. Philip’s, so it was especially meaningful to be able to help the students we have grown to know and love during the holidays.” For McGee, being part of the ESD Community Service Council has made her more aware of the numerous philanthropic opportunities available in the community. “The Community Service Program at ESD allows students to help people in the local community and around the world,” she said. “I am so grateful to be part of it because it has really made me a better and more appreciative person.” FOR EACH HOLIDAY SEASON, ESD’s Director of Community Service, Christi Morrow, compiles
a variety of activities for students of all ages to participate in. Projects range from helping distribute gifts during the Christmas service at Brother Bill’s Helping Hand, staffing Santa’s Workshop in Inwood Village for the Genesis Women’s Shelter, and decorating holiday cards to accompany meals for elderly and disabled clients of the Visiting Nurse Association’s Meals on Wheels program. At the Lower School, third-grade students and families organize a food drive for North Dallas Shared Ministries. This year’s goal of 350 bags was quickly surpassed as the entire Lower School community pitched in to donate more than 570 bags to food-insecure men, women, and children. “We really helped feed a lot of kids, and North Dallas Shared Ministries said this is one of the largest donations they will receive this year,” one student explained. “It makes me happy that I’m helping a boy or girl less fortunate than me have a better holiday.” The Lower and Middle School choirs also performed at nearby nonprofit organizations, including the Caruth Haven Court Retirement Center and Monticello West. “My favorite was getting to sing to the people at the West Dallas Senior Center and Children’s Medical Center,” Colby Henderson said. “It was really great to see people smile and light up when we sang our Christmas carols.” During exams, Middle School students visited the St. Philip’s School and Community Center and the North Texas Food Bank to serve as classroom assistants and help sort donations. Others spent their study breaks sorting and packing shoes for orphans in Guatemala as part of Buckner Shoes for Orphan Soles and decorating Christmas boxes filled with gifts for students at
St. Philip’s. The Class of 2015 created a new tradition and purchased small gifts for all of the School’s staff in celebration of the holiday season. Each faculty and staff member also received a beautiful red or white poinsettia plant, and the ESD Parents’ Association went above and beyond to supply the teacher’s lounge with festive snacks. Upper School students also decorated Christmas cookies for students at Foster Elementary. “The Community Service Program broadens the outlooks of our students and prepares them for a lifetime of service to others,” Morrow said. “Students are encouraged to discover ways to make a difference in areas that interest them.” The students’ time and energy doesn’t peak with the holidays; in fact, Upper School students are continuously working on large-scale projects. In the fall, senior Victoria Siu organized a selfdefense class for women at Genesis Women’s Shelter. Other projects have included building benches for public parks, selling lemonade to help fight childhood cancer, running a summer baseball program for children with physical and mental disabilities, and hosting E-Waste drives to protect the environment. Immediately following the new year, students and families began work on ESD’s second Habitat for Humanity home. “The students have put their faith into action during the Christmas season and met critical needs in the Dallas community through their participation in age-appropriate service projects,” Morrow said. “There is no greater calling than to teach our children to lead as servants.”
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TEACHERS HONE THEIR LEADERSHIP SKILLS THROUGH
GLOBAL SERVICE LEARNING
By Eleanor Arnold, Director of Global Education
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Students Shoulder-to-Shoulder, of which The Episcopal School of Dallas is an integral part, is based on a partnership model. At the most basic level, SStS builds essential partnerships with non-governmental organizations (NGOs) whose work it furthers around the world: e.g., The Small World (Nepal), The Tibetan Village Project (Tibet), Knife Chief Buffalo Nation (Pine Ridge, SD), and many more. Before the partnerships are established, the NGOs must show that they have an established track record working with, and within, their communities; that they need the kind of untrained, high school-aged volunteers SStS engages; and that their projects foster community independence and sustainable projects, all providing remedies against endemic poverty. SStS is built on a network of such relationships; besides the NGOs, essential partnership groups include the students who enroll in these courses, the supporters and donors who make them possible, the program alumni (both those in university and those who have moved beyond), and the Board of Directors. Perhaps the most crucial partners, however, are the course instructors, without whom little could be accomplished. ESD is proud to number three SStS course instructors among its faculty: Allison Hogan, Lower School Primer, who has led courses in Kenya and Peru; Meg Fahrenbrook, ’01,
Middle School History, who has led courses for three years in Nepal; and Adam Willis, Middle School Science, who led a course last summer in Pine Ridge, SD. The work of the course instructors begins long before they embark to their work sites and continues long after – year round, really. They oversee the initial coursework that students complete online in April and May to familiarize them with their course locations, based on SStS’s “five lenses” curriculum: culture, geography, politics, economic, and ethics. They get to know the students through these interactions before they actually meet up at the airport for the flight to a site. In early June, before the courses are launched, the course instructors undergo a thorough, mandatory training session at SStS headquarters that focuses on leadership, instruction, nurturing, and everything necessary to maintain students’ health and physical safety while on courses. After the courses, they debrief each other at the SStS Global Solutions Forum in October, sharing and learning from other instructors and planning for the following year. Here, in their own words, is what the opportunity to partner with SStS has meant to these instructors.
Meg Fahrenbrook ’01 “Flying over the Everest district [Nepal] this past summer in a helicopter and seeing all the houses and farms below, I was struck with how the families in those houses are concerned with providing their families with very basic needs – healthy food, a home, education. It was a good reminder not to allow myself to be influenced by the focus U.S. culture tends to have on material goods. It is a simple concept, but it struck me particularly hard this summer. “Being an SStS course instructor has reaffirmed for me how much I enjoy working with students in non-traditional environments and helping them process such a challenging experience. I hope they realize the beauty and power that come from learning from other cultures and that they take that with them the rest of their lives. I want them to realize they can tackle hard situations and challenges, and they can succeed – that they don’t have to give up.”
Adam Willis “When I joined SStS, I didn’t have my heart set on a particular place. I went to Pine Ridge to help build fences for a buffalo pasture and help
with a children’s camp. I was in for a shock. I immediately saw that we have problems in our own country that are being overlooked. Learning the history of the Lakota was impressive, interesting, and, to say the least, shocking and saddening. As you listen to their stories and live with them for a week, or experience ‘life on the rez,’ as they say, you learn so much about what the people of Pine Ridge have been through and where they want to go. “We don’t want people to think that the American Indians are just a prop at Thanksgiving. They did not willingly move from their homes to beautiful reservations where life would be normal. They aren’t like Disney’s Pocahontas; they don’t wear war bonnets, face paint, walk around barefoot with papooses on their backs, or only live in teepees and hunt buffalo. They are much more than all of this. “After the Massacre at Wounded Knee, Native Americans walked hundreds of miles to new homes, much different from where they were used to living. They starved. They froze. Traditions, lifestyles, and character were lost. This is part of our history. We need to right the wrongs and make the citizens of the U.S. knowledgeable of the true history of the natives of our country. That’s what we want to do with our experience with SStS.”
Allison Hogan “I had an ‘aha’ moment in Kenya as we were touring the Kithoka Amani Children’s Community Home (KACH). The tour of the grounds highlighted previous SStS projects, including a goat pen, a drip irrigation system, a fence for the area we were building. Each project helped our NGO, The International Peace Initiatives (IPI), work toward its goal to be selfsustaining. On another day, we were taken to an empty area and were told this would be another IPI site, an eco-center. As our guide described the vision for this new center, I could not help but envision another successful community
center like KACH, with the realization that we are making a real difference. “Since returning to school after that first SStS course, I have wanted to open my classroom to more authentic global projects. We’ve participated in the NAIS Challenge 20/20 each year, which pairs us with classes overseas to find solutions to global problems. Last year, we focused on the problem of accessing education for all. Sonam Sherpa, the leader of the SStS NGO in Nepal, visited ESD and spoke to our students about her experiences educating everyone, especially girls, in her country. This year, our issue is biodiversity, and our SStS NGO guest was Joselo Balderrama from the Rio Beni Health Foundation in the Amazon region of Bolivia; he told stories and showed pictures of the Amazon to help students understand more clearly the global concerns about biodiversity. SStS not only has enriched my summer opportunities to work with students, it has also provided tremendous enrichment within my primer classroom.” These course instructors, and those from other SStS Global Schools Coalition members, are the backbone of the program, what SStS Founder and Executive Director Bob Bandoni calls “the conduit between students and mission.” Mike Beerntsen, SStS Director of Programming, who recruits, trains, and directs the instructors, notes that “without fail, they are innovative, flexible, and deeply invested educators, whose ability to build rapport with and support for our students is critical in ensuring that our program has a lasting, and often very personal, meaning for each student.” Their hard work and caring attitude contribute significantly to the success of each student’s course and to the program overall. ESD is fortunate to have three course instructors leading students on these very challenging, lifechanging courses, who then bring what they have learned and experienced back into our classrooms. Director of Global Education since returning to ESD in 2009, Eleanor Arnold and Suzette Carona co-created ESD’s Humanities curriculum in 1996. Under Arnold’s direction, ESD’s partnerships with global agencies continue to flourish, including UTD’s Confucius Institute, World Affairs Council, and Student Shoulder to Shoulder for global service-learning. Arnold earned a Bachelor of Arts in Government from the University of Texas, a Master of Arts in Humanities from the University of Texas at Dallas, and Juris Doctor from the University of Chicago.
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FACULTY NEWS Emily Romprey and her husband welcomed Everlee Dawn on December 20. Everlee was born weighing 6 pounds and 20 ounces, and was 20 inches long. (photo a)
Janis Hefley’s photograph, The Water Table, appeared on the January/February issue of DHome. (photo b)
Chris Gonzales and Kari Wade were selected as two of 22 college guidance professionals to serve on the U.S. Presidential Scholarship Program Review Committee. Laura Dauterman got engaged to William Floyd Jr. on November 24. The couple is planning a destination wedding for November 2015. (photo c) Barbara Brault’s work was featured in several exhibitions around the Dallas area this past year. She was included in the 2014 Faculty Exhibition at Brookhaven’s School of the Arts, the Mac@20 Part II exhibit at The McKinney Avenue Contemporary, and the University of Dallas Regional Juried Ceramic Competition at the University of Dallas. Mark Gardner recorded his 300th career win in a 3-2 victory over St. Mark’s on December 9. Gardner, who has coached soccer at ESD for 22 seasons, holds the 52
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record for most wins in a single varsity sport at the school. (photo d)
John Gallo attended the National Association of Biology Teachers Conference in Cleveland, Ohio in November. During the conference, he participated in an all-day workshop entitled, “Neuroscience Activities for Your Biology Classroom.” Bryan Barnett ’00, Paul Meredith, and Lauren Redmond ’01 completed the MetroPCS Dallas Marathon on December 14. The event marked Meredith and Redmond’s third marathon, and Barnett’s first. (photos e and f) Martha Bowden was named Sunburst Digital’s “Educator of the Month” in January. She attended the Texas Computer Education Association’s conference in Washington D.C. and participated in the Educational Technology Day where she was briefed on issues pertaining to educational technology. Eric Boberg, Ph.D., ESD’s Director of Curriculum and Instruction, presented three papers across the United States in 2014; he presented a fourth in February in San Antonio. In addition, Dr. Boberg’s most recent work, “Testing a Serial
Multiple Mediation Model of School Leadership” is under review with The Journal of Educational Administration. Meredith Dolan and her husband welcomed their son, Jack Coleman, on September 23. Mom, dad, and baby are all doing great! (photo g) Jana Reed logged more than 1.4 million steps to win the annual Faculty Fitness Challenge. Marcia Biggs finished in second place with 1.3 million steps. In November, the Lower School Physical Education Program, under the direction of Kris Brockhagen, was recognized by the Texas Association for Health, Physical Education, Recreation, and Dance (TAHPERD) as the only “exemplary program” among all private schools in Texas. The school was honored with an award at the December 4 TAHPERD Convention in Galveston. Leslie Beatty and Michelle Randall attended a preconference session of the Young Adult Literature Symposium in Austin in November. The session, “Keeping it Real: Using Nonfiction to Motivate Readers,” featured a panel of authors, including author Steven Sheinkin, who visited with Middle and Upper School students in January.
Vikki Martin was one of 20 arts faculty invited to participate in a one-day Digital Printmaking Workshop held at Trinity Christian Academy in November. The theme of the workshop was “Ancestry,” and she created a small collage that will be scanned and digitally printed onto 40 x 60”archival paper. Scott Goetsch defeated David Azzi to win the title of Ping Pong Champion of ESD. Christian Remaud and Renee Phillips rounded out the Final Four contestants. Jana Reed sponsored a student from Belize to complete his education and visit the U.S. for the holidays. This past Christmas was his first time in the country. During his visit, he also had the privilege to visit some math and science classes at ESD to compare the education styles. Martha Bowden and Allison Hogan presented at the Online Education Symposium for Independent Schools Conference in October in Boston. The pair’s presentation was entitled, “Walk Forward, Turn Right, and Try Again: The Hidden Benefits of Programming.” Katie Grunst, Darla Hodge, Ellen Neill, Amanda Smart, and Katy Smullen participated in the
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As part of his responsibilities, he also coordinated auditions for more than 45 national and international colleges and universities.
M Metro PCS Dallas Marathon in the Corporate Relay on December 14. (photo h, previous page)
Jenny Esteve married William Montgomery on June 21 on the beach in La Jolla, California. (photo i, previous page)
Marta Milian attended the fall meeting of the Lone Star chapter’s American Association of Teachers of Spanish and Portuguese in October. In November, she attended the Annual Convention and World Languages Expo of the American Council on the Teaching of Foreign Languages in San Antonio. In November, Dawn Thomas and her son Clay Lewis completed the Spartan Race Sprint – a 4.3-mile track with 15 obstacles. Clay, a wrestling coach at ESD, completed the trifecta of races and logged more than 25 miles and conquered over 65 obstacles. (photo j, previous page)
Dr. Angela Fritsen, an Upper School Latin teacher, attended the annual Texas Classical Association conference in San Antonio on November 8. The Beginner and Kindergarten teachers attended the National
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Association for the Education of Young Children conference in Dallas in early November. The annual event is the largest childhood education conference in the world. In October, Upper School Fine Arts teacher Charlotte Chambliss presented a one-day College Board workshop for AP Studio Art in San Antonio. Glen Dawson finished in second place in her division at the annual North Texas Turkey Trot on Thanksgiving. Dusty Davidson, Fine Arts Department Chair, attended the NAIS Summer Leadership Institute in Alexandria, Virginia. In January, he also conducted a workshop on college auditions for the Texas Educational Theatre Association’s state convention.
Miller Walker, an Upper School Spanish teacher, attended the N Beginning Teacher Institute as part of the Independent Schools Association of the Southwest conference series in September in Fort Worth. Bonnie McCown attended the National Association for College Admission Counseling national conference in Indianapolis in September. Carolina Cadena and Sharon Stout attended the American Association of Teachers of Spanish and Portuguese (AATSP) Conference in Panama City, Panama in July. In addition to touring the city and the Panama Canal, they attended sessions on the use of technology in the classroom, how to use poetry and culture to teach Spanish, and the flipped language classroom. (photo k, previous page)
Vikki Martin was awarded a faculty grant to study the Northern European painting traditions from the Renaissance through the 19th century. She is currently implementing this study into her Middle School curriculum, which includes the exploration of the chiaroscuro technique. (photo l, previous page) Upper School English teacher, Nina Wright, published her ninth novel during the summer. The seventh installment in her Whiskey Mattimoe series is about a rambunctious Afghan hound living in a Lake Michigan resort town. Two of Nina’s other books, Homefree and Sensitive are available to borrow in the Gill Library. (photo m) On January 8, ESD was treated to a special evening of chamber music with Shubert’s “Trout” Quintet. Musicians included Dr. Adrian Demian (violin) - ESD’s Strings Teacher, Cornelia Demian (viola) - M.M. from Southern Methodist University, Dr. Simona Barbu (cello) - Professor at University of North Dakota, Graham Eubanks (double bass) - M.M. from Rice University, and Dr. Nariaki Sugiura (piano) - Professor at University of North Dakota. (photo n)
NORM HOLMAN joined the ESD community in 1999 as Director of Food Services. Remembered most fondly for the warm cookies he would bake and pass out to students, Norm’s presence always lit up a room. He passed away in September. Almighty God, we remember before you our friend and colleague, Norm Holman, who has entered into your eternal rest. We are so grateful for his kind smile, generosity of spirit, and tireless service to the ESD family as Director of Food Services. Comfort his family and friends as they mourn. May light perpetual shine upon him. Amen.
AP SCHOLARS
The Episcopal School of Dallas is proud to announce the 62 students recognized as 2014 Advanced Placement Scholars by the College Board’s AP Exam Program. In all, ESD scored an 89.9 percent passing rate on all tests taken, compared to the Texas average of 52.2 percent and national 61.3 percent passing rate. The AP Scholar average score for ESD students was a 4.16. The mean score for all tests taken by ESD AP Scholars was 3.731, more than one point higher than the state average of 2.57, and nearly a whole point higher than the national average of 2.87. Every ESD student enrolled in an AP class is required to take the exam; ESD students not enrolled in AP courses also have the option to take the exam.
NATIONAL AP SCHOLAR AWARDS AND AP SCHOLAR WITH DISTINCTION (Earning an average of 4 or higher on all AP exams taken and a score of 4 or higher on at least eight exams)
Caroline Brennan ’14 Catherine Lovitt ’14 Anderson Riddick ’14
Megan Rooney ’14 Megan Sims ’14
AP SCHOLAR WITH DISTINCTION (Scoring an average of 3.5 points on all AP exams and a score of 3 or higher on five or more exams)
Alex Aronowitz ’14 Emily Barnes ’14 Emily Bassel ’14 Berry Boeckman ’14 Carter Boisfontaine ’14 Caroline Brennan ’14 Ines Bustamante ’14 Mason Conine ’14 Shelby Conine ’14 Kelly Eichenholz ’14 Sara Jane Emmons ’14 Wynne Hobbs ’14
Jakesy Jordaan ’14 Will Lipscomb ’14 Catherine Lovitt ’14 Michael McCrory ’14 Michael Pappas ’14 Anderson Riddick ’14 Megan Rooney ’14 Kelsey Schmitt ’14 Sidney Sikes ’14 Megan Sims ’14 Sophie Sisson ’14 Alexandra Snyder ’14
AP SCHOLAR WITH DISTINCTION (Scoring an average of 3.5 points on five or more AP exams as a junior)
Tate Curington ’15
AP SCHOLAR WITH HONOR AWARD (Earning an average grade of at least 3.25 on all AP exams taken with scored of 3 or higher on four or more exams)
Oscar Benavides ’14 Jenkins Bender ’14 Meredith Bower ’14 Paul Cahoon ’15 Joseph Cheniae ’15 Laura Lynn DeLoache ’14 Jeffrey Dietz ’14
Alexander Eggers ’15 Rachel Hersh ’15 Katherine Hunsaker ’14 Emma Jenevein ’15 Connie Lee ’15 Erin McWilliams ’14 Christina Radford ’15
Joseph Rooney ’15 Victoria Siu ’15 Alec Smith ’14 CeCe Turner ’14 Elise Waller ’14
AP SCHOLAR AWARD (Scoring a 3 or higher on three or more AP exams)
Oscar Bautista ’15 Ham Berry ’14 Gillian Broadway ’14 Vince Carrozza ’14 Claire Cramm ’15 Winston Guillory ’15
Alex Gulis ’14 Jack Johnson ’15 Ellie Light ’14 Richie Loftus ’14 Kaki Miller ’14 Charlotte Neuhoff ’15
Elizabeth Patrick ’14 Izzi Salinas ’14 Lauren Sands ’14 Sabrina Scott ’15 Eric Stern ’14 Drew Winsauer ’15
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THE EPISCOPAL SCHOOL OF DALLAS FOOTBALL TEAM CRUISED TO A 42-14 WIN
EAGLES LAND THREE
CHAMPIONSHIP TITLES
over Oklahoma City Casady for the SPC Small-School Championship at Jesuit’s Postell Stadium on November 8. The Eagles scored on the team’s first four possessions to put them ahead 28-7 at halftime; the Eagle’s defense also held the Cyclones without a first down until nearly six minutes into the second quarter. Senior Jack Johnson rushed for more than 251 yards and three touchdowns in his final game, accounting for more than 280 of the team’s total offense. Quarterback Thomas Fitts ’15 threw for an impressive 272 yards and two touchdowns; including an 82-yard pass to senior Winston Guillory and a one-yard quarterback sneak on fourthand-goal in the first quarter. Casady opened the second half with a 10-play drive to reduce ESD’s lead to 28-14, but their momentum was fleeting. Johnson scored on a 62yard run on a third-and-15 to secure the team’s win. This was ESD’s first year to win an SPC Championship under the new playoff system; the Eagles were SPC Division II Champions in 2006 and 2007. COMING INTO THE TOURNAMENT AS THE SECOND SEED WITH A RECORD OF SIX WINS AND TWO TIES, THE EPISCOPAL SCHOOL OF DALLAS GIRLS SOCCER TEAM
shut out the number one seed, Hockaday, to win the SPC crown for the second year in a row, 3-0. In addition to an outstanding defensive performance, the Eagles scored three goals on a stingy Daisy-side that had only allowed five goals total in SPC conference and SPC tournament play. To advance to the championship round, ESD defeated John Cooper 4-0 and Holland Hall 6-1. ESD’s win over Hockaday was particularly rewarding, as the Eagles had just tied the Daisies three weeks prior to the SPC match. The game was locked until Morgan Eller ’16 found Ellis Miller ’17 with a crossing pass in the 34th minute; Miller upped the score to 2-0 with a high shot from deep in the corner just four minutes later. Ellis Miller scored twice for the Eagles in the championship game; teammate Morgan Eller added one goal with the assist credited to Karina Boyea ’15. This was the team’s sixth SPC Championship in 21 years. THE ESD MEN’S SOCCER TEAM FINISHED THE SPC TOURNAMENT WITH AN IMPRESSIVE
three wins and zero goals against, earning the SPC title for the second consecutive year. ESD, the North’s number one seed, battled the South’s number one, Episcopal High School, at EHS’s stadium to a 1-0 victory. With a first-round bye, the No.1 seeded Eagles defeated St. Mark’s 2-0 in the championship quarterfinals on Friday, February 13. Later that same day, the team posted a 2-0 win against Houston Kinkaid to propel them into the championship game against Bellaire Episcopal. In Saturday’s championship match, Joseph Rooney ’15 scored the game’s lone goal at the 17:40 mark to give the Eagle’s a 1-0 advantage. The combination of rookie goalkeeper Drew Winsauer ’15 paired with ESD’s defensive line helped stretch the team’s shutout string to three consecutive games. This year’s tournament victory marks the fifth SPC championship for Mark Gardner in his 22 seasons at ESD. Winston Guillory ’15 also set an ESD record among the boys with 39 goals amassed over a 20-game span. Ryan Kneipper ’99 also became one of two alums to win an SPC Championship as a player and coach.
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CLOUDY SKIES FAILED TO DAMPEN THE SPIRIT of the ESD community at this year’s Homecoming Game. In the days leading up to Friday’s football game and Saturday’s dance, students exuded school pride through a variety
G N I M O HOMEC 2014 of Spirit Dress Days, including Twin Day, Pajama Day, and Throwback Thursday. The end of the week was reserved for Spirit Dress Days on both campuses as the studentathletes hosted two pep rallies to rev up the crowd for the upcoming athletic events and half-time festivities. At the Alumni BBQ, community members young and old enjoyed live music, balloon man creations, and face painting. In the breezeway, the Booster Club grilled burgers and handed out free spirit items, while the children enjoyed the ever-popular Button Man. In keeping with tradition, the fifth- and twelfth-grade buddies and cheerleaders welcomed the varsity football team to the field and the Upper School choir, with a couple of alumni who added to the harmony, sang “The Star Spangled Banner” just prior to the coin toss. At halftime of the Friday night football game, Meredyth Cole crowned seniors Lili Clark and Tate Curington Homecoming Queen and King. While a valiant battle was fought, the football team was unable to shut down Houston’s Episcopal High School Knights. The eventual “large school” championship winner, the Knights defeated the ESD Eagles, 35-14. 66
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POISED AND READY FOR WHAT’S AHEAD:
COLLEGE PLACEMENT
“The two most valuable tools that I acquired at ESD were the ability to write and manage time effectively. The ability to communicate effectively on paper is more crucial and impressive than I realized during high school. Because of the emphasis ESD places on developing writers, I was already prepared for that aspect of college. The ability to manage my time is something that I think kept me from crumbling my freshman year. The Academy put more on my plate than I could handle (by design) and I was able to get through it safely.”
AND SUCCESS
FOR THE CLASSES OF 2011-2014
“ESD’s teachers have shaped me into who I am today and have continued to act as huge influences in my life. It is not just the math equations and literary techniques they taught me that resonate, but also the life lessons. My teachers taught me to believe in my own capabilities moving forward, and to curiously engage in the world. They were servant leaders and selfless mentors. ”Looking back, I am so thankful for the opportunities that ESD afforded me--intellectually, socially, mentally, and spiritually. I would not change one single thing about my high school experience, as it has prepared me for a young adulthood filled with adventure, passion, and drive. “ LAUREN GRIFFIN ‘13 Pepperdine University
403
ATTENDED SCHOOL IN TEXAS
58.5%
101
ATTENDED SCHOOL OUT OF STATE
SCHOLARSHIP OFFERS TOTAL
$39.2M 68
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GRANT MATZEN ‘14 University of Oklahoma
41%
TOTAL NUMBER OF STUDENTS 2011 - 2014
AVERAGE CLASS SIZE:
BARRETT ANIGIAN ‘13 United States Air Force Academy
“Obviously going to a state school is a much different experience than attending ESD and it can be a hard adjustment for some people. I didn’t learn to appreciate ESD and the tools it provided me until my first semester at OU. ESD taught me how to set my priorities, study efficiently, and most importantly manage my time wisely. During my time at ESD, I never made straight A’s in a single semester, but after my first semester in Norman, my GPA was a 4.0 and I attribute that to what ESD instilled in me. It took leaving ESD to realize it, but I have learned to appreciate ESD and what it has done for me.”
.5%
ATTENDED SCHOOL ABROAD
“Going into college I felt more prepared than expected. ESD truly provided me with the perfect tools to accomplish what I needed to in college. The teachers and the ways they taught us to be organized and study have benefitted my more rigorous college courses. I am so thankful to have attended ESD! “ CAROLINE ODEN ‘14 The University of Texas, Austin
“ESD prepared me for college by teaching me time management and study tips I would need to take advantage of once I went to college. At ESD I learned how to use study halls to my advantage, and I have applied that to all of the free time I have had at college. ESD also taught me how to balance several commitments while also maintaining focus on my academics. Because of ESD, I have been able to get involved in a lot of different activities at Northwestern and not feel overwhelmed. “ KELLY EICHENHOLZ ‘14 Northwestern University
“The timing and mechanics of college classes can be very different from high school classes, but the necessity of the critical thinking skills that our ESD faculty nurture and develop does not change. In virtually every class at ESD, I learned to sharpen my writing, research carefully, and think critically and imaginatively. The level of engaged thinking required in many ESD classes is no less than what many college courses also require.” ARTHUR BECKEL ‘13 Tufts University
“ESD’s structured learning is really one of the best things I could ever have taken to college with me. After four years of being taught skills in organization, time management, and the ability to work under pressure, it really stuck. Now I find myself facing my classes and workload with confidence knowing that I can handle any situation.” GABBY LAURENDINE ‘14 St. John’s University Queens Campus
“There are an abundance of ways in which ESD helped me succeed in college. Time management is crucial in college. The work ethic I learned in balancing extracurricular combined with a rigorous academic course load is one of the many ways that ESD prepared me.”
“West Point really opened my eyes to how well ESD prepared me for success in college. Whether it’s writing a paper, training for a fitness test, or simply asking a professor for help when I need it, ESD gave me the experience and the tools that are making me successful today. But perhaps most importantly, ESD inspired in me the desire to be a better student, someone who truly wants to learn. This is critical in college, where students are given the freedom to explore their own passions. ESD graduates have the internal drive that leads them to more opportunities in the future.” MASON CONINE ‘14 United States Military Academy
VANESSA VARELA ‘13 St. Edward’s University SPRING 2015
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DEAR ALUMNI FRIENDS AND FAMILY, with the Inspirit Accolade for their ability to foster a spirit of inquiry and aid in the development of students, their ability to make a connection with students outside the classroom that furthers them along the path to leading lives of intellectual discovery, integrity, and purpose, and their role in promoting the Founding Tenets of the School. The recipients of this great honor were selected from the Keri Scholtz Hall ’87 Convocation.
The Episcopal School of Dallas Alumni Association is days away from welcoming a new class of seniors into its organization. In February, we hosted a special lunch for the Class of 2015 to start the 100-day countdown and help prepare them with insight on what to expect when they go away to college next year. The Alumni Association’s Executive Committee plans to have a representative at graduation to personally congratulate and welcome these young alums into the Alumni Association. We look forward to strengthening our alumni family with these future leaders. This year, the Alumni Association and our Head of School, Meredyth Cole, have hosted alumni events in Los Angeles, Houston, and Austin. Moving forward, we plan to add events in Washington, D.C., and New York as well. We always enjoy reconnecting with old friends and sharing traditions and memories with Meredyth. The Alumni Association also volunteered to spend a day working on ESD’s Habitat for Humanity home this semester, which was a great way for old classmates and friends to get together for a great cause. We were pleased to host the Second Annual ESD Founders’ Weekend on April 17-19. Grant Baldwin ’99 and Ryan Kneipper ’99 worked hard to organize the big weekend starting with Meredyth’s “State of the School Address” and coffee on Friday morning. Following the coffee, there was a well-received alumni panel for current upperclassmen. That afternoon, many alums and ESD community members played in the ESD Golf Tournament benefiting the Mary Elizabeth Williams Endowed Alumni Scholarship Fund. Thank you to Golf Co-Chairs Andrew Schoellkopf ’97 and Meredith Ford Durham ’01 for coordinating.
Founders’ Weekend concluded on Sunday morning with a special Eucharist service in ESD’s All Saints Chapel for all alumni and their families. Father Swann graciously agreed to be the celebrant of this special service. Please watch for a full recap and photos from Founders’ Weekend in the next issue of the magazine. I hope to see you on campus or at an ESD event soon. As always, please contact me or Alumni Relations Officer Megan Boyd ’09 with any questions or comments. Sincerely,
Brian Rawson ’96 ESD Alumni Association President
On Saturday, April 18, the Alumni Association held the Fifth Annual Eagle Laureate Dinner, organized by Co-Chairs Diane Knuths Nealon ’87 and Stephanie Marquez Logan ’87. At the dinner, the Alumni Association honored faculty and staff for their commitment to ESD by inducting those with more than 20 years of service into the Keri Scholtz Hall ’87 Convocation. We also honored four faculty members
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ALUMNI PROFILES to learn and had me so enthralled with their storytelling. I can only think of a few college lecture courses that were as great as my ESD history classes! Practically, I learned to use a lot of tools, like Adobe Creative Suite, in Yearbook and my art/photography classes that are still a big part of my life. Having that time to experiment with those programs was a great foundation for the work I do now. I am also forever grateful to Vikki Martin and her Middle School art classes for teaching me how to accept constructive criticism of my pre-teen artwork.
MARY DAUTERMAN ’06 The University of Texas Plan II Honors Program: B.A. Advertising Current Profession: Art Director, Droga5
What did you do after graduating from ESD? I graduated from The University of Texas Plan II Honors program with a degree in advertising. I concentrated in a small Creative Sequence program there before moving to San Francisco for my first job at a startup agency. Later, I moved to Los Angeles to work at a larger agency called CP+B on the Grey Poupon, Old Navy, and Netflix accounts. While there, I got to work on big-budget T.V. commercials in L.A. and got to meet the Backstreet Boys on one of the shoots. While there, I was also recognized as one of Business Insider’s “Most Creative Women in Advertising.” Most recently, though, I’ve left my car in Texas and moved to New York to join an award-winning agency, Droga5, as an art director. What are you doing today? As of October 2014, I’ve been living in Brooklyn and working at Adweek’s “Agency of the Year,” Droga5, an independent and creatively-driven agency. I’m an art director within the creative department, which involves a lot of sitting and thinking, writing scripts with my copywriter partner, Photoshopping, and general crafting/ making of ads for brands like Motorola, Clearasil, and Toyota. I also stay busy with creative projects on the side. Last year I invented an award show for GIFs, called the GIFYS (year two is currently underway at thegifys. com), and did some freelance illustration and book projects. How did ESD influence what you are doing today? I will always be grateful for Mr. Randall’s junior English class for teaching me how to put words together, and for the slew of amazing history teachers like Peter Lutken, Claire Mrozek, and Michael York. All of them made me so excited 72
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DR. MARC LITLE ’83 Austin College, B.A. Biology University of Texas Southwestern Medical School, M.D. Current Profession: President, Dallas Psychoanalytic Center
What did you do after graduating from ESD? I attended Austin College where I graduated with a B.A. in Biology. I then attended the University of Texas Southwestern Medical School from 1987-91 where I graduated with my M.D. I remained at UT Southwestern where I completed my residency in Psychiatry from 1991 to 1995. I joined the faculty at UT Southwestern where I was an assistant professor and the assistant medical director of the inpatient unit at Zale Lipshy University Hospital from 1995-2002. I went on to do specialized training from the Dallas Psychoanalytic Center. What are you doing today? I have been in private practice in Dallas since 2002. I live here with my wife, Patricia, and our two sons, Truman, who
is 14, and Maxwell, who is 11. I have remained involved in educational and outreach efforts at UT Southwestern, as well as with the Dallas Foundation for Psychoanalysis and the Jewish Family Services. I am currently the President of the Dallas Psychoanalytic Center. How did ESD influence what you are doing today? In my field of work that is dedicated to helping others with matters of the heart, it’s important to take time to understand one’s own heart. In that inner journey, I have been so moved to find how profoundly my experiences at ESD have shaped who I have become. Let me touch on such an errand by thinking of a few qualities: enthusiasm, curiosity, gratitude, and spirituality. Enthusiasm is born at times in moments where a natural inclination is seen and welcomed by another who matters. This happens in a moment of spontaneity. My experiences of being seen and discovered were countless during my time there. I give thanks to so many teachers with such thoughtful hearts and discerning eyes who searched for those moments in my classmates and me. I think the spirit of ESD has been shaped by some of the most amazing teachers that I have encountered. It’s a spirit that holds the students to discover what is best within themselves and with each other. I have found this enlivening spirit lasts a lifetime. I continue to seek it out in others and to help foster it whenever I can. Curiosity has created a life–long love of learning in me. It is a great pleasure in my work that I am called upon to be a student for life and a student of life. My curiosity was well nurtured at ESD. It was cultivated in the classrooms with studies in the sciences, the humanities, the arts, and religion. It was shaped on wilderness trips, in prayer, on the playing fields and in chapel. No questions were off limits. Each question was considered respectfully and returned with encouragement to go deeper and farther. My experience with gratitude has the fingerprint of ESD upon it. A gratitude for the friends I made and the kindness that I was shown. Not many people that I encounter are still in regular touch with friends from elementary school and high school as I am. It’s a marker of a special place that binds us together. I have gratitude to the teachers who have touched my life and who I still reach out to in friendship or in need. Gratitude for being a part of a school and a tradition at its beginning. I feel great pride in the talents and achievements of the alumni and faculty I have known or have come to know over the years. I also look back to the beginning of my spiritual life. When my wife and I married at Saint Michael’s, I was filled with memories of a multitude of days receiving Communion on Wednesdays in that beautiful space. Hymns returned to me that I still find myself humming. Memories of baptisms, weddings, sermons, fellowship, and funerals live within me. I came to know at the Upper School campus that any place can be made sacred; a partitioned gym, a field, a makeshift altar in the wilderness, or a classroom. Father Mark Anschutz was rector of Saint Michael’s and he married my wife and me. He recalled being a boy with his father who would point out moments that were Christ-like. I think that I was surrounded by examples of the numinous during my years at ESD. I seek it out and when I find it I feel awe and I feel very much at home.
HOWARD RAUSCHER ’03 The University of Texas: B.A. Government Current Profession: Director of Engineering for Spredfast
What did you do after graduating from ESD? I graduated from The University of Texas with a B.A. in Government in 2011 after taking some time off to work for a startup company in Austin called uShip. com. I started at UT as a computer science major, but after returning to the university, I switched my major to government because I found the classes more interesting, and I was still getting computer science experiment working as a software engineer. In 2010, a friend from uShip.com created a startup called Mass Relevance and hired me as the company’s first employee. At the time, the company was building the technology to find relevant content from the billions of pieces of usergenerated content created every day on the Internet. After my wife, Audrey, graduated from law school, we moved back to Dallas where I continued to work for Mass Relevance remotely. Last year, we moved back to Austin when the company merged with Spredfast, another Austin-based startup. What are you doing today? I am the Director of Engineering at Spredfast, a company that builds enterprise social media software for brands and media companies to better help them engage with their customers and audiences. Our marketing team hates when I say this, but if you ever see a Tweet or Facebook post on TV, the post was generated through the company. The merger of Spredfast and Mass Relevance led the creation of the technology that gives most media companies the ability to redisplay social media content on air. Two years ago during one of the presidential debates, our technology was being used on almost every channel airing the program. We can SPRING 2015
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connect companies and people to industry experts, athletes, celebrities, and future presidents. It’s also cool to brag that I get to go to the Victoria Secret Fashion Show every year. Most recently, the company won a Technology and Engineering Emmy. The advice I give people on how to win an Emmy is to do something you love and something that you didn’t know that you could win one for. How did ESD influence what you are doing today? While ESD didn’t directly influence my career decisions (there wasn’t a programming curriculum at ESD when I went there), I think the school had a big impact on who I am as a person. I always remember how the teachers would go out of their way to help me; I owe all of them — teachers, coaches, advisors — so much. I wasn’t the best student, but the teachers had so much patience and worked with me to make sure I understood the lessons. I really want to thank my teachers at ESD for never giving up on me. My cousin, Tolly Salz, and her husband, Marc, weren’t teaching at ESD when I was a student, but both of them have been an important part of my life. Tolly would tutor me after school and was actually my wife’s English teacher at Highland Park. Marc also recognized my interest in history and would loan me books from his library (I still need to return several of them). I am jealous of the students who get to learn from them every day. The ESD community is also something I appreciated during my eight years at the school. I am still really close with my high school friends; in fact, a majority of the people who were in my wedding were people I met at ESD. The Study Commons was a special area because it was a place where anyone at the school could congregate before school and during off periods and lunch.
CRISTINA SCHOOLER ’09 Elon University: B.A. Strategic Communication Current Profession: Personal Trainer
What did you do after graduating from ESD? I went to Elon University in a small, central Carolina town. It’s a magical place with beautiful red buildings, a botanical garden, and abundant, sustainable 74
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living practices. In college, I furthered my passion for fitness and health by teaching group exercise classes, and helping my fellow peers get excited about fitness and leading a healthy life. I’m a strong believer that incorporating fitness and proper nutrition can positively affect many facets of a person’s life. I studied abroad with Semester at Sea program, which gave me the opportunity to travel to 13 countries over the span of three months. During this time, I felt further compelled to explore the world and all the beauty it holds. I’m currently living in Dallas, but I’m in the process of moving to Austin! I love Austin for its fitness culture, sustainable living, and overall worldly mentality. What are you doing today? After graduating from college, I fulfilled a long-time dream of living abroad and moved to Beijing, China. There, I taught English at a private company called Education First, the largest private English education institution in the world with offices all over the globe. I taught mostly young professionals in the working world. It was a dream teaching in Bejing; I absolutely loved making connections with people all over the world, challenging myself to learn Chinese, and exploring the ancient history of China. It was during my teaching experience in China that I realized a career in the fitness and nutrition industry is where I saw my future. My students lacked the knowledge of basic fitness and nutrition principles, and I found myself naturally discussing these topics with them. It gave me energy and excitement to be educating people about the importance of proper exercise and nutrition. I ended up starting a fitness club at my school and taught several kind of fitness classes. I saw my students’ energy levels change, and their fervor for coming to class became so much greater. How did ESD influence what you are doing today? ESD definitely creates a culture of “ no dream is too big.” It’s amazing to see what some of the graduates of our school are doing. My college education put me on a track for a great career in the corporate industry, but my heart told me that my passion was in nutrition and fitness, and that’s why I didn’t hesitate to make a career change by pursuing personal training and nutrition. I currently have my personal training license with an additional license in understanding how to make lasting behavioral changes. My dream is to get people excited about fitness and their health. I want to help people discover the awesome within themselves, and realize that anything is possible with hard work. ESD was an environment where I learned the importance of being nurtured while also being challenged. I think there is a fine line between these two concepts and ESD does that remarkably well. I felt challenged all throughout Upper School, but also taken care of. ESD influenced me to pursue a college that was very similar in its values; I often joke that Elon University was just an extension of ESD. At the same time, being able to go to my teachers who listened with compassion and challenged with encouragement is something I will take to my grave. I approach my clients with compassion and an open mind, but I also want to make them feel challenged because when we are challenged, we unlock something great within ourselves.
ESD alums gathered in Dallas to celebrate the holiday season at a private holiday party at Stanley Korshak hosted by Laura Brock Chandler ’04, Leigh Brock Friend ’03, and Helen Brock Callan ’07. More than 100 alumni ranging from the classes of 1986 through 2009 spent the evening reconnecting with former classmates and reminiscing about their time at ESD. Special thanks to alumni parent, Crawford Brock, and the Brock sisters for partnering with ESD’s Alumni Association for such a successful event!
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You know you’re an ESD Alum when… • You were a part of
Mark Gardner’s Blue Army
• You could recognize the smell of
Norm’s cookies from a mile away
• You went to class, prayed in chapel, and played sports in the same gym • You know just how challenging the third lap of
any race can be thanks to
Mr. Lutken and Roger Bannister • You respect, fear, and love the name Eddie Eason all at the same time • You clap through the “12 Days of
Christmas” hearing the voice of Mrs. Meier
• You rocked a sailor suit, plaid skirt, or gray pants with saddle oxfords
and Doc Martins all too well • You participated in Jump Rope for Heart and Just Skip It with
Coach Brockhagen • Daily worship, community, ethical decision making, and service are more
than just words to you • Your love for learning was ignited by people like Greg Randall,
Claire Mrozek, Connie Elms, Scott Kimball, Mercedez Hotz, Sandy Donaldson, Julie Allen, Tim Couch, Fran Hillyer, and so many more • You are living a life of
purpose and can always call 4100 Merrell Road home
C’mon home. You are always welcome here.
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2014-15
OUR
MISSION The Episcopal School of Dallas prepares young men and women for lives of intellectual discovery, integrity, and purpose. The School develops the unique talent and potential
EXECUTIVE LEADERSHIP TEAM Meredyth M. Cole HEAD OF SCHOOL
Ruth Burke
ASSISTANT HEAD OF SCHOOL
Reid Prichett, Ph.D.
ASSISTANT HEAD OF SCHOOL FOR LEARNING AND TEACHING
Robert A. Buchholz
CHIEF FINANCIAL OFFICER
Donna Hull, Ph.D.
HEAD OF UPPER SCHOOL
in each student and embraces sound learning, discipline, and
Mike Jenkins
faith as essential elements of an educated conscience.
Chelle Wabrek
HEAD OF MIDDLE SCHOOL HEAD OF LOWER SCHOOL
The Reverend Amy G. Heller SENIOR CHAPLAIN
Dawn Thomas
DIRECTOR OF HUMAN RESOURCES
Jerry Reese
DIRECTOR OF ATHLETICS
THE CREST STAFF OUR FOUNDING TENETS
Julie Clardy
were created to integrate the Mission into the individual and corporate life of The Episcopal School of Dallas community.
Nicole Jacobsen
DAILY WORSHIP Nurturing a spiritual relationship with God through the use of the Book of Common Prayer within the context of a pluralistic, diverse student and faculty population. COMMUNITY Experiencing mutual trust, respect, and honor while preserving individual identity, uniqueness of thought, and personality. ETHICAL DECISION MAKING Preparing students for actions which promote the common good through the study of religious and moral paradigms of history and contemporary thought. SERVICE Advancing the common good through acts of compassion and concern here and within the larger community. Daily worship, experiences in community, and studies in ethical decision-making prepare students for service to others, the highest manifestation of God’s presence in their lives.
DIRECTOR OF COMMUNICATIONS COMMUNICATIONS COORDINATOR
Jamie Mitcham
DIGITAL COMMUNICATIONS SPECIALIST CONTRIBUTORS
Eleanor Arnold Kam Bakewell Leslie Beatty Ashley Beck Josephine Bellman ’17 Eric Boberg Megan Boyd ’09 Ruth Burke Julie Butterworth Meredyth Cole Libby Conder Sally Dutter Eddie Eason Meg Fahrenbrook ’01 George Fiala Veretta Frazier Gabrielle Griffin Caren Handleman
Mary Hansell Ali Hoeman Donna Hull Gretchen Mahoney ’15 Shelle Montgomery Amanda Neuhoff Cindy Newsom Brian Rawson ’96 Tolly Salz Mike Schneider Helen Skalniak Haley Teegarden Alaina Van Pelt ’15 Chelle Wabrek MaryBeth Weinberger Richard Williams
ALUMNI GAMES ON A CHILLY AFTERNOON IN DECEMBER, 32 active and alumni players from The Episcopal School of Dallas varsity soccer team faced off in the annual Alumni Soccer Game. Led by the team’s current assistant coach, Ryan Kneipper ’99, the current players (with the help of a few alums) defeated the alumni-only group, 6-4. Played on the turf of the Gene and Jerry Jones Family Stadium, this year’s Blue Army was out for revenge after falling to the alums 7-3 last year. IN THE WOMEN’S GAME, held on November 28, more than 15 current and former players came together in a mixed-team battle for first. The match resulted in a final score of 6-4. Coaches Mike Renshaw and Dayna Davenport put out a call on Facebook to attract past players to return to campus for the friendly face-off. “Kelly Sampson Oujezdsky ’97 and I had a great time, despite being the oldest alums,” Brooke Sands Roney ’97 said. “Everyone was super nice and welcoming, and having our daughters there to watch us play was pretty cool, too.” JUST BEFORE THANKSGIVING, MORE THAN 25 ALUMNI LACROSSE PLAYERS LACED UP THEIR CLEATS FOR THE ANNUAL ALUMNI LACROSSE GAME. Jonathan Reader ’07 organized this year’s game in an effort to merge his coaching duties and alumni roots. “The game is a great way to bring the players that built this program back to campus. When the alums come back and play in the game, they are able to connect with their old teammates and meet the current players and coaches,” Head Coach Pat Kennedy said. “The ESD lacrosse community grows because of this event, and we are looking forward to making it bigger each year.” IN NOVEMBER, COREY HENDERSON ORGANIZED THE FIRST ALUMNI BASKETBALL GAME IN ESD’S COMPETITION GYMNASIUM. The alumni and current players spanned nearly two decades as members from the classes of 1996 through 2014 took to the court. It took two overtimes to determine a winner in the highly-contested game before the final buzzer settled the score at 91-89.
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