The Crest - Summer 2014

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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.

Meredyth M. Cole !"#$%&'%()!&&*

Ruth Burke

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Donna Hull, Ph.D.

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The Reverend Amy G. Heller ("-+&0%)!#/*#+-

Robert A. Buchholz

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Dawn Thomas

In appreciation for your support of the 2014-15 Annual Fund

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AN EVENING WITH ARTIST

POTEET VICTORY

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!"#$%!"&'(&)$*+&+*,$ were created to integrate the Mission into the individual and corporate life of The Episcopal School of Dallas community.

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.

Eleanor Arnold Katie Barnes Ashley Beck Carol Bergman Eric Boberg, Ph.D. Megan Boyd ’09 Ruth Burke Sharon Chapman Jensen Clardy ’17 Meredyth Cole Libby Conder Christine Cook Eddie Eason Meg Fahrenbrook ’01 George Fiala Gabrielle Griffin Sandy Hall-Chiles Linda Harris Donna Hull, Ph.D. Mike Jenkins Shelle Montgomery Alan Neuhoff ’89 Cindy Newsom Devean Owens Reid Prichett, Ph.D. Brian Rawson ’96 Rebecca Royall Jen Sanders Victoria Siu ’15 Haley Teegarden Chelle Wabrek Ben Weaver Mary Beth Weinberger

Details to Come

The Episcopal School of Dallas is pleased to welcome Poteet Victory as our Fall 2014 Visiting Artist. We are grateful to Chris McLarry ’80, McLarry Modern and McLarry Fine Art in Sante Fe, for making this exhibition possible.

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!"#$%&#'!, the magazine of The Episcopal School of Dallas, is published two times a year.

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THE STATE OF THE SCHOOL: A LOOK BACK OVER

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ur assets are many: an unshakable foundation of excellence and innovation, gifted and seemingly tireless faculty and staff, an eager and curious student body, responsive and generative governance, and an enlightened strategic plan that maps a bright and sustainable future for our students and school. The support of our community is stunning.

Faculty, staff, parents, alumni, founders, board members, grandparents, friends, and volunteers are harmonious in action and unparalleled in dedication. We are blessed, and, like our students, we are â&#x20AC;&#x153;engaged heart and soul.â&#x20AC;?

From the littlest Beginner to the boardroom, learners are welcomed and expected here â&#x20AC;&#x201C; thank goodness! In my first year, I have learned a lot, some of which was easily anticipated and other things that were not. One of the treasures of this year was spending time listening and gaining insight into The Episcopal

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School of Dallas through the eyes of Father Swann and our founders, current and former faculty, our students, our parents, our grandparents, and our alumni. To glean understanding of a schoolâ&#x20AC;&#x2122;s vision and history firsthand from those who created, nurtured, and experienced it is a rare and precious gift. It is this vision â&#x20AC;&#x201C; this quest for a higher purpose demanded by our history and our Episcopal identity â&#x20AC;&#x201C; that we honor as we move forward into our next 40 years.

I am pleased to report that the state of our school is strong, and The Episcopal School of Dallas continues on an upward trajectory. We are mindful and responsive to the educational and empathetic needs of our Generation Z learners, whose destiny exists in a world that at present is largely unimaginable. In addition to affirming the traditional Rs, our studentsâ&#x20AC;&#x2122; education must empower the development of habits of mind: persistence, data

“

I am pleased to report that the state of our school is strong, and The Episcopal School of Dallas continues on an upward trajectory.

”

gathering, listening, empathy, flexibility, responsible risk taking, and independent thinking.

Working together, our community continues to grow. Below are several highlights of our collective efforts. More can be found throughout this issue of the magazine and on our website, www.esdallas.org.

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• We are ensuring that our curriculum addresses both the challenges and possibilities of what “living in a global economy” really means and how it changes the way students may expect to live.

• To the extent to which it is relevant and appropriate, teachers are incorporating technology as a learning tool, streamlining classroom management and access to information that is resulting in more effective and readily available personalized instruction.

• Our students benefit from strategic partnerships, including this year’s program with the Perot Museum of Nature and Science through which Lower School teachers gained invaluable insight to carry forth for years to come.

• Middle and Upper School instituted new schedules to allow more time for in-depth exploration. For 2014-15, the Middle School and Upper School schedules will operate independently, further focusing on the needs of our students.

• Experiential learning remains a hallmark of the ESD education. This year, our outdoor education program was further developed through the addition of division-level coordinators.

• As a result of work within the strategic plan, the arts program is growing. In 2014-15 we will add dance to the Middle School art rotation and as a “zero hour” class for Upper School. Instrumental music is also expanding. Band remains a Middle School option for the arts rotation and Upper School will have the option of a “zero hour” class, allowing students to participate fully without impacting the Chubb, John. “Emotion.” www.nais.org. National Association of Independent Schools, 1 May 2014. Web. 12 May 2014. www.nais.org/Presidents-Corner/Presidents-Blog/Lists/Posts/Post.aspx?ID=356

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“

Faculty, staff, parents, alumni, founders, board members, grandparents, friends, and volunteers are harmonious in action and unparalleled in dedication.

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academic class rotation.

• From projects like Invention Convention and Snack Sacks, to the retooled Battle of the Books and Wolf Run projects, to the independent studies of converting oil to biodiesel and programming an autonomous drone, ESD students continue to thrive as our teachers serve as mentors, coaches, and facilitators.

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• The soul of The Episcopal School of Dallas has always rested in the hands of our talented and engaging faculty. Unwavering in this imperative, we welcomed four new members of the executive administrative team: The Reverend Amy G. Heller, Senior Chaplain; Reid Prichett, Ph.D., Assistant Head of School for Learning and Teaching; Mike Jenkins, Head of Middle School; and Linda Harris, Head of Lower School.

• We examined our hiring, professional development, and retention policies. Faculty salaries are near or above the ISAS/DFW benchmark goals and funding for professional development has increased significantly. We are distributing leadership and empowering faculty members to be teacher-leaders by providing them the training they need to fill those roles.

• Safety and security on all our campuses was enhanced this year. We became the first school in North Texas to earn accreditation from Praesidium, a nationally recognized authority on student safety and risk management.

• We have increased our student diversity and continue to look at ways to broaden our reach to ensure that our own community ultimately represents the diversity of thought our graduates will face as they leave us.

• ESD employed a tuition increase (2.8 percent) significantly less than the NAIS average (4.08 percent), marking the fourth consecutive year of falling beneath the NAIS standard.

• Through the work of the Business Office, the Finance Committee, and the Endowment Trust, the debt per student ratio is now more than $2,000 below the 50 percentile of all NAIS day schools, but our expense per student is more than $5,000 (22 percent) higher than the NAIS average.

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• Our Episcopal identity – the spiritual formation of our students from all walks of faith and character development – remains a cornerstone of The Episcopal School of Dallas experience. Improving student engagement and honoring the sacredness in chapel is paramount. This year, we piloted a monthly Eucharist schedule for Middle and Upper School. In 2014-15, we will return to a near-weekly schedule, with the celebration of Eucharist on every Day 1 of Middle and Upper School.

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• Our school, as written by the National Association of Episcopal Schools, was established as an “ecumenical and diverse ministry of educational and human formation for people of all faiths and backgrounds.” We initiated an open and caring dialogue about diversity and inclusion, a mission-critical facet of our institution.

• We instituted a Code of Conduct to protect the integrity of our community and provide rules of engagement, if you will, for our membership. Taking into consideration the imperfection of adolescence and the responsibility of adulthood, we navigated several consequential applications of the Code.

• Lower School students, with the guidance of faculty members, translated the Code of Conduct into words more readily understood by our youngest learners. Every faculty, staff, student, and board member pledged to abide by the Code of Conduct in 2013-14. During the 2014-15 enrollment process, parents committed as well.

• Through ESD’s incredible community service program, our students contributed tens of thousands of hours this year to organizations and people in need, both locally and internationally. A new junior-senior independent project allowed students to contribute their talents to

causes that interest them. Opportunities like these and ESD’s Habitat for Humanity house teach the value and joy discovered only by serving others.

One of the distinctions of an independent school education is the way it is measured. Yes, our students score exceptionally well on tests, including the ERB, AP, SAT, and ACT examinations. Yes, our students are remarkable athletes and brilliant artists. Yes, our students are accepted into colleges and universities of their choosing, including the world’s most prestigious and selective. But at ESD, our goal is an even higher outcome. We graduate students uniquely prepared to succeed in the 21st century. Our Founding Tenets of Daily Worship, Community, Ethical Decision Making, and Service provide a strong underpinning of life skills that equip our students and graduates to navigate and succeed in an increasingly complex world. In short, The Episcopal School of Dallas graduate is prepared to live a life of purpose.

Over Memorial Day, I experienced my first, ESD’s 34th, graduation ceremony. I watched with confidence knowing that these 104 young men and women would further perpetuate the legacy of The Episcopal

School of Dallas that is so apparent in our alumni. The pride I felt for these students, their families, and our faculty and staff was immeasurable.

The next step of their journey is beginning. They are ready.

Chubb, in his article, continued, “Great schools not only teach values and character, they embody them. Students appreciate what it means to be loved for what they are doing, because their teachers and coaches and prefects and school leaders show them that depth of caring and affection.”

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Meredyth M. Cole Head of School

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By Ruth Burke, Assistant Head of School

“Don’t judge each day by the harvest you reap but by the seeds that you plant.”

Robert Louis Stevenson

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(YHU\ GD\ 7KH (SLVFRSDO 6FKRRO RI 'DOODV IDFXOW\ SODQWV ';B$;@3&@3#8$&"#$8##B8$()$/;(H+#B<#A$@;B#38&';B7;<A$ DQG H[SHULHQFH LQ RXU VWXGHQWV 7KH\ WHQG FDUHIXOO\ WR HDFK JDUGHQ KHOSLQJ VWXGHQWV GLVFRYHU DQG UHDS WKH MR\V ERUQH IURP D FXULRVLW\ DQG ]HVW IRU OLIH ORQJ OHDUQLQJ Our strategic plan, ESD Tomorrow, demands that we deliver the absolute best learning and teaching environment and experiences for our students and teachers. The plan builds on ESDâ&#x20AC;&#x2122;s history: our Mission, Founding Tenets, our relentless dedication to the whole child, and the belief that every child is made in the image of a loving God. By ratifying and thoughtfully moving forward with this plan, The Episcopal School of Dallas Board of Directors ensures that the fruits of our founders, faculty, and studentsâ&#x20AC;&#x2122; labor will have the resources and learning spaces to grow in perpetuity.

As we enter the year that marks ESDâ&#x20AC;&#x2122;s 40th anniversary, charting a course for the Schoolâ&#x20AC;&#x2122;s next 20 years has heightened significance.

The vision Father Swann set in motion 40 years ago provides a strong foundation as we take steps necessary to solidify ESDâ&#x20AC;&#x2122;s standing among the top independent schools in the country.

In Year Two of the strategic plan, there was a conscientious effort by the Board of Directors and the Executive Team to focus on the future and safeguard the quality of todayâ&#x20AC;&#x2122;s programs and deliverables. Three future-oriented topics were at the forefront this year: ensuring financial sustainability, determining the most appropriate location for our Lower School, and making critical decisions regarding the footprint of the Merrell Road Campus. The Executive Team and key volunteers presented recommendations on each of these areas at the May 6 Board of Directors meeting. Below is a brief summary of those recommendations and the actions taken by the Board of Directors.

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We recognize that in order to achieve the specific goals and objectives of the ESD Tomorrow Strategic Plan, the School will need to raise funds to support and provide the very best resources. This includes funds for our endowment to support people and programs, as well as enhanced and new learning spaces. This year, a small group of board volunteers, feasibility experts, and administrators worked to determine the size and scope of the campaign required to achieve our goals. Following a thorough presentation of its work and upcoming plans, the Board of Directors was unanimous in support and approved the Campaign Cabinetâ&#x20AC;&#x2122;s request to continue its preliminary research, discussion, and preparation.

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Integral to the Boardâ&#x20AC;&#x2122;s decision was the work of the Lower School Task Force. Thoughtful and thorough, the Task Force carefully considered many perspectives, opportunities, and challenges. Their research, which included listening sessions, a survey of parents and alumni, and discussions with key stakeholders, clearly illustrated a strong shared desire for our three divisions to be on one campus. Non-negotiable themes

were also communicated, such as maintaining the warm and caring nature of the Lower School and planning for separate, child-centered, age-appropriate facilities for learning, worshipping, and playing. The Board of Directors unanimously accepted the recommendation from the Lower School Task Force.

The heart of ESD is our incredible community and our school will benefit greatly from being united on one campus. The construction of a new Lower School facility on the Merrell Road Campus is an integral part of our 20-year Master Plan (see next section); however, there is much to do before ground is broken. An exciting and impactful development, we will seek feedback and input from community members throughout this process and communicate specifics on timelines and plans as decisions are made.

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In December, the School contracted with Gund Partnership, a nationally recognized architectural firm based in Cambridge, Massachusetts, to conduct a thorough master plan study based on the goals and objectives of our strategic plan. After six months of intensive and collaborative work,

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+,-.+/.01-.234+506,0. items addressed by the Board at the end of year meeting was the election of new board members, placement of committee members for the upcoming year, and recognition of members of the Board whose term has concluded.

The Board is proud to introduce the Board of Directors Class of 2017: Don Carty, William Decherd ’97, Sarah Hamlin, Caren Kline, Marshall Mills, Beth Puckett, and Margaret Ryder ’87.

On behalf of the Board and the entire community of The Episcopal School of Dallas, thank you to retiring board members Jeannie Berry ’83, Gerald Bulloch, Pat Crow, John Eagle, Jason Nix, Matt Waller, and Joe Worsham. During their tenure and through the leadership and dedication they exemplified, the Board ratified the 10year strategic plan, ESD Tomorrow, and appointed ESD’s second Head of School, Meredyth Cole.

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Gund completed and submitted a 20-year Master Plan for the Merrell Road Campus, a vision for ESD’s future.

It considers key elements of our pedagogy and how our physical spaces can enhance and maximize the learning and teaching process. The plan features a new Lower School facility, state-of-the-art STEM and library/ media resource learning environments, an entry that mirrors the strength of our program and welcoming nature of our community, and enhancements to Wolf Run Outdoor Education Center.

The Board of Directors unanimously adopted Gund’s vision and aspirations for ESD’s 20-Year Master Plan. The Board will soon begin making the 20year vision operational, including defining the specifics of the spaces, priorities, and timelines. The Board and school leadership will continue to communicate plans, progress, and initiatives in a timely manner.

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To help in the understanding of the master planning process, and what may or may not happen next, following are a few questions that seem to come up more often than others. Should you have any other questions, please do not hesitate to contact me.

When will construction of the new Lower School begin? There is much planning to be done before ground is broken on the Merrell Road Campus for the Lower School facility. In addition to the development of a fundraising campaign, the leadership of the School is already working with officials from the City of Dallas to ensure we are taking all appropriate and necessary steps for zoning approval. It is also very important for us to be open and communicative with our neighbors to ensure those living close by are aware of our vision for the physical footprint of our campus. We must do all we can to enhance traffic flow and parking so their lives are not disrupted or inconvenienced. The planning, designing, and fundraising processes will undoubtedly take a few years, so the construction of our new Lower School is not something that will happen in the immediate future.

Does ESD have to buy or acquire new land? No. ESD currently owns all of the houses on Montwood Road, the road south of campus. The Gund Partnership’s vision for our Merrell Road Campus footprint encompasses this acreage and it is more than sufficient.

In the Master Plan, the Lower School facility is located on the south side of campus and includes ample parking for parents and visitors. ESD’s Lower School facility will feature enhanced learning spaces, plus a

chapel, gymnasium, dining room, and expansive outdoor play area for our youngest students.

Will the School be taking on debt to finance the building of the Lower School and other Master Plan initiatives? No. A campaign to support all endowment and physical plant enhancements is in the preliminary planning stages; no new construction or renovation of facilities will take place until fully funded.

What about Endowment? How will money be raised for the Endowment if funds are needed for new construction and renovation? The Board of Directors and school leadership are committed to raising ESD’s endowment to a level commensurate to a school our size and quality. Endowment dollars support our people and programs, so we are confident that donors who are passionate about ESD and our future will see the value of investing in the School’s endowment and understand its significant impact on the lives of our students, faculty, and programs.

Will all the Master Plan initiatives happen at once?

No. The Master Plan is a 20-year plan and will be implemented in at least three, and potentially four, phases. Phasing will be based on priorities regarding funding, programs, and logistics of ensuring the least possible disruption to the learning and teaching environment for our current students.

How will parking and carpool be impacted by the Master Plan at the Merrell Road Campus? Based on studies conducted by traffic engineers during the Master Planning process, we are very encouraged and happy to report that parking availability will improve significantly and the carpool process will become more streamlined and efficient – both for parents driving carpool and our neighbors.

What can I do to help if I would like to offer my professional expertise or financial support to these exciting plans? We welcome the participation and input of our community members in the implementation of the Master Plan. It is our goal for this process to be as transparent and interactive as possible. If you have an interest and would like to get involved, or if you have questions or points you would like clarified, please contact Ruth Burke at burker@esdallas.org.

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By Eric Boberg, M.Ed., M.B.A., Ph.D. Director of Curriculum and Instruction

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Ensure my senior Advanced Placement® Language and Composition students become more skilled readers and writers.

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Putting learning first is a fundamental principle permeating the ESD Tomorrow Strategic Plan that keeps us on a course towards continuous improvement of our academic programs. Although the first five years of the plan have been designated as Learning, Piloting, Implementing, Assessing, and Standardizing, respectively, the plan’s long-term goal is to foster a professional learning culture that continues to innovate on its own. All teachers will continue to improve their practice as part of a professional community that learns, pilots, implements, assesses, and standardizes on a regular basis. During this Year of Implementation, teachers will standardize at least one significant innovation in their classrooms in the form of an authorized learning innovation plan. Teachers can choose to redesign an element of their instruction or assessment through the adoption of a series of iterative changes, a new interdisciplinary unit, or a well-developed, lengthier inquiry-based project.

My own approach in the classroom will combine traditional and high-tech strategies to help my students become skilled readers and writers. Seniors in my AP Language and Composition class will read and annotate the paper text so that initial experience with each edition of The New Yorker – the classroom text – will be a tactile, visual, and communal experience. Even though my students’ first experience with each expository, argumentative, or narrative essay will be with the printed text, my learning innovation plan for next year seeks to leverage numerous online software programs to assist my students as they strengthen their skills. To this end, subsequent work and reflections with each text will involve an appropriate use of Schoology, Google Docs, Google Sites, and Google Slides designed to support the learning objectives and learning outcomes for the class.

As research continues to evolve on the proper role of technology in the classroom, there is little debate about the benefits of online computer software for tracking the learning process and providing data on students, classes, and schools that can guide future resource allocation and personalize the student’s learning experience (Huang, Educational Technology Research and Development, 2012).

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Although electronic devices like e-texts and e-readers continue to improve, studies suggest that reading and annotating on paper can enhance reading comprehension, especially when readers engage advanced content.

First, the physicality of reading on paper provides a tactile experience that surpasses most e-reading experiences and conveys a richer reading topography or landscape (Mangen et al, International Journal of Educational Research, 2013) that “makes it easier to form a coherent mental map of the text” (Jabr, Scientific American, 2013). Additionally, paper texts lend a level of serendipity and a sense of control to the process by allowing students greater freedom of movement within the text. Some studies also indicate that readers approach e-texts less seriously than paper texts, often taking shortcuts as they read instead of effectively directing their attention and working memory (Jabr, 2013). Combined, these findings suggest that while e-readers and tablets may be ideal for leisurely reading and browsing, the printed text is better suited for sophisticated reading and study. Finally, recent research shows that even when students are on task and focused on class work, taking notes on computers often results in shallow processing (Mueller & Oppeheimer, Psychological Science, 2014).

Students at Princeton University and UCLA who took longhand notes outperformed students who took notes on computers because longhand notes encourage students to process – summarize and synthesize – what they 12

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Even though my studentsâ&#x20AC;&#x2122; first experience with each expository, argumentative, or narrative essay will be with the printed text, my learning innovation plan for next year seeks to leverage numerous online software programs to assist my students as they strengthen their skills.

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see and hear. Although students can be the study and review of vocabulary.

-2%($%,2&".#*#"!&*!1,%C taught to take better notes on computers, Armed with real-time information made they tend to simply record as much as possible through technology, teachers REDEFINITION Technology allows for the creation of new tasks, they can instead of reworking the material can tailor assessments to the varying previously inconceivable through an activity of personal senselevels of their students and coach making. Thus, my students will engage in students about how to improve their MODIFICATION a very traditional-looking initial reading study skills more specifically. Without Technology allows for significant task redesign and discussion of the printed text. This will the aid of an online computer and support studentsâ&#x20AC;&#x2122; reading comprehension software, such hard data were previously of sophisticated content and promote unavailable. exploration and discovery of a printed AUGMENTATION Technology acts as a direct tool substitute, ;+,;8:<2+, text that helps distinguish my students as with functional improvement At The Episcopal School of Dallas, our members of a community of readers and faculty is fortunate to have a wealth writers.

SUBSTITUTION of resources and techniques at our Among its many uses, our new learning Technology acts as a direct tool substitute, disposal. By drawing upon our collective management system (LMS), Schoology with no functional change experience, reviewing the latest research, is a great platform for online generative and applying the SAMR model to adopt discussions and debates about a piece 5XEHQ 5 3XHQWHGXUD 3K ' new technologies in the classroom, we that students have read. As an extension aim to develop and implement learning of classroom discussion, these online discussions allow students to formulate, defend, and refine their thinking innovation plans. First and foremost, we remain keenly focused on the before developing written work or presenting their more fully formulated studentsâ&#x20AC;&#x2122; learning objectives and desired learning outcomes.

I look forward to keeping you posted on my class and other teachersâ&#x20AC;&#x2122; stance to the class. The online rubrics in Schoology will allow me to assess student involvement in the discussions in terms of the strength of learning innovation plans as the 2014-15 year progresses. Please tune their claims, their use of evidence, and the soundness of their reasoning. into innovationesd.blogspot.com.

Throughout the year, my students and I will also be able to track their progress along these three learning objectives. Drawing upon the shared, collaborative resources of Google Apps for Education, students can use Dr. Boberg credits his love of learning to the teachers who challenged and Google Docs to facilitate group papers and peer-editing, Google Sites to encouraged his intellectual, emotional, and character development. He began develop classroom resources for students to share their work or develop teaching as a way to save money for law school. What he discovered was his their own glossaries and study guides, and Google Slides to create visuals career. â&#x20AC;&#x153;As a life-long learner, I am most at home in thriving educational that support their classroom oral presentations. communities, like The Episcopal School of Dallas. I enjoy the interpersonal, As suggested by Puenteduraâ&#x20AC;&#x2122;s SAMR model (see above), online intellectual, and innovative nature of education.â&#x20AC;? programs that monitor student learning not only augment and modify how students learn, but more importantly they can help redefine the Boberg earned his undergraduate degree in philosophy and political science ways teachers interact with and support students. We are adopting several from the University of North Florida, his M.Ed. in Curriculum Design tools to improve how teachers use learning analytics to assist students. and Instruction from the Harvard Graduate School of Education Teacher Schoology will provide information about how frequently students use Leadership Program, his M.B.A.in Finance and Economics from Texas particular online classroom materials and engage in online discussion, Christian University, and his Ph.D. in Educational Leadership and Policy Google Drive will allow teachers to evaluate how students collaborate by Studies from the University of Texas at Arlington. He continues to research viewing their studentsâ&#x20AC;&#x2122; live online interactions or a documentâ&#x20AC;&#x2122;s revision the relationship between school leaders, collective teacher efficacy, student history. Our new vocabulary program for sixth through eleventh grade engagement, and achievement. students, Membean, will modify how students and teachers approach !"##$%&'()*&&+&&$!,-..-!/0%1&

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<;1++8+7=? @:,2/2-9.9628=.8-65,2,7A Award-winning Schoology is a passwordprotected learning management system (LMS) that intends to improve the learning experience for students

and teachers. Implementation of Schoology will vary by grade, division, and teacher, with some general requirements for Middle and Upper School.

Lower School: This year, the Lower School faculty and staff will explore how a resource like Schoology can best serve its students, faculty, and parents.

Middle and Upper School students will access: ¡ Advisory-, class-, team-, grade-, and division-level information formerly found in First Class ¡ Daily schedule and weekly assignments ¡ Weekly class, grade, or progress updates ¡ Connections to resources such as Google Apps for Education ¡ Additional functionality as determined by the teacher.

This past spring, Mercedes Hotz, Upper School Spanish instructor, used Schoology with her class by employing the voice recording function for oral quizzes.

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Google Apps for Education provides students and faculty a premier, alwaysavailable, platform-agnostic, Ăźber-secure digital workspace.

Membean, a digital vocabulary program for sixth through eleventh grade students, modifies how students and teachers approach the study and review of vocabulary.

It features:

Google Apps for Education will be implemented as developmentally appropriate for each grade level. ¡ Gmail replaces First Class as ESDâ&#x20AC;&#x2122;s email client, for students (fourth grade through seniors), faculty, and staff.

Fourth grade student email accounts will be limited to communication between teachers and students only and unable to receive external messages. ¡ Google Drive securely stores student work, second grade through senior year. ¡ Collaborative e-learning spaces include the communication tools and resources Google Docs, Google Sites, and Google Slides.

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¡ Multimodal instruction, including audio clips, videos, root trees and word constellations, and examples of the word in context, to strengthen word associations and improve recall; and ¡ Faculty access to class or individual learning goals that enables coaching to improve student vocabulary study skills more specifically.

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ESDâ&#x20AC;&#x2122;s website provides public and private information for parents, alumni, and volunteer leadership. In addition to many content-rich pages, you will discover:

My Backpack continues to serve a critical function for the ESD community. By logging into ESDâ&#x20AC;&#x2122;s parent portal and clicking My Backpack, parents find:

¡ School calendars divisible by division, arts, athletics, college guidance, parent events, and more, that can be loaded onto personal devices

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¡ Individualized student learning with reinforcement mechanisms;

¡ Up-to-date parent and student directory information

¡ Library databases, research tools, and e-Books from Overdrive

¡ Official schedule, grades, and transcript information

¡ News, announcements, and galleries featuring achievements and program insight, as well as password-protected access to photo downloads and emergency alerts

¡ Personal tax-deductible giving history

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01-.2,<425602+,W!Vikki Martin studied art under Alexandre Hogue’s wife,

Maggie Jo, while attending sixth grade at Herbert Hoover Elementary School in Tulsa, Oklahoma, in the 1960s. Upon graduating high school, Martin went on to attend Tulsa University where Alexandre Hogue had worked as Chair of the Art Department from 1945 – 63. Though he did not teach at TU when Martin was a student, she still had the opportunity to interact with him during campus visits. The friendship lasted well into the ‘70s when Martin was completing her Masters in Drawing at the University of Texas at Arlington and interviewed Hogue for a paper for her Social Realism course.

“When I read in the newspaper about the show the Dallas Museum of Art was having of Mr. Hogue’s Erosion Series, I thought it would be the perfect opportunity for me to explore some of the new teaching philosophies with ESD,” Martin said.

01-.45+O-;0W! In April, the fifth grade class from The Episcopal School of Dallas spent an afternoon navigating the halls of the Dallas Museum of Art, examining a series of paintings by Alexandre Hogue, an Oklahoma-based painter known for his documentation of the 1930s Dust Bowl.

Before heading to the museum, Martin showed students the June 21, 1936 edition of LIFE magazine that featured the debut of Hogue’s Erosion Series. Once on site, students divided into eight groups and rotated through the gallery as they collaborated with one another to prepare their presentations on the artistic and scientific impact of this “ecological holocaust.” The combination of methodical exploration coupled with the artistic evaluation of Hogue’s Erosion Series gave students the opportunity to flex their creative and analytical thinking skills.

“Every student had a particular role to play, serving as a presenter, recorder, reporter, timekeeper, videographer, text box interpreter, or evaluator, who reported on the group’s success,” Martin, one of the project’s creators, said.

During the presentation, each group led a discussion regarding its assigned painting from Hogue’s collection that included explaining key findings and answering any questions their peers and teachers had about

the research and discovery processes. The group’s “text box reporter” had to deliver the historical facts about each painting, including the year in which it was completed and the medium with which it was created. Finally, the groups’ assigned videographers were tasked with recording the presentation and ensuring it was uploaded to a private YouTube channel for the ESD community to view.

“We had to talk about what was happening in the painting, what message the artist was trying to say, and what our group’s favorite part about the painting was,” Charlotte Clark ’21 explained.

Ellen Neill, ESD’s fifth grade science teacher, also collaborated on the project and spent the days leading up to the museum trip teaching students about soil and water conservation and showing them documentaries about the infamous dust storm, as well as other environmental disasters. Neill also tied in current-day disasters, like the BP Oil Spill in the Gulf Coast and Hurricane Katrina, to show students the impact that Mother Nature has on people.

“The students were completely engaged in this project,” Neill said.

“The class discussions we had, the videos of dust bowls, and then seeing the paintings at the DMA made it a great educational learning experience.”

After the presentations had been delivered, students returned to campus to hear from Greg Crook, ESD’s fifth grade history teacher, about how the families of the 1930s were impacted by the decade-long storm. Crook spoke about the consequences the Dust Bowl had on the migration patterns of travelers from Oklahoma and Texas into California, as well as the laborintensive skills the men, women, and children had to develop to survive in the arid climate.

“The whole project focused on 21st century learning models that allow students to learn about the past and then apply the concepts to present day,” Martin explained.

Impressed by the depth and breadth of the unit, Tulsa University is reviewing ESD’s multidisciplinary study for possible inclusion in its future curriculum.

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!-:$25&:+%!2 GHIH What was one of the first things that struck you in regard to the pulse of the ESD campus when you first arrived?

E()!' One of the first things you notice when you step onto the ESD campus is a relaxed, comfortable sense of belonging.

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GHIH$ I agree. Whether it is at the Lower School Carnival or an AP Art Show in the Bray Performance Hall, ESD has a long tradition of being a place where people are welcomed and feel at home.

E()!' Absolutely. The creation of that feeling is not an accident. Behind the scenes, the Department of Campus Safety is going to great lengths to ensure that all of our students, faculty, staff, parents, alumni, and visitors are safe on all three of our campuses.

GHIH Yes. From a staffing standpoint, we have moved from five security guards, along with the Director, to nine Campus Safety Officers (CSO), the Director, and you as the Assistant Director of Campus Safety. Having more hands on deck has allowed us to have a CSO at the Lower School during the day and, as always, we employ off-duty Dallas Police Officers to patrol each campus.

E()!' Another area to stress, and one of the biggest changes over the last year, is the implementation of an intensive training program for all of our CSOs. We have teamed up with an online training program for law enforcement and security guards, and our officers are averaging about an hour a week of training. Besides the online training, the officers are producing in-house training sessions based on their areas of expertise.

GHIH Yes, for example, one of our CSOs is a retired DFW Airport Police Officer, and he has been teaching workshops on handling potentially hazardous materials.

E()!' Campus Safety has expanded into other aspects of life at ESD as well, including emergency preparedness and student protection policies. Besides keeping abreast with what the federal government recommends through FEMA and other agencies, the department is monitoring weather events, keeping up with and expanding emergency equipment, and training in different scenarios.

GHIH When the tornado happened during the Pass It On Ceremony at the end of the school year, our students were prepared, knew what to do, and where to go.

E()!' Our student protection policies are an area where the department is moving into protecting students in all situations, including in the classroom.

Policies like our â&#x20AC;&#x153;verbal interaction policyâ&#x20AC;? help define acceptable behavior in different situations and help keep ESD a professional and safe institution.

GHIH ESD is partnered with Praesidium, a national student protection organization that works with groups like the Boys and Girls Clubs of America and the YMCA, to help keep people, specifically minors, safe from abuse. ESD became the first school in North Texas to become Praesidium Accredited.

E()!' We have reason to be proud of that accreditation. The Department of Campus Safety will continue to make visible changes, from small efforts like the blue traffic cones to newer initiatives that include having bicycles available for the CSOs to patrol with on both campuses.

GHIH Besides our efforts, we are also reaching out to other schools to open up lines of communication, share ideas, and train our officers. ESD attended a workshop at the St. Markâ&#x20AC;&#x2122;s School of Texas earlier in the year, and we will be hosting our own in August that is open to a number of public and private schools in the area.

E()!' We are in a good place, and while safety is never guaranteed, we want our faculty, staff, students, parents, alumni, and everyone in the ESD community to know that it is our priority.

GHIH Our job is to make sure that you can rest assured knowing that while you are enjoying a comfortable sense of belonging on campus, there is a dedicated group of professionals in the background keeping it that way.

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Alexandra Aronowitz The University of Texas at Austin Benson Barbour Loyola University New Orleans Emily Barnes The University of Texas at Austin Emily Bassel The University of Texas at Austin John Beare Notre Dame, after PG year Oscar Benavides Vanderbilt University Elizabeth Bender The University of Texas at Austin Danielle Berg Tulane University Hampden Berry The University of Texas at Austin Leonidas Blaylock The University of Texas at Austin Berry Boeckman Davidson College Carter Boisfontaine University of Southern California Emma Boulle Southern Methodist University Meredith Bower Colorado College Caroline Brennan University of Virginia Gillian Broadway Southern Methodist University Grant Brown Case Western Reserve University Gerald Bulloch Southern Methodist University Ines Bustamante New York University William Butter Austin Community College Vincent Carrozza Wake Forest University Samantha Cheung Southern Methodist University Mason Conine United States Military Academy Shelby Conine The University of Texas at Austin Caroline Corson The University of Texas at Austin Preston Crow Texas A&M University Laura De Loache Pepperdine University Jeffrey Dietz The University of Texas at Austin Kelly Eichenholz Northwestern University Sara Jane Emmons New York University Armand Fernandez-Pierre Colorado State University Jordan Frank Southern Methodist University Alexander Gulis Rhodes College Tanner Hakert Florida State University John Hart The University of Arizona William Heidarian Southern Methodist University Corey Henderson Wichita State University Staley Hobbs Tulane University Dylan Huey Southern Methodist University Foster Huggins Loyola University Maryland Katherine Hunsaker Vanderbilt University Timothy Jackson University of Arkansas at Pine Bluff Todd Jensen Brigham Young University Olivia Johnston Roanoke College Austin Jones Texas A&M University Jakobus Jordaan Southern Methodist University Karley Kampf The University of Texas at Austin Cannon Karns The University of Texas at Austin Benjamin Kelly The University of Texas at Austin Christina Kline Colorado State University Gabrielle Laurendine St. John’s University John Lefferts Pennsylvania State University Kiara Leonard Texas State University

Christopher Levonyak Eleanor Light James Lincoln Meghan Lindsey William Lipscomb Richard Loftus Milagro Lopez Catherine Lovitt William Malouf Grant Matzen Michael McCrory Erin McWilliams Jackson Mikeska Crain Miller Margaret Mulcahy William Nastri Nigel Naulls Kyle Noonan Shalom Nwakibu Shannon O’Connor Caroline Oden Michael Pappas Elizabeth Patrick Jeffrey Patton Jr. Kirbian Peters Mary Puckett Matthew Redish Madison Rhone Anderson Riddick Marguerite Rooney Casey Rutherford Baylee Safady Maria Salinas Lauren Sands Kelsey Schmitt Gentry Shive Sidney Sikes Megan Sims Sophie Sisson Alec Smith Wesley Smith Alexandra Snyder Sarah Starr Eric Stern John Todd Celeste Turner Mary Waller Clarke Wilson Olivia Winton Thomas Wray Elizabeth Young

The University of Texas, San Antonio Emory University Texas Christian University University of Colorado at Boulder Texas A&M University Dartmouth College St. Edward’s University College of William and Mary University of Redlands University of Oklahoma The University of Texas at Austin The University of Texas at Austin University of Oklahoma The University of Texas at Austin Texas Christian University Tulane University The University of Texas, San Antonio Texas Christian University Texas Christian University Bucknell University The University of Texas at Austin Auburn University University of Louisville Baylor University Kansas State University Texas Christian University Indiana University at Bloomington The University of Texas at Austin Duke University Duke University University of Miami The University of Texas at Austin The George Washington University University of Southern California University of Chicago Texas A&M University Washington and Lee University Harvard University Northwestern University Southern Methodist University Southern Methodist University University of Notre Dame The University of Texas at Austin The University of Texas at Austin Texas Christian University Stanford University Wesleyan University Purdue University Texas Christian University Regis University Abilene Christian University

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-*&$(+!"2#$%(#-!")#2*-( /5296=.3+5,2,7< in the Lower School Dining Commons are full of excitement; rooks can often be heard rolling across the floor as students push back from tables to scramble across the tiles to record their latest victory. Little black boxes are smacked with excitement each time a move is completed. Cheers frequently erupt as students gather around in groups to encourage their peers. There’s plenty of friendly competition at the Lower School Chess Club meetings, but the meetings are two-fold.

“Chess Club not only allows students to learn the strategy of the game, but the mornings also provide social interactions between students in different grade levels,” Zora Skelton, the club’s sponsor, explained.

“Students challenge each other based on their chess competency and not on their age or grade. It is very satisfying to watch a first grader find the courage to challenge a third grader.”

At one end of the Dining Commons is a leaderboard that records the standing of each participant. To advance up the ladder, a student has to defeat a higher-ranked opponent. Each colored ladder represents a different level of difficulty the students must navigate during the year to reach the most challenging rings.

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“Everyone’s trying to beat the person at the top of the blue ladder, but those kids are so good that it’s really hard to win against them,” first-grader James Altizer said. “Before I leave the Lower School, my goal is to beat everyone.”

At the start of the morning, students grab a chessboard, game pieces, and partner to squeeze a few games in before the lessons begin.

About halfway through the morning, Hermanio Baez and Paco Gomez divide the students into groups to teach them new strategies and tactics.

Gomez, who currently serves as the group’s parent liaison, has been a valuable member of the club for years. He is also responsible for organizing ESD’s “Fit for a King” tournament every fall. (See the sidebar for more information).

“Chess is a fantastic game that can benefit every child. The game helps develop thinking skills, such as the ability to visualize, analyze, and think critically,” Gomez explained. “Chess Club brings together children of different ages and genders in an activity they all enjoy, while also teaching them about sportsmanship, how to win graciously, and not give up when encountering defeat.”

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(")* Last fall, the Lower School Chess Club held the first annual “Fit for a King” tournament in the Daryl Johnston Family Dining Commons on the Merrell Road Campus. More than 50 students of all ages from Dallas-area schools, including Alcuin School, Centennial Elementary, Lakehill, Lamplighter, and St. Mark’s, competed.

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Started 12 years ago by Kaitlin Smith ’13, the club has grown to as many as 60 students on any given Friday. With lessons tailored for every skill level, students of all abilities are encouraged to attend.

“When the club started, we had between five and eight students,” Skelton said.

“Since that first year, lessons are provided at each level and students are encouraged to play chess regardless of whether they win or lose. Many students choose to participate in weekend chess tournaments for additional exposure and competition.”

Several students say that learning how to play chess has also helped them become more studious and disciplined in the classroom. Through the lessons they learn from Baez and Gomez, participants say they have improved their memory and concentration, and can better focus on assignments.

“Chess helps me do better on my homework because I can stay focused and pay attention to what is in front of me,” Edwin Bishop, a fourth grade student, said.

Parents are also invited to attend the Friday morning meetings and challenge their son or daughter to a game, or offer advice to an entire table as they face-off against another parent. For some, just watching the students yell “checkmate” or move their picture up on the ladder is rewarding enough.

“My favorite memory of Chess Club is ongoing,” Skelton said. “No matter how tired and worn out I am, coming in on a Friday morning before 7:00 and finding one or two students waiting for me in the Dining Commons waiting to play chess… How can anyone not love Chess Club?”

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Every winter, the sixth grade travels to Washington, D.C., to tour our nation’s capital and visit the historical landmarks that apply to the material they cover in their American History classes. This year, for the first time, updates from the trip were shared on Twitter by teacher Meg Fahrenbrook ’01. For safety and privacy, tweets were posted following each event, not during. More than 100 “followers” traveled with them to experience two sightings of the Presidential motorcade, the Jefferson Memorial, Arlington Cemetery, Yorktown and Williamsburg, and more.

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By Victoria Siu ’15

Reprinted with permission from ESD’s Eagle Edition, The Dallas Morning News’ “Best Student Paper 2014, Class B”

Silence punctuates the air as senior Mason Conine pours a transparent gold liquid into a small engine’s fuel tank. He flips the power button and the motor whirs to life. Cheers erupt from the semi-circle of classmates around the machine. “It was fantastic to see everything come together,” Conine said.

Nick Brette’s Engineering II class and John Gallo’s Environmental Science class collaborated on a biodiesel project presented at the Earth Day Texas 2014 Festival, April 26-27. After weeks of research, the Engineering II class successfully produced biodiesel, a corn-oil-based alternative fuel, and ran samples through a 3 horsepower engine. Senior engineering student Jakesy Jordaan and members of the environmental science class, including Shannon O’Connor, helped at the booth. Both STEM teachers planned the project last summer.

“We use millions of gallons of oil every day in this country, so instead of throwing it out, how do we make use of that,” Brette said. “We worked on a plan to interact with the engineering group and the environmental science group. The students actually saw the environmentalists and their concerns and dealt with that as a technical person.”

The new project also led to ESD’s first appearance at Earth Day. Science Department Chair Amy Henderson and Gallo saw many Dallasarea high schools participate last year and wanted to involve ESD. “We actually switched our science classes,” Henderson said. “We did anatomy in the fall and Environmental Science in the spring so it would correlate with the Earth Day Fair. We had our Environmental Science students run our booth and present the projects.”

Brette started the biodiesel project last year, but continued studying how to recycle used vegetable oil. Students had no knowledge of biodiesel when Brette introduced the project. The class was expected to develop conversion procedures.

“I found a way to convert vegetable oil into biodiesel, so I posed that as a problem to the class,” Brette said. “I told them, ‘I want you to go out and find a way to do this.’”

Students assembled into groups of three. While some started with fresh store-bought corn oil, Conine’s group decided on a gallon of used vegetable oil from SAGE. Although an environmentally-friendly choice, it required neutralizing the used oil’s acidic pH with sodium hydroxide.

“The process for used oil is different than normal oil. It’s more difficult because you have to make sure the pH is right,” Conine explained. “You learn about the problems of having to heat a bunch of oil and getting the right mixtures. It’s a difficult balance to strike.”

After stabilizing the oil, Conine’s group, like the others, boiled the liquid before mixing in 220 milliliters of methanol and four grams of sodium hydroxide for every liter of oil. When the chemicals dissolved thoroughly in the solution, engineering students allowed the fluid to sit overnight to cool.

The next morning, the solution turned into a three-layer Jell-O-like substance. A thick, alcoholic substance called glycerin on the bottom of the solution and surface remnants of soap, a natural byproduct, sandwiched the biodiesel in the middle.

In addition to finding the “perfect equilibrium,” Brette instructed that soap and glycerin had to be removed from the diesel properly, or complications could create non-functioning biofuel. The groups ran risks of ruining their biodiesel, but Brette still enjoyed the project’s emphasis on individualism and creativity.

“Everybody’s product could be different,” Brette said. “The science is the same, but the art is different for each group and that was the true engineering accomplishment. Each group had its own idea and the final result was actually some really good biodiesel.”

The Environmental Science class met with engineering students for two days, listening to what the engineers learned about the environmental and economic impact of biodiesel. Engineers brought up that while biodiesel burned cleaner with less sulfuric and toxic emissions, it froze easily at lower temperatures and had lower potential energy than petroleum-based fuel.

“It was a worthwhile experience,” Conine said. “When I first heard we were going to make biodiesel, I thought, ‘That’s just a bunch of hippie stuff, and I could see many problems with it.’ But once you start working with it, you begin to understand it better.”

Henderson considers the Earth Day project an achievement worth repeating.

“This is our first year and we’ll continue it,” Henderson said. “It was a great success this year, and it was good to be there.”

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By Donna Hull, Ph.D., Head of Upper School

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â&#x20AC;&#x153;The ESD community is bound by honor, respect, and integrity.â&#x20AC;? It has been almost one year since we began asking our community to live by these words. How are we doing?

I have mostly one perspective, as I sit in the office of the Head of Upper School. It is, however, a place where the ESD Code of Conduct is alive and in use on a regular basis.

In my last newsletter of the year, I noted that when we came together to write the Code of Conduct, we knew that it was going to be quite an undertaking to integrate it into our school. In some ways, it seems that it should not be such a hard task â&#x20AC;&#x201C; the Code speaks directly to our Mission Statement and Founding Tenets, and it embodies so much of what we say we love about ESD. But when we have to sign our name to any document or creed, it gives us pause to think â&#x20AC;&#x201C; â&#x20AC;&#x153;Do I buy into this? Is this what I believe? What happens if I or my child fails to follow the code?

What are the consequences?â&#x20AC;?

These are all very good and worthwhile questions that my colleagues and I have been working on steadily over the past year. I cannot tell you that each time we have a serious violation of the Code of Conduct we are instantly ready with our response. On the contrary, we have taken a different approach this first year. ESD has disciplinary rules and a set of responses ready for breaches in the academic pledge and school rules. But the Code takes us to a new level and holds us accountable to a high standard of behavior wherever we represent our school. It also begins to address the behavior of our students on social media and illegal actions, such as underage drinking, on and off campus.

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Upholding our Code of Conduct is necessary for us to be an institution that is respected in Dallas and across the nation. It is also, at times, very uncomfortable.

Our approach, thus far, has been to evaluate each Code of Conduct violation as it occurs, one event at a time. As a school, we do not â&#x20AC;&#x153;go lookingâ&#x20AC;? for issues, but when they are brought to us, we must address them. We begin by carefully and thoroughly learning all that we can about what happened. Once all the information is gathered, several administrators come together to make a decision as a team. In doing so, we have developed a set of responses that allow our children to make mistakes while still being held accountable for their actions. We must hold them accountable; a Code of Conduct violation without consequences is a lost opportunity to teach our children how to behave as honorable and ethical people in a world that sorely needs good citizens with strength of character. This is a safe place to make mistakes. We hope that we are striking the right balance.

This summer, we are discussing the larger picture of potential consequences for our students, including incidents that happen at extracurricular activities. We will communicate any new consequences to the entire community, including students and parents, as we begin our new school year in August. Again, ESD is a safe place for our kids to make mistakes and learn.

Good schools do this for their students to make them better people, prepared for life outside of these walls.

Thus the Code of Conduct will continue to be an integral part of The Episcopal School of

Dallas. The signing ceremony will be the third week of September in Chapel and will follow a series of homilies about Honor, Respect, and Integrity. We will discuss the Code of Conduct in our advisories. We will, of course, review consequences as well so that all of the students and parents are aware of where the School stands on Code of Conduct violations. This is a work in progress. Remember, as of this year, we are all now signees of the Code of Conduct.

As the Code states, â&#x20AC;&#x153;Collectively, we take pride in making a commitment to these higher ideals and hold each other accountable when we fall short.â&#x20AC;? Together, we will make ESD an even better place.

Dr. Hull loves science. Her early career was spent as shipboard scientist in the Norwegian-Greenland Sea and Arctic Ocean. After becoming a university researcher and instructor, she discovered that even more than science, she loves watching students awaken and discover their purpose. At ESD, Hull is responsible for guiding the Upper School experience, which encompasses academics, extracurriculars, community life, and college placement.

Hull graduated magna cum laude with a Bachelor of Science in Biology-Geology from the University of Rochester. She earned her Doctor of Philosophy in Geosciences from The University of Texas, Dallas.

In 2003, Hull was certified in education technology integration by Penn State University.

*8",-$&'&%,-(,*8",3-/" • In 2012-13, a learning team composed of 13 teachers, coaches, parents, and students studied documents from more than 25 schools before drafting a document applicable to ESD standards.

• The team deduced that the best approach was to create ONE code that embodied the entire community and centered on Honor, Respect, and Integrity.

• More than 94 percent of parent survey respondents believed ESD needs a strong Code of Conduct, and that the School’s administration has jurisdiction over student conduct at off-campus, ESD-related events.

98#*,#$",8-%-$:,$")5"3*:, #%/,&%*"'$&*;< At ESD, the entire community is expected to be accountable for our actions and interactions while being respectful of others’ ideas, perspectives, property, and boundaries. Members of the ESD community do not lie, steal, or cheat, and strive to be kind, compassionate, and fair. Honor, Respect, and Integrity demand every individual respond to the calling to always do their best, not only for ourselves, but for others, too.

!-9"$,)38--!,)*6/"%*), 3-!!#1-$#*",*-,4#.",*8",3-/", .&/=($&"%/!; On January 22, the Lower School community joined together in a series of special chapel services to sign the new Code of Conduct. However, in order to ensure the younger students were able to interpret the true meaning of the creed, more than 40 third- and fourthgraders teamed up to translate the Code of Conduct into more “kid-friendly” language. Working alongside Natalie Amato and Emily Romprey, students replaced some words to include simpler meanings so their younger peers would be able to read and understand the values they should uphold. Then, students watched their teachers come forward in Chapel to sign the Code of Conduct; after the ceremony, students signed their names on separate pages to later be bound in a large volume representing all three divisions. The book signifies the ESD community’s commitment to the tenets of Honor, Respect, and Integrity.

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LR:UI:UI##### !")'D"C* !1!%($# 3'$+* !&B*%"#1( The third quarter ends with the ringing of a bell.

Not just any old school bell, it is the bell that announces the bell-lap; the last leg of the race.

And with it comes the joy and excitement of the fourth quarter. Everyone focuses on the mad dash to the finish line. It is not a short sprint, but a fullsized quarter filled with time-honored traditions.

The fourth quarter starts with first graders and their ninth grade buddies wandering around Wolf Run Outdoor Education Center. They are checking out the native prairie grasses and wildflowers. A late winter and colder than usual March made this trip a real challenge. All of the native plants were blooming about three weeks later than usual. It is pretty tough to check out the wildflowers when they have not popped the surface yet. The kids still had a great time just being outside, chewing on lemon (sour) grass, and running around the ranch.

March ended with a flurry of Upper School activity.

Following an early release, the sophomore class went on its annual trip to the North Texas Food Bank warehouse for an afternoon of community service. They helped prepare thousands of weekend food bags for school-aged children to take home with them the following week. While the sophomores were busy stuffing food sacks, the junior class was finalizing a yearlong philanthropy project. Over the course of the school year, the juniors researched, visited, and made decisions as to which nonprofit agencies would be recipients of their philanthropy.

In just its third year, this class activity is a perfect of example of one of the many ways an ESD education extends beyond the classroom, helps develop an educated conscious, and teaches the students how to act on their beliefs.

Who said April is the cruelest month? With all due respect to Mr. Eliot, our ESD April got off to a wonderful start with our seniors visiting the Lower School and attending Eucharist

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with their first grade buddies. April was a busy month at Wolf Run. The seventh grade came out in two groups to participate in the annual archeology dig at the Shields’ family home site just south of the bunk houses. Under Dr. Moyer’s guidance, the number of artifacts recovered each year never ceases to amaze me, and we have been digging for 15 years. I know the kids enjoy the evening activities as much as they do unearthing the past. Hey, who doesn’t enjoy a good old fashioned stew cook-off? This year’s activity was made challenging by some local thunderstorms, but the seventh graders persevered and had a great time. The following week, the sophomore class went to the ranch for the midpoint retreat. Their day was spent playing challenging group activities, navigating the low-ropes course, and reflecting on the first two years of their Upper School experience. After some assessment, they had the opportunity to think forward about what they wanted to accomplish over the next two years. I am always impressed with how high they set their sights, and how quickly I find myself at the Meyerson Symphony Center two years later celebrating their commencement. The second graders helped close out the month of April at Wolf Run. Everything the first graders missed out on in March was in full bloom by the end of April. Working with their freshman buddies, the second graders explored various areas of the ranch making note of their senses – sight, sound, smell, taste, and touch. It was a wonderful day outside with highlight being the tossing of the second-grade seed balls. We will have to wait for next spring to report on their success.

The ranch wasn’t the only busy place in April. The theaters on both campuses were buzzing with activity as well.

The Upper School students kicked off the month by attending the ISAS Fine Arts Festival in Austin. Meanwhile back on campus, just about every inch of the hallways and studios were covered with student art of all ages and grades five through twelve. Spring musical and drama performances rounded off the month and the Upper School Cabaret Night brought a very lively month to a close.

The month of May was equally as busy. Lower School fine arts headlined the activities on Colgate. Both Primer and first grade classes made trips to the Merrell Road Campus to check out the Quarry after studying pond units. The Quarry did not disappoint, and it was teeming with all types of life and activity.

There were numerous birds flying about, and the little sunfish and the turtles surfaced as if to say hello and to make their

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presence known, too. The kids enjoyed going down to the water’s edge to see what all they could scoop up in their nets. They hiked around the quarry trail visiting the Mary Elizabeth Williams ’82 Outdoor Chapel and the butterfly garden before ending their trek at the ESD Geodesic Growing Dome. The biggest surprise there was not the warm climate or the abundant growth; it was the indoor goldfish pond. What a great way to kick off the final month of the school year. Later in the week, the sixth graders visited Wolf Run to celebrate their language studies. The highlighted activity of the day was their version of the “Sixth Grade Language Olympics.”

The rest of May can be described with two words: closure and celebration.

The spring sports come to an end with SPC, lacrosse tournaments, and spring crew regattas. It was a banner spring for ESD sports (pun intended). The men’s lacrosse team won the State Championship, and several boats qualified for the Stotesbury Cup Regatta and the National Youth Championships.

Not to be outdone by varsity athletic teams, several other organizations had successful springs as well. The ESD Robotics Team returned from Oklahoma City with a championship trophy in hand, and the Eagle Edition hauled in its fair share of awards from The Dallas Morning News High School Journalism Awards. While all of this activity is taking place, Middle and Upper School students are gearing up for exams. Many Upper School students spent the first two weeks of May taking their College Board AP exams. In the middle of all this, this month of closure, we stop for five grand celebrations – Pass It On, Founders’ Weekend, honors assemblies for all divisions, Junior Ring Ceremony, and graduation weekend.

Pass It On is our oldest school tradition. Our graduating senior class welcomes the rising freshman class to the Upper School passing on the “it,” the light of Christ, via a candle. There was a little unscheduled excitement this year in the form an inclement weather warning. No problem, we

just picked up where we left and finished the following week in Chapel.

We celebrated Founders’ Weekend for the first time this year, and it was a huge success (see alumni section). The Class of 2015 was treated to an alumni panel and Q&A session moderated by Head of School Meredyth Cole. The panel featured David Hale Smith ’86, Allison Vose Smith ’88, David McFarland ’94, and Dr. Blake Barker ’97. It was a wonderful morning and the first of many to come. Our students felt as if they were able to gaze into a crystal ball and catch a glimpse of their very own future. The last Friday of classes, each division hosts an honors assembly that recognizes both individual and academic achievement. The last Wednesday of the school year, the rising senior class of 2015 donned their blue and yellow shirts for the first time, and they received their ESD ring at the annual ring ceremony. If you haven’t heard, the ring is redesigned this year to a flat signet style that emphasizes the three crosses and the Founding Tenets.

And then the school year for the students comes to a close with a celebration of baccalaureate in All Saints Chapel on Saturday, and commencement at the Meyerson Symphony Center on Sunday.

Valedictorian Sophie Sisson gave the class address. Following Sophie was the commencement speaker, Barbara Pierce Bush, who gave a wonderful address about being open and ready to try anything, and there was another education to be learned that occurred outside of the classroom.

In the blink of an eye, another school year has drawn to a close, and we have 104 brand new members of the ESD Alumni Association.

Now that is what I call a bell lap!

Eddie Eason has dedicated his professional life to The Episcopal School of Dallas. He arrived after graduating from SMU in 1981 and has served our school as a physical education teacher, math teacher, Head of Upper School, Dean of Students, Director of Campus Scheduling, Athletic Director, coach, and a fixture in outdoor education. Did you know that in college he played baseball with Mr. Kimball? Always active and always engaged, Eason continues to wear multiple hats.

He is currently the Director of Outdoor Education, Alumni Relations Liaison, team leader for the ESD Tomorrow Sustainability Learning Team, and is chairing ESD’s leadership development task force.

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A-83108.,2A!423,!$-/23-3!768!$?>-123:B!'7308!10-85:!-!:0-8!67!0196?8-@0>013;!A5-1121@;!>-1?-5!5-/68;!-1<!30->468J;!3,0! ,6>0!4-.!<0<29-30<!36!O2=05216!&6A0S!-1<!,2.!76?8!.61.!<?821@!-!.A092-5!9080>61:!,05<!"-3?8<-:;!P-89,!DD;!DEFTB Several members of the ESD community were in attendance, including Meredyth Cole, members of the men’s varsity basketball team, and dozens of students, alumni, parents, and faculty and staff members.

The ceremony was officiated by The Reverend Amy Heller, ESD’s senior chaplain.

“Helping build the Habitat house every Saturday was a blast,” Kate Robinson, a sophomore at ESD, said. “It’s been a great joy to work alongside Mr. Lopez as we saw his dreams become a reality.”

At Saturday’s dedication ceremony, several gifts were presented to the family, including a toolkit, four basketballs for Lopez’s sons, a Bible, and a set of house keys. A loaf of bread and bottle of wine were also given to the Lopez family to symbolize the “many happy meals to be shared together in the home” and “to celebrate the joy in their lives.”

Service to Others is one of ESD’s Founding Tenets and has led to several local, national, and international partnerships with charitable organizations. The School’s partnership with Habitat for Humanity started eight years ago when Middle School students built flower boxes at Wolf Run. Primer students gathered in the Quarry and filled the hand-made boxes with colorful flowers to present to new Habitat for Humanity homeowners. That tradition continues today in conjunction with the build.

“ESD became more involved with the organization by funding a house through a donation from the Casey family,” Laura Gomez, ESD’s Habitat for Humanity coordinator, explained. “We were responsible for providing the volunteers to build the house from January through March.

Though you had to be at least 16 years old to help build, we appreciated everyone who came out to be part of this amazing opportunity.”

Lower, Middle, and Upper School students not old enough to assist in the building process still found ways to get involved. Scout troops collected supplies and distributed snack packs to volunteers during the Saturday shifts; other groups set up water stations and lemonade stands to make sure everyone stayed hydrated. Divisions also gathered household items and cleaning supplies for the Lopez family. The ESD Alumni Association also spent a day during Founders’ Weekend helping

the Lopez family move into the new home.

Construction on the Lopez house started in January with the ESD Booster Club, Dads’ Partnership, Alumni Association, Parents’ Association, Young Men’s Service League, and Upper School faculty and staff supplying volunteers for designated build days. Students and the rest of the community were also encouraged to spend their free Saturdays trussing, decking, roofing, and siding the home. The final weekends were spent painting the exterior and planting flowers in the front yard to prepare the house for the dedication.

“Working alongside members of the ESD community while helping a family in need was a truly heart-warming experience,” Meredyth Cole said. “It was very rewarding to interact with students and their families in a new setting and collaborate with them on this hands-on project.

We are grateful to the Casey family and all of the volunteers who helped make the Lopez family’s dreams come true.”

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by Eleanor Arnold and Meg Fahrenbrook ’01

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eginning with the 2014-15 school year, ESD will explore the very challenging questions of what constitutes global education and what, in particular, it should look like at The Episcopal School of Dallas. The Global Education Learning Team (GELT) co-chaired by Eleanor Arnold, Director of Global Education and Upper School history teacher, and Meg Fahrenbrook ‘01, Middle School history teacher, will first research and evaluate the various frameworks for global education that are being applied in schools around the world; then determine what models might be most appropriate for ESD and make recommendations accordingly to the administration; and, third, develop a plan for implementing the selected approach. As with everything we do, the touchstones for the learning team in this multi-year process will be the ESD Mission Statement and the goals articulated in the ESD Tomorrow Strategic Plan. At its most basic level, the final product should match the admonition of ESD Tomorrow: “It must help [our students] develop the knowledge and perspective to thrive in a rapidly globalizing world” (emphasis added).

to operate. Global education is all about content, emphasizing the need to know about and understand the complex issues at work all around us.

Obviously, any academic and curricular changes must be grounded in the rubric of 21st century skills. They, however, for the most part are just what they purport to be: skills. For example, the list includes such critically important items as creative and critical thinking, effective written and oral communication, problem-solving and project execution, collaboration, competent use of technology and information resources, ethical decision-making, and working productively across cultural and linguistic lines, as outlined in ESD Tomorrow. All of those skills are vitally important in preparing students for the global challenges and opportunities they will face as adults, but they do not address the more important component of education, actual content, i.e., the “knowledge and perspective” requirements. Indeed, none of these skills is attainable without a thorough knowledge base on which

The intersections of the components of global education and 21st century skills are frequent. One provides the content, the other the approaches and skills. Reimers, in another article, “Educating for Global Competency,” makes the connection explicit: “I define global competency as the knowledge and skills to help people understand the flat world in which they live, integrate across disciplinary domains to comprehend global affairs and events, and create possibilities to address them. Global competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully, and productively with fellow human beings from diverse geographies.”

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In an article entitled “Fostering Global Competency: Framing the Challenge,” Fernando Reimers, Ford Foundation Professor of Practice in International Education and Director of Global Education and of International Education Policy at Harvard University’s Graduate School of Education, sets out the basic components of global competency: “affective (a positive disposition toward cultural difference); action (the ability to speak, understand, and think in languages other than the dominant language in a particular country); and academic (knowledge and understanding of world history, geography, and the global dimensions of topics, such as health).” He also acknowledges the significant resources that must go into devising and implementing a successful program: “high quality instructional materials, skilled teachers, professional development for teachers, and time set aside in the curriculum.”

ESD’s current students will live throughout most of the 21st century and beyond, into the now unimaginable 22nd. To prepare them

“

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for the rapid changes and ultimate unknowns of that life span, we need to provide them with the set of tools – skills, knowledge, and perspectives – that will enhance their appreciation for the diversity, the delights, the challenges, and the experiences that the broader world offers them. They will be the leaders of that world – not just on the local or the national stage, but on the global as well. Education for those roles must be creative, rigorous, and flexible to allow them to meet unforeseeable challenges and opportunities.

Getting that balance right is the task of the global education learning team.

Director of Global Education since returning to ESD in 2010, 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.

Meg Fahrenbrook ’01 returned to teach at The Episcopal School of Dallas after graduating summa cum laude from Wheaton College in 2005. Fahrenbrook is active in ESD life, teaching Middle School history and serving as a director in the faculty/staff mentoring program. About teaching, Fahrenbrook says, “I love how each day is different, and I love seeing students get excited about learning.

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PRESENT

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The Reverend Amy G. Heller, Senior Chaplain

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%(EEL)J!@$'#&*J%# ESDâ&#x20AC;&#x2122;s commitment to local, national, and

Episcopal School of Dallas have participated in Daily Chapel and the celebration of Holy Eucharist. Our Chapel programs in all three divisions are intended to nurture everyoneâ&#x20AC;&#x2122;s spiritual relationship with God through the use of the Book of Common Prayer within the context of a pluralistic and diverse student and faculty population (from our Founding Tenet of Daily Worship). Every day, students, faculty, and staff alike gather for worship and prayer. The Chapels on both campuses are sacred spaces where we come together with a heart of thanksgiving for the life we have been given. In Chapel, we are invited to wonder about how we can love God and our neighbor as we steward our spiritual gifts and bear Godâ&#x20AC;&#x2122;s image to the world.

international service opportunities is unsurpassed. From the distribution of donations in response to a natural disaster or local need, to weeks of summer service projects, to building a Habitat House, the entire ESD community, including the Alumni Association, practices what we say in our fourth Founding Tenet as we â&#x20AC;&#x153;actualize the advancement of the common good through acts of mercy and renewal here and within the larger community.â&#x20AC;? An awareness of the needs of others turns into active responsiveness by ESD students. When we serve others, we honor the image of God in others and we honor it within ourselves.

AJ*#&'J!@$ H)A$ J)%GL'J() ESD is committed to being a community where all experience mutual trust, respect, and honor while preserving individual identity, uniqueness of thought, and personality (from our Founding Tenet of Community). Our school, as written by the National Association of Episcopal Schools, was established as an â&#x20AC;&#x153;ecumenical and diverse ministry of educational and human formation for people of all faiths and backgrounds.â&#x20AC;? We are intentional in our radical hospitality for all people of any culture or religious tradition. We are committed to supporting all of our students in becoming who God calls them to be as we each grow in understanding of what we believe.

&#GJKJ(L'$#AL%H!J() All three divisions have religious studies dedicated to enriching the lives of students, fostering ethical decision making, and helping them develop a strong moral and educated conscience (reflected in our third Founding Tenet). We are committed to graduates who are capable of strong moral decisions and who have an educated conscience. Our religion classes are designed to draw out of our students the ability to reflect and responsibly articulate an understanding of sacred texts from across the global human experience with a clear emphasis on the writings of the Old and New Testaments. As our Middle School curriculum states: â&#x20AC;&#x153;Reason, experience, and knowledge of religious traditions are combined to nurture studentsâ&#x20AC;&#x2122; spiritual, ethical, and intellectual growth.â&#x20AC;?

Worship, Diversity and Inclusion, Religious Formation, and Community Service â&#x2C6;&#x2019; these four core principles woven together distinguish Episcopal schools from other denominational or faith-based schools.

I am honored to serve as ESDâ&#x20AC;&#x2122;s Senior Chaplain and look forward to living out our Episcopal identity together.

Blessings, Amy

ESDâ&#x20AC;&#x2122;s Senior Chaplain, The Reverend Amy G. Heller, most enjoys engaging students, faculty, staff, alumni, and families in wondering about the big questions of faith and humanity within a community of academic and spiritual rigor.

Active in local schools and parishes for nearly two decades, Reverend Heller earned her Bachelor of Art from Colgate University and her Master of Divinity from Yale University.

Read more from The Episcopal School of Dallas chaplains, including Father Michael Harmuthâ&#x20AC;&#x2122;s Virtues of the Month and Reverend Hellerâ&#x20AC;&#x2122;s blog, at www.esdallas.org/chapel

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Lower School Field Day held on Thursday, May 22, marked the end of school and the beginning of summer for ESD Beginners through fourth grade. This annual event was organized by Lower School dads and the Lower School PE teachers at the Troutt Athletic Fields on the Merrell Road Campus. In addition to the ever-popular sponge war, students raced, clomped, hopped, rolled, and ducked and goosed their way to a fabulous time. It was a wet and wild blast for all!

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,$-%&$!,&<-%$62!&-6,&:%+$6,!3 I am certain there is no school in the country that gives, serves, celebrates, and loves as much as our ESD community! Thank you to the parents, faculty and staff who volunteered their time and resources to benefit ESD. It has been an absolute joy and privilege to serve as your PA president, and I will be forever grateful for your love and support.

This has been a remarkable year for the Parents’ Association, and I would like to recognize our amazing leadership of over 100 parent volunteers who have led with heart, integrity, and a passion for ESD that was contagious. Thank you!

The new year was jump started with a “Cow-A-Bingo” good time thanks to our totally awesome Bingo Chairs, Sherry Yeaman and Adrienne Wooldridge, who planned a fun-filled community event for all our Lower School families.

In the spring, we were busy “Keeping ESD Awesome” thanks to the help of two remarkable women who accomplished the incredible in planning the greatest gig in ESD’s history! ESD City Limits at Trinity Groves was a paramount night filled with continuous live music by Skyrocket and Whiskey Pants, delicious food truck fare, tasty libations, record breaking Live and Big Board, and all the things that make ESD awesome! Thank you Cecilie Holman and Nancy Saustad for chairing one great gig that will long be remembered as one of the best auctions ever. Thank you to the auction committee who gave their time and talent in supporting this exciting night!

There are so many PA leaders who were hard at work behind the scenes throughout the year. Thank you, Lauren Cheetham, for your endless hours in managing and monitoring our volunteer system to ensure all our families had the opportunity to help. It is also important to recognize our Teacher Appreciation Teams who provided monthly goodies to our beloved faculty and staff. Thank you Michelle Sims, Rebecca De Loache, Nancy Duessel, Elizabeth Greening, and Stephanie Logan for making this happen each month and for doing it so well. There are also many junior moms to thank who worked tirelessly in raising funds and planning an incredible Prom led by our favorite Prom Queen, Caroline Gehan. And finally, a heartfelt thank you to our PA Coordinator, Mary Beth Weinberger, whose wisdom and leadership helps the PA soar each and every year!

Another joy of springtime is seeing our campus in full bloom with prospective families! Thank you, Kelly Robinson, for giving a warm welcome to all our new families and doing a wonderful job integrating our new students into their new ESD family. We are fortunate to have your warmth and hospitality in serving as Community Ambassador.

Our final event for the year was the beautiful Spring Luncheon chaired by high fashion moms, Rose Fitzgerald and Alisha Sinacola, in honor of the senior moms, the Class of 2014, and PA Volunteers. Their theme “Roots and Wings” was a lovely reminder of the most precious gifts we can give our children – roots to grow and wings to fly. This special tradition included the renowned fashion show presented by Stanley Korshak with our very own ESD senior moms on the runway with their sons and daughters!

Because of the outstanding efforts of our community, as well as the extraordinary leadership of our auction, carnival, bingo, and resale chairs, the Parents’ Association presented a check to the school for $600,000 which will 100 percent benefit the goals of ESD Tomorrow by providing support for Learning Innovation Grants, 21st Century Technology Tools, Strength in Faculty Development, Excellence in Learning and Teaching, and Operational Support. This year’s gift is only possible because of the service, generosity, and passion of a very special community Thank you all for making the 2013-14 such a successful year.

Next year looks to be even brighter, and it is with great excitement I pass the PA President bell to Sally Dutter, mother of Susan ’12 and Janie ’16. Our community is blessed to have Sally lead us next year; she is open, authentic, intelligent, quite funny, and extremely committed to everything ESD. Sally will be an inspiration to our entire community!

Thank you for the opportunity to serve our community during such an exciting time in ESD’s history and support our dynamic Head of School, Meredyth Cole, as we enter this new chapter in ESD’s legacy. I have learned so much and still have much to learn, but I am proud to reflect on all the accomplishments we have made together!

Sincerely,

Christine Cook

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Throughout the year, the ESD Parentsâ&#x20AC;&#x2122; Association hosts a variety of speakers to provide valuable insights on educational trends and parenting. The presentations give opportunities to not only learn about navigating the ever-changing landscape of adolescence, but also to ask questions about an array of issues. â&#x20AC;&#x153;The mission of the Speaker Series is to engage the parents within the ESD community with topics that match up with their needs and interests,â&#x20AC;? Lori Watson, the committee organizer, said.

To kick-off the 2013-14 Speaker Series, Kay Wyma, author of Cleaning House: A Momâ&#x20AC;&#x2122;s Twelve-Month Experiment to Rid Her Home of Youth Entitlement, spoke to the Lower School community about how parents can effectively navigate the road of â&#x20AC;&#x153;comparison living.â&#x20AC;?

Wymaâ&#x20AC;&#x2122;s presentation covered everything from the competitiveness between parents to how children can express gratitude and appreciation towards their peers and adults.

Karen Williams, Director of Special Projects at Rainbow Days, visited both campuses in October to educate parents about what too much stress does to a childâ&#x20AC;&#x2122;s brain development.

Using real-world examples, such as the pressure to â&#x20AC;&#x153;fit inâ&#x20AC;? on social media or how you handle conflict in front of an infant, Williams showed how negative interactions can potentially stall or even halt the development of emotional brain compartments.

Chico West spoke with Middle and School parents in November. A licensed counselor who works with a variety of clients, West helps kids learn how to generate hope from within, rather than thinking they can find happiness in a bottle, a pill, an Instagram post, their peers, etc. He and members of his team shared share some tips, strategies, and advice on how to get real, open, and productive conversations with pre-teens and teenagers.

46

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In March, Dr. Leonard Sax, a national parenting expert and the best-selling author of Boys Adrift and Girls on the Edge, spoke to Middle and Upper School parents about the difficulties of navigating adolescence, and how parents can help their children develop positive relationships with their peers, and how technology can be beneficial to a childâ&#x20AC;&#x2122;s upbringing when used appropriately. He also talked about establishing healthy relationships between parents and siblings, and ensuring there are open lines of communication for children to utilize. â&#x20AC;&#x153;We laughed at Kay Wymaâ&#x20AC;&#x2122;s take on competitive parenting; we learned about the dangers of too much stress on the adolescent brain; we peppered Chico West about whatâ&#x20AC;&#x2122;s really going on in the teen world; and we hung on every word of Dr. Leonard Saxâ&#x20AC;&#x2122;s research about the effects of a toxic culture on our children,â&#x20AC;? Watson added. â&#x20AC;&#x153;The Speaker Series has a fantastic impact on our community as it starts many conversations among parents that continue as parents begin implementing the speakersâ&#x20AC;&#x2122; expertise at home.â&#x20AC;?

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Spring Luncheon The annual Spring Luncheon and Fashion Show honors the remarkable efforts of ESD parent volunteers and senior moms. On April 9, more than 100 mothers gathered at the Dallas Country Club for a fantastic show featuring Stanley Korshak fashions worn by members of the Class of 2014 and their mothers. Because of the generosity of our parent community in both time and talent, ESDPA president Christine Cook was able to present a recordsetting gift to the School of $600,000.

These funds directly support Learning Innovation Grants and professional development opportunities for our faculty and staff, technological resources for our students, and help fulfill the ESDPAâ&#x20AC;&#x2122;s pledge in support to the ESD Tomorrow campaign. Additionally, ESD parents gave thousands of volunteer hours, always ensuring The Episcopal School of Dallas community is warm and welcoming.

Thank you to all who make ESD such an extraordinary place.

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:0%&!"<<0%2+61&24$&$<+!70<-.&!7400.&0:&,-..-!V&'()WX)*&-66"-.&:"6, Your generosity embodied the theme of this year’s campaign: “Support what you love.” Because of your unwavering dedication, we were able to accomplish so much.

As you know, the Annual Fund is the cornerstone of fundraising for ESD. It is essential to maintaining our daily operations and supports academic programming such as science lab materials, technology equipment, and supplies for the arts. Additionally, it serves as a resource for important initiatives like faculty recruitment and retention, tuition assistance, and campus improvement. Contributions from alumni and parents allow ESD to provide an extraordinary educational experience for our students while positioning the School to grow and thrive for generations to come.

We are proud to announce that Annual Fund Parent Participation was 89 percent, Board and Parent Volunteer Leadership reached 100 percent, and Alumni Participation

was 15 percent. Together, ESD parents, alumni, grandparents, faculty, staff, and friends donated more than $1.7 million to the Annual Fund. Every gift, no matter the size, has a positive impact on our community, including demonstrating collective support.

Special thanks to Parent Annual Fund Chairs, Kathryn and Lance Etcheverry; Chris Elliston ’88, Alumni Association Annual Fund Chair; Suzanne McGee, Chair of the Advancement Committee for the Board of Directors; and the more than 100 parent and alumni volunteers who generously contributed their time and energy to help ESD in its annual fundraising efforts.

Thank you for helping ESD deliver an unparalleled learning experience for our students and faculty. Please accept our heartfelt thanks for your generosity!

For more information about the Annual Fund, please contact Kam Bakewell, Director of Annual Giving and Special Projects, at 214.353.5808 or bakewellk@esdallas.org.

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At the closing service for faculty and staff on May 29, we honored nine treasured members of the ESD faculty and staff who collectively dedicated more than 220 years to our community. Brian Rawson â&#x20AC;&#x2DC;96, on behalf of the Alumni Association, and Rebecca Royall presented the seven who had served our community for more than 20 years a Royall Cross. With gratitude and admiration, we say goodbye to seeing them on a daily basis and welcome them into the Keystone Society. Thank you for making a difference in the lives of many.

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Congratulations to the following faculty and staff for achieving milestones of longevity in their service. [!+)'O"!!

F[!+)'O"

Monica Awbrey Nick Brette Carmen Carley Casey Dobson Maggie Ferris Lily Garza Katie Grunst Mary Hernandez Matthew Noack ’94 Shaun O’Brien Hollie Read Laura Rocha

Eleanor Arnold Bryan Barnett ’01 Charlotte Blaine Julie Butterworth Judi Davidson Ellen Neill Christine Nicolette-Gonzalez Cindy Ragan Evangelina Saavedra Sharon Stout DE!+)'O"

Jana Reed

FE!+)'O"

Shannon Bealke Ashley Beck Ben Bray Julie Clardy Mary Hansell Amy Henderson Ramiro Leon Amy Livingston Shelle Montgomery Lisa Rusnak Sonja Ryberg Pedro Salazar Amanda Smart ’97

D[!+)'O"

Jeff Laba Joe Snyder NE!+)'O"

Lynn Harnden Doris Sampson N[!+)'O"

Mercedes Hotz

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Diane Allen Suzette Carona Judi Davidson Katharine Deem Lynn Harnden Peter Lutken Doris Sampson

TE!+)'O"

Julie Allen

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59

60

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Every year, a few months prior to one of the School’s most treasured traditions, the senior class invites a member of the ESD faculty to address the class and rising ninth graders at Pass It On. This year, and for the seventh year in a row, Mr. Eddie Eason was invited to speak.

This year’s ceremony, however, was anything but “traditional.”

Rain started falling as members of the ESD community filtered into the Competition Gymnasium of the Stephen B. Swann Center for Athletics and Wellness. As Eason took the stage, rain pelted the roof, and great bursts of thunder and lightning threatened to steal the spotlight. The Upper School choir beautifully outperformed the storm with the class song, “Friends are Friends Forever,” and students lined up and anxiously awaited the light to be passed down from a graduating senior to an incoming freshman. Nothing could dampen this group’s spirits.

Just over half the students had lined the upper track when a tornado warning was issued, forcing everyone in attendance to evacuate the gym and shelter in place. Parents, students, and guests filed into locker rooms and inner corridors. All candles were extinguished; Pass It On was over.

ESD’s oldest tradition, dating back to a small ceremony held in 1978 in the basement of The Saint Michael and All Angels Church, had been interrupted. As students left for the day, the community began asking if the remaining students would have the opportunity to participate in a second ceremony. Clearly, it was important.

A week passed and Pass It On, Part Two, was scheduled to take place in All Saints Chapel so those students who had not been given the opportunity to have their candle lit could still be included in the celebration. On a warm sunny day, many seniors voluntarily returned to campus to “pass on the light” to the Class of 2018 and welcome them into the Upper School.

“Pass It On has been a tradition at ESD loved and cherished by not only the student body, especially the senior class. It is a uniquely physical way to represent moving on to the next chapter of our lives post ESD,” Kaki Miller ’14 said. “When the first Pass It On was interrupted

by Mother Nature, many of us were upset that we didn’t get to finish the ceremony, so when the opportunity arose for Pass It On, Part Two, I and many of my classmates jumped at the opportunity. Because I came

to ESD as a freshman, I experienced my first Pass It On Ceremony as a senior, and I am so thankful to have been given the opportunity to participate in the second service.”

Ironically, in the moments before the storm peaked, Eason said he had heard 2018 was an enthusiastic class, and it was better to “be labeled lively than boring any day.” As the students lined the hallways, several could be heard saying, “We’ll never forget this Pass It On Ceremony!”

Despite the unexpected disruption, Eason’s message was the same:

“Never forget our Founder’s constant reminder that your worth as a human being will always be more than the sum total of your successes and failures; you are not a grade in a gradebook, you are not a score on the sports page. Each and every one of you is a unique, special, beautiful child created in the image of a loving God. Take a good look at the ground beneath your feet right now, and know that you may always call ESD home.”

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61

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More than 60 percent of the Class of 2015 from The Episcopal School of Dallas was inducted in the National Honor Society during a special Chapel service on Thursday, March 27. To qualify for the honor, students must demonstrate excellence in character, leadership, scholarship, and service to others. These students must also have been enrolled in classes at ESD for at least one semester and maintain a cumulative GPA of 6.0 on an 8.0 scale.

This year, ESD’s National Honor Society chapter raised more than $700 in a bake sale for ESD’s Habitat for Humanity project. In addition, a record 58 students participated in the Carter Blood Drive in November. This select group of individuals has also donated hundreds of hours tutoring Middle School students.

“It is my challenge to the new inductees to carry on these traditions,” Mason Conine, president of ESD’s NHS chapter, said. “They are already off to a great start with a record number of students being inducted. These students will ensure that the reputation of ESD’s National Honor Society is one that promotes excellence in scholarship, leadership, service, and character.”

Those inducted into the School’s NHS chapter include: Brock Anglin, Johnathan Barr, Oscar Bautista, Andrew Blair, Alyssa Bower, Karina Boyea, Renner Brown, Ignacio Bustamante, Paul Cahoon, Annaliese Chang, Joseph Cheniae, Lili Clark, Damon Colonnetta, Claire Cramm, Rae Crowe, Tate Curington, Kendall DeSantis, Alexander Eggers, Jared Eichner, Gordon Gehan, Paty Gomez-Palacio, Gabriel Goncalves, David Gonzalez, Jason Goolsby, Christina Gordon, Winston Guillory, Elizabeth Hamlin, James Hands, Mary Hardcastle, Rachel Hersh, Harry Hull, Emma Jenevein, Jared Johnson, Caroline Jones, Joseph Kerr, Leyla Khotanzad, Honor Kidd, Tommy Landry, Elizabeth Laughlin, Connie Lee, Rainey Lynch, Melanie Maguire, Gretchen Mahoney, Margot McGee, Alison McPherson, Natalie Monger, Joseph Mrozek, Armon Naeini, Hadleigh Nelson, Charlotte Neuhoff, Hudson Nix, Claire North, Coco Pidgeon, Sam Postma, Christina Radford, Cailin Riley, Abigail Rivera, Joseph Rooney, Charlotte Scott, Sabrina Scott, Victoria Siu, Kristina Stukalin, Christina Tatum, Henry Thornton, Eliza Wagley, Caleb Williams, Alexandra Williamson, Sophie Wilson, Andrew Winsauer, and Roger Wong. !"##$%&'()*&&+&&$!,-..-!/0%1&

73

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38#45&-%) 01-.-<9.86;5+<<-.0-63, led by Pat Kennedy, knocked off Dallas Jesuit for the Division I Texas High School Lacrosse League state championship title on Sunday, May 4, in Houston. Despite being tied with the Rangers 2-2 at the half, the Eagles rallied to outscore their opponent by a final score of 9-4. ESD advanced to the title game by overthrowing Highland Park, 8-5. Junior Sam Romano was named the tournament’s MVP; senior teammates Jack Beare and Foster Huggins were named tournament Offensive and Defensive MVP, respectively. The win avenged an 11-7 loss to Dallas Jesuit from back in April. ESD finished the season at 18-2. In April, the Eagles defeated the Marksmen for the SPC crown.

01-.3-,`<.6,9.>+3-,`<.R65<20=.<+;;-5.0-63< were named Division I SPC Champions in February. The men’s team defeated Cistercian 2-0 on February 15 with one goal by Winston Guillory ’15 and a penalty kick from Grant Matzen ’14. To advance to the finals, the Eagles defeated the number one seed from the south, Episcopal High School, on their home turf in overtime with a game winning goal from Joseph Rooney ’15.

The women’s team shut out John Cooper, 5-0 for the championship title. Ellis Miller ’17, Elizabeth Reid ’17, Karina Boyea ’15, and Sarah McGinn ’17 all scored for the Eagles. In the match prior, the Eagles triumphed in an extraordinarily competitive match versus the defending champions, Hockaday, 1-0.

2,.64528?.!(.+/.-<9`<.;5->.B+60< advanced to the finals in the Texas Rowing Championship Regatta on Town Lake in Austin. Julius Stener ’16, Liam Herrick ’15, Carter Boisfontaine ’14, and Michael McCrory ’14 won first place in the men’s varsity 4x. Josiah Hamid-Khani ’16 and Jack Knowles ’16 also won first in the men’s JV 2x. Caroline Brennan ’14 and Emma Jenevein ’15 won first in the women’s junior lightweight. In June, three varsity boats accepted their invitation to US Rowing’s National Youth Championships. Racing a single, Elizabeth Patrick ’14 finished 10th fastest in the United States. Racing in a double, Caroline Brennan ’14 and Emma Jenevein ’15 won the B Final, with the 5th fastest time overall lightweight girls. Racing in a quad, Michael McCrory ’14, Carter Boisfointaine ’14, Liam Herrick ’15, and Julius Stener ’16, finished first in the C Final with the 5th fastest time overall.

74

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Established in 2000 in honor of Mr. Dwight Dunlevie, retired

ESD Middle School Head, and enhanced by memorial gifts from family and friends in 2006-2007, the Dwight and Vera Dunlevie Endowed Scholarship provides competitive scholarships for two students in the Upper School. Among other qualifications, Dunlevie Scholars exhibit exemplary academic achievement and the highest standards of personal character.

The following personal reflection on “what is an educated conscience” is by Nigel Naulls, the 2014 Dunlevie Scholar. '*)&"E*!/*,'C"-',"$%,*#$"(,X*'$#*#D&%3#*(1*C1()%&* D"(* 4%%-* '$* #$&"')+$B! I place it on the carpet while

the black frame sways as a bare tree on an autumn eve.

In my hand I carry my faded black case, weary from the many miles of travel. After all my hard work, the treasure I have been awaiting is unearthed. I grab the wooden instrument and its companion. I plop in the chair, trying to sit upright, and I strike the pose: back straight, both feet on the ground, left hand forming a “C,” keeping the elbow up, while the right hand is loose, and position my body at the end of the chair. I begin to play my cello.

'$*'#*$+'&,*,13(*"(,*SR*/"&,#*$1*)1B! The hot Texas

air strangles me as I search for my next breath. I strike the pose: feet shoulder-width apart, slightly staggered, squat on the pot, place hand on the ground with 70 percent of weight on it, and keep my head up. I impatiently wait in my stance as the other teams quarterback yells the cadence, “Down, set, hut-hut.” My muscles flex and I shift my weight to the balls of my feet. I jump. Hoping that my hands don’t deceive me this one time, I snatch the ball out of the night air. The roars of my team and fans catapult me towards the green end zone. My opponent’s hand presses down on my back, trying to tackle me, but I will not stop. I dive for the pylon. “Touchdown!”

76

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$+'#*'#*!/*#$1&/B!I am not the person you would expect.

The idea of being well-rounded – with an eclectic array of likes and skills – was instilled in me at a young age.

However, the two prominent loves of my life involve the strings of the football and the strings of my cello. Many are flabbergasted that a young African American male would indulge in such juxtaposed passions as football and cello. But this is who I am. I am not your typical jock, yet I am not your typical musician. I find myself in the middle trying to balance the two on a day-to-day basis. Through my participation in both at ESD, I have found a work ethic that I am confident will propel me throughout my life. Playing both the cello and football changed me. But what makes me who I am is not just the pads on my back or the bow in my hand. My educated conscience has taught me that I am not defined by the stereotypes. I am not defined by the boxes people want to place me in. I am not defined by other’s expectations of me. What defines me is me. I choose to play football, and I choose to play the cello. They are me – I am a jock and I am a musician. I have learned that life is what you make of it, and you are who you chose to be. I am Nigel Willis Naulls. And as the saying goes, don’t judge this book by its cover, “Because I’m telling you now, you’ll get it wrong.”

AND THE

AWARD GOES TO...

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The ESD Alumni Association looks forward to building on the successes of last year. In May, we enjoyed the inaugural ESD Founders’ Weekend, coordinated by Alan Neuhoff ’89. It was a great weekend to reconnect with old friends, catch up with favorite teachers, and learn about the exciting things that are taking place on campus. Founders’ Weekend started with the Pass It On Ceremony.

The threat of tornados did not dampen this great tradition of ESD seniors “passing on” their legacy to the eighth graders.

of ESD, while profoundly impacting the lives of countless students both inside and outside the classroom. This year’s only inductee into the Convocation was Jana Reed; the Inspirit Accolade honorees were Julie Allen, Elaine Biewenga, Connie Elms, and Mike Schneider.

The speeches from the honorees and the former students they selected to introduce them were amazing. Julie Allen’s brother summarized the night the best by stating, “It felt like a family reunion.”

The next day started with an alumni coffee and “State of the School” address from our new Head of School, Meredyth Cole, and an overview of ESD’s long range plan by Ruth Burke, Assistant Head of School. Following the positive and uplifting reports, Cole moderated an alumni panel consisting of internal medicine specialist and professor Dr. Blake Barker ’97, MD; cinematographer David McFarland ’94; freelance editorial and fine art photographer Allison V. Smith ’88; and highly regarded literary agent, David Hale Smith ’86. Before an audience of alums, teachers, and the junior class, panelists answered questions ranging from their favorite ESD memories to advice for the junior class as they begin to think about life after ESD. Hearing from these very successful former students was not only inspiring, but made everyone in the room extremely proud to be associated with ESD.

Founders’ Weekend concluded on Sunday morning with a special Eucharist service performed by Father Swann in the All Saints Chapel. Father Swann’s words always help us appreciate the importance of ESD’s traditions and how they have shaped our lives.

The day continued with a chapel service and classroom visits for the alumni, which included Mr. Randall’s lecture on The Great Gatsby.

After we revisited Jay Gatsby’s love and obsession with Daisy, many raced to the Golf Club of Dallas for the annual ESD Golf Tournament benefiting the Mary Elizabeth Williams Endowed Alumni Scholarship Fund. The two winning foursomes left the course that night with Masters-like jackets made of ESD plaid. Following the tournament, certain classes enjoyed their class reunion parties.

On Saturday morning, the Alumni Association hosted a grass and flower planting party at ESD’s Habitat for Humanity house. That night we enjoyed the fourth annual Eagle Laureate Dinner, organized by Carol Vig ’89. At the dinner, the Alumni Association honors faculty and staff for their continued commitment to ESD by inducting those with more than 20 years of service into the Keri Scholz Hall ’87 Convocation and presenting a select four with the Inspirit Accolade. The Inspirit Accolade recognizes those who have perpetuated the Founding Tenets

At this year’s Faculty Closing Convocation, the Alumni Association bestowed the Royall Cross, named after the great Rebecca Royall, upon long-serving faculty and staff who retired this year, including Diane Allen, Suzette Carona, Judi Davidson, Katharine Deem, Lynn Harnden, Peter Lutken, and Doris Sampson.

This year, we look forward to building on our increased involvement in the ESD community. In September, the Alumni Association will help celebrate ESD’s 40th Anniversary at a community-wide event.

In October, we will host another Homecoming weekend, which will kick off with a Friday night BBQ before the Eagle’s football game.

Alums will be able to catch up with old friends and teachers at the game. In November, the Alumni Association will be partnering with the Brock sisters and Stanley Korshak to host a holiday event featuring photography by Gray Malin ’04.

I hope to see you at one of our events this semester. As always, please contact me with any questions or comments.

Sincerely,

Brian Rawson ’96 Alumni Association President

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Honoring Mary’s Legacy: $%(#::$%#*""'*.#(&)#2/.,#$/'+"*-("$

By Megan Boyd ’09, Alumni Relations Manager

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'(#%)*+,-./**0*%) 2,.36=?.&*.7+8/-5<.46502;2460-9.2,.01-.!!01.6,,:68. endowment has grown to more than $355,000. The success of this ESD Golf Tournament hosted by the Alumni Association, benefitting the Mary Elizabeth Williams Endowed Alumni Scholarship Fund. The flight, comprised of alums, teachers, former teachers, parents, former parents, students, and friends, came together at The Golf Club of Dallas to enjoy a great round of golf with friends, take a swing at an Aston Martin sponsored

by John Eagle and Aston Martin of Dallas, and celebrate the special community we all call ESD. This year, the champions were awarded their very own ESD plaid jackets, modeled after the green Masters Jackets. On paper, the leader board listed the foursome of Jimmy O’Neal `87, Brian Cheek `88, Chris Elliston `88, and friend Sean Wyatt tied with Chris Ayres `97 and his crew.

The true tournament winners are the future ESD legacy alums that are afforded the opportunity to attend ESD through the generosity of the endowed alumni scholarship program.

In 2003, the Mary Elizabeth Williams Endowed Alumni Scholarship Fund was established to award tuition assistance to children of alumni who might otherwise be unable to afford an ESD education. Mary loved ESD as a student, parent, and teacher.

Through the generosity of this tournament, the corpus of the

year’s tournament was the result of numerous alums volunteering their time and talents, the leadership of Douglas Dunsavage ’90, Brian Rawson ’96, past and future golf chairs, and community sponsors. Douglas, Brian, Eddie Eason, and I extend our gratitude to everyone who played, sponsored, and volunteered this past year.

Plans for next year’s tournament are already underway as I write to you today; we have some ambitious goals to elevate the tournament to the next level. Our message to you, “This is an entire ESD community endeavor, and we welcome and invite all ESD constituencies to participate: alums, alumni parents, current parents, current and former faculty, and all friends of ESD.” Get ready to mark your calendar. The date of next year’s tournament is Friday, April 17, and the location will be announced soon. I personally challenge each alumni class to field a team and get involved. If you are a golfer, please join us. If not, please sign up to volunteer or sponsor this worthy cause. Speaking on behalf of everyone who knew Mary, please join us in perpetuating Mary’s legacy by supporting the endowed alumni scholarship that bears her name.

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REUNITED&-6,&+2&9-!&!0&100, It was the year of the 4s and 9s as several classes held reunions during the inaugural Foundersâ&#x20AC;&#x2122; Weekend to reconnect with old classmates and reflect on their years at ESD. Some of the weekâ&#x20AC;&#x2122;s highlights included:

&ODVV RI John Vassallo and Sarah Cochran organized their classâ&#x20AC;&#x2122;s reunion at the home of Kathy and John Vassallo. &ODVV RI Alan Neuhoff and Carol Carlock Vig organized a party at the home of Kenneth and Elaine Lindh.

&ODVV RI Jamie Allen Sowa organized an event for her class at Katy Trail Ice House. &ODVV RI Grant Baldwin organized and hosted an event for his former classmates at his home. &ODVV RI Megan Boyd organized an event at Renfieldâ&#x20AC;&#x2122;s Corner for one of the more recent graduating classes.

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EAGLE LAUREATE DINNER Excerpt from the speech presented by Alan Neuhoff ’89

“

Welcome to the Fourth Annual Eagle Laureate Dinner.

I am honored to be introducing our Keri Scholtz Hall ’87 Convocation inductee and the recipients of the Inspirit Accolade this evening.

But before we get to the heart of why we’re all here, I would like to take a moment to recognize a few special guests. Father Swann, without you, none of us would be here, and your presence here tonight means everything to the alumni and our faculty and staff. Meredyth Cole, you have done a remarkable job in your first year as Head of School, and we are so lucky to have you, and are grateful for your presence here tonight. I would like to recognize Nita and Dick Scholtz and Doug Hall, the parents and husband of our beloved Keri from the class of ’87, for whom the Keri Scholtz Hall ’87 Convocation is named.

It is always a pleasure to have you join us.

We are here tonight to honor you, our faculty and staff. You inspired us in the classrooms and in the hallways, on the fields

and courts, in chapel, on the stage, and in the wilderness.

For most alumni, this is the place where the quest for knowledge and wisdom first began. This is where many of us first learned to think in the abstract. This is where we were encouraged to step outside our comfort zone and consider the larger world beyond the Commons.

This is where we learned the importance of serving and supporting one another. This is where we learned what it means to be created in the image of a loving God. Those lessons transcend that which can be gleaned from a textbook. Those lessons provide the foundation of an educated conscience, and they prepared us for lives of intellectual discovery, integrity, and purpose.

They represent the pinnacle in teaching and learning.

But, I don’t mean to diminish the importance of a classical education- everything from the primary colors and the alphabet to Shakespeare’s Sonnets and higher derivatives. Those lessons build on one another as year gives way to year. Ultimately, the byproduct of those lessons is admission to college, and then jobs that enable us to support our families and our communities. Those lessons serve as the foundation of our livelihoods.

What makes the ESD education so remarkable, and quite frankly sets it apart, is that we learned and experienced life lessons right alongside our classical instruction. They came in a package somehow, not separate from one another. And we learned both sets of lessons from you, our faculty. You taught us to read and to develop our own ideas about what we were reading. You taught us how to calculate the slope of a point on a curve and to stick with a problem until we have the solution. You taught us about the Battle of Gettysburg and to be tolerant and respectful of one another. You taught us about molecular biology and the importance of volunteering in the community. The list is endless, and because of the gifts you bestowed upon us, it is our pleasure to stand before you tonight and say, “Thank you.”

Thank you for your service to ESD. Thank you for your patience. Thank you for your wisdom. Thank you for your understanding. Thank you for being there for us inside and outside the classroom when we excelled and when we struggled.

Thank you for inspiring us.

We are eternally grateful to have had your guidance during our formative years, and tonight we express our gratitude.

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FOURTH ANNUAL

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91

The Honorees In 2011, the Alumni Association convened the Keri Scholtz Hall ’87 Convocation.

This convocation is comprised of individuals who have served our school for 20 years.

To date, we have inducted 84 members of our faculty and staff into the Convocation.

2014 Inductee: Jana Reed In addition to the Keri Schultz Hall ’87 Convocation, the Alumni Association honors four faculty members. The recipients of the Inspirit Accolade possess the following criteria: • A demonstrated ability to foster a spirit of inquiry and aid in the development of skills related to acquiring, organizing, and processing knowledge in the subject matter he or she teaches.

• A demonstrated 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.

• A significant role in promoting the Founding Tenets of the School. This may include leading daily worship services, fostering experiences of community, encouraging the development of a belief system and leading others to a life of service through example.

• At least 20 years of service to ESD. The 2014 recipients of the Inspirit Accolade: Julie Allen introduced by Callie Edmondson Shumate ’05

Elaine Biewenga introduced by Bart Freeman ’86

Connie Elms introduced by Ann Jackson, a Saint Michael School alumna and ESD Lower School teacher

Mike Schneider introduced by Jennifer Hurst Edenfield ’97 We are grateful to everyone who supported the Eagle Laureate Dinner. We give special thanks to Margaret Ryder ’87 for the beautiful flower arrangements and David Martineau ’87 for underwriting our faculty for this event.

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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.

Meredyth M. Cole !"#$%&'%()!&&*

Ruth Burke

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Donna Hull, Ph.D.

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!"#$%!"&'(&)$*+&+*,$ were created to integrate the Mission into the individual and corporate life of The Episcopal School of Dallas community.

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.

Eleanor Arnold Katie Barnes Ashley Beck Carol Bergman Eric Boberg, Ph.D. Megan Boyd ’09 Ruth Burke Sharon Chapman Jensen Clardy ’17 Meredyth Cole Libby Conder Christine Cook Eddie Eason Meg Fahrenbrook ’01 George Fiala Gabrielle Griffin Sandy Hall-Chiles Linda Harris Donna Hull, Ph.D. Mike Jenkins Shelle Montgomery Alan Neuhoff ’89 Cindy Newsom Devean Owens Reid Prichett, Ph.D. Brian Rawson ’96 Rebecca Royall Jen Sanders Victoria Siu ’15 Haley Teegarden Chelle Wabrek Ben Weaver Mary Beth Weinberger

Details to Come

The Episcopal School of Dallas is pleased to welcome Poteet Victory as our Fall 2014 Visiting Artist. We are grateful to Chris McLarry ’80, McLarry Modern and McLarry Fine Art in Sante Fe, for making this exhibition possible.

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