Winter Magazine 2011

Winter 2011 Magazine

Technology at Flint Hill TRANSFORMING OUR COMMUNITY OF LEARNERS

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Flint Hill School

Headmaster’s Message

Winter Magazine 2011

TA B L E O F C O N T E N T S :

Dear Flint Hill Families, M I S S I O N S TAT E M E N T Our commitment is to develop, in a caring community, an individual who seeks excellence and embraces the “Driving Spirit” of Flint Hill School.

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Schoolyard Stewards Get to Know Their Global Impact K-6 Students Take on a “Schoolyard Greening” Project

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BOARD OF TRUSTEES 2010 -2011 Mr. Otis D. Coston, Jr. Mr. Steven B. Alloy Mr. John M. Beatty Mr. David Boies, III Mr. Nelson A. Carbonell, Jr. Mr. Edward R. Carr Mrs. Sara M. Cleland, President, FHS Parents’ Association Mr. John M. Dowd Mr. L. Frank Field Mrs. Sarah D. Hazel Mr. Richard J. Hendrix Mr. Paul C. Kincheloe, Jr. Mr. Lennert J. Leader Mr. William N. Melton Mrs. Sally L. Merten Mr. Norris E. Mitchell Mr. Douglas I. Smith Mr. John M. Thomas Mr. John T. Hazel, Jr., Founding Chairman Emeritus Sister Martha Carpenter, O.S.F., Trustee Emeritus Mr. Michael C. McCarey, Trustee Emeritus The Honorable Johanna L. Fitzpatrick, Trustee Emeritus The Reverend Edwin M. Ward, Trustee Emeritus

FLINT HILL SCHOOL MAGAZINE John M. Thomas, Headmaster Stacey Ahner, Director of Institutional Advancement Marian Cavanagh, Director of Communications/Editor DESIGN: Frankl Creative Group, inc.

Published by the Flint Hill School ADVANCEMENT OFFICE EAST CAMPUS 10409 Academic Drive, Oakton, VA 22124 WEST CAMPUS 3320 Jermantown Road, Oakton, VA 22124 Phone: 703-584-2300. Fax: 703-584-2369 www.flinthill.org

Global Connections Sister Schools Established in Guatemala, China

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FHS Alumni Develop New Approach to “Learning Abroad” Fried Brothers Open Chinese Language Institute in Guilin

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Community Celebrations Homecoming, Husky Holiday Mar t, Founder’s Day

and Winterfest

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Honoring the Founder on Founder’s Day A Tribute to Til Hazel

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T he A r ts Performances, Classes, Student and Faculty Accomplishments

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Technology at Flint Hill: Transforming our Community of Learners Hows and Whys of the 1:1 Initiative

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When the Teacher Becomes the Student Confessions of a Technophobe

36 Athletics

Fall 2010 Was a Memorable Season

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Fast Friends Boost Cornell Football Dick Patrick Profiles Emani Fenton ’07 and Shane Savage ’08

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2009 Athletes Going Strong Updates on a Dozen Class Members Playing College Spor ts

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F HS Alumni Association Update Upcoming Events and Activities

44 Class Notes 46 Alumni Profile: Rick Wasfy ’00 50 Alumni Profile: Elaine Bigelow ’06 Photo Credits: The Advancement Office, Blanton Photography, Michael Branscom Photography, PerfectShot Photos, Susan Okula, NASA, Brigham Young University, Christopher Newport University, Cornell Sports Information, University of Maine, The College of William and Mary, Maryland University, FHS Yearbook staff, FHS alumni, families, and faculty members

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he pace of life has increased for all of us in so many ways over these past few years. For many, the pace seems amazing—we were just students ourselves; then we became adults and perhaps had our own children; in some cases we have watched them go to school and then off into the world. Yet so much of education has always looked similar, with minor changes: classrooms with desks, blackboards that became white, and chalk that became markers.

Students still take classes; but the quantity of material has increased dramatically and the types of courses are far more college- and career-focused. An enormous array of Arts classes; Human Development or Wellness sessions; electives such as Psychology, Economics, and Middle Eastern Studies; and countless English opportunities make the curriculum vibrant and enriching.

Special features such as Inspiration, Town Meetings, Peer Counselors, Total Talent Showcases, and Field Studies all have added to the richness of our program.

Even with this abundance of experiences, education still has a natural flow to it. But there are dynamic changes just under the surface. In fact, a quiet evolution in how we provide and support learning today is beginning to move at warp speed. (The “Star Trek” reference to “warp speed” may date me, but the “future” we may remember hearing about is nearly here.) Not that long ago, technology in school meant we had a computer lab on campus. Televisions were on carts, so we could bring “media” into our rooms to enhance our teaching. It progressed to having at least one computer in every classroom, then to being more prevalent in labs, and ultimately to rolling carts of computers. Now, computer labs are virtually obsolete.

At Flint Hill, every student in Grades 4-12 has an individual laptop; every room has a mounted LCD projector; and, recently, all rooms have large “active boards” that are connected to the internet. In the blink of an eye, we have gone from marveling at this new innovation “that may well change the world,” to being active participants in the dynamic and ever-changing landscape of the future. How many of us carry cell phones in our pockets that function in ways that intrigue and inspire us?

The technology is getting more prevalent, smaller, and far more accessible. With such readily available

and powerful tools, we find ourselves able to teach far more than just content, which is instantaneously at our fingertips. As Pat Bassett, President of the National Association of Independent Schools, likes to say, “Now we can teach creativity, collaboration, critical thinking, communication skills, and a new level of character than we ever thought possible.” Mind you, great teaching is still great teaching, and demands a healthy relationship between students and teachers. The personal time, the face-to-face interaction, and caring support are still the bedrock of our program and experience. It is from that open and frequent interaction, however, that technology allows us to enhance, expand, and excite our young learners in so many different ways that will prepare them for the world they will inherit from us. Each of us involved in technology continues to learn, day by day, what it can do to support us. We are amazed at the capabilities of the “machine” that may be on our desk, in our lap, or sometimes just in our pocket.

As you look through this issue of our magazine, please enjoy the stories of our School family and the amazing accomplishments that our great students, faculty, and staff members have achieved so far this year. I know you will also marvel at how we are beginning to apply the technology currently available to us in our dayto-day experiences. Teachers and students alike are utilizing it to make the world and all that we need to know more relevant and more effective.

It is an exciting time, one that may even seem scary or overwhelming at first. But in the end, in the hands of student and faculty leaders, it is inspirational, exciting, and impressive to see. And hold on! As we learned a long time ago at Flint Hill, “we are just getting started.”

And the accomplishments, thanks to these game-changing innovations, will only continue to grow, expand, and amaze us all.

Best wishes to you.

Sincerely, John M. Thomas Headmaster

Winter 2011 – FLINT HILL MAGAZINE

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Learning

Schoolyard Stewards Get to Know Their Global Impact

at FLIN T HILL

required the students to practice keeping a budget and then, with a set amount of funds available, plan and construct a garden on grid paper.

Sixth Graders in Dave Walsh’s Math class determined the actual garden’s original footprint, design, and mulching needs. “I learned how

I want to help the School and our students become more aware of our impact on the environment

Enthusiastic Fifth Graders gather to begin the mulching process back in September

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he Living Classroom of the National Capitol Region is a relatively familiar name on the East Campus. It’s the organization that Fourth Graders partner with to create their annual shad restoration program—students assemble a shad tank; monitor water quality for three weeks prior to the arrival of the shad roe; watch over the roe for four days until hatched and viable; and release them into the Occoquan Bay National Wildlife Refuge in Occoquan, VA. This year, that Living Classroom partnership has expanded in several ways.

In Kindergarten, students are learning about the “Monarchs, Milkweed, and Me!” program that will allow them to raise monarch butterflies in their classroom. And in conjunction with the National Oceanic and Atmospheric Administration (NOAA) and Lands and Waters, K-6 students have begun a

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FLINT HILL MAGAZINE – Winter 2011

“schoolyard greening project” that asks students to explore several important questions: What is storm water runoff pollution? Why is it harmful? How can we prevent it? How does it impact the watershed as a whole?

“I learned how to work within a budget to design a garden...”

To answer those questions, a garden was needed to permit students to observe how it was affected by natural

events that might occur during a typical school year. Last fall, coordinated by JK-6 Science Department Chair Jessie McKinney and primarily funded by a Virginia Educational Endowment Mini-Grant Program, a lot of students got their hands dirty and the garden was created. The project also got some great assistance from FHS parent Scott Plein, whose desire “to help the School and our students become more aware of our impact on the environment” led him to underwrite some of the cost of the seeds and plants that are taking root in the garden. A series of Grade-level projects got under way to give students both a deeper understanding of their own global impact and a greater sense of School community.

In September, faculty members Kathy Miller and Rachel Hinnant devised an enrichment program for their Fourth Grade Advanced Math classes that

to work within a budget to design a garden,” says Grace Sambora.

“We started off knowing how much money we had to buy mulch. Once we figured out the areas of the different gardens, we had to rework our garden dimensions to make the budget. It was frustrating, but now I know I can build a garden with any amount of money.” Once the parameters were in place, the Fifth Graders followed up by laying newspaper and mulch over the designated area and then planted milkweed seeds.

The work continues. Fourth Graders have been studying the area to observe how it is affected by storm water runoff pollution. Kindergartners are learning the importance and life cycle of pollinators in the watershed— specifically monarch butterflies—and what their loss could mean for the entire food chain, including humans.

In the spring, when the milkweed is flourishing, the butterflies they’ve been raising can feed in the garden. Second Graders will explore and plant in the area as part of their spring studies.

Third Graders will help with the plantings, and their science studies include a unit on sustainability. All Grades will be involved in a spring planting and hands-on activities day with Living Classrooms staff members.

“I was surprised at the variety of native plants that we could put in the garden,” says Fourth Grader Sebastian Van Der Weide. “Some plants soak up water, where some plants need to live in drier soils.

Who knew they could all live in the same area? And it was fun to do this project because the plant names were very funny.”

For Fifth Grader Nina Jenkins, “it was fun to finish areas of the garden and feel accomplished. I really enjoyed this project because we had to work together as a Class toward a common goal.”

“Right now the garden only looks like ‘mulchy mulchy’ and newspaper,” says Second Grader Daniel Fu. “But it’s the beginnings of a real garden that really helps our waters.”

Parent Scott Plein couldn’t agree more. “Water quality is always a direct and local issue,” he says. “Yes, the Bay is an eventual recipient of our ‘influence’; but our local ecology and quality of life should be paramount in our day-to-day decisions about the environment. It’s like raising children.

If you want to change the world, start at home.”

In November, traveling trainers from the Leave No Trace organization visited with Fourth, Fifth, and Sixth Graders to teach them some more about how to reduce their environmental impact during any outdoor activity.

Doug Schoemer, Denise Yassine, and Jessie McKinney make sure students have hands-on learning experiences, inside and outside their classrooms

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GLOB AL CONNECTIONS:

Flint Hill Establishes “Sister Schools” in Guatemala, China Partnerships with Yuhua School and Escuela Nuevo Amanecer Broaden Horizons for Students and Teachers Flint Hill School’s efforts to educate students to become global citizens has inspired partnerships and fostered connections with students, teachers, and schools around the world. In just the last two years, a relationship has been forged with a K-6 school in Guatemala that has already involved a summer service project by several FHS faculty members and, in the Lower School, an appreciation for the Guatemalan culture by integrating special projects into relevant parts of the curriculum. Last summer, an official “signing ceremony” took place in the Upper School Commons that established a relationship with Yuhua Foreign Language School in Hunan Province; and plans are being developed for a Spring 2012 China Academic Tour. The trip will get some help from two former FHS students who now live in China, where they have created and oversee an innovative learning experience for students who want to study and travel in that country. The following pages talk about these connections, and how many members of our community are helping make new relationships even more special.

John Magner (back row) joins Sam Gould and Megan Critchell (front) and a group of Nuevo Amanecer students

There’s Plenty to Learn from

Our New Guatemalan Friends!

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n February, the Lower School’s 2011 International Week activities focused on the study of Guatemala. Flint Hill is now into the second year of a “sister school” relationship with Escuela Nuevo Amanecer and its 70 students in Grades K-6 in Cantel, Quetzaltenango, in the highlands of Guatemala. The connections will eventually expand across all three Divisions.

FHS parent Deb Cohen led the way to Nuevo Amanecer, says Margo Isabel, a member of the Lower School Inclusive School Committee. “We had been reading ‘Three Cups of Tea,’ and when she talked about her church group preparing to build a playground for a school in Guatemala, it really reminded me of author Greg Mortenson. The timing was perfect.” Students designed posters, wrote a welcoming letter, and sent arts supplies to the Nuevo Amanecer community. In return, the students sent back, via Dr. Cohen, hand-woven bookmarks demonstrating the traditional Mayan craft of weaving, along with cards —made from the FHS art supplies— depicting their lives in Guatemala.

A Lower School “Inspiration” gathering in October 2009 made it official, as Dr. Cohen and Ms. Isabel spoke about the importance of education and working to fulfill a promise. The bookmarks and cards were put on display as a reminder of the new relationship. Spanish teacher Wanda Ocasio began integrating some of Guatemala’s history and culture into her Third Grade Spanish units. In conjunction with art teacher Abigail McKenzie, the students created holiday cards, including personal information about themselves in Spanish, to send to their new friends. And an integrative project between the Spanish and Physical Education Departments resulted in a video in which the students demonstrated how they play some of their favorite games.

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FLINT HILL MAGAZINE – Winter 2011

“It’s interesting to think about the similarities between the two schools, rather than the differences,” says Ms. Isobel.

“Their education is very ‘hands on’ – they use their garden as a learning center, which is something similar to what we’re doing here. And when Third Graders learned about rural, urban, and suburban communities, they could make comparisons between the two countries and were able to discuss these topics using their Spanish vocabulary.”

It’s also helpful that we have Guatemalan families who have been very involved in the collaboration.

Lorena Castillo, the parent of two Lower School students, has visited three times to talk about her culture, including communities and celebrations, and provided some arts, crafts, and typical food of Guatemala for the children to explore.

“The classrooms in Guatemala look the same as ours but they have more students,” says Marali Harikar ’19.

“I think one of the most fun things they do is that they make their own clothes by weaving. Their most important food is corn; they make almost every dish with it. The most interesting thing is that we talk in English and learn Spanish while they talk in Spanish and learn English.” Classmate Jack Magner enjoyed “the letters we wrote in Spanish to our new Guatemalan buddies. We also helped make a video showing some of the games we play in P.E. We hope to get back a video showing us how to play a traditional Mayan game, kind of like soccer except you use a ten-pound leather ball and can’t use your hands or feet. We can’t wait!”

Last summer, Jack’s father, Middle School Counselor John Magner; Middle School History teacher Megan Critchell; and All-School Service Coordinator Sam Gould spent a week in Guatemala for what Ms. Isabel calls “our first annual Educators’ Cultural Service program.”

“That visit was truly a life-changing experience,” says Ms. Critchell.

“The students, faculty, and members of the community welcomed us with open arms and bright smiles, which instantly put my fear of a language barrier at ease. Although one might think a lack of electricity would inhibit the ability to provide superior and engaging lessons, Nuevo Amanecer proved just the opposite. Instead of simply learning about Mayan agriculture in the classroom, we also went with the kids to a neighbor’s house and walked through the cornfields for a hands-on experience of the importance of maize. What a wonderful example of differentiation!”

“That visit was indeed the highlight of the trip,” says Mr. Magner. “To share the unbridled enthusiasm of Armando and Enrique as we played Mayan board games to enhance Fourth Grade math skills was a tremendous joy. Participating in the experiential learning of walking to a cornfield to observe the symbiotic relationship between corn, beans, and squash that we had just learned about in the Sixth Grade classroom was The FHS visitors (above) had a great visit and made some fantastic. Playing soccer at 14,000 feet wonderful new friends with the Sixth Graders on a muddy need; discuss Mayan culture and the hillside with a partially inflated ball was better than being at the World Cup, art of dyeing and weaving; experiment with the use of Spanish and the ancient and left me quite literally breathless.

Mayan dialect, Quiche; and explore Witnessing such dynamic learning by ancient ruins and discover the Mayan students in a school without any techballgame arena. We look forward nology, not even electricity, reminded to taking students on this incredible me that we do have plenty we can learn adventure for many years to come.” from our new Guatemalan friends.”

“It is a country of warm hearts, vibrant colors, and rich history and culture,” says Mr. Gould. “The opportunities for Flint Hill are seemingly endless as we strive to provide our students a global perspective. At Nuevo Amanecer, our learners will have an opportunity to experience companion planting and teach Mayan art projects; build stoves out of brick and mortar for families in

A summer 2011 trip to that country is being planned as the relationship continues to expand. In the meantime, this year’s Third Graders are working on a “Bilingual Big Book” about life at Flint Hill for the travelers to carry with them.

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Global Connections at FLIN T HILL

Brad and Robbie began exploring ways to improve these kinds of programs, and the possibility of opening a Chinese language school in Guilin based on immersion—students would have Chinese roommates, 20 hours a week of one-on-one or very small classes, and advanced students could attend classes with Chinese students. They are now officially affiliated with GXNU. at Oregon’s Lewis and Clark College, he heard about and signed on for a new summer program at Guangxi Normal University (GXNU) in Guilin; he quickly caught what he calls “the China bug.” He graduated with a degree in Philosophy and eventually returned to Guilin in January 2004. He spent the next four years teaching English to middle and high school students at a school affiliated with GXNU.

Robbie Fried (l) helps a group of students get the most out of their trip to China

FHS ALUMNI DEVELOP

New Approach to “Learning Abroad”

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t’s possible that Brad and Robbie Fried picked up a bit of their “Driving Spirit” – the foundation of Flint Hill School’s philosophy – during their years here. They have certainly relied on their entrepreneurial skills and determination, and definitely followed their passion as they set about exploring and developing a new type of study program for students and faculty members looking to enjoy a serious and comprehensive learning and travel experience. In China.

They are founding partners and directors of the Chinese Language Institute (www.StudyCLI.org), an organization located in the southern China city of Guilin.

In just under two years, CLI has already provided long- and short-term opportunities for over 50 students and faculty members to study at and participate in the School’s programs, including a group from Robbie’s alma mater, Virginia Tech.

They have hosted study seminars all over China, and have provided intensive language training to students from Oxford, Yale, Tufts, and New York University.

Full semester students with no Chinese language skills have joined the program and, by the time they left 16 weeks later, were holding full conversations in Chinese.

What about the commonly held belief that Chinese is one of the world’s most difficult languages? “That’s mainly due to its written system,” says Brad, who graduated from Flint Hill in 1997. “Chinese is actually surprisingly easy to learn to speak (see sidebar p. 8). We believe you should learn to walk before you run, so we place strong emphasis on the spoken language before turning to reading and writing characters—you need to know over 3,000 of them to read the newspaper!

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FLINT HILL MAGAZINE – Winter 2011

But surprisingly, most of the sounds are very similar to English, and the basic grammar is straightforward; so one learns spoken Chinese very quickly when immersed.”

Robbie says that their program is appealing to a more academically serious audience. “We’ve gotten lots of positive feedback; people have been very supportive of this young program and really helped us grow. We’re having a lot of fun welcoming new students each semester as we share the Chinese language and culture with them.”

Traveling and developing an appreciation for other cultures is something Brad began thinking about early on. “I knew I wanted to go abroad, somewhere with a rich history, lots of culture, extremely different from my daily life, but where it would be easy to follow my vegan diet.” As a student

“There were 50-75 students in each class and I had 14-16 different classes every week for 40 minutes each. By the end of my four years, I had taught over 2000 students! I wasn’t given a book or any guidance—I was just thrown in there. I soon discovered that I was much more of a game show host than a teacher; class often resembled ‘The Price is Right,’ ‘Jeopardy,’ and ‘Wheel of Fortune’ (which I modified to play with dice). It was impossible to remember all the students; but I am still close with many of them and I have actually helped three receive 50% scholarships to Lewis and Clark.”

In 2006, he began teaching at the college level—fewer classes and smaller class sizes made personal connections much easier.

During his early years in China, Brad’s parents, along with Robbie (an FHS student in Grades K-4) and their brother, Jeff Fried (FHS Grades 1-8), would come to visit so that the family could travel together. For Robbie, one planned two-week stay turned into an entire summer— “the China bug” had struck again. Six weeks later he was “conversationally fluent” in Chinese. With help from Brad, he filled several requirements for his double major at Virginia Tech, summa cum laude, while spending a semester studying at GXNU. He later enrolled in a program at the highly regarded Tsinghua University and began to pay closer attention to the details of studying abroad that today are reflected in the philosophy and structure of CLI. “The students were all lumped together in a dorm with all the other foreign students and there were few chances to speak in class,” Robbie says. “Then on the weekends, everyone hung out and only spoke English, including the Chinese kids. The programs were managed by Chinese locals who didn’t have a full grasp of the American educational system and the expectations of students.”

Brad and Robbie began exploring ways to improve these kinds of programs, and the possibility of opening a Chinese language school in Guilin based on immersion—students would have Chinese roommates, 20 hours a week of one-on-one or very small classes, and advanced students could attend classes with Chinese students.

Robbie (above) at work in Guilin; three brothers who share a love for China (l-r): Jeff, Brad, and Robbie Fried.

Below: Brad Fried ’97

They are now officially affiliated with GXNU. Brad is CLI’s Program Director, Robbie is Managing Director, and they say it’s wonderful working together. “We are having a great time,” says Brad. “Our mother is the Admission’s Counselor, answering all inquiry e-mails; Jeff is a professional photographer (www.jfrogphoto.com) and has helped take many of the photos on our website. It’s a true family business. We plan to expand to other cities within China, bring Americans to China for tours, and bring Chinese students to America for studies and travel.”

Robbie spends part of his time marketing in America and the rest in Guilin. He has led student and faculty groups across China; taught English at the kindergarten, high school, and university levels; and has traveled extensively both inside and outside the U.S. Continued on page 8

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Global Connections

Global Connections

at F L I NT H I L L

at FLIN T HILL

Yuhua and Flint Hill: A Great Fit Future Exchanges, Visits Being Explored

Try This At Home Think Chinese is too complicated?

Think again! Here’s a quick lesson in the verb “to be.” (Note: the word shi never changes; adding men makes pronouns plural, and yiqian means “previously.”)

I am = wo shi (wo rhymes with “no” but with a lighter oh sound, shi sounds like “sure” but with a lighter rrr sound) Robbie Fried visits with Shannan Schuster and Yan Xue last fall (top). Robbie with CLI Language Instructor Jane Chen

Continued from page 7

Robbie stopped by Flint Hill School to talk with Dean of Faculty Shannan Schuster, meet with Middle and Upper School Chinese teacher Yan Xue, and learn something about the School’s Chinese program for Middle and Upper School students... “Brad and I are very happy to have this opportunity to stay involved with the Flint Hill community.”

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You are = ni shi (ni sounds like “knee”) He/ She/ It is = ta shi (ta rhymes with “ma”) We are = women shi (same wo as above, and men rhymes with “gun”)

He also takes annual trips to Haiti in conjunction with the Haiti College Fund, founded by former FHS parent John Barba (Jessica ’97, Michael ’02, and Joey, who attended in Grades K-8), including one in November 2010, just as a cholera outbreak was occurring. Despite this event, he still managed to survey universities in Port-au-Prince and Cape Haitian, attend microcredit finance meetings in several villages on the Haitian Plateau, and meet with local partners to discuss ongoing aid projects.

You all are = nimen shi

On his way to Haiti, Robbie stopped by Flint Hill School to talk with Dean of Faculty Shannan Schuster, meet with Middle and Upper School Chinese teacher Yan Xue, and learn something about the School’s Chinese program for Middle and Upper School students.

Now that a “Sister School” relationship has been established with Yuhua Foreign Language School in Hunan Province, plans are evolving for CLI to help with future trips to China by FHS students. “It’s an exciting prospect,” says Robbie. “Brad and I are very happy to have this opportunity to stay involved with the Flint Hill community.”

I will be = wo hui (hui sounds like who and the letter A said together quickly)

FLINT HILL MAGAZINE – Winter 2011

They are = tamen shi I was = wo yiqian shi (yi sounds like E; qian sounds like chee from cheese, with the letter N) You were = ni yiqian shi He/ she/ it was = ta yiqian shi We were = wo men yiqian shi You all were = nimen yiqian shi They were = tamen yiqian shi

You will be = ni hui He/ she/ it will be = ta hui

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ight from the beginning, says Dean of Faculty Shannan Schuster, Yuhua Foreign Language School seemed a good match for Flint Hill. Located in Changsha, the capital of Hunan Province, Yuhua enrolls students in Grades 7-9, puts English language education as a core component of its teaching system, and was interested in making a connection with a school in the United States.

For the past several years, FHS has offered Mandarin language classes for students in Grades 7-12, and an AfterSchool Mandarin Club for Lower and Middle Schoolers. In this 2010-2011 academic year, over 60 students are enrolled in the Language classes; and students in Grades 4-6 participate in a Mandarin Club. And, says Headmaster John Thomas, Flint Hill values these kinds of relationships and wants to build more in the future.

The connection became official in July 2010. During a visit by students and teachers from Yuhua, a “signing ceremony” took place in the West Campus Commons. Some of the Yuhua students danced, played the violin, sang songs, and even did a stand-up comedy routine for their delighted American hosts.

“During the visit,” says Dr. Schuster, “a Yuhua teacher told me that one of the things about working with a school in this part of the United States that appealed to their group is that Virginia has a history of leaders, including George Washington and Thomas Jefferson. Once they arrived at our School and saw our display of flags from over 90 countries, representing the diversity of our student body, I think they felt the spirit of our international community. It really does seem to be a great fit.”

Teacher and student exchanges and visits are also being explored and enthusiasm for the project continues to grow.

Flint Hill School hopes to have more “sister school” relationships in the future, according to Mr. Thomas. “We already have connections with teachers and students in Guatemala, South Africa, France, and in Sydney, Australia,” he says. “And we’re planning to do some research with Canadian schools about the way they approach the teaching of math and science. But even with schools where we don’t have a language in common in our teaching curriculum— It’s a partnership that Dr. Schuster, Saudi Arabia, for example—we still with help from Middle/Upper School think it’s valuable to be communicating Chinese teacher Yan Xue, hopes will last for many years to come. This with each other. Working with the Yuhua spring, the two groups hope to exchange Foreign Language School is a wonderful e-mails in Chinese and English, send opportunity and we hope it will be a each other home-made postcards, great benefit to all the teachers and and experiment with Skyping—which students who participate.” promises to be a bit tricky because of the 13-hour time difference between the two countries.

Representatives from Yuhua School meet with members of the Flint Hill community in July 2010 to become “Sister Schools”

Now you know how to conjugate the verb “to be”! Time to say “thank you” in Chinese to Brad Fried for the lesson: Thank you = xie xie pronounced quickly: xie xie sounds like she-ye, she ye (she as in a girl, ye as in the beginning sound of yes)

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Celebrations at FLIN T HILL

COMMUNITY

CELEBRATIONS There are times set aside during every school year when our community gets together to mark a special occasion. And because it’s Flint Hill, these events underscore the commitment, dedication, generosity, and “Driving Spirit” that make this such a special place. In the fall, Homecoming’s Spirit Week, pep rallies, athletic competitions, alumni gatherings, and an Upper School dance are long-standing traditions. The Husky Holiday Mart brings out local vendors and features displays of arts and crafts, holiday gift items, good food, and live student entertainment.

Founder’s Day is a time to focus on the history and traditions of our remarkable School and to honor those who continue to play a role in its success. Finally, Winterfest lets everyone shake off the winter doldrums and enjoy some fun and games—just because we can. Here’s a look at a lot of our “Driving Sprit” in action!

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School of Rock: HOMECOMING 2010

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here was sunny weather; there was great food; there were student musical and dance performances; there were wins in all the home team athletic competitions; there were a lot of smiling faces as former classmates reconnected with each other and their teachers. And that’s just for starters.

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FLINT HILL MAGAZINE – Winter 2011

Homecoming 2010 featured games and special activities for younger students, volunteer opportunities for older ones, and—always a hit—photo moments with Klondike. A new feature this year was a tent near the football field where returning alumni could hang out, visit, enjoy some more good food, and follow

The Varsity Dance Team shows their Homecoming Spirit

the sports action. The tent filled quickly and was a big hit—we expect this to become a long-standing tradition!

Leading up to the big day, Spirit Week featured special dress days and the Upper School “doghouse painting” activity for Grades 9-12. This year there were Friday pep rallies on both

campuses, followed by two longstanding traditions: the Upper School’s Powder Puff Football game, and a spectacular bonfire, with musical accompaniment provided by the Upper School Jazz Band.

As always, our FHS parent community stepped up and provided support wherever it was needed, including

serving up delicious food to lots of hungry Huskies! Among so many willing volunteers, we particularly acknowledge the efforts of Co-Chairs and parent leaders Debbie Jardot, Sandy Rappoport, and Gail Romansky, along with Mary Ann Luebbers, Jennifer deCamp, and former parent Roe Bradford, who

organized a huge team to support the Husky Hut and Igloo. Their “Driving Spirit” made for a memorable Homecoming 2010.

Above: The Junior Class celebrates a win in the Powder Puff Football game; Juniors Pat Shumway and Matt Montagne enjoy the competition; Kim Swart ’12 shoots for the goal; Christie Fellows ’09 and Kay Maddox catch up under the Alumni tent; students enjoy hands-on fun and games; the crowds gather to watch the football game and to celebrate this year’s Senior players.

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Celebrations

Celebrations

at F L I NT H I L L

at FLIN T HILL

Husky Holiday Mart

I

f you’re not a fan of shopping malls, this year’s Husky Holiday Mart offered a great alternative. Visitors could check some things off their “to do” list while chatting with friends and family in a relaxed and entertaining environment. There was a “Kids’ Corner,” where Lower Schoolers could do their own shopping or enjoy some arts and crafts and face painting, and then exchange high-fives with Klondike, who made a guest appearance!

The Upper School Commons had plenty of space for the more than 40 vendors who set up their booths with everything from jewelry and handmade glass to clothing and accessories. On the second floor, tables hosted by parent groups featured spectacular baked goods and FHS items for sale.

There were some new options for lunch—a salad and some yogurt at tables set up outside, or the “Paws A-While Café” upstairs. And when you were done making all your second-floor purchases, you only had to pay once—at a speedy check-out table staffed with parent volunteers.

Students played a special role as well by providing musical interludes throughout the day. Members of the Upper School Jazz Ensemble and the Upper School Symphonic Band set up on the second floor and took turns playing some of their favorites for an impressed crowd of shoppers.

Our two Co-Chairs, Robin Heimann and Jan McKendrick, and Director of Constituent Relations Samantha Eustace made sure the entire event ran smoothly with their tremendous contributions of time, energy, and creativity.

“We had tried out a few new ideas this year and were not sure how they would work,” remembers Mrs. McKendrick. “At 10.30 a.m., Samantha, Robin, and I found ourselves standing on the balcony looking around and seeing people doing exactly what we had hoped—browsing through the external vendor booths, having a break at the Café, shopping at the Husky Hundred Hall, and bringing their children to the Kids’ Corner. It was a great feeling and also gave us a sense of how wonderful our School community is.”

Mrs. Heimann is in complete agreement. “This year’s event turned out as fabulous as we had hoped; and we want to thank everyone who shopped, volunteered, and sold their wares—and of course, whoever arranged for the 60+ degree day in November!”

We’re Back!

Winterfest 2011

L

ast year, this special mid-winter occasion succumbed to bad weather. This year, things looked pretty dicey up until the last minute because of a heavy snowstorm. But our remarkable Facilities crew did an outstanding job of clearing things up quickly, so our community-wide event was able to go on as planned. It was great to have so many fun activities taking place indoors—a perfect getaway from the ice and snow and cold winds! That’s why we call it Winterfest, after all!

While both the Boys’ and Girls’ JV and Varsity Basketball games were going on in the gym, there were plenty of athletic activities and games for younger Huskies out in the Commons. Lower and Middle School students enjoyed basketball and hockey shot, jewelry making, face painting, and “dance dance revolution,” among other adventures. Courtside anthems were sung by the Middle School Choir and the FHS a cappella group Major Minors, who also performed in the Commons. Dance routines from “Ignition” and the FHS Dance Team were welcome artistic interludes. And it wouldn’t be Winterfest without an at-the-ready supply of great food. Bravo to Co-Chairs Cynthia Dell, Pattie Smith, and their team of parent volunteers for providing such a warm and welcoming Winterfest 2011!

(Top) David Cosby leads the Jazz Ensemble in some holiday entertainment; (bottom, l-r) plenty of tasty treats to take home; Klondike makes a special appearance; and shoppers enjoy perusing the wide range of festive gift ideas 12

FLINT HILL MAGAZINE – Winter 2011

(Clockwise from top left) Lots of parent volunteers were on hand, including (l-r) Lisa Benn, Sara Cleland, Kim Gibson, and Patti Shipley; there are always smiles when Klondike shows up; the Varsity Girls’ Basketball team in action; Upper School students enjoy hanging out together; (right) Jordan Chinn ’11 makes a good move for the Huskies.

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Celebrations at F L I NT H I L L

successful implementation of the 1:1 laptop program.

Another special presentation honored Founding Chairman Emeritus John T. Hazel, Jr., who retired from the FHS Board of Trustees in 2010 after twenty years of dedicated work on behalf of the School. Remarks by current FHS Board Chair Otis Coston, Jr.; Business Manager Anne Peterson; and Alan Merten, President of George Mason University, celebrated Mr. Hazel’s many contributions. A portrait of Mr. Hazel by artist Bradley Stevens was unveiled and will hang in the administrative wing of the School’s West Campus (see p. 16).

Driving Spirit Award winners (l-r) Doug Schoemer, Maddie Krug, Howard Chang, and Barbara Benoit

FOUNDER’S DAY 2011 This year’s 21st annual Founder’s Day paid tribute to

individuals, groups, and teammates whose hard work, determination, and passion had a powerful impact on our community. A few current parents and some members of the FHS Board of Trustees were able to be on hand; but mostly the East Campus gym was filled to capacity on January 13 with current students, faculty, and staff members. The ringing of a bell began the ceremony, as members of the Classes of 2011 and 2023—led by Seniors who have been at FHS since their JK or Kindergarten years—held hands and walked in together.

After Headmaster John Thomas welcomed everyone and the Upper School Chorus sang the National Anthem, Ellen Turner ’01 continued the “Sundown Ceremony” tradition by reading the names of community members whose deaths we learned about since last year’s gathering. They included Alicia M. Lannes, who was an FHS student during the 2002 – 2003 school year; former Upper School Director William H. Heim III; and Shaun P. Romansky, an FHS student from 1994 - 1997.

Board resolutions honored the accomplishments of the Volleyball program— which had an undefeated season, city and state championships, and honors for both its players and Head Coach—and the Information Technology and Instructional Technology Teams, which played significant roles in the

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The concluding event was the announcement of the recipients of this year’s “Driving Spirit Awards,” named in honor of former faculty and staff members Hank Berg and Cathy Campbell, and given in recognition of those “who have demonstrated ethical leadership; diligent intellectual scholarship; and a commitment to teaching, coaching, and mentoring students.” This year’s four recipients—Barbara Benoit, Director of Counseling and Lower School Counselor; Howard Chang, Grades 7-12 Classics Department Chair and Upper School Classics teacher; Maddie Krug, Upper School English teacher; and Doug Schoemer, Fifth Grade teacher—were recognized

by Mr. Thomas, who also read some of the many tributes written in their honor: Barbara Benoit, who came to FHS in September 1997, “is a mentor to our children and parents. There are countless times that they seek her wise counsel on issues that have arisen at school. Her advice is always sound and often touched with a little humor to help break the ice. Her deep concern and love of Flint Hill is plain for all to see. Her devotion knows no bounds.”

“Some of the most important life lessons my children have learned have come from the role-playing situations she creates in the classroom.” “She has given so much important support and guidance to our children as well as to us. She is pleasant, warm, caring, and great at her job. We just love Ms. Benoit. She helped greatly in making our Lower School experience a great one!” “Barbara has built and led a very strong team of Counselors across the Divisions to support our children, and to give them the best chance possible as they navigate their way through growing up.”

Howard Chang is in his fifth year at FHS. “Every day, day after day, he comes into school with a smile on his face and a look of fierce dedication in his eyes…he expends incredible amounts of energy teaching his students in any way that they can learn effectively…he inspires and reminds me exactly why I come to Flint Hill.” “He embodies honesty, compassion, respect, and responsibility. His passion for teaching and his dedication to the Flint Hill School community make him a true role model for our children.” “He’s changed the lives of countless students, including myself, for the better.” “He devotes his inexhaustible energy to his students and instills in them a love and passion for Latin and intellectual rigor. He is a consummate professional and has the unique gift of reaching students on both an academic and personal level.” “He pushed me to succeed in Latin and life, molded

my leadership qualities, and showed me what a teacher who really loves his students looks like.”

Maddie Krug has spent nearly 15 years as a Flint Hill teacher. “I knew from the start that her English class would change me forever. She is an inspiration…I want to be a high school English teacher like her.” “She is demanding but always fair, and manages to motivate her students to do their best, using good common sense, straight talk, and humor. As an advisor, she knows her kids. She makes them laugh when they need to, but also has the right words when they need something more serious.” “She cares that her students learn and not that they just get the grade. She allows them to make mistakes and learn from them with follow up, credit for their efforts, and just plain tough love…She helps her students see their own character and to appreciate life’s lessons.” “She is everything that makes a good teacher an amazing teacher...passionate, caring, hard working, and so much more.”

Top: Headmaster John Thomas unveils a banner honoring our Senior volleyball standout; John Thomas with Chairman Emeritus Til Hazel and GMU President Alan Merten; Seniors (above and left) enter the gym with their Kindergarten buddies

In his three years at Flint Hill, Doug Schoemer has made his mark. “He is so amazing with the kids that he teaches, as well as those students he interacts with on so many levels. Not only is he dedicated, committed, and engaging, he makes learning such a positive and rewarding experience that the kids can’t wait to return to his classroom. He is a strong leader and very well respected. The kids admire him and love his sense of humor and the fact that he can really relate to them and understand their strengths and weaknesses. He truly raises the bar when it comes to teaching, mentoring, and leading.” “He brought with him a certain ease with himself and with the kids that made the kids and parents feel right at home with him. He is one of the most honest, hard-working, and sincere teachers I have met…the students enjoy being with him in the classroom and learn without feeling the burden of learning.”

Standing ovations given to the members of the School community honored at Founder’s Day were testament to the fact that, 21 years later, the “Driving Spirit” remains very much alive at Flint Hill School.

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Celebrations

Celebrations

at F L I NT H I L L

at FLIN T HILL

HONORING THE FOUNDER ON FOUNDER’S DAY

On January 13, 2011, John T. Hazel (less formally known as Til) was honored at a community celebration as the Founder of the present-day Flint Hill School, where he served as Chairman of the Board for the past 20 years and was last year named Founding Chairman Emeritus. The occasion brought into focus his remarkable commitment and dedication to the education of students.

Til Hazel never attended an Independent School himself.

His public education, at Washington & Lee High School in Arlington, VA, prepared him well for Harvard, so he had little appreciation for the ‘value-added’ of privately funded schools. “In my Sophomore year at Harvard, I remember telling the Dean that I was certain private schools were on their way out. I just couldn’t see that there was any future in it.”

That opinion began to change when his oldest son, Jack, needed a school option different from their large, local high school.

Til knew a bit about Alexandria’s St. Stephen’s School because he had interviewed some of its students for potential Harvard

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admission; it was his wife, Jinx, who suggested Jack might apply.

His three younger brothers soon followed. Til became an active parent, Trustee, and ultimately Chair of the Board; he led the effort to upgrade and expand the existing campus, including more classrooms and lockers, a library, and a second playing field, and became the School’s most generous donor.

“It was a challenge,” he says now about the refounding of Flint Hill School.

“I did it because it seemed to me that it was doable, and folks invited me to get involved.”

In 1989, a disagreement over governance and direction resulted in the resignation of several Board members— Til Hazel was one of them—and the simultaneous departure of a group of teachers and administrators. When these educators heard about a 33-year old school in Oakton—Flint Hill Prep—that had run out of funds and was about to close, they approached Til and asked if he would help them “refound” the school.

Though many at the time labeled the venture “high stakes gambling,” Til never saw it that way.

“Honestly, it never occurred to me that we might fail. We just took it a day at a time and never spent much time worrying about the long-term prospects.

About a year into it, we did have

a meeting of the Board about whether we should continue. Financially the School was not yet selfsustaining, and we had to look at whether it was worth it to keep going.”

Others say that Flint Hill School stayed afloat because Til helped them meet the payroll every month out of his own pocket. “My position,” says Til, “was ‘Do not fold.’ I just thought that if we kept going, it would happen.

And looking at the decision in hindsight, it all worked out remarkably well.”

“It was a challenge,” he says now about the refounding of Flint Hill School. “I did it because it seemed to me that it was doable, and folks invited me to get involved.” He drew inspiration from a comment by the Duke of Wellington that “the Battle of Waterloo was won on the playing fields of Eton.” Those words, Til says, gave him “an idea of what a great Independent School could mean, could aspire to. I knew Fairfax County needed a great Independent School—an Eton. And eventually that became my sense for what FHS could be.”

Those who have worked with Til, whether in business or educational Til says it’s the “Driving endeavors, describe Spirit” of the School a person who has a and its students that remarkable ability to genuinely makes him envision something and proud. “Our graduates then make it happen. can compete anywhere They credit a fierce in the world based tenacity of mind that “Our graduates can compete anywhere on merit. These are enables him to work in the world based on merit. men and women with through concrete problems These are men and women with unlimited potential.” And without losing sight of he continues to believe future dreams, and a unlimited potential.” that Flint Hill tremendous School—its generosity of students, spirit that makes teachers, and him both the alumni—can primary force of make a differwhatever effort ence in the he undertakes world. and a great team player—the There is more about Founder’s Day and the one who makes celebration of Til sure everyone’s Hazel on our website: contribution is www.flinthill.org. recognized and Top photo: The Reverend Edwin Ward, Til Hazel, and Jinx Hazel at the dedication of the Activity Center in the 1993-1994 school year; the “new” Flint Hill School campus valued. in 1991; family members and Flint Hill friends gather with Founding Chairman Emeritus Til Hazel after the unveiling of his portrait, done by artist Bradley Stevens

Winter 2011 – FLINT HILL MAGAZINE

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FHS ANNUAL FUND 2010 - 2011

Discover the Fun at Flint Hill School’s

On SUMMER the Hill ...

K-12 Summer Programs

June 20-July 29, 2011

Day Camps - Creative Arts - Sports - Enrichment - Academics - Trips

www.flinthill.org

703.584.2392

Thank you to those who have already given this year. With your support, we are more than halfway to our $700,000 goal!

Thank You

FOR SUPPORTING THE ANNUAL FUND! At Flint Hill, we are driven to provide our students and families with a dynamic combination of strong academic programs, extraordinary opportunities, and state-of-the-art facilities and technology. Our School relies on the generosity and philanthropy of our community to sustain growth as well as power our operating budget.

The Annual Fund is the single largest fundraising effort at Flint Hill and supports everything we do at our School, ranging from updating technology to supporting faculty salaries.

Your gifts today help us shape the leaders of tomorrow. If you only make one gift to Flint Hill, please support the FHS Annual Fund.

All gifts are 100% tax deductible. Please visit “Giving” at www.flinthill.org to contribute, or contact the Annual Fund Director at 703-584-2358.

Mahalo Nui Loa (Thank you very much)

for supporting the

Flint Hill School Parents’ Association Annual Gala and Auction

Meet Me in Hawaii Silent and Live Auctions ~ Sit-Down Catered Dinner Polynesian Dinner Show ~ Dancing Saturday March 12, 2011, 6:30 p.m.

Look for a feature on this annual event in our Summer 2011 Magazine!

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19

THE ARTS

Michelle Webber ’12 uses natural light to get her work done

Collaborative Efforts Shine New Light on FHS Arts Season he diverse and talented artistic community of Flint Hill School continues to amaze. In the spotlight so far this school year have been an incredible array of actors, musicians, singers, and dancers to appreciate and applaud. Offstage and at all Grade levels, in classrooms, photo labs, and art studios, there are painters, potters, sculptors, and photographers displaying remarkable levels of skill and dedication as they pursue their passion.

All under the guidance of their equally talented and artistically active teachers and mentors.

both Middle and Upper School students. On one spectacular evening in November, students from Junior Kindergarten, Middle School, and Upper School—accompanied by music from members of the Jazz Band, Percussion Ensemble, a combined Middle and Upper School Orchestra, and guest stars Sheena Hall, Barry Davis, and Brian Lamont—danced their way into Flint Hill School history with a production of Tchaikovsky’s “The Nutcracker.”

Because several members of the Middle School Orchestra volunteered to perform, there were 26 musicians together on stage—the largest string orchestra ever to perform at FHS.

This year’s artistic performances, musical groups, and classes were noteworthy for their collaborative spirit, with several major events featuring

The Dessert Theater’s presentation of the comedy, “Maybe Baby, It’s You,” was a welcome and hilarious kick-off to the performing arts season.

T

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It was followed by, in addition to “The Nutcracker,” four “Winter Concerts” featuring: The Major Minors and guest performers “Soundcheque” from George Mason University; and four “pyramid” concerts for Percussion, Orchestra, Chorus, and Band that gave students in Grades 5-12 a chance to sing and play together on one stage.

These kinds of “crossover” concerts, says Fine Arts Department Chair Tim Mitchell, are wonderful opportunities for older students to work with and support younger musicians, and for the younger ones to learn from their “elders.” At the Winter Percussion Concert, Dr. Mitchell remembers, “instead of having mothers as voluteers, we had Upper School students helping the Middle Schoolers get ready to go on stage—adjusting their ties and straightening them up a bit. It was great to see.”

Arts at FLIN T HILL

In January, Patrick Sanguineti ’13 was named to the District 12 AllDistrict Band. Almost 100 trumpeters auditioned; approximately 20 were accepted. “We all know from hearing him every day in class that Patrick is a wonderful player,” says Band teacher Jason Day, “and now the rest of the District and perhaps the State will know.” Patrick was also given this honor as an Eighth Grader.

Thirteen members of the Upper and Middle School Choirs were invited to take part in the Virginia Music Educators Association (VMEA) All-District Honor Choir.

Congratulations to Ratna Gill ’11, Chris Halverson ’11, Bradley Johnson ’14, Keeley McLaughlin ’13, Akua Nyarko-Odoom ’14, and Michelle Webber ’12; to Arnav Boppudi ’17, Lena Cohen ’17, Jessica Rappaport ’17, David Ross ’17, Conner McBride’16, Sarah AlQatou ’15, and Lili Jalaie ’15, and to their teacher, Kay Maddox.

In October, Jason Yang ’12 was selected to be part of the VMEA Senior Regional

Orchestra. He competed against 60 of the area’s finest high school cellists and was one of only 15 to be part of a twoday orchestra event on November 13 at Hayfield High School. The musicians played Shostakovich’s 5th Symphony, which Orchestra teacher Jason Day describes as “very difficult.” Christopher Zimmerman, the new conductor of the Fairfax Symphony, directed the performance. “This is a great honor and I’m very proud of Jason’s accomplishment,” says Mr. Day. “This is the first time since I’ve been at FHS that we’ve had a student participate in this event. It was tiring and hard work for him, but he loved it and had a smile on his face the whole weekend.”

In November, the Flint Hill Dance Team had a great showing against 20 other area schools in a competition at Paul VI High School. Olivia Landrum ’11 and Taylor Kim ’12 won Second and Third place, respectively, for their solos; overall, the team placed Fourth in the Pom routine and Seventh for the Jazz routine. In January, the team did even better, placing Third in Jazz and Third in Pom at the West Springfield Dance Team competition.

“The team faced many competitors with large programs and competed with heart,” says Dance teacher Jenelle Mrykalo. “They have never placed this high before.” Taylor and Olivia brought home additional honors by placing Fourth and Fifth, respectively, in their solos.

In early November, FHS participated in its fourth annual “Poetry

Out Loud” competition, which encourages young people to learn about great poetry through

(Top:) Jason Yang ’12 (center) with (l) Christopher Zimmerman and Jason Day; (center and bottom:) special moments from this year’s “Nutcracker” ballet performance; (left) Dancing standouts (l-r) Aimee Marich ’11, Olivia Landrum ’11, and Taylor Kim ’12

memorization and recitation. English classes produced a set of finalists who delivered their poems to the entire Upper School community and visiting members of the Fifth Grade. “Seeing each of these students boldly present to a rapt audience was truly a special moment in our school year,” says English Continued on page 23

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Arts at FLIN T HILL

This year’s artistic performances, musical groups, and classes were noteworthy for their collaborative spirit, with several major events featuring both Middle and Upper School students.

Continued from page 21

Department Chair Joey Starnes.

In the end, Connor Chess ’13 was named the winner and was scheduled to continue on the regional contest, to be held in February at the Signature Theater.

Middle School Drama teacher Michelle Glickman got high marks for her one-woman show at the Boulder, Colorado, Fringe Festival last August. Ms. Glickman played “a precocious teen in the play about a drama teacher who helps her students survive a neurotic middle school principal.”

Audiences gave “Twixt and Tween: Confessions of a Middle School Drama Teacher,” 4.5 out of a possible 5 stars!

US Art teacher Cianne Fragione’s work—“some fantastic Christmas cardthemed wonders”—was on display in a studio in the Del Ray section of Alexandria in December. Entitled “Quick Little Christmas Show,” she and fellow artist Don Ripper co-hosted the event.

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Two faculty members demonstrated their musical talents in area theater productions. Last fall, Percussion Ensemble teacher Greg Holloway was a band member in “Glimpses of the Moon,” a “Jazz Age Musical” based on the novel by Edith Wharton and offered

by Alexandria’s Metro Stage. The website BroadwayWorld.com called the production “...a sparkling valentine to the Jazz Age.” And Upper School Math teacher Bill Van Lear was a member of the orchestra in Alden Theater’s production of the musical comedy, “The Drowsy Chaperone.”

The play opened on Broadway in 2006 and won Tony Awards for Best Book and Best Score. Mr. Van Lear was one of two keyboard players in the McLean production, and also helped out as rehearsal pianist.

Director of Fine Arts Tim Mitchell will be a guest artist and lecturer this June and again in June 2012 at the Radcliffe Institute for Advanced Study at Harvard University, with support from the Radcliffe Institute and The

Ford Foundation. The topic for the first year will be, “Race in America in the 21st century: using theater to engage theory, practice, and policy.”

And finally, congratulations to the FHSFDT (that’s the FHS Faculty Dance Team) for an encore performance in this year’s Upper School Variety Show. The suspense built during their “routine” as more and more participants joined the group on stage. There was, of course, a welldeserved standing ovation from an appreciative audience.

Opposite page, top row, (l-r:) The FHS Faculty Dance team, Fine Arts Director Tim Mitchell, and the Upper School Orchestra; (row 2:) the cast and Director of “Maybe Baby, It’s You; (row 3:) Connor Chess ’13 - winner of the “Poetry Out Loud” competition, the Major Minors in performance, Middle Schoolers on percussion; (row 4:) Fifth Graders enjoy the poetry; Middle School Drama teacher Michelle Glickman, and Patrick Sanguineti ’13 on trumpet. Above: (left) Greg Holloway keeps his percussionists in synch; Aaron Frederick ’12 and Jesse Nyak ’13 take their solos

Winter 2011 – FLINT HILL MAGAZINE

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Why 1:1?

The Dean of Faculty Explains

Technology at Flint Hill Transforming Our Community of Learners

It’s All About the Teaching and the Learning

by Stacey Ahner, Director of Institutional Advancement

F

lint Hill School is becoming nationally recognized for how we use technology to enhance learning. Schools from across the country send teachers and administrators to FHS to observe us and to attend our summer technology workshops. This year, Apple named Flint Hill School the “Apple Site Visit School” for the State of Virginia, acknowledging our leadership in how to use technology in transformative ways. In the midst of the attention and accolades, however, it is important to keep in mind that our technology initiatives were never just about technology, but rather about how to teach students in ways that engage them, challenge them, and promote depth in their learning. In ways big and small, technology is actually transforming the teaching and the learning at Flint Hill School.

Rapid advances in technology are creating a revolution in education. Today’s students grew up surrounded by technology—they learn, and become engaged in their learning, in different ways. In “A Guide to Becoming a School of the Future,” The National Association of Independent Schools (NAIS) explains it this way: “The issue is not about the technology itself, but about a new mindset of students. … For them, knowledge is open, collaborative, accessible, often from the bottom up, and frequently presented in multimedia. … We see schools as the place to learn; they see the world as the place to learn.”

Our goal has always been to teach responsively and in ways that promote deep learning. We know this happens when students can access information in a variety of ways. For example, when reading an assigned article, students may initially retain a portion of the material. However, if they then participate in a debate on the topic—verbally in class or in an online blog—and then create visual summaries of the debated points, their retention increases and—more importantly—so does their ability to apply that knowledge in new contexts. Deep learning is fostered when analysis, collaboration, choice, and creativity are all part of the learning process. This in turn expands a student’s ability to work with that new knowledge.

Dr. Shannan Boyle Schuster, along with former FHS Director of Studies Vicki Ball, did and continues to do a lot of the academic research and exploration that fuels the FHS Technology initiative. Additionally, she oversees the work of the Technology Integration Specialists and observes the various ways FHS teachers at all Grade levels are using their new tools. Her multiple roles give her a unique perspective on Technology at FHS. Flint Hill School’s primary focus is on the teaching and the learning. How did this lead FHS to implement a School-wide 1:1 laptop initiative?

W

e started out looking at how kids learn, and kept asking: What do kids need to become more engaged in their learning? At the same time, we have always been technologically curious. Members of our Board of Trustees, specifically Bill Melton, encouraged us to explore the application of educational technologies in the classroom. This exploration led us to the introduction of laptop carts in all three Divisions. Once teachers got a taste of what they could do by having laptops available in their classroom, the demand for the carts increased exponentially. But because you could never count on having a cart readily available, you could not be spontaneous in your use of technology. So we began to think about what it would be like if every student and teacher had a laptop all the time—technology available anytime, anywhere. And Continued on page 27

Continued on page 26

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25

Technology

Technology at FLIN T HILL

at F L I NT H I L L

“Great teaching is great teaching.

There is no substitute for the impact that has on a student.

Technology is a tool that adds to a teacher’s ability to engage students. It allows students to develop individual ways to access learning.”

— John Thomas, Headmaster

Technology at Flint Hill continued from page 25

Why 1:1 continued from page 25

FHS has expanded its use of technology because it provides each student increased opportunities for creativity, collaboration, exploration, and analysis.

what we are seeing is that technology allows teachers to change and expand roles. It used to be that teachers were the holders of knowledge and a lot of their time was taken up with delivering knowledge. Now teachers can function as facilitators, mentors, individualizers. Technology can increase the amount of time teachers spend actually working with students.

Our 1:1 laptop initiative gives every student in Grades 5-12 a MacBook, allowing everyone the same access, the same tools, anywhere, anytime. We are taking the focus away from the technology itself and placing it directly on the learning and teaching it facilitates. Students can now accomplish amaz-ingly creative projects unfettered by the need for specialized tools. In their daily lessons, teachers can incorporate “field trips” to anywhere in the world. Students’ curiosity and drive to understand new information does not have to be put on hold until the right reference books can be procured. A world of information is at their fingertips; and their teachers help them learn to access, analyze, and organize it. Next year, the 1:1 initiative will expand, and our JK-4 students will be working with iPads and MacBooks. The stories that follow illustrate the advantage—and the challenge—of expand-ing technology throughout our School. n

A 21 st Century Technology Story – In Print?

Some of you may wonder why this feature is appearing in a print publication instead of in an electronic or web-based format. By the time you read this, our technology efforts will likely have changed—they change every day at lightning speed. This QR code will take you to our website so you can find out more about our School using your Smartphone. Recognizing that we are a community of learners, we want to provide access to knowledge and information in a variety of ways. Whether in print or online, we hope you enjoy what you’re learning about Flint Hill School.

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Can you give an example of how that works?

“R

everse Instruction” demonstrates one of the ways technology is transformative. In a traditional model, the teacher uses class time to provide a lesson, and then the students do homework designed to either reinforce or extend what they learned. With “Reverse Instruction,” that flips: a teacher can use technology to record a lesson that the students can watch at home. Time with the teacher can then be used for discussion, holding debates, or doing problems to see if they understand the concepts —the teacher is there as a resource if they get stuck. It allows teachers to use class time to really work with students—to guide, challenge, and support them.

Dr. Shannan Boyle Schuster, Dean of Faculty

When discussing what we are doing with technology, you often stress that it is important to understand the difference between integration and transformation. Can you explain?

A

ll institutions have seen how technology has been integrated into the way we live, work, and function. Imagine going to the bank and having them pull out a ledger and manually enter your transaction.

Schools are no different; technology has been integrated into many aspects of the way schools such as Flint Hill function. Our use of a 1:1 environment has made this integration even easier, as teachers are able to post assignments electronically, and all students can access them in class via their computer. Papers can be electronically edited by peers, wikis provide a way for class materials and handouts to be organized and accessible 24/7—they also save time and paper.

What we have also seen happen in this 1:1 environment, and what is ultimately the goal of this initiative, is to transform the way we teach and learn. The way “SmartMusic” allows students to practice their instrument and immediately see if they are hitting the correct notes is transformative, because it changes the learning process for students and the planning process for teachers. Instead of teachers planning a lesson and then thinking, “Hmm…how can I integrate technology?”, we are finding teachers who are creating the lesson because of the technology. For example, because a math teacher can use math software to simulate what a cone looks like when cut at different angles, students can now discover for themselves the difference between the formula for an oval and for a circle. This simply could not be done without technology. Thus the lesson is not enhanced because of the integration of technology; the technology is essential to the lesson, and the end result is deeper, more meaningful learning. As an institution that has always focused on the processes of learning, this ability to create more meaningful, deep learning is essential and very exciting. n

SUPPORTING THE TECHNOLOGY: Top: Our Information Technology (IT) Department is responsible for maintaining, updating, and expanding the extensive infrastructure for our $32 million School operation. Over the past four years, they have worked tirelessly to prepare us for our 1:1 initiative. Pictured are (l-r): Tracy Hill, Narcius Ridley, Lynda Hoag, and Cynthia Cuellar.

Bottom: Our Technology Integration Specialists (TIS) work closely with our teachers in all Divisions on integrating technology into their lessons and curriculum. They play an integral part in transforming the teaching and learning at Flint Hill. Pictured are (l-r) Rick Alfonso, Andrew Carle, Scott Lieberman, and Melissa Scott.

Winter 2011 – FLINT HILL MAGAZINE

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Smart Music Technology can also provide the immediate feedback that fosters students’ creative mastery.

In David Cosby’s Grades 7-12 music classes, students are using SmartMusic, an interactive software program that allows him to create and send assignments for practice at home.

The software tracks the notes and shows him where a student may be struggling. “It’s really simple and easy to use,” says Mr. Cosby. “I give them a deadline, and they can do as many takes as they like before they send it in. I’ve seen an improvement in almost all of my students across the board. I like that I am able to give them both technical exercises and excerpts of some concert music for them to work on.”

Students Aman Azad ’16 and his brother, Hooman ’13, both say it has helped them improve their skills. “It really takes the pressure out of doing things that would normally be scary,” says Aman. “We can take music quizzes at home, so we don’t have the pressure of taking it in front of the entire class. We can listen to a recording of the actual music that was played by a band while playing our own instrument, so we can learn the rhythm and tune of the music while practicing. And I love that we can get a grade after practicing and see where we messed up, so we can focus on the places we are really struggling.” For Hooman, it’s made practicing easier. “You can see what notes you are playing incorrectly…you can make sure you keep the correct tempo, and I can hear how the piece should sound as compared to how I play it…It is a very helpful resource that has allowed me to improve outside of class.”

The program has changed the way Seventh Grader Gregory Benn practices, “because it makes it a lot more convenient. I know what areas I have to focus on, so I practice that area and then I am fine on the whole piece. I think that it has been a big help to our band.”

Second Grade Publishers

How Much Are You Learning?

Valid, well-designed assessments are also a critical part of good teaching, as they indicate how well students are learning and where they are struggling. This year, Upper School Spanish teacher Sally Canoles has her students use their MacBooks for oral assessments, a critical part of mastering a foreign language. Students record themselves speaking, acting out a radio broadcast, or answering her pre-recorded questions. They can do this work wherever and whenever they choose, and re-record until they are satisfied. They “hand it in” through an online audio dropbox.

Pre-technology, these oral assessments had to be done in the classroom, usually involving a teacher-student interview, a skit, or a presentation. They were stressful and used up a great deal of class time. The student and the teacher had only one chance to get it right. Today, that class time is used for more interactive learning—class discussions and small-group activities. “Using the MacBooks and dropboxes has made a huge difference in the amount of speaking practice my students get outside of class,” says Ms. Canoles. “The more they can practice in this way, the more confident they get, which leads to better performance on more formal assessments. It has really been a game-changer for me and my students!”

21st Century TECH DEFINITIONS:

A QUICK LOOK

T

echnology isn’t only changing the teaching and learning; it’s also changing and stretching our vocabulary. Here are a few new terms to help you better communicate with your 21st century student.

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Student engagement in learning increases tremendously when students can connect the work they do in school with real-world applications. Technology creates this connection when students turn classroom writings into “published” products. Second Graders spend part of every academic year studying Native American history and culture; so when their teachers asked them if they would be interested in creating some printable brochures related to their studies, there was no hesitation. Using the Publisher application and with help from Lower School Technology Integration Specialist Melissa Scott, each class member created a pamphlet on the topic. When they were completed, Ms. Scott sent them all to the education department of the Smithsonian’s National Museum of the American Indian in Washington, D.C., for commentary and to see if they might be useful to museum visitors.

“We try to tie in technology whenever possible,” says Second Grade teacher Margie Smilowitz. “When we study poetry, each child writes a poem and they type it up and illustrate it in the computer lab. When we study famous Americans, we create a book—someone does the cover, each child tells part of the story, and they do their own artwork. They love these creative projects, and so do I.”

{ App

{ Bandwidth

{ Blog

Abbreviation for application. It also refers to third-party applications for smartphones or tablet computers.

Relative to computer systems, the amount of data that can move through a network connection, usually measured in bits per second (bps). The more bandwidth, the more information that can be moved across the network.

A blend of the term web log, this is a type of website or part of a website. Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video.

Entries are commonly displayed in reverse-chronological order.

Blog can also be used as a verb, meaning to maintain or add content to a blog. Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs; and it is this interactivity that distinguishes them from other static websites.

{ Digital Literacy

{ E-books

The ability to find, evaluate, utilize, and create information using digital technology.

Electronic books that can be viewed by computers or other devices, such as a Kindle or a Nook.

Winter 2011 – FLINT HILL MAGAZINE

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Technology at F L I NT H I L L

Wikis Gone Wild Technology expands the ways in which students and teachers can communicate and collaborate with one another. Wikis, a type of website that allows for flexible and expandable communication, have really taken hold at Flint Hill. Some teachers use them to give guidance to help students learn.

For example, Upper School Latin Teacher Howard Chang maintains a detailed wiki page for each of his classes. These contain everything from assignment information to links Mr. Chang thinks are useful or interesting.

Other teachers use wikis to expand communication and dialogue among students. Fifth Grade teacher and JK-6 Social Studies Department Chair Denise Yassine has a wiki page for each subject she teaches, and uses them in a variety of ways. “In the Writer’s Workshop wiki, I post writing minilessons so that my students can have access whenever they need them. They also use it to publish favorite pieces they have written. In our Reader’s Workshop page, they have created their own wiki pages to represent the literary elements of the novel they are reading in their literature

circle; and they record any figurative language they find (similes, metaphors, and personification). We also have a wiki about our shared novel, “Number the Stars.” In math, science, and social studies, I use it to post helpful background information, activities, virtual manipulatives, videos, etc.

I love that it is a living resource for me and for my students.

It evolves constantly as I assess my students’ needs, and they have input as to how they would like to use it and what they would like access to. And I think we have only scratched the surface; we are just at the beginning of this experiment.”

Students are also finding creative ways to use the FHS wikis.

Fifth Grader Meghana Sivakumar, who traveled with her family to London during the winter break, knew she wanted to be able to tell her classmates about her adventures while the memories were still fresh in her mind. “So I asked my teacher if I could use the wiki and he said yes! I had to blog to the class on what I was doing…when I came back I didn’t have to waste any class time to tell everybody—they already knew!”

Oral History: Creating Knowledge

“For the teachers, technology is just another tool to enhance learning—it’s a great way to introduce academic choice. The students are so interested and engaged with the technology that they’re happy to spend the time figuring things out—they’re intrigued..”

When students’ work allows them to be creators of knowledge, they deepen their understanding of events, ideas, and concepts.

This year, Tenth Grade History students embarked on an Oral History Project that involved interviewing someone they knew with first-hand knowledge of a period of history. In preparation, students completed a research paper on that period; each project culminated with the production of a 10-12 minute video to be archived as a research resource for future FHS history students.

The 1:1 laptop initiative allowed teachers Amy Clement and Peter Beeman to implement the project. Because everyone used the same Apple technology—their MacBooks—with internal microphones and iMovie software that made it easy to create integrated presentations, the students’ energy went into the substance of the project: research, preparing questions, reflecting on what they learned, and sharing it with others. “The teachers really wanted to be sure the focus was on the project, and not make it just about ‘the process’ of working with the technology,” says Technology Integration Specialist Rick Alfonso.

In April, Mr. Alfonso, along with Ms. Clement and Mr. Beeman, will present the project at the Virginia Association of Independent Schools’ Technology Conference in Charlottesville.

— Melissa Scott, LS Technology Integration Specalist

More TECH DEFINITIONS { Google Docs

{ “In the Cloud”

A free, web-based word processor, spreadsheet, presentation, form, and data storage service offered

by Google which allows users to create and edit documents online while collaborating in real time with other users.

At its most basic level, the “cloud” is simply the Internet, or the vast array of servers around the world that comprise it. When people say a digital document is stored, or a digital task is being performed in the cloud, they mean that the file

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FLINT HILL MAGAZINE – Winter 2011

or application lives on a server you access over an Internet connection, via a Web browser or app, rather than on “local” devices, such as your computer or smartphone.

{ Interactive Whiteboard

{ Mashup

{ Podcast/Vidcast

{ QR Code

{ Social Networking

This is the electronic equivalent of the physical whiteboard and may be software in a user’s computer or a stand-alone unit. It allows users in remote locations to simultaneously view a running application or view someone’s drawings on screen.

Any type of media, such as a song or video, that combines material from multiple sources to create a new work.

A multimedia file (audio or video) that is part of a feed. An author can publish podcasts on a regular schedule, and when the author publishes a new podcast, anyone who is subscribed to the feed using an aggregator will get the file downloaded automatically.

This unique bar code on the lower right of a sticker lets customers and potential customers instantly learn more about a business by visiting a mobile version of the business’ “Place Page” on any supported phone.

An association of people drawn together by family, work, or hobby.

On the web, social networking sites such as MySpace, Facebook, and Twitter have expanded the concept to include a company’s customers, a celebrity’s fans, and a politician’s constituents.

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31

Technology at F L I NT H I L L

Translating The Husky Promise into the Digital World Flint Hill’s Honor Code states: “As a member of the Flint Hill community, I will strive to be honorable and to uphold the standard of integrity of the School community.” These ideals apply to students’ behavior both on campus and off, and extend to how they use technology and present themselves online.

The School expects that students’ actions in the electronic world will reflect the same standards of Respect, Responsibility, Honesty, and Compassion as they do in the real world.

Adapting to a digital society comes with an acknowledged learning curve, and the School is helping students understand that this new freedom must be treated with respect. “We have always held students to a high standard of conduct on- and off-campus,” says Upper School Director Brian Lamont, “and have strived for consistency in expectations, whether the issues occur in the physical or digital world. I don’t think it has been a big shift for kids.”

The School expects that students’ actions in the electronic world will reflect the same standards of Respect, Responsibility, Honesty, and Compassion as they do in the real world.

Helping students and teachers navigate that learning curve is something LS Technology Integration Specialist Melissa Scott says she really loves. “Everyone needs to be aware of their ‘digital citizenship’—issues surrounding literacy, safety issues, learning strategies, and online etiquette. It’s getting them prepared to function well in a society full of technology.”

{ Tagging

{ Twitter/Tweet

Adding information to a file, video, or other document pertinent to that file that allows it to be searchable when posted to a network or the internet.

Twitter is a micro-blogging service This is a broadcast that takes place that allows people to type in short over the web and uses both audio messages or status updates that can and visual effects. be read by people following them.

An individual message or status update is often referred to as a “tweet.”

FLINT HILL MAGAZINE – Winter 2011

In a happy place: Tracy Peterson enjoys a good book

When the Teacher Becomes the Student:

Confessions of a Technophobe

by Tracy Peterson

T

his is going to sound like a joke one might tell at an establishment that sells food only because it has to, legally, to support its liquor license. But it is not a joke; and that’s not only the sad part, but also the subject of this article, which I was asked to write because I’m the perfect person to write on this ONE ASPECT of technology integration: how we at Flint Hill School are leading the way.

I mean, we are blazing a trail the likes of which hasn’t been blazed since John Wesley Powell climbed into his wooden dory and initiated a descent down the Colorado River into the uncharted, scariest, most dangerous rapids on earth. And I (here is the joke) am standing on the side of the metaphorical river, biting my nails to the quick. I am shaking, and my lips are blue. I am freezing to death, arms folded in a perfect pout, as I watch my tech-savvy colleagues create classroom environments more futuristic than anything I ever saw on “The Jetsons.”

And I am very, very jealous of the folks in the boat—the ones tossing and turning (but truly navigating) these monstrous technological waves, screaming from their diaphragms with the elevated joy of having learned something new: “LOOKWHAT ICANDOWITHTECHNOLOGY?THISISSOGREAT!ILOVEIT!”

More TECH DEFINITIONS

32

“Let the seven-year-old child I tutor show me how to access the widgets on my Mac, so together, we can look up the word ‘ jimmies.’ Let us become the community of learners we have always aspired to be.”

{ Webcast/Videostream

{ Wiki A website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language.

Truth be told: I hate these people. I HATE the people in the boat because I so badly want to be one of them. I desperately want to know what they know, but I’m just too intimidated to ask. It’s all just too overwhelming.

Maybe you know (or you might know someone who knows) what it feels like when you are supposed to know so much more than you do, and you’ve been pretendContinued on page 34

Winter 2011 – FLINT HILL MAGAZINE

33

Technology

Technology at FLIN T HILL

at F L I NT H I L L

Continued from page 33

ing that you know so much more than you do for so long that if you were to ask someone your questions, you would have to start with something so very basic that the person you asked would have to be heavily sedated so as not to laugh raucously in your face. Perhaps you know that level of total humiliation; perhaps you don’t.

But hear me when I say, I do not possess any technological skills other than the ability to type (thank you, Mrs. Phillips). I do not understand any of it.

I am a person, seriously, (and I know I couldn’t be the only one…I’m just the only one brave enough to appear in public as the village idiot and resident technophobe) who cannot open the hood of her car to refill the washer fluid (even though I have a manual written in the language I profess to teach); and so at stop lights, in the snow, I roll my window down, reach out with the bottle of Windex I keep in the car, and spray the windshield while frantically running the wiper blades so I can temporally see through the muck. This is not a joke either. How could you make up something like that? You couldn’t.

But here’s the thing with technology.

Life moves quickly; there is new technology every day; and we, as a School, are at the top of the technological heap: we had to build a shed at the Upper School so our Middle School kids could store their School-issued laptops while they practice lacrosse, for heaven’s sake.

Simply because things are so great around here—because we have new Macs, and iTouches, and Promethean boards in every classroom, those of us who felt very safe around VCR tapes and Sony Walkmans are lurking about with trepidation in our eyes (understatement).

The fear is no less debilitating (or legitimate) than a cataract. We look through this lens of fear everyday; we are

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FLINT HILL MAGAZINE – Winter 2011

grateful (WE ARE!! I SWEAR!!), but when I come out of my room and walk down the hall, I become a hedonistic voyeur: I peer into the classrooms of my contemporaries, and what I see is magic. I can’t recreate it, but I can recognize it.

included—OBVIOUSLY) are smart (and BRAVE) enough to jump right in the aforementioned metaphorical dory and shove off, in the name of exploration and kinesthetic, experiential, three-dimensional learning at its absolute best.

I see Smurfs being systematically annihilated in the name of an instructional presentation on muckraking in the history classroom. I hear the literal roar of Eighth Grade math students as they play Strike Force Discovery in algebra, in the name of learning a mathematical concept I’m sure is incredibly important but cannot be named here because I don’t understand THAT either.

And (not BUT…but AND), those of us standing on the bank can see the wonder of it all; and though our fear frequently paralyzes us, we do so want to move forward. You can see our eyes blinking—our hearts welling up: we want to know. We do. We want to learn, and we want to know, and we want to put this knowledge into practice in the name of helping our kids.

“Learning is an intimidating process.

To learn, you have to admit you don’t know.

You have to humble yourself.

You have to put yourself out there to do or say something that belies your ignorance.”

I hear my Seventh Grade English contemporary tell her English class that she has just e-mailed their vocabulary quiz to them; and while they open the electronic files, she comes over and shows me the program she’s found for tabulating the responses and determining exactly which 16,000 brain cells were involved in recalling the meaning of the word superfluous. Amazing, I tell you: amazing.

Ultimately, here is what I know: we ARE blessed. We are blessed because we have been granted the means to afford this breathtaking array of technology. We are blessed because MOST of us (myself not

Indeed, the irony runs deep. Because in every way, the shoes we are walking around in, as we pray for technological alacrity, are the same shoes we ask our students to walk around in every single day. We, the ones of us who lack technological savvy, are anxious creatures; we are downright afraid. We don’t want to risk appearing stupid; we don’t want to admit we don’t know; we don’t want to appear as inept as we really are; and so, in the name of all of that, we want to plug our ears, close our eyes tight, and poke our heads in the mud. But we can’t do that. What kind of example would that set for our kids?

Learning is an intimidating process.

To learn, you have to admit you don’t know. You have to humble yourself.

You have to put yourself out there to do or say something that belies your ignorance. For us, as teachers, I don’t know if there could BE a better dose of medicine than the humbling elixir of coming clean. Full disclosure: your teacher doesn’t know everything.

Example: recently, I made a PowerPoint presentation and tried to use my beautiful Promethean board to present it. If our technology at FHS is a

Not so happy…but getting better all the time with help from Andrew Carle and Alex Veillette ’23

skyscraper, in attempting this maneuver, I was in the basement—the basement beneath the real basement—the one built for survival in a nuclear holocaust.

What I was attempting was not, as they say, rocket science. I turned on the projector, and I attempted to make marks on the pristine board with the crazy plastic pen with the orange “lead.”

But the board wasn’t calibrated. And I found that I didn’t even HAVE the appropriate software installed on my laptop. Or at least, I couldn’t locate it.

So there, in the middle of my own class, I (THE TEACHER, the supposed purveyor of all knowledge) couldn’t make it happen. Two of my students, both of whom are named Sam, stood up and helped me. THEY made it work, and I, humbly and gratefully, accepted their instructional insight.

And in that moment, a transformation took place: I, the teacher, became the student. They, the students, became the teachers. I learned from them.

They shared their knowledge with me, and the lines between teacher and student (and our roles in the classroom) miraculously blurred. We became a community of learners in all the best possible ways, and for a moment, we

were in the same boat. OMG: I was actually in the boat.

I, the woman who, when asked at the end of last year how the administration could make my job as a teacher in the Middle School easier, wrote “Shrink [MS Integration Technology Specialist] Andrew Carle down little and let him live under my desk,” I was actually in the boat.

“Two of my students... stood up and helped me.

THEY made it work, and I, humbly and gratefully, accepted their instructional insight.”

By now, the white water metaphor is of course hyper-extended. But I beg your indulgence for just one more reference: I was no longer standing on the riverbank; I had been ushered into the technological boat not by a group of omnipotent adults; not by a high-octane technology conference for which I had to register and pay $500, and not even

by Andrew Carle, who is so gracious to me he deserves a seat next to God

himself in his patient heaven. Instead, I was ushered in by my students: by the very same people who come to me each day in the name of walking away with some knowledge of consequence.

Herewith, a mathematical formula, a scientific truth from the English teacher: my intimidation with respect to technology wanes (it literally disintegrates) at the exact rate at which I’m able to admit I don’t know and take the hand of the REALLY wise individuals around here: our students. How’s that for truth? How’s that for learning something of real consequence?

How’s that for the genesis of a healthy relationship with something—technology—that has intimidated me for a lifetime? This is what my students continue to teach me about technology: “Ms. Peterson, open your heart; open your mind.”

Let the seven-year-old child I tutor show me how to access the widgets on my Mac, so together, we can look up the word “jimmies.” Let us become the community of learners we have always aspired to be. Humbly, let it begin with me. n

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35

Athletics at FLIN T HILL

GIRL’S VO LLEYB AL L

ATHLETICS

FALL 2010 SEASON A MEMORABLE ONE FOR FHS ATHLETES, COACHES Congratulations to our athletic teams and their coaches for the “Driving Spirit” that was on display throughout the fall season. Individually and collectively, they worked hard and played even harder. One team notched a perfect season; several went to State Tournaments, and many were singled out for All-State, All-ISL, All-MAC, and All-Met honors. Two were named State “Players of the Year.” Here’s a look at the individual teams and their accomplishments:

The season was a “perfect” one—the team finished with a perfect 33-0 record, a third straight VISVA State Championship, a third straight ISL AA Championship, and a second straight City Championship. Led by seven very talented Seniors—Terran Bargeron, Audrey Dotson, Jess Fellows, Tori Janowski, Taylor Nelson, Marilyn Peizer, and Meaghan Stertzer—the Huskies “handled the pressure and high expectations by focusing on one match at a time and working hard each day in practice,” says Coach Carrol Anderson. Tori was named the Virginia Independent School Volleyball Association State Player of the Year, the State Tournament MVP, and was selected as an All-ISL player. The future UVA Cavalier was also named The Washington Post All-Met Player of the Year for the second straight year, and the Virginia State Gatorade Player of the Year. Marilyn was named First Team All-Met by the Post, as well as an All-State and an All-ISL Conference player. She will continue to play volleyball at Fairfield University next fall.

Jess and Taylor were selected First Team All-State and All-ISL players; Terran was also named an All-ISL player. “Talent does not win championships,” says Coach Anderson. “Team chemistry, work ethic, and desire are traits that put a team above the rest— traits that this team possessed. All of the championships and awards were special; but even more so, this team values the memories, the relationships, and all the fun times together. The 2010 season was perfect because of the dedication and commitment this team showed all season.”

It doesn’t get much better than this: Tori Janowski ’11 (above) enjoys a record-setting season and (l) Coach Carrol Anderson celebrates with the team

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FLINT HILL MAGAZINE – Winter 2011

G I RL S ’ S O C C E R The team began their 2010 campaign with high hopes but realistic expectations, according to Coach Nicole Barber. “We lost a good number of key players to graduation last year, but did retain a very experienced core, particularly in the midfield,” she notes.

Also returning was All-ISL goalkeeper Grace Carter ’13. The team’s overall record of 7-6-2 was good for a middleof-the-pack finish in the ISL AA Division. At Homecoming, the team had a great game, with Marlo Sweatman ’13 (in action below) earning a hat trick and utility player Kimberly Swart ’13 playing in goal. Marlo had another hat trick in the game against Episcopal—two such feats in a season is very rare. Marlo was also the team’s leading scorer, with seventeen goals and two assists. She was named to the All-ISL team and given an All-Met Honorable Mention selection.

Kimberly notched five goals and seven assists. Julia Sigal ’11, Savannah Block ’12, Hannah Donegan ’13, and Paige Lloyd ’14 added two goals each this season. Julia and the other two departing Seniors—Lauren Johnson and Mary Elizabeth Herndon—contributed greatly to the team’s success and will be missed next year.

C RO S S - C O U N TRY “The hallmark of the program is the family-like atmosphere our runners create,” says Head Coach Lucas Ames. “I’ve never worked with a group of students who were more welcoming and supportive, especially bolstered by our two outstanding Senior captains, Ryan Barbalace and Lauren Police” (below). This year, the program welcomed many new runners, from Freshmen to Seniors. On the Boys’ side, the team gained some promising Freshmen, and the Class of 2012 continued to excel—four of the top five runners were Juniors. The highlight was having six runners finish a race in under twenty minutes flat—a new feat for the program. The Boys also moved up five spots in the State by shaving a minute off their average team time. Anthony Lynch ’12 was the Boys’ number-one scorer at both MAC and State Tournaments. He was the first Flint Hill athlete in four years to run a 5k in under eighteen minutes.

“For two years in a row,” says Coach Ames, “Alex Dreo ’12 has stepped up for our team at the MAC tournament.

Last year, his performance allowed the team to jump up one spot in the MAC; and this year he was a surprise number-two finisher at the MAC Championships.” The Girls’ team completed their best year ever, finishing in the top half of the ISL. In order to improve this much, they had to beat 160 more runners than they did last year. Katy Colas ’11 was an All-ISL selection. Lauren, a four-year veteran of the program, beamed with pride seeing three mini-buses of runners travel to a meet, recalling the days when they needed only one. “The success and growth of the Girls’ team would not have occurred without her leadership,” says Coach Ames.

GO LF The team was looking to improve from the previous season and began the fall with a determination and desire to make that a reality. The team exceeded even Head Coach Jeff Sealy’s expectations, going undefeated in MAC regular season play with only one loss all season. The team entered the MAC Championship as the favorites to win and came within one shot of getting there. Joey Lane ’13 (pictured above) carded an unbelievable 71, which was five shots better than any other score, and it earned him All-MAC honors.

Bryce Johnson ’14 was also All-MAC, the only Freshman to earn such a distinction. Heading into the 2011 season, all players are returning says Coach Sealy, “except two great Seniors, Sang Woo Park and Sang Ho

Lee, and the

team is excited

about the chance

to capture the

MAC championship for the first time in five years.”

Winter 2011 – FLINT HILL MAGAZINE

37

Athletics

Athletics at FLIN T HILL

at F L I NT H I L L

G I R L S ’ TE NN IS

FO OTB AL L

BOYS ’ S O C C ER

The team had an exciting and spirited 2010 season. They were all very competitive in every match, and played with great sportsmanship.

“Even though our record was not what we wanted it to be, our team still had a sense of maturity, fought till the end of the season, and had a lot of fun,” says Coach Marco Impeduglia. “Every player improved, and that came to fruition in the ISL Tournament at the end of the year. We finished in third place out of eight teams. We had a very mature and experienced team, with seven Seniors—Kavi Bansal, Amelia Marosek, Kelsey McGillis, Sonja Meighan, Corrie Roellig, Anna Saleh, and Vanessa Vanderdys—who all helped the coaches keep the team together and focused throughout the entire season.

As Senior Captain, Kelsey was a great leader for us this fall, playing No. 2 singles. She came to every practice and was key in showing the girls how to handle themselves on the court during practices and matches. Her overall record was 10-1 and she came in second place in the ISL Tournament.

Sonja’s tennis skills set her apart from every girl in the League and the State.

She played No. 1 singles for us over the past two years and displayed some of the best tennis in the Mid-Atlantic area. Her overall record this year was 10-1, and she won the No. 1 singles title in the ISL tournament.” Sonja was also named the Virginia State Tennis Player of the Year, winning the Virginia State Tournament at No. 1 singles.

The team looked to get back to winning ways during the 2010 season. Under the leadership of Senior Captains Myles McGinley and Drew Hall, they accomplished this goal, finishing the season with a 9-6-3 overall record. “The team strived to improve every day, and in every contest the 2010 Huskies played with pride and determination, regardless of the results,” says Coach Chris Brown. “I was proud of the team this year.” Led by 19 goals from Myles, they recorded some big victories. Among the many highlights were a 1-0 against highly ranked St. Stephen’s & St. Agnes School, a penalty kick victory against Maret in the MAC quarterfinal, and a 2-1 win over MAC rival Potomac on Senior Night. The team also qualified for the Virginia State Tournament, and fell to the eventual State Champions. Myles was voted All-State and All-MAC as well as garnering the team’s MVP Award. Sebastian Abrigo ’12 was also named to the All-MAC Conference team. It was a great way to rebuild this program and the Huskies look forward to continuing their success in 2011.

Tennis standout Sonja Meighan ’11 takes a swing, and Sebastian Abrigo ’12 (top) and Myles McGinley ’11 play hard for the Huskies.

The team looked forward to defending their MAC Championship and hoped to earn the title for the fifth year in a row. During the journey to the Championship game, they faced some tough battles and won some close games. As the Captains, Seniors Bhendari Moore and Alex Callahan (below) and Juniors Andy Rehberger and Harrison Gray helped lead the team past Sidwell, St. James, and Maret. Other Seniors who also stepped up were Danilo Chestnut, Tyler Lewris (above, r), Ren Simpson, Kevin Ouayoro, Zack Harker, Sam Erkiletian, and Cyrus Izadi, who came out for the team the first time this year. Head Coach Michael Wright says the team and coaches felt good about the year’s experience and the team worked hard every step of the way. The close-knit team had a great week of preparation and a lot of positive energy came from the veteran Seniors before the final game of the memorable season, which determined the MAC title. Despite that heartbreaking loss, Coach Wright expects those graduating Seniors to come back and visit to keep their football family together. “Win, lose, or

2010 -2011 National Recognition Tori Janowski ’11: Gatorade Virginia Volleyball State Player of The Year, Gatorade National Volleyball Player of The Year Finalist, Prepvolleyball Senior Aces League/City/State Championships Volleyball: ISL AA Division (Regular season and Tournament); VIS Division 1; D.C. Metro City All-MET, All-State, Coach of the Year Tori Janowski ’11: All Met Volleyball Player of the Year, Virginia All-State Player of the Year Sonja Meighan ’11: Virginia All-State Tennis Player of the Year

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Coach Carrol Anderson: Virginia All-State Division I Volleyball Coach of the Year

draw,” he says, “this group of young men will always support one another in their pursuit of excellence.” The program also earned a number of accolades. Alex and Harrison, along with Cameron Field ’12, and Ben Kase ’13, were named All-MAC players. Alex and punter Hunter Windmuller ’12 were named Virginia All-State Second Team members. Alex was named to the All-Sun Gazette First Team Offense; Ben and Cameron were both named to the Second Team Defense. Andy, Tyler, Harrison, Bhendari, Nick Bazzarone ’12, (above, l) Connor Chess ’13, Trevor Ogundepo ’11, and Hunter Windmuller were given Honorable Mention. The team looks forward to fighting for the MAC title again next season.

Fall Athletic Awards

All-State Jess Fellows ’11: Volleyball 1st Team Tori Janowski ’11: Volleyball 1st Team Myles McGinley ’11: Boys’ Soccer 2nd Team Sonja Meighan ’11: Girls’ Tennis 1st Team Taylor Nelson ’11: Volleyball 1st Team Marilyn Peizer ’11: Volleyball 1st Team

All-MET Tori Janowski ’11: Volleyball 1st Team Myles McGinley ’11: Boys’ Soccer Honorable Mention Marilyn Peizer ’11: Volleyball 1st Team Marlo Sweatman ’13: Girls’ Soccer Honorable Mention

All-ISL Terran Bargeron ’11: Volleyball Katy Colas ’11: Cross-Country Jesse Fellows ’11: Volleyball Tori Janowski ’11: Volleyball Kelsey McGillis ’11: Tennis Sonja Meighan ’11: Tennis Taylor Nelson ’11: Volleyball Honorable Mention Marilyn Peizer ’11: Volleyball Marlo Sweatman ’13: Soccer

All-MAC Sebastian Abrigo ’11: Soccer Alex Callahan ’11: Football Cameron Field ’12: Football Harrison Gray ’12: Football Ben Kase ’13: Football Bryce Johnson ’14: Golf Joey Lane ’13: Golf Myles McGinley ’11: Soccer

All-Sun Gazette – Football First Team Offense Alex Callahan ’11 Second Team Defense Cameron Field ’12 Ben Kase ’13 Honorable Mention Offense Nick Bazzarone ’12 Harrison Gray ’12 Tyler Lewris ’11 Trevor Ogundepo ’11 Andy Rehberger ’12 Honorable Mention Defense Connor Chess ’13 Bhendari Moore ’11 Hunter Windmuller ’12

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Athletics at FLIN T HILL

Fast Friends Boost Cornell Football

Shane Savage ’08 (l) and Emani Fenton ’07 talk with Coach Mike Wright about their days with the FHS team

by Dick Patrick

ITHACA, N.Y. …Far above Cayuga’s waters, the post-game hugs and conversations were prolonged for Emani Fenton after the Cornell football team ended its season in November. Family, teammates, and friends congregated around the four-year starter after a 31-7 loss to Penn at Schoellkopf Field in what was Fenton’s last regular-season collegiate game. “I really wanted to see him go out with a win,” said Cornell wide receiver Shane Savage, like Fenton, a Flint Hill School graduate.

“It didn’t happen, but he had a great season. I’m really happy for him.”

Fenton, a Senior, and Savage, a Junior with two more seasons of eligibility, go back more than 10 years as friends and teammates in various sports. They played with and against each other in middle school before attending Bishop O’Connell High School in Arlington, transferring to Flint Hill, and then going off to Cornell a year apart.

They’re roommates in an off-campus apartment and on road trips. They’re both Applied Economics and Management majors. “That’s a fancy way Cornell says ‘Business,’” Fenton says.

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Fenton and Savage are mainstays for the Big Red, which has struggled in football in recent years. The last two seasons, Cornell has gone 2-8 overall and 1-6 in the Ivy League. “I would have loved to win more games,” says Fenton, whose teams went 13-27 in his four years. “But the experiences I’ve had with my current teammates and the guys not here anymore have been irreplaceable. I wouldn’t trade the group of guys I’ve been around for anything.”

Flint Hill’s a microcosm of Cornell—just incredible people doing amazing things in different areas.

Cornell football would not trade the Flint Hill duo. Savage led the team in receptions this year with 46 catches for 550 yards and two touchdowns. Fenton led the Ivy League with five interceptions, including one that sealed a 21-19 win against Princeton, and was named

second-team All-Ivy League—which was being shortchanged, according to teammates and coaches. “He’s hands down the best cover corner in the League.

It’s not even close,” said Brian Young, the Cornell defensive backs coach.

But Young’s first impression of Fenton wasn’t so glowing. When Young and the rest of new coach Kent Austin’s staff arrived a year ago, they quickly demoted Fenton to second team.

Young sensed complacency and wanted improvements in Fenton’s technique and tackling. “We wanted to see how he’d handle a little adversity,” Young said. “He never said a word.”

Internally, however, Fenton was fuming, embarrassed. “He channeled that frustration into his summer workouts,” Savage says. “The first day back on campus, we had our conditioning test. Emani and I ran it with ease. On the last repetition, the coaches were watching from the (stadium) balcony.

We pointed at them, a ‘we-showed-you’ mentality. We really worked out hard to show them we were ready, we were here to play, we were here to start.”

For Fenton, that meant getting in summer workouts despite long hours in an internship at PricewaterhouseCoopers doing government consulting work. “I had to be very disciplined,” he says. “I had to get up early or stay up late to get workouts in. I was motivated. I wasn’t going to let my one year of not starting in college be Senior year.” Once training camp opened in August, Fenton quickly regained his starting position. “Emani is one of the best kids I’ve ever coached,” Young says. “I’m disappointed I only got to coach him one year. He’s going to be a success no matter what he does. The guy is going to be a millionaire.”

“That’s the kind of players we need,” says receivers coach Tommy Condell.

“We need the kind of players who want and are going to play at the next level.” Savage could have two more years of football at Cornell. He did not play as a Freshman because of a freak knee injury he incurred while working with children as part of his Senior

internship at Flint Hill. Ivy League rules on additional years of eligibility are stricter than those of the National Collegiate Athletic Association, but Savage is optimistic he’ll be able to play a fourth season in 2012. By then, he hopes Cornell’s record has changed significantly. “I have a lot to work on, but I look forward to getting after it the next couple of years,” he says. “We’re not trying to have a gradual change here. We’re trying to make it happen immediately. We have everything. We just need to put it together.”

He’s already working out in preparation for spring practice—Fenton and Savage were regulars in the Flint Hill weight room during the winter holiday break. Austin and his staff have repeatedly told players that no starting positions are guaranteed. Savage is also interviewing with major firms such as Nike and Coke for summer jobs. He understands it could be tough to balance working and working out this summer. He has Fenton as a role model. Fenton is confident Savage and Cornell will improve: “Shane’s the epitome of the kind of kid you find at Cornell. He does incredibly well on the field and works really hard in the classroom. He spends a lot of time at the library and motivates me to do the same. We compete at everything— video games and even in grades.”

And his football career may not be over. In December, Fenton participated in the FCS Senior Scout Bowl, a pro testing combine that tests players’ strength and speed, and an all-star game for Division I-AA players. The 5-foot-9, 171-pounder received high grades, spoke to several professional scouts, and was scheduled to play in another all-star game in January in Utah. If he’s not drafted or does not receive an invitation to a training camp either in the National Football League or Canadian Football League, he’s still set for employment. He has accepted an offer from PricewaterhouseCoopers for a consulting position that starts in September. “I’m still kind of deciding what to do with football,” Fenton says.

“I think I’ll give it a try and see where things go, see how far it takes me.

I’m also excited to get my business career started. Whatever God has in store for me, whether it’s football or PricewaterhouseCoopers, I think it will work itself out.”

Both are grateful for the Flint Hill experience. “Flint Hill’s a microcosm of Cornell—just incredible people doing amazing things in different areas,” Fenton says. “Flint Hill broadened me. I got a lot of individual academic attention. I was pushed by people there. It was impactful on my life.”

Dick Patrick was a newspaper sports reporter for 35 years, the last 25 at USA Today, before becoming Director of Athletic Operations at Flint Hill School.

Savage is encouraging his friend about pro football. The 5-foot-10, 175-pound receiver has his own ambitions to play after college.

Emani (top photo) and Shane (below) on the field for Cornell; and (center) Shane with his parents, Ann and Nick Savage, after a game

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T

he Flint Hill Alumni Association has gotten off to a strong start this year. At Homecoming, for the first time, the Alumni Association hosted an Alumni tent near the football field. Having the tent allowed alumni to reconnect with other members of the Flint Hill family while watching our Huskies capture a big win over St. James School. It was also fun to see so many of our faculty and staff stop by to visit.

2009 ATHLETES

GOING STRONG! W

e’ve received information on more than a dozen members of the Class who have been active in athletics at their colleges in the last year. Here’s a look:

Headmaster John Thomas travelled to James Madison and Virginia Tech on February 16 and was able to visit with a number of former Flint Hill students there. A special thank-you to Zach Ayers ’10 and Brittany Yantis ’10 who helped to organize this trip for us and make it a success.

On the Baseball field, Matt Doyle, now a Sophomore at Harvard, participated in the Valley League last summer as a pitcher for the Haymarket Senators’ team, which won the regular season title with a record of 33-16. Matt earned seven saves for the Senators, pitching 24-1/3 innings, and had a 1-1 record with 2.59 ERA in 17 appearances, all in relief.

He struck out 21 batters and walked four. At Harvard, Matt was a Freshman pitcher last year, appearing in eight games with one start, and worked in 12- 2/3 innings, compiling 11 strikeouts and six walks. … In Soccer, Ashley Bazzarone has finished her second season for Brigham Young University’s Cougars, playing in 21 of their 22 games.

The team claimed the 2010 Mountain West Conference Championship Title to earn them a trip to the NCAA Women’s College Cup with a 16-3-3 overall record.

Robert Gavora started in 13 out of 17 games this season for the Washington College men’s team. At Maryland University, John Stertzer helped his team to an ACC Championship season. He scored the first goal in the second round game of the NCAA tournament against Penn; the final score was 4-0. The Terps ended their season in a heartbreaking 3-2 double-overtime loss to Michigan in the quarterfinals.

Colin Whittington’s team at Christopher Newport had a record-setting season, finishing 20-2-1. It ended with a stunning double-overtime loss in the second round of the NCAA Division III Championships. … In Football action, David Purkert played on the Susquehanna University team last fall. Jovan Smith and Jimmy Speros were active in the University of Richmond’s program, which ended with a winning record of 6-5. Jovan, at 6' 2" and 186 pounds, was redshirted as a Freshman last season, and this year had 282 yards of total offense and one rushing touchdown. At James Madison, Arlandis Harvey’s team finished at 6-5, their seventh consecutive winning season. … On the Volleyball courts, Christie Fellows has now joined the Christopher Newport team. The Captains finished with a 38-3 record after advancing to the Elite Eight of the NCAA Tournament and were ranked fifth in the American Volleyball Coaches Association (AVCA) final poll for the year. Chelsea Overholt played her second season at Adelphi as an outside hitter, recording a season-high thirteen kills twice and a season-high 21 digs in a win over C.W Post. Her team finished the season with its fourth straight twenty-win season and a 20-12 record and made it to their

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There have been several meetings with our alumni here on campus recently, which have allowed us to reconnect with more of our former students. We hope the numbers will keep growing – please let us know how we can help you stay in touch, because we’re always glad to have you here!

Left: There was a great turnout at the Alumni welcoming tent for Homecoming 2011 – we hope to see everyone back next year!

Alumni Association Update

Flint Hill

MARK YOUR CALENDARS! We have a number of upcoming events that we hope will appeal to many of you and will encourage as many of our alumni as possible to attend.

For those who enjoy the Arts, we have a unique event occurring on Wednesday, April 20, at George Mason University —our Arts Jam Spring Music and Dance Concert. For the very first time, we will have all of our performing arts groups together on one stage! Many of our music groups are nationally recognized. The Alumni Association will be hosting a cocktail reception before the Concert, so mark your calendars! Specific details will be sent to you in time to make plans.

2009 athletes in action: (top) Christie Fellows and Garrett Widing, (center) John Stertzer, (bottom) Ashley Bazzarone

first-ever NCAA regional semifinals. … On the Tennis courts, Garrett Widing is in his second season at Christopher Newport, which in late 2010 was tied for 30th place in the national pre-season rankings by the Intercollegiate Tennis Association. The team was also named the eighth best in the Atlantic South Region, and expects to face six of the seven higher-ranked teams this spring.

If you’d love to return to the classroom and “study” again with a favorite teacher, come to our Alumni Back-to-School Night on Wednesday, June 1. Eight past and present faculty members will teach short classes on topics they believe will be of interest. Some confirmed teachers include Laurie Covington, Howard Chang, Maddie Krug, Brian Lamont, Tracy Peterson, and Fred Atwood. And just like your days at Flint Hill, there will also be time for food, drink, and socializing. This is a fantastic opportunity for you to visit with some of your favorite faculty members, hear about what is happening at Flint Hill today from Headmaster John Thomas, and network with your fellow alumni. More information and a schedule for the evening will be available shortly.

We have listed all of these upcoming alumni events on the Alumni Portal of our website at www.flinthill.org/alumni. In order to see the full range of activities and receive complete information, please log in with your username and password. For questions, please contact Bridget: bmontagne@flinthill.org.

Headmaster John Thomas, Science teacher Fred Atwood, and LS Admission Director Michele Velchik made a visit to the UVA campus last spring. They met up with, among others, (top) Taylor Swart ’08, Ari Moledina ’09, Vikram Pole ’08, Emily Hazel ’09, and (below) Steven Lenz ’07

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CLASS NOTES

FLINT HILL { Class Notes }

Winter 2011

Attention Alumni

If you would like to send information for our next magazine or for our website, or if you would like to be more involved in alumni activities, please contact Bridget Montagne in the Alumni Office (bmontagne@flinthill.org, 703-584-2353). If your Class year ends in 1 or 6, this is a special reunion year for you! Let us know if you’d like help getting a reunion organized by contacting Bridget Montagne.

1966 Flight schedules have changed considerably since May 2010, when we last heard from Mike McGuirk. “We had a hydrogen leak during the tanking for the STS-133 Launch in November, plus several support stringers on the External Tank had cracks that showed through the foam covering which was a hazard to launch. We fixed the leak as proven by a tanking test in mid-December, but investigation into the support structure stringers caused a roll back to the Vertical Assembly Building for further repair. The next Launch window is now February 27 for STS-133 and late April for STS-134; but an additional mission seems to be in the works for a final flight around September of this year. It will be the last Shuttle flight to the Space Station with parts for future repairs when needed. The economic picture at the Shuttle program has also changed drastically, with subcontractors being involved in massive layoffs shortly after the planned April launch; therefore I will not

be involved in that last flight, STS-135, in September. I will begin my retirement in late April with my bride of 35 years and hope for some return trips to the NOVA area to renew friendships of old, including a visit to Flint Hill.” Since 2007, Mike has been returning to Ocean City, MD, where he was a lifeguard during his college years, to participate in the Captain Schoepf buoy run/swim—“a memorial to the Captain we worked for back in the late 60’s early 70’s, which is around the same time Headmaster John Thomas told me he was down in O.C. working at Phillips Crab House. The Beach Patrol lets us old guys participate while they run the buoy the entire 10 miles of beach front, then swim it back to the starting area. The 10 miles is completely covered with the current guards, who hand the old steel buoy off about every 3- 4 blocks for the run and swim parts.

We old guys take over a few of the blocks of running and swimming near our old beaches.” Sounds like some exercise!

Mike McGuirk sent these photos, courtesy of NASA): the Landing Crew of Discovery STS-131 in April 2010 (above); STS 133 (top right), which was rescheduled to launch in February 2011; and busier days in 2009 with Shuttles on both pads

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1968

1972

Cathy Colquhoun Todd responds to Chip Paciulli’s “How the ‘Class with No Class’ Came to Be” – Summer 2010 Magazine:

The Rt. Rev. Dr. David I. Moshier has discovered the merits of Facebook, thanks to a call from Ken Dodd, and enjoys keeping up with many friends from Flint Hill that way. David divides his time between the U.S. Soldiers’ and Airmen’s Home National Cemetery, where he is Superintendent; and Arlington National Cemetery, where he is on the Superintendent’s personal staff. David looks forward in 2011 to completing organization of “his papers and ephemera accumulated from 25 years of ministry,” with plans to write a book or two (or three).

“For me, it all started with a phone call from Nancy Garretson Johnson. While my husband and I were out of town, she left a message on our home answering machine telling me about Flint Hill’s 50th anniversary.

Nancy and I had been good friends, especially our Senior year. We had even organized a multi-Grade-level class reunion when I still lived in Northern Virginia; but time and distance had separated us, and we lost track of each other. It was so strange to hear a voice from the past.

Even though FH had been such a special place to me, and seeing classmates would have been great, I just let her message sit there. My husband, who knew several of my classmates—Nancy included— encouraged me to call her back. Well, as you can imagine, once we started talking, it was like old times. Nancy had volunteered to tackle the job of contacting alumni from our class. From her initial contacts, fellow classmates slowly reconnected through e-mail. Bit by bit, we shared updates and even pictures. Dick Alfers and his wife invited a small NOVA group to their house. Filled with silly banter, the “e-mail trail,” as it has become known, grew and grew until we had about sixteen of us. By the time of the reunion, we had hotel rooms at the same place, a welcome party scheduled for Friday night, a party at Dick’s house, the reunion festivities, breakfast Sunday, and for those still in town, a picnic at Bull Run Park. Susie Hiser Latimer even had name tags made that used our 1968 yearbook pictures. Since then we continue with the banter, often brought on by my monthly birthday e-mail greetings. Chip Paciulli has gathered a few of us together for impromptu meals in the Northern Virginia area. Jim Crawford and his wife hosted a reunion party at their home in Haymarket, VA. Included were alumni from the Class of 1966 as well as 1969. There are now twenty of us on the e-mail trail.

We are open to others joining us, as we are the ‘Class with No Class.’ An interesting aspect of all this is that certain things never change. We may look slightly different,

A gathering of Flint Hill alumni last summer at the Midlothian, VA, home of Cathy Colquhoun Todd ’68.

Front: Nancy Garretson Johnson, VA; Cathy Colquhoun Todd, VA; Christa Vanderhoef Arensberg, PA; Fair Kirk Pickel, NC; (Back) Pam Crowson Dodds, WVA; Ed Johnson, VA; Debby Alger Knudson, AZ; Doug Kingma, VA; Patti Dickey Paterson, PA; Dick Alfers, VA; John Westbrook, VA; Tom Eldredge, VA; Jim Crawford, VA; Mark Katz, GA. Not pictured: Sam Bailey, CA; Gay Straubel Fuerst, VA; Susie Hiser Latimer, MD; Becky McElvey Hinely, FL; Chip and Ann Cole Paciulli, VA; Clay Staples, VA; Lee Vanderhoef, VA

but the laugh, the hand movements, or facial expressions, are still our individual trademark. Even our high school personalities pop out in the e-mails.

After reading Eliot Brenner’s article in the summer edition of the alumni magazine, I was reminded of the importance of FH and the teachers who made it so.

I, too, had Linda Lewis for Latin; she even drove my school bus. I remember Mrs. Lundegard, Col. Gaige and of course, Col. Warren. Added to the list would be M. Garnier, Capt. O’Connor and Mr. Rannells. Finally, I would have to include Captain Marvin-Smith. I had first met him at Congressional School where I attended Eighth and Ninth Grade. The poor man had the task of teaching me Algebra I. We both ended up at FH and he had me again for Geometry, which proved an easier job for him and me.

He later became my Guidance Counselor and took such care in making sure that I picked the college that best suited me.

When I heard that he was ill, I wrote him a thank you note. To me he will always remain a special person.

Now, I have not hung out with well-known political figures, nor have I flown a plane; but Flint Hill contributed greatly to my life.

The three years I spent there provided me a great education and opportunities as well as confidence, paving the way to do the things that most of the time make me smile. I married my college sweetheart, have two wonderful children and their spouses, and soon will be called “grandma.”

I taught school for 25 years, three of them at FH along with Ann Cole Paciulli.

I have had great experiences and made close friends along the way. I have also been fortunate enough to travel to many places around the world. In my family Christmas letter the December following the 50th anniversary reunion, I made mention of the reunion. I wrote, “I was lucky enough to be in a Class who was joined at the hip. We all flowed as a pack, experiencing teenage life together. For six months we used e-mail to plan the weekend. We ended up spending three days together, excited to see that those roots of 38 years ago had held so fast.” May future classes someday remember Flint Hill with such fond memories.

1994 2010 was a big year for Michelle Saghafi.

She received her MBA and then, in late August, began working in the Immediate Office of the Secretary at the Department of Health and Human Services as a Management Analyst. “I love my job because I feel like I am making a difference and I’m part of the mission of ‘protecting the health of all Americans and providing essential human services, especially for those who are least able to help themselves.’ I also have a chance to work closely with members of the Obama administration and it has been an exciting year for all Americans with the passing of the Health Care Reform bill in 2010.”

Congratulations!

Class Notes continued on page 48

Michelle Saghafi ’94 at a holiday party with Secretary Kathleen Sebelius

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Alumni Profile FLIN T HILL

him, and he misses “the ease of the life I had riding across Africa. My mom thought my race was crazy but exciting and was very proud to be at the finish line in Cape Town to see me in.”

RICK WASFY ’00 It’s All About

the Adventure Rick Wasfy spent four months last year participating in the Tour d’Afrique bike race

R

ick Wasfy hadn’t owned a bike in 15 years and had never participated in a bike race before he decided to support the Lance Armstrong LiveStrong Foundation by riding in Tour d’Afrique’s four-month-long race across Africa in January 2010. He did it because, he says, he wanted an adventure.

Apparently his work as a wireline field engineer in the Sahara desert for Schlumberger, where he was frequently the only person who spoke English, flew regularly in six-seater planes (often in the co-pilot’s chair), endured extreme heat and isolation, occasionally woke up covered in a fine layer of grit as the result of an overnight sandstorm, and dined frequently on the only fresh food available—camel and donkey—wasn’t adventurous enough.

But back to the race. “I was very bad in the beginning,” Rick says, “falling

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over lots and not being able to make the full distance some days. But by the end I even managed to win a stage.

I had run a couple of half-marathons in my early 20s, but for the five years since I graduated [with a degree in

Apparently his work as a wireline field engineer in the Sahara desert... where he dined frequently on the only fresh food available – camel and donkey – wasn’t adventurous enough.

Geological Engineering from Queen’s University in Ontario, Canada], I had not done any consistent physical activity because of my heavy work schedule. Biking those distances was hard, but I am so happy I did it.”

One of many memorable moments from the race, in addition to winning the final stage and crossing the finish line in 22nd place (out of 74 total riders): The bikers met with students from a school in Gohndor, Ethiopia, and sponsored 30 of them for the next school year. Their donations provided each child with a school uniform, books, and a bookbag. “I think they were a bit taken aback by such a large group of white people; but I think they enjoyed it, and the uniforms that will come. As we walked back to town a little girl named Aniferna walked with me and held my hand all the way to her home. I was glad I was wearing sunglasses so no one could see me tearing up.”

Rick—friends from his Class knew him as Ricky Abu-Hussein, but when he turned 21 in 2003, he took his mother’s last name—says that bike rides have now become routine for

The Boy Scouts and the influence of FHS faculty member Hank Berg started Rick on his love of the outdoors. He attended three of Mr. Berg’s well-known Rio Grande Spring Break canoe trips, which he describes as “a great way for me to grow up. As my father never played a role in my life, I turned to the male role models I met for some of that guidance. He was always there with something supportive to say, and was the first adult who was not family to really put trust in me.” Rick went on four Freshman Field Studies adventures with Mr. Berg, one as a Freshman and the other three “just to help out. He knew that I could light the stove and help put up tents. I think of him often, and still refer to his packing lists and camping cookbook recipes.”

me for half a semester of math, but became one of the people I came back to the School to see when I lived in the area. I remember going down into Mrs. [Sherri] Seeger’s kindergarten classroom a couple of times a week to help with whatever she needed— and I always enjoyed it. Coach [Rey] Decerega taught a section of Modern European History, and was also an

The Boy Scouts and the influence of FHS faculty member Hank Berg started Rick on his love of the outdoors.

He has kept in touch with a few classmates since graduation, including Katie Purkert, JB Miller, and Christy Witter, and he was able to attend Jackie Sadler’s wedding a few years ago. He came back to Flint Hill a few times to help out as a Science teacher with the “Summer on the Hill” program. He says he loved his years at the School. “I remember bird banding with Mr. [Fred] Atwood and him showing me how to hold a live bird in my hands so I could put the Just two of the amazing sights Rick experienced during band on it without it flying away and his journey without hurting it. He was never a huge sports fan, but he almost always assistant basketball and soccer coach. snuck into the gym to watch parts of He was easy to relate to and was our basketball games. Coach [Win] always excited to be at school.” Rick Palmer was amazing; everything he enjoyed the fact that Coach Decerega taught us had to do with being better became something of a celebrity people in life, and he still managed to in November 2010 after his elbow make us all better basketball players accidentally connected with President and team players. Mr. [John] Ifft taught Obama’s chin.

After college, Rick’s work with Schlumberger took him to Liberty, Texas, where his work as Lead Engineer responsible for safety and crew management overlapped with the arrivals of Hurricanes Katrina and Rita (August and September, 2005).

He was promoted to Senior Engineer and later transferred to Aberdeen, Scotland, as Lead Engineer working on the offshore rigs for the UK sector of the North Sea. In February 2008 he earned his “General Field Engineer Promotion,” the highest level an Engineer at the company can attain in the field. He was transferred to In-Salah, Algeria, in the heart of the Sahara Desert, and assigned to train junior Engineers and a team of local staff, and was also in charge of high-profile jobs focusing on safety and service quality. The extremely harsh living conditions necessitated a “six-weeks-on, three-weeks-off ” rotation—in his “off ” weeks, he traveled around the world as much as possible and also attempted to maintain permanent ties to Canada.

In November 2009, he decided to take a year off to think about other options and to participate in the bike race. It was during the race that he decided it was time for a more “normal” job.

“Most of my university friends were in Calgary, and it seemed like the best place to move where I already had a network of people I knew.”

In November 2010, he began his new job at Specialized Tech, a gas well de-sanding service, and hopes soon to take on more of an international sales role. “It is a small company and I hope that I will be able to help them grow the business and their product.”

Just a guess: Rick can handle it.

We wish him all the best and hope he will come back to visit soon.

Winter 2011 – FLINT HILL MAGAZINE

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FLINT HILL { Class Notes }

Andrew Mills ’95 (second from left) on assignment in Afghanistan

Class Notes continued from page 45

1995 Andrew Mills enjoyed the e-mailed holiday video from FHS Headmaster John Thomas.

“Really good memories, even if I spent most of my high school career in his predecessor’s office.” Andrew is currently deployed to Afghanistan, and sent in some photos of himself and his crew “after my 500th combat flight hour milestone,” which took place in November 2010. “My family is doing great, with the exception of the holiday separation. My son Braeden is 7 and marching right along in Second Grade. My daughter Emerson is a true princess in her 4-year-old pre-school. My wife Moira holds us all together every day and is enjoying the Hawaiian Islands where we are stationed. It is a privilege to lead Marines in combat and to serve our great nation. Being away during the holidays is a small price to pay.” Andrew sends greetings to “the Krugs, Mrs. [Trish] Deveneau, Mr. [Fred] Atwood, and the rest of the faculty and students of Flint Hill School.”

1998 Chris Brown graduated from the U.S. Army Judge Advocate General’s Officer Basic Course, and now, as a member of the JAG Corps, has moved to his first duty station at Fort Huachuca, Arizona.

“I’m currently working in Legal Assistance as a First Lieutenant, and I am soon to be promoted to Captain. I absolutely love the job and have had an amazing time so far in the Army!” Chris says he’s still in touch with Mrs. [Maddie] Krug and Mrs. [Trish] Deveneau, and hopes to stop by FHS the next time he’s back in VA. We look forward to seeing him. … Branko Hodzic and his wife, Jennifer, welcomed their beautiful daughter, Roxanne Sevilla Hodzic, on 7/20/10, weighing 8 lbs., 13 oz.

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Congratulations! Branko’s company, Hodzic Contracting, Inc., won an award from the Metropolitan Washington’s chapter of the National Association of the Remodeling Industry. They were named “Contractor Of The Year” in the category “Best House Addition Over $500,000.” The project is under consideration for a national award.

His band, Sandbox Kings, has released its second record, “Secrets,” and is planning a music video for the song “Chronicles of a Hero,” a tribute to all the men and women in the military. Branko says “anyone who has a photo of a family member in uniform can submit it to be included within the video.” A record release party is being scheduled for spring of 2011.

Branko Hodzic’s daughter, Roxanne Sevilla, and the house his company remodeled that won an Industry award

2003 Also in Afghanistan is U.S. Marine Corps First Lieutenant Nick Adam. He spent the holidays in Kandahar in support of Operation Enduring Freedom. Nick sends us two important words: “Semper Fi.” Nick Adam ’03 stays out of the sun in Kandahar

2004 Elena Plinois graduated from Virginia Commonwealth University with a Master’s in Occupational Therapy. She’s hoping to find a job that will bring her back to the D.C. area. … On May 2, 2010, Brad Miller set out on a remarkable 72-day, 970-mile hike from Harper’s Ferry, WV, along the Appalachian Trail to the Canadian border on Vermont’s Long Trail. “I envisioned the hike as a sort of ‘one home to the other’ type experience, as I grew up in VA and then really found a second home in the Green Mountain State while in college at the University of Vermont.” Hikers take a “trail name” – Brad’s was “Jaba,” an acronym for his family members, “as a way to take them with me.” He began his trip alone, then met a group of other hikers who wound up being “truly the saving grace of my hike. With names like 40, Rocker, Snow White, Rooster, Mouse, I.P.A., Roaring Lion, Lovely Day, Beans, and Gandalf (along with his dog Shadowfax), these people emboldened my love for the task I had undertaken.”

Brad says he learned a lot about himself during the journey, the last 170 miles of which he traveled on his own in Vermont.

There he was introduced to deer flies, “which have now replaced deer ticks as the most god-forsaken beings I’ve ever encountered…the swarm seemed to gather above my pack the further down I dropped. One cannot prepare gear-wise for deer flies. A mosquito net may stop their bite, but it won’t keep them from orbiting your face. They laugh at DEET. Swatting only seems to embolden their savagery. The only advance you can attempt is mental and emotional…only after a calming conversation at Roundtop with a magical hiker named Annie did I reach my solution: night hiking.” The rest of Brad’s journey was conducted at night until, on the morning of July 13, “I stood before a marker and bushes looking at air that lay over Canada. There were no tears. I let out one loud scream, I touched the marker, I took a picture of my mud-caked boots, and I walked to my parents’ car at the end of the Journey’s End trail.” Brad is now applying to Masters of Arts in Teaching programs “with the hope of one day becoming a high school history teacher.” In the meantime, he’s

Brad Miller ’04 during his 970-mile hike along the Appalachian Trail…and beyond

working as a tutor at Mary Lou Sullivan Tutors in McLean, where the deer flies, last we heard, are not even a problem.

Congratulations to Brad on such an amazing accomplishment!

2005 Drew Colliatie now works as an aide to Republican Senator George Voinovich of Ohio.

2006 Robin Shirley graduated from The Institute for Integrative Nutrition and is a Certified Holistic Health Counselor with an office Robin Shirley ’06 now works in Vienna. She in Vienna, VA is working with parents and children who have health concerns such as high cholesterol, diabetes, obesity, and chronic illness to help them reduce symptoms. She has also started Health Restoration (www. healthrestoration.us), an organization dedicated to education around nutrition.

They host local health retreats and other events focused around improving health through food and lifestyle change. … Katia Bratishko (pictured at right) was a member of the NCAA Division I University of Maine Women’s Basketball team, part of

the America-East League. An article about Katia appeared in the 3/2/10 edition of the Bangor (ME) Daily News, naming her a “key contributor” to her team’s successful season. The article cited her final season’s more prominent playing role, “largely because of her willingness to fulfill a role as a defender, rebounder, and screen-setter… averaging a career-best 6.2 points and 4.4 rebounds per game. She has posted even better numbers in conference play.”

Last spring, Katia earned a B.S. in Business with a major in Management, with a 3.0 GPA, and is working in Washington, D.C., as a civilian with the U.S. Coast Guard. …

Jeanette Tavares graduated from UNC-Wilmington last year. After backpacking through Europe for 7-1/2 weeks, she landed what she calls her “dream job”— working in a Washington, D.C., Jeanette Tavares ’06 is a special events coordinator special events in D.C. company, EVOKE, as a special events coordinator while also producing the company’s local blog (www. evokedcblog.com). It didn’t take her long to make her mark: in early November, she was honored by the D.C. Chapter of the National Association of Catering Executives (NACE) with their “Spirit Award,” which recognizes “members whose commitment and compassion towards humanitarianism makes a profound and recognizable impact.” The

awards were featured in Washingtonian Magazine. Jeannette says she’s extremely excited to be part of the event industry and is looking forward to working with many new clients. …Ben Sweet graduated from Acadia University in Nova Scotia, Canada, with a B.Sc. in Environmental Science, and says that, “for now,” he has moved on from his lacrosse career. Ben says he wanted to get back in touch “to share my story and hopefully inspire some kids at FHS who feel nervous and intimidated to join a sport—those students who feel they aren’t athletes or that they can’t pick up a new game.” Ben says that, as an FHS Junior, “I finally gained the courage to join the lacrosse team. I had never played before but had always admired it from afar. By my Senior year, with the help of my coaches and lots of personal dedication, I was fortunate enough to not only join the Varsity team but to also be recognized as an All-MAC player. When I went off to university, I took that training, dedication, and momentum with me…to Canada—another country that holds dear the sport of lacrosse. I was very intimidated, as I had such few years of experience compared to other players.

I was very surprised when, at the season’s awards ceremony, I was nominated for Rookie of the Year and Defenseman of the Year and was picked as a First Team All-Star Defenseman.” Over the next three years Ben was given similar nominations and honors and served as Captain of the team. Ben pays tribute to “all the coaches of FHS, in particular Coaches Adam Rice, Michael Wright, Rory Perkins and Derek Ross. Their dedication, knowledge and love of their respective sports are the catalysts which allow students to succeed. I certainly wouldn’t have been able to accomplish all I have today without their help. I really hope that my story can help students get into sports, to go try something new, and to not be intimidated. I had no idea when I joined the FHS Lacrosse Team in ‘05 that I had the capacity to accomplish so much.

Anything is possible as long as you are dedicated and work hard toward your goals.”… In January, Lydia Russo moved to the Kingdom of Bahrain where she is now assistant public relations director for “Noon by Noor,” a new, high-end clothing Class Notes continued on page 52

Winter 2011 – FLINT HILL MAGAZINE

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Alumni Profile FLIN T HILL

mountain of work she was about to climb following practice,” remembers Mrs. Patrick, “I could always count on Elaine to jumpstart our basketball practices with a bright smile and a witty comment. Her seamless transition from high quality academic work to our demanding athletic team activities helped set our program’s bar high. We constantly ask our studentathletes to perform at a high level in both arenas, and Elaine did so without sidestepping any responsibilities. To this day—this moment—I so admire her openness and dedication to her teammates and coaches. So lucky am I to have had the chance to work with her on the Hill.”

ELAINE BIGELOW ’06

Still Not Slowing Down!

Elaine Bigelow gives it her all in a rugby match

Q

uestion: What do the Mid-Atlantic region’s 23-and-under Women’s Rugby team, Princeton’s Classics Program, a nature reserve in Kenya, and a Johns Hopkins pancreatic cancer research laboratory have in common? Answer: 2006 Flint Hill graduate Elaine Bigelow.

Elaine was a softball, basketball, and volleyball standout during her high school years. At graduation, she was given both a Flint Hill Medal and a Scholar-Athlete Award. She went on to Princeton and, since “I couldn’t imagine being in college without being part of a team,” she decided to go to the rookie practice of the University’s women’s rugby team. “I was hooked.”

She was the team’s Co-Captain for three years, and also played on the Mid-Atlantic region’s 19-andunder and 23-and-under teams in 2007 and 2010, respectively. Both teams competed in National All-Star Tournaments. She’s still playing, post-college—now for Chesapeake Women’s Rugby, a Division II club team in Baltimore. “I love the fact that

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rugby is one of the fastest-growing sports in the United States today and that you can continue to play at a competitive level after college. There are men’s and women’s club teams in cities all over the country, and national

At work in a Johns Hopkins research lab

championship tournaments for all Divisions every year. A ‘Rugby Sevens’ version of the sport [seven players vs. the usual 15] was recently approved to be part of the 2016 Summer Olympics in Rio de Janeiro, and I’m already planning to buy tickets to go!”

At FHS, her academic passions were Latin and Biology, due in large part to the influence of Laurie Covington and Fred Atwood. She also credits the support of, among others, faculty members Andy Krug, Taylor Johnson, her adviser Brenda Medvid, and coaches Jody Patrick and Carrol Anderson, for their role in her high school accomplishments. Elaine says her FHS teachers and coaches, “all made such an effort to know their students and hold us to high standards.

Coach Anderson was a fantastic role model for me during volleyball season.

Coach Patrick taught me so much about what it means to be a team player, about having a good work ethic, and the importance of being on time and taking responsibility. I have a huge amount of respect for her as a coach and as a person. Fred Atwood inspired a great love of biology in me. What I learned from him was a big part of why I chose my eventual major at Princeton.”

In turn, and for many reasons, she made a lasting impression on a lot of FHS faculty members. “Regardless of how her day was going or what

“In both Biology and AP Biology,” says Mr. Atwood, “Elaine was an amazing student. She was curious about everything, conscientious, positive, caring, enthusiastic, rising to every challenge no matter how difficult, and always striving to do her best—which was always excellent!”

During her Sophomore year at Flint Hill, Elaine’s father was diagnosed with pancreatic cancer; he died two years later. “Even when she was going through the worst time in her life, with her father battling cancer, I was always inspired by her emotional strength and her ability to hold things together,” says Mrs. Covington. “I always viewed Elaine as the Superwoman of FHS students. She could do it all—and did; there simply was no off-button for her. From academics to athletics to extra-curricular activities, Elaine was always deeply involved. She was a natural leader and an outstanding student. You could not get that girl to slow down on anything.”

Elaine has similar words of praise for her former Latin teacher. “It’s hard to put into words how much Mrs. Covington meant to me,” she says, “not only as a phenomenal Latin teacher, but also as a mentor and friend. Flint Hill’s Latin program

prepared me so well that in college I completed the course requirements for a minor in Latin Language in only four semesters.”

“It’s hard to put into words how much Mrs. Covington meant to me... not only as a phenomenal Latin teacher, but also as a mentor and friend.”

Out for a little fresh air in the Catskills

Just a few weeks before starting at the University, Elaine signed on for Princeton’s Outdoor Action Program.

Led by upperclassmen who have been trained in outdoor skills, wilderness first aid, and group dynamics, small groups of students take week-long backpacking, climbing, and canoeing trips—one of the largest Freshman wilderness orientation programs in the country. It made such an impression that, during the following three years, Elaine became one of the program’s group leaders and helped train new ones during her Junior and Senior years.

Ever since her father’s diagnosis, Elaine had been interested in a career in medicine. At Princeton, she completed all pre-medical course requirements while also following her longtime interest in ecological or animal research, deciding to major in Ecology and Evolutionary Biology. She was given funding to complete nine weeks of field research in Kenya during the summer of 2009—something she describes as “an incredible experience. I lived on the grounds of a 350-square-kilometer nature reserve—the Mpala Research Center—and conducted research on the grazing and movement behavior of the common zebra. It was definitely one of the highlights of my time at Princeton.”

Thanks to help from her father’s oncologist, she spent two summers in a pancreatic cancer research laboratory at Johns Hopkins; she is now a full-time research technician there.

“I work with an incredibly smart and talented group of medical doctors, Ph.D.’s, graduate students, and other technicians, each exploring different lines of research into pancreatic cancer. My work revolves around analyzing the effects of a pancreatic cancer vaccine, which is part of a clinical trial being run by the doctors in our lab.”

Elaine remains in touch with some of her FHS classmates, “though not very well!” Her older brother David graduated from FHS in 2002, and from the College of William and Mary in 2006. He and Gillian Smith ’02, are now both working toward Ph.D.’s in computer science at the University of California, Santa Cruz. Elaine says she still follows the FHS varsity basketball and volleyball teams’ successes from afar, and has fond memories of traveling to state tournamnets with both teams. She comes back to campus occasionally to visit former teachers. “I even try to make a game or two when I can!”

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Lydia Russo ’06 on a camel in Bahrain

Class Notes continued from page 49

line started by two of her former Marymount University classmates, Noor Rashid Al Khalifa and Haya Mohammed Al Khalifa, who are cousins. And, as it happens, members of Bahrain’s royal family. Lydia and several other Marymount classmates, all of whom had been friends of the two women during their four years together, only learned of their connections after graduation, when they were invited to travel to Bahrain for a ten-day, all-expensespaid vacation. It was a remarkable adventure that featured camel rides, dining on goats’ brains, Formula One racetrack riding at 200 m.p.h., and a stay at Noor and Haya’s vacation home. Noor’s father, Shaikh Rashid Al Khalifa, is a noted artist; and the group attended one of his exhibitions.

Quite an experience – and good luck, Lydia! … K.C. Gordon was one of 49 student athletes named to the 2010 Patriot League Academic Honor Roll. K.C. was the team captain for the Navy women’s basketball team; she compiled a 3.80 GPA as a chemistry major during the spring term. Three other Navy teammates were also named to the Honor Roll.

2007 Olea Morris is a Senior at George Mason University and plans to graduate this spring, summa cum laude, with two Bachelor’s degrees (Anthropology and Art History) and a minor in Classical Studies. “Throughout college, I’ve also been working full time at the local Trader Joe’s, so it’s been a really busy four years! As an undergraduate, I’ve had the chance to participate in two archaeological digs to gain experience for graduate school. In the summer of 2008, I worked in the Nemea museum in Nemea, Greece, cataloging and analyzing Bronze Age Greek pottery through a project run by UC-Berkeley.

The program’s participants were selected through a competitive process, and I was one of only two non-Berkeley students to participate.” Last summer, through

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G.W., Olea worked in the Jordanian desert a few km. away from the Israeli border, excavating a late Roman fort at the site of Bir Madhkur. She’s now applying to Ph.D. programs for Classical Archaeology. “I definitely have Flint Hill’s Latin program to thank for my success at GMU; not only did I come to discover my research interests through studying Latin throughout high school, but I also gained the background I needed that put me ahead when I started higher level undergraduate work in Classical Studies.” … Catch up with Emani Fenton on p. 36.

2008 Federico Cohen Freue is now in his third year studying Applied Statistics and Economics at UVA. “For the past two years, I’ve been the Chair of the Jewish Leadership Council, the president of UVA’s student Jewish community. I plan to graduate early this May and am planning to work as Business Consultant for Applied Predictive Technologies in Arlington, VA.” … Here are a few athletics updates: Nick Abrigo led his William & Mary Men’s Soccer team to a CAA championship title with a 4-0 win over Hofstra. He scored a hat trick in the finals, was named the Most Outstanding Player in the tournament, and was also the reason the Tribe was in the finals, having scored the winning goal with 24 seconds left in the double overtime semifinal win over Delaware.

He earned national recognition by being selected to the “College Soccer News” and “Top Drawer Soccer” teams of the week. The Tribe qualified for the NCAA Tournament and made it to the Sweet Sixteen. … Taylor Swart picked the Marine Corps Marathon on 10/31/10 for her first-ever marathon experience. With the help of family and friends, she raised $1,235 for the Foundation for International

Medical Relief of Children - Finish for Kids.

“Everything about this day was incredible.

I was so blessed to have so many people out there supporting me and cheering me on throughout the whole race.” She previously ran the Charlottesville Ten-Miler and the Charlottesville Half-Marathon, and then decided to “go for the gold.” She’s now in her third year at UVA, majoring in Biochemistry, is a Resident Advisor for firstyear students, and also works part-time as a Medical Scribe in the UVA Emergency Department. … Jason Gannon started on defense in every soccer game for James Madison’s program. The Dukes finished their season with a 9-7-2 record. …

Colby Miller and his Elizabethtown crosscountry teams have plenty to be thankful for after November 20, 2010, which now stands as the greatest day in their school’s 55-year team history. The men’s and women’s teams competed at the NCAA Division III National Championships together for the first time since 2004, and both ran to impressive top-15 finishes. The men matched their best-ever showing at nationals with a 14th-place finish. Also… apologies to Colby – we made him a year older in our last magazine, placing him with the Class of 2007. He’s definitely an ’08! ...Catch up with Shane Savage on page 36.

HO ME

OCTOBER 1, 2011 Homecoming/Alumni Reunion activities will take place on Saturday, October 1, 2011 on the Upper School campus.

Our Alumni Tent will be set up and ready to welcome everyone, so we hope many of you will be able to join us – there will be athletic competitions to enjoy while you visit with old friends and former faculty and staff members.

There will be good food and cold beverages prepared just for our alumni, and you can also drop by the Igloo for old time’s sake.

Four athletic teams will be competing throughout the day: • Varsity Girls’ Volleyball vs. Holy Cross: 10:00 a.m.

• Varsity Girls’ Soccer vs. School Without Walls: 11:00 a.m.

• Varsity Boys’ Soccer vs. School Without Walls: 1:00 p.m.

• Varsity Football vs. St. Anne’s-Belfield: 2:30 p.m.

If your Class year ends in 1 or 6, this is a special reunion year for you! Please contact Bridget Montagne (bmontagne@flinthill.org) if you’d like help getting a reunion organized. It’s not too late to make plans!

HOMECOMI NG 2011

Taylor Swart, going strong in last year’s Marine Corps Marathon

2009 Yasmine Evans is one of the students featured in Smith College’s new Viewbook, which mentions her roles as a “senator” for her dorm on the Student Government Association’s Student Senate and as a diversity representative. During her Freshman year, Yasmine attended a “Women in Congress” conference in Washington, D.C. Nick Abrigo ’08 is making a name for himself on the soccer fields of William and Mary

Above: A group of recent graduates, attending schools as diverse as Cornell, James Madison, Georgetown, William and Mary, Harvard, Wofford, the University of Pennsylvania, and Virginia Tech, came back to campus in early January to talk about their college experiences and to reflect on how FHS’ programs and their relationships with faculty members had prepared them for their future. They also offered insights into the application process by answering questions from current parents and students. The evening was organized by the FHS College Counseling Department. All students are members of the Class of 2010 unless otherwise specified. Front row (l-r): Eliza Miller, Nikita Chadha, Natasha Chada, Robyn Lederer, Kwesi Acquay, and Brittany Yantis. Back row (l-r): Zack Ayers, Alex Shipley, Ryan Shintani ’08, Christina Shintani, Alie Filler, Kenneson Chen, Lauren MacGuidwin, Cameron Hicks, Steven Thompson, and Matt Doyle ’09.

An Alumni Reception will take place before the event.

Join us as we showcase our student artists in a creative collaboration among our music and dance groups!

Great Acoustics, Great Space, and a Great Evening for the Flint Hill Community!

Wednesday, April 20, 7:30 p.m., George Mason University’s Center for the Arts Concert Hall

The Arts Jam Spring Music and Dance Concert

JAM

Arts

Oakton, Virginia 22124

3320 Jermantown Road

Non-Profit Org. U.S. Postage PAID Oakton, VA Permit No. 643