4700 Magazine Spring 2018 by Franklin Road Academy

4700 CH A PEL OPENING

My Story Spring / Summer 2018

Mission Statement: Franklin Road Academy provides a challenging educational experience in an inclusive Christian community with an unwavering commitment to develop leaders of integrity and purpose.

2018-19 BOARD OF TRUSTEES Eddie Alexander, Board Chair Roger Brown Rafael A . Calderon Laura Campbell Randy Chase Jay Dalton '88 Tobi Jane Frankfather Greg Hagood

NEW TRUSTEES

Daron Hall

Dale Mitchell is portfolio manager in the private client services group at First Tennessee. His experience in financial statement analysis, underwriting, relationship management, portfolio management, and communication will be assets as a Board Trustee. Having served on a number of boards in the Nashville area, he is familiar with how boards work, and he has belonged or currently belongs to the Tennessee Bankers Association, the American Bankers Association, the Southeastern School of Banking, and the Southeastern School of Commercial Lending. Dale is also active in the FRA community, serving with his wife Stephanie as Annual Fund chairs in 2016-17. They have three children â&#x20AC;&#x201C; Tymon, a rising senior, and Pierson, a prekindergarten student, at FRA , and Drake, who graduated from FRA in 2016.

Patti Hudgins Kimberly Jackson Melanie Jackson Michael Lindseth '88 Steve Maggart Ann McKinney John Mick Dale Mitchell Andrew Scarlett '97 Christy Smith Clif Tant '94

E X- O F F I C I O S Mr. Sean R. Casey Mr. Scott Jungmichel Mark Weeks, past Board Chair

Andrew Scarlett is co-founder and principal at Scarlett Hotel Group. In his 17 years of hotel and hospitality experience, he has successfully developed dozens of team leaders and established a strong sense of culture wherever he has worked. Andrew brings a wealth of experience in marketing, sales, and revenues, as well as knowledge of capital campaigns, revenue management, and project management. As an FRA alumnus, he also brings a different prospective to the Board of Trustees, including school background and history. Andrew and his wife Jenny have three children â&#x20AC;&#x201C; Andrew, a rising first grader, and Alison, a rising pre-k4 student, and Brady, who was born in July.

Mr. Charley Williamson

LEADERSHIP TEAM Sean Casey Head of School John Murray Dean of Academic Affairs Prentice Stabler Head of Upper School Ryan Harris Head of Middle School Rick West Head of Lower School Laura Turner

Director of Finance & Operations

Jill Johnson Director of Advancement Courtney Williamson Director of Admission

Kris Palmerton Director of Athletics Brandon Albright Director of Spiritual Life Brenda Huff

Director of the Center for Philanthropic Studies

WELCOME

17 years THANK YOU FOR YOUR SERVICE

Welcome to the latest edition of the 4700 magazine featuring a number of alumni profiles and a few of the great programs happening at FRA . Alumni are the heart

of every great school, and as a community, there is a unique relationship between the present-day school community and our alumni community. As our alumni graduate from FRA , go onto college, and move into their careers and the rest of their lives, they will always be FRA alumni. We revel in their successes as they go out into the world and make a difference in their respective communities. Our alumni are living examples of the

Lori Rydburg

FRA mission, and we are excited to share their stories with the broader FRAmily. They are business leaders

Lori Rydburg has been part of the FRA community for 22

and entrepreneurs with a strong concern for others that

years, first as a parent, then as a substitute in all three

started on the FRA campus.

divisions, and finally as a fixture in the Peach Orchard Hill House. As an FRA parent, Lori was involved in all

In similar fashion, we want our alumni to know all of

aspects of her sons’ lives. As “band mom,” Bob Chandler

the great things happening at FRA today because our

says, “Lori always made our Jazz Café a special time for

community and our aspirations continue to grow. FRA

the students and their families. She made such an impact

is on the move, and the opportunities for our students

on the event adding elegance, class, and atmosphere.

continue to expand. Our current students and our

Lori is an important part of the FRA band history.”

alumni both benefit as the stature of FRA continues to grow across the greater-Nashville community.

Lori has also assisted in classrooms as a substitute teacher and in each division. Her most recent role was in

I hope you enjoy reading about their stories and learning

an administrative capacity, serving as the administrative

more about the great things happening on campus today.

assistant to the head of school. She consistently juggled many meaningful responsibilities behind the

Sincerely,

scenes, including scheduling meetings, planning and coordinating all of the intricate details for various events, and sending out campus notifications to alert

SEAN R. CASEY

faculty of life events within our community. "When I arrived at FRA four years ago, I am not sure I would have survived my first year if not for Lori directing me around. I am incredibly grateful for all of her help in that transition. For years, she has been the Radar O’Reilly (from MASH) of FRA – always knowing what was needed long before others knew to even ask! Lori has served FRA for more than a decade with poise and grace, and the school is a better place because of her care and concern for the FRA community. Thank you, Lori!" -Sean Casey

Contents CLASS OF 2018

F A C U LT Y F E L L O W S

F E AT U R E

Class of 2018

REGION CHAMPIONS

AT H L E T I C S

2017 Winter Recap

2018 Spring Recap

ACADEMICS

Faculty Fellows: In Their Own Words

Third Grade Signature Programs

Developing a Critical Lens

Senior Spotlight

HIGH SCHOOL MUSICAL JR.

ARTS

Spring Highlights

COPYRIGHTED 2018 BY FRANKLIN ROAD ACADEMY. Franklin Road Academy does not discriminate on the basis of race, color, nationality, religion, or ethnic origin, or the administration of its educational and admission policies, scholarships, athletic, and other school-administered programs. Franklin Road Academy is accredited by the Southern Association of Colleges and Schools and the Southern Association of Independent Schools. The 4700 is a bi-annual publication of the communications office. EDITOR / Leah Davis Glenn. CREATIVE DIRECTOR / Courtney Williams. PHOTO CREDITS / Jessica McIntosh, Mike Straisinger, Kianush Dixon, Jill Johnson, Ross Bolen, Michelle Medes. CONTRIBUTING WRITERS / Caroline Brannen, Holly Sizemore, Tricia Kriese, Aubrey Spaeth, Haley Gray, Leah Sparks, Chip Campbell, CJ Fayne, Homey Aminmadani.

4700 MY FRA STORY

F E AT U R E

SPIRITUAL EMPHASIS WEEK

My FRA Story

S TA R S & G U I TA R S

EVENTS

SPIRITUAL & SERVICE LIFE

Spiritual Emphasis Week

Lower School Interim

Middle & Upper School Interim

Chapel Opening

CLASS NOTES

Mascot Meet & Greet, Service Saturday, MS Fun Day / US May Day, Songwriters Night, Daddy Daughter Dance, Stars & Guitars, Robotics at Worlds, Valentine's Day

ALUMNI

Class Notes

Births, Weddings

Event Highlights

Alumni Weekend 2018 Event Recap

Donor Spotlight

4700 | Spring/ Summer 2018

F E AT U R E

class of

2018

179 college acceptances to 95 different colleges by 48 seniors

SAT - 1230 ACT - (Mid 50%) Composite: 25 - 30 Over 4 million dollars in scholarships and grants 7 Advanced Placement scholars 1 Advanced Placement scholar with honors 1 Advanced Placement scholar with distinction

1 National Merit Finalist, 2 National Merit Commended Students 19 members of National Honor Society 10 seniors inducted into the Cum Laude Society Over 2400 hours of community service

Spring/ Summer 2018 | 4700

United States of America

France

Matriculations Acceptances

College Acceptances Arizona State University Auburn University Austin Peay State University Ball State University Belmont University Berry College Birmingham-Southern College Butler University Carson-Newman University Centre College CFA HĂ´tellerie-Restauration, France Clemson University Coastal Carolina University College of Charleston Colorado College Columbia University Cornell University Covenant College Culver-Stockton College Dartmouth College DePaul University Eckerd College Elon University Emerson College Florida Atlantic University Florida State University Fordham University Furman University Grand View University Hawaii Pacific University Indiana University, Bloomington Ithaca College

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Knox College Lake Forest College Lindenwood University Lipscomb University Long Island University Loyola University, Chicago Lynchburg College Marymount Manhattan College Miami University, Oxford Middle Tennessee State University Millikin University Millsaps College Muhlenberg College Murray State University Oklahoma City University Pacific Lutheran University Pennsylvania State University Pepperdine University Point Park University Purdue University Rhodes College Rider University Samford University Seattle University Southern Adventist University Southern Methodist University Spring Hill College Tennessee Technological University Texas Christian University The George Washington University Trevecca Nazarene University Tulane University

University of Alabama University of Arizona University of Arkansas University of California, Irvine University of California, Los Angeles University of California, Santa Barbara University of Colorado, Boulder University of Florida University of Georgia University of Hawaii, Manoa University of Kentucky University of Louisville University of Maryland, College Park University of Michigan University of Mississippi University of Notre Dame University of Richmond University of South Carolina University of Tampa University of Tennessee, Chattanooga University of Tennessee, Knoxville University of Tennessee, Martin University of Texas, Austin University of Tulsa Vanderbilt University Wagner College Webster University Western Kentucky University Wheaton College Wittenberg University

Matriculations by State ALABAMA Birmingham Southern College Matt Dalton Samford University Julianna Alexander Elizabeth Day Sheryl Garcia Nicole West Christian Wiser University of Alabama Caroline Carter

University of Kentucky Mark Austin Kendall Bell Jackson Brinton Jack Poe Western Kentucky University Maddie Rugaard

LOUISIANA Tulane University Claire Luthy

ARIZONA

MASSACHUSETTS

Arizona State University Katie Pinkston

Emerson College Ansley Moore

ARKANSAS

MISSISSIPPI

University of Arkansas Sarah Nance

University of Mississippi Emily Herbert

CALIFORNIA

NEW HAMPSHIRE

GEORGIA

NEW YORK

University of California, Santa Barbara Madisyn Brown

University of Georgia Hayley Fuller

INDIANA Purdue University Will Crouch University of Notre Dame Kyle Crudele

KENTUCKY Murray State University Joe Harris

Dartmouth College Laurel Dernbach

Columbia University Watson Tansil Cornell University Eric Stoxstill-Diggs

SOUTH CAROLINA College of Charleston Rebecca Alexandru University of South Carolina Libby Weicker

TENNESSEE Austin Peay State University Canaan Catlett Belmont University Luke Harnen Alex May Kate Phillips Lipscomb University Alex Turner Middle Tennessee State University Lincoln Puckett University of Tennessee, Knoxville Mason Chambliss Allison Clark Whit Hagan Jesse Heldman Landon Holt Will Hunter Ryan Peterson Chris Romanelli Grace Speers Vanderbilt University Max Beavers

TEXAS Texas Christian University Katherine Holman Lily Pierce

WASHINGTON, DC George Washington University Elizabeth Halas

FRANCE CFA HÃ´tellerie-Restauration, Guyancourt Richard Bertomeu

Spring/ Summer 2018 | 4700

philosophy has been characteristic of

Valedictory Address

our class. Not only do we need to stay true to ourselves, but we need to be our best selves no matter what is going on around us. I want to read a prayer that was written on Mother Teresa’s wall in her home for children in Calcutta. The composition was originally written by Kent Keith, but Mother

CLAIRE LUTHY

Teresa adapted the second half of it and took a more spiritual spin on the ending. It reads: “People are often unreasonable, irrational, and self-centered. Forgive them anyway. If you are kind, people may accuse you of selfish, ulterior motives. Be kind anyway. If you are successful, you will win some unfaithful friends and some genuine enemies. Succeed anyway. If you are

It is hard to sum up the past

and two countries and are headed to

12 years or eight years or

some prestigious institutions all over

even one year that we have

the country. We’ve put in countless

been part of the FRA community as

hours serving on mission trips in

the class of 2018. We’ve experienced

three countries, and 12 of us have

a lot of best times in school, from

served Turner fellowships around

our accomplishments athletically,

Nashville. While all of those are some

academically, and artistically, to just

of the tangible bests, the intangible

experiencing life together in the

bests that our class has experienced

hallways, stage, or field. Athletically

involve the close-knit community we

we’ve achieved much with many

have with each other and our servant

sports teams competing in substate

leadership as a senior class.

and state games during our high

school years. Our class has pushed

Regardless of circumstance, how

each other academically to develop

things seem to be, whether good

the reputation that we care deeply

or bad, it is vital to keep your eye

about our success in the classroom.

on the goal and stay true to your

We’ve put on nine elaborate plays

principles. During successes and fun

and musicals, and our band and choir

times, it is easy to persevere and do

programs have achieved superior

the right thing. However it is much

ratings. We’ve taken AP classes not

more difficult, but just as necessary,

only for academics but for arts, too.

to stand firm, work hard, and make

We’re going to schools in 15 states

good decisions during trials. This

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honest and sincere, people may deceive you. Be honest and sincere anyway. What you spend years creating, others could destroy overnight. Create anyway. If you find serenity and happiness, some may be jealous. Be happy anyway. The good you do today will often be forgotten. Do good anyway. Give the best you have, and it will never be enough. Give your best anyway. In the final analysis, it is between you and God. It was never between you and them anyway.” Most of us know where we are going in the fall, but we don’t know where our lives will lead us. No matter what we face now or in the future, it’s important to keep this advice in mind and let it serve as a guiding principle in the years ahead. Congratulations, and good luck class of 2018.

just idly gripe about it—actually take action. I believe with my whole heart that we’re a group of movers and

Salutatory Address

shakers. From 12 years with some to a mere one with others, I’ve seen each and every one of these graduates accomplish something incredible, and because of that I’m so excited to see

LAUREL DERNBACH

what the future holds for us. It’s really easy in high school to think that “the grass is greener on the other side of the fence.” Whether it’s actually greener or not, we’re about to find out. The saying is supposed to signify that the grass is not necessarily greener on the other side, we just perceive it to be. If nothing else, I know for a fact my new grass will be at least a little greener because Dartmouth’s mascot is literally Big Green. Wherever this class goes next,

In thinking about a story

though, I began thinking about when

to share, I kept coming

I do mind FRA . I’m sure just about

back to a moment a group

every person in this room can think

of us shared a few weeks ago. It was

about a time where they have been

the morning of the senior prank,

frustrated or upset with some of FRA’s

and a bunch of us were in the senior

processes. But the greater question

commons watching it all unfold in

then became—why? The answer, most

the quad. Although the details of the

simply, is because I care. FRA is a

prank are unimportant, we were all

place I’ve poured my heart and soul

sitting there laughing about it all, and

into for the past 12 years. No matter

my good friend Kate turns around and

where I go in life, a part of me will

says “sometimes I don’t mind FRA .”

always be a Panther. My hope for this

From a second-semester senior, that’s

class going out into college and then

practically a 5-star rating. I started

into the world, is that they would care

thinking about it, and sometimes

about something. Be passionate about

I don’t mind FRA either. Over the

something. Whether it’s your college,

past 12 years, homecoming weeks,

or your job, or a hobby, make sure

picnics on the quad, and Interim have

everyone knows you mean business.

brought me some of my sweetest

If you don’t like the way something

memories so far in life. Conversely,

is going, speak up about it. And don’t

across the country, from Boston to Santa Barbara, I hope each of us finds a sense of community as rich as this one on the other side of the fence. I hope FRA has only been the beginning of each of our potentials in life. This being said, don’t forget this side of the fence. Don’t forget the grass that is blue and white, the grass that puts FRA in front of every possible word, the grass that walks by spilled rice, that cheers for pizza at prom, that claps a little too loud for a little too long, that barters quiz grades with box ball, and especially don't forget about the grass that is now beyond excited to call us alumni. Congratulations, class of 2018, and best of luck in our next stage of life.

Spring/ Summer 2018 | 4700

ANDREW STACY

Baccalaureate Address

As an English teacher,

tragedy. Humans start in perfection, but, through their own

I love stories—so

choices, take a tumble. From perfection to perdition. Garden

that’s what I want to

to grave. Created goodness to a fallen mess. That’s the thing

talk about—both stories in the

about the best comedies; they look a lot like tragedies in the

general, philosophical sense

beginning. And for most of the Bible, the tragedy continues.

and, more specifically, your

God’s people mess up time and time again, bringing about

story and its role in the larger

their own destruction and ruin. But then something rather

story of the Gospel. I want to

unique (from a purely literary standpoint) happens: The

talk about tragedy vs. comedy.

author of the story becomes a character in the story he is

In literary studies, we talk about

writing. And not just A character, but THE character – the

the “shape” of a story. In some,

conquering king, the undying hero, God-in-the-flesh, the

the protagonist finds him/herself

literal Christ-figure. And it is the person of Jesus Christ

up here at the beginning of the

who begins going about the work of rewriting the Christian

story, and, through outside forces

story into a comedy.

or, through some fault inside of themselves, the main character

How does the divine author of the greatest story entering

ends up most commonly down

into the story turn our story from a tragedy to a comedy?

here, meaning he/she is dead by the story’s end. We call

Well, God pursues us; He chases after us; He sacrifices

these tragedies. In others, the character falls down but

himself and dies for us; He runs after us and meets us in

ultimately overcomes some obstacle, and the story ends

the tragic mess of our lives and overwhelms us with His

happily. We call those comedies. In Shakespearean terms, if

never- stopping, never-giving-up, always-and-forever

the play ends with a funeral, it’s a tragedy. If it ends with a

kind of love. And then, He invites us to play a vital role in

wedding, it’s a comedy.

His story.

So my question is: What sort of tale have you fallen into?

So what does this mean? It means that the rightful king is

If you were to look back at the narrative arc of your life

calling us into the comedy. And how do we fulfill our role

thus far and then project what your life will be like in the

of saboteurs against the darkness? In the same way Christ

future, what kind of story do you intend to find yourself

did: by living a life marked by service, sacrifice, and love. By

in? If we were to apply the Shakespearean model to that

laying down your life for the sake of the kingdom.

question, you might say, “My life will end in a funeral, so I guess I’m living in a tragedy.” And if you were to listen to

I have no way of knowing what the future holds for each

conventional wisdom, you’d probably be right.

of you. Whatever the case may be, here’s what I know to be true: There is a God who has come to rescue you and to turn

But I have some good news. I have some Gospel news. Life

your tragedy into comedy. And this God invites us to help

is not a tragedy. Life is, indeed, a comedy.

turn the tragedies of this world into comedies by sharing this good news and by living a life of service, sacrifice, and

For those unfamiliar with the Christian story arc, the shape

love. And I promise you, that if you live your life in pursuit

of the gospel… At the beginning of the story, it looks like a

of the comedy, each of you have the brightest of futures ahead.

4700 | Spring/ Summer 2018

SEAN CASEY

Commencement Remarks

You arrived into the

world arouund you, because love magnifies everything you

high school the same

will do when your efforts are directed toward the needs

year I arrived to

of others.

FRA , so in many ways, we have grown up together. As a class,

I am confident that you are prepared to write papers,

you developed the reputation

complete a lab, and take part in a socratic seminar. I am

as being a small, tight-knit

sure your teachers have prepared you well for the exercise

group made up of individuals

of education, and I expect that your time at FRA has helped

who are fiercely loyal, fiercely

you to identify some passions along the way. While you

competitive and at the same time

may have a gift of writing, painting or singing, of building

fun-loving and a little goofy.

a robot, or running fast or shooting a basketball, I hope we

Even before many of you arrived

have also planted seeds in your life so you will take action

to my Pre-Calculus Honors

on behalf of others – that you will invest in the needs

class junior year, your battling

of others and that you will see the possibility in every

for points with teachers had

situation and every person around you. I am hopeful that

reached almost epic status. You

you are ready for the more important challenges that lay

wanted to do well, and you were

ahead because of the things you have seen and the people

competitive. After teaching many

you have encountered throughout your FRA career.

of you, I realized the legend was true.

You are accomplished scholars, artists, and athletes who will be attending some of the finest colleges and

That said, there is a lighter side

universities in the country. More importantly, you are

to this group that likes to smile

friends, loyal and kind to one another.

and talk and at times is difficult to get to be quiet because you enjoy each other’s company.

When you were starting ninth grade, God called my family

I have watched your group continue to grow throughout

to FRA to join your journey. We have been blessed in ways

your senior year, and I have watched you put the needs of

that we could have never imagined, one of which has been

others ahead of your own. I have seen it in your student

the opportunity see your class grow into the young men

body leadership; I have watched it on Service Saturdays and

and women sitting here today.

through the work of Turner Fellows. I have watched the senior football players invite underclassmen to dinner each

So remember what you have learned and what you have

Thursday night to have a greater impact on their younger

seen during your time at FRA . Remember God’s promise in

teammates. I have watched you teach dance to lower school

the book of Jeremiah “For I know the plans I have for you,

students and mentor younger students. I have watched

plans to prosper you and not to harm you, plans to give you

you cheer for each other and celebrate the successes of

hope and a future.” To paraphrase my former pastor Andy

your peers.

Stanley, “not pursuing God’s plan for our lives might be one of the greatest tragedies.” So pursue it!

So I ask you: What is the ripple effect of your words and your actions, and how can your love make a positive difference in the

Remember to be consistently who you are because God

lives of others when you take action? I encourage you to hold

loves you that way, and it is simply easier to live a life of

on tightly to that thought because it will serve you well for

consistency. Remember you are loved, and you are unique.

the rest of your lives. It is not just a great way to live life;

Don’t be average; God did not make you that way. He did

it is a great way to be successful in life. Jesus washed the

not make you to fit in but to stand out and stand out you

feet of his disciples. He displayed an overwhelming concern

will. Lead people by serving the needs of others, make

for others. He didn’t say “I AM IMPORTANT.” Instead, He

someone’s day today and every day by loving them radically,

loved and cared for those who others deemed unworthy. I

and finally fill it to the brim. When God calls you, go for it!

hope you irrationally invest in people throughout your life

God will multiply your work! Class of 2018, Godspeed!

and consequently make a dispproportionate impact on the Spring/ Summer 2018 | 4700

In their own words The 2017-18 Faculty Fellows describe their experiences

4700 | Spring/ Summer 2018

ACADEMICS

” I loved having the extra pair of hands in the classroom, the extra eyes on progress, and the extra partner to collaborate and plan with me for the students. The fellows program was an excellent opportunity to revisit my curriculum with fresh eyes and refine my practices with a partner teacher. The mentoring process inherently places a mirror on your personal goals and standards in the classroom for academics and for the culture of the school. Needing to explain WHY this decision or that assessment is “best practice” for my students exposed areas where I needed to grow and change. We ALL learn something every day - including “the teacher!”

Michelle Nelson,

Grace Taylor FACULTY FELLOW - FIFTH GRADE ENGLISH

I have loved my experience as a faculty fellow at FRA . I started with the fifth grade team working under the mentorship of Michelle Nelson, and I was able to teach each of the subjects. I also helped lead an advisory, which allowed me to really get to know the fifth grade class. In February, I moved to second grade, taking over as a long-term substitute, and that experience gave me hands-on time in the classroom as a lead teacher. Outside of the classroom, I was able to coach varsity volleyball, middle school basketball, and varsity tennis. The most surprising thing about my experience as a faculty fellow was how different it was than my student teaching experience. I was a little fearful coming into this year, thinking it was going to be another student teaching experience, but I found that I gained so many different skills as a fellow. This year has given me the opportunity to join a school community, and the FRA community is so genuine. Everyone was so welcoming and inviting on my first day, and it has been that way every day since.

MENTOR TEACHER

I am so grateful for this past year, and I hope to use what I’ve learned as I further my education in graduate school next year.

Spring/ Summer 2018 | 4700

me to recruit some of them to join the lacrosse team that I started in the spring.

Callahan Kent FACULTY FELLOW - SIXTH GRADE MATH

My experience as a faculty fellow at FRA has been an extremely rewarding one. When I originally accepted the fellowship, I was not sure what to expect because this is its inaugural year. After stepping on campus the first few weeks, I felt immersed in the FRAmily. From the faculty, to my students and their families, everyone welcomed us fellows with open arms. Graduating with a degree in human and organizational development from Vanderbilt University, I had not been in a classroom setting besides being a student. Working alongside and learning the ropes from an experienced classroom teacher was helpful in day-to-day classroom management, lesson planning, and overall development. The other side of the faculty fellows program was coaching. I had the opportunity to coach varsity soccer, which gave me the platform to get to know girls I did not teach in the middle school and allowed

4700 | Spring/ Summer 2018

One of the highlights of my experience was being able to work with various groups of students. I started out in the seventh grade math classroom and coached the upper school soccer team, and as that season ended, I helped coach the middle school soccer team. In the spring, academically, my role shifted, and I was able to teach math in the fifth grade classroom. Athletically, I was starting the lacrosse program, which extended from eighth grade to senior girls. All of these opportunities allowed me to coach girls I did not teach, and I was able to get to know more students across campus. Coaching and teaching at different levels this year has developed my coaching and teaching, and has given me the opportunity to be more connected to the FRA community and the student-athletes we serve. I have learned about myself during the Faculty Fellow experience, and the one thing that sticks out is learning to accept that youâ&#x20AC;&#x2122;re going to make mistakes. And that is okay. Attending a top university and playing on a college athletics team, you are expected to be perfect and not make mistakes. Being around that mentality the last four years, it was difficult transitioning into a school setting, but Shannon Murphy and Beth Schwaner, as well as several other colleagues, have helped made that transition easier. I have learned so many lessons in this last year, and I am so thankful for all of the people who have helped me along the way. That is the special thing about FRA , everyone is here to help you. It is an extremely supportive community, and I am lucky to be able to continue to serve as the fifth grade math teacher next year.

in education, and I had a lot to learn about every aspect of being a teacher when I arrived in the fall. While we’ve been reading and taking a course, so much of my development has sprung from the constructive feedback offered from Naomi and other faculty members. Every day I came across a new challenge and have been able to grow and overcome it. Now, at the end of the year, I still have plenty to learn, but I’ve developed a foundation of understanding and experience that encourages me as I continue moving towards a career in education.

Will McCauley FACULTY FELLOW - UPPER SCHOOL ENGLISH

I have spent the past year as a faculty fellow with Franklin Road Academy working alongside Naomi Jaynes, a veteran teacher of 18 years, in the upper school English department. I have been able to coteach her four sections of tenth grade English, which involves unit and lesson planning, teaching classes, and assessing students’ growth and development. Additionally, I’ve gotten to solo-teach a senior elective on Tolkien’s The Lord of the Rings, which happen to be my favorite novels. Outside the classroom, I’ve served as the assistant coach for the varsity cross country, varsity swimming, and middle school track teams. This has been a two-fold blessing, in which I have both developed my coaching and spent quality non-academic time with FRA students. Beyond sports, I have helped with Convocation and Chapel programs, with opportunities to speak and lead worship musically. A really valuable experience this year has been the chance to receive regular feedback on my teaching. Like most of the fellows, I do not have a background

Working with various groups of students is really close to my heart. When I started this job, I pictured myself teaching ninth grade in the future, and I wasn’t considering the possibility of working with younger students. However, my work as a fellow afforded me time to help in the middle school, coaching with the track team, speaking in convocations, and getting to know the middle school English teachers. As the year went on, I began to visit more middle school classes, and eventually applied for the open sixth grade English position, which I’ll be filling next year. Without those times around the middle school students and faculty, I may not have recognized my gift for working with that age, and I might not be looking at a future as part of the FRA community! I really feel like the FRA community mirrors the city of Nashville today. People my age want to move here because of the young energy and air of possibility that courses through these streets. You only need to visit once to know you could stay for a long time. At FRA , we know where we want to be, and we’re taking steps to get there every day. Our vision is set, and our culture is progressing. We’re growing quickly, which brings challenges that we’re ready and eager to address, and I’m so excited to be part of it for hopefully quite some time!

Spring/ Summer 2018 | 4700

Jarrett Whitworth FACULTY FELLOW - UPPER SCHOOL MATH

For me, the best part of the faculty fellow experience has been the opportunity to work in different areas of the school. I taught in the upper school, but all of my coaching was with middle school programs – football, wrestling, and baseball. This allowed me to interact with a larger portion of the student body and form great relationships with younger students. I was able to get a better sense of these families as a whole and create connections that extend outside of the classroom.

The most valuable part of my experience has simply been getting in front of full classes. Previously I had only done one-on-one tutoring, and managing a class of 15 students is a different animal. Being able to have that experience while sharing a room and ideas with my master teacher has been a great stepping stone into teaching on my own. Over the past year, I’ve really enjoyed being part of the community. Everyone is together, and there is always a sense of camaraderie between coworkers. Coming in as a new faculty member, I felt uplifted and supported by the school. There are plenty of opportunities to get connected through different co-curriculars. FRA does a great job of catering to all of the different aspects of life that create well-rounded individuals. I have enjoyed my time here immensely, and I look forward to continuing my career in education.

new faculty fellows Sydney Butler FACULTY FELLOW - SEVENTH GRADE SCIENCE

Sydney Butler will serve as the 2018-19 faculty fellow in the seventh grade science department. She recently received her bachelor’s degree in psychology from Wofford University, where she was actively involved in and held leadership positions in Psychology Kingdom and Zeta Tau Alpha. Sydney will also support our athletics department, serving as an assistant for the cross country, basketball, and lacrosse teams.

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Madison Kent FACULTY FELLOW - ARTS

Madison Kent will serve as the faculty fellow in the arts department. She recently graduated from Belmont University with a bachelor’s of fine arts degree in art education, and she has enjoyed getting to know the FRA community as a lower school art substitute. Madison is actively involved in Nashville Young Life, and she spends her summers as a counselor at Camp Greystone in North Carolina. She will also assist with the middle school musical and work in the athletics department, supporting the tennis and middle school soccer teams.

Hayden Copeland FACULTY FELLOW - RELIGIOUS STUDIES

Hayden Copeland will be a faculty fellow in the religious studies department for the 2018-19 school year. A 2014 graduate of Clemson University, he is currently pursuing his master’s degree in Christian Education from Dallas Theological Seminary. Hayden has spent many years working for YMCA Camp High Harbour School as the team director, and he now serves as the team leader for Young Life at Wesleyan School. He has led mission trips to India and Indianapolis and hopes his experiences will help support the religious studies department and our students throughout the year. In addition to his classroom work as a fellow, Hayden will also assist with the golf, swimming, and middle school baseball teams.

Ian Bomely FACULTY FELLOW - SCIENCE DEPARTMENT

Ian Bomely will be working in the science department as a faculty fellow for the 2018-19 school year. He is a recent graduate of Salve Regina University in Rhode Island, where he received his bachelor’s degree in biology with double minors in chemistry and neuroscience. While a student, Ian was involved in multiple campus organizations, including Special Olympics, pre-med club, and Habitat for Humanity. Outside of his classroom responsibilities, he will be assisting with the football, wrestling, and track and field teams.

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SIGNATURE PROGRAMS T H I RD GRA DE EXP E R I E N T I A L L E A R N I N G BY

CAROLINE BRANNEN & HOLLY SIZEMORE, third grade teachers

Most of us can recall monumental moments as a child when learning came to life – when the light bulb finally came on, when we felt a sense of growth or success, when a project made us proud, or when our “out of the box” idea was seen as important or valued. We as teachers hope to provide innumerable and unique opportunities for many of these monumental moments to occur. Our goal is to uphold the value and mission of Franklin Road Academy. We work to instill a love for learning in children that will spur them on for years to come. One of the ways we accomplish this is through experiential learning, which is the process of learning through experience and reflection. Our classrooms are enriched through experiences that provide students hands-on or virtual opportunities for servant leadership, global awareness, and dynamic activities involving curriculum that make learning unforgettable.

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“Tell me and I forget, Teach me and I remember, Involve me and I learn.” – BENJAMIN FRANKLIN –

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“A poet is, before anything else, a person who is passionately in love with language.” – W. H. AUDEN –

THIRD GRADE POETRY CAFÉ

One of our most recent experiential learning adventures

creates purpose, excitement, and authentic learning in

came through our development of our Poetry unit and

our classrooms. We are amazed with the imagery and

a culminating evening Poetry Café. Poetry standards

creativity our students include in their pieces year after

contain many complex and vital third grade skills

year. Students freely create rhythmic poems or free

that can be intimidating to students in the beginning.

verse pieces; some choose to add humor, and others take

Three years ago, we dreamed up the idea of putting

on a mysterious tone. They are each wonderfully unique.

meaning and purpose to these skills. We wanted to

We study famous poets from Robert Frost to Walter

develop a unit where poetry would be something they

Dean Myers to provide inspiration, and we explore

could experience, love, and create, and our dream

how their writing can tell stories or convey emotions.

landed with us planning to host an evening Poetry

All of this background work comes to fruition each

Café where our students would share an original poem

March when our poets present their works. The lights

with their families and friends. After presenting this

are dimmed, the tables are covered in dark linen, and

event to students, the lessons became more meaningful.

the library becomes a quaint café allowing our poets

Figurative language became an obstacle they wanted

to feel inspired and valued in sharing their heartfelt or

to tackle, and they were on a mission to mastery as

humorous piece. With a beret on their head and jazz

future poets. It didn’t take long to realize this event

music softly playing behind them, each student recites

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proudly their work that has become so special to them. Two snaps are given after each poem is recited, and student art pieces can be found displayed around the cafĂŠ. It is evident each year that this experience does far more than just teach them about poetry. They are empowered as poets to create pieces that are each worth being shared and celebrated. Following Poetry CafĂŠ, our third graders have the opportunity to visit the Country Music Hall of Fame, which solidifies their understanding of the correlation between poetry and music. This experience also gives these students the chance to participate in writing and recording a song with a local songwriter.

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THIRD GRADE NOVEL STUDY RE-CREATION One of the most important skills for reading in third

Winn-Dixie has become a third grade favorite. This book

grade is deeper comprehension and the understanding

is full of valuable lessons on friendship, courage, and

of plots, themes, and character development throughout

kindness, as well as, excellent character development

a novel. We discuss with students strategies for how

and plot twists. In desiring to constantly bring learning

to visualize and retell the main events of a story as the

to life for our students, our goal is to find a way to

plots thicken and unfold. We focus on developing these

bring experiential learning opportunities to reading. We surprise our third graders with a re-creation of a

“Keep reading. It is one of the most marvelous adventures that anyone can have.” – LLOYD ALEXANDER –

pivotal scene from this book. Our rooms are filled with decorations and cut-outs of characters to make them feel as if they had jumped into a scene from this book. There are activities planned to promote conversation about characters’ thoughts and student opinions on themes throughout this novel. This event is a scene re-creation of a highly anticipated garden party in the final chapters of Because of Winn-Dixie. In this portion of the book, the characters bring symbolic food items that correlate with their journey. We provide similar snacks to help our students feel as if they too attend this garden party.

skills during one of the sweetest parts of our third grade

One specific character in this book is known for playing

day – shared reading of a current novel study. Students

the guitar, so each year we try and ask a special guest to

join us on the carpet in our classrooms with their books

surprise our classes as the “lovable, guitar-playing Otis.”

each day excited to hear the next adventure and explore

The smiles on the kids’ faces last all afternoon as they

through the eyes of the characters. Although many

truly feel they have stepped into the book.

different genres are read throughout the year, Because of

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THIRD GRADE BUSINESS EXPO One of the most anticipated experiential learning events

and parents, administrators, and fellow faculty also

in third grade is our annual Third Grade Business Expo,

come to support and shop these student businesses. The

a day where students are given the opportunity to

energy and enthusiasm is evident on Expo Day as our

become entrepreneurs and run and sell their business

business owners can be seen promoting the purchase of

products to lower school student consumers. Our third

their items, as well as making change and monitoring

grade social studies curriculum includes an economics

closely the prices of their goods and services according

unit focused on exploring specific facets of our US

to supply and demand. Similar to Poetry Café, students

economy and the impact of entrepreneurs. As teachers,

are able to interact with an authentic audience during

we feel that the best way for students to truly grasp

Business Expo, and it is truly a remarkable event!

these abstract concepts of supply, demand, investors, and business plans is to have students be responsible for creating and interacting with these ideas on their own. We refer to the skill lessons leading up to Business Expo as vital knowledge for our “entrepreneurs in training.”

“Education is not the learning of facts, but the training of the mind to think.” – ALBERT EINSTEIN –

We invite students to brainstorm possible business ideas that they could run in our classrooms. They are given a proposal, where they explain the important details of their business ideas such as intended consumers, price points, marketing strategies, supplies needed, and anticipated costs. We review these proposals with them and give feedback to help them develop the best possible plan for a successful expo day. Students then receive a “business license” to enhance each child’s experience of being an actual entrepreneur. On Business Expo day, which occurs annually in May, third grade classrooms are transformed into a unique shopping experience. The entrepreneurs have their business boards displayed, and shoppers can see the amount of effort that goes into each of their marketing strategies. Students from other grade levels shop during their scheduled times,

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In thinking of our FRA mission and looking to develop

how, as entrepreneurs, they have the opportunity to

strong servant leaders, we partner with Second

not only be successful individually but also to impact

Harvest Food Bank as our third grade philanthropic

others. Our children complete a profit donation sheet

focus throughout the year. The children are familiar

where they have the opportunity to choose an amount

with serving and caring about those involved with

of their anticipated profit to donate to Second Harvest

this organization. Each year, as we discuss successful

Food Bank. This May, our third graders presented their

servant leaders in our community with our third

largest charitable gift yet by giving $1,735 to this great

graders, we bring in speakers who have been involved

organization. Following the Expo, our classes take a

in corporations or small business developers that hold

field trip to tour Second Harvest, enabling them to see

philanthropic partnerships at high value. We use their

firsthand the impact that their donation will provide for

presentations as a spring board to discuss with students

the Nashville community.

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“The function of education is teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” – MARTIN LUTHER KING, JR. –

These experiential learning opportunities can be seen throughout each grade level at Franklin Road Academy in a variety of ways. They are meaningful moments that leave a lasting impact on students’ education. It is a gift to be a part of watching our third graders thrive academically, socially, and spiritually at a school that values authentic learning.

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developing a Critical Lens s BY

The exploration of arts, culture, and entertainment as a means of advancing God's kingdom has always fueled my passion for education and service. I remember reading about God's promises to Abraham and the generations that would follow him, and I began to ask the Lord if there was a similar generational call on my family. At that moment, it became clear that my family tree was sprinkled with teachers. In fact, my grandmother was also an eighth grade English teacher. Enamored by the reflection of God's character in cultures different than my own and challenged by difficulties of poverty in African American and Hispanic communities, I began a career in urban education, which led me to partner with educators and activists in the West Nashville community. Atticus Finch, beloved father and community activist of Harper Lee's classic To Kill a Mockingbird exhorted his daughter, “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.” While I understand that as a white, middle class female, I know I will never 23

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TRICIA KRIESE, eighth grade English teacher

truly understand what it is like to live with the oppression of poverty and racism that still pervade our community, it was through teaching English that I was given the opportunity to "climb into the skin" of those around me. While the time I spent collaborating with community partners of different racial and socioeconomic backgrounds was invaluable, I sensed another transition. Prompted by FRA's Advanced Placement Language Arts instructor, Naomi Jaynes, who I had worked alongside at Pearl-Cohn, I began to look into teaching in the FRA community. Admittedly, I was apprehensive about the possibility of such a drastic change in landscape, but FRA's commitment to developing leaders of integrity through sound educational practice in an inclusive Christian community seemed incredibly genuine, and the possibility of continuing to holistically support the development of adolescence in such an environment suddenly became inviting. Little did I know that I was joining the community in a window of time where leadership and staff were

taking intentional strides to ensure that FRA becomes a community that seeks to demonstrate Christ’s message of love and inclusivity in all its endeavors. Aligned with our diversity mission and equipped with the intercultural experience and desire to see Christ's glory manifest in this way, I began to develop a Language Arts curriculum for eighth graders that prepared them for the rigor and independence of high school as well as provide them with the cultural and professional competencies that will empower them to live lives of Godly service toward one another in a world that is rapidly changing. In the Language Arts community, this skill is termed "developing a critical lens." Developing a critical lens includes the examination of bias against race, gender, economic status, and other points of human difference so that students may truly see the world around them through the eyes of Christ. Class discussion, textual analysis, and writing undergirds the endeavor. Recently, we explored gender bias in Romeo and Juliet. Equipped with the understanding that our views of people are shaped by

positive and negative images we encounter through arts, culture, and entertainment, students were asked to identify existing stereotypes perpetuated by media. As we watched and read Romeo and Juliet, students were asked to identify evidence that pointed to gender stereotypes and decided why those stereotypes existed and whether or not they were fair. Perhaps, the most engaging component of the study was class discussion. One student (Analise Gibbs) said, "Mrs. Kriese, I really like your class because we get to talk about what everyone is actually thinking, but not saying." Class discussion was implemented through a protocol known as "The Four Agreements." This process provides students and staff with the framework to have difficult conversations. They include: 1) stay open and engaged 2) experience discomfort 3) respectfully share your true thoughts and feelings 4) leave some issues unsettled. Students are also taught how to ask discussion-prompting questions in order to grow in understanding. Through genuine dialogue, students not only clarify their own thoughts and values, but are stretched to embrace the thought and value systems of those around them. In that manner, students are not only taught developmentally appropriate life skills, but the relationships built through dialogue erode bias. Culminating the unit, students were tasked with writing a gender criticism of the text that aligns with the high school Advanced Placement Language Arts curriculum. Through the writing, students processed their own thoughts and opinions,

and they learned to support their ideas with textual evidence, all while assimilating the perspectives and points of view of those around them. They also considered the implications of their values and observations on the world around them. One student (Harrison Douglass) concluded: "In summary, Shakespeare expresses his misogynistic beliefs through Romeo and Juliet and its hidden messages that include the objectification of women through Romeo's behavior towards Rosaline and Juliet, female submission through Juliet's ideals of true love and her parents' stubbornness in regards to Juliet's husband, and the goals a female should have and pursue by means of Juliet's young age and the ability of the people around her to give away her hand in marriageâ&#x20AC;Ś All of these ideas are tied together by a common constant theme of women living subordinate lives to those of their male counterparts, a relevant issue in American and international societies todayâ&#x20AC;ŚIt is time to break down barriers and recognize the

beauty of diversity in the workplace, the film industry, and schools across the country and more importantly around the world. The sheer amount of actors, teachers, and celebrities representing their communities and showing the world how proud they are to be themselves can insure an entire generation of young people to realize their full potential and live out their wildest dreams. Our differences make life much more beautiful and richer for all, in ways that one can only begin to imagine. But how is Romeo and Juliet any different? It is a beautifully written and classic piece of literature that can be used as a tool with an emphasis on the era's traditions and analyzing text in depth for hidden messages and deeper meaning. But in no way can it be utilized to justify hatred or ignorance. Romeo and Juliet serves as a testament to the past and a representation of life in the Elizabethan Era, not the ideals of true love and independence that society hold so dearly today."

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SENIO R SP OT L I G H T

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SH ER YL G AR CI A My favorite senior memory has been… being awarded the Billy Bryan Scholarship because it was something I had never imagined receiving. I felt extremely honored but overall grateful for being given the privilege of attending such an amazing school. The thing I’m going to miss most about FRA is… every aspect of FRA . From the loving relationships I have been able to form with the majority of my teachers to the fun activities that are provided to the student body. I guess what I will miss the most is the loving, kind, and welcoming FRA community.

FunFacts Describe yourself in three words. Energized, hardworking, and organized. If you could be a teacher for a day, what would you teach? I would love to be an art teacher in the lower school because I would be able to observe kids at the pinnacle of their creativity.

I feel prepared for my first year of college because… I have been given various college level classroom and homework assignments throughout my high school career, including AP classes that have mentally prepared me for college. I also feel prepared for college because of the advice I have received from my college counselors and FRA alumni. After graduation, I plan to… attend Samford University in Birmingham, Alabama, with a major in language and world trade. With my major I would like to attend law school and hopefully become an immigration lawyer. My biggest accomplishment during my time at FRA has been… being academically successful for all of my high school career and being accepted to a private university with several scholarships. Because I am a daughter of immigrant parents and the first child to attend college, I have always been determined to make my parents proud and take advantage of the amazing opportunity they have given me. I am extremely grateful for my parents' hard work and will try to repay their generosity and sacrifices with my accomplishments. I love them very much and will miss them greatly once I go off to college. The person who has taught me most at FRA is… Señora Moix because not only did she strengthen my Spanish skills but she also taught me very important life lessons that I will be able to use in the future. She taught me to not judge others for their appearance and to always be determined in accomplishing any goal I set my mind to. She also taught me to be loving towards others, even if the other person does not reciprocate in the same manner. Most importantly though, she taught me to always be true to myself no matter what obstacles come along in my life.

JO E HARRIS If I’m not in the classroom, you can find me… in the band room, commons, lunchroom, theatre, or Coach Zenner’s room. My biggest passion is… music. I grew up in a musical household, and I’ve always loved playing the drums ever since I was two years old. My dad would set pots and pans down on the kitchen room floor and hand me two wooden spoons, and the rest was history. My dream job would be to… be the head of my own task force in the FBI in counter-terrorism. The person who has taught me most at FRA is… Bob Chandler, because he’s a great teacher who always could keep the mood light.

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My most memorable experience at FRA is… starting FRA’s news show, called “Good Morning FRAmerica.” You’re welcome! My biggest accomplishment during my time at FRA has been… our jazz band winning a superior and Silver Mickey at Disney’s Jazz Festival.

FunFacts How long have you attended FRA? I came freshman year of high school, so four years. What is your favorite thing to eat in the cafeteria? Well this is a tough question, as most know I am a big food enthusiast. If I had to limit it down to three meals it would be the: burger bar, nacho bar, and fried catfish hotter. What is your hidden talent? Public speaking. I’ve always been great in front of crowds. One time in public speaking class, I did a “miracle” motivational speech that brought a couple of students to tears!

FRA has prepared me to pursue my passion in college by… offering the Drama III class to prepare me for the college audition process was invaluable. It made the auditions less overwhelming having other people to help ground me and feel more in control which in turn lead to me being able to give better auditions. Additionally, the theatre program here is incredibly elevated in terms of the approach to acting and working in that kind of environment for the past four years has helped me to become a better artist. After graduation, I plan to… attend Emerson College in Boston, Massachussetts, and will pursue the BFA in theatre and performance. My biggest accomplishment during my time at FRA has been… the opportunity to direct a oneact play called The Patient which was such an honor because it was my first chance to work in that capacity. I was really nervous that I wouldn’t be able to make a "good" show, but thanks to my incredible cast we made an incredible show. It also set a new precedent because no other student has ever been allowed to direct anything for the main stage, and getting to open that door for other students who come after me and want to direct, letting them know that this is an option is something that I’m immensely proud of. The person who has taught me most at FRA is… Mrs. Jewell. With her, it is not just about voice. She is such a kind and patient person, and she teaches me what it means to lead by example. She is always there to talk about whatever problems you’re having in school and in life, and she makes me want to be a more compassionate listener and friend. I love FRA because… it’s my second home. The people here know me better than I know myself sometimes, and it’s like having another family.

FunFacts How long have you attended FRA? I have been at FRA since kindergarten so 13 years now!

AN SL E Y MO OR E My biggest passion is…Theatre. And it has been my passion... It has been my passion ever since I discovered it in the fifth grade, starting with the middle school musicals. 27

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What is your hidden talent? I can make an origami dragon. If you could be a teacher for a day, what would you teach? I would love to teach Mr. Kaiser’s AP Language class for a day. Mr. Kaiser is one of my favorite teachers, and, after taking his class last year, I’d love to see what he goes through teaching it in a day.

M A SON CH AMBL IS S I have attended FRA since… pre-k4, so this is my 15th year. The thing I’m going to miss most about FRA is… the relationships I have made with my classmates and my teachers. Also, I will miss the competitive nature in both the academic area and sports area. My most memorable experience/moment at FRA is… making it to the state tournament in both soccer and basketball – soccer during my sophomore and in basketball both my sophomore and junior years. The one thing I hope my classmates will remember about me is… that I was always kind to everyone, and I was always myself no matter who I was around.

tried golf for the first time my sophomore year, and the team never judged me, they just embraced me. The same thing happened when I tried drama. There were people in the class who were clearly better than me, but they helped me along the way.

FunFacts Describe yourself in two words. Kind and funny What is your favorite thing to eat in the cafeteria? The enchiladas What is your hidden talent? Spike ball If you could be a teacher for a day, what would you teach? Calculus

I love FRA because… it gave me a chance to express myself in the academic area and in the sports area. FRA also allowed me to try new things without being judged or making a fool of myself. For example, I Spring/ Summer 2018 | 4700

My Story

By Haley Gray Chip Campbell Parker Rosenberger Leah Sparks CJ Fayne

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F E AT U R E

HALEY GRAY '14

My FRA story began when I decided to transfer schools in seventh grade. Both of my siblings had attended FRA, and I felt I would find a community full of individuals who would support me and allow me to grow. Looking back now on my experiences, I had no idea how FRA would still have an impact on me four years after graduation. The impact from FRA began from the very beginning with teachers who supported my journey. Teachers like Mr. Kinman, who introduced me to literature such as To Kill a Mockingbird and The Giver. He opened my eyes to the challenges present within society and to the importance of questioning. These ideals were carried to high school with teachers such as Mr. Flegel, Ms. Gideon, Mr. Kaiser, and Mr. Nunnally. They helped instill the ideal to look deeper at facts, to pay attention to the words unsaid, and to remember perspective. During high school, I was given the opportunity to pursue my passions with the Turner Fellowship. That experience helped me realize that work in nonprofits was where my passion lied. Nonprofits help to create equity and equality within the world and help bring an end to injustices. It led me to obtain a degree in nonprofit management with a plan to pursue a career involving nonprofits. My major, human service and social justice, required 30 to 192 hours per semester of service at a local

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nonprofit, and this curriculum expanded my knowledge of how to run a beneficial nonprofit for the clients and society. On the other side of my passion was soccer. I loved playing for Coach McDonald and Coach Price and playing with my teammates. Even though we had some rough losses, soccer provided the outlet and enjoyment I needed. There were hundreds of fun memories with my teammates that I still remember, from trips to Chattanooga, two-adays in the summer, and bonding events. Even though I did not pursue playing varsity soccer in college, the team gave me a lifelong friend in Hallee Hunt, an FRA alumna and my current flatmate in DC. Within FRA, I also found individuals who provided me support and lessons I needed to be successful not only academically but also personally and professionally. One teacher in particular, Mr. Flegel, had the largest impact on my life. This relationship began freshman year when I took his honors history class, and his class was difficult to say the least. I was a mere freshman who thought he was the most intimidating person. I honestly thought after getting my first paper back I was going to fail his class. I had no idea Mr. Flegel would become my biggest advocate and the “hype man” I needed. Through my four years, he taught me in two classes, led a mission trip to Appalachia which I attended, gave me countless pep talks, comforted me after we lost not one but two state soccer championships, and helped instill important lessons I still carry with me today. Four years after graduating, Mr. Flegel is still having an impact on my life. I have continued to come back to speak with him about my life and the different opportunities and challenges I am experiencing. Even though he is no longer my teacher, he has guided me these years and made me feel more confident. During my senior year at George Washington University, I decided to apply to graduate school.

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George Washington University has a Presidential Fellowship in which five undergraduate students are selected to work part-time for the school while receiving a fully funded master’s degree. Within the application process, I needed a recommendation that discussed my personal values and character, and I could only think of one individual who could write such a recommendation. Because of Mr. Flegel’s help, I was selected as a 2018-2020 Presidential Fellow, and I am forever grateful. I am currently pursuing a master’s in accountancy, and with this degree, I hope to continue to positively impact my society by taking this skillset to the field of nonprofits. Throughout my journey at FRA, I met amazing individuals who helped me become who I am today. I met my best friends, Hallee Hunt and Abby Smith. I found a safe environment where I could make mistakes and celebrate my victories. There are many other individuals who positively impacted me and helped me become the person I am today who I did not give the thanks they deserve such as Mrs. Bachert who made me stop avoiding the idea of college, Mr. Stabler who helped create a positive and refreshing tone for my senior year, and many more. Overall, because of the wonderful teachers and coaches who make FRA what it is, I found my voice and my values. I am forever grateful for all the individuals who made those six years attending FRA such a positive and impactful experience.

My FRA story is both typical and atypical. Typicality can be found in my well-rounded experience as a student. I played sports, participated in academic clubs, performed in the spring musicals every year, and received a sound college preparatory education that served me well after graduation. Like generations of FRA students, I benefitted from the love and leadership of so many dedicated educators. I learned the importance of being a friend to many different types of classmates and how being open to a variety of friendships proved to be an enriching experience. If that was the extent of my FRA experience, I would be like thousands of other graduates, and this would be a short article. This is where the atypical nature of my FRA experience emerges. During my time at FRA, I had a front-row seat to watch the growth of the school under the careful guidance of its headmaster. In the interest of full disclosure, that man is also my father, Dr. Bill Campbell (known as “Doc” to his eight grandchildren). Being the headmaster’s kid is like being a preacher’s kid – you are well aware of the fact that people may see you through that prism, for good or bad. What felt like a weight at times in the teenage mind turned into a tremendous blessing. I had to learn to be myself and work hard to avoid the trap of walking through life focused on someone else’s perception of me. But being the son of the headmaster did not make me unique in that respect; we all do it. The more lasting lessons came from observing our headmaster as a leader. To explain why that has mattered so much to me, I need to

I attended the U.S. Naval Academy (a school my teenage son has labeled as “not a normal school”). In addition to being a demanding academic environment, the Naval Academy is, in effect, a large leadership laboratory for the midshipmen, where we learned to follow and then lead, all with the goal of producing naval officers who are prepared to lead our naval forces into harm’s way. I selected the Marine Corps for my service, and had the tremendous privilege of leading Marines for the next seven years as we answered the call around the world. Following my service as a Marine, I attended law school and practiced law in private practice for almost 17 years. In July 2017, I had the privilege of being nominated by President Trump to serve as a District Judge for the Middle District of Tennessee, and following Senate confirmation, I assumed the duties of a District Judge in January 2018. Throughout those experiences and as I grow into my job as a judge, I reflect often on the leadership and life lessons I learned from my father as he served as FRA’s headmaster for 11 transitional years. When he assumed his role as headmaster, FRA had graduated just a few classes and was still growing from its beginnings under the leadership of its founding headmaster, Bill Bradshaw. Over the next 11 years, my father and many others set about to grow FRA in many ways. Athletic and academic facilities emerged as the student body grew. However, it was the more organic and day-to-day vision that had a more lasting impact. First and foremost, FRA placed its Christian mission at the center of everything it did. From daily chapel to Spiritual Emphasis Week, the gospel was proclaimed proudly and unapologetically. Next, my father hired and retained excellent teachers and coaches who set high standards and loved the students well (think: David Tucker, Ed Zaborowski, George Weicker, Brenda Gideon, Gary Clark, Jerry Williams, Nancy Howell, Sissy Wade, Helen Dale,

June Barnes, and many others). Then he trusted those talented people to do their jobs well. Third, while setting high standards, my father and others loved the students well. From celebrating their accomplishments (large or small) and talents to grieving with families who suffered unimaginable loss, he answered the call to be salt and light. So you can see why my somewhat atypical FRA story had such an impact on me. I learned the importance and value of putting my faith at the center of everything else after that was modeled for me

at home and school. I learned that surrounding yourself with dedicated people who share a common vision can have lasting and impactful results. Equally important, I learned the importance of surrounding yourself with dedicated people who enjoy each other and bring different talents to the team. In closing, as long as FRA continues to provide those lessons to its students, I suppose the net effect of my “atypical” story is not so atypical after all. I just had the benefit of watching the process up close. And I am so grateful for that. Semper Fidelis and Soli Deo Gloria!

CHIP CAMPBELL '87

explain what I have done after FRA and why those leadership lessons mattered.

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PARKER ROSENBERGER '07 33

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In the fall of 1991, my parents enrolled me into FRA, and I started in pre-k3. I graduated from high school in May 2007. Those years serve as the most formative and influential years of my life, and the older I get, the more I cherish my time at FRA. FRA frames all of my childhood memories, and so many snapshot moments comprise my time there – from The Lion King play in Ms. Estes’ first grade class (I played Zazu), to the 4th Grade Flea Market. I also recall how exciting it was to be part of the first fifth grade class in the new middle school in 1999. Each of my teachers brought something exceptional to my journey through FRA. Several, however, stood out with special significance. I recall learning real-life solutions to problems with Mr. Greg Kinman, as well as the patience shown when I repeatedly asked for math help from Mrs. Malone and Bill Zepeda. From Fred Frawley bus rides and Evening with the Arts, every classroom and corner of the lower, middle, and upper school brings back memories and meaningful life moments. FRA offered me a broad education and set of experiences – I was able to play baseball throughout middle school and upper school and learn (while struggling of course) to speak French with Mr. Kris Climer. FRA instilled in me a work ethic and foundation to be the best individual God has called me to be. While I loved so much about FRA, my favorite class for eight years would have to be band with Mr. Bob Chandler. Bob trained and equipped me to stand out and perform. Not

only did he help me become a better trumpet player—I continued to play through college—but, more importantly, to become a better person. He taught me that creativity and improvisation extended well beyond the music room and stage; it extends to virtually every aspect of life. To this day, professional leaders often comment on how I “think outside the box” and “improvise” during difficult and crucial business decisions. I remain grateful to Bob for allowing his classroom to prepare me for such events. There is not a day when I don’t use practices he taught me so long ago. Although many others shared my experiences at FRA, I had the unique opportunity to share 16 years of FRA with two special individuals: Crystal Walker and Sara Beth Gideon-Urban. These two fantastic women played a crucial part in my FRA story. They helped me to be a better man and leader. In difficult times of my life, they were always there—just like FRA. I must also give a shout out to Natalie Murphy. Together, she and I attended Samford University. Not many people can say that they went to school together for 20 years. All three of these wonderful women are forever woven into the fabric of my life. I rejoice in their successes as they do mine. When I attended Samford University, I quickly realized how better FRA equipped me than so many of my fellow Samford students. Study habits, writing papers, discipline, and good homework habits to name a few, FRA prepared me for college. I received a Bachelor of Arts in International Relations in 2011, and I currently live in Birmingham, Alabama, with my wife and children. Following my time at Samford, my wife, Viveka, and I moved to Southwest Montana, where I worked for Big Sky Ski Resort and Moonlight Basin Ski Resort. Job opportunities led me back to the South, and I now serve as the Sales Manager for BMW of Birmingham and am involved with BMW of North America, as well. During my professional career, I’ve had the opportunity to travel around

the country for BMW of North America and have helped build a great team at the dealership in Birmingham. Viveka and I continue to be involved with her family’s global company, Kel-Tec. From interacting at high level political events and helping improve processes with a major auto manufacturer, I continue to see how FRA’s values and techniques equipped me to be successful in the world. In addition to a 2018 trip to the West Wing on behalf of Kel-Tec, BMW of North America invited me to serve on their Professional Council this year, and I also serve on the board of directors of the international ministry my parents founded, Standing With Hope. FRA prepared me for all of this. In June of 2018, I visited FRA with my son, Magnus. With the campus empty on a Sunday afternoon, I took Magnus up to the playground. It’s hard to describe the emotion of watching my son clamber around on the same playground I played on so many years ago. From the band stand to the baseball field, to memories of field day, I thoroughly enjoyed introducing my son to the FRA campus that helped shape me. While my story is only one of many, there are few who spent the amount of time I did at FRA. Thank you, Franklin Road Academy for the countless number of caring eyes that watched a toddler become a man. Thank you for instilling a wonderful set of values in me, that I daily use. Thank you for showing me what it means to be a light for Christ in this world. My name is Parker Rosenberger, Class of 2007, and this is my FRA Story.

Just over 26 years ago, I crossed the stage in the upper school gymnasium at FRA to accept my high school diploma. As I crossed that symbolic threshold into adult life on that spring day in 1992, I had no idea what my future would hold. I was not one of those people who always “knew” what they wanted to be in life. All I knew at that point was that I was entering the University of Tennessee in the fall, which meant I needed to significantly up the amount of orange in my wardrobe. Over the next two decades, I would try on a lot of hats before finding my calling. I tried my hand at journalism, marketing, finance, and even computer programming. I traveled the world, worked two jobs in London for a time, and went to graduate business school at the University of Virginia. Eventually I found myself in the place that would come to be home—the San Francisco Bay Area. When you are searching for who you want to be, you open yourself up to a lot of vulnerability, which can be as thrilling as it is scary. Fortunately, my many years at FRA prepared me for this journey. I attended FRA for a full 13 years— from kindergarten through my senior year of high school. I developed friendships with people, like Heather (Jones) Gillum, which have lasted a lifetime. I had teachers like Barbara Heiden who sparked in me a love for learning, creativity, and problemsolving. And I was exposed to role models like Hale Harris who demonstrated the joy that comes from work you love and the strength fostered by having a strong sense of purpose.

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LEAH SPARKS '92 In high school, I was in the honors and AP classes with a group of fellow students who remain the one smartest single group of people I have ever encountered. Steve Badelt, Mark Agee, Chris Sloan, and others amazed me with their intellect on a daily basis. We challenged each other in rigorous debates, cracked wry jokes with each other and our teachers, and built a foundation of learning and knowledge that I rely on to this day. We called ourselves the “Nerd Herd”—we made videos for Ms. Heiden’s English AP class, competed on the Math Team together, and ate messy mouthfuls of pomegranate in Ms. Howell’s Latin class. That experience in high school instilled in me a love for being around smart, passionate people, and I have sought out those types of friends and colleagues ever since. I relied on this foundation of learnings as I searched for who I wanted to be and the kind of life I wanted to live. The qualities I’d cultivated at FRA taught me that I was happiest when I was true to myself and doing my best to make things better. That led me to enter 35

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the field of healthcare technology, where I was drawn to the opportunity to help people during their most vulnerable time, when they are sick. And ultimately, I realized that I was happiest when I was creating something new, which led me to become an entrepreneur. Today, I’m the CEO & Founder of a mobile health company called Wildflower Health. Our company produces enterprise software for the country’s largest health plans and health systems, with a focus on helping women and families more easily connect to healthcare and social programs over a lifetime of health decisions. I started the company six years ago when I was pregnant with my first son and realized how difficult it can be for a new family to navigate the healthcare system, and these challenges continue with growing children and aging parents. I used my background working in healthcare businesses and my willingness to take calculated risks to raise venture capital and create a product that has helped tens of thousands of families connect

to healthcare when they need it most. As a result of our company’s technology and the better connections to care that it fosters, families are having lower rates of birth complications like NICU admissions. We’ve built a team of more than 50 talented employees who often remind me of that Nerd Herd from so many years ago, and my work fills me with that sense of purpose I saw in so many of my teachers and administrators at FRA. After many years of searching, I am truly living my dream today. My husband and young sons are the lights of my life, and I enjoy meaningful work alongside an amazing team. The years I spent at FRA prepared me for that long journey to seek out my dream, and for that, I’ll be forever grateful.

As expected, there were a lot of obstacles I faced when it came to both school and sports when I arrived at FRA. I was even overwhelmed at times trying to figure out how to balance both of these things. That is when I really relied on my classmates to help me adjust in order to meet these expectations. It was different at FRA in that my best work in both fields was expected, and I became very goal-oriented as it was easy to do in this environment. I quickly understood what it took for me to excel both academically and athletically and had set routines that allowed me to balance both. This probably was the most important trait that was instilled in me at my time at FRA; balance became the thing I mostly relied on my first year in college. Last year, in the 4700, I was featured in the Senior Spotlight section. I

At Notre Dame, I currently am a freshman living in Knott Hall. I am part of many clubs at school, ranging from the Wall Street Club to a basketball one. I have many opportunities to help out around campus, and two highlights of these activities were when I helped with the admissions team staff and played pick up with the women's basketball team. I was able to interview for many internships this past year, and was lucky enough to be granted an opportunity to work in my dream location at my dream job by a big 4 accounting firm. This past semester, I was also selected to attend that firm’s leadership conference reserved for 60 high-achieving freshmen and sophomores in business curriculums that took place in July. With that being said, I don't know where I’d be right now if I hadn’t gone to FRA. I do know how much FRA played a part in getting me here, and for that I am thankful. FRA will put you in a position to pursue your dreams later in life, and then it is in your hands to decide what you do with that opportunity. Whether that be theatrically, athletically, or another field, you will be in a good position to excel in high school and onward. I also made some of my best friends at FRA and try to stay in touch with a few of my former coaches and teachers as much

CJ FAYNE '17

My FRA story began in seventh grade, when I left my previous school in search of a more academically and athletically rigorous one. I remember shadowing a kid throughout his day at FRA before officially deciding that it was the place for me. During that day, my whole perspective of school and the classroom changed entirely. I remember feeling so involved in the discussions and enjoying how interactive the classrooms were. I felt so welcomed by everyone and felt like part of the community before I even officially became a student at FRA. After shadowing that day, I knew FRA was the place I wanted and needed to be to push myself academically and athletically.

wrote that I felt prepared because FRA taught me how to suceed when challenges arise. Now that I have my first year of college under my belt, I can honestly say it was more than feeling prepared; I was prepared. I knew what would be expected of me in the classroom, and I was accustomed to an environment that, again, challenged me to turn in my best work and achieve goals I did not expect possible. A little advice that I’d give recent graduates is to trust in your academic abilities – you got to where you are for a reason. And secondly, to set a routine that works best for you. There will be many times next year when you feel overwhelmed with school work, and it takes time to get used to. But, know every other student feels the same way, and it will be okay.

as possible. Looking back, I can honestly say I made the right choice when I decided to attend FRA in seventh grade.

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Spiritual Emphasis Week 2018

During Spiritual Emphasis Week, our students spent time in fellowship with each other and reflected on what it means to be unified with each other in Christ. Upper and middle school students spent time with their

"Be completely humble and gentle; be patient, bearing with one another in love. Make every effort to keep the unity of the Spirit through the bond of peace."

lower school Angel Buddies,

Ephesians 4:2-3

School, and serving numerous

making Valentine’s and having lunch together, and on Service Day, all students participated in service projects ranging from making Valentine’s for local elementary school students, playing games with a group from the King’s Daughters’ nonprofit organizations around the Nashville community.

“Love creates unity. Courageous people create unity. A good heart saves unity.” – Sam Collier, guest speaker

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SPIRITUAL & SERVICE LIFE

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LOWER SCHOOL

Interim BY

AUBREY SPAETH, first grade teacher

At Franklin Road Academy, we pride ourselves with providing the best educational experience for our students. As a first grade teacher and a mother of two children who attend FRA , I can attest to the variety of academic experiences we offer. For the first time ever, our lower school students participated in Interim, a week set aside for students to experience education in an engaging, meaningful, and crosscurricular way. Throughout the week, students were able to explore new interests and make discoveries in project-based classes designed by our lower school teachers. Classes ranged from outdoor education, art, science, technology, travel, and many more, and students were able to choose what they wanted to learn about and what classes they wanted to attend. Dr. West even taught a class about flight, and he brought in a pilot to share with students what it is like to fly planes, had a drone flying day, and had a helicopter land on campus for the students to explore. Interim had always been a weeklong experience for our middle and upper school students, and we were so glad to be able to offer our pre-kindergarten through grade

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The interim experience will enable students to cultivate curiosity, explore new interests, and make discoveries through crosscurricular, hands-on activities.

four students the opportunity to learn outside of their

Once we had our mission statement as our compass, we

normal classroom setting.

set to work on the framework and goals we wanted to achieve. To make this as authentic and student driven

So, how did we make the decision to have a lower school

as possible, we specifically requested student input in

Interim week? This past year I had the privilege to join

the types of learning they were interested in exploring.

a team of colleagues and parents in our accreditation

Early in the fall, we gave kindergarten through fourth

process. We completed a self-evaluation of how well

grade student interest inventories to complete to help

we serve our students through global experiential and

us determine the highest interest areas of the students.

project-based learning. Through this evaluation process

This ranged from topics that included science and

we determined that, although we provide many hands-

technology, outdoor education, and even world travel.

on and experiential learning opportunities for our

From there, we shared our student interest inventories

lower school students within the classroom setting and

with the teachers and faculty who were then challenged

across the academy, we needed another opportunity for

with compiling a list of potential classes to offer in

children to experience learning in a different way. We

areas they were passionate about or had talent for.

established a goal of providing a variety of opportunities

Our Interim Committee Team then took the student

to allow students to actively engage in relevant,

inventories and crossed them over with the teacher

authentic experiences that reinforced academic lessons

interests, and once we determined which classes to

and skills. Interim was the perfect way to provide

offer, we had to decide how to fairly place students in

these experiences for our lower school students here

the classes. I would say this was the hardest task of

on campus while aligning with our middle and upper

all. We provided an Interim class choice sheet with all

school students who were having these experiences out

the class offerings, and each child would then circle

and around our community, nation, and other parts of

their top seven choices. We kept who was teaching the

the world.

classes a secret so the students would not choose a class based on who was teaching the class, but rather on their

Deciding we were going to go through with planning

interest level. We also provided a description of each

Interim was the easy part. Dr. West connected with

class offering to give students more information about

the Randolph School in Huntsville who was already

the class they were interested in.

implementing their second year of a very successful Interim week offered for their students in kindergarten

Once we received the class offering forms, we started

through grade four. Like us, their middle and upper

placing students in two of their top choices. We offered

school students had a yearly Interim program, but the

one Interim class in the morning and one in the

younger students did not. A team of our FRA lower

afternoon. Our biggest challenge was to ensure that all

school teachers Karen White, Caroline Brannen, Nina

students were able to get two of their choices, which we

Dobbs, and myself spent a day observing Interim at their

successfully completed. We were also mindful to mix

school. We knew that day we wanted the same, if not

the students up by grade and gender to provide a diverse

better experience for our lower school students as well,

new group of friends the students might not have had a

and when our team returned from our visit, we quickly

chance to learn beside on a daily basis.

set to work planning how we were going to spearhead this exciting new adventure. Our first step was to make

Planning Interim for our younger students in our

a mission statement to guide us along the way to ensure

PK3-PK5 program was planned slightly differently to

that we were planning to a specific purpose.

make the transitions more age appropriate for them. Teachers chose to build their classes around the theme

The interim experience will enable students to cultivate

of Fairy Tales and Folk Tales. We kicked off the week

curiosity, explore new interests, and make discoveries

with a visit from the Nashville Public Library puppet

through cross-curricular, hands-on activities.

truck with the Anansi the Spider show (an African Folk Talk), and we mixed the students to create six groups Spring/ Summer 2018 | 4700

(3 younger groups with a few kids from each pre-k3 and pre-k4 class and 3 older groups with several kids from each pre-k4 and pre-k5 class). Students rotated between all six pre-k classrooms/teachers throughout the week so that by the end of the week, they had visited each classroom once. Each teacher chose a different Fairy Tale or Folk Tale to teach, and we did a variety of activities in each class, including art, cooking, making puppets, building props for stories, science experiments, etc. related to our stories. Stories included Jack and the Beanstalk, Three Little Pigs, Pinocchio, Tortoise and the Hare, Gingerbread Man, and Goldilocks and The Three Bears. Overall, our first ever Interim week in the

Classes ranged from outdoor education, art, science, technology, travel, and many more.

lower school was a huge success. It gave our students a spark of curiosity in areas they might not traditionally explore in a classroom setting, which fosters a long-lasting impact on learning. It created opportunities for students to take initiative, make decisions, and think critically of potential outcomes and or consequences as they were encouraged to engage creatively, socially, and physically. Students were also given opportunities to explore talents they might not have known they had. For instance, one of the classes offered combined theater, screenplay writing, and green screen technology, and students wrote a commercial then filmed each other acting it out. Mixing the kids by grade level provided opportunities for new friendships and collaborations. We found that when students are given real-world, crosscurricular, challenging experiences, true authentic learning naturally comes to fruition. Looking back, I believe our teachers had more fun planning and implementing Interim than the kids! Our teachers and faculty members expressed how much they enjoyed teaching

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topics they were passionate about. Many of us have strengths and talents outside of the typical curriculum, so it is exciting to be able to share that knowledge with others and our students. The biggest benefit of Interim for our teachers was the flexibility and freedom to try projects and activities that were “outside the box.” Teachers raved about the exciting new ideas each of us had created for this week, and we loved sharing with one another each day what was being taught. Interim also helped build community by creating relationships between the teachers and students and provided opportunities for teachers to engage in the Nashville community. Interim was the highlight this year for me because of the energy that was felt in our hallways. Every day, children were beaming with excitement, and we could hear them chatting and wondering what was going to happen that day. This is what teaching is all about!

The biggest benefit of Interim for our teachers was the flexibility and freedom to try projects and activities that were “outside the box.”

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Middle School interim

Ja Biztown parthenon Fifth Grade

Sixth Grade Seventh Grade

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Washington, D.c. camp M C Dowell

eighth Grade

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upper School interim

Marine Biology 45

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Photography

into the wild Spring/ Summer 2018 | 4700

upper School interim Nashville

Behind the Nashville Arts Scene

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eat. pray. yoga. only in Nashville

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upper School interim Nicaragua

Peru 49

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san francisco

New yOrk Spring/ Summer 2018 | 4700

CH A PEL M AY 2 01 8

OPENING

This May, we opened the newly-renovated chapel, where we held our Senior Chapel, Eighth Grade Promotion, and Baccalaureate Ceremony for our graduating seniors. Our upper school students will use this beautiful space regularly for daily convocation and chapel, and with seating for almost 900, our entire student body and faculty will be able to gather for all-school chapels. The chapel will also be used for some band and choral concerts as well as other community events. We are so excited for this new space in the heart of our campus and what it will mean for our community.

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SPORTS ACCOLADES WINTER RECAP 2017

BASKETBALL

ZHARIA HUTCHINSON

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AT H L E T I C S

GIRLS BASKETBALL TEAM

Region Champions; State Runner Up

ZHARIA HUTCHINSON

(pictured) All-District; All-Region Tournament MVP

KENNEDY CAMBRIDGE

All-District; All-Region Tournament

LILY PIERCE

All-District

JESSE HELDMAN

All-District Tournament; All-Region Tournament

RYAN PIERCE

All-District Tournament

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BASKETBALL TYRUS BAYNHAM

MASON CHAMBLISS

All-District

TYRUS BAYNHAM

(pictured) All-District; All-District Tournament

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WRESTLING DREW WHITE

TYMON MITCHELL

West Region: 3rd Place; State Tournament: 3rd Place (285-pound weight class)

DREW WHITE (pictured) West Region: 3rd Place; State Tournament â&#x20AC;&#x201C; 6th Place (145-pound weight class) ETHAN RHODEN

West Region: 3rd Place; State Tournament: 6th Place (106-pound weight class)

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SPORTS ACCOLADES SPRING RECAP 2018

ALEX GALES

TRACK & FIELD ERIC STOXSTILL-DIGGS

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SPRING RECAP

BOYS

REGION CHAMPIONS; STATE RUNNER UP

TEAM EVENTS

INDIVIDUAL EVENTS

3200M RELAY TEAM

ALEX GALES (pictured) Region Champion: Pole Vault; State Champion: Pole Vault

State Tournament, 7th Place

JONATHAN STOXSTILL-DIGGS, WILL BRAAM, HARRISON SHAFER, JORDAN STOXSTILL-DIGGS

800M RELAY TEAM

State Tournament, 5th Place

ERIC STOXSTILL-DIGGS, GRANT WEEKS, WILL JOHNSON, RILEY SPEED

400M RELAY TEAM

State Tournament, 4th Place

ERIC STOXSTILL-DIGGS (pictured) State Champion: 110m Hurdles; State Tournament, 4th Place: Triple Jump; State Tournament, 7th Place: 300m IH

BROGAN WILSON

State Runner Up: 300m IH; State Tournament, 6th Place: Pole Vault

LANDRY MITCHELL

State Tournament, 3rd Place: 400m; State Tournament, 7th Place: Long Jump

HARRISON SHAFER

LANDRY MITCHELL, WILL JOHNSON, GRANT WEEKS, RILEY SPEED

State Tournament, 8th Place: Long Jump

1600M RELAY TEAM

State Tournament, 6th Place: 110 HH

LANDRY MITCHELL, JORDAN STOXSTILL-DIGGS, WILL JOHNSON, BROGAN WILSON

State Tournament, 3rd Place: 3200m; State Tournament, 5th Place: 1600m

State Tournament, 3rd Place

GRANT WEEKS ANDREW COX

JORDAN STOXSTILL-DIGGS State Tournament, 8th Place: 400m

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TRACK AND FIELD CAMPBELL CARROLL

CAMPBELL CARROLL

(pictured)

State Champion, High Jump

SHERWIN NAZEMI

State Tournament, 7th Place â&#x20AC;&#x201C; 3200m

400M RELAY TEAM

State Tournament, 6th Place

HANNAH MADONDO, CAMPBELL CARROLL, SABRINA LAFAYE, KAILA SCOTT

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BASEBALL

WALKER PALMERTON

WALKER PALMERTON (pictured) All-District

WAKEFIELD THURMOND All-District

JACK KENDRICK All-District

TENNIS CLAIRE LUTHY Region Runner Up

(pictured)

CLAIRE LUTHY Spring/ Summer 2018 | 4700

SOFTBALL

JULIANNA ALEXANDER JULIANNA ALEXANDER All-District

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(pictured)

SOCCER

TASHINGA VHUMISAI

MASON CHAMBLISS

All-District; All-Region

JACOB JACKSON All-District; All-Region

TASHINGA VHUMISAI (pictured)

All-District; All-Region

PABLO RAMOS SOSZNA All-District

COLLEGE SIGNINGS FOOTBALL

ERIC STOXSTILL-DIGGS

(pictured) Cornell University in Ithaca, New York

WATSON TANSIL

(pictured) Columbia University in Manhattan, New York

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arts 63

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ARTS

And Then There Were None | Our upper school students put on a hauntingly beautiful rendition of And Then There Were None â&#x20AC;&#x201C; a murder mystery about 10 strangers invited to a holiday party on a remote island only to discover they are targets of foul play.

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high school musical, Jr. | Our middle school students took the audience back to East High School in their spirited, entertaining interpretation of High School Musical, Jr.

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The Patient | In this short-feature, which was directed by upper school student Ansley Moore, our students thrilled the audience with their portrayal of Agatha Christieâ&#x20AC;&#x2122;s mystery about a patient who canâ&#x20AC;&#x2122;t speak and an unorthodox experiment used to reveal the truth.

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Evening with the Arts | Upper school students showcased their instrumental, choral, and performing arts skills at the always-entertaining Evening with the Arts.

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Jazz cafĂ&#x2030; | The 19th annual Jazz CafĂŠ was a spectacular evening on the Turner Quad as our middle and upper school jazz ensembles delighted guests with the smooth sounds of jazz classics.

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EVENTS

MASCOT MEET & GREET

S E R V I C E S AT U R D AY

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EVENTS

M S F U N D AY / U S M AY D AY

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SONGWRITERS NIGHT

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DADDY DAUGHTER DANCE

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S TA R S & G U I TA R S

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ROBOTICS WORLDS

For the second year in a row, the FRA robotics team qualified for the VEX World Championships in Lexington, Kentucky.

VA L E N T I N E ' S D AY 77

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A L U M N I U P D AT E S

ALUMNI

class notes Matt Nelson

PICTURED / Matt Nelson ‘08

Construction of the new student life center is underway.

Matt Nelson ’08 is on campus each day overseeing this

Dr. Ashish Patel ’05 recently opened Nashville Dentistry Co. in Brentwood, Tennessee.

project as the Construction Manager with DF Chase.

ALUMNI

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jacob jezioro

PICTURED / Jacob Jezioro ‘13

Jacob Jezioro ’13 was accepted for graduate study into the prestigious Berklee Global Jazz Institute.

Hunter Jackson ’10 was accepted into the University of South College School of Medicine Greenville and will begin this four-year medical program in the fall.

Melodie Malone ’05 Melodie is a vocalist and band member of Passion. Along with Kristian Stanfill and Brett Younker, Melodie helps lead and carry the music born out of the Passion Movement, which has over two decades of impact. Their latest release, Whole Heart, was recorded live at Passion 2018 in front of 30,000 students. Melodie leads worship on Sunday at Passion City Church, at many other Passion events, and is heavily involved in The Grove, PCC’s ministry to the women of Atlanta.

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PICTURED / Class of ’16 was well represented in Cleveland, Tennessee as Dalton Ney (Lee University) took on Peyton Warren (University of West Alabama). George Somers was there to cheer on both teams.

PICTURED / The Tucker, Williams, Weicker, Zaborowski dinner bunch.

Congratulations to John

Williamson ’96 , head coach

of Vanderbilt University’s NCAA 2018 National Champion

David Andrews ’96 recently opened D’Andrews Bakery & Café in downtown Nashville.

Women’s Bowling team.

Ashley Driggs Haugen ’93 , managing editor of StyleBlueprint, recently launched a brand-new podcast called “Southern Voices.” StyleBlueprint is a women’s digital lifestyle publication with a hyperlocal focus on connecting women to their communities. "I joined StyleBlueprint as their managing editor in October 2014, shortly after the birth of my fourth (and final!) child. StyleBlueprint is a women's digital lifestyle publication with a hyperlocal focus on connecting women to their communities. We are headquartered in Nashville, but we are also found in Atlanta, Birmingham, Charlotte, Louisville and Memphis. We also have a regional Southern Edition, which serves the broader South as a whole. We serve up original articles six days a week, four of those days being local content. I oversee the editors and freelancers,

AshleyHaugen

PICTURED / Ashley Driggs Haugen ‘93

assign stories, edit, strategize and conceptualize. It's like putting out seven full magazines every week — it's a LOT! But I love that I get to know these amazing Southern cities in intimate way. I also just launched our brand-new podcast, called "Southern Voices," and I'm SO excited about that. I think I'm a talk show host at heart!"

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PICTURED / Top to bottom, left to right: Hudson Ryan Shubert, Bennett Davis Shewmake, Oliver Lee Jay.

BIRTHS

Sarah Ellen Davis Shewmake ’06 and husband, Ross, welcomed Bennett Davis Shewmake on June 2, 2018. Sarah Ellen teaches 5th grade science at FRA .

Melissa and Terry Jay ’08 welcomed Oliver Lee Jay on January 2, 2018. Hudson Ryan Shubert was born April 21, 2018. Proud parents are

Sara Porter and John Shubert ’08 .

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PICTURED / Left to right, top to bottom: Kendall Manning & Dalton Ponchillia, Trey Brassfield & Becca Willett, Joe Warton & Abby Kuitems, Jessica Lewis & Vlad Sviderskiy, Kaitie McDonald & Garrett Daniel, Matt Williamson & Victoria Loftin.

WEDDINGS

Joe Warton ’08

Kaitie McDonald ’08

married Abby Kuitems on May 5, 2018.

married Garrett Daniel on March 4, 2018.

Trey Brassfield ’11

Jessica Lewis ’06

married Becca Willett on April 21, 2018.

married Vlad Sviderskiy on April 28, 2018.

Kendall Manning ’13 and Dalton Ponchillia ’13

Matt Williamson ’11

married on June 16, 2018.

married Victoria Loftin on February 17, 2018.

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EVENTS

College Visits

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College Fair

College Panel

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2018

2018 Event Recap

1st

place

3rd

place

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2nd place

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The Hall of Excellence recognizes distinguished alumni and former faculty. At this yearâ&#x20AC;&#x2122;s inaugural luncheon, Helen Dale Harris and Jack Nunally were inducted as distinguished former faculty, and Will Wade â&#x20AC;&#x2122;01 was inducted as the distinguished alumni.

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Class Reunions '08 '03 '88 '83 '93

'93 91

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'98

ALUMNI, PARENTS OF ALUMNI, AND FORMER FACULTY

mark your calendars

May 2-4

2019

thursday FRA Golf Classic

friday Hall of Excellence Luncheon Family Cookout

saturday Drinks & Hors D’Oeuvres Class Reunions

’79, ’84, ’89, ’94, ’99, ’04, ’09, ’14

ONE WEEKEND. FIVE EVENTS. COUNTLESS MEMORIES. Spring/ Summer 2018 | 4700

why I give My wife and I had at least one student at FRA for 27 consecutive years. We have three children who attended FRA from pre-k through 12th grade, and all three of them have gone to college, graduated, and pursued postgraduate degrees. Their experiences at FRA played a part in their current success.

So much of FRA has changed since we joined the community. Physically speaking, when we started, our first child was in kindergarten in a house where the track is now. While our children were in school, we saw the purchase of the church next door, the lower school construction, and the upper school expansion. The campus has changed so much from those early days. PICTURED: Sheila

Homey Aminmadani

Aminmadani ‘98, Shabnam Aminmadani De Ledesma ‘94, Shareef Aminmadani ‘09

Another positive point of change has been with teacher compensation. I was a member of the board for 24 of the 27 years that my children attended FRA . For much of the time, I was a member of the finance committee, and the salary of teachers was a very important topic for me. Over the years, we have made great strides to make FRA competitive with metro and other private schools. To stay competitive in our market, we must have funds set aside to be able to hire and retain the best local teachers.

When my family thinks about giving, we know that tuition alone is not enough. It is up to us as parents and members of the FRA community to step in and do our parts in both the annual fund and in planned giving. The FRA experience is not limited to a book experience in the classroom, but it is a life experience. FRA prides itself not only in excellent academics, but also in co-curricular activities and opportunities outside of the classroom. It takes funds above and beyond tuition for FRA to be able to create the experience that sets it apart from other schools.

As parents of FRA students and now as parents of alumni, we have always contributed to FRA . First for our own students, and now so that others can have the FRA experience that our children enjoyed. We know that our own kids benefited from parents who gave before they started at FRA; and so after giving to the annual fund while they were in school, we purchased a paid insurance policy naming FRA as the beneficiary. Planned giving helps the children of the future as well as our community, and that is why it is important for everyone to give what they can. We are proud to be members of the FRA community, and hope other families will join us as we support FRA students for years to come.

The Peach Orchard Hill Society is laying the foundation for future generations of FRA students. We would like to recognize and celebrate alumni and friends who have made provisions for FRA in their estate plans. If you have made a gift plan in support of FRA, or if you would like to become a member of the Peach Orchard Hill Society, please contact Jill Johnson at 615-369-4656.

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Thank you for making The 2017-18 school year a Tremendous success!

By making FRA one of your philanthropic priorities, you have impacted our students in countless ways.

We hope you we know how much ur appreciate yo support.

Together, we raised a record $690,000 in the Annual Fund, with 95% of our current parents and 100% of our faculty supporting the effort.

THANK YOU!!

FRANKLIN ROAD ACADEMY 4700 Franklin Pike Nashville, TN 37220

Nonprofit Org. U.S. Postage PAID Permit No. 1093 Nashville, TN

FALL 20 1 8 C OM M UNITY EV ENTS Friday, September 7

All-Community Tailgate | 6 p.m. | Kennon Track & Field

Friday, September 28

Homecoming Game v. Goodpasture Christian School | 7 p.m.

Thursday, November 8 – Saturday, November 10 Upper School Fall Musical Thursday & Friday – 7 p.m.; Saturday – 2 & 7 p.m. Middle School Theater

Tuesday, November 13

Spaghetti Supper | 5 p.m.| Lower School Dining Hall

Saturday, November 17

Service Saturday | 9 – 11 a.m. | Lower School Dining Hall

Tuesday, November 20

Grandparents Day (Lower and Middle Schools) 8:30 a.m. | Middle School Gym

Friday, November 30

Santa is Coming | 5 p.m. | L.M. Crockett Library Cocoa & Carols | 7 p.m. | Middle School Theater

Monday, December 3

Christmas Band Concert | 7 p.m. | Middle School Theater

Thursday, December 6

Christmas Choral Concert | 7 p.m. | Middle School Theater We hope to see you at these community events this fall! Visit our website for a complete list of events