The Hill | Spring 2023

The magazine of Greenhill School

Greenhill Mission:

In a diverse and inclusive community, Greenhill prepares and inspires students to lead authentic, purposeful lives.

Greenhill Vision:

We see our students joyfully reaching their full potential.

We see our school thriving as an academically excellent, diverse, inclusive, and connected community.

We see our world made more hopeful because of the Greenhill community.

Greenhill Core Values: Excellence Integrity Compassion Courage

On the cover : Upper School Design & Innovation students were invited to tour the site of the Rosa O. Valdes STEM + Innovation Center to learn more about the architecture and construction of the building.

It is the policy of Greenhill School to administer its educational programs, including admission and financial aid, without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, national or ethnic origin, or disability.

Dear Greenhill community,

What you hold in your hands is something special. The Hill is a yearly Greenhill celebration: A marking of milestones, a commemoration of accomplishments, and a digest of the exciting new directions in which the School is headed. It is also a physical embodiment of this year’s theme, Creating Connections. We return to this magazine each year to reconnect, to renew ties with friends, classmates, and former colleagues. It is an annual reminder that the people of Greenhill have always been what makes our school extraordinary. The Hill feels especially meaningful this year, as we sadly marked the passing of several of our legendary faculty members, former Board members, and alumni — people to whom we owe so much for helping build the School into what it is today.

The 2022–23 school year has been an important one for many reasons, not the least of which is the opportunity it afforded us to return to being the diverse, inclusive, and welcoming community we want to be. Creating connections is in Greenhill’s DNA, and it has felt good to get back to the regular rhythms of the school year.

One of my favorite ways of creating connections is our annual trips to visit with alumni. When I arrived at Greenhill five years ago, Director of Alumni Relations Katie Young and I planned to expand our travel schedule to

include more cities; those plans were derailed by COVID. But we’re back at it now, and in addition to our robust alumni groups in New York City and Los Angeles, recently we have met with alumni in Denver, Chicago, Boston, San Francisco, Houston, Austin, and Washington, D.C.

Mostly, our alumni attend these events to see each other. It is so much fun to share a space with Greenhill alumni while they reconnect with old friends and classmates or connect across decades for the first time. They swap stories, note the traditions they have in common, and shake their heads in amazement at the way the school continues to grow and evolve.

For me, these events are as energizing as they are profound. Most of my conversations with alumni usually start with, “Tell me about your experience at Greenhill!” (Their conversations with me usually start with, “I thought you’d be taller.”) The anecdotes they share speak to the impact of important Greenhill teachers and experiences that changed the course of their lives. I soak it up like a sponge.

Sometimes, there are threads of pain woven through those stories; the journey to becoming an adult can be hard. But a common theme is recognition that Greenhill — and particularly people at Greenhill — played an essential part in their growth and development.

One of my favorite parts of those events is the opportunity to address the group as a whole. It is an honor to talk about the exciting new directions the School is headed. In each of those interactions, I also talk about our mission statement: In a diverse and inclusive community, Greenhill prepares and inspires its students to lead authentic, purposeful lives. I explain that when we started the process of revising our mission statement, we began with our alumni and the conversations we have at these events. What comes clear at these gatherings is that Greenhill alumni are unique and interesting and are pursuing passions and interests that are authentically their own. More importantly, they are living lives not just for themselves, but with others in mind.

Spending time with our alumni is not just fun, it is also inspiring. When I meet with prospective parents who are considering Greenhill for their child, I often have our alumni in mind. I talk with them about what I call Greenhill’s “long game.” Our mission could be perceived to end at Upper School graduation, which is a notable milestone in a student's journey. But it’s far from the final one. We are creating authentic purposeful adults, not just high school graduates. I sometimes wish our prospective parents could attend

our alumni events; I think they would be inspired and reassured and confident in their child’s future.

I am proud of so many things about our school. I am proud of our mission and vision for Greenhill’s impact in the world. I am proud of our alumni, who work each day to help achieve that vision. And I am proud of our current students, our future alumni, who are making their own connections with classmates and teachers on campus each day. Many of the careers that they will pursue have yet to materialize, but today our students are building the skills necessary to lead their own authentic, purposeful lives in the future.

It’s an immense privilege to lead a school inspiring so much hope in our world.

Per Aspera Ad Astra, Lee J. Hark The Fredston Family Head of School

Greenhill 2025 GROWING STRONGER TOGETHER STRATEGIC PLAN UPDATE

Greenhill continues to make significant strides implementing the initiatives outlined in the Greenhill 2025: Growing Stronger Together strategic plan. Read below for highlights of ongoing efforts to help the school grow and improve.

GOAL I

STRENGTHEN OUR COMMITMENT to ACADEMIC EXCELLENCE

+ The Arc of the First-Year Employee, a new program of employee professional growth and development, systematically and intentionally onboards new employees to Greenhill. Led by Director of Academics Jason Yaffe and Head of Middle School Susan Palmer, the Arc is designed to prepare our employees for success by pairing them with a partner for support, facilitating monthly cohort meetings, and coordinating feedback on performance.

+ A new professional development program called Summer Enrichment Grants incentivizes faculty collaboration and cross-divisional/departmental work. Grant recipients develop initiatives to improve and enhance the learning experience for Greenhill students across grade levels and disciplines. Read more on page 30.

+ Departments spanning grades PreK–12 are defining and identifying student skills acquired across all four divisions at Greenhill. These ongoing efforts will be the building blocks of a stronger and more aligned PreK–12 curriculum.

+ Greenhill’s Design and Innovation curriculum continues to expand its offerings to appeal to a broad range of students. In addition to revamping the computer science curriculum, courses are being added in subjects like user experience design, human-centered design, and entrepreneurship. Through cross-divisional partnerships, design and innovation thinking is also being incorporated in Preschool and Lower School.

+ The addition of a math specialist in Preschool and Lower School has enhanced math teachers’ professional development, deepened enrichment plans, established resources, and helped educate families about new developments in math learning.

GOAL II

DEVELOP the WHOLE STUDENT

+ Greenhill has strengthened student support by realigning and expanding counseling services. Director of Counseling Shanti Majefski LCSW-S ’95 now serves as counselor for grades 3–5, and we have added one additional Upper School counselor.

+ This year, the School implemented the Our Whole Lives (OWL) curriculum, offering comprehensive and inclusive sexuality education for ninth-graders.

+ The School is developing a substance abuse prevention program for all students. Individual parts of that effort have been rolled out this year, including specific programs for tenth-grade students.

+ To foster an inclusive and welcoming community, the Office of Equity and Inclusion has brought meaningful and engaging speakers to campus through the leadership of the student and family inclusion councils.

+ The Athletics Department conducted an evaluation of Greenhill’s athletics program. The department is using recommendations from the consultant to guide program enhancements, including improving communications, drafting a philosophy statement, and implementing a coaching evaluation program.

GOAL III BUILD a MORE CONNECTED COMMUNITY

+ The Parents’ Association launched a new program to welcome new students and families to the Greenhill community, including summer mentor groups, grade-level gatherings, and a large welcome dinner in August.

+ In partnership with the Parents’ Association, the Office of Community Service and Service Learning coordinated an all-school community service project benefiting the Birthday Party Project. More than 400 students, employees, and family members donated materials and gathered in Crossman Dining Hall to put together supplies for the group.

+ Community gathering opportunities have expanded this year, from parent gatherings at football games to additional grade-level social events for both parents and students.

GOAL IV PLAN for and INVEST in OUR FINANCIAL

SUSTAINABILITY

+ We have developed a five-year growth plan to respond to the increased interest in attending Greenhill. As part of that plan, the size of our combined Middle and Upper School student body will increase by about 25 students next year. The School has identified the resources required to support these students as we look to continue our planned growth over several years.

+ The School has engaged architecture and design firm Perkins & Will to create an updated campus master plan to ensure that Greenhill effectively stewards campus facilities, plans for future growth and development, and continues to have the physical resources to support student learning.

The initiatives included in this article are just a few of the many projects and efforts underway as we strive to ensure that Greenhill prepares and inspires students to lead authentic, purposeful lives. We are grateful for the ongoing work and dedication of faculty members, our families, and our Board of Trustees as we grow stronger together.

CAMPUS MOMENTS

For details on moments like these and many more, visit our social media channels and www.greenhill.org/news for the latest and greatest happenings!

Facebook.com/GreenhillSchool Twitter.com/GreenhillSchool @GreenhillSchool

greenhill was filled with smiling faces as 1,348 students were welcomed for the first day of the 2022–2023 school year . students and teachers , new and returning , greeted each other with hugs and high - fives while posing for pictures .

students , faculty , alumni , and guests celebrated creating connections at the founders ' day assembly in september .

students were flying high and having fun with friends at friday on the hill .

faculty , staff , and families voted for the best pies at the 19th annual primer pie contest .

school spirit looked best in green and gold at homecoming 2022. the 1972 undefeated greenhill football team was recognized at the homecoming game (see bottom left image)

grandparents and special friends were excited to join their students on campus for performances and classroom activities .

it was a very merry , not - so - scary halloween parade

the 72nd kindergarten nutcracker was sweeter than sugar plums .

students bonded in their heart of the hill groups while sharing their favorite books , engaging in community service , and learning about title ix and women 's history month .

To view more photos from the school year, visit Greenhill's SmugMug page at greenhillschool.smugmug.com Password:

the holiday sing - along brought the greenhill community together before the holiday break . middle school students honored dr . martin luther king jr ’s legacy with a service project .

hornets

HORNET HIGHLIGHTS

Highlights of the fall and winter athletic programs.

2022 All-SPC Fall Award Winners

boys volleyball

Maurice Thompson ’23

Alden Kendall ’25

girls volleyball

Lexie Stone ’23

Zoe Gillen-Malveaux ’25

field hockey

Maya Harrington ’23

football

Winston Black ’23

Aaron Johnson ’23

Josh Titens ’23

2022-23 All-SPC Winter Award Winners

boys basketball

Dillon Watt ’25

girls basketball

Leah Smith ’23

Sibelle Zambie ’24

boys soccer

Cole Ashley ’23

Noah Piper ’25

girls soccer

Helen Jackson ’23

boys swimming & diving

Seth Lee ’24

Daniel Walker ’24

JJ Arbuckle ’25

Zachary Geller ’26

Lucas Wang ’26

girls swimming & dving

Emily Kim ’23

Josie Arbuckle ’24

Avery Lonergan ’26

Sasha Wai ’26

Recap of Fall and Winter Seasons

Thank you to the Greenhill community for supporting our student-athletes during the fall and winter seasons!

At the end of the fall season, the girls volleyball team finished fourth in the conference and received the 2022–2023 SPC Sportsmanship Award. The boys volleyball team placed fifth while the field hockey team finished in sixth place. Both cross country teams finished eighth at the conference meet.

At the end of the winter season, the girls basketball team finished third in the conference, and the boys basketball team placed fifth. The boys soccer team came in fourth place, and the girls soccer team finished in eighth. The swim team had a stellar performance, with the boys team coming in as the 3A runner-up and the girls team earning several school and SPC records.

Even though the teams did not come away with a conference title, our student-athletes should be commended for their hard work and dedication. Greenhill is proud of their commitment to their programs and teammates.

Letter of Intent Signings

Maya Harrington Field Hockey | Amherst College

Leah Smith Track | Amherst College

Lexie Stone and Katie Stone Lacrosse & Volleyball | Washington & Lee University

Sasha Motlagh Tennis | University of Pennsylvania

Josh Titens Football | Washington University

Opposite page photo credit: Robert Jackson, Helen Jackson '23, Sharon Ellman, and Scott Peek

GREENHILL FINE ARTS

Greenhill students continue to excel in fine arts across all divisions.

families enjoyed a perfect evening on the foote quadrangle listening to the pops band concert .

prekindergarten students learned about primary colors in their pinch pot lesson .

the fall upper school musical , big fish , was the 50th anniversary of the first greenhill musical . (Photo credit: Robert Jackson)

second - grade students folded heart - shaped origami ornaments that greenhill volunteers used to decorate a tree at scottish rite children 's hospital .

alumna alison read ’92 accompanied the lower school choir in a concert of carols , jewish folk songs , and other winter tunes .

third - grade students gave a concert based on readings from lost in translation , a book exploring words without direct english translation .

the greenhill singers , sixth - grade choir , and seventh /eighth - grade choir sang beautifully in a festive winter concert performance .

When the Growing Stronger Together Campaign was launched, Greenhill started on an ambitious course to transform the School’s campus and educational experience by constructing a new STEM + Innovation Center, enhancing athletic facilities, and increasing the endowment.

Thanks to the exceptional generosity and commitment of many members of the Greenhill community, the School has raised more than $55 million. This places the School well on the way to reaching the $85 million comprehensive campaign goal ($75 million in capital and $10 million of annual fundraising) by 2025.

The Board of Trustees approved increasing the campaign goal during fall 2022 to ensure that the School would be able to complete campaign projects despite rising construction costs. The Campaign Steering Committee, led by Michelle McKinney Frymire, conducted a thorough analysis to identify the funding necessary to enable the School to fulfill the campaign objectives.

< The first mass timber column of the Rosa O. Valdes STEM + Innovation Center was raised on October 19, 2022.

Construction Update

Construction of the Rosa O. Valdes STEM + Innovation Center is well underway. The foundation has been poured, the mass timber beams that create the building's support structure have been installed, and exterior sheathing is starting to go up.

The building is already serving as an educational tool. Several groups of Upper School students led by Director of Design and Innovation Matt Abbondanzio and Associate Head of School for Mission, Community, and Culture Tom Perryman ’81 have had the opportunity to tour the construction site to find out how the new building will shape learning.

Construction is on track for opening in fall 2023, and the community is enjoying watching the building take shape. Students, families, and employees look forward to seeing how the new facility will meet the needs of current and future students, creating new spaces where they can dream, design, practice, compete, and develop skills that will help them live authentic, purposeful lives.

With Gratitude

Greenhill is incredibly grateful to the families who have contributed thus far, getting us closer to fulfilling our commitments to current and future generations of students and families.

We are also grateful for the leadership of the Campaign Steering Committee and the Board of Trustees as we work to enhance our campus facilities and strengthen the programs those facilities will house.

We would like to invite all of you to invest in our students and our future by contributing to this campaign. Throughout our

history, our community has come together in the pursuit of ambitious dreams that have changed Greenhill’s trajectory. Together, we will reach our $85 million goal.

To learn more about these exciting projects or to make your gift today, please visit www.greenhill.org/growingstronger or contact Chief Development Officer Aaron White at whitea@greenhill.org.

Giving in Action

When Shawn Moeenuddin started his company Ontronics, he envisioned a workplace that would help others reach their potential and build their dreams. With similar hopes, the Moeenuddins made a commitment to the Growing Stronger Together Campaign to help create state-of-theart learning facilities so that their kids and the Greenhill community can do the same.

“We see Greenhill working to grow, innovate, and provide a cutting-edge educational experience. This campaign and its initiatives are poised to impact our children, their children, and so on. Our family values being part of a community that supports each other, and the Growing Stronger Together Campaign has given us an opportunity to do just that — support the growth of this unique community.”

In addition to Greenhill’s dedication to providing the best for their students, the Moeenuddins cherish the teachers and tight-knit communities that Zayd and Alayna's classes have allowed them to build.

“We see how much our kids’ friends love them and each other, and we’re grateful to be a part of this diverse and inclusive community. We appreciate how Greenhill teachers and families come together to support each other.”

— Shawn & Nworen Moeenuddin, Parents of Zayd ’33, Alayna ’35, and Omar

$10 million and up

The Marshall Heritage Foundation

de la Torre Family Foundation

$5 million to $9.99 million

David A. Fredston

$1 million to $4.99 million

Anonymous

Debby Ackerman

Cate & Imran Khan

Todd & Kasey Lemkin

Lu Family Foundation — Keh-Shew & Oan-Yu Lu, Alice & Kevin Chou

Shawn & Nworen Moeenuddin

EmmaLee & Jim Mutrie

$500,000 to $999,999

Stephanie Cohen & Erik Glover

Rusty & John Jaggers

Elan & Augusto Sasso

Lori & Chuck Whitten

$250,000 to $499,000

Anonymous (3)

DeeDee & Thaddeus Arroyo

The Barnett Family Trust

Christy & Adam Blumenfeld ’89

Jamie & Jessie Bomer

Jennifer & Jonathan Chan

Darrell Chiang & Tricia Yu

Michelle & Rich Frymire

The Gary Family — Printice & Cynthia, Holland ’93, Benjamin ’96, Jonathan ’07

Pilar & Jay Henry

Karlyn & Grant Herlitz

Angela & Hessam Hosseini

Lisa & Peter Kraus

Janet Xu & Jet Li

Randi & Boaz Sidikaro

Krisan & Rajesh Swaminathan

Hanmei & Yang Wu

Shadman Zafar

We are grateful for the generous support of the following donors

Faculty Leader Award Winner

The Faculty Leader Award recognizes excellence in working with students in a teaching role. The winner is selected from all teaching faculty, librarians, counselors, and learning specialists who have worked at Greenhill for a minimum of five years and have not previously received the award.

why i serve

Congratulations to the 2022–2023 Faculty Leader and Penny Nicholson Award Winner. These members of our community demonstrated excellence and devotion in their service to Greenhill.

The Penny Nicholson Award Winner

Named in memory of an esteemed Greenhill colleague who served the business office for 15 years, the Penny Nicholson Award is given to a staff member who exemplifies such qualities as genuine love for Greenhill, self-motivation, humility, and many other extraordinary qualities of Penny Nicholson.

the business office for 15 years, the Penny Nicholson Award is given to a staff member who exemplifies such qualities as genuine love for Greenhill, self-motivation, humility, and many other extraordinary qualities of Penny Nicholson.

“ Greenhill is a space for bright minds, for those students who think outside the box, and for those that have a special inner light. ”

— Jacobo Luna

JACOBO LUNA Upper School Spanish Teacher Faculty Leader

Jacobo joined Greenhill in 2014, teaches Upper School Spanish, and serves as the grade-level dean for ninth grade. He is also a member of the Heart of the Hill Committee and the Employee Inclusion Council.

“Once upon a time, I taught Spanish to a group of students and shared my philosophy: Estudiamos para la vida, no para un examen (Education is about learning, not about grades). Students started focusing on the joy that is learning for the sake of learning.

Greenhill has always been the light for many families. Greenhill is a space for people with diverse talents, diverse beliefs, diverse perspectives, and diverse gender identities. Greenhill is a space for bright minds, for those students who think outside the box, and for those that have a special inner light. Greenhill is a shelter where students can be themselves. My job is to teach, but it is also to see the best in others, even when they cannot see it in themselves. There is magic in Greenhill, in her people, in the stories we share, and in the dreams we build together. Captain Hook in Peter Pan once yelled in a battle, “I don't believe in fairies,” and at that moment one fairy disappeared from the world. Just like the fairy and captain Hook, magic is only real in Greenhill when you believe. Students, families, and faculty made me believe in Greenhill. I believe in Greenhill because I have witnessed her power. The magic of Greenhill transforms the world.”

LINETTE FABIAN Lower School Office Coordinator Penny Nicholson Award Recipient

Linette joined the Greenhill community in 2001 as a Lower School Assistant Teacher in the Extended Day Program before moving to the Middle School Extended Day Program and then the Business Office. At the beginning of the 2022–2023 school year, she found her new home in the Lower School as the Lower School Office Coordinator.

“I remember the first time I set foot on Greenhill’s campus. I was about 15 or 16 years old, and we lived across the street. My brothers and I saw a cool playground and we said, “What the heck, let’s go play!” Little did I know that about two years later, in the summer of 2001, I would be interviewing for a Lower School Assistant Teacher position for the Extended Day Program. A few years later, I found my place in the Middle School Extended Day Program. Greenhill continued to open doors for me, offering me the position of Business Office Associate, and more recently welcoming me to the Lower School as the Lower School Office Coordinator.

I have made so many great connections with students and families and had the privilege to work alongside some amazing people. People who give me a security blanket or a swift kick when needed. One of my favorite quotes is from the Broadway musical, Sunday in the Park with George by Stephen Sondheim, “It's not so much do what you like as it is that you like what you do.” And I absolutely LOVE what I do!”

Plural Commons, our approach to inclusive community, affirms the strength and vibrancy of our relationships with ideas, experiences, and one another. Our brand of education — in and beyond the classroom — encourages a generous engagement with difference and an openness to the worthy surprises that accompany exceptional learning. Plural Commons invites us to weave the heights of academic quality with the depths of compassion. This spirit is resonant in the art of Andre Bradford and our partnership with the Equity Literacy Institute; enjoy stories about both.

inclusive , really

In February 2021, the School released Greenhill 2025: Growing Stronger Together, our institutional strategic plan. As we laid out intentions to strengthen our commitment to academic excellence, develop the whole student, and build a more connected community, equity and inclusion were central tenets of our anticipated approach. Thus, Plural Commons, our philosophy and intended practice of inclusive community, was born. Since then, the associated ventures have guided our efforts, including establishing a multi-year partnership with Dr. Paul Gorski and the Equity Literacy Institute (ELI) from 2021.

A Holistic Approach

Dr. Gorski founded ELI while working as a university professor and now leads the Institute full-time. The Equity Literacy Institute gets its name from the Equity Literacy Framework, which is a comprehensive approach to cultivating equity in organizational life. The Framework is action-oriented and contends that an equity literate educator will be able to:

recognize bias and inequity; respond to bias and inequity in the immediate term; redress bias and inequity in the long term by addressing root causes; cultivate equitable ideologies and institutional cultures; and sustain equitable classrooms, schools, ideologies, and institutional cultures.

To date, the School has engaged in professional learning that has included introductions to the Equity Literacy Framework, exposure to some of the ways inequity may show up in the educational setting, and a series of workshops about enhancing equity in the academic experience. In between experiences with ELI, School personnel have worked on establishing institutional equity priorities and identifying areas in the teaching and learning experience for amplifying equity. Our professional learning day on October 24, 2022, extended this foundation.

Ahead, we will see our partnership flower in the types and quality of goals we are able to construct for our teaching and learning experience, as well as the broader priorities we identify as a school. We are grateful for the ways our relationship with Dr. Gorski and ELI is helping us make good on our mission-aligned Commitment to Equity and Inclusion.

inspired empathy

A Visit with S.C. Says

The Student Inclusion Council has become a valuable advisor to the Office of Equity & Inclusion and an important initiative driver in the Upper School. Last year, the Council imagined a speaker series that would engage students and enhance community. Their inaugural guest — poet and author Andre Bradford — embodied their hope for the series.

Andre Bradford goes by the stage name S.C. Says. He grew up locally in Grand Prairie, was educated in California, and is now based in Austin, where he discovered his voice through Slam Poetry in 2013. An award-winning poet, Andre is author of 2022’s Golden Brown Skin, and he spent two days at Greenhill at the end of September. During his visit, S.C. Says performed a poetry set in Upper School assembly, facilitated a reflection session for advisories, and led classes in the Fine Arts and Humanities.

Andre’s message was one of empathy. His poems and engagements sought to create space for us to be heard, seen, and valued. In an assembly in September 2022, S.C. Says wove his poetry around the Japanese philosophy and practice kintsukuroi, which means “golden repair.” In pottery, the technique uses a metal-dusted lacquer to mend broken places; in life, the essence is to treat brokenness as a part of the story instead of something to be disguised.

We were pleased to welcome Andre and his message of empathy back to campus in February 2023 to engage our Middle School community.

“

S.C. Says’ performance resonated with me differently than most speakers…[his spoken word delivery] won the attention of many people,…and it was just incredibly impressive…[his style] resonated deeply with me and my peers…[he] wasn’t afraid to show his flaws, and thus I could sympathize with my own flaws.”

— Arjun Melwani ’24

at Greenhill

Every summer, Greenhill selects an annual theme to act as a guiding principle for the community during the following school year. Based on input from Middle and Upper School students, “Creating Connections” was chosen for the 2022–23 annual theme. The students shared that as a result of COVID, they were craving connections with each other, with students from other divisions, and with their teachers. Here are some of the ways the Greenhill community has created connections this school year.

years of 25

HEART of the HILL

The 2022–23 school year marks the 25-year anniversary of Heart of the Hill (HOH), a beloved tradition that brings students and adults from all divisions together throughout the school year to get to know one another and have fun.

Heart of the Hill began as an idea in the summer of 1997. Four rising seniors, Kathryn Tobolowsky Koshkin ’98, Irwin Sentilles ’98, Brooke Oberwetter Coon ’98, and Heather Klein Hamilton ’98 met with the then Assistant Head of School Tom Perryman ’81 and seventh-grade teacher Elaine Velvin to discuss their idea for reinforcing the sense of community and family that they found so valuable and essential to the Greenhill experience.

As plans began to solidify, the student population was divided into 80 groups, with each group including students from each division. For example, a group might include four second-graders, five sixth-graders, and five tenth-graders. All employees on campus (faculty and staff) were then placed into groups so that there were two to three adult sponsors per group. The mixing of the Greenhill population in this way allowed students and adults to and connect in ways that were not possible before. Groups remained the same year to year, allowing students to build deeper relationships and grow together.

Activities throughout the year ranged from service projects with Meals on Wheels to sharing favorite books to learning about Greenhill’s history. Groups also came together to make banners in support of the various varsity sports teams that would be competing during Homecoming week.

Many of these activities continue to take place 25 years later. In October 2022, groups prepared for Homecoming week by creating spirit posters and decorating the sidewalks on campus with chalk. And in January 2023, HOH groups gathered to share their favorite books and talk about their love of reading. Although Heart of the Hill has evolved over the years, the foundational principles have remained the same — students and adults from all divisions coming together to create connections with each other.

Kathryn Koshkin ’98, one of the student founders of Heart of the Hill, has had a special connection to the tradition as she experienced the first year of HOH when she was a senior at Greenhill, again in 2005 when she first came back to Greenhill to teach, and once again in 2018 when she returned to teach at Greenhill for a second time. She said, “The most rewarding part of HOH is that you can create relationships that grow over time. I have had the privilege of connecting with three different HOH groups. Now my son, a second-grade student, is coming home and telling me about an Upper School student in

his group whose mom is a teacher down the hallway.” The connections that are formed through HOH, both within and across groups, have become treasured memories for many students, alumni, and employees.

Associate Head of School for Mission, Community, and Culture Tom Perryman ’81 reflected on the history of Heart of the Hill and said, “There was a time when things were simpler logistically on this campus and we were able to know each other better. We're a big school now, and it's very easy to operate as autonomous divisions. The six or seven HOH activities every year, Founders' Day, and the Homecoming pep rally are the days that feel most essentially Greenhill to me. Those are the moments that I think ‘we're all in this together.’ It's an experience across divisions and across constituencies.”

“ The most rewarding part of HOH is that you can create relationships that grow over time. ”

— Kathryn Koshkin ’98

FACULTY Summer Enrichment Grants

As a result of the strategic plan Greenhill 2025: Growing Stronger Together, a new professional development program called Summer Enrichment Grants (SEG) launched in summer 2022. SEGs are a different approach to summer pursuits, grounded in collaboration and guided by identified institutional needs. Projects are intended to encourage faculty to work together to explore and design strategies to enrich the School. While faculty pursue summer work in advance of every school year, these projects are intended to go beyond normal summer professional development. These self-designed projects directly benefit Greenhill students. SEG projects can focus on any area of school life — academic, equity and inclusion, social, artistic, athletic, service, and technological.

The faculty involved in these five projects summarized their work below, including the ways in which their projects benefit Greenhill students and the Greenhill community.

Counseling

Our overarching goal for the SEG was to identify and design equitable and inclusive systems, processes, and protocols within the counseling department so that we can support and serve all Greenhill students (PreK–12). This included highlighting the importance of data collection to help inform programming, as well as designing comprehensive and inclusive student programming (PreK–12) that is vertically aligned, informed by Greenhill student needs, and based on child and adolescent development.

Counseling Department Mission, Objectives, Systems, and Processes: Initially, we developed a mission, goals, and objectives for the counseling department. Then, we shifted to identifying specific situations and responses that needed a more defined process or protocol. These processes will positively contribute to increasing consistency within and across divisions. We are continuing to explore data collection and how we can better incorporate that into our decision-making and programming.

Student Programming: We drafted a PreK–12 scope and sequence for social and emotional learning (SEL) skills and vertically aligned annual wellness topics that we identified as crucial for

every student to receive. Our next step included brainstorming division-specific delivery structures for student programming that incorporate best teaching practices, prioritize student needs, and work with the current divisional schedule.

Next Steps: While we were able to dive deep into the areas mentioned above, we only had time to briefly explore other areas for growth. The counseling department continues to develop student programming, parent programming, faculty training, a communication structure and plan, outside referrals, and an online presence.

Due to the complex nature of the school counseling role and the breadth of responsibilities, our department often must prioritize its time by addressing the immediate student needs that surface during the school day. This is often in exchange for spending time on the more preventative and proactive needs that are also critical for our students. The SEG opportunity allowed the counseling department to have an intensive work week dedicated to developing systems and structures that promote consistency across divisions and address the preventative and proactive needs of all students.

Shanti Majefski LCSW-S ’95, Nicole Jones, Lizzie Collie, and Amanda Frederick

Modeling Growth in US Math

As teachers, we want to model the lifelong learning that we ask of our students. For example, the math department has spent several years brainstorming and exploring how to better assess our students' understanding and mastery of the material that we cover. We recognize sometimes students may need a bit more time to master a topic, and they continue to grow past the initial summative assessment. This past summer, we took time to research and collaborate on creating a standard growth opportunity for our students that is developmentally appropriate. Based on the survey data, both students and faculty acknowledged the value of reflection after the initial summative assessment. By creating the emphasis and focus on reflection, we have had deeper conversations with our students. We have also been able to work individually with our students to help them analyze and understand the material. In addition, students complete a problem analysis handout and examine the errors (secretarial, arithmetic, procedural, or conceptual) they are making with the goal to learn from their mistakes and demonstrate growth.

The math department’s philosophy on growth is, “We are lifelong learners, and our learning should not stop at a single assessment. It is the student’s choice and responsibility to capitalize on growth opportunities created by the teacher. Students will have the opportunity to demonstrate growth during specified times

throughout the school year.” The department continues to evaluate and support our students’ understanding throughout the year to ensure our growth opportunities align with this philosophy.

Jessica Chu, Darryn Sandler ’95, Melissa Battis

Ed-Tech

The SEG (Summer Enrichment Grant) afforded us the opportunity to solidify how our team was going to transition from remote learning support to a role that provides opportunities for professional learning and instructional practice improvement. We agreed that our role in the Greenhill community is one of a collaborative team member that offers support for faculty members looking to improve their pedagogical practices regarding Technology Integration in the classroom. Our team identified three initiatives for the 2022–23 school year that would allow us to best uphold our professional duties to the Greenhill community. This included 1) a professional development learning plan that was data-driven, personalized, and engaging, 2) teaching and learning partnerships for technology integration and digital citizenship, and 3) an online resource identification and evaluation process.

Each month we meet as a team to further these initiatives. Prior to this school year, the scheduling conflicts among the three of us limited our abilities to coordinate technology integration growth

Human Sexuality

Over the course of summer 2022, we set out to do a comprehensive audit of how we teach human sexuality across divisions. In order to move forward, we had to understand where we are currently. To do this, we interviewed division heads to get their opinions on 1) what is currently being done and 2) where they would like to see growth. Further, we worked with the nurse, the Middle School counselor, the HPC director, and Preschool, Lower School, and Middle School teachers to look for places to implement Future of Sex Education (FOSE) standards. Through these conversations, we conducted a curriculum audit to see where we meet FOSE standards and where we need to do additional work. After we had an idea of the places where we needed to implement changes, we met with the Head of School to get his feedback and to ask for support. Additionally, we read multiple books, articles, and resources on teaching comprehensive sex education.

For the 2022–23 school year, we decided to implement the Our Whole Lives program for the freshmen class. We met with the

Greenhill-wide. These meetings allow us to collaborate, coordinate, reflect, and further work to support not only our divisions but Greenhill as a whole learning community.

We offer monthly division-wide technology professional learning sessions for faculty. These sessions have opened the door for teaching and learning partnerships that are cross-divisional, crossdisciplinary collaborations in the classrooms. For example, Melissa Battis (US Ed-Tech) and Meagan Kurtulus (PS/LS Ed-Tech) recently worked with Upper School English Department Chair and Teacher Joel Garza to create a digital citizenship lesson focused on Digital Footprint for one of his English courses.

With the development of the Online Resource Request Form and the Online Resource Evaluation Rubric, discussions surrounding best practices for online resource use in the classroom are rapidly occurring across all divisions. We are supporting our faculty as they work to find resources that continuously challenge our students to become critical and creative thinkers.

Our Whole Lives coordinator to discuss the program and which workshops make the most sense for our students. Bresie completed OWL training in August 2022, and Ide will complete his training in the coming year.

We have continued to meet to discuss how to make sure we are serving our students. We put together a sexual health bulletin board in Upper School South, and pitched some new wellness programming which would make our coverage more comprehensive.

Having this grant gave us the opportunity to pursue work that is very difficult to do during the school year.. The three of us work on opposite corners of campus, and we relished the opportunity to spend time together and to focus on something we all believe in. We are thankful for this program that gave us the chance to think outside of our assigned roles and to focus on serving the whole student. Also, we enjoyed deepening our relationships with each other. We are hoping to apply for another grant this summer because we believe in this work, and there are many opportunities to enhance our program.

Meagan Kurtulus, Don Myers, Melissa Battis

Shanti Majefski LCSW-S ’95, Barry Ide, Amy Bresie ’96

Sustainability at Greenhill

Our SEG project focused on creating a foundation for making Greenhill School the leader in environmental sustainability, effective land stewardship, and outdoor education. We started with a vision for enhancing our outdoor learning spaces to teach students how they can care for our world by cultivating a respect for our campus. The crown jewel of the project was the installation of a new pollinator garden adjacent to the MPAC parking lot.

Through our partnership with Texas Conservation Alliance, we planted more than 500 native species of forbs and grasses designed to attract a variety of pollinators such as butterflies and bees and to mitigate soil erosion, qualifying the space as a Certified Wildlife Habitat by the National Wildlife Federation. Additionally,

we planted another 500 plants in various locations around campus dedicated to about 10 different HOH groups. The project was a first step in a process not only to beautify the campus, but also to create connections with the Town of Addison and the North Texas Master Naturalists for assistance and guidance in establishing a larger “pocket prairie” outdoor classroom.

Ultimately, the project was about educating students to understand natural systems and to recognize the value of natural habitats. Going forward, we will propagate seeds collected from the plants to plant later this year. We have space to grow more than 100 seedlings from about 10 native plant species and plan to increase that number each year.

Writing Across Curriculum in the Middle School

Because time for collaboration during the school day is a commodity that is often in short supply, our Summer Enrichment Grant provided Middle School faculty from the English, Science, and History Departments a chance to connect and create opportunities for enriching student writing across the curriculum. During the grant workshop, we identified major forms of writing in their respective subjects and methodically looked for areas of overlap and opportunity.

Next, our team wrestled with varying concepts regarding the aptitudes and demeanor of a successful writer not only in Middle School, but beyond. This led us to define and create enduring

understandings, essential questions, and practical competencies essential for effective writing. In order to parlay our team’s grant work into usable, practical tools for the greater Greenhill community, we created a framework, overview, and working philosophy of writing that can serve as a springboard for the school’s future commitment to writing enhancement.

The Summer Enrichment Grant provided our team with the time, resources, and space to develop a better writing experience for a student in all subjects, thereby promoting a more well-rounded, powerful education.

Gretchen Pollom, Susan Eve, Kara Smith, Trey Colvin, Regina Yunker

Paige Ashley, Catherine Manna, Natalie Nihill Ruberto ’00, Gretchen Pollom, Kara Smith, Suzanne Yaffe, Regina Yunker

STUDENT LEADERSHIP

Leadership is woven into almost every aspect of Greenhill’s curriculum, from Preschool to Upper School, and across academics, arts, and athletics. Developing leadership throughout a student’s time at Greenhill helps those students develop the skills they need to succeed in life, build positive relationships, and become confident and responsible individuals.

PRESCHOOL Project-Based Learning

Project-based learning (PBL) is a key characteristic of the Preschool curriculum. PBL is an instructional method, much like small group teaching or hands-on teaching, that encourages learning by actively engaging in real-world problems over an extended period of time. Students engage in answering complex questions and demonstrate their knowledge and skills by creating a presentation. PBL focuses on the process and experiences the students are having rather than the end goal. Throughout the PBL process, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

Each semester, Preschool students are presented with an umbrella topic such as color or light and teachers help build background knowledge about that topic. As the students learn more about the chosen topic, they are given the opportunity to share their interests with their peers. The class then comes together to decide on their project's leading question. Kindergarten teacher Bryce Sizemore said, “By building knowledge first and then deciding on a guiding question instead of starting with a guiding question, students feel a sense of ownership and excitement about what they are learning.”

In the fall, the kindergarten project-based learning unit was titled “things that grow.” Teachers started introducing information to students by teaching them the difference between living and non-living. Each kindergarten class worked together to compile a list of topics they were interested in within the bigger concept and then voted on the topic they wanted to focus on for their project.

This year, projects ranged from life cycles to the ocean to farming. Sizemore and Mara Brachtl's kindergarten class chose to study oceans and narrowed its focus to pollution. The students learned about pollution, what plastic was, how pollution happened, and the effect pollution has on animals and oceans. Based on what they learned, the class broke into three small groups to focus on different projects. One group made robots to pick up trash in the ocean, another created awareness posters, and the third produced reusable bags to help decrease the amount of plastic going into the ocean.

At the end of each semester, prekindergarten students, Preschool parents, faculty, and staff are invited to a presentation to view the finished projects. While the teachers are there to welcome guests to the classrooms, kindergarten students are tasked with leading the project displays and touring visitors through the classrooms.

While the concept of leadership is difficult to teach to five- and sixyear-olds, kindergarten students are given the tools to learn how to think independently, take ownership of what they are interested in, and problem-solve to work through obstacles and roadblocks, all of which are considered qualities of a good leader.

“ We aren’t just teaching skills to our students. We are teaching them about real-world concepts and helping our students make connections with each other and their knowledge and begin to recognize how they impact the world. ”

— Bryce Sizemore

LOWER SCHOOL Fourth-Grade Leaders

When students enter Lower School, they start attending a weekly divisional assembly. Each week, younger students see a small group of fourth-grade students lead the Lower School community through the assembly. Students and teachers were excited to see the return of this tradition following a two-year hiatus due to COVID.

Leadership is a core curriculum component in fourth grade. Fourth- graders learn about leadership in their history class, their literacy class, in small group projects, in their leadership essays at the end of the year, and in the hallway every day when their teachers remind them that they are “looking for leaders” while walking to lunch or recess.

However, one of the most pivotal moments for many fourthgraders is when they are tasked with leading a Lower School assembly. The fourth-grade faculty team picks four students for each weekly assembly. These students meet with Head of Preschool and Lower School Michael Simpson on Mondays to go over the script and their duties. They are required to pick a song,

make announcements, and highlight anecdotes in which their fellow students have demonstrated the School’s core values of excellence, integrity, courage, and compassion. The fourth-grade students practice at home and with Mr. Simpson before standing up in front of the division at the end of the week.

Fourth-grade teacher Brittany Griggs ’09 said, “As to be expected, some of the fourth-graders are chomping at the bit and can’t wait to be chosen, but some are very nervous about it. While the students who are ready are excited about their turn, those who are nervous and who wouldn’t naturally put themselves in that position really shine. These students often feel a boost of selfconfidence and are really proud of themselves because it takes a lot of courage to get up in front of the whole Lower School.”

Lower School teachers and students look forward to the weekly assemblies because it is a chance for the teachers to see students they have taught in the past and for the students to see their peers and friends in a position of leadership. The assemblies have turned into community-building events as well as a shared

experience for the grade since all fourth-grade students are required to lead at least one assembly.

Griggs reflected on the lasting impact of the assemblies and said, “Many students need that moment of required leadership to be confident enough to search for other leadership opportunities.” Once all students from the grade have been selected by their teachers to lead an assembly, students are provided with the opportunity to sign up to lead another assembly. A good portion of the students who sign up to lead a second assembly are those who were nervous to do it the first time.

Teachers prepare their students for Middle School by showing them leadership in many different contexts and helping them understand that leadership can be more than simply being in the spotlight. Griggs said, “We hope that once our students enter Middle School, they have a good foundation of the School’s core values and have learned enough in fourth grade that they embody those core values and continue to engage in leadership.”

“

We hope that once our students Middle School, they have a good foundation of the School’s core values and have learned enough in fourth grade that they embody those core values and continue to engage in leadership.”

— Brittany Griggs ’09

Middle School STUDENT ADVISORY BOARDS

Student Forum has been an important part of the Middle School experience for decades. In the 1990s, Middle School students were given the opportunity to run for Student Forum in fifth grade and seventh grade for a two-year term. Interested students were required to give a speech to the rest of the grade, and the results were decided by popular vote. Student Forum members were tasked with leading assemblies and organizing school spirit activities. Many Middle School students found that being elected to Student Forum launched them into leadership in the Upper School.

Student Forum activities were paused in 2020 because of COVID. This pause allowed Middle School teachers and leadership to reimagine student leadership in their division. Middle School

Palmer said, “We are not tied to the past; we are open to student ideas and to shifting landscapes in the community. We are working hard to ensure this new endeavor has the ability to evolve and not be set in stone because that is the world our students are living in.”

The Student Advisory Boards were modeled after the existing Upper School Boards of Representatives. Instead of one huge body of elected students (like the Middle School Student Forums), there are five student advisory boards that any student who expresses interest can join. The five boards are Academics, Arts, Athletics, Service/Sustainability, and Lifestyle. Each board is led by at least two faculty leaders, meets at least once a month during lunch, and includes 10–15 students from the seventh and eighth grades.

teachers Kara Smith and Kathryn Koshkin ’98 along with Head of Middle School Susan Palmer took the lead on creating the new model for student leadership in the Middle School: student advisory boards.

Koshkin said, “We want students to understand that they have a voice, but also learn to shape and organize that voice to share with the community. We are bringing students together around a common cause and helping them learn how to communicate and work together.”

The process for creating the Student Advisory Boards started in October 2022. Students filled out a survey to express interest in the different boards and wrote a short essay about why a particular board excited them and how they would be able to contribute. Every student who expressed interest was placed on a board. Meetings began in December with a kick-off breakfast and have continued monthly. Since the boards are new, the faculty leaders decided it was best to begin with the seventh- and eighth-grade students before adding the fifth- and sixth-grade students. Middle School History Teacher Kara Smith said, “We are being very intentional about the introduction of these Student Advisory Boards because we want them to be sustainable for years to come.”

In the short time these advisory boards have existed, they have already accomplished so much. The Service Board helped out during the fall Middle School admission events and during Grandparents’ and Special Friends Day; the Academics Board developed questions and interviewed the 2022 Distinguished Alumni Award winner, Rashad Hussain ’97, during Homecoming week; and the Arts Board started a new student literary magazine, similar to The Montage, for the Middle School.

Smith said, “Student ideas are beautiful; if we can help students not just idealize, but also actualize their plans, that will only spur them to do more, create more connections, and feel a sense of belonging, validation, and excitement. Students are creating connections with one another, but they're also creating more of a sense of stewardship, a connection, and a responsibility to Greenhill. I'm hoping they’ll feel like they're heard, that they’re part of this community and that they're helping move the community forward with their ideas and actions.”

Middle School teachers and leaders are hoping that the creation of these Student Advisory Boards will serve as a tool for students to transition into leadership in the Upper School in Honor Council, Student Government, or the Upper School Student Boards of Representatives. By participating on a Student Advisory Board in Middle School, students should be more ready and prepared to serve and lead in the Upper School.

Palmer said, “Middle School students can change the world with their enthusiasm; they simply need to be provided with the opportunity to tap into their passions. Our students can do more than we realize, and by giving them the tools to think outside of themselves, like these advisory boards, they are growing and becoming more competent leaders.”

“ We want students to understand that they have a voice, but also learn to shape and organize that voice to share with the community. We are bringing students together around a common cause and helping them learn how to communicate and work together. ”

— Kathryn Koshkin ’98

UPPER SCHOOL

There are three student Boards of Representatives in the Upper School: Arts, Athletics, and Community Service. Each board consists of 15–20 students that represent all four Upper School grades and meet regularly to discuss their responsibilities and initiatives. These boards are key in spreading awareness about arts, athletics, and service. They create opportunities for Upper School students to engage with the community, feel a sense of ownership, and be excited about everything that is happening at Greenhill.

Arts

The Arts Board of Representatives is charged with the promotion of the arts to the Upper School student body. They organize regular coffeehouse events, communicate the dates of arts events to the school, and host open meetings. This board acts as the liaison between the Upper School community and the Fine Arts Department through regular communication with Head of Fine Arts Terry Martin, Student Council Officers, and other faculty.

Martin works with Upper School teachers and the Dean of Students to ensure students from all arts disciplines are represented on the board. He meets with the board regularly to help them learn how to represent the Fine Arts community to the student body and develop their leadership skills through

organizing and communicating arts events to the Upper School community.

Martin explains, “The Arts Board gives students the opportunity to express a form of leadership that manifests itself in thoughtful questions, self-advocacy, and the ability to make well-thought-out suggestions that have a concept of the bigger picture.” The Arts Board acts as some students’ first steps into being an advocate and facilitator for something they are passionate about. This year, the board decided to hold a coffeehouse event each semester. Their interest in creating a space for students to perform resulted in two successful coffeehouse events and has led to the board being

asked to assist Fine Arts teachers and the Head of Fine Arts with selecting and planning the lineup for Greenhill’s Coffeehouse performance at this year’s ISAS Arts Festival.

Martin said, “Providing that kind of opportunity along with the chance to build leadership skills and have younger students involved to see the leadership that the older students exhibit is an incredible learning opportunity. This experience fits our mission in providing opportunities for students to find themselves and their passions, and ultimately be a cheerleader for what they think is important.”

“ The Arts Board gives students the opportunity to express a form of leadership that manifests itself in thoughtful questions, self-advocacy, and the ability to make well-thought-out suggestions that have a concept of the bigger picture. ”

— Terry Martin

Athletics

The Athletics Board of Representatives is responsible for the promotion of athletic spirit to the Upper School student body. Their duties include hosting open meetings during club time, attending as many sports events as possible, and encouraging attendance at all games year-round. They work closely with Student Council Officers, the Varsity Cheerleading Coach, and Head of Athletics & Physical Education Jarrett Shine regarding spirit at all athletic events.

This year, the Athletics Board has taken ownership of the School’s pep rallies. Instead of only having one pep rally a year during Homecoming week, the Athletics Board decided there should be a pep rally every season in order to create spirit that lasts all school year. Shine said, “People were yearning for more spirit and connection before this year, especially during COVID. The idea to hold a pep rally every season is generating more interest and excitement in the games.”

In addition to increasing the number of pep rallies during the year, the Athletics Board chose to include the other divisions in the pep rallies. Middle School students have attended every pep rally, and the Preschool and Lower School students have enjoyed having the cheerleaders perform for them during their morning assemblies.

Shine expressed pride in the Athletics Board, and said, “When the students are involved in leading and organizing the events, it creates more excitement. The Board members have a better appreciation for these events because they know how much work goes into them. They are also proud of their accomplishments because they are seeing more spirit from the student body as a result of the pep rallies.”

“ People were yearning for more spirit and connection before this year, especially during COVID. The idea to hold a pep rally every season is generating more interest and excitement in the games. ”

— Jarrett Shine

Service

The Community Service Board of Representatives works collectively to identify, plan, and implement special community service opportunities that provide students with an awareness of immediate community needs. In keeping with the School’s mission, the Community Service Board encourages service within the Greenhill Community and works closely with Director of Service Learning and Community Service Jessica Chu, Student Council leadership, and Dallas-area nonprofit agencies.

The Service Board is the largest board in the Upper School with 20 students (five from each grade). The board meets every schedule rotation to discuss service ideas and help plan service events and drum up student excitement about service. Within the board, there are eight subcommittees that students sign up for based on their interests: Preschool service, Lower School service, Middle School service, sustainability, holiday service, Valentine's Day service, and two committees for Greenhill’s partnership with George H.W. Bush Elementary School in Dallas ISD.

Chu said, “It has been amazing watching students be creative and use their problem-solving skills when they get excited about a specific project. Students have such thoughtful ideas that are important to tap into because their ideas can really create an impact.” The Service Board was responsible for organizing the service event that all students, faculty, and staff engaged in during the December Heart of the Hill (HOH) event. The Board decided on the service activities for the event, found and communicated with the partnership organizations, and wrote the instructions for the HOH groups.

The impact of the Service Board is being felt across campus. Teachers are appreciating the additional cross-divisional connections that are forming through service activities, and students are becoming more excited to engage in service. Chu said, “There’s not an age requirement to engage in service projects. If we can get students excited about service opportunities at a younger age, service becomes less transactional in Upper School and after graduation. It becomes something that students want to engage in, rather than a requirement.”

AS GREENHILL STUDENTS GROW, they are provided with opportunities to engage in leadership and become more involved with the Greenhill community. These experiences are key in equipping students with the tools they need to lead authentic, purposeful lives while at Greenhill and beyond.

Greenhill played an important role in shaping who I am today. I know many alumni feel the same way, whether you graduated this year or 50 years ago. As time moves forward, the Alumni Board and Association are evolving right along with you, providing resources, keeping you connected to your classmates, and offering ways to engage with Greenhill. We are grateful for the various ways in which our alumni show interest and belief in Greenhill’s future. From class captain volunteers, alumni board members, classroom guests (many virtual), student and young alumni mentors, donors, and community service, alumni are giving their time and resources to Greenhill.

The fall was filled with campus and regional alumni activities. We hosted the alumni volleyball game, welcomed more than 1,000 guests for Homecoming, and celebrated our 2022 Alumni Award recipients. We visited alumni in Houston, Dallas, New York, Washington, D.C., Boston, San Francisco, Los Angeles, and Chicago. You can view event photos on our social media pages.

Looking ahead this spring, we are excited to host our annual Alumni Weekend on April 21 and 22, 2023. Our two-day event includes campus activities, tours, and milestone reunions for classes ending in ’3 or ’8. If you need another reason to visit, grab the family and join us for the Fourth Annual Hornet Hustle on May 6, 2023. This family walk/run is for Hornets of all ages and offers a great opportunity to be active at your own pace. You can register for these events on our website.

With all the exciting activities happening on campus and with alumni around the world, there's never been a better time to reconnect! The Alumni Board aims to foster connections and further the mission of Greenhill School through the enrichment of its alumni, support of the school, and service to the community. Please stay in touch through our website and on social media to learn about social, networking, and volunteer opportunities.

With Hornet Pride, Laura Ley Staub ’01 Alumni Board President, 2022–2024

2022-2023 alumni executive committee

President

Laura Ley Staub ’01

Vice President/ Governance Chair

Lee Szor ’03

Advancement Co-Chairs

Aaron Brown ’01

Kent Siri ’01

Service & Community Co-Chairs

Joanna Fulton Lewis ’02

Mark Wettreich ’98

Programming Co-Chairs

Stacey Nash Thompson ’96

Meredith Small Wallace ’97

Sohail Yousuf ’98

Immediate Past President

Clayton Lougee ’03

board members

Aaron Brown ’01

Elizabeth Bodzy ’10

Matthew Bodzy ’04

Katie Broder ’10

Samantha Kurz DeVito ’07

Zach Galant ’08

Alex Gutor ’03

Matthew Jones ’14

Stephen Katzen ’04

Jason Klein ’04

Joanna Fulton Lewis ’02

Clayton Lougee ’03

Nick Macknight ’06

Shanti Majefski ’95

Matthew Rush ’92

Jared Sandler ’07

Kent Siri ’01

Laura Ley Staub ’01

Alan Sostek ’10

Lee Szor ’03

Stacey Nash Thompson ’96

Matthew Udomphol ’07

Meredith Small Wallace ’97

Mark Wettreich ’98

Sohail Yousuf ’98

Shan Zaidi ’05

Sophie Levy Zuckerman ’07

Sohail Yousuf ’98

Shan Zaidi ’05

Sophie (Levy) Zuckerman ’07

Alumni common threads

If you are interested in attending or hosting an event near you, contact Katie Young in the Alumni Office by emailing youngka@greenhill.org

You can find regional alumni networking groups on Facebook. Be sure to update your address so we can include you in local gatherings.

It was great to see alumni at the following events:

Volleyball Match

august 2022

The annual alumni volleyball game always draws plenty of alumni players to challenge the varsity boys team. Our varsity team is coached by alumnus Nate Griggs ’09. Representatives from four decades suited up and won again this year with former coach Keith Nannie helping from the bench. It was great to see so many former players and their families!

Senior Breakfast

october 2022

Greenhill seniors stepped into the spotlight during Homecoming week, receiving their senior sweatshirts. Sweatshirts are embroidered with the class year and custom-made for each Class of 2023 senior. Do you still have your sweatshirt?

Austin and Houston Reunions

september 2022

Our Texas tour included stops in Rice Village and the University of Texas campus this fall. We caught up with current college students in both cities and gathered with the larger alumni groups in the evening. Be sure to join the regional Facebook groups to learn when we will visit next.

New York Alumni Reunion

september 2022

We visited Manhattan for our annual New York gathering with more than 100 alumni attending several events in the city. We were happy to have Greenhill Legend and Fine Arts department chair Corbin Doyle along for the fun. Our first stop was a brewery in Brooklyn, and the next night we connected with alumni on a rooftop patio. We also enjoyed lunch with our NYU students. Our alumni shared great stories from their time at Greenhill and Fredston Head of School Lee Hark shared an update about current campus happenings.

Washington, D.C. Reunion

november 2022

Our reunion was timed with our annual eighth-grade D.C. trip, which allowed many more faculty to join us for an evening of catching up. Several former students joined the gathering near Dupont Circle. We were so happy to have Greenhill Legends Trevor Worcester, Susan Palmer, and Paige Ashley attending plus Mike Jenks, Jaye Andrews, and Tom Perryman ’81

Holiday Party

november 2022

We kicked off the holiday season with our annual holiday gathering at Sidecar Social in Addison. More than 130 alumni, Greenhill Legends, and guests enjoyed holiday bites. This gathering continues to grow annually, and we’re grateful to the Greenhill Alumni Board for hosting.

Boston Alumni Social

january 2023

Boston didn’t know what was coming when Watertown’s own Greenhill Legend Andy Mercurio stepped off the plane. We spent the day connecting with alumni in Cambridge followed by an evening reception. Mr. Mercurio loved seeing former students and facilitated many new friendships between graduates who had never met. Boston, we will be back!

turning points

Weddings

Monica Dutia Ascioti ’09 and Joe Ascioti

June 19, 2021

Caitlin Hoagland Dutton ’15 and Liam Dutton

January 5, 2022

Erin Ginsburg ’11 and Anthony Lucchi

March 5, 2022

Brady Kahn ’13 and Emily Kustoff Kahn

April 9, 2022

Katie Litman ’12 and Aziz Yakubu

May 7, 2022

Renee Smith Rountree ’16 and William Rountree

May 14, 2022

Alex Fraley ’11 and Marco Mreyn

May 25, 2022

Jessica Giraudon Matson ’13 and Cameron Matson

June 4, 2022

Elizabeth Garner Divelbiss ’00 and Matt Divelbis

July 4, 2022

Christine Voisinet Cockerell ’12 and Daulton Cockerell

August 12, 2022

Krista Oehlke ’09 and Niklas Smedemark-Margulies

August 20, 2022

Te'Qin Windham ’07 and Shawn McClelland

October 8, 2022

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Zoe Marshall ’11 and Mason Lieberman

October 9, 2022

Katherine Hearty ’98 and Jon Bunner

October 15, 2022

Logan Reed Register ’09 and Bradley Register

October 20, 2022

Will Hoffman ’09 and Shannon Dolan

October 29, 2022

John Burnett ’74 and Margaret Justus

November 26, 2022

Troy Jack Smith ’08 and Haley Wendel Smith

December 10, 2022

David Zale '10 and Gillian Zale

June 4, 2022

Births

Elliot Jack Fleming

September 13, 2021

Lindsay Seidel Fleming ’10 and Jacob Fleming

Shai Levy Zuckerman

October 25, 2021

Sophie Levy Zuckerman ’07 and Eric Zuckerman

Elizabeth Fonda Powers-Green

April 9, 2022

Fonda Lucas ’02 and Dana Powers-Green

Oliver William Huffman

May 17, 2022

Mark Huffman ’09 and Amanda Huffman

Meyer Brian Burch

November 2, 2022

Robyn Rosenburg Burch ’07 and Michael Burch

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In memoriam

Sue Apter

Grandmother of Caroline Gold ’13 and Matthew Gold ’17

November 25, 2022

Richard Beardon

Father of Chris Beardon ’04 and Mark Beardon ’04

August 31, 2022

Blake Beath

Brother of Peter Beath ’78

August 30, 2022

Douglas L. Benzuly ’79

January 5, 2023

Veta Boswell

Mother of former student Kama Boswell Koudelka and Brianna Boswell Brown ’78

January 16, 2023

Richard Brooks

Father of Catie Brooks ’89

March 1, 2022

Linda Casey

Mother of Mary Casey Newton ’83

February 26, 2022

Mark Clanton

Husband of Cynthia Watkins Clanton ’76

September 8, 2022

Jeanne Davis

Mother of Frank Davis ’79 and Terri Davis ’77

September 22, 2022

Donald Dubrow

Grandfather of Jared Berg ’08

June 21, 2022

Christine Eastus

Greenhill Legend, Mother of Madalyn Eastus ’78 and Victoria Eastus ’79, grandmother of Alexa Derryberry ’20

August 14,2022

Gary Eshelbrenner

Father of Rebecca Eshelbrenner ’08

November 24, 2022

William Fanning, Jr.

Former teacher

August 7, 2022

Peter Fonberg

Father of Anita Fonberg Chanon ’81, grandfather of, Courtney Chanon Katz ’08 and Max Chanon ’11

November 21, 2022

Peggy Foster ’66

Sister of Frank Harnden ’63 and David E. Harnden ’67

July 10, 2022

Barbara Gelsomino

Greenhill Legend

July 2, 2022

Georgie Fulton Green ’53

Wife of John Green ’55, daughter of Bernard and Helen Fulton, sister of Molly Fulton Seeligson ’60, Will Fulton ’68, and John Fulton ’71

December 22, 2022

Lori Hennelly

Mother of Michele Hennelly Schneider ’86

November 17, 2022

Calvin Henry

Husband of Director of Child Development Center & Extended Day DeBorah Henry

April 7, 2022

Bob Howard

Grandparent of Lauren E. Pully ’07

May 3, 2022

Patsy Jacobs

Former teacher

May 5, 2022

Trey Johnson ’87

Husband of Jennifer Johnson ’90, brother of Ginna Johnson ’84, father of Will Johnson ’25 and Dylan Johnson ’23

January 31, 2022

Paul Kelton ’77

Brother of Andrew Kelton ’78 and Clay Kelton ’74

January 28, 2022

Harold Kleinman

Former trustee, father of Max Kleinman ’89, Amanda Kleinman ’05, Michelle Kleinman ’05, and Alex Kleinman ’07

September 2, 2022

Ruth ‘Wink’ Kuebler

Former employee

October 7, 2022

Marjorie Kanter Levy

Mother of Sally Levy Rosen ’74, Nancy Levy Szor ’72, son-in-law Jerry Szor ’72, and former student Kathy Levy, grandmother of David Rosen ’99, Betsy Rosen ’01, Julie, Lee Szor ’03, Jay Szor ’04, Allison Lidji ’04, Jeffrey Goodman ’05, Stacey Goodman ’06, and former students Brian Goodman, Tessa Goodman and Kate Goodman

October 17, 2022

Edwin ‘Buck’ Lyon

Former trustee, brother-in-law of Cherry S. Raley ’66, father of Edwin ‘Bucky’ Lyon ’85 and Lee McGuire ’87

October 18, 2022

Gary Mann

Grandfather of Travis Mann ’22

December 17, 2022

Sam B. Marcus

Father of Jerome Marcus ’79 and Bo Marcus ’81

January 13, 2023

Richard Marcus

Father of Catherine Marcus Rose, father-in-law of William Rose ’85, and grandfather of Alex Rose ’18 and Jack Rose ’21

February 4, 2023

Faith Mercurio

Mother of Greenhill Legend Andy Mercurio, grandmother of Aiden Mercurio ’25 and Giuliana Mercurio ’30

May 15, 2022

Mona Munson

Mother of David Munson Jr ’78

September 24, 2021

Frank Nicholson

Father of Russ Nicholson III ’78

January 19, 2022

Dan Nwachukwu

Father of Micaiah Kapumba ’21

June 16, 2022

Amy Osler

Mother of Greg Osler ’21

November 30, 2022

Sam Parham

Spouse of Greenhill Legend Drew Steele Parham

January 5, 2022

Drew Steele Parham

Greenhill Legend

August 10, 2022

Harriet Plaskoff

Mother of Lauran Plaskoff Weiner ’86 and former student Bart Plaskoff

June 27, 2022

Asher Radunsky ’96

June 3, 2022

Michael Riggs

Father of Jennifer Riggs Santos ’88

June 12, 2022

Ron Rittenmeyer

Father of Chris Rittenmeyer ’96 and Ashley Rittenmeyer ’03

October 11, 2022

Renn Rothrock

Father of Crystal Cox ’83 and Robert Rothrock ’86

May 29, 2022

Carmen Rottenstein

Schneidler

Grandmother of Max Brodsky ’01 and Gregor Brodsky ’03

July 10, 2022

Evelyn Sandler

Grandmother of Darryn Sandler ’95, Jason Sandler ’97, and Jared Sandler ’07

June 12, 2022

John Tebbetts

Father of Kas E. Tebbetts ’16

March 8, 2022

Farrell Trask

Father of Julia Erwin-Weiner ’86, Martha Maguire ’88, Tara Trask ’88, and Emily Strayer ’91

February 20, 2022

Stuart Veeder ’79

June 19, 2022

Max Wells

Father of J. C. Wells ’91

October 6, 2022

Elbert Winn

Father of Elbert I. Winn ’89

June 16, 2022

Sally Wolfish

Mother of Eric Wolfish ’02 and David Wolfish ’05

April 5, 2022

Barbara Zimmerman

Mother of Dale Zimmerman ’77 and Steven Zimmerman ’79, grandmother of Neil Zimmerman ’05 and David Zimmerman ’07

July 5, 2022

Only Greenhill Alumni related to the deceased are listed. We do not typically list non-Greenhill-related relatives.

greenhill legend

A longtime English teacher, Eastus came to Greenhill in 1970. She served as English Department Chair for 20+ years, and helped establish a language arts program that was one of the best in the country. Eastus is the daughter of former Greenhill Latin teacher Kate Cecil, the mother of two alums – Madalyn ’78 and Vicki ’79 — and grandmother to another alum — Alexa Derryberry ’20

August 14, 2022

Barbara Gelsomino

greenhill legend

Gelsomino joined Greenhill in 1979 as a Lower School teacher. In her 38 years at Greenhill, Gelsomino forged a legacy of excellence that can be measured in the thousands of children she loved and inspired, the hundreds of colleagues with whom she created a school family, and the dozens of young teachers she mentored and nurtured, amplifying her impact to schools all over the nation.

July 2, 2022

Drew Steele Parham

greenhill legend Parham arrived at Greenhill in 1967 to teach Spanish and French. Her exuberant personality and passion for teaching elevated the minds and inspired the hearts of three decades of students before her retirement in 1998. In addition to her exemplary teaching, Parham chaired the language department, with significant accomplishments, including the introduction of Chinese to the curriculum and the addition of Spanish into Preschool and Lower School.

August 10, 2022

Georgie Fulton Green

Green was the daughter of Greenhill founders Bernard and Helen Fulton and the sister of Will Fulton ’68, John Fulton ’71, and Life Trustee Molly Fulton Seeligson ’60. A lifelong Hornet, Georgie met her husband John Green ’55 while both were attending Greenhill; they were married for 65 years. She was known for many outstanding accomplishments in her life, including as an educational pioneer and an ardent champion of students with learning differences, especially dyslexia.

December 22, 2022

Christine Eastus

Photo: © John Derryberry

Photo: © John Derryberry

Photo: © John Derryberry

Greenhill Endowment Funds

Through generous contributions from families, classmates, and friends, named endowment funds have been established to perpetuate the legacy of these individuals and to provide important financial sustainability for the School.

If you would like to contribute to eligible funds, or create your own fund, contact:

ROBERT CLEMENTS, Director of Annual Fund & Major Gifts

clementsr@greenhill.org

972-628-5681

CURRICULUM & PROGRAM FUNDS

Ann & Ray Perryman Archive Fund

Barnes Memorial Fund in Memory of Pam Barnes ’00

Bernard L. Fulton Lecture Endowment

Corbin Doyle Honorary Fund

Edward E. Ford Technology Endowment Fund

Ken & Becky Bruder Cultural Arts Fund

Kim Williams Service Fund

Muriel Seldin General Endowment for Cultural Arts

Oleta Willard Academic Fund

Primer Endowment Fund

Technology Endowment Fund

FACILITY FUNDS

Athletic Complex Endowment Fund

Great Expectation Facilities Endowment Fund

Tennis Maintenance Endowment Fund

The Wu Family Endowment

FACULTY ENRICHMENT FUNDS

Arun Stewart Memorial Faculty Enrichment Fund

Bauman Family Faculty Enrichment Endowment

Dorothy Jane Kassanoff Faculty Enrichment Fund

Elaine Velvin Faculty Tuition Assistance Fund

Frankel/Thum Challenge of Excellence Faculty Enrichment Fund

General Endowment for Faculty Salaries

Parents’ Association Faculty Endowment Fund

Scott A. Griggs Faculty Endowment Fund

Trustee Fellowship Grant Endowment Fund

Wes Kittleman Impact Award Fund

FINANCIAL AID

Andrew Family Financial Aid Fund

Christine Eastus Scholarship Fund

David Warren Leatherbury Financial Aid Fund

Dr. Anson L. Clark Memorial Financial Aid Fund

Duncan S. Brown & Gavin F. Brown Scholarship Fund

Edward E. Ford Foundation Financial Aid Fund

Fulton Family Financial Aid Fund

General Endowment for Financial Aid

Greenhill Employee Legends Financial Aid Fund

Harold & Mae Star Financial Aid Fund

Jacob Earle Financial Aid Fund

Jane & Wes Kittleman Financial Aid Fund

Jennifer Goodnight Maalouf Financial Aid Fund

Kathy Wells Memorial Financial Aid Fund

Michael L. & Carol B. Davis Financial Aid Fund

Parents’ Association Financial Aid Fund

Ronnie Freeman Financial Aid Fund

Ruth Agnich Financial Aid Fund

Scott Buchanan Memorial Scholarship Fund

Todd & Mindy Williams Endowment Fund

Zale Foundation Financial Aid Fund

GENERAL FUNDS

Alec Reid Becker Endowment Fund for Student Social & Emotional Well-Being

General Endowment Fund

Julie & David Fields Honorary Fund

Phillip G. Foote Endowment Fund

Greenhill students create long-lasting, often life-changing connections with their teachers, peers, and fellow students from across campus, and they have done so for more than 70 years thanks to the foresight and vision of the School’s founders. This year, our fourth annual Founders’ Giving Day on September 9 honored the decades of connections that have helped our students grow academically, artistically, and athletically. Our community of alumni, faculty, grandparents, and current families gave more than $750,000 in one day to support Greenhill! Thanks to this strong start and to all of our donors, we are making great progress towards our goal this year.

It’s not too late to give! Participation from our entire community is an important vote of confidence in our mission and gives everyone the opportunity to positively impact our faculty and students. We are especially grateful for our PreK and Primer families who have reached 100% participation this year! Please visit GreenhillFund.org to make your gift or pledge today.

WE ARE GRATEFUL FOR OUR 2022–2023 GREENHILL FUND VOLUNTEER TEAM!

board chair

Augusto Sasso

development committee

chair

Karlyn Herlitz

greenhill fund leadership 2022–2023

co-chairs

Karlyn Herlitz

Christine Martell ’02

major gifts chairs

Rich Moses

Joy Sebold

Randi Sidikaro

Nidhi Sharma

faculty chairs

Gretchen Pollom

Maggie Parry ’07

Questions about Greenhill Fund?

grade captains

Melody Akhavan

Heather Arnold

Chris Barjum

Stacey Beatey

Ana Cooper

Elizabeth Didlake

Vivian Dimas

Kristin Engberg

Clayton Frenzel

Michelle Garza ’95

Chad Goldberg

Katie Herrmann

Aly Karim

Rachel Ladin ’91

Kamini Mamdani

Sandy Millimet

Jennifer Stinchcomb

Stephanie Stone

Geetika Tiwari

Reza Zamanian

Contact Robert Clements, Director of Annual Fund & Major Gifts, clementsr@greenhill.org, 972-628-5681.

why i give Priya Venkat

What first attracted you to Greenhill when your children were starting school? When moving from Seattle, we were looking for a school for our children that would provide quality education, a rigorous curriculum, sports, and a plethora of extracurricular activities. What also piqued our interest was the diverse and inclusive community that Greenhill fosters. Every time we visited Greenhill, we stumbled upon happy kids who greeted us with a smile and held the doors open for us. They were not afraid to make conversation with us. We felt a sense of belonging here.

Who are the people at Greenhill that have impacted your family? From the admissions office to the college counselors in the Upper School, we have been impacted by many. The faculty and administrative staff are highly qualified, and the leadership of Greenhill is easily approachable. As we know, teachers have a lot on their plate, but the teachers at Greenhill are always willing to offer support to their students, both inside and outside the classroom. I know that no matter how challenging a certain course or semester is for my children, they would always be successful because of their teachers. Finally, the college application process is a very stressful time for seniors. We are so grateful to the college counseling office for helping our son and now our daughter navigate this journey.

What inspires you to volunteer and donate to Greenhill?

Volunteering, donating, and empathy are values that our family finds important. Hence, we make giving back to Greenhill—the institution that has given my children so much—a priority.

I have been involved in volunteering for events such as the celebration of Diwali at Greenhill. My husband and I are originally from India, so we celebrate Diwali at home. We always want to share our culture with the outside world, and we are very grateful that Greenhill makes an effort to incorporate all cultures. My volunteering includes decorating the halls of Greenhill with Diwali d e cor and dressing faculty in Indian outfits to hopefully encourage an appreciation for South Asian culture. In addition, I volunteer by planning senior events as the Senior Parent Representative Co-Chair.

As far as giving goes, private schools build their financial security through gifts and donations. The tuition we give to the school covers many operational needs, but not all. We are glad to donate because we know that our money is going towards a great cause that is aiding the development and character of our children. These are invaluable assets that do not have a price.

Priya Venkat (Laya ’23, Raag ’21) joined the Greenhill community in 2014. She is serving as the senior parent chair this year, and has held a number of volunteer roles over the years, including Greenhill Fund Grade Captain, Greenhill Cares Coordinator, 11th Grade Rep, 8th Grade Rep, Upper School New Families Coordinator, and Parent Forum Coordinator.

We welcome the opportunity to talk with you about your Greenhill experiences and about your support for the School. Please contact Chief Development Officer Aaron White, or visit www.greenhill.org/giving for more information!

Greenhill Board of Trustees 2022–2023

officers

Augusto Sasso

Roy S. Kim ’88

Kenji Hashimoto

trustees

Debby Ackerman

Cheryl Alston

Amanda Beck

Joe Chu

Chris I. Clark ’89

Lenore Diamond

Michelle Frymire

Holland P. Gary ’93

Louis Gennarelli

Lee J. Hark, Head of School, ex-officio

Karlyn Herlitz

Nauman Khan

Rachel Ladin ’91

Lester Levy, Jr. ’79

Kamini Mamdani

Marlo Melucci

Rich Moses

David Muller

Adriana Perales

David Podolsky

Hardeep Sehgal

Boaz Sidikaro

Grace Smith

Artie Starrs

Laura Ley Staub ’01

Jennifer Stinchcomb

Rajesh Swaminathan

Beth Thomas

Michael Waldman ’98

Lori Whitten

Linda Wimberly

Bing Xie

former board chairs electing to serve ex - officio

David L. Johnson ’67, Trustee since 1987

H. Ronald Nash, Trustee since 1987

lifetime trustee

Rusty Jaggers, Trustee since 1994

E. Pierce Marshall, Jr. ’86, Trustee since 1996

Daniel T. Phillips, Trustee since 1997

Molly Fulton Seeligson ’60, Trustee since 2009

The Hill is published in print once a year in the spring by the Communications and Advancement Offices. Please look for our digital edition in the summer and our digital annual report in the fall.

COMMUNICATIONS

Kerry Shea, Director of Marketing & Communications

Autumn Bernhard, Website & Digital Communications Specialist

Sara Ellis, Digital Content Specialist

Mashal Noor ’12, Creative Manager

ADVANCEMENT

Aaron White, Chief Development Officer

Annie Carter, Parents’ Association Liaison & Director of Community Events

Robert Clements, Director of Annual Fund & Major Gifts

Clint Dawley, Director of Advancement Services

Kristy Joiner, Advancement Services Associate

Diana Kao, Director of Major Gifts

Alina Salgado, Donor Relations Associate

Katie Young, Director of Alumni Relations

COMMENTS? STORY IDEAS? Contact Mashal Noor noorm@greenhill.org

972.628.5488

Facebook.com/GreenhillSchool Twitter.com/GreenhillSchool @GreenhillSchool

Be sure to visit www.greenhill.org for the latest school news, photo galleries, sports scores, and more!

For an online version of this magazine, visit www.greenhill.org/thehill

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greenhill.org

If you received duplicate copies of The Hill magazine, or a copy for your child who has established a separate or permanent address, please let the School know by emailing us at joinerk@greenhill.org.