Georgetown Days // Spring 2016-17

GEORGETOWN SPRING

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ALL THREE DIVISIONS CEL EBR AT E S T E A M

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GDS MAKING A DIFFERENCE

High School Students Host First Consent Summit

By Tyce Christian '18

2017

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Thank you Head of School Russell Shaw Associate Head of School Kevin Barr Assistant Head of School for Equity and Social Impact Crissy Cáceres

to all of our staff and alumni writers for your contributions to the magazine. We welcome submissions from all Georgetown Day School community members.

Please contact agrasheim@gds.org to learn more. Alumni are encouraged to send their news with photos to alumni@gds.org for inclusion in the Georgetown Days magazine.

MAGAZINE STAFF Director of Institutional Advancement Kendra Brown Director of Communications Alison Grasheim Storyteller and New Media Associate Kimberly Goldwein Magazine Design Think

2016-17 GDS BOARD OF TRUSTEES Officers Brad Vogt, Chair Monica Dixon, Vice Chair Anu Tate, Secretary David B. Smith, Treasurer Rosemary Kilkenny, At Large Trustees Jenny Abramson ’95 Stephen Bailey Sid Bannerjee Phil Bronner James W. Cooper Shawn Davis-Wilensky Franklin Foer ’92 Betsey Keeley David Leary Reid Liffmann Cathy MacNeil-Hollinger Pamela Reeves Scott Shepperd ’79 Jeff Shields Hunker Erik Smulson ‘85 Ben Soto David Wellisch Phil West

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Our mission drives all that we do.

Georgetown Day School honors the integrity and worth of each individual within a diverse school community. GDS is dedicated to providing a supportive educational atmosphere in which teachers challenge the intellectual, creative, and physical abilities of our students and foster strength of character and concern for others. From the earliest grades, we encourage our students to wonder, to inquire, and to be self-reliant, laying the foundation for a lifelong love of learning.

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FEATURE

2 From where I stand A Message from Head of School Russell Shaw

AROUND CAMPUS

3 In the Classroom 11 Beyond the Classroom 18 Arts & Performances 24 Athletics 28 Faculty

ALUMNI 36 All Three Divisions Celebrate STEAM 32 GDS Making A Difference High School Students Host First Summit

40 Alumni Ways To Get Invovled 42 Alumni Panel 44 FROM THE ARCHIVES 1

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Russell Shaw, Head of School

F ROM W HERE I S TA ND This morning at a reception hosted by our admissions office, I invited prospective Lower School families to imagine their child’s future at GDS. Parents of three- and four-year-olds were encouraged not just to picture their child in our PK or kindergarten, but also as a Middle School student, a High School student, and eventually, an alumnus who is meaningfully engaged in the world.

The best way to help parents envision that future is to provide examples of ways in which the work is being done by current GDS students and alumni. To that end, here are some of the recent stories of Hoppers in the world that I shared with prospective families: GDS alums are making a difference in politics. In December, the GDS Alumni Board and High School Speaker Series hosted an Alumni Political Forum. Panelists engaged with current high school students on a range of topics, from fake news to the election to foreign policy. The panel was moderated by broadcast journalist Jeff Goldberg ’94 and featured a number of accomplished alumni including Washington Post White House bureau chief Juliet Eilperin ’88, recently-elected U.S. Representative Jamie Raskin ’79, Georgetown University Institute of Politics and Public Service’s fellow Scott Mulhauser ’93, Rising Tide Interactive and DSPolitical’s founding partner Eli Kaplan ’02 and Democratic National Committee’s Media Center Director Mitch Malasky ’04. (Read more on page 42)

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GDS HS students are leading area schools in preventing assault. In March at the National Association of Independent Schools Annual Conference in Baltimore, a group of GDS High School students under the leadership of Counselor Amy Killy ’90 led a workshop for educators from around the country on issues of consent and sexual assault among high school students. The students spoke about the Summit that they hosted at GDS for students and educators from more than 20 high schools, featuring an array of expert voices. (Read more on page 32) GDS alums are role models. Also at the NAIS Conference, Schuyler Bailar ’14 was a featured speaker. Bailar spoke powerfully about his experience as the first openly transgender NCAA Division I swimmer.

GDS is a center for public purpose. Later in March, GDS hosted the national Private Schools with Public Purpose (PSPP) conference. GDS students shared their work as part of our Summer Policy and Advocacy Institute, in which they’ve tackled challenging issues such as refugee resettlement and homelessness in Washington, DC. (Learn more about PSPP on page 13) We are preparing students to engage with skill and purpose in the world beyond our walls. Young people learn by doing, and the aforementioned activities, along with countless other daily opportunities for our students to practice leadership and citizenship, will position our graduates to make a difference in a world that needs them.

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AROUND CAMPUS:

In The Classroom

t seems only fitting that the new “From Freedom Rides to Ferguson: Civil Rights Movement and Current Issues” class at the High School originated during a long ride on a bus.

High School math teacher Andy Lipps had gathered a group of High School students to join first grade teacher, Paula Young Shelton’s church group’s trip to celebrate the 50th anniversary of the Selma to Montgomery March. The trip started as a happy assembly of like-minded individuals honoring a key moment of American history together.

The long bus ride to celebrate the 50th anniversary of the Selma to Montgomery March led teachers Paula Young Shelton and Andy Lipps to launch a new High School class.

Paula and Andy shared that this trip meant a great deal to both of them—and the students.

“There was this moment when Congressman Lewis hugged President Obama, and you could see 50 years of history connect right in front of your eyes,” said Andy.

“To have John Lewis representing the sacrifice he made for voting rights, and the first black president of the United States…it was just incredibly moving,” Paula continued.

During the many hours on the bus there and back, the time for conversation elevated the trip to a whole other level.

“Andy and I started talking about the importance of kids learning this history,” said Paula.

“We basically said, ‘wouldn’t it be nice to teach a Civil Rights course together?’” said Andy.

And this Spring 2017 semester, the elective class, which dives into the period between 1960 and 1965 and draws parallels to more recent movements, is happening for the first time.

Paula said it’s easy to get first graders excited about something. The challenge she and Andy faced with High School students was finding a way to get them engaged and ready to open up. Assignments such as interviewing a family member who was alive during the Civil Rights movement to get their impressions, and reenacting central events in the movement, like the integration of the University of Mississippi, have been effective in helping them make a personal connection.

When their students see the experience from the point of view of the people who were involved in the movement—college students, just a few years older than they are now—they’re inspired by what young people can do, according to Paula and Andy. They become aware that they have that same opportunity to stand up for what they believe in.

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In March, Paula’s father Andrew Young skyped with members of the Freedom Rides Class, and the students were clearly moved. Read below for three student reactions: "I loved every moment of the [discussion] and will cherish that experience for the rest of my life. He instilled a belief in me that I can go out and change the world for the better. He also inspired me with his continued optimism and cheerfulness…I was simply awestruck by his compassion and brilliance."

"It was an honor to have [him] visit… I learned a lot on how to be a better activist and a better human."

"I thought it was incredible to be able to speak with and hear Andrew Young. Being able to ask him our own questions was an exciting experience to see a civil rights leader speak about what we've been learning."

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AROUND CAMPUS:

In The Classroom

E MBR AC ING K IDS ’ S T OR IE S F ROM T HE E A R L IE S T GR A DE S PK/K STUDENTS EXPLORE THEIR UNIQUENESS AND U N D E R S TA N D I N G O F S K I N C O L O R Research shows that children begin to notice racial and ethnic difference between the ages of three and five; and young children learn “race” by interpreting social interactions and experiencing the media.

For more than 25 years at GDS, teachers have begun addressing individuality, uniqueness, and understanding skin color in the earliest grades. By helping children gain language to describe those differences and have an opportunity to ask questions and correct misconceptions, they begin to learn how to embrace difference and acknowledge it in a positive way.

Teachers in the PK/K classrooms begin by talking with students about the scientific facts behind how people get their skin colors. Students get the chance to talk about what they know about skin color, ask questions about it, and read books that focus on differences in skin color. Then, projects in the classroom help students form positive associations with skin color. In one project, students relate skin color to concrete

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things in the world around them. In another, students draw their faces and bodies, choosing just the right shade of marker or mixing paints to represent themselves.

Kindergarten teacher, Angela Sandford, shared that when she and her teaching partner, Joanna Phinney, teach this unit, they notice that “student’s confidence and comfort level about talking about their own and others skin color is very noticeable.” One of her students said, “‘The world would be so boring if we were all the same color!’”

THE FOLLOWING BOOKS ARE ALL READ IN OUR PK/K CLASSROOMS, AND ARE USEFUL R E S O U R C E S T O U S E AT H O M E .

• All the Colors of the Earth by Sheila Hamanaka • All the Colors We Are by Kate Kissinger • Brown Like Me by Noelle Lamperti • Black is Brown is Tan by Arnold Adoff • Chocolate Me by Taye Diggs • The Colors of Us by Karen Katz • It’s Okay to Be Different by Todd Parr • Mixed - Portraits of Multiracial Kids by Kip Fulbeck • Mixed Me by Taye Diggs • Part Asian - 100% Hapa by Kip Fulbeck • Say Something by Peggy Moss • Shades of People by Shelly Rotner & Sheila Kelly • Skin Again by Bell Hooks • The Skin You Live In by Michael Tyler • We are all Alike, We are all Different

by Cheltenham Elementary School • We’re Different, We’re the Same

by Bobbi Kates & Joe Mathieu

Looking For Advice On How To Support Your Child?

The following is an excerpt from a letter to parents with children in Joanna Phinney and Angela Sandford’s kindergarten classroom: • Talk with your child about skin color and race. Answer your child’s questions about skin color and differences and bring up racial issues with your child.

• Have your child have play dates with all the children in our class, not just the same children again and again. Encouraging friendships and interactions with different children provides your child with increased opportunities to collaborate across difference (a core “GDS student will” capacity).

• Reread the books we have read with your children.

• Model greeting everyone kindly and respectfully, no matter who they are.

• Be mindful about the people your child sees and talks about it. For instance, when you are reading a book or magazine, if you detect bias or lack of representation, talk about that with children. If you are in a toy store and you only see dolls with white skin, talk about that with your child.

You can read the full letter online at www.GDS.org/LowerSchool

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AROUND CAMPUS:

In The Classroom

A P OR TA L T O T HE PA S T GDS ARCHIVES HELP STUDENTS DECONSTRUCT HISTORY

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In sixth grade English, students read Warriors Don’t Cry, an inspiring story about the nine African-American teenagers who integrated Little Rock’s Central High School in 1957.

In the novel, the author and narrator, Melba Patillo Beals, provides snippets of national newspaper articles to give context to the Civil Rights Era. While the novel offered students a window into the past, sixth grade English teacher Charles Edwards wanted to explore other primary sources to give his students unfiltered access to records of social and political thought during the period. Although a field trip to the National Archives is one way to explore primary sources, students have been astounded to learn that GDS has its own portal to the time period.

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Sixth grade students study and analyze GDS archives.

For the past three years, Charles' students have explored the school’s archives to discover what the climate was like during this turbulent era of change and unrest. For students, firstperson accounts of events helped make them more real and fostered active reading and response. Since primary sources are often incomplete and have little context, students used their prior knowledge and worked with multiple sources to find patterns. Many students were amazed by the connections they made piecing together letters to the school’s founders, newspaper articles about local events, and personal journals of GDS’s former heads.

Over the years, Charles has noticed that in analyzing primary sources, students moved from concrete observations and facts to questioning and making inferences about the materials. By asking questions about creator bias, purpose, and point of view, Charles challenges his students’ assumptions.

In the absence of neatly packaged analysis and conclusions, students had to wrestle with contradictions and compare multiple sources that presented differing points of view, thereby confronting the complexity of the past. Integrating what they gleaned from comparing primary sources with what they already knew, and what they learned from research, allowed students to construct content knowledge and deepen their understanding.

Charles concludes: "Authentic learning takes place when students can form reasoned conclusions and base these findings on evidence."

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A Natural Collaboration

H I G H S C H O O L R E S E A R C H M E T H O D S PA R T N E R S W I T H U N I V E R S I T Y O F M A R Y L A N D O N A N T I B I O T I C R E S I S TA N C E R E S E A R C H

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igh School seniors in the Science Research Methods course embarked on a new collaboration with the University of Maryland’s First-Year Innovation and Research Experience (FIRE) for the 2016-17 school year. Together, the UMD and GDS students spent the fall and spring semesters performing a joint investigation into antibiotic resistance.

For this project, UMD students mentor their GDS counterparts in researching authentic biological problems such as using bacteriophage as antibiotics, determining the effects of stimulants on zebrafishes’ learning and memory, identifying how brine shrimp genetics help them respond to environmental stress, and understanding how bacteria respond to clues in the environment. And they are gaining 21st century skills in the process, from learning how to lead and collaborate to using grit in response to failure.

High School science teacher and UMD alumnus Bill Wallace, who leads the research methods course, learned about UMD’s FIRE program from UMD science administrators and quickly realized the overlap between the programs. While taught at different

levels, the two courses had similar approaches to learning scientific research. Bill adds, “It seemed like a natural match.”

Dr. Mark Wang, a Research Educator at the UMD, explained that the partnership provides an opportunity for UMD students to mentor GDS HS students who are interested in pursuing further studies and careers in the sciences.

“This partnership lets GDS students know what’s going on at the research level so they can understand options for college and university studies,” he said.

Bill is constantly looking for collaborations between other institutions and his research methods course. Previous collaborations included a National Institutes of Health research scientist helping with zebrafish embryos and a chef at Jose Andres’ restaurant MiniBar teaching the science of cooking.

The UMD and GDS students presented their research together at the 2017 STEAM Conference on March 3 at the GDS HS. Later this year, the two groups of students will exchange their research results in a seminar at UMD. 7

AROUND CAMPUS:

In The Classroom

Alternative Facts and Fake News MIDDLE SCHOOLERS DECONSTRUCT THE MEDIA

Inspired by the increased attention to controversial and nonfactual news articles, particularly those around alumniowned restaurant and GDS hangout, Comet Ping Pong, MS history teacher Perry Degener and MS history teacher and librarian Lisa Fall organized a “fake news” lesson plan.

Perry and Lisa incorporated the concept of “fake news” into their 8th grade research methods curriculum to help students identify reliable sources as well as deconstruct what they read and hear in the media.

Eighth graders are already well-versed in research methods and skills, thanks to all of the preparation for their constitutional amendment papers. This “real-world” issue made the lesson of finding the right sources even more relevant and timely.

Perry, who has been cautioning students to verify information by checking a number of sources and weighing bias in each, explained: “This lesson may have had greater purchase with our students because of its more immediate connection to their lives.”

Lisa noted that students didn’t fall for click-bait and many relied on their gut or intuition to help judge online media they encountered. She added: “Students appreciated the strategies we gave them to verify sources, but they will need…practice to make them habit.”

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Following winter break, “alternative facts” hit the headlines, and once again, the MS used this as an opportunity to work with the students on research methods. During the MLK Social Justice Day on February 15, Lisa and MS assistant principal Mayra Diaz led students in a workshop that explored “alternative facts” and “fake news.”

After completing a simulation that helped students think about how their experiences and behaviors are often dictated and influenced by what they perceive to be true, students then looked at recent examples in the news that contained inaccurate data and misleading narratives.

Students deconstructed two sets of images comparing aerial and podium views at President Obama’s and President Trump’s inauguration, then explored online and print articles from the past century that contained factual inaccuracies. Students noted that it was easier to brush over “alternatives” that aligned with their positions because it backed their beliefs.

The MS faculty plans to continue incorporating “fake news,” “alternative facts,” and other new developments in media into the research methods curriculum throughout the School year.

P RO J EC T L E A D T HE WAY B U D D I N G E N G I N E E R S D E S I G N , T E S T, A N D T W E A K

This school year, 4th grade science teacher Jay Tucker and lower school innovation and technology teacher Laura Beckman Abeyawardena introduced Project Lead the Way (PLTW) as a new curricular approach to 4th grade science. Project Lead the Way aims to provide transformative and hands-on projects for students across the U.S. in grades kindergarten through 12. The curriculum that the GDS 4th grade adopted consists of a series of 24 play-based projects that immerse students in the designthinking mindset and allow them to actively play the role of budding engineers.

“Laura and I chose Project Lead the Way for this current school year because we wanted to include engineering design projects that would allow students to engage in critical and creative thinking, build teamwork skills, and learn to try and try again when faced with challenges,” said Jay. In the spring semester, students participated in the problembased Energy Collision project that challenged them to design, build, and test a vehicle with a seatbelt system that could keep an egg safe after colliding into a wall.

As students tested their prototypes, they stood together, cheering one another on, eager to test their new designs. After the first team’s egg broke, another team, whose egg remained intact, shared words of encouragement: “It’s ok. Now you know what you need to try differently.”

Regardless of whether their classmates’ or their own eggs remained safe or cracked on impact, students demonstrated comfort with the process of testing, acceptance with the concept of failing, and excitement over every chance to try again. They also learned the importance of collaboration.

Jay adds, “For this project, students had to come together with different ideas, but ultimately decide on one solution to move forward with as a group.”

From their semester’s work, Jay and Laura both saw positive outcomes in their classrooms. Students developed collaborative problem solving skills, used evidence to construct scientific explanations, and persevered through challenges and setbacks.

Students also strengthened their writing skills through a series of papers ranging from explanatory texts in their science journals, formal structured scientific explanatory papers, and a final reflection piece that required the students to create a book using the Book Creator application to articulate their learning process in the energy collision project.

Laura, who attended a PLTW Launch Lead Teacher training in the summer of 2016, has also introduced other PLTW curricular approaches into the PK and K classrooms and will be expanding to 3rd grade next.

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AROUND CAMPUS:

In The Classroom

M IDDL E SCHOOL S T UDE N T A DV ISORY BOA RDS STUDENT VOICES SUPPORTING THE SCHOOL New to GDS this year, Middle School principal Debby Previna has spent time getting to know the community and School, meeting with colleagues, parents, and other community members, making connections, and researching past practices. She’s had another special set of voices helping her with her transition: the students she meets with on a regular basis.

Debby launched Student Advisory Boards (SAB) in Fall 2016 with two goals in mind: 1) have a group of students working with her to share information about the School and 2) provide a space for students to be heard and connect with her on a personal basis.

“When you’re in a transition year, you’re learning so much,” said Debby. “So the Student Advisory Boards are certainly supporting me by providing feedback to me and serving as a sounding board for ideas I might have. But more importantly, the SABs are allowing me to meet with kids in the moment and be present for GDS middle school students.”

In each grade, SAB members were randomly selected to represent their advisory. The SABs meet with Debby at least once every three weeks during study hall time to give feedback on their experience of school and suggest recommendations on how to best meet the needs of the student body.

While Debby comes to the meeting with an agenda, once students have ideas, she takes a step back and encourages the students to take action. In so doing, the students are learning how to move an idea to action.

The SABs have had some fantastic outcomes for their first year.

When she let 7th grade students know that parents were concerned about GDS students’ behavior at bar/bah mitzvahs and asked them to support her in finding a solution, 7th grade SAB representatives invited and hosted Rabbi Rebecca Goldstein of Temple Sinai to address appropriate etiquette.

Sixth grade SAB representatives planned and launched a surprise “teacher appreciation” assembly for all of their teachers.

The SABs will continue through the end of the school year. In the meantime, Debby is thankful for the support she’s received from students. In a letter to MS parents in January, Debby said: “Working with my SAB reminds me of why I have such a deep appreciation for this age group. They are acute observers of the world and sometimes, painfully honest. Middle school students call it as they see it, and for a school leader, that can be incredibly helpful.”

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AROUND CAMPUS:

Beyond The Classroom

2017 BENJAMIN COOPER MEMORIAL LECTURE:

Justice Sotomayor Ignites Hope and Humanizes the Supreme Court The 2016 Benjamin Cooper Memorial Lecture featured a conversation with U.S. Supreme Court Justice Sonia Sotomayor on November 14 at Washington Hebrew Congregation.

Not surprising given the overwhelming response and high-level of interest from the GDS community, every available seat in the house was filled by GDS parents, students, alumni, parents of alumni, and faculty and staff. Rather than a traditional lecture, Justice Sotomayor followed a question and answer format that ignited discussion and storytelling. She shared anecdotes from her childhood, college days, and years serving on the Supreme Court and also discussed the importance of mentors in her career and what inspired her to pursue a career in law.

Justice Sotomayor attributes her career in law to a firm belief that the law can improve lives. “The purpose [of law] is to help things get better…. I wanted to live a life with honor, and I wanted to sense that I was doing what the law required,” she said.

Audience members remarked that the event was intimate and helped humanize the Supreme Court. Students, alumni, and faculty alike described the talk as motivating, inspiring, and just what they needed after a lengthy and heated election season.

Middle School student Ava Blum ’23 said, “This was one of the most inspiring things I’ve ever seen.”

Sharing a similar sentiment, High School student Cole WrightSchaner ’19 offered, “There are no words to describe the experience. It was surreal and inspiring, and it felt like a very intimate talk.”

HS counselor Amy Killy '90 was thrilled to see the positive response from students, saying, “Justice Sotomayor inspired students to refocus and remember their power and ability to effect change.”

Prior to the official lecture, Justice Sotomayor met with a group of approximately 50 GDS High School students to hold a question and answer session that covered topics ranging from her ideas for future book projects to the impact of women on the Supreme Court. She even responded to more personal questions about stress relief, and shared that being a “gym rat,” riding her bicycle, and playing poker with her girlfriends help her lower stress levels.

Sophia Meng ’19 said that the question and answer session further humanized the Supreme Court. “It allowed me and other students to see just how human Justice Sotomayor is in person,” she said.

The Benjamin Cooper Lecture was established in memory of Ben Cooper by his close friends David Goldberg ’98, Jennifer Miller ’98, Megan Palmer ’97, Jacob Remes ’98, Dan Sharfman ’97, and Jessica Wolland ’97. Ben, a rising senior at Georgetown Day School, was killed in a tragic accident on August 12, 1997.

The Lecture Fund, endowed by the Cooper-Areen family, enables GDS to bring a renowned guest lecturer to the school each year to stimulate the kind of dialogue in which Ben loved to participate.

G EO RG ET O W N D AYS S PRI N G 2017

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AROUND CAMPUS:

Beyond The Classroom

It’s Legendary.

T H E L O W E R S C H O O L’ S C E L E B R AT I O N O F T H E L U N A R N E W Y E A R

“[The Lunar New Year assembly] is an opportunity for students to tell their classmates and peers about their cultural tradition…and really showcase part of their cultural identity,” explained Lower School librarian Kay Miller, who helps organize the annual Lunar New Year assembly.

Year after year, the Lower School’s Lunar Near Year celebration is welcomed by an audience of eager pre-kindergarten through 5th graders who get a chance to learn about their classmates’ and teachers’ family traditions.

On February 9, in celebration of the Year of the Rooster, one by one, Asian-American students and faculty described the foods, dress, activities, and decorations that make the Lunar New Year celebrations special to their families—and all seemed to agree that the best part of the holiday is spending time with family and friends.

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One way Kay celebrates each year is sharing a special red envelope with her Lower School students—a gift of an extra book to check out during their weekly visits to the library.

After hearing of hanging lanterns and customary feasts, the students next learned the story behind the traditional Lion Dance—a dance which expresses joy and happiness, and is performed to summon good luck and fortune for the coming year.

The visiting troop explained that the dance represents the celebration of a village that did not want a lion to scare them, so they set-up lettuce as a trap. The lion eats it and then spits it out. It is lucky to catch the lettuce because the word for lettuce in Chinese sounds like the word for wealth.

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The Lion, made up of several dancers then entered the gym, bowing and jumping around at a safe distance from the students.

Suddenly, the Lion lurched at the audience and wended its way through the bleachers full of students. As the lion brushed by, some students reached out to pet the lion; others retreated into their seats—they wanted zero contact with this bright-yellow creature.

The high levels of energy and wide spectrum of emotions that together equal the excitement of a birthday party, the anticipation of a roller coaster, and the thrill of a scary movie make the annual Lunar New Year assembly legendary.

Thank you.

COMMUNITY SUPPORT F O R

F I N A N C I A L

A I D

GDS Policy & Advocacy Institute Fellows present at PSPP 2017.

FUND-ASCHOLAR F E B R U A R Y

Every year, GDS takes the month of February to fundraise for financial aid. Increasing access to our school and all it has to offer is one of our financial drivers—and we are able to accomplish an annual boost in this area thanks to you. Financial aid awards have increased by more than $600,000 over the last three years, and more than 20% of our students received financial aid. During the 2015-16 school year, we distributed $5.63 million in financial aid, an increase of $70,000 over 2014-15.

This year, our Fund-A-Scholar campaign was executed in three ways: through emails, the online auction, and the Taste, Tour, and Do Good event at One Eight Distilling.

Through these initiatives, we came together for our school and our amazing students and raised over $190,000 for financial aid Your generosity in supporting financial aid funds allows us to stay true to our founding mission of being an inclusive school that supports diversity in all of its aspects.

GDS HOSTS 10TH ANNUAL CONFERENCE Georgetown Day School hosted the 10th annual Private Schools with Public Purpose conference from March 9 to 11 at the High School. Following the theme of “Engage, Collaborate, Create,” the 120 conference participants from across the U.S. learned how as educators and students they can further connect to important social justice issues in their own communities.

After three packed days of workshops, keynote addresses, shared lunches and dinners, and DC siteseeing and volunteerism, attendees walked away from the conference equipped with the knowledge to launch successful partnerships within their own communities.

The 2017 PSPP organizer and GDS HS teacher Catherine Pearson, who was thrilled for the School to host the conference, shared: “A real highlight of PSPP 2017 was a presentation by the 2016 GDS Policy Institute fellows who shared their own experiences in community engagement.” (See above.)

The 2017 conference hosted more than 60 workshops, along with keynote speeches from Pierre Vigilance, Associate Dean for Public Health Practice & Associate Professor of Global Health at George Washington University’s Milken Institute of Public Health, and Clint Smith, writer, teacher, and Ph.D. candidate at Harvard University. Visit the GDS website for photos and more information about the 2017 PSPP.

AROUND CAMPUS:

Beyond The Classroom

ENERGIZED, ENGAGED, EMPOWERED S T U D E N T S TA K E T H E L E A D AT M L K SOCIAL JUSTICE WORKSHOPS

Middle School students Ruby Kaplan '21 leads a workshop on women's and girl's rights.

Middle and High School students took the lead for several workshops at the 2017 MLK Social Justice Days in February. Demonstrating courage, leadership, and mastery of their subject areas, MS and HS students presented alongside esteemed musicians, academics, politicians, and other professionals in a series of nearly 100 workshops that spanned a wide spectrum of social justice issues.

At the Middle School, Ruby Kaplan ’21 and Felicia Paul ’22, led workshops for their peers. Inspired by the story and work of Malala Yousafzai, both Ruby and Felicia’s workshops focused on raising awareness around the importance of international women’s and girl’s rights.

Now in her second year teaching an MS MLK workshop, Ruby encouraged her peers to step up next year and lead a session about an issue that they want to spread awareness about. Ruby sees the MLK workshops as a vehicle for change:

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Wes Lowery of the Washington Post served as a keynote speaker at the MLK Social Justice Days.

“If there is an issue that students feel is important, then they should do something about it.”

Waking Up to a New Era of Civil Rights” in Atlanta, Georgia, and also shared their takeaways from the experience.

Felicia also hopes to see more of her peers leading workshops for the 2018 MLK Social Justice Day. “Students benefit from teaching a workshop to their peers because it gives them a chance to experience a leadership role.

It also benefits students to participate in a workshop led by their peers, because it gives them a chance to experience their peer's ideas,” she said.

One SDLC participant, Savannah Wade ’17 said, “For me, the best part of leading MLK workshops was being able to facilitate a space in which different opinions could be heard respectfully.

GDS High Schoolers in the Student Diversity Leadership Conference (SDLC), a multiracial and multicultural gathering of student leaders in 9th through 12th grade from across the U.S. that is sponsored by the National Association of Independent Schools, also led a workshop for MS students. High School students recreated some of the activities that they participated in at the 2016 SDLC conference, “Dreaming Out Loud:

“Also, I think it is important for HS students to lead workshops for MS students because it allows younger students the opportunity of connecting with older students on powerful topics of diversity, equity, and inclusion,” she continued.

SDLC, along with several other HS groups, including Feminisms for those Marginalized by Gender, Fusion, and the Gender and Sexuality Alliance, facilitated workshops at the HS MLK Social Justice Day. The student-led sessions addressed non-male sexuality, diversity, equity, inclusion, multiracial identity, and LGBTQ history.

Gregory Henderson, who was able to personally experience workshops for the first time this year in his new role as Diversity Coordinator and who led a workshop on Black Power vs. Black Lives Matter, said, “It was absolutely amazing!

I’m blown away by the response and feedback SDLC and I received. I hope [we] did the issues justice.”

With a host of alumni, parents, and community members on two campuses learning alongside students, the MLK Social Justice Days are some of the most energizing, engaging, and empowering days of the year.

Middle and High School students participated in nearly 100 workshops across both campuses for the 2017 MLK Social Justice Days on February 14 and 15.

Activist and performer Wadada Leo Smith served as a keynote speaker at the MLK Social Justice Days, held workshops for MS and HS students, and performed in a GDS community wide concert. The Washington Post and Washington City Paper covered Wadada’s remarkable gift of time to the School.

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Beyond The Classroom

From the Hopper Effect blog:

DREAMING IN COLOR G D S ’ S F I R S T Y O U N G W O M E N O F C O L O R R E T R E AT

By Lakaya Renfrow, Office of Diversity, Equity, and Inclusion

In planning the first Young Women of Color (YWOC) retreat with Elisse Battle, one of our HS Learning Specialists and my co-leader for our Young Women of Color Affinity Group, we had an aligned, yet simple vision from the beginning: create a safe space for young women of color to come together to bond and uplift one another while having fun.

Our humble vision evolved into something far more impactful and wonderful and brought our wildest hopes for our young women of color to life. Our theme, Dreaming in Color in 2017, was realized this past March, and we lived that dream through each of the 17 girls present throughout our two-day overnight experience.

First up on our agenda was an opportunity for the girls to interact with GDS alumnae of color, who could speak about their experiences at GDS as influenced by their identities. Our panel included seven amazing women from various industries, who deeply care about giving back to their alma mater. Ashley Bethel ’04, Nina Grillo-Balthrop ’04, Ava Jones ’02, Samhita Kumar ’08, Alexis Shepherd ’10, Ferima Sidibe ’04, and Molly Yeselson ’16 answered questions from our YWOC with whit, candor, and oftentimes, nostalgic recollections of their time at GDS.

in their experiences and also hopeful that when they return as alumni years from now, they too would be able to impart wisdom and insight to the next generation of GDS young women of color.

After bidding our alumni panel farewell, another GDS alumnus and current student at Howard University, Nina Nesbitt ’13, led a workshop on make-up and skincare for women of color.

While talk of lipstick and eye shadow seems like an unlikely GDS topic, it was important to offer various workshops that ranged in content and scope that would affirm and uplift the girls in unique ways. This was also one topic that the girls requested be a point of focus, and they definitely enjoyed the time with Nina.

Following an hour-long heart-to-heart conversation, which allowed the girls to reflect upon their day, the first night of the retreat ended with a much-needed impromptu dance party!

It was clear that our young women of color felt a sense of connectedness. They shared that they walked away from the experience feeling both encouraged that they were not alone

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Day two of the retreat was equally full of excitement and thoughtful engagement. Our HS studio arts department chair and yoga enthusiast, Michelle Cobb, led an early morning “Mindful Meditation” workshop infused with yoga. In a world where phones are often attached to hips, it was nice to see the YWOC fully present, in the moment, inhaling positive energy while releasing any points of stress from their busy weeks. Fully relaxed and with clear minds, the girls then tackled “Inclusive Feminism” with presenter, Stephanie Kimou, consultant, trainer, and executive director of Population Works Africa Stephanie began the workshop with the YWOC by dissecting and defining intersectionality, feminism, and womanism. The conversation included an overview of Betty Friedan's book, The Feminine Mystique, and how it partly focused on the challenges named by middle class, white, suburban housewives. The girls discussed how this book ignored and silenced a population of women from certain socio-economic classes, races, religions, and sexual orientations.

They reflected upon questions including, “Who are we inadvertently silencing?” and “Who are we not including?” This part of the session was about reflecting in an open, honest, and safe space on what our biases and judgments were against other women of color. Did we judge women who dressed a certain way, attended public school vs. private school, weren't as conscious or "woke" as we perceive ourselves to be?

Beyond The Classroom

Stephanie wrapped up the session by asking the young women who they thought were non-exemplary feminists. The girls chose four examples, and then had to turn around and defend these examples and debate why they were still strong women with agency. Stephanie’s workshop and activity provided a great example of how inclusive feminism is about putting our biases to the side and giving women the space to express their agency in their own unique and special ways.

We closed out the retreat re-affirming each other. As women, we pay attention to the many perceived “flaws and imperfections” we have or that we have been conditioned to believe we have, often ignoring the special qualities and gifts that make us strong and fabulous human beings. During this closing exercise, the girls had to say one thing they liked about themselves while looking into a mirror. While the task seemed simple enough, when you aren’t affirmed and uplifted on a regular basis, finding something you love about yourself feels like an overwhelming challenge. After the girls affirmed themselves, Elisse and I continued to fill their spirits with as much love and affirmation as possible, so that when their week started, they knew they had a full tribe of women behind them, supporting them every step of the way.

It was a sincere honor and privilege to spend this time with our Young Women of Color. The possibilities for continued engagement ahead are many, and I sincerely look forward to them all.

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Arts & Performance

T H E F ATA M O R G A N A COMMUNIT Y S T AY S C L O S E The Fata Morgana Dance Company and 4200 Dance performed original jazz, ballet, hip hop, Broadway, and modern numbers at the sold-out winter 2016 concerts on December 8, 9, and 10, at the GDS High School. More than 45 student dancers and 15 student choreographers worked together to produce the original show, which has been an annual tradition at the HS since 1996.

Fata Morgana continues to be an entirely student-run dance company, and the winter 2016 performances were led by co-heads, Katie Abramowitz ’17 and Asha Yates ’18, and manager, Cole Friedman ’17—all of whom were nominated by their peers. The co-heads are responsible for choreographing the bulk of the show, and the manager is responsible for organizing the logistics of the performance.

“It's wonderful to see how many students are involved in dance at the high school, and I'm thrilled that Fata has become a GDS institution!” said GDS High School history teacher Julie Stein ’99, who co-founded Fata Morgana during her high school days with fellow alumna Lisa Gross ’00.

Julie notes that the program has grown from its early founding days of experimental modern dance into a polished, professional program.

She adds, “What seems the same is the exuberance and creativity our kids bring to the group. I see how meaningful Fata is to so many GDS students just like it was to me, and I'm proud to have played a small part in its origins.”

Both onstage and off, Fata Morgana is a visibly tight-knit group. As the students spend one lunch or activity period per week learning the choreography to each piece followed by daily afterschool rehearsals the week of the show, the dancers build a close bond, inside and outside of the studio.

“My favorite part of Fata is the sense of community that forms during the week of the shows,” said Haya Golblatt ’18, who will serve as one of Fata Morgana’s co-heads for the spring 2017 performance.

And the community building extends beyond the company’s dancers, as GDS students of all ages and their families enjoy the performances each semester.

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So what was it like to play a role in a variation of childhood classics?

One of my favorite childhood memories was reading the original Peter Pan novel with my mother, who is somewhat of a fanatic about children's literature. It was fascinating to look at the story from a new perspective, not to mention an incredibly comedic one!

– Bess Epstein ’19

GDS's Middle School production of Willy Wonka, Jr.

I knew that the audience had a lot of preconceived notions about the show going in, and we all wanted to deliver on those, while also expanding the story and giving it our own flair.

– Andrew White ’18 I found it to be more fun because I already knew the story of Willy Wonka. It was great to see the story come to life.

– Ashton Brubaker ’21 I loved Willy Wonka when I was little, so it was really fun to see something I knew so well be created in front of me. It really made me think about all the special effects that went into the movie, and how we had to recreate those in a live show.

– Alyssa West ’21

The GDS High School staged Peter and the Starcatcher.

Variations On Childhood Favorites MIDDLE SCHOOL AND HIGH SCHOOL

Stage Willy Wonka, Jr. and Peter And The Starcatcher The Middle School and High School fall theater performances featured variations on two childhood favorites: Willy Wonka and the Chocolate Factory and Peter Pan. The MS produced Roald Dahl’s Willy Wonka, Jr., which follows the story of the world-famous candy man and the five children who are lucky enough to find a golden ticket.

The HS produced Peter and the Starcatcher, a hilarious prequel to the origins of Peter Pan based on Dave Barry and Ridley Pearson’s novel.

We sat down with performers from both plays to find out what it was like to bring to life something that had previously lived in their imaginations.

What perceptions or memories of Willy Wonka and Peter Pan did these performances alter for you?

For me it really changed my original background story for Peter and his reasoning for his future actions. It also showed just how vulnerable Peter is.

– Alexander Carnot ’19 Experiencing this show offered me an explanation as to Peter Pan's personality, and why he refused to grow up. I now see how both Peter Pan and Peter and the Starcatcher together offer a commentary on how people deal with loss in reality, as Peter does with Molly, and then Wendy.

– Eva Brickman ’17 I think it's fun to perform in a musical about a childhood classic especially since I loved Willy Wonka and the Chocolate Factory growing up. After the show I now think that Willy Wonka has a great lesson to share—all the children behaved badly but only Charlie did the right thing. He spoke up that he didn't think he deserved to win. Charlie was rewarded for recognizing his mistakes and not being greedy like the other children.

– Wesley Brubaker ’23 I think that at first I just thought Willy Wonka was just a normal happy fairy tale story where in the end, the kid gets his dream. But after being a part of the story, I've realized it's more than that. I learned that from our amazing directors. It's a story that has a lesson hidden in it. Be honest, it says, tell the truth, believe in your hopes and dreams, and above all, think positively!

– Ava Blum ’23

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Arts & Performance

The Evolution Of Jazz

H I G H S C H O O L P E R F O R M S VA R I AT I O N S O F T H E M A S T E R S The High School Jazz program presented an evening of music composed by iconic artists Miles Davis and John Coltrane on December 13. Several ensembles, from quartet to big band, performed classic selections from albums including “My Favorite Things,” “Blue Train,” “Giant Steps,” and pieces from the revolutionary album “Kind of Blue.”

Held in the Black Box, the performance featured table and concert seating, all of which filled quickly, as well as food and drinks to enjoy during the sets. In lieu of tickets, attendees brought new toys to be donated to Toys for Tots as their admission.

Students arranged the entire set list for the evening and included their own creative variations of the jazz masters. Brad Linde, director of jazz and creative instrumental music, explained that in preparation for the concert, students first began by practicing basic versions of Miles Davis and John Coltrane’s most well-known songs.

After they were comfortable with the pieces, Brad then broke the large ensembles into duos and trios and asked each group to come up with their own presentation of the song, using their creativity to shape the original. When the groups came back together, they used some parts of each arrangement to create their own take on the songs.

“Throughout the semester I have been impressed by how much the students have listened to the music, but are still able to transform it

into something new with their own language and creativity,” said Brad.

Students attribute their increased appreciation for jazz music to their exposure of the style through GDS’s music programs. Berenika Prasad ’20, who previously disliked jazz, explained that after listening to Miles Davis and John Coltrane for weeks, it opened her eyes to the world of jazz and helped her find it engaging and spontaneous.

“Each time you play a piece it's going to sound drastically different because nothing is planned and all the musicians are improvising what they feel like in the moment. When playing jazz, you can really take the reins on a piece and make it sound the way you want it to sound, not necessarily the structured way the composer wrote it,” she explained Saul Atwood ’20 also appreciates the spontaneity of jazz and how two performances of the same piece can sound entirely different.

While listening to two versions of Artie Shaw's rendition of “Begin the Beguine,” Saul noticed how the performances were based more on how the musicians reacted to each other and less on what was on their sheet music. “I enjoy and am fascinated by…that aspect of jazz music, the interdependence between each instrument’s voice,” he said.

A newly transformed smooth and cool jazz fan, Saul added, “I often find myself tapping my feet when listening to jazz.”

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Arts & Performance

LMS Arts

8TH GRADE WILLIAM CHRISTENBERRY SCULPTURE In our 8th grade classes, we introduce the work of William Christenberry, a photographer, painter, sculptor, and GDS alumni parent who lived in DC, and whose work focused on documenting buildings and other evidence of a changing rural South. After reviewing videos and books about him, students research a place that is special to them or a place they find interesting, with the ultimate goal of designing and building a model of a barn, cabin, general store, or other building in his style.

When they find their “place” and have a photo, students first produce a drawing to begin planning the construction of a 3-D model.

Elizabeth Vogt '17

The final products start with cardboard, spray paint, tempera paint, and border paper— but students can put in special requests for materials that will finalize their project, including moss, pebbles, and balsa wood.

From conception to completion, this project gives students the chance to observe, compose, and practice 3-D techniques.

Mai-Han Nguyen '17

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G I VE T ODA Y gds.org/giving

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Arts & Performance

Digging Deep and Making it their Own 1 0 0 S T U D E N T A R T I S T S D I S P L AY W O R K I N HIGH SCHOOL IDENTITY ART SHOW Featuring the work of more than 100 student artists, the second annual High School Identity Art Show kicked off with a packed opening reception on February 13, followed by another wellattended community-wide reception on February 15. The multi-dimensional and deeply personal show featured a wide variety of mediums, including drawing, painting, graphic design, sculpture, ceramics, photography, poetry, performance art, installations, and film.

According to the High School visual arts department, the Identity Art Show was created to encourage students to tell their personal stories of identity through original art.

HS art department chair Michelle Cobb described students’ reactions to the process: “The lightning bolt went off and our students began producing some of the most powerful imagery we have seen in a long time.”

HS art teacher Adrian Loving further described the process: “This is the first chance some students have to look inside and think about what is different and beautiful and painful about themselves... Students sometimes think they haven't felt anything that has cultural merit or worth to it, but I push them, ‘No, let's get into who you are!’”

Adrian enjoyed helping students push their creative boundaries and work outside of traditional mediums. One student’s piece, which focused on Muslim identity, included burnt paper. “We spent some time burning paper. That’s not something you teach.

It’s intuition,” he said.

“This is the first chance some students have to look inside and think about what is different and beautiful and painful about themselves..."

- Adrian Loving, HS Art Teacher

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JASON PUTSCHÉ PHOTOGRAPHY

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Arts & Performance

Jazzmin Cox-Caceres’ ’19 work began with inspiration from a large canvas. “I already had the canvas and knew I wanted to use it,” she said.

Her other piece of inspiration was an idea she had been mulling over for awhile. She explained, “I have a lot of powerful women in my life that I look up to. I wanted to put their strength and beauty it into a painting, [and] I wanted to show that there isn’t one idea of beauty.”

In the gallery space, the monumental size of the painting immediately caught viewers’ attention, and from that, Jazzmin hoped to elicit a deeper response: “I didn't want them to look up and think, ‘it's a beautiful painting.’ I want them to question what the idea of beauty is.”

Nicolas (Nico) Lopez-Alegria ’17 created a modern interpretation of Leonardo da Vinci’s “The Last Supper.”

“Michelle Cobb always tells us to stand on the shoulder of giants, and so I did….

I tried to recreate everything that was holy and Christian into ‘sinful’ things that are associated with the millennial’s stereotype,” explained Nico.

At the art show, Nico was interested in hearing the different perspectives of people viewing his photograph. He added, “Some adults saw disorder, decadence, and sin whereas my peers saw diversity, unity, and freedom.”

Freshman, Virginia Heinsen’s painting tells the joyful story of the first time she had ice cream after participating in a food allergy desensitizing medical study between grades 1 through 4. “It was a life changing moment,” she shared.

Food allergies affect Virginia every day, and through her painting, she wanted to raise awareness of allergies and share a story of how allergies can impact people’s lives. Explaining that she didn’t want people to relate to allergies through a story of sadness or pain, Virginia chose to paint a happy moment from her journey.

Freshman Virginia Heinsen’s painting tells the She joyful story of the first time she had ice cream after said, “I want them to feel joy and for it participating in a food allergy desensitizing medicalto be happy. I want people to feel hope.” study between grades 1 through 4. “It was a life changing moment,” she shared.

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Athletics

Highlights From Winter Athletics WINTER TEAM HIGHLIGHTS

WINTER AWARD WINNERS

omen’s Varsity Basketball W 1st place GDS Holiday Tournament

Women’s Varsity Basketball Kendal Edwards ’17, Most Valuable Player (MVP) Leigh Bianchi ’17, Coaches’ Award Amalie Zinn ’18, Most Improved Player (MIP)

en’s Varsity Basketball M 1st place GDS Holiday Tournament omen’s Indoor Track & Field W 2nd place DC State Indoor Championships

ISL ALL-LEAGUE AWARD WINNERS Basketball Kendal Edwards ’17

MAC ALL-LEAGUE AWARD WINNERS Wrestling Jake Mezey ’17

Men’s Varsity Basketball Ben Schwartz ’17, MVP Austin Collins ’20, Coaches’ Award Daniel Levine ’17, MIP Women’s JV Basketball Mimi Koenig ’20, MVP Katie Shambaugh ’19, Coaches’ Award Emily Axelrod ’20, MIP Men’s JV Basketball Daniel Koenig ’19, MVP Ryan Cull ’20, Coaches’ Award Josh Landweber ’20, MIP Women’s Track and Field Simone Ameer ’17, MVP Margaux Ameer ’19, Coaches’ Award May Robison ’17, MIP

M ID -AT L A N T IC C ON F E R E NC E W R E S T L ING C H A M P ION SHIP S The High School wrestling team finished in 4th place at the Mid-Atlantic Conference wrestling championships on February 10.

Daniel Ernst '18, Devin Hollinger '17, Sandy Koenig '17, and Ransom Miller '19 finished in second place in their weight class, and Jake Mezey '17 was named as a MAC Champion for the 145 lb. weight class.

At Senior Night, varsity wrestlers stand together one last time to receive acknowledgments from their coaches and teammates.

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Men’s Track and Field Matt Leder ’18, MVP Jackson Todd ’17, Coaches’ Award Christian Hall ’17, MIP Wrestling Jake Mezey ’17, MVP Sandy Koenig ’17, Coaches’ Award Saul Atwood ’20, MIP Women’s Swimming Dylan McAfee ’19, MVP Eliza Kravitz ’19, Coaches’ Award Sarah Pillard ’17, MIP Men’s Swimming Zachary Bergman ’17, MVP Reily Christian ’17, Coaches’ Award Thomas Brooks ’18, MIP

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S E N I O R S I G N I N G D AY Georgetown Day School hosted a College Signing Day on February 1st to celebrate two senior athletes.

LEFT: Jaren Zinn '17 will be playing Division I baseball at Harvard University.

RIGHT: Jadyn Wilensky '17 will be playing Division I soccer for the University of Pennsylvania.

4 -Y E A R AT HL E T IC AWA R D W IN N E R S Indoor Track & Field Simone Ameer ’17, Nicole Chapman ’17, Lulu Feldman ’17, Sara Zargham ’17, Frankie DeCola ’17, Silas Morsink ’17, and Jackson Todd ’17 Basketball Kendal Edwards ’17 and Leigh Bianchi ’17 Swimming Zachary Bergman ’17, Reily Christian ’17, and Talya Wellisch ’17 Wrestling Devin Hollinger ’17, Sandy Koenig ’17, Jake Mezey ’17, and Ari Rosner ’17 G EO RG ET O W N D AYS S PRI N G 2017

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S T RO K E C L IN IC :

Swimming With The Sharks

Every winter, the GDS swim team co-hosts an annual stroke clinic and fundraiser along with the Sharks Special Olympics swimmers. GDS High School head swim coach Tony Hurst developed this partnership three years ago when he was looking for ways the GDS team could be more involved in the community. As a former special needs teacher and coach, Tony said that the partnership seemed natural.

Students are paired off with special needs athletes participating in the clinic, and together, the swimmers review various strokes, get a solid workout during a twohour practice, and finish off with relay races.

For the past two years, the Bullis School’s swim team has also participated in the clinic. Tony said, “Our theme each year is ‘One Team.’ For those two hours there are no Sharks or Grasshoppers or Bulldogs. We're simply one team.”

To date, GDS and partner schools have raised approximately $4,000 for the Montgomery County Special Olympics. The money helps the Sharks secure pool space and offsets the costs of entering meets.

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DC S TAT E C H A M P I O N SH I P S The GDS High School women's track team finished in second place and men’s finished in fourth at the DC State Championships. Several GDS HS students were also recognized as Individual DC State Champions, including Ana-Sophia Mostashari '20, Annalise Myre '19, Sara Zargham '17, and Amelia Myre '20 for the 4 x 800 meter relay; Jackson Todd '17 for the 3200 meter; and Matt Leder '18 for the high jump.

The GDS women’s track team was all smiles after they took second place at the DC State Championships.

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Faculty & Staff

W I T H GR AT I T UDE :

Retiring Faculty program has grown to include 140 student participants who perform on campus at assemblies and off campus at special events.

Joann has noticed two constants through her 35 years of teaching at GDS. “Students still thrive in the music classroom when the teacher provides opportunities to take risks; but they will only take those risks when they know that the teacher is their biggest cheerleader.”

She adds, “I still love the energy and excitement that my students bring to the music room.”

JOANN TAYLOR

Lower/Middle School art department chair and music teacher Joann Taylor recalls the music department being much smaller in her early days at GDS: “In 1982, there were three general music teachers, and today we have five. We had 12 xylophones for the entire department, and today, we have more than 40.”

In Joann’s 35 years at GDS, she’s helped the program make strides—not just in equipment, but also in expanding the musical arts program. One of her proudest accomplishments is the launch and development of the LMS’s choral program. Initially, Joann created the LMS chorus as a lunchtime activity, where students would gather to sing and eat together. Today, the LMS choral

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Joann has loved being surrounded by energetic and joyful colleagues who share her love for teaching and the arts. She also appreciates GDS’s continued professional development investment, allowing teachers to keep their teaching current and fresh.

“It has been such a privilege to be part of this institution for these past 35 years. I will miss my students who make me smile every day.

I will also miss my outstanding department members, who have become my second family through our many years of working together,” she said.

Joann plans to stay busy in the coming year, with leadership positions at her church, four energetic grandchildren, and part-time teaching and management positions. Joann will continue teaching music and movement classes alongside her daughter Simone Mauro for their company Creating Music in Motion, and will begin helping Simone manage her company Kinderdance.

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Faculty & Staff

CAROL BERENSON In 1992, Carol Berenson, who at the time was the parent of two GDS students, received a phone call from Wes Gibson. As the acting Middle School principal, he asked her if she’d like to teach 8th grade algebra part-time—starting immediately. Carol, who loved the school and had a strong background in math and economics, jumped at the chance to spend more time with the GDS community.

Throughout her 25 years at GDS, Carol has taught the full spectrum of 6th through 8th grade math classes, helped coordinate the complex MS schedule, and served as an MS advisor, 7th grade coordinator, and math department chair twice. She even dabbled in one year of teaching 4th grade math, but went back to focusing on her true passion— teaching those Middle Schoolers.

For Carol, the two best parts of teaching are watching students’ faces light up after something clicks for them and spending time getting to know the students.

“The kids are just amazing. They’ve always been amazing kids. And they want to learn and engage,” she said.

Carol’s optimism in the classroom has marked her as a true “Middle School cheerleader.” She is always encouraging her students and reminding them that no matter how hard the problem is, they can do it: “I often have more faith in them than they have in themselves, and building self confidence is super important to me. It seems to work.”

JASON PUTSCHÉ PHOTOGRAPHY

Her advice to future teachers as they approach this inquisitive, confident, and verbal group of Middle Schoolers is to really know the students. She also advises: “Be flexible and willing to teach through their questions. Plan a lesson and then adapt it to their questions each class.”

Carol recalls a conversation with fellow MS faculty earlier this school year where MS principal Debby Previna asked how teachers get to know their students. Carol shared that of all the classes she’s ever taught, the students that she was teaching during 9-11 are the students that she knows the best.

“The kids [had difficulty] talking to their parents about it, so it became Carol’s Café during advisory time. We would talk through the issues,” she said.

After sharing her stories, alumna and current MS teacher Julia Blount ’08, who participated in Carol’s Café as a student, said, “I never realized it, but those are my closest friends.”

As Carol finishes sharing this story, several parents and alumna who are on campus for the annual book fair run over to grab a hug, and Carol adds: “Another favorite thing about GDS is that you make lifetime friends.”

In her retirement, Carol is looking forward to spending time with family, including summers in the Berkshires and numerous visits to spend time with her grandchildren in Manhattan.

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Faculty & Staff

2nd Grade Teacher Todd Carter Releases His Glowing Flock Between teaching second grade and coaching High School varsity baseball, Todd Carter still finds time to nourish his passion for street art. On February 17, after a year’s worth of work, Todd released his latest public art installation—100 whimsical and luminescent duck sculptures—in the lawn adjacent to Tenley Circle. He announced the location of the display via social media just moments before it went live.

For this project, Todd first created 100 original duck sculptures out of packing tape. He then recruited colleagues, friends, and family to help decorate the duck statues using recycled materials, art supplies, and even light bulbs. From the start, the project was focused on the importance of family and friends.

Nearly 20 GDS community members, including his children Ben Carter ’23 and Brett Carter ’27, contributed to the design and launch of the 100 ducks.

Todd opted to create duck sculptures, as ducks are an important symbol in his family, and he chose to work with user-friendly materials as it allowed him to share in the creation process with others.

In a DCist profile of Todd’s installation, he shared his one big takeaway from the project, which he learned in part from his daily experiences with GDS 2nd graders: “’Adults are really scared of creating because they're not trained, and they think they're not going to be good…. Kids aren't like that. They're not scared. I'm trying to be more like that, and I think other people might want to give it a shot, too.’”

During a conversation on campus, Todd added: “Being around creative kids and adults at GDS is liberating for me. I had an office job for a while. I even wore a tie. I enjoyed a lot of things about it, but it was largely predictable each day in a way school life is not. Now, everyday, I'm around colleagues who think creatively minute-to-minute to keep up with the nimble minds of their students. It's quite amazing and it happens all the time.”

Third grade teacher Anthony Belber, who described the installation as “awesome,” said, “I'm still impressed seeing our colleagues keeping busy in meaningful ways, wherever I turn. I imagine this is just the tip of the iceberg of interesting things Hoppers have been doing with their ‘days off.’”

The 100 ducks display concluded on February 19, and Todd announced on his Twitter account that viewers could take a duck statue home. Additional photos of Todd’s ducks can be seen on his website at http://theodorecarter.com.

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10 0 DUC KS

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PHOTO CREDIT: LORIE SHAULL

PHOTO CREDIT: JEREMY TRYLCH

PHOTO CREDIT: JEREMY TRYLCH

"Adults are really scared of creating because they're not trained, and they think they're not going to be good…. Kids aren't like that..."

- Todd Carter 31

GDS MAKING A DIFFERENCE

H IGH SC H OOL STUD E NTS HOS T FIRST C ONSE NT SUMMIT

By Tyce Christian '18

O

ne in four women and one in thirty-three men are sexually assaulted in their lifetime, and 44% of those assaults occur before age of 18. As a high school junior, I think it is extremely important to talk about sexual assault and consent now, before even stepping foot on a college campus. Over the past year, I have been part of a group of GDS students and faculty that have taken charge of tackling this complex and deeply emotional human rights issue.

In the spring of 2015, about 50 GDS students and teachers went to see SLUT: The Play, a compelling teen-developed, teen-acted show that poignantly addressed sexual assault.

That experience was just one of many that led to a GDS screening of The Hunting Ground with a expert panel-led discussion unpacking the nuances of this issue. While these conversations were meaningful, we wanted to take action that had even more of an impact. We decided to join the successful GDS Policy Institute model and create a track to address sexual assault and consent among teens.

Last summer, I joined seven other GDS students in the four-week Policy Institute, Addressing Sexual Assault and Consent. It was a unique experience that allowed us to explore the relationship between policy and advocacy, while meeting with survivors, direct service organizations, advocates, educators, policymakers, and many other experts.

During the last two weeks of the Institute, we focused on creating an initiative that would have an impact that could be felt beyond the walls of GDS. While brainstorming, we thought through everything we had learned from meeting with representatives from Futures Without Violence, the Human Rights Campaign, National Women’s Law Center, DC Forensic Nurse Examiners, and Senator Warner and Senator Gillibrand’s offices, to name a few. We remembered what our very own Bobby Asher taught us about trauma and the brain. To make a real

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difference, we needed to create an opportunity for students and their schools to be able to experience and be inspired in the same way we were.

So for the next five months, we worked to create the first annual Washington Area Independent School Summit Addressing Sexual Assault and Consent.

On November 19, 2016, more than 200 people representing over 20 schools and 20 organizations came to GDS to engage in a day full of interest, inspiration, and collaboration.

The eight students who participated in the Policy Institute grew to 13 students who helped organize the Summit. We showed up bright and early in our teal blue t-shirts (clearly all a little nervous!). As we began to greet students, teachers, administrators, and presenters, the energy in the forum was palpable.

After Head of School, Russell Shaw, welcomed everyone, HS Counselor, Amy Killy, introduced the day. She said, “I am going to tell you what I told our GDS team here today— this day is going to go by fast. There is going to be more information than you’ll be able to process at once. Try to be present; take note not just of content, but also of how you are feeling. It’s what we’re feeling that connects us and will allow us to collectively do the work around this issue.” It was that emotional connection that was the hallmark of this extraordinary event.

Angela Rose, founder of Promoting Awareness/Victim Empowerment (PAVE), facilitated the keynote panel of three teen sexual assault survivors and their families. As they talked about their experiences, it was clear that the pain of a survivor extends far beyond the incident, and the trauma repeats itself over and over. Each story was a reminder that we’re not talking about an issue, we’re talking about people. One of the Summit organizers, Zach Stern ’18, remembers, “The

An opening session of the Consent Summit, with more than 200 participants from more than 20 area schools.

speeches by survivors were really powerful because they made the issue personal rather than distant. They transformed the facts we had before into stories.”

After the keynote, we broke into smaller sessions led by presenters we heard over the summer, as well as some new ones including ReThink and DC Rape and Crisis Center. The sessions focused on establishing a clearer understanding of the issue, exploring intersectionality and complexity, and providing practical approaches. After the sessions, Alexander Thompson ’18, said, “I really felt like everyone wanted to be there and that everyone was committed to the work that was being done.” It truly was the compassion, dedication, and bravery of the presenters and participants that made the day so meaningful.

All the participants came together at the end of the day to hear from our final keynote speaker, Soraya Chemaly, a feminist journalist and activist who inspired everyone to use what they learned and take charge within their own schools.

Amy finished the day by reminding everyone that, “It only takes one person to make a difference." It was one student who had the idea of running a track of our Policy Institute to address sexual assault and consent. Soon one person turned into eight.

"Those eight came up with the idea of this Summit. And, now we have 200 people focused on this issue here today. If

everyone leaves here and talks about this Summit with their family and friends, all of a sudden what started from one person’s desire to make a difference will impact thousands. Bring what you learned today—your passion, your compassion—back to your school. Be that one person who can make a difference.”

The coolest part of this project has been the reaction of schools, experts, and organizations across the country. Since the Summit, several schools have developed clubs, hosted assemblies, and raised money for organizations supporting survivors. The students involved in the Summit have since spoken at two national conferences, and Jenna Schulman ’19 wrote a blog on the Policy Institute and the Summit, and was published by Advocates for Human Rights.

Within the walls of GDS, we have since started the club, PSA (Preventing Sexual Assault). We have scheduled expert voices to join our community for informal discussions, have raised awareness by supporting various organizations through bake sales, and have partnered with PAVE to develop a video curriculum for schools across the country. The GDS teachers who attended the Summit are members of the Consent Committee, and have worked to support the students. They developed a day-long program seniors participated in this spring, featuring Shafia Zaloom, a nationally known health educator and author of the educational tool kits to accompany the films The Hunting Ground and Audrie and Daisy.

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Students in the Policy and Advocacy institute track on addressing sexual assault and consent hosted the first Consent Summit for DC-area schools.

Four of us involved in the Summit have taken on an Independent Study to further address this issue. We were invited to the launch of the Bipartisan Committee on Sexual Assault in the House of Representatives, which was so cool! We sat down with Congresswoman Kuster to discuss her road to publicly sharing her personal story of a series of assaults, how she could support our efforts, and how we could support hers. We are working on projects that honor the voice of the survivors, pull schools together so we can continue to collaborate, and parse the role of men in addressing this human rights issue. We are also creating care kits for rape survivors after they leave the hospital with clothes, tea, yoga vouchers, and survivor love letters.

Story author Tyce Christian '18 stands in front of "I Have a Right to" campaign flyers. The campaign was launched by PAVE (Promoting Awareness, Victim Empowerment) to engage participants to be a positive force for change bringing safety and respect to pop culture.

The past two years have been heartwarming, overwhelming, and incredible all at once. It has been full of emotions, celebrations, and learning as we explore this complicated issue.

It has been an honor to be part of this incredible effort, and I continue to be inspired by the determination, courage, and strength of my peers, mentors, and GDS community. I think that the Summit pulled people together by creating a real and emotional connection to this topic, and as a result, people were empowered to start a conversation and make a difference.

FEEDBACK FROM CONSENT SUMMIT SPEAKERS & PARTICIPANTS "Every time I think of all of [the] blue-shirted no-task-is-too-small-or-too-big [student volunteer] wonders, I smile. You were powerhouses individually and a force to be reckoned with collectively. I wish I could look into the future and see what you’ll all be doing in 10 years—no doubt changing the world for the good. In these trying and uncertain times, I comfort myself knowing that all of you are the future of this country."

- Debbie Roffman, Summit speaker and educator 34

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" I think I speak for everyone when I say we were humbled and awed by how GDS came together over the issues surrounding sexual assault and consent."

- Susan Prout, parent to survivor " Thank you for taking the lead among our independent schools in the DC area in bringing this critically important, albeit difficult, social issue to the forefront."

- Jean Cohen, School Counselor, St. Andrew’s Episcopal School

S C H E D U L E O F T H E D AY 8:45–9:15AM

1:45 - 2:35 PM

CHECK IN AND COFFEE

SESSION 3

Location: Forum and Internet Cafe

9:15 - 10:30 AM

INTRODUCTION AND KEYNOTE Location: Forum Keynote Presentation: Shattering the Silence: Finding Our Voices and Sharing Our Strength — Angela Rose, founder and executive director of Promoting Awareness | Victim Empowerment (PAVE

Location: Various Where do we go from here? These workshops will provide practical approaches to addressing sexual assault and consent in your school.

2:45 - 3:15 PM

REFLECTION AND SHARING ACTIVIT Y Location: Library

10:45 - 11:35 AM

3:30 - 4:15 PM

SESSION 1

SCHOOL MEETING/ BRAINSTORM

Location: Various What is the issue? The series of workshops in this session focus on establishing a clearer understanding of sexual assault and consent.

11:45 A.M. - 12:35 PM

SESSION 2

Location: Various Why is it so complicated? In these workshops, you will explore the intersectionality and complexity of sexual assault and consent.

Location: Various

4:20 - 5:00 PM

CLOSING KEYNOTE AND REMARKS

Location: Forum Keynote Presentation: Making it Matter — Soraya Chemaly, director of the Women’s Media Center Speech Project and organizer of the Safety and Free Speech Coalition

1 2 : 3 5 - 1 : 3 5 P. M

LUNCH AND RESOURCE FAIR

Location: Library and 2nd Floor Lobby Please feel free to use this time to network with other schools and/or browse our Resource Fair.

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A L L T HR E E DI V ISIONS CELEBRATE

S T E A M!

As an institution, we continually reflect upon how to further evolve our programs to prepare our students to be successful in an increasingly global, fast-paced, and innovative world. Students will require capacities in science, technology, engineering, arts, and mathematics (STEAM) disciplines to solve complex problems that their futures will inevitably present. While students engage in STEAM experiences across the year at GDS, this year each division—Lower, Middle and High Schools—engaged students in a dedicated day of authentic and challenging STEAM-focused learning and exploration.

Art & Love

1

HIGH SCHOOL STEAM CONFERENCE

On Friday, March 3, 135 students from 13 local schools joined Georgetown Day School for its 5th Annual STEAM Conference at the High School. STEAM professionals, GDS faculty, and high school students led nearly 50 different sessions in the areas of science, technology, engineering, math—and new to the conference this year—the arts.

Nico Staple ’06 , who was one of six alumni on campus for the conference, said, “I’m excited about the added ‘A’ element, as I’m a designer using new design elements.” Nico, who works at Georgetown University’s Ethics Lab, led a session titled "Empathy Mapping: Informed Consent" where he guided participants through a design thinking exercise to explore the bioethics topics of informed consent and autonomy in medical treatment..

More than 30 professionals joined GDS this year to hold workshops with students, including representatives from Georgetown Medical School, NASA, and the Department of Homeland Security. Students learned what it takes to pursue a cure for Zika from a doctor working on a vaccine, how cryptologists broke Enigma, the Nazi’s secret code during WWII from a mathematician with the National Security Agency, and the implications of wearable technology from a GDS alumna.

Keynote speakers Dr. Lucile Campbell, a cancer epidemiologist and GDS alumni parent, and Jeff Sturges, a maker space pioneer, inspired students to explore all possibilities for a future career. Jeff Sturges spoke on the importance of STEAM careers, and how finding something you love in those fields can lead to a fulfilling, motivating career.

The conference was sponsored by Neustar, Inc., and the Society for Science and the Public, both of which had representatives presenting workshops to students.

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Alumnus Nico Staple '06 works with students during his workshop, "Empathy Mapping: Informed Consent."

Students from across DC tackle STEAM challenges in the HS gym.

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High School students present to middle schoolers in an annual tradition highlighting a student's progression in the sciences at GDS.

FIRE, BUBBLES & A CHALLENGE M I D D L E S C H O O L S T E A M D AY The Middle School participated in its 11th annual STEAM Day, formerly called Science Day, by bringing together Middle and High School students for a day of science education and community building on March 15. The 2017 STEAM Day featured a total of 39 workshops led by STEAM experts, HS students, and MS and HS faculty.

High School students’ 2017 workshops offered demonstrations—several of which included chemistry experiments involving fire, bubbles, and corrosion.

Each year MS science teacher Michael Desautels looks forward to seeing his former students back on the MS campus to present workshops to the current MS students.

“I believe this, in some way, inspires students to pursue more advanced science classes,” he said. “When they get older, they then have the opportunity to present to younger kids themselves. It is a wonderful progression and the highlight of the day for me and many of our current and former students.”

Students participated in workshops led by experts in architecture, medicine, engineering, mathematics, marine biology, infectious diseases, analytics, and brain research. This year’s STEAM Day also featured parent and community volunteers who talked about their careers in STEAM fields, including medicine, engineering, arts education, and music. The MS STEAM Day team looks forward to expanding parent and community involvement next year.

The day concluded with the ever-popular “building challenge” (see below) —a car powered by a rubber band. This was a difficult challenge for the students.

Students had limited supplies and about an hour to create a vehicle powered only by elastic force. Several vehicles traveled more than two meters.

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Third grade students study concave and convex lenses in preparation for building their own microscopes.

PK/K students built and tested the strength of lego bridges. GDS has a ton of legos!

“ The LS crafted a day of awesomeness for our students in the form of STEAM Day…. I hope that students and teachers had a terrific experience.”

- LS principal Laura Yee

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3

LEGOS, ROBOTS, AND DIRT F I R S T A N N U A L L O W E R S C H O O L S T E A M D AY

Inspired by the science curriculum in Lower School classrooms, Laura Yee challenged the Lower School faculty to create an entire day where students could explore, inquire, create, and learn. The LS science and tech teams jumped at the idea, and on March 7 the first annual LS STEAM (Science, Technology, Engineering, Arts, and Math) Day was held.

First grade students further their learning in environmental science. They experimented with four different types of erosion to see what a difference wind and water can make on Earth’s natural landforms and man-made structures.

DEI (Design Engineering Innovation) Lab founder Aron Teo Lee opened STEAM Day with a keynote speech about the importance of STEAM curriculum and the role that the arts play in illuminating the STEM fields. After participating in an introductory general session, students participated by grade level in a day packed with engaging, fun STEAM challenges.

GDS’s youngest learners in pre-kindergarten and kindergarten participated in their choice of STEAM projects. Students constructed houses and tested their buildings’ resilience against various elements, including wind from a hair dryer and a large fan.

Older students participated in challenges ranging from constructing telescopes to designing and building predatory animals out of recycled materials that could pick-up items without the students directly using their hands.

One of the most enthusiastic sessions was "Building Lego Battle Bots" hosted by DEI Lab. During this session, students used the engineering design process to rapid prototype robots and then tested their designs in a battle against other robots.

LS principal Laura Yee summarized the day: “The LS crafted a day of awesomeness for our students in the form of STEAM Day…. I hope that students and teachers had a terrific experience.”

And it was a terrific experience filled with non-stop smiling, endless aha moments, hands-on projects, and high energy.

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ALUMNI:

Ways To Get Involved

Alumni Volunteer at GDS: Ways to Get Involved A L U M N I BOA R D A L U M N I BOA R D M IS SION S TAT E M E N T

The Georgetown Day School Alumni Board supports GDS and its mission of academic excellence, educational innovation, and social justice within a diverse school community. The board aims to build a community of alumni, facilitating their connection to each other and the School. Board members also serve as ambassadors to the school on behalf of alumni.

ALUMNI BOARD ACTIVITIES • Serve as liaisons between the school and alumni, responding to requests from GDS for alumni input and participation, and questions from alumni about GDS today.

• Link alumni with opportunities to connect with current students and teachers.

• Support the activity planning for alumni to connect with each other, including reunions, speakers, and career networking events.

• Lead alumni fundraising efforts and contribute to the GDS Annual Fund.

JOIN THE BOARD The Alumni Board meets as a whole every other month, and committees meet on the off month to discuss committee business. Alumni Board Members serve two-year terms. The call for nominations begins in March, with a vote by the Board for consideration in May. Term for new board members begins June 1.

Q UA L IF IC AT IONS A ND C ONSIDE R AT IONS Alumni who have attended GDS for any period of time and are in good standing are considered.

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ALUMNI:

CL ASS CHAIR / R E U N ION C L A S S C H A I R Class and Reunion chairs communicate directly with their classmates and the classes surrounding, keeping data up to date and sending communications regarding the importance of giving at GDS through social media, phone calls, and emails.

Reunion Chairs will assist in the planning of their class event during their reunion year, promoting event attendance and building excitement surrounding Reunion Weekend, in addition to the work of a Class Chair.

R EGION A L C H A I R Regional Chairs works to expand our network and engage alumni in their area. Responsibilities include planning various social, cultural, and educational events. These may include social events, faculty speakers, museum tours, community service projects, or sporting events, to name a few. This may be a small gathering or a large event, based on location. Particular areas of interest are Boston, Chicago, Denver, Los Angeles, New York City, San Francisco, and Seattle—areas where the largest number of GDS alumni currently reside.

Ways To Get Involved

SPE AKER OPPORTUNITIES Connect GDS with a distinguished speaker or offer your own expertise to a class, panel or lunch session.

S U M M E R IN T E R N SH IP S F O R C U R R E N T S T U DE N T S Provide an opportunity for a current student to work in your office.

HO S T A N E V E N T GDS hosts small as well as larger-scale events based on location.

We are always looking for venues to hold our events, and prefer to “keep it in the family.” Host at your home, business, or if you’re a restaurant or venue owner, we’d love to host there as well.

VO L U N T E E R AT GD S C O M M U N I T Y E V E N T S Throughout the year, GDS hosts events that could not be executed without the help of our volunteers, including Country Market Day, Sports Saturday, Grandparents’ and Special Friends’ Day, and Graduation to name a few.

FOR ADDITIONAL IN F OR M AT ION Contact Nataki Corneille, Director of Alumni Programs at alumni@gds.org.

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ALUMNI:

Panel

ALUMNI POLITICAL FORUM PA N E L O F A L U M N I S P E A K AT T H E H I G H S C H O O L

The Alumni Board and High School Speaker Series hosted a GDS Alumni Political Forum on December 9 at the HS. Virginia Bureau Chief for WJLA-TV and GDS alumnus Jeff Goldberg ’94 moderated the event, which included a lineup of alumni and current parent speakers.

Within the context of the election, panelists discussed the changing landscape of international affairs, upcoming state races, and the problem of fake news. Panelists’ responses were optimistic about the role of young people in politics and journalism while underlining the importance and need for critical thinkers.

Speaking about her personal experience as a student at GDS, Juliet Eilperin ’88 said, “This School taught me to challenge authority, ask questions, and think critically. And all of those things have served me very well.”

Congressman Jamie Raskin ’79 focused on what he called a collapse of critical thinking in the nation. He said, “We are not holding people up to rigorous standards of critical thinking and intellectual capability… That’s the part young people can play a role in and help get the word out.”

Current parent, Nicole Elkon, who also focused on the importance of education and the power of young people, added, “In the context of this building, you can still get involved whether raising money through a bake sale or being active on social media.”

Jeff Goldberg ’94 opened the floor up to questions from the student body, who eagerly fired-off questions covering such topics as the role of gender bias in political media coverage of the election, how to understand people across the aisle, and where to go from here.

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ALUMNI:

Panel

The speakers all shared their willingness to help fellow GDSers pursue their dreams and change the world; they also underscored the power of relationships, especially those at GDS. Scott Mulhauser ’93 advised that students should speak loudly and do all they can to jump in right now. He said, “What GDSers are good at is jumping in. If you see a Congressional member you want to work for or you see an issue you care about, this is the real moment to jump in.”

Congressman Jamie Raskin ’79 added, “Let us know what you want to do, and we will be here for you.”

Jeff Goldberg ’94 agreed and encouraged students to reach out to the alumni network. “I don’t know a single GDS alum who wouldn’t take a call to help a current GDS student or fellow alumnus," he said.

Joking that GDS alumni are everywhere in the professional world, Juliet Eilperin ’88 reminded students, “There is no substitute for personal relationships that you can foster.” Whether pursuing a career or understanding different political perspectives, Juliet emphasized the importance of getting out and talking to people, both new and old faces.

WASHINGTON POS T W HI T E HOUSE BURE AU CHIEF

Juliet Eilperin ’88 RISING TIDE INTERACTIVE AND D S P O L I T I C A L’ S F O U N D I N G P A R T N E R

Eli Kaplan ’02 DEMOCR AT IC N AT ION A L C OMMI T T EE ’S MEDIA CENTER DIRECTOR

Mitch Malasky ’04 GEORGETOWN UNIVERSIT Y INSTITUTE OF POLITICS AND PUBLIC SERVICE’S FELLOW

Scott Mulhauser ’93 T H R E E - T E R M D E M O C R A T I C S T A T E S E N A T O R I N M A R Y L A N D A N D N E W LY E L E C T E D U . S .

R EP R E SEN TAT I V E

Jamie Raskin ’79 CHIE F OF S TA F F AT T HE U. S. S TAT E DEPA R T M EN T ’S BUR E AU OF EDUC AT ION A ND C ULT UR A L A F FA IR S A ND CURREN T PA REN T

Nicole Elkon F O R M E R C H I E F O F S TA F F, B U R E A U O F E D U C AT I O N A N D C ULT UR A L A F FA IR S, U. S. DEPA R T M EN T OF S TAT E , A ND CURREN T PA REN T

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AROUND CAMPUS:

From the Archives

THIS YEAR

GEORGETOWN

DAY SCHOOL

, s n r e t S y d a l G CEL EBR AT ES

100TH BIRTHDAY!

This year, Georgetown Day School celebrates Glady Stern's 100th birthday! Gladys served as GDS's third head of school, from 1975-1996. When Gladys retired in 1996, GDS celebrated all of the contributions and love she gave our school--in song (at right) and the story made the Washington Post (bottom right). ​​

H A P P Y BI R T H DAY GL A DY S!

AROUND CAMPUS:

From the Archives

4530 MacArthur Boulevard, NW Washington, DC 20007-4297

JASON PUTSCHE PHOTOGRAPHY

Address Service Requested