Highlights A MAGAZINE FOR ALUMNAE, PARENTS AND FRIENDS OF LAUREL SCHOOL
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SUMMER 2017 | Cover Story: Laurel School’s Strategic Roadmap
Dream. Dare. Do.
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LAUREL SCHOOL
The private school that knows girls best. Highlights
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IN THIS ISSUE ‘Why Teach?’, A message from Ann V. Klotz . . . . . . . . . . . . . . . .4 Faculty Profile: A Tribute to David Huston . . . . . . . . . . . . . . . . 6 Faculty Profile: Dan Dvorak — Laurel’s Secret Weapon . . . . . . . 10 Strategic Roadmap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Laurel School Alumnae Weekend 2017 . . . . . . . . . . . . . . . . . . 14 Reflections on the Class of 2017 . . . . . . . . . . . . . . . . . . . . . . 24 Faculty Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Class News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 In Memoriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
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MISSION STATEMENT
To inspire each girl to fulfill her promise and to better the world. Highlights | SUMMER 2017 HEAD OF SCHOOL Ann V. Klotz DIRECTOR OF ADVANCEMENT Benjamin Light EDITOR Venta Cantwell ALUMNAE EDITOR Julie Donahue ’79 DESIGN AND LAYOUT Laurel School PHOTOGRAPHY Kimberly Dailey, Downie Photography, Inc., Binnie Kurtzner Pappas ’87, Neal McDaniel, Renee Psiakis PRESIDENT, ALUMNAE ASSOCIATION Kathy Perris Torgerson ’65 CHAIR, BOARD OF TRUSTEES Beth Embrescia ’88 Highlights is published by Laurel School for alumnae, parents and friends. Submit address changes to the Advancement Office at 216.455.3096 or bGreen@LaurelSchool.org Laurel School is an independent day school for girls, Kindergarten through Grade 12, with coeducational programs for two-, three- and four-year-olds. We are proud to be an inclusive and equitable school community, and we actively seek a diverse student body and faculty without regard to race, color, sex, national origin, handicap or disability, or sexual orientation. LAUREL VALUES STATEMENT: Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate. LAURELSCHOOL.ORG
Downie Photography
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A MESSAGE FROM THE HEAD OF SCHOOL, ANN V. KLOTZ
WHY TEACH?
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ne of my favorite moments each year occurs during Commencement in June. I stand on the stage to begin the ceremony at Severance Hall. Behind me, the Seniors, in their white robes, face the audience, balancing flowers, smiling at their families—they are our raison d’être. In front of me, on the main floor, are the Upper School girls. Seated in the first few rows on either side of them are the faculty—tremendous teachers, who wear their academic robes and hoods—formal, elegant, dignified, full of wisdom and care for these girls we send off with pomp and circumstance.
Some faculty members are Upper School teachers, of course, but at Laurel, we invite all members of the faculty to participate in Commencement. Faculty who taught our Seniors in Preschool sit next to Fourth Grade teachers and Upper School teachers who welcomed new Ninth Graders, who taught AP courses and who advised Senior Speeches. The girls’ successes belong not only to the girls themselves and to their families but also to every teacher who met a girl on her path through school. There sit advisors, coaches, directors and adults who never give up on the girls in their care, who hold them to high standards, who offer another explanation, hoping this one will be a key for a girl to unlock a problem.
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These gifted teachers encourage competence, correct misplaced commas, urge stronger arguments, figure out ways for a girl ill with mono to complete the term, give up prep periods to sit in the hallway going over a paper or a problem set, notice when a girl is down for several days in a row, remember to ask about her little brother or her ice hockey tournament. Each day, these Laurel adults inspire, instruct, and collaborate. The strength of these relationships formed between teachers and students is strong and enduring at Laurel. I am filled with appreciation and awe when I consider all they do. I am humbled by all they accomplish each year, often for many years, in our school.
If educating girls is our purpose at Laurel, then teachers are our most valuable resource. Yet, in the United States, in contemporary American life, teaching is rarely perceived as a high status profession. The media often blames teachers, rather than a deeply flawed and inequitable system, for declining public schools. We do not compensate teachers as we do physicians or attorneys. True, summer vacation is a boon, but many faculty at Laurel work another job during the summer, and all of them prepare new curricula for the coming school year, re-thinking units and courses, collaborating with colleagues. Summer speeds by. All year long, our faculty read widely, present at conferences and think deeply about pedagogy and assessment. They refine, readjust and come at their courses from a different direction. They are superheroes in terms of their professionalism, commitment and care. So, why do teachers return year after year to these dear walls? Why are we a school of choice for many faculty? I believe those who choose to work with our children and young women feel called, compelled even, to make a difference, to practice integrity and courage and scholarship in ways that model, for young people, what it is to live a life of purpose. And, I believe the relationships forged at Laurel with students and with colleagues are one reason teachers choose to stay. We offer
a good deal of intellectual autonomy at Laurel—we have few standardized tests by which our students are judged. We are able to teach smart, motivated girls, who, for the most part, want to work hard and excel. We know we matter to our girls who observe our every word and action. An offhand comment might lift a child’s spirits or sting her—what teachers say and do matters. When alumnae come back to visit Laurel, almost all of them mention their teachers. Real live teachers swiftly earn legendary status: Miss Andrews, diminutive and exacting, wrote once on an essay, “You are as vague as a poached egg searching for a piece of toast.”
generations of alumnae can still recite the opening lines of the “Canterbury Tales.” Teachers cast long shadows, stretching into memory through larger than life remembrance. Young alums seek out their recent and not-so-recent teachers to catch up, to ask advice, to be in the presence of someone who made a difference in their lives. Each day, teachers create memories, though we may never know what sticks and what is forgotten until many years have passed. Early in my teaching career, an older colleague explained to me that schoolteachers are actually paid to grade papers; the teaching, itself, is the
college or graduate school. Mrs. Henry taught me I was a better math student than I had allowed myself to believe. I teach with these teachers’ faces—and others—floating before me. I hope I am worthy of their investment in my character and intellect. They taught me both to believe in myself and to trust my instincts, but also to understand that testing our ideas and seeking advice and input is never a sign of weakness. They were hugely important mentors in my life. Our Strategic Roadmap calls for the celebration and development of superb teachers. Laurel has a tradition of excellent teachers whose high
Students of Miss Tomlin, an exceptional and demanding math teacher, were greeted with the word THINK written in large letters on her blackboard. Miss Lake, who was feared and loved in equal measure, greeted each student by name every morning. Others speak with fondness of Mrs. McFarland nurturing Preschoolers in their first school experience, of Dr. Carr leading choir every morning, of Mrs. Esselstyn leading them through the writing of their Sixth Grade autobiographies. Thanks to Miss Hotchkiss— “Whan that Aprille with his shoures soote, the drought of Marche hath perced to the roote. . . .”— two
privilege and the joy. When I sit down to read essays, pen in hand, I remember that colleague’s wisdom—timely feedback is crucial for student learning— but it also is challenging to teach all day, meet with students, prepare for the next day and then face the grading. Much of teaching is hard work, but to be in a classroom with lively, funny, curious Laurel girls is a gift, imbuing effort and persistence with meaning. Anne Lenox, the headmistress of Agnes Irwin, my own alma mater, was a retired marine who loved theatre; her class on Modern Drama was better than any similar course that I took in
standards encourage girls to do more than they think they can. With this issue of Highlights, we shine light on one scholar teacher whose 37-year legacy is remarkable: David Huston. Amazing teachers must be honored, celebrated, valued. I have said thank you to the teachers who shaped me; perhaps you would like to do the same, with a note, a Facebook message, a story you tell us that we can add to our archives. I love collecting the stories of brilliant Laurel teachers and the impact they have made on their marvelous Laurel girls. Great teachers are the heartbeat of our great school. Whom do you remember? L
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FACULTY PROFILE
A Tribute to David Huston On Sunday, June 4, alumnae, faculty and friends gathered at Laurel’s Butler Campus to honor David Huston, who retired in June after a remarkable 37-year tenure at Laurel School. While Mr. Huston will no longer be teaching in a formal classroom setting, it is clear he will continue to influence the lives of the people who know him, in person and on Facebook.
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FACULTY PROFILE
Reflections on David Huston by Claudia Boatright, Laurel Faculty 1976-2008
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avid Huston is the closest thing to a 21st-century “Renaissance Man” I know. The product of a Great Books education at St. John’s College in Maryland and the Committee on Social Thought at the University of Chicago, he brought to Laurel School, at only age 27, not only expertise in mathematics (his first teaching assignment in the Middle School), philosophy, a broad understanding of science and the scientific method, a fascination with history, and a deep appreciation of the arts, but above all, a passion for learning. No matter what the subject—Ninth Grade World History, A.P. American History, or electives in politics and government, economics and philosophy--it is that passion which has inspired hundreds of Laurel girls over the years. Blessed with an innate curiosity about the world of ideas, David is a voracious reader. During the more than 28 years that I shared the Upper School History office with him, he was never without a book. His desk might be piled high with student papers yet to be graded, but David’s nose was in a book! I have often wondered if he is blessed with an eidetic memory, because he seems to remember every book, every article, every journal piece he’s ever read. Whenever he began a conversation with me by asking “Have you read . . .?” whether I had or not, I knew I was about to receive David’s summary and critique! I once overheard a rather senior curmudgeonly faculty member complain that David acted as if he knew everything, but you know something? He did— or so it often seemed! Books are David’s most valued material possessions. He owns more than four thousand—or maybe it’s FIVE thousand since I left Laurel nine years ago! I’ve been in his home, and every wall is lined with bookcases. Indeed, I’m wondering how Irma is going to cope when he brings home all the books he’s been storing in his classroom at Laurel! By the way, Laurel’s library some years ago was the beneficiary of David’s extensive collection on the Holocaust. Maybe he will donate more. In the 1980s, when computers began to take over our lives, David was one of the first people on the faculty to
embrace the new technology and incorporate it into his teaching. Entirely self-educated in the new digital age, he became a guru for those of us on the faculty who were struggling to master the latest programs for keeping records, recording grades, and developing lesson plans. He proved to be as patient and effective in teaching us as he was in teaching his students, and he rapidly became my “go-to- guy” in the history office when I was having trouble with something. It was so great to be able to swivel around in my desk chair and say, “David, I’m having trouble with this. Could you sort me out?” It was such a pleasure to share the history office with David and Tim Connell. Other department members came and went over the years, but we three were a triumvirate. Of course, we didn’t always see eye to eye. I was the department feminist, and David loved to bait me with the caricature of a wild-eyed, flaming radical liberal, but guess what? Over the years, David, who early on characterized himself as a neo-conservative, became a liberal, too. If you don’t think so, just read his frequent Facebook posts! And he would never have remained in a girls school for 37 years if he hadn’t become a feminist, too, in the broadest possible sense of the word. Former Head of Laurel School Barbara Barnes used to tell us that the job of a teacher is to complicate her student’s understanding. Well, David has certainly done that for his students. Though often daunted, at least at the beginning of the year, by his pedantry, students learned to value and respect the ways in which he challenged their ideas and engaged their minds, both broadening and deepening their knowledge and understanding of a topic. Many students told me over the years that Mr. Huston encouraged them to speak up in class, but they would rather listen to him! Today the number of former Laurel girls who are David’s friends on Facebook and engage him in dialogue speaks to the lasting impact he has had on their lives. David has announced that in his retirement, he plans to write a blog and perhaps make podcasts. I shall look forward to reading them with as much relish as I read his almost daily Facebook posts. A life-long learner, he can look forward to a retirement filled with books and ideas and new forays into the world of politics and ideas. It has been a profoundly satisfying experience to have been his colleague at Laurel School.
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ALUMNAE PORTRAITS
“So grateful to have had Mr. Huston as a teacher! Thanks for teaching us to formulate an argument, think deeply, and be curious about our world and society.” —Niloufer Khan ’04
A Friend, A Scholar, A Legend by Timothy Connell, US History Faculty since 1979 In the most recent issue of the school newspaper, The Voice, the students referred to David as a legend. “Legend” is a very interesting word. “The Legend of the Lone Ranger”—wow, to be right up there with Lone Ranger, what could be better. But the cynic in me says that legend just means that someone is old—hang around long enough, and sure enough you are a legend. So first of all, based on age, David cannot be a legend because he is younger than Claudia Boatright and I are. So what makes him a legend? In that same article of The Voice, I said that David is special —maybe not quite a legend—because he knows everything. When my children were young and talked about Pokémon, he was able to explain to me just what they were talking about. When I remember the lyrics to a 1960s song and forget the title, he always knows the title. When I teach my European history students about the Renaissance, I refer to him as a true Renaissance man. That makes him smart, but hardly a legend. The way to understand how David is a legend is to talk to his former students. Those of you on Facebook know that the Development Office recently ran a weeklong tribute to the long-time teachers at Laurel — whether we are legends or not. I recently read through those tributes and wow — he really is a legend. I am going to be just a little bit boring and pedantic, but you need to know this about the teaching of world history in the United States today. Ninth and tenth grade history courses are, for the most part, taught to students from a boring textbook 8 LaurelSchool.org
that goes from one random fact to another. When David started teaching world history he quickly realized that this was nonsense. He reconceptualized world history to look at ancient cultures and their underlying philosophies — what motivated the ancient Greeks to do what they did? How did Buddhism and Hinduism come to define India? How did the Romans define law and what was its long term impact? Gone was spending a class day on the Persian Wars and then another on classical sculpture and the Mauryan Empire in India and on to the Pax Romana. Now students came to make sense of the past. He came up with the Ninth Grade religion project—every student had to explore a religious tradition different from her own, and not just by researching it, but by talking to a believer, speaking to a minister, priest or rabbi, and attending a religious service. Few teachers ask students to challenge their basic assumptions in a way that David does—that is what makes a legend. More recently, he has come to teach AP US History, and he brings the same kind of magic to that course. Students know more than the facts—any recent graduates will wince at his infamous “laws and treaties” quizzes, but you know that mastering this information provided you with the crucial factual information to make sense of what makes America what it is today. David is truly a legend as a colleague. So many times in the midst of a contentious faculty meeting, he is the one who gets us to pause and think more clearly about the essential issues. We will miss that. How do you say goodbye to a legend? I am not sure, David, but on behalf of your colleagues and students thanks for everything.
FACULTY PROFILE
Laurel School Legend by Sasha Zborovsky ‘16 David Huston is a Laurel School legend. To some, he is a math teacher, to others, an AP United States History guru. He is a debate coach, a student advisor, a philosophy expert, and an avid reader of Winston Churchill’s diaries. These various occupations both within and without the walls of Laurel School speak to his genius as an educator and mentor to Laurel girls over the last thirty-seven years. David Huston is the ultimate source for philosophical revelations, debates regarding any and every subject matter—believe me, Mr. Huston knows all—and enough article and book recommendations to last you the rest of your life. I first met Mr. Huston as an overly-confident Sophomore who marched into his classroom with the false assumption that I could argue against anyone and anything and succeed. Within the first five minutes of class, Mr. Huston immediately disproved this conjecture, as I failed to argue against the assigned seating he set up for our class. That year consisted of many lost arguments as Mr. Huston challenged my previously firm views concerning economics, Disney, foreign policy, the meaning of life and 18th-Century art. However, by the end of the year, I not only learned how to analyze history, but also finally understood how to defend my arguments with logical foundations. Throughout the following years, Mr. Huston helped me find a love for the humanities, re-style my writing, and eventually, choose my college. He was integral to my success as a student and a person. I am not alone in my gratitude. When Mr. Huston announced his retirement, various alums, teachers and students rushed to express their appreciation. Laurel students fondly recalled his memorable quotes such as “if you don’t know mathematics you’re illiterate” or “the saddest day of my life was when Bobby Kennedy died” and his worldly advice regarding dating and future finances. However, aside from resurfacing these humorous moments, students unanimously branded Mr. Huston as the Socrates of Laurel School. Mr. Huston did not merely teach his students how to memorize dates and equations, but also how to think. He provided each girl with the priceless ability to look at the world, make an observation, and generate an independent opinion on a matter. Laurel School will not be the same without him but we wish him the best of luck in the years to come. L
“I was lucky enough to have Mr. Huston for history in 9th and 11th grades. Forever grateful to have had a teacher who posed questions in response to questions of my own, encouraging me toward an answer rather than supplying it; who actively engages past students in thoughtful conversation.” —Hannah Weinberger ’09
“I’ve told my children about his geometry test — I think it was the final — I remember it being really hard, but we were given unlimited time. I stayed until after 5pm. He helped teach me how to think, and not give up until I figured out the answer.” —Lynn Delar Ernst ’86
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FACULTY PROFILE
Laurel’s Secret Weapon:
COACH DAN DVORAK by Venta Cantwell
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ight miles and 18 minutes from Lyman Circle, the Butler Campus is not only home to acres of untouched woods, it is also the athletic nerve center for Laurel School. The Butler Center for Fitness and Wellness, a 16,000-squarefoot fitness center, is surrounded by eight tennis courts, five playing fields, two softball fields, and a track. The campus and center are named for John and Alice Lehmann Butler ’49, who made a significant gift to Laurel making the Butler Center possible. Their passion for physical fitness stems from years of athletic achievements (Alice played field hockey at Laurel and continued while at Wellesley) and their belief that physical fitness is a key to success in life. Dan Dvorak shares that passion and is committed to the physical health and strength of every Laurel girl.
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Dan Dvorak is Laurel’s Director of Strength and Conditioning. A graduate of Baldwin Wallace’s Sports Management and Exercise Science program, this is Dan’s seventh year at Laurel. His expertise in strength and conditioning are crucial, yet underappreciated, components of athletic performance and injury prevention. There are few women’s athletic programs that have dedicated coaches for strength and conditioning, and even fewer at the high school level. In fact, Dan believes that he is one of only a few full-time high school strength and conditioning coaches in Ohio. “When I graduated college,” Dan says, “the field of strength training was on the verge of an explosion in awareness, which is true in most other areas, but it’s frustrating to see that it is not true in schools, especially not for female athletes.”
In addition to holding numerous certifications and professional memberships, Dan spends 1-2 hours each day reading the latest research so that he can stay on top of issues related to strength training, and specifically how it pertains to female athletes. For example, female athletes are 8-10 times more likely than male athletes to tear their ACL between middle school and college, yet they are less likely to have the resources and financial support of the male athletes in this same age range. Training muscles is proven to prevent injury, especially a progression in training beginning in middle school, before muscle imbalances and bad habits begin. Under Dan’s guidance, Laurel students follow specific programs for ACL prevention, ankle and knee stability/mobility and shoulder and rotator cuff stability/mobility. While he is personally driven to know all the latest research, Dan appreciates the support of Laurel in his continued professional development. Three years ago, he was able to spend time at SPIRE Institute, a United States Olympic Training Center. “I was training with Olympic-level runners, who spent two hours straight within no more than a 200-yard stretch, working on perfecting form” he says. His enthusiasm in describing what to some might just sound like a formula for sunstroke, makes it clear that Dan has found his calling! When asked what his favorite challenge is, Dan doesn’t hesitate: “The girl who comes in saying that she hates working out, hates PE.” He watches the girls as they enter the Butler Center to gauge their moods and is committed to approaching each girl differently. Some need humor and a positive attitude, some need a firmer, more businesslike approach, some need a quiet, mellow space. Dan has a rule at the Butler Center, and that is that there can be no negativity: no complaining, criticizing or negative statements about themselves. The goal for everyone is the same – to have them want to return. “By the end of a semester, every girl is almost addicted to working out,” he notes. “We can measure their progress, they can see the results, and most of all, they feel good.”
I spent much more than my allotted hour talking to Dan, about wellness, mindset, Native American beliefs, purpose, even football (ask Dan to tell you about his high school team being the butt of Jay Leno’s opening monologue—spoiler: he was captain, they did win in the end). There are many aspects to physical wellness, and many lessons to be learned on a team or in training that go beyond the courts or fields. While athletic success is always the goal, Dan is committed to the mental benefits as much as the physical ones. In fact, he is so aware of how his mood and energy always need to be positive for the girls, no matter how tired or off he might actually be feeling, that by the end of the academic year he really needs a vacation. So what does arguably the most physically fit employee of Laurel do while on vacation? “ I sleep,” he admits. “I lay on the beach and sleep, move over to the pool in the afternoon for a nap, and maybe fall asleep on the couch after dinner.” On Saturday, May 20, Dan and his wife were at Playhouse Square because Nora Hyman ‘17 was nominated for Best Actress in the Dazzle Awards for her role as Audrey in Laurel’s production of Little Shop of Horrors. I was going to call Dan and ask him for a quote about why he attended this event, but then I quickly realized two things. First, Dan is too modest to say too much about himself or his commitment to Laurel. And second, I really didn’t need to ask, when his actions have already spoken so much louder than words: Dan cares about every girl’s wellness and is there to support them every day. . .and Saturday nights if needed. L
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Illustrious Past. Innovative Future. A Strategic Roadmap for Laurel School 2017-2022
Illustrious Past. Reflections the Class of 2015 Innovativeon Future. A Strategic Roadmap for Laurel School 2017-2022
When and how did this come about?
How does Laurel School define “innovative”?
In the fall of 2015, members of the Laurel School community began the process of developing a Strategic Roadmap. Spearheaded by the Board of Trustees and starting in small focus groups, the process expanded to dreaming sessions for faculty, staff, students, parents, parents of alumnae, and alumnae. During those dream sessions, constituents identified several important strengths of the School that merited more strategic development: our talented faculty, Laurel’s Center for Research on Girls (LCRG), the Butler Campus and curriculum development around the themes of civic engagement, entrepreneurship, global studies and STEAM (science, technology, engineering, art and mathematics). In 2016, these core ideas were expanded to a larger web incorporating benchmarking and measurement goals, areas for further research and exploration, leadership pointpeople and partnerships with other organizations. In February 2017, Laurel School’s Strategic Roadmap, Illustrious Past. Innovative Future. was publically launched.
A first peek at the focus of our Strategic Roadmap was at Gator Bash, where we launched the Innovation Fund during the Paddle Raise. Several faculty members spoke passionately about how innovation occurs at Laurel School, via the research done by Laurel’s Center for Research on Girls, immersive learning experiences at Butler Campus, in-depth research paths taken by students in the Capstone program and how programs like Facing History and Ourselves teach empathy and offer global context in a Laurel education.
Why a Roadmap (and not a Plan)? By adopting a roadmap, rather than a plan, we are committing to strategic thinking, with deliberate checkpoints and metrics to be sure that our content has direction, momentum and success. In concentraring on overarching goals, we allow our strategic thinking to be focused, but flexible. Our process can be agile and can adapt to new information, and take advantage of new opportunities. Rather than setting a rigid course, we are modeling the iterative type of design-thinking learning process that characterizes much of a Laurel education. Within a datarich environment, we remain creative and nimble in order to make the best decisions for our girls and small boys.
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Laurel School enjoys a long tradition of innovation, with our roots planted by women like Jennie Prentiss, who dared to imagine a school for girls who would go on to better the world. Innovation is often confused with what is “new,” but we look upon it as a lack of stagnation, the constant self-examination that it takes for continuous improvement. We view innovation as sustaining elements of a classical liberal arts education while focusing on the contemporary educational landscape and determining what must evolve for Laurel to remain competitive and to lead the way in girls’ education. Ann Klotz put it best when she said, “When her school is bold, a girl can soar.” At Laurel, innovation is being bold for our girls, so that they can be bold in bettering the world.
STRATEGIC ROADMAP
What are the key strategies the Roadmap will deploy? The overarching notion is simple enough: keep girls at the center, empower the faculty to continue to develop world-class curricular experiences, give the students and faculty the tools and facilities they need, and develop the fiscal environment to build and maintain all of it. To steward our school towards a successful future in a swiftly changing world, we outline the three strategies below that are at the center of the roadmap:
I: Girls and Learning THE HIGHEST STANDARDS OF ACADEMIC EXCELLENCE WILL CONTINUE TO INFORM OUR DELIVERY OF AN INNOVATIVE AND PURPOSEFUL EDUCATION FOR GIRLS.
II: Learning Environment LAUREL’S INNOVATIVE AND PURPOSEFUL CURRICULUM FOR PRE-PRIMARY THROUGH GRADE TWELVE WILL COME TO LIFE BY REIMAGINING SPACE AND FACILITIES ON BOTH THE LYMAN AND BUTLER CAMPUSES TO HELP GIRLS LEARN BEST.
III: Sustainability LAUREL WILL BE INTENTIONAL AND STRATEGIC ABOUT BOTH ENVIRONMENTAL STEWARDSHIP AND FINANCIAL SUSTAINABILITY.
What’s next? We released the first update in May 2017, with additional quarterly updates scheduled for August, November and February. In the coming year we look forward to engaging more members of our community to examine opportunities. We encourage our community to reach out to anyone on Laurel’s Strategic Roadmap Steering Committee with your thoughts and passions. Laurel’s future depends on powerful engagement by all constituents. We implore you to to engage in conversation, respond to surveys and participate in meetings. For more information, and to read progress reports as they are posted online, visit LaurelSchool.org/SRM where you may also download a PDF version of the Strategic Roadmap brochure. To receive a printed copy, please email your request to StrategicRoadmap@LaurelSchool.org. L
STRATEGIC ROADMAP STEERING COMMITTEE BETH EMBRESCIA ‘88, CHAIR, BOARD OF TRUSTEES LYNNETTE JACKSON ‘93, VICE CHAIR, BOARD OF TRUSTEES DANIEL DESANTIS, BOARD OF TRUSTEES CAREY JAROS ‘96, TREASURER, BOARD OF TRUSTEES ANN V. KLOTZ, HEADMISTRESS KATHRYN HOLZHEIMER PURCELL ‘91, ASSOCIATE HEAD OF SCHOOL DIANE BREZOVEC, CHIEF FINANCIAL OFFICER VENTA CANTWELL, ASSOCIATE DIRECTOR OF ADVANCEMENT KATE BONDI FLOYD ‘96, DIRECTOR OF MARKETING KAREN GALLOWAY, DIRECTOR OF DESIGN INITIATIVES BENJAMIN LIGHT, DIRECTOR OF ADVANCEMENT HOPE FORD MURPHY ‘73, DIRECTOR OF STUDIES K-8 MARY ANN PELLERANO, DIRECTOR OF FACILITIES TREY WILSON, DIRECTOR OF STRATEGIC PARTNERSHIPS
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Glad for the Plaid LAUREL SCHOOL ALUMNAE WEEKEND 2017 | MAY 18 -21, 2017 By Julie Donahue ’79, Director of Alumnae and Communications
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he weekend kicked off with the Distinguished Alumnae Dinner celebrating two remarkable alumnae. Deborah Becker ’73, 2017 Distinguished Alumna, is the Research Senior Associate and Director of the IPS Employment Center of the Rockville Institute at Westat. A pioneer in the field of psychiatric rehabilitation, Deborah has more than 33 years of experience developing, researching, training and consulting on Individual Placement and Support (IPS), the evidence-based practice of supported employment that has helped more than 500,000 people with severe mental illness find and keep meaningful and competitive work. Young Alumna of Distinction Caitlin Leibert ’03, Head of Sustainability at Chipotle Mexican Grill, is responsible for creating and implementing the company’s sustainability vision and strategy in more than 2,200 restaurants worldwide. From waste reduction, to energy management, to water stewardship, Caitlin works to minimize Chipotle’s impact as a company and plays a key role in developing new practices.
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ALUMNAE WEEKEND ’17
Thursday, May 18 – Distinguished Alumnae Dinner
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“Without the lessons and challenges I encountered here, I would not be the person I am today. I would not be as nearly capable of speaking up in the board room, or respectfully challenging popular opinion, or fighting for what I feel in my gut is right. It does not mean these things are easy for me. Quite the opposite—in the male-dominated business world, I often feel that I have to be brave just to be heard. But despite the fear, the insecurity, the doubt, I speak up anyways. And that, in some fundamental way, is due to the experience I had here at Laurel.” —Caitlin Leibert ’03
1. Deborah Becker ’73, Ann V. Klotz and Caitlin Leibert ’03 2. Former Distinguished Alums Terry Horvitz Kovel ’46, Myra Evans Lapeyrolerie ’77 and Heather Roulston Ettinger ’79 3. Classmates from 1973: Peg Ingersoll Zitzner, Janet Green Anthony-Clark, Deborah Becker and Beth Murphy Sanborn 4. Deborah Becker ’73 accepts her award 5. DA Committee chair Jennifer Coleman Fluker ’81 with Crickett Karson, mother of Caroline ’02 and Caitlin ’03 Leibert 6. Caitlin ’03 and Caroline ’02 Leibert 7. Kimberly Richter ’13 and Alumnae Weekend Co-Chair Maia Hunt-Ledford Rucker ’97
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Alumnae Weekend 2017: Glad for the Plaid
Friday, May 19 – Legacy Breakfast
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1. Lynnette Jackson ’93, Chloe Johnson ’26 and Cheryl Jackson Johnson ‘95
7. Alex Cade ’17 and Mhoire McGrath Cade ’83
6. Taylor Klie ’22 and Jennifer Herbruck Klie ’87
12. Ruby Floyd ’28, Kate Bondi Floyd ’96 and Nora Floyd ‘30
8. Kaitlyn Ernst ’24 and Lynn 2. Elizabeth Woolley ’21 Delar Ernst ‘86 with her proud grandmother, 9. Tristan Whitt ’19 Liz Prouty Scheele ’67 and Kim Simpson ’90 3. Rebecca Schlachet ’92 10. Eloise Farmery ’30, and Lana Kirvel ’28 Carey Jaros ’96 and 4. Michelle Tucker ’89 and Frances Farmery ’28 Maria ’29 and Ruby ’25 Evans 11. Three generations: 5. Sydney Rucker ’22 and Pearl Segal ’31, Kathy Sophie Rucker ’25 flank Perris Torgerson ’65, their newfound friend, Leslie K. Segal ’95, Lulu ’29 the Laurel Gator and Hazel ’27 Segal
ALUMNAE WEEKEND ’17
Friday, May 19 – Katherine S.B. Mills ’97 Photography Grant Retrospective & Reception Family, friends and classmates of the late Katie Mills ’97 gathered on the Third Floor for a special photography show and reception featuring the work of past Mills Grant recipients as well as photographs of Katie’s in a celebration of the photography grant during what would have been Katie’s 20th reunion. First given in 2003, the Mills Photography Grant supports an aspiring Upper School student of photography to pursue her passion for creativity and storytelling. Throughout her short life, Katie found growth and challenge by combining a love of photography and a curiosity for new people and places. For this reason, the award supports photographic study over the students’ summer break, and often in new environments.
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1. Annie Mills, Loren Bendall, Margaret Mills and Os Mills 2. Tori Mills ’88, Victoria Ford Jetton ’65, Christine Mills Stovell ’90 3. Class of ’97: Maia Hunt-Ledford Rucker, Meg Connell Sattler, Marlana Strange Harris, Sarah Shatila and Krissy Bienia 4. Guests view a retrospective of Katie Mills ’97’s photographs
Friday, May 19 – The Plaid Party The Plaid Party, the new name for the popular Alumnae/Faculty/ Faculty Emeriti Happy Hour, featured a beer, bourbon and wine tasting. Thanks to Pat O’Brien’s Fine Wines, Spirits and Gourmet Foods for coordinating the event celebrating locally produced libations from Goldhorn Brewery, Cleveland Whiskey and Chalet Debonne Winery.
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7. 5. Courtney Batt ’02 and retiring history teacher David Huston 6. Signe Wrolstad-Forbes ’71, George Belhobek, Leslie Forbes ’67 and Jeanie Brown Belhobek ‘62 7. Marlana Strange Harris ’97 and faculty emerita and honorary alumna Denise André 8. Members of the Class of 2012— Palmer Coleman, Jenna Bailey, Emma Freer and Emily Chamberlin—catch up at their 5th reunion. Highlights | SUMMER 2017 17
Alumnae Weekend 2017: Glad for the Plaid
Saturday, May 20 – 50th Reunion Breakfast “The Class of ’67 still feels warm and fuzzy from the fabulous 50th. Thank you so much to everyone at Laurel who wove together a series of seamless and informative parties at the school to showcase how well-educated our women leaders of tomorrow will be. The school has had so many physical improvements since we were there but its core values, iconic aspects, and its unfailing support of young women in the pursuit of inquiry—stretching minds and bodies within those halls— remain. The process has been enhanced by years of devoted, forward-thinking educators and a visionary leader, Ann Klotz. We had so much FUN! Thanks go to Nicki Visconsi Mawby for her impeccable party planning, both the cozy gathering Friday night at her home in Mayfield Heights and Saturday at Sara’s Place in Gates Mills. What would a Laurel reunion be without Leslie Forbes using her Hough Bakery network
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to produce a delicious, commemorative dessert cake from Archie’s? To top that, the East Coast Custard truck drove up and parked in front of Sara’s Place for the ice cream delicacy of our choice. Due to the generosity of our class, we succeeded in meeting our class goal of $67,000—our 50th reunion gift will be placed in an endowment fund for teachers. (It helped that one-quarter of the class had been teachers.) Way to pay it forward, ladies! The Memory Book, a Laurelproduced keepsake created from our ‘fascinating’ onepage autobiographies, tells the stories of Laurel women who negotiated a tidal wave of social change, ultimately succeeding in careers, parenting and becoming good citizens of the world. We had a great time in our loving and still strong community.” —Jeannine Furrer ’67
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1. Leslie Leavenworth Fincun ’67 and Mary Kelsey ’67 enjoy the made-to-order omelet station! 2. Joan Martin Sample ’67 and Sharon Snyder ‘67 3. The Class of ’67 listens intently as Ann Klotz shares with them what student life is like at Lyman Circle. 4. Ellen Weir Casey ’67 5. Hope Shiverick Lomas ’67 and Emily Wilson Zeiders ’67 6. Ann V. Klotz and Nicki Visconsi Mawby ‘67 7. Tina Davis Snyder ’67
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ALUMNAE WEEKEND ’17
Saturday, May 20 – Mimosa Reception & Alumnae Luncheon
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1. Nancy AuWerter Cockley ’62 and Betsy AuWerter Westerberg ‘77 2. Jean Hackett Arnold ’39, mother of Judith Arnold ’62, was our most Senior alum in attendance. 3. Trustee Michael Anne Johnson ’64 and Alumnae Board member Nancy Wykoff Sharp ’43 4. Amy Wrolstad Burger ’67, immediate past Alum Assoc. president Martha Walter Royan ’71, current Alum Assoc. president Kathy Perris Torgerson ’65, Signe Wrolstad-Forbes ’71 and Evie Newell ’67 5. Always a Laurel girl! Maegan Ruhlman ’03 and Emilie Collens Illson ’69 win prizes in the “wear your uniform” challenge. 6. Go White Team! Ellen Donahue Hartup ’87 and Julie Donahue ’79 7. The Class of 1957 gets into the spirit of the selfie station. 8. Nicole Wolf ’87 is glad for the plaid. 9. Representing the Class of 1967, Mary Kelsey, Liz Prouty Scheele and Jeannine Furrer present Ann Klotz with a check for the class’s 50th reunion gift. 10. Sara Ismail-Beigi Bartlett ’03, Arnetta Dean Matthews ’02 and Lela Gascoigne ’02 11. Suzanne Kremser Smith ’57 and Judith Sloan Isaacs ’57 12. Alum Assoc. VP Cindy Cohn Polster ’77 and Sophie Cheng ’77 13. Upper School teachers Janice Vitullo and David Huston with faculty emerita Signe Wrolstad-Forbes ’71
Highlights | SUMMER 2017 19
Alumnae Weekend 2017: Glad for the Plaid
Saturday, May 20 – Alumnae Luncheon
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3. 1. 50th Reunon Class: (back row) Brooke Carmichael McMurray, Katherine Franck Rohrer, Louise Van Aken Worms, Sally Steuber Merrill, Sharon Snyder, Penny Kash Mesic, Mary Hutchison Esch, Tina Davis Snyder. (3rd row) Amy Wrolstad Burger, Christopher Hannan, Tally Groves, Kate AuWerter Schlesinger, Emily Wilson Zeiders, Joan Martin Sample, Leslie Leavenworth Fincun. (2nd row) Hope Shiverick Lomas, Linda Rogers Fruits, Kris Cockley LeFalchier, Betsy Briggs Nogueira, Jeannine Furrer, Margaret Mills Plumpton. (front row) Leslie Forbes, Liz Prouty Scheele, Ellen Weir Casey, Nicki Visconsi Mawby, Evie Newell, Mary Kelsey, Jamie Caputo Schwegel.
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2. Celebrating their 65th reunion: Marilyn Mueller Dickey ’52 and Rachel Hobart Thornton ’52 3. The Class of 1972: (back) Barbara Hart Yorks and Melinda Hungerford Harder. (front) Alisa Taylor Cowen, Mary Izant and Carol Towson 4. The Class of 1957: (back) Kim Sherwin, Susan Hauser Jeffers, Marietta Giunta Gullia, Joan Patt Kincade, Suzanne Kremser Smith, Karen Lesher Young and Barbara Frick Jung. (front) Judith Sloan Isaacs, Norma Goulder Savin, Carol Treuhaft Schmidt, Pamela Nellis Rademacher, Mary McConnell Meinig and Sally Pastorelle Reed
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5. Celebrating their “Double Nickel” reunion are classmates from 1962: (back) Judith Arnold, Elise Cooper Bennett, Ann Hosford White and Barbara Pinkerton Corns. (front) Jean Hackett Arnold ’39, Jeanie Brown Belhobek, Nancy AuWerter Cockley and Pam Juergens Isquick 6. The Class of 1982: (back) Lisa Moore Mercado and Beth Barry Kaufman. (front) Frances Bressman Egan, Lorraine Angus and Lisbeth Hoffmeyer Hilton
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7. The Class of 1992: (back) Gretel Webster, Elizabeth DeOreo and Krista Ramonas. (front) Tanya Tarar Oblak, Jen Waits Walter and Lila Jezierski Mills
ALUMNAE WEEKEND ’17
Saturday, May 20 – Alumnae Luncheon 8. The Class of 1977: (back) Lolly Bates, Sophie Cheng, Merry Broadbent, faculty emerita Denise André, Kay Sheppard Swigart, Betsy AuWerter Westerberg and Cindy Cohn Polster. (front) Linda Schambs Hatch, Cindy Floyd, BJ Miller, Cindy Capko Stewart and Sarah Taylor Swearer 9. The Class of 1987: (back) Nicole Wolf, Nicole Dekleva Bannerman, Susan ChoiHauserman, Julie Altschul Leizman, Binnie Kurtzner, Ellen Donahue Hartup and Betsy Johnson LePoidevin. (front) Suzy Boughner, Becky Storey and faculty Marti Hardy and Tim Connell 10. The Class of 1997: (back) Brooke Starkoff, Suzy Hile Niemann, Emily Dunlop, Maggie Fairman Williams, Molly Nook, Christine Baran Warren and Maia HuntLedford Rucker. (front) Carrie Brock Damon, Marlana Strange Harris, Hallie Trattner Beers, Erica Wigton, Krissy Bienia and Erica Kort McClurkin 11. The Class of 2002: (back) Rosemary Mudry, Arnetta Dean Matthews and Gausia Chowdhury. (front) Ali Geisse Gregory and Caroline Leibert 12. Deborah Becker ’73, Marisa Mulac Ratajczak ’07, Caitlin Leibert ’03
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Alumnae Weekend 2017: Glad for the Plaid
Sunday, May 21 – Pancake Flip
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5. A new event was a big hit! On Sunday, alumnae, their families and current Laurel families gathered at the Butler Campus for a Pancake Flip! In addition to “catching” their pancakes for breakfast, they enjoyed a fun walk/race, arts and crafts and story time in the Yurt. 1. Liam Dailey with his buddy, the Laurel Gator 2. Sidney Bourne ’23 and her brother, Mason, wait on deck for the pancake flip. 3. And they’re off! 4. Cindy Langmack ’92 makes the catch! 5. Alumnae Weekend Co-Chair Rosemary Mudry ’02 with her son, George Warger 6. Storytime in the Yurt with Ann V. Klotz
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SAVE THE DATE! NEXT LAUREL ALUMNAE WEEKEND: May 17 - 20, 2018
LAUREL SCHOOL CLASS OF
Congratulations to the newest members of the Alumnae Association!
REFLECTIONS ON THE CLASS OF As is tradition, by vote of her classmates, Natalie Thomas spoke on behalf of her class at the 118 th Commencement on June 6, 2017, at Severance Hall. by Natalie Thomas ’17 “Honored guests, parents, faculty, Senior Class…good morning! I can’t express how excited I am to be speaking today in front of all of you, and thank you for allowing me to do so. “Sometimes I sit and think about what it will be like when I leave; when I leave Cleveland, Shaker Heights, Laurel, and even Severance Hall today. The life that I have known has been so defined by Laurel and by all of these people, so what will it be like without it? What about in the fall, in maybe 10 weeks’ time? I’m sitting on an empty bed frame with just a mattress, surrounded by crisp, brown cardboard boxes that my family and I bought in bulk at Costco, filled to the brim with clothes and towels and blankets and memories of home. There’s a window to the right of my bed and a tree outside covered in green and yellow leaves, some with just a twinge of orange. And there’s a big, green lawn that it stands on. I watch as frantic students roll their suitcases, and parents struggle to see over piles of boxes that are weighing down their arms as they walk. My roommate sits on the opposite bed and the room is silent, our parents have left. This is it. Breaking the silence she says, ‘So, what was your school like?’ “How could I possibly reflect on my experience accurately? What could I say? Do I start with classes, or teachers? The emphatic Class of 2017? The endless parking drama, Song Contest, how our Headmistress’ son, Atticus, always seems to be present somewhere in the school? The Ring Chapel, May Term or Senior Speeches? “Well, maybe I could just start with how I felt. Of course, like anybody, there were days that I could barely drag myself
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through the hallways and up and down stairs to go to class because I was so exhausted or stressed. But, the truth is, I loved my classes. From the beginning of my Upper School time, Laurel helped me become comfortable with the fact that enjoying learning things wasn’t lame or something to be ashamed of. This year, especially, I felt excited about things like math, which gets a really bad rep. I had grown to the point that I felt comfortable expressing those feelings and while I could definitely overwhelm the teacher—sometimes I would jump up and yell out when I figured out a concept or when we connected it to something else—I felt like I could be myself in that room, as well as in art class, and physics class, and Chinese and English class. Through embracing that, I was able to open myself more to everything and everybody around me, listening and learning from each person’s perspective. I formed connections with teachers and students in my and in other grades that I never really fully experienced before. I won’t lie: there was a lot of time in high school where life was pretty rocky. I had a lot on my shoulders, but I came out on the other side, as did everybody in my class on some level, in some regard. See . . . the beautiful thing about my class is that we don’t sit back in a circle singing ‘Kumbaya.’ Because of our experiences at school and at home that have given us all some grit, if we were asked to sit in a circle, we wouldn’t sit in the circle. Some would sit, some would stand, some would move around, some would sing and shout, some would talk and some would try to sleep. But, we wouldn’t see a problem with that. We are a class that embraces and stands with each other even silently. We are fiercely protective of each other, even if we don’t always admit it. And, we are protective of ourselves. Sometimes, of course, we let things slip, but when we wanted to get something done, we got it done. “Take senior prank day, for example. For a while, we had
COMMENCEMENT
decided that our prank would be not to do any pranks, but then suddenly in the last couple of days leading up to it, many expressed interest in actually pranking as much as we could. On the final day, in just a few hours, over 85% of our class was able to seek out and sign the petition that a classmate had written asking special consideration for our delay in planning and explaining each prank. Honestly, for being pulled together and organized in 14 hours, our prank day was epic. We had students on the phone with farms asking if we could rent a camel. We got enough hay to fill an entire classroom and lab with a thick base layer, and students were up until the early hours of the morning painting planets and making signs to hang. We all contributed because we felt excited and because we didn’t want to let ourselves or each other down. Each of us has different strengths and we have all learned to raise each other up using those strengths. And, we have taken the time to learn and understand each other’s weaknesses and to fill in the gaps. I know I don’t just speak for myself here when I say my favorite classes and most rewarding ones were the ones where not everybody shared the same views or personality types. I felt closer and more connected to those classes and learning environments because of our differences, not despite them. We were most successful when our Song Contest leaders were people with very different strengths, yet their teamwork garnered respect from everybody in the class. We trusted them, and rightfully so, as we were led to back-to-back victories this year and last. Maybe the time where we all stood in a circle
after Song Contest with our arms around each other singing the Alma Mater is the exception to my ‘no sitting in circles singing Kumbaya’ statement. “Sure, these examples are comparatively small in the grand scheme of life, as they are just Senior Prank Day and Song Contest, but they mean so much more if you think of them as representative of larger traits of this group of people. That’s what I would say to do my best to sum up my time at Laurel and my experience with these wonderful people with whom I share the stage. The thing is, of course, I’m not qualified to give advice about how to handle life once we leave here today, so I won’t tell you what to do or how to do it. Instead, I’ll tell you what I plan to do and what I know based on what I’ve seen and learned from spending so much time with all of you. Given the state of our country and our world right now, it’s a good thing we have developed the grit and the tools to stand up for ourselves and for what we believe in. We are able to recognize our privilege while still recognizing that we have struggles of our own, and we can use our privilege and knowledge to lift those around us who have fallen or who need help. We have the resources to push through the inevitable obstacles and frustrations that await us in college. Keeping this all in mind when I get to college and I’m having this conversation with my hypothetical roommate, if she is still listening, I would say to her, ‘I am one of 68 distinct, attentive and competent people. We grew up in a school that sometimes drove us crazy, always pushed us and always valued us. What was your school like?’” L
Commencement Address by Margot Chair and CEO, KeyBank Foundation Ms. Copeland leads Key’s commitment to transforming and sustaining communities by guiding the company’s strategic philanthropic investments in education, neighborhood prosperity, workforce development and community service. Among her many distinguished roles, she is currently Trustee of Kent State University, University Hospitals, Say Yes to Education, The Thomas H. White Foundation and the Kenneth Scott Foundation and served as the 15th President of The Links, Incorporated. She is also a former Trustee of Laurel School. Ms. Copeland spoke passionately and humorously about
James Copeland,
the difference between success and leading a successful life. Her keys for living a good life encompassed finding what makes one’s heart sing, service, resilience, listening with intention, having fun, pursuing excellence, and being authentic to one’s self. She concluded with a longer view, to life after college: “In my humble opinion is no such thing as work-life balance, there is only life and everything else is subordinate to life. Life: the adventure of life is to learn, the purpose of life is to grow, the nature of life is to change, the challenge of life is to overcome, the essence of life is to care, the opportunity of life is to serve, the secret of life is to dare, the spice of life is to befriend and to love, the beauty of life is to give and release your greatness for the world to experience and embrace.” L
Highlights | SUMMER 2017 25
OUTSTANDING FACULTY
FACULTY AWARDS THE VIRGINIA BEIDLER NEFF AWARD Edward and Virginia Beidler Neff ‘29 established this award to recognize teachers within her or his first three years of teaching at Laurel who demonstrate excellence and potential in the classroom.
Jessie Sun, Upper School Science
Left to right: Elen Gatchalian, Beth Clark, Soraya Ahmad, Abbie Bole and Jessie Sun.
At the beginning of June, Last Chapel ceremonies in each division are occasions when we honor and recognize members of Laurel’s outstanding faculty for their commitment to excellence in teaching. We are proud to share some information on the awards and the recipients.
Friendly, ebullient and enthusiastic, Jessie Sun, in her first full year at Laurel, has immersed herself in school life. She has been tireless in connecting girls to internships they will relish. Dr. Sun is fiercely committed to improving the experiences of underrepresented people in STEM fields. Her honesty with the STEM research students about her own experiences both shocked and prepared them for taking their first steps into these fields. ____________________________
THE BARBARA R. BARNES ENDOWED CHAIR IN SCIENCE AND MATHEMATICS The Barnes Chair, established in honor of former Head of School Barbara R. Barnes, recognizes full-time faculty members who have demonstrated excellence in instruction in science and math.
Abbie Bole, Primary Science Mrs. Bole is committed to developing the best, innovative program that encompasses all areas of science and includes technology in meaningful and creative ways. From environmental science to engineering, Abbie embodies what it means to be a dedicated and inventive science teacher. For Abbie, learning science means doing science— she puts the “do” in Dream. Dare. Do.
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THE MARY FRENCH CONWAY ‘46 ENDOWMENT FOR TEACHING EXCELLENCE The purpose of the Mary French Conway Award is to recognize excellence in teaching, both in the classroom and in a demonstration of a commitment to the School through participation in non-classroom activities with students. 26 LaurelSchool.org
Beth Clark, Upper School History Beth Clark juxtaposes a passion for history with deliberate, creative course planning and a genuine desire to know and empower each student as a learner. Compassionate, thoughtful and deliberate, Ms. Clark every day models what it is to be a transformational teacher.
Elen Gatchalian, Middle School English Ms. Gatchalian designs classroom experiences to strengthen critical thinking. Her lessons are rigorous but playful as she stretches girls to develop skills in analysis at a young age. Thinking with evidence, an important skill in her class, is her common practice. Splitting her time between classroom teaching and coaching Speech and Debate in the Upper School, Elen trains girls to find their voices on issues of social justice. ____________________________
THE HOSTETLER CHAIR The first endowed chair established at a girls’ school in the country and made possible by a transformative gift from Hazel Prior Hostetler ‘11, the Hostetler Chair recognizes master teachers who generally have taught for at least ten years, who have demonstrated excellence in teaching in the classroom as well as an unusual ability to communicate with students.
Soraya Ahmad, Middle School Science Committed to preserving the joys of childhood while implementing the latest research on how girls learn, Soraya Ahmad ‘93 creates powerful curricular experiences in the Middle School. Ms. Ahmad has designed several key courses in both science and social studies; she is the creative force behind Tinkering Week, the Amazing Race and the Greek Olympics. Always willing to lend a hand, give advice and listen, she is kind and gentle and teaches her students that they are strong and resilient as she encourages them to dig deeper. L
LEGACY FOR LAUREL
WILMA ANNE TRENKAMP ’63 “It is hard to capture the essence of Anne,” reads the first line on her Senior page in Laurel Leaves. After pointing out her business-like efficiency stage-managing the Senior Play, it goes on to state, “Sometimes she is an angelic, robed choir member responding skillfully and conscientiously to Mr. Hill’s direction. Perhaps this last is the best picture of Anne, for she is a dedicated and talented music student both vocally and instrumentally. . . . Extremely modest about her own talents, which besides music include argumentative debate and the ability to translate Horace, Anne always retains her sense of humor.” Those music talents became a north star for Anne Trenkamp for the remainder of her life. She received her undergraduate degree and her doctorate in music theory from Case Western Reserve University. (She made a stop at Ann Arbor in between to receive her master’s in music from the University of Michigan.) After a stint at Wheaton College, she spent the next 30 years at the University of Massachusetts-Lowell where she served as Professor of Music Theory and History and where “she contributed extensively to scholarly research in the field of early 20th-century European Music.” When Anne informed the School that she had provided for Laurel in her Will, she was characteristically modest about her gift, which she was making to Laurel as a tribute not only to the education she received but also to her “great, special class.” She remained close to her Laurel friends for the rest of her life. Her bequest will have a remarkable and lasting impact on the opportunities the School can provide Laurel girls of today and tomorrow and the School is grateful for her care. Membership in Legacy for Laurel is extended to all alumnae, parents, faculty and friends who make a provision in their estate plans to benefit the School.
For more information about joining Legacy for Laurel or on making a planned gift to Laurel School, contact Julie Donahue, Director of Alumnae, at 216.455.3028 or jDonahue@LaurelSchool.org
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SARAH LYMAN DAY OF COMMUNITY SERVICE Sponsored by the Laurel School Alumnae Association
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