Madeira Today Summer 2021 by The Madeira School

SUMMER 2021

8328 GEORGETOWN PIKE MCLEAN VA 22102-1200

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PANDEMIC PETS The Madeira community turned to each other and their pets for support this year. Whether newly-adopted or an established member of the family, pets brought comfort to many over the past year. We were warmed by the number of images and fun messages we received from our alumnae. Meet these furry friends and many more in Class Notes.

M A D E I R A TODAY ISSUE 204

Pandemic Pets

RECORD ADMISSIONS!

CLASS NOTES

C E L E B R AT I N G O U R L A R G E S T G R O U P O F N E W S T U D E N T S In this competitive season, Madeira’s mission and vision were central to the School’s messaging and recruitment efforts. With day applications up 27% and domestic boarding applications up 24%, the strength of our academic program, our community, and the

M power of our mission served as a compelling counterbalance to 2020. We are inspired

by how many of our new students share a common interest in social justice and the

27%

INCRE ASE IN DAY APPLICANTS

NEW STUDENT HIGHLIGHTS

120

N EW STU DE NTS E N ROLLDE D

(L ARGEST IN RECENT HISTORY)

24%

INCRE ASE IN DOM E STIC BOARDING APPLICANTS

Births 1. A son, Sebastian Thatcher Brown, August 2020,

to Kate Blood ’99

TREKKED THE

2. A daughter, Hadley Nancy Anderson, December 24, 2020,

HIMALAYAS

to Courtney Gorrell Anderson ’04

& THE GOBI DESERT A CONTORTIONIST

3. A son, Oscar, October 2020, to Becky Dale ’05

CONTINENTS

5. A son, Thornton Jay Harper, July 30, 2020,

4. A daughter, Virginia Schneeweiss, September 28, 2020,

LIVED ON 4

STATE-RANKED MOUNTAIN BIKER ENTREPRENEURS &

BUSINESS

OWNERS BOOK REVIEWER BOOK AUTHORS

VOICEOVER

ARTIST PROFESSIONAL SCUBA DIVER

to Olivia Fitzpatrick Schneeweiss ’06

to Alexandra Nasif Harper ’07 10

6. A son, Easton Barrett Montanio, November 7, 2020,

to Alex Moore Montanio ’07 7. Mary Lucille Coffman Quick ’07 with son Warren (1) and

Caroline Osherow Taplinger ’07 with son Bradley (2) 8+9. Twin girls, Ji Ahn and Ji Yoo, in April 2020 to Kelly Shin ’08 10.

A son Hudson, fall of 2020, to Danielle Landau Whitman ’09

Congrats!

MADEIRA TODAY SUMMER 2021

➧ ➧ ➧

power of girls and women to affect change.

Contents Madeira Today SUMMER 2021, Number 204 Published by The Madeira School 8328 Georgetown Pike, McLean VA 22102

OVAL & QUAD REF LECT IONS

Editor: Karen Joostema Design: LucidCreative.co

Photography: James Kegley & Freed Photography

BOARD OF TRUSTEES 2020–21

Jaylaan Ahmad-Llewellyn ’96

CAMPAIGN COMP LET E!

MADEIRA’S 10T H H EAD OF SCH OOL INS TALLAT ION

Kara Bell P’21 Ann Baker Boney ’79 (Missy) Gregory Wenzl Brown P’19 Rene E. Chaze P’22

ACADEMIC P OWERH OU S E

William Eric Clark P’18 Lee Carol Cook P’19 Gaither Smoot Deaton ’88 Board of Trustees President

ARTS S P OT LIGH T

William F. Dunbar P’17 (Will) Anne Faircloth ’87 Vice President Sue Luangkhot Hoppin ’87 Alumnae Council President Carrie Southworth Johnson ’95 Joy Johnson ’77 Vice President

EQU ES T RIAN S P OT LIGH T

CO- CU RRICU LU M

REF LECT IONS 10 Y EARS AF T ER GRADUAT ION

George Kaczmarskyj P’19,’22 Harry J. Klaff P’12,’13,’17 Treasurer Louise Stillman Lehrman ’58 Avery Swing Miller ’86, P’19 Nancy Miller Montgomery ’60

MADEIRA MENTORS

Michelle Malek Olson ’86, P’24 Tracy G. Savage ’66 Kumea Shorter-Gooden ’70 Catherine Stuart ’73 Anita Patel Tolani ’91, P’24, Secretary Nancy Rodwell Tuohy ’88 Gretchen Warner Head of School Kate Wisniewski Weir ’02 Audrey Baxter Young ‘80 Madeira Today is published for alumnae, parents, and friends of the School. Send any comments or suggestions to: KJoostema@madeira.org To unsubscribe from Madeira Today send your name and address to: madeiraalumnae@madeira.org

GRADUAT ION

ALU MNAE AWARDS

CLAS S NOT ES

MILES TONES Cover model: “Estelle”

OVAL+QUAD While the 2020–21 school year has been unusual, it has also highlighted the very best of Lucy Madeira’s founding vision. Earlier this spring we convened a Strategic Planning Committee to begin to plan Madeira’s strategic vision, action steps, and desired outcomes for the next five years. As a part of that process, I am proud to share that the Board of Trustees affirmed the School’s mission and vision and were unaniG R E T C H E N WA R N E R HEAD OF SCHOOL

MADEIRA TODAY SUMMER 2021

“

mous in their agreement that Madeira’s mission is made for this moment in time. It seems the universe has finally caught up to Madeira

It seems the universe has finally caught up to Madeira women, and the world is more ready than ever for our graduates.

”

women, and the world is more ready than ever for our graduates. More details about the comprehensive strategic planning process and opportunities for full community engagement will be shared in Fall 2021. We completed the All the Difference campaign on June 30, 2021! Among the many things to look forward to in Madeira’s bright future is the ground-breaking for our new STEAM Academic Center, tentatively scheduled

for early Spring 2022. This new academic center will be the hub of Madeira’s evolving program that delivers STEM and Arts education in innovative, interdisciplinary, research-driven, and student-centered ways. As the pandemic has begun to release its grip, we are seeing new growth and ideas permeate all aspects of our society, and Madeira is no exception. Among the many lessons we

F R O M T H E E D I TO R learned this year, the most predominant is how critical connection and community are in a time of uncertainty. And as we slowly enter our post-pandemic “new normal,” connection and community remain at the fore. I recently heard Dr. Christine Runyan, a

It is fitting that Madeira’s theme this year was “Connect,” and we definitely found creative new ways to connect with our community. One thing I noticed about our alumnae community was that while we could not meet in person, Madeira alums connected—from Zoom gatherings to shared class letter writing to extended

professor at the University of Massachusetts

versions of Class Notes. And there was some-

Medical School and co-founder of Tend Health,

thing else that connected us—our pets! Even

speak about the direct connections among physical behaviors, mental health, and performance at work/school. The human brain does

though we didn’t receive the usual fun travel and class meet-up photos, we collected a number of pet photos. With this spark, our theme for this issue—Pandemic Pets!—was born.

not like uncertainty, and for the past year our

When we put out the call for alums to share

brains have been deploying compensatory

their pandemic pet photos, I figured 20 photos

neurological strategies that may not always

might come in if we were lucky. Turns out we

have aligned with our biological systems. Taking a moment to breathe, reset, and plan a path forward is essential, and that is exactly what Madeira is doing. At its core, Madeira is a learning community. As we approach a new era of education we are guided by our mission, vision, and the evolving research in how girls learn and thrive, particularly as we emerge from a year of uncertainty. What is as resonant as ever is that Madeira

got over 150 submissions! Needless to say, we were thrilled to add 14 pages to this issue to accommodate every one of Madeira’s furry friends. Enjoy meeting these pets and hearing about their owners. Beyond our pets, Madeira connected in other important ways highlighted throughout this issue—including the Installation of Gretchen Warner as our 10th Head of School, and our invaluable Co-Curriculum mentors—dedicated alumnae, parents, and friends who are partnering

with today’s Madeira students. Our community

is a place where our core values remain strong,

is the heart of the Madeira experience, and this

and we remain strong in our girls.

amazing community is stronger than ever.

Gretchen

KAREN JOOSTEMA Send comments to KJoostema@Madeira.org

MADEIRA TODAY SUMMER 2021

Festina Lente,

MADEIRA TODAY SUMMER 2021

We did 4

You were the difference.

Madeira’s largest campaign ever is complete!

MADEIRA TODAY SUMMER 2021

it!

GRETCHEN WARNER ON APRIL 30, 2021, students,

faculty, staff, parents, alumnae, trustees, and friends gathered—in person and virtually—as Gretchen Rupp Warner was installed as Madeira’s 10th Head of School. The ceremony focused on leadership, Madeira’s bright future, and fun! An impressive lineup of speakers gathered to celebrate Ms. Warner and the beginning of a new era at Madeira. Each speech was interspersed with video presentations created by students.

MADEIRA TODAY SUMMER 2021

A GREAT FIT FOR OUR SCHOOL

Board of Trustees Chair Gaither Smoot Deaton ’88 noted the legacy of the eight previous heads who have served since Miss Madeira and how these leaders have impacted the School. In celebrating Ms. Warner’s leadership, Gaither shared, “I think it’s important to note the reasons the committee and the Board knew she was a great fit for our School. The Madeira community wanted a change agent, a communicator, a fundraiser, a teacher, an administrator who understood all-girls education, and a visionary who could move Madeira forward and give our girls an even more secure launching pad. Most of all, we wanted a leader who understood and connected with the Madeira community and valued and appreciated Madeira’s culture and traditions. In Gretchen, we got all that we asked for and so much more.”

Installed as Madeira’s 10th Head of School

THE RIGHT PERSON FOR A NEW ERA

SUE LUANGKHOT HOPPIN ’87, PRESIDENT OF MADEIRA’S ALUMNAE COUNCIL

MAYLYNN RODRIGUEZ ’23 STUDENT SPEAKER

EMBRACE THE UNEXPECTED

Student speaker Maylynn Rodriguez ’23 spoke of Ms. Warner’s impressive ability to lead in such challenging times and how she is already helping Madeira students change the world. “We are in a global pandemic with students from around our global community and we are in a global fight for justice, and as Head of School, Ms. Warner has had to balance her personal life with her job, which is her life. She continues to work with teachers and my student body, which is why there are students involved in this event, to continue establishing a foundation where we as students know we can change our world. Thank you, Ms. Warner!” Maylynn wove Madeira’s unofficial theme of “unexpected” into her remarks and noted the silver linings of this unexpected time. “The unexpected leads to beautiful things like opportunities to generate positive change and try something that has never been done before... Let’s do what we love and embrace the unexpected as an opportunity to generate the greatness we bring into our world,” Maylynn challenged. Continues…

MADEIRA TODAY SUMMER 2021

Sue Luangkhot Hoppin ’87, president of the Alumnae Council, spoke about Ms. Warner’s leadership and deep commitment to Madeira’s mission. “I’ve come to appreciate her passion for data-driven solutions, openness to hearing from all perspectives, commitment to social justice and equity, as well as her collaborative style of problem solving. In Gretchen, we have a fierce advocate of an allgirls education... Madeira has always launched women who changed the world. It just didn’t always seem like the world was ready for us.” Sue noted as the world is moving toward greater gender parity—from politics to business—this moment is made for Madeira women. “The future looks bright for Madeira women, and, in Gretchen Warner, we’ve found the right person to bring us into a new era,” Sue concluded.

GRETCHEN WARNER INSTALLED AS MADEIRA’S 10TH HEAD OF SCHOOL

COURAGEOUS CALM IN THE FACE OF TURMOIL

GRETCHEN AND HER MOM GAIL WARNER

The ceremony also welcomed Elizabeth English, Head of The Archer School for Girls. A visionary girls’ school leader, Ms. English has been a mentor and colleague of Ms. Warner’s for many years. She spoke of Ms. Warner’s dedication, perseverance, and insight in a time of such uncertainty and how the fires in the Los Angeles area helped prepare Ms. Warner for a foray into school headship during a global pandemic. “I have never known anyone who in the face of turmoil summons a courageous calm like Gretchen Warner,” said Ms. English. “When Madeira appointed Gretchen as Head of School, the Board could not have known the extreme circumstances of her inaugural year, nor could they have fully known how fortunate they were to have found Gretchen.”   SONGS, VIDEOS, AND CELEBRATIONS

GRETCHEN WITH HUSBAND

MADEIRA TODAY SUMMER 2021

ROBIN LAQUI

In addition to the many poignant speeches, the class presidents presented Ms. Warner with videos celebrating her installation as Head of School. One video included a recitation of the poem “Remember, Woman” by Reese Leyva, another a spin on Beyonce’s hit song “Run the World,” which included the updated lyrics “Who runs the School, Ms. Warner!” Members of Madeira’s talented a cappella group, Sweet Ti, performed a special arrangement of the alma mater and the entire student body got together to assemble what can only be described as a “Mad Music Video” set to the song “F.E.M.A.L.E.” by Lady Bri.

GAITHER SMOOT DEATON ’88 BOARD OF TRUSTEES CHAIR PRESENTED A CUSTOM PENDANT ENGRAVED WITH MADEIRA’S SEAL

During the ceremony, Ms. Warner was gifted with a custom-made pendant engraved with the Madeira seal which Board Chair Gaither Smoot Deaton ’88 presented before Ms. Warner stepped to the podium to address the audience both present and virtually.   BE BRAVE, NOT PERFECT

Like several of the day’s speakers, Ms. Warner referenced Madeira’s founder Lucy Madeira. “I like to think that Lucy Madeira embodies the Brené Brown quote that I love and live by: “Be brave, not perfect,” Ms. Warner told the audience during her speech. “I consider myself a fearless, ethical leader. But I’m not perfect. I believe that to be an effective leader I must be strong physically and mentally, but also vulnerable. I need to be open and transparent, but safeguard boundaries. I know that to be effective and make good decisions I must seek opinions and ideas that are different from my own. Great leadership is full of dualities and dichotomies, and in all endeavors, leaders must be brave, not perfect.”

Congratulations, Ms. Warner!

“Be brave, not perfect.” Brené Brown

MADEIRA TODAY SUMMER 2021

She spoke to alumnae, faculty, staff, students, the administration, and all the constituencies that make up the Madeira community. She took care to speak to the students, telling them, “I am here because of YOU. You are why I get up every day. You are why I spend hours and hours each week reading research and articles from across the globe—about education, about leadership, but also about the future world you will inherit—to make sure you are confident, competent, and well prepared to tackle anything that comes your way,” she said. “Your learning, your growth, your joy is why I am here. Growing up is hard. It is. Anyone that says differently is not being entirely honest. We are here to support and guide you to make the right choices for yourself at the right time. We may not have all the answers, but we can help to guide you by empowering you to ask the right next question.” To show spirit and rally around Ms. Warner’s favorite quote, students and adults wore shirts with “Be brave, not perfect” on the front and “Launching women who change the world” on the back. Looking out to an audience dressed in a sea of red and white, Ms. Warner concluded, “I am here today—brave, but not perfect—in service to this incredible mission and in service to you all.”

MADEIRA’S

MADEIRA TODAY SUMMER 2021

ACADEMIC POWERHOUSE

MS. MAHONEY AND HER ACADEMIC TEAM HAVE BEEN MOVING MADEIRA FORWARD FOR NEARLY 30 YEARS There is no place to teach like The Madeira School. M.A. Mahoney remembers feeling that the first time she stepped foot on Madeira’s campus to interview for an English teacher role in 1993. After nearly three decades at the School, that moment remains an indelible memory that reminds her of why she still considers herself so lucky to serve Madeira and its mission. Ms. Mahoney is inspired by the deep desire to learn and the intellectual curiosity that permeates the campus. “Everyone at Madeira wants to learn. That is an absolute gift to a teacher,” Ms. Mahoney remarked. “The young women here really believe that they have They want to contribute to something larger than themselves.”

MADEIRA TODAY SUMMER 2021

the capacity to go out and change the world.

STEWARDING MISS MADEIRA’S VISION

MS. MAHONEY WAS DIRECTOR OF ACADEMIC COUNSELING FROM 1996–200 3

MS. MAHONEY’S FAVORITES Favorite Madeira Tradition: Students saying “thank you” at the conclusion of classes Favorite Dining Hall Food: Turkey Reuben Favorite Vacation Spot: Cape Breton Island, Canada Favorite Hobbies: Talking, walking, and reading Favorite Spot on Campus: Fiction Room

MADEIRA TODAY SUMMER 2021

Memorable Speakers at Madeira: Hillary Clinton, Jane Goodall, John Lewis, Elie Wiesel

A shift Ms. Mahoney noted since her early years is a more student-oriented classroom as the relationship among the student, the content, her peers, and the teacher has changed. Rather than the teacher as a “sage on the stage” lecturing to a group of students, today’s classroom is much more collaborative (with teacher as a “guide on the side”). The discussions are lively, more voices are heard, and more information and ideas are exchanged.

From her first day as an English teacher to her current role as Dean of Faculty and Academics, Ms. Mahoney has taken seriously her role of stewarding Miss Madeira’s vision, retaining the essence of the School while also being flexible enough to adapt to changing environments and continue Madeira’s tradition of innovative education. “I think we’re enormously lucky that our founder recognized that personal best was so healthy for adolescent DEVELOPING MADEIRA’S FACULTY females. The DNA of this community— our job as educators—is to know each As the Dean of Faculty and Academics, individual well enough to help them Ms. Mahoney is responsible for hiring achieve their own personal best.” the teachers who will ultimately carry This focus on “personal best” along out the mission of educating the stuwith curiosity and the deep desire to dents—a duty she does not take lightly. learn has been a hallmark of a Madeira “Aside from the standard qualifications, education since 1906. Ms. Mahoney has we look for flexibility, collaboration, helped lead Madeira forward, staying diversity, and a true joy for learning,” on the cutting edge of education trends, Ms. Mahoney shares. “With the Mod while also ensuring that the School schedule, teachers must be flexible and retains these important qualities. create something new every five weeks. They must be adept at collaborating with other teachers and other departEVOLUTION OF EDUCATION ments in an interdisciplinary fashion.” Ms. Mahoney has worked with three difMadeira’s teaching philosophy is ferent heads of school during her time at rooted in the belief that learning is a Madeira, each of whom brought innovajoyful enterprise. Adolescent females tive ideas to the academic environment. withdraw if they feel like they are being “All three heads I have worked for judged, and that shuts down the learning have been incredibly smart and believe process. “Teachers must exude a joy for deeply that young women have great learning. Students will know right away intellectual capacity. We want to help if a teacher doesn’t love what they teach,” foster great human beings. Madeira has notes Ms. Mahoney. “Our best teachers never nurtured intellect at the expense are the ones who can form relationships of heart and I’m incredibly proud of with students that are built on trust.” that,” Mahoney shared. There is an added benefit to Ms. Mahoney was instrumental in hiring such capable teachers notes Ms. the re-imagining of teaching and learnMahoney. “When you sit down at lunch ing and re-thinking the academic day to among such erudite individuals, you be more student-centered in 2012—a bold will be treated to intellectually rich and new initiative that was rolled out along rewarding conversations.” with the Mod schedule in 2014. Madeira’s academic program is thriving today and receiving national attention as other schools look to meet the demands of educating for a fast-changing world.

“I think we’re enormously lucky that our founder recognized The DNA of this community—our job as educators— is to know each individual well enough to help them achieve their own personal best.”

MADEIRA TODAY SUMMER 2021

that personal best was so healthy for adolescent females.

A TEAM EFFORT FOR STUDENT GROWTH Madeira’s academic leaders, who work to foster the intellectual growth of every student, helping them to become deep thinkers, confident in their ideas, facile at weaving together seeming incongruities, and deft at identifying patterns. Through Madeira’s academic programs and the people that contribute to them, students are exposed to ideas and to worlds larger than themselves.

CO-CURRICULUM

Helps each Madeira student make the leap from classroom to real-world learning with robust internship and mentorship experiences. The related curriculum, which is grade-level specific, focuses on key skills and their application both in and out of the Schoolhouse.

MADEIRA’S HISTORY OF INNOVATION • S tudent government before women had the right to vote • STEM education before it was the norm

ANDREW SHARP Director of Co-Curriculum

• Outdoor education and wellness prior to wide awareness of mental health concerns

ELLIE PEAKS Assistant Director of Co-Curriculum

SHANICE WEST Assistant Director of Co-Curriculum

COLLEGE COUNSELING A developmentally appropriate, curriculum-based program, College Counseling at Madeira takes a holistic view and builds on the skills the students are developing at each grade level.

• Financial literacy and security for girls (Miss Madeira founded the school before women were permitted to own property) • I mmersive work experiences for over 50 years through Co-Curriculum internships

LINDA MATHEWS Director of College Counseling

ACADEMIC OFFICE

LENAE FRANKLIN Assistant to College Counseling and School Records Coordinator

MEGAN HOOVER Associate Director of College Counseling

Helps students select their best fit course load and builds master schedule. Supports

MADEIRA TODAY SUMMER 2021

students through building academic skills throughout the year.

PAIGE KERRIGAN Assistant Academic Dean

AUDRA KRUPP Director of Student Support

ALENA PACHECO Learning Specialist

CAROL WALKER CURRY Assistant to Academic Office

ACADEMIC LEADERSHIP * Curriculum leaders, working with their faculty team and each other to create a holistic and ambitious academic experience. Drill deeply within a discipline, create opportunities for cross-discipline learning, and inspire authentic global relationships with people and places. (*As of the 2020–21 school year)

KEITH WARD English Department Chair

MATTHEW SUDNIK History Department Chair

XIAOFU DING World Languages Department Chair

GLEN RUSSELL Math Department Chair

LOOKING TO THE FUTURE SARA CHUANG Science Department Chair

SHIELDS SUNDBERG Coordinator of Global Citizenship

INFORMATION & INNOVATION (I-2) Helps faculty integrate technology and resources with learning. Huffington Library and its digital resources expand the work of individual faculty and classes. The Maker Space and Fab Lab are used by every department.

JEFF DAYTON Director of Information and Innovation

EMILY DOWD Librarian

LAUREN ROY Educational Technology Specialist

KATE SCOTT STEAM Specialist

STACY TIPPENS Director of Instructional Design and Innovation

Madeira strives to remain at the forefront of education. Throughout her tenure, Ms. Mahoney has been a champion of student-centered education and continues to drive innovation. To that end, she is excited about current trends and where they may be leading Madeira’s educational philosophy in the future. “Two years ago, I would not have predicted we would now have completed a year of hybrid learning. We have learned so much about synchronous, asynchronous, and remote learning,” reflects Ms. Mahoney. “We are going to study how we can capitalize on these combinations. For example, we could consider a Mod 8 summer option. Once the world opens up and students go on academic trips again, we can use the elasticity we have found with our technology tools to enhance the learning.” MADEIRA TODAY SUMMER 2021

SASHA NEWMAN Arts Department Chair

FUTURE DEFINED BY PROBLEM SOLVING Head of School Ms. Warner views the pandemic as the great disruptor that educators have been waiting for. “We will no longer be in the industrial model of education—we need to look beyond ‘school’ to how we are launching future problem identifiers and problem solvers,” Ms. Warner states. “The question we need to ask today is not, ‘What do you want to be when you grow up?’ but rather, ‘What problems do you want to solve?’ Innovative schools like Madeira have an edge in this regard.” One of the most important takeaways from the beginning of Ms. Warner’s tenure is that decisions will be increasingly data driven. According to McKinsey Global Institute’s February 2021 report on “The Future of Work after COVID-19,” the pandemic has accelerated three trends that are likely to persist: • Remote work and virtual interaction • E-commerce and digital transactions • Automation and Artificial Intelligence (AI) As these trends reshape work, the study predicts occupation transitions may increase by as much as 25% by 2030. “This means the future is not defined by what degree you have, but what SKILLS you have,” notes Ms. Warner. “We want Madeira students to have critical skills so they can thrive and lead an ever-changing workforce.”

MADEIRA TODAY SUMMER 2021

SKILLS-BASED FUTURE LEADS TO RE-THINKING THE TRANSCRIPT

With future jobs demanding new skills, Ms. Mahoney envisions the opportunity to radically re-think the traditional transcript. “I’m intrigued by the Mastery Transcript, which places an emphasis on the mastery of skills rather than a focus on grades. I can see an interdis-

ciplinary schedule where students are in three classes with the same students, working on a common problem from three different angles,” Ms. Mahoney explains. The science behind the most effective learning techniques gives the Mastery Transcript idea solid footing because it encourages students to tackle several aspects of the same problem from different disciplines, which improves learning and retention.

UNIVERSAL DESIGN FOR LEARNING SUPPORTS EQUITY-BASED OUTCOMES As the future demands more skills and competency-based learning, Madeira is looking at Universal Design for Learning (UDL), a framework to proactively design learning experiences so that all students can increase their outcomes and amplify their learning. In UDL, students exercise agency and choice to demonstrate their learning and knowledge. Setting a low floor and a high ceiling along with ensuring equity and cultural responsiveness in the classroom through UDL reinforces and modernizes Miss Madeira’s emphasis on personal best. It also mirrors Madeira’s philosophical belief that all students can achieve at high levels through effective effort (the growth mindset). With UDL, according to a March 2021 “Cult of Pedagogy” article:

• Variability is the rule, not the exception. Students learn in different ways, using different materials, and share what they have learned in different ways to reach the same goals.

• All students can work toward the same goals and grade-level standards when provided with adequate challenge and support.

• Students will become expert learners if barriers are removed and they are given opportunities to self-differentiate.

SKILLS NEEDED FOR WORK SUCCESS : • Creativity • Collaboration across time and space • Critical thinking • Compassionate listening • Cultural responsiveness and global citizenship • Communication across multiple platforms • Resiliency and adaptability • Knowledge and skill transference with technology integration S OURCE: MCKINSEY GLOBAL INSTITUTE THE FUTURE OF WORK AFTER COVID-19, FEBRUARY 2021

While innovation has been a hallmark throughout Madeira’s history, one constant in a Madeira education from its founding to the present is the importance of relationships. A strong student/teacher relationship is crucial to academic success, and deep community relationships are so important in creating and sustaining a supportive culture. Even in future worlds with automation and AI, human relationships will still be critical. For nearly three decades, Ms. Mahoney has been a steadfast leader and cultivator of strong Madeira student and adult relationships. With Miss Madeira’s vision as a foundation, she and her team have built upon it with innovations, iterations, and new tools. Much is on the horizon as we look to the future. Madeira’s history of innovation with amazing student outcomes will continue. In this time of evolution in education, the School is well positioned to thrive.

MADEIRA TODAY SUMMER 2021

RELATIONSHIPS REMAIN AT THE CORE

A R T S S P OT L I G H T : W I N T E R M U S I C A L

Overcoming challenges key to staging Pippin Constraints lead to creativity. Never has this statement been truer than through the process of mounting the winter musical, Pippin, at Madeira this year. Faced with a bevy of safety restrictions, the theater team began brainstorming in September how to stage a show without live music, wearing masks, physically distanced, and without a live audience. CHALLENGE #1: A D D I NG MU S I C W I T H O U T L I VE S I NG I NG O R I NS T RUM E N TS

The first challenge was bringing music into the production

S T R

given singing and playing instruments in person was a non-starter. Technology provided the answer. Seven professional orchestra members assembled over Thanksgiving Break, physically distanced across the stage, and spent a marathon nine hours recording the full show under the direction of Music Director Heather Fetrow. Generously assisted by Director of Instructional Design and Innovation Stacy Tippens and other professional recording artists, a full soundtrack was mixed and ready for the students to begin recording their voices over. The students, still spread out across the country, used BandLab software to individually record their vocal parts in their bedrooms, closets, and bathrooms to get the best quality sound possible. Once every vocal track was laid down, the arduous task of mixing

MADEIRA TODAY SUMMER 2021

Madeira’s very own Pippin soundtrack began.

C H A L L E N G E # 2 : U N D E R S TA N D I N G

CHALLENGE #4:

M A S K E D C H A R AC T E R VO C A L S

REHEARSING CHOREOGRAPHY OVER ZOOM

The next challenge was how to help the audi-

School was remote for part of the rehearsal

ence understand who was singing when every

time, so the performers had to learn and prac-

actor was masked. We again turned to tech-

tice choreography over Zoom. There was more

nology to assist, this time with filmed projec-

“top up” (moving head, arms) choreography

tions. Led by Ayana Ahuja ’22, students were

that could be practiced seated in front of

individually filmed in front of a green screen

the screen and also could accommodate the

without their masks to allow us to see them

physical distance that was necessary once

act and sing. Ayana and a team of Stagecraft

the show returned to the stage.

students then edited the more than 20 projected moments together using Adobe After

CHALLENGE #5:

Effects. These projections were cast onto the

PERFORMING WITHOUT AN AUDIENCE

stage while the masked actors below inter-

Finally, the last obstacle of performing with-

acted with them.

out an audience had to be tackled. The team

Another trick was to turn traditional

opted for a fully livestreamed performance.

rules upside down. For example, typically

While the audience was not able to be in the

an actor would not turn her back to the audi-

space physically with the actors, the lives-

ence. In this case, however, actors did just

tream allowed families, students, alumnae,

that to face the screen projecting the un-

and Madeira community members around the

masked singer, which helped the audience

world to tune in, leading to record attendance.

follow along. CHALLENGE #3: PHYSICA L LY D IS TAN CED ACTIN G

Each moment of the show was carefully

Each challenge in mounting a pandemicsafe musical tested the theater faculty and pushed them to their creative limits. They learned so much about incorporating technology and embracing radical changes into

blocked to overcome the challenge of main-

their art form and created a Pippin like no

taining physical distancing throughout the

other. And while they would have liked to go

show. Theater Director Kelsey Meiklejohn

ahead with a simple “Plan A,” “Plan Z-23”

brilliantly choreographed dance numbers

worked out beautifully too!

and scenes to give the feeling of intimate moments and stage-filling drama without ever having cast members physically touch

MADEIRA TODAY SUMMER 2021

or come within six feet of one another.

Riding in Style: Thriving During a Pandemic The stable lounge, normally a bustling and cheerful place after school, was quiet this year, but the rest of the equestrian program provided joy, routine, and liveliness to riders. Riding lessons, horsemanship classes, clinics, and on- and off-campus events continued throughout the year. R E- D E S I G N E D S TA B L E O P E R AT I O N S L E A D T H E WAY Shutting down the barn during the pandemic was not an option, so the equestrian staff worked tirelessly to quickly re-design operations with COVID mitigation protocols in mind. The equestrian program was the first campus program to develop and test new pandemic procedures. Director of Equestrian Programs Ian McCartney noted, “Horses need exercise, feeding, and care 365 days a year, so figuring out a way to safely operate the barn was critical. We put protocols in place to keep horse owners coming to the stables.” Thanks to a few generous local alumnae who teamed up with the Madeira staff to keep the horses exercised, the stables were able to continue operating even after the governor mandated school closures. P R O G R A M R E M A I N S AC T I V E Once students returned to campus, the riding program functioned similarly to a typical year— albeit with masked riders and individual equipment. The sport lends itself to physical distancing, and through a carefully constructed riding schedule that limited the number of riders in the stable at any given time, riding lessons were in full swing. Safety concerns led to the cancellation of the Interscholastic Equestrian Association (IEA) seaMADEIRA TODAY SUMMER 2021

son, but that allowed the team to offer a variety

of on-campus events open to all levels of riders. Madeira hosted in-house horse shows, clinics with a variety of college riding coaches and judges, and even a very popular Halloween costume event.

The team was fortunate to continue competing safely throughout the year. Horse shows adapted their schedules so riders could remain physically distanced and spend a minimum amount of time on the show grounds. At competitions, riders interacted only with Madeira instructors and their own horses

E Q U E ST R I A N S P OT L I G H T

and equipment. HYBRID LEARNING OPENS NEW OPTIONS For remote students, there were a variety of flexible options for learning and connecting. Madeira instructors taught virtual lessons on horsemanship and riding topics through Microsoft Teams, plus riders had the option to ride at their home barns. Madeira’s hybrid academic schedule allowed several students to spend the winter competing in Florida while keeping up with their Madeira classes. The riding program offered several modules of Introduction to Horsemanship, a student life class that takes place during the academic day to give students the opportunity to learn about horsemanship and how to ride. The course was adapted for remote learners to be part horse psychology and part history course. Students were able to investigate the role horses have played throughout human civilization and pursue a range of personal interest topics. From how horses were used during world wars to horses in philosophy and mythology to sports psychology in the equestrian world, the students loved exploring horses in individual ways. As one student summarized, “I loved the balance of work and the choice and space to be creative within the projects. The course was challenging without being stressful. It made my brain work in a different way—it was exactly what I needed!” A H AV E N F RO M PA N D E M I C S T R E S S Beyond the competitions and lessons, the chance for students to just come hug their horse at the end of the day—or even talk to their horse over Facetime— was an important part of their stress relief and selfcare. Many parents noted that being able to continue thrive during the pandemic. Maya Wyman ’22 shared, “Throughout the pandemic, riding has been the thing that keeps me going. Knowing that I get to see my horse’s face every day after a long school day has helped me stay strong and sane even with all things pandemic.”

MADEIRA TODAY SUMMER 2021

coming to the barn truly helped their daughters to

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Co-Curriculum: 10 Years After Graduation 22

Co-Curriculum is a unique program for a high school. Madeira graduates gain professional experience, skills, and confidence that sets them apart from their peers. The program often has a profound effect on the trajectory of the lives of Madeira graduates.

Class of 2011 reflects on its influence We were fortunate to speak with members of the Class of 2011— now ten years out from their Madeira experience. Each spoke to how their Co-Curriculum experiences guided their career paths and influenced where they are today. Through every tive the Co-Curriculum program is in shaping their stories.

MADEIRA TODAY SUMMER 2021

story, it is apparent just how forma-

L A N I G A L L O W AY ’11 PREPARED FOR MEDICAL SCHOOL

THEN: Shadowed physician at Inova Fairfax Hospital NOW: Completed medical school. Currently a neurologic oncology resident.

The field of medicine always intrigued Lani Galloway, so much so that she shadowed a pediatric surgeon prior to her senior year at Madeira. This experience inspired her to complete her senior Co-Curriculum internship in the medical field to confirm her belief that she would pursue it as a career path. Lani interned with a physician at INOVA Fairfax Hospital in a demanding internship (she would leave Madeira at 6:30a.m. not to return until just before dinner). The challenging nature of the job did not dissuade Lani, but rather solidified her confidence that medicine was the right fit for her. “It pushed me to feel confident that I wanted to complete the rigorous pre-med requirements in college and pursue a career in medicine,” Lani noted. Co-Curriculum did more than convince Lani that pre-med was the correct track for her; it gave her valuable real-world experience, which many of her peers did not have. “The entire pre-med path in college was very difficult. Having the Co-Curriculum hands-on experience to know what my life was going to be like if I chose this path was invaluable. When the work got difficult, I was prepared because I saw what my life was going to be and knew how much work it was going to take to get there,” Lani noted. “My internship gave MADEIRA TODAY SUMMER 2021

me context for everything I was doing. Some of the courses

can often feel irrelevant at the time, but because I already had real-world exposure, I saw firsthand how those courses were applied—I understood why I was taking them. 25% of students

Lani with a work colleague at her placement Lani on Madeira’s campus

at the University of Virginia start on the pre-med track. Far fewer end up going to medical school. Knowing what I was trying to achieve helped push me to be in the small percentage who go on to med school.” Lani has completed undergraduate and medical school and is off to her residency at Vanderbilt. Lani notes how Co-Curriculum

Lani in the operating room at her Co-Curriculum placement

“I am very interested in neurologic oncology. I was first exposed to this field in Co-Curriculum and credit Co-Curriculum for shaping my interest in surgical oncology and neurologic oncology.” Beyond exposure to the medical field, Lani credits Co-Curriculum with giving her professional workplace skills as well. “The program taught me how to behave in the operating room and how to network. These skills allowed me to cold call surgeons to ask if I could shadow them in their operating rooms,” Lani shared. “At first, they were hesitant—but when they found out I already had workplace exposure due to Co-Curriculum, they were more receptive. I was able to advocate for myself.”

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“My internship gave me context for everything I was doing. Some of the courses can often feel irrelevant at the time, but because I already had real-world exposure, I saw firsthand how those courses were applied—I understood why I was taking them.”

has also shaped her specialty interest in neurologic oncology.

C H R I S T I N A D E A N ’11 CAREER IN EVENT MANAGEMENT

THEN: A. Dominick Events (wedding planning) NOW: A. Dominick Events (wedding planning)

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“I don’t think I would have seen myself having a wedding planner internship as a high school student, but the Co-Curriculum experience gave me the necessary confidence. I work at that wedding firm today. The position I have now is because of that internship!”

Christina on Capitol Hill during her junior year

Christina Dean’s experience with Co-Curriculum was so affirming that it not only convinced her to pursue a career in event planning, but also led her to her present company. “During my senior year, I worked under the Director of Meetings and Events for a nonprofit association. I am an event planner now. That internship certainly helped me decide what to pursue and what made sense for my interests,” Christina observed. “It was good to see what you can do at a nonprofit.” Prior to her senior year placement, Christina interned at a wedding planning agency. While the internship was not officially through Co-Curriculum, she credits the program for helping her get the internship. “The summer prior to my senior year, I had an internship with a wedding planner in Washington, DC. I was the first high school student they ever had. They were pretty surprised that I was applying for the role. I really attribute how confident I was going into the process to Madeira,” Christina shared. “I don’t think I would have seen myself as being able to do that type of internship as a high school student, but having the Co-Curriculum experience gave me the necessary confidence. I work at that wedding firm today. The position I have now is because of that internship!” As a result of her internship, Christina was familiar with the job and able to jump right in. She remarked, “My boss remembered me and the level of work I was able to produce as a high school student.” Christina credits Co-Curriculum for not only solidifying her interests, but also for developing professional skills that have become invaluable in the workplace. “I worked for Congressman John Lewis when I was on Capitol Hill. Being an intern and the professionalism that comes from that was a really great experience for me. I learned a lot about how to communicate with adults, how to manage my time, and how to take on projects. This experience helped me immensely in life.”

B I S H O P R E I D ’11 INSPIRED & DRIVEN TO HELP OTHERS THEN: White House Department of Correspondence, Senator John McCain NOW: Mindfulness Instructor

“My internships certainly opened my eyes and helped me come out of my bubble for the first time. I was inspired to help people and alleviate as much suffering as possible.”

Bishop on Capitol Hill during her senior year meeting First Lady Michelle Obama

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“Co-Curriculum is incredible. It has impacted everything for me from the start.” This quote from Bishop Reid is powerful and summarizes how the program has had an immense effect on her life. One of the key takeaways that Bishop had from her Co-Curriculum experience was that it exposed her to things she otherwise would not have seen. “My internships certainly opened my eyes and helped me come out of my bubble for the first time,” Bishop shared. “I was inspired to help people and alleviate as much suffering as possible.” After her junior year internship with Senator John McCain, Bishop thought she was going to help people through political action and become a politician. “My internship really influenced me to pursue politics as an avenue to effect change in a positive way.” She was so inspired by her Capitol Hill placement that she interned with the White House Department of Correspondence prior to her senior year at Madeira. This experience ultimately dissuaded her from using politics as a means to alleviate suffering, but it influenced her to help in other ways. “I realized I wanted to fight suffering in other ways, not necessarily through the political route. The question evolved to how I could use the gifts I have to decrease the amount of suffering in the world,” Bishop noted. After traveling to Brazil, Bishop saw an incredible opportunity in mindfulness. “During my time in Brazil, I continued to see suffering and I was very motivated to help. I decided to work with women to help them alleviate stress in their lives,” Bishop shared. “It has been very rewarding.” After 10 years, Bishop reflected positively on Co-Curriculum and the ways it has steered her life. “Co-Curriculum is the reason I chose Madeira and it has certainly lived up to the hype. One of the biggest skills it gave me was the ability to talk to anyone. Even more importantly, it taught me how to effectively listen and empathize,” Bishop summarized. “Those are such profoundly important skills to have and I am grateful Co-Curriculum gave me them at such a young age.”

L E I G H MA I D E N ’11 NAVIGATING CAPITOL HILL

THEN: Senator Jay Rockefeller NOW: Congressional Staffer, Consultant

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“I 100% credit Co-Curriculum for my career. I wouldn’t have even considered pursuing a job on the Hill had it not been for Madeira and I recommend the School to everyone.”

Leigh with Senator Manchin

Leigh Maiden was able to utilize Co-Curriculum to help her decide what to pursue as a career path as well as what not to pursue, which can be equally as valuable. Leigh originally intended to be a Foreign Service Officer. Her senior year internship was with the Association for Foreign Service and Diplomatic Training through the State Department. She quickly learned that becoming a Foreign Service Officer was not a path she wanted to pursue any longer. “One of my main duties as an intern was to interview female diplomats who were returning from Iraq. I saw how difficult the job was and how much was demanded of them,” Leigh noted. “I personally wanted more balance in my life, which caused me to shift my thinking.” While Foreign Service no longer appealed to Leigh, she became immensely fascinated with the defense policy work she did during this placement. As a junior, she had worked for Senator Rockefeller from West Virginia and decided to marry her excellent experience on Capitol Hill with her interest in defense policy and work on the Hill full time. She credits the Co-Curriculum program for helping her get her first job on the Hill. Leigh shared, “I wanted to work for Senator Manchin, who took Senator Rockefeller’s seat. The Co-Curriculum program taught me how to conduct effective informational interviews by reaching out to someone on a website like LinkedIn and asking to speak to them for 20–30 minutes.” Leigh used these skills to reach out to Senator Manchin’s office, where she wound up working as a staff assistant. That job quickly turned into a career as she moved throughout Congress in various roles. Leigh recently left Congress to pursue a job in consulting. She attributes her career path to the lasting impact of the Co-Curriculum program. “I 100% credit Co-Curriculum for my career,” affirms Leigh. “I wouldn’t have even considered pursuing a job on the Hill had it not been for Madeira and I recommend the School to everyone.”

Each alumna’s reflections on their Co-Curriculum experience and how it has influenced their path after Madeira is further evidence of the significance of the program. While it is not surprising to hear that such a unique path for high school students has an indelible impact for years to come, it is heartening to hear such positive testimonials. Whether it helps students affirm their passions in life or teaches them what not to pursue, its value is unparalleled, and these stories reflect that. Co-Curriculum has been helping launch women who change the world for over that change will come.

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50 years and has played an instrumental role in shaping how

MADEIRA MENTORS

Madeira’s Co-Curriculum Office partners with the Alumnae Council to create mentorship program

ne of Madeira’s key differentiators is its one-of-a-kind Co-Curriculum program. And for over 50 years, sophomores, juniors, and seniors have explored the world through off-campus internships in everything from healthcare to creative arts, computer science, politics, and more. But what happens when the world shuts

down, school is virtual, and students cannot go off-campus? How can you change the world if the world is off limits?

Last spring, as the pandemic hit and Madeira’s placement partners were no longer hosting internships, the Co-Curriculum office brainstormed ways to provide students with key elements of the program. The most important experiences students gain from internships are the development of workplace skills and opportunities for professional networking. Out of that thinking, the Speaker Series was created. Madeira students connected with alumnae, parents, and internship partners, who spoke about their professional fields and relevant issues. After a successful spring series, the Co-Curriculum Office decided to launch the Mentor Program last fall. “We knew we wanted to maintain the connection we began with the Speaker Series and saw that there was an opportunity to make this experience more individual to the students,” Director of Co-Curriculum Andrew Sharp shared. “The vision is that students, who have developed meaningful connections with professionals, will, after they have graduated and moved into their own professional fields, serve as mentors to future generations of Madeira girls.” MADEIRA TODAY SUMMER 2021

The Alumnae Council was instrumental in securing enthusiastic mentor connections.

Over 120 alumnae responded with interest in mentoring a Madeira student and so far over 80 successful pairs have been matched. Every senior was placed with a mentor, many of them Madeira alumnae. The program has been a success so far, with students raving about the connections they have had with their mentors and adults reporting gratifying experiences with current students.

MENTORS & MENTEES PRAISE CONNECTION EXPERIENCE

Associate at Gordon Feinblatt Baltimore, MD

Why did you decide to participate in Madeira’s Mentor Program? Alex: “I decided to participate in this program because I have been so lucky to have great mentors that have helped me over the years, and I wanted to pay it forward. I work in a law firm, so I also think a lot about historical inequities in the legal industry. It is important to me to support young women, and particularly young women of color, who are considering navigating this career path. My goal was to reconnect with Madeira in a fun and meaningful way, while being a resource for a current student. I enjoyed our discussions and we talked about everything from careers to Madeira memories. It is so interesting to see what experiences we have in common and all the new and exciting changes.” What was a highlight of mentoring Laila? Alex: “I coach the Maryland Law Black Law Student Association negotiation team and invited Laila to the Association banquet. She (virtually) met with several students and heard powerful remarks from an accomplished Black female attorney. I think those types of opportunities can help students like Laila think about their own goals and really envision themselves in that setting.” Would you mentor a Madeira girl again? Alex: “I would love to continue to mentor Madeira students! Madeira girls are engaged, inquisitive, and ambitious, and it is a joy to connect with them. It was great to be able to include Laila in something that is both professionally and personally important to me. The whole experience with our weekly dialogue has also given me an opportunity to reflect on how far I’ve come since I was a student at Madeira, how much Madeira impacted my current position, and to think about my professional next steps.”

MENTEE: LAILA WHITE ’21

Marlboro, MD

What were you hoping for in a mentor? Laila: “I requested a mentor who was an attorney and had a strong passion for community service work, because I want to be a civil rights attorney after I graduate from law school. Minutes into my first meeting with Ms. Montanio, we instantly clicked and bonded over things that we just learned about each other. Whether that was the fact that we went to the same elementary/middle school or our love for social justice, we meshed so well!” Did your time with your mentor help you during your internship? Laila: “During our meetings, we discussed many topics that I believe have prepared me for my internship, law school, and beyond. For my senior year Co-Curriculum, I chose to work at a nonprofit organization called Law 4 Black Lives DC, which is a group of Black attorneys and legal experts working together to dismantle white supremacy and anti-Blackness as well as advocate for the residents of the Metropolitan Washington, DC area by fighting for justice and liberation.” What did having a mentor mean to you? Laila: “Having access to all these resources around the world thanks to our wonderful alumnae is something that we cannot take for granted, especially because once we graduate from Madeira, we are stepping out into the real world with three years of professional experience under our belts.” MADEIRA TODAY SUMMER 2021

MENTOR: ALEX MOORE MONTANIO ’07

MENTOR: SARA AKBAR ’92

Wilson Center Washington, DC

Why did you decide to participate in Madeira’s Mentor Program?

What did you learn from your time with Ms. Akbar?

Sara: Seeing how she thrived in this atypical situation and seeing how she grew and found ways to make her tasks interesting; seeing her viewpoint on an issue I had been looking at for some time; and watching her thrive presenting to internal Wilson Center staff without having done this before.” Would you mentor a Madeira girl again?

Did having a mentor help you during your internship?

Sara: “YES! I have mentored two Madeira interns and both have been fantastic. They were focused, dedicated, and hard-working. I appreciate their take on things that isn’t mired inertia.”

Zelda: “Yes, it helped me tremendously. Although the whole internship experience was virtual, Ms. Akbar made me feel welcome and part of the community as she invited me to ERG (Employee Resource Group) meetings and introduced me to different departments and programs. It is nice to know that there is someone you can always reach out to when you encounter problems or are confused about a task. Most importantly, she encouraged me to speak out, listened to my ideas, and boosted my confidence in general.”

What was a highlight of mentoring Zelda?

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Hanoi, Vietnam

Zelda: “I learned many new skills, such as effective communication, presentation, data collection and entry, time management, and networking skills. I virtually met and talked to other staff and interns and learned from their perspectives and ideas. After my internship, I am proud that I have a more comprehensive understanding of ways to promote diversity and inclusion in the workplace. I presented at Wilson’s Women ERG 2020 panels. The percentage of female panelists based on the data I collected was higher than the usual number. Ms. Akbar helped me figure out possible reasons why the number was higher. The presentation went really well, and it opened up productive discussions. Ms. Akbar told me she received compliments about my presentation from other Wilson staff.”

Sara: “I wanted to provide a Madeira girl an opportunity to see how a non-traditional workplace works and functions. The Wilson Center has a robust and well-run internship program and I had several tasks that I knew Madeira girls would be great at completing while we all work from home.”

MENTEE: ZELDA TRUONG ’22

“Although the whole internship experience was virtual, Ms. Akbar made me feel welcome and part of the community.” – Zelda Truong ’22

Why do you think having a mentor is so impactful? Zelda: “Besides passing on their skills and knowledge, mentors can give objective advice and constructive criticism to help interns like me deal with situations. They are also a mentee’s cheerleader and confidence-booster who motivates and inspires. Mentors help mentees navigate challenges, empower them to achieve goals, and open the door for networks and possibilities.”

MENTORS & MENTEES PRAISE CONNECTION EXPERIENCE

Mosaic Theatre Company Washington, DC

Why did you decide to participate in Madeira’s Mentor Program? April: “I absolutely love Madeira! The students I have worked with in the past have been absolutely amazing!” What was a highlight of mentoring Salimah? April: “Having Salimah join me in my Audition Techniques Master Class to the junior acting majors at Howard University was wonderful. I was able to put her in touch with current students as she prepares to enter college in the fall.” Would you mentor a Madeira girl again? April: I absolutely would! The Madeira students have set a very high standard with me when it comes to interns.”

“I got an amazing mentor for life who I know will continue to support me and be excited for me as I continue to grow.” – Salimah Hagmagid ’21

MENTEE: SALIMAH HAGMAGID ’21

Sterling, VA

How did you prepare for your mentorship? Salimah: “First, I worked on writing out what I wanted to discuss and learn from Ms. Carter. Then we just jumped right in! We started meeting once a week and we just hit it off right from the start, and ever since I’ve had such a wonderful and honest relationship with her.” What did you learn from your time with Ms. Carter? Salimah: “The main thing I got out of this experience was the confidence that I needed going into college that I can be involved in acting, theater, and growing my skills without having to study theater. I also got an amazing mentor for life who I know will continue to support me and be excited for me as I continue to grow. Ms. Carter is incredibly generous and welcoming and she invited me to a virtual class at Howard University that she was guest-teaching, where I got to meet some wonderful students in their theater program and also got the chance to learn a lot about the industry.” Why do you think having a mentor is so impactful? Salimah: “I think finding mentors is rare if you do not deliberately look for them. I love that this is a new opportunity for Madeira students because it gives them the chance to consider fields of interest and build professional connections.”

INTERESTED IN BECOMING A MADEIRA MENTOR? CONTACT THE CO-CURRICULUM OFFICE AT EPEAKS@MADEIRA.ORG OR (703) 556-8383

MADEIRA TODAY SUMMER 2021

MENTOR: APRIL CARTER

Celebrating the Class of

2021 35

PARTS OF THIS YEAR’S com-

mencement were typical of past years and others were brand new in this unusual time. New was holding the graduation in a large tent on the soccer field, filled with proud, mask-donning, physically distant pods of families. The 89 members of the Class of 2021 followed Madeira’s longstanding tradition of wearing white attire and carrying 13 red roses to honor Madeira’s 13 original boarding students. Commencement speaker Rear Admiral Estella Z. Jones, B.S., D.V.M. wove those 13 roses into 13 principles to guide the graduates as they moved on from Madeira. “Setbacks set the stage for comebacks,” Jones noted. “The present is where you lay the foundation for the future and Madeira has given you the foundation upon which to build a lifetime of humanity and any goal of your choosing.” Board Chair Gaither Smoot Deaton ’88 opened the ceremony speaking about the resilience of the Class of 2021. “You’ve had more to endure than most, and you serve as resilient role models to the classes that preceded you and to those who will follow you,” said Deaton. “You have given us your best and you have made us proud.” Head of School Gretchen Warner noted that the Class of 2021 will be heading to 60 different colleges and advised them to “cherish and expand on what you’ve learned at Madeira, what you love, and who you’ve become.” Teachers in every subject gifted the graduates MADEIRA TODAY SUMMER 2021

with the skills they need for life

according to student speaker Salimah Hagmagid. As the Class of 2021 ventures forth to their new destinations, Hagmagid noted, “…we are eager to witness what we will continue to accomplish in the years to come.”

LEGACY GRADUATES Olivia Carnot, daughter of Brooke Stroud ’88, Audrey Leins, sister of Emily Leins ’17, KK Bennett, sister of Madeline Bennett ’16, Francesca Saenz, sister of Vanessa Saenz ’18, Salimah Hagmagid, sister of Mona Hagmagid ’16 and Amani Hagmagid ’19, Addison Callaghan, daughter of Virginia McNeer Callaghan ’84 and sister of Mary Louise Callaghan ’16 2ND ROW (L-R): Chloe Zeng, sister of Erica Zeng ’14 and Leah Zeng ’15, Alice Kondracki, daughter of Susanna B. Kondracki ’85 and niece of Lisa Lacey ’88, Carolina O’Leary, daughter of Pilar Frank O’Leary ’87, Malena Cecchi, sister of Carla Cecchi ’19, Heston Friedrichs, sister of McKenzie Freidrichs ’20, Lily Simmons, sister of Annabella Simmons ’19, Caroline Huber, sister of Danielle Huber-Inbar ’16 1ST ROW (L-R):

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Congratulations!

Alumnae

AWARDS 202 0 AWARD R ECIPIENTS

DR. CASEY MEANS ’05

Young Alumna Achievement Award

CHAMPIONING FUNCTIONAL MEDICINE Casey Means attended Stanford University for both undergraduate, where she received a degree in Human Biology, and medical school. During her medical training, she was involved in extensive biomedical research, published peer-reviewed scientific articles, and spoke at research conferences. She also trained at Stanford and the National Outdoor Leadership School in Wilderness Medicine. After gaining experience in hospital wards and operating rooms, Casey decided to pivot to Functional Medicine, which aims to understand the underlying causes and triggers of dysfunction in the human body, addressing them before they lead to disease. In 2018, she left the surgery world and began training with the Institute for Functional Medicine, merging her conventional medical training with an expanded toolbox of diagnostic and therapeutic approaches. Casey is a Functional Medicine and Wellness practitioner, residing in Portland, OR. She recently held a Facebook Live session where she shared a delicious and nutritious recipe to boost immunity during the pandemic.

DEDICATED TO MADEIRA THROUGH THE YEARS Cathy Harris Shraga exemplifies what it means to be a Madeira volunteer. As the class secretary for many years, she viewed her role as not only gathering and sharing news between classmates but sharing important school news with them. Cathy served as president of Madeira’s Alumnae Council before joining Madeira’s Board of Trustees, soon becoming its Chair from 2015–2018. She continues to partner with Madeira on a multitude of projects, such as the All the Difference campaign, mentoring young alumnae, and hosting regional events. Cathy is always just a phone call away and ready to roll up her sleeves to assist her alma mater.

CATHY HARRIS SHRAGA ’70

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The Louise Wheelock Willson ’48 Outstanding Volunteer Award

DR. KUMEA SHORTER-GOODEN ’70

Alumna Achievement Award

A LEADER AND PIONEER Kumea Shorter-Gooden has been among the “firsts” in many ways. She was awarded a full scholarship to Madeira and was one of two black students to integrate the School. After Madeira, Kumea attended Princeton University, earning her bachelor’s degree magna cum laude as a member of Princeton’s first class of women, and went on to receive her Ph.D. in Clinical/Community Psychology from the University of Maryland. With a career spanning several universities, Dr. Shorter-Gooden has proven to be an influential thought leader with respect to equity, diversity, and inclusion. She has worked in teaching, counseling, and administration, eventually serving as the first Chief Diversity Officer and Associate Vice President at the University of Maryland. Now Principal/Owner of Shorter-Gooden Consulting in Washington, DC, Kumea helps create pathways that cultivate learning and catalyze equity and inclusion. Madeira is fortunate to have Kumea as a member of the Board of Trustees and Chair of the Diversity Committee.

YOUNG ALUMNA ACHIEVEMENT AWARD Recognizes a young alumna who embodies Lucy Madeira’s courage, vision, and self-confidence.

THE LOUISE WHEELOCK WILLSON ’48 OUTSTANDING VOLUNTEER AWARD Established in 1998 by sisters Jo Monell ’83 and Kathleen Kavanagh to recognize volunteers whose service makes an outstanding contribution to the School.

ALUMNA ACHIEVEMENT AWARD Recognizes an alumna whose vision, perseverance, determination, and accomplishments have made significant contributions to a professional, educational, or civic field.

2 02 1 AWARD R ECI P I ENTS

LENA BADR ’11

Young Alumna Achievement Award

DATA TECHNOLOGIST AND MENTOR Lena Badr is a leading technology consultant at Deloitte focused on transforming how government agencies collect and use their data. Her proudest career accomplishments include the delivery of an Air Force Space Command data strategy and a Bureau of Medicine and Surgery dashboard ensuring the proper deployment of healthcare professionals at home and abroad. Outside of client work, Lena is dedicated to mentorship. She has served as program coordinator for Deloitte’s RightStep, which provides SAT tutoring to 200+ students in DC and has mentored veterans on how to transition to the corporate world. In 2020, as a member of Madeira’s Alumnae Council, Lena co-founded an alumnae mentorship program, pairing over 60 alumnae with students in its pilot year. Lena holds a B.S. in Biomedical Engineering and Physics from University of Virginia. Her research on focused ultrasound therapies for melanoma and peripheral arterial occlusive diseases has been published and presented at professional conferences. In 2014, Lena was awarded one of 20 Focused Ultrasound Foundation Internship Grants worldwide.

A LEGACY OF LEADERSHIP Jane Krumrine Lawson-Bell has been a dedicated and supportive volunteer through her various Madeira leadership roles over the years. Jane served as the President of the Board of Trustees from 2008–12, leading the School through various important projects. Prior to Jane’s role as President, she aided in the committees addressing Buildings and Grounds, Lands and Resources, Zoning, and the Riding Task Force. Jane also has served on the Alumnae Council helping to shape programming and engagement with fellow alumnae, as well as helping to organize several class reunions as a Reunion Committee member. Jane remains committed to the mission of Madeira and is always happy to

The Louise Wheelock Willson ’48 Outstanding Volunteer Award

CLARA BINGHAM ’81

Alumna Achievement Award

support her alma mater’s efforts through her stewardship and generosity. Jane’s volunteerism is an example to all.

AWARD-WINNING JOURNALIST, AUTHOR, AND FILM PRODUCER Clara Bingham is an award-winning journalist, author, and documentary film producer. Born into a newspaper family, writing was in Clara’s blood. After Madeira, Clara studied History and Literature at Harvard University where she served as the co-news editor of The Harvard Independent. She began her career on the political scene as a press secretary for the Michael Dukakis 1988 Democratic presidential campaign, before joining Newsweek as a Washington, D.C. correspondent covering the George H.W. Bush White House. Clara’s freelance writing has appeared in publications including, The Daily Beast, Ms., Vanity Fair, Vogue, Harper’s Bazaar, Talk, Glamour, The Washington Monthly, and United Press International. She has published three books; Women on the Hill, Class Action (which was adapted into the feature film North Country ), and Witness to the Revolution. All seek to address pressing social justice and women’s issues of our society. Clara’s documentary, The Last Mountain, won the International Documentary Association’s Pare Lorentz Award.

MADEIRA TODAY SUMMER 2021

JANE KRUMRINE LAWSON-BELL ’76

SUMMER 2021

8328 GEORGETOWN PIKE MCLEAN VA 22102-1200

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M A D E I R A TODAY ISSUE 204

Pandemic Pets

MADEIRA TODAY SUMMER 2021

Pandemic Pets, 1958–1968

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CLASS NOTES

1. 1958 Ellie Ward Taylor with horse Amber 2. 1958 Katie Nichols’ Yorkshire Terrier Daisy 3. 1958 Wendy Whitney Makins’ cat Sassy 4. 1964 Ginny Akabane’s French Brittany Éclair 5. 1964 Maggie helps Jodie Gleason chuckle during these difficult times 6. 1964 Judith Putzel’s antidepressants Paxil and Zoloft

7. 1964 Daphne Woods’ three generations of labs and a Jack Russell (Impi, Buttons, Raven, and Bramble) 8. 1964 Mary Handy’s Australian Shepherd Franny 9. 1964 Susan Saarinen’s COVID buddy bright eyes Golden Beatrix, aka “Bibi’ 10. 1964 Victoria Friendly’s maltipoo Topper 11. 1966 Anne Johnson Wolfe’s cats Leonardo and Micia Mona 12. 1966 Nancy Bennett Haynes mini dachshund Lilabet 13. 1967 Caroline Palmer Mickle with horse 14. 1967 Mellisa Manno’s Terriers

15. 1968 Ann Brown’s 2 dogs and cat 16. 1968 Ann Brown’s dog Warren Moore Miller ready to go out in the cold 17. 1968 Clelia LeBoutillier Zacharias’ dog Emma who is loving and ready to play 18. 1968 Happy Sobell’s dogs Lexie, seven-year-old yellow lab, with foster brother Blue

19. 1968 Blue, and brother Ira, named in memory of Happy Sobell’s late husband 20. 1968 Clare Happel Scurry’s dogs Jack and Rue 21. 1968 Australian Labradoodle Matilda, owned by Patty Hornblower

22. 1968 Sandra Hedge Richardson’s new addition, Oliver Twist, aka ‘Ollie’

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MADEIRA TODAY SUMMER 2021

Pandemic Pets, 1968–1980

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CLASS NOTES

1. 1980 Julia Jackson Bellinger’s dogs Luke and Miley 2. 1980 Snowball and Scipio with Pam Fairchild and Elizabeth Fairchild Leslie ’16 and Winston 14

3. 1980 Dawn Renzy Bellinger’s dog is waiting for a Madeira mask. 4. 1980 Elizabeth Winston Brooks’ dog Wesley Jamea Brooks 5. 1981 Barbara Stone’s pandemic pups Evie (Bearded Collie) and Jaime (Havanese) 6. 1983 Isa Catto and Luna out for a walk

7. 1983 Isa Catto’s dog Rose thinks she’s a house cat 8. 1983 Jo Monnell’s Tibetan Terreir Dakota 9. 1983 Julia Cafritz’ cat Dolly helped with all her COVID craft projects 10. 1983 Kitty Russell Mende’s bunnies Gracie with her loyal hus-bun Chuckles 11. 1983 One of Kitty Russell Mende’s five cats, Coqui 12. 1983 Kyria Sabin’s daughter Clara with Lucy, a labradoodle, aka Lucy-doodle 13. 1983 Linda Blount’s dogs Ella, Ouisie, and Buzzy

14. 1983 Louise Massey’s dog Bisho 15. 1983 Louise Massey’s dog Ellie 16. 1983 Helen Milby’s Westies (old and young and her daughter’s dog Reg) 17. 1983 Margaret Pressler gets a hug from Pepper 18. 1983 Pressler’s son William with Pepper 19. 1983 Margaret Pressler’s cat Ike loves to join her Zoom calls 20. 1983 Maria Dakolias’ dog Scooby basking in the sun 21. 1983 Mary Higgins’ dogs Rocco, Pippi, and Gabby in a doggy nap huddle

22. 1983 Mary Higgins’ dog Xena sitting up like a meerkat

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Pandemic Pets, 1980–1983

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CLASS NOTES

1. 1968 Sally Castleman’s dog Axel 2. 1969 Mary Holder’s cockapoo named Sonny 3. 1969 Sarah Latham Kearns with her Scottish Terrier Jesse 4. 1969 Blair Soyster Fiore and Fergus playing in the snow on Long Island 5. 1969 Wendy Mattman McHale’s Persian cat Buck, six years old, and acts more like a lap dog than a cat

6. 1974 Cassie Corcoran’s cat OonaCassie 7. 1974 Cosema Crawford’s dog Ogden Nash, aka “Oggy” 8. 1974 Deb Johnson’s cat Baxter likes to play hide and seek 9. 1974 Holly Pepper White’s dog Duke at the beach 10. 1974 Jane Rhein with her dogs Louie and Halley 11. 1974 Marjorie Smith’s cats Fuegito and Zita 12. 1974 Sara Sampson’s dog Drake 13. 1974 Susie Paneyko with her Corgis

14. 1980 Joanie Tanous ’81 with Jeanne Meehan’s puppy 15. 1980 Lynn Stein Cassady’s dog Rosie says, “Its been a Ruff year!” 16. 1980 Patti Nolan McNeill’s dog Cinder 17. 1980 Jeanne Meehan’s puppy Coco 18. 1980 Nancy Johnson Hillengas’ dog Jaeger loves snow 19. 1980 Laurey Frederickson Nixon and Barley 20. 1980 Pocket and Audrey Baxter Young

21. 1980 Michelle Dorion and Molly

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Pandemic Pets, 1983 1. 1983 Alice Fort’s son’s dog Mae, a Boykin Spaniel 2. 1983 Alice Fort’s dog RGB, a Cattle Dog, blue tick, Shepherd mix is one tough lady 3. 1983 Avery Schmeisser’s COVID puppy Bosco with her son 4. 1983 Heidi Glikbarg Feeney’s cat Jeff 5. 1983 Courtney Walsh’s black Terrier Daisy 1

6. 1983 Courtney Walsh’s dressage partner 7. 1983 Courtney Walsh’s snaggle—toothed mutt Winnie 8. 1983 Cynthia Ziegler’s dogs Murphy and Finn who are always asking “What are we doing next, Mom?” 9. 1983 Greer Brath’s dog enjoys the view

MADEIRA TODAY SUMMER 2021

10. 1983 Elizabeth French’s poodle Frodo

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MADEIRA TODAY SUMMER 2021

Pandemic Pets, 1983–1985

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CLASS NOTES

1. 1983 Marti Lay’s dog 2. 1983 Meg Koerner’s dog Asta 3. 1983 Paige Walker’s standard poodles Jette (four) and Peekay (five) enjoying the snow 4 1983 Susan Daly’s cat Hope 5. 1983 Stephania Bell adopted Rico from Puerto Rico 6. 1983 It’s a corgi Christmas with Stephanie Dreyer’s Bean and Biscuit 13

7. 1983 “Hello,” from Sophie Mellon’s dogs Ed-Grr, Agnes, and Fiona 8. 1983 Sally Swiatek’s dog enjoying the snow 9. 1983 Tanya Lee’s dogs as super heroes 10. 1984 Lisa Shaddick’s fluff balls and constant companions Spaghie (17) and Lola (10) 11. 1984 Elizabeth Gaffney’s pup Otto 12. 1984 Elizabeth Gaffney with Otto 13. 1984 Jill Roberts’ cat Cooper 14. 1984 Jill Roberts’ dog Willoree

15. 1984 Joan Suter’s dog Maui 16. 1985 Kate Keith Pearsall’s dog Boots keeping warm under the covers 17. 1984 Pam Parker’s officemates 18. 1985 Elizabeth Huffman Low’s dog Hope 19. 1985 Gretchen Dixon’s dogs Nugget and Stella on a 0° day 20. 1985 Laurie Zerwer’s dogs Cowboy and Conrad

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MADEIRA TODAY SUMMER 2021

Pandemic Pets, 1985–2002

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CLASS NOTES

1. 1985 Jenna Ashley’s cat Callie ready to pounce 2. 1985 Suzanne Morgan with her dog Penny 3. 1988 Eleanor Harrison Bregman’s son with their puppy 4. 1988 Gaither Smoot Deaton with dog 5. 1991 Alice Ayers’ COVID kittens Alex and Oliver 6. 1991 Catherine Kotz’s kittens 7. 1991 Emily Klein’s dog Delilah 13

8. 1991 Mary Hilbert’s pets Maggie and Chloe 9. 1992 Abigail Nields Hillman’s dog Baxter 10. 1992 Anna M. Simms’ kitten Emil’s great progress 11. 1992 Bess Battle’s feline companions Mimi and Mattie 12. 1992 Blair Clark-Schoeb’s dog 13. 1992 Ellen Straub Deebel’s guinea pigs Harper and Gucci squeaking for attention

14. 1992 Jennifer Bainbridge with her rescue, Morgan 15. 1992 Katie Meyers Ainslie with her Protector of Women, Juno 16. 1992 Kobi Carter with husband and dog 17. 1992 Maddy “Kitty” F. Templeton with Moo 18. 1992 Maureen Forman’s pets 19. 1996 Anya Kuznetsova-Schafer ’96 family members Sasha (13) and new dog Joey 20. 2002 Ashley Lesser’s Tonkinese cats, Aziraphale and Crowley, who think they are dogs

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MADEIRA TODAY WINTER 2021

Pandemic Pets, 2002–2016

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CLASS NOTES

1. 2002 Caitlin Limonciello’s oldest son James on a hike with Tito 2. 2002 Halima Dumas Yorkie named Cocoa Bean 3. 2002 Stephanie Schwartz and Dana Schmidt ’80 being happy Madeira horse girls together (with horse partners Carl and Kyra) 4. 2004 Caroline Clark’s dog Cooper 5. 2004 Dahlia Rizk’s dog Daisy 6. 2004 Elizabeth Brokaw dog Faraday and rabbit Yeti 12

7. 2006 Anna Richardson’s cats Fever and Tremor 8. 2006 Christine Wang’s dog Bane 9. 2007 Katherine Lee Roger’s dog Coco 10. 2006 Jenny Enos Hurst dogs Darcy and Gerogie 11. 2008 Alicia DiGiammarino with her 10 month old puppy Loki 12. 2008 Sasha Shackelford ‘s dog taking in the view 13. 2008 Sasha Shackelford kayaking with Finn and Otto

14. 2009 Merrill Roth’s dog 15. 2011 Jennifer Levin with Rudi and Lexi 16. 2011 Mairin Wood’s dog Dutch and look-a-like doll Yoda 17. 2011 Katie Decker’s labradoodle Moose 18. 2015 Stephanie Royer’s French Bulldog Ricky

20. 2016 Elizabeth Leslie with Scipio an Australian Cattle dog and Russell Terrier mix

MADEIRA TODAY SUMMER 2021

19. 2015 Zishuo (Celine) Xing’s cat Sesame Ball

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Madeira Today Summer 2021

Articles inside

ALUMNAE AWARDS

MADEIRA MENTORS

EQUESTRIAN SPOTLIGHT

CO-CURRICULUM REFLECTIONS 10 YEARS AFTER GRADUATION

MADEIRA’S 10TH HEAD OF SCHOOL INSTALLATION

ARTS SPOTLIGHT

GRADUATION

OVAL & QUAD REFLECTIONS

ACADEMIC POWERHOUSE