Madeira Today Winter 2022 by The Madeira School

Contents Madeira Today WINTER 2022, Number 205 Published by The Madeira School 8328 Georgetown Pike, McLean VA 22102

Editor: Karen Joostema

OVAL & QUAD REF LECT IONS

Design: LucidCreative.co Photography: James Kegley & Freed Photography

BOARD OF TRUSTEES 2021–22

Alicia Marian Avery (Lili) ’72 Andrew Blocher (Andy) P’21, ’25

4 6

S NAILED IT !

S T U DENT CH ANGE- MAKERS

Ann Baker Boney (Missy) ’79 René E. Chaze P’22 William Eric Clark P’18 Lee Carol Cook P’19

Gaither Smoot Deaton ’88 Board of Trustees President Anne Faircloth ’87 Vice President Sue Luangkhot Hoppin ’87 Alumnae Council President

Bronwyn Hughes ’83

ENH ANCING T H E MADEIRA COMMU NIT Y

BEH IND T H E LONG-T ERM S U CCES S OF CO- CU RRICU LU M

Carrie Southworth Johnson ’95 Joy Johnson ’77 Vice President George Kaczmarskyj P’19,’22 Treasurer Emi Kolawole ’00 Louise Stillman Lehrman ’58 Avery Swing Miller ’86, P’19 Pilar Frank O’Leary ’87 P’21, ’24 Parents’ Association President Michelle Malek Olson ’86, P’24 Tracy G. Savage ’66 Kumea Shorter-Gooden ’70 Anita Patel Tolani ’91, P’24 Secretary

ARTS S P OT LIGH T

AT H LET IC S S P OT LIGH T

P OET RY P ET T ING ZOO

S T RAT EGIC P LANNING

CLAS S NOT ES

MILES TONES

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: alumnae@madeira.org

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OVAL+QUAD G R E T C H E N WA R N E R HEAD OF SCHOOL

Dear Madeira Friends, Over the past few months, I have heard students

“

Students are actively engaged in learning in their classes, they have returned to Capitol Hill, and they have also forged new paths and internships.

”

get to the answer. By contrast, complex challenges “contain many interdependent elements, some of

express gratitude in abundance! Most touchingly,

which may be unknown and may change over time

students expressed gratitude for all things Madeira—

in unpredictable ways... and as a result solutions to

faculty, staff, those who came before and those who

complex challenges typically... require the willingness,

will come after, advisors, friends, pets, and parents.

humility, and ability to act, learn, and adapt.” There

More than anything, students are grateful for their

is no better example of a complex challenge than

campaign has been completed, with the impact

Madeira education.

navigating the future of education in 2022. I am

evident all around; our 2022–2027 strategic plan-

grateful for the support of Madeira’s Board of Trustees,

ning process is well underway; we have innovation

As we have entered the evolving “new normal,”

F R O M T H E E D I TO R Madeira is on the move—the All the Difference

the faculty and staff, the parents, and our many alums

in our classrooms; and we are about to break

pre-2020, save for the masks and remnants of physical

for their partnership as we navigate the complexity

ground on our STEAM Center!

distancing. Students are actively engaged in learning

of education both now and in the future.

life and learning at Madeira looks much like it did

in their classes, they have returned to Capitol Hill, and they have also forged new paths and internships. In the summer of 2021, I wrote about the impor-

And speaking of the future, we are a mere three months from the groundbreaking of Madeira’s largest academic space to-date—the STEAM Academic Center.

Our signature Co-Curriculum program continues to be a critical part of delivering Madeira’s mission to launch women who will change the world. After all, how can our students change the world if they have not experienced it?

tance of connection and culture, particularly as we

More details about the event as well as the programs

still operate and educate in ambiguous circumstances.

and possibilities that will fill this space will be commu-

These two cornerstones of Madeira continue to be

nicated but mark your calendar for this special event

program. We give you a behind-the-scenes glimpse

on April 29.

at some of our longtime partner organizations

critical, and to that end we are highlighting the work and roles of two new leaders to Madeira: Dean

Madeira is rooted in our compelling mission,

of Student Life & Culture Kelli Perkins and Chief

vision, and research about how girls learn and thrive in

Advancement Officer Emily Kasof. Their work as

both a complicated and complex world. Madeira’s

culture curators is highlighted in this magazine.

mission is made for this moment!

As we work to maintain, build, and strengthen Madeira’s culture and community, I reflect on a recent

This issue explores some of the reasons for the long-term success of Madeira’s Co-Curriculum

(perhaps you or your classmates interned at one of these?!) and share what it takes to secure partnerships and prepare our students for this life-changing opportunity. Even as Co-Curriculum evolves and the program moves forward, it remains an enduring example of

Sincerely yours,

experiential learning at its best. Through it, Madeira

article written by Rebecca Zucker and Darin Rowell

graduates gain the resumé and the readiness to

in the Harvard Business Review. They share strategies

thrive in an ever-changing future.

for leading through uncertainty and encourage leaders to make a clear differentiation between

Gretchen Warner

you can “break the problem down into discrete parts, consult with an expert (or several), and generally find a solution.” For example: interpreting the tax laws is complicated but with expert consultation you will

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KAREN JOOSTEMA Send comments to KJoostema@Madeira.org

MADEIRA TODAY WINTER 2022

“complicated” and “complex.” With complicated issues

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“Go Go, Escargot!”

Snailed it! OUR BELOVED SNAIL MASCOT,

Shelly, can be seen all around campus, whether she’s encouraging teams at the turf field or cheering in the gym at the pool. Wherever she is, you can bet she’s using our beloved chants, like “Go Go, Escargot!” and “Snailed It!” Her full name is Shelly Cargot... That’s “S. Cargot” for short (get it?).

MADEIRA TODAY WINTER 2022

We fully embrace our love for the snail!

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HUMANITIES

ENTREPRENEURSHIP

ATHLETICS

HUMANITIES | KYRA J. ’22

Engaging with history in a unique way Kyra has been working as a historical document transcriber for the Smithsonian. She transcribed and peer-edited documents and published them to the Smithsonian database. These documents fell into a wide variety of areas, but some examples are letters received from the Freedman’s Bureau and research on the Bumblebee Project. Kyra decided to undertake this because of her passion for history. “I believe history is a fantastic way for us to grow as a global community and ensure robust educational programs in the future,” notes Kyra. “I have always wanted to be in a career where I can be a lifelong learner. Transcribing these documents gives me the opportunity to expand my knowledge of the world and how it has been shaped by historical events.”

SERVICE | LARISSA B.F. ’24

Spreading inclusivity and awareness Larissa has been involved with Special Olympics since 2015—ever since her brother joined as an athlete at age three. She was thrilled to be able to weave her passion into her Co-Curriculum internship. One of her big accomplishments during her internship was planning her own Special Olympics Young Athletes event, which was a tremendous success. Larissa did such an amazing job that her supervisor offered her a two-year position on the Youth Leadership Council of Special Olympics Virginia. “Kids with special needs have been one of my biggest passions ever since my brother was born,” Larissa proclaimed. “Bringing joy to all of the kids in the program reminds me every day why I love the Special Olympics mission. My position on the Youth Leadership Council means I will continue to spread inclusivity and awareness towards people with intellectual and developmental disabilities.”

Students

Making Change one passion at a time Madeira students have a wide range of interests and passions. From advocacy to athletics, and humanities to STEM and beyond, Madeira girls are steadfast in their desire to jump into something they care about deeply. We celebrate their talents and accomplishments with examples from a few of the many students in our impressive student body pursuing their passions.

RESEARCH | ASHLEY Z. ’22

Analyzing historical data on women in higher education Ashley is passionate about history, particularly focusing on reviewing historical data as a way to analyze progress. She decided to pursue an independent research paper about women pursuing higher education in greater numbers during World War II. She studied dozens of sources, including past research and statistics of enrollment over the years adjacent to and during the war. She also analyzed college annual reports, which she believes had not been done prior. Her 30-page paper was recently published in the Winter 2021 issue of The Concord Review. “I love history in many ways, but I think one of the most special aspects is mapping progress over time and observing the impact it leaves on our world today,” Ashley said. “That is exactly what I was able to do in my paper.”

ADVOCACY

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SERVICE

RESEARCH

STEM

En garde! A passion for fencing Michaela is a fencing phenom and is currently ranked 6th in the world in junior epee fencing. Since she began fencing at 11 years old, she has ascended in the sport quickly. She is a member of the Junior World Championships Team and the Cadet World Championships Team. She recently trained with the Paralympic Fencing Team as they prepared for the Tokyo Olympics. Michaela has committed to continue her fencing career at the University of Notre Dame.

MADEIRA TODAY WINTER 2022

ATHLETICS | MICHAELA J. ’22

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Using data to affect social change Moniola interned for Avivar Capital, a firm that focuses on impact investing and promoting societal change through finance. She shared, “I’ve always been fascinated by finance and business, and when I learned that Avivar Capital focuses on promoting inclusion through financial markets, I was thrilled at the prospect.” Moniola contributed to many projects including promoting diversity in the finance world, the intersection of diversity and finance, and conducting research about the transparency between banks and minority-owned businesses. She did such a fantastic job as Avivar’s first-ever high school intern that they invited her to stay on as a summer analyst. “The whole experience was fantastic,” Moniola reflected. “It provided me with more insight into a facet of business that I previously had no experience with. I was able to learn about finance through a lens other than Wall Street, particularly regarding bringing about change in the field.”

ENTREPRENEURSHIP | LINDSAY P. ’23

Helping small businesses Lindsay spent her junior year Capitol Hill placement interning for the Committee on Small Business. She chose this particular placement due to her passion for entrepreneurship and desire to help small businesses. Over the course of her internship, Lindsay helped her supervisor organize a hearing, contributing questions for representatives and witness interviews. “The Committee is important to me as an entrepreneur because the members are responsible for passing legislation aimed to help small businesses,” Lindsay noted. “The pandemic has caused an increase in demand for government funding, so the committee’s role is as crucial as ever. My internship solidified my desire to be an entrepreneur in the future.”

STEM | SEVGINAZ G. ’23

Programming an app that can map the moon Sevginaz (“Sev”) was part of a team that competed in an app development challenge hosted by NASA. The challenge was to create an app that was able to map the south pole of the moon based on coordinates provided. The team was one of the top teams in the entire competition. The top ten teams, including Sev’s team, attended a final event and earned awards. During the development phase of the competition, teams consulted with NASA scientists and NASA leadership. “I learned so much throughout this entire process,” Sev stated. “I learned the Python coding language as well as GitHub and PyCharm. I also learned about the importance of stepping out of your comfort zone. At first I thought I was too inexperienced, but I quickly learned that I could do a lot more than I expected and I'm proud of that.”

MADEIRA TODAY

Madeira girls have always embraced the bold mission of launching

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women who change the world. Passions are varied and each person contributes in a unique way. While changing the world holds different meanings depending upon one’s perspective, one thing is clear: It’s safe to say that the world is in good hands with Madeira students.

Enhancing Madeira’s Community Meet the newest members of the Administrative Team, working with the current leadership to continue enhancing the culture of Madeira. Kelli Perkins, Madeira’s Dean of Student Life and Culture is working on behalf of the students and adults to build community and foster positive relationships throughout the School. Our new Chief Advancement Officer Emily Kasof is charged with authentic engagement of all constituencies in building Madeira’s culture of philanthropy.

Kelli Perkins Dean of Student Life and Culture “The joy the students have is the most exciting thing about Madeira. Our students enjoy learning, being with each other, being with the adults, and just being here,” shares Madeira’s Dean of Student Life and Culture Kelli Perkins. “Their joy is contagious!” A major initiative that Kelli, a boarding school alumna and doctoral candidate focusing on equity and inclusion issues in schools and the workplace, is implementing is a commitment to restorative practices as our approach to building culture and community. Restorative practices are techniques that allow us to strengthen relationships between individuals as well as social connections within Madeira. Centered around conversations, these strategies support healthy relationships between students and educators as well as resolve conflict and address the needs of a community in holistic ways. She is also continuing to help develop the intercultural competence of Madeira’s adult community, centering on inclusion and equity. In thinking about her first few months at Madeira, Kelli notes, “What inspires me most about Madeira is how outspoken our students are. They are not afraid to use their voices and to challenge systems. They really are going to change the world!”

Emily Kasof Chief Advancement Officer Among her top priorities, Emily is working to ensure that the entire Madeira community feels seen, heard, and appreciated. To make that happen, the Advancement team is focusing on assessing the needs of the department and volunteers, strengthening relationships between Madeira and all members of the community, as well as making sure that Madeira’s operations align with best practices. From her earliest glimpses of Madeira, Emily shares, “I fell in love with Madeira’s mission and vision to launch women who change the world and to lead innovation in girls’ education. Madeira is clearly a place of passion and caring.” From the start of her career at New York City Ballet to her most recent position as Chief Advancement Officer at The Dalton School in New York, Emily has always prioritized the organization’s mission and relationships, noting that, “Best practices and processes continue to evolve, but the central components of mission and people remain constant.”

WHY WERE DEPARTMENT NAMES CHANGED? The shift in names reflects the changing focus and function of each group. Student Life and Culture (formerly “Dean of Students”): The new name reflects the increased importance that culture-building plays within the Madeira community, where inclusion and equity are fundamental to what we do. By centering the student voice, we maintain the joy among our students. Advancement (formerly “Development”): The term “development” is often associated with a fundraising focus, and at Madeira we aim to do more. We have shifted to the broader “Advancement” term to reflect our expanded lens. Beyond fundraising for the annual fund and future campaigns, the team will also focus on strengthening relations with alumnae, parents, and friends, leveraging data, and collaboratively supporting the School’s mission.

MADEIRA TODAY WINTER 2022

ADVOCACY | MONIOLA O. ’22

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BEHIND THE AND THE

Resumé

Readiness H OW CO - C U R R I C U LU M R E M A I N S S U CCESS F UL

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The Co-Curriculum program has been transforming lives and helping launch women who change the world for over 50 years. In that time, Madeira has secured more than 13,000 internships. Co-Curriculum is Madeira’s signature differentiator—so important to the School’s success that establishing an endowment to support the program was one of the pillars of the recent All the Difference campaign. We have shared countless stories over the years about how Co-Curriculum has profoundly shaped careers, paved paths, and given front row seats to significant moments in history. But what is it that gives this program staying power? How has Co-Curriculum thrived for over five decades? And why do we want to ensure it continues to prosper into the next five decades? This story explores the reasons for the long-term success of the program.

There are many reasons for the success of the program, but one important contributor has been the continued partnerships with our long-term placements. Some of Madeira’s partners have hosted hundreds of Madeira interns over multiple decades. At the heart of the partnership is how much value our placement offices gain from the work of Madeira interns. No one understands this better than offices that have been long-term Madeira intern hosts.

PEER ROLE MODELS

One such office is Kilmer Center, a school for students with intellectual disabilities. Career and Transition teacher Patricia Kyle has been with Kilmer for three decades and appreciates how Madeira volunteers help Kilmer students develop as effective communicators who can advocate for themselves. “Madeira students are peers who model effective communication, social skills, and problem-solving skills with Kilmer students.” Kyle adds, “Madeira interns truly help us accomplish our mission.”

CONTRIBUTIONS EXCEED EXPECTATIONS

Capitol Hill partners often remark that that the work of Madeira’s interns exceeds expectations. In fact, Madeira interns often end up supervising college interns. “In my career, I have encountered many college students and young professionals who were nowhere as prepared for the workplace as Madeira students,” notes Nancy Parrish, Executive Director at Women’s Action for New Directions, an organization that builds women’s political power to advocate for security and peace with justice. “Their poise, confidence, and contributions are those of self-assured, mature women.”

POSITIVELY IMPACTING ACHIEVEMENT

Echoing the value Madeira students bring to her organization is decade-long partner Janet Dougherty of Garfield Elementary School. “Garfield is a Title I school, and our students benefit both socially and academically working with Madeira volunteers.” Dougherty continues, “Working one-on-one or in small groups with Madeira students increases Garfield student achievement.” Through volunteering at Garfield, numerous Madeira students have gained firsthand perspective on how school is a joyful place in a different community.

WELL-PREPARED FOR THE WORKPLACE

Madeira interns are well-prepared to enter the workforce and bring relevant skills with them. Joan Mower ’67 who has hosted many Madeira students for over 15 years at Voice of America (VOA) appreciates how her interns have helped make her presentations shine. “Madeira students are tech savvy and can make my communication more visually appealing when I don’t have time,” Mower shares. “In addition, Madeira students help me keep in touch with the youth demographic that is important in my work.”

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Madeira Interns Provide Value to Long-term Partners

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Long-term

Partnerships

OPENING DOORS TO NEW PLACEMENTS The value Madeira interns bring to their placements works both

ways. Madeira is proud to count on numerous long-term partnerships that not only host students year after year, but they also give a sense of confidence to new partners. “When I meet with a potential new partner,” notes Director of Co-Curriculum Andrew Sharp, “and I explain to them that we have been working with the Kilmer Center since the early 1980s, that is incredibly powerful. It gives the program instant credibility.” With regular new faces on Capitol Hill, word of mouth is important. When new members of Congress hear about the stellar reputation of Madeira interns, it entices them to get involved as well. Sharp adds, “We have had some Congressional partners for a decade or longer, and those offices help Madeira attract new offices.” ALEXANDRIA JOHNSON ’18 WITH THE LATE CONGRESSMAN, ELIJAH CUMMINGS

2006

2010

FALLS CHURCH MCLEAN CHILDREN’S CENTER

KILMER CENTER

VOICE OF AMERICA (US Agency for Global Media)

GARFIELD ELEMENTARY SCHOOL

Partner since 1974

Partner since 1982

Partner since 2006

Partner since 2010

Falls Church McLean Children’s Center (FCMLCC)

The Kilmer Center, a school for students with intellec-

Voice of America (VOA) is the largest US international

Garfield Elementary School is a Title 1 educational

is a preschool for low-income families and families

tual disabilities, has welcomed 191 Madeira interns who

broadcaster, providing news in more than 40

institution, which means that most of its students

whose first language is not English.

have each played a role in helping Kilmer students.

languages to a weekly audience of 311 million people.

qualify for free or reduced-cost lunches.

Megan Ling, who works at the Center, raves about the

Patricia Kyle, who has worked at Kilmer for 31 years,

Madeira alumna Joan Mower ’67, the US Agency for Global

Garfield school counselor Janet Dougherty, who has worked

work ethic of Madeira interns. “FCMLCC appreciates the

reflects on partnering with Madeira students. “I appreciate

Media’s head of development, has been overseeing Madeira

with Madeira interns for 11 years, appreciates what the

ways Madeira volunteers have supported teachers and

the Madeira students’ energy and compassion. Although

interns throughout the 15-year partnership. “Interns have

interns have meant to Garfield students. “We are so apprecia-

children,” Megan begins. “They help teachers by reading

they are only at Kilmer for a few weeks, the volunteers are

worked with me on developing training programs,” Joan

tive of all the Madeira volunteers for the positive impact they

to children, setting up activities, restocking classroom

able to build meaningful relationships with our students.”

explains. “They have done research on subjects such as

have had on our students,” Janet reflects. “They inspire us all

water scarcity to show journalists how to cover water

by giving their time, talents, and hearts to support Garfield

materials, and extending children’s play by engaging with

Kristin Joostema ’16 reflected on her time at Kilmer

them. We are so thankful for the opportunity to get to

noting, “The highlight of my time was most definitely the

shortages by finding ways people are conserving water.

kids. Every year I am impressed by the work ethic of our

know each volunteer from Madeira. The thing that stands

people I met and grew close to. From the students in my

They have also done broadcasting themselves, written

kind, caring Madeira volunteers. They come to Garfield with

out most is the willingness of Madeira volunteers to

smiles and positive attitudes. They work hard to build

classroom to the teachers I worked with, the school

radio and TV scripts, and had exposure to parts of the

actively participate with the children. On the days that

administrators to the other Madeira students in my group,

broadcast industry.”

they are not here, the children will often ask for them. This

everyone involved made each day so worth it. Even after

speaks volumes about the large impact they have.”

a challenging day, the energy from the connection we

of America, “I felt more connected to the world, not only

all shared made me excited to return. I enjoyed growing

because our assignments involved research about

at Garfield and shared, “This has been one of the most

in Spanish and English for the kids who speak different

closer to other Madeira students from different grades

numerous international affairs,

fulfilling experiences so far in my Madeira timeline. I am

languages… I have also grown and developed stronger

who also interned at Kilmer. My younger friends would

but also because of the diversity

able to help the students grow academically and socially

bonds with the children, and they trust me much more.

make sure to say hi to my old students and mentors, and

of the people working at Voice

while learning so much about myself. For instance, the best

The other day I made a drawing for a girl in my class, and

it was always special to watch their eyes light up as they

of America.”

part of my week was helping a student read. Together we

Ava D. ’24 reflected on her time saying, “I read books

MADEIRA TODAY WINTER 2022

1982

Jody Baik ’14 reflected on her experience at Voice

relationships with both students and teachers. They take initiative and are willing to help with anything.” Annamaria K.T. ’24 recognized the value of volunteering

she responded with “I like you” and she smiled. It makes

talked about their experience, just as mine had while

pronounced the words and I asked the student academic

me feel happy to know that the kids are happy when they

I was there.”

reading questions (as I learned to do from the reading

are with me.”

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JOAN MOWER ’67 MENTORED KIANA SEECHARAN ’16 AND SOPHIA BENESKI ’16

specialist at Garfield).”

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1974

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Securing Partnerships

MENTORS MAKE A DIFFERENCE

In addition to their placement supervisor, each junior and senior gets paired with a mentor who can give them

What does it take to secure over 250 internships each year?

career advice, help students learn more

And how does Madeira prepare our girls so that we consistently hear

about their issue topic, or share information

how effectively they perform on the job? Take a look behind-the-scenes

about an organization or industry. Madeira

at how the Co-Curriculum team ensures this dynamic program continues

alumnae have stepped up as mentors to

to evolve and impress.

current students with amazing outcomes.

Thank you to our amazing mentors!

HOW DO MADEIRA STAFF SECURE CO-CURRICULUM PARTNERSHIPS? NETWORKING

Everything in Co-Curriculum is about networking and connecting. From social networking to in-person networking to cold-calling, the Co-Curriculum team continuously

WOMEN HELPING WOMEN

PARTNERSHIP DATABASE OF PAST INTERNSHIPS

adds to the impressive list of partnership opportunities available to Madeira students. The team is particularly grateful for alumnae, parent, and friend connections who can pave the path to offer new internships. Co-Curriculum team members are experts at securing new placements. “One tip is that in the first few minutes

ALUMNAE NETWORK

PREPARATION

I talk with someone, the discussion should not be about work. I start with the human connection,” advises Assistant Director of Co-Curriculum Shanice West. “I can tell you a fact about each of our partners that is not related to their job. These are the people who are going to directly work

COLDCALLING

PERSONAL CONNECTIONS

with our students and it’s important that we learn about them as we consider matching them with a student intern.”

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SOCIAL NETWORKS

EVENT ATTENDANCE

ELLIE PEAKS, ASSISTANT DIRECTOR OF CO-CURRICULUM SHANICE WEST, ASSISTANT DIRECTOR OF CO-CURRICULUM ANDREW SHARP, DIRECTOR OF CO-CURRICULUM

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From left to right:

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Then vs. Now 31.2%

A COMPARISON OF HOW INTERN PLACEMENTS HAVE CHANGED OVER TIME

7.9%

range of industries, the types of placements, and the opportunities to pursue passions have expanded greatly since the early days. As the MADEIRA TODAY WINTER 2022

world has changed, so too has the demand for

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certain internships. For example, the number of students interning in the science, engineering, technology, business, law, and advocacy fields has increased exponentially.

4.2%

has drastically decreased since 1978 while science and engineering placements have skyrocketed. Health care and advocacy remain steady and consistent. Computer programming as a field did not exist when the program began. With its increased importance, more students have pursued internships related to programming. The first known computer programming internship for a Madeira student was in 2007.

NOTABLE TRENDS • Health Sciences has nearly doubled since the 1970s and 1980s. •B usiness & Finance has returned to a high of the 1980s (both periods were times of economic expansion following recessions). • Education has dropped to its lowest level. •J ournalism, Communications, Marketing reached their high in the 1980s. Today, more students are interested in communications and marketing, but not the traditional media. • I n the 1970s, the second largest category was Arts, Entertainment, Sports, Recreation. Today, students intern with artists, graphic designers, and entertainment companies, but not museums or galleries. • The most significant growth area is with Science, Technology, Engineering, & Mathematics (STEM) fields.

MADEIRA TODAY WINTER 2022

ships have become much more diverse. The

, ns

CHANGED Over time, the student intern-

students interning with parks and museums

io at

RANGE OF PLACEMENTS HAS

Other interesting tidbits: The number of

and Goodman Media International.

E ST

and Media, Speakerbox PR, Voice of America,

dren’s Hospital, 40 to the Citizens for Nixon-

l ic ga un Le m om ,C m lis g na in ur et Jo ark M

have been replaced by new media like Mind

by Spring Hill Elementary School, 11 to Chil-

e ar C al m ni A e nc na Fi & s es in us B es nc ie Sc lth ea s H ic lit Po t/ en ) nm , cy er ity ca ov un o G m dv A om s ( C t, ice ofi rv pr Se on al , t N ci en on So i nm t ai ea rt cr te Re En & s, s, rt t A or , Sp ks s) ar ol (P o n ch io , S at s uc um Ed use M

NPR, Washington Examiner, and Newsweek,

sent 16 girls to work as teachers’ aides at near-

Citizens for Humphrey-Muskie campaign.

Traditional news organizations, such as

In its infancy, the “Wednesday Jobs Program”

Agnew headquarters, and 20 to the competing

THE “WEDNESDAY JOBS PROGRAM”

2.2%

ed in 1969—with each senior spending two weeks off-campus at a job she chose.

4.4%

5.3%

6.6%

7.4%

6.1%

for field trips, speakers, and volunteering. The “jobs program” was also institut-

6.1%

the 1966–67 academic year by experimenting with student internships. In 1969, the academic schedule was changed to a four-day week, opening Wednesdays

11.2%

10.2%

12%

Co-Curriculum—just take a look at its early history. The program began during

14%

15.4%

17.7% 15%

Adaptation and an openness to innovation and change are not new to

1.8%

20.8%

Evolution Over Time

SENIOR PLACEMENTS NOW (2017–19)

SENIOR PLACEMENTS THEN (1972–74)

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Progressive

The School began structuring Co-Curriculum by grade in the 1970’s so that each grade had a distinct purpose. Ninth graders remained on campus to build important skills; sophomores engaged in community service and non-profit organizations; juniors worked in congressional offices, campaign headquarters,

Skill-building

or government agencies; seniors explored career interests. Though there have been numerous iterations of the program since, the idea of building progressive skills at each grade level is still a guiding principle of the program today.

9TH GRADE

10TH GRADE

11TH GRADE

12TH GRADE

9th Graders

Sophomores

Juniors

Seniors

Ninth graders begin their journey on campus and

Sophomores explore the concepts of social responsi-

After their sophomore experience, juniors are prepared

Having completed two internships, seniors are

learn about their identity and how that relates to

bility and civic engagement by volunteering in the

to work individually in a Congressional office. The junior

given the freedom to choose what they wish to

others. They practice skills that will be valuable

local community. Students volunteer in teams and

Co-Curriculum and US History course are an integrated

pursue based upon an interest or passion.

assets as they prepare to move into the workforce

together consider ways they might support the

program. In their US History courses, students develop

in later years.

community. One day a week, students reflect on their

knowledge and practice skills that help them be effective

PROGRAM GOALS

• Explore individual passions, interests, and curiosities

service in “Learning to Serve” discussions and build

interns on Capitol Hill. While on Capitol Hill, juniors

PROGRAM GOALS

their team skills with Calleva, the outdoor leadership

conduct field research for their final US History project.

• Understand Madeira’s history and purpose

program on Madeira’s campus.

• Prepare for the next few years at Madeira SKILLS

• Online portfolios • Community building • Teamwork • Financial literacy • Digital well-being • Public speaking

PROGRAM GOALS PROGRAM GOALS

• Examine our responsibility to others •D evelop the character and skills to serve others as individuals and as a team •K now that meeting others where they are and building relationships is essential to serving others SKILLS

•B uilding a cohesive team that can effectively address challenges and tasks •C ollaborating with people from different backgrounds, perspectives, and experiences •L eading and managing respectful and meaningful dialogues

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•D eveloping the relationships necessary to be in service to others

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•M anaging the expectations of a professional workplace, such as dressing appropriately, clearly communicating with supervisors and colleagues, and being timely

•S ee that problems facing nations and communities are complex and deep-rooted, requiring a sophisticated understanding of the issues and the people affected •U nderstand the differing and often contradictory concerns and motivations of people when effecting change in a democracy •K now that effecting change requires building relationships among different communities

•R eflect upon how personal goals, interests, and curiosities inform future learning and careers SKILLS

• Communicating proactively and clearly • Organizing priorities, work, and schedule • Managing time

SKILLS

• Reflecting and setting goals

• Self-marketing via the cover letter and resumé

• Identifying personal interests and curiosities

• Increased independence, initiative, and resilience

• Presenting to a small audience

•R esearching, analyzing, and presenting data gained from the intership experience

• I dentifying and asking questions for professional development and learning

•C ommunication and presentation skills in a professional environment • Problem-solving and reflection

“The most important skill I learned while working on Capitol Hill was how to advocate for myself. I was by far the youngest member of a large Senate office, and overlooked when it came to real work opportunities.

• Navigating unfamiliar and new situations

It was hard to overcome the initial intimidation I felt, but by networking through the office and asking for

•C ollecting and presenting evidence of their skills in their Career Portfolio

more challenging work, I was able to create an amazing internship. By the end, I was representing the office at briefings, giving tours, meeting constituents, and even training other interns. I grew so much during my time on the Hill—I learned how to adapt and gained confidence in my abilities.” SAHANA BHAGAT ’17 ON SKILLS LEARNED DURING HER JUNIOR YEAR INTERNSHIP

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• Gain life skills for future interships

•K now the requirements and pathways of committing to a new opportunity

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Preparation is key to success

The 5 prep sessions

Once the placements are set each Mod, the attention turns to ensuring

The skills girls are building—how to write a resumé, prepare for an interview,

students are prepared for their work. The first step is to listen. Our

understand a workplace structure and hierarchy, how to speak to a wide variety of

Co-Curriculum staff meets individually with each student to determine

people in a professional manner, and how to present themselves professionally—

their goals, hopes, fears, and questions regarding the upcoming internship. The preparation sessions are some of the most crucial steps in the process. These are aimed at instilling and developing professional skills that students will need for their internships and beyond. Thorough preparation is one of the reasons Madeira interns are often mistaken for college students in the workplace.

all help prepare them for a sucessful future. 1. INTERVIEW PREPARATION

The first session is centered around how to get a job. This includes resumé writing, interview preparation, and what to expect from the internship matching process. 2. THE WORKPLACE AND PROFESSIONAL WRITING

The second prep step is focused on the office environment and how to function in a professional workplace. Students learn what a workplace hierarchy is, what a supervisor’s role is, communicating with colleagues, and how to write professional emails. 3. PHONE TRAINING AND CONSTITUENT COMMUNICATION

Another prep session focuses on how to behave professionally when on the phone, which tends to be a highlight for students. Co-Curriculum staff role play several different constituents and the students have to figure out a way to communicate with each of them. 4. PROJECTING A PROFESSIONAL IMAGE

Professional attire is one aspect of learning to project a professional image in an office setting. The Co-Curriculum office sets up an event called “Finish in Style,” where students can browse the collection of professional clothes that has been built up through the years.

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For juniors, orientation includes meeting with two Congressional staffers, who provide advice, answer questions, and walk the students to the offices where they will be working each day. Topics with Congressional staffers include the role of an intern, what the students can do to excel in their office, and how to work for someone with whom you disagree politically. Finally, the staff offers support to the students throughout their time on the Hill. Each student is assigned a mentor who will be available should questions or issues arise during their internship. For seniors, who work at a variety of career-oriented placements, the orientation includes meeting the supervisor and learning about expectations for the five-week internship.

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5. ORIENTATION

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Enhancements & Innovations

ONLINE PORTFOLIO TO DEMONSTRATE CAREER SKILLS, ACCOMPLISHMENTS

Starting in their sophomore year, students are introduced to an online portfolio system called CareerPrepped. This system enables students to create an online portfolio which provides evidence of their accomplishments and growth in skills and allows teachers to “endorse” student claims. The system also provides students with self-guided “Skill Builders” to help them develop their professional soft skills, such as managing self-directed learning, receiving feedback constructively, and designing feasible plans. By the time they graduate, students will have a portfolio that captures their experiences in Co-Curriculum, their development of the skills needed to be successful in the 21st century, and their accomplishments in and out of the classroom. Whether students continue to use CareerPrepped or move to other professional networking sites like LinkedIn, they will have learned how to create a positive professional presence online and will have seen growth in their skills.

As this formative program has evolved through the years, adapting to a changing workforce and new challenges, one thing has remained constant—Co-Curriculum continues to innovate within the tradition of the program. Keeping in tune with workplace trends and best practices in educating young women, Madeira’s Co-Curriculum continues to re-define experiential learning at its best. A few examples of our most recent enhancements include the online portfolio, mentor program, remote placements, virtual internships, and the junior legislative proposal.

MENTOR PROGRAM CONNECTS

REMOTE PLACEMENTS AND

THE JUNIOR LEGISLATIVE PROPOSAL

ALUMNAE WITH STUDENTS

VIRTUAL INTERNSHIPS

TIED TO THE US HISTORY CLASS

The Madeira Mentors program, pioneered in 2020, pairs juniors and seniors with alumnae, building better connections between the past and the present and creating a stronger Madeira network. The Co-Curriculum Office works with students to identify the type of mentor they want and then coordinates the first meeting between the student and alumna. Issue-area mentors are matched with juniors, providing them access to expertise and resources related to their issue area for the US History research project. Students with similar research issue areas are grouped together and meet as a team with their mentor. As seniors, students can either have a one-on-one relationship with a mentor or be a part of a small group. The one-on-one mentor meets with the senior once a week during the five-week Co-Curriculum Mod, sharing their experience, answering questions about the specific career field, and giving advice on how to best utilize the internship. The other option for seniors is to meet in a small group with a general career mentor. This is for seniors who are unsure of the professional area they wish to pursue, and mentors help students think about potential paths for their future.

The workplace and the nature of work are changing and so are Co-Curriculum internships. The five-week block dedicated to an internship allows students to pursue placement opportunities across the country and around the world, such as interning with an environmental engineer in Mozambique, an Urdu print publisher in Pakistan, or a filmmaker in Mongolia. Students can also participate in internships virtually in the same way many of us now work from anywhere. Virtual internships give students practice in the skills and habits of the future workplace and enable them to connect to new possibilities outside of the Washington, DC area. For example, virtual internships have enabled students to intern with a writer in Los Angeles and a Nuclear Non-Proliferation convention in Vermont.

The junior year Co-Curriculum experience is integrated with the 11th grade US History class. In the first part of their US history class, students learn about the Constitutional framework for the United States government and examine how it has changed in practice over the years. Students begin researching an issue that is of personal importance to them. Working with the Co-Curriculum Office, students are paired with a member of Congress or an advocacy organization that works with the student’s issue area. While the students are at their placement, they will conduct field research that they will incorporate into a final Legislative Proposal. Many students share their final project with their placement supervisors.

TOPICS FROM RECENT JUNIOR LEGISLATIVE PROPOSALS:

Juniors choose a topic and are paired with a member of Congress to research the issue for a legislative proposal.

• Regulating Social Media • Correcting Sub-Minimum Wage for Disabled Workers • Protecting Vulnerable Immigrants • Ending Racism in the Public School Disciplinary Systems • Reforming the Electoral College • Reducing Mass Incarceration

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SHARED HER LEGISLATIVE

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PROPOSAL ON MAKING COLLEGE MORE AFFORDABLE WITH CONGRESSMAN SERRANO, WHO THEN SPONSORED THE BILL.

• Improving the Transition from Incarceration to Society • Expanding Medicaid • Expanding Eligibility under the Radiation Exposure Compensation Act • Making Reproductive Healthcare Accessible • Protecting the Environment from Oil Drilling • Electric Vehicles: The Road to a Cleaner Future

KATE MCGOWAN ’18 WITH SENATOR ELIZABETH WARREN

• Regulating Oil Spills in America • Addressing the Disproportionate Impact of Coronavirus on Minority Communities

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CAROLINE MCCULLERS ’19

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A Range of Student Experiences Senior placements represent nearly every professional field. By the time they graduate with three internships, Madeira students have resumés that rival those of college graduates. Here a few examples of recent experiences.

HEALTHCARE

TECH/DESIGN

• Observe kidney transplant

•C reate video games for e-learning using programs like Unity

• Assist with minor procedures for small animals • Participate in research on synthesis and optimization of novel diamond nanothread materials • Assist/guide physical therapy sessions

•R esearch sustainable products to incorporate into architectural plans •U se programs like Blender and Adobe Creative Suite to create client presentations/3D models

Fully prepared for

an ever-changing future. Whatever the future brings, Co-Curriculum will continue to evolve and keep preparing students for an ever-changing future. Thanks to long-term partnerships, continued program enhancements,

NON-PROFIT

COMMUNICATIONS/MARKETING

progressive skill-building, and the

WANT TO MENTOR A

• I nterview immigrants to help process legal services documents in native language

•D evelop social media content and strategy for a small business

endowment, Madeira graduates will gain

MADEIRA STUDENT OR

•A ssist with theater production and professional set design and construction

•R esearch visual brand strategy for clients

the resumés and the readiness to thrive.

HOST AN INTERN?

•R esearch and assist with creating report on model policies related to homeless

Co-Curriculum will remain an enduring

FOR MORE INFO:

• Assist with DEI research

program of experiential learning at its best.

703-556-8277 OR

• Draft press releases

RESEARCH/ACADEMIA

LOBBYING/LAW

•W ork with university-level library collections to process and edit primary sources

•O bserve court proceedings and depositions

•W ork with professional researchers at Library of Congress to contribute to PhD-level research

CO-CURRICULUMOFFICE@MADEIRA.ORG

•A ssist with document preparation for court proceedings •A ttend Capitol Hill briefings and write briefings tailored to client interests

13,000 1,127 12 339 26% 198 138 2

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TOTAL MADEIRA INTERNSHIPS SINCE 1966 INTERNSHIP PARTNERS SINCE 2000 FEDERAL AGENCIES HOSTING MADEIRA INTERNS MEMBERS OF CONGRESS HOSTING MADEIRA INTERNS SINCE 2000 % OF WOMEN IN CONGRESS SINCE 90S THAT HAVE HOSTED MADEIRA INTERNS DEMOCRATIC-HOSTED INTERNSHIPS REPUBLICAN-HOSTED INTERNSHIPS INDEPENDENT-HOSTED INTERNSHIPS

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CO - C URR IC U LU M — BY T H E N U MBE RS

2/2/22 2:01 PM

CO-CURRICULUM IN THE NEWS

Nationally, of high school students have completed a single internship.*

* “The Rise of High School Internships” 1/4/22 U.S. News & World Report Madeira’s Co-Curriculum program was highlighted in this article about the increasing importance of high school internships.

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100%

At Madeira, of students graduate with multiple internships.

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The Intersection of Art & Technology Visual arts at Madeira is growing and changing! With increased student passion for more digital media to create art, the School designed several exciting new course offerings, including Digital Drawing, 3D Modeling, and Programming for the Visual Arts. Each of these classes is taught by a different member of the visual arts team and designed to explore unique approaches to making art. 3 D M O D E L I N G A L LO W S C R E AT I V I T Y TO F LO W

In 3D Modeling, students learned three different Autodesk software programs, including Tinkercad, Fusion 360, and Meshmixer. The class is structured around open-ended style assignments, where students are given a prompt and allowed to let their creativity flow. Each assignment builds on modeling skills and tools, eventually leading to beautifully 3D-printed sculptures. This year the students took advantage of the class being offered in

ARTS

October to design fun 3D-printed pumpkins. Finally, students were given the opportunity to learn how a 3D printer works and build one from scratch.

A R T S S P OT L I G H T

Re-Imagining Visual Arts

I D E N T I T Y E X P LO R AT I O N T H R O U G H A N I M AT E D AVATA R S

Students developed their artistic dialogue and practiced drawing through the use of digital media in Digital Drawing class. They focused on scaffolded projects that included poster designs, publication and marketing materials, and film and animation. Students were encouraged to find their own style and approach to using Wacom drawing tablets, building comfort and expertise with the stylus and Adobe Creative Suite software. An animated avatar project, where each artist explored the concept of identity and community by creating an animated avatar or self-portrait, helped the students explore movement, minimalism, and representation. CO D I N G M E E T S V I S U A L A R T S

Programming for the Visual Arts students explored the intersection of coding and visual art by using the programming language Processing.js, which allows students to create interactive content on the web. Throughout the Mod, students learned this language

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was an interactive piece of artwork that displayed their newfound programming, animation, and design skills. ABOVE: 3D printer printing Fusion 360

model for Halloween pumpkin project ADJACENT PAGE: Digital animations

created in Adobe Photoshop and coded using Processing.js

The art world is an ever-evolving place that inspires students and teachers to push the boundaries of making art. Digital media and animation are part of that world and Madeira is very excited to explore the intersection of art and technology.

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through a combination of Khan Academy classes and projects. The culminating project

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FA L L S E A S O N R EC A P

ATHLETICS Madeira Athletics was in full swing this fall as eight teams in five sports competed in a full schedule.

SO CC E R

The soccer team had a fantastic learning experience as they continued to improve throughout the season. The team earned their first tie against Connelly School of the Holy Child, 3–3 and also earned a tie against top-ranked Stone Ridge, 3–3. A highlight of the season was winning their first game against Saint James on Senior Day, 3–0.

Congratulations to all our athletes on an incredible season. Go Snails!

C R OS S CO U N T RY

Senior captain Michelle W. ’22 broke a 23:00 5K for the first time in her career at the Virginia Independent School Athletic Association State Championship. She finished first among the Snails with a personal best time of 22:50.5. Kayla S. ’25 and Shelby E. ’25 finished their debut seasons with personal records of 23:25 and 24:11 respectively. Throughout the season, the team continued to set

VO L L E Y B A L L

Varsity Volleyball finished their season with a record of 11–7. Lindsay R. ’24 led the team in serves, earning her team 48 aces on the season. Senior Adriana A. ’22 led the team on the attack with 138 kills. Olivia P. ’24 was solid on defense, with 19 solo blocks and 13 assisted blocks. Senior Caroline K. ’22 led the team with 176 digs on defense and assisted in the offensive effort with 96 kills and 44 aces.

new personal bests in practices and on race days. TENNIS

The field hockey season was characterized by tremendous improvement as the team scored 12 goals throughout the season. Top scorers include seniors Alanna K. ’22 and Paige D. ’22, with Logan D. ’25 and Claire R. ’24 tacking on one goal each.

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Goalie Ava S. ’23 had an incredible 418 saves this

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season (the coaches are convinced this is a record)! Madeira Field Hockey had an amazing season of growth and we look forward to seeing how far they will go next year.

The season closed with a continuous improvement process firmly in place. The Junior Varsity team won two matches and the Varsity won four. Every Junior Varsity flight contributed to wins and performed better as the season progressed. The Varsity athletes represented Madeira with class and poise. The singles lineup responded to the challenge of facing more highly skilled opponents by focusing on selfimprovement. Sophia K. ’23, Saira V. ’22, Suhani M. ’22, and Elle C. ’25 made impressive strides in positioning, anticipation, and in the case of Suhani, adding spin and slices to her game to great effect. The doubles teams became a force as the season progressed and they grew adept at changing strategies and mastering the net game.

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FIELD HOCKEY

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MADEIRA makes poetry accessible and fun

nglish teachers Jillian Meyer and Chelsea Land joined forces this year to make poetry more accessible by creating the “Poetry Petting Zoo” for their ninth grade English I students.

After discovering that their students had never really had the opportunity to approach poetry as a relevant, fun literary form that isn’t scary or boring, they began to work together to update the English I assignments to encourage and support students in their return to in-person instruction and to make their learning relevant and relatable. Together they collected over 60 books of poetry and brought their classes together for a trip to the Zoo. POET RY PET T ING ZO O IN SP IRES STUDEN TS “The

Poetry Petting Zoo gives students an opportunity to encounter poetry on their own terms and to discover what they like, what they don’t, and what poetry is to them,” said Ms. Meyer. “This collaboration is the catalyst for online and inclass discussions of poetic form, style, devices, and interpretation that forms the foundation of their Poem of the Week presentations.” In one Zoo exercise, students were asked to find a poem they like, didn’t like, didn’t know could be a poem, disappointed them, made them mad, or grossed them out. Then they posted their poems with an explanation of why they categorized them that way in the online class discussion board. “The Poetry Petting Zoo helped me get to know poetry in a fun way because not only was I exposed to different forms and styles of poetry, but I was introduced to it while still receiving feedback about the things I was reading from friends. I learned poetry can be in paragraphs, it doesn’t have to include a rhyming stanza, and it can be in the form of song, speech, and much more,” said Kendall A. ’25. “My favorite thing about the Poetry Petting Zoo was the structure of the activities. It allowed for intriguing discussions about the poems we discovered. We were able to collectively share our opinions about a phrase or a specific word choice the author used. There were a variety of poem books to write from and when people wanted to exchange books, they were able to recommend poems and explain their thoughts.”

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incorporated technology and performance into their collaboration with presentations requiring students to produce short videos in which they recorded a dramatic reading of a poem, added background music and images to highlight their interpretations, and included a discussion of some element of form or craft that put the poem in its critical context. “The feedback from the students has been overwhelmingly positive,” said Ms. Land. “I am especially heartened to see them having such strong emotional reactions—delight, disgust, amazement—and finding those feelings expressed by voices they had never heard in terms that had never occurred to them.”

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T EC H N O LO GY M E E T S P O E T RY Land and Meyer also

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STRATEGIC PLANNING

The Arc of Madeira’s Strategic Planning Process

ngages community to e contribute to future vision

Objectives & Initiatives Refined

LATE WINTER 2022

Critical Strategic issues Identified

SEPT./OCT. 2021 Research/Discovery Assessment

Vision: Leading innovation in girls’ education

SUMMER 2021

Mission & Vision Affirmed by Board of Trustees COMMUNITY ROLES IN STRATEGIC PLANNING

Strategic Planning is a whole-community endeavor, and the full community is responsible for its implementation BOARD OF TRUSTEES

Provides strategic partnership, goal setting, advancement, and resource allocation HEAD OF SCHOOL

Supplies inspiration, distributed leadership, and ownership ADMINISTRATION/FACULTY/STAFF

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Operationalize the plan

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Strategic Goals & Initiatives Identified

JANUARY 2022

Success Metrics Developed

SPRING 2022

Strategic Plan Presented to Board of Trustees for Approval

MAY 2022

2022–2027

APRIL 2021

FALL 2021

STUDENTS/FAMILIES/ ALUMNAE/FRIENDS

Give ongoing feedback

MADEIRA’S STRATEGIC PLANNING PROCESS provides a unifying and inspiring vision with shared goals and direction. It stimulates reflection and growth to avoid complacency and stagnation and ensures institutional excellence. This is an opportunity for us to reaffirm Madeira’s mission and vision, take a five-year look into the ever-changing future, and identify priorities and goals. What is unique about Maderia’s strategic planning process in 2022 is that external factors make this the opportune time to embark on a five-year plan. Thinking strategically is even more important when situations make it harder to do so. Throughout the last 18 months, questions at Madeira have shifted from pandemic-related issues, such as “When do we need to wear masks?”, “How many desks can we safely fit in the room to observe physical distancing requirements?”, and “Which HEPA filters are best for the buildings?” to larger questions about the opportunities ahead. Current strategic questions include: “How will our market be different in five or 10 years?”, “What programs does the current situation give us permission to evolve?”, “What kind of school do we want Madeira to be in five to ten years, and, “How can the current disruptions accelerate those changes?” In thinking about what strategic planning means to Madeira, Head of School Gretchen Warner noted, “Strategic planning at Madeira is creative and humancentered. It rallies our community around a vision of the future. The goal of the process is to bring many people in to provide clarity about Madeira’s future while engaging a diverse set of constituencies, hearing their voices, and creating an opportunity for us to co-create the future for our students.”

STRATEGIC PLAN! FALL 2022 ROLLOUT

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Mission: Launching women who change the world

Community Engagement

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Madeira Today Winter 2022

Articles inside

BEHIND THE LONG-TERM SUCCESS OF CO-CURRICULUM

STUDENT CHANGE-MAKERS

SNAILED IT