STUDENT CHANGE-MAKERS

ADVOCACY | MONIOLA O. ’22 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 girls have always embraced the bold mission of launching 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.

BEHIND THE Resumé AND THE Readiness

HOW CO-CURRICULUM REMAINS SUCCESSFUL

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. Madeira Interns Provide Value to Long-term Partners

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.”

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.

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.”

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.”

1974

FALLS CHURCH MCLEAN CHILDREN’S CENTER

Partner since 1974

Long-term Partnerships

1982

KILMER CENTER Partner since 1982

Falls Church McLean Children’s Center (FCMLCC) is a preschool for low-income families and families whose first language is not English.

Megan Ling, who works at the Center, raves about the work ethic of Madeira interns. “FCMLCC appreciates the ways Madeira volunteers have supported teachers and children,” Megan begins. “They help teachers by reading to children, setting up activities, restocking classroom materials, and extending children’s play by engaging with them. We are so thankful for the opportunity to get to know each volunteer from Madeira. The thing that stands out most is the willingness of Madeira volunteers to actively participate with the children. On the days that they are not here, the children will often ask for them. This speaks volumes about the large impact they have.”

Ava D. ’24 reflected on her time saying, “I read books in Spanish and English for the kids who speak different languages… I have also grown and developed stronger bonds with the children, and they trust me much more. The other day I made a drawing for a girl in my class, and she responded with “I like you” and she smiled. It makes me feel happy to know that the kids are happy when they are with me.”

The Kilmer Center, a school for students with intellectual disabilities, has welcomed 191 Madeira interns who have each played a role in helping Kilmer students.

Patricia Kyle, who has worked at Kilmer for 31 years, reflects on partnering with Madeira students. “I appreciate the Madeira students’ energy and compassion. Although they are only at Kilmer for a few weeks, the volunteers are able to build meaningful relationships with our students.”

Kristin Joostema ’16 reflected on her time at Kilmer noting, “The highlight of my time was most definitely the people I met and grew close to. From the students in my classroom to the teachers I worked with, the school administrators to the other Madeira students in my group, everyone involved made each day so worth it. Even after a challenging day, the energy from the connection we all shared made me excited to return. I enjoyed growing closer to other Madeira students from different grades who also interned at Kilmer. My younger friends would make sure to say hi to my old students and mentors, and it was always special to watch their eyes light up as they talked about their experience, just as mine had while I was there.”

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.”

2006 2010

ALEXANDRIA JOHNSON ’18 WITH THE LATE CONGRESSMAN, ELIJAH CUMMINGS

VOICE OF AMERICA (US Agency for Global Media) Partner since 2006

GARFIELD ELEMENTARY SCHOOL

Partner since 2010

Voice of America (VOA) is the largest US international broadcaster, providing news in more than 40 languages to a weekly audience of 311 million people.

Madeira alumna Joan Mower ’67, the US Agency for Global Media’s head of development, has been overseeing Madeira interns throughout the 15-year partnership. “Interns have worked with me on developing training programs,” Joan explains. “They have done research on subjects such as water scarcity to show journalists how to cover water shortages by finding ways people are conserving water. They have also done broadcasting themselves, written radio and TV scripts, and had exposure to parts of the broadcast industry.”

Jody Baik ’14 reflected on her experience at Voice of America, “I felt more connected to the world, not only because our assignments involved research about numerous international affairs, but also because of the diversity of the people working at Voice of America.”

JOAN MOWER ’67 MENTORED KIANA SEECHARAN ’16 AND SOPHIA BENESKI ’16 Garfield Elementary School is a Title 1 educational institution, which means that most of its students qualify for free or reduced-cost lunches.

Garfield school counselor Janet Dougherty, who has worked with Madeira interns for 11 years, appreciates what the interns have meant to Garfield students. “We are so appreciative of all the Madeira volunteers for the positive impact they have had on our students,” Janet reflects. “They inspire us all by giving their time, talents, and hearts to support Garfield kids. Every year I am impressed by the work ethic of our kind, caring Madeira volunteers. They come to Garfield with smiles and positive attitudes. They work hard to build 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 at Garfield and shared, “This has been one of the most fulfilling experiences so far in my Madeira timeline. I am able to help the students grow academically and socially while learning so much about myself. For instance, the best part of my week was helping a student read. Together we pronounced the words and I asked the student academic reading questions (as I learned to do from the reading specialist at Garfield).”