The McCallie Endowment (2011) by McCallie School

The McCallie

Endowment Empowering Excellence

in Students and Faculty

target allocation

June 30, 2011 Asset Allocation Hedges: 0.2%

Hedges: 0.2%

3% sed

: 5.

Absolute Retur

/Dis hY ield

n: 5.8%

7. 1%

tres

itie s: od Hig

n: tur Re lute

% .7

re s st Di

d/ Yi el

8.3%

: 17%

11.1

Annual Endowment Fund Growth YEAR ENDING

MARKET VALUE

Today we do, and I am honored to thank you for helping to make that possible. It takes a special kind of person to understand the importance of an endowment. Lots of people understand new buildings or new fields. Fewer appreciate the long range impact of a healthy endowment. I am very grateful that you do.

5.1

d: 4

sets:

As Real

s L/S

me:

Equities: 33.3%

ies

McCallie’s headmaster could not have written a letter to the donors of the school’s endowment for the simple reason that McCallie did not have an endowment.

uit Eq

4.4%

itie

d mo

Inco

Equitie

sets:

As Real

16.5

Fixed

me:

Equities: 36.4%

Inco

FORTY YEARS AGO,

Cash: 13.6%

Cash: 12.7%

Fixed

From the Headmaster

TRANSFER TO OPERATIONS

2011 $65,081,642 $2,984,780 2007 * $65,542,651 $2,554,446 2006 $57,642,196 $2,397,727 2001 $42,366,718 $1,837,015 1996 $26,361,250 $1,211,500 1986 $8,987,194 $815,000 1981 $2,595,780 $100,000 *Recession begins.

During these challenging economic times, the family of funds that compose our endowment have significantly benefitted the school in two ways. First, the income from the unrestricted portion has given us the flexibility to respond to the growing requests for need-based financial aid. There are dozens of talented, deserving boys who would no longer be enrolled if the school had been unable to help. Second, the income from the restricted portion gave us the incentive and the funds to keep programs intact which less fortunate schools have had to eliminate.

2011-2012 income breakdown Tuition Annual Sustaining Fund Endowment Spending Other*

* Athletics, Summer Programs, Bookstore, etc.

designations of endowed funds Faculty Development 6% Faculty Salaries & Other Programs 21% Other (Awards, Speakers, Arts, etc.) 6% Unrestricted 28% Scholarships & Student Travel 39%

It takes a special kind of person to understand the importance of an endowment.

Your generosity and your long-range vision are felt every day. Sincerely,

R. Kirk Walker, Jr. Ph.D. ’69

76.5% 6.5% 10.5% 6.5%

STUDENTS The Endowment funds need-based financial aid so McCallie can remain accessible to talented, deserving boys.

DATA

(

FINANCIAL AID MAKES A DIFFERENCE FOR BOYS

(

243 boarding

400 day

upper school: 643 middle school: 246

McCallieâ&#x20AC;&#x2122;s need-based financial aid budget

will provide

TOTAL ENROLLMENT: 889

$4,710,821

100% of students abide by

in financial aid for

students earned scores of

3 or higher on at least 3 AP exams.

financial aid awards

Students receiving financial aid

Standardized

tuition

Class of 2010

SAT (2400): 1580-1900 Reading Math Writing

530-640 540-680 500-620

mid-range scores

23 7 STATES

COUNTRIES

46% Boarding

day

tuition avg. aid

D ay

boarding

over 50% of graduates have

enrolled in college on a

merit scholarship.

ENDOWED FUNDING: $1,671,476

*Calculated from 2011-12 designations of endowed funds and 2011 transfer to operations budget.

avg. aid

$22,819

Testing

29%

$39,285

91 In the Class of 2010,

302 students.

Since 2004,

t e s t i n g

the Honor Code

$11,386

SCHOLARSHIPS

In 2011-2012,

$20,953

s ta n d a r d i z e d

student-centered organizations

STUDENTS

TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 ITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict

enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 ITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint,

STUDENTS

AID

SCHOLARSHIPS We had invested a lot of our lives in our kids, and McCallie picked up the baton and helped us continue the race. be so special about this school? I wasn’t ready. But other parents tell you the benefits of the sacrifice and you start making the mental transition from “my baby needs me” to “my son needs McCallie.” GRADUATE: That was the beginning of my long path to McCallie that, had it not been for merit scholarships and financial aid, I never would have tread. I am endlessly thankful to have attended McCallie. David McCandless ‘11 and his family from Winston-Salem, N.C.

“My Son Needs McCallie” An Interview with David McCandless ’11, and His Mom, Mary

WE ASKED

recent graduate, Davidson McCandless, and his mother, Mary, from Winston-Salem, NC, to sit down and discuss their decision to attend McCallie, and we discovered the deep and lasting impact that meritbased scholarships had on their lives. The transcript follows.

GRADUATE: When I first heard about McCallie, I wasn’t too interested until I saw the rankings of the lacrosse team. McCallie was worth a visit. Yet, as soon as I started getting excited about the idea of boarding school, my mom thought she had saved herself from becoming an empty nester

by authoritatively telling me, “Son, we could never afford it.” MOM: I kept playing the numbers in my head – how could we afford to send one child to an out-of-state college and enroll our son at McCallie and still make the house payment? What could

MOM: We had invested a lot of our lives in our kids, and McCallie picked up the baton and helped us continue the race. There are great teachers in most schools, but there are so many great teachers at McCallie. We couldn’t have done it without people like Chet LeSourd, or Rev. Ed, or Mr. Mancke, or the Nichols, or the Newmans, or Miss Tina in the dining hall, or the nurses at the infirmary and so many others. It does take a village to raise a child – no matter where they are. McCallie was the right place at the right time. GRADUATE: McCallie has allowed me opportunities like heart research,

being vice-president of a leadership organization with a $20,000 budget, traveling to different continents, living in an honor-based community as an independent young man, having an AP chemistry teacher who wrote the exams, and viewing teachers as friends. MOM: I assure you, we all made the right decision. Our son has received an incredible education. It amazes me how disciplined and accomplished he has become. Now he is getting ready for college and that transition will be such a breeze given the firm foundation he has built here at McCallie. GRADUATE: I found out in early March that I had won a full merit scholarship “with the kitchen sink” to Georgia Tech, my dream school. I am confident that I wouldn’t have been able to win the President’s Scholarship without my McCallie experience. McCallie faculty, friends and donors, thank you so much for playing an integral part in making me fall in love with this town, this school, and the people like you who make it what it is.

STUDENTS

TRAVEL

SCHOLARSHIPS TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890

Samaritan’s Feet Service Trip to Peru A Letter to Donors

To those who helped me take such a journey, Thank you for giving me the funds required to go on the Samaritan’s Feet trip to Peru. It was one of the best weeks of my life, not because of what I was able to do, but who I was able to reach. Without you, I would not have been able to console a little girl. She was crying after she got her shoes because she didn’t want to leave. She was sitting next to her sister and didn’t want to leave her side. Their parents had been in a messy divorce, and this was the first time they saw each other in several months. Being able to pray for them in Spanish, thanks to Mr. George Dyer, and ask them about their dreams was more than I could ever have asked for. Thank you for the opportunity to reach out and change a world I otherwise never would have met. This upcoming summer, I’m planning on taking up an offer given by the missionary we met there last year to reutn and stay with his family while we do missionary work. Thanks to you, my life has been changed for the better, and you have given me the opportunity to change the world, and return and foster relationships started on that trip. If not for your help, I would not be the man I am today. I would not have seen true poverty and the joy glistening in the eyes of little kids when they see their new shoes light up when they walk like its reinvented walking into a sport that all children can enjoy. Thank you for all you have given me and the opportunity to change the world, including myself. Prentice Stabler ‘02, serving as a faculty advisor on the trip to Peru, fits a child for shoes.

With sincerest thanks, Jackson Tyler Houson ’13

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STUDENTS

AWARDS

Interaction and Impact An Address from Walker Ranson ’11, Grayson Medal Recipient

OUR SCHOOL PRIDES ITSELF on the community of interaction. Teachers and students converse in the hallways of the academic center and the dorms, finding that the classroom does not provide sufficient time for all there is to learn. The player and his coach meet to discuss the nuances of their sport they saw exposed when watching a college game. The actor and his director discuss the intricacies of a character in the play they will soon perform. We all gather together to serve the community outside of the McCallie gates and to gain from the wisdom of its

inhabitants. Each and every one of us is given opportunities to teach and make a difference in the lives of others. I stand before you today to ask you the question, “Whom are we impacting?” I do not ask this question expecting a confident and assured response; after all the answer is in many ways immeasurable. I do not have the answer to the question for you, nor for me, but I was once told an interesting way to think about our relationships with others. Coach Wood once told a group

of us in Sunday school that we need to surround ourselves with three kinds of people. First, we need people who are ahead of us in their journey. These people have experienced things that we still have not, and from them we look for wisdom. Secondly, we need friends who are in the same season of their life journey. They are experiencing the same things that we are, and because of this we have much to learn from them as well. Finally, we need those around us who are in an earlier stage of their life journey. In these relationships we are

able to share with others the wisdom that we have learned. Let’s explore the first type of relationship: the mentor who is ahead of us in their journey. Do you, Chaplain Deitrick, realize who you are impacting through the student Vestry and Community kitchen? Do you, Mr. McCallie, know who you are impacting through Habitat? Do you, Mr. Cisto, realize the impact you are having through the music program? From all of these people and many others we are able to see the impact a mentor can have for generations to come. Now let’s take a look at the second type of relationship we need in our lives, someone who is in the same stage of their life journey as we are. From Builder Brock I learned how to be a better brother. From Patrick Clossin I learned how to delegate. From Ryan Schumacher I learned that you cannot be all things to all people. From Grant Humphries, Trace Palmer, Tanner Ball, and others on the Nicaragua well trip I learned the power of a shared experience and the joy that comes from serving. I have seen David McCandless stop studying for a two hour physics exam to take an underclassman out to eat. I have seen Chad’s face light up when he receives hugs at lunch. The final type of relationship is the perspective of the mentor to someone less experienced. My time at McCallie has given me many opportunities to see my peers mentor to, and impact the lives of those around them. I have seen Sam Best minister to

other students on the Vestry. I have seen Jack McGinness teach kids to read at the Bethel center. I have seen Mac Caldwell and others working hard and sacrificing their time to help tornado victims. Seeing Noah Olenchek and Rich Pettitt enforce the rules as resident advisors gave me the courage to do the same with my responsibility. These are simply a few of the people who have influenced me, sitting here; you can probably identify people in your life who play the same roles. Let me make it a little clearer. Mother Teresa said it best when she said “We can do no great things, only small things with great love.” In the coming years we will all be given many opportunities to influence the lives of others. Each and every one of us has been blessed with a talent that we should share with others to better someone else’s life. Find a place to invest in the life of someone else: tutor, serve a meal, or teach someone to play an instrument. A few weeks ago I was on the phone with my Grandparents when they expressed to me that they wished they could be here with me more often. As a boarding student I no longer see them multiple times a week as in the past. I quickly replied “You are here with me. The values you taught me at a young age are the ones by which I live my life.” We influence the lives of those around us.

SCHOLARSHIPS TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 ITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890 TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict

FA C U LT Y The Endowment funds faculty recruitment and development that ensures the finest teachers and teaching methods for the next generation of McCallie students.

DATA

masters &

doctorates

Student : faculty ratio 130 full- & part-time faculty 70 masters degrees 7 doctorates

THE professional

growth plan is an on-going process to:

1. Revitalize the individual Professional 2. Remind teachers why they wanted to become teachers in the first place 3. Allow the Professional to give contributions back to the community 4. Enhance the work between the Professional and students and between the Professional and other Professionals 5. Allow the Professional to rediscover “a joyful curiosity” 6. Improve morale, attitudes, knowledge, and skills 7. Provide for discussions with other Professionals 8. Allow the Professional to become more involved and active in his/her own field 9. Allow the community a chance to show it values and appreciates the Professional.

boarder : residential faculty ratio

nearly

8.8 : 1

6.5 : 1

1/2 14 average class size live of instructors

on-campus

SAMPLE OF 2011 faculty trips:

FACULTY

Habitat for Humanity in Hungary

NAME In having to respond to budget pressures, Habitat in Hungary has become a world-wide affiliate model for a new kind of build plan: project-based renovation instead of new home construction. How does the model work, from logistics, to home-owner identification, to insurance of volunteer labor?

Trip of Discovery to Major Centers of North American Indian Mound Builders

NAME Want to empathize with students and their new discoveries? I will explore new terrains (sites of the mound builders) and apply scientific research to a debunking myths of little communication between villages, thus rekindling my intellectual curiosity.

Cosmopolitanism: Ethics in a World of Strangers – Exploring the Possibilities

NAME We encounter ethical ideas from many sources and live among neighbors who have inherited, or who have chosen to embrace, a spectrum of ethical approaches.The juxtaposition of ancient sources of ethical guidance with the complexities of modern life raises questions concerning the applicability of those sources. How will China handle this challenge and what can we learn?

Ancient Villages and Mountains of Northern Spain

NAME How does one combine a passion for speaking Spanish, experiencing outdoor adventure, and supporting local agriculture? Visit and immerse oneself in the small ancient villages of Northern Spain, hike along the limestone cliffs of Picos de Europa, and help a farmer with his sheep and cattle in making artisan cheese on a farm.

ENDOWED FUNDING: $1,372,998

*Calculated from 2011-12 designations of endowed funds and 2011 transfer to operations budget.

FACULTY

AID

SCHOLARSHIPS

Lance Nickel, engaging with students, in 1978.

No Regrets

IT WAS 1974

, and I drove from Vanderbilt to Chattanooga to interview for a math teaching job. I was honest in the interview, saying I had never planned to teach high school and that my goal was to get back to Vandy to take another crack at my dissertation. At the end, Spencer said, “You are the first of three people we are interviewing for this position. We’ll get back to you in two or three weeks.” Two weeks passed. Then three. Then four. Finally I decided to call. To the best of my recollection, the conversation went something like this: “Hello, Mr. McCallie. This is Lance Nickel.”

“Do I know you?” “I interviewed for a math teaching job four weeks ago.” “Oh yes, Vance.” (He did call me Vance.) “I’ve been meaning to call you. Here’s where we are: we don’t believe

you’ll be happy teaching high school; and then you’ll leave after a year, and we will have to do this all over again next year. But, the other two guys turned us down, so if you promise you’ll stay for two years, I guess we’ll offer you a contract.” With that overwhelming vote of confidence, three weeks later I was teaching Algebra II in McCallie Summer School. I was telling this story to a couple of guys in the dorm, and one of them asked a very perceptive question, “So,” he asked, “do you have any regrets?” I was stopped in my tracks. I couldn’t give him an honest answer. I had never thought about it. In the mid-1980s, the McCallie faculty embarked on what I believe is the closest we have ever come to a school-wide investigation of a central theme. We asked, What is teaching and learning?, or more precisely, What is learning and what constitutes masterful teaching at McCallie School? Out of those investigations and discussions came a professional development program and a mentor program that was nationally recognized and envied. We had some mentors ourselves in our quest for answers. In a time when checklists were being developed across the nation to evaluate teaching, David Purpel taught us checklists don’t matter. He said it is far more critical for schools to discover what is important to teach. We stumbled upon Joseph Lowman

Please invest time and dollars in professional excitement…I became a math major primarily to see what my master teacher, Dr. Donald Pilgrim, was so excited about. and his book, Mastering the Techniques of Teaching, which became our bible for several years. In his book, Lowman describes a two-dimensional model of masterful teaching. He says the master teacher must score high in two domains: intellectual excitement and interpersonal rapport. I have pondered this model for over 25 years, and I am convinced Lowman is 100 percent on the money. Interpersonal rapport creates an atmosphere where students are comfortable and can learn. It is an environment where they have a stake in their own education and are motivated to learn. In the best of all worlds, they want to learn simply because of their personal connection with the teacher. But in my opinion, it is the other dimension, intellectual excitement, where we really catch our students’ attention – when they see us as lifelong learners, when they see our passion for our disciplines, when they see us reading books for pleasure, when they see us having discussions. And that is what I am going to miss most when I leave McCallie School. I’ll miss the thousands of conversa-

tions I have had with many of you about not only mathematics, but also science, linguistics, history, politics, current events, economics, you name it. I believe modeling academic passion for our guys is more important than giving one more test or assigning and grading one more essay. It is the one tool we all possess that will impact the quality of life of our students for years to come. David Purpel also taught us that schools are incapable of listing priorities. Rather, he said, schools vote priorities according to how the spend their dollars and how they utilize faculty time. Please invest time and dollars in professional excitement. I am convinced that I became a math major primarily to see what my master teacher, Dr. Donald Pilgrim, was so excited about. I would be delighted if even one of my students chose his path because of something he saw in me. Oh, and by the way. I went back to that guy in the dorm who asked what, at that time, for me was an unanswerable question. I wanted him to know, and I want you to know…no, I don’t have any regrets.

FACULTY

TRAVEL

Gordon Connell, upper school teacher, and his son traveled Machu Piccu on a Summer Study and Renewal Grant.

SCHOLARSHIPS TITLE OF FUND volupta doluptatint, sundebitatur audandi ommodipiciti del min conet ulluptatio bereict enitibu scilignamus mo $34567890

What Our Teachers Did This Summer Study and Renewal Grants

Television, it has been said, can be very influential. Gordon Connell can vouch for that statement. While watching “Ancient Aliens” on the History Channel last summer, Mr. Connell says he was blown away during a segment on Machu Picchu. The ruins of Machu Picchu, considered one of the New Seven Wonders of the World, are the intricate remains of an ancient Incan civilization high in the Andes Mountains of Peru. Much of the stone structure of a city, dating back to at least the early 1400s, is intact, revealing small clues about one of Earth’s mysterious societies. “I was mesmerized by this TV show which showed places like Easter Island, the Pyra-

mids, Stonehenge, and Machu Picchu was the masterpiece of these structures,” the Middle School science teacher says. “How did they come about 3,000 years ago? How could they do this, get 50 ton rocks to a place up on a mountain, rocks that are perfectly cut that you can’t slide a razor blade in between the joints? Mr. Connell traveled to Peru in mid-July on a travel and renewal grant and made the trek to this mountaintop civilization to see the remarkable site and stonework firsthand. The journey to Machu Picchu covered five days including a four-day hike from the starting point of Cuzco, Peru. The travel team included his son

Adam, a sophomore at McCallie, 10 other hikers, three guides, two cooks and 14 porters. Mr. Connell, who has visited all 50 states, considers himself an experienced traveler. Before his trip to Machu Picchu, he had never ventured south of the Equator. Next on his list, he says, may be to climb Mount Kilimanjaro. “I’ve done a lot of traveling, but Machu Picchu may be the ultimate experience because it is such an incredible place,” he says. “But I think that journey to it, the hike itself, sort of highlighted the whole thing. It was truly everything I hoped it would be and one of those things that I will remember for a good while.”

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FACULTY

AWARDS

“Sometimes, the most important teaching moments that happen in a class have nothing to do with covering curriculum.” Jim Carlone is the recipient of a 2010 Faculty Fellow Award.

Spotlight: Jim Carlone 2010 Faculty Fellow Award Recipient

THE McCALLIE FACULTY FELLOWS program annually rewards outstanding educators at the school who make a positive impact on both the academic and character development of their students. Former Board of Trustees Chair-

man Ed Michaels ’60 proposed his plan for the development of a faculty fellows program several years ago. “I was looking for a method of recognizing some of our best faculty,” Mr. Michaels says. “Character development and academic development in the mis-

sion of McCallie are of equal importance. We didn’t just want the brilliant classroom teacher who really didn’t have a great deal of interest in the boys and their character and his or her responsibility as a mentor and model. We wanted faculty who were good at both.”

Thus, the Faculty Fellows program was born in 2008. It is designed to acknowledge outstanding faculty members during their professional review year. A committee will select the Fellows from the review pool and award each a $2,500 supplement per year for four years, funded through an endowment established by Mr. Michaels. McCallie’s faculty is evaluated every four years, so the fellowship selection process was built into the existing review process. All teachers are eligible for the honor in conjunction with their review

year. Faculty are evaluated based on classroom observations, class surveys, a professional improvement plan, department input, response to strategic questions, a personal teaching portfolio and nominations from alumni and parents. Jim Carlone, an upper school math teacher and faculty member since 1996, was one of three teachers chosen as a Faculty Fellow in 2010. In regards to his selection, he says, “Obviously I was thrilled. I love teaching, and I’ve wanted to be a teacher all my life.” He continued, “To be recognized in such a manner for doing my job and to know that my efforts are being appreciated makes me humbled and grateful. This has made me want to try even harder to inspire my students.” The Faculty Fellowship affirms what Mr. Carlone does on a daily basis. He says, “It is an honor to be recognized by former and current students, administrators, colleagues and parents. This is every group that matters at McCallie, and I can’t begin to say how thankful I am that they singled me out.” Mr. Carlone notes that the honor bestowed upon him makes him feel more connected to the mission of McCallie. He states, “I feel a great deal of responsibility not to let them down and continue maintaining a high standard in my work.” By rewarding skillful and compassionate educators, McCallie ensures that its students receive the finest education.

ADDITIONAL FUNDS

CONTINUED.

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