T HE
B R IDG E
MAGAZ INE
HYBRID LEARNING IN ACTION
Our Upper School biologists are taking advantage of the fall weather to collect data in the Stine Environmental Center. They are using the iNaturalist app to identify tree species and take measurements as part of a larger project for the new class, Climate Science.
ON THE COVER | Second grade student, Waters '31.
H EAD OF SCHOOL M E S SAGE
This issue of the Bridge documents Severn’s response to the coronavirus pandemic, the School’s commitment to stand firmly against racism and
Douglas Lagarde
optimism, and kindness. These recent months have been like no other time in
Jim Murphy
challenges, none are as complex in scope, scale, and duration as this pandemic.
Nicole Anderson
injustice, and our community’s inspiring efforts to persevere and cultivate hope,
BOARD OF TRUSTEES CHAIR
my 36 years of working in schools. While my colleagues and I have faced many
EDITOR
In a matter of weeks last spring, faculty brought their energy, creativity,
ASSOCIATE EDITOR
flexibility, and patience to new forms of teaching and learning while also reimagining and strengthening our community traditions in virtual form. The entire Severn community should feel proud of how it collectively met and continues to persevere through the many challenges of these wicked times.
HEAD OF SCHOOL
"Wicked" environments, as described by David Epstein in his book Range, do not provide people
with rules beforehand. These environments have ill-defined challenges where feedback is often delayed, inaccurate or both. Decisions must be made with far too little information for comfort. "Wicked"
environments often lay bare the fundamental capacities of individuals and communities, for better or for
Erin Lewis ALUMNI DIRECTOR Carrie MacVean Grimes '91 CONTRIBUTING WRITER Carolyn Campion ALUMNI ASSOCIATION PRESIDENT Jessica Popham McDermott '97
worse. Last spring, the fundamental capacities of Severn School were laid bare — for the better — as
MISSION STATEMENT
psychologically agile, resilient, innovative and adaptable. I am grateful and inspired by everyone’s actions.
students to pursue excellence in
conversations to ensure school-wide progress in diversity, equity and inclusion. DEI work is essential
to marshal the courage to lead, and
the coronavirus started to take root. Our faculty, students and parents were, and still are, emotionally and
Severn School challenges its
character, conduct, and scholarship,
In addition to grappling with the pandemic, our community engaged in open and honest
work and requires time, intention, and sustained effort. We have made some progress but know there is much work ahead to evolve our climate, culture and programs.
It is easy to lose sight of what’s possible in times of adversity. However, a forced pause to our regular
routines can provide time to reflect, to gain perspective. The simple act of pausing to pay attention
nurtures clarity and an appreciation for what one already has. And with any difficult situation, there
are opportunities to learn. Even as we remain embroiled in adversity with no real end in sight, we have
learned that being at school, together as a community, is essential and transformative, if not magical. We
have discovered a new appreciation for how critical school communities are to the growth of a child and,
to develop the lasting desire to serve and achieve. We believe this is best realized in a community where adults model these qualities and where each student is known and valued. The Bridge is published for alumni, parents and friends by Severn School's communications office. We
also, to adults who choose to serve the innate promise each child holds.
encourage all of our readers to re-
community will emerge stronger for its efforts. As I stated to the Class of 2020 last spring at
information: 201 Water Street, Sever-
You, the collective you that is the class of 2020, will thrive in this unknowable future because you know
info@severnschool.com
There are many unknowns ahead of us this school year, but I remain confident that the Severn
Commencement, "In this unknowable world, who you are will matter much more than what you are.
how to seek advice from your teachers, how to test your limits, how to be inquisitive, how to dream, how to discover, how to serve, how to go after it. You know how to be inclusive, how to pay attention, how
to act with agency. You will thrive in this unknowable future because you know how to collaborate, how to support yourself and others. You will thrive because you are passionate believers in people and in the essential redemptive energy of community."
Wishing everyone good health, and please stay safe.
spond with comments, questions and na Park, MD 21146 410.647.7700 or
© 2020 Severn School. All Rights Reserved. Severn School does not discriminate against any person in admission, employment, or otherwise because of race, creed, color, national or ethnic origin, religion, disability, sexual orientation, or age. Severn School is accredited by the Association of Independent Schools (AIMS), and is approved by the Maryland State Board of Education.
Doug Lagarde
Head of School, Severn School
Dr. Carrie MacVean Grimes '91, Alumni Director
Severn Alumni Galvanize as a Community of Practice Around Racial Injustice During the summer of 2020, the murders of
coalesced around racial injustice and their own
Vines and Dr. Valaida Wise commented on
Arbery ignited a clarion call for an end to
collective interest through problem-solving,
schools:
Breonna Taylor, George Floyd, and Ahmaud systemic racial injustice across communities nationwide. Severn was no exception as hundreds
of Admiral alumni publicly galvanized around
issues of racial injustice within our nation and our school. Characterized by powerful opinions over school leadership’s response to this pivotal
moment, and undergirded by a belief that Severn must authentically address all aspects of anti-racism within school culture, this self-
formed community of practice involved alumni
across multiple generations, states, ethnicities, and professional backgrounds. What did these
alumni share? A mutual desire to effect positive change for future generations, with demands for accountability from school leadership
and a demonstrated commitment toward the
“development of an anti-racist culture at Severn, in which every student feels safe, supported, and appreciated.”
So, what is a community of practice?
Conceptualized by Harvard University social
scientist Jean Lave and educational theorist Etienne Wenger, a community of practice
is characterized by three distinct elements: domain, community, and work. Community
members have a shared domain around which
they organize themselves. In this case, alumni
social identification with Severn to pursue their
information-sharing, and relationship-building.
this transformational moment for independent
These interactions help to weave together a fabric of community from which develops a marketplace of shared ideas and beliefs. Admiral
alumni adopted flexible leadership roles, and
built online spaces for learning, sense-making, and storytelling in order to strategically push
their initiatives forward. Finally, members
participate in common work resulting in a collection of resources and knowledge which further enhance the community and help drive
towards its larger purpose. The shared work of these alumni included building a website to
catalog information, researching school history and governance, and appointing representatives to serve as front-line communicators and change agents.
Like scores of alumni across the United
States, Severn’s alumni demonstrated passion
and pressed for the acknowledgement of past failings and an overt commitment to the dismantling of systemic racism, which
research shows is deeply embedded within the history and culture of independent schools. In
a recent article on the National Association
of Independent Schools website, Diversity, Equity and Inclusion scholars Dr. Norma Day-
“It is time to name racism and to not be afraid to use the terminology. It is also time to place a laser focus on the issues of racial equity at our schools. Now is the time to have the powerful and sometimes painful conversations that will bring about real change. We need to seize this time to lay bare the structural concerns…and demonstrate more than a rhetorical commitment to examining how race and representation affect children and alter policies, practices, and exclusionary norms. Only then can we guarantee every child’s success and sense of connectedness within the independent school environment.” (NAIS.org)
Learn more about Diversity, Equity and Inclusion at Severn School at bit.ly/2OfEwip
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SEVERN NEW S FROM CAMP U S
The initiatives proposed by Severn alumni echoed Severn’s mission, to foster a community “where each student is known and valued,” and underscored the need to do better and do more for
marginalized students. Head of School Lagarde responded with a promise to “participate fully by
By beginning this work and actively engaging the Severn community in making change, Severn moves forward in better living its mission, and in more authentically becoming a community in which each and every student is known and valued.
examining the suggestions and feedback we’ve received and dedicate ourselves to long- and shortterm action plans that address your concerns.” ( June 12, 2020) School leadership committed to a
series of action items designed with the expertise of external DEI consultants, and feedback from an
array of key stakeholders, including alumni, parents, and students. At the forefront of these actions was the appointment of Mr. Michael Glasby as Severn’s new internal Diversity, Equity, and Inclusion
Director (bio below). A member of Severn’s Executive Administration Team, Mr. Glasby dove into his new role, working across divisions and constituencies as an advocate and mentor who is passionate
about supporting Severn students, and creating spaces which foster identity and belonging. Additional
near-term actions included the appointment of a Board committee on DEI to partner with Mr. Glasby and support the design, implementation, and assessment of DEI initiatives. Led by trustees
Shaun Mathis, Chair and Katie Leavy, Co-Chair, the committee recently shared updates of the work (page 5).
The galvanization of Admiral alumni in the summer of 2020 both illuminated the need for
transformational diversity, equity and inclusion work at Severn, and accelerated its momentum. However, this work is unending. Progress requires the sustained commitment of everyone in our community. “While we begin this important work now, it is only a start of a much deeper cultural
and structural change at Severn…it will require us to look at ourselves critically and, at times, it will be uncomfortable, but it is necessary. We know we can do better; we must do better, and we will do better,” noted Head of School Lagarde and Board Chair Jim Murphy. The process of change is
profoundly challenging. Decades of norms, traditions, and practices cannot be easily undone, and the
need for consistent, compelling, and strategic leadership is key to success. By beginning this work and actively engaging the Severn community in making change, Severn moves forward in better living its mission, and in more authentically becoming a community in which each and every student is known and valued.
M E E T M R. M IC H A E L GL ASBY II, D IRE C TO R O F D IV E RSITY, E Q U ITY A N D IN CLUS I O N
Michael Glasby has more than 10 years of experience working as an educator in independent school and non-profit organizations. Joining Severn School in 2018, he has served as a valued colleague for the admissions and athletic departments, head coach for varsity boys basketball, and as a physical education instructor for the Lower School. Michael has demonstrated an unwavering commitment to building positive connections across our community. As liaison for the admissions and athletics departments, he collaborated in crossfunctional teams to develop recruitment events for Middle and Upper School students. He
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THE BRIDGE
served as faculty advisor for the Multicultural Student Alliance and Black Affinity group for Unity Day. He has taken an active role in developing and supporting DEI initiatives — serving on the Baltimore Student Diversity Leadership Conference (BSDLC) Faculty Planning Committee 2020, attending the AIMS Diversity, Equity, and Inclusion Conference 2019, and AIMS Equity Playbook: Shifting your school culture and moving words to action 2020. As coach, teacher, mentor, and advisor, he consistently keeps the well-being of our students at the heart of every interaction.
UPDATE FROM THE DEI COMMITTEE OF SEVERN'S BOARD OF TRUSTEES AC T I ON
ACTION
Create a Diversity, Equity, and Inclusion Team as a subcommittee of the Board, composed of Trustees, administrators, faculty, parents, and alumni that will critically examine our policies, practices and processes, recommend changes and develop goals and success metrics.
Establish and promote affinity groups to enhance students’ care and support and to better educate the entire community.
P R O G R ES S
A Board Diversity, Equity, and Inclusion subcommittee has been established and populated, thus far, with Board members, administration and faculty. In the coming weeks, the DEI Committee will define its purpose, goals, and work on its vision. Once established, the Committee will design a framework and process for which to identify potential parents and alumni to add to the Committee. A school DEI committee has been created composed of faculty and staff and chaired by the DEI Director to focus on the day to day DEI matters.
AC T I ON
Hire a Diversity, Equity, and Inclusion Director who will serve as a contributing member of the Executive Administration team and ex-officio member of the Board of Trustees. The DEI Director will report to the Head of School and Chair, DEI Board subcommittee. P R O G R ES S
Michael Glasby has been hired as the Director of Diversity, Equity and Inclusion and will be a member of the Executive Administrative Team.
P ROGRE SS
Initial steps have been taken to establish a Black Parent Network through Severn’s Parent Liaison and the Director of Development. Initial steps have been taken to establish a Black Alumni Network through Severn’s Director of Alumni Relations and the Director of Development. Student affinity groups began meeting at the beginning of the school year.
ACTION
Permanently change the title of Headmaster to Head of School in Severn School’s documents of incorporation. P ROGRE SS
All correspondences generated from the Head of School’s office have been changed and official action was taken to permanently change the School’s Bylaws and other official documentation at the first scheduled Board meeting of the year, Friday, September 11, 2020.
ACTION
Allocate additional resources to train Board of Trustees, faculty and staff in Diversity, Equity and Inclusion work, to include implicit bias and cultural competencies. P ROGRE SS
Severn has hired Mr. Lawrence Alexander from the firm of Carney Sandoe & Associates to act as our external DEI Consultant and provide experience, counsel and resources to our efforts. Mr. Alexander conducted training for faculty and staff that took place during our opening meetings in late August and will continue periodically throughout the year. He also conducted training for the Board and leadership team in early September and will continue periodically throughout the year.
AC T I ON
Clearly communicate ways for students to report racist and/or discriminatory incidents and make the disciplinary process specific, actionable and age appropriate. P R O G R ES S
All division handbooks have been updated to include specific sections on hate speech and discriminatory incidents with age appropriate and specific disciplinary processes spelled out.
Learn more about Diversity, Equity and Inclusion at Severn School: bit.ly/2OfEwip
ACTION
Allocate additional resources to expand Diversity, Equity and Inclusion programming for students, including a systemic review of the preschool through grade 12 curriculum. P ROGRE SS
Additional funds have been allocated and will be used throughout the year to provide additional DEI programming in all three divisions. As specific programming takes place, it will be added to the Diversity, Equity and Inclusion webpage. Severn has engaged Pollyanna Inc. (pollyannainc.org) to help conduct curriculum review and help enhance racial literacy curriculum for grades PS – 8. In the Upper School, work began this summer, primarily in the humanities, to review course sequencing and content.
SE VER N [COVID -19 ] STORIE S
VISIT BIT.LY/SEVERNQUARAN-TIME TO VIEW OUR COLLECTION OF ART, PHOTOS, AND WRITING EXCERPTS FROM OUR STUDENTS, FACULTY AND STAFF DURING SPRING 2020. WHAT DID YOU CREATE DURING QUARANTINE? EMAIL US AT INFO@SEVERNSCHOOL.COM.
8th grade visual arts students recently studied twentieth century artist Georgia O’Keeffe, well-known for her portrayals of flowers, desert landscapes, and city skylines. In-person and remote students created their own works of art on black paper, by blending oil pastels to create tints and shades.
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S EV ER N [ C OV I D- 1 9 ] STORIES
HYBRID LEARNING IN ACTION
Remote learning is not about students sitting in front of a screen, isolated for hours. It’s about creating authentic learning experiences in the digital realm while helping students maintain meaningful connections with their teachers and peers. It's about supporting students with care for their physical and mental well-being during times of struggle. And it's about perseverance, dedication, compassion, and understanding — upholding our community values whether on campus or at home. www.severnschool.com/remote-learning-and-coronavirus
Ellie Cronin '21 take measurements in Stine Environmental Center that aim to answer questions such as, "How big of a carbon sink is Stine Environmental Center? How long is the growing season? How might the length of the growing season relate to climate? Will sea level rise change the composition of this wooded area?" AUT UM N 2 0 2 0 7
SE VER N [COVID -19 ] STORIE S
CELEBRATING OUR ADMIRALS, APART BUT TOGETHER The end of the year is always a busy time at Severn. As students finalize projects, take exams, give presentations and get ready for the next big step, our faculty and staff plan celebrations to mark important milestones in our students’ lives. Each ceremony gives our community a moment to reflect on all that we have accomplished this year and in years past. Although unable to gather physically due to the COVID-19 shutdown, we recreated these occasions on Zoom with every resource possible, including student performances and speeches, heartfelt messages from faculty, and even an inperson (properly distanced!) diploma ceremony for our seniors. Things looked a little different, true. But the unfaltering love for and from our community couldn’t have shined any brighter.
FOLLOW US AT FACEBOOK.COM/SEVERNSCHOOL
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THE BRIDGE
S EV ER N [ C OV ID- 1 9 ] STORIES
CLASS OF 2020 ENJOYS A SPECIAL GRADUATION Severn School’s 106th graduating class joined
and staff.
diplomas and walking across the stage on
each student’s name and with diploma in hand,
commencement on May 29, Severn hosted a
School face masks, Lagarde and Upper School
102 seniors on May 20.
fist bumps. The school filmed the graduates
their immediate families were greeted with a
turning to smile for their parents and proudly
each graduate’s name. The scoreboard flashed
surprised with an amusing second photo station
maroon and white ribbons flanked the walkway
and small group gathering protocols, families
and parent of graduate Joe Kantowski. “Given
hour time span.
the occasion and provided our family with a
were greeted with an audience of 170 smiling
The set-up, decorations, photos, execution …
in the longstanding tradition of receiving their
Alumni House lawn. In honor of their official
they walked across the stage. Wearing Severn
socially distant graduation ceremony for the
Head Steve Soden gave air high-fives and air
as they took their time crossing the stage,
Arriving at Teel Campus, graduates and
Head of School Doug Lagarde called
90' banner along Evergreen Road displaying
displaying their diplomas. Students were then
“2020,” and from the parking area, flowing
- cardboard cutouts of Lagarde and Soden.
to the lawn. To maintain social distancing
day!” shared Jennie Kantowski, faculty member
arrived at scheduled times throughout the five-
all that we had working against us, you rose to
wonderful way to see Joseph formally graduate.
Graduates approached the stage and
cardboad faces of the Severn School faculty
“What a memorable and much appreciated
were amazing!”
After graduates and families looked
back one last time at the faculty audience and Lagarde and Soden waving on the stage, they
took their official diploma photo and a family group photo. The videography and photos
were then used in a virtual webinar graduation ceremony on May 29. Students and families tuned in for the traditional commencement speeches, graduation awards and further celebration of the class of 2020.
The final piece of this unique ceremony
was Lagarde’s gift to each graduate. A
woodworker, Lagarde used the wood from a
box elder that had fallen on Severn’s campus
this fall to craft 102 unique pens, enclosed in an engraved keepsake box.
“Thank you, Severn faculty, for your
creativity and extra efforts to make this event
special for our 2020 graduates,” parent Robin Kidder expressed.
AUT UM N 2 0 2 0 9
"There are many reasons why I ran for student council, but overall, I simply
want to serve and help others. Make sure to do something kind for others today, and as a class president and
member of this community I will make sure to do the same." — Milo Tiler '27
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S EV ER N [ C OV ID- 1 9 ] STORIES
REMOTE LEARNING, ADMIRAL STYLE The beginning of the COVID-19 outbreak felt like a storm of uncertainty. But like a beacon of light through the fog, we found direction and strength in our community. Starting with meetings in early March and through spring break, our faculty and staff worked tirelessly to ensure that we could deliver our promise of excellence to families and students while our physical buildings were closed. Wednesday, April 1st, 2020, marked the first official day of fully remote learning to last through the end of the school year — something no one could have predicted. But if there is one thing we know well, it's how to learn and grow together. And the lessons from remote learning last spring prepared us well for hybrid learning this fall.
AUT UM N 2 0 2 0 11
SEVER N [COVID -19 ] STORIE S
WHAT DOES REMOTE LEARNING LOOK LIKE DAY-TO-DAY? Remote learning looked a bit different for our
Lower, Middle and Upper School students, but
for all three, it included activities done together
(synchronous) and independently (asynchronous). Using digital tools like Zoom, Seesaw and our learning management system, mySevern, in
combination with packets of hands-on resources, we created a balance for each grade to support
every student at just the right developmental level. This blend mimics how our students learn every day — both independently and collaboratively.
Students had continued access to their teachers and administrators during normal school hours
and we provided families a remote learning guide that included a range of expertise from the larger educational community, tailored to best meet the needs of Severn students.
WELLNESS AND FITNESS DURING REMOTE LEARNING We know that school is much more than
academics. Connection, camaraderie and physical
activity are crucial to every individual's well-being. Remote learning included time for being active
and together along with support for our students' emotional health.
In our Lower and Middle Schools, students had Zoom PE
classes, including cardio and strength workouts and challenges to do independently. Coaches and athletic trainers went above
and beyond for Upper School athletes, sending home workout
programs and inspiration while holding regular team workouts and meetings on Zoom. We continued our advisory programs,
School Meeting for Middle School, and Admiral Hour for Upper
School virtually. In every division, learning specialists worked with classroom teachers to provide help and resources, and met directly with students on Zoom. And the entire time, counselors were
available via Zoom, email, and phone to make sure students felt supported every step of the way.
FROM REMOTE TO HYBRID After an exhausting spring, our teachers and administrators spent the summer in remote professional development workshops, classes, and conference sessions to ensure that whatever the
scenario this fall, we continue to do the very best for our students. In late August, we announced our return-to-school plan with a
hybrid model in place. Our students have now returned to campus at half capacity with rotating schedules and the option to remain fully remote. Students attend class every day, but are only on
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S EV ER N [ C OV ID- 1 9 ] STORIES
campus a few days a week; the remainder is remote. Every
student on campus is required to wear a mask, maintain 6 feet
of distance whenever possible, and wash hands or use sanitizer frequently throughout the day.
Teachers embrace the hybrid model in different ways
for different classes. For most, it involves teaching to small groups of students in-person and on Zoom at the same
time — an entirely new challenge to overcome and one that
hands-on experiments that remote and in-person students can
BUILDING EMPATHY AND UNDERSTANDING WITH NEW KID
carry laptops from one discussion to another to get remote
Stories help readers develop empathy. And
requires a tremendous amount of preparation. Our faculty
hasn't missed a beat. Our instrumental and choral teachers
conduct music lessons outdoors. Our science teachers create
complete together in real-time using Zoom. Reading groups students fully involved. And our art departments have sent
home enough materials for students to recreate studio work at
home. If you can think of it, they are doing it. Our faculty and students alike have demonstrated true ingenuity in the face of adversity.
To create a sense of togetherness and belonging for
students who don't see each other every day, we have also planned a variety of community events including the 9th
grade Admiral Community Day, Summer Leadership Lab
Retreat, outdoor grab-and-go breakfasts for Upper School,
a modified version of spirit week, fall fun activities and dress up days for Lower School, an outdoor Get Acquainted Day for Middle School, virtual talent shows and coffeehouses,
and more. Most of these activities also include a version for students who are fully remote.
IN THIS TOGETHER Although this is an immense amount of change over a short period of time, our faculty, staff, students, and parents have been incredibly positive, flexible and encouraging — the
outpouring of support is a reminder of what makes Severn
such a special place. It’s not the space we share in our halls,
when an entire community reads the same story at the same time, it's an opportunity to combat intolerance, foster belonging, and explore themes that might otherwise feel intimidating or risky. When empathy and understanding seem to be in short supply around the world, our 6th, 7th, and 8th graders came together, remote and inperson, for our first All Middle School Read with Jerry Craft's award-winning graphic novel, New Kid. Diversity, equity, and inclusion work isn't entirely new to our 6th, 7th, and 8th graders. With Community Life events, the 6th grade class Identity, Diversity, Equity, Inclusion, and Action at Severn, and guest speakers, we have introduced these concepts to our students in the past. But this event is an entry point to a more robust and deliberate program that will grow for years to come.
it’s the space we share in our hearts and minds. And together, we're ready for whatever comes next.
Read more online at bit.ly/newkidatsevern
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SEVER N [COVID -19 ] STORIE S
positivity, gratitude, and other tips to support overall mental health.
For most, this was their first step on campus
after months away. Although wearing masks and maintaining distance, our students were
excited to be together once again; the sense of camaraderie was palpable.
Saturday afternoon, the full group met again on Zoom to work toward a consensus for the
adaptive challenge. Using a shared Google Doc to record their thoughts and moving back
and forth between whole-group meetings and
breakout sessions for several hours, they finally agreed upon a challenge to both inspire and motivate the Upper School: Embrace Change.
Past adaptive challenges include: Take
UPPER SCHOOLERS EMBRACE CHANGE
the Initiative, Active Appreciation, Respect, Unity, Be There, and Set the Tone. Through
With so much going on in the world, acceptance
student can participate.
But accepting change is only one part of the
Zoom meeting to introduce the program and
is necessary to get through the day-to-day. process. At a morning meeting Zoom last week, representatives from our annual Leadership Lab
Retreat urged the entire Upper School to move beyond acceptance and embrace change. That
means using creative thinking, perseverance, and
inclusive leadership to make the best of what we have now and improve our school community for years to come.
The 3-day retreat involves a series of discussions
and workshops on effective leadership; both students and faculty lead the sessions. The
retreat is also an opportunity for our students to get to know each other better and develop
new relationships. At the end of the retreat, they decide on an adaptive challenge, a goal toward
which the entire community works throughout the year. Although students in elected and club
leadership positions are expected to attend, the retreat is a voluntary forum where any interested
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The event began Thursday evening with a discuss the future of the Honor Code with questions like: How well do we know the Honor Code? What role does it play at Severn? What role do we want it to play? How can we get there?
On Friday, many students gathered on
campus for in-person workshops while others attended sessions on Zoom:
Inclusion at Severn Seminar: How to create an environment where students can show their
full identity and how to use the Honor Code to cultivate a culture of inclusion at Severn.
Social Media Strategies Seminar: How to use
social media effectively in different areas of life, how to lead through social media, and how to
use it as a platform to garner support for events and initiatives at school.
Umbrella Club Seminar:
Discussing
loss
and grief, the importance of communication especially in leadership roles, toxic vs. honest
the process of selecting the challenge, students take ownership of their power to improve our
community. Embrace Change reflects that sense of agency. Our students want to create
the best experience possible for everyone in the Upper School. They want to encourage each
other to participate in school life, support one another emotionally through times of struggle and growth, become persuasive advocates for themselves and others, and have open discussions about sensitive issues.
The Leadership Lab is only the first step in working toward the adaptive challenge. Student Council and clubs will use the Embrace Change
mindset to plan activities throughout the year. The retreat group will meet to check-in, evaluate
progress and make plans. Embrace Change will spark ongoing conversations to drive action in our community.
S EV ER N [ C OV ID- 1 9 ] STORIES
mathematical ideas are "in their heads," write them down, and then create an interactive paper
plate model of themselves that communicates
their mathematical strengths using fractional parts of a whole.
Similar to 3rd grade, remote and in-person
5th graders talk as a group about math concepts that they feel good about or understand. Each student then creates a poem using prompts
such as, "four adjectives that describe your math strengths" or "four tools that help you with
math." These 3rd and 5th grade examples are engaging, fun, and give every student a chance
to participate at the level that is right for them. Students learn to self-assess their abilities
TURNING TOWARD STRENGTHS IN MATH
This type of strategy requires both the
teacher and the student to focus on skills the child already has, establishing a positive framework from which to grow. And it can include "soft skills"
like
perseverance, and
communication,
Success in math involves much more than just
collaboration,
problem-solving.
This
growth mindset and the confidence to bravely
the math conversation regardless of where they
along. As an extension of our annual "Week
a self-evaluation tool for students to reflect on
Specialist Ms. Stacy Shaener is using strengths-
type of awareness is a critical component to later
students' sense of self-efficacy and inspire them
about math, Ms. Shaener teaches lessons that
working with numbers. It's about developing a
method gives every student an entry point into
tackle challenges when they inevitably come
are on the spectrum of learning. And it provides
of Inspirational Math," Lower School Math
where they are and where they want to go. That
based strategies in the classroom to bolster our
success in math and all subjects.
to reach toward their fullest potential in math.
based language when talking with students
professional development contacts that she uses
specifically encourage students to identify and
teach math. This summer, she saw that Beth
Karen S. Karp ( Johns Hopkins University) were
is Full of Colors, a book in which the main
book, "Strengths-Based Teaching in Math." She
head full of ideas that help her throughout
Ms. Shaener has a robust network of
In addition to using positive, asset-
to stay up to date on new and better ways to
communicate their strengths.
McCord Kobett (Stevenson University) and
activity, the class begins by reading My Head
offering a workshop for teachers using their new
character wakes each morning to find her
immediately signed up for the program.
the day. Students brainstorm what types of
In the 3rd grade "Head Full of Strengths"
in a positive way, building a foundation for
learning increasingly challenging math concepts throughout the year.
As a school, we are committed to meeting
the individual needs of a diverse group of learners and believe that children do best when they have a committed team of adults
supporting them. Mrs. Shaener helps our Lower School students make math a priority while also making it fun. Every year she introduces new
techniques and activities and works closely with
teachers to keep every student moving forward with confidence in math.
"Helping students identify in themselves what they do well is so important ... choose specific things from their work to help model this thinking for them, 'I like how you were able to break up those numbers.'" — Ms. Shaener
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SEVER N [COVID -19 ] STORIE S
A SUMMER OF PROFESSIONAL LEARNING, 2020 EDITION COVID-19 has impacted every part of
our lives — how we work, how we interact with others, how we teach and learn, and
more. From the rapid transition to remote
learning this past spring to the uncertainty of fall, preparing for both in-person and
remote learning, our teachers have navigated uncharted territory for months. But one
constant is their steadfast commitment to
providing a safe learning environment where
every Admiral feels a sense of belonging and is
known and valued. Leading with that promise, our teachers spent the summer in remote
professional development workshops, classes,
and conference sessions to help their students thrive in this time of tremendous change.
and equitable school culture, how to support
Using Breakout and Projects to Promote Com-
Professional development is nothing new
students, and more. Rising to meet the needs of
Community, SEL Programming and Wellness,
throughout the school year, support faculty
ahead, Severn teachers participated in more
SUMMER PD REIMAGINED
the physical and emotional health of our
munity, Deepening Student Connections and
at Severn. We hold in-service PD days
our students and brave the inevitable challenges
travel to conferences, provide grants for
classes this summer than ever before.
an array of Severn Summer Institute classes.
This year, our professional development team
MSON BOUTIQUE SESSIONS FOR SEVERN
POLLYANNA RACIAL CURRICULUM SESSIONS
curated a more focused selection of remote
classes taught by and for Severn teachers in
This was a tailored collection of courses pro-
Our Lower School implemented the Pollyanna
combination with other learning opportunities
vided by the Malone Schools Online Network to provide Severn faculty with additional
positive understandings about race and culture
personal and professional growth, and offer
to directly address pressing issues today: how to make the most of teaching and learning
remotely, how to build and sustain an inclusive
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training on best practices in remote learning
from experienced online instructors. Sessions
included: On-boarding New Students Virtually,
Adapting Syllabi, Diversity from Global Comparative Perspectives and Creative Assessment of Student Learning.
Racial Literacy Curriculum in 2019 to foster
in our Lower School community. This summer, they had two intensive sessions with our 2nd
and 3rd grade teachers to further develop the curriculum.
S EV ER N [ C OV ID- 1 9 ] STORIES
TAKING IT FURTHER On their own, many teachers participated in faculty book groups, spent countless hours
reading and researching, tested new academic
SUMMER FACULTY READ Each summer our faculty reads a book or selection of books to expand our understanding of big ideas in education and human development. This year's reading
included: Chesapeake Requiem by Earl Swift, Daring Greatly by Brené Brown, The
Person You Mean to Be by Dolly Chugh and The Coddling of the American Mind by Greg Lukianoff and Jonathan Haidt.
DIVISION WORKSHOPS ON MICROAGGRESSIONS AND IMPLICIT BIAS Organized by our Director of Diversity, Equity, and Inclusion Mr. Michael Glasby,
and led by Lawrence Alexander, Director of Diversity Equity and Inclusion for Carney Sandoe and Associates, each division met on Zoom to discuss the cumulative
effects of bias and microaggressions on underrepresented students at Severn and in independent schools.
CHESAPEAKE AND TEEL CAMPUS TECH WORKSHOPS
technology, and collaborated remotely before
our formal back-to-school meetings at the end of August. We support our faculty with many professional development opportunities, but
they take it much further on their own. Our
dedicated teachers truly are the heart of Severn School.
Severn's professional development phi-
losophy states, "As a student-centered institu-
tion, Severn School believes that adults should model the qualities they wish to see in their
students. To that end, adults at Severn engage
in professional development as a community of learners. Severn believes that adults learn best in collaborative situations where professional growth is valued."
Led by our Lower School tech duo Ms. Vicki Dabrowka and Mr. Sam Mendez,
and math specialist Ms. Stacy Shaener, all Lower School faculty participated in a
selection of classes to support students during remote learning. Teel Campus tech workshops were led by Upper School Technology Coordinator Ms. Julia Maxey; these workshops were open to any faculty member and focused on specific tools, programs, and workflows our teachers can use in class.
OUTSIDE PROGRAMS, CONFERENCES, AND WORKSHOPS Severn faculty participated in the following online programs provided by trusted organizations in the larger independent school community: • • • • • • • • •
2020 Summer Conference, MSON Panel for Remote Learning, MSON Planning for Classroom Space When School Reopens, AIMS Childcare Reopening Checklist Walkthrough, HiMama Health Issues in Returning to Campus: Your Questions Answered, AIMS The Play First Summit Equity and Antiracism 101, AIMS & The Wells Collective Understanding School and Culture, AIMS & The Wells Collective The Equity Playbook: Shifting your School Culture & Moving From Words to Action, AIMS
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by Carolyn Campion
THE INGENUITY OF MALONE SCHOOLS ONLINE NETWORK With the COVID-19 outbreak and ensuing lockdown, and Severn's switch to fully remote learning last spring, today's Admirals are well acquainted with learning in the virtual space. But did you know that Severn students and teachers were engaged in online learning before COVID-19? One of 28 schools across the country in the Malone Schools Online Network (MSON), Severn has been a leader and innovator in distance learning for the past six years. Through MSON, students can enroll in semester classes taught virtually by teachers from all over the country, allowing them to take extension courses outside Severn's curriculum, and beyond what many independent schools offer. MSON teachers, including four of our own, are experts in their fields. Each class blends two hours of synchronous, real-time teaching per week with asynchronous work (recorded lectures, homework problems, reading, etc.) that students complete outside of class time.
“MSON gives you the ability to put faces on places that are far away or get to know different cultures — even if they are just slightly different than yours. It is my hope that building these kinds of global connections will help further more peace and cooperation in the world.”
Students enrolled in MSON are generally looking to take
higher-level courses in a subject of interest (e.g., multivariable calculus, organic chemistry, or advanced macroeconomics) or
pursue something new (e.g., Arabic, creative writing, or positive psychology). Regardless of the subject, these fully-credited semester courses require a high level of organization and discipline.
— Ms. Mary Ellen Carsley, Severn Art Department Chair and MSON Faculty Member
Since Severn joined the network in 2014, 112 of our
students have taken a total of 97 MSON classes. This year
alone, 26 students are enrolled in the program. These numbers testify to the popularity of this experience. One student
explained, “I loved my MSON classes because they were an
opportunity to engage with students who were as interested
in the subject as I was.” Another student offered, “My MSON class is preparing me well for college, especially my writing
skills. We write multiple papers each week; I am getting lots of practice and repetition.”
And while there may be a perception that online courses
are limited or isolating, many students find just the opposite. “The students in my class became my best friends. We told
a whole semester of econ jokes! And we still keep in touch.” With thoughtfully designed courses, the online classroom
offers just as much opportunity for engagement and connection as their brick-and-mortar counterparts. Another student
explained, “On a Monday that Severn had off, we rode the
Metro to D.C. to meet some of our MSON classmates for the first time. We had so much fun!”
Severn MSON faculty have had equally positive experiences.
Mr. Julien Meyer (microeconomics, macroeconomics, and applied math) loves that he has gotten to know administrators, teachers, and students at other schools across the nation and around the world; he has had students from as far away as Vancouver and
Morocco. “Many of my students have taken all three of my MSON courses. So, by the time they graduate, I know them pretty well. Many of them keep in touch with me about college choices, graduate school programs, job opportunities, etc.”
Ms. Julia Maxey (creative writing) also loves getting to know
her MSON students and what is going on in their schools. “I had a student in Portland, Maine, and I found out that her school
nominates a poet laureate each year. I thought that was a very cool idea to tuck away as a possibility for Severn one day.”
Ms. Mary Ellen Carsley (architecture) echoed similar
positivity. “I was worried at first about the tools and materials the students had at their disposal to make architectural models. So I opened up the design aspect of the course and told the students they could use construction paper, tape, shoeboxes, tennis balls,
play-doh...anything they had available at home! Once I did that, they became really innovative with their materials and the way
they chose to express their ideas. What I thought was going to be a challenge ended up being a great gift.”
According to MSON Executive Director Claire Goldsmith,
“Severn has been crucial in the development and success of
MSON. We are so grateful to the teachers, the students, and Doug Lagarde, our new Chair of the MSON Steering Committee, for their unflagging support of the program from the beginning.”
With such high praise, it’s not surprising that when Ms.
Maxey first heard about the opportunity to teach an MSON class,
she immediately said yes. “I love change. And I loved the challenge of it. Still do!” she explained. Ms. Carsley felt the same. “As an
artist, I am always interested in exploring different media, and this was a different medium for teaching.” For Mr. Meyer, MSON was 20
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an opportunity to teach a favorite subject that he wasn’t already teaching at Severn. He jumped at the chance.
For these three Severn faculty, working with MSON has left a lasting
impact on their teaching practice. Ms. Carsley remarked that connecting with MSON students all over the world keeps her limber, even in her traditional classroom. “I am constantly asking myself, 'How do I make sure all of my students are getting a valuable educational experience?'”
Ms. Maxey's work with MSON inspired her to co-write "The Harlem
Renaissance," Severn's first entirely online course specifically for our students.
2020
YEAR-LONG & FALL COURSE CATALOG
Co-taught by Ms. Carsley (art), Mr. Patrick Mooney (literature), Mr. Frank Donn (music), and herself (history), the course launched this spring. Two
months before COVID-19 changed our lives forever, Ms. Maxey explained, “I think students will go out into an educational system where they have to
do a lot of things online. And they will need to learn how to do that. This is a phenomenal opportunity for our school to offer our own online classes. I
think this is what the future will look like, and this experience prepares us for that.” Little did she know how true this statement would prove to be.
According to Head of School Doug Lagarde, “MSON classes certainly
change the conversation about what we do with our seat time in the
classroom. It makes us question how can we best utilize our synchronous
time.” Based on his MSON experience, Mr. Meyer often uses seat time for
questions and discussion, and has his students watch screencasts at home for
ADVANCED MACROECONOMICS ADVANCED MICROECONOMICS ADVANCED SPANISH LINGUISTICS ANCIENT GREEK ARABIC I ARABIC II THE AMERICAN FOOD SYSTEM: PAST, PRESENT, FUTURE BOB DYLAN’S AMERICA BUILDING UTOPIA CHINESE IV
content delivery.
CREATIVE WRITING IN THE DIGITAL AGE
exploring online learning. Ms. Maxey's professional development course on
DIVERSITY IN A GLOBAL COMPARATIVE PERSPECTIVE
Even before COVID-19, many teachers at Severn expressed interest in
teaching an online class (taught online, of course!) is a well-attended staple of the Severn Summer Institute.
With fully remote learning this spring followed by the hybrid model this
DATA STRUCTURE AND DESIGN PATTERNS
EINSTEIN’S RELATIVITY AND THE EVOLUTION OF THE QUANTUM MODEL
ETYMOLOGY OF SCIENTIFIC TERMS
fall, all Severn teachers are now online educators and all students are online
EXPLORATIONS IN COMPUTER SCIENCE
embraced it so fully, Head of School Lagarde was able to more easily guide
INTRODUCTION TO ORGANIC CHEMISTRY
MULTIVARIABLE CALCULUS
learners. Thankfully, because of MSON and the faculty and students who
GENETICS AND GENOMICS
the Severn community through the transition.
MAKING THE MEDICAL CHOICES IN A DIVERSE WORLD
get to know different cultures — even if they are just slightly different than
POLITICAL IDENTITY, AMERICAN DEMOCRACY AND CIVIC ENGAGEMENT
further more peace and cooperation in the world" remarked Ms. Carsley.
POSITIVE PSYCHOLOGY
“MSON gives you the ability to put faces on places that are far away or
yours. It is my hope that building these kinds of global connections will help
What seemed innovative several months ago is now the new normal. So,
what’s next? Only time will tell, but one thing is certain: Severn will continue to face the challenges of our future with creativity and ingenuity.
SUGAR, TOBACCO, IRON AND SILICON: AN ECONOMIC HISTORY OF THE U.S. THINK GLOBAL, DEBATE LOCAL WARTIME DISSENT IN AMERICAN HISTORY
LEARN MORE ONLINE AT MALONESCHOOLSONLINE.ORG
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Upper School physics students examine the relationship between acceleration and gravity. In-person students physically conducted the test while their remote peers watched on Zoom and recorded data to later compare and graph.
THE ADMIRAL FUND HAS OFFICIALLY LAUNCHED
2020 has changed the way we live; it’s time to change the way we give. Gifts to the Admiral Fund, large and small, make enhanced resources and programs possible. You can now direct your Admiral Fund gift to the area of Severn School most meaningful to you: area of greatest need, athletics, community service, diversity, equity and inclusion, financial assistance for families in need and fine arts — the choice is up to you! Visit www.severnschool.com/support or call us at 410.647.7701 ext 2357 22
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ALUM N I N EW S
THE SPARKS ENDOWMENT FUND CHALLENGE
otherwise would not have had access to a Severn education. Since 1993, Severn has granted more
than $14 million in need-based financial aid to students of color. The Sparks Endowment has been
an important part of that commitment. It is our hope that it will continue to grow and help Severn support an increasing number of students each year.
In 2020, Bryson Popham '69 and his family challenged the Severn community to raise $65,000
in honor of the fund's 30th anniversary, bringing the total value of the fund to over $300,000.
Listen to Bryson, Georgeline Sparks (wife of the late Leroy Sparks), and Monique Jennings Wilson The Sparks Endowment Fund was
'96 introduce the Fund and make your gift at bit.ly/sparksendowment.
started 30 years ago in honor of
Leroy Sparks '71, a Severn School
Distinguished Alumnus and the first
Black student to attend and graduate from Severn School. The Sparks
Bryson Popham '69, Georgeline Sparks, and Monique Jennings Wilson '96
Endowment Fund was the catalyst
that solidified Severn’s commitment to enrolling students of color who
HELP MENTOR THE NEXT GENERATION OF ADMIRALS!
THREE INDUCTED INTO ATHLETIC HALL OF FAME
Gratitude to alumni mentors participating in
Severn School is pleased to announce the
Brandon Powell '12, Carol Snyder '98, Milford
Hall of Fame: Nicholas Elsmo ’07, Joseph
our American Public Address student projects. Marchant '92, Anna Woepke '13, Gusty
Taler '74, Melissa Wienk '95, Brian Williams '04, Chris Edgar '10, Brady Nolan '01, Jen
Presswood '04 and Josie Owen '08. Raise your hand today to mentor the next generation of
Admirals! We seek low-stakes gifts of time and
talent in all career fields for special projects and alumni-student collaborations. Contact Carrie at c.grimes@severnschool.com.
induction of three alumni into its Athletic Morris ’08 and Frederick Weiss ‘61. This
year's inductees will formally join the 130
members of Severn's Athletic Hall of Fame in a postponed ceremony to be held during the Homecoming festivities of 2021, due to the
current pandemic. Every other year the Severn
ZOOMCAST: CELEBRATING OUR ALUMNAE SMALL BUSINESS OWNERS
Alumnae Tara Frame '87, Whitney Hop-
kins Kerridge '88 and Teisha Miles '12 were our guests on the October Admiral's Club
Zoomcast in honor of Women's Small Business Month. Listen to the Zoomcast as Tara, Teisha, and Whitney share their joys, challenges, and
insights about being small business owners in the age of COVID-19.
School Alumni Association’s Athletic Hall of
Fame committee, chaired by Stacey Hendricks
Manis ’81, recognizes Severn alumni who have
BIT.LY/SMALLBIZZOOMCAST
contributed to Severn’s athletic excellence as a player, coach and/or athletic director.
DO YOU WANT TO BE A MENTOR? We are welcoming alumni mentors for our May 2021 Virtual Independent Senior Projects
partnerships with seniors. If interested, please reach out to Carrie MacVean Grimes '91 at c.grimes@severnschool.com.
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ROT UNDA RO UND UP
With COVID-19 and the Black Lives Matter Movement, 2020 has become a defining point of a generation. This issue of the Bridge
documents many experiences of the Severn community during this time. We hope that decades from now, this magazine will serve as a reminder of our resilience through struggle and unwavering commitment to every Severn Admiral.
Severn's Centennial Rotunda, at the entryway of Teel Academic Center, boasts two-story interior walls which are inscribed with the name
of every Severn graduate. Rotunda Roundup is our home for Class Notes, where we celebrate the stories of our alumni. With reverence for the gravity of this moment, we have opted to move class notes online for this issue. They are available online at: www.severnschool.com/rotundaroundup.
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201 WAT E R ST RE E T • SEVERN A PAR K, MD 2 1 1 4 6 WWW. SE VE RNSCH OOL.COM • 4 1 0 .64 7 .7 7 0 0 CHANG E SE RVICE REQU ESTED
Double the fun, in 2021! All alumni with class years ending in ‘05 and ‘00 are invited to be part of Reunion Homecoming celebrations in October 2021, along with our ‘01 and ‘06 classes. Look out for more details next year.
NON-PROFI T ORG. U.S. POSTAGE PA I D PERMI T # 8 1 MI LLERSVI LLE, MD