The Saints Life
ST. STEPHEN'S AND ST. AGNES SCHOOL MAGAZINE
100 Years of Saints: Honoring Our Past, Building Our Future
CENTENNIAL KICK-OFF AND
WHAT A WEEKEND!
On Friday, September 20, Saints celebrated with pep rallies, an Alumni Green and Gold Tailgate, and the annual Robert M. Lammond '67 Memorial Soccer Game. On Saturday, Saints gathered at the Upper School for an unforgettable Homecoming, APT Fall Festival, and Centennial Kick-Off! Everyone—families, alumni, faculty, and staff—enjoyed a spirited day of fun, food, field hockey, and football. The Centennial celebration opened with a blessing of the renovated Upper School spaces. There was a historical display from school Archivist Erica Williams and a community lunch in our new Dining Hall, where local ingredients and sustainability were front and center.
HOMECOMING WEEKEND
WHAT'S INSIDE
Film-making is Problem Solving: Joshua Reed '15
The Most Talented Chemist in Hollywood: Scarlett Bermingham '04
MISSION
To help our students succeed in a complex and changing world, we seek to inspire a passion for learning, an enthusiasm for athletic and artistic endeavor, a striving for excellence, a celebration of diversity, and a commitment to service.
Our mission is to pursue goodness as well as knowledge and to honor the unique value of each of our members as a child of God in a caring community.
PHOTO
The reimagined Upper School wing by Jameson Bloom '13
COURSE HIGHLIGHT
What does learning look like in Upper School AP Psychology? It means hands-on exploration! Recently, students conducted a sheep brain dissection as part of their unit on the biological basis of psychology. They examined the brain's structure and functions, diving into an experience that brought their studies to life! AP Psychology offers students a college-level introduction to the field, covering everything from cognition and emotion to sensation and social psychology. Through labs, demonstrations, and discussions, students engage with key psychological theories, research methods, and historical experiments.
THE SAINTS LIFE
St. Stephen's and St. Agnes Magazine
FALL/WINTER 2024-2025 sssasmagazine.org
Head of School
KIRSTEN PRETTYMAN ADAMS
Director of Communications
JEN DESAUTELS
Magazine Editor & Designer
Director of Design & Production
MELISSA ULSAKER MAAS '76
Director of Digital Media and Marketing
MANDI SAPP
Director of Brand Management and Marketing
MARCIA MALLETT
Alumni News
ADVANCEMENT OFFICE
Photographers
JAMESON BLOOM '13
RENEE JENKINS '26
MELISSA ULSAKER MAAS '76
MARCIA MALLETT
MANDI SAPP
JOHNNY SHRYOCK OUR EXTRAORDINARY FACULTY
Contributing Writers
JESSICA HALSTEAD
MELISSA ULSAKER MAAS '76
JENNIE WILLS
SUSIE ZIMMERMANN
Questions/Comments
MELISSA ULSAKER MAAS '76
mmaas@sssas.org
To Update Your Contact Information or Mailing Preferences
Please email atoman@sssas.org or call 703-212-2720.
Published by SSSAS for alumni, current parents, friends, and other regularly supportive members of the school community. © 2024-2025
SSSAS admits students of any race, color, religion, sexual orientation, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, religion, sexual orientation, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. As a related organization of the Episcopal Church, SSSAS respects the applicable policies and governing principles of the Episcopal Church pertaining to nondiscrimination.
Honoring Our Past, Building Our Future
Dear Saints,
Happy New Year! We closed the chapter on 2024, and began the new year with a beautiful and long-anticipated snowfall. After one “real” snow day, our students and faculty effortlessly pivoted to distance learning until road conditions were safe enough for travel to our campuses. The distance learning plans and schedules at each division were designed to allow for both meaningful connection with teachers and classmates after the long winter break and plenty of free time for some snow adventures! I am so grateful for our community's flexibility and for the ease at which we now can transition to distance learning in order to not lose valuable class time.
This year marks a pivotal moment in our school's history—one that bridges our rich past with our promising future. As we celebrate 100 years of St. Stephen's and St. Agnes School, we are also stepping boldly into the next century with the opening of our incredible new Upper School building.
Reaching our Centennial is an extraordinary milestone, and throughout the year, we've honored this legacy by sharing stories from students, alumni, and faculty—past and present—highlighting the profound impact our school has had on generations of Saints students. Now, as we stand at this remarkable intersection of history and progress, we celebrate not just where we have been, but where we are going.
We are looking forward to the many moments this spring when our community will have the opportunity to celebrate together. There is no doubt that 2025 promises to be another extraordinary year!
I am so grateful for the adventures, growth, and excitement that lie ahead. Go Saints!
Warmly,
Kirsten Adams Head of School
SAINTS TOGETHER: Our Campaign for Community
INTRO BY JENNIE WILLS Chief Advancement Officer
by Ron Blunt Studios
A Bold Initiative Delivering on the Promise of Our Strategic Plan
In 2016, members of the St. Stephen's and St. Agnes School administration and faculty came together to chart the school's course into its second century–one that honors a rich and storied history, while also embracing the immense potential that lies ahead. Almost a decade later, the school's strategic plan has inspired new and dynamic programming, more meaningful connections and a greater sense of belonging across the community, a strengthened and solid financial foundation, and new spaces that engage and inspire our students.
Saints Together: Our Campaign for Community is a direct result of these endeavors. As of February 2025, the St. Stephen's and St. Agnes School community has generously contributed more than $33 million in support of three key priorities—the Upper School Project, the Saints Fund, and the Gift of a Saints Education Endowment. Each of these priorities plays a vital role in the school's future, ensuring campus spaces and programming that match our students' aspirations and making a Saints education possible for talented students.
Photo
“We are beyond grateful to our donor community for their generosity and steadfast commitment to this historic fundraising effort. Throughout our 100year history, the philanthropic support of visionary donors has made the Saints experience possible for generations of students. Saints Together will ensure we can continue to inspire students well into the future.”
– Jennie Wills, Chief Advancement Officer, Parent of Maddie '27 & Jacob '31
The Three Pillars of Saints Together: Our Campaign For Community
The new Upper School Wing has become an energetic hub for our oldest students. Whether collaborating in a seminar room, connecting with friends in the Commons or Dining Halls, or finding a quiet spot to study, this space empowers students to learn and grow
in an environment that reflects their needs and aspirations.
The Saints Fund remains the backbone of our school, ensuring best-inclass educational programming, extracurricular activities, and faculty development. Our community's annual support enables the school to sustain its unparalleled student experience.
The Gift of a Saints Education is a commitment to increase endowment funds to provide greater financial assistance to students that might not otherwise be able to receive a Saints education. These critical endowment funds will support tuition as well as costs associated with the full Saints experience.
A REIMAGINED UPPER SCHOOL
When you walk through the doors of the new Upper School wing, you're not just entering a state-of-the-art space for teaching and learning—you're stepping into the heart of a vibrant community. The new spaces are designed not only to inspire curiosity and academic growth, but also to foster collaboration, connection, and a sense of belonging. They are places where friendships will be forged, ideas will be exchanged, and futures will be shaped.
The entrance takes you into the Lewis-Hoy Upper Commons at the top of the Rita Meyer Saints Stairs. Along the left wall is a bank of windows looking into the renovated classrooms. On the right side of the upper level of the Commons are the new science labs for physics, chemistry, and two general science classrooms. At the far end is the Chiaramonte Family Seminar Room. The left side of the lower level includes an 85-inch screen for student and guest presentations and digital signage. On the right side of the lower level are the biology classrooms and three new art studios for 2D, 3D, and graphic design. The Dining Hall sits at the far end with a servery to the left.
The Lewis-Hoy Upper Commons
Named in honor of Lloyd Alexander “Tony” Lewis, Jr., St. Stephen's Class of 1965, and The Rev. Emmett Hoy, Jr., the Lewis-Hoy Upper Commons is a hub of activity at the Upper School campus. The expansive light-filled space offers students and teachers alike the opportunity to connect and collaborate.
Rita Meyer Saints Stairs
The heart of the Commons area, the Rita Meyer Saints Stairs, provides a place for students to study and socialize in between classes, as well as a forum for performances and community gatherings.
THE DINING HALL
Where Meals Mean Connections
The new Dining Hall offers ample space for everyone to enjoy their meals and a six-line serving area for quicker service. State-of-the-art technology—supported by a matching grant from the E.E. Ford Foundation— is one of the many incredible features that make this space ideal for events and meetings. Our commitment to sustainability is reflected in its green roof and solar hot water panels.
F A 16'x9' video wall on the left is composed of multiple LCD tiles, and includes specialized mounts that allow individual tiles to pop-out for easy service and maintenance. Weighing over 1,000 pounds, this wall is used for a variety of school meetings and events, such as a live broadcast of the Sleepy Thompson Boys Basketball Tournament.
F A 10” Crestron Digital Media Controller Touch Panel switches and distributes all of the audio/video signals throughout the room to the various presentation displays, including the video wall.
F A series of additional smaller displays, which can simultaneously present the content on the video wall, create multiple angles for viewing presentations for attendees without direct sight lines to the main display. Alternately, these displays can be separated from the main system with a local HDMI input, wireless projection, or as digital signage displays and used as small group collaboration areas.
F At the far end to the left of the doors to the Dining Hall Terrace is a living piece of art, the 5'x4.5' Moss Wall, which requires an occasional spray and very little care.
F Above the Dining Hall is a 2300 sq. ft. green roof that is part of the storm water management system. The green roof allows water to be retained in the soil and feeding plants, controlling the speed with which rain enters the city's storm drainage infrastructure. The green roof is planted with sedums and succulents that can survive through periods of drought and reduce the heat gain that accompanies a traditional flat roof.
F The roof also includes two solar hot water panels that serve to preheat water for kitchen and general hot water usage throughout the building.
F In the servery area, six 43” TVs are mounted in the ceiling, to display the menu options at each serving station.
Photo by Ron Blunt Studios
“Scientific disciplines use spaces differently, so we wanted to have evenly sized, subject specific classrooms. Cox Graae & Spack Architects (CGS) took our ideas for the optimal chemistry, physics, and biology classrooms and made our dreams come true.”
~Shannon Fusina, Science Department Chair
THE SCIENCE CLASSROOMS
Where Discovery Happens
With the needs of each class in mind, our science teachers and the architects collaborated to create state-of-the art, subject specific labs, prep rooms, and storage.
F Each lab space is different and designed specifically for the needs of the particular chemistry, physics, and biology classes. The science teachers met with the architects to design their specific space for their curricular needs.
F There are three different prep spaces also specifically designed for
our chemistry, biology, and physics labs that allow for immediate and convenient access to the necessary chemicals and equipment. For example, the biology prep room is equipped with multiple refrigerators for specimen and degradable chemicals, a dishwasher, a controlled chemical cabinet, and ample sink and counter space to prepare
various lab activities for the multiple biology and environmental science courses. The prep rooms are accessible through the classrooms and the hallway.
F The chemistry rooms offer 35% more floor space to allow for easier and safer mobility during labs.
F Outlets in the physics rooms have been moved to the ceiling to allow for greater flexibility with equipment and classroom organization.
F The teachers' offices are now in front of the classrooms with hallway access for meetings with students.
F Two general science classrooms were added, allowing classes outside chemistry, biology, and physics to have their own dedicated spaces, including the physical sciences, electives, and psychology.
Cunningham Family Biology Terrace
The biology classrooms open directly onto the Cunningham Family Biology Terrace, providing a natural outdoor teaching space where biology and environmental science students can observe wildlife and engage with their studies in a real-world setting.
Photo by Ron Blunt Studios
GATHERING PLACES
The new Upper School wing includes many unique spaces where Saints can gather for small and large events, collaborate, study, meet, and socialize, including three terraces that wrap around from the Dining Hall to the biology classrooms. The terraces not only allow students easy access to the outdoors, they also provide inviting environments in which our students can create artwork, work on curriculum related projects, and conduct experiments. In addition, the terraces are the perfect space for Coffeehouse performances, alumni panels, and a myriad of other school events.
Chiaramonte Family Seminar Room
A modern and well-equipped conference room that provides a hub for student, Board, and parent volunteer meetings, as well as seminar classes.
An 85-inch TV was mounted in the Chiaramonte Family Seminar Room, paired with a 360-degree HD video conferencing camera system. The camera uses AI to automatically focus on the active speaker in the room.
The Terrace
This beautiful outdoor area is perfect for small events and has ample seating for students to eat, study, or enjoy the fresh air. Overlooking Kelleher Field and offering sunset views over Alexandria's Cameron Valley, this space also makes an ideal area for Saints community events and celebrations.
THE PETERSON FAMILY ART CENTER
The new Peterson Family Art Center—including 2D and 3D art studios, the Thomas and Julie Frist Digital Arts Lab for graphic design, art display area, terrace, and an art gallery—are a dream come true for Upper School art teachers and students.
Studios Designed for Artists
Each new purpose-built art studio— for 2D, 3D, and digital lab classes—was designed with the input of the art teachers, Kate Elkins (Visual Arts chair), Sean Riley, and Thomas Bunnell, and a clear understanding of the materials used, the class sizes, and their storage needs. As a result, there is a natural flow of movement in the studios, high ceilings, ample space, and easy accessibility of equipment.
Cox Graae & Spack Architects (CGS) collaborated with our art teachers, observed how they used their old spaces, and offered innovative solutions to their issues. “We loved that our 2D and 3D studios connected,” Kate recalls. “However, there were some drawbacks, particularly with sound.” CSG addressed the issue without sacrificing the accessibility between the two studios by separating the studios with storage closets, sink bays, and a pocket door.
Sean's wish list included extra space for making and storing glazes for ceramics, a larger kiln room to make
the tedious process of loading and unloading the kilns much easier, and heavy-duty tables on wheels. “Our 3D Art program is so dynamic and explores so many mediums that it is essential to have our room be as flexible as possible,” he says. “The new moveable tables allow us to teach ceramics one period, stained glass the next, and paper-mache after that.”
The tables on wheels also make it easy to set up an outdoor classroom on the patio, in a matter of minutes. Access to the outside was high on everyone's list. Kate, Tom, and Sean started taking classes outside right away. They also transformed the patio into a cozy fall harvest theme for the October Coffeehouse event. Sean has hosted outdoor slime-making workshops, and Tom and Kate have taught outdoor plein air observational drawing. The patios also serve basic functional needs. “We can quickly set up a table for spray-
painting or applying fixative to seal charcoal drawings–things that were super difficult in our old studios,” Kate says. Other wish list items included built-in frame storage for in-house framing and space to accommodate students who are taking advantage of their open-studio policy during their free periods, even while other classes are being run. In order to maximize student work space, the teachers opted to have their desks in the studios.
Tom has noticed a difference in the new studios. “I see students using the studio spaces for longer periods of time than before. The design of the
Photo by Ron Blunt Studios
“I see students using the studio spaces for longer periods of time than before. The design of the rooms, the lighting and the general ambiance allows the students to focus and really pursue their craft.”
~Tom Bunnell, Upper School Art Teacher
rooms, the lighting, and the general ambiance allows the students to focus and really pursue their craft.” The students have noted that they particularly love the lighting, both natural and overhead. The 2D studio includes counters around the perimeter, facing the windows.
“This configuration offers students the chance to work independently without feeling crowded, but also keeps them connected to their peers who are creating in the same space,” Kate adds.
The new Thomas and Julie Frist Digital Arts Lab for graphic design has a 10x8 ft. wall dedicated to photo backdrops, which opens up opportunities to incorporate video into our classes. Kate is excited that her advanced graphic design students can record videos of themselves dancing that can be transformed into animations. “In our old studios we were constantly searching for makeshift spaces to take large photos, but it was never ideal,” she says. “Now, our students can explore motion graphics and video editing in a way that we couldn't before.” In the digital lab students have access to the full
The Peterson Family Art Center
This state-of-the-art facility empowers students to push the boundaries of their imagination and discover their creative potential.
Adobe Creative Cloud suite, including Photoshop, Illustrator, and InDesign. “They're taught to lay out our literary magazine, Fire & Stones, from scratch, which really gives them a taste of professional design,” Kate says. “By the time they finish our program, they are fully prepared to earn certifications in a variety of software. We also have a Cricut machine for precision cutting that's been a useful addition to our graphic design curriculum. It helps students create sleek, professional-looking package designs.”
The Art Gallery
Incorporating an authentic art gallery into the design of the new art wing was at the top of Kate's wish list. “We had this growing, fantastic art program at our school, but we didn't have a proper way to exhibit student work. When I first arrived in 2013, we spent a lot of time hanging our end of year show, Evening of the Arts, in the dining hall, but the cinder block walls made it nearly impossible to display anything effectively.” Even when the event was moved to the Chapel and Performing Arts Center lobby, the space had to be transformed into makeshift exhibits with large wooden temporary walls that were never meant to stay. “It became clear that our students deserve a dedicated space to display their hard work and creativity without having to
repurpose spaces originally intended for other uses,” Kate says. Having dedicated spaces for art makes a world of difference. Working with the building's design team, the teachers requested specific lighting that would properly illuminate the work on display and that the walls be reinforced with a plywood backing that makes hanging artwork easy, even pieces of substantial weight.
The process of preparing their artwork for hanging is also a learning experience for our student artists. They write artist statements that are mounted on museum-quality foam core plaques to accompany their artwork. This extra step also encourages students to articulate their artistic decisions and creative processes. “Our school places such an emphasis and importance on writing skills–it's no different in the art department as the
students communicate their ideas to their audience,” Kate says. “This also prepares students for future exhibitions where professional artist statements are a required element in college and beyond.”
The art gallery provides a platform where students can receive recognition from peers, teachers, and family members. This positive reinforcement helps build confidence, encourages continued artistic exploration, and demonstrates the value of their creative work. “Knowing that their work will be displayed for an audience can motivate students to take greater risks in their art, pushing their boundaries and exploring new mediums and concepts,” Sean explains. “They are more likely to challenge themselves and experiment when they know their creative voice has a place to be seen and celebrated.”
To join us in shaping the experience for current and future generations of Saints through the Saints Together campaign, please contact Jennie Wills, Chief Advancement Officer, at jwills@sssas.org or 703-212-2719 or visit sssas.org/give. For more information, visit sssas.org/saintstogether REIMAGINED UPPER SCHOOL — SAINTS FUND — GIFT OF A SAINTS EDUCATION
TOGETHER we are building a legacy of excellence while strengthening our community for the future. How will YOU support Saints Together ?
MAKE A GIFT: A one-time or recurring gift will make an immediate impact on the Saints community
NAME A SPACE: Make your mark on the campaign by explore naming opportunities in the Upper School building
BUY A BRICK: Honor your experiences, your class, your current student, or a special member of our alumni community with a brick in the new Alumni Walk
LLOYD HOUSE
The iconic, historic house at the heart of the Lower School campus
BY MELISSA ULSAKER MAAS '76
In 1866, Richard Henry Lloyd hired prominent Alexandria architect Benjamin Franklin Price to design and build a home for his family in Alexandria, Va. Price created it in the picturesque Italianate style inspired by Italian farmhouses, placing the front entrance in a tower that climbs above a gabled roof in the center of the facade amidst projecting eaves and roundheaded windows. Price lent importance to the front door by using tripartite windows above the double door protected by an arched foyer. A front porch started on the left-hand corner of the building and wrapped around the right-hand side.
Upon Richard Lloyd's death in 1883, his daughter Mary inherited the property and lived there with her family. The house was sold to playwright and author of “His Own Country,” Paul Kester, and
his brother, writer Vaughn Kester in 1913. Kester sold the property to Alan Brooke Prosise of Washington, D.C., in 1919. In 1922, the Prosise family sold the house and 16 surrounding acres to the Arlington County School Board (the area then being a part of Arlington County) for the establishment of George Mason High School. With the opening of Washington-Lee High School, the property was sold at a public auction to the St. Agnes School Foundation in the spring of 1924.
ST. AGNES SCHOOL OPENS IN 1924
In the 1920s, much of the Del Ray area was still pasture and the Lloyd house property was a haven of woods, fields, and an apple orchard. The only Episcopal schools in Alexandria were the Virginia Theological Seminary
1878 map of Alexandria County, Virginia, showing the locatoin of Lloyd House (red arrow).
and Episcopal High School. A group of parents, many of them connected with those schools, felt there was a strong need for a girls school to be opened under church auspices. The charter of the school stated that St. Agnes School was “to be conducted under the auspices of the Protestant Episcopal Church in the Diocese of Virginia, and that its trustees were to be churchmen.” After the school was established and developed financial independence, it was hoped that it would “be merged into the system of church schools in the Diocese of Virginia (Inc.).” In 1944 the school became one of the Church Schools in the Episcopal Diocese of Virginia.
According to the first board of trustees, “They [the parents] earnestly desire to instill in the minds of those entrusted to their care a reverence
for all that is holy, and give such spiritual guidance as wilt make this school worthy of the great name of the church.” The Board of Trustees included the rectors of the three Alexandria churches, the Bishop of Virginia, and the dean of Church Schools, together with the dean of the Theological Seminary and the headmaster of the Episcopal High School, who served as president and vice-president, respectively, of the Board.
Although the old Lloyd estate was already prepared for educational purposes, the house was thoroughly renovated from top to bottom. Looking to the northeast, across the wide valley of the Potomac, the white dome of the Capitol in Washington was visible. The school stood on the hill as a connecting link between the past
and the present, while assembling the hopes of the future within its walls.
On August 8, Miss Mary Josephine White was hired as the new principal. Miss White had been the assistant principal at St. Timothy's School in Catonsville, Md., and a professor of history and English at National Park Seminary in Forest Glen, Md. On September 26, Mrs. MacDonald Douglass was appointed the “directoress of the primary department.” An ad appeared in the Alexandria Gazette announcing the opening of St. Agnes Episcopal School for children, and that boys were being accepted into the lower grades. Miss White held “office hours” throughout August at Christ Church Parish Hall on Tuesdays and Fridays from 10 a.m. to 12 p.m. for prospective families wishing to apply for admission. Bus
THE SCHOOL OPENING IN 1924
transportation between Alexandria and the school was arranged. The opening tuition was $90 for primary grades, $120 for intermediate grades, and $150 for high school.
St. Agnes opened the doors of Lloyd House on September 24, 1924, to 45 students, including one boarding pupil. The new school served students in first through 10th grades and Latin was a required subject.
In 1931, eighth grade student Dorothy Rust '34 described the building in a history of the school written by her English class:
“On the first floor is a large hall where the St. Agnes seal hangs on the wall. Opening off from this is a large living room which is separated from a dining room by folding doors.
Leading off from the dining room, at a pleasant distance, is a kitchen. The lower grades also have their classrooms on the first floor.
On the second floor are the school rooms of the higher grades. There are also quarters for boarders. The third floor is entirely taken up with boarders. From all of the windows at the front of the house a fine view of the Potomac River and the Maryland shore may be seen.
The house is surrounded by beautiful old boxwood and many flowers. There is a large playground for the children.
At the rear of the school are a tennis court, a basketball court, and a field that is used for baseball and other such sports.”
For the first 14 years, Lloyd House was the sole school building for all the classrooms, offices, a library, and for the boarding department. To accommodate the growing student body, a new wing of classrooms was added to the south side of the building in 1925. Over time the white railing around the windows was removed, the old staircases were declared a fire hazard and replaced, but the high-ceiling rooms with their deep woodwork remained. By 1931, the school was educating 91 students and housing 10 boarders.
In 1939 the “little red house” was built to provide much-needed classrooms for the youngest students. The campus expanded as Daniel Hall, Macan Hall, McBride Hall, Sinclair Hall, and MacKinnon Hall were added to accommodate the expanding student body. Lloyd House is now home to the
A 1920S CLASSROOM
SNAPSHOTS OF LIFE AT LLOYD HOUSE
All students from sixth grade up were divided into green and gold teams. In the 1931 history written by the eighth grade English class, Margaret Rust '34 wrote that boys and girls alike practiced all spring for a green vs. gold tennis tournament. She also described the early Field Day, a Lower School tradition to this day. Parents were invited to attend and watch the green and gold teams compete in field hockey, high and broad jump, running broad jump, sack race, 50-yard dash, 100-yard dash, hoop race, suitcase race, and hurdling. First place was awarded five points, second place earned 3 points, and third place earned 1 point. A silver cup was awarded to the winning team captain to display until the next year.
ST. AGNES DAY
On January 21 they celebrated St. Agnes Day with a birthday party. Five seniors were chosen by the faculty to portray St. Agnes and her attendants. They were dressed in white with rings of white flowers around their heads.
1925-1926 GREEN AND GOLD TEAMS
1935 ATHLETICS
BOARDING LIFE
Lloyd House was home to many boarders for 54 years, from 1924-1979.
issue of the St. Agnes Newspaper, Shearings; top
Admission, Advancement, and Building and Grounds offices.
In the 1931 history, Amonett Gordon '34 sweetly and accurately wrote about her “Future Hopes of St. Agnes”— dreams that did come true:
On a hill among the trees stands St. Agnes. Bright shines its future. Located at the threshold of the Nation's capital, it will become, we hope, of outstanding importance among the girls' schools of the eastern United States.
Nowhere else in the east is there combined a more wonderful natural beauty of location with closeness to such a great center of culture as Washington, with its art
galleries, museums, many libraries, and opportunities to hear the best in music.
As these advantages become known over the east and south, more parents may send their daughters to St. Agnes. The enrollment of St. Agnes in a few years time should have passed the three hundred mark.
Increased attendance would require the erecting of beautiful new buildings...While training the minds of its students, St. Agnes will not neglect their health and strength. A fine new gymnasium may be erected... St. Agnes students will, we hope, have the advantages of a very complete library containing hundreds of books.
Then St. Agnes will count to her credit women who are capable of taking their part in affairs of the world. Well rounded characters will be developed in this environment of learning.
It has been 147 years since Richard Lloyd and his family walked through the doors of their new home, and it has been 100 years since the first Saints walked through the same doors of the Lloyd House as students. Some things may look different, but the historical importance of the building endures, is preserved amidst learning, joy, and laughter, and perpetuated through the education of thousands of young people.
Photo on left is a cartoon about “Life as a Boarder” from the November 5, 1951
right photo is of boarders in 1970; bottom right photo is of boarders in 1954..
MAKING CULTURAL CONNECTIONS
Faculty Fulbright Experiences in Morocco
Two Middle School faculty members have had enriching and enlightening experiences through Fulbright Scholarships in Morocco—Library Department Chair and Middle School Librarian Alicia Blowers through the Fulbright Teachers for Global Classrooms (TGC) Program and Middle School History Teacher Katherine Bryant through the Fulbright Distinguished Awards in Teaching (DA) Program.
The Fulbright Teachers for Global Classrooms (TGC) Program selects approximately 60-80 teachers each year. This program is highly competitive, and it provides U.S. K-12 educators with an opportunity to participate in professional development to enhance their teaching of global competencies. Participants engage in an intensive virtual course, attend an in-person symposium in Washington, D.C., and then travel internationally to experience different education systems firsthand.
The Fulbright Distinguished Awards in Teaching (DA) is a program that recognizes and encourages teaching excellence through professional development opportunities abroad, promoting mutual understanding between people of the United States and other countries. The program is administered by the Bureau of Educational and Cultural Affairs of the U.S. Department of State. This program sends U.S. primary and secondary educators abroad for a period of three to six months to conduct research and engage in professional learning, as well as bringing international teachers to the U.S. for a semester to participate in a professional development program at an American university. Around 400 educators from over 80 countries participate in Fulbright Teacher Exchanges each year. When they return home, they teach a total of 75,000 students annually. The Fulbright Program is funded by an annual appropriation from the U.S. Congress to the U.S. Department of State's Bureau of Educational and Cultural Affairs.
On the following pages, Alicia and Katherine share their experiences in their own words.
FROM LOCAL TO GLOBAL The Impact of a Fulbright Experience
BY ALICIA BLOWERS
On the car ride from Casablanca, my host teacher, Abderahman, asked, “Did you know that Morocco was the first country to recognize the sovereignty of the United States?” Little did I know, this question would become a common refrain during my two weeks in the country. It is something every Moroccan learns and shares with visiting Americans, eager to express the kinship they feel with their neighbors across the Atlantic and to emphasize their forwardthinking nature. Honestly, I didn't know too much about Morocco when I arrived in early March of 2023, despite my best efforts to do a crash course on its history and culture in the weeks leading up to my international field experience as a fellow with the Fulbright Teachers for Global Classrooms (TGC) program. That would all change as I embedded myself for a week within the school community at Groupe Pedagogique Alpha in Kenitra, followed by another week spent exploring cultural and historic sites and visiting a myriad of educational institutions in Casablanca and Rabat with the American teachers in my TGC cohort.
TGC is a year-long program for American K-12 educators that combines a rigorous graduate-level global education course and professional development workshop, with a shortterm international field experience. I was inspired to apply because of my desire to learn from and with other educators who are passionate about experiential learning and connecting across disciplines and geographies. After learning of my acceptance in August, I
spent the fall semester of 2022 engaging in coursework designed for practical application and immediate integration into the curriculum. Each week focused on a different aspect of global education and included readings, participation in virtual discussion boards, reflection assignments, and spotlight challenges to put learning into immediate practice, in addition to ongoing work to create or reinvent a curricular unit of study to develop and reinforce global competencies.
The reciprocal feedback and advice offered by cohort members throughout the course created a space in which we exchanged ideas, revised lesson plans, and implemented best practices into our classrooms in real time. I saw tangible evidence of the improvement in how students responded with greater engagement and visible evidence of their learning. The 12-week course was the most intense and invigorating professional learning experience of my life. That is, until the international field experience!
Upon completion of the coursework, I learned that I would join 10 other members of my TGC cohort in traveling to Morocco, one of the world's greatest crossroads of culture and history. With a whirlwind schedule, our focus was to learn and experience as much as
“The reciprocal feedback and advice offered by cohort members throughout the course created a space in which we exchanged ideas, revised lesson plans, and implemented best practices into our classrooms in real time.“
possible during our brief time in the country. For the first week we were partnered with a Moroccan teacher who had previously participated in a Fulbright exchange program to America. We shadowed our host teacher, visited classrooms, met with teachers, taught classes, and attended school events.
The students I met delighted in sharing their culture, while also
enthusiastically learning to play Wordle and asking questions about school and life in America. The middle school boys were avid readers of Japanese manga (the very same series our Saints love!) —and I bonded with high school girls who were reading popular American YA author Tahereh Mafi's “Shatter Me” series, which they learned about from TikTok and were reading in English.
The second week was spent traveling together as a cohort to tour cultural and historic sites, conducting additional school visits, and meeting with NGOs and researchers to better understand the landscape of Moroccan education. After the first week on our own at host sites, the cohort eagerly used time together to unpack all that had happened that previous week: comparing and contrasting different host school experiences, filling in gaps of understanding, and contextualizing everything with our Moroccan trip
“Participation in Fulbright TGC has revolutionized the way that I approach teaching and learning. I now have a powerful toolbox and the skills to implement a library program that centers on building global competencies with students.“
leaders. Those smaller moments of connection and reflection with others really helped to cement all that we had done in our coursework and opened the door to new possibilities for collaboration and ideas on how to further global education upon our return home.
The SSSAS school mission charges us with preparing students for a “complex and changing world.” In my role as the
Middle School librarian, I collaborate with teachers across the curriculum to facilitate the inquiry process and create connections between people and ideas. It is so vital for our students to see themselves as global citizens for whom the world is their classroom. The more that our students can engage with ideas and experiences different from their own and grapple with complex issues, the more empathetic they become and the more they develop skills and mindsets necessary to respond to change and lead innovation. By thinking and learning about the world outside the classroom door and the varied experiences present even within our own community, we can thoughtfully interweave global education practices into every interaction and space within the school experience.
Along the way, I sought opportunities to bring students with me, and share the experience. Before leaving for my
international field experience, students in the Middle School were invited to write a postcard to a student in Morocco. I shared these postcards with students at my host school, who wrote back. Upon my return from Morocco, I hosted a gathering in the library where students received their responses, wrote back again, and sampled Moroccan tea and a variety of snacks.
Participation in Fulbright TGC has revolutionized the way that I approach teaching and learning. I now have a powerful toolbox and the skills to implement a library program that centers on building global competencies with students. The unit plan created during my coursework was a revamp of the seventh grade history Changemakers project for which students research an instrumental individual from the American Progressive Era and create a short documentary. I tweaked the project to emphasize the explicit development
of global competencies, introducing the United Nations Sustainable Development Goals (UN SDGs) as a framework for understanding how the American Progressive Era fits into the larger global narrative of individuals, organizations, and communities working to create positive change. I've also redoubled efforts to make the library a more explicitly inclusive and welcoming space for all learners, amping up our collection of titles with global connections, hanging the flags of 224 countries around the room, and rewriting many lessons to include thinking routines and other changes to enhance student engagement and globalize their impact.
I have also leveraged my experience to include others from both the SSSAS and Alexandria community. Last spring, in partnership with librarian Michelle Biwer of the Alexandria Library, I began a facilitated exchange between Middle School French Teacher Laura Walker's
students and students in Guinea. This year, Middle School DEIB Coordinator Rebecca Cooper and I are partnering to offer a monthly lunchtime library activity to honor federally recognized heritage and history months.
For anyone considering applying to a Fulbright program, I would encourage them to do so. All students benefit from learning with a global perspective and all teachers can incorporate global education into their classrooms and curriculum. Now, when anyone mentions Morocco, I'm sure to inform them that Morocco was the first country to recognize the United States as a sovereign country. I'm also sure to tell them about my experience with Fulbright TGC and the welcoming hospitality, the bounty of delicious foods, the mesmerizing landscapes, and how the people of the country make efforts each day to promote a peaceful and forward-thinking global society.
THE GIFT OF LIFELONG LEARNING
BY KATHERINE BRYANT
Truly my father's daughter, I'm humming Crosby, Stills and Nash's “Marrakesh Express,” as I leap from the train by the same name to the platform, into the welcoming arms of yet another stranger. What began as a formal email exchange quickly transitioned to a Whatsapp thread. Faster still was the shift from the opportunity for participant observation with a local NGO to me leading a full-day workshop with an aspiring group of young female leaders from the far corners of Morocco. And, just as each dropped pin has led to an actual prodigious, young adult eager to share
their story with me, I'm met exactly on time by a driver who will deliver me to this residentbased program near Marrakesh.
The landscape changes quickly as we transition from the beautifully chaotic medina to the outskirts of the city. This brief ride is further evidence of the diverse geography of this country that I have marveled at for months. The outline of the distant High Atlas Mountains becomes more lucid, the stark desert terrain softens to green pastures. We pass through one small village, and then it's nothing but olive trees, date palms, and the occasional cypress. Already, I am calmer.
The gated entrance with a gravel drive opens to an oasis of fruit trees and a garden plot in progress. There are a dozen matching yellow chairs surrounding a table that stretches half the length of the patio. On the opposite side is a circle of brightly colored bean bags chairs.
I enter the expansive living room that has been transformed into a learning space. More than a dozen women are already circled around a large table with a projector screen at one end. The walls bear witness to thinking and learning and team-building exercises, peppered with neatly organized posters, diagrams, sticky notes, and even a wall of envelopes meant to write comments of gratitude to peers.
The Youth Conservation Corps (YCC), a pilot program for the High Atlas Foundation and the U.S. Forestry Service intends to build environmental stewardship and leadership skills in
young women from rural communities. It's a six-month residential program with the opportunity to learn from experts and practitioners using a workshop approach. For this two-week cycle, YCC participants are learning about sustainable agriculture. I am here as both a teacher and community development practitioner. I quickly introduce myself and offer an overview for our workshop together. I will use a case-study model to discuss communitybased engagement for sustainable food systems, and then we'll use the designthinking process to address communitybased issues.
The most striking part is when we practice the first step of the design-thinking process, which is to “empathize.” One young woman finally explains that the Arabic word is not as nuanced, so we broke it down as active listening and caring deeply about someone and the issue that they are experiencing. “It's hearing someone else's stories and feelings,” one woman describes. Another one suggests, “It feels diagnostic. A screening, like a doctor.” It's a delight to watch these young women attempting to solve problems in their own communities with both compassion and intellect.
Prior to this day, I've spent nearly three months in Morocco funded by a Fulbright Distinguished Award in Teaching doing just this: hearing the stories and feelings of youth across the country. Through this generous grant, I've conducted qualitative research for an academic paper, developed a research product, and served as a cultural ambassador. The latter has included guest lectures with local high school and university students, facilitating workshops for educators, and leading youth leadership and social innovation training. For my research, I've traveled across the country to conduct in-depth interviews with youth ages 15-30 and ethnographic field work with community associations and organizations.
The purpose of my Fulbright research is to gain a deeper understanding of the social and economic impacts of civic engagement on youth and their
societies. Using Morocco as a case study, I examined the opportunities for and motivations of youth to engage in their communities and the civil society entities who are building capacity for youth participation. While limited in scope, my qualitative research offers insight into the motivations and perceptions of youth on their impact, voice, and role within their communities. My intentions for this research are to both give voice to the experience of Moroccan youth and also offer insight to relevant stakeholders for effective integration of youth into public life.
In light of global trends of the decline in youth political engagement, Morocco offers an interesting perspective and an impetus for using an expanded definition of civic engagement. Youth played a critical role in shaping the democratic vision of Morocco's 2011 Constitution, calling for greater youth inclusion and expansion of civil society, and they are finding new ways of engaging in public life. Considering both the reported decline in civic education in U.S. schools and also what we know about the potential of high-impact practices for teaching and learning, my research underscores the critical need for schools to partner with relevant stakeholders for meaningful real-world learning and to ensure active and engaged citizenry.
“I am excited to draw from the fresh insights of Moroccan youth and practitioners to collaborate with others in our SSSAS community to nurture globally competent students whose interests and passions are leveraged to help them solve problems with compassion and intellect within their own community.”
While in Morocco, I was privileged to hear the stories of young people, including what for many has been a transformative experience through community involvement. I was humbled by the candid way in which youth offered their opinions and perspectives and inspired by their earnest desires to make positive impacts in their local communities and beyond.
The Fulbright DA fellowship has been an incredibly enriching experience. The pre-departure professional development, primarily focused on research methods and intercultural exchange, was robust, and the mentorship that I've received from my U.S.-based research advisor and Moroccan counterpart has been invaluable to my professional and personal growth. I applied for the program, imagining that it could help integrate my experiences as a classroom educator and a community-development practitioner. My interdisciplinary background in the natural sciences and humanities shaped my approach to the research topic and methods utilized.
While this fellowship has been life-shaping for me, I trust that the experience will not simply live with me. I am excited to draw from the fresh insights of Moroccan youth and practitioners to collaborate with others in our SSSAS community to nurture globally competent students whose
interests and passions are leveraged to help them solve problems with compassion and intellect within their own community. The research findings inspire me to build deeper relationships with students and to work within my teaching teams to provide more opportunities for real-world context for learning.
My research project will allow for virtual collaboration with a Moroccan independent school for communitybased research, professional learning, and interdisciplinary initiatives like the Model UN. Back at home, I intend to continue to partner with and learn from relevant stakeholders—students, families, teachers, community partners, supporters—who are all critical to carrying out our school's mission of “helping students succeed in a complex and changing world.” I could not be more grateful for the opportunity provided by Fulbright and IREX and the blessing and support of our SSSAS community. It is a real testament to the priorities and mission-alignment of our school to be allowed this time to be a learner and researcher for the benefit of our students and community.
As I return to the rhythm of the SSSAS calendar, I know the routines will further instill the lessons learned in Morocco into deeper impact for me, my students, and my school community. And, that is the gift of lifelong learning.
WELLNESS IN FOCUS
BY SUSIE ZIMMERMANN | PHOTOS BY JOHNNY SHRYOCK
Peek into the new Upper School Wellness Center and you might find a student napping on the sofa, another listening to headphones while enjoying the massage chair, and a few others at the table tackling homework or trying out some meditative coloring.
The Center opened at the start of the school year, carved out of space made available when the Academic Center moved to the former art studios. “When we saw the plans,” explains Upper School Counselor Susannah Harrison, “we thought that empty space would be ideal to bring all of the faculty related to student wellness together, while providing a quiet and relaxing place for students.”
Today, the Wellness Center and
attached Wellness Wing include offices for Susannah and her colleagues
Melanie Stanton (director of Health Services), Dawn Mazur (Health and Sexuality teacher), David Yee (director of Service Learning and Community Engagement), Samantha Russell-Porte '09 (counselor), and Nicole Lambelet (Upper School chaplain). An extra office also provides swing space for visitors or students who may need a private place for phone calls or telemed appointments.
The Center also reinforces the Challenge Success program that was implemented at SSSAS last year and focuses on student well-being, engagement, and belonging. “It is a program that was established through
“ “
We wanted to create a new space, a kind of oasis, where Saints come and not have to talk—unless they wanted to. A place they could play with the Zen garden, color, or paint. A place they could just reset.
Melanie Stanton Director of Health Services
Melanie Stanton, Director of Health Services, chatting with students in the Wellness Center.
Many
different types of students with different
needs are coming in to rest and relax, but it's fantastic that they have access to all of these adults if something pops into their head that they want to talk about.
“ “
Susannah Harrison Upper School Counselor
Stanford University. It started out in the West Coast and they were really looking at student engagement, student belonging, student wellness, and how to really increase that,” explains Melanie. Each division, Lower, Middle, and Upper School, is working with a Challenge Success coach and forming divisional teams of faculty, students, parents, and administrators to examine data and set action items to improve student well-being.
“The Challenge Success focus and this available space came together like a perfect storm,” says Melanie. Susannah concurs, adding, “With anxiety and depression numbers on the rise, more than ever kids need a space to just be and we were really happy to provide it here.”
The Center is outfitted with furnishings, snacks, and materials that nurture calm and relaxation: an aquarium, essential oils diffuser, water features, fidget toys, plant wall, art kits, a zen garden, weighted blankets, warmable stuffed animals, spa music, and more. Students come in to relax in the space or make use of it while waiting to meet with one of the nearby faculty members.
With other gathering spaces throughout the school, the Wellness Center is not intended to be a social hangout. “We're still working out the rules,” explains Susannah. “We try to cap the number of students here to no more than eight at a time and ask the students
to keep the noise down and clean up after themselves. We want to promote peace and calm and enable the faculty to work.”
A Wellness Club for students was created to help set usage guidelines, advocate for the space, and develop wellness-related programming to implement in the future. “We want the kids to take pride of ownership, set and enforce rules,” says Melanie, “and discuss initiatives that could promote student well-being, such as sleep campaigns, cell phone usage, managing stress during exams, and other healthy lifestyle efforts.”
Admission tour guides now proudly include the Wellness Center in their rounds. Returning alumni have praised the space, many commenting that they wish they had a similar space during their time.
Students who frequent the Center do so for the peaceful atmosphere and respite it offers in the middle of the school day. “I recommend it to any students who may not be having the best day or just need a place to relax and forget about any stressors in their life,” says senior Lauryn Burns. “It's also a great place to work on schoolwork during a free period, or just to decompress.”
Juliana Summey '26, who enjoys the Center often, agrees. “The Center has made any day that might have been stressful or that I didn't feel good, better. When I first saw the space, I knew it was going to become my new favorite place at school!”
“ “
Faculty also come in here to just chill if they need a moment. They sit in the massage chair, put on the weighted shoulder pad , or even a blanket. They love this space. And sometimes they just come in and just breathe because of the essential oil diffuser we have.
Health Services
Melanie Stanton Director of
Upper School Counselor Susannah Harrison
Through Love and Harmony
BY DIMITRI CRISWELL '25
Each week during Upper School chapel, a member of the community gives the homily. These are often powerful and personal reflections on their life experiences.
Good morning. My name is Dimitri Criswell, and I am a senior.
Throughout our lives, on various questionnaires and surveys, we have all seen the question “What are some of your favorite hobbies or interests?” One response has been my go-to longer than anything else. Baseball. I love baseball. My love for baseball stems from before I was in kindergarten. Five-year-old me went from probably not knowing anything about baseball to becoming obsessed with it in a very short amount of time, quickly cheering for my new favorite team, the
Nationals, and picking Bryce Harper as my favorite player. I went to my first Nats game in the summer of 2012, and little me was certainly transformed forever. Baseball became my favorite thing in the world. Anytime I had to draw or write about something of my choice in school, I always chose baseball.
My connection to baseball has had another important component to it. Five-year-old me was so happy to find out that not only could I watch and talk about baseball, I could sign up for tee-ball and play. From that point on, every time spring rolled around, I was excited to get my baseball bag out to go play. Once I was old enough, I moved from tee-ball to machine pitch, and eventually, from machine pitch to kid pitch, where I fell in love with becoming a pitcher. Playing baseball had become one of the highlights of my life at the time.
However, this wouldn't last forever. In seventh grade, I was excited to play baseball on the school's team, but
being around the eighth graders during practices caused to me to lose some of my confidence. Ultimately, I ended up feeling disappointed when I made the B team. But I didn't have time to let that sink in, because COVID hit and canceled that season and the next. So, by ninth grade, I was even more excited to play baseball, as I hadn't truly been able to play it in a few years. I had practiced my swing and form at home in my backyard, and felt prepared for tryouts. Or at least I thought I was.
The happy baseball story of my childhood ended abruptly on the first day of tryouts. Despite being relatively tall, I felt small compared to the upperclassmen around me and even among the other freshmen. Everyone around me looked like this was just a routine practice, while I was worrying about every little thing I was doing, or more accurately, what I wasn't doing. I wasn't hitting well at all, I wasn't very clean in the field, and I lacked confidence in all aspects of the game. Worst of all, as I realized how much I was struggling, the pressure of being cut grew greater and greater. There was an unusually high number of people trying out—so many, that several cuts would have to be made. Baseball went from something I looked forward to all year to something I dreaded every day during that cruel week
of tryouts and looming cuts.
Finally, one night, I talked to my dad, and even though they say “there's no crying in baseball,” I sat with him and started crying. I told him that I didn't know if I wanted to continue through the rest of the tryouts, because of how bad I felt about everything. Deep down, my love for baseball was trying to fight its way through, but the pressure that I was feeling from my lack of confidence and lack of ability was keeping that love hidden. But that night, after crying on the couch with my dad, I decided I would keep going.
I ended up making the JV team. But despite going out there every day, trying my hardest to improve, taking in every piece of advice, and attempting to emulate everything good that my teammates did, I remained, frankly, awful at baseball.
To illustrate this, although baseball has a lot of numbers and stats, I'd say that most people will understand the number zero. That was the total number of hits I got in all of freshman year. I didn't start games often, I was an inconsistent fielder in the outfield, and I was terrible at hitting, to the point where I felt like I was essentially a guaranteed strikeout. No matter how hard I tried, it felt like nothing worked out for me. I was awful at everything I had previously loved about playing baseball. So, when sophomore year came around, it might be surprising to hear that I signed up for baseball again in a heartbeat.
Why did I still love baseball despite just how terrible I was at it? Why did I want to continue playing after such an atrocious season? Well, while I didn't love being awful at baseball, I found a new source of love from playing the game, because no matter how awful I was doing, my teammates never let me down.
My teammates made me feel like I was a part of something special, and I definitely would consider that team to be special. If I had to pick one word to describe the JV baseball team, I would first say the word laughter. We laughed each and every day. In the locker room, in the dugout, and on the field, whether we won or lost. We laughed for lots of reasons, whether it was someone marking their territory by spitting on home plate
or using eyeblack to look like a cat and meowing during warmups.
If I had to choose another word to describe the team, it would be brotherhood. Beyond using the word brotherhood to end our mound visit chants, “Saints on 3, Brotherhood on 6,” I felt like I was a part of a true brotherhood with that team. I had a family that would always cheer me on from the dugout when I went to bat, even if they knew I wouldn't get a hit. A family that would continue to make me laugh and include me no matter how many times I struck out or made an error. My teammates weren't able to make me a better baseball player, but they made sure that my struggles didn't define my love for playing the game. I grew to realize that it was my teammates who really shaped the love I had for the game. Their ability to uplift me and make me enjoy being on the team by just being themselves each and every day, no matter how hard I struggled, renewed my love for baseball when I couldn't renew it on my own.
One day towards the end of my sophomore season, the magical moment finally came. I swung at a pitch, hit it in play, and saw it land in the outfield for a single for my first hit of high school. However, when I think back on my first hit, I don't think about all the struggles and hard work that had led me to that point, now two seasons in. Instead, I remember running to first while hearing my teammates cheering for me in the dugout, because they knew what just happened. I don't remember if we won the game or what the score was, but I do remember kneeling with the team after
the game and Will Evans giving me his honorary game ball for getting my first hit.
In today's reading, Paul talks about the importance of being devoted to others in love, and particularly, to share and be in harmony with those around you, even if they are in a lower position than you. The reason I came to love baseball despite my struggles was because my teammates embodied this very message. Every day they went out to the field, ready to spread joy, laughter, and love to everyone—and as Paul urges in the reading, they still shared their love and harmony with me even though I was in a lower position than them in terms of my capabilities. The fact that I couldn't get a hit until my sophomore year, couldn't track fly balls very well in the outfield, and couldn't necessarily produce for the team as much as they wish I could didn't stop my teammates from making me feel loved as one of them.
We will all experience things in our lives that we will struggle with, and things that don't go to plan. As we do, it's important to recognize the things or the people who spread joy and love and help us get through these struggles, even if they can't solve the problem itself. For me, it was my JV baseball teammates who fostered my love for baseball by making me happy to go out and play every day as a member of the team, no matter how hard I was struggling.
I am thankful to all the guys from those JV teams for how they made me feel, and I urge you all to thank those in your lives who have had similar impacts. More importantly though, I urge all of you to be the person that helps others through their struggles. Be the person who can spread love and joy to someone who can't find it on their own, just by being yourself. Be like the teammates who cheered me on, made me laugh, and made me feel a part of the team no matter how badly I was doing. I will forget the many strikeouts, errors, and missed throws that I endured, but I will never forget the way my teammates made me feel. They will forever remain a key part of my love for baseball, which is now stronger than ever. Amen.
ON THE STAGE: “THE SERVANT OF TWO MASTERS”
In November, Stage One presented three performances of Carlo Goldoni's comic masterpiece, “The Servant of Two Masters.” Set in 18th-century Venice, the play was filled with headstrong lovers, feuding fathers, sassy servants, and sitcom chaos.
FIND THE DIFFERENCES
Each season we recognize our senior athletes for their dedication, leadership, and contributions to their team. We challenge you to find 10 differences in these photos of our girls volleyball team!
AUGUST MOON '24 WINS NATIONAL ART AWARD
In June 2024, August Moon '24 received the Gold Medal Portfolio Award in the Scholastic Art & Writing Awards. This esteemed award, presented by the Alliance for Young Artists & Writers, recognizes portfolios that best exemplify originality, skill, and the emergence of a personal vision or voice. August's outstanding achievement includes a $12,500 scholarship.
The Alliance for Young Artists & Writers, which oversees the Scholastic Art & Writing Awards, announced the 101st class of National Medalists, recognizing over 110,000 teens from across the United States, U.S. territories, and Canada. Among the nearly 10,000 portfolios submitted, only 16 received the coveted Gold Medal Portfolio Award.
The award-winning portfolio, titled “Transformation Masks,” features a captivating collection of works across various media, including sculpture, photography, video, and performance art. August's “Home Mask,” explores the concept of home as a state of mind rather than a place. “The 'Home Mask' makes internal feelings and ideas external,” says August.
“Together, the masks compare the comfort of childhood with the struggles that come with growth and adolescence.”
This mask also features prominently in August's short film “Home Town,” which depicts scenes of isolation and misunderstanding, reflecting his experiences as a trans person.
The portfolio continues to delve into themes of identity and transformation. “The 'Chrysalis' mask uses yarn, found objects, and movement to invoke memories of childhood and the peaceful yet vulnerable nature of metamorphosis,” August notes. In contrast, the “Alien” mask “embodies the moments right after a bug hatches from a chrysalis,” representing the struggle and grappling with change.
August's art teacher, Sean Riley, expressed his admiration for the work: “I am thrilled that August's portfolio has been awarded the prestigious Gold Medal by Scholastic Art & Writing. This honor is a testament to August's
exceptional talent and dedication. His material instincts combined with a willingness to take risks in the studio, have consistently led to successful and innovative works. Each piece reflects August's unique vision and ability to communicate deeply personal and profound subjects in a playful and engaging manner.
A selection of four works from August's portfolio was selected for an exhibition at the Metropolitan Museum of Art in New York City.
The MET exhibit showcased the work of the teens earning top honors in the 2024 Scholastic Art & Writing Awards, including the Gold and Silver Portfolio Awards, The Herblock Award for Editorial Cartoon, the New York Life Award, and the Gold Medal Award. Presented by the Alliance for Young Artists & Writers, the Scholastic Awards are the longest-running and most prestigious recognition program for creative teens in the United States.
Selected through a rigorous process, these works highlight originality, skill, and personal vision, inviting viewers to see the world through young artists' eyes.
CLUBS GALORE!
There was an incredible turnout at this year's Club Fairs at the Middle and Upper Schools. Thirty-eight Middle School students stepped up to start and lead clubs with a dedicated faculty advisor to guide them. Our Upper School was also buzzing with activity, offering 60+ clubs for students to explore. From academics and the arts to service and leadership, there's something for everyone.
SAINTS SING
In October, choir students from all three campuses came together to build bridges across divisions and spend a harmonious “Saints Sing” day, filling our Chapel and Performing Arts Center with beautiful music. Guest clinician Michele Fowlin, artistic director of the Washington Performing Arts Children of the Gospel Choir and Associate Director of Music for Contemporary Worship at the National Cathedral, worked with our singers and taught them a special piece to perform at our all-school Thanksgiving Service. Lower and Middle School students enjoyed the chance to learn alongside the Upper School choir and connecting across ages creates opportunities for our older students to lead and mentor others.
GEARING UP: LOWER SCHOOL ROBOTICS
Our fifth graders took a deep dive into the exciting world of robotics! Using LEGO Spike Prime kits, they've been learning how to build and program robots, while mastering key concepts like angles. Then they took it to the next level by incorporating sensors like force, distance, color, and gyro to make their robots even more interactive. Through hands-on challenges inspired by the FIRST LEGO League, our students are building robotic arm attachments, programming their creations to navigate obstacles, and tackling fun tasks that put their problem-solving skills to the test.
CHALKING UP 100 YEARS
In celebration of our school's centennial year, Middle School Art Teacher Kati Towle guided her seventh-grade students in creating a vibrant sidewalk chalk “mural”! Each student designed a unique letter on paper and then brought it to life in chalk, adding their own creativity to the collaborative piece. The final message read: Happy Centennial Birthday, SSSAS! Celebrating 100 Years of Learning & Growing St. Stephen's and St. Agnes School 1924-2024
CELEBRATING VETERANS DAY WITH LINDSEY ELLISON '18
“St Stephen's and St Agnes encourages students to give back to the community. A life of service starts here. It doesn't have to be the military. Today, I challenge you to serve someone in the community.”
~Lindsey Ellison '18
The Upper School was honored to welcome alumna USMC First Lieutenant Lindsey Ellison '18 as the Veterans Day Assembly speaker.
Lindsey attended the United States Naval Academy, where she played two years of lacrosse, held key leadership roles including plebe summer Battalion Commander and the Spring Semester Brigade Commander. First Lieutenant Ellison graduated from the United States Naval Academy with a Bachelor of Science in Operations Research. She was commissioned into the United States Marine Corps upon graduation in 2022. Following completion of The Basic School and Marine Artillery Officer Basic Course in 2023, Lindsey was assigned to 2nd Battalion, 10th Marine Regiment, 2nd Marine Division where she serves as a High Mobility Artillery Rocket System platoon commander in Fox Battery. Lindsey led her platoon during Training Exercises in Twentynine Palms, Calif.,
and Camp Lejeune, N.C.
In April 2024, Lindsey deployed to Okinawa, Japan, as a platoon commander where she participated in Orient Shield 24. Her platoon was the first Marine Corps unit to be involved in the Joint Bilateral live fire exercise with the Japan Ground Self Defense Force. After the conclusion of Orient Shield, her platoon was the first unit to participate in exercise Resolute Dragon in Hijyudai.
Lindsey currently leads a Marine Corps platoon specializing in artillery operations.
Following her speech, Lindsey took questions from the community:
How did the values and mission from our school align with what you learned at the Naval Academy?
SSSAS encourages living a life of service. The military is not the only way to give back to others, but I chose to attend the Naval Academy for similar reasons. From the moment you are inducted as a plebe during the first day, you are no longer focused on yourself. Everything is centered on preparing to lead others upon graduation. Our actions need to be worthy of that on a daily basis.
I also think that my experience at SSSAS taught me the value of hard work, setting high goals, and asking for help when you need it. The SSSAS and Naval Academy faculty cultures are very similar, with small classes and instructors who are dedicated to helping their students succeed. When I transferred to SSSAS I had to work hard to catch up with my peers, especially in math. Ms. Elise Canfield met with me multiple times a week to help me. During my senior year Ms. Sarah Oakes did the same to help me with AP Chemistry. Because I was unafraid to ask for help, I had a very similar experience at USNA and even had standing weekly EI (extra instruction) sessions for some of my more challenging classes.
Looking back, how did your time at SSSAS help shape the person you are today?
The largest impact SSSAS had on me was understanding that there really aren't any limits if you are passionate enough about accomplishing something. There is always a way to get something done if you work hard enough, and teamwork is essential. SSSAS emphasizes the power of working together and community. I still am in touch with friends from SSSAS and definitely built some of the closest relationships in my life there. It is fun to watch my friends succeed and have a similar passions for service. Two of my closest classmates are doing amazing things to give back to people around them. Carroll Phillips is attending Veterinary school and Charlotte Fontham is a teacher in North Carolina. Both of them have worked extremely hard and are dedicated to making the world a better place.
What advice would you give to current students considering a military career? Find people to talk to who are in the community you are interested in! Don't be intimidated by all the requirements. If you're passionate about serving others, traveling, or meeting people from all walks of life, the military could be a great avenue for you. There are so many different jobs and communities. My cousin is an aerospace engineer in the Air Force and is working in a research lab. One of my friends helps write articles and make videos to tell the world what the Marine Corps is doing. I have had Marines that never thought college was an option and are now asking me to write letters of recommendations for them to use their GI Bill to help pay for school. There is no better feeling than helping someone realize they are capable of achieving more than they ever thought. And that is what being a leader is about. The military will challenge you and it is not an easy path. However, sometimes the harder paths can be the most rewarding. If you are nervous, that is okay. Find a mentor and ask the questions!
100 Years Celebrat ingbrat
St. Agnes School Foundation bought the Lloyd House property and opened St. Agnes in September 1924 as a coed K-9 school (10-12 added over the next three years) with 59 students.
A boarding option was available to girls in grades nine through 12.
1924
The Green and Gold teams were formed and intramural academic and athletic competitions began.
Miss Mary Josephine White was chosen as the first principal.
Miss E. Marguerite Chapman was hired as the second head of school from 1925-1933.
A wing of classrooms was added to the south side of the Lloyd house.
1925
St. Stephen's School was founded by the Church Schools in the Diocese of Virginia. The original campus on Russell Road was a large private home on five acres. When it first opened, the school served third through eighth grades and centered its athletic program around football, basketball, and baseball.
1944
Helene Haskin became the first graduate of St. Agnes. The Helene Haskin Krause Award is still given to an Upper School “scholar athlete” at Prize Day.
1927
The Rev. Edward E. Tate worked with CSDV to open SSS and served as the first head from 1944-1954. He was the rector of Emmanuel Church and the chaplain for St. Agnes School.
1947 Football was the first documented varsity level sport offered. The school was still so young that the entire team was composed of 10th graders.
The first issue of the Upper School student literary magazine, Fire & Stones, was published in the spring of 1992. Fire & Stones is still published twice a year.
Mrs. Helen Arny Macan was head from 1933-1951. She based her academic plan for St. Agnes upon sound academics and always inspired intellectual curiosity in her students.
1933
The first yearbook, “ Lamb's Tail,” was published. Its name referred to the school mascot, the Saint Agnes Lambs. The yearbook included student poetry.
1934
The first issue of the SSS student newspaper, The Deacon, was published under faculty advisor Rene “Wick” Wenger's guidance.
The first students to graduate from SSS were Howard Whellen, George Ford, and Gene Gollen. Varsity basketball was established with outdoor practices and varsity baseball was the first spring sport offered that year.
1950
1951
Legendary Coach Albert “Sleepy” Thompson, Jr., was hired and during the next 40 years he excelled as a coach, teacher, and director of athletics. He coached football for 32 years and basketball for 20 years, as well as baseball, and golf.
1952
The first annual Evening of the Arts was held showcasing the creative and performing arts talents of Upper School students.
The first annual Girls Lacrosse Spring Fling Tournament was held.
Girl Scout Troop Number 104 was established by Mrs. Macan and Miss Hendricka Stebbins. The Girl Scouts are still active at SSSAS.
The first school newspaper, Sparks, was published, produced by the entire junior and senior classes.
Basketball was the first sport played at a varsity level. The team played seven games against public and private schools including one game against SAS alumnae.
1935
A more sophisticated newspaper, Shearings, replaced Sparks, with Mrs. Macan as the faculty adviser. The newspaper expanded in size and sophistication over the decades and began including photographs in the late 1940s. Its last issue was published in May 1991.
1938
The first St. Stephen's School yearbook, “The Scroll,” was published for the 52-53 school year, but also included photos of the classes of 1950-1952.
1953
The Middle School campus on Braddock Road opened in September featuring a new outdoor archway and entrance hall that led to a refreshed interior including a circular stairwell in the center hallway, new science and computer labs, and an improved library.
The Fun Friday tradition began to celebrate the end of the first week of classes at the Upper School. Grades nine-12 enjoyed an afternoon filled with food, music, and games.
The Little Red House was constructed providing much needed classrooms for the youngest students. For the next 64 years, kindergartners began their Lower School education there.
1939
Beloved English teacher Willis Wills began serving as interim head of school after The Rev. Tate resigns in September 1954. He holds the position until Rev. Hoy takes over in Feb 1955.
1954
The Rev. Emmett Hoy, Jr. became head. He increased enrollment and moved SSS to St. Stephens Road. He was a staunch supporter of integration and expanded course and athletic offerings.
1955
The Upper School was renovated and expanded, adding 50% more space, including new science labs, visual and performing arts spaces, a photography lab, a library, seven new classrooms, a new dining hall, college counseling and fitness centers.
Coach Sleepy Thompson organized the first 8-day summer training camp for the football team at Shrine Mont a Diocesan retreat near Orkney Springs, Va., attended by 28 students. Shrine Mont built dorms for the football team in 1960.
St. Agnes School joined the Church Schools of the Diocese of Virginia in June.
1944
new classrooms for the students and faculty offices.
1947
1951
SSS formed the first soccer team, known as the “Mud Men,” because they played in winter and finished every game covered in mud.
SSS and SAS produced their first coed drama production “Everyman.”
1956
A new campus was built on St. Stephen's Road, dedicated in honor of The Rev. Edward E. Tate. The gym was dedicated in honor of The Rt. Rev. Frederick D. Goodwin, the Bishop of the Diocese of Virginia and president of the Church Schools.
1957
Coach Sleepy Thompson created the Invitational Basketball Tournament to promote goodwill among the participating schools. In 1993 the tournament was renamed in honor of Coach Sleepy Thompson and is still one of the most anticipated events of the year.
The Inaugural Athletic Hall of Fame took place in January to honor the athletes, coaches, teams, and volunteers who have made outstanding contributions to the school's athletic program.
A Multicultural Seminar program was created for faculty and administators to explore diversity, cultural competency, and multicultural education. In 2019, the program was named in honor of kindergarten teacher Donna Ryan.
The first Multicultural Night was held at the Upper School to celebrate diversity, featuring exhibits, food, and cultural presentations representing 18 countries and regions. The event is now the school-wide Celebration of Cultures.
The first annual Lower School ARTStravaganza was held for students, offering a full day of performing and visual arts workshops led by local artists and performers. Workshops included bookmaking, printmaking, acting, cartooning, jazz, and storytelling.
In April, the Chapel and Performing Arts Center opened, providing a much needed space for concerts, performances, chapel, and school gatherings. The building also has music classrooms, a prayer room, and a beautiful stained-glass window.
The Rev. Sean Cavanaugh encouraged students to speak at chapel as part of an initiative that evolved into the traditional “Senior Chapel Talks.” Seniors who wish to speak, share a personal experience and how it changed their lives.
1991
SSS and SAS merged to become St. Stephen's and St. Agnes School under the direction of the Church Schools of the Diocese of Virginia. Joan G. Ogilvy Holden served as the first head of the merged school. The first issue of the SSSAS student newspaper, The Voice, was published in October. The newspaper is still in production today in print and online. 1996
1992
1995
1997
2000
2003
2007
Macan Hall opened providing
Miss Roberta C. McBride became head and served until 1977. She oversaw the building of Daniel and Sinclair Halls, was a firm believer in student government, and founded the honor system.
The first drama club, Amard—drama spelled backwards—was formed in the spring. They presented multiple productions each year, including one with Episcopal High School students and later with St. Stephen's. 1954
The first literary magazine, Bleats, was published by the Literary Society. It contained poetry, essays, and short stories written by students from grades two to 12 and came out annually through 1969.
Daniel Gym was completed providing a much-needed indoor athletic court, as well as space for chapel services, performing arts, assemblies, and Commencement.
The first chamber music group was formed under the direction of Mr. Orville Trondson and debuted at the Christmas Carol service with seven musicians.
The first Black student, Eric Miller '77, was admitted to SAS where boys attended through second grade. In 1967 Miller transferred to SSS, from which he graduated in 1977.
Lydia Jones Nunn '72 was the first Black student to graduate from SAS. Her younger sister, Laureen Jones Mullins '74, was the first Black female student enrolled at SAS.
In the spring of 1975, Coach Kathy Jenkins and Volunteer Coach Alix Fellows founded the St. Agnes lacrosse program. It was made a varsity sport the following year.
Moss Football Field was dedicated in honor of Dr. Fred A. Moss who sold the land to the Church School system in 1954 to build the new campus.
1958
SSS enrolled the first Black student, Lloyd “Tony” Lewis '65, in the ninth grade. The Rev. Lewis later served on the SSSAS Board of Governors from 2009 to 2012.
1961
SSS appeared on the local high school quiz program, “It's Academic,” for the first time. Their appearance was telecast on April 13-14. St. Agnes School formed its own “It's Academic” team in 1969.
1962
The annual Seminary Hill Cup was established a spirited competition for girls to showcase the varsity and junior varsity teams of SSSAS and Episcopal High School. To date, the overall score is SSSAS 8-EHS 7 and one tie!
The FIRST robotic team, Team 6010: “Thunder Stone,” was formed at the Upper School. Today more than 60 students participate in the robotics program.
Mrs. Kirsten Prettyman Adams began her tenure as head of school in July. Thus far, her tenure is marked by expanded and improved campus facilities, a focus on strategic planning, and leading the school through the COVID-19 pandemic.
2014
The first coed exchanges between St. Stephen's and St. Agnes were offered. Mary “Buffy” Jones '70 attended calculus at SSS; Herb Curlee '70 and Jim Williams '70 took AP history at St. Agnes.
1969
St. Stephen's opened a new wing, including a library, lecture hall, classrooms, laboratories, art and music studies rooms, corridors, and gardens.
1974
Mr. Clifton R. Titus, Jr. became the acting head of St. Stephen's following the death of The Rev. Emmett Hoy, Jr. in April 1975. Mr. Titus served in this capacity again from 1990-1991.
1975
The first annual Middle School Diversity Conference hosted more than 90 students and adults from nine D.C.-area schools. SSSAS students from the Middle School UC2 group and the Upper School Unity Leadership Council students helped lead the event.
SAS held the first annual Grandparents' Day for grades K-7, to recognize their special relationships with the students. The event featured a joint SAS-SSS operetta titled “Our Country 'Tis of Thee” in honor of the country's Bicentennial.
Mr. Robert E. Leipheimer became the first male to serve as head from 19771982. Before coming to SAS he served as the head of the Foxcroft School. He believed in the importance of providing an excellent education for women.
After 54 years, the St. Agnes boarding program came to an end.
The first French student exchange took place in 1980, with the Institut de l'Assumption in Paris, coordinated by French Teacher Christiane Van Swearingen. The current Normandy Exchange program with Lycée Jeanne d'Arc school in Bayeux, Normandy, is now in its 34th year.
1980
The Rev. Joseph B. Doty became head and served until 1980. He believed that students should have the independence to experiment with their learning experience, while upholding Christian standards.
1976
Upon his retirement, the press box was dedicated in honor of Doug Adams for four decades of faithful service as a mathematics teacher, department chair, coach, athletics director, and summer programs director.
SSSAS held the first annual Saints Mission Day, created as an opportunity to gather together as a school community, unite around our mission, and explore what it means to be a Saint.
The first Upper School Colloquium for the Common Good took place A biennial event focused on the most challenging and important social issues facing us today, it features a keynote speaker and workshops led by leaders from community partners and faculty members.
The annual Christmas Invitational Wrestling Tournament was created by legendary SSS wrestling coach Herb Soles. It was renamed the Holiday Classic Wrestling Tournament in 1988.
Lacrosse made its official debut at St. Stephen's. The first team was commended for their enthusiasm and aggressiveness. The sport has risen quickly in popularity, both locally and nationally.
1980
The Rev. Edwin M. Ward became head, serving until 1989. His goal was that every student would be known. He encouraged the faculty to inspire and lead by positive reinforcement and reward.
1981
The first Middle School robotics team, “Terabyte Triceratops” was formed in the fall. It started with 12 total team members broken down into three smaller work teams of four members each.
SSSAS launched an academic program for three-year-old students, Early Saints in response to a growing demand among the community.
2020
MacKinnon Hall was built on the site of the little red schoolhouse specifically for the youngest grades. The new hall was named for Carol Cox MacKinnon, who had served as a kindergarten teacher and the director of the Alumni Office.
Mrs. Joan G. Ogilvy Holden became head and served for 30 years. She helped guide the school through its merger with St. Stephen's in 1991. She was committed to diversity, lifelong learning, and innovation. 1989
The track was renovated and named in honor of generous donor Gen. Phillip Draper. The Draper Track was considered the finest track in the Washington Metropolitan Area, with a regulation steeplechase field and a rubberized track surface. The first annual Draper Track & Field Meet was held in 1982.
The Squash Club was founded during the 19841985 school year, and continued through the first year of the merged school. With growing interest, squash teams were established at the Middle School in 2019 and the Upper School in 2021.
1985
SSSAS executed the purchase of three acres from St. Andrew's United Methodist Church and began construction on the roadway. The property, adjacent to the Upper School campus, will provide the school optionality for generations to come.
2022
SSS purchased the building that had housed Acension Academy in 1984 to be used as the new Lower School campus named in honor of Virginia E. “Jinx” Hazel. After the merger it became the SSSAS Middle School.
1988
The groundbreaking ceremony for the reimagined Upper School wing took place in June. Later that month modular classrooms were erected on the baseball field and demolition of the old science wing and dining hall began.
2023
SSSAS announced the beginning of its yearlong Centennial celebration.
Funded by the Saints Together campaign, the reimagined Upper School space opened to the community in September.
2024
Coach Kathy Jenkins began her 54th year at the school officially becoming the employee with the longest tenure. Coach Jenkins started the girls lacrosse program in 1975 and has logged more than 900 wins during her career.
Joining the Board of Governors
MARIE SANDERS JONES
“Being a Saint means striving for academic and athletic excellence in a way that reflects Episcopal values and uplifts the community. I think of Saints as intellectually curious, open-minded, and serviceoriented.”
Marie Jones is a senior international and defense researcher at RAND Corporation, and a former senior executive in the Intelligence Community with experience leading strategic analysis of Latin America and the Caribbean and providing intelligence support to the national security decision-making process. RAND is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer, healthier, and more prosperous. Her projects at RAND
have examined U.S. policy on cross-border immigration, the use of crowdsourced forecasting as a research methodology, conflict in Africa, and the geopolitical and national security implications of AI.
Serving on the Board is important to Marie because she believes in its mission and cares about its success. She is particularly interested in bringing her experience in strategic long-term analysis, foresight, and forecasting to the advancement and strategic planning committees. She is also very passionate about helping the school fund the Upper School renovation project. “The redesigned art and science classrooms, dining hall, and student commons are so impressive. I could see the excitement on my son's face when he walked into the Upper School and saw the changes for the first time during the Homecoming festivities.”
Marie feels the school's greatest strength stems from the quality of the school's staff, “Everyone from the top leadership and faculty to the support staff are not only professionally qualified but also are thoughtful, accessible, and caring.”
Marie earned a bachelor's in international politics and a master's in security studies from Georgetown University, as well as a master's in national security strategy from the National War College. Marie and husband Don are the proud parents of DB Jones '33. In her spare time, Marie stays as active as possible, playing tennis, golf, and running. She also loves to curl up with a good book from the library!
JENNIFER LIAN
“Being a Saint means growing in an environment where each student can envision their potential, share their talents and interests to serve others, and confidently contribute to the school community in a meaningful way.”
Jennifer Lian has been an active member of the Saints community for the past 17 years. Along with her husband, Bob, Jennifer has raised four Saints, Graham '14, Meredith '16, Lindsay '22, and Garrett '25, and has given generously of her time to the school community in a variety of different roles, from APT Upper School vice president and grade-level parent, to a lacrosse team parent and coordinator for Little Saints lacrosse.
Jennifer is an independent fine artist, who focuses her talents on landscapes and abstracts. In addition to exhibiting her work in several galleries and shows, Jennifer has done dozens of
commissioned works that adorn homes throughout the country. Her artistic journey began as a student at William & Mary, where she earned a bachelor's of business administration with a minor in fine arts. Jennifer has a background in event management and production, and was one of the founding members of Production Group International, Inc. and Center Stage Productions, for which she produced events around the world.
Jennifer finds this an exciting time to join the Board and help envision and plan for the school's future. One of her top priorities is to continue incorporating advances in technology while emphasizing essential communication skills, which will help empower our students to become innovative thinkers, creative problem solvers, and lifelong learners.
As for challenges facing the school, Jennifer is concerned with the competition from other schools for enrollment and retention. She feels keeping the cost of a Saints education under control, maintaining top-notch academics, and ensuring that the athletic program remains robust and competitive is an important way to enhance the school's reputation in the community, generate enthusiastic support from alumni, and attract top scholar-athletes as future Saints. She believes the initiative to reimagine the Upper School athletic facilities, starting with the redesigned baseball dugout, will transform the overall first impression for visitors to the campus.
JAY PURCELL MANCHESTER
“The school's greatest strengths lie in its steadfast focus on raising children of character and compassion; its remarkable ability to “know” all the members of the community and to make sure we all feel known; and the continuation of cherished traditions while adapting to the fastchanging societal and technological landscapes.”
Jay Manchester is an antimoney laundering and combating the financing of terrorism (AML/ CFT) consultant with a particular focus on targeted financial sanctions, risk-based supervision, and the strengthening of AML/ CFT regimes in Africa and the Middle East. He was previously a financial sector expert in the International Monetary Fund's
Financial Integrity Group and a senior policy advisor in the U.S. Department of the Treasury's Office of Terrorist Financing and Financial Crimes. Jay has also worked at Georgetown University, the U.S. Department of State, and the Atlantic Council of the United States.
Looking to the future, Jay is particularly excited to witness how the extraordinary renovations to the Upper School campus will impact the school's arts and sciences education and provide a “center of gravity” for the whole community. He is also pleased to see the fruits of the Gift of a Saints Education program, a commitment to increase our endowment so as to provide greater financial assistance to our beneficiary families through full scholarships.
Jay believes the most significant challenges facing the school are twofold: continuing to offer competitive pay and benefits to faculty and staff and to provide our students with top-notch facilities while remaining affordable, and to ensure that our children grow up to be community-oriented and civicallyminded at a time when technology too often divides and isolates.
Jay received a master's in political science from the University of California-Berkeley, a Certificate in European Political Studies from the Institute of Political Studies (Sciences Po Strasbourg), and a bachelor of science in foreign service from Georgetown University's School of Foreign Service. Jay speaks French and German. In his downtime, Jay likes to travel, explore new restaurants, take long walks, bake, and play board games with his husband, Jesse, and their boys Sammy '34 and Nico '34.
ALGIS K. PENKIUNAS
“I'm enthusiastic about what lies ahead for SSSAS. Our capital enhancements to the facilities, grounds, entrance, and baseball field, along with our exceptional educational offerings, position us as a strong competitor among DC's leading independent schools.”
Algis Penkiunas is a University of Maryland graduate who began his career in finance before leveraging that expertise to build a business focused on acquiring distressed assets. Recently retired as CEO of a Cerberus portfolio company, he is now applying his entrepreneurial spirit to F. T. Valley Farm, where he and wife Kathy run a pick-your-own fruit orchard and cattle operation. In addition to serving on the SSSAS Board of Governors, Algis is an active board member for both St. Paul's Episcopal Church Foundation and his former employer.
Algis' experience as CEO of a large company, in private equity, and collaborating with active board members has deepened his appreciation for the complexities and responsibility of financial stewardship. As a former business owner, financial stewardship resonates deeply with him and he hopes to assist with keeping the school fiscally sound to ensure its longevity.
At this time, Algis would like the Board to focus on future expansion and the consolidation of facilities by utilizing the land adjacent to the
Upper School campus, which was acquired from St. Andrew's United Methodist Church. Additionally, he emphasizes the importance of hiring top-tier faculty and staff and ensuring that our coaches' values align with the school's mission and values. Algis believes the school's greatest strengths lie in its dedication to helping each student achieve their educational goals by setting high standards and providing individualized assistance, and the fostering of a school community in which members support one another—whether in academics, sports, the arts, or other pursuits— creating a place where everyone feels welcome and accepted.
Algis is an avid outdoorsman who enjoys fly fishing, deep-sea fishing, playing pickleball, and skiing. When he's not at the orchard, on the water, or in the mountains, Algis relishes spending time on the sidelines of the football, baseball, and soccer fields, cheering on his children, Lydia '25 and Kaz '25.
ON THE BOARD
Timothy Adams, Chair
Barrye Price, Vice-Chair
Adrian Azer '96
Jason Booma
Eugene Bounds
Reginald J. Brown
Peter Chadwick
Sabrina Crawford
David Felsenthal
Amy Hanley '87
Marie Jones
Peter Keefe
Taylor Kiland '85
Jennifer Lian
Jay Manchester
Charles Molster III
Nikita Montgomery
Katherine Murphy
Algis Penkiunas
Shiloh Roehl
Elizabeth Siegel
Erin Streeter
Jim Taylor '84
Rob Wadsworth '78
Rev. Oran Warder
Syrus Ziai '84
Ex-Officio Members:
Henry Broaddus, President, CSDV
Kirsten Adams, Head of School
Laura Walker
What is the one thing in the world you would fix if you could wave a magic wand? Kindness, thoughtfulness, compassion, understanding, and selflessness would be the way of the world. Smiles are free, so give them away.
What one piece of advice would you offer anyone who asks? Be honest with yourself about who you are and how you feel, even if you are ashamed. No one else has to know. You can't change if you lie to yourself.
If you could switch lives with anyone for a day, who would it be and why? My sons. I would love to see and understand their lives and struggles. If I could choose a bonus person, I would choose my husband for the same reasons.
Middle School French Teacher Laura Walker grew up in Indianapolis, Ind., where she was a cheerleader and a Girl Scout. She recalls with amazement, camping on horseback in the woods for 2-3 days with no cell phones and a counselor who was no older than 20! They pitched tents, bedded down the horses, and cooked their meals over an open fire. At Howard University she considered majoring in zoology, economics, and business, but none of them felt right. When it came time to decide, her counselor looked at her transcript and suggested French, the only subject she took consistently. Laura followed her counselor's advice and received a bachelor's in French and a master's in Afro-French literature. She joined the faculty at SSSAS 33 years ago and has taught French in the Lower and Middle Schools. A highlight of her career as a Saint was studying in Rennes, France through an APT Holden Summer Study Fellowship. She has three fond memories of her time in France. 1) Getting lost on the bus going “home” from class— because being in a situation like that required her to find the necessary French words; 2) eating delicious artichokes for the first time; and 3) having an evening picnic with her host family and realizing it was still light at nearly 10:30 p.m.! In the classroom, Laura's students have fun learning through singing songs in French (especially at Christmas) and playing number and vocabulary games. She particularly enjoys making yummy crepes with her students! Laura suggests that her students watch their favorite animated Disney movies in French as a learning tool. Since they know the storyline, they can really focus on the language. Speaking of Disney, it's actually Laura's happy place. She also loves spending full days at the beach. Outside the classroom, Laura has been married to husband Damion for 31 years and they have two sons, Jordan '18 and Brendon. Although she is a true homebody, Laura is very active in her sorority, Alpha Kappa Alpha, where there is always something to do to uplift and help the community. Laura's favorite movies include “Ready or Not,” “Brown Sugar,” “The Usual Suspects,” “The Matrix,” and “The Count of Monte Cristo” (2002). And wait for it…she is currently binge-watching the anime, “One Piece.” When she is not buying another pair of shoes to add to the 50 in her closet, Laura is focused on enjoying each day as it comes. Two quotes resonate with her, “You can worry or you can trust God, but you can't do both,” (Howard-John Westley, Senior Pastor of Alfred Street Baptist Church), and “If you tell the truth, you don't have to remember anything,” (Mark Twain). She is inspired by the women in her family, for what they have accomplished and the confidence they instilled in her. For Laura, success is feeling happy and content with who you are, and striving every day to be the best person you can be.
What is your most favorite thing in the world and why? Spending time with family because we are a source of support and comfort for each other.
What is the one place in the world you would like to escape to and why? Disney World! The outside world does not exist when you are there. You're in the Disney bubble where everything is happy.
If you had a million dollars in the bank, what would you be doing? Exactly what I'm doing now. I enjoy teaching. However, I could definitely increase my charitable giving, and I might take a three-week trip to Disney World/Universal Studios!
Bud Garikes
What is the one thing in the world you would fix if you could wave a magic wand? I would make the speed limit on Seminary Road 35 mph.
What one piece of advice would you offer anyone who asks? Free advice is usually worth what you paid for it.
If you could switch lives with anyone for a day, who would it be and why? Neil Armstrong on the day he stepped on the moon. Never a bad thing to be first in line.
Upper School History Teacher Bud Garikes is passionate, optimistic, older, maybe wiser, and very curious. Bud was born in Chicago, so moving to Birmingham, Ala., in the third grade was a big shock. When he was young, Bud dreamed about becoming a major league baseball player, but says he could never hit a curveball. Now he dreams about sleeping until 9 a.m., every morning. Bud has a bachelor's in history and a JD from the University of Alabama, and he spent 20 years practicing law. In 1992 his boss lost his election so Bud lost his job. He then served in the federal government, until one day an ad for a government teacher at SSSAS caught his eye! Bud's favorite lesson? The Constitution, because he “loves that those political men, with so many flaws, crafted a document that still inspires people around the world.” He brings history to life by helping his students to connect current events to what they are studying. During an election year, they look at what's happening every day—what candidates are saying, the electoral map, and anticipate the post-election upheaval. Bud is a storyteller, with tales about campaigns and airplanes…and his unexpected testimony before the House Ways and Means Committee. If he could bring any historical figure into class, it would be Jackie Robinson to talk about facing ignorance, hatred, and bigotry without compromising his own dignity, while still performing at the top of his game. He'd want time travel to JFK's inaugural speech, because “it's vibrant, optimistic, inspiring, and full of swagger.” He thinks Teddy Roosevelt would make the best teacher, as he had endless energy and colorful language, “Bully!” Bud's favorite historical book is “Advise and Consent,” and his favorite film is “All the President's Men” for depicting the importance of a free, independent press in democracy. But his favorite movie is “The Wizard of Oz,” because “courage, a good heart, and brains are a winning combination.” Bud and wife Margaret are happy empty nesters living on Capitol Hill. Daughter Kerry '08 is an architect in Seattle and son Ryan '10 is an executive search professional in Denver. Ryan and wife Georgia recently presented Bud with his first grandson, Harrison. Bud is inspired and moved by art; craves Italian pasta, his mom's avgolemono soup, and his wife's crab cakes; loves hitting golf balls; enjoys NATS games; and is happiest when the Crimson Tide Rolls. He defines success by the number of people who call you a friend. If he wasn't teaching, he might have been billing hours in a law firm, or tending bar in Montana. If he decided to run for office, his campaign slogan would be “Garikes: A New Name to Tackle Old Problems”, or just “Be Wise Vote for Bud.” And you might be surprised to know that Bud sings all the time. He says the only person who ever said he has a good voice is Margaret, and that's because she loves him—and so do we. Sing, Bud, sing!
What is the best compliment someone can give you? Hey, you have a great singing voice.
If you could wake up tomorrow having gained any one ability, what would it be? I would hit a golf ball consistently 300 yards and I would join the senior tour.
What's the best gift you've ever received? Flowers from Margaret with a note that said I was going to be a father.
EMPOWERED TO BELONG
SSSAS organized and hosted its 10th Annual Middle School Diversity Conference, “Enter Here: Bringing All of Me; Accepting All of You.” More than 100 students from across the Mid-Atlantic region came together to explore diversity, inclusion, and belonging from a middle school perspective. The event featured 25 SSSAS Upper School student
DEMOCRACY IN FOCUS
Prior to the November election, our Upper School students had the opportunity to dive into a fascinating election education discussion led by AP Government and Politics teacher Bud Garikes. Over lunch, Mr. Garikes shared his passion for all things electoral, political, and constitutional, guiding students through topics like the upcoming election, the Electoral College, and our complex election system. It was a great chance for students to engage in a non-partisan conversation and learn more about the systems that shape our democracy. The event took place in the beautiful new Chiaramonte Seminar Room, one of the many amazing spaces in our new building.
facilitators, who guided participants through meaningful discussions and shared insights. The conference included The Lion's Den—a Filipina-founded, DMV-based dance and wellness community that creates empowering spaces for free self-expression. Believing that how you move in your body shapes how you move in the world, they provided an inspiring experience for all.
SPOTLIGHT ON LEARNING
Our kindergarten classes recently hosted their “K Spotlight on Learning,” a special event where parents joined the classroom to actively participate in their child's educational journey.
This session focused on Schema: Activating Background Knowledge, led by our Lower School Librarian & Interdisciplinary Curriculum Coordinator Julie Esanu. By connecting new information to what they already know, our young learners are building skills to better understand and engage with books and other texts. It was a joyful and insightful event of collaboration, learning, and connection for students, parents, and teachers alike!
GIVING THANKS
Each year our community looks forward to the beloved annual Thanksgiving service, that includes cherished Saints traditions—the seniors escorting their kindergartners in and giving them their angel pins. As always, the service was filled with prayers of thanks and beautiful music performed by our student musicians,
RHYTHM, MOVEMENT, CULTURE
Our Lower School was recently treated to an unforgettable performance by Step Afrika! As the first professional dance company dedicated to the tradition of stepping, Step Afrika! shook the floor with their incredible energy and artistry. Using their bodies as instruments, the performers combined footsteps, claps, and spoken words to create captivating rhythms.
Students not only learned the history and culture of stepping—an American art form created by AfricanAmerican college students—but also discovered how dance unites people and cultures. With lessons in teamwork, discipline, and commitment, Step Afrika! left our Saints inspired and ready to move!
but this year was particularly special. Senior Tate Commission debuted the exquisite orchestral piece he wrote in commemoration of the Centennial. Before the service, new friendships were made as Lower School Saints teamed up with Upper School buddies for a servicelearning activity in our beautiful new student commons and dining hall areas. For many Lower School students, it was their first time exploring these exciting new spaces!
SHAPES TELL STORIES
Our Early Saints (age 3) have been exploring what it means to be an illustrator. They have discovered how shapes and colors tell stories, learned about basic shapes like circles and squares, and even explored new ones like trapezoids and hexagons.
Inspired by book illustrations with cut-outs, they were especially excited to use a new classroom tool—shape-hole punchers—to bring their own creative ideas to life. Hole punchers support fine motor skills as the Early Saints worked to slide the paper (or leaf!) in. It also strengthens gross motor skills by pressing down with their hands and arms. What an amazing journey into the world of art and storytelling!
Taylor Heasley '10
For what in your life do you feel most grateful? I am extremely grateful for my family and friends. I cannot express enough how grateful I am to have such an incredible support system.
Is there someone who has greatly impacted your life? My mom taught me to recognize my strengths and my weaknesses. This has always helped me to pursue and utilize my strengths, while reflecting on areas in which I'm still growing. I have found this to be helpful both professionally and personally.
If you could learn any new skill instantly, what would it be? I would love to be a better cook. I really enjoy baking but cooking has never resonated with me.
A SSSAS lifer, Taylor Heasley has come full circle from junior kindergarten student to teaching our 3-year-old Early Saints! She loves starting her day with the youngest Saints and ending it coaching varsity softball and tennis. Taylor grew up with dreams of becoming an architect, like Frank Lloyd Wright, and her knack for interior design is evident in her classroom. With fond memories of her junior kindergarten days, ARTStravaganza, and her kindergarten buddy, Taylor has a special ability to connect with her little Saints. She feels her early days at the Lower School were a vital part of shaping who she is as a person and a teacher. Taylor is creative, empathic, open-minded—and competitive. She thrives on the fast-paced game and team atmosphere on the softball field, and views sports as an outlet for wellness, healthy competition, and joy. Taylor has a bachelor's in early childhood education from Ohio Wesleyan University and a master's of education in social foundations of education from the University of Virginia. Her parents encouraged her first education course, but once she learned about the Reggio Emilia approach to early education she was hooked. Taylor is very interested in how education and society coincide. She recently went to Reggio Emilia, Italy through a Holden Summer Grant. She says learning Reggio first-hand–experiencing the educational workshops, student work, and educator documentation–was truly one of a kind. Taylor loves beautifully illustrated children's books and has a collection of them signed by the authors and illustrators. She's a big fan of the Smithsonian National Book Festival. If she wasn't teaching, she would definitely be working in a museum. She had amazing internships with the Smithsonian American Art Museum, the National Gallery of Art, and the Smithsonian Early Enrichment Center. Outside of school Taylor flexes her muscles as a photographer documenting her travels and taking family portraits—and as a needlepointer! She started doing needlepoint at the age of eight, now paints her own canvases, and just started a business named after her grandma. If she's in the mood for a cognitive challenge, she might break out a jigsaw puzzle. Taylor's favorite movie is “Remember the Titans,” because it tells the story of a team in her hometown coming together, and she's crazy about Amy Sherman Palladino, so she has watched “Marvelous Mrs. Maisel” and “Gilmore Girls” multiple times. If she has an urge to dance, anything from “Mamma Mia!” will get her up and moving. A huge foodie, she enjoys spending her weekends trying a new restaurant (especially Thai, Sushi, and Afghan), doing something creative, or just relaxing before another round begins with her adorable, exuberant Saints. Taylor says 3-year-olds are the best colleagues you can have as they have a natural desire to learn, take on the world, and explore anything you throw at them. One day a student asked if she had any kids at home. After she said, “No,” he said, “Is it because we are annoying?” Annoying, no, inspiring, yes!
What's one item you can't live without, and why? My camera. I have been documenting my travels, life moments, and snippets of my day-to-day life for as long as I can remember.
What is your greatest strength? I am a very innovative/reflective thinker. It allows me to see the potential in things from a design thinking lens. I think this has really helped me creatively as an educator and in my personal endeavors.
If you could wake up tomorrow having gained any one ability, what would it be? I would love to be able to speak any language! The ability to speak a foreign language at any given moment would be incredible while traveling!
CLAIRE HANLEY '25
CARTER STIMSON '25
JAMIE HODGKINSON '25
SIMON REBSTOCK '25
RENEE JENKINS '26
BART O'CONNOR '25
GARRETT LIAN '25
ADDIE YOUREE '26
GIRLS VARSITY SOCCER WERE THE ISL A REGULAR SEASON CO-CHAMPIONS AND TOURNAMENT CHAMPIONS THE TEAM WAS UNDEFEATED AT HOME AND UNBEATEN IN DIVISIONAL PLAY, CONCEDING ONLY 3 GOALS IN 8 DIVISIONAL GAMES.
IT'S A WRAP! CONGRATULATIONS TO OUR FALL SEASON ATHLETES
KARINA CONSTANDY '25
FIELD HOCKEY SENIORS: BOTTOM ROW: SANDHYA AUGUSTINE, BENNETT HARRISON, CARMYN LEE; MIDDLE ROW: SOPHIE HARDING, KATE KOLTON; TOP:FINLEY KNUTSON
WILL EVANS '25
GABE MURPHY '26 ETHAN LEE '25
BESPOKE SHOEMAKING
Drew Altizer '14 is Walking the Road
Less Traveled
ARTICLE AND PHOTOS BY MELISSA ULSAKER MAAS '76
Drew Altizer '14 had been working for a global consultancy firm in Boston for nearly two years when the pandemic hit and like Alice in Wonderland, he fell down a rabbit hole—into the magical world of Shoemaking YouTube. Drew was lucky to have a job that easily translated to working at home, but the isolation bred discontent and served as a catalyst for change. During those long boring hours of solitude, he discovered “cobbler content” and the wonderful world of bespoke shoes. A curious click on a thumbnail took him down a very unexpected path.
“There were interesting videos, including some very, very beautiful videos of a Japanese shoemaker, that I would spend hours watching,” Drew recalled. “It wasn't long before I was yearning to do it myself. I've always liked working with my hands, and that's not something you can get from typing on a keyboard.” The lure of shoemaking became pretty intense during COVID, morphing into somewhat of an obsession, certainly a passion, although Drew didn't describe it that way. A deep thinker, Drew found himself spending more and more time trying to figure out how he could start making shoes. Where would he do it? What would it take to get started? Could he afford to invest in an expensive hobby?
“I started losing sleep over it,” Drew said. “There was a whole series of problems to solve if I really wanted to start making shoes.”
And Drew really wanted to—enough to eventually consider going to Italy for 10 weeks to take a training course. “It was not a rational pros and cons decision to spend the money on shoemaking,” he admitted. “It was just a feeling that I couldn't really control, so I knew I had to try and do it.” Drew readily admits that his then girlfriend—now wife—Kristina,
was a bit skeptical about his newfound passion for shoes.
A job in the hand…
It's not that Drew was unhappy with his job. Far from it. In fact, he enjoyed it and performed well. After graduating from Amherst with a bachelor's in economics and psychology, Drew landed an associate position with Berkeley Research Group in August of 2018. Just prior to the start of the pandemic, he was promoted to a senior associate in January of 2020, and in July 2022 he was made a consultant. But by then shoemaking was calling to him and he was taking a hard look at his work life. “I was pretty good at the junior staff level, but I had my doubts about whether or not I could actually become a testifying expert in economic litigations, which would require a Ph.D.,” Drew confided. “I had confidence in my ability to fulfill the day-to-day job, but I had no misconceptions that one day I'd be the best econ consultant.”
Drew is a very visual learner and as he watched more and more shoemaking videos, he began creating his own designs in his head and dreaming about the shoes he would make. “As odd as it may seem, shoemaking was the first thing in my life that I felt really positive about—that if I put the work in, I could actually be the best shoemaker in the world,” Drew said earnestly.
Before he fell headlong down the rabbit hole, Drew didn't give shoes, or clothing, much thought. “I really was not fashionable at all,” Drew said, laughing. “I had no real interest in fashion or shoes, which is funny, because other shoemakers will tell you how much they loved sneakers as a kid and dress shoes later.” The first video he saw was made by Kirby Allison and he was sucked in by a clickbait thumbnail comparing a $500 shoe to a $5,000 shoe. “I didn't even know that $500 shoes existed, much less $5,000 shoes,” Drew exclaimed. Who wouldn't click on that? That video led him to the exquisitely made videos of Japanese shoemaker Ken Kataoka going through the many stages of
making a pair of shoes. He found them mesmerizing.
Kataoka's videos would be particularly attractive to Drew, because the finished product is not what appeals most to him, it's the process of shoemaking. Each step is cathartic for Drew. “When I finish a certain step and can see what I've made, I get this very, very strong sense of satisfaction, as each step looks more and more like a shoe,” he explained.
The turning point
Drew began investing time and money into making shoes, which as a hobby is quite expensive. The more involved he became the more he wanted. Just dabbling in shoes on the side wasn't enough. The world of shoemakers is a very small one, making it easy for Drew to network and learn more. “It's a very tight-knit group,” Drew said. “I would imagine I can count on two hands how many actual career shoemakers there are in the U.S.” In fact, googling “the best bespoke shoemakers in the U.S.” doesn't bring up any lists of American shoemakers. The first result is about the best shoemakers in the world—14
of them. The one American shoemaker that does come up in the top four results is Francis Waplinger in New York City. Waplinger also began his training in Italy. Today his bespoke shoes for men and women start at $5,400. Drew struck up a friendship with Waplinger and did a week of training with him.
After transferring to Berkeley's Washington, D.C. office in 2022, Drew decided to ask his boss for an unpaid leave of absence—assuming he would never say yes. He sent him a long, well thought out email to which his boss immediately replied with a single line, “Yeah, that's fine with me.” Totally surprised that he was now free to go to the Schola Academy in Florence, Drew had to face the fact that his dream could become a reality.
The Schola Academy is a craftsmanship school with courses in bag making, hat making, ceramic crafts, culinary arts, sustainable fashion making, and bespoke shoemaking. The bespoke shoemaking course is offered by the footwear academy of the late Stefano Bemer. Before he died at the age of 48, Bemer established himself as one of the finest shoemakers in Italy. During the course, students learn the skills and knowledge needed to conceive, design, and create their own pair of classic bespoke shoes. When Drew went, they were offering 10- and 20-week courses. Since he still had a full-time job, Drew opted for the 10-week course and took the next step down the road of no return.
When Drew first started buying equipment and materials, it quickly became evident that making something decent would require buying more than the basic tools for a few hundred dollars. It would take thousands of dollars.
“Including the training I did in Italy, I had probably invested $50,000 into shoemaking at that point,” Drew said. “From the perspective of a hobby, that's very expensive. From a business standpoint it would cover me for quite a long time, including all the machines I needed and enough leather to last me for a couple of years.”
By the time he finished the course, he felt pretty good about his ability to make shoes.
As Drew considered how to create a successful business, a big problem loomed. “Shoemaking is so costly, bespoke shoes have to be expensive,” Drew said. He also wants to further develop his skills and speed. It takes around 120-150 hours to produce a pair of shoes, including measuring and fittings. “I can make a very good pair of shoes now, but not fast enough to make it a profitable business model.” In order to put food on the table, Drew decided to open a store that sells other quality goods while he works towards feeling ready to make and sell bespoke shoes.
Old House Provisions
After completing the course in Italy, Drew agonized between his desire to make shoes and giving up his very solid job for a risky venture and unknown
future. “I struggled for a long time over forsaking this steady, well-paying job that I felt extremely lucky to have— that people all over the country would kill for—to pursue a hobby that may or may not turn into a career,” Drew said. He couldn't help feeling it was an “ungrateful act,” until he read a biography of Calvin Coolidge.
In 1894, Coolidge was a 22-yearold student at Amherst College when he first brought a pair of shoes to James Lucey to be repaired. Coolidge was impressed with Lucey and their relationship deepened over the years, as Coolidge became Northampton mayor, then Massachusetts governor, vice president in 1921, and ultimately president in 1923 upon the death of Warren G. Harding. Three days into his presidency, Coolidge sent Lucey an emotional letter thanking him for his wisdom and friendship. There was a photo in the book of Lucey in his workshop looking up at a portrait of Coolidge hanging on the wall.
Drew with Kimiko, one of his teachers at the Schola Academy in Florence, Italy. Photo by Griffin Hull.
TOOLS OF THE TRADE
Drew's new store, Old House Provisions, includes his workroom for making bespoke shoes.
Top photo: Drew holding one of the shoes he made for his wedding (shoes to the right are other bespoke pairs he has made); bottom left photo: Drew in front of Old House Provisions, his new store in Old Town Alexandria; and bottom right photo: a display of some of the artisanal products Drew carries in his store.
“That photo spoke to me,” Drew said. “It showed there was as much dignity to what James Lucey was doing as a shoemaker as there was to what Calvin Coolidge was doing as president. I don't know if there was one particular turning point that made all the difference in deciding to leave my job, but if I had to pick one that would be it.”
In September 2023, Drew took a leap of faith and resigned from his job. His store, Old House Provisions, opened in December in Old Town Alexandria on Cameron Street.
Creating bespoke shoes has changed the way Drew looks at fashion. He notes that nicer shoes “should be paired with nicer clothing, and of course, good tailoring.” When the time came to decide what kind of products he wanted to sell alongside his shoes, he went back to YouTube. There he discovered a store in New York that he really liked, The Armoury. “They carry artisanal clothing and accessories with a big emphasis on being well-made luxury brand quality, without the big brand name,” Drew explained. “Everything I'm selling in Old House Provisions that I don't make is a niche brand that pays an inordinate amount of attention to quality over the expense of marketing and advertising.”
a grin. They were one of the early pairs he made and he concedes that some aspects make him “cringe,” but they are a good example of how bespoke shoes only get better with age. “They become more comfortable because they mold to your feet over time,” Drew explained. “That doesn't happen with shoes made with plastic components, which includes even many “luxury” shoes made today. A really well-made pair of shoes ages along with you and turns into something really exceptional.”
Drew's go-to pair of shoes are bespoke brown suede penny loafers—made by him, of course. “They go with almost everything and I don't have to bend down to tie any laces,” Drew said with
Shoemaking isn't something that an education at SSSAS prepared him for, but there were teachers that impacted his life. “It's hard to single out particular teachers, because I had a great experience with nearly all of them,” Drew said. “I went to Amherst thinking I would major in chemistry because my AP Chemistry teacher, Sarah Oakes, was so good. I also learned a great deal from Steve Ebner, who taught me history and practical economics. And despite feeling that English wasn't my best subject, I really enjoyed my class with Dr. Andy Sidle ” Drew expressed gratitude to former lacrosse coach Andy Taibl and former strength and conditioning coach, Matthew York, both of whom prepared him to play lacrosse at Amherst. Coach York inspired him to delve into Olympic
weightlifting and CrossFit, two hobbies he says have stuck around long enough to keep him “decently healthy and fit.” Would Drew ever have imagined becoming a shoemaker if the pandemic had never happened? Most likely not, but who's to say he wasn't fated to love the smell of leather while wielding a shoemaking hammer, lasting pliers, seam gauges, a sole stitcher, fudge wheel, and welt knife. He's the first to admit that he was always risk-averse, especially financially. Starting his own business was way outside his wheelhouse. But unexpected things happen and nothing stays the same.
“I wasn't expecting to be an entrepreneur, certainly not so soon out of college,” Drew said. “But now that I have been working for myself, on my own terms, I don't know if I could be happy working for someone else!”
Certainly, Drew has no regrets about any of the stops along his life's journey so far, as each one has made him who he is today. He's still growing and learning exactly who he is—but one thing he absolutely knows is that shoemaking makes him really happy. It's fulfilling and challenging, and absolutely worth the risk.
THAT'S SHOW BUSINESS!
BY JESSICA HALSTEAD
A slew of talented alumni are leaving their mark on the entertainment industry—in Hollywood film studios and New York City production offices, in Disney recording studios and beyond. It's no secret that St. Stephen's and St. Agnes School spurs students on in a range of creative pursuits. And when those pursuits land you in talks with Universal Studios or in a meeting with Spike Lee, they deserve to be recognized.
In this issue, we wanted to take a look at three alumni, all working in the entertainment industry, but in three different capacities. We wanted to know what it took to get to where they are—and what it's like there.
Next time you see a live-action blockbuster, a touching documentary, or your favorite animated television show, you could be seeing the work of familiar faces.
RAISING VOICES TATIANA BULL '11
Think of your favorite animated character. What makes them “real” to you? Their movements, perhaps, but also their voice. Would the beloved Buzz Lightyear from “Toy Story” still be Buzz Lightyear with a different voice? Probably not. How characters sound, not just through words, but through other vocal expressions, make them who they are, and make their legacies with
audiences last.
So, you might say that for Tatiana Bull '11, the pressure is on Under the massive umbrella that is the Walt Disney Company, Tatiana serves as one of the casting executives at Disney Branded Television. In other words, she's one of the forces that brings your favorite animated television characters to life—by getting talented
actors behind the mic to give them voices. And she's good at it, with three Emmy Awards to her name (so far!).
Tatiana currently oversees casting on multiple active productions, including “Big City Greens,” “The Proud Family: Louder and Prouder,” and “Rise Up, Sing Out.” She also casts for Disney's shortform content, in which there has been a boom at the company. “These days, we focus a lot on shorter content because it gives us so much more flexibility to reach our audience,” Tatiana says.
AT THE CRUX OF CASTING
Casting, Tatiana continually emphasizes, is “a collaborative process to try and figure out what we can make work.” It takes a dedicated team, working in harmony, to transform these characters from simple sketches into dynamic, living animations. Across each production, departments such as the executive producers, writers, and artists collaborate closely—not only to shape each role but also to bring the entire world of the show to life.
There is further collaboration— between producers, casting executives like Tatiana, and agents who represent the voice actors—that can sometimes be a big, complicated dance. Communication is key, and deadlines loom. To stay on top of her responsibilities, Tatiana dedicates much of her day to meeting with executive producers and creative teams for each production she's involved in, reviewing the cast and having creative conversations about upcoming characters to help drive the personality of the show, reviewing recording schedules, and ensuring that the voice actors can complete their tracks on time to meet show deadlines. When she's not tending to the thousands of details that casting requires, she's brainstorming for projects coming down the line. Tatiana has curated a long and ever-growing list of voice actors who may be perfect for roles that haven't yet been dreamed up. Finding talent to add to that list is all in a day's work.
Casting a voice actor can make—or
break—an audience's perception of a character, and sometimes, the whole show. But it's not just Tatiana, as the casting executive, shouldering this responsibility. At every turn, it's about collaboration and networking. “It's a really social job,” she explains. She's constantly building relationships with show producers, up-and-coming talent, and everyone in between.
Tatiana's work, for the most part, begins when she's approached by the executive producer or producers of a show. They'll send Tatiana a character description and sometimes some simple artwork, usually a rough line drawing of what the character will look like. The executive producers may make basic decisions about what a character sounds like…or, depending on the show and timeline, that may be up to Tatiana. For example: this particular dragon is grumpy—so maybe a gruffer voice will work. Meanwhile, a young and hopeful little girl may need a voice with a dreamlike quality.
Even if an executive producer has an A-lister in mind for a role, Tatiana will
still generate a bountiful list of options to pick from. To do that, she'll pore through her Rolodex of talent, work her relationships with agents, see if voice actors currently working on other Disney projects can come in for auditions—or hit the comedy club. “We go to comedy shows, improv shows, musicals…pretty much anything to just look for new talent to bring in to work with,” she explains.
Tatiana sees her role as not only a casting executive but also a champion, especially for newer talent. Discovering people, bringing them in for interviews and auditions, and championing them through the long and often arduous casting process is a significant part of her work. “Part of our job when we do find people—maybe they're really good in voiceover or just really funny—is to pitch them,” she says. She'll send the executive producers links to someone's stand-up comedy or TikTok videos or Instagram reels. “We're like, hey, this person has so much talent, they can really carry the comedy,” she says. “Keep them in mind!” The goal while scouting is to find exciting talent that can inspire future characters
and storytelling.
Final decisions are made by the creative team, including the Executive Producers and Tatiana. So, getting to know each producer as an individual is crucial to the work. “Each executive producer kind of has their own sense of humor and style for what they want in their show.,” she explains. “It's really about knowing your producers.”
Besides being good at knowing what producers are looking for, what else makes a good casting executive? Tatiana says skills like relationship-building and discernment go a long way. It's that second one—the ability to “hear” well, and know quickly whether a certain voice will be good for a certain character description—that Tatiana has honed over the past seven years at Disney. In the first meetings she attended in her job, she recalls being overwhelmed by how quickly her colleagues could identify an executive producer's needs and come up with multiple suggestions for voice actors. “I remember sitting in one of those first meetings, and they were throwing out names left and right. And I was like, I have
Tatiana (right) at work with a voice over artist.
no idea who these people are,” she says, laughing. “As time went on, slowly but surely I was able to build my own mental roster in my head.” She says the ability to pair voices with characters is a muscle, “The more you exercise it, the better you get at it.”
Tatiana also has a list of skills she looks for in voice actors when she's casting. Of course, it changes depending on what the executive producers are looking for, but Tatiana tends to like “somebody who's really funny.” Naturally, humor is subjective, but folks who are good at improv and can riff a little bit on the provided lines often stick out to her. “When you're listening to the same lines 500 different times, you need somebody who stands out in that way,” she explains. The challenges her work brings mirror others in show business—like pitching and then working at length with a voice actor through the audition process, only for them not to be chosen for the role in the end. “It doesn't necessarily mean they were bad at what they did,” Tatiana says. “It's just taking into consideration what works best for the character.” But ultimately, Tatiana will keep them in mind for future roles to help build out the show. When it comes to wider trends in casting, there's an old adage that may apply: the more things change, the more they stay the same. Casting executives still do whatever they can to get talented people into the recording studio to bring characters to life. But where, exactly, those executives are looking, has changed in the past decade or two. Tatiana grins and says she and a colleague are known as the “TikTok girls.” Seven years ago, when she started, TikTok was a fledgling app that was figuring out its own identity. Now, creators flock to the app to not only share about their lives, but also to hone their chops in comedy and acting. “I do think that social media has given us a lot more access,” Tatiana says. But challenges remain. “People can be more comfortable talking to themselves in front of a phone than to bring them in and have them create a whole world around this character,” she says. But that's why Tatiana and her team build relationships with creators, talk to them,
“I really enjoy talking to people. I really enjoy working with talent. I enjoy going to events. So, I discovered that casting was what I wanted to do.”
and get to know them and what they're about as part of the casting process. And undeniably, social media has opened access to a whole slice of the population that Tatiana might otherwise not get to see or talk to. “There is so much talent out there,” she says. “And now, you have a lot more access to it.”
WHERE DREAMS BEGIN
Tatiana, like many in the field, says she always knew she wanted to work in entertainment. She joined the Saints community in the third grade and graduated from the Upper School in 2011. St. Stephen's and St. Agnes served not only as the background for her education, but also sometimes as the literal background for her old favorite pastime, making YouTube videos. When she started, around 2007, the app was relatively new. “I remember going up to my friend and asking, 'Did you watch that video on YouTube?'” she says. “And he's like, what's YouTube?” Ah, how quaint. Tatiana's YouTube channel was home to music videos and the like. Making the videos and entertaining others with them became a large focus for her. “It just made me happy,” she says. “And from there, I knew this was what I wanted to do for my career.”
Tatiana's next stop after SSSAS was the College of William & Mary. At the time, they didn't have a film major, so Tatiana created her own major under Literary and Cultural Studies and paired it with a degree in elementary education. “I remember my parents saying, 'We believe in you, but also have a backup because it's hard,'” she says, smiling. On campus, Tatiana did everything
she could to build an entertainmentfocused resume —working at the school's media center, recruiting and teaching people how to use the recording studios, working on the school's television programming, volunteering at a local film festival, and even hosting a radio show. “I knew if I was going into entertainment, I needed some things under my belt,” she says. Beginning her freshman year, Tatiana also started applying for internships—even though “nobody was really hiring freshmen,” she remembers. She just kept applying. And then the summer before her senior year at William & Mary, she landed a three-month internship in the casting department at Nickelodeon. That gig solidified her interest in casting. “I really enjoy talking to people,” she says. “I really enjoy working with talent. I enjoy going to events. So, I discovered that casting was what I wanted to do.”
Graduation from William & Mary brought a move out to—where else?— Los Angeles. A short stint at a boutique management company followed, but ultimately wasn't sustainable. Even though her dad strongly recommended it, Tatiana says she spurned the idea of applying to a temp agency because she wanted to break into the field “by herself, but the clock was ticking.” Ultimately, she did join a temp agency and that's how she landed her desk at Disney, first as a temporary assistant to the senior vice president of production. And from there? A three-month position as a production secretary for the show “Star vs. the Force of Evil.”
“They ended up asking me if I wanted the job full time,” she says. “I had to do the whole interview process, but I ended up getting through. And all thanks to that temp agency.” She's now been at Disney for more than eight years, spending the last seven in the casting office.
Tatiana's career arc is proof that there's a right fit for everybody—whether you're looking for a job, a home…or a role on an animated television show. And next time you fall in love with—or feel any feeling toward—an animated character, you may have a casting executive to thank.
FILMMAKING IS PROBLEM-SOLVING
JOSHUA REED '15
Name a creative pursuit, and there's a chance Joshua Reed '15 does it pretty consistently. He's a writer, director, editor, videographer, and photographer. He's the creative force behind a few short films, one Vitamin Water commercial, a handful of music videos, and a feature documentary that's still in development. All that, and he's still figuring out exactly what he wants to do in the industry.
“The goal right now is to make, write, and direct films full time,” he says. “But I think I also like doing commercials.” So there's another option. Since finishing up a graduate program at New York University last October, Joshua has been freelancing, peddling his talents where they're needed. Sometimes, that's at an event that hires him as a videographer. Sometimes, he's editing for someone else's film. “It just depends on the project and who calls,” he says.
Joshua doesn't plan to freelance forever—even though he enjoys the flexibility, the “up and down nature” can make it unpredictable. So between gigs, he tries to keep a day-to-day routine of waking up early and spending time in NYU's recording and production facilities, which he still has access to. He spends time connecting with other people in the industry, working out at the gym, and casting a wide net when it comes to job applications, including those in arts education. Soon, he'll begin a part-time job teaching kids how to do animation. He's also beginning to edit content for social media channels on the side. These pursuits are enough to keep creativity flowing, while still giving him the flexibility to work on his own projects.
“THE GIFT”
It's one of those projects—a full-length documentary called “The Gift”—that Joshua hopes to get in front of many, many people soon. The film tells the story of Robert Smith, a Black billionaire philanthropist who spoke at Morehouse College's commencement in 2019. (Joshua, not coincidentally, was wearing his cap and gown in the audience.) At the end of the ceremony, Smith made a
“The goal right now is to make, write, and direct films full time.”
commitment to pay off the student loan debt of that newly-graduated class. And Smith has made good on that promise. The documentary—for which Joshua is credited as the writer, director, and producer—follows some of the students who received that debt relief, and explores how it changed their lives. But it also takes a hard look at the student debt crisis in America and how it got this bad, using Morehouse as something of a case study. Joshua notes that Morehouse is a very specific institution, as an allmale, historically Black college. “But the implications of having your student loan debt cleared, I mean, that speaks to everybody across this country, across age ranges, race, and religion,” he says. Joshua came up with the idea for “The Gift” about a year ago, around the time his five-year class reunion at Morehouse was coming up. “I was like, is anyone doing any follow-up on this?” he remembers. At the time it was announced, Smith's gift was a big deal, making national news headlines. Despite student debt relief and the failures by Congress to bring widespread debt relief to students who needed it being a fairly consistent news item, Joshua says Smith's gift and how it impacted Morehouse students has faded
a bit into the background. “I sort of did wake up one day and say, hey, there needs to be a movie about this,” he says, laughing.
Documentaries aren't typical for Joshua, who says he is usually drawn to narrative fiction films. “I don't normally like to directly make movies about my life,” he says. “I need to put some distance between myself and the story.” But his documentary story took on a life of its own. He hopes when it's finished, he can shop it around to buyers—with intention. It's a story that he wants a lot of people to see and potentially be impacted by. So going straight to a platform like, say, Netflix—stuffed with its ever-changing plethora of content— may not be his first move. “We all watch things on Netflix, and it's just a sea of movies and TV,” he says. “So with this, I'm going to be very intentional with the distribution.” That means looking first to film festivals, and then facilitating additional screenings for folks who may not frequent them. In short, he wants to bring the film to the people, rather than people to the film. He hopes the documentary will be complete in 2025.
SHORT FILMS
Joshua already has several short films to his credit, including two created during his time at NYU, along with the kind of industry experience that builds a lasting career. Before the pandemic hit, Joshua had the script ready to go for “My Friend Lucius,” about a young man who argues with the personification of his depression and anxiety. When lockdown came about, plans to film it were shelved. But when Joshua took a year off from NYU during the height of COVID—with plans to return when in-person classes could resume—he realized he finally had the time to make the film. “I was like, maybe I could still do this,” he remembers. “If we can do it safely, I thought it could be done.” With a modest amount of prize money from a contest he'd won, plus some help from a GoFundMe, Joshua got to work. But first, he acknowledged his parameters. “I figured we had enough to do it within
Joshua (right) working on “The Gift.”
Joshua (center) on the set of “MIC DROP.”
three days, with a tiny crew,” he said. “And we did it.”
The shoot wasn't without its challenges. It was scheduled to take place the weekend of January 8, 2021, in Washington, D.C. Just days earlier, an angry mob had stormed the U.S. Capitol, leaving the city—and country—in disarray. On that day, Joshua had been talking with his producer, discussing the prices of equipment they could get for the shoot that weekend. Joshua had decided to cancel his initial rental of a camera, thinking he could get another, less expensive camera somewhere else. “I was on the phone with my producer, and he said, 'Are you watching TV right now?'” Joshua remembers. “He told me to go step in front of a TV.” When he saw the news about the insurrection, Joshua says his first instinct was, “Wow, that's crazy. And then my second instinct was like, no, I need to see if I can get that camera rental back.”
The shoot went on, despite being blocks away from the Capitol building.
“I'm proud of that movie, because of the weird circumstances I shot it under,” Joshua says. He can sum up how the film got made in one sentence: “Filmmaking is problem-solving.”
The problem-solving paid off. “My Friend Lucius,” with Joshua as both writer and director, was an official short film selection of the Morehouse College Human Rights Festival, the Greater
“Any time I'm able to solve a good problem on set, about how I can make this happen, I feel proud about it.”
Cleveland Urban Film Festival, and the Lakefront Film Festival.
When Joshua returned to NYU after most pandemic restrictions were lifted, he made a second short film, “MIC DROP.” Joshua says this film, which had a larger cast and crew than “My Friend Lucius,” was “a sort of step up in the scale” than his previous endeavor. It told the story of an aspiring rapper who has to come to terms with his jealousy of his ex-girlfriend, herself on her way to pop stardom. “I think I was trying to grapple with being in grad school, a very competitive environment,” Joshua says about the origin of the idea. Unlike “The Gift,” the thread between Joshua's short films and his own life isn't exceedingly clear. Instead, “I take things from my life and I put them in different contexts,” he says. “'MIC DROP' went on to a handful of festivals, but it is Joshua's process of bringing the film to life that he is most proud of. “Any time I'm able to solve a
good problem on set, about how I can make this happen, I feel proud about it,” he says.
PEOPLE CAN DO THIS FOR A LIVING
Pride in his work—and his problemsolving ability—were both honed in his early years. “I was always watching TV,” Joshua says of his childhood. “PBS Kids” and “Veggie Tales” were particular favorites. His parents would watch Joshua watching TV and worry he was watching too much. “They encouraged me to write and do other things,” he says. “So I do comics. I do little short stories. I doodle a lot.”
By the time Joshua came to St. Stephen's and St. Agnes in sixth grade, he knew he had a creative streak, but wasn't sure where it belonged. “The arts were a big part of my identity and what I liked to do, and what I got enjoyment from,” Joshua said. “But during that time I still thought my future was in
the sciences.” Joshua got the same enjoyment from being in a lab, “where you have test tubes and you're doing experiments,” as he did from writing and making art. In other words, he was an exceptionally well-rounded middle schooler.
As middle school ended and Joshua transitioned to the Upper School, he began to hone in more on his creative pursuits. High school brought more in-depth writing courses, plus an unforgettable in-class screening of something Joshua had never seen before—“The Colbert Report.” “I thought, 'Whoa! You can make a show that's very satirical, and makes fun of politics?'” he remembers. “That late-night political comedy thing was very interesting to me.” A high school friend also introduced Joshua to “The Boondocks,” which naturally spurred a love for animation. He remembers a film assignment in Mr. Joe Wenger's English class that started his wheels turning. “I
think for me it began to really crystalize that people can have successful careers in this,” he says. “It's not something they do for fun. It's their lives.”
Outside of Joshua's classrooms, the world was changing. In 2014, Michael Brown was shot to death by a police officer in Ferguson, Mo. “Everyone was thinking about politics, and what we do as a nation,” Joshua says. He realized then that you could analyze society, scrutinize it, and ask questions about it, but all through a creative lens. “That's when I thought, 'Okay, I want to do this.' I didn't know how. But I just knew, this is a world that I wanted to be in.”
Joshua took that dream with him to Morehouse in 2015, where he pursued a degree in the Cinema, Television, and Emerging Media program. While at Morehouse, he took advantage of a domestic exchange program that allowed him to spend time during his junior year at New York University. The school would reprise its role after Joshua graduated from Morehouse, too. He got his master's in cinematography and film/ video production from NYU.
Joshua says what he learned at SSSAS has had a significant impact on his work and career. “I would say that my writing regimen started there,” he says. “My teachers really pushed me to see writing as a practice that you have to dedicate time to.” In short, the school taught him how to write, and write well.
Filmmaking may be problemsolving—with the ability to be broken down into digestible pairs of problems and solutions—but it could also, arguably, be about being where you're meant to be at the perfect time. Like the time Joshua was walking down a hallway at NYU wearing a Morehouse sweatshirt, when a Morehouse alum took notice and stopped him. It was none other than Spike Lee. Lee eventually offered Joshua a spot on the set of the second season of “She's Gotta Have It,” the series based on Lee's original 1986 breakout film. “So I got my first big production experience from Spike Lee directly,” Joshua says. “Just ran into him in the hallway.” That's the type of serendipity you can usually only find in Hollywood scripts.
Joshua (center) with the “MIC DROP” team
THE MOST TALENTED
CHEMIST IN HOLLYWOOD
SCARLETT BERMINGHAM '04
Scarlett Bermingham '04 is a lot of things. But she's not sure she wants to be called a “filmmaker.”
“That always seems a little pretentious to me,” Scarlett says, laughing. Even though, technically it's true. Scarlett's creativity is, put simply, the force behind films—some of which may soon come to a big screen near you. The world “filmmaker” encompasses a lot of smaller jobs under one umbrella—acting, writing, producing, and directing. Scarlett has dipped her toes into all of them. “But what I make my living doing,” she says, “is writing movies.”
So what, exactly, does that look like? It varies, but a typical day always starts with Scarlett and her husband and writing partner, Andrew Rhymer, focusing solely on their two-year-old daughter. “She's number one when we wake up in the morning,” Scarlett says. Then, it's all about big chunks of time spent writing.
What those chunks look like depends on the project and where it is in the production process. Toiling over a script on a deadline means “we're glued to our chairs all day long, basically, and hopefully we eat,” Scarlett says. After sending those scripts out to producers, who make notes and edits on them, Scarlett and her husband have some time to breathe. “There are days where we've gone a whole week without sitting down at a desk,” she says. Scarlett believes in those “breaks” because, she says, “I think you have to refill your cup as much as you put work out.” Refilling her cup still looks like work in some capacity. “Our job is also to watch movies,” she says. “So sometimes, we'll go see a movie or watch a video or something.” It's all part of the creative process.
THE PROCESS
How does a film get from a fledgling idea to sold-out showings at major theater chains or on streaming platforms? That's a long and arduous process, one that Scarlett knows well.
She and Andrew are currently working on a film adaptation of the beloved children's book, “The Paper Bag Princess.” That process started way back in 2017, when Universal Studios won a bidding war for the rights to make the film based on the book. Elizabeth Banks was brought on to direct, and Margot Robbie's company, LuckyChap Productions, is slated to produce. And then?
After the previous writer left the project, Scarlett and Andrew pitched themselves as writers for the film. “We essentially applied for the job,” she says. After duking it out with several other writers and writing teams, the pair landed it. They signed a contract and got straight to writing. “Basically, we do it in segments,” she explains. “Our contract says, turn in the script to the producers. They can give us back notes, and then we will work on another draft.” Once the producers think it's ready, the script goes to the studio, in this case, Universal. “Universal really liked it,” Scarlett says, “and they had a ton of notes.” At this point, because the initial step of the contract has been completed, studio execs can technically hire other writers to take over. But Scarlett and Andrew were rehired, under a new contract, to keep going. When we spoke, they'd turned in the latest draft to producers a few weeks ago, and were waiting on notes. This back-and-forth can take months. But once the producers and the writers are on the same page, the script can go to the studio, bringing it one step closer to filming.
Scarlett sees those producers as partners in the creative process. That's certainly been the case with her other big feature film project in the works, called “Big Time Abroad.” Scarlett and Andrew pitched the idea to production companies and sold it last year to Andy Samberg's company, called Party Over Here. They're working closely with a producer there, Ali Bell. “She's kind of been guiding it creatively,” Scarlett says. Ali encouraged them to pitch the film to New Line Cinemas, which bought it. When it comes to
pitching to major studios, it's helpful to have producers as guides in the process. “Studios are big, studios are the money,” Scarlett says. “So, it's helpful to have more people on the side of helping guide the vision of the film until it gets to the studio. And then, the studio can do whatever they want with it.”
Including, unfortunately, deciding not to move forward in the production process at all. Even though Scarlett has managed to get two features to studios, the reality of the film industry is that those studios can pull the plug at any time. Studios shelving projects, after years of writers and producers working on them, is not uncommon. Sometimes, films are fully shot and produced before they're dropped by studios. Scarlett mentions the feature film, “Batgirl,” on which development began in 2017. After filming for five months in late 2021 and early 2022, and after entering post-production, DC Films and Warner Bros. Discovery pulled the plug on the whole thing.
Scarlett was never attached to “Batgirl” and has no connection to the film, but its fate is a striking example of the harsh realities of the film industry. “This is why our industry is super crazy right now,” Scarlett says. “I just think it's wild that you can get that far, and then studios are like, no. It's a wild, wild business.”
PARTNERING UP
A wild business, but one that she shares the ups and downs of with a writing partner who happens to be her husband. The two met when they were 17 and freshmen at NYU. They worked on some short films together, but mostly supported each other's endeavors. Andrew went to film school, and Scarlett to acting school. Then—“I hit a wall with acting,” Scarlett says. 'It's so hard to have any sort of control in that kind of profession.” So she started writing. “I always say, if the situation had been reversed, and he just decided to start acting and done really well, I would have been like…”
she laughs, implying that she wouldn't be too pleased at first. “But Andrew was so supportive of my writing, without being like, this is how you need to do it.” The two worked on independent projects for a bit, making progress in their individual writing careers. And then the pandemic hit.
“We were stuck together every day,” she says. “It was like, let's write a movie, while we're sitting here.” And
that was the beginning of their formal writing partnership. Living with your writing partner has its perks: when the two are in a writing push, they talk about the project over breakfast and when they go to bed at night. “It cuts out the, 'I'll meet you at your place and we'll talk about this for an hour,'” she says. One strength of their partnership is that they hold each other accountable. “If something in
the script doesn't feel right, or truthful, or doesn't pass the smell test, we're both good at calling each other out on that,” she says. After years of working separately, it's gratifying for Scarlett to see their partnership work. “Both of us have spent a lot of years struggling in the entertainment industry,” she says. “So it's really awesome to realize we just needed to put our brains together!”
The film that they started working on together during the pandemic— which is still in the development process—has seeds of inspiration in one of Scarlett's favorite activities during that time. “All we wanted to do was watch movies from 1997,” she says. “Just give me a nostalgic blockbuster movie.” One of those films was the remake of “Ocean's 11,” (which came out in 2001, but still).
“It's such a perfect movie. And we were very much in the business of, I don't want to work on things that take years off my life,” Scarlett says. “I wanted to be entertained at the office. Life is too short!” All of that coalesced into an idea—“what about a rom-com jewel heist movie?” The two wrote a draft. But alas, Scarlett says,
Top left photo: Scarlett and Andrew's wedding; top right: at the Tribeca Film Festival; and bottom photo with their daughter.
“it didn't work.” Still, it was the first time the two had worked together on a feature—the beginning of a fruitful partnership—and they didn't let the idea for the rom-com jewel heist film die. They decided to return to it when they had more time, after scripts for “Big Time Abroad” and “The Paper Bag Princess” were in. That time has come. When we spoke, Scarlett and Andrew had just pitched the idea to several producers and had settled on the ones they wanted to work with. The next step is to take it to studios. “In a perfect world, several studios want it and it becomes competitive,” she says. “I mean, in a terrible world, nobody wants it! But hopefully a couple of studios will want it.”
WHAT IT TAKES
Having to navigate an uncertain industry isn't for everyone, but certain skills Scarlett has honed over time have helped. I asked what she thinks that other people—maybe students at St. Stephen's and St. Agnes who hope to enter the filmmaking industry—should know about what it takes. “Definitely resilience,” she says. “I would say my entire 20s were spent going to job interviews where people said no,” she says, laughing. “You definitely have to be okay with no, because that's so much a part of it.” Scarlett recognizes that now, she has a good community and “every advantage in the world.” But it wasn't always that way. “It's not a guaranteed path, and we were really fortunate that we were able to stick with it.” She also would encourage people to listen to their inner voices about what they want to make. “This is going to sound pretentious,” she says, smiling, as she refers to a Steven Spielberg quote about listening to the whisper inside you. “It's really tempting to see something and think, that looks good. I want to do that now,” she says. “But we're not in this to try to make duplicates of things we like. You're trying to listen to your own voice, and I think that's really hard.”
“The [SSSAS] teachers were just a huge part of my life at the time. I still think about the pieces of literature I read with them in English class, and I can reference those more closely than I can reference most stuff I read in college.”
That idea actually partially came from Mr. Luke Jacob, her sophomore English teacher at SSSAS. “He told us about how there are only seven stories in the world,” she says. In other words, every story that has ever been told falls into one of seven categories. “I love that,” Scarlett says. “Obviously, it's a big generalization, but the idea is that if every story has already been told, well, the only option to tell a story is to tell it through your lens. It's the only way that you are ever going to tell something original.” She notes there's a temptation to try to imitate popular styles, but at the end of the day, “the things that really work are when you
can really hear someone's voice.”
Mr. Jacob wasn't the only memorable force behind Scarlett's formative years at SSSAS, which she joined in kindergarten in 1991. The school's small class sizes meant that she got more face time with her teachers. That was helpful, especially in subjects in which Scarlett says she struggled. “Bless all of the math and science teachers who were so kind to me and gave me so much extra help,” she says, laughing. Scarlett fondly remembers Mr. Roger Bolland, her chemistry teacher, taking the time to write a note to her parents that said something along the lines of, “Scarlett may not ever master chemistry, but she'll be the most talented chemist on Broadway someday.” She was touched, because it was a sign to her that her teachers were adept at noting what each students' strengths were and working with them accordingly. That's not to say they let anyone off easy. “The art, the reading, the writing…the demands they put on us really set us up well for the future,” she says. The academic demands—and support— meant a lot to Scarlett. “I felt very seen as a student there.”
The theater and English departments, of course, were cornerstones in Scarlett's experience at SSSAS. “The teachers were just a huge part of my life at the time,” she says. “I still think about the pieces of literature I read with them in English class, and I can reference those more closely than I can reference most stuff I read in college.”
At St. Stephen's and St. Agnes Scarlett did a production of “Macbeth” with former Theater Director and Teacher Jim Marvin and Art History Teacher Jean Hunt. And just a few years ago, Scarlett was able to do a reading at the Folger Theater in Washington, D.C., of what she calls a “Lady Macbeth origin story” she wrote. In the audience? Both Mr. Marvin and Ms. Hunt. And that's the kind of full-circle moment that feels like it belongs in a movie.
Former Performing Arts Chair Jim Marvin, Scarlett, and Upper School Art History Teacher Jean Hunt backstage at the Folger Theater.
From Shadows to Light
During the 2024 Alumni Reunion Weekend I met Langford Jordan '79 and we had a brief, lively conversation about his school days and his role as one of the student photographers. I told him that I would like to continue the discussion about his days at St. Stephen's School, thinking it could be a fun and interesting snapshot of school life in the 70s. My conversation with him turned out to be about that and much more. It was about the power of a teacher to transform a life.
BY MELISSA ULSAKER MAAS '76
Going to Glasgow Intermediate School was a harrowing, intimidating, and unhappy time for Langford Jordan '79. When his parents took his younger brother, Charlie '82, to be tested for an application to St. Stephen's School, Langford asked if he could do the same. Both he and his brother were admitted, but Langford's acceptance included repeating eighth grade and going to summer school. When he entered St. Stephen's School (SSS) in 1974, he was a “skinny, scared kid,” but then he met English Department Chair and Teacher Charles James Shell, Jr., and his life took a turn for the better.
“When I started at St. Stephen's I hadn't learned anything for two years, because Glasgow was just about surviving,” Langford revealed. He remembers his first day at SSS, standing in a line in the basement cafeteria waiting to register for his classes. “Looking around at the other boys, I was relieved that none of them looked like they would beat me up,” he recalls. “When I met Mr. Shell in summer school, I couldn't write a sentence to save my life, and he was very particular about that and determined to help me.”
That summer class was the beginning of five years working with Mr. Shell, including two years in his English class, and the start of a special relationship. Mr. Shell was a tough and meticulous English teacher who really cared about his student's welfare. He was a teacher who not only helped them learn in class, but also a man who looked for ways to build them up, give them confidence, and leadership skills. Langford loved to read, but struggled with writing and math. Mr. Shell helped him focus on his academics and gave him extra time and attention. Langford's first two years at SSS were about getting his “sea legs” and catching up to his peers academically.
Outside the classroom, Langford went out for soccer and played on the junior varsity team in his sophomore year. In his junior year he moved up to the varsity
team and was team captain in his senior year. The soccer team played in the winter and was appropriately nicknamed the “Mud Men,” as they were bathed in filth by the end of every game. “Mr. Dean Murphy was our JV coach, and he was very good at encouraging you—a really gentle soul,” Langford said. “I had some talent for long distance running, so I got to spend some time behind Coach James Osuna's little red car.” Little red car? “He used to drive it around the track and make you grab the back to lengthen out your stride,” Langford laughed. Joining the soccer and track teams was a good start, but Mr. Shell encouraged Langford to do more.
“My parents had given me a 35-millimeter camera for Christmas, and although I didn't really know how to use it, I gave it a try,” Langford said. “Mr. Shell was an extraordinary photographer and the photography advisor for the yearbook and newspaper. I don't remember how it came about, but one day we started talking about photography.” During that conversation, Langford mentioned that he and his older brother had started taking pictures and even set up a darkroom in their basement. Mr. Shell offered to teach Langford more about his camera and how to develop black and white film. Working together under the red light, they discovered he had a knack for it and Langford joined the student Photostaff.
According to the 1977 SSS yearbook, “Scroll,” the Photostaff existed “to provide photographic services to school publications, to stimulate interest in photography as an avocation, and to disseminate information and promote craftsmanship among its members.”
To inspire the boys to put in the effort, time and acquire greater proficiency, Mr. Shell created a point system for the photographers to earn badges that indicated their skill level. There were five degrees of membership and advancement to each level was earned by accumulating points for work completed (including points for shooting, developing, and printing the photos): apprentice (76-299 points), associate staff photographer (300-399), staff photographer (400-699), senior staff photographer (700-999), and ultimately master photographer (1000+).
Langford started working with his classmate and friend, Pete Fellows '79, who was the editor-in-chief of the 1979 yearbook and a layout expert. “Pete was super creative,” Langford said. “In fact, everyone in our group was pretty crafty and good at pulling the yearbook together.” The yearbook staff worked under the guidance of the yearbook advisor, Social Studies Teacher Mr. Richard Taliaferro, Jr. By their senior year, Mr. Taliaferro and Mr. Shell showed their confidence in the staff by allowing them several “firsts” with the yearbook.
“Mr. Shell let us take some color
The 1979 “Photostaff.” Langford is in the back row center.
photos, which had never been done before,” Langford said. “Most of them were taken by me as a master photographer, because color film was expensive to use and print.” Pete somehow talked Mr. Taliaferro into paying for an embossed red and black cover for the yearbook. In addition, the advisors sent four students, Langford,
Pete, Steve O'Brien '80, and Steve Wadsworth '80 (editor-in-chief of the 1980 Scroll), to a yearbook conference at the University of North Carolina during the summer of 1978.
“I always had my camera with me so I could grab photos, mostly of my classmates, in the classrooms, outside, in the cafeteria, anywhere really,” Langford
said. “Pete and I also took some fun excursions, including driving down to the seedy part of 14th Street in D.C., where I took a photo of the lights and traffic going by. The picture was so cool that it made it into the yearbook.” Langford loved taking true candid shots, capturing Lower School students at play and his classmates unaware in the new senior
Catching the moments that tell the whole story. Top photo: Quarterback of the 1978 undefeated varsity football team, Chris Meloni '79, preparing to pass while Hannon Jacob '79 blocks; bottom left: one of the first color shots ever used in the yearbook of Hannon Jacob flying right at Langford and the camera; bottom right: Chris Meloni and Coach Sleepy Thompson in conversation on the sidelines.
lounge. He took many of the club photos, student candids, and the candid senior pictures that adorned their senior pages.
By his senior year, Langford was working alongside fellow master photographer Bill Bavin '81. They developed film and shot all of the sporting events, even working during the holidays. It was exciting to capture the varsity football team, who took the IAC Championship with an undefeated 9-0 record, and a winning wrestling team, who finished the season with a 9-2 record. Langford liked the challenge of taking sports photos, which required more skill.
“My favorite picture in the yearbook is one of Hannon Jacob '79 flying through the air,” Langford said with a grin. “I
nearly got creamed taking that shot, as he was coming right at me. It's a little blurry, but it's a really awesome color shot with a great memory attached to it.”
And isn't that the beauty of yearbooks? All the memories they trigger? Langford and all the dedicated student photographers and the yearbook staff had very important and special jobs, capturing the school year not just for the students, faculty, and staff at the time, but for the future. The yearbooks are a treasure trove of photos, stories, and the history of the school.
“I wanted to be a master photographer, I wanted that badge,” Langford said. As Langford worked his way up the Photostaff ladder and became known for his photography, he became
more involved and felt more at ease in the community. He earned a sort of notoriety as “the guy with the camera.” He became the chief photo editor of the 1979 yearbook, photo supervisor for the student newspaper, The Deacon, joined the Red Key Club and became president, and was part of the Homecoming Court in his junior year. He was also dating Kay Mustin '79 and spending a lot of time at St. Agnes. Some of his photos even found their way into the St. Agnes yearbook, “Lambs' Tail,” including the cheerleaders and the Homecoming court. In the 1979 yearbook, Langford's classmates named him “Mr. SAS” and “most likely to be photographing jello for Ladies Home Journal” in the “In 20 Years” list.
The skinny, scared, and depressed
In addition to capturing sports, Langford loved taking candids of his classmates and other students. He was also encouraged to be creative and some photos taken off campus were included in the yearbook. Top left photo: Langford got down on his knees to capture this color shot on the playground; top right: Langford loves this photo of his classmates in the senior lounge; bottom left: a fun shot taken of their reflection in a convex mirror at the airport (Julie Connelly '79, Langford with his camera, and Pete Fellows '79) ; bottom right: 14th Street at night..
kid who joined the Class of 1979 in the eighth grade was gone. St. Stephen's provided him with a “comfortable and challenging place,” where he was able to carve his own niche within a dynamic class of “super smart guys and really good athletes.”
Mr. Shell had helped Langford find his place at St. Stephen's. “Honestly, if it hadn't been for Mr. Shell, I might not have graduated from any high school,” Langford said. “He taught me how to learn, how to study, how to write, and so much about photography. He helped give me a better sense of self. Mr. Shell was tough, but I really liked him. I always liked the tough teachers best, because they were the ones who really made a difference. When I was around 12-yearsold God came into my life. I believe that God connected me with Mr. Shell.” And God and Mr. Shell changed Langford's school journey, drawing him out of the shadows and into the light.
Charles James “Jim” Shell, Jr. English Department Chair and Teacher
Jim Shell gave 20 years of service to St. Stephen's school from 1963 until his death on July 11, 1983. The best way to really understand who Charles James Shell, Jr. was—and to remember and pay tribute to his contribution to our school's history—is through the words of Headmaster Ed Ward at the Opening Convocation after Jim's passing.
This convocation is at one and the same time taking note of two major
experiences in the life of our community, the beginning of a new year and the loss of Mr. Shell, one of its pillars.
In bringing these two together, I can't help but speculate on what Mr. Shell would say to us today if he were here as we begin a new year—what would he say, if before taking his place in the life to come, he had the chance to leave behind his thoughts for the coming year?
He would, like any of us, talk about the things he cared about the most and believed in most fervently. For example, he cared about little things like creating a garden or a beautiful photo, or learning rules of grammar and being punctual or keeping time for a track meet.
So, he would say to you: take care of the little things and the big things will take care of themselves.
But he also cared about big things like God and history and the preservation of a civilized way of life. He believed that order and discipline and tradition were at the very heart of civilization—and he loved the pomp and circumstance of ceremony and excelled at leading others in it.
So, he would say to you remember your roots—know your heritage—study it and preserve it through ceremony and ritual.
He cared about duty in carrying out one's responsibility to others or to institutions, whether you feel like doing it or not. He believed that rules and regulations were important in education as a means of learning the importance of duty in life.
So, he would say to you do your duty well, be faithful in carrying out your responsibilities, and observe the rules and regulations of society in order to contribute to the necessary order in life and to be secure in it.
He wanted to help people but he had difficulty with those who wouldn't help themselves. This led some people to miss the depth of his feeling for those in need.
Shortly after his death I received a letter from the mother of one of his students; “I have just learned of the death of Mr. Shell and we are all very saddened. He was one of the exceptional teachers whose experience and patience guided my son this last year. Perhaps the succession of comments he wrote on his report card
best illustrates his special qualities. The first term's comment of 'Poor start—is not beyond redemption' was followed by 'good work,' then 'steady on,' and finally 'Super' written in huge letters followed by three exclamation points. His patience and attentiveness were matched by his enthusiasm and excellence and my son's year in English was rich because of him.”
So, he would say to you: help one another and especially those in need who are struggling to help themselves.
Finally, and above all, he loved his God and his Church. His sensitivity to effective worship was more than a love of ceremony, it was where he met his God most directly and it was what allowed him to see God in the mundane things—as he brought them before God in worship.
So, he would say to you: if you want to know God, look for him in the common, mundane, ordinary things of life by bringing them into God's presence through prayer and praise.
He was a man of extraordinary and deep interests, which most people took for granted because he was always where he was supposed to be, doing what he had to do or what others needed him to do. Though he was outspoken, he was modest about his accomplishments and content to do the little things behind the scene that needed doing.
In the Old Testament there is a minor incident reported when David is going out to do battle against the Carmelites— the writer, in describing what happened, says: “And they girded on every man his sword; and David also girded on his sword: and there went up after David about 400 men; and 200 stayed by the stuff.” For every two men who went out to do battle and reap the glory of victory, one had to “stay by the stuff,” protect the equipment and baggage, prepare the food, empty the garbage and see to the mundane things—but the battle cannot be won without them.
Mr. Shell was a man who was faithful to his responsibilities in every detail to the end of his days. He knew what it was to “stay by the stuff.” May we, in the coming year, as individuals and as a community, do likewise, in his memory.
APRIL 25-28, 2025
Classes ending in 0s and 5s
sssas.org/reunion
Weddings
(Listings received prior to October 18, 2024)
Alumni
Katie Hamilton '72 and Eliot Brandy
December 27, 2023
Harrison Keith '99 and Lynsey Gallagher
April 6, 2024
Julia Farnham '06 (former staff) and Michael Trunzo '04
April 20, 2024
Tarek al-Hariri '06 and Brenna Rivett
June 15, 2024
Thomas “T.J.” Johnston '07 and Analise Rocaforte
September 21, 2024
Mona Rashidi '08 and Salwan Georges
October 6, 2024
Alex Mellen '09 and Matt Piper
October 14, 2023
Alex Liopiros '09 and Andrew Ellingsen
May 25, 2024
Holt Mountcastle '10 and Virginia Brady
June 24, 2023
Laith Wallschleger '10 and Danielle Iodice
May 28, 2024
Katy Chase '10 (First Grade Teacher) and Eli Hoyek
August 3, 2024
Ulises Giacoman '12 and Sophie Symonds
August 5, 2023
Eliot Brandy and Katie Hamilton '72
Matt Piper and Alex Mellen '09
Harrison Keith '99 and Lynsey Gallagher
Andrew Ellingsen and Alex Liopiros '09
Julia Farnham '06 and Michael Trunzo '04
Holt Mountcastle '10 and Virginia Brady
Brenna Rivett and Tarek al-Hariri '06
Laith Wallschleger '10 and Danielle Iodice
Michelle Whitham '12 and Jules Franzese
June 1, 2024
Caroline Shaw '13 and Chris Cremer
July 6, 2024
Katie Coulter '14 and Greyson Lawrence
August 10, 2024
Gussie Johns '14 and Alice Mercer
September 21, 2024
Ben Haseltine '15 and Amy Gagliano
August 24, 2024
Robin (Nancy) Brooks '16 and Emma Lee Ray Clink
October 6, 2023
Austin Talbert-Loving '16 and Jaianna Brown
May 10, 2024
Eric Karsten '16 and Iona McLean '15
October 12, 2024
Faculty and Staff
Rachael Creque (Director of Scheduling, US Registrar and Attendance Manager) and Sherwin Carr
March 20, 2024
Jayson Gilbert (Upper School Spanish Teacher) and María Fadul
May 6, 2024
Jordan Hill (Middle School History Teacher) and Danielle Fromuth
June 15, 2024
Ida Fehrenbach (Middle School Visual Arts Teacher) and KC Baker
August 9, 2024
Michelle Whitham '12 and Jules Franzese
Iona McLean '15 and Eric Karsten '16
Katie Coulter '14 and Greyson Lawrence
Maria Fadul and Jayson Gilbert
Gussie Johns '14 and Alice Mercer
Jordan Hill and Danielle Fromuth
Jaianna Brown and Austin Talbert-Loving '16
KC Baker and Ida Fehrenbach
New Additions
(Listings received prior to October 18, 2024)
Alumni
Denny Cordell '93 and Sarai, Maxwell “Max” Montgomery Johnson May 27, 2024
Cailyn Reilly Knapp '03 and Terry, Colin Reilly February 22, 2024
Megan Cummings Hansen '03 and Chris, Rhett Nolen June 30, 2024
Jessica Maitland Price '03 and John, Leah and Alice July 15, 2024
Susan Dow Orndoff '05 and Patrick, Daisy Elizabeth April 9, 2024
John Quinn '05 and Mandy, John “Jack” Mark June 29, 2024
Caroline Rabbitt Tabler '05 and Andrew, Edward Charles “Charlie” July 9, 2024
Philip Mullins '07 and Alexxis, Dylan March 21, 2024
Kendall Davis Pessala '07 and Alex, Winfield “Winnie” Louise August 2024
Mary Lib Schmidt '09 and Joe Rooney, Evelyn Quinn
September 15, 2024
Chelsea Pasfield Cahill '09 and Chris, Brady William September 16, 2024
Alex Mellen Piper '09 and Matt, Weston James September 21, 2024
Liz Van Wazer '09 and William Van Wazer '08, Charlotte Talia September 24, 2024
Caroline Frantz Spitzer '09 and Colin, Garrett Scott March 20, 2024
Chip Phillips '10 and Molly, Evelyn Parks
March 25, 2024
Jay Sheffer '10 and Lauren, Holland Capri
August 20, 2024
Kerrigan O'Malley '10 and Briggs Cocke, Catherine Elliott “Elliott”
September 5, 2024
Faculty and Staff
Derek Sanders (Upper School English Teacher) and Nina, Sofia Eliana April 10, 2024
Staci Gilbride (First Grade Teacher) and Timothy, Aiden Edward April 20, 2024
Dionna Jordan (Assoc. Dir. of Middle/ Upper School Athletics) and Erin Hartman (Asst. Lower School Librarian and Asst. to the Dir. of Teaching and Learning), Callan Dean
June 15, 2024
Charlotte Talia Van Wazer
Colin Reilly Knapp
Rhett Nolen Hansen
Daisy Elizabeth Orndoff
Leah and Alice Price
Evelyn Quinn Schmidt Brady William Cahill Weston James Piper Garrett Scott Spitzer
Evelyn Parks Phillips
Catherine Elliott “Elliott” O'Malley Sofia Eliana Sanders Aiden Edward Gilbride
Edward Charles “Charlie” Tabler
John “Jack” Mark Quinn
Callan Dean Jordan
In Memoriam
(Listings received prior to October 18, 2024)
Alumni
Anne Evans Foard '49
September 26, 2024
Elizabeth “Liz” McGraw Severence '53
July 14, 2024
Cherie Cude Hall '57
August 31, 2024
James “Jim” Haley, Jr. '60 brother of Joan Haley '62
June 8, 2024
Joshan Backus Wise '61 sister of Eleanor Backus Engh '58 (deceased), aunt of Dr. Andy Engh '77
January 29, 2024
B. Parker Livingston, Jr. '63
July 6, 2024
Lindsay Arrington '65
October 2, 2024
Christopher Brown '66
brother of David Brown '62, Rob Brown '69, and Adele Brown '70
June 2, 2024
William “Bill” Trotter III '66 brother of John Trotter '62 (deceased)
August 25, 2022
Bruce Meader '74
January 14, 2024
Ryan Kirkby '33
June 13, 2024
Faculty, Staff, and Family
Audrey Fenton
mother of Tim Fenton '71 and Andy Fenton '74
January 12, 2024
Brig. General William C. Louisell, Jr. husband of Thelma “Brandon” Forrest Louisell '52
January 20, 2024
James Slater Davidson III father of Patti Dyson, father-in-law of Craig Dyson '81, grandparent of Matt Dyson '10, Besser Dyson Hooper '13, Sam Dyson '16, and Annie Dyson '18 February 21, 2024
Pamela Allen mother of Tammy Smoker '93 February 25, 2024
Frances Redmon
mother of Gant Redmon III '84
March 11, 2024
Dennis Cordell Sr. father of Denny Cordell, Jr. '93, Rebecca “Becky” Cordell Thompson '97, and Amanda Cordell Casey '00
March 14, 2024
Lucy Harwood mother of Viki Harwood Bires '80, grandmother of Nikki Bires '20, and Lucas Bires '19
March 24, 2024
Malcolm Keen father of Andrew Keen '00
April 18, 2024
Mary Deleyiannis mother of Fred Deleyiannis '83
May 12, 2024
Jimmy Wood (former staff)
June 10, 2024
Tony Rogers father of Mark Rogers '84
June 18, 2024
Michele Chapman mother of John Chapman '99
July 19, 2024
Kenneth Fisher husband of Catherine Rowell Fisher '64 , brother in-law of Suzanne Rowell Rouland '62 (deceased)
August 4, 2024
John Lansing father of Jennifer “JJ” Lansing '21
August 14, 2024
Fred Francis husband of Sandy Thompson Francis '76
August 19, 2024
Darlene M. Freeman mother of Lauren Cassady Andrews '09
August 21, 2024
Cooper Savage son of Derek Savage '65
August 30, 2024
Kirk Denkler father parent of William Denkler '00, Lydia Denkler '03, and Katherine Denkler White '07
September 16, 2024
Charles Freeman “Bunky” Geschickter, Jr. father of Charles F. “Tad” Geschickter III '81, John Christopher “Chris” Geschickter '83, and Brian Andrew “Bear” Geschickter '85
September 19, 2024
Dexter Bordes father of Taylor Bordes '17 September 21, 2024
Gordon Clow father of Amanda Dove '10
September 24, 2024
Mike Flemming husband of Carter Flemming '66 father of Will Flemming '97 and David Flemming '94
October 7, 2024
MARTHA JARVIS
Former SSSAS faculty member, Martha Jarvis, passed away on May 6, 2024. Martha joined St. Agnes School in 1978 as the school's first director of the Upper School, administrative dean, and geometry teacher. In addition to service as the director of Upper School, she served as acting head of school for a few months during the 1982-1983 school year, and in 1983 was named the assistant head of school, positions
KEVIN MCLINTON
she held until 1991. After the merger of St. Agnes School and St. Stephen's School in 1991, Martha became the chair of the History Department, and served that department until she retired in 2004 after 26 years of service to the school.
“When I think of Martha I think of her as wise,” shares Upper School History Teacher Bud Garikes. “She knew that children needed different motivations to learn, and different kinds of support to be successful. She had a wry sense of humor and could use it effectively to make a point. Martha held her students to a high standard. Through her questions during class, she taught her students to think critically and understand that history is much more than memorization of dates and names. Martha was a teacher's teacher, someone who had a lifelong impact on many of her Saints.”
The following is an excerpt from the 1983 St. Agnes yearbook dedication to Martha:
“Despite her busy schedule and endless responsibilities, we can always
count on her patience, strength, and humor to put pressure in perspective. She somehow manages to keep 200 rowdy upper schoolers in line, yet at the same time enthusiastically supports all that we do. Her spirited involvement has become a vital part of the St. Agnes community, and when we recall our years here, she will be among our first, and fondest, memories.”
Martha's friends and colleagues remember how much she loved the adventure in life. “Martha had great artistic abilities as well as a great sense of adventure,” shares English teacher Dr. Roberta Klein. Roberta remembers Martha as a skilled photographer who was also a talented flute player. “I went to several of her recitals over the years!”
Martha is survived by her niece, Sara Welch, her nephew John Welch (Margaret Lynn), great-nephew Andrew Welch, and great-niece Cate Welch. She is preceded in death by her parents and sister.
Kevin McLinton, former SSSAS faculty member and coach, passed away on April 11, 2024. Kevin joined the Saints community in 2002, and during his 10 years at the school, he served as a Lower School P.E. teacher, Upper School learning resource teacher, head varsity basketball coach, JV baseball coach, varsity football assistant coach, and also coached both Middle School football and basketball.
The son of former Washington Redskins linebacker Harold McLinton and a native of Silver Spring, Md., Kevin helped his Springbrook High School basketball
and football teams win state titles. He then played 91 games as a guard for the University of Maryland Terps and was a co-captain his senior season. In those games under coach Gary Williams, Kevin averaged 11.3 points, 5.2 assists, 4.1 rebounds and 1.5 steals. The 6-foot-3, 218-pound point guard still ranks fourth on the school's all-time list in assists per game and ninth in total assists with 469.
Kevin is survived by his wife, Anita, and their son, KJ.
ALIX FELLOWS
Alix Fellows, former SSSAS field hockey and lacrosse coach, passed away on Saturday, August 24, 2024. Alix joined the Saints community in 1974, volunteering her time with the girls' field hockey team after raising five boys of her own. In the spring of 1975, Alix, who was a former high school and college lacrosse player, joined Coach Kathy Jenkins for the
girls' lacrosse team's inaugural season. Alix, mother of Jimmy, Dan, Dave '77, Pete '79, and Andy '82, served the school for 42 years as a volunteer coach, leaving behind an immeasurable impact on decades of athletes.
During her storied coaching career, Alix received the U.S. Lacrosse Potomac Chapter Unsung Hero Recognition (1995), the Alexandria Sportsman's Club Assistant Coach of the Year for Field Hockey and Lacrosse (2003), and was inducted into the U.S. Lacrosse Potomac Chapter Hall of Fame (2009.)
In 2019 Alix was inducted into the St. Stephen's and St. Agnes School Hall of Fame. She was celebrated and honored for her tremendous guidance, wisdom, and commitment to each and every girl who had the opportunity to play for her.
When Coach Kathy Jenkins heard the news of Alix's passing, she reflected on the many years they had together. “Alix was truly the best lacrosse assistant ever,” shared Kathy. “Her passion, knowledge, and caring nature
CAROLYN LEWIS
Carolyn Lewis, a former SSSAS Upper School science teacher, passed away on Tuesday, October 8, 2024, after an extended illness. Carolyn, wife to Andre Phillips and mother to Anderson, was a member of our community from 2016-2018, and despite her short tenure with us, she left a lasting impact on her colleagues and students.
“Carolyn was a force of nature,” shared KiKi Davis, director of institutional equity and diversity. “She was kind, brilliant and had a way of connecting with her students that made them feel valued and capable of succeeding regardless of the task. She was quick to laugh and make others laugh, but was also a skilled diversity practitioner who
were second to none, and her legacy as the best ever will forever inspire those who were fortunate enough to have been coached by her.”
“Alix was a phenomenal colleague and coach,” shared Coach Marsha Way. “She was great at listening and then making subtle comments that would plant seeds and sprout into great ideas in the minds of fellow coaches. Alix was thoughtful, no nonsense, compassionate, funny, irreverent, playful, and always ready to take on a challenge. The school and all of us who played and coached with her were so fortunate to have Alix teaching and modeling so many of the important qualities in life and doing it in a way that has been so much fun.”
In the 2019 Hall of Fame program, Ashley Kincheloe Dyson '89 shared, “Coach Fellows taught me the most important lesson in life: only you can make it happen, only you can pursue the path and the journey that is yours.”
often served as a thought partner for me in my work at SSSAS. Even after her departure she continued to share with me her affection for her time at SSSAS, her students and those she worked closely with. She was one of a kind, and I will miss her.”
After her time at SSSAS, Carolyn worked at Garrison Forest School for six years, where she served first as the director of community life and inclusion, and then as assistant head of school for community life, inclusion and engagement before leaving to focus on her health.
400 Fontaine Street
Alexandria, Virginia 22302
If the addressee no longer lives at this address, please contact the school: 703-212-2720 or atoman@sssas.org
