Autumn Views Spring 2024

Head of School Magazine, Spring 2024

Calling all alumni, families, faculty and staff, and friends! We’re kicking off a yearlong celebration of the merger of the St. Anne’s School and the Belfield School.

Contributors

Publisher

St. Anne’s-Belfield School

Editor

Lisa Ha, P. ’29 & ’38

Art Direction

Taylor Morris ’19

Editorial Contributors

Dr. Autumn A. Graves, P. ’33 & ’35; Sandra Sohne-Johnston, P. ’27; Sandy Hausman, Kathy Carpenter, P. ’07, ’09, & ’12; Francis Atemo

Photography

Digital Minerva, KMS Photography, Erika Phillips, Rivanna Conservation Alliance, St. Anne’s-Belfield faculty and students, guest contributors

Senior Administrative Leadership Team

Autumn A. Graves, Ed.D., P. ’33 & ’35, Head of School

A. Randol “Randie” Benedict, M.S.Ed., Assistant Head of School for Enrollment Management

Lisa Ha, M.P.A., P. ’29 & ’38, Chief Strategic Communications Officer

Lisa Keeler, M.Ed., P. ’15 & ’16, Head of the Lower School

Seth Kushkin, P. ’24 & ’25, Director of Athletics

Marie Reed, M.A., P. ’27 & ’30, Head of the Middle School

Beth Miller, M.Ed., P. ’22 & ’25, Head of the Upper School

Pamela Winthrop, M.A., Chief Advancement Officer

Sally Woods, M.B.A., Chief Operating & Financial Officer (COFO)

In This Issue

Pg. 9

Three teams of Saints took home top honors in the KidWind regional competition and will advance to states. Read more about the Middle School team, the AvengHERS, who were interviewed for a story by WTVF.

Pg. 6

Families with students from all ages have been volunteering for monthly Saints Serve Saturday as part of the new Civic Engagement Initiative.

tion Alliance.

Photo by Rivanna Conserva-

From the Desk Of Dr. Autumn A. Graves

Dear Saints,

Each day, the line between what we are accustomed to imagining as “the future” and what we know to be a present possibility blurs a little more. It’s starting to paint a picture of what may lie ahead for our students. The predictions are bold, and they demand our attention. In my last “Autumn Views,” I talked about a prediction that by 2040, artificial intelligence is projected to master social and emotional reasoning. Pondering the near future, might gene editing allow the average person to prevent today’s incurable diseases? What ethical or societal considerations would we need to consider to

make that technology accessible? What new critical thinking and civil discourse skills are needed with the rapid rate of disinformation, deep fakes, and widening ideological divides? How should education change to prepare students to thrive in a gig economy where 50% of all workers are freelancers? And amid all these projections of a connected world, a paradox emerges — a world seemingly more interconnected but plagued by rising loneliness.

I choose to approach the future with faith and not fear. As head of school, however, I grapple with how to best

prepare our students for the unknown challenges and opportunities that will greet them upon graduation. As a parent, I reflect on the core habits and practices necessary to empower my children to hopefully become exemplary citizens and visionary leaders. One conclusion I have reached with certainty is that our founding headmistress, Mary Hyde DuVal, had it correct back in the 1910s when she stated that the core mission of a St. Anne’s education is for our students to become “strong in body, broad of mind, tender of heart, responsive in soul.”

And I am wondering, with increasing

frequency, if an additional key to future proofing our children lies in cultivating curiosity.

Schools like St. Anne’s-Belfield are called upon to be architects of community, fostering relationships that will serve as the foundation for navigating a changing world. It’s not just about academic excellence, but about instilling a curiosity practice, enabling students to take risks, learn from failures, and thrive in discomfort. In this issue, you will notice examples of how we are teaching students to collaborate for meaningful impact, and cultivate their passions. You’ll find examples of how a Saints education prepares students starting from our youngest learners, with lessons lasting far beyond graduation. You’ll note markers of student belonging and connectedness, and ways we support parents/guardians in their journeys, too.

In this ever-evolving landscape, the importance of creativity, collaboration, and cultural competencies cannot be overstated. As we look to kick-off a yearlong celebration of the 50th anniversary of the merger of the St. Anne’s School and Belfield School this April, we’ll be celebrating our shared history while also contemplating what our school needs to become to prepare students for the challenges of the next 50 years and beyond. As we embark on this journey into the future together, it’s clear that our School is poised to continue as a vibrant hub that nurtures curiosity, fosters resilience, and equips students with the confidence and skills to navigate an unpredictable world.

With a spirit of curiosity,

Pg. 11

Construction is beginning on Phase 2 of the new Early Childhood Outdoor Classroom.

Dr. Autumn A. Graves, P. ’33, ’35 Head of School

Pg. 8

Alum LaRissa Rogers ’14 shares how her time at St. Anne’s–Belfield influenced her artistic practice. Rogers was recently selected by Forbes’ “30 Under 30.”

Pg. 16

St. Anne’s-Belfield School has a rich heritage reaching back to the opening of St. Anne’s School in 1910, the creation of the Belfiled School in 1955, and the merger of the schools in 1974. Explore the timeline of our history in preparation for the Semicentenial Celebration.

Saints Answer the Call to Serve

The Pre-School through Grade 12 Civic Engagement Initiative Seeks to Develop Authentic and Innovative Solutions for Social Impact

St. Anne’s-Belfield School launched the first step of its Civic Engagement Initiative, appointing longtime Upper School Science teacher Dr. Bob Troy as the inaugural director of the undertaking. Through support from faculty, families, and community partners, the Civic Engagement Initiative aims to inspire the School’s students to develop authentic and innovative solutions for social impact.

Pre-School and Grade 1 students collected acorns for the VA Department of Forestry

St. Anne’s-Belfield has a long-standing tradition of community service and service learning. Community service opportunities have resulted from local partnerships with community organizations such as the Blue Ridge Area Food Bank and Ronald McDonald House. By appointing Dr. Troy as a full-time director, the School hopes to create more profound and long-lasting partnerships with local partners.

Students in each grade level will have opportunities to get involved through their regular academic curriculum and extracurricular opportunities. The youngest children will start with community awareness, learning how the community around them benefits from these types of partnerships.

More than 100 Saints packed 10,000 meals for Rise Against Hunger in honor of Martin Luther King in February

This fall, for example, Mrs. Bennett’s Grade 1 class and Forest Explorers SAS Class gathered acorns to be planted at Virginia Department of Forestry’s Augusta Nursery in Crimora, Virginia. Ms. Becky’s and Ms. Elizabeth’s PreSchool 3 & 4 classes joined in the efforts, too, delivering their acorns to their Lower School friends.

“We want civic engagement to be part of who our students are. We want it in their bloodstream,” shares Dr. Troy. “By starting early, you let them see how modest and manageable efforts can make a real difference. As they get older, they

The Ronald McDonald House Club worked at RMH in fall 2023 and led a toy drive for Christmas

will seek those efforts out.”

Whole families are invited to get involved, too. This fall, the School partnered with the Blue Ridge Area Food Bank on a food drive, International Neighbors on a coat drive, and collected new Halloween costumes for UVA Children’s Hospital. Through monthly Saints Serve Saturday events, families with children of all ages are also able to volunteer for local organizations. 34 Saints from age 5 to age 50 registered for Rivanna Conservation Alliance’s (RCA) Rivanna River Round-Up. Together with RCA volunteers, more than 175 bags of trash were removed from streams and trails.

An additional focus for Dr. Troy is to enhance the existing service-learning model for older students, encouraging them to volunteer with organizations consistently over an extended period and becoming trusted partners. Curricular enhance-

The Environmental Resources Club completed native, erosion control plantings on the US Campus in fall 2023

ments are also in the works, modeled after the longstanding relationship between the Virginia Department of Wildlife Resources (DWR) and students in the Environmental Studies Advanced Senior Seminar. St. Anne’s-Belfield is the only high school in the nation with a federal license to work with the DWR to gather and analyze data on the endangered James River spinymussel.

At the Middle School level, Grade 7 & 8 students in the Quest program raised money for Don’t Be A Monster bullying prevention non-profit by putting on a ticketed haunted house, learning how to be good partners with Special Olym-

Grade 1 students created art that was turned into cards for welcoming refugees through International Neighbors

pics Virginia, and deepening their understanding of local food insecurity and working on potential solutions. The desire is for students to grow in their understanding of and commitment to civic engagement as they progress through St. Anne’s-Belfield, so that they become exemplary citizens into adulthood, with some becoming perhaps visionary leaders in their communities.

Ms. Elizabeth’s Class partnered with Shenanigans Toy Store to learn about stuffed animals and then organize a toy drive for Toy Lift Charlottesville

Alumna LaRissa Rogers ’14 Recognized by Forbes’ “30 Under 30”

It was an early morning in late November when LaRissa Rogers ’14 got the email: Forbes’ prestigious “30 Under 30” list had just been announced, and she was among the 600 young trailblazers to be selected across the continent. What’s more, the Afro-Asian artist — whose work often explores the interplay of culture, identity, and the enduring impacts of colonization on perception and the human psyche — was one of only 30 individuals or groups to be featured in the Art & Style category.

The congratulatory phone calls, texts, and emails started to flood in immediately afterwards. LaRissa was surrounded by uplifting messages, some from people she hadn’t connected to in years. The excitement was palpable. More than an individual accolade for one artist, this was a testament to the value of art as an expression of shared histories and experiences, however complex and challenging.

“To be recognized on such a large scale was definitely exciting, especially in a profession that can feel a little grueling and a little isolating,” says Rogers.

Rogers’ “Operations of Care” art installation, made with partner Luis Vasquez La Roche, provides a gathering space that is meant to redefine and reimagine what a monument could be. Formed from three structures made from a form of tabby — a mixture of lime, sand, and water, that enslaved Africans and Black communities historically used as a substitute for concrete — they are meant to evoke the bases of the controversial Confederate monuments that were removed from around Charlottesville. “Usually when you go to a monument or memorial, you do so as a passive audience. One thing we wanted to do is create a community space of participation and action. In the center is a garden bed. It transforms with time. It doesn’t have to reassure itself as being legitimate. All things monuments are unable to do.”

Of her Forbes’ distinction, Rogers states that she is “very honored and humbled to be recognized with all these other people who are doing really amazing cultural work.”

In fact, it was her athletics participation that propelled her into art education. She warmly recalls the words of Girls’ Varsity Head Coach Phil Stinnie, P. ’09 & ’13. “He said, ‘You are applying to at least one art school, and I think you should apply to VCU.’ Rogers ended up attending Virginia Commonwealth University art school — the sole art school to which she applied. She would later continue on to earn her MFA at UCLA. “I knew that art was something I would really like to do, but without Mr. Stinnie’s encouragement, I don’t know what it would have looked like for me.” She added humorously, “Though I don’t even know I could call it encouragement. Because I think there was something like, if I didn’t apply, I’d have to run sprints.”

The conversation with Coach Stinnie is one of several pivotal moments at St. Anne’s-Belfield that she credits as having led her to take art seriously. Another came from her time in American Studies class with Upper School Humanities Teacher Jordan Taylor. “It is really funny now looking back, because I didn’t really like that class at the time. But my practice deals with so much history and archiving and research.”

Last year, student and pupil had a chance to reunite when Mr. Taylor attended Rogers’ art exhibit at Second Street. “As I was walking through her exhibit, I couldn’t help but be struck by how the long tail of the influence of education crops up in so many unexpected ways,” reflected Mr. Taylor. “The way she meditated on and refashioned the past, the complex interlocking and intersectional aspects of identity — it is a true gift that Larissa has become a great artist who learned the lessons better and more thoroughly than the teacher.”

Recalling back to that then-hated American Studies classroom, Rogers described writing her final paper on Jean-Michel Basquiat at Mr. Taylor’s urging. “It completely transformed my understanding of art and the art world. And I never would have known who he was without Mr. Taylor. I think that was just another moment of one of the teachers at STAB guiding me and opening me up to things that would really change the course of my trajectory. They saw this potential in me that I didn’t even know I had at the time.”

For more on LaRissa Rogers, see her Forbes’ “30 Under 30” profile and visit her weblarissamrogers.com.

Textures of Enfleshment (a silent viewer), 2023, by Larissa M. Rogers. Photo taken by Christopher Wormald.

Photo courtesy of Larissa M. Rogers

Cville Girls Show Their Stuff In Tech Competitions

This article by WVTF’s Sandy Hausman originally aired on Dec. 29, 2023. It is republished here with permission by Radio IQ.

Students at St. Anne’s-Belfield School start learning to code in kindergarten, and by 6th grade they’re programming robots.

Abby R. ’30 and Eliza P. ’30 built their small robot out of LEGO and have written a program that prompts it to complete a series of tasks.

“We use our computers to code it, and so we say, like, ‘Move

St. Anne’s-Belfield hosted the regional FIRST LEGO League Challenge this past fall. Four Middle School teams competed from the School. Two teams advanced to the state competition. The Grade 8 team, pictured above, will compete at the worlds challenge in Houston.

right or move left or make the angle go this way.’”

By 8th grade, Sage R.’s ’28 team could design a robot that completes 15 missions, and as part of a regional competition, they undertook a project that combined technology with art. First, they wrote a book called Lily’s Adventure and published it on Amazon.

“Once upon a time in a quiet little town between the hills, there lived a child named Lily. Lily didn’t just live in nature. She loved nature. Nothing made her happier than frolicking in the woods in her back yard.”

Next, they built a website where people could get the book and begin their own adventure, planting native trees.

“It’s called Seeds to Trees. You go on there and request free native tree seeds. You can come do a pickup, where we will be handing them out for free, and you can get our book in English, Spanish and as an audio book.”

They won the regional contest and are now headed to national competition in Houston.

Meanwhile, Abby and Eliza [and a new member of their group, Leni C. ’30] are preparing to compete in Minnesota where this year’s KidWind contest will showcase dozens of wind turbines designed by students. Their teacher, Robbie Munsey, says they’re determined to win.

“The all-girls KidWind group call themselves the ‘AvengHERS.’ They schedule me every week on days when they’re going to design and laser cut and CAD up their latest ideas. I go to the lab when they tell me to, and we get things made.”

The students work after school and on weekends, but it’s a labor of love.

“It’s very fun. It’s like the best part of school,” says Eliza. “Mondays and Fridays were sad, because we didn’t have robotics,” Abby adds.

If they win, it’ll be the second year for St. Anne’s-Belfield which took top honors last year with a turbine made using 3-D printing. March 2024 update: The Saints took home top honors in the KidWind regional competition. Three teams, including the AvengHERS, will be advancing to states!

Photo by Sandy Hausman

New Growth Blooms in the Early Childhood Natural Classroom

Construction will begin this spring on Phase 2 of the Early Childhood Natural Classroom on the Belfield Campus thanks to generous donors.

By Director of the Pre-School Program

Kathy Carpenter, P. ’07, ’09, & ’12

Children flourish through outdoor experiences. Engaging in outdoor play enhances children’s immunity, sharpens senses, fortifies motor abilities, sparks creativity, nurtures imagination, fosters socio-emotional growth, and establishes essential groundwork for emerging academic skills. With consistent outdoor exposure, children develop resilience, endurance, independence, and exhibit greater calmness and confidence compared to peers (Harrison, Harrison, and McArdle, 2013). For these reasons and countless others, we were so thrilled to see Phase 1 of the Early Childhood Natural Classroom come to life this fall. The photos on these pages can’t fully express the infectious joy and intentional learning that takes place each day. And thanks to generous donors, the next phase of evolution for our natural classrooms will begin this spring. Phase 2 will create distinct outdoor learning spaces to support the delivery of curricula, enhance the character and usability of the land, and preserve some historic features of our School. Plans include a network of interconnected paths, shaded learning and gathering spots, climbing and obstacle challenges to support gross and fine motor development, STEM and art labs, and much more. We envision these communal and flexible spaces will be used by all divisions. Imagine art lab installations by Upper School students, environmental education for K – 4 Science classes, or Middle School students growing vegetables for the food bank. It is exciting to be part of further realizing our mission of educating the whole child: body, heart, mind, and soul.

FAB Lab Incubates Curiosity in the Lower School

By Francis Atemo, Assistant Head of the Lower School

“Today we have FAB Lab!” is a statement of excitement that fills our upstairs hallway as you walk past third and fourth grade classrooms on Fridays. Students love this time. If you ask them why, you will hear responses such as, “I get to decide what I want to learn, even though my teachers help me,” “I am working on a project with some of my friends, and we are really close to getting it done,” “You have to come and see what we have been working on!” “I never knew learning could be this fun!” St. Anne’s-Belfield understands that children are naturally curious and therefore have a lot of questions and ideas that they want to explore. To nurture this curiosity beyond the core subjects, students engage in self-initiated projects. They get to explore questions they may have about a given topic, test models to prove their hypothesis, and create end products that educate others and showcase their learning. This is what FAB Lab is at St. Anne’s-Belfield School! Now, let’s delve into the exciting projects that started the year.

At the beginning of the school year, Grade 3 students wanted to explore an area cherished by many children: games. Each third grade class created a game,

considering questions like “What makes a game fun?” and “How do you include mystery or imaginative play into a physical game?” The end products included a new outdoor game that enhanced their outdoor recess experience, a new board game for small groups to connect and deepen friendships and a video game connecting to the different school subjects. There is no way teachers could have imagined that this is how it would turn out

The same excitement was evident in Grade 4. The students began the year by learning about natural disasters. Tsunamis is one that one class explored. Their curiosity led them to explore questions such as, “How are tsunamis formed?,” “What are the effects of tsunamis?” and “How can we help victims of tsunamis?” This curiosity transformed into creativity as they created a newscast, a rap, and a graphic novel to educate others about tsunamis.

Why does all this matter? The emphasis on curiosity-driven learning aligns with our educational philosophy at St. Anne’s-Belfield, where we strive to ignite the spark of curiosity rather than merely filling vessels. For learning to be lifelong, the team cherishes students’ curiosity and seize multiple

opportunities to enable students to go deeper in various subjects and topics. Teachers instill values and explicitly teach skills that will enable students to succeed not just now but in the future all while cultivating the joy of learning.

As life undergoes rapid changes accelerated by the rise of AI, and the world becoming more complex, schools and teachers now have the exciting role in educating students who will tackle challenges we can’t yet even imagine. Our teachers seek to be challenged and collaborate for deeper understanding to support students in developing the academic skills and social competencies to become skilled advocates for a better tomorrow. At St. Anne’s-Belfield School, we value partnership with families and look forward to continuing to cultivate and nurture the spirit of curiosity in our students. As they grow strong in body, broad of mind, tender of heart and responsive in soul, we celebrate the thrill of learning together.

Three Measures of Student Wellness

St. Anne’s-Belfield School conducted its fourth annual survey of Grade 6 – 12 students this past fall to evaluate student motivation and engagement at school. Shown here is a top level summary, benchmarked against other members of our accrediting body, Southern Association of Independent Schools (SAIS). The more detailed findings are used by senior leadership to help inform our efforts to create a supportive and empowering environment for all our students.

2023-24 Summaries

3.72

Autonomy

Autonomy refers to the degree of control students perceive that they have over their academic and student life experiences.

4.14

Belonging

Belonging pertains to the sense of social connectedness and acceptance that students feel within the School community.

3.96

Competence

Competence involves students’ feelings of confidence and their perceived ability to perform effectively.

Student Motivation & Engagement Over Time

Benchmark 3.66

Benchmark 3.99

Benchmark 3.99

How to Help Your Teen Walk Away from the Admissions Process with Pride

This article by Director of College Counseling Sandra Sohne-Johnston, P. ’27 was originally published in Grown and Flown.

The admissions process is well underway. Many Seniors have received decisions from early action and early decision applications and they continue to navigate final, regular decision deadlines. The college counseling office where I work is bustling with students’ energy as they seek guidance or reassurance for their next chapter.

Keep children at the heart of the admissions process

For seniors and their parents and guardians, this process has been marked with an extra layer of uncertainty because race-conscious admission programs have ended, legacy admissions and early binding admissions at colleges and universities nationwide are under scrutiny, and the rollout of the new FAFSA form has complicated the financial aid application process.

As decisions roll in and families continue navigating decisions and deadlines, one constant should remain: a commitment to keep our students – your children – at the heart of the college admissions journey.

Build the scaffolding together

Each of our seniors is capable of greatness, no matter where they land for college. It’s essential to remember this and to remind our children that they are amazing people with bright futures.

Throughout this college application process, which is marked by unusual unpredictability, there are numerous areas where we can continue to bolster our students and help them achieve success.

6 ways to help your student achieve success

1. Break the big tasks down

Looking at the entire college application procedure as one big task can make the process feel overwhelming. Parents, guardians and college counseling teams can encourage students to process it into smaller, bite-size tasks. By creating a list of these tasks, students can feel satisfaction checking off the areas they complete, such as writing an essay or finalizing their college recommendations.

2. Manage check-ins to reduce stress

My students often express frustration when parents check in daily on their progress during college application season. Setting aside an agreed-upon, weekly time, such as Sunday dinner or a scheduled coffee break, to review progress from the past week and plan for the coming week can create structure and reduce anxiety.

If your student has completed their college applications, is awaiting early action decision, or has been deferred or waitlisted, confirm that they are following directions provided by their colleges. If admissions and financial aid applications are completed, it’s best to wait until the decisions from the college or university have been released to check-in.

3. Take advantage of the college counseling department

We’re here for one reason: to help students and parents/ guardians navigate the application process. We’re eager to read essays and provide immediate feedback. We are also here to help you and your child walk through college decisions, whether it is a time of celebration or disappointment. Students digest disappointment differently, but we can help encourage them and remind them of the amazing people they are and the bright futures they have ahead.

4. Manage decisions alongside your child

As early decisions are released this is a time of excitement for many but also a season of disappointment for some students. It’s okay if your student needs a day or two to process the decision before they’re ready to talk to you or before they’re prepared to think about their next application.

Reminding your students that they are loved, regardless of college decisions, is critical. It’s also vital that you guard your own responses and are careful not to project your disappointment onto your child.

5. Help them navigate the changing FAFSA process

As you may have seen or heard, the 2023-24 Free Application for Federal Student Aid (FASFA) became available on December 30, 2023. Given the delayed release and technological difficulties families have experienced, we expect the release delay to be a bottleneck – while colleges will not hold off on admission decision, we anticipate a delay in the disbursement of financial aid awards.

You and your student must continue to follow the guidelines and directions that each college and university you are considering has set up. If this process feels overwhelming, break it into smaller tasks and continue those weekly check-ins to ensure every step is taken within the prescribed timeframe. 6. Let your students take the reins, preparing them for life beyond high school

As parents, it’s second nature to shield our children from risk and stress. But it’s essential to allow students to prepare for the possibility of failure, as college planning is also life planning. Remind them that we learn as much or more from our setbacks as we do from our triumphs. There are also additional ways to encourage independence this season before your child goes to college.

Assign them household chores such as laundry. Encourage

them to seek part-time employment and save money for books and other expenses. Finally, talk about finances with your children and set expectations for the cost of borrowing and repayment terms.

Implementing these tips will help your students navigate the college application process with poise and certainty. It can also help you and your household to finish the academic year as a team, remembering that as you walk through each milestone, you are one step closer to the next exciting chapter.

Helping students feel proud of their efforts

Our goal should be for students to walk away from the college application process feeling proud of how they’ve spent their time and of the effort they’ve put in, regardless of the outcome – which is influenced by many factors beyond their achievements and in some cases even beyond their control. Let’s choose to focus on the many areas that we, as parents and guardians, can influence, like helping students own and feel positive about the application process.

Learn more about the

St. Anne’s-Belfield approach to the college admission process at stab.org/academics/ college-counseling

Celebrating Our History

Half a century ago, two schools believed in the potential to create something extraordinary together. This powerful idea took root, and this year, we celebrate the 50th anniversary of the merger of St. Anne’s School and the Belfield School.

As we commemorate our legacy, we honor those who made St. Annes’-Belfield what it is today and those who continue to envision and educate future generations. We celebrate the leaders and the learners, the changemakers and coaches, and all who make our School remarkable. We celebrate you. Join us!

RSVP for April 12 – 14 at www.stab.org/semicentennial

St. Anne’s School founded 1913

St. Anne’s School first graduating class 1939

The new academic building, Randolph Hall, is named after Augusta Blue Randolph, headmistress

Belfield Campus grand opening and Centennial Celebration  1955

The Belfield School opens 1974

First co-ed graduating class from St. Anne’s-Belfield School

Randolph Hall renovations complete, opening of the Lourie Learning Center

Semicentennial Celebration — April 12 – 14, 2024

Faculty Emeriti

These treasured members of the Saints community will be honored during the All-Alumni Birthday Party on April 12, 2024 during the Semicentennial Celebration. Everyone is invited!

Alexander Hamilton “Ham” Bishop III, P. ’70, ’72, ’74, & ’77 (Years served: 1960 – 1979)

Ham Bishop was the headmaster of the Belfield School from 1960 to 1970. A member of the 1950 Johns Hopkins lacrosse “Dream Team” and an All-American, he was instrumental in bringing lacrosse to Belfield. Mr. Bishop served as vice president and headmaster of Belfield Preparatory School from 1970 to 1974, and headmaster of St. Anne’s-Belfield School from 1974 until 1979 when he retired. Father of Kathy Bishop ’70, Pamela Bishop ’72, Alexander Bishop IV ’74, and Tim Bishop ’77.

Pamela Malone (Years served: 1960 – 1994)

Briefly a student at St. Anne’s School in the 1940s, Pamela Malone returned as a part-time employee in 1960. In 1961, she became a full-time employee. She became the director of studies in 1962, and while her role fluctuated, she was the loyal right hand of not only Ms. Jefferson but also of the five headmasters who followed. She served as head of the History department, director of studies, and head of the Upper School.

Virginia Stokes (Years served: 1956 – 1991)

Hired to be bookkeeper, secretary, and sometime nurse, which was a half-time job at $1/ hour, Virginia Stokes wore many hats. In addition to helping the headmaster clean up the building, she also substituted for sick teachers. She became the business manager, first of Belfield and then for the merged school. She also served as the secretary for the Alumni

Doug Tarring (Years served: 1973 – 2018)

Doug Tarring served as the JV lacrosse coach from 1973 to 1978, and the varsity lacrosse coach from 1979 to 2009. He won seven state titles, had more than 400 wins, and became the winningest high school lacrosse coach in Virginia in 2015. He served as the athletic director from 1980 to 2012, taught history in the Middle School for 15 years, and served as the associate dean of student life for Grades 5 – 12. He wrapped up his career as the alumni relations officer from 2012 to 2018. He was inducted into the National Interscholastic Lacrosse Coaches Association (NILCA) Hall of Fame in 2021, and the National Lacrosse High School Hall of Fame in 2022.

Peter V.R. Weeks, P. ’79 & ’81 (Years served: 1961 –

Peter Weeks served as assistant headmaster, athletic director, and coach at Belfield School. He team taught Grade 8 English with the headmaster, Ham Bishop. After the merger, he continued to be Mr. Bishop’s right-hand man and moved with him to the Greenway Rise Campus where he served as senior master. Father of Margaret Weeks ’79

Alumni Awards Distinguished Alumni Awards

The Distinguished Alumni Awards honor alumni who exemplify Mary Hyde DuVal’s wish for our students to be “strong in body, broad of mind, tender of heart, responsive in soul.” Candidates will have built upon the knowledge and principles gained at St. Anne’s-Belfield School in the years since their graduation. In honor of the Semicentennial Celebration, we are honoring one alum from each decade from the 1950s to the 2000s.

Margaret Luttrell Goodman ’54 is a distinguished actress and singer. Her array of work includes commercials, newspaper and magazine ads, soap opera appearances, operative roles at the New York City Opera and Lincoln Center, and the leading role of Margaret Civil in Terrence McNally’s “A Perfect Ganesh” at Manhattan Theatre Club. She played Grandma in the John Travolta and Robin Williams film “Old Dogs,” was featured in two episodes of Law & Order, and in Woody Allen’s “Crisis in Six Scenes.” A native of Tennessee, Mrs. Goodman was a boarding student at St. Anne’s School. She received her undergraduate degree from Bryn Mawr College and her graduate degree from the New England Conservatory.

Dr. Anna Logan Lawson ’61 is a former writer and editor for Hollins University and the Kettering Foundation. With a lifelong dedication to public service, Dr. Lawson has served on a number of local and state boards in Virginia, particularly in support of environmental stewardship and conservation. She served as founding director of Valley Bank in Roanoke, Va., now part of Pinnacle Financial Partners headquartered in Nashville. Currently, she is a board member and secretary of the St. John Land Conservancy; chairs the Friends Council of WVTF, the NPR affiliate in her region; and is a board member of Rachel’s Network, a national environmental stewardship organization of women leaders. Dr. Lawson earned her bachelor’s and master’s degrees from Hollins College, where she also served as a trustee. She earned her Ph.D. from the University of Virginia. Her dissertation, titled “The other half: making African-American history at Colonial Williamsburg” has been cited at least 16 times in other scholarly work. Dr. Lawson was actively engaged in addressing issues of race and colonialism before they gained widespread attention.

Dr. Charles Kupchan ’76 is a senior fellow at the Council on Foreign Relations and a professor of international affairs at Georgetown University in the Walsh School of Foreign Service and Department of Government. From 2014 to 2017, he served as special assistant to the president and senior director for European affairs on the staff of the National Security Council (NSC) in the Barack Obama administration. He was also director for European affairs on the NSC during the first Bill Clinton administration. Before joining the NSC, he worked in the U.S. Department of State on the policy planning staff. Previously, he was an assistant professor of politics at Princeton University and he is the author of several books. He received his B.A. from Harvard University and M.Phil. and D.Phil. from Oxford University.

Ambassador (Ret.) Atul Keshap

’88 serves at the U.S. Chamber of Commerce as president of the U.S.-India Business Council and senior vice president, South Asia. In addition, he serves as president of the U.S.-Bangladesh Business Council. Ambassador Keshap is a retired career senior foreign service officer who recently served as Charge d’Affaires at the United States Embassy in New Delhi. Prior to that, he served as the principal deputy assistant secretary of state for the Bureau of East Asian and Public Affairs, with policy responsibility for U.S. relations toward 11 countries of Southeast Asia. Across his 28-year career as an American diplomat, Keshap served at postings in India, Morocco, and Guinea, and as U.S. Ambassador to Sri Lanka and the Maldives. He received both his bachelor’s and master’s degrees from the University of Virginia.

Ann Kingston ’99, P. ’32, ’34, & ’36 is an artist manager and head of philanthropic initiatives for Red Light Management, where she works with the company’s clients to form strategic partnerships with nonprofits on local and national levels, assists bands in using their voices to effect positive change, and helps produce large-scale benefit concerts. In addition to her philanthropic role, Mrs. Kingston also manages South African folk singer and poet-activist Vusi Mahlasela, and is a part of the management team for Dave Matthews Band and oversees their charitable work through the Bama Works Fund. Through the fund, Ms. Kingston has helped support a variety of community initiatives in the Charlottesville area, including UVA Children’s Family-Centered Care Program to assist families with the unanticipated costs of treatment, renovating public housing, and supporting Home for Hope re-entry program for people with prior justice system involvement. Ms. Kingston previously served as the owner and president of Kingston Touring, where she managed “Old School Freight Train” and provided publicity and marketing services to a large client base of bands and artists. She received her bachelor’s degree from the University of Virginia.

Matt Swift ’05 is the president, CEO and co-founder of Concordia, a global convener of leaders to find cross-sector solutions that address the biggest challenges of our time. He is the current interviewer and host of “The Swift Hour,” conducting interviews with prominent government, nonprofit, and business leaders, and managing partner and founder at Montfort Advisory, a public relations and business development firm. Prior to founding Concordia, Mr. Swift worked in the media industry, holding positions within News Corporation and its subsidiaries, Fox News Channel, British Sky Broadcasting, and the New York Post. Mr. Swift received his bachelor’s degree from Georgetown University.

Alumni Association Award Winner

The Alumni Association Award is given to alumni in their reuning years who have provided outstanding service to the school. Candidates will have supported the advancement of St. Anne’s-Belfield through significant contributions of their time, talent or treasures.

Bruce Cauthen ’74 has been a devoted and active alumnus since his graduation. A “sandbox kid” before we had a sandbox, his love for the school stems from his mother, who was a Grade 1 teacher for 23 years. He was one of the first boys to graduate from the merged St. Anne’s-Belfield School. Known as their “glue,” Mr. Cauthen has kept his class connected to the school and to each other, organizing Thanksgiving get togethers for alumni of his era, planning his class reunions, and encouraging classmates to travel from near and far to return to campus.