Dear Summit Community,
Every student has a voice that matters.
In this issue of Soar as reflected in the following excerpts, you will read about teachers who inspire those voices, coaches who encourage those voices, students who discover their voices, and alums who use their voices—all to make a meaningful difference in the world around us.
“Kids feel confident because they know their topic. It’s not rehearsed or teacher-fed and regurgitated. They own it. They’ve connected with the topic because they’re passionate about it.”
– Lisa Buschek, Director of Triad
“When a [student athlete] feels like they’re an essential part of something bigger than themselves, that can be transformational. And the benefits go far beyond the immediate. Kids will still be reaping the benefits of having belonged to a team 5, 10, 20 years down the road.”
– John Carty, Director of Athletics
“The single biggest variable in student success is the quality of the classroom teacher. We believe that by investing in the professional development of our educators, we enrich the educational experience for our students.”
– Michael Ebeling on the Center for Excellence & Innovation (CEI)
“I continue to thank Summit which prepared me for weekly PowerPoint presentations, the need for case photography, and the ability to communicate with a wide array of people.”
– Josh Golden ’12 DDS
“The ninth grade capstone project sets [students] up for a lifetime of success. We want kids to come out of Summit able to understand there are many different perspectives and multiple ways of looking at one problem.”
– Misty Hyman, Director of Upper School
“I met all of my best friends and mentors at Summit. Enjoy every moment with them because it does not last forever.”
– Preston Howe ’22
“For every child she teaches, she provides foundational learning as a platform for endless exploration; she guarantees that there is joy in the journey; and she demonstrates quite literally that every child has a voice that matters.”
– Excerpt from remarks honoring Glenda Shelton, the 2024 recipient of the Marian Millaway Douglas ’69 Award for Faculty Excellence
“Whatever path you pursue in life, make sure you find a way to serve your community.”
– Safia Mohamoud ’96
Summit School thrives because every voice matters. Thank you for all you do to enlarge the life of this precious community and to transform the lives of our children.
Onward and upward, Michael Ebeling
Head of School
At Summit, Every AthleteStudent is an MVP
Winning is nice, but coaches here also focus on building confidence and having fun
There’s some truth to the famous adage, “It’s not whether you win or lose, but how you play the game.”
At Summit School, the coaches want to win—but they also believe there’s more to be gained from sports for kids and young teens than the thrill of victory. Sports should be fun and foster friendships and an appreciation for teamwork. It’s a philosophy that starts at the top with Director of Athletics, John Carty.
“It’s not a matter of wins and losses,” he said. “We want to build confidence, develop leaders, and make sports fun while eliminating pressure. Sports are meant to be enjoyed.”
That’s a healthy attitude and one way to set students on a path to enjoy sports—and physical activity—for a lifetime. Introducing the overly competitive aspect too soon can take the joy out of it.
Young kids will have a lifetime to keep score, notch victories, and ruminate over losses. But first, they should learn the fundamentals of sports, understand the value of teamwork, and begin to equate physical activity with fun.
There’s room for every Summit student on an athletic team
At Summit, playing a sport is an important part of a healthy lifestyle. School leaders hope Summit students are building healthy habits at a young age that will last them a lifetime. Not every student will go on to play competitively after they leave, but the hope is that they learn to incorporate physical activity into a healthy lifestyle well beyond their time at Summit.
Some Summit athletes enjoy their sport of choice so much that they return to school to coach. Summit currently has eight alum coaches: Meredith Bynum ’98 (field hockey and lacrosse); Elizabeth Pollard Welch ’93, Ann Brown Crowder Campbell ’93, Jane Sandridge Oldham ’83, and Maggie Collins ’16 (tennis); Nathan Felten ’23 and Jack Sari ’13 (football); and Nathaniel Carson ’17 (soccer).
Carty hopes that playing a sport will instill a love of movement in Summit kids. But more than anything, he hopes they feel a sense of belonging because they’re part of a team. “Being part of something bigger than themself is extremely beneficial for child development— no matter what role you play,” he said. He also looks for coaches who have that same philosophy.
“We find coaches who are passionately committed to giving kids a sense of belonging,” he said. “When a child feels like they’re an essential part of something bigger than themselves, that can be transformational. And the benefits go far beyond the immediate. Kids will still be reaping the benefits of having belonged to a team five, 10, 20 years down the road.”
And the score of the games won’t be the only thing that matters.
Carty doesn’t take credit for Summit’s outlook on athletics. He said the school’s compassionate culture predates his arrival. “Summit is all about connecting,” he said. “Here, kids should be able to find acceptance on any team they join.”
Just try
Carty wanted to expand that special opportunity to belong to Summit’s Fifth Graders. So did Jason Felten, Summit’s assistant athletic director. It was a good call. “The amount of passion, energy, and excitement they’ve brought to the program is immense,” Carty said.
And the older students have stepped up to the plate (so to speak) to serve as mentors—which was something Carty and Felten hoped would happen.
During the 2023-2024 school year, 35 fifth graders—out of a total of 53—participated in lacrosse, soccer, softball, tennis, and track and field.
Athletics are an important part of Summit’s culture, and that pleases Carty—especially since it has nothing to do with a winning record.
During the 2023-2024 school year, 94% of 5th-9th Graders played a sport, and 81% played two or more. Half played at least one sport for all three seasons they were eligible. “That’s a testament to our coaches and to the school’s emphasis on the value of participation,” Carty said. “Competition is part of it—but only a small part. If you enjoy participating, then you’ll have fun. And that— and skill development—are the goals.”
To the 6% of students not currently on a team, Carty encourages them all to see what they’ve been missing. “We provide the opportunities,” he said. “All a student has to do is try.”
Finding Student Voice
At every grade level, Summit teachers work with students on developing the confidence to speak up—and on having something to say
At Summit, students’ voices matter.
At each grade level, teachers support students in developing their unique voices. Through signature experiences tailored to their grade, students learn to research and form clear, well-thought-out ideas. They build skills in effectively expressing themselves both orally and in writing
As they move from one grade to another, they build on what they’ve learned.
Signature experiences culminate in the annual events towards the end of the school year to which parents are invited. Some will see a performance. Others will visit classrooms to check out projects and hear from students about their creative process.
When students share with parents what they’ve learned, they’re speaking from their hearts. “Kids feel confident in sharing because they know their topic,” said Director of Triad, Lisa Buschek. “It’s not rehearsed or teacher-fed and regurgitated. They own it. They’ve connected with the topic because they’re passionate about it.”
At every grade level, teachers want students to know: “At Summit, you’re safe,” said Misty Hyman, Director of Upper School. “You can take risks. You’ll be heard.”
But these signature experiences aren’t static. “We evolve these programs according to our curriculum and based on what we learn from one year to the next,” said Anthony Myers, Upper School Assistant Director.
The following events give a window into Summit’s process of instilling in each student a confident, curious voice that will stay with them for a lifetime.
Eaglets
The youngest Summit scholars spend the year studying the Letterland characters and each letter of the alphabet. Letterland is a phonics-based method for teaching reading, writing, and spelling to 3- to 8-year-olds. The Letterland characters morph from plain black letter shapes into kid-friendly pictograms. At the end of the year, kids dress up as one of those letters/characters and parade around campus in costume. Yes, they know their ABCs—and they’ve had fun learning them.
Junior Kindergarten and Kindergarten
Armed with their knowledge of the alphabet, students in JrK and K are ready to use their voices. And they do that at the annual Spring Sing. Assistant Director of Lower School, Catherine Helm, said, “Early Childhood Music teacher, Margaret Wages, works to ensure kids feel confident to stand in front of an audience and perform. We encourage students, even from a very young age, not to be scared to speak—or sing—in front of a room full of people.”
First Grade
The first graders’ speeches about famous Americans have become a Summit tradition. Students research a person of their choosing and deliver a speech as that person; they write and orate in the first person, so it’s as if they’re really inhabiting their characters. The experience gives them a big dose of confidence. Since students select their own subject, the famous Americans they’ve portrayed range from founding fathers to NBA forwards. Everyone from Thomas Jefferson to Michael Jordan and Frank Lloyd Wright to Misty Copeland has appeared.
“We emphasize being a good steward of the environment,” said Helm. “My husband (5th grade teacher, Dan Helm) and I lead a bird walk on campus and talk about how to look for birds. At the end of our walk, we discuss the impact human choices have had on our planet. Students are learning to use their own voices to advocate for the environment.”
Second Grade
Second Graders study the environment all year, which leads to Our Earth Day—a tradition that grew out of the beloved Native American Day. It’s a celebration of nature, culture, craft, collaboration, even learning itself. The annual event showcases what Second Graders have learned in science, math, history, art, and geography. Students orchestrate a lot of the action on Our Earth Day, as they show their parents everything they worked on throughout the year.
Third Grade
To prepare for the annual business fair, students develop an original business. They can collaborate with a partner or be a solopreneur, and they can sell a product or a service. Hair accessories are often designed and marketed. Slime is another popular product. An aspiring stand-up comic told jokes one year. Students write a business plan and have to be able to explain their product and how it works. These are lessons—on supply and demand and wants vs. needs—kids can put into practice right away—and use for a lifetime.
Fourth Grade
Students spend much of the year exploring the concept of freedom. They examine how the United States gained its freedom from Great Britain and what it takes to be
a pioneer. By performing original plays, students share what they’ve learned with parents and fellow students at Freedom Day.
Fifth Grade
On Immigration Day, students share what they learned from studying two significant immigrations—Ireland to the United States and China to the United States. They also learn about “The Great Migration” within the United States when approximately six million Black citizens moved from the American South to other parts of the country.
When parents visit their child’s classroom on Immigration Day, they might see it set up to resemble Ellis Island—or see a tenement display. Students learn about why people have historically left their homes for a better life—and gain an understanding of the immigrant experience and form their own opinions about the causes and effects.
Sixth graders choose one side of an argument and defend it. But first they have to research it thoroughly. They learn to be armed with facts and try to convince their audience of something. Often the assignment is to argue for something they don’t even believe in which develops their ability to think critically and persuasively speak and write. Some have argued in favor of eating bugs. And holding a bug buffet was an unforgettable way to make their point.
Some years, students are allowed to make a recording of their argument rather than delivering it live. That’s because many Sixth Graders shy away from oral presentations. As fifth grade teacher, Dan Helm explained, “Learning is circular, not linear. First Graders are more comfortable standing in front of their parents and speaking than a Sixth Grader often is. Sixth Graders will clam up when parents are in the room.” And being able to speak effectively on camera is an important skill to develop in the digital age.
Sixth Grade
Seventh Grade
Students continue working on their research skills and on communicating their opinions and findings and they also create visual aids to accompany their research. A new project last year was “hurricane houses.” Students are tasked with designing and building a model of a house that could withstand a hurricane and present it to the class—and parents. This project requires an understanding of the basic principles of weather, which they’ve previously studied, math concepts of measurement and geometry, and design creation. Students then get to present their research and answer questions like, “Why did you build it that way?” and “What hurdles did you have to overcome?”
Most importantly, perhaps, students learn “they can’t always trust their initial assumptions,” said Misty Hyman, Director of Upper School. “Their opinion could change as they get deeper into the research. With hurricane houses, some kids immediately said, ‘Oh, I know a house on stilts is going to be best.’ But they didn’t understand—yet—that stilts aren’t a strong foundation. Experimenting in design engineering often means trying out a hypothesis, seeing it fail, and then trying something else.” Learning that your initial assumptions can be wrong is invaluable.
Eighth Grade
Students enter a design at the engineering fair, independently or with a partner, and build a product prototype. “Kids create products to solve a problem,” said Lisa Buschek, Director of Triad. “At the fair, if you stop and ask, ‘Hey, tell me about what problem you were solving,’ or ‘What did you try that didn’t work?’ they’ll be able to articulate it.”
For one engineering fair, two dancers developed a carbon fiber insert that can extend the life of pointe shoes. Dancers can wear their custom-made shoes out every few weeks—and they’re expensive!
“Pretty much everyone from across the school” attends the fair, said Anthony Myers, Assistant Director of Upper School. “That includes parents, teachers, staff and the entire study body. For a lot of students, this becomes an obsession. They’re going home every night to work on their project.”
Ninth Grade
Every experience at each grade level has been leading here—to the capstone project. Ninth Graders write a research paper in an honors-level English course called Research and Writing. They then adapt it for a broader audience by writing a speech based on their research. The topics range from fun and light (summer camps, gap years) to serious and urgent (depression, suicide).
The topics can also be controversial. “Students have tackled abortion and transgender athletes,” said Myers. “Their main job is not to be an advocate, but to be objective. They analyze the data, explain what the data shows, and pose questions we should consider.”
“We’ve had alums tell us this was what helped them feel confident about public speaking,” said Hyman. “The ninth grade capstone project set them up for a lifetime of success. We want kids to come out of Summit able to understand there are many different perspectives and multiple ways of looking at one problem.”
Remembering Loma Hopkins
Written by Mrs. Hopkins’s colleague and Summit alum, Charlie Lovett ’77
As a student, parent, volunteer, and colleague, I worked with Loma Hopkins at Summit School during six different decades, from the moment she walked into my classroom in the 1960s until her retirement as a fellow member of the performing arts staff in 2011. Her energy, enthusiasm, and ability to connect with students came to define the Summit ethos for more than fifty years.
A choir director at the age of fourteen, Loma earned her music education degree at Salem College and taught in public schools for five years before taking time off to have children. In 1960, she arrived at Summit as the sole music teacher—an itinerant who wheeled her cart of books and instruments from room to room. Over the years Loma infused Summit traditions like sings and class plays with her own brand of enthusiasm. She added new programs as well, like a musical performance by Summit Eighth Graders and students with developmental disabilities. Her energy, love of children, and willingness to experiment made her a perfect fit with Summit. “Summit presents an environment that allows teachers to do their best,” she said.
And Loma did her best. One student recalled, “No matter your talent level or singing capability, Mrs. Hopkins will inspire you and make you feel important.” “She influenced me more than any teacher at Summit,” said another. I can certainly echo that last sentiment. In the 1960s and 70s, when I was a Summit student, Loma was the only teacher who taught in multiple divisions. From class plays and sings to my ninth grade musical, Loma was part of my Summit experience, and often the most fun and rewarding part.
Loma could connect with younger students preparing for a holiday sing and with Ninth Graders ringing handbells at their graduation. She could organize an entire division of the school, including students and faculty, in a musical presentation for a special occasion; and she could, and often did, work one-on-one with a child nervous about appearing in a play. When I was struggling with a song in my sixth grade play, Loma brought in a recent alum who had played the same role years earlier. The two of them worked with me privately and the next time I performed the song in front of my class, my fellow students applauded me. That experience completely changed my perception of myself and gave me confidence that extended far beyond the Summit theatre. Loma changed people’s lives.
When Summit built a new music wing in 1972, Loma helped with the design then welcomed parents into the new space with an impromptu handbell lesson. Over the decades Loma worked closely with other faculty members, especially the junior high dean, and English teacher Bill Carr, with whom she produced a series of Gilbert and Sullivan operettas, and drama teacher Mary Kerr, who joined Loma in introducing Summit students to classic Broadway musicals from Oklahoma! to Annie.
“Loma has more energy than you, me, and twenty other people combined,” said Mary. And indeed Loma, who claimed not to need much sleep, could often be found in
the music room, teachers’ lounge, or theatre after hours, typing out a script, organizing instruments, or rehearsing with that student who needed a little bit of extra time to gain the confidence Loma was so talented at instilling.
There was nothing Loma wouldn’t do for Summit School. One colleague recalled the time her assistant volleyball coach was unavailable to go to an away game and Loma donned a coaching shirt, picked up a whistle, and hopped on the bus. “As with any role she was given, she loved it. She told me she had never been an assistant volleyball coach before; I told her to add that to her resume!”
So many former students and colleagues have spoken of Loma’s love of music, children, and Summit; of her energy, enthusiasm, and patience; and of her ability to bring people together. But underlying all of these traits and talents was something that generations of Summit students took with them out into the world and many of us still embrace: Loma had a tremendous joy in life. It was impossible for those who knew her not to share in that joy. This was her greatest gift—that around our campus, throughout our city, and around the world people who knew Loma are filled with joy when they hear a certain song, feel a burst of confidence, or simply remember her smile.
To this day, an old song will pop into my head and as I’m singing, I will think, “Where in the world did I learn that?” Of course, the answer is almost always, Loma Hopkins. As more than one former student said, “She was the best.”
The Douglas Award
Recipient of the 2024 Marian Millaway Douglas ’69 Award for Faculty Excellence is Glenda Shelton.
Keen mind. Limitless patience. Cando attitude. Extraordinary skill. Deep commitment. Enduring impact. This year’s recipient of the Marian Millaway Douglas Award for Faculty Excellence possesses all of these qualities—and more.
For more than 25 years this colleague has served as a crucial member of the teaching team at Summit. Every child in Lower School experiences the magic of this teacher every year.
This year’s recipient has developed a music program that provides an extraordinary array of access points to students including: musical appreciation, foundational music theory, learning to play recorder and percussion, playing in ensembles, and singing. As the keeper of the flame for music in Lower School she has always sought to develop the program so that it remains relevant to each generation, exposing children to musical traditions and innovations—celebrating music of the past and the present, while introducing students to a vast creative and imaginative range of musical genres.
She is a motivator with high expectations who is able to inspire children to perform with joy and a sturdy confidence. Relationships are the coin of the realm for this teacher and serve as the core of her approach to music education. Her classroom is a space for brave and safe creativity and music making.
Her fingerprints can be found on the entire lower school curriculum. In her classes many students gain their first experience of playing a musical instrument and learning the basics of reading music. By placing the joy of performance at the heart of the lesson, she gives students the experience of putting their hard work in front of an audience and understanding the power and joy of one’s own voice as well as a collective voice. When the pandemic struck in 2020, she worked tirelessly to ensure students had the richest possible musical experience as she maintained the integrity of the program. All the while, her commitment to her own professional development has ensured the continual refreshing and growth of the music program—a program that features both rich traditions and wonderful innovations.
Beyond her classroom her influence has been felt in a number of ways and her contribution to the wider school culture has been significant. Her collaboration with colleagues has ensured that music is an essential and integral part of all Summit’s signature events. She has also masterminded the First and Second Grade Sing for many years and until recently led the Early Childhood Sing. Both these events are long standing traditions and she ensures children understand that in participating in these events they are part of something larger than themselves—something with roots far into the past and a reach far into the future.
She is the emcee for the monthly division-wide morning meeting, bringing energy, joy, fun, and laughter to the proceedings, always with her ukulele in hand.
She is a valuable and trusted colleague. Her wisdom and understanding of the value of both music and other subjects has supported the continual thriving of the studio program. She has mentored new members of faculty and works to support the Arts program in upper school.
This year’s recipient is unflappable, is well-know for her hard work, and consistently demonstrates a flexible, rollup-your-sleeves-and-get-er-done-really-well approach whatever challenges need to be met—always with a warm sense of humor and always placing the student experience at the forefront.
This year’s recipient lives the mission of Summit School by developing the potential of every child within her musical reach. Her enthusiasm is infectious. Her expertise is obvious. Her drive is tireless. Her energy is boundless. For every child she teaches she provides foundational learning as a platform for endless exploration; she guarantees that there is joy in the journey; and she demonstrates quite literally that every child has a voice that matters.
“ Let’s all “reach and rise” to congratulate this year’s recipient of the Marian Millaway Douglas ’69 Award for Faculty Excellence: Glenda Shelton.”
Back to School
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years of service
Celebrating 10 or more years of employment at Summit
Jess Alfaro
Kianna Beachum
Judy Breakstone
Lisa Buschek
Cara Byrum
Brad Calhoun
Andrea Clauset
Sharon Copper
Emily Craig
Chris Culp ’82
Kathy Culp
Sarah Dalrymple
Paul Dresel
Michael Ebeling
Lisa Emmerich
Jason Felten
Jeannie Felten
Delores Flores De Valgaz
Donza Friende
Julie Giljames
Jennifer Gottlieb
Beth Haskell
Henry Heidtmann
Julie Heidtmann
Christy Hemby
Della Hinman
A look into the start of the 2024 – 2025 school year
Misty Hyman
Chris Jenkins
Doug Johnson
Kristin Keene
Cindy Kluttz
Joy Kontos
Mary Katherine Lautemann
Amy Lawrence
Lesley-Anne Leonard
Carrie Malloy
Jason McEnaney
Betsy McNeer
Ryan Mihalko
Heather Moir
Colby Morris Murphy ’88
Josh Perry ’94
TJ Petronzio
Anne Spencer Pope ’91
Karen Pranikoff
Libba Reynolds
Wendy Rice
Elizabeth Rief
Glenda Shelton
Jennifer Sparnicht
Dack Stackhouse ’86
Carter Sturkie
Parker Kelly Tegeler ’02
Ginger Thomas
Rhonda Timberlake
Jeff Turner
Jodi Turner
Ashley Moser Veneziano ’87
Richard Walburn
Elizabeth Kerr Wild ’84
Jennifer Blackmer Williams ’88
Kelly Young Williams ’98
Heather Younts
State of the School
Cindy Kluttz Advancement & Enrollment
Summit School opened the 2024-25 school year on August 21 with 559 total students: 102 in Early Childhood (Eaglets, Junior Kindergarten, and Kindergarten), 178 in Lower School Grades One through Five, 191 in Upper School students Grades Six through Nine, and 88 in the Triad division). Students who are children of alums comprise 21% of the student body, specifically 115 students. In addition, 18% of the student population identifies as a student of color.
In terms of this year’s new student make-up, Summit welcomed 76 new students on opening day: 48 students in Early Childhood, 10 in Lower School, 13 in Upper School, and seven in the Triad division. Fifteen new students are children of Summit alumni, and 25% of the new students are students of color. This year’s new students hail from 16 distinct zip codes, showcasing the geographical diversity of the new student class.
Early Childhood (comprising Eaglets, Junior Kindergarten, and Kindergarten) continues to be the primary entry point for new families to the school. This year, more than half of the new students who joined the Summit community enrolled in Early Childhood. Ninth Grade is robust with 38 students enrolled in this capstone year.
Summit awarded 124 financial aid awards to assist 22% of the student body, helping make Summit financially attainable for 88 families. The total aid given for the 202425 school year was $1.8 million, which is 11% of gross tuition revenue.
Looking forward, the Admission Office has received 28 applications for the 2025-26 school year, 82% of which are for the Early Childhood division. Interest in early childhood education continues to be strong, demonstrating the value that the Winston-Salem community places on the full Summit experience. Encourage your friends and family to apply by the first-round consideration deadline of January 31 for the next school year.
Sarah McAuley Communications
Our commitment to fulfilling the strategic priority of incorporating the story of Summit’s brand in all areas of the school is ever-reaching. All facets of the brand purpose model are woven throughout our internal and external communications. This ensures continuity of messaging, which is critical to our brand identity. By communicating our core beliefs and telling the story of Summit’s emotional and functional benefits, the uniqueness of Summit is better understood.
Another strategic priority is regularly gathering feedback, analyzing the data, and developing action steps aligning with our mission. Beginning last spring, we began transitioning from longer-style surveys to shorter, more frequent pulse surveys. Utilizing this shorter form has almost doubled our survey completion rates in several constituencies. By increasing our completion rates, the data becomes more representative and helpful in decision making.
In the realm of social media, our presence remains a formidable instrument in our storytelling toolbox. The careful alignment of our messaging strategy across platforms has proven to yield positive results, noticeably boosting our follower count and enhancing user engagement. Specifically, posting more frequently on LinkedIn allows us to tell the Summit story to a wider population of potential employees.
Summit’s Family Association (formerly Parents Association) is reinvigorating our volunteer base and family connection opportunities. Grade parents personally welcomed each family new to Summit and our signature events, including the New Parent Social, Back to School Coffee, and Back to School Bash, have experienced robust attendance figures. While our printed and digital materials continue to serve their respective communication roles, we believe that the most profound connections among parents, faculty, and staff are nurtured through face-to-face interactions. These occasions are invaluable opportunities to strengthen our community bonds.
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Jeff Turner Co-Curricular Programs
Summit Summer 2024
Our 36th summer program broke many records set the previous year:
The highest number of camps - 146 (140 in 2023)
The highest number of leaders and interns - 147 (137 in 2023)
The highest number of registrations - 2,201 (1,947 in 2023)
The following topics rated the highest on our end-ofsummer parent survey:
My child had a great time at Summit Summer. My child felt included and comfortable at Summit Summer.
My child liked the leaders and counselors.
Overall, Summit Summer is a high-quality program.
Idea Shop
The current eighth and ninth grade studio class, Innovation and Entrepreneurship, has 40 students enrolled this year—more than double the previous highest enrollment in 2022-2023, including 17 Ninth Graders. The class continues with standard Summit ventures, such as group projects based on teacher-initiated products like honey, hot sauce, and freeze-dried fruit. New additions include bluebird houses, fire pit wood bundles, and freeze-dried candy. We expect more student ventures in the coming months. Those
created in 2023-2024, included Flicker & Flame candles, Little World gluten-free desserts, SOAR Hydration drinks, and Mirrormind apparel supporting mental health.
Three Venture Markets were held for the community featuring young entrepreneurs from the Third and Fourth Grades. The Third Graders attend “business school,” learning about supply/demand, goods/services, scarcity, and profit/overhead costs. The Summit Summer 2024 Idea Shop camp hosted visits from One Hero Creative, Umstead Outdoors, and alum entrepreneurs Caroline Fagg Wingate ’95 and George Memory ’99. Winston Starts and the Wake Forest Entrepreneurship program remain valuable resources for Idea Shop programs across grade levels.
Afternoon Academy
The Summit Afternoon Academy offers weekly after-school enrichment for students from three-year-olds to Fifth Grade. The Fall 2023 and Spring 2024 classes combined for 300 registrations in various topics, including archery, soccer, Crazy Running, art, beekeeping, cooking, metal detecting, and farm fun. Alum Hayes Wauford ’98 led a class called Tabletop Battles, an interactive way of learning about important historical events through gaming with miniature figures.
The Fall 2024 session is underway with similar classes; new classes include:
Domino Effect led by Jennifer Sparnicht, Summit Lower School Art Teacher
Fly Tying, led by Chris Culp ’82, Summit Director of Technology
Playmakers led by Jeffrey Payton, UNCG Acting Alum
Structures led by Steve Hastings, local architect
Summit Afterschool Program
The Summit Afterschool Program provides a safe and caring environment that flows from the academic day with a dedicated staff that inspires and engages the whole child, meets the needs of parents, and reflects the values of Summit. Wendy Rice is in her sixth year as director of the program. She leads a team of nine teachers that covers Beforeschool and Afterschool. The group includes six returning leaders and three new employees: Summit Alum Chase Hinson ’13, Summit parent Liz Stonich, and certified yoga instructor Michele Viola. Last year Afterschool served 151 enrolled students and their families, not to mention those who dropped in as needed.
Cindy Kluttz Development
The Summit School community steps up for Every Eagle, Every Day, to support our important fundraising efforts. Thanks to the generosity and philanthropy of parents, past parents, alumni, faculty, staff, grandparents, and other friends of the school, Summit raised more than $9.7 million last fiscal year in support of our mission, programs, faculty, and student experience.
Unrestricted annual giving totaled more than $920,000 last fiscal year, which includes $575,000 designated for The Summit Fund campaign. These essential dollars make up the difference between tuition and the actual cost of educating each student. Summit also received nearly $200,000 in donor-designated gifts earmarked for financial aid, professional development, athletics, playground enhancements, and other initiatives.
Summit’s endowment remains robust at $17.5 million, which generated more than $850,000 for the annual operating budget. Of this, 50% was directed toward faculty support and professional development. A gift of $50,000 or more can establish a permanent, named endowment; two new funds were created last year.
Summit’s planned giving society, Patrons for Tomorrow, recognizes those who have made provisions for a planned gift to Summit. This year eight new donors included Summit as a charitable recipient of their bequests. We are grateful for their thoughtful planning which will leave a legacy for future students for generations to come.
Save the date for Summit’s biennial Gala on Saturday, April 26, 2025. We look forward to gathering friends of Summit to support the strategic priorities of our school. This fundraiser, with a goal of raising more than $300,000, is a fun and meaningful way to engage as a volunteer.
We are immensely grateful to all of our families and friends for the multitude of ways they supported Summit School this past year. The enduring success of Summit School is a testament to Louise Futrell and her vision of building a school where “everybody can be a somebody.”
Carter Sturkie Finance & Operations
Summit’s budget is a reflection of our core values and our unwavering commitment to providing a world-class education for our students. By prioritizing teacher excellence, investing in our infrastructure, and maintaining responsible financial practices, we are laying the groundwork for a bright future for our school and community.
Recognizing that our teachers are the cornerstone of student success, we have strategically allocated resources to support their professional growth and well-being. More than 64% of our 2023-24 spending, amounting to approximately $12 million, was dedicated to salaries and benefits. This significant investment underscores our belief that providing competitive compensation and comprehensive benefits is essential to attracting and retaining top-tier educators.
In addition to our commitment to teacher excellence, we have significantly invested in our school’s infrastructure. More than $880,000 was allocated to capital improvements, including the initial development phase of the SEED Center. We anticipate a groundbreaking ceremony for the SEED Center to take place in May 2025. These investments reflect our dedication to creating a state-of-the-art learning environment that supports both academic and extracurricular pursuits.
2023-24 Financial Highlights
64% of 2023-24 spending (approximately $12 million) supported salaries and benefits
The endowment experienced favorable market returns, increasing in value by more than $1.4 million; it is now valued at more than $17 million and contributes over $850,000 annually towards Summit’s operating budget.
The school invested more than $880,000 in capital improvements, of which about 66% were related to general improvements and 33% allocated to initial investment in the SEED Center.
Long-term debt stood at $8.1 million, with ongoing annual debt service of approximately $1.0 million.
Michael Ebeling Ebeling Center for Excellence & Innovation
The single biggest variable in student success is the quality of the classroom teacher. Thus, the mission of Summit’s Center for Excellence and Innovation (CEI) is to support teachers’ professional growth in ways that have a direct impact on the depth, breadth, and quality of student learning. The initiatives outlined below span our divisions, reflecting our commitment to continuous growth and improvement. They underscore our commitment to fostering a learning community that continually grows and adapts to the ever-changing landscape of education. We believe that by investing in the development of our educators, we enrich the educational experience for our students. The robust and strategic professional development opportunities pursued by our faculty this past year, as well as those slated for this year, include the following:
Presenting at the National Association for Gifted Children Conference and the Foreign Language Association of North Carolina Conference by Summit faculty.
Attending The Reading League Symposium to focus on evidence-aligned reading instruction.
Establishing a partnership with the Center for Transformative Teaching and Learning (CTTL) at a sister independent school that is mutually beneficial.
Engaging in further training and implementing the UFLI phonemic awareness program.
Advancing our social studies curriculum through year two of the study and implementation of the Four Question Model (4QM), with authors visiting campus to work directly with our teachers.
Participating in cross-divisional faculty training and earlystage implementation of the internationally recognized Olweus Bullying Prevention Program.
Training all kindergarten through fifth grade faculty in the administration and analysis of newly adopted, nationally recognized reading assessments.
Faculty member completing a nationally recognized leadership program at the Klingenstein Center at Columbia University Teachers College.
Engaging ten faculty members across all three divisions in 40 hours of Orton-Gillingham Associate level training over the summer.
Designing, developing, and implementing a unique executive functioning/study strategies program.
John Carty Athletics
Summit School ended the 2023-24 school year with a new look to our athletic program. Our fifth grade students participated in last spring’s sports teams for the first time. Through their participation, we added a total of 35 fifth grade students to our teams’ rosters. This fall, we have 172 upper school students participating in our nine fall sports teams. The focus for our coaches and players this season is belonging, individual and team growth and development, confidence, and leadership. Each coach develops their team’s core values that are emphasized throughout the season. Trust, confidence, respect, and teamwork are common themes for our sports teams and program.
In all sports, Summit’s coaches focus on skill development, fundamentals, and creating a fun environment during each season. The coaches’ dedication to player development continually reflects the players’ confidence, growth, and development, as well as the teamwork demonstrated from the beginning to the end of the season.
Nine of our 23 coaches are current faculty and staff members. We are also happy to welcome nine Summit alumni (including one current high school alum) and three college students to our coaching staff.
Chris Culp ’82 Technology
The Summit IT Staff is dedicated to delivering cuttingedge technology solutions that empower our students with advanced learning opportunities, equip our faculty with innovative teaching tools, and ensure seamless access to information and communication for our families. Our priorities include enhancing network infrastructure, optimizing user experience, safeguarding student and employee data, ensuring reliable access to digital resources, and integrating technology across all campus programs. We are committed to enabling the use of technology in every aspect of campus life, from academics to extracurricular activities.
New implementations and upgrades for the 2024-2025 school year include expanded capabilities, increased security measures, and improved availability of technical support. Additionally, we are enhancing campus safety through cloud-based security systems, including door access control and real-time monitoring of campus and building security.
Some additional updates in the past year are:
Door Access Control system expanded to 25 doors, providing instant lockdown to all connected doors. Three more doors were activated at the start of this school year.
Expanded our 4K cloud-based security camera system to 65 cameras across campus.
New greeter desk security monitor system for the main entrance of school.
Refreshed student laptops. Refreshed faculty laptops.
Replaced class teaching computers in more than 30 classrooms.
Added a Farmbot in our science program showcasing future agricultural technology.
Refreshed Ricoh Multifunction Printer fleet to a total of 16 on campus.
Updated our PaperCut system to monitor printing use/ supplies and speed up support.
Installed Vivi video streaming devices to make classroom connectivity simple.
Began esports team explorations in Summit Summer and Afterschool.
Added MAP testing software in Grades One through Eight.
Added Freckle math resource and assessment, digital resource 1-5.
Added Dibels dyslexia screening resource with tablets. Added redundant firewall system for school network.
Continued data security work on installed systems and security compliance.
Data map was created to show workflows and systems across all academic programs and offices.
We are working to carefully vet education software vendors and maintain strict compliance with data privacy agreements in order to safeguard sensitive student information and uphold trust in digital learning environments used in all divisions.
Yvonne Mushayamunda Human Resources
Summit School opened the 2024-2025 school year with faculty returning on August 13. The total number of faculty and staff for this school year stands at 162 employees: 61 in Early Childhood and Lower School, 33 in Triad, 31 in Upper School, and 37 staff members. 55% of faculty hold advanced degrees. Our faculty gender breakdown is 83% female and 17% male; 8% of Summit teachers are faculty of color.
This year, we welcomed four new lead teachers, four new assistants, two administrative assistants, one greeter, and three Afterschool instructors across our divisions: four in Lower School, four in the Triad, and two in Upper School. We value their innovative ideas and new perspectives as they establish connections with students, parents, and colleagues.
Summit continues to emphasize its strategic initiative to be an Employer of Choice. During this past hiring season, we clearly noted that referrals from both current and former employees are a major source of new hires. This suggests we have an engaged network that is actively recommending candidates. Our goal remains to hire the highest quality teachers to provide the best possible experience for our students. In addition to using our networks, we will continue to promote and cast a wider net for diversity by crafting compelling job descriptions, highlighting 2024-2025 attractive benefits, professional development opportunities, and Summit’s unique aspects, mission, and values.
We’re excited to announce the implementation of a new HR Dashboard (tool) that will enhance our ability to tell the school’s human resources story in a dynamic yet concise graphical dashboard. The critical and complex area of personnel and staffing relies on data to make decisions, especially given that salary and benefits account for up to 64% of a school’s operating budget. This new tool reflects our ongoing commitment to attracting, recruiting, hiring, and retaining highly competent teachers.
In the year ahead, we remain dedicated to nurturing a positive and supportive environment for our entire school community.
Tom Gething Early Childhood & Lower School
The final months of the 2023-2024 academic year were packed with a number of activities showcasing much of the teaching and learning that had been done. As always our biggest draw was the JrK and K Spring Sing, which filled the Loma Hopkins Theatre to the rafters! Our signature events across Grades One-Five gave students an opportunity to share their learning with parents. Third grade was a particular highlight this year for bittersweet reasons. After hosting the annual third grade “Day in the Back Country/ Pioneer Day” event for 41 years, we had our last visit to the Lewis family property at Traphill and began planning for a new location. We also repeated another third grade project, creating a second published volume of stories and expanded the scope of the Business Fair.
Most significantly, we added an optional curated summer trip to the third and fourth grade experience. Building on our social studies program, families participated in a July trip to Williamsburg. Almost 100 people attended the trip, building community and helping our students make the connection between what they have studied in class and the place itself.
The 2024-2025 year promises to be another busy and productive year in the division. In August, 56 new students and 38 new families joined us. Two new teachers and four assistants also joined our teaching team.
Lower School has a number of initiatives that either continue to be developed or are new in 2024-2025. We continue to develop the reading program through the further implementation of UFLI as a phonemic awareness program and we are trialing out Morpheme Magic, which builds
connections between the sounds, histories, and meanings of words. We introduced a new assessment tool, DIBELS 8, in 2023-24, and this year we are adding MAP Growth as an additional assessment tool for mathematics and some elements of reading. These tools are part of our work to ensure teaching is matched to every student’s current attainment.
Additionally, we continued the work with Upper School on developing the social studies curriculum. During the summer of 2024, faculty developed the second of three units for each grade level. We will be running our two 4QMaligned units this year and adding a third unit in 2025-2026. And we continue to look at ways to fine-tune our core math curriculum, Reveal Math, which we have now been using for three years.
As ever, none of this is possible without the expertise and dedication of our faculty. They continue to drive much of the development of the programs and, during the course of last year undertook a wide range of professional development opportunities—too many to mention all here. One exciting development we can share is our new partnership with the Center for Transformative Teaching and Learning (CTTL) at St. Andrew’s Episcopal School. A group of our teachers both presented and attended the first-ever US Festival of Education at St. Andrews. Then, three faculty members attended a four-day Science of Learning Academy in July. Our partnership with CTTL is for the next three years and will support our work in creating powerful student experiences in all classrooms.
Misty Hyman Upper School
In August, our Upper School welcomed 209 students, including 38 in the Class of 2025. These students have already shown leadership through activities like their fall trip to the Nantahala National Forest, creating content for and leading upper school weekly assemblies, and encouraging service projects across all grade levels. Our commitment to academic excellence is reflected in the 100% pass rate of ninth grade students who took the AP World History exam in the spring of 2024.
Community service remains integral to our school culture. Our students have engaged in meaningful volunteer work, from Sixth Graders helping at SECU Family House to mixed-grade contributions to Ronald McDonald House and Hurricane Helene Relief and Eighth Graders supporting Brenner’s Children’s Hospital and Second Harvest Food Bank. The ninth grade philanthropy project awarded a grant to A. Bailey Legacy Foundation for Women in May 2024, reinforcing our dedication to empathy and service. Helping our students think beyond themselves is a skill that transfers long after graduating from Summit.
Regarding curriculum development, we continue emphasizing key programs such as Reveal Math, the 4QM Framework in Social Studies, and The Writing Revolution in Language Arts classes. We are also devoted to supporting ongoing teacher professional development to enhance the quality of enrichment, rigor, and extension opportunities, ensuring that we meet the diverse needs of all our learners. We continue to expand and refine our student programs, including the Sixth Grade’s entomophagy unit and the Seventh Grade’s innovative Hurricane Houses project, reflecting our commitment to experiential learning and real-world problem-solving.
This year, we implemented the MAP Assessment to better understand student progress and guide instructional strategies. We are proud of faculty members Anthony Myers and Ashley Newcomb Birkins ’00, who will present at the National Association for Gifted Children conference, and Chinese teacher Xiaolin Dai, who will present at the Foreign Language Association of North Carolina Conference, examples of leadership that highlight our commitment to professional growth.
We are excited about our progress this year with curriculum development, service learning, and professional development for our teachers. We remain committed to further enriching the educational experience at Summit, and we look forward to continued growth and success in the months ahead.
Lisa Buschek Triad Division
This year we welcomed 88 students, including seven new families from the community and 11 families from Lower School and Upper School. Four new faculty members joined the division, bringing a breadth and depth of experience, enthusiasm, and fresh perspectives.
In our continued effort to foster a sense of belonging among students, parents, faculty, and staff, we are implementing the Olweus Bullying Prevention Program (OBPP) to help us deepen our understanding of bullying and learn additional strategies to address and prevent it. OBPP is a research-based program that has been implemented in more than a dozen schools around the world and in thousands of schools nationwide.
Last year, we introduced the Reveal Math curriculum school-wide, which has led to increased teacher collaboration and more math class options for upper school students. We also made the collaborative decision to replace the ERB with Measures of Academic Progress (MAP). An adaptive test administered three times during the year to students in First through Ninth Grades, MAP will provide an additional measure to monitor academic growth and help inform teacher instruction.
As one of 19 schools accredited as an instructional and training program by the Orton-Gillingham Academy, professional development is always a priority. More than half of our faculty is credentialed through the O-G Academy, and seven more are working towards certification. This summer, we held the first 40 hours of the Orton-Gillingham Associate level training, which included five Triad teachers, four lower school teachers, and one upper school teacher.
Commensurate with our mission to provide ongoing support for our students, our O-G to Grow summer program, which included 20 students, continued to be an easy entry point for new students and an opportunity to maintain skills for current students.
Again, we look forward to offering parent learning opportunities throughout the year, which will include a dyslexia simulation and a variety of topics related to dyslexia and our approach to teaching. All parent sessions are open to Summit families and the greater WinstonSalem community.
Dear Summit Alum Community
As it was when we were students, the Summit campus is a vibrant place. Highlights include:
Summit Summer was a huge success. Over seven weeks, the campus hosted more than 800 children for a variety of programs: sports, drama, chess, pottery, tinkering, fishing, and LEGOs. Many alums served as camp leaders, assistants, and guest speakers.
Opening day of school was August 21; 559 students filled the halls. There are:
20 staff/faculty alums
73 parent alums - class years range from 1983-2011
115 students whose parents are alums
Alum events in August included the annual Senior Send Off—celebrating the Class of 2021 and their parents. Faculty and staff gathered to wish the high school seniors well as they begin their next chapter. We hosted Charlotte area alums and the evening was full of nostalgia, conversation, and lots of laughs (see photos pages 31 and 35).
In September, we celebrated the birthday of the school, and alums of all ages had opportunities to visit the campus during Founders Week—attendees traveled from as far away as Massachusetts, Florida, Georgia, Kentucky, Washington, DC, New Mexico, and California (see photos pages 26-27).
Several gatherings took place in October—a sincere thanks to our hosts: Heidi Hatfield ’74, Rachel Neely Johnson ’99, Len Neely Pruden ’92, Joyce Neely, and Meredith Jarvis Gale ’95; photos will be published in the next issue.
The Alumni Council continues to provide Summit with leadership and support for all alumni activities. If you have an idea or question, please contact me at bstrick1952@gmail.com.
Barbour Strickland ’67
Alumni Council President 2022-2025
It is so rewarding to serve as the Summit liaison for alum engagement and to witness firsthand the excitement of connecting alums to the campus. I extend a heartfelt thanks to the Alumni Council which provides leadership for many of our activities.
Whether you attended Summit in the 1930s, the 1970s or in the more recent decades, you are warmly invited to visit the campus. If you are interested in a quick (or long) tour, having lunch in our Dining Hall, attending a sporting event, observing expert educators or engaging with students, please reach out. There are also opportunities to connect with Summit via virtual formats; don’t allow distance to separate you from the campus.
If you would like to learn more about opportunities for alums or want to get involved, please contact me at alums@summitmail.org.
Sarah Dalrymple Director of Alumni and Community Engagement
Sally Fowler ’04, Peter Stratta ’14, and Sarah Dalrymple
Debbie and Barbour Strickland ’67
Welcome New Alums Summit class of 2024
are now
1. Celebrating our recent graduates—who
alums 2. Wilson Douglas ’04 (center) with the 2024 alums at the annual graduation breakfast 3. Will Parsley ’95, Archer Parsley ’24, and Emily Sutton Parsley ’95
4. Ashley Newcomb Birkins ’00 and Charlie Birkins ’24
Founders Celebration
Celebrating Summit’s birthday with multiple events over multiple days
September 17th – 29th, 2024
1. Celebrating Seymour—faculty, former faculty, and alums gathered to celebrate Coach John Seymour 2. Class of 1974 celebrates a 50th class reunion: Rusty Doggett, Tommy Booe, Edward Lybrook, Dalton Holmes, and David Googe 3. Founders Week Alum Guest Speaker Safia Mohamoud ’96, Sarah Dalrymple, and Anthony Myers 4. John Seymour and Bill Toole ’74 5. Class of 2004 celebrates a 20th class reunion: Ann Mills Lassiter Freund, Mary Hodgin Womble Burdick, Ben Winikoff, Wilson Douglas, Anna Claire Littlejohn Ash 6. Big Friends and Little Friends celebrated the school’s birthday by creating birthday cards 7. Class of 1984 celebrates a 40th class reunion: Marina Berti, Deanna Moss, and Elizabeth Kerr Wild 8. Alum Author Book Launch: Terry Crumpler, Carolyn Strickland, E. Vernon Glenn ’64, and Claire Strickland ’08 9. Class of 1964 celebrates a 60th class reunion: Victoria Brawley and Pam Pruett Short 10. Class of 1994 celebrates a 30th class reunion: Stuart Russell, Mary Craig Wilson Tennille, Jon Brewster, Sandlin Douglas, Sandra Adams, Molly Stokes Iauco, and Dax Allred 11. Screamin’ Eagle radio students shared Summit history during their daily broadcast: Callie, grade 7 and Reid, grade 8
Alums share insights into their success
Preston Howe ’22
Preston Howe ’22 is a senior at Forsyth Country Day. After high school, he will play golf at Yale University. Howe says, “I am fortunate to have traveled the country and played in golf events against some of the best junior players in the world.”
Tell us about your educational journey: I attended Summit from Junior Kindergarten through 8th Grade. After Summit, I attended R.J. Reynolds High School and am currently a senior at Forsyth Country Day. I will play
golf for Yale University beginning fall 2025 where I plan to study economics or engineering.
Describe a favorite Summit teacher, curriculum event/ project or special memory that resonates with you:
Every year at Summit, I had at least one teacher with whom I could connect. When I was in 8th grade, during the peak of COVID, Mr. Petronzio was my science teacher. Mr. Petronzio is special because he introduced me to engineering and developed my love of science. One major project that year was the bottle rocket launch. We designed our pressurized water rockets and launched them over the middle school field. That project opened my eyes to the world of aerospace. For several weeks after the launch, I went home and designed model rockets on my own time. The class size was small enough that I could work with him one-on-one to learn more about rockets. Mr. Petronzio was always so supportive and I cannot thank him enough for sparking my love for science. I hope to study engineering at Yale.
If a student wants to enter your field or area of study, how do they ‘get there’?
All of my successful ‘athlete friends’ have one thing in common: passion. If you want to play in college, you must love your sport. It is hard to beat someone who loves what they do. When I discovered the game of golf in middle school, I knew I was passionate about the game. I have practiced almost every day since 6th Grade and have played in hundreds of tournaments. When you find the sport or hobby you are passionate about, you will know it. I suggest you keep trying new things until you are confident you have found a passion. If you stick with that thing through all the ups and downs, you will be amazed at what you can accomplish.
What advice would you give to Summit students or to your younger self?
The person you decide to be at Summit will stay with you for a long time. Be sure to apply yourself and build a solid reputation.
The most important thing I would tell my younger self is to enjoy growing up. You will not remember your homework assignments or summer reading but you will remember the times you spent with your friends and teachers. I met all of my best friends and mentors at Summit. Enjoy every moment with them because it does not last forever.
Josh Golden ’12 DDS, continues his educational journey at IU Indianapolis specializing in oral maxillofacial surgery. After completing dental school, he spent a year in Idaho treating special needs patients in a mobile clinic.
Golden treats patients and takes trauma call at each Level One Trauma Center in Indiana: helping with surgeries, working in clinics doing dentoalveolar and cosmetic procedures, managing oral pain, TMJ, orthognathic, and performing cleft lip and palate work. He also serves the dental school working with students to teach them the basics of oral surgery. He said, “I continue to thank Summit which prepared me for weekly powerpoint presentations, the need for case photography, and the ability to communicate with a wide array of people.”
“ I continue to thank Summit which prepared me for weekly powerpoint presentations, the need for case photography, and the ability to communicate with a wide array of people.”
Tell us about your educational journey:
After Summit, I attended Reagan High School, NC State University, University of Canterbury Christchurch, and University of New England College of Dental Medicine.
Describe a favorite Summit teacher, curriculum event/ project or special memory that resonates with you:
There were so many teachers who made an impact on my life. I often called the late Mrs. Hopkins ‘family.’ Ms. Albertson and Mrs. Capps propelled me forward into becoming a professional. Mr. Heidtmann gave me opportunities that piqued my interest in technology. But there are two faculty members I thank on another level: Mr. Tucker, retired photography teacher, for teaching me about one of my most favorite things in the world—photography (skills I use daily) and Mrs. Reynolds because she got me interested in science at a young age. At age 27, I am still learning the field of medicine and am reminded that she first instilled that passion. I give many thanks to everyone at Summit.
Josh Golden ’12
If a student wants to enter your field or area of study, how do they ‘get there’?
The best advice is to shadow early, set goals, and study hard. When you tell yourself you want to do something you are half-way there and when you enjoy what you do and make a plan for the future, you become unstoppable.
What advice would you give to Summit students or to your younger self?
There are so many things that you may worry about, but I am here to tell you: find things you enjoy and make your career about what you enjoy. Find the friends and people who help you get there. Do not be afraid of change and challenges; they only help improve your outcome.
Safia Mohamoud ’96
“ Whatever path you pursue in life, make sure you find a way to serve your community.”
Safia Mohamoud ’96 is a Senior Advisor for African Affairs in the U.S. Department of State. She recently concluded a White House assignment as Vice President Harris’s Special Advisor for Africa (2022-2023), which she says, “is the highlight of my career.”
Tell us about your educational journey:
After Summit, I attended R.J. Reynolds High School, Howard University, and Princeton Theological Seminary.
Describe a favorite Summit teacher, curriculum event/ project or special memory that resonates with you:
I will always remember the 8th grade trip to Washington, D.C. It was such a fun excursion and left a positive impression on me as a teenager. After living here more than 20 years, I’ll still drive by certain monuments and remember the Summit trip.
If a student wants to enter your field or area of study, how do they ‘get there’?
Be curious about the world and different cultures. Travel, study, volunteer, or work abroad. Many students who want to work in foreign affairs/national security get degrees in political science or a Juris Doctor—I’m an anomaly as I went to seminary! Also, internships are such a strategic tool for students to build their resumes and professional networks.
What advice would you give to Summit students or to your younger self?
Whatever path you pursue in life, make sure you find a way to serve your community.
Safia Mohamoud ’96 visited campus this fall and spoke with students about her career journey and how Summit influenced her.
Summit Alums around the country!
1. Charleston area alums, May 2024: Vernon Glenn ’64, Ginny Rice Lambert ’08, Austin Conger ’09, Stephen Folwell, Allen Corpening ’13 2. Wilmington area alums, May 2024: Emily Allred Hutchison ’71, Steve Roberts ’68, Elizabeth Perkinson Simmons ’71, and Barbour Strickland ’67 (standing) 3. Raleigh area alums, April 2024: Matthew and Chie Mushayamunda Hooker ’11, Bill Toole ’74, Remmah Legaard ’00, Will Butler ’98, Sarah Dalrymple, Peter Milner ’88, Barbour Strickland ’67, and Penn Shore ’74 4. Chicago area alums, May 2024: Sarah Dalrymple, Anna French ’11, Martin French ’10, James Sutton, Bo Sutton ’18, Katie Dalrymple ’15, and Audrey Colby ’71 5. Charlotte area alums, August 2024: Mary Craig Wilson Tennille ’94, Matt Spear ’86, Rob Edwards ’82, Mylia Belton ’93, Chic Huber ’73, and Margaret Turner ’93 6. Charlotte area alums, August 2024: Robin Howell ’76, Elizabeth Foushee Cunningham ’76, Rick Hutchins ’76, and Sarah Sloan Watts ’76 7. Charlotte area alums, August 2024: Mary White Martin ’01, Sarah Dalrymple, and Warren Quadland ’16
Class Notes
1968
James ‘Gray’ Robinson is an award winning thirdgeneration trial attorney who specialized in family law and civil litigation for 27 years in his native North Carolina. He left the profession in 2004 and has spent the last 20 years doing extensive research and innovative training to help others facing burnout and personal crises to heal. In recognition of his outstanding work and philanthropy, Robinson was recently knighted by the Royal Order of Constantine the Great and Saint Helen.
In addition, Sir James won the prestigious International Impact Book Award for his new book Thriving in the Legal Arena: The Ultimate Lawyer’s Guide for Transforming Stress into Success. Several of his other books have won international book awards as well. Sir James was recently awarded the President’s Lifetime Achievement Award by President Joe Biden for his outstanding service to his community, country, and the world. He will be awarded the prestigious International Humanitarian Award known as Men with Hearts, in London, England in the fall of 2024, as well as Man of the Year and Couple of the Year with his wife, Linda Giangreco.
in 2015 from Alzheimer’s. His favorite word was “Cheers” and he always loved his evening “Toddy.” We manufacture vodka in both clear 80 proof and in three flavors ranging from 44 proof to 70 proof as well as a coconut rum that’s 42 proof. We have won many awards and accolades and would appreciate everyone’s support by picking up a bottle or two or three; you will absolutely love it. We are currently sold in NC, SC, TN, and FL and online to 42 states. In addition, we are expanding to seven additional states this calendar year. We are selling our home in Pinehurst, NC and moving (with the corporate headquarters) to the South Carolina coast.”
1998
Philip Womble reunited with dear friends at a basketball game at Forsyth Tech last April. He says, “Summit is not just a school, it’s also a family where your friends become your family; it’s the best school to get an education and a place where you meet friends of different ages.”
(left to right: Jasmine Jackson Noel ’97, Philip Womble ’98, Courtney Jackson Hayes ’01)
2001
Penn Broyhill was appointed by the Legislature as a Special Superior Court Judge.
2007
Laura Carr has become interested in filmmaking and editing. She has made one family documentary and is working on another.
Worth Mitchell, writes, “my wife, Tina Gray, and I formed a liquor corporation in honor and memory of my late father, Nick W. Mitchell, Jr., named Kvell Spirits. My father passed away
Colin Fullerton is an award-winning guitarist whose work as a classical soloist has taken him across the United States and Europe. Fullerton has recently moved from New York back to North Carolina—he has joined the Department of Music at Duke University as a guitar instructor.
Austin Conger got engaged to Stephen Folwell on March 29, 2024 in Charleston, SC. Lizzie White ’08 and Megan Francisco ’08 surprised Austin to celebrate along with their families (see photo page 31).
Srijoy Mihra writes, “I joined the historic band Green Jellÿ as an accordionist; I’ve been on tour with the band a few times and have played at the Hard Rock Cafe in Pittsburg, PA. We also played with the band Kiss on The Kiss Kruise and had a residency at the world famous Whiskey A Go Go where I played guitar and got kicked off stage (for not leaving)! I have written a book titled Golden Wings which was recognized by Literoma, a small publishing service in Kolkata, India.
“I have been living in India for the last year and am in a new band making new music. I would someday like to be a school teacher and give piano lessons!”
Chiedza “Chie” Mushayamunda Hooker received her MBA from the full-time program at UNC-Chapel Hill. She and her husband, Matthew, live in Charlotte. Hooker is the Founder/CEO of Changu Chedu a clothing business that supports women in Zimbabwe.
Last summer Fadzai Mushayamunda (left) and Simba Mushayamunda ’17 (center) traveled to Africa with their family and helped conduct a medical clinic. In addition, the group drilled two wells, provided school supplies, and distributed food. Several alums traveled with the group: Issac Ross ’22, Griffin Albright ’17, Myan West ’17, and Will Brath ’13.
William Morgan is a fifth-year Ph.D. student in History at Indiana University Bloomington. This summer he was drafting the proposal for his dissertation about the origins of the abolition movement and revolutionary memory in New England.
Abra Granger is in her first year as an MD/PhD candidate at Duke University. She said, “It’s been an exciting journey!”
Noah Aaron says, “After wrapping up my career at Yale, I’m now in New York working as an investment banking analyst for Goldman Sachs, sitting on the Structured Finance
Syndicate Desk - U.S. Private Placements.”
After graduating from Montana State University in May 2024, Sadie McAuley began working at Western Ranch Brokers in Bozeman this past summer as a broker assistant. She is thrilled to be combining her interests of real estate and the outdoors with this position. Emma Cronan was selected by the U.S. Department of State to be a Fulbright English Teaching Assistant for the 2024-25 Academic Year. Cronan graduated from Davidson College this spring and moved to the Canary Islands in September to teach English to young Spanish speakers.
Hannah Davies was awarded The Fulbright Program Fellowship for Taiwan. Davies graduated from Denison University in May with both a history and global commerce major and traveled to Taiwan this fall.
Davies said, “I’m truly honored to have won a Fulbright ETA Award in Taiwan, representing the United States. This opportunity means the world to me—it’s a chance to give back, improve my Mandarin skills, dive into Taiwanese culture, and of course, enjoy some delicious Bubble Tea along the way. This journey is going to be unforgettable, and I’m eager to make a meaningful impact. Likewise, I look forward to sharing my experience with my many supporters who helped prepare me for this moment.”
2018
Sarah Ravenel said “I am writing to share an update on my experiences and achievements while dually enrolled at both Salem College and Wake Forest University. This journey has been incredibly rewarding!
“One of the most impactful aspects of my college experience has been my involvement in the band program at Wake Forest University. Participating in this program has allowed me to engage in enriching experiences beyond the classroom. Traveling to games and bowl events has been particularly memorable, providing me with opportunities that I will cherish for a lifetime.
“I have also been deeply involved in substitute teaching at Summit School for the past two years, soon to be three. Although I primarily work with younger students, every moment spent in the classroom has been highly rewarding. Summit holds a special place in my heart, and my role there has strengthened my connection to the institution that significantly shaped my own development. This experience has inspired me to pursue further studies in the Orton-Gillingham program and to seek licensure to support dyslexic students. My goal is to build on my passion for education and contribute meaningfully to the field of special education.”
2022
In March, Mimi Emmerich won the North Carolina Thespian Society’s state competition as critic’s choice, receiving a superior rating for her monologues. She performed a classical monologue from Hamlet and a contemporary monologue from Crushed. She then moved on to the international competition where she received a superior rating.
Sophie Petronzio traveled to Edinburgh, Scotland with her high school, Deerfield Academy, to perform in the Fringe Festival for theater. Of the experience, Petronzio said “the festival is a great way to experience many different genres of theater while being able to perform and immerse yourself in a rich experience of art, culture, and history. The life changing trip bettered my understanding of performing internationally and opened my eyes to how expansive and creative the arts can be.”
This fall, Petronzio was awarded the Ansley Elizabeth Locke award given to a senior who has an infectious spirit and extraordinary selflessness, an inquisitive mind and determination to embrace others to make the student both a unifying agent and a quintessential ambassador of Deerfield’s mission.
Emory Waite, a senior at R.J. Reynolds High School, said, “I competed at the Nike Outdoor Nationals (Track and Field) in Eugene, Oregon on July 14th. I qualified for the National Meet in the Two Mile during indoor track in January, running a time of 9:29.26. I also ran a time of 4:20.90 in the 1600m during the outdoor season. I started running Track and Field at Summit in 6th grade and have loved it ever since. I plan to run in college next year.”
Congratulations to Jake Winslow who has earned his Eagle Scout award. He built a kickback wall at Forsyth Country Day School which serves as a place where anyone can throw or kick a ball to practice sports solo. He says, “It took roughly 3 days to build, and has been used lots this year.”
Senior Send Off
Celebrating our high school seniors
August 2024
2.
Lealand Oakes
Shea Oakes, and Jack
’21 3. Melissa
Lewis
Richard Lewis, May Lewis ’21, Kristiana DeNeui ’21, and Michael Ebeling 4. Cindy Kluttz with Elliott and Alex Turner, parents of Frances Turner ’21
5.
1. Shannon Mihalko, parent of Cooper Mihalko ’21, Patti Shugart, parent of Ryan Shugart ’21, and Claire Calvin, parent of Gus Giegengack ’21
Robin Pfefferkorn,
’21,
Pfefferkorn
Keith
’89,
Bobby Hunter ’21, Ryan Mihalko, and Quinn Fitzgerald ’21
Connections and Celebrations
Faculty and staff love to connect with alums—both on and off campus!
1. Carlos Simmons ’11 2. Georgiana Hough Reece ’13 and Bill Reece ’06 3. Benjamin Carson ’10 4. Blair Roemer Hedley ’08 5. Mary-Dell Currie ’24, Anna Claire Wenker ’24, Annika Leak ’24, and Libby Holden ’24 in the Loma Hopkins Theatre 6. George Memory ’99 (back), Claire Keever ’25 (far right) with Summit Summer Idea Shop campers 7. Henry Heidtmann (left), Joyner Horn ’11 (center), Anthony Myers (right), with students from the radio broadcast class 8. Doug Johnson, Jack Roemer ’13, George Conger ’12, and Jason McEnaney 9. Sarah Dalrymple and Lily Winters ’23 10. Emelia Merrick ’20 with her cousins, Fourth Graders James and Louise.
We want to hear from you, and so do your classmates!
Send updates and high-resolution photographs about employment, weddings, births, high school and college graduations, honors and activities, and new contact information to alums@summmitmail.org or by scanning the QR code:
The Power of Annual Giving
To learn more about The Summit Fund and to make your gift, visit summitschool.com/give or scan this QR code.
Every year, hundreds of donors make gifts to The Summit Fund, the annual fundraising campaign that supports the school’s operating needs. These gifts—whether they are $20, $100, $500, or higher— reflect a deep belief in the power of a Summit education.
Carolyn Sherrill Fuller ’85 has been making an annual gift to Summit School for 35 years in a row and shared the following about why making this annual donation is important to her:
“Summit has been a big part of my life since I was 4 years old, and I had the extra added pleasure of watching both of my children attend Summit—Stuart graduated in 2014 and Pierson in 2017. Summit has given a lot to my family over the years and I feel very strongly that I need to give back to help ensure that others are afforded the same outstanding opportunities my children and I experienced.
“I would encourage anyone who attended Summit or whose children went to Summit to support the school as they are able. The opportunities Summit is providing its students today are extraordinary and the school needs support to continue offering such an outstanding education.
“When I think back on some of my favorite teachers, I remember that Alice Cleland sparked my love for photography in the 7th grade and I still love it today. Laura Turner taught me how to diagram a sentence and Betty Sutton is the reason I am a great typist!
“My parents are great philanthropists. My sister and I were always taught that we needed to give back when we were able. It never occurred to me that I wouldn’t be supportive of Summit! WinstonSalem is very fortunate to have Summit School. It is such a unique and special place.”
Parent of Stuart ’14 and Pierson ’17 Consecutive years of giving: 35 Carolyn Sherrill Fuller ’85
Support families in need of financial assistance and invest in the professional development of teachers.
Summit School received a very generous challenge gift to enhance our Center for Excellence and Innovation and Financial Aid Endowments. All gifts of $25,000 or more will be matched dollar for dollar; double your gift to support our families and teachers and double your impact.
To learn more about this fantastic opportunity, contact Margaret Turner, Campaign Director, at margaret.turner@summitmail.org.
10 - 11 am
We will celebrate our generous annual donors and the ground-breaking of the SEED (Science, Engineering, Entrepreneurship, Design) Center. Save the Date Saturday, May 10
Frolics Donor Appreciation and Ground Breaking
11 am - 1 pm
There will be bounce houses, food trucks, face painting, and more!