Ensights — Winter 2021

ENSIGHTS I N S E ARC H OF T RU T H

WINTER 2021

CIVIL DISCOURSE

BOARD OF TRUSTEES 2020-2021 President Will Morrow Vice President Jennifer Frist Treasurer Bruce Crosby Secretary Jim Bowen Legal Counsel John Jacobson Special Advisor Bruce Moore Kathryn Brown

In Search of Truth ENSWORTH Mission Statement Ensworth is a kindergarten through twelfth grade, coeducational independent school. The School promotes academic excellence and inspires students to be intellectually curious, to use their talents to the fullest, to be people of integrity, and to be contributors to society.

Stuart Brunson Gerard Bullock Amy Christiansen Beth Courtney Amanda Farnsworth Ben Freeland Craig Goguen Chad Greer Emily Kurtz Deb McDermott Neal Patel Yvonne Ralsky Josephine Smithwick Jamee Thompson Head of School David Braemer, ex officio Past Board Chair T.J. Wilt, ex officio President Ensworth Parent Association Elizabeth Gerken, ex officio President-Elect Ensworth Parent Association Kirsten Crosby, ex officio President Ensworth Alumni Board Anna Russell (Kelly) Friedman ’97, ex officio *Indicates Permanent Trustee

Administrative Team David Braemer Head of School Ricky Bowers Associate Head and Director of Athletics Dr. Sarah Buchanan Associate Head and Director of Enrollment Management Heather Caponi Head of Lower School Chan Gammill Head of Middle School Nowell Hesse Head of High School Jason Hiett Director of Technology Bedell James Director of Advancement Whitney Johnson Director of Finance and Operations Bobby Mirzaie Director of Curriculum and Instruction David Whitfield Director of Community Engagement & Inclusion

Red Gables Peace Walk

ENSWORTH Vision Statement We envision a school community dedicated to following the highest principles with the greatest love, as characterized by moral integrity, intellectual vitality, discipline, compassion, humor, and joy.

Statement on Diversity, Equity, and Inclusion In order to realize the goals of our Mission and Vision, Ensworth must actively strive to be a diverse and inclusive community of learners that engages collectively In Search of Truth. The presence of different perspectives and life experiences plays a vital role in the development of our students, enhancing classroom and extracurricular experiences in meaningful ways. As a school, we are committed to cultivating an environment in which all members of the Ensworth community experience a true sense of belonging and are empowered to be active participants in the life of the school. These efforts are essential if we are to foster the growth of all students in line with their potential, and to equip them for lives of purpose that extend far beyond their time at Ensworth.

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8 | Peace Walk at Red Gables Campus

14 | WWII History Class

Contents CIVIL DISCOURSE & ACADEMICS 4 Project Talk; Seminar Class at the High School

COMMUNITY 16 For the Record 18 RG Events

6 Middle School Debates

20 HS Events

8 Peace Walk

25 Parent Association

10 Grade 4 Morning Meeting

44 Trustees Remembered

12 Student Broadcasting

45 Robert Inman Tiger Classic

14 WWII History Class

46 Donor Profile

ARTS 22 Almost Maine: High School Fall Play 24 High School Student Directed One Acts

FACULTY 32 Faculty Profiles 35 Faculty Bookshelf 36 Faculty News ALUMNI

ATHLETICS 28 Middle School Athletics

38 Alumni Class Notes 42 Alumni Profiles

30 High School Athletics

30 Grateful Groundbreaking

Inside Pages: Cascades Rolland 100 Enviro Satin 70# Text; Cover: 80# Anthem Plus Matte Cover (Made in the USA)

Copyrighted 2021 by Ensworth School. Ensworth does not discriminate on the basis of race, color, religion, gender, sexual orientation or national origin in its admissions or its hiring policies. Ensworth is a member of NAIS, CASE, SACS, SAIS, and the Tennessee Association of Independent Schools. ENSIGHTS is a bi-annual publication of Ensworth’s Office of Institutional Advancement.

EDITOR Tiffany Townsend EDITORIAL STAFF Paul Downey, Bedell James, Kirby Wiley CONTRIBUTING WRITERS David Berry, David Braemer, Paul Downey, Tiffany Townsend, Kirby Wiley PHOTOGRAPHY Mary Byrne Dailey, Paul Downey, Armon Means, John Picklesimer, Mike Strasinger, Kirby Wiley GRAPHIC DESIGN Mary Byrne Dailey

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MESSAGE FROM THE HEAD OF SCHOOL

I

Civil Discourse

have distinct memories of the first time that I inv ited my w ife, Timiny, home to meet my mother a nd stepfather.

We had been dating for a few months, and while I had told them all about her, it was now time for t hat major m i lestone i n a r e l a t i on s h ip, t h e introductory dinner with the parents. Other than being disappointed that my mother served lamb chops (she knows that I’ve never liked lamb chops), I thought the dinner went quite well.

That is, however, until Timiny and I left the house that evening and she looked at me and said, “All your family did was argue with each other over nothing,” to which I replied, “What do you mean? We were just having a conversation.”

To provide appropriate context, I grew up in a house of lawyers, as my mother was a very successful civil litigator and my stepfather was a tax law professor whose penchant for minutia, and for always being right, was unrivaled. Looking back, normal discourse could easily have been considered the verbal equivalent of a Golden Gloves competition, with the dinner table serving as the squared circle. What represented a typical conversation for my family at that time seemed like an unnecessary and unproductive argument to Timiny and, as usual, she was right.

While the interest, passion, and intellect that I grew up with around the dinner table represent vital components of meaningful discussion, they did not guarantee civil discourse. What Timiny stepped into that evening was a competition, with each person trying to prove that they were right and only listening with the goal of finding opportunities to refute the claims of another. What it was not was an attempt to deepen understanding through expressing and considering each other’s perspectives.

This is the type of engagement that Ensworth’s pursuit

of excellence requires and it is why civil discourse is a fundamental element of our educational program.

Ma ny schools pride themselves on “not teaching students what to t h i n k , but teach i ng them how to think.” By stressing the importance of civil discourse, however, Enswor th ta kes this one step further, as we don’t just teach students how to think; we teach them how to use their thinking as a catalyst for productive engagement with others. Civil discourse is at the heart of the search for truth. It is only through thoughtful engagement with people who have different opinions that we can foster a greater understanding of an issue, of others, and of ourselves. It is also important to note that understanding does not mean agreement. The goal of civil discourse is not conformity; rather, it is our job to facilitate productive and civil dialogue among students who possess diverse perspectives and experiences and to ensure that all feel respected and supported.

This edition of Ensights highlights the role that civil discourse plays in the Ensworth experience. While our commitment to this concept is not new, the importance of it has only been accentuated by current events and what continues to take place in the greater society. Given that our Mission Statement begins with “In Search of Truth” and ends with “to be contributors to society,” civil discourse provides the connective tissue that supports the realization of these goals, and it is foundational to who we are as a school and the impact that our graduates can have on the world.

David Braemer HEAD OF SCHOOL

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I N S E ARC H OF T RU T H

CIVIL DISCOURSE DURING THE

2020 ELECTION

In anticipation of a potentially divisive and contentious election cycle in November, faculty and students at the High School worked together to develop a set of values to help promote understanding and respect among members of the community and ensure a safe and inclusive environment for all.

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FOSTERING CIVIL DISCOURSE at the High School

“You learn how to talk about difficult issues at the Harkness table, but we wanted to push it beyond that. We wanted students to get real and engage with each other and say what they really, really feel.”

Dr. Rich Milner

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t’s easy to shy away from discussions about politics, religion, and other topics that are potentially divisive. But at the high school, Ensworth students are demanding to have those conversations and pushing for more opportunities to engage with their peers.

Since the founding of the High School, Ensworth has put an emphasis on civil discourse by incorporating the Harkness method and Seminar classes. The Harkness table is a way to bring students and teachers together to engage in face-to-face interaction. It encourages students to be an active participant in the classroom and to listen and speak with respect.

Through Seminar classes, which take place around the Harkness table, students learn about a myriad of developmental and social issues and how to engage in healthy discourse with their peers. At the end of the first semester, Seminar teacher Shomari White ’13 asked his ninth-grade class to share feedback on their first Seminar class. “We got to talk about things that are relevant to what’s going on in the world, and it really helped me to understand things better,” said one student.

This school year, a popular club, Project TALK, was also reinstated at the High School. Project TALK (Thinking, Action, Learning, Kindness) is a school-wide diversity initiative originally developed in 2008 by Ensworth students and Dr. Rich Milner, a Distinguished Professor of Education in the Department of Teaching and Learning at Vanderbilt University. It is designed to empower students to engage in difficult conversations with their peers who might have different views on important topics.

“You learn how to talk about difficult issues at the Harkness table, but we wanted to push it beyond that. We wanted students to get real and engage with each other and say what they really, really feel,” says Milner.

In order to do that, Milner felt it was important that the conversations were led by students instead of adults. “I really had to push in some ways that it be student-led and student-driven, but also that adults wouldn’t be in the room

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CIVIL DISCOURSE

as students were grappling with these difficult issues,” he shares.

A lso t h is school yea r, a n optiona l club ca l led Honest Conversations debuted at the High School. Honest Conversations helps students refine their civil discussion skills, explore issues at a deeper level, and reach an understanding of others. As an extension of Project TALK, students must submit an application to become a member.

“The idea for Honest Conversations kind of came from a conversation I had with Coach Whitfield after one of our Project Talk meetings with just the facilitators,” says Jaqueline Frist ’21. “We were preparing for a discussion about the election, but it was more about how people react to the election and what happens before and after than the election itself.”

Honest Conversations is co-sponsored by Ensworth teachers David Whitfield and Walter Schultz. “The two subjects people tell you not to talk about, religion and politics, Walter and I talk about every single day, and we don’t agree on anything, but we enjoy talking to each other,” says David Whitfield. “So, at a time when our country is so polarized along racial and political lines, we thought it would be exemplary if he and I co-sponsored this club together—that it would be symbolic of what we’re trying to do here.”

The goal of the club is not to come up with solutions or come to an agreement, but for students to be able to listen to one another, and gain a better understanding of why their peers might believe something different than they do.

“Kids should not be afraid to speak their minds. But they should be afraid to not let others speak their minds,” says Schultz. “If you want to speak your mind, you should be willing to let someone else speak their mind and to respect their opinion. That’s what fosters good, solid communication, and long-lasting friendships and relationships: the ability to listen and understand someone else’s thoughts other than your own.”

Jacqueline Frist, who is the president of the Honest Conversations club, hopes the skills she and her peers are learning through these discussions will better prepare them for conversations not only inside the classroom but in the real world, as well. “Everyone, in their life, is going to have to have a hard conversation.

It doesn’t necessarily have to be about politics, but someday, you’re going to either have to tell someone or hear something that you might not want to hear, and I think these tough conversations that we have, we need to be prepared for them. I think that it’s an essential skill in life to be able to have civil discourse and agree to disagree respectfully.”

“The goal of the club is not to come up with solutions or come to an agreement, but for students to be able to listen to one another, and gain a better understanding of why their peers might believe something different than they do.”

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FROM THE ARCHIVES

Above: Grade 6 Roman Senate Debates (March 2019) Right: Grade 8 Presidents Debate (May 2018)

Middle School

DEBATES “Don’t raise your voice; improve your argument.”

Desmond Tutu

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or the past six years, Latin teacher Trey House has “‘What conclusions are my opponents making and how did incorporated lively debate projects into his sixth they get there?’ When we arrive at the debate, there is an grade classes’ year of study in history, language, understanding that, while I may be quite passionate about my and rhetoric. “One lesson culminates with a debate about the own ideas, my opponents are looking at the same information legacy of Julius Caesar,” Mr. House explains. “Students choose and taking a different perspective.” whether they are for or against Caesar based on their own understanding of the history, then team up on their chosen side Mr. House enjoys the interdisciplinary nature of the project, to craft their arguments.” particularly at the Grade 6 level. “Debates and presentational projects are a consistent theme of this year,” he says. “I know These “Republicans vs. Caesarean” debates, which employ the language my colleagues are using with students on their painstaking research, creative costumes, striking visual aids, own projects and I incorporate that into my teaching. Each and impassioned speeches, are judged by faculty and staff from project across all disciplines is an opportunity for reflection throughout the Red Gables Campus. and growth.”

“Part of the debate preparation process for students is to put themselves in the mindset of the other team,” Trey describes.

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History is another discipline where the Core Skills necessary for civil discourse are emphasized. Department chair, Ruby

CIVIL DISCOURSE Cortner, has integrated debates into the curriculum across all three Middle School grades. In Grade 6, students compete in the Greatest Civilization debates in a single-elimination March Madness-style tournament. Cortner, like House, recognizes the value of researching the positions of your opponent. When a team in the Greatest Civilization debate loses to another, the losing team serves as advisors to the victor since they already know the victorious team’s civilization’s strengths and weaknesses.

Mrs. Cortner’s Grade 7 classes take on the hot-button issues of Deforestation, Plastic Pollution, Waste Disposal, and Water Scarcity in a Final Four debate format. And in Grade 8 with Mrs. Brantley or Mr. Hopkins, students learn about their own political heritage with the Sweet Sixteen Presidents Debates.

Hayley Brantley, Grade 8 history teacher and Service Learning Coordinator, helps her students develop their research, writing, and public speaking skills all year leading up to the Presidential Debates. Students pick a president at random, write a research paper, and prepare debate materials about the president on areas such as moral integrity and character, pr e s i dent i a l a pp oi nt m ent s , a n d domestic policy. And, as in Cortner’s classes, the loser of a debate joins the supporting team of the victorious student.

Mrs. Cortner’s debates set ground rules from the beginning, as well. “I let them decide which jobs go to which students, based on their strengths,” she explains. “Making these decisions within the group is part of learning how to work together in a respectful manner. Each side can see the other side working together in a courteous way, and I believe this helps foster civil discourse.”

With such controversial issues being addressed, Mrs. Cortner is relieved that the students recognize this while preparing for the debates. “Sometimes students ask questions while doing research that could cause friction if we didn’t remember to be civil. I hear them remind one another while preparing their debates, ‘That wouldn’t be respectful. You can’t say that. Take it out.’ The fact that I am not reminding them about civility, they’re reminding each other, means they have gotten the larger message that winning isn’t everything if they’re treating one another badly to get the win.”

“Students are asked to think critically and look for ways to discuss difficult issues in a way that is sensible, thoughtful, and persuasive.”

Cortner herself has learned as much from her students as they have during the debates. “Everyone wants to win,” she explains. “In order to do that in a debate, they have to listen. The students learn that pretty quickly. They can research and be a good speaker, but none of that matters if they don’t listen to their classmates ma ke a point. They won’t be able to respond effectively if they haven’t listened.

They also learn that it doesn’t matter if they don’t agree, listening is key.”

Bra nt ley sees how st udent s have matured in the process. “Students are The experience’s legacy lasts far beyond asked to think critically and look for Middle School. Mrs. Brantley ref lects, Hayley Brantley, ways to discuss difficult issues in a “Students gain confidence and also a love Middle School History Teacher way that is sensible, thoughtful, and of learning and engagement through this persuasive,” she explains. “We reflect on performances, and I project. You often hear them discussing the merits of things try to help show them that the most successful performances like the New Deal or the Louisiana Purchase in the hallways are not those that involve yelling or bombastic behavior, but during these debates, and I’ve also heard from teachers in rather those that are knowledgeable on the subject, curious, the High School that students who have participated in and thoughtful throughout.” these debates carry the knowledge of their president, and the memories of their debate, with them to classes there.”

In preparing for the debates, Hayley works in discussion around the Harkness tables that are integral to the learning philosophy at the High School level. “ While there is a competitive element to it that I think helps make the students more engaged than they otherwise would be in a project about Paul Downey ‘92 the Presidents,” she observes, “I work to focus on civility Assistant Director of Marketing & Communications throughout, even writing that into the rubrics used for grading and scoring the debates.”

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CELEBRATING PEACE at the Red Gables Campus

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h i s f a l l , t h e R e d G a b l e s curriculum and develop a sense of Campus was filled with the community,” explains Chinese teacher, sounds of Chinese poems and Caitlin Harris.

Spanish songs, the movement of scarf dances, and the sights of wishing stars “The Specials teachers look for ways and paper sculpture f lower gardens. to collaborate on themes during the While these might sound like elements year in the hopes of offering a richer of a mu lt i- cu lt u ra l fes t iva l , t hey learning experience for the children— were student creations that lined the lea rning that they experience in a walkways and hallways of campus as variety of ways with different specials part of the Path of Peace. teachers, and learning that occurs over a longer period of time, giving The Peace Walk was the culmination the students a chance to do a deeper o f a c r o s s - d i s c i p l i n a r y p r o j e c t dive into the topic,” shares Technology inspired by the International Day of Integration Specialist, Terri Schulz.

Peace on September 21. Teachers of “The children really shine when they Lower School Specials—Art, World have the opportunity to develop an Languages, Music, Library, Technology, understanding of a topic over time. and Science—coordinated efforts to They use their talents to the fullest create a unit on peace for students because they can study a theme and i n K i n d e r g a r t e n t h r o u g h G r a d e contribute their own streng th to a 5. “ We thought bringing peace into group effort—the touch of an artist, the our curriculum in this difficult year beat of a musician, the experimental would be a perfect way to enrich our enthusiasm of a scientist, the perfect

8 | ENSWORTH ENSIGHTS

pitch of a foreign language, the knack for t e ch nolog y, t he empat hy a nd leadership needed to work together.”

Many elements of the project were inspired by readings such as Todd Parr’s The Peace Book, It’s Ok to Be Different, and Love the World; Susan Verde’s I am Human: A Book of Empathy, a nd va rious Spa nish a nd Chinese poems. In kindergarten and first grade, students learned scarf dances in music and created handmade peace crowns and artwork based on the poems they read about endangered species.

G r a d e 2 s t u d e nt s d e c or a t e d t h e hallways with wishing stars, fall leaves, and snowf lake art and sent Chinese postca rds of peace to loca l senior assisted living facilities. Third graders painted rocks with messages of peace in Chinese and Spanish and displayed them around the campus for others to

CIVIL DISCOURSE

view and then took them home to hide in their communities.

In fourth grade, students learned a Spanish song about peace by the Columbian singer Juanes, which was performed at the Nobel Peace Prize ceremony in 2016, and for art, they made Peace Monsters parade lawn art.

A beautiful, hand-painted butterf ly wall was contributed by the fifth grade students, who also developed Chinese activity books for their younger schoolmates to enjoy.

Through these projects, students explored different themes related to peace, such as peace is working together for a common goal; peace is taking care of animals; peace is learning a new language; peace is everyone having a home; peace is taking care of elders, and peace is being in nature.

about learning a poem or a song in Spanish, seeing them make the connection to the peace unit in Spanish, Chinese, music, and art, I loved watching them use their talents to the fullest, and the end product was just beautiful.”

In the process, students discovered ways they could contribute to a peaceful planet by learning about other cultures and the world around them, helping others, and making their school, community, and the world a better place to live through kindness, tolerance, and generosity.

As Harris shares, “We hope the students take notice of how they and others in their communities can and do contribute to a more peaceful world. Making beautiful mu s i c a n d a r t , t h i n k i n g of o t h e r s , appreciating those you love, demonstrating For Spanish teacher Edimary Morales, curiosity about the world around them, and her favorite part of the project was the helping neighbors all help make the world a process: “Seeing how students got excited more peaceful and loving place.”

“We thought bringing peace into our curriculum in this difficult year would be a perfect way to enrich our curriculum and develop a sense of community.”

Caitlin Harris, ChineseTeacher

Tiffany Townsend Director of Marketing & Communications 2021 WINTER | 9

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Grade 4

MO R N I N G M E ET I N G

B

efore young students can fully grasp the concept of civil discourse, they must learn the Core Skills that lay the foundation upon which civil discourse can be built. For many Lower School students, this begins with Morning Meeting.

In fourth grade, the Morning Meeting is an established routine, and the students can count on beginning their school day in the same way every day. Under the Responsive Classroom (RC) model, there are four primary components of the Morning Meeting, each of which are aimed at increasing a student’s sense of belonging, significance, and fun: a Greeting, Sharing, an Activity, and a Morning Message.

Grade 4 teacher Whitney Earhart shares, “Throughout Morning Meeting, children are practicing active listening, waiting their turn, and respecting others. Although it takes a lot of time to plan a different meeting for each day, the sense of community this practice creates is invaluable. If students 10 | ENSWORTH ENSIGHTS

feel heard and valued, they are more likely to engage in academic activities, to take risks, and to collaborate with their classmates.”

Every child being acknowledged and spoken to at the outset of the day is a tenet of Responsive Classroom, an approach that many Lower and Middle School teachers employ in their classrooms. RC encourages frequent reminders about the expectations of the Morning Meeting process, such as how to practice being a considerate audience and how to project and share so that everyone can benefit from one another’s contributions. “When contributing to one’s community experience is a consistent expectation,” says Grade 4 teacher Sarah Bryant, “there’s an inherent sense of security. Within this framework, students feel as though they belong to a learning community and that they are valued by its members.

Thus, the need to prove oneself gives way to more open communication and connection.”

CIVIL DISCOURSE To begin, students are welcomed each day with a message about the day ahead. Sometimes, there is an interactive element to the message, possibly incorporating academic content or fun trivia about the students’ own lives. Then, during the greeting, every child is greeted by name. They are encouraged to make eye contact with one another and speak audibly. Sample greetings include: shoe greeting (single shoes in a pile and each person picks a shoe then greets its owner), middle name greeting (pick a name from a hat and guess whose middle name it is, then greet that person), world language greetings, ankle shakes, “micro” waves, and using silly voices.

from all the uncertainty. The greetings and activities, however silly, were a reminder of ‘normal.’ Students couldn’t wait to share their latest updates with the group. With connection being so elusive, having these procedures and expectations in place was a saving grace during spring remote learning. Several parents reported that it was their children’s favorite part of the week. While there was plenty of instruction happening beyond those meetings, they were our weekly reminders that we were all in it together. Still a team, even if we were apart.”

New COVID precautions on campus have required a shift in some of the standard Morning Meeting procedures, but teachers have improvised quite a bit, modifying old favorites to fit the new needs. “At the beginning of the year, I was very concerned about not having the space in my classroom I was used to for my meetings,” says Earhart. “We used to sit in a circle on a rug. With the new arrangement of the desks, we no longer have the space for that. Most days, our meetings are conducted standing in a large circle around the perimeter of the room. We were also very concerned about the amount of touching involved in our traditional greetings and activities and substituted verbal greetings for many of the physical ones. Now, we are slowly bringing some of our old favorites back in with lots of hand sanitizer before and after!”

During sharing, students may be given a topic about which to share with a partner or the whole class. The topics vary from favorite restaurants and hobbies to family traditions and study methods, or questions such as “Would you rather” and “If you were to open a store, what would you sell?” Sharing provides an invaluable opportunity for facu lt y to lea rn about their students and for students to learn about each other. As Grade 4 teacher Karin Prentice notes, “We practice the skills of making eye contact, listening to others, and learning that it’s okay to put yourself out there and share something personal about yourself. They learn about accepting and even admiring the similarities What might appear to be simple fun and and differences of our peers relative games to a casual outside observer is to people’s personal experience and/ actually a very intentional approach to Whitney Earhart, Grade 4 Teacher or views of the world.” building social skills and teaching the most basic tenets of interpersonal relationships. The Morning The activity closes out the morning meeting and transitions Meeting helps create bonds between students based on shared to the business of the day. Activities, such as Four Corners experiences and fosters communication, understanding, and and Follow the Leader, are geared toward building common respect. “Morning Meeting is a daily foundational practice, and experiences. As trust within the classroom communities the skills taught are reinforced throughout every class, every grows throughout the year, teachers are able to select activities day. ‘When it’s not your turn to talk, it is your turn to listen’ is that may not have been as successful early in the fall, and the very commonly heard in my classes,” says Bryant. “We discuss faculty often participate alongside the students. what respect looks like and sounds like in various scenarios, knowing that even our youngest students must practice open When the pandemic forced classes to go remote last spring, the dialogue and civil discourse if we expect them to engage in such Morning Meeting played an essential role in keeping students practices as adults.” and faculty connected. Bryant shares, “When COVID upended our spring plans, we felt our weekly class time on Zoom was Tiffany Townsend best spent in a Morning Meeting. During a time when children Director of Marketing & Communications were not seeing their friends, our Zoom meetings were a retreat

“If students feel heard and valued, they are more likely to engage in academic activities, to take risks, and to collaborate with their classmates.”

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High School’s

STUDENT BROADCASTING

This is why Ensworth is such an amazing school, because it has something for everyone to prepare for the years ahead while pursuing our goals.

Kendall Ungar ’23

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hile the Ensworth community implemented many significant changes this school year due to the COVID-19 pandemic, the use of technology and the required infrastructure was largely already in place. Nowhere was this more apparent than in the student athletics broadcasts that provided a lifeline to families and friends who were not able to attend games.

A team of students runs the broadcasts, from announcers to cameramen to sideline reporters. The high production quality includes instant replay and multiple cameras.

Students have been assisting with game broadcasts at Ensworth for over ten years, although the technology and personnel have increased. William Joy ’10 remembers the early days when the football coaches used one wide-angle camera to record games.

“Part of that was for game footage to review from a coaching standpoint,” William recalls. “But then they decided to just stream it live so that people could watch the game. I approached them and said, ‘Hey, let’s try to do some play-by-play and color commentary for that.’”

Assisted by IT staff Jason Hiett and Jason Robinson, Joy began play-by-play and color commentating with math teacher and coach, Walter Schultz. A year later, Ensworth began streaming basketball games in the same way.

Joy recalls the challenges and resulting lessons from the broadcast experience. “If you’re doing play-by-play, you have to fill a lot of time,” he explains. “You have to be very comfortable having a conversation on air. I think people underestimate how difficult it is to just go when somebody says ‘You’re live’ and start talking. And that pause there, that hesitation, is tough to get by. It’s more of a wall than people admit, and being able to do the broadcast club for four years helped tremendously.”

Over the years, the student broadcasts have increased in both available technology and the number of students on the crew. Sophomore Kendell Ungar served this year as the first sideline reporter for Tiger football games. “From a very young age, this is the occupation I have dreamt of having one day, and I hope to make that happen,” she says.

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CIVIL DISCOURSE When she first toured Ensworth’s Frist Campus before moving from New Jersey, she mentioned that she was interested in broadcasting as a career to High School Director of Admission, Ann West, who told her about the student broadcasting program. “Coming to Ensworth from the north,” she explains, “having sports broadcasting at a high school is something I have never seen before. This is why Ensworth is such an amazing school because it has something for everyone to prepare for the years ahead while pursuing our goals.”

Seniors Max Keller and Jasper Bosch run the on-air commentary from the press box. Keller, like Ungar, has always dreamed of making broadcasting his career. “I have watched and learned from commentators my whole life,” he says. Whereas national sports broadcasts have full production teams including statisticians, not so with high school sports. “The hardest part of being involved with student broadcasting at the high school level,” Max explains, “is the lack of available statistics and reliable rosters to push the broadcast to the next level.” He has continued to commentate basketball games this year for the Tigers. All of the colleges he has applied to have a strong broadcast journalism program.

Sophomore Tripp Johnson joined due to his interest in the technical aspect of live broadcasting. “I signed up for an elective in eighth grade, and one day they brought us to the High School to look at the equipment. I asked if I could come up to the press box during one of the football games. Mr. Robinson said yes, and I’ve been to every home game since then.” Tripp runs the complicated instant replay system for the team.

As the basketball season gets into full swing, tune in on EnsworthLive. com to support not only the players but also the dedicated student broadcasting crew who help the Ensworth community stay connected.

Broadcasting Alumni Making a Mark William Joy’s ’10 experience in broadcasting led him to pursue sports reporting in college, enrolling in the University of Missouri, home to a renowned journalism school that was the first of its kind in the world. While at Mizzou, his career path evolved from sports reporting to news reporting. Since graduating, he has worked as an on-air reporter for stations in Louisville, Charleston, and Kansas City. Racking up an Associated Press and two Emmys, he is now a general assignment reporter for WFAA in the Dallas-Fort Worth market.

A number of other alumni have taken their high school broadcasting experience to the next level, such as Bradley Hardcastle ’11 who went on to Texas Christian University to pursue journalism, serving as reporter, anchor, and producer for TCU’s general news and sports talk television shows.

Holden Craig ’16 also matriculated to TCU where he was involved in sports media and radio. He recently returned to his hometown to work as Athletics Communications Coordinator at Harding Academy.

His Ensworth classmate Sam Fleming attended Samford University where his business degree has led him to internships at the Birmingham Barons, the New Orleans Saints, and the Alabama Sports Hall of Fame.

2019 graduate Carter Bainbridge called football, basketball, and soccer for four years for the Tigers. Now at Syracuse University pursuing a degree in broadcast journalism, Carter has covered sports for two local radio stations. His classmate, Ben Sundock, has continued feeding his passion for sports by writing for sports blogs on the Tennessee Titans and Real Madrid.

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HIGH SCHOOL STUDENTS

Learn History First-Hand, Remotely Paul Downey ‘92 Assistant Director of Marketing & Communications

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CIVIL DISCOURSE

A

lthough in-person learning, with its emphasis on discussion around Harkness tables, has continued at the High School despite the restrictions of the COVID-19 pandemic, Ensworth has not been able to welcome outside guests and speakers to campus. Mr. Chanaca’s World War II class, for example, usually hosts an annual campuswide assembly honoring invited veterans who also visit classes to offer their memories and opinions of armed service.

Likewise, Chanaca’s class was unable to visit The National WWII Museum in New Orleans due to travel restrictions.

This interactive learning opportunity helps students see the world through others from different generations who have had a variety of e x p er ienc e s . Wit h En s wor t h’s investment in technology resources and faculty training to overcome the challenges of the pandemic, however, Mrs. Chanaca has helped bring this vital oral history to his students.

After the Spring 2020 implementation of remote learning, many teachers like Chanaca who had relied heavily upon Harkness discussion had to pivot their classroom methods. Once back in the classroom this fall, as a seasoned veteran at Zoom videoconferencing, he quickly found how to use the technology to bring history to life.

Jonathan Smith, a student in the class, observed: “It was very interesting to hear the story of a family living in Nazi Germany from a direct relative. The knowledge that her family’s story added to the class contributed greatly to the overall understanding of the war and its effects on individuals, not just the world. I am very grateful that, despite the COVID-19 pandemic, the class was able to learn the story of a family who escaped Nazism and better understand the war on a personal level.”

Another student, Lainey Garside, recalled, “Hearing her grandfather’s story was so incredible and moving. It gave us a deeper dive into the lives of average citizens during the war, and hearing about a real account made it all the more interesting.”

“I am very grateful that, despite the COVID-19 pandemic, the class was able to learn the story of a family who escaped Nazism and better understand the war on a personal level.”

In November, the class hosted a virtual veterans celebration and roundtable discussion. Guests included many repeat visitors and even a few who were never able to make it because they live elsewhere, including Mr. Chanaca’s nephew, Matt Nieswand, currently a pilot in the Navy.

Bob Thomas, a West Point grad, tank commander, and friend of Mr. Chanaca, joined the Zoom call after many years as an in-person guest. “I always enjoy listening to other veterans sharing Jonathan Smith, Class of 2022 During the first quarter, Mr. Chanaca’s their experiences,” he remarks. “The class studied the biographies of real biggest takeaway, though, is the students Germans and the situations in which they acted heroically to and their interest in our experiences. It reaffirms that save the lives of Jews during the Nazi regime. Students were this upcoming generation will carry on with the American tasked with relating what they would do as that person and why, tradition. Hooah!” linking up the German’s biography and beliefs with the action.

“It is important to recognize,” the assignment reads, “that all Chanaca does acknowledge the va lue of face-to-face humans are susceptible to the danger of inhumane acts and to communication, especially in its relation to sharing the acts of amazing kindness and sacrifice.” human experience. “It is more important now than ever to teach civil discourse and personal interaction in a positive Through the family connections of one student, the class and knowledge-based approach,” Chanaca asserted during received a virtual visit from the granddaughter of one such the pandemic. “No video will ever take the place of human German. Karen Latus’ grandfather, Fritz, endured Nazi interaction. Nothing can replace watching facial expressions, persecution in his childhood as a Quaker and later escaped referencing a previous student comment in person, and using with his sister to America. The talk educated students on the human connection to make verbal interaction honest yet plight that many groups endured under Nazi rule and on how a supportive.” growing evil can be tolerated by a whole society.

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COMMUNITY

FO R T H E R E C O R D Singing Praises This year, we had eight High School singers audition for the regional honor choirs organized by the Middle TN Vocal Association. All eight of those singers were selected from among hundreds of auditionees for the Mid-State and Freshman Honor Choirs - the most ever chosen for these ensembles in Ensworth history! Each year, the very best singers from Middle TN are selected to participate, and this year, the students will get to participate in a virtual choir project which will be released in the spring.

Mid-State Members: Brooks Bradbury-Fawns ’21, Grace Heinrichs ’23, Claire Humphrey ’21, Caroline Humphrey ’21 Freshman Honor Choir Members: Gracie Lane, Henry Leschen, Julia Moore, Gennie Philpott

National Merit Semi-Finalists

Orange & Black Captains Lower and Middle School students cast their votes and chose Grace Thompson and Rush Buntin as Orange Team Captains, and Mimi Bowen and Sam Haley as Black Team Captains for the 2020-2021 school year.

Eagle Scout Honors Congratulations to Clark Akers ’21 on his Eagle Scout Court of Honor Ceremony in November. Courts of honor are fully developed celebrations recognizing Scouts who have attained Scouting’s highest rank. They often feature a variety of special ceremonies commensurate with the high honor being bestowed upon outstanding young men.

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Ensworth is proud to announce that six members of the Class of 2021 have been named National Merit Semifinalists: Brooks Bradbury-Fawns, Jacqueline Frist, Nell Harris, Claire Humphrey, Anna Lapre, and Noah Lucy. The National Merit Scholar Corporation (NMSC) announced these talented students among 16,000 others from the Class of 2021. They now have the opportunity to continue to pursue one of 7,600 National Merit Scholarships worth more than $30 million.

COMMUNITY

ENSWORTH

2021 IMPORTANT DATES Visit ensworth.com to confirm dates and for more information

March 4–6 High School Musical: The Drowsy Chaperone March 12–21 Spring Break March 26 Tiger Night Auction April 2 April Break - No Classes April 23–24 Dance Concerts May 1 Super Saturday May 17–21 Exam Week May 25 Middle School Closing Exercises May 27 High School Awards Day May 29 Class of 2021 Graduation

Student Government Senators Elected

Derby Winner

Congratulations to the following students on their election to the Student Government:

Congratulations to Lux Paine ’25, who won the first-ever Pony Hunter Derby at Brownland Farms in Brentwood in June.

Class of 2021: Lainey Garside Jacqueline Frist Liam Frumkin Esther Okai-Tetteh

Class of 2023: Helen Thompson Caleb Park Erin Crosby Olivia Bentley

Class of 2022: Anna Brock Karim Daouk Olivia Prentice Morgan Humbert

Class of 2024: Dean Ralsky (Class Speaker) Grace Hasselback Camilla Garza Landon Jones Alexander Sifford

Senior Wins National Songwriter Competition

2020–2021 Student Government Top Row: Gianna Bullock, Landon Jones, Karim Daouk, Helen Thompson, Katherine Sales, Olivia Bentley, Morgan Humbert, Alexander Sifford, William Vreeland Bottom Row: Dean Ralsky, Caleb Park, Olivia Prentice, Genevieve Schaefer, Anna Brock, Grace Hasselbeck, Camilla Garza Not Pictured: Jacqueline Frist, Esther Okai-Tetteh, Liam Frumkin, Kelile Southwell, Lainey Garside, Erin Crosby

Esther Okai-Tetteh ‘21 won first place in the first-ever NAfME (National Association for Music Education) Student Songwriter Competition with her song “End of the Rope,” which she wrote for a Music 2 class project this past spring.

She received a certificate and cash prize from NAfME. Listen to Esther’s song at https://nafme.org/programs/contestscalls-competitions/student-songwriters-competition/) Esther was also recognized as a 2021 National YoungArts Foundation Winner in Voice: Singer-Songwriter. https://www.youngarts.org/winners 2021 WINTER | 17

COMMUNITY

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a Grade 8 Pumpkin Races b, c, d First Day of School e, f Spirit Assemblies g, h, i Halloween Pumpkin Bowling j Grade 8 Science k Grade 6 Art l Grade 8 Halloween Lunch m Grade 1 Music

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ARTS

HIGH SCHOOL FALL PLAY NOVEMBER 19–21, 2020

Over the years, as the values and traditions of this theatre program have emerged and solidified, students who spend time here have learned that they can expect to share in a number of hallmark experiences: they can expect to perform Shakespeare; they can expect to participate in the development of new and original work, and they can expect to have the opportunity to experience working with classic scripts, both old and new.

This year, Almost, Maine joins Our Town as the second play to be performed three times by Ensworth’s High School students.

This is not a fact that I shy away from. Like Our Town, the play has become a part of the culture of our program. Current students inherit roles formerly inhabited by company members from years past—former students who remain household 22 | ENSWORTH ENSIGHTS

names in these halls. Likewise, those former students smile when they hear that a story that they loved is being given new life with new voices. When I think of these plays, I hear all of their voices at once.

In years such as this one, there is something comforting both in the passage of time and in the mystery that there is something eternal in the moments and the relationships that we value.

Thank you for sharing this story and this moment with us.

DAVID BERRY

High School English and Arts Faculty

ARTS

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ARTS

STUDENT-DIRECTED ONE-ACT PLAYS: LIVESTREAMED ON SEPTEMBER 26, 2020

“The Pretty Trap” Directed by Claire Humphrey ’21

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“Where Have All the Lightning Bugs Gone?”

Co-directed by Caroline Humphrey ’21 & Liam Frumkin ’21

“The Case of the Crushed Petunias” Directed by Ella Talerico ’21

COMMUNITY

BUILD OUR COMMUNITY

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SUPPORT OUR SCHOOL

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EDUCATE OUR PARENTS

ENSWORTH PARENTS ARE TRULY AMAZING! What a successful year it has been for the Parent Association!

The PA has engaged: • 31 Board members • 69 Committee Chairs • 70 Room Parents/Parent Coordinators to welcome new families We’ve provided meals and surprises for our beloved teachers and staff, hosted educational opportunities for our parents through documentaries and national speakers, raised funds in creative new ways through the Ensworth Eats program, organized the Lost and Found, supported our fantastic arts programs, gathered (small!) groups of parents for coffee and walks, planned for the Tiger Night auction, spread sunshine, and started to prepare (fingers crossed!) for the BEST Super Saturday when we can all gather together again.

I am convinced that Ensworth has the most dedicated and talented parent volunteers in Nashville!

Race Talk Pilot Program We were also thrilled to partner this year with David Whitfield, Director of Community Engagement & Inclusion and beloved High School teacher, to develop a discussion

program for Ensworth parents centered on the issues of race in our culture. Entitled “Race Talk,” this eight-week pilot program has convened a group of approximately 20 parents to engage in courageous conversations about inclusiveness, innate bias, and shared experiences. Similar to the Harkness table for our children, Race Talk has encouraged participants to evaluate their individual life experiences, express themselves in a thoughtful manner, and listen to others with a similar degree of consideration. The feedback from this pilot program has been excellent. Two parents were kind enough to talk with us about their experience as participants in this powerful program (see pages 26–27). We greatly appreciate their insight and look forward to offering “Race Talk” to all parents soon.

It has truly been an honor to serve as President of the 2020-2021 Parent Association. I have an even greater love for the school having been able to work closely this year with so many parent volunteers (who have become friends!) and our school leaders, who are truly inspirational. There is still more work to be done and more fun to be had as we finish the 2020-2021 school year, and then I leave you in excellent hands as Kirsten Crosby steps up as President for the year to come!

Elizabeth Gerken

2020–2021 President of Parent Association

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COMMUNITY

PA R E N T P R O F I L E S Race Talk with Two Ensworth Parents Stephanie Walker Mother of Jovanni ’30 & Joseph IV (Age 2.5)

Tell us a little bit about yourself and your family.

I am originally from Los Angeles, but I found my way to Nashville by way of New York, Philadelphia, and Boston.

I have been living in Nashville for the last 11 years. I am a Neonatologist—recently retired from clinical practice from Vanderbilt Children’s Hospital. I work from home as a Managing Director with Beautycounter, a clean beauty brand.

I am also a pastor’s wife. My husband, Joseph Walker III, is a senior pastor at Mt. Zion Baptist Church in Nashville. We have two amazing children, Jovanni, who is eight years old and in the third grade at Ensworth, and Joseph IV who is 2.5 years old.

You are participating in the pilot launch of ‘Race Talk.’ Tell us about it and your experience in the group.

This has turned out to be a fantastic class that has brought together a diverse group of individuals, with very different experiences and perspectives, and puts them in a safe space that allows them to have difficult, sometimes uncomfortable conversations around race, stereotypes, inclusions/exclusions. The class has given me an opportunity to gain insight into other people’s experiences and upbringings that are quite different than my own and has forced me to be extremely introspective in terms of my own beliefs, values, and perspective. Speaking in terms of not only WHAT I believe, but just as importantly, WHY I believe it. Where did those thoughts or beliefs come from; what experiences cultivated or reinforced those thoughts over time? I have gained a better, almost granular awareness of how society, inclusive of schools, teachers, parents, families, and our respective work environments, impacts us, as well as our children/families.

It has led me to think about my responsibility as a parent in being even more deliberate about the conversations I have with my own children to combat many of the stereotypes and misinformation that are frequently disseminated in society 26 | ENSWORTH ENSIGHTS

about themselves and others, but also, my responsibility as a parent to be more proactive in filling the gaps with information and real conversations grounded in accuracy and solid values.

Do you have hopes of what will come out of it—for the parents involved, and/or the community as a whole?

I really hope that this class serves as a spark that ignites greater community-wide conversations and engagement. It has clearly demonstrated that we are capable of having difficult, yet civil conversations, and that it is actually okay to not have all the answers, yet have the desire to learn not just as young people, but also as adults and parents. It shows that as a community, we CAN create a safe space to have these conversations with the ultimate goal of improving our entire Ensworth community and beyond— creating a hea lthy, nur turing, and productive environment for all.

How do you see the PA helping to promote this moving for ward in regards to our mission to “Build Our Community?”

I think the PA can help by not allowing the conversation to die down. Yes, we are all aware of the social unrest that took place over the summer, but not allowing these types of conversations to simply be event-stimulated is critical to progress. Helping our community as a whole continue to make these conversations part of our everyday language such that they are no longer felt to be taboo. Instead, when it becomes part of the everyday conversation, dialogue f lows freely in both directions, creating greater sharing, understanding, and ultimately empathy that over time helps cultivate an environment that truly and authentically puts the focus on community, and on the WE as opposed to on the ME. How can we be our brother’s keepers? How can we make sure that we’re lifting as we climb? How can we make sure that we are really being inclusive and that no child is left behind?

“...we CAN create a safe space to have these conversations with the ultimate goal of improving our entire Ensworth community and beyond— creating a healthy, nurturing, and productive environment for all.”

Stephanie Walker

Save the date for these upcoming Parent Association sponsored events!

Clark Akers Father of Clark ’21 & Sterling (a senior in college)

Tell us about yourself and your family.

I grew up in Nashville, worked in the wireless telecom business in DC, Mississippi, and Nashville for 25 years and am now starting a company in the financial technology space.

My wife, Elizabeth, who is from Louisville, and I have been married for 25 years. We have two children, Clark, a high school senior and Sterling, a college senior.

You are participating in the pilot launch of “Race Talk.”

Tell us a little bit about it and your experience in the group.

It is a group discussion led by Rich Milner intended to open and encourage a dialogue on race. A cross section of Ensworth parents is sharing, via Zoom, thoughts and experiences about our perspectives and conversations about race. As it is a lively, articulate and thoughtful group, I am enjoying listening to and learning from everyone.

Tiger Night patron tickets now on sale! www.ensworth.com/tigernight

Do you have hopes for what will come out of it—for the parents involved, and/or the community as a whole?

I hope we all improve our listening, learning, and patience skills with each other. As our group continues to get to know and trust each other, I look forward to building on those relationships and to finding a way to scale and spread to a wider audience our ideas and our initiatives about the race conversation. It is a great opportunity to be able to participate in this conversation and Seminar. I appreciate being included!

Save the date!

May 1, 2021 at Ensworth Frist Campus 2021 WINTER | 27

ATHLETICS

MIDDLE SCHOOL

ATHLETICS HIGHLIGHTS

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ATHLETICS

M I D D L E S C H O O L FA L L H I G H L I G H T S 5th & 6th Football The 5/6 Ensworth Tigers continued their run of dominance in the HVAC Jr. Division. The team compiled a 3-0 record with outstanding leadership from sixth graders Cutler Smith, Daniel McGugin, and Warner Hart. One touchdown short of a shutout season, the Tiger offense was able to outscore opponents 100-6 on the season. Fifth graders Ethan Starling, Gage Bullock, and Isaiah Hasselbeck gave solid performances and are looking to play key roles on the team next year.

7th & 8th Football The 7th and 8th grade football team showed continual growth throughout the season. The team had a 1-1 record as many games were canceled due to the pandemic. Our team was led by a strong group of 8th graders that showed the leadership that was needed in a unique season: Malachi Battle, Ethan Utley, Rush Buntin, Jack Watts, Jonah Biller, Dev Patel, Roman Dixon, Steven Fridrich, Drew Bradley, William Hull, Daniel Ulm, Logan Miller, Jackson Reid, Sam Haley, and Cy Pepper.

Varsity/JV Volleyball The Girls JV & Varsity Volleyball teams had to adapt to new norms, like sociallydistanced, no-contact open gyms during the summer, practicing in masks and not sharing volleyballs, but we were eventually able to schedule and compete with other teams. Playing a total of seven matches, the players were challenged on many levels constantly, such as making last minute position adjustments, filling in for others, and not getting to end their season with the typical HVAC Tournament. This abnormal volleyball season was a successful one thanks to the leadership and hard work of eighth graders Diana Barrett, Sophie Gill, Brenna Hanbury, Leah Jackson, Sonia Keller, Grace Prentice, Gabby Snell, Niamiah Taylor, and Mia Thompson.

6th Volleyball Coaches, trainers, and athletic directors teamed up to offer a safe and fun learning experience for 23 sixth grade girls, including competition with five opponent schools for a total of 16 matches.

Varsity Tennis The Boys’ Tennis Team competed in six MS HVAC Matches (two vs MBA, two vs BA, CPA, FRA) and finished undefeated. Each match is determined by five individual matches. During

the six Varsity matches, there were a total of 30 matches played. The Tigers won 27 of the 30. It was a dominant group of outstanding players and teammates. All starters should be considered All-Nashville: Edward Coppeans, Mason Brunson, Thomas Armstrong, Jackson Baldwin, Grayson Michael, Jack Tompkins, William Smithwick, and Charlie Willers.

The Girls’ Tennis Team competed in five MS Matches (two vs BA, FRA, CPA, Grassland) and finished undefeated. Each match is determined by five individual matches. During the five Varsity matches, there were a total of 25 matches played. The Tigers won 24 of the 25 matches. Also a dominant group of outstanding players and teammates. All starters should be considered All-Nashville: Avery Franklin, Selin Weitkamp, Mimi Bowen, Tess Staelin, Molly Kate Orr, Anna Claire Damp, and Grace Thompson.

Girls’ Cross Country Thanks to the strong leadership provided by eighth graders Elli Baker, Lily Bowen, Wynne Braemer, Gracie Corn, Lizzie McWilliams, and Ryleigh Wilson, the Girls’ Cross Country Team made the most of a challenging and atypical season, winning every meet but one, getting faster and stronger every day, and most importantly, enjoying their time together each day and making the most of each opportunity.

The girls’ positive outlook and growth mindset resulted in each girl improving steadily throughout the season and running personal bests in their final meet of the year. Individually, sixth grader Zoey Rushing had a break-out season, finishing second in three out of four races and winning one, and eighth grader Lily Bowen had an undefeated season, convincingly winning all three races in which she competed and shattering the long-standing school record with a most impressive time of 11:42!

Boys’ Cross Country The 2020 Ensworth Middle School Boys Cross Country Team finished the season with a flourish, running more and more competitively in each successive meet and winning their final two meets. Eighth graders Grant Rehm and Mack Mahlendorf led the way for the Tigers throughout the season, finishing in first and second position for our team in every meet.

Additionally, Grant Rehm not only won the last two races of the year, but also set a new school record with a time of 11:14 in the last race.

Boys’ Golf Boys’ golf was 18 boys strong; the team was led by eighth grader William Hull and a solid

seventh grade group which included Jude Bambic, Eli Wilt and Justin Nozko. The boys competed in matches and practice rounds throughout the season and won the inaugural Mustang Invitational held at Temple Hills.

Girls’ Golf Josie Wilt, Claire Kurtz and Kate Haney were girls’ golf eighth grade leaders and, along with seventh grader Hayden Cherry, helped form a very solid and competitive group! The girls were lucky enough to have matches every Wednesday and several practice rounds sprinkled in along the way.

V/JV Girls’ Soccer The Varsity Girls Soccer team finished an outstanding season with a record of 6-1. The team developed a wonderful chemistry through fierce competition and joyful play. The offense was led by eighth grader Mimi Bowen’s eleven goals and six assists for a team-leading seventeen points, closely followed by seventh grader Charlotte Garza’s ten goals and four assists. The team outscored its opponents by a whopping 32-8 goals. Defense was led by eighth grade center back Wynne Braemer and defensive midfielder Brenna Hanbury who limited the opponents chances on seventh grade goalkeeper Gabi Bullock. At one point, the team went 135 minutes without allowing a goal over two and a half games, including four shutouts in seven matches.

V/JV Boys’ Soccer The Boys JV and Varsity Soccer Program overall had a successful year highlighted by the varsity team’s record of six wins, one loss, and two draws. Both teams had a combined 36 players with 24 of those players appearing in one or more varsity games. This season would not have been possible without the leadership of our eighth grade players, a dedicated coaching staff, and the program buy-in of our core philosophies: team first, be coachable, compete, and The Ensworth Way.

6th Boys’ Soccer The 6th grade Boys’ Soccer team kept a positive and energetic attitude throughout this strange season. They played hard and were understanding of all situations.

6th Girls’ Soccer The 6th grade Girls’ Soccer team was 29 girls strong and were true to the Tiger Spirit throughout the season. The team competed against area schools and improved with each contest.

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ATHLETICS

HIGH SCHOOL

ATHLETICS HIGHLIGHTS

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ATHLETICS

H I G H S C H O O L FA L L H I G H L I G H T S FOOTBALL: The Ensworth Tigers battled through a tough Division 2-AAA schedule and persevered through a season of unknowns. The Tiger defense was strong this season, led by the team leader in tackles, Toleo Malone ‘21 (62 tackles, 17 tackles for loss, and 2 sacks), Bryce Edmondson ‘21, Tyrone Ford ’22, Jai Morris ’21, Phillip Gray III ’22, Bralynn Morris ’23, Dylan Hudson ’23, Andre Turrentine ’21, Roland McGhee ’22, and Charles Ingram ’22. The Tigers’ offensive passing attack was led by QB Levi Moore ‘23 with 1422 yards passing, 8 TD, and leading receivers Jacob Page ‘23, Andre Turrentine ’21 and Toby Wilt ’22.

Leading rusher Mark Smith ’23 set the tone with 614 yards, 5 TD, followed up by Levi Moore ’23 and Charles Ingram ’22. Driving the front for the Tigers were Zach Bell ’21, Bralynn Morris ’23, Axton Hunt ’22, Phillip Gray III ’22, and Christian Grimes ’23. Special Teams’ key leaders were punter/kicker Hayden Horn ‘21 and long snapper Hudson Powell ‘22.

Division II-AAA East All Region: Tyrone Ford ’22, Axton Hunt ’22, Toleo Malone ’21, Andre Turrentine ’21, and Specialist Hayden Horn ’21.

Division II-AAA East All Region (Honorable Mention): Bryce Edmondson ’21, Roland McGhee ’22, Jacob Page ’23, and Mark Smith ’23. Division II-AAA Tennessee Sports Writer Association All-State Team and Tennessee Football Coaches Association Division II-AAA All-State: Toleo Malone ’21 and Andre Turrentine ’21.

GIRLS’ CROSS COUNTRY: The Girls’ Cross Country Team had a solid 2020 season, led by seniors Lucy Butler, Sara Daugherty, Chloe Edwards, Lainey Garside,

Maddie Hand, Nell Harris, Lindsey Hollomon, Allyson Smith, Sachi Srivastava, and Lillie Waddell.

Every runner improved as the season progressed, with Helen Thompson ’23 and Tatum Saunders ’24 setting records by each taking three minutes off of their 5K time. Sophomore Remi Schimmel placed 15th at the State Championship, earning a medal, and seniors Allyson Smith and Chloe Edwards had personal best races, helping the Tigers to a 12th-place finish. Ensworth’s JV team had a great showing at the Metro City Meet, taking 2nd place, led by sophomore Kate Rosen’s 2nd-place finish.

BOYS’ CROSS COUNTRY All runners accomplished personal records with an average improvement time of 1 minute and 25 seconds. The team placed 11th in the State Championship, 6th place in the City Championship, 8th place in the Coleman Midgett Invitational, and 6th place in the Clarksville Invitational.

GOLF: The Boys’ Golf Team finished their season as the Team Regional Champions and 4th in the state.

Senior Clark Akers ‘21 was named to the Division II-AA Tennessee Sports Writer Association All-State Team, and Virgil Herring was recognized as the 2020 TSSAA Boys’ Coach of the Year. The Girls’ Golf Team wrapped up their season as the Team Regional Runner-Up and were ranked 3rd in the state.

VOLLEYBALL: The 2020 Ensworth Volleyball season was special for many reasons. We had two students highlighted and recognized by the regional coaches as All-Region Team members; Erina Shin ’21 and Katie Barrier ’23 along with Hannah Scott

’23 as honorable mention. Unfortunately, we did not get to play more than four regional matches, but the girls showed great resilience and promise throughout the short season.

GIRLS’ SOCCER: The Ensworth Girls’ Soccer team started and ended the season on the exact same note, both with big wins! To start the season, the girls’ soccer team played a regional game and had a convincing 8-0 victory. The next match the team would play with all rostered players would be the last match of the season, where they had another convincing win against a regional opponent, 7-0. Genevieve Schaefer ’22 and Gianna Bullock ’21 led the team with four goals each. Mary Haley ’23 led the team in assists with four total. Genevieve Schaefer led the team in points with nine followed by Aliyah Batten ’23 with eight. Claire McGehee ’22 and Genevieve Schaefer were selected to the 2020 All-Region Team.

MOUNTAIN BIKING: The Mountain Biking program would like to thank our two seniors, William Vreeland ’21 and Sara Daugherty ’21, for their leadership and dedication to the program. William Vreeland was instrumental in helping create the Mountain Biking team and has served as the only captain the team has ever known. William earned points for the Tigers in every TN-NICA race that Ensworth entered. Sara Daugherty helped create a coed Mountain Biking team when she was the first female to join and compete with the team her sophomore year. Sara went from recreational cyclist to a top finisher in her division and her team’s point leader in her first year of competition.

COLLEGIATE SIGNINGS

Congratulations to the following students who have signed letters of athletic intent at the collegiate level: Dax Braemer Washington University in St. Louis (Baseball)

Patrick France Washington & Lee (Swimming)

Evan Petty University of California, Berkley (Swimming)

Gianna Bullock University of Oregon (Track & Field)

Rob McCall Southern Methodist University (Swimming)

Andre Turrentine The Ohio State University (Football)

Bryce Edmondson University of Memphis (Football)

Devin Obee Duke University (Baseball)

Andrew Yu Duke University (Baseball)

FACULTY

FA C U LT Y P R O F I L E S Melissa Fogaros

Middle School Math Teacher

What inspired you to become a teacher?

Middle school itself inspired me to become a middle school teacher.

Most adults remember a junior high experience riddled with uncertainty, insecurity, and the search for meaning and identity. As a Middle School teacher, I want to help guide students through their formative years. They desire to be known and recognized as individuals, but they also want to have a group and blend in. They want everything to be exciting, but they also want a routine so that they won’t be caught off-guard. I try to do everything I can to provide an environment where they can grow up to be the best version of themselves.

What drew you to Ensworth?

When I first visited Ensworth in the spring of 2004, I was teaching in a much larger school. I was immediately attracted to Ensworth’s smaller class sizes, beautiful facilities, and K-8 environment. Once I toured and visited with Dean of Students, Brooks Corzine, though, I was won over by the sense of community. Speaking with faculty members about their love of their students and their excitement about the High School that was set to open in the fall, I saw enthusiasm and joy not typically seen in a school atmosphere. I found that all of the 32 | ENSWORTH ENSIGHTS

students seemed to know each other and every adult on campus, and it felt as though everyone was relaxed and comfortable with everyone else.

In my experience, this was not a typical middle school setting. I knew I wanted to be a part of this group of people who all cared so much for and about each other.

What is your favorite part of the day?

It might seem funny for a teacher to say it, but my favorite part of the day is lunch. Ensworth’s lunch period is unique because the teachers stay in the cafeteria with the students.

We aren’t there as monitors or supervisors and we don’t rotate in and out; we each have a designated table where we sit every day and simply eat lunch with the kids. The students are assigned to rotate through our tables in mixed grade-level groupings so that every week they sit with a new group of students and a different teacher.

It sounds awkward, and even I was not sold on it when I first came to Ensworth, but think about it: there’s no “cool kids” table and no one has to feel left out or look for a place to sit.

With this setup, students can get to know kids and teachers they might not otherwise see during their typical school day. Just a few weeks into my first year, I came to wish every school held lunch the way we do. I believe our lunch routine is a key contributor to that inexplicable community feeling so many mention when they describe Ensworth.

What is one of your best Ensworth memories?

My favorite Ensworth memory is actually very recent, from last spring.

As both an eighth-grade teacher and eighth-grade parent last year, I had firsthand experience with the disappointment of students and teachers as we all stayed “safe at home” for the last quarter of classes. Aside from a few birthday parades and Zoomclass meetings, most of us saw no one but our families for quite some time before we came together again. When we did come together at the end of the school year in the form of an eighthgrade drive-through “Goodbye,” all of my daughter’s teachers, kindergarten through eighth-grade, lined the sidewalks and parking lot at Red Gables as I drove in the caravan of eighth graders and their parents. The tears and smiles were immeasurable that day as my daughter and I rode past her teachers and administrators waving and shouting their goodbyes.

At the end of the line, I parked and jumped out of my car to join in and wave at my own students as they exited the parking lot. I cannot express how grateful I was for the love of the Ensworth community on that day.

How does Ensworth effectively promote civil discourse among students and prepare them to engage with others thoughtfully and respectfully?

I think that Ensworth aims to help

FACULTY

Whitney Earhart Grade 4 Teacher students learn to comfortably express themselves through its course offerings as well as through the way classes are presented. Many classes require presentations, debates, and discussions, but they also intentionally prepare students for those outcomes before they occur. The Harkness Method, with its preparation before speaking, turn-taking, and rules of order, helps students to learn to think before they speak and to listen to others. Additionally, the face-to-face interaction created by the physical setup of sitting in the round promotes civility in a way that a discussion in a face-forward classroom of desks cannot. It allows participants to observe each other’s reactions and to see when others would like to speak. It creates a space where the speaker cannot forget they are involved in discourse, rather than a presentation.

Share 3-5 facts about yourself that others might not know.

• I love to read, but I never do so during the school year because I am too distractible. In the summer months, though, I usually read 20-30 books!

• I spent most of my childhood in Colorado, but I never went skiing until I moved to Tennessee and went back to Vail with my husband.

• I love teaching Algebra, but I am a writer and a grammarlover at heart; I would be an English teacher if the grading weren’t so subjective.

What inspired you to be a teacher?

I think it’s in my blood. My grandmother was a teacher and my mother was, too!

She worked in education for over 50 years. I studied psychology and earned my Master’s in counseling, so I expected that to be the path I would take, but I have always loved working with children

What drew you to Ensworth?

I know how great the education and the community can be in an independent school. I attended one for 12 years and loved it. When I moved to Nashville to attend grad school at Peabody at Vanderbilt, I was very fortunate that a fifth grade position at Ensworth opened up that same summer. I had two years of experience teaching fifth grade in Memphis, so it was a perfect fit.

What is your favorite part of the day?

My favorite part of the day is Morning Meeting. That time with my class is so important, and it’s a great way to start the day. We laugh, play games, and learn about each other.

What is one of your best Ensworth memories?

I have so many! The Chattanooga trip has provided me with many fun memories— one could be when a student went tumbling head over heels into a petting tank at the TN aquarium! Another year, our bus broke down stranding us for hours. We had a blast and even ordered pizza to the rest stop!

I absolutely love the special tradition of the class play. While it takes a lot of work and can be nerve-wracking, seeing my class work together to pull off a production is so rewarding. That moment

when the show ends and every student is beaming with pride is one of my favorite moments every year.

How does Ensworth effectively promote civil discourse among students and prepare them to engage with others thoughtfully and respectfully?

As a teacher, I set the tone in my classroom. Staying calm and speaking to students in a respectful way that shows I value them and their ideas is a model for their interactions. At the outset of the year, we practice how to greet one another with eye contact and a friendly tone. We maintain this practice daily in our Morning Meetings. Our ‘Book Club’ meetings in fourth grade are a great opportunity for teaching civil discourse. Four times throughout a class novel, students rearrange their desks to face one another. They engage in discussion as they go through a series of questions.

The students take turns speaking, acknowledge one another’s opinions, and share their ideas respectfully with minimal direction by me.

Share 3-5 facts about yourself that others might not know.

• Growing up, I was the only Whitney around, but as an adult, I’ve had three very close friends named Whitney.

• My dad was a naval aviator and my parents named my sister Amelia Earhart.

• Pre-COVID, I was a big concert-goer.

I have every concert ticket organized in an album all the way back to my first one in high school.

2021 WINTER | 33

FACULTY

Jim Miller

High School English Teacher

What inspired you to become a teacher?

My mother was in publishing and my father was a pastor, so the written and spoken word was the family breadand-butter. Additionally, by the time I was a sophomore in high school, I was coaching freshman debaters, so it was more-or-less written in the stars that I was going to be a teacher. I tried to dodge it because when you go to prep school, oftentimes the expectation is that you go out there to make a lot of money or be a master of the universe, but nothing worked until I committed to teaching, and then everything fell into place. I was also lucky to secure a first teaching position in which I had a tremendous deal of mentorship from older faculty, so I really benefited from their wisdom early on, and in as much as my students are my legacy, they are also the legacy of my mentors.

What drew you to Ensworth?

Well, primarily it was the Harkness table. After learning and teaching Socratically for so many years, the opportunity to develop my craft in a new direction appealed to me.

Also, I came in year six of the High School, so the opportunity to get in on the ground floors of building something new seemed like a very cool opportunity, especially in a community like Nashville that has more than its fair share of institutions reaching back to the Nineteenth Century. These aspects of Ensworth 34 | ENSWORTH ENSIGHTS

and the opportunity to work with my high school friend David Berry were what made Ensworth so appealing.

Tucker connect with and play with this boy for the rest of the day. I have a picture of the two of them on my desk.

What is your favorite part of the day?

How does Ensworth effectively promote civil discourse among students and prepare them to engage with others thoughtfully and respectfully?

Any part of the day when I am interacting with students. This year has been tough for many of us because the commons areas have been closed to students, and I feel like I can speak for many of my colleagues when I say that the shared downtime with students is one of the most essential parts of what makes our community so special.

What is one of your best Ensworth memories?

You know, the Harkness table was designed for the introverted student, but it privileges the extrovert. In my first advisory, Tucker Deaton was a pretty quiet young man. I remember he slept on the bus all the way back from the freshman retreat--that’s how exhausting the experience was for him. On Tucker’s first sophomore service learning day, we were working with kindergarten-aged kids participating in Special Olympics.

There was a five-year-old on the spectrum who had recently been removed from a bad home situation and he had not yet connected with his foster parents, let alone any teacher or classmate. Somehow Tucker’s quiet demeanor made him approachable to this youngster, and I got to watch

Well, civil discourse is baked into the Harkness experience. It is my job as an educator to draw out and highlight dissent from the common opinion (or my opinion) and to liberate lone voices from the tyranny of the majority. What passes as public discourse these days doesn’t really seem calibrated for moving hearts and minds; it seems more calibrated for self-righteousness and confirmation bias. The Harkness table at its best takes a more practical approach for improving the world.

Share 3-5 facts about yourself that others might not know.

• Huge movie buff. I have missed the Belcourt so much during quarantine.

• The Superbowl in my family is the Westminister Dog Show. I follow a lot of dog breed hashtags on Instagram. Cat people weird me out a little.

• I can’t stand reality television unless it is a creative competition show. If they are making something, I’m in, but the shows about people who are famous for being famous... nothing seems less real to me.

FACULTY

FA C U LT Y B O O K S H E L F

What did the Ensworth faculty read this winter?

JULIE RUSSELL

Administrative Assistant to Head of School

Women Who Run With Wolves

JENNIFER ISHEE

High School Latin Teacher

The Queen’s Gambit

By Walter Tevis

By Clarissa Pinkola Estés

The chess world has always been dominated by

Estés is a modern day cantadora—keeper of stories. Through fairy tales, stories, and myths from long ago, Estés reintroduces ancient wisdom of our ancestors and applies present insight to enlighten, empower, and venerate what still is the female soul. My daughter was given this book by one of her Sister nursing professors

males. Even today, I am often the sole adult female competitor in local open chess tournaments. This book thrusts a young fictional female character into a realistic version of the competitive chess world.

Not only does she become a professional player and reach the elite level, but her dedication to chess also helps her overcome her various addictions and discover her true personality. There is currently a movement to increase female participation in chess in the United States, and books like this help pave the way by showing what is possible.

at Saint Mary’s College at Notre Dame.

MARY CATHERINE BRADSHAW High School Service Learning Coordinator and English Teacher Caste: The Origins of Our Discontent

By Isabel Wilkerson

The publisher describes Caste as “a masterful portrait of an unseen phenomenon in America” about “how America today and throughout its history has been shaped by a hidden caste system, a rigid hierarchy of human rankings.” “Responsive, relevant, insightful, and well written,” says Ms. Bradshaw, “That is why I liked it.”

JIM MILLER

High School English Teacher

The People and the Books: 18 Classics of Jewish Literature

By Adam Kirsch

I had always been a fan of Fiddler on the Roof, but I was surprised to discover that there was source material, Tevye the Dairyman by Sholem Aleichem. Some of the sources are ancient, such as the Book of Esther and the history of the Jewish revolt against Rome by Flavius Josephus. The collection also includes a philosophical text by Spinoza, and some great folktales.

LIZ ATWOOD

Lower School Reading Teacher Leave the World Behind

By Rumaan Alam

Amanda and Clay and their two teenage children, a white family from New York City, are enjoying a vacation at a secluded, well-appointed AirBnB at the beach. In the middle of the night, the owners of the home, an older black couple, knock on the door, bringing news of a blackout that has overtaken New York City. They don’t know what caused it, and wifi, televisions and radios are no longer working. The last communication anyone has received was a push notification from the New York Times entitled “Breaking” followed by an unintelligible message.

At first the book seems like another dystopian thriller; but Alam layers the story with themes of class, race, technology dependence, and judgement.

A finalist for the National Book Award, Leave the World Behind is prescient, speaking to all of us living through an anxious and unnerving 2020.

Visit the Ensworth Blog at ensworth.com/bookshelf for more faculty book recommendations.

2021 WINTER | 35

FACULTY

FAC U LTY & S TAF F N E WS FACULTY BIRTHS Ashley Slay Glotta ’14 (Zach) Esther AnnMarie Glotta August 12, 2020 Krysten Call (Jon) Eleanor Maisie Call August 31, 2020 Juan Maigler (Alan) Mateo James Maigler Campbell October 27, 2020

Esther Glotta

Mateo James Maigler Campbell

Ann Stewart Henry

Carolyn Henry (Tim) Ann Stewart Henry January 5, 2020 Andrew Smith (Grayson) Alice Pearle Smith January 6, 2020

FACULTY WEDDINGS

Alice Pearle Smith

Virgil Herring

Stephanie Watson married Brandon Warf - July 25, 2020 Shomari White ’13 married ReJean Rouse ’12 - August 14, 2020 Karli Whitson married Baylor McKay - August 22, 2020

Eleanor Call

IN MEMORY Board of Trustees: Edith McBride Bass April 28,1932–September 5,2020 Patricia Champion (Trisha) Frist September 28, 1939–January 05, 2021 Thomas Bowman Zerfoss, Jr. November 1, 1923–November 30, 2020 36 | ENSWORTH ENSIGHTS

HS Grounds Staff were awarded the HS Field of the Year

FACULTY

PAS T FAC U LTY N E WS

Jessica Black joined the High School faculty in January, teaching Integrated Geometry and Honors Integrated Geometry for the second semester.

Jessica is an experienced educator with a B.S. in Aerospace Studies from Embry-Riddle Aeronautical University and an M.A. in Teaching from Belmont University. She was Nashville Teaching Fellow and most recently taught at Big Picture High School.

Head Groundskeeper John Clintsman was asked to present at the annual Tennessee Turfgrass conference on January 5. John was awarded the STMA (Sports Turf Managers Association) President’s Award for Leadership. He and the Ensworth Grounds Staff (Milton Valencia, Doug Wilson, Chase Pentecost, and Parker Bell) were awarded the 2020 Tennessee Turfgrass Association’s High School Field of the Year and the Pioneer Field of Excellence Award for the Daily Stadium football field. They also received STMA Environmental Certification for all fields on both campuses.

Andrew Halloran ’16 joined the Ensworth IT Staff in January, assisting at the Frist Campus with helpdesk and classroom support.

Head Varsity Golf Coach Virgil Herring co-authored the book Elevated with Drew Maddux. Elevated is a collection of bite-sized chapters of encouragement to propel readers beyond average and into a mindset held by the greatest leaders in sports, business, relationships, and life.

Kimberly Hubner joined the Ensworth community in 2021 as the new Director of Development. Kim brings 19 years of experience in independent school advancement and development, most recently serving as the Director of Development for the Marymount School in Los Angeles, California.

Director of Finance and Operations Whitney Johnson presented with Ensworth’s auditors at Armanino LLP for a National Business Officers Association (NBOA) webinar on November 19th on “Driving Innovation to Thrive Through the Covid-19 Pandemic.”

Walter Schultz and his wife Nancy are board members of Music City Baseball www.mlbmusiccity.com, which is an endeavor to bring Major League Baseball to Nashville. Walter also serves as a board member of the Nashville Sports Council, a group tasked with bringing amateur and professional sports to Nashville and Middle Tennessee. He has been tapped to lead the sponsorship subcommittee and will be on the Executive board team this upcoming year.

Bryan Van Vleet was named the Tennessee State Strength and Conditioning Coach of the Year by the National High School Strength Coaches Association.

In September, Ensworth’s former chair of the High School English department, Myra McLarey, released a new novel: Becoming Robbie Lee. The novel is a comingof-age story set in the 1950’s in Arkansas and explores themes related to racial and social justice.

Myra has engaged in a series of virtual conversations on the book, including one with Ensworth’s David Whitfield and another with University of Arkansas history professor and author, Jeannie Whayne.

Long-time Red Gables art teacher Bill Arthur’s work was recently featured in juried exhibitions at two galleries on opposite coasts. The Cultural Center of Cape Cod in South Yarmouth, Massachusetts accepted one piece for their “Abstractions 2020” show which ran October 28– November 22. And Arts Benicia in California’s Bay Area featured three pieces for the “Get the Message Words and Images” virtual show that was shown online November 14– December 31.

2021 WINTER | 37

ALUMNI

Ensworth Alumni

C LAS S NOT E S ALUMNI BIRTHS Jacqui and Trip Tate ’99 welcomed James Solomon Tate IV on August 30, 2020.

Haley and Ned Arthur ’02 welcomed Claire Arthur on March 14, 2019.

ALUMNI WEDDINGS Will Arthur ’00 married Amber Lampton on October 3, 2020.

Margaret Anne Moore ’08 married Michael Byerly on September 5, 2020.

Ashley Piper ’08 married Jake Pratt on November 21, 2020.

Steve and Gretchen Wilson Altenburger ’03 welcomed Magnolia Lynne “Maggie” Altenburger on May 26, 2020

Michael Dunn ’09 and Stephanie Seabaugh on September 26, 2020.

Michael and Molly Arthur Margadonna ’08 welcomed Roland Margadonna on March 4, 2019.

Margaret McDonald ’09 married Trey Talley on November 7, 2020.

Jordan and Richard Bowers ’09 welcomed Bo Henry Bowers on September 3, 2020.

Dylan and Anna Kate Dunn Craig ’09 welcomed Hayes Opal Craig on December 10, 2020.

Tim and Carell Brown Robinson ’09 welcomed Timothy Antowne “TJ” Wilson-Robinson Jr. on November 15, 2020.

Jack and Helen Beckner McDaniel ’10 welcomed Frank Morgan McDaniel on January 12, 2021.

Tyler and Katherine Beaman Tashie ’10 welcomed Koula Alice Tashie on November 16, 2020.

Trey and Rachel Smith Weir ’11 welcomed Hudson James Weir on November 21, 2020.

Zach and Ashley Slay Glotta ’14 welcomed Esther AnnMarie Glotta on August 12, 2020.

IN MEMORY Jillian Frances “Gigi” Pasley

Former student - Class of 2016 December 1, 1997 - Nov. 22, 2020 38 | ENSWORTH ENSIGHTS

Alli Hicks ’09 married Carter Younts on August 22, 2020.

Jennifer Oxford ’09 married Justin Marcum on November 15, 2020.

Emily Vaughan ’09 married George Haddock on October 24, 2020.

Grant Caudill ’10 married Grace Lyman on October 10, 2020.

Daley Hill ’10 married Jennifer Crosskno on August 29, 2020.

Paul Caudill ’11 married Katie Cox ’11 on September 26, 2020.

Laura Laine ’11 married John Austin Mays on November 7, 2020.

Drew Parker ’11 married Claire Cheek on September 11, 2020.

Julian Payne ’11 married Margot Fitzgerald on July 25, 2020.

ReJean Rouse ’12 and Shomari White ’13 married on August 14, 2020.

Stuart Smith ’12 married Will Browning on December 5, 2020.

Bella Sohr ’13 married Ryan Mitchell on October 16, 2020.

ALUMNI

Ensworth Alumni

C LAS S NOT E S 1970

Lee Oakley ’75 is the founder of Oakley’s Southern Delights. Lee and her friend, Jeannette Goddard, were recently mentioned in StyleBlueprint with information about the release of their cookbook, Tried and True: A Celebration of Food and Friendship. A portion of the proceeds goes to The Peterson Foundation for Parkinson’s Disease. Their book can be found online at Oakley’s Southern Delights and in-store at Something Special, Tinwings, Sperry’s Mercantile, Miss Daisy’s, and the Giftery.

Rachel Kaiser ’76 is an emergency physician at St. Thomas West Hospital and also a colonel in the Medical Corps of the U.S. Army Reserve. At the beginning of August, with only 48 hours’ notice, she flew to Corpus Christi, Texas to join an Army Urban Augmentation Medical Task Force (UAMTF) to assist with the COVID-19 outbreak in south Texas, a part of the country hit hard by the pandemic. “There is no defined end date to our mission,” Dr. Kaiser says.

“We will stay here as long as the hospital needs us. I

hope to return to Nashville with the knowledge that my army task force made a difference and helped relieve suffering right here in the U.S. It has been a very gratifying mission.”

1980

Jeff Jackson ’85, a Rhodes College History Professor, has launched a new book titled Paper Bullets: Two Artists Who Risked Their Lives to Defy the Nazis.

The book, published by Algonquin Books, offers a glimpse into the history of World War II at ground level through the story of an audacious anti-Nazi resistance campaign conducted by a pair of unlikely women whose love story made possible the daring actions they took while living under Nazi occupation.

2000

David Head ’08 started a new job as Head of Marketplace at Laskie which provides “the value of management consulting delivered through software, playbooks, and a network of experts.”

Jeremy Lehman ’08 started a new role as Senior Associate at KPMG.

Brittany Jenkins-Williams ’11 received her MBA in December of 2020 from King University.

Chris Coode ’09 started a new role as Electrical Designer at Burns & McDonnell.

Conor McDermott ’11 made the New York Jets roster as Offensive Tackle for the 20202021 NFL Football season.

Keep an eye out for #69.

Tavarres Jefferson ’09 was promoted to Associate Administrator at Riverside Community Hospital in Riverside, California.

2010

Drew Parker ’11 is the CEO of Everyday Active, an online health and wellness community that was created with the mission of helping people of all ages lead healthier lifestyles. To achieve this mission, Everyday Active provides guided workouts, nutrition plans, tracking resources and accountability from coaches and peers in a community atmosphere that encourages participation and fosters the Everyday Active Mindset.

Alyssa Patel ’10 returned to Ensworth as the Director of Service Learning at the High School. Alyssa worked at Cameron Prep since 2017 as Math Teacher, Grade-level Chair, and School Based Operations Support. Prior to that, she worked with Teach for America, where she was a Math Professional Development Leader and Operations Manager. Alyssa has her B.A. from the University of North Carolina at Chapel Hill and her M.Ed from Lipscomb University.

Addison Armistead ’12 released his first single, Weeping Tree, in November.

You can find it on Spotify, iTunes, or any other streaming App, just search for Addison Armistead.

Alexandra Callahan ’11 moved to Ann Arbor, MI to pursue her MBA at the University of Michigan’s Ross School of Business (class of 2022).

Evan Moskal ’12 was recognized in Forbes “30 Under 30,” as a co-founder of Courant, which makes designdriven wireless chargers. “The New York-based company has 2021 WINTER | 39

ALUMNI

Ensworth Alumni

C LAS S NOT E S been generating revenue since its inception and plans to expand into international markets this year. Courant is already working with brands like West Elm, Bloomingdales and SoHo House.” -Forbes Maya White ’12 has started a new position as Deputy Director of Grassroots Advocacy for the March of Dimes.

Corneilus “Corn” Elder ’13 made the Carolina Panthers roster as Cornerback for the 2020-2021 NFL Football season. Keep an eye out for #29.

Trent Holt ’15 returned to Ensworth as a Lower School Physical Education Teaching Fellow. Trent was previously a Camp Director for Big E Camps, as well as Lab Technician & Facilities at Smile Direct Club. He graduated from Rhodes College with a bachelor’s degree in general business.

Trent was also a member of

the Rhodes College Varsity Football Team for several years and served as Team Captain his senior year.

Patrick “P.J.” Settles ’15 returned to Ensworth as the Lower School Teaching Fellow. P.J. received his B.A. in History from Rhodes College. P.J. has also helped out over the years with E Sports Camps and Futures Leagues at Ensworth.

Andrew Halloran ’16 returned to Ensworth as an IT Staff for the second semester. Andrew is working at the Frist Campus assisting with the helpdesk and classroom support.

Melanie Burch ’16 began working for April Tomlin Interiors in June after graduating from the University of Alabama in May. Charlie Clifton ’16 has joined the Coaching staff at University of Georgia Swim and Dive team as

Assistant Dive Coach for this academic year. He is currently pursuing a Master of Science degree in Kinesiology.

Cooper Hadley ’17 is a rising senior at Auburn University.

Cooper is studying Electrical Engineering and has been an intern for two summers with Barge Design Solutions.

Michael Dunn ‘09

ReJean Rouse ‘13 Shomari White ‘13

Jenna Rolfe ’17 walked on to the University Tennessee women’s soccer team to help them out when their goalie was injured. She had three practices and they beat University of Florida!

Caleb Upkins ’17 interned for Google this past summer.

He was part of the group that inspired the Fast Company magazine article “I’m a VP at Google, and This is What My Summer Interns Taught Me.” (https://www. fastcompany.com/90557082/ im-a-vp-at-google-andthis-is-what-my-summerinterns-taught-me)

Stuart Smith ‘12

Timothy Antowne Wilson-Robinson, Jr.

S E N D U S YOU R N E WS !

Keep in touch with your classmates and let them keep up with you.

Send your latest news, moves and photos to alumni @ ensworth.com.

40 | ENSWORTH ENSIGHTS

Jeffrey Jackson ‘85

ALUMNI

Rachel Kaiser ‘76

Alli Hicks ‘09 with Ensworth alumni friends

Alli Hicks ‘09

Ashley Piper ‘08

Addison Armistead ‘12 Weeping Tree

Bella Sohr ‘13

Bo Henry Bowers

Daley Hill ‘10

Drew Parker ‘11

Drew Parker ‘11 Emily Vaughan ‘09

Esther AnnMarie Glotta

Frank Morgan McDaniel

Grant Caudill ‘10

Katie Cox ‘11 Paul Caudill ‘11

Hudson James Weir

Kaula Alice Tashie

Hayes Opal Craig

Jenna Rolfe ‘17 joined UT’s women’s soccer team

Lee Oakley ‘75

Maggie Altenburger

Lee Oakley ‘75

Margaret Anne Moore ‘08 2021 WINTER | 41

ALUMNI

A LU M N I PROF I L ES Meet the Young Alumni Working at Ensworth

Gary Pope ’09

Associate Dean of Students/Librarian High School Basketball Coach College & Major: Morehouse College, Finance Favorite Ensworth tradition: Field Day Favorite thing about working at Ensworth: What I enjoy most about working at Ensworth is connecting with our extremely talented student body, helping to cultivate their leadership skills and navigate the challenges they face.

Alyssa Patel ’10

Director of Service Learning

Olivia Carmichael Fitts ’10 Advancement & Alumni Coordinator

College & Major: Auburn University; Bachelor’s Degree in Nutrition and Wellness, Minor in Business, Minor in International Studies.

Favorite Ensworth tradition: Spirit Week and House Competitions (Go Vitality!)

Favorite thing about working at Ensworth: My co-workers, the students, and community events!

Lauren Cummings ’11 High School Nurse

College & Major: UNC Chapel Hill, Economics and Public Policy

College & Major: Lipscomb University, Bachelors of Science & Nursing

Favorite Ensworth tradition: House competitions and Homecoming week

Favorite Ensworth tradition: E-Cookies

Favorite thing about working at Ensworth: I love the teacher-student relationships. They were so valuable to me as a student, and getting to build them as a teacher myself has been very rewarding.

42 | ENSWORTH ENSIGHTS

Favorite thing about working at Ensworth: The people here make my job a joy, and this beautiful campus always makes me grateful to be an alumna and to work here!

ALUMNI

Shomari White ’13

Fitness Instructor, Football Coach, Soccer Coach, Seminar Teacher College & Major: Centre College, Anthropology/Sociology Favorite Ensworth tradition: E-Cookies Favorite thing about working at Ensworth: My favorite thing about working at Ensworth is having the opportunity to not only impact our students but watch them grow and develop into great members of society.

Trent Holt ’15

Physical Education Fellowship College & Major: Rhodes College, International Business Favorite Ensworth tradition: I love Field Day. Favorite thing about working at Ensworth: My favorite thing about Ensworth is the community Ensworth has created. Everyone is so giving. And now that I work here, I can give back to students like the faculty and staff did for me while I attended Ensworth.

Ashley Slay Glotta ’14

Fitness Instructor, Seminar Teacher, Head Varsity Volleyball Coach

College & Major: Austin Peay State University, Early Childhood Education Favorite Ensworth tradition: MERGE (for sure) Favorite thing about working at Ensworth: My favorite thing about working at Ensworth is definitely the bond that you create with the students.

P.J. Settles ’15

Fifth Grade Teaching Intern

College & Major: Rhodes College, History Favorite Ensworth tradition: Field Day Favorite thing about working at Ensworth: My favorite thing about working at Ensworth is building relationships with fifth and sixth graders, both as a teacher and a coach.

2021 WINTER | 43

COMMUNITY

Honoring the Legacy of our Permanent Trustees In recent years, Ensworth lost four formidable women whose leadership and philanthropy were instrumental to the growth and development of the school. Edie Bass, Patricia Frist, Alice Hooker, and Margaret Ann Robinson shared a passion for education and a love for Ensworth, and each was appointed a Permanent Trustee in recognition of her dedication and service.

Ensworth is planning an installation to honor the legacy of these women and other Permanent Trustees; more information will be shared in the Summer 2021 edition of Ensights.

Edith McBride Bass

April 28, 1932–Sept. 5, 2020 Edie Bass served several terms as a board member beginning in 1964 and she became a Permanent Trustee in 2001.

Edie established the Claire McBride Bass Endowed Fund for the Arts in memory of her daughter, and she was also a member of the John Comfort Society. Edie is preceded in death by her daughter, Claire McBride Bass ‘71 and she is survived by her children, Leslie McKinney Bass ‘70, Meredith Bass Nelson ‘72 (Charles), Lisa Bass Foote ‘74, Jean Maddin Bass ‘76, and Jack Maddin Bass III ‘84, and grandchildren, Richard Sutton Bull IV, Wilkes McKinney Bull, Andy Nelson ‘97, Charles Nelson IV ‘00, Maddin McBride Nelson ‘03, Douglass Gordon Foote III ‘03, Spencer Clifton Foote ‘09, Mason Bass Foote ‘11, Savannah Rhea Solomon, Jackson Keeler Solomon, Polly McBride Bass ‘20, Edith Mercer Bass ‘22 and Jack Maddin Bass IV.

Patricia Champion (Trisha) Frist

Sept. 28, 1939–Jan. 05, 2021 Trisha Frist served on Ensworth’s Board of Trustees from 1995-2000 and was appointed a Permanent Trustee in 2000. She and her husband, Dr. Thomas F Frist, Jr. were also members of the John Comfort Society. In recognition of their significant contributions to Ensworth, the High School Campus was re-named Frist Campus in their honor. Trisha is survived by her husband, Thomas F. Frist Jr., children Patricia Frist Elcan ‘79 (Charles “Chuck”), Thomas F. Frist III ‘83 (Julie), William Robert Frist ‘85 (Jennifer), and grandchildren Lauren Elcan ‘13, Cate Elcan ‘16, Carrington Elcan ‘20, Caroline Frist ‘19, Annabel Frist ‘21, Thomas Frist IV ‘23, Walker Frist, Jacqueline Frist ‘21 and Sophia Frist ‘23.

44 | ENSWORTH ENSIGHTS

Alice Ingram Hooker

Nov. 8, 1933–July 23, 2019 Alice Hooker served as a member of Ensworth’s Board of Trustees from 1976–1982 and 1985–2018 and was named a Permanent Trustee in 1992.

She was a member of Ensworth’s John Comfort Society. Alice was preceded in death by her husband of 62 years, Henry Williamson Hooker; and by her brothers Erskine Bronson Ingram II and Frederic (Fritz) Bigelow Ingram. Mrs. Hooker is survived by her children Bradford Williamson Hooker ‘72 (Jamie Ball), Lisa Hooker Campbell ‘74 (John Palmer Campbell III), and Timothy Ingram Hooker ‘75 and grandchildren Henry Williamson Hooker II, Alexander Guy Hooker, Alice Hooker Campbell ‘01, Eileen Campbell Hart ‘03 (Christopher Forbes Hart), John Palmer Campbell IV ‘12, Charles Ingram Hooker, Heather Louise Hooker, and great-grand-daughter Evelyn Elisabeth Hart.

Margaret Ann Robinson

Sept. 14, 1924–April 4, 2017 Margaret Ann Robinson and her husband, the late Walter M. Robinson, Jr., were one of the couples that founded Ensworth in 1958, and Margaret Ann served as the school’s first Registrar.

She served multiple terms on the Ensworth Board of Trustees and was named a Permanent Trustee in 2005. Ensworth honored the lifelong support of the Robinsons by naming the Lower/Middle School dining hall Robinson Hall. Margaret Ann is survived by her children, Ann Robinson Kelly ‘65, Libby Robinson Page ‘68, Emmie Robinson Rick ‘68, Dr. Walter M. Robinson III ‘74, grandchildren Sinclair Kelly ‘94, MacLaren Kelly ‘99, Wade Rick ‘94, Neil Rick ‘00, Florence Page Brown ‘03, and two great-grandchildren.

COMMUNITY

The 15th Annual Robert Inman Tiger Classic was held Monday, September 21, at The Golf Club of Tennessee. Since 2006, the tournament has raised close to $300,000 for the endowment fund, which provides financial aid for eligible students. The Robert Inman Endowed Financial Aid Fund was established by the Ensworth Alumni Board in honor of Robert Inman, a beloved teacher and coach at Ensworth for 33 years. Mr. Inman coached four athletic seasons for over 30 years and served as a mentor and inspiration to his students, encouraging them to develop their talents and discover their individual strengths.

Congratulations to the Winners!

1 ST P L AC E TE A M

CLO S E S T TO THE HO LE

LO NG E ST D RIV E

P UTTING C O NTES T

Greg Lanford Brian O'Shaughnessy Cameron Simmons Kyle Simmons

Hole #4, Ron Loftin Hole #10, John Fogaros

Men, Brian O’Shaughnessy

Roe Elam

Women,

Mary Alden Brett

1st Place Team

Save the Date!

2 0 2 1 R O B E R T I N M A N TIG E R C LASSIC : SE P TE M BE R 20, 2021 Email Olivia Carmichael Fitts '10 for a verbal commitment: fittso@ensworth.com 2021 WINTER | 45

COMMUNITY

Donor Profile

Georgette & Shervin Eftekhari

The vision of the Excellence Begins with E Campaign requires collective motivation from a variety of stakeholders to bring it to fruition. We asked a family in our community to share the inspiration behind their decision to step up as leaders in supporting the capital campaign.

The Eftekhari family joined the Ensworth community in 2014. Shervin is President of Zander Insurance Company, and Georgette has been an active volunteer with the school, chairing the Ensworth Auction in 2019 and currently serving as one of the chairs for Super Saturday 2021. Their daughter Stella is in third grade, and son Zane is a first-grader.

What do you think sets Ensworth apart / makes it unique?

In addition to nurturing students academically, socially, and artistically, Ensworth makes their students feel supported and loved—that is what truly sets Ensworth apart. When students leave Ensworth, they are well-rounded and have a heart for service, which was evident to us when we first toured the campus eight years ago. This dedication to the students and the community is what attracted us to Ensworth. These traditions span decades, tying together generations of students who are part of the Ensworth family.

What inspired you to give to the capital campaign?

Giving back to this special school was an easy decision.

The capital campaign will aid in providing more than just bigger classrooms, flex spaces, and a science lab. The fact of the matter is that the Red Gables Campus needs these improvements to continue to offer our students a first-rate experience. (A faster drop-off/pick-up line will also be very much appreciated by parents.)

46 | ENSWORTH ENSIGHTS

What would you say to someone else who was considering making an investment in Ensworth?

We would simply ask: if not us, then who? When you give to Ensworth, you are investing in the future of our community.

Our family hopes, in a small way, to help hand off the school in better condition for current and future students. To anyone that has the ability to give, the capital campaign is an opportunity to make a permanent and tangible difference.

If you were to come back and visit Ensworth in 20 years, what would you hope to see?

When we return to visit Ensworth in 20 years, we hope to see that the core of who and what the institution is, remains the same. We trust that future generations of Ensworth students will experience the commitment that teachers and staff put into developing their minds and hearts, as well as the sense of community that will be instilled. Reliving these traditions decades from now is something to which we look forward, as we know that Ensworth will continue to compete in tomorrow’s academic world and produce young people of integrity, talent, and ambition.

COMMUNITY

ENSWORTH

Grateful Groundbreaking Celebration November 20, 2020

ENSWORTH

GRATEFUL GROUNDBREAKING

let our hearts be full of both thank s

giving

RED GABLES CAMPUS

2021 WINTER | 47

ALUMNI

“We couldn’t be more impressed by how the administration and faculty have handled the immense challenges of teaching our kids through the pandemic.

We are very grateful that Reed is at Ensworth.”

“My kids are excited to get up and go to school each morning! What a joy to have kids so excited to learn and be a part of the community.”

Lauren & Chris Salvado (Lily ’28 & Chloe ’32)

“Ensworth did an excellent job of preparing our son for college.

The college counselors are the best around.”

David & Rebecca Klements (Reed ’23)

Christina & Dan France (Patrick ’21)

“We believe in the value of the Ensworth community and the education our boys have received there.

We are grateful for all that Ensworth has done for them, particularly this year!”

Tara & Stacy Kilgore (Harrison ’26 & Aidan ’27)

“Once a tiger, always a tiger!”

Katie Buttarazzi Class of 2020 Alumna

Why I Give Why do you give? Give online at

ensworth.com/give

“Despite this year’s challenges, we’ve been very pleased with the school and community during our first year at Ensworth.”

Josh Gilmore & Abby Flittner (Jessa ’33)

“I extremely enjoy being around the faculty and staff and the students. I love the work that goes on during the day here and the excitement everyone has for being a part of this place.”

Betsy Pylkas, Staff

48 | ENSWORTH ENSIGHTS

“We are grateful for the blessing Ensworth is to our son with an amazing education and wonderful friends and experiences.”

Braden & Meredith Bell (Zach ’21)

“A good education is one of the few things you can give to your grandchildren that will impact them for their whole lives.”

Robert & Nancy Walkenhorst (Grandparents of Robert ’30 & Bennett ’33 Buckley)

2020-2021 BY THE NUMBERS Ensworth has gone above & beyond to make our campuses safe:

3 92

Classroom Startup Kits

11

Disinfectant Foggers

816

Boxes of Disposable Gloves

20

Food Service Rolling Carts

10 0 Face Shields

425

Boxes of Disposable Masks

145

Plexiglass Desk Partitions

22 Tents

2,400

Floor /Directional Decals

16

37

50

Touchless Hand Sanitizer Stands

Whiteboards for Touchless Alternate Classrooms Thermometers

10 2

OWL Class Cameras

Nonprofit Org. U.S. Postage

PAID

Nashville, TN Permit No. 2630

Ensworth School 211 ENSWORTH PLACE NASHVILLE, TN 37205-1997

Summer courses, programs, and leagues for students of all ages!

www.ensworth.com/summer

2021