Ensights Winter 2018

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

WINTER 2018

CORE SKILLS Mastery Transcript Consortium PlaySight© Technology Core Skills & Cultural Competency 2018 WINTER | 1

BOARD OF TRUSTEES 2017-2018 President Toby S. (T.J.) Wilt, Jr. Vice President A. Bruce Moore, Jr. Secretary Christi Turner Treasurer Phil Hertik Legal Counsel John Jacobson Edie McBride Bass* Kathryn C. Brown Laura F. Chadwick Amy Christiansen Sandy Cochran Beth Courtney Bruce Crosby Jonathan N. Dyke Persephone Felder-Fentress Jennifer Frist Trish C. Frist* Craig Goguen Sam Hazen Phyllis Hildreth Alice I. Hooker* Philip D. Krebs Will Morrow Josephine Smithwick Jamee Thompson Head of School David Braemer, ex officio President Ensworth Parent Association Elena Rollins, ex officio President-Elect Ensworth Parent Association Britt Horn, ex officio President Ensworth Alumni Board Lee Oakley, ex officio *Indicates Permanent Trustee

ENSWORTH ENSIGHTS

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.

Administrative Team David Braemer Head of School Dr. Sarah Buchanan Associate Head and Director of Enrollment Management David Morgan Associate Head and Head of High School Ricky Bowers Associate Head and Director of Athletics Bruce Libonn Head of Lower School Chan Gammill Head of Middle School Darrell Wells Director of Finance and Operations Jenny Hannon Director of Institutional Advancement Bobby Mirzaie Director of Curriculum and Instruction Jason Hiett Director of Technology

9 Above Caitlin Harris, Lower School Chinese

Contents ACADEMICS 03 Core Skills 26 For the Record 28 Summer Grants

31

49

Above Artist in Residence, Rock Band

COMMUNITY 40 Lower School/Middle School Events 42 High School Events 44 Parent Association 54 Excellence Begins with ‘E’

Above Robert Inman Tiger Classic

ARTS

ATHLETICS

30 Artist in Residence

36 Middle School Athletics

32 Thoroughly Modern Millie: Middle School Fall Play

38 High School Athletics

34 The Taming of the Shrew: High School Fall Play

FACULTY 46 Faculty News 47 Bookshelf ALUMNI 48 Featured Alumnus 49 Robert Inman Tiger Classic 50 Class Notes

46 Above Ricky Bowers inducted into TFCA Hall of Fame

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

48 Above Featured Alumnus, Richard Pickens

Copyrighted 2018 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. EDITORIAL STAFF Paul Downey, Jenny Hannon, Nancy Keen Palmer-Gift, Anne Stringham, Tiffany Townsend. CONTRIBUTING WRITERS Mary Catherine Bradshaw, David Braemer, Paul Downey, Alli Hicks, Nancy Keen Palmer-Gift, Bobby Mirzaie, Cindy Rose, Tiffany Townsend, Grace Tseng. PHOTOGRAPHY Travis Commeau, Mary Byrne Dailey, Paul Downey, Tim Jones, Nancy Keen Palmer-Gift, Adrienne Parker, John Picklesimer, Mike Strasinger, Daniel White.

GRAPHIC DESIGN Circa Design

2018 WINTER | 1

MESSAGE FROM THE HEAD OF SCHOOL

Core Skills While some parents lament the reality that their children are growing up, I enjoy the increased self-sufficiency of my children, a fact that I particularly appreciated when traveling over the recent holiday season. Watching young families try to wrangle babies, toddlers, and all of the accompanying equipment through airports, rental car counters, etc., makes traveling with my family seem like a walk in the park. Having older children, however, does create its own set of challenges such as social media, peer pressure, and driving, to name just a few. At the same time, after successfully navigating the early years of diaper bags, car seats, and family bathrooms (when available), I have some confidence that I will be able to manage the challenges of the future.

Unfor tunately, there is no clea r playbook for parenting, especially since the context in which one is raising their children evolves at a pace that feels consistent with Moore’s Law. With that being the case, the skills needed to parent are more important than ever. While I do not claim to be an expert on parenting, I do know that Timiny and I are at our best when we collaborate effectively and communicate clearly, both with our children and with each other. When confronting new situations, like whether we should allow our children to use Snapchat, and if so, at what age, we question and evaluate the circumstances to make an informed decision. All the while, we try to observe our children, with the hope that this will increase our understanding of them and what they are experiencing, providing further guidance in our efforts to parent effectively.

The skills I describe are not specific to parenting. They can be applied to any variety of situations and reflect many of the Core Skills that are at the heart of Ensworth’s program. As a school, we believe strongly that the development of skills that cut across traditional disciplinary boundaries enhances one’s continuing ability to grow and to learn. By developing

2 | ENSWORTH ENSIGHTS

in students the capacity to collaborate, to communicate, to observe, to question, to speculate and hypothesize, to evaluate, and to apply knowledge, we are putting them in a position to enjoy a life of meaningful engagement personally, professionally, and as members of society.

This commitment to a skills-based approach does not mean that we are ignoring the importance of curricular content. Instead of the traditional educational model, where the content serves as an end in itself, we value content as the means by which the Core Skills can be developed. This is the difference between asking a student to memorize a list of causes for the Civil War and asking a student to identify and explain the point in history when the Civil War became inevitable.

The latter approach leads to deeper understandings and the development of skills that transcend the subject matter. The result is a richer, more vivid educational experience.

Ensworth’s commitment to the Core Skills empowers our graduates, not only to navigate the complexity of a rapidly cha nging world but also to take advantage of the new opportunities that change creates.

This is an educational approach in which the outcomes stick with students, as well-developed skills become second nature. So, as liberating as it is for me to travel with my children now that they are old enough to carry their own stuff, it is even more gratifying to know that they are also starting to carry the tools they will need for success in college and beyond, and that they are becoming increasingly proficient in using them. I have Ensworth to thank for that.

David Braemer HEAD OF SCHOOL

Core Skills collaborate

evaluate

communicate

Enhance growth and learning across all disciplines.

hypothesize

observe

question apply knowledge

The words are displayed on banners across both campuses, and a diagram of the concepts hangs in each classroom next to the Ensworth Mission Statement. To collaborate, to communicate, to observe, to question, to speculate and hypothesize, to evaluate, and to apply knowledge: these are Ensworth’s Core Skills, and they guide the teaching and learning process across every discipline.

2018 WINTER | 3

CORE SKILLS

S

imilar to Ensworth’s Vision Statement , the Core Sk i l ls were or i g i na l ly developed as part of the foundation of the High School program. According to Head of High School David Morgan, the founding faculty decided the Core Skills in the manner of the Founding Fathers at the Constitutional Convention, and the group gave serious consideration to the selection of each skill, even debating whet her t hey shou ld be ex pressed as inf initives or gerunds. The Core Skills they decided upon ref lected a combination of the scientific method and creative exploration in the humanities.

As noted in Ensworth’s College Profile, “the Search for Truth involves not only mastery of individual disciplines, but a lso the development of skills that cut across traditiona l disciplina r y b o u n d a r i e s a n d e n h a n c e o n e ’s continuing ability to grow and learn.”

Representing a conf luence of social, emotiona l, a nd academic lea rning, the Core Sk i l ls ref lect Enswor th’s commitment to educating the whole 4 | ENSWORTH ENSIGHTS

child and preparing students for success that extends beyond test scores and grade point averages.

In the following articles, we examine the Core Skills individually and demonstrate how they are applied in different aspects of Ensworth’s programs. Then, we ask the question: what would it look like to base our assessments of students on their mastery of key skills instead of a ssig n i n g let ter g rades to t hei r understanding of content? Finally, we explore how students exercise the Core Skills both within our local community and across the globe through service learning and international trips.

This issue demonstrates how Core Skills inspire students to see learning oppor t u n ities i n ever y ex per ience and to approach these opportunities w ith curiosit y, f lexibi lit y, respect , and confidence. With this foundation, students are equipped to continue their search for truth well beyond their time at Ensworth.

What would it look like to base our assessments of students on their mastery of key skills instead of assigning letter grades to their understanding of content?

CORE SKILLS

communicate

observe

ŮŮ Express ideas articulately, clearly, and respectfully

ŮŮ Be alert to the achievements and contributions of others

ŮŮ Listen receptively without imposing assumptions

ŮŮ Be alert to spotting and capitalizing on the unexpected

ŮŮ Discern false assumptions

ŮŮ Watch for patterns

ŮŮ Provide information concisely and effectively across a variety of modes such as auditory, written, kinesthetic and visual imagery

ŮŮ Design and employ methods of collecting and recording evidence ŮŮ Practice the art of awareness of one’s self and surroundings

ŮŮ Use disagreement in the search for truth ŮŮ Support or justify a position with evidence ŮŮ Contribute in a manner that moves previous ideas forward

collaborate ŮŮ Marry one’s own talents, skills, and knowledge with the talents of others within a group

apply knowledge

ŮŮ Enhance community culture by supporting others’ achievement regardless of one’s own achievement

ŮŮ Apply skills and knowledge to new contexts

ŮŮ Work as a group to create and obtain goals that would not be individually achievable

ŮŮ Apply deduction (apply general rules to specific instances)

ŮŮ Build an inclusive conversation with all group members

ŮŮ Translate intellectual concepts to practical applications

ŮŮ Exercise self-reliance in spotting errors and correcting them ŮŮ Assess the validity of arguments or solutions, perhaps by using different evaluative methods ŮŮ Determine the relevance and value of sources ŮŮ Examine one’s own conclusions through the lens of another ŮŮ Analyze and interpret empirical data comprehensively

ŮŮ Exercise independence of thought rather than mimicry ŮŮ Be open to the possibility of more than one correct approach

evaluate

speculate & hypothesize

ŮŮ Demonstrate resourcefulness ŮŮ Propose possible solutions to questions ŮŮ Apply induction (extrapolate patterns to general rules) ŮŮ Enhance creativity ŮŮ Develop assertions that can be examined using objective criteria ŮŮ Practice language that infers rather than assumes, i.e. “It seems that…”

question ŮŮ Discern areas that could benefit from further scrutiny ŮŮ Ask questions without expecting certain answers ŮŮ Employ questions in the search for truth ŮŮ Investigate diverse perspectives ŮŮ Learn to compose effective questions

2018 WINTER | 5

CORE SKILLS

communicate

Learning Positive and Productive Interactions in Kindergarten

Communication is a core skill we all begin learning from the moment we are born.

In both verbal and non-verbal ways, children learn how to communicate with the world around them to express wants, needs, emotions, and more. Our goal at Ensworth is to build on this foundational skill and help students communicate effectively and respectfully, which positively impacts the individual, his/her interactions with others, and the supportive strength of our community.

The development of this Core Skill begins on day one at Ensworth for our youngest tigers.

T

he kindergarten daily routine starts with the Morning Meeting.

More than just an opportunity to review the agenda for the day, the Morning Meeting is a time for students to practice their listening and communication skills. To begin, all students sit in a circle, and children take turns greeting each other by name. Learning names, learning to address each other by name, and making eye contact while speaking are lessons that are emphasized in the first few months of school. Sharing time follows the morning greeting, and students have the opportunity to share a story or thought with the group. The activity helps students become more comfortable speaking within a group and also helps them practice listening respectfully when others are speaking.

Later in the fall, when students have developed an understanding of the expectations and core components of communicating with their classmates, they begin Writer’s Workshop and Author’s Chair. In the Author’s Chair, students share their writing with the class, and the class has the opportunity to respond. Teachers encourage students to offer their feedback in the form of ideas, questions, or compliments. The exercise helps students learn how to give and receive feedback, how to ask questions that will spark conversation, and how to build off each other’s ideas.

6 | ENSWORTH ENSIGHTS

CORE SKILLS Conflict resolution is another key element of communication addressed in Kindergarten. Developmenta lly, children are egocentric at this age, and they have to learn how to interact in ways that consider the other person’s feelings or needs. When conf lict arises, students are encouraged to work on resolving the problem together instead of looking to the teacher to address it. They learn to look face to face and calmly say “I didn’t like it when…” or to ask “will you forgive me?” Teacher Sukey Johnson notes, “At Ensworth, we have the luxury as educators to teach and mold the whole student, not just the mind, but the soul, spirit, and role in the community.

We teach manners, life lessons, and consequences in a loving way.”

As students move through the year, they have a variety of opportunities to practice their communication skills not just with their classmates, but with other members of the community. With Reading Workshop, they begin to learn how to work with partners, and they move among the classrooms, so they interact with different students, teachers, and interns. Each kindergarten student also has a third grade reading buddy, a fifth grade buddy who accompanies them at the pet show and Biography Fair, and an eighth grade buddy they partner with for scavenger hunts, games in the gym, spirit assemblies, and the St. Jude Mini-Marathon. All of these activities help kindergarteners become comfortable communicating and collaborating with students of all ages.

I n t he spr i n g , s t udent s t a ck le one of t he a spec t s of communication most-feared in the general population: public speaking. While collecting change for their annual service project with Habitat for Humanity, they are responsible for encouraging participation from other students. In addition to greeting in the lobby during arrival time, kindergarten students also speak on stage during lunch periods. Each student learns one line that he/she speaks into the microphone, and for many, it is the first time they have been in front of an audience.

Teacher Megan Florentine states, “The kindergarteners get so excited to get up on the stage and announce our Habitat for Humanity project to all the students at the different lunch periods. Rather than face this challenge with fear, as they would have earlier in the year, they climb the steps to the stage and speak into the microphone with confidence, enthusiasm, and pride.” This is a pivotal moment when the kindergarten teachers witness the culmination of their efforts: a confident student, effectively speaking to a group of peers that respectfully listens and responds, representing not only the power of Core Skill building, but its impact on our entire community.

Tiffany Townsend Director of Marketing & Communications

When we care about ourselves, each other, and our classroom: We

share with each other. We

use kind words and gentle hands.

We

listen carefully and use our

watchful eyes. We take time with our work and

help each other learn. We

take good care of all our materials.

play together and have fun together. We stand up for ourselves and each other. We

We

work

together,

remember to use our open minds and open hearts. We

understand

that everyone makes mistakes and we try to make good choices. We

know that when someone asks us to stop, we stop.

This is who we are, even when no one is watching.

Above is an example of classroom rules that the children in each class write the first week of school. The rules reflect the responsive classroom environment that encourages respectful communication among students and between students and their teacher.

2018 WINTER | 7

CORE SKILLS

collaborate

Lower/Middle School World Language

“C

ol laboration creates a sma l l com mun it y committed to achieving a goal. Students are more likely to take risks as they complete their work; they are more likely to stay engaged, and they absolutely have more fun,” says Lower School Chinese teacher Caitlin Harris. With this in mind, Ms. Harris and her World Language colleagues weave creative activities aimed at promoting peer-to-peer learning throughout their Spanish, Chinese, and Latin curriculums.

In Mr. Lloyd’s Middle School Spanish classroom, students collaborate in a speed-dating format, swapping partners after two minutes of conversation. In Ms. Harris’ Grade 4 Monster Project, one student is charged with describing a monster in Chinese, and the other must bring it to life with an illustration. Mr. House utilizes a vocabulary game called One Word at a Time, where each student is given a Latin word that contributes to a group sentence, and Ms. Skillicorn’s students love when she turns on Quizlet Live, an online vocabulary game that randomizes teams.

All teachers note aspects of leadership and empowerment that arise through collaborative work in a second language.

Whether it’s an older student teaching a younger one or a more f luent student working with a friend, as students prepare to share with others, they more fully realize their own understanding and pass along their unique perspectives to the benefit of their peers.

Inter-classroom collaboration also offers opportunities for students to use their combined knowledge to enhance the 8 | ENSWORTH ENSIGHTS

For abundant examples of the core skill “to collaborate,” look no further than Ensworth’s Lower/ Middle School World Language Department. Whether they are orchestrating partner activities in classroom vocabulary or devising cross-curricular projects with colleagues, this group of teachers unanimously demonstrates the power of collaboration to positively impact second language studies and more. learning experience. When Grade 5 uses the Makerspace to work in groups constructing Chinese vocabulary board games for kindergarten and Grade 1 students, their collective brainpower strengthens the group, which makes the game better and elevates the learning of all parties involved. Similarly, Ms. Perry’s Grade 2 students create animal vocabulary books that contribute to the Spanish vocabulary of their kindergarten cohorts. Beyond the individual impact on each student, these collaborative initiatives also have the power to bring synergy across subject areas.

Latin at the Grade 6 and 7 level is designed to be crosscurricular. Together, Latin, English, and History teachers discuss key topics, skills, and projects that are woven into lesson plans each year. Vocabulary is most notably interconnected; all Latin vocabulary correlates with grade-level English equivalents, with the added benefit of the etymology of the word being a critical component of the class. “For instance, we can speculate that if the Latin word cadere means to fall, then casCADing waterfalls have falling water” notes Ms. Skillicorn.

“To communicate is to collaborate; throw in a second la ng uage, a nd collaboration becomes undeniable,” remarks Ms. Perry. She sums it up well, and along with her colleagues, has cultivated a powerful World Language program on our Lower/Middle School Campus.

Nancy Keen Palmer-Gift Communications Coordinator

CORE SKILLS

Collaborative work builds community and enhances learning by offering students the chance to lead and learn from others.�

Caitlin Harris Lower School Chinese

2018 WINTER | 9

CORE SKILLS

observe

Sri Ganesha Temple

Grade 7 Religious Studies in Human Geography

A well-known idiom states, “Seeing is believing.” For seventh grade students at Ensworth, seeing religious centers firsthand helps them better understand different beliefs.

A

ccording to Ruby Cortner, L ower/ M idd le School History Department Chair, one of her favorite aspects of teaching is observing the students while they learn about other cultures, especially other religions. “They have so many questions,” she says, “and the ones they ask are fascinating.” Although Hinduism is the oldest religion still practiced today, the comparative study does not progress chronologically. Instead, students begin with Judaism, followed by Christianity and then Islam. All of these religions are Abrahamic (from Abraham), which makes it easier for students to discern connections and discover similarities.

After Abrahamic religions, students learn about Hinduism and Buddhism.

Studying the history of these religions helps students become well-versed in the terminology that religious leaders use, preparing them to ask informed questions during their site visits and to feel like they have ownership in the learning process.

10 | ENSWORTH ENSIGHTS

The first trip the students take is to Congregation Micah, a Reform Jewish synagogue, where Rabbi Laurie Rice hosts the group. Many of the students have attended a bar or bat mitzvah, so they are familiar with the environment of a Jewish synagogue, but the trip allows them to dig deeper and observe the religious rituals more closely. They see a Torah scroll from the temple’s a rk a nd listen a s R abbi R ice reads from the Torah in Hebrew. Cantor Lisa plays guitar and leads the students in songs, both in English and Hebrew. As Ms. Cortner notes, “They are all quite mesmerized by the experience. They think they won’t join in, that they’re too cool, but Cantor Lisa has mad guitar skills and despite themselves, they are drawn in by her magical guitar!”

D u r i n g t he s t udy of Ch r i s t ia n it y, students delve into the history of the religion. Many are surprised by what they learn, as they often don’t know about the origins of Protestantism. The

only “Martin Luther” most students have ever known is Martin Luther King who led the Civil Rights Movement in the United States, so when they discover that the Protestant Movement was started by a man with the same name and with comparable ideals, the students see the similarities fairly easily. To establish a further connection, the group travels to Holy Trinity Greek Orthodox Church. Since most of the students are not familiar with Eastern Orthodox Christianity, it is a new experience for them to see the religious iconography.

Father Gregory Hohnholt hosts and talks about the liturgical use of the icons and the split between the Eastern and Western churches during the Great Schism. He possesses a quiet presence, patiently fielding questions about each and every saint.

For the study of Islam, students visit the Islamic Center of Nashville, where they are hosted by Ensworth alumnus Rashed Fa khruddin ’ 83. They visit

CORE SKILLS

Class of ’23 visit to Congregation Micah

during noon-time prayers, observing Muslims coming in for this ritual. The group is welcomed by both Muslim men and women, who share punch and cookies with them. Mr. Fakhruddin discusses the importance of the Five Pillars of Islam and the misconceptions about Isla m a s wel l a s h is ti me at Ensworth. “Students see that what the media has portrayed about Islam is not always accurate. They observe that it is a welcoming environment, very peaceful and family oriented. They also observe that the Koran, which is the holy book for Muslims, shares much with the Christian Bible and the Jewish Torah.

Adam and Eve, Abraham, Moses, Jesus, and Mary—they’re all in the Koran. They are called Adan, Eva, Ibrihim, Musa, Isa, and Mariam,” says Ms. Cortner. “Mr. Fakhruddin loves to show his Ensworth yearbook photos and talk fondly of Mr. Inman and other faculty before heading on to more serious matters of religion.”

After Islam, students learn about India and Hinduism. They travel to the Sri Ganesha temple in Bellev ue, where they are hosted by Monica Cooley, the daughter of a Christian missionary who spent significant time in South Asia and married a Hindu man. She understands what it is like being an observer and

wanting to know more, so she anticipates the students’ questions. During the visit, students see a great deal of Hindu statuary and learn that the statues are not idols—a common misconception— but a way of bringing Hindus closer to their god, Brahmin. Because Hinduism has no single founder or cohesive set of scriptures, it ca n be diff icult to conceptualize, but the trip does a great job of helping the students ga in a n awareness. Ms. Cortner says that she is always amazed by the respectfulness of the students and the thoughtfulness of the questions they pose.

T he st udy of Budd h ism is t ack led solely in class. Through professional development opportunities, Ms. Cortner has been able to travel through Asia to observe Buddhist centers and learn more about the religion in different regions, such as Tibet, Vietnam, Japan, Cambodia, and Sri Lanka. Her personal ex per ience helps her a nswer most of the students’ questions about the religion, although she is hoping to make a connection with a loca l Buddhist center that the group can visit. Because the students have been ex posed to Hinduism, the path to understanding Buddhism’s roots has become easier.

Ms. Cortner notes, “These visits help students open up and inspire them to continue asking questions, many of which don’t always have answers. If they can become comfortable with questions that don’t have answers, then they are ready for an interesting life.”

Tiffany Townsend Director of Marketing & Communications

These visits help students open up and inspire them to continue asking questions, many of which don’t always have answers.

2018 WINTER | 11

CORE SKILLS

question Mr. Chanaca’s Students Learn from Veterans

As a teacher of American history and particularly the “World War II: A Global Perspective” class, David Chanaca has an intense interest in his students learning from veterans, the quintessential primary historical source. When talking with him, you would think that preserving veterans’ stories is a lifelong passion. But this interest is new relative to his long teaching career at Ensworth.

M

any alumni remember the absorbing units in Mr. Chanaca’s history and social studies classes—such as the First City game and the Watergate unit—at the Lower/Middle School Campus before he began teaching at the nascent High School Campus in the early 2000s. Although not part of the formal curriculum yet, the Core Skill “to question” was an important element of these in-depth studies.

After moving to the High School Campus, Chanaca continued to seek unique activities that would inspire curiosity and deeper understanding in his students.

Through his own personal studies, Chanaca’s interest in World War II deepened, and he started teaching on the subject six years ago. The summer before his first course, Chanaca recalls, “I read a lot of books.

But as I started teaching, I realized I didn’t know anything about war.

And that’s when I thought, ‘Who would know?’”

This question sparked the idea to work veteran interviews into the curriculum, with a particular emphasis on learning how to formulate questions. His students have interviewed veterans on campus, at local assisted living facilities, and even out of state.

12 | ENSWORTH ENSIGHTS

I read a lot of books. But as I started teaching, I realized I didn’t know anything about war. And that’s when I thought, ‘Who would know?’

David Chanaca High School History

CORE SKILLS

When consulting a primary historical source like a war veteran, Chanaca explains, “It’s really about formulating the question, understanding that these are real human beings that have experienced the event. The real art of history is to create empathy.”

This fall, Mr. Chanaca organized the fifth annual veterans celebration on the High School Campus before Veterans Day. The assembly featured a presentation by author a nd historian Marty Morgan, who has appeared on the History Channel a nd t he Nationa l G eog raph ic Cha n nel a nd consu lted for Saving Private Ryan, HBO’s Band of Brothers, and multiple video games. “He’s the Forrest Gump of World War II history,” explains Mr. Chanaca. “He’s everywhere.”

in textbooks, there’s very little learned because you’re not generating the question.”

Mr. Chanaca’s work with veterans extends to the Service Learning program. He, along with Mr. Love, led a group of 24 students to VFW Post 1970 in West Nashville on Service Learning Day in September.

Students also have the opportunity to visit the WWII Museum in New Orleans and interview veterans there as part of their Veterans Service Learning experience.

A f t e r c or r e s p on d i n g w it h the W WII veterans through letters, the group travels to New Orleans for a weekend, where students are able to meet with the veterans in person.

Nothing is really learned unless you ask the right questions

After the assembly, the wider community assembled for roundtable discussions featuring the veterans, who were parents, grandparents, and friends of Ensworth students and faculty. A feeling of mutual respect was palpable as the intergenerational groups shared questions and conversation.

The students’ interactions with the veterans are an invaluable part of the learning process. “Nothing is really learned unless you ask the right questions,” Mr. Chanaca says. “If we just take what is presented to us

The interactions between the students and WWII veterans promote open and honest conversation that builds a bridge between the past and present. Through these experiences, students learn to ask questions that are both insightful and respectful, and they gain new perspectives that deepen their connection to history.

Paul Downey Assistant Director of Marketing & Communications

Mr. Chanaca and Marty Morgan met on the Stephen Ambrose Historical Tours’ alumni trip to Normandy in June 2016 and will be overseas together again with their upcoming Alumni Travel opportunities. The Summer of 2018 includes a return trip to Normandy as well as the official “Band of Brothers” tour, visiting locations of Easy Company, dramatized in HBO’s 2001 miniseries.

2018 WINTER | 13

CORE SKILLS

evaluate

PlaySight Technology The application of Core Skills isn’t limited to the classroom; it also expands to the fields, courts, and studios on campus. A new technology is helping students and coaches evaluate athletic performance and apply this knowledge to address mistakes and enhance skills.

E

nswor th recently insta l led PlaySight Smar tCourt technolog y th roughout the ath letic faci lities a nd in the da nce studio, providing access to cutting-edge analysis technology in tennis, basketball, volleyball, soccer, dance, and aquatics.

PlaySight leverages both multi-angle video and proprietary analytics to help athletes examine and assess details of their performance in real-time.

The system includes multiple fully-automated high-definition cameras and touchscreen k iosk s t hat use ima ge processing and analytical algorithms to track elements of play, such as ball trajectory, player movement, and shot speed. The cloud-based platform also allows teams to live stream matches

14 | ENSWORTH ENSIGHTS

or games and stores video for coaches and players to review from any webenabled device.

“PlaySight is helping the next generation of athletes improve more quickly and connect with a global community of other athletes and coaches, and we couldn’t be more excited to bring the technology to top schools like Ensworth,” says PlaySight’s Josh Graves. “As a former collegiate and junior tennis player, I know the importance of getting the most out of limited practice and training hours, a s wel l a s the impact that lea rning through spor ts has on development both on and off of the court. SmartCourt technolog y facilitates such learning and development.”

CORE SKILLS

Varsity Girls Basketball Coach Mary Taylor Cowles notes the benefits that the technology offers her team: “PlaySight is truly a critical piece in helping our students learn and improve their game.

F i l m i s ver y i mp or t a nt b e c au se it provides real, actual information and feedback from practices and games that our players can watch, and they see on their own where things worked well or where things possibly broke down.

PlaySight is easy to manage and has been beneficial for our players and our staff.”

Tennis Director Greg Chambers adds, “ W hen using PlaySight with tennis, players receive the stats of sets and matches and then collaborate with the coaches to evaluate areas of strength and improvement. In tennis language, the percentage of points won/lost, first serve percentage, ratio of winners to unforced errors, percentage of receiving points won, average net clearance, and amount of spin produced on each shot are critical areas that can be improved if properly acknowledged and addressed. PlaySight’s video component also allows a player’s body language, composure, and footwork to be quickly and easily evaluated, so the

player actually sees what they might not believe when being coached. It is very gratifying when the core skill of collaboration between the player and coach is combined with the evaluation process to create a positive and constructive relationship between athletes and coaches.”

This access to technology that offers immediate, in-depth analysis of performance provides students and coaches with a tool that significantly enhances the eva luation process. The system allows students to step outside of themselves to evaluate important details of their performance, identify errors, and understand changes they should make to improve. The process also helps them learn to accept critique and respond constructively to it. As students apply this knowledge, they become better athletes who are more self-aware, confident, and prepared for success.

Tiffany Townsend Director of Marketing & Communications

“

The system allows students to step outside of themselves to evaluate important details of their performance, identify errors, and understand changes they should make to improve.

2018 WINTER | 15

CORE SKILLS

speculate & hypothesize Argument Driven Inquiry

“The more active our students are in making a scientific argument, the more growth they demonstrate with learning how to employ the scientific process.

This is not only a tool to solve everyday challenges, but a way of thinking that trains students to probe for weaknesses in any argument—either their own, or arguments presented to them.”

Chris Thompson High School Science

Y

ou would expect to find two components of the Scientific Method, to speculate and hypothesize, prevalent within any and all science classes, but of note is our High School Science Department’s approach to lab-based courses, known as Argument Driven Inquiry, and its success in deepening students’ engagement with and understanding of course material.

A rgument Driven Inquir y begins with a guiding question; students are given a problem that they must solve by collecting evidence. The question itself is constructed in a way that no simple answer can be found within notes or a textbook. It is here that students must begin to speculate and hypothesize.

Together, in small groups, students make a claim based on their understanding of the concept, an educated guess regarding the relationship between the variables presented in the question that will need to be supported with physical evidence.

As they move through the lab, students refer to their initial claim and make adjustments as the data guides a more educated answer. Armed with evidence at the conclusion of their laboratory experiment, they support their claim and encapsulate their knowledge

16 | ENSWORTH ENSIGHTS

“

CORE SKILLS

Through the process of error analysis, students are given the opportunity to speculate and hypothesize once more, this time, to make claims as to what skewed their data and why.

in a formal lab report or justification.

Here, they must prove their understanding of the course material, the laborator y data and procedure, and most importantly, describe the relationship between them a ll that answers the initial guiding question.

However, not all guiding questions are correctly answered, nor is that the sole purpose of a laboratory experiment.

Students gather in Harkness Table discussions, pooling results in order to reach a consensus. But what happens

How can position and time data of a falling object be modeled graphically and how is the equation of that graph connected to kinematic equations and acceleration?

Level II Physics

if one's data proves to be an inaccurate outlier and no time is left to collect alternative evidence?

Through the process of error analysis, students are given the opportunity to speculate a nd hy pothesize once more, this time to ma ke cla ims a s to what skewed their data and why. “Error Analysis challenges students to understand the relationship between experimental variables on a profound level, being able to predict how errors in one variable affect the other and

How does the available concentration of carbon dioxide affect the rate of photosynthesis in living things?

Level I Biology

therefore the results of the overa ll lab. This endeavor develops critical thinking and problem solving skills organically within these inquiry-based lab experiences� notes Mr. Lyons. In the end, this inquiry-based approach exemplifies the power of employing core skills, and proves to be an effective way for st udent s to ga i n concrete experience with complex conceptual material to deepen understanding.

Nancy Keen Palmer-Gift Communications Coordinator

How can you experimentally determine the minimum concentration of sugar necessary to turn on the expression of a glow gene?

AP Biology

2018 WINTER | 17

CORE SKILLS

apply knowledge

The Capstone Project As a multidisciplinary, multi-year project, the Capstone Program is a fitting illustration of the last Core Skill: to apply knowledge.

Although not required, a handful of high school students choose to embark on this journey as they near the end of their time at Ensworth, applying the knowledge gained across their academic curriculum, life experiences, and community involvement to create their Capstone project.

18 | ENSWORTH ENSIGHTS

U

nder the tutelage of a Faculty Sponsor, students embark upon independent research projects that they pursue for the duration of their senior year.

The m i x of i ndependent resea rch and the mentor relationship prepares Caps tone schola rs for t he f ut u re higher education ex periences of a senior thesis or doctoral dissertation.

Nine students in the Class of 2018 are currently finalizing research and prepa r i ng for t hei r presentations in late April.

Fo r h i s C a p s t o n e p r o j e c t , I a i n Zwiebel is applying knowledge from severa l pa st cou rses to st udy t he biome ch a n ic s of s w i m m i n g . “A P Physics C (Mecha n ics) ha s g iven me the sk i l ls to investigate the mecha n ics of s w i m m i n g , a nd A P

Computer Science taught me valuable prog ra m m i n g sk i l ls wh ich I have carried over into my project because of my need to script certain aspects of the analysis,” Zwiebel explains. “I was also able to utilize my photographic knowledge and techniques gained from Photo 1, 2 and 3, that were needed to optimize the underwater cameras put in place for my study.”

In her second year as Faculty Sponsor for the projects, Latin teacher Jennifer Ishee has seen the Capstone program e volve t o a dd ne w fe at u r e s . O ne beneficial adjustment has been the coordination of schedules to ensure Capstone scholars share a free period with their sponsor.

A lon g w it h s h a r e d t i m e , s h a r e d space a lso en ha nces t he process.

CORE SKILLS

“

The Capstone program exemplifies the consummation of the Core Skills, as students collate concepts learned throughout their time at Ensworth and explore real-world applications.

W hereas the Harkness tables encourage collaboration in regular academic classes, the Commons areas naturally promote student-teacher interactions. Each subject area has its own Commons, which consists of study tables and a lounge f lanked by faculty offices. “It’s been a really good use of the Commons,” Ishee observes.

“Capstone st udent s on t hei r f ree periods talk freely with their sponsors about their projects.”

the prima r y source of inspiration for her project, she has also applied knowledge a nd ski l ls ga ined from AP Spanish. While her classes have informed her research, her research h a s a l so posit ively i mpa c t ed her experience in the classroom. “Being exposed to a real setting where I must communicate w ith solely Spa nish speakers has drastically improved my skills around the Harkness table in Spanish class.”

Senior Donny Lawrence has benefited greatly from the rigor of Ensworth’s academics for his Capstone project of creating a web application for coding. “ T he cou r ses I ’ve been t a k i n g at Ensworth have taught me the planning skills and discipline that are required for a project like this,” Donny explains.

The Capstone program exemplifies the consummation of the Core Skills, as students collate concepts lea rned throughout their time at Enswor th a nd ex plore rea lworld applications. Their ability to communicate, collaborate, question, observe, hypothesize, and evaluate allows them to apply their knowledge constructively and effectively to obtain new understanding.

One of the challenges of the Capstone is that the project does not a lways involve direct ex per ience from courses. Donny observes, “I’ve pulled k nowle d ge f r om c l a s s e s l i ke A P Statistics a nd A P Physics when it comes to improving my programming skills and my understanding of algorithms.”

Wyatt Mullowney has looked beyond the confines of the Ensworth campus in her exploration of the impact of recent immigration policies on local L at i no a nd Ku rd i sh i m m i g ra nt s .

Although AP Government served as

The Summer 2017 issue of Ensights featured the projects of ten Capstone scholars’ projects. To read the story, visit ensworth.com/magazine. For a full profile of this year’s Capstone projects, look for the Summer 2018 issue of Ensights in August.

Paul Downey Assistant Director of Marketing & Communications

2018 WINTER | 19

CORE SKILLS

Core Skills

In the community: S ERVI C E L E A R N I N G

What is The Connection between service learning AND CORE SKILLS: Mary Catherine Bradshaw High School Service Learning Coordinator

S

everal characteristics distinguish Ensworth: the sense of community, the traditions, the focus on excellence in academics, athletics and arts.

Midway through my fourth year at Ensworth, I would add the intersection of Ensworth’s core skills and experiential learning through service to the Ensworth distinctions. Many schools require community service, and some schools provide school time once a year, but I have not discovered another high school that designates four days for service learning as part of the school calendar. How and why does the school encourage students and adults to be “contributors to society?”

One way we know what we know as human beings is through our experience, but knowing and learning are more complex than just experience. Some of us learn vicariously through reading and reflecting on literature and the arts. I have never been to Afghanistan, but I have read Hosseini’s The Kite Runner, and I gained some insight about life in the region. Like Amir in the book, some of us have experiences, then years later through our memories, we learn from the experience that we remember.

Some of us may remember a moment in a ball game, a tennis match, a swim meet, a bike ride, a play, a dance, a new word in a new language, a lab in science class, a word problem for math homework that made no sense, then we figured out what to do.

We remember the moment and the lessons we learned in the moment. We remember the free throw that won the game, the standing ovation, the teacher’s comment that recognized our effort. I also remember moments when I thought my actions, what I called then community service, made a difference to some other person, group, or place.

20 | ENSWORTH ENSIGHTS

Singing Christmas carols to raise money for Fannie Battle Day Care Center and going door-to-door with my high school friends to raise money to buy the Radnor Lake property to create a State Park rather than a subdivision inspired my interest in the larger community and forced me to think about the needs of the community and individuals who had life paths distinct from my own. At the time, I did not fully realize the impact of my choices to contribute to the efforts, but I somehow sensed a need to help the children at Fannie Battle and to preserve the natural habitat of Radnor Lake. My family still carols at Christmas for Fannie Battle and I am a frequent Radnor Lake hiker.

In our Ensworth classrooms, as educators prepare students for undergraduate study, work and life experiences, students discover, practice and hone the core skills necessary for success in the 21st century. Students collaborate, communicate, observe, question, speculate, evaluate and ultimately apply their knowledge. The practice of these skills is inherent in the academic, athletic, and arts experiences of each student. While service learning is not an actual class at Ensworth, each student in Grades 9-12 fulfills a minimum of 15-20 hours of service learning experience each year. Students begin each of the service learning opportunities by researching the non-profit partner and by engaging in advisory discussions about the underlying issue being addressed by the agency whether it is homelessness, poverty, clean water, humane treatment of animals or social justice for people. The experience itself is followed by reflection and discussion.

?

Why do we need these skills in the 21st century, and what is the connection to service learning?

CORE SKILLS

COLLABORATION AND COMMUNICATION

are critical to learning, relationships and work. Watching four-year-olds on a playground or high school students in the commons areas during a free period illustrates the need for the skills of communication and collaboration. Whether we are young children designing a make-believe game on the playground with our friends, or older students designing a study system, or adults figuring out how we might improve our own circumstances or performance, we need to collaborate and communicate effectively. Service learning provides an opportunity to serve in the community, partner with a nonprofit agency and practice these skills in an unfamiliar, and perhaps, new context. Students gain confidence and learn to navigate more effectively in new situations.

OBSERVING the needs of the community and the

individuals in the community first-hand through service learning encourages students to experience the community through a different lens. Serving as an audience while adults with developmental disabilities practice a holiday performance or helping an elderly person at a food pantry select, bag, and carry the groceries allows students to observe the struggles, the joy, and the gratitude of others with lives that may be different or uniquely challenging. Through observation and experience students increase self-awareness and awareness of the community, which empowers students to identify opportunities to take action.

classroom to EVALUATE AND SPECULATE about the impact of our actions. Does the fact that our High School students contributed 4,600 hours in the fall of 2017 which is the equivalent of 101,200 dollars to the non-profit community in Nashville matter? What if every person contributed 10 hours of service quarterly to others each year? Would our lives and the lives of others be different? Ensworth students and staff explore these and other questions as we intentionally “contribute to society” beyond the classroom.

APPLICATION OF KNOWLEDGE is perhaps the

most critical skill of all. Experience itself is often the catalyst for learning what life offers. Discovering that others don’t always believe what we believe or have what we have or need what we need allows us to discover greater clarity about our own truth. Ensworth’s call to “search for truth” frames the school’s service learning experiences. The intersection of being contributors to society, developing core skills, and finding truth synthesizes into meaningful service learning experiences, discussions, and memories as we prepare students for a full K-12 experience and citizenship in the world after high school.

The founders of Ensworth’s High School program were wise to build on a solid Ensworth foundation that had been established in the Nashville independent school community in the middle of the 20th century. Ensworth had already earned a reputation as a place where a love of reading and learning inspired children to explore QUESTION: The rapid pace of and excel. The school has grown and the 21st century digital age requires adapted as the Nashville community careful attention to the information has grown more diverse. Today the and circumstances that we are exposed world is different, but the reality is not: to in a more immediate manner than poverty still exists; we still need clean ever before. Service learning provides water; people still need help. If I had students with exposure to social justice, known as a young person, what I know now, I might have spent leadership, and sustainability issues that lead to questions about the causes and the effects of the choices made by individuals, even more time trying to make a difference in my community. the government, and agencies. How important are parks in Because Ensworth intentionally encourages students to be a community? Who is responsible for the maintenance and “contributors to society” through designated service learning time, we expect our students to realize the capacity of their own upkeep? Who should be? Why is there so much poverty and does poverty really matter? Asking questions often begins a course of efforts. Students are expected to imagine, design, implement and revise plans to make a difference on service learning action or a change of direction. Service learning provides a great days. Not all learning takes place in a traditional classroom. context for learning, discovery, and questioning.

Successful human development is complex and extends beyond the academic, athletic, and arts experiences at Ensworth. Some The way we exist in the world has changed dramatically since 2008 with the accessibility of cell phones. Answers are in our of us learn in a studio at the kiln or performing on the stage or pockets, all day and night. We don’t have to go to the library in an athletic arena, and some of us learn when we engage with the larger community by helping others. Ensworth offers a K-12 or remember a phone number. We just ask Siri to do what we want. We don’t necessarily have to know much from memory. service learning pathway designed to prepare students for life by providing new opportunities and experiences beyond the We can find an answer in an instant. Driverless cars will happen soon. The experience of living day to day is shifting, traditional school experience so that our students contribute to the larger community and practice the core skills integral and we need the time and skills to evaluate how we are in the to navigating life in the 21st century; this is just one more world. Service learning experiences often require students to way Ensworth distinguishes itself in the larger K-12 school rely on their own knowledge to respond in the moment. We community. need more, not fewer minutes and opportunities outside the 2018 WINTER | 21

CORE SKILLS

Core Skills

Across the globe: DEVELO P I N G C ULTUR A L C O M P ETE N C Y

T

his pa st summer wa s more eventf ul tha n a ny other su m mer t h at I h ave h a d . I have a lways been fa sci nated w it h and curious about other parts of the world, and I was fortunate to do what I love with my dear colleagues and our adventurous students from Ensworth.

I had a m i x of emotions before emb a rk i n g on t he t r ip s t o B e l i z e and China because I was concerned yet eager and excited to see how the students would respond to such distinct cultura l differences between those countries and the United States.

This summer started with the Belize trip. The trip is service-focused with the chance to work alongside the

22 | ENSWORTH ENSIGHTS

local students from the St. Matthew’s Government School.

This year’s collaborative community project was to repaint the front of St. Matthew’s. With the guidance of the World Leadership School trip leader, our students led the project by dividing the work amongst themselves and the Belizean students. Whenever there was a break, our students were playing soccer, jumping rope, swinging, and interacting with the local students. Yes, this also included giving schoolchildren piggyback rides around the field. The students at St. Matthews do not have a lot, but they continually offered their snacks, brought gifts, and wrote notes to our students because they were so excited and appreciative to interact

with students from another country. I know our students were grateful to be in their presence as well. This trip was a huge success as it allowed our students to venture outside of their comfort zone and be a part of the Belizean community. Our students learned not only more about themselves as leaders, but also had a blast learning about the importance of individual identity.

Next was the China trip with 17 of our high school students. For the first few days, we visited historical landmarks.

Despite the humid and hot weather at those places, the students used their best communicative efforts to bargain with the local street vendors and get the best prices for their souvenirs. We later traveled to a different city to do language

CORE SKILLS

and culture exchanges with Chinese students. It was interesting to see how Ensworth and Chinese students started collaborating to create skits, play games, and ask questions about each other’s culture. Our students learned to communicate with hand gestures, by slowing down their speech, and even by finding other ways to explain things to their Chinese friends. The next part of the trip was one of my favorites because we experienced the rigid student routine in a traditional Chinese martial arts school. I know most of the student travelers would not agree with me about this part of the trip because this routine included two days of intense training, waking up early for a morning run, then going to the student canteen for meals. Many of the routines were

challenging for us, and I know some of the students experienced some culture shock: I was pretty shocked myself!

Several questions and discussions came up because this was a whole new experience for everyone in the group. In the end, this trip was unique due to the large cultural differences and language limitation for the students. Ultimately, the purpose of this trip was not about the food we ate, the wonders we saw, or even the people we met; it was about the relationships we built, the confidence we gained, and the love of experience.

Both of these trips opened my eyes even more as an educator and a traveler.

In today’s society, the importance of nurturing our children with global views and cultural awareness is critical.

?

The upcoming generations will be competing with diverse talents around the world; more importantly, they will be collaborating with them. Ensworth’s international trips provide our students with extensive opportunities to become global citizens. After all, as stated in the mission statement, we all want our students “to be contributors to society,” but don’t we also want our students to be contributors to the global society?

Grace Tseng Middle School Chinese

we all want our students to be contributors to society, but don’t we also want our students to be contributors to the global society?

2018 WINTER | 23

CORE SKILLS

Core Skills

in the classroom: M AS T ERY TR A N S C R I P T C O N S ORTI UM

Grading Ahead of the Curve: Skills-Based Assessments and the Mastery Transcript Consortium

A

s an avid collector of baseball cards in my youth, I can recall the excitement when opening each pack containing a few dozen cards. W hile chewing the piece of pink bubblegum from the pack, I would spend countless hours reviewing the profiles of every player. This exercise would prompt many questions. What information highlights certain trends in a player’s development? Which players had a breakout year? How do the statistics across various categories tell a cohesive story about the player’s abilities, growth, and potential? Well after the bubblegum became stale, I would still revel in the joyful exploration of each player’s unique talents as displayed from one card to the next.

What if every student could receive a similar portrait, one that provides a visual display of the academic skills, character traits, and meaningful learning attributes developed through the journey of a K-12 education?

24 | ENSWORTH ENSIGHTS

CORE SKILLS

This is the question we are exploring at Ensworth alongside 160 forwardthinking schools across the globe in a new group called The Mastery Transcript Consortium (MTC), which “is organized around the development of creating an alternative model of assessment, crediting, and transcript generation. This model calls for students to demonstrate a mastery of skills, knowledge, and habits of mind by presenting evidence that is assessed in line with a school’s specific standards of mastery.”

Our participation with MTC offers an opportunity to renew our commitment to a skills-based approach to teaching and learning. We are engaging in robust conversations about how our current practices shape and inspire meaningful learning for our students. We are reflecting on how we articulate the skills mastered by each individual student. We are asking what information is embedded within traditional numerical and letter grades. Our independent school peers

within MTC are engaging in similar conversations. Ultimately, we hope that our collaboration and partnership with MTC can lead toward the longterm goal of inventing a shared, but not identical, tool to illustrate each student’s academic growth, character development, and an overall skills profile at key benchmarks during the educational journey.

Engaging conversations are taking place between MTC and college admissions deans, which have produced several concerns about the relationship between preparation for college and college admissions. Colleges are seeking students who are more equipped with abilities that align with our own Core Skills. MTC schools are wary about distilling all of a student’s knowledge, skills, and learning traits into a single number or letter grade. While students may earn an identical grade in a course, their development of unique skills can be quite different. Also, colleges are seeking students with key character traits, such

?

as grit, curiosity, and optimism that are not explicitly articulated on a current high school transcript.

There will be significant work ahead for us and our MTC partners, as we are still in the early stages of an exciting and unpredictable process of designing a new high school transcript. We continue to work our way through challenging questions such as: What is our current skill-based approach to learning now, and what do we want it to look like in the future? What do we want every student to demonstrate at key junctures in the K-12 Ensworth experience? How should assessment and grading practices evolve to support students’ development of the Core Skills and other mission-driven qualities? We will devote much time toward digging into these questions with various experiments, pilot testing, and ongoing forward thinking. Stay tuned!

Bobby Mirzaie Director of Curriculum and Instruction

What is our current skillbased approach to learning now, and what do we want it to look like in the future?

2018 WINTER | 25

ACADEMICS

FOR T H E R E C OR D

Just Love Our high school a cappella group, Encore, released their first album, “Just Love”, in September 2017. Encore was able to work with The Vocal Company to record the album throughout the 2016-2017 school year as beneficiaries of our Artist in Residence Endowment fund. Varsity Vocals, an organization that recognizes excellence in college and high school a cappella groups, listed Encore’s performance of Troye Sivan’s “Youth” on their “BOHSA: Best Of High School A Cappella 2018.”

MS Champs

Congratulations to our HVAC champions in Middle School Athletics in the following sports: Boys’ and Girls’ Golf teams, Girls’ Tennis, Girls’ Volleyball, Girls’ Lacrosse, and Boys’ Soccer. Job well done to our Boys’ Tennis who also placed Runner Up.

HS Champs Congratulations to our HS Girls’ Golf team on finishing second in the TSSAA State Championship.

Congratulations to Donny Lawrence ’18 for his accomplishment as National Merit Finalist.

26 | ENSWORTH ENSIGHTS

The Tradition Lives On! Lower and Middle School students cast their votes and chose Harper Dale and Rogers McDougall as Orange Team Captains, and Catherine Duvall and Takis Patikas as Black Team Captains for the 2017-2018 school year.

Celebrating Ensworth Icons On Thursday, August 31, 2017 we celebrated the retirement of two iconic Ensworth teachers, Bev Roberts and Nancy Scoville.

ACADEMICS

Honey Harvest for Hands on Nashville

Cooper Qualls ’18 and Jackson Jeansonne ’18, with the guidance of High School Science Department Chair Mike Ireland, channeled their service learning hours into a beekeeping and honey harvesting project, and all proceeds were donated to Hands on Nashville.

RRRRR-OARING Tigers #1 Team Fundraiser

On Saturday, September 9, 2017 a team of Ensworth faculty, the RRRRR-OARING Tigers, participated in the Cumberland River Compact’s Dragon Boat Race, and walked away with the award for #1 team fundraiser.

Just Dance

Athletes at Ensworth aren’t just on the field; congratulations to our dance teams at all age levels for excelling in their respective dance competitions this year.

Our HS Dance Team placed Runner-Up in the TSSAA State Championships for Small Varsity Hip Hop, and both our Junior and Middle School dance teams placed first at the NDA Nashville Classic!

Olympic Gold Medalist on Campus

On Saturday, November 25, 2017, the Ensworth Natatorium hosted a free swim clinic for the entire community with 3-time Olympic gold medalist Ryan Murphy.

Victory for House of Truth The 2017 Flag Football Tournament victory went to the House of Truth!

2018 WINTER | 27

ACADEMICS

Above & Beyond

Summer Grants

Grace Hall ’18

Carrie Cohen ’20 “My favorite part of the Ensworth trip to Cuba was the hike up a mountain in Pinar Del Rio. This was a moment on the trip where I was outside of my comfort zone, but I really enjoyed the scenery and unique terrain on the hike.

The summer grant program allowed me to grow and become more independent in a completely new atmosphere.

On my trip to Cuba under an Ensworth grant, I was able to further explore my interest in dance. Our group was given the opportunity to watch a rehearsal of the Cuban Ballet.

This glimpse into ballet in a different environment opened my eyes to how universal dance is. Watching the rehearsal definitely gave me a new passion for dance to bring back to the dance team at Ensworth.”

28 | ENSWORTH ENSIGHTS

Andrew Garside ’19 “Last summer I attended a Social Entrepreneurship course at NYU. I enjoyed all of it, but my favorite part of the course was going out into the city and visiting various businesses. We were given the opportunity to see first-hand what goes into this type of local social venture. The people hosting us were genuine about their successes and struggles. I have always had a keen interest in entrepreneurship, and this course further piqued my interest. The social aspect was a new branch of the topic that I had not explored with much detail, and this class gave me insight on what goes into creating and sustaining a nonprofit, and the importance of social entrepreneurship. At the conclusion of the week, I had gained a newfound curiosity for this subject, and would be keen on exploring it in the future.”

“My favorite part of my NYU Intro to Social Entrepreneurship summer program was the build-yourown social enterprise project.

On the first day, I was asked to pitch my idea for my own social enterprise. I loved the amazing people I met and my teacher, who had been an entrepreneur and an entrepreneurship teacher. It’s so fun to connect with other teenagers from around the world who are interested in helping improve society’s most pressing issues. The Summer Academic Grant helped me discover that I can be a social entrepreneur at the age of 17. Now I am interested in studying entrepreneurship and international law because of the program.”

Blaine Spitzer ’19 “My favorite part of my trip this summer was exploring the city of Oxford. I had never left the country before this trip, so it was interesting to explore a different culture and city across the ocean. I also enjoyed meeting new people from all across the world, and even meeting new people from Nashville, whom I would not have known if it were not for this experience. The Summer Academic Grants program helped me to further explore my interests because I was able to take courses in Business and Economics, both of which I am interested in for future study. My summer course in Economics especially prepared me to take the AP Economics course this year.”

ACADEMICS

Caroline Duke ’18 “I went to the Law Institute at Georgetown University this past summer. My favorite part was meeting the different people, listening to incredible speakers, living on the campus, and holding a mock trial. I wouldn’t have considered attending this institute if it were not for the grant. I don’t think a lot of people think about participating in educational programs outside of school, and this gave me the perfect excuse to try something different and learn more about what I may want to pursue in the future.”

Anisa Bhatt ’20 “The people of Cuba gave me a whole new perspective of life and happiness. Each and every day, the locals never failed to make me smile and appreciate the opportunity to have the chance to be in Cuba. Family is the most important aspect of the Cubans’ lives. After the Cuba trip, I felt like family to the locals, and they felt like family to me. I have always loved the feeling after I do service, whether a big or small action. Because of the Summer Academic Grant Program, the service done throughout the trip inspired me to continue to be an integral part of helping communities provide a better life for their people.”

My-Lan Le ’20

Caroline Seitz ’18 “My favorite part about going to the Kenyon Young Writers Program was the level of credit not only the workshop leaders but also the high schoolers gave each other. Instead of being treated like a kid with a hobby, I was treated like a writer with passion and talent.

In that creative space (which is rare and hard to find in the business of everyday life), I was able to grow and have fun growing as a writer. There’s something special about being with a group of people your age who share the same interests that you do. I found a new sense of voice in my writing, and I’ve found that the ability to foster voice has helped me immensely with my Capstone Project (which is a creative anthology of nonfiction pieces with a focus on voice). I met some incredibly interesting people at Kenyon, and made friends whom I keep in contact with and still share and discuss writing with.”

“This summer, I received a grant to study Neurology and Brain Dysfunctions at Vanderbilt as part of their talented youth programs.

People from around the world attended this camp, and I was able to learn about the diverse lives of these people. The most distinguishable aspect of the people attending this camp was their enthusiasm to go to class and study. There was always a positive and determined spirit in every person to absorb as much as they could in the two weeks that we were there together.

Through this experience, I was able to form strong bonds with people who share the same interests that I do. In addition to meeting different people, I also enjoyed learning about Neurology. I am grateful that I was able to explore something that I have an interest in on a higher level. I had amazing teachers who introduced us to the different topics within the subject and allowed the class to have hands-on experience with what we were studying, including a dissection of the brain and a visit to the MRI machines on campus.”

Sarah Crosby ’18 “I had the opportunity to pursue my interest in medicine by studying at Georgetown University this summer in a three-week Medical Immersion program.

The program provided an overview of a first-year medical student’s agenda.

Throughout the three weeks, we had morning lectures on the body systems and then in the afternoons, we went on field trips to various medical locations in D.C. and Baltimore. My favorite field trip was to American University Medical Center, where we had the opportunity to watch a laparoscopic lung surgery. It was incredible to see inside the Operating Room and the various doctors’ roles in the surgery. I loved the opportunity to make friends from across the country and around the world. The program also provided free time, where I had the chance to explore the D.C. area.”

2018 WINTER | 29

ARTS

ART I S T I N R E S I DE NC E

Rock Band to

RECORD ALBUM

T h r o u g h A r t i s t i n R e s i d e nc e P r o g r am

A

s part of the Artist in Residence program, the High School Rock Band is recording and producing a record at Nashville’s famed Blackbird Studio this semester with the help of musician, producer, and educator Bryan Clark. Established through the generosity of an endowed gift, the Artist in Residence program brings in experts in various artistic fields to the High School for a series of sessions within current classes, exposing students to new and innovative ideas and introducing them to influential leaders of the Nashville arts community.

This year, the Artist in Residence program rotated to Jim Aveni, Director of Instrumental Music, who decided to take advantage of the hotbed of music recording that is Nashville.

Through Ensworth’s relationship with past parents John and Martina McBride, Aveni was connected to the studio owned by the couple. Blackbird’s resume includes working with artists such as Taylor Swift, Chris Stapleton, Brad Paisley, Blake Shelton, The White Stripes, Kings of Leon, Bon Jovi, the Red Hot Chili Peppers, and even Justin Bieber.

Aveni is very clear that the goal of the project isn’t to be overawed by the studio’s client list or be subjected to industry grind. “I wasn’t looking for someone to be the big Nashville producer,” Aveni asserts. “I was very clear with Bryan up front: no industry hustle to this. It’s got to be about the students having a great experience.”

Despite being a large Nashville studio, Blackbird’s location in Berry Hill, miles from Music Row, may help distance the project from any negative industry vibe. However, the studio is anything but down-home. Founded in 2002 by the McBrides, the sprawling complex is an impressive mix of cutting edge and vintage. The decor of Blackbird has been described as “The Four Seasons meets Moulin Rouge.”

Although he has decades of experience as a musician and producer, Clark also has a lengthy resume as a music educator. Having received his Doctor of Musical Arts

30 | ENSWORTH ENSIGHTS

from the University of Southern California, Bryan has served on the faculty at Belmont University’s School of Music and Vanderbilt University’s Blair School of Music.

He has taught electroacoustic composition, sound design and synthesis, songwriting, composition, jazz guitar, ear training, jazz harmony, computer music, contemporary music production, and the history of American song.

The teaching background is what sold Mr. Aveni on using Mr. Clark for the Artist in Residence program. “What’s so great about Bryan is that he’s an educator; that’s part of the experience,” Aveni explains. “And he’s a parent. He has children. He got it. He was like, absolutely.”

The overall learning experience was paramount to Aveni.

“Let’s get in the studio. Let’s record a little bit. And let’s see what happens,” Aveni says. “It’s really about the kids having a great experience and an introduction to working in a professional recording studio.”

Starting in early January, Clark began visiting the High School once a week to work with the Rock Band after school to prepare them for the studio. On his first trip to Ensworth, he discussed the students’ favorite bands and his background. They also started working on a preliminary track list that would take best advantage of

ARTS

in Residence. Students worked with Brooks throughout the year to write, produce, and perform an original play. The product, presented in April 2017, was called Searchers, which explored questions of personal identity and relationships between teenagers, their peers, and parents.

the group members’ strengths as well as give the students a breadth of studio experiences. The preliminary list included both contemporary pop songs and classics by artists such as Michael Jackson, Guns N’ Roses, David Bowie, and the Beatles.

Subsequent sessions further refined the track selection, followed by a thorough rehearsal of the selected tracks.

The Rock Band will enter the studio for three days in late February to lay down the tracks, and mixing will take place in March, with a final product ideally being released before the end of the semester.

The Artist in Residence program rotates through the visual and performing arts at Ensworth. In the 2016-2017 academic year, David Berry, Director of Theater, invited award-winning playwright Laurie Brooks to serve as Artist

The contemporary a cappella group, Encore, also took advantage of the Artist in Residence program in the 2016-2017 year with the production of their Just Love EP. Elias Salazar, Director of Choral and Orchestral Music, recruited arrangers and vocalists Jon Smith and Johnny DelToro along with producer Jill Clark. A team of live sound engineers from the Vocal Company recorded and professionally mixed Encore’s spring concert, which eventually became the Just Love album. Varsity Vocals, an organization that recognizes excellence in college and high school a cappella groups, recently included Encore’s “Youth” from Just Love on their “BOHSA: Best Of High School A Cappella 2018.”

Although he has no high hopes for a runaway success with the album, Aveni reiterates that it’s all about the students’ experience. He notes, “The goal of this project is to create for students a great introductory experience to the process of recording in a professional studio, so that they may gain familiarity and comfort with documenting their musical works.”

Paul Downey Assistant Director of Marketing and Communications

The Artist in Residence program was established through the generosity of an endowed gift.

The program brings in experts in various artistic fields for a series of sessions within current classes, exposing students to new and innovative ideas and introducing them to influential leaders of the Nashville arts community.

For more information on endowed gifts or other charitable giving opportunities, contact Bedell James at 615.250.8919 or jamesb@ensworth.com.

2018 WINTER | 31

ARTS

MIDDLE SCHOOL FALL PLAY NOVEMBER 11, 2017 32 | ENSWORTH ENSIGHTS

ARTS

The script of Thoroughly Modern Millie initially drew my attention because it has so many opportunities for strong singers to shine. We have some beautiful voices in our middle school, and I was looking for a play that would showcase this talent! There were lovely harmonies, breath-taking solos, and show-stopping ensemble numbers in our production. Our musical directors, Aaron Velthouse and Heidi Wolter, worked with each child so deliberately that I could see our students growing in confidence on a daily basis. Their shoulders fell back, their eyes shined, and their voices were clear and true.

Another fun challenge to the Thoroughly Modern Mille script was carrying out a side plot in Chinese. With the help of our Chinese teachers, Caitlin Harris and Grace Tseng, two of our sixth graders (AJ Dale and Hailey Scott), spoke and sang almost exclusively in Chinese. Our cast members who are currently studying Chinese often helped with pronunciation and comprehension. It was such a treat to get to know the 1920’s musical styling and farcical comedy that is rampant in Thoroughly Modern Millie, but more so to watch how our middle schoolers supported and encouraged each other and to see their joy in a new-to-them type of music grow.

HOPE MOELLER

Drama Club Director, Grade 2 Teacher 2018 WINTER | 33

ARTS

ENS WO RTH p res e n ts

A

C O M E D Y

by Wi lli am S hakespeare

HIGH SCHOOL FALL PLAY NOVEMBER 16-18, 2017 34 | ENSWORTH ENSIGHTS

ARTS

It is the framing story that has always drawn me to The Taming of the Shrew —the Beggar’s Dream. The man who is taken out of a ditch and miraculously given everything that he might want... security, privilege, and a spouse. The play inside of the play — the story that we think of as The Taming of the Shrew —is a fiction told by a troupe of traveling actors willing to trade a story for a meal and a bed. The story that they tell is one full of ‘supposes’: games, shows, and role-playing.

I tell my students that all of Shakespeare’s plays end in light one way or another —be it star light or a lightning bolt. Perhaps the one show that makes me question this claim is The Taming of the Shrew. The show is an enigma. And yet, my gut tells me that the play is at its heart exploring a deeper truth than what might seem to be articulated in Kate’s final speech. Perhaps this strangest of plays (maybe Shakespeare’s first) might be suggesting to us —as Petruchio does to Kate at their first meeting —that we are all in fact far more beautiful than we are rumored to be —more powerful, more sacred.

DAVID BERRY

High School English and Arts Faculty 2018 WINTER | 35

ATHLETICS

2017 | 2018

MIDDLE SCHOOL

ATHLETICS HIGHLIGHTS

hvac team championShips BOYS’ SOCCER, GIRLS’ TENNIS, BOYS’ GOLF, GIRLS’ GOLF, GIRLS’ CROSS COUNTRY, GIRLS’ VOLLEYBALL

Congrats, Tigers!

36 | ENSWORTH ENSIGHTS

ATHLETICS

2017 | 2018

MIDDLE SCHOOL HIGHLIGHTS CROSS COUNTRY

GIRLS’ TENNIS

GIRLS’ GOLF

Both the girls and the boys ran exceptionally well in the HVAC AA Cross Country Championships. After the dust settled and all the places were tallied, the Ensworth girls won by a commanding margin, outscoring the second place team and defending HVAC Champion CPA 25-66. The top five finishers for the girls were: Harper Dale (1st place), Claire McGehee (2nd place), Gray Fleetwood (5th place), Kate McGehee (6th place), and Genevieve Schaefer (11th place). What a strong showing, not only by our top five, but also by all of our girls.

Girls’ Varsity Tennis claimed the HVAC Top Flight Championship for the second straight year. Flight winners were singles players Hadley McCormick and Genevieve Schaefer; doubles champions were teams of Amelia Laffer/Vivian Morrow and Erin Schuh/Olivia Prentice. Team #1 and leader Anna Brock helped lead the charge. It was a great team effort and amazing finish to the season!

The Girls’ Golf Team had a fantastic season.

They worked hard each week to improve their scores, showed excellent sportsmanship and support for one another, and had so much fun!

The ladies took the first place trophy for the second year in a row at the HVAC Championship Tournament with Marshall Wilt, Vaughan Banks, and Katherine Dagley placing 2nd, 3rd and 6th as individuals, respectively. As a team, they beat USN by one stroke, which made for an exciting finish! The team this year also included Claire Gracey and Mamie Levi, who provided additional depth.

Although the boys did not win their race, they all ran well, ran many personal records, and competed in a most impressive manner. The boys’ team was led by eighth grader Sam Horn with a fast time of 12:17. Rounding out the top five for the boys were sixth grader A.J. Dale, seventh grader Nathan Hooper, sixth grader Braden Cooke, and seventh grader Jackson Rehm.

This year’s eighth graders, Maddie Bradley, Harper Dale, Gray Fleetwood, Adelaide Mason, Claire McGehee, Genevieve Schaefer, Sam Horn, and Takis Patikas were wonderful leaders throughout their entire middle school cross country careers. Cheerleaders, role models, mother hens, and adjunct coaches, they are the heart and soul of this team.

BOYS’ SOCCER The Boys’ Varsity Soccer team captured the school’s second HVAC Championship in the silver division in thrilling fashion. Four overtimes could not decide it, and the match went to penalty kicks. Rogers McDougall made his 13th save of the match and Ensworth claimed a 4-3 victory.

The team finished the season with a 6-3 record.

Toby Wilt led the scoring with 12 goals. Many of those goals came off of assists from Cole Hooper, who led the team in that category with 11. Several players made significant contributions on offense, especially eighth graders Sam Horn (4 goals, 2 assists) and Sam Moeller (1 goal, 4 assists). Grade 8 goalie Rogers McDougall backstopped a squad that pitched three shutouts this season, including one stretch of over 180 consecutive scoreless minutes. In total, Rogers McDougall made 48 saves this season, none bigger than his last.

FOOTBALL The MS Football team had a successful season.

Even though the overall record was 2-4, there were many positive moments during the season, including wins over Harding Academy and Friendship Christian. The season finale was a closely-contested and hard-fought loss to a very big and talented Mt. Juliet team. All of the coaches were extremely proud of the manner in which the boys played the final game. Eighth graders Joshua McDaniel (offense) and Rogers McDougall (defense) won the most valuable offensive and defensive player awards. Seventhgrader Cole Hooper received the overall most valuable player on the team award.

VOLLEYBALL BOYS’ TENNIS

GIRLS’ SOCCER

Boys’ Varsity Tennis finished second in the HVAC Tournament. The team competed strongly to finish second to perennial powerhouse MBA. Eli Schuh, Karim Daouk, and Sam Horn won singles matches to advance to the HVAC finals.

The doubles teams of Tommy Frist/Duncan Coppeans and John Morrow/Stephen Johnson also had wins to advance to their flight final. All of the final flight matches were an improvement from the regular season match. 9-7, 8-6, 4-4 were tough losses, but much improved.

In the 2017 season, the girls' varsity soccer team advanced to the semi-finals in the silver division.

Genevieve Schaefer was the leading scorer for the team this season. The Inman wall recipients were Genevieve Schaefer and Claire McGehee, both eighth graders.

BOYS’ GOLF The Boys’ Golf Team finished the 2017 season as HVAC champions! Eighth grade boys Tallent Brown, Edward Hull, Bo Maradik, and Toby Wilt went undefeated in HVAC play. Toby Wilt was awarded as the individual champion shooting a -3 par (32).

The 2017 Girls’ Volleyball season got off to an earlier start during the summer months, participating in the High School’s team camp.

Hard work paid off as the volleyball team finished with an overall record of 6-3 for the regular season and went undefeated in tournament play to win the HVAC Tournament in the silver division. Eighth graders Maeve Glattes, Logan Wilbanks-Davidson, and seventh grader Katie Barrier were named to the All HVAC Team.

HVAC championships: Girls’ and Boys’ Golf, Girls’ Tennis, Girls’ Cross Country, Volleyball and Boys’ Soccer HVAC runner-up in Girls’ Soccer.

2018 WINTER | 37

ATHLETICS

2017 | 2018

HIGH SCHOOL

ATHLETICS HIGHLIGHTS

GIRLS' SOCCER

BOYS' & GIRLS' GOLF 38 | ENSWORTH ENSIGHTS

ATHLETICS

2017 | 2018

HIGH SCHOOL HIGHLIGHTS FOOTBALL The Tigers finished the season with a 7-4 record including a big win over MBA. Nicky Clifton led with 16 touchdowns, Jaylon King led with 492 receiving yards, and Cole Kennon had 1,099 passing yards, fueling a powerful offense that scored 306 points on the season. The Tiger defense was bolstered by Tyler Baron, who led the team in tackles with 40.5, and Tanner Antonutti, who tallied 7.5 sacks.

2017 All Mid-State: 1st Team Defense: Tanner Antonutti/Jaylon King; 2nd Team Offense: Pryce Wade; 3rd Team Offense: Henry Byrd​

NEWS

Coach Ricky Bowers was inducted into the Tennessee Football Coaches Hall of Fame.

​ WSA All-State D2-AAA: 1st Team Defense: T Tanner Antonutti/Jaylon King​; 1st Team Offense: Pryce Wade 2017 All-Conference: Jaylon King/Nicky Clifton/ Tanner Antonutti/Pryce Wade/Henry Byrd/Derek Rios; Honorable mention: Elijah Brooks/Keshawn Lawrence/Tyler Baron.

VOLLEYBALL Highlights for the Tigers included exciting wins over Harpeth Hall and Hillsboro. Lily Martin was voted to the DII-AA East/Middle All-Region team and Isabella Nunez was voted honorable mention.

GIRLS’ SOCCER The Tigers defeated Harpeth Hall in the first round of the State Tournament to advance to the State Quarterfinals. DII-AA All-Region selections were Ellie Faber and Hailey Braemer. Hailey Braemer was also voted to the All-State Team.

CROSS COUNTRY

SIGNING DAY

Congratulations to our students continuing their athletic pursuits on a collegiate level.

November 8th

December 20th

Jordyn Cambridge Vanderbilt basketball

Jaylon King Georgia Tech football

Lanier Mason Furman lacrosse

Tanner Antonutti Tennessee football

Christian Dixon Southern baseball

Paxton Smith Denison football

Rudy Maxwell Duke baseball

Henry Byrd Princeton football

Senior Lauren Pitts and eighth-grader Harper Dale led the way this season with top finishes in multiple meets. Lauren Pitts finished seventh at the State Championship meet and Harper Dale finished eighth.

GOLF Both boys’ and girls’ teams placed third in the region tournament. The boys team advanced to the State Championships and the Girls finished as State Runners-Up. Caroline Frist and Annabel Frist were selected to the TSWA Girls' All-State Team.

Caroline Frist was also named to the girls' second team of the Tennessean All-Midstate Golf Teams, and Sam Banks was named to the boys' second team.

2018 WINTER | 39

COMMUNITY

a

b

Ensworth Events LOWER/MIDDLE SCHOOL

c

d 40 | ENSWORTH ENSIGHTS

e

COMMUNITY

f

g

h

j

i

a & b Grade 1 Pet Show c, d & e Grade 8 Pumpkin Races f, g & h Grandparents Day i & j 36th Annual Pancake Breakfast k & l Spirit Assembly

k

l 2018 WINTER | 41

COMMUNITY a

b

Ensworth Events HIGH SCHOOL c

d

e

42 | ENSWORTH ENSIGHTS

f

COMMUNITY g

i

h

j

a & b Special Olympics Festival at Ensworth c & d Grandparents Day e Homecoming Community Tailgate f Grade 9 Book Signing g & h Rock Band Concert i Jazz Band & Orchestra Concert j Choral Concert

2018 WINTER | 43

COMMUNITY

Ensworth is a thriving example of how the student experience is enriched by parent and school collaboration. Our school motto, “In Search of Truth” guides the commitment to excellence for our students, faculty, and administration. Ensworth recognizes the value of developing skills that allow students to grow and learn across all disciplines—striving to not only impact their intelligence, but their character, integrity, and more.

J

ust a s each student is a n a c t ive pa r t icipa nt work i n g with others in the classroom, the Parent Association endeavors to provide parents with opportunities to participate and contribute to the En swor t h ex per ience t h rou g h t he framework of our mission.

The mission of the Parent Association is to Build Our Community, Educate Our Parents, and Support Our School.

In pursuit of this mission, we apply the same concepts of the Core Skills to better the experience of all students, facult y, sta ff, a nd pa rents through col laboration, communication, observation, evaluation, and application of knowledge. This intentional effort further strengthens the parent-school pa r tnership. Our chi ldren’s school experience is improved when we are i nvolved, when t hei r teachers feel supported, and when their community fe el s u n i f ie d a nd c on ne c t e d , a nd

44 | ENSWORTH ENSIGHTS

fortunately at Ensworth, we have a multitude of opportunities to contribute to such.

T he Pa r ent A s s o ci at ion pr ov ide s opportunities for parents to collaborate w ith each other in orga n i zing a nd executing the E-vent Auction, planning and participating in Parent Education opp or t u n it ie s , a nd of c ou r s e , t he beloved Super Saturday celebration.

T h e PA c o m m u n i c a t e s t h r o u g h E-News, E-Parent, Ensights, and the Pa rent Education Series—bui lding a network through which we can all learn and grow. Our Heads of School graciously lead question and answer discussions on beha lf of the Parent Association, offering opportunities for parents to voice questions, concerns, and observations. Our Faculty-Staff Appreciation Com m it tee prov ides special occasions for teachers, and the Sunshine Committee reaches out to community members in times of need and celebration. We get to know one another better at Parent Gatherings, the E-vent Auction, Super Saturday and more—and through all of this, our community grows stronger. All of these

Parent Association sponsored activities are made possible by your time and commitment. We invite you to ta ke a moment today to find a way you can be more involved. We look forward to working for and with you!

The Inception of the Parent Education Committee The fou ndation of a n Enswor t h e duc a t ion i s b u i lt up on t he C or e Skills; to communicate, to observe, to question, to speculate & hypothesize, to evaluate, and to apply knowledge. It’s a process and commitment the school is passionate about upholding.

A s we a re ra i si n g ou r ch i ld ren t o be life-long lea rners, don’t we a lso desire to uphold and continue these educationa l skills ourselves? W hen Ensworth parents began asking for “ helpf u l pa renting prog ra ms” four yea rs a go, t he Pa rent A ssociat ion responded w ith the creation of the Parent Education Committee under the leadership of Carolyn Hall. “Our first meeting was a large group of parents

COMMUNITY

Upcoming Events FEBRUARY 21

“Technology Overuse and Social Media” Address by Dr. Sybil Brown, Belmont University’s Professor of Journalism

2017-2018 PARENT ASSOCIATION

Board Members Elena Rollins President

MARCH 27

Freedom from Chemical Dependency Prevention Works

Britt Horn President-Elect

A Global nonprofit substance abuse prevention organization

Rebecca Larson Secretary Dallas Wilt Treasurer Coco Kyriopoulos Treasurer-Elect

representing all grades who had signed up online for this new committee. We sat around the Harkness Tables looking at peer school offerings—locally and nationally—and discussing possible topics of interest to our parents. We also used Survey Monkey to get feedback from the broader school community.”

That initial meeting has led to programs that have addressed topics ranging from anxiety and depression, to healthy lifest yles, to pur posef u l pa renting s k i l l s , a nd t o t he pre s ent at ion of “Screenagers,” a documentary on the social media habits of teens.

On a daily basis, we all struggle with the questions: “ W hat should I do? ”; “How could I handle this differently”; “What does my child need from us as a community?” The Parent Education Committee is devoted to prov iding pa rent s w it h resou rces to a n s wer those questions, arranging access to thoughtful leaders from the local and national community to help steward parents in their journey.

“I believe it’s important to talk openly as a community about the many parenting issues we face today, ra ng ing from tech nolog y, to menta l wel lness, to substance abuse, to social media, and more. As an Ensworth parent for 19 years, I’ve been interested in continuing a tradition of staying connected to other parents and resources for the benefit

of our children,” says current Parent E duc at ion C h a i r K a rlen G a r r a rd .

“These programs are an excellent way to stay plugged into the parent community as we navigate child-rearing issues and learn from one another.”

W het her you’re d i rect ly i mpacted by a particular topic or scanning the horizon for what’s to come next in the maturation of your children, the Parent Education Committee Resources are invaluable. Carolyn adds, “I’d like to encourage all parents to get involved, attend PA Education events, and learn that there are great resources out there, including the Parent Association block on the Resource Board.”

Past Education Chair Lauren Lunsford says, “Just go! These events are always so informative. In the midst of our busy schedules, this might feel like one more thing to tackle, but I A LWAYS walk away from my time with Parent Ed more strongly connected to our school and my kids.”

Visit the school calendar for further details on upcoming Parent Education events this semester, and join us to learn alongside your fellow Ensworth parents and to strengthen the Ensworth experience for you and your children.

Elena Rollins Parent Association President

Heather MacDonald Communications Chair Tiffany Armistead Communications Chair-Elect Mike Haney Fundraising Chair Karlen Garrard Parent Education Chair Elizabeth Gerken Parent Education Chair-Elect Candy Bass Immediate Past President (ex officio) Laura Easter High School Representative Lucy Duvall High School Representative-Elect Trista Goguen Middle School Representative Libby Sheer Middle School Representative-Elect Sarah Bryant Lower School Representative Delia Darst Lower School Representative-Elect Melissa Mahanes Arts Council Representative Sue Spissu Arts Council Representative-Elect Katie Benson, Patti Mangum Parents of Alumni Representatives Jim Boosalis, Dipti Patel, Barbara Smith At-Large Representatives

Save the Dates!

February 10, 2018: The Ensworth Auction May 5, 2018: Super Saturday 2018 WINTER | 45

FACULTY

FAC U LTY & S TAF F N E WS FACULTY NEWS Ensworth’s Athletic Director, Associate Head of School, and Head Football Coach Ricky Bowers was inducted into the Tennessee Football Coaches Association Hall of Fame on December 2 in Cookeville. Bowers is one of five members in the fourth class to be inducted into the Tennessee Football Coaches Association Hall of Fame.

Coach Bowers joined Ensworth in 2002 as one of the founding members of the High School faculty and staff. In his 14 years coaching varsity football at Ensworth, he has led football teams to ten playoff game appearances, capturing four state titles in 2010, 2011, 2012, and 2013. His overall record as a football coach is 210-55.

WEDDINGS

Lower/Middle School Fitness teacher Stephanie Kaplan, completed a 300hr RYT yoga certification as well as a kids yoga teacher training through Habitat Yoga. She is excited to offer yoga to all students in Grades K-8 this year.

Miles Asafo-Adjei to Hannah Allison,

December 2017

BIRTHS Leslea Gaines (Jeff ): Hannah Grace, August 10, 2017 JJ Anthony (Geri): Grace Amelia Anthony, September 12, 2017 Mary Byrne Dailey (Chris): Lane Michael Dailey, November 7, 2017 Paul Downey (Liza): John Watkins Downey, November 29, 2017 Ross Lyons (Kaley) Oliver Gregory Lyons, January 18, 2018

46 | ENSWORTH ENSIGHTS

Chelsy Hooper, Technology Integration Specialist, co-presented with Joan Lange of the Annunciation Orthodox School (Houston, TX) “Putting the I in iBooks; Students Innovating iBooks” at the iBooks Author Conference (Vanderbilt, October 2017) and at the National Council of Teachers of English (NCTE, St. Louis, November 2017).

Student iBook projects were highlighted and strategies for multitouch ebook creation and deployment were shared. In February, Chelsy will present at a Tennessee Association of Independent Schools workshop, hosted at Ensworth, for academic deans on using online tools for professional development.

Lower/Middle School Music Teacher Heidi Wolter received her Masters in Educational Leadership and Tennessee Administration license (K-12) from Lipscomb University in May of 2016.

FACULTY

SUKEY JOHNSON

Kindergarten Teacher

FAC U LTY B O OK S H E LF

Wonder Author: R aquel Pa lacio

HAYLEY BRANTLEY

“Apparently, I’m a few years late to the party for the book Wonder by Raquel Palacio. The author was inspired to write about a personal experience that she regretted not handling differently. Who hasn’t wished for a do-over, whether with a family member, colleague, or even a stranger? Palacio turns her regret into a life lesson for the world to remember-well done! This was a quick read that made me laugh, cry and hug anyone nearby. My favorite thing about this book is probably that my boys were able to read it on their own time, and we could discuss our favorite parts along the way. No matter your shape, color or age, you will find something to relate to in Wonder. Wait to see the movie and read this treasure first. Next, give it to a friend. ”

The Underground Railroad

DEAN SCHNEIDER

What did the Ensworth faculty read this winter?

Middle School History

Author: Colson W hitehead “I just finished reading The Underground Railroad, which won the National Book Award in 2016. It is an incredible, important, and heartbreaking look at slavery in the South and the question of what it means to be free. It is historical fiction with a little fantasy thrown in and follows Cora, a runaway slave, through her journey to the North. I was amazed, devastated, and completely enthralled by the story and recommend it to all. ”

Middle School English

Promise Me, Dad: A Year of Hope, Hardship and Purpose Author: Joe Biden

JEAN BRUCE

“Biden’s Promise Me, Dad: A Year of Hope, Hardship, and Purpose is partly a story of one year in politics, but mostly how he manages life in spite of grief, when his son Beau died of brain cancer. He had earlier in his life suffered the loss of his wife and daughter in a car crash right before Christmas. It’s a helpful and hopeful book for me to be reading right now.”

Beartown

LUCY ORGAN

High School Librarian

Author: Fredrik Backma n “You don’t have to know anything about the sport of hockey to enjoy this thought-provoking work of fiction about a small town’s culture around their highly valued high school hockey team. This book covers all the hot buttons in recent news articles: racism, classism, sexism, bullying and sexual assault. It’s a roller coaster ride of emotions with twists and turns to see how far a small town goes to protect their economic future. A great weekend read.”

SARAH BUCHANAN

Associate Head of School Rules of Civility Author: A mor Towles

“I recently read Towles’ A Gentleman in Moscow and was quite intrigued by the author’s ability to develop such rich and enticing characters and sense of place, which inspired me to dig into Rules of Civility. This debut novel of Amor Towles sweeps the reader into 1940’s Manhattan through the eyes and heart of a remarkable young woman. I encourage anyone who enjoys escaping into a well-written, glorious and captivating novel to curl up in a chair with Rules of Civility.”

High School Science

The Confusion Author: Nea l Stephenson “ The Confusion is the second book in Stephenson’s trilogy, The Baroque Cycle. It’s fiction that ties historical and fictional characters together across decades, including Isaac Newton and Gottfried Leibniz, and addresses the development of modern economic systems. And there are plenty of pirates, too.”

TREY HOUSE

Middle School Latin Before the Fall

Author: Noa h Hawley “Hawley, creator of the TV series Fargo and Legion, tells the story of a plane crash and two survivors, a struggling, middle-aged artist and a young boy.

Interspersing the aftermath of the crash with flashbacks to stories of all the passengers and crew on the doomed flight, Before the Fall is a powerful read about the fragility of life and how we respond to the whims of fate.”

2018 WINTER | 47

ALUMNI

Richard Pickens, ’08

Featured Alumnus

T

he beginnings of Richard Pickens’ Ensworth experience would be familiar to many alumni: knitting with Ms. Robin Smith, tugging on Field Day, and running the Tiger Trot on Super Saturday. Following his elementary and middle school years, Richard was a pioneering member of the first graduating class at the High School, where he enjoyed AP U.S. History, photography, and working backstage for the first large musical production, Hello, Dolly!. “Ensworth gave me the intangibles that helped set me up on this path. I was taught at an early age to embrace and follow my natural curiosity,” he says. The 13-year alumnus has gotten to where he is by doing just that—following what interests him.

While a sophomore at Furman University, Richard went on a studyaway trip to New Mexico, where they “lived in a ghost town and took a bunch of different biology courses.” During this program, he met a professor who led a research project studying mountain lions. He took an interest in the project and decided to pursue the study further.

Working on the research project through summers and after college, he was involved in capturing cougars and putting collars on them to better understand their habitat use and feeding patterns. After being involved in several captures, he was inspired and encouraged to seek out other opportunities to pursue this interest.

Taking his skills and expertise from his previous project to a non-profit called Felidae Conservation Fund, Richard dedicated his time to the Bay Area Puma Project, where he studied mountain lions, their habitat and conservation in the Bay Area, as well as assisting in the a similar set up in Argentina, in hopes that those studies would help protect wildcats across the world. Before Felidae, there had never been a study conducted in the Bay Area that examined how people’s encroachment on these wild habitats is affecting the large cat population. While working on this project, Richard set up cameras and bait to trap and collar the mountain lions to observe their habits and their necessities to survive. “By knowing that, you can figure out what conservation efforts are needed to help the mountain lions.”

Before working at Felidae, the thought of becoming a veterinarian seemed limited, but while on the Bay Area project, Richard came into contact with one of the veterinarians at the Oakland Zoo who oversaw their capture protocols and made sure they were using proper tranquilizers, etc. “It was around then that being a vet started to seem appealing; it began to sink in that it’s a very versatile degree and something I might be interested in.” Now, Richard is a member of the Class of 2021 at the University of Tennessee College of Veterinary Medicine. Once he completes his Doctor of Veterinary Medicine degree, he is hoping to go into Zoological Medicine, which would allow him to stay involved in wildlife and conservation.

48 | ENSWORTH ENSIGHTS

ALUMNI

The 12th Annual Robert Inman Tiger Classic was held Monday, October 23 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 Council 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 PL 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 NT ES T

Julie Frist, Laura Kimbrell, Toby Wilt and Jay Turner with 53

Hole #8, Laura Kimbrell Hole #10, Grant Caudill

Men, Jay Turner Women, Laura Kimbrell

J.R. McAllister

1st Place Team

2018 WINTER | 49

ALUMNI

Ensworth Alumni

C LAS S NOT E S BIRTHS

WEDDINGS Sterling Sanders ’93 married Alice Broughton Cox on August 26, 2017 Emily Perdue ’94 married Jerry Miele on September 2, 2017 Waller McInnes ’95 married Marco Beccani on July 29, 2017 Grace Clayton ’97 married to Marie Young on June 23, 2017 Elizabeth Triggs ’00 married Hughes Tipton on December 17, 2016 Lindsay Pratt ’02 married to Conor Stransky on April 29, 2017 Matt Smith ’02 married Amanda Warstler on October 7, 2017 Kathleen Geer ’03 married to Christopher Petro on June 17, 2017 Natalie Held ’08 married Robert Nickerson on September 2, 2017 Jackson Nuismer ’08 married Alexis Totin on November 25, 2017 Adam O’Donnell ’08 married Sarah Jadlelis on October 28, 2017 Jackson Wilcox ’08 married Shelby Smith ’10 on December 30, 2017 Miles Asafo-Adjei ’09 married Hannah Allison on December 31, 2017 Richard Bowers ’09 married Jordan Johnson on November 10, 2017 Eliza Morgan ’09 married Christopher Coode ’09 on September 30, 2017 Will Netterville ’09 married Shailer Bowen on December 16, 2017 Anne Presley ’09 married Patrick McGinn on October 22, 2017 Allie Gruber ’10 married Travis Rothenberger on September 23, 2017 Mary Keith Jackson ’10 married Austin Robbins on August 12, 2017 Candace Lawrence ’10 married Teddy Reeve ’10 on September 9, 2017 Alex Callahan ’11 married Geoffrey Kerbis on October 28, 2017

IN MEMORY Rick Jewell ’71 April 20, 1957- November 5, 2017 David Medlin ’92 April 26, 1978- September 22, 2017

50 | ENSWORTH ENSIGHTS

Jennie Rebecca (Rodgers) Springer ’92 (Jarron) Hyde Edward Springer, November 8, 2017 Laine Pitt Schenkelberg ’95 (Eric) Davison Benjamin Schenkelberg, July 3, 2017 Kate Blackmon Braddy ’97 (Tyler) Harrison Gray “Beau” Braddy, October 30, 2017 Will Howorth ’98 (Camellia) Graham Bradford Howorth, November 24, 2017 Celeste Harrison Shaughnessy ’98 (Mike) Michael Francis Shaughnessy, Jr., March 24, 2017 Haden Wiley Cook ’99 (Philip) Charles Fisher Cook and David Wiley Cook , May 21, 2017 Katie Tompkins Dick ’99 (Hagan) David Hagan Dick II, May 8, 2017 Lauren Ezell Minear ’99 (Robert) Oliver (Ollie) George Minear, August 7, 2017 Liza Trickett Averbuch ’00 and Cutler Averbuch ’00 Rosemary (Rosie) Helaine Averbuch, August 1, 2017 Will Colton ’01 (Lexi) Julius Alexander Colton, November 7, 2017 Brooke Bloom Riebeling ’01 (Russell) Quinn Ellis Riebeling, August 28, 2017 Caroline Rhett Sloan ’01 and Benson Sloan ’00 Benson Bennett Sloan V, December 6, 2017 Aly Armistead Greer ’01 (Scott) Thomas (Tommy) Armstead Greer, December 11, 2017 Ansley Wallace Cire ’02 (Matt) Elizabeth Gray Cire, September 22, 2017 Sarah Norton Ross ’02 (Adam) Daniel Hughes Ross, August 31, 2017 Julie French Strongin ’02 (Kyle) Kyle Andrew Strongin , March 24, 2017 David Davis ’09 (Megan) Adeline Davis, April 12, 2017

ALUMNI

Julius Alexander Colton

Graham Bradford Howorth

Thomas Armistead Greer with brother Nick

Rosemary Helaine Averbuch

Alex Callahan Wedding

Mary Keith Jackson Wedding

2018 WINTER | 51

ALUMNI

Ensworth Alumni

C LAS S NOT E S 1960 Jim Lokey ’66 retired from King & Spalding, LLP after practicing law for 39 years.

Donna Tanner ’68 is a

licensed Clinical Social Worker.

She works with older adults and families in Washington, DC.

1970 Leslie McKinney Bass ’70

recently moved back to Nashville after 32 years.

Bobby Thym ’72 is an

Associate Professor at Columbia State University.

Chris Lufkin ’78 is the Class of 1977

Founder and President of Marine Industry Advisors, a sales representation company.

Lisa Crockett Coble ’78 is a part time CRNA living in Knoxville, TN while also operating an independent anesthesia practice.

Class of 1987

is a Realtor with McArthur Sanders Real Estate where she was awarded Top Producing Agent in 2016.

Waller McInnes ’95 is a

Personal Chef living in Santa Clara, CA.

2000 Elizabeth Bradbury ’00

is now the Communications Manager at Confirmation.com.

Whitney Edwards ’03 was

named Director of Private Dining for Eleven Madison Park in Manhattan.

Cate Wiley Lane ’03 is an

Acute Care Nurse Practitioner in the ICU at St. Thomas West in Nashville, TN.

Jessie Parker Early ’08

1980 Rashed Fahkruddin ’83 was

Peyton Davis ’08 is an Army

the recipient of the YWCA’s MacDonald/ Negri Man of the Year Service Award during the YWCA’s 2nd Annual AMEND Experience on September 26, 2017. The AMEND program seeks to end the epidemic of violence against women and girls by empowering young men and community leaders.

Emily Gauchat Garstin ’91 is a Kindergarten Teacher at Pearre Creek Elementary in Franklin, TN.

Laine Pitt Schenkelberg ’95

52 | ENSWORTH ENSIGHTS

Rebekah Shaffer Malone ’95

has recently released several songs that appeared in national broadcasts on ABC Family, MTV, and the hit show, Nashville.

1990

Class of 2002

responsible for launching their value-based healthcare solution.

accepted a position with Edifecs in Seattle, WA in October of 2017 as the Senior Director of Product Marketing where she is

Captain stationed at Ft. Bragg, NC.

2010 Miller Reuther ’10 works for Community Health Systems in Franklin, TN.

William Joy ’10 won a

regional Emmy award as a reporter for WAVE 3 News (NBC) in Louisville, KY. His investigative story on Louisville’s EMS department revealed excessive overtime pay, a lack of employees, and response times minutes behind the national average.

Natalie North ’11 attends

Vanderbilt University where she is working toward her Master’s in Education Policy.

ALUMNI

Ensworth Alumni Curtiss Telfer ’11 lives in

Washington, D.C. and works for CBRE Commercial Real Estate firm.

Baxter Jackson ’11 is working as a Sales Analyst for Velocity Risk Insurance in Nashville, TN.

Lizzie Hogan ’12 moved to

Atlanta, Georgia in May ’17 and is a Personal Banker at Brandbank.

Lacy Smith ’12 graduated from Belmont’s Accelerated Second Degree Nursing Program in December ’17.

Caroline Waters ’13 graduated summa cum laude with a degree in Finance from Auburn University.

Jamie Spradley ’13 graduated

from the University of Mississippi with a degree in Banking and Finance. She is now working for Reformed University Fellowship (RUF) at Samford University.

Claire Kirchoff ’13 graduated

with honors from Roanoke College in May ‘17 and began her M.E.D in Educational Psychology at the University of Virginia last fall.

McKenna Monk ’13 graduated

from the University of Alabama’s Culverhouse School of Commerce with a degree in Accounting. She has moved back to Nashville and is working for HCA as a Staff 1 Accountant in the Physician’s Services Group/Urgent Care Division.

C LAS S NOT E S

Sarah Jordan Jacobson ’13

graduated from the University of Mississippi in May ‘17 and is now working as a Media Research Assistant for Marbaloo in Nashville, TN.

Spencer England ’13 graduated from the University of TennesseeKnoxville with a degree in Finance. He is now working as a Loan Officer at TriStar Bank in Columbia, TN with a focus on consumer and commercial lending.

Taylor Reisz ’14 spent a

semester studying abroad in Vienna, Austria and then traveled throughout Europe during the Summer of 2017.

Ashley Slay ’14 was named

the 2017 Ohio Valley Conference Volleyball Player of the Year.

Ali Telfer ’15 is a junior at the

University of Mississippi majoring in Elementary Education.

Parker Wade ‘14, Army vs. Navy

Andrew Halloran ’16 is a

sophomore at SCAD majoring in Visual Effects and Film Production.

Kathleen Jackson ’16 is a

sophomore at the University of Mississippi majoring in Accounting.

McKensie Miller ’17 is a

freshman at Chapman University where she is majoring in Voice Performance.

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 Alli Hicks at alumni @ ensworth.com.

ALUMNI NEWS & EVENTS ALU M N I BAS KE T BALL T OU R NAM E N T The third annual Alumni Basketball Tournament was held Tuesday, November 21 at the High School performance gym.

It was a great night to catch up with alumni and enjoy a little competition.

Congratulations to our winners!

Tournament Winner THE TA J M AHAL

Best Team Name FO UND ING FATHE RS

Tavarres Jefferson ‘09 Keshonn Carter ‘12 Quint Robinson ‘13 Rashed Fakhruddin ‘83

Harrison Ballard ‘08 Blake Crozier ‘08 Andrew Colton ‘09 Spencer Foote ‘09

Gotcha Contest Winner

David Dingess ‘11

2018 WINTER | 53

COMMUNITY

I N A P R I L 2 0 17, E N S W O R T H A N N O U N C E D T H E L A U N C H O F

Excellence Begins with E: A Campaign for the Heart of Ensworth

W

e now look with excitement to the third phase of the campaign: the construction of a new Lower School building. Plans for the building include collaborative grade-level classroom pods with 40% larger classrooms, interactive maker areas, and modern science labs. The addition of the facility will also allow existing classroom space to be repurposed to provide dedicated world language classrooms and a new home for afterschool programs.

Our predecessors thoughtfully planned and provided the current facilities we have enjoyed, and today’s Lower School classrooms have held more than 20 years of teaching, learning, and growing within their walls. Now, our community has the opportunity to create new spaces that will inspire and empower current and future students in their search for truth. As Winston Churchill stated, “We shape our spaces; thereafter, they shape us.”

Thanks to the generous support of

140 donors of who have committed

$19M toward campaign priorities, we have completed the infrastructure for the Loop Road, and renovations to Robinson Hall are underway with expected completion in Fall 2018.

54 | ENSWORTH ENSIGHTS

COMMUNITY

NEW LOW ER SCHOOL BUILDING

LEVELS SECOND MAIN GROUND

A S I G N AT U R E KINDERGARTEN EXPERIENCE Create collaborative gradelevel classroom pods

D E D I C AT E D MAKER AREA Incorporate interactive maker areas into classroom space

LARGER LOWER SCHOOL CLASSROOMS Increase classroom square footage by 40%

E X PA N D E D S C I E N C E S PA C E S Embed science spaces within grade-level areas

3RD-1 939 SF

We invite you to learn more about the campaign and consider how you can ensure continued excellence at Ensworth with your support.

Visit www.ensworthcampaign.com to view plans and videos, and contact Jenny Hannon at hannonj@ensworth.com or 615.301.8940 to participate.

2018 WINTER | 55

SUMMER COURSES, PROGRAMS, AND TRIPS FOR STUDENTS OF ALL AGES

56 | ENSWORTH ENSIGHTS

ensworth.com/summer

2018 WINTER | 57

Nonprofit Org. U.S. Postage

PAID

Nashville, TN Permit No. 2630

Ensworth School 211 ENSWORTH PLACE NASHVILLE, TN 37205-1997

In the 2016-2017 academic year, we were pleased to complete our new tennis center on our High School Campus.

The new facility includes six indoor courts, eight outdoor courts, PlaySightŠ technology, and covered parking. More information about programs and memberships available at ensworth.com/tennis.

ensworth.com