JAG
Dear Wellington Community,
Since my appointment as head of school, I have committed to listening and learning as much as possible about Wellington. Through conversation with members of the community, it has become clear to me that students, faculty, and alumni are living Wellington’s values of empathy, ambition, curiosity, authenticity, and responsibility. I have learned about our founders’ vision and observed first-hand how it continues to thrive today, and I am inspired by the community’s ever-present commitment to academic excellence.
At Wellington, curious, capable, and confident students love coming to school and love learning. As important, teachers feel supported and empowered, and their love of teaching at Wellington is the source of the school’s joyful and ambitious culture.
At last spring’s Alumni Celebration, I had the privilege of hearing the recipient of the Distinguished Alumni Award, Cliona Howie ’93, speak of “the Wellington Way.” She used that phrase to describe the way Wellington teaches us to
“At Wellington, curious, capable, and confident students love coming to school and love learning. As important, teachers feel supported and empowered, and their love of teaching at Wellington is the source of the school’s joyful and ambitious culture.”
ELIZA MCLAREN
help others. That Wellington’s values encourage us to strive for excellence not only for our own personal achievement but also for the betterment of those around us. Cliona shared her conviction that if we could bottle up “the Wellington Way,” the world would truly be a better place. I was inspired by Cliona’s words, and I hope you enjoy reading about her in this edition of The Jag.
In my conversations with alumni, a consistent message I’ve heard is how well-prepared they have felt for college academics. In particular, many have attributed their strength as writers directly to Wellington. The ability to write well relies as much on thinking cogently as it does stringing words together. Often, through writing, we gain clarity in our thinking. This edition of The
Jag includes a special overview of Wellington’s approach to teaching writing, highlighting how teachers develop this critical literacy skill in our students.
What I have learned and seen clearly in my time here is that Wellington is a school where substance matters. The stories in this magazine are filled with that substance. I hope as you read these stories, you feel as proud of our school as I do.
Thank you for all you do for Wellington, and… Go, Jags!
Eliza McLaren Head of School
THE JAG is published by Wellington for all members of its community. Please send any comments to Jessica Young at communications@ wellington.org.
EDITOR:
Jessica Young
CONTRIBUTORS:
J.J. Bain ’06
Bryan Brautigam P ’38
Greg Davis
Jacob Ely
Bob Faller ’18
Emeri Ferguson P ’37 ’39
Sloan Magliery
Jordan McMullin
Brian O’Masta
Mason Roulston
Laurie Beth Sweeney P ’29 ’33
Jessica Young
COPY EDITORS: J.J. Bain ’06
Kim Catley
Christine Conkle
Melanie Eggleton
Amanda Pierce
Brenda Porter P ’12 ’17
Laurie Beth Sweeney P ’29 ’33
PHOTO CREDITS:
Ben Anderson P ’28
Benjamin Derkin
Keith DeVoe
Nick Fancher
Zach Hoover
Zane Miller ’05
Wes Murray
Amanda Pierce
DESIGN:
Bluewave Creative
Howie: Finding Light in the Darkness
I learned to capitalize on those ‘ants in my pants’ partially because Wellington constantly pushed me out of my comfort zone.”
CLIONA
HOWIE ’93
TINO GARCIA ESPINOZA ’28
CLIONA HOWIE: Finding Light in the Darkness
When asked to sum up her career, Cliona Howie ’93, director of data impact systems at EIT Food, captured her essence with a simple phrase: “I move on to the next hard thing.” Her passion
for the environment and readiness to tackle complex, uncharted challenges often put her in tough spots, but a powerful sense of determination continues to drive her work.
Shifting Gears From Medicine to Environmental Science
When Howie graduated from Wellington, a career in environmental science was the furthest thing from her mind. Instead, she wanted to become a sports medicine physician.
Howie’s interest in sports medicine was inspired by a love of athletics she fostered at Wellington. She joined Wellington’s varsity tennis team before her first year and credits the experience with helping her make friends and easing her transition into upper school.
During her four years at Wellington, Howie also excelled at basketball and lacrosse, establishing herself as a multi-sport powerhouse. She made history as Wellington’s first basketball player to score 1,000 points. She was a state tennis qualifier in 1992, named Most Valuable Player in basketball and lacrosse several years running, and played on the national lacrosse team. Her achievements earned her Athlete of the Year twice and induction into Wellington’s Athletic Hall of Fame.
Howie was also deeply involved in social planning at Wellington. As chair of the Student Council Social Committee, president of the Spanish Club, and a member of the Student
Booster Club, she enjoyed exercising her creativity and working on projects that often led to laughter-filled weekends crafting decorations with peers.
Choosing a college was tough for Howie. Because her dad was an employee, The Ohio State University offered attractive benefits. However, she had a deep love of the outdoors and yearned for easy access to mountains and lakes. Moving west was far from home, so Howie’s practical side turned to the nearby Appalachian Mountains. Clemson University’s proximity to mountain biking, camping, hiking, and water skiing proved to be the right fit, and in true Midwestern fashion, it was within driving distance.
At Clemson, Howie studied biological sciences and entered the pre-med
track. She then continued to medical school. As she started her second year, she made the toughest choice of her life: she decided to leave medical school.
Naturally, she panicked at first. But Howie smartly turned to what gives her comfort: nature, spending time outdoors, and helping others. She flew to Switzerland to work as a ski and snowboard instructor for the season. In the snowy Alps, her plans fell into place. “Everything clicked. I knew I wanted to use my skills to help the planet and protect natural resources,” said Howie. “The planet doesn’t have a voice and someone has to safeguard the environment.”
Environmental Impact
Howie’s next move was to enroll at Oxford Brookes University in Oxford, England, where she earned her Master of Science in environmental assessment and management. Her studies focused on impact assessment, the science of quantifying and qualifying the environmental impacts of business and government infrastructure projects.
PICTURED
Howie, with her husband Roo Newton, daughter Oriana, and son Elek, cheering on their local soccer team, Racing Santander
Howie entered the field at the right time. “My discipline happened to be exploding thanks to new environmental legislation,” said Howie. “Governments and companies needed people to do impact assessments for development plans, construction, and more.”
Early in her career, she worked with Surrey County Council to assess development projects in South East England. She also worked with Network Rail on a national power supply upgrade project. The work was not lucrative but was rewarding.
In 2004, Howie moved to Santander, Spain, where she and her siblings, Morgan ’90 and Mikaela ’97, spent summers visiting their grandparents. Howie had seen how her family lived self-sufficiently off the land, an experience that instilled values of resourcefulness and sustainability. Today, Santander is a smart city with advanced resource management, making it a fitting backdrop for her work.
Howie served as the head of circular economy and an executive management team member at ClimateKIC, Europe’s largest public-private partnership focused on climate innovation and entrepreneurship. In her role, Howie was an expert on circular economy, a system where products and materials are kept in circulation through maintenance, reuse, refurbishment, recycling, and composting. The goal is to tackle biodiversity loss, waste, and pollution by decoupling economic activity from the consumption of finite resources. Her work took her all over Europe where she met with business, government, and political leaders to develop and institute circular economic initiatives.
Working in the field of environmental advocacy has its challenges. Progress is often dependent on government action, and the pace of change can be frustratingly slow. But Howie’s passion remains undiminished. She
continues to find light and inspiration in advocating for the environment. After working on a project for the Slovenian government, she was recruited for her expertise in the agri-food sector. The self-contained country has plentiful resources to meet the food supply needs of its population, and Howie found it an interesting test case for designing self-sufficient systems. She started pitching her ideas to garner funding, and those conversations eventually led her to Foundation Earth. In August 2021, she joined Foundation Earth as its executive director.
The international non-governmental organization (NGO) is working to establish a scientific standard for measuring and communicating the environmental impact of the food we eat. She led the organization in its mission to understand how to sustainably grow, manufacture, transport, and sell nutritious and environmentally-sound food to feed
“ The planet doesn’t have a voice and someone has to safeguard the environment.”
CLIONA HOWIE ’93
the world’s population. Her work has been so successful that a larger NGO, the European Institute of Innovation and Technology (EIT) Food, recently acquired Foundation Earth.
Now the director of data impact systems at EIT Food, Howie is helping enhance the accuracy and accessibility of environmental impact data for food products in the European Union. She’s excited by the potential for this collaborative alliance to combine resources and drive large-scale change for the continent.
No Matter Where She Roams
In her 2024 Distinguished Alumni Award speech, Howie expressed gratitude for her Wellington education, crediting it with pushing her out of her comfort zone. “Perhaps one of my biggest character flaws — or maybe best qualities, depending on the day — is the seemingly biological need to never sit too long in a comfort zone. I learned to capitalize on those ‘ants in my pants’ partially because Wellington constantly pushed me out of my comfort zone,” said Howie.
As further proof of her comfort with taking on a variety of roles and responsibilities, Howie is the first person in Wellington history to be named both an Athletic Hall of Fame inductee and the Distinguished Alumni Award winner.
While outsiders might assume Wellington is a bubble, Howie appreciated how many lessons in the halls and classrooms of Wellington were indicative of a diverse, global culture full of broad knowledge and experience. She said that experience helped her navigate a career abroad.
The Class of 1993 remains close. Her classmates gathered to celebrate her accomplishments after she flew to Columbus to accept her award and attend the Alumni Celebration. It also helps that many of their parents became close, lifelong friends.
Howie has made a home in Santander with her husband, Roo Newton, daughter, Oriana, and son, Elek. Howie has passed on to her children her appreciation for athletics and the outdoors. When her children attended the same camp where she worked in college, Howie signed on as a summer session counselor so they could enjoy the area’s beauty together.
Howie’s journey from Wellington to leading environmental initiatives highlights the foundational lessons she learned early on. Her experiences in athletics and social planning laid the groundwork for her problem-solving skills and commitment to making a difference, guiding her through a career where she’s driving significant environmental change.
PICTURED
Howie (top middle) with dear family friends Mary and Pete Waydo P ’91 ’96. Seated are her sister, Mikaela Howie ’97, and mom, Olga Howie P ’90 ’93 ’97
SASHA SWARTHOUT ’29
PICTURED
Charlotte Rost ’24 and Tyler Disbrow ’24
Jaguars’ Empathy Bolsters Their Optimism
Wellington’s 36th commencement, held on Friday, May 31, was a heartfelt and joyful celebration of the Class of 2024’s authenticity, determination, and care. Throughout their upper school years, they became a close and connected cohort, using their own gifts to support and elevate one another’s work. Those attentive and supportive bonds underpinned their focus on collective well-being and enthusiasm — traits that will serve them well in the future.
The Class of 2024 emerges from Wellington prepared to reach new heights. Among the graduates are future neuroscientists, oncologists, historians, and physical therapists. Driven by their ambition to tackle real-world problems, Wellington seniors were accepted to and matriculated at an array of schools, from Case Western Reserve University to Denison University to Harvard University.
Their graduation ceremony, held indoors in Gard Gym, marked the culmination of years of hard work. As the seniors moved from the staging area and processed through the lower school, staff and faculty lined the hallways to greet them with boisterous cheering. Upon entering the gym, the graduates formed a tunnel to welcome the adults who shaped their Wellington experience.
Dr. Jeff Terwin, presiding over his last graduation as head of school, addressed the Class. He encouraged students to think about the role of balance in their lives: how to balance work and play, spontaneity and planning, and differing perspectives. He reminded students that a polarized society
is a less productive and positive place and encouraged them to push back on the trap of being asked, “Are you for or against?” He implored students to explore the middle and come to their own conclusions. “You might end up ‘for’ or ‘against,’ but at least your process allowed you to consider various perspectives,” said Terwin.
Following Terwin’s remarks, Jim Croft P ’17 ’20 ’22, board chair, took to the stage to thank Terwin for his 12 years of service. Croft thanked Terwin for leading the school through the COVID-19 pandemic, introducing the Wellington International Student Experience (WISE) program, and launching a successful capital campaign that resulted in the new early childhood and middle school wing.
Approximately one-quarter of the Class of 2024 are Lifers, those students who have attended Wellington since prekindergarten, kindergarten, or 1st grade. In recognition of their commitment to the school, these students were given a blue honor cord at the Senior Celebration Dinner to wear at commencement.
PICTURED
Kaitlyn Richardson ’24, Rowyn Hubbard ’24, Malayah Kenley ’24, Ethan Paider ’24, Dara Jackson, Jack Spicer ’24, Armaan Chaudhary ’24, Margaret Adams ’24
“ Explore the middle and think for yourself. You might end up ‘for’ or ‘against,’ but at least your process allowed you to consider various perspectives .”
Rowyn Hubbard ’24, recipient of the Music Award, gave an expressive flute performance of Herman Beeftink’s “Spring” with piano accompaniment by Zac Barton ’26. The Class of 2024 elected Eve O’Sullivan ’24 to speak on their behalf. In her address, O’Sullivan discussed the importance of choice. She encouraged her classmates to choose to make the most of their experiences, support the people they care for, recover from mistakes, and be who they want to be. “Choose to make the best out of where you are, choose to see the happiness around you Let those everyday choices shape you into someone who wants to be where they are,” said O’Sullivan. She reminded the Class that who they are is an accumulation of those choices and that they should cherish each decision, each outcome, and each consequence.
Head of Upper School Rishi Raghunathan P ’27 ’30 praised the Class of 2024 for their curiosity and ambition, particularly in academics. From WISE trips to Brazil, Ecuador, Denmark, and Poland to taking Multivariable Calculus or The Art of Detective Stories, the Class reflected a high level of love and challenge for their studies.
The Class of 2024 has left a permanent mark on the Wellington community. Their curiosity, enthusiasm, and tenacity have enriched our lives. “Remember that you are ready to shape the world,” said Raghunathan to Wellington’s newest alumni. “As you venture out into the world, stay connected, stay curious, and never stop learning.”
DR. JEFF TERWIN, FORMER HEAD OF SCHOOL
1: Kaitlyn Richardson ’24
2: Lucy Allen ’26, Maddy McClinchie ’17, Natalie Allen ’24, Angie Booth GP ’17 ’24 ’26
3: Gina Spicer P ’24 ’26, Jack Spicer ’24, Shane Spicer P ’24 ’26, Anna Spicer ’26
4: Ali Ozer ’24
5: Skyler Nicholson ’24, Samuel Breyfogle ’24
6: Jen Tonapi P ’24, Arjun Tonapi ’24, Vijay Tonapi P ’24
7: L to R - Top: Caliope Mlicki ’24, Michael Joyce ’24, Middle - Eve O’Sullivan ’24, Simone Crosby-Wallace ’24, Ahmed Batun ’24, Bottom - Alex Fischer ’24, Kylee Craig ’24, Emily Berty, Eric Carter ’24
8: Hudson McConnell ’24
Not pictured: Eva Dulle ’24
CLASS OF 2024 COMMENCEMENT
1: Jeff Wilkins P ’90 ’94 GP ’14 ’16 ’21 ’21 ’24 ’26 ’27, Emma Cooke ’24
2: Benjamin Wells ’24
3: Caliope Mlicki ’24, Madeline Meimaridis ’24
4: Eve O’Sullivan ’24
5: Hussein Alali ’24
6: Henry Humbert ’24, Erin Conselyea ’24, Malayah Kenley ’24
7: Echo Reichenbach ’24
8: Lillian Appel ’24
9: Rowyn Hubbard ’24
10: Simrin Ruegsegger ’24, Samika Varma ’24
11: Evan Manley ’21, Imogin Manley ’24, Carol Manley P ’21 ’24, Ted Manley P ’21 ’24
12: Maria Beatty ’24
13: Jack Spicer ’24, Sounitsa Swanson ’24, Emerson Thompson ’24
14: Sanjan Shanker ’24
15: Elizabeth Oquendo ’24
16: Hein Le P ’24, Quan Nguyen ’24, Trung Nguyen P ’24
17: Shari George P ’24, Zachary George ’24, Jason George P ’24
1: Christine Cooke ’21, Caroline Cooke ’21, Elizabeth Cooke ’27, Emma Cooke ’24, Laura Cooke ’90 P ’21 ’21 ’24 ’27, Chris Cooke P ’21 ’21 ’24 ’27
2: Victoria Scott ’24
3: Matthew Dittrick ’24
4: Kaylei Johnson ’24
5: Margaret Adams ’24
6: Li Jiang ’24, Henry Allen ’24, Armaan Chaudhary ’24, Wishmith Samaranayake ’24
7: Brooks Adiansingh ’24
8: Isabella Rish ’24
9: Bean Fischer ’26, Alex Fischer ’24, Chris Fischer P ’24 ’26, Suzanne Tkach P ’24 ’26
10: Roarke Marincic ’24
11: Ergun Kocak P ’24 ’27, Evren Kocak ’27, Ayla Kocak ’24, Defne Kocak P ’24 ’27
12: Emerson Thompson ’24
13: Eli Erlanger ’24
14: Sophia Kramer ’24, Logan Vargo ’24
15: Skyler Nicholson ’24, Artie Taylor P ’23, Michael Adams ’24
16: Qianru Dai ’24
17: Susan Malloy P ’24, George Satava GP ’24, Lorene Satava GP ’24, Jacob Malloy ’24, MaryAnn Malloy GP ’24, Randy Malloy P ’24, Jen Malloy
Eliza McLaren: A Day at School Is a Day Well Spent
Wellington’s new head of school, Eliza McLaren, will lead the school forward by fostering curiosity and responsibility while honoring the legacy of love and learning that has shaped her life and career.
When you walk into McLaren’s office, you can’t miss the quotes on display. One from Horace Mann has a special place of honor on the top shelf: “The love of excellence looks ever upward towards a higher standard no community should rest contented with being superior to other communities, while it is inferior to its own capability.”
For McLaren, this quote is a daily reminder that school is a place where learning should happen always and everywhere, and that everyone is responsible for taking the necessary steps to become better versions of themselves while supporting those around them to do the same.
Destined to Be an Educator
If you have an opportunity to talk to McLaren, it won’t take long to realize that she was destined for the role of head of school. Her father, Andrew McLaren, was a career educator and served as head of school for three independent schools. His final appointment was at the Little Red School House and Elisabeth Irwin High School where McLaren attended as a child. His wife, McLaren’s stepmother, is also a career educator and served as a head of school and associate head of school. McLaren’s mother started her career as a second grade teacher before becoming a counselor.
The adults in McLaren’s life firmly believed that students should be
treated as capable learners who deserve active, challenging, and meaningful experiences in school. Their approach shaped how McLaren views school to this day.
When asked when she knew she wanted to pursue a career in education, McLaren said that her experience with an excellent first grade teacher was influential in determining her career path — she just didn’t realize it yet. During her middle and upper school years, she remembers redesigning her teacher’s lessons, thinking, “When I’m a teacher, I’ll do it another way.” Or, when a lesson seemed particularly effective, she took notes so she could repeat it in the future. Only later did she realize other students were not doing the same thing.
The Path to Headship
McLaren structured her educational and professional careers to achieve her ultimate dream of becoming a head of school. After receiving a Bachelor of Arts in history from Barnard College, Columbia University, she pursued a Master of Arts in the teaching of social studies from Columbia’s Teachers College. McLaren’s first teaching job was at Roland Park Country School, an independent all-girls school in Baltimore, Maryland. As an upper school history teacher, she covered everything from medieval to United States to women’s history. She also served as head coach for the varsity field hockey and softball teams and worked with the head of school and the head of upper school to launch
PICTURED
Visiting with middle school students in the Croft Commons
“ I love the moments that aren’t scheduled — the act of sportsmanship on the field, watching a student who thought they could never perform a solo step up to the mic, and any time you see a student transcend what they thought they could do.”
an international student program. The initiative brought 20 full-time students from around the world into the upper school.
McLaren transitioned into an administrative role as the director of marketing and communications at Rye Country Day School (RCDS), an independent school in New York. She later held several leadership roles, including director of strategic initiatives, where she led key projects and teams that advanced the school’s mission. She also founded the RCDS
Institute for Innovative Teaching and Learning, which supported faculty in developing and implementing forward-thinking educational initiatives. Throughout her years at the school, she collaborated closely with the head of school and board of trustees and made significant contributions to strategic planning, admissions, and fundraising efforts.
While at Rye, she also taught as an adjunct professor at the Klingenstein Center for Independent and International School Leadership, part
of Columbia’s Teachers College. She didn’t just teach future leaders — she shaped them. Drawing on her own experience, she crafted a curriculum that went beyond theory, using case studies and simulations to equip aspiring independent school leaders with the practical tools to navigate marketing, admissions, advancement, and strategic planning. Her influence extended to guiding these future leaders in communicating effectively, telling their school’s story, and confidently handling crises.
ELIZA MCLAREN, HEAD OF SCHOOL
PICTURED
Making the Wellington W with Beckett Joo ’36
She arrived at Indian Creek School in Annapolis, Maryland, in 2020 and dove right into her role as associate head of school. She quickly became a key leader in navigating the school’s COVID-19 response and spearheaded a campus merger and renovation. Soon after, she was named upper school principal, bringing stability and renewed energy to the program while fostering a culture of trust and accountability among faculty. Under her leadership, Indian Creek introduced a new middle school, launched ambitious academic initiatives, and prioritized faculty wellbeing, all while enhancing the school’s commitment to educational excellence.
Drawn to Wellington
McLaren was drawn to Wellington because of its “boldly stated mission and values,” said McLaren. “That indicated to me and my family that Wellington is a community of engaged and passionate students, teachers, and families who consider their school the most significant educational experience of their lives.”
In addition to feeling a deep and immediate connection with the Wellington community, McLaren and her husband, Dominic Albanese, could see themselves at home in Columbus. “The city offers an ideal backdrop for Wellington’s students to observe firsthand the benefits of diversity, interdisciplinary thinking, innovative problem-solving, creativity, culture, and service to humanity,” said McLaren. One of her long-term goals as head of school is to establish new and nurture existing partnerships within Central Ohio’s industry sectors.
Wellington and the benefits of living in Central Ohio made the move from Annapolis to Columbus easy. “Dominic and I have often been asked whether the decision to move our family was difficult. In reality, it was among the easiest decisions we have ever made. We had zero hesitation,” said McLaren.
From Vision to Action
Although McLaren officially took the reins at Wellington on July 1, 2024, her journey began much earlier, back
PICTURED
Joining a brain break baseball game with Quinn Elder ’34
in September 2023 when Wellington announced she would be the next head of school. Her thoughtful and diligent preparation allowed her to dive in from day one. Collaborating closely with the Board of Trustees, McLaren has identified three key priorities for the 2024-25 school year.
PRIORITY #1: ENGAGE, LEARN, AND BUILD RELATIONSHIPS
McLaren is committed to immersing herself in Wellington’s rich history, culture, and values. By doing so, she aims to forge deep, meaningful relationships throughout the Wellington community.
PRIORITY #2: LAUNCH AN INCLUSIVE STRATEGIC PLANNING PROCESS
With a focus on collaboration, McLaren will lead a comprehensive listening campaign to gather insights from parents, alumni, founders, faculty, and other stakeholders. These conversations will shape the themes and questions for a strategic planning process that will unfold throughout the year, culminating in a visionary strategic plan set to be unveiled in the fall of 2025.
PRIORITY #3: LEAD INITIATIVES
Working alongside the Board and leadership team, McLaren will spearhead what she calls “strategic sprints.” These initiatives will focus on advancing academic excellence, enhancing well-being and belonging for students and staff, strengthening upper school programs, and laying the groundwork for the future through campus master planning and long-term enrollment strategies.
Immediate Impact
In partnership with the Board and leadership team, McLaren has set two
PICTURED
guiding themes for the 2024-25 school year: curiosity and responsibility. These values are deeply interconnected, each shaping the other and coming into focus as the school navigates its journey. McLaren emphasizes that fostering curiosity is more than just asking questions; it’s about exploring new ideas and challenging the status quo. This mindset transforms learning into an active, engaging process where students are taught how to think, not what to think.
However, McLaren underscores that curiosity must be paired with responsibility. Educators are responsible for upholding Wellington’s vision for childhood, creating an environment that shields students from the overwhelming noise of the
outside world while exposing them to experiences that broaden their perspectives. At a time when the world seems increasingly divided, Wellington’s mission focuses not only on today’s challenges but on preparing students for the world of tomorrow.
McLaren is already weaving her core convictions about school into the fabric of Wellington, shaping the school’s approach to education and community. She maintains that educators are the most crucial element in achieving educational excellence, and she’s making it clear that every student’s potential is vast — often greater than adults realize. She emphasizes that children thrive in environments where they are challenged, engaged, and given
relevant, hands-on experiences. McLaren is also committed to ensuring that students feel they matter and understand their responsibilities, both of which are key to their well-being and success. Above all, she champions joy and love as the essential, magical ingredients that make Wellington a place where students can flourish.
McLaren is deeply committed to protecting students’ time and attention, allowing them the space to grow without unnecessary distractions. She understands that parents’ most significant investment in Wellington is their children’s time, and views herself and her colleagues as stewards of that precious resource, “This is their only time as parents, caregivers, and siblings to experience childhood together, and being a part of that is an honor and a profound responsibility,” said McLaren. This perspective drives her approach to education, ensuring that every moment at Wellington is enriching for the students.
While head of school is an expansive role with many responsibilities, McLaren has elevated four priorities: the safety — both physical and psychological — of students and the community; managing personnel; overseeing the budget; and ensuring the mission and strategic plan are carried out. But she’s also keenly aware of the significance of seeing a woman in this leadership position. According to a National Association of Independent Schools leadership survey in 2021, fewer than half of the heads of schools in the United States are female, with an even smaller percentage in co-educational independent schools. McLaren’s presence at the helm guides Wellington forward and represents a
McLaren regularly greets students with handshakes
powerful example of leadership for the next generation.
As she dives into life at Wellington, McLaren has much to look forward to. While she’s eager to join in on the big events that unite our community — student theatre productions, All Things Wellington, and Winter Wednesdays — she’s equally excited about the spontaneous, unscripted moments. “I love the moments that aren’t scheduled — the act of sportsmanship on the field, watching a student who thought they could never perform a solo step up to the mic, and any time you see a student transcend what they thought they could do,” said McLaren.
Home, Heart, and School
McLaren’s greatest love is her family. Albanese leads research and development for an engineering firm, and their two children, ages 11 and 6, give her purpose and inspiration.
When not spending time with her family, she enjoys reading and having great conversations with friends.
You’ll find a stone in her office with an etched quote from a Philip Larkin poem, “What will survive of us is love.”
As a school administrator, her school and community are an extension of her home and family. For McLaren, learning, teaching, and fostering a
PICTURED
McLaren with her husband, Dominic Albanese, and their two children
sense of belonging are deeply rooted in love. She said that spending her life in a school she loves, surrounded by people she cares about, is a way to leave a lasting legacy.
She believes education is the best way for individuals to realize their potential and the most vital resource for global progress. “I know of no greater joy, no greater motivator, and no greater reward than a day well-spent in school,” said McLaren.
DILARA OZER ’30
PICTURED
REBOUNDING TOGETHER:
The 2016-17
Boys Basketball Team’s Historic Season
By Bob Faller ’18
At the heart of Wellington lies a deeply rooted sense of community. During my short four years, I saw how strong this community was through the remarkable journey of our boys basketball team. Throughout the 2016-17 season, our team faced immense challenges that not only built our individual character but also solidified us as a group. Though we may not have fully realized it at the time, we created lasting memories for everyone on the team and for the community that supported us.
Our team achieved a historic milestone in the 2015-16 season by tying for what was then the best finish in school history as state semifinalists. This accomplishment astonished many in Wellington and the greater basketball
Solomon Pierre-Louis ’18 playing in the State Championship
community throughout Ohio. That year, we came as a shock to most of the teams we faced. However, as we entered the 2016-17 season with almost the same roster, plus a few additions, we knew that we would no longer be a surprise to those we played.
The preseason was unlike any we had before. It started with morning workouts in the weight room, then on-the-court skill work or pickup games that would go late into the evening. This quickly became the norm almost every day, and I knew our group was determined in a way I had never seen before. For better or worse, it felt like we spent every waking moment together. As with any group that spends a lot of time together, there were arguments on the court over foul calls or whose possession it was. Looking back, these arguments were ways to push each other and only accept the best from one another. We knew we had a chance at something special but had to ensure we did everything possible to reach our goals.
Like any team with high expectations, we faced adversity throughout the season, both as a team and individually. My first challenge came the day before our opening game when I learned I had a stress fracture in my back, which sidelined me for most of the year. As a returning starter, I quickly realized my role would change and force others to adjust. This transition led to some tough losses and close games. Although it was painful not to compete, I gained a new perspective by working closely with the coaches. I saw their dedication to our success on and off the court. Without their guidance, we couldn’t have come together when it mattered most.
Although we lost a few more games than we would have liked in the regular season, things for us as a team started
to come together at the right time. I was lucky enough to come back as the team was hitting our stride. This was right before the postseason and it felt like a new team compared to the one that had started the year. Players knew their roles and were confident in their ability to make plays when they were needed most. We hosted our first two playoff games at Wellington. As we advanced from districts to regionals in Athens, Ohio, it felt like every game was a home game. Our fans, who had been with us all season, were the best we could ask for and were there when we needed them most. We eventually returned to the state semifinal and were two games away from history.
Though we came up short in the final game, Coach Artie Taylor P ’23, assistant director of athletics and varsity boys basketball head coach, reminded us that our goal was to make the most of our time together, and we did. We were one of the last two teams standing, playing until the very end of the season. There’s no other group I would have rather shared that journey with. The support from Wellington made the experience special for us, those who came before, and those to follow. We maximized our time on the court and made history.
ROSTER:
Noah Berry ’18
Daniel Callanan ’17
Bob Faller ’18
John Faller ’18
Ian Frim ’19
Henry Gottschlich ’18
Dustin Harder ’17
Noah Jones-Beyene ’20
Katz Kadlic ’19
Yoshi Parker ’20
Dallas Patrick ’19
Solomon Pierre-Louis ’18
Ngozi Pinkston ’17
Adam Porter ’17
Guy Schmidt FS ’18
Andrew Watson ’18
PICTURED
Coaches and players at the Athletic Hall of Fame Induction Ceremony
The Power of Writing: How Wellington Shapes Thoughtful Communicators
Writing confidently, effectively, and thoughtfully is one arrow in a person’s quiver that helps them do what they want and shape the world. Wellington’s writing curriculum helps students cultivate critical thinking skills, develop empathy for the differing perspectives they will encounter, and build confidence in their voice.
Early Childhood and Lower School
By Emeri Ferguson P ’37 ’39
In early childhood and lower school, students begin using their voice through writing in various formats. Students are taught that writing is a form of communication and has purpose. In early childhood, students understand that letters have curves and lines and what writing may look like, and they dictate stories through play. These skills lead to putting letters on paper, representing what they want to say. During the second half of prekindergarten, students learn correct letter formation through the Fundations program, a research-based curriculum focused on phonetics and spelling. (Learn more about Fundations on page 38.)
In kindergarten through grade 4, students continue to build on the skills they are taught. They learn how to make a sentence, organize their ideas, and which format best conveys their thoughts. They study writing conventions and word choice. This work culminates with students writing and performing their own plays in 4th grade.
This past summer, 33 Wellington early childhood, lower school, and middle school teachers attended a Collaborative Classroom writing institute where we learned to enhance our instructional skills by combining writing and reading science. Teachers studied brain science, practiced their writing skills, and left with new tools to use with their students. We look forward to sharing these innovative techniques with students and teaching them to become better writers.
PICTURED ABOVE
Sahana Agrawal ’37
Middle School Upper School
By Greg Davis MIDDLE SCHOOL LANGUAGE ARTS
By Mason Roulston
MIDDLE
SCHOOL HUMANITIES AND WRITING SUPPORT SPECIALIST
Wellington’s middle school writing program is designed to meet the unique needs of students in grades 5–8 — a critical phase of development. Students often come to Wellington with a range of skill levels. Our program meets them where they are and supports their growth as readers and writers.
Writing tasks such as the 5th grade BioPoem and the 8th grade Rambling Autobiography help students draw on personal experiences for inspiration, making it easier for reluctant writers to engage. The 7th grade Creative Writing Project encourages students to imagine new worlds, and the 6th grade “The Giver” essay pushes them to analyze texts.
Throughout middle school, students revisit grammar concepts to refine their use of syntax. By intentionally learning to vary sentence structure and length and using devices like parallelism, they begin to elevate the sophistication of their writing. In grades 7 and 8, vocabulary building is also a key focus, aided by an industry-leading resource from Townsend Press.
New this year is The Write Spot, a dedicated space where students receive personalized feedback and support across writing genres. With encouragement from Roulston, students get the help they need to grow as writers and nurture their creativity. Students can visit The Write Spot during supervised study or by appointment.
By Bryan Brautigam P ’38
UPPER
SCHOOL SCIENCE
By Jordan McMullin
UPPER SCHOOL ENGLISH
At Wellington, writing is integral to learning across disciplines, from creative to scientific writing. In upper school, students engage in diverse writing tasks, such as journaling, literary analysis, argumentative essays, and fictional stories. They also learn to tailor their writing to different audiences and purposes. Through this process, they learn to compose with varied goals, structures, and tones, while seeing the vital role writing plays in everyday life.
Upper school students focus on crafting their work sentence by sentence, considering the impact of word choice and syntax. Peer editing and multiple drafts are emphasized as students work on refining their writing and understanding its connection to other creative processes. Strong writing is rooted in strong reading, so students immerse themselves in classic literature and contemporary works to help cultivate their voices as writers.
The upper school is particularly proud of how students develop scientific writing skills. Beginning in 9th grade, students learn the mechanics of scientific writing through lab reports, and master skills like writing abstracts, analyzing data, and creating graphs. This process fosters precision, clarity, and critical thinking — essential skills for academic success and future scientific pursuits.
Whether writing creatively or scientifically, Wellington’s approach ensures students become thoughtful, articulate writers who are prepared for the demands of higher education and beyond.
Five Houses, One Family
By Sloan Magliery MIDDLE SCHOOL DEAN OF STUDENTS
There is power in knowing that you belong.
PICTURED
Wellington has long believed in building a culture of connection, where strong, trusting relationships are at the core of a healthy school climate that fosters learning. Our advisory program and grade-level teams have always been the heart of community-building in our middle school, and we continue to look for ways to grow and for new connections to be made. Enter the House System…
In only its second year, Wellington’s Middle School House System contributes to our joyful school culture by encouraging students to build connection, confidence, and character. The system “sorts” middle schoolers into one of five mixed-age houses, each with a defining characteristic, color, and Wellington-inspired name: BUGLE, the purple house of joy; DUKE, the red house of spirit; JAG, the green house of courage; LEAP, the orange house of unity; and 1982, the yellow house of creativity.
In her article “Why Every School Should Have a House System,” Laura Hudgens explains that the structure helps every kid — even those who are new or who struggle to fit in — feel like they are a part of something and have something meaningful to contribute. Hudgens describes the House System as “fun with a higher purpose,” and we aim to bring that concept to life.
That fun began on the first afternoon of the school year with the second annual house sort. Students in grades 6, 7, and 8 entered the Blanchard Performing Arts Center, where they gathered around a cluster of balloons in their house color. They gleefully greeted their housemates and eagerly awaited the arrival of their newest house members. On the stage, 5th graders and new students in all middle school grades waited in anticipation — some excitedly wondering if they would join the house of their older siblings and cousins.
As each new student approached the sorting wheel to learn their fate, chants of “Spin the wheel! Spin the wheel!” filled the room. No matter where the wheel stopped, cheers erupted. As each student left the
stage, their smiles were matched by those of our 8th grade house captains, who handed them a house bracelet and welcomed them into the family.
While sorting day is a frenzy of excited energy, the House System reinforces positive actions and relationships throughout the year. Students can earn points for their house as they engage in friendly competition to win the coveted House Cup.
Every Friday morning, the Middle School Commons erupts with the joyful whooping, stomping, clapping, and laughing of 208 adolescents as they cheer during the weekly house competition, which awards 100 points to the house of the prevailing student. The victor might have used a straw to move the most Skittles from one cup to another, unwrapped the most candies while wearing oven mitts, answered the most trivia questions correctly, knocked over the most pins during pumpkin bowling, or stacked the highest tower of plastic cups.
Students can also earn house points by living out our Wellington values. A teacher might award points when a student shows ambition by extending their research on a particularly engaging topic or for being curious and asking questions that deepen a conversation. When we see a student considering another’s perspective, we note that empathy. We award points for being responsible when students leave a space better than they found it. Points are only awarded — never deducted — as we aim to lift each other up and emphasize the positives. In this way, students learn to look for
the goodness they can bring to the team.
The House System also strengthens relationships through shared activities. On Friday afternoons, each house gathers to sing karaoke, have a dance party, paint rocks for the Buddy Bunch, play dodgeball and Scattergories, or learn their housemates’ favorite snacks. Students enjoy the sense of belonging they gain from being in a community with their peers from across the middle school. This means fewer strangers in the hallways, in the dining room, and at recess — and many more people to trust and cheer for them.
It can be especially daunting for adolescents to embrace our Wellington value Be Yourself. But when you know that everyone is cheering for you, that they are on your team and you on theirs, it becomes so much easier. There is indeed power in belonging.
We are “Five Houses, One Family.”
PICTURED
Above: 8th Grade Leaders Anna Lea Merl ’29 and Madeline Weaver ’29
Below: A House competition
A LASTING LEGACY: The Community Impact on Roberts Field
By Laurie Beth Sweeney P ’29 ’33 CHIEF EXPERIENCE OFFICER
At Wellington, philanthropy transforms not just our campus but the daily lives of our students. That’s why we’ve created an annual giving model that matches our innovative approach to education. Donor-investors have the opportunity to directly elevate the student experience through targeted investments in three key areas: campus and physical enhancements, transformative projects and programming, and tuition assistance. This model is shaped by our longstanding culture of improvement and advancement, created by a community of visionaries who see and support the future in which our students will thrive. Together, our donors strengthen Wellington through gifts to The Wellington Fund.
In 2022, our community united to invest in The Wellington Fund and support the construction of the Roberts Field Gatehouse Pavilion. This new facility provides a signature entrance to all events on Roberts Field and offers a sheltered space for ticketing, food, and beverage sales. This not only improves the community experience at Wellington athletic events but also supports a consistent and expanded revenue stream for all athletics programming. We are deeply grateful to our engaged and philanthropic community, whose gifts of all sizes made this possible.
We are especially fortunate that Bill and Joyce Roberts P ’00 ’06 GP ’36 ’36 took a special interest in the effort to enhance Roberts Field, the home of Wellington soccer and lacrosse. Bill and Joyce spent countless games watching their children, Adam ’00 P ’36 ’36 and Summer ’06, compete at Wellington, and were early champions of our athletic programs. Their support of the Invest in the Possibilities campaign led to the construction of Roberts Field in 2006. Now, Adam and his wife, Lauren P ’36 ’36, will be able to continue that tradition and watch their children, Kate ’36 and Reed ’36, play on a revitalized Roberts Field thanks to Bill and Joyce’s generous match of donations to The Wellington Fund.
The Wellington community also supported the project through a special opportunity in 2023, available exclusively to alumni and their parents. Those who contributed to the fundraising effort were given the chance to leave a lasting legacy through personalized bricks at the entrance of the Roberts Field Gatehouse Pavilion. Alumni and their families will be given another opportunity to leave their mark during Wellington’s major anniversaries,
PICTURED
Joyce, Bill, Summer, and Adam Roberts
beginning with our 45th anniversary in 2027-28.
Thanks to the support of alumni and parents and caregivers of alumni and students, the Roberts Field Gatehouse Pavilion is a centerpiece of our primary athletics venue. This pavilion signifies the professionalism of our athletic program and facilities and provides a space where the Wellington community can come together. It allows us to offer food, beverages, and spirit items during more than 100 annual athletic events. Additionally, we now have safe and secure storage for athletic hospitality and a common ground for our booster volunteers to collaborate and engage with our community and fans. Even our youngest students use the Pavilion to foster school spirit by creating posters to cheer on middle and upper school athletes.
We are immensely grateful to have such an active and committed community of donors whose collective impact elevates the work we do every day to help students find their purpose and realize their potential. Their investment in the Roberts Field Gatehouse Pavilion is a testament to the unparalleled engagement and dedication of the Wellington community.
Thank you!
Karen Butler Retires
PICTURED
After 31 years, Director of Strings
Karen Butler P ’12 ’16 retired this summer.
Butler first came to Wellington as a substitute teacher for her predecessor, Robin Bloomberg, who was about to go on parental leave.
Her first day was full of nerves. Unfamiliar with independent schools, teaching at one seemed overwhelming. The atmosphere differed from the public school system in which she grew up, where students didn’t often speak with faculty. As the weeks passed, Butler noticed how the student body, faculty, and staff welcomed her with open arms. The community had a family atmosphere, which still holds true for her. When Bloomberg announced she wouldn’t return, it felt like serendipity. Butler had come to feel part of the Wellington community and felt like the school was her right fit.
Under Butler’s leadership, the strings program thrived. What was once a small program with just six upper school string orchestra students now includes 27 talented and committed musicians from grades 5-12. Her dedication to providing extraordinary opportunities, from hosting world-renowned musicians to organizing educational trips, has enriched the musical journeys of countless students.
Her success in building Wellington’s strings program has inspired students and colleagues. “It has truly been a joy to
know and work with Karen. She is such a dedicated teacher to her current and past students,” said Laurie Parsons, early childhood and lower school music. “Karen will certainly be missed, but her legacy on our strings program will continue to flourish.”
Butler embodies what she teaches — never stop learning and performing. She’s well-known for performing with students, always willing to jump in and help with theatre productions or school events. “I’ve always loved Karen’s commitment to her own musical journey. She was a star on the bass for many of our theatre productions while playing fiddle in cover bands and more,” said James Becker P ’27 ’34, band director.
Butler and her husband, Matt, are moving to Arizona with their dogs, Marley and Coco. She plans to continue teaching private lessons and will consider substitute teaching — after all, it is what led her to Wellington. They look forward to hiking and biking through Arizona’s scenic landscapes.
She shared that she will miss many things about Wellington. For her, the best part of her job was building relationships with students. “Watching my students gain confidence in themselves and their playing as they perform is wonderful,” said Butler. “Having most of my upper school students since the fourth grade was amazing, and I’ve felt so lucky to be their teacher.” The Wellington community will miss her passion, warmth, and joy.
“ Watching my students gain confidence in themselves and their playing as they perform is wonderful.”
KAREN BUTLER P ’12 ’16
Karen Butler conducting middle school students
KAI ROZMIAREK ’25
Advancing Literacy: The Scantlands’ Impact on Early Childhood and Lower School Education
By Jacob Ely DEVELOPMENT COORDINATOR
Peg and Alan Scantland GP ’30 ’30 ’32 ’34 ’35 ’37 connected with Wellington when their oldest grandchildren joined Little Jags. They were drawn to the school’s focus on uplifting and challenging students. Their commitment to ensuring an exceptional education for all students is evident in their generous contributions.
The Scantlands played a pivotal role in advancing early childhood and lower school education by making a transformational gift that allowed Wellington to implement the Fundations literacy program. This structured curriculum, which teaches the science of reading to prekindergarten through third grade students, was a cause close to Peg’s heart. A former educator, she strongly advocates for literacy and the research-based approach that Fundations offers.
Her passion stemmed from her children’s challenges during the “whole language” era, where systematic decoding wasn’t taught. Peg recalls her son, Matt Scantland P ’30 ’35, now a Wellington trustee, asking in kindergarten, “How am I supposed to read when no one teaches me?” Thanks to Fundations, the Scantlands hope no child will ever ask that question again.
First implemented in 2020, Fundations was gradually introduced across the lower school. Teachers received several professional development trainings, new curriculum materials, including Geodes and sets of decodables, as well as an online tool that teaches differentiated skills via
iPad, and an online program that monitors progress.
Head of Early Childhood and Lower School Shelley Brown P ’32 ’33 ’38 and Early Childhood and Lower School Literacy Differentiation Specialist and Coach Emeri Ferguson P ’37 ’39 have seen the outcomes of Fundations for students and teachers. “The professional development opportunities funded by the Scantlands have empowered our teachers to become experts in the science of reading. This expertise is now being applied across all subject areas and to all learners, ensuring a profound and lasting impact on our students’ educational experiences,” said Brown. Ferguson, Wellington’s resident Fundations expert, shared that students have responded positively to the program. “You can see when it finally comes together for them. They get so excited when they unlock something they never expected.”
Fundations is now fully integrated into Wellington’s early childhood and lower school programs, equipping students with the tools to succeed in middle school and beyond.
ON GIVING SPOTLIGHT
By Jacob Ely DEVELOPMENT COORDINATOR
Thanks to the generosity of Wellington community members, we are able to make big things happen.
After retiring from an impressive 34 years in public education, Dorene Henschen knew she was not finished teaching. Henschen joined Wellington’s staff in 2005 as a lower school extension teacher, a position she kept for 14 years before retiring again in 2019. “I found it liberating to be at a forwardthinking independent school. The administration encouraged teaching staff to be creative, teachers at Wellington worked as a team, parents were supportive, and students were motivated to achieve and were kind to their fellow students,” said Henschen.
A passionate philanthropist, Henschen donated to The Wellington Fund every year she taught at Wellington. In 2018,
she made a planned gift to Wellington, bequeathing a portion of her estate to the school’s endowment and cementing herself as a member of the Legacy Society. In making a planned gift, Henschen ensured her passion for education supports Wellington forever. “I believe in Wellington’s mission and wanted to do what I could for the school’s future.” Even after retiring twice, Henschen continues to tutor students via Zoom.
When their daughter, Avery ’29, decided to transfer to Wellington, Letha Pugh and Wendy Miller Pugh P ’29 were thrilled. Pugh and Miller Pugh had previously visited Wellington and hoped their daughter would transfer someday as they “admired the school’s values, learning styles, and inclusive environment.” Last fall, as a first-year family, they made their first gift to Wellington during One Wellington, now called Day of Giving, supporting the Well-Being and Belonging funding priority as a demonstration of their appreciation of Wellington’s impact on people’s lives.
Recognizing that transferring schools can come with challenges, Pugh and Miller Pugh became involved in parent affinity groups to help ease the transition. Now volunteering as co-chairs of Parents Raising Black Students Affinity Group (MOSAIC), the couple has acted to ensure a positive experience for fellow Wellington families. “The energy and activities of the MOSAIC group drew us in, and we felt warmly welcomed from the start,” said Miller Pugh. “Being involved with MOSAIC has allowed us to connect with others and experience Wellington from a different perspective.”
In addition to their financial support and volunteering, Pugh and Miller Pugh, owners of the gluten-free bakery Bake Me Happy, have donated baked goods for holiday celebrations and Teacher Appreciation Week.
Faculty News
David Glover
Chris Fischer P ’24 ’26
CONSULTING ENGINEER
Fischer contributed the article “HAMMER - A National Science Foundation Engineering Center Will Bring New Technology to Forging” to the Forging Industry Association magazine. The article describes Ohio State’s new National Science Foundation project on advanced metals manufacturing, HAMMER, for which Fischer is a consultant.
Emily Berty
DIRECTOR OF COLLEGE COUNSELING
Berty played a key role on the planning committee for the Association of College Counselors in Independent Schools’ Summer Colloquium at Goucher College in Baltimore. During the Colloquium, she facilitated a track on curriculum development.
UPPER SCHOOL DEAN OF STUDENTS AND THEATRE
ARTS DIRECTOR
Mary Beth Parker
LOWER SCHOOL LEAD
Rishi Raghunathan P ’27 ’30
HEAD OF UPPER SCHOOL
Sharon Sheridan
LOWER SCHOOL LEAD
Brandon Sullivan
UPPER SCHOOL ACADEMIC DEAN
Laurie Beth Sweeney P ’29 ’33
CHIEF EXPERIENCE OFFICER
Sheridan, Parker, Sweeney, Glover, Sullivan, and Raghunathan attended the National Association of Independent School’s national conference. Jeff Terwin, former head of school, and Sweeney presented on Welington’s experience model, which is structured to elevate community outcomes and provide experiential equity. Raghunathan, Glover, and Sullivan presented on how LEAP Days engage students with peers, faculty, and advisors while recharging their emotional batteries and exploring common interests. A
Louis Frank
HEAD OF MIDDLE SCHOOL
Columbus Jewish News interviewed Frank about how academic success is directly tied to emotional well-being and how Wellington creates a culture of caring for children.
Dara Jackson
DIRECTOR OF ADMISSIONS
Katie Lumbley P ’30 ’33
ASSISTANT DIRECTOR OF ADMISSIONS
Neelie Barthenheier P ’27 ’30
ADMISSIONS COORDINATOR
Jackson, Lumbley, and Barthenheier received their CAEP certifications through the Association of Independent Schools Admissions Professionals. CAEP is the admission and enrollment management industry’s first and only certificate program, created in partnership with Vanderbilt University’s Peabody College.
Tori Charbonneau
EARLY CHILDHOOD LEAD
Charbonneau was invited back by her alma mater, Heidelberg University, to connect with professors, fellow alumni, and current education students. She shared her experiences as a kindergarten teacher at Wellington, aiming to inspire and guide the next generation of teachers.
Greg Davis
MIDDLE SCHOOL LANGUAGE ARTS
Davis published “The Importance of Teaching Digital Citizenship” in the National Association of Independent Schools blog. The article highlights the work of independent schools, including Wellington, in teaching digital citizenship.
Ellen Rhomberg
EARLY CHILDHOOD AND LOWER SCHOOL
INSTRUCTIONAL COACH AND LITERACY
INTERVENTION SPECIALIST
Rhomberg deepened her commitment to early childhood education by joining the Ohio Early Childhood Educator Coalition and Family Child Care Advisory Council. Motivated by the disparity in kindergarten readiness across Ohio, she advocates for equitable access to quality early education for all children.
Christine Conkle
EXECUTIVE ASSISTANT TO THE HEAD OF SCHOOL
Conkle was awarded the Upper Arlington Civic Association Golden Apple, which recognizes excellence in education in Upper Arlington.
Nicole Ford
MIDDLE SCHOOL COUNSELOR
Ford, cofounder and current Board member of Student Success Stores (SSS), recently celebrated the nonprofit’s recognition as an All-Star Hometown Hero by Major League Soccer. SSS partners with schools to provide no-cost essentials — such as hygiene products, food, clothing, and supplies — to economically disadvantaged students in grades 6-12, helping to remove barriers to learning and support their success.
Dia Mixon
UPPER SCHOOL SPANISH
Mixon presented at the Ohio Foreign Language Association conference. Her session, “Getting More Out of Class Time,” highlighted the benefits of using learning stations in world language classrooms. The session was voted “Best in Ohio,” and she will travel to Kansas City, Missouri, in 2025, to present at the Central States Conference on the Teaching of Foreign Languages.
Kathy Lin
UPPER SCHOOL MATH
Lin passed her National Chess Tournament Director test, making her a certified National Tournament Director — the highest level in the U.S. She also took on a new challenge and completed her first 100-mile bike ride.
Catie Swendal
EARLY CHILDHOOD LEAD
Swendal was elected vice president of communications for the Central Ohio Pi Beta Phi Alumni Association.
Erica Clark P ’28
EARLY CHILDHOOD AND LOWER SCHOOL DIRECTOR OF STUDENT SUCCESS
Clark completed a Certificate in School Management and Leadership through a joint program offered by the Harvard Graduate School of Education and Harvard Business School. The Leading Learning program focuses on helping education leaders build the structures, systems, and culture needed for great teaching and learning in every classroom.
Justin Newby
EARLY CHILDHOOD AND LOWER SCHOOL COUNSELOR
Newby presented “Blueprint for Success: Running an Effective Elementary School Counseling Program” at the All Ohio Counselors Conference. The session provided first- and secondyear counselors and those looking to enhance their programs with a practical framework covering strategic planning, small group interventions, awareness events, and collaboration with parents, teachers, and stakeholders to create a supportive learning environment.
Wellington Welcomes New Faculty and Staff
Wellington is pleased to welcome 13 new members to our community this fall.
Jenn Bailey
EARLY CHILDHOOD LEAD
University of WisconsinWhitewater
Edgewood College
Grew up in Wisconsin and loves all water activities, from boating to fishing
Favorite movie is “Because of Winn-Dixie” because it was one of the first movies she watched with her sons
Emma Carson
DIRECTOR OF STRINGS
Case Western Reserve University
“The best part of my job is watching students use music as a platform to take risks and try new things!”
Moved to Columbus one week before school began and is having fun exploring the city
Anthony Dake
EARLY CHILDHOOD
LEARNING GUIDE
Capital University
Is a drummer and has played in the Drum Corps International finals twice
Loves music and has recently enjoyed listening to Sabrina Carpenter, Nipsey Hussle, and Tate McRae
Jacob Ely
DEVELOPMENT COORDINATOR
The Ohio State University
Sang in a cappella groups throughout high school and college
Has watched every season of “The Simpsons”
Nicole Ford
MIDDLE SCHOOL COUNSELOR
The Ohio State University
Cofounded and serves on the board of Student Success Stores, a local nonprofit
“I love working with middle school students! I get to support students while they’re building their confidence and figuring out who they are.”
Molly Kershner
LEARNING SUPPORT STAFF
College of Wooster
Taught abroad in Scandinavian countries
Favorite shows are “The Bachelor” and “The Bachelorette” because they’re silly but entertaining
Emma Lee
LOWER SCHOOL LEARNING GUIDE
Westminster College
Southern Utah University
“The best part of my job is seeing the spark in a student’s eyes when they finally get it!”
Loves calm, instrumental music in minor keys and pop
Aly Marchant
EARLY CHILDHOOD LEARNING GUIDE
Southern Methodist University
Trained for the circus for four years
One of her favorite movies is “Dead Poets Society”
Senna Matt
EARLY CHILDHOOD LEARNING GUIDE
University of Dayton
“The best part of my job is matching the energy, excitement, and fun that kindergarten brings!”
Enjoys bringing mindfulness and meditation into the classroom
Kyle Mercuri
EARLY CHILDHOOD, LOWER SCHOOL, AND MIDDLE SCHOOL FRENCH
University of Cincinnati
Wright State University
Speaks French, German, and some Italian
Favorite book is anything by Annie Ernaux, especially “La Place”
Mason Roulston
MIDDLE SCHOOL HUMANITIES AND WRITING SUPPORT SPECIALIST
The Ohio State University
Is writing a novel while pursuing a Master of Fine Arts in creative writing
“The most exciting part of my job is working with students as they develop their writing skills and seeing their ideas take shape.”
Todd Schweitzer
MAINTENANCE TECHNICIAN
Old Dominion University
Loves the outdoors and spending time hiking, fishing, and hunting
Favorite music genre is bluegrass and enjoys Old Crow Medicine Show and Billy Strings
Kathy Windish
EARLY CHILDHOOD LEARNING GUIDE
Virginia Technical University
Moved to Ohio last year from Portland, Oregon
Loves medical dramas “Grey’s Anatomy,” “ER,” and “St. Elsewhere”
Empowering Leaders on and off the Field: Wellington’s Strategy for Developing Leaders Everywhere
By Brian O’Masta DIRECTOR OF SPORTS PERFORMANCE
PICTURED
Student-Athlete Leadership Team participants Donovan Otcasek ’25, Lilly Vance ’25, Mary Claire Thompson ’26, Gracie Haney ’25, Isaac Brady ’25, and Jonah Hunter ’25
In high school, teachers, coaches, and administrators often urged me to take on leadership positions. They said it would look good on my college application or résumé. But while they were quick to suggest that experience, no one taught me how to actually be a good leader. As a result, I found myself in leadership roles without any real direction or understanding of what was expected of me. It wasn’t until I took a class on leadership in graduate school that I finally learned the skills needed to be effective. I kept thinking, “How much easier would this have been if I had learned it when I was 14 or 15 instead of 24?” That realization motivated me to share what I had learned with the next generation.
After two years of settling into my role as director of sports performance at Wellington, I began exploring ways to help our student-athletes learn leadership skills early on in their development. In conversations with Lindsey Smith P ’33, chief operating officer, I discovered that, before COVID-19, Wellington had a program called the Student-Athlete Leadership Team (SALT). Smith and I agreed that reviving the program would be an excellent starting point to teach these critical skills to our upper school team captains.
SALT meetings are held every other Friday during lunch. Each session aims to equip student-athletes with practical, actionable leadership tools they can immediately apply to their teams. We’ve covered topics like communication, commitment, and ownership, and we adapt our curriculum based on the feedback we receive from coaches and captains about specific challenges
they’re facing. Each session concludes with an open-floor discussion where captains share the struggles they are having with their teams, and we brainstorm solutions together.
In addition to the upper school program, we work with middle school student-athletes twice a year. Middle school coaches nominate students they believe show leadership potential and we gather these athletes together in late fall and spring. These sessions focus on transitioning from middle school to upper school sports and how these students can prepare for future leadership roles. Upper school captains often attend these meetings to help facilitate the conversation and answer questions, offering middle school athletes a glimpse into expectations at the next level.
This year, Smith and I had the opportunity to take our leadership development work even further by teaching an upper school class called Positive Leadership Exploration. The course is open to students in grades 10-12 who are already in, or who aspire to take on, leadership roles. The topics are similar to those in the biweekly SALT meetings, but meeting for 80 minutes twice a week allows us to delve deeper into leadership styles and theories. The focus remains on equipping students with practical skills they can use right away to enhance their leadership abilities.
Instead of relying solely on lectures and class discussions, we make the learning experience more dynamic by incorporating a variety of activities. Guest speakers — from alumni to administrators to coaches — offer
PICTURED
students different perspectives on leadership, while interactive experiences help students practice skills in a low-pressure environment. For instance, in the Blindfold Minefield activity, one student is blindfolded and must rely on verbal instructions from a partner to navigate through obstacles. After the activity, we debriefed as a group to discuss what went well, what could have been improved, and how the experience can inform their approach to leadership moving forward.
While the leadership initiatives Smith and I are working on at Wellington are still relatively new, we are thrilled with the progress we’ve made so far. We’re committed to growing these programs, finding new ways to engage more students, and continually improving the leadership development opportunities available at Wellington. We firmly believe that by equipping our students with the right tools and experiences, we’re setting them up for success as leaders — both on and off the field.
Soccer Captain Isaac Brady ’25
Alumni News
THE CLASS OF 1997
Anna Taft released a new book from Brill this fall called “Climbing Together: Relational Morality and Meaningful Action in Intercultural Community Engagement.” The book is about the philosophy behind Taft’s work with Ecuadorian and Malian communities through The Tandana Foundation.
THE
CLASSES OF
1999 & 2004
Tracy Wholf ’99 and Toni Preston ’04 are working together at CBS News! Wholf is the senior coordinating producer of the Climate and Environmental Unit at CBS News, and Preston is a CBS News correspondent based in Los Angeles.
THE CLASS OF
2001
Mark Salerno was recently promoted to lead counselor at Columbus Suboxone Doctors. This summer marked Salerno’s second year with the company.
THE CLASSES OF 2003 & 2022
Rene Haynes ’03 continues to give back to the Wellington community by mentoring recent graduate Alexis Burkhalter ’22
THE CLASS OF 2004
Duncan Forbes and North Country Charcuterie celebrated 10 years in business in April 2024 by rebranding into Foris Extraordinary Meats. The Forbes family took this opportunity to reflect on where they’ve been and where they’re going as a specialty meat processor. While embarking on this change, Forbes and his wife, Sarah Lenkay, welcomed their son, George Forbes, into the world on March 4, 2024!
THE CLASS OF 2005
Zane Miller had an interactive art exhibit, “Reflective Protocols,” on display at Garage 129 in Columbus this summer. Work exhibited in this show has repeatedly resided at the Columbus Museum of Art as a feature of the annual Wonderball. It has also been a juried finalist of ArtPrize in Grand Rapids, Michigan, and has been visited by over 50,000 people.
Lauren Simon and her husband, Keith Jordan, welcomed their child, Oliver Jones Jordan, into the world on May 11, 2024.
Elizabeth (Craig) Stinson and her husband, Colin Stinson, welcomed their daughter, Charlotte Rose, into the world on July 2, 2024.
Chen Yan completed a lifelong bucket list goal by competing on “Jeopardy!” at the Alex Trebek Stage in May 2024!
THE CLASS OF
2008
Matty (Anderson) Benson has joined the Wellington Alumni Association Board and looks forward to helping with career and mentorship efforts. Benson said, “Being a part of the Alumni Board allows me to give back to a community that has fostered me into the person I am today.”
Reed Case is a bridge inspector and engineer for a consulting firm that completes federally-mandated bridge inspections. He is also a Level III rope access technician, which allows him to use his passion for rock climbing in his job by using rope access in many of his inspections. He is enjoying life in Portland, Oregon, with his wife.
Jack Ludlam is a lens-based artist focused on medium- and large-format film photography based out of Denver, Colorado. Ludlam has spent most of his time documenting often underappreciated relics and heirlooms in a hyper-detailed aesthetic. His work was featured in the September Exhibitions in the Short North Arts District for the Gallery Hop and Hops on High.
THE
Kara Concheck-Vincent and her husband, Jonathan Vincent, welcomed their baby boy, Kasper Joseph, into the world on April 3, 2024. Kasper, 8 lbs. 0 oz. and 22 inches long, was delivered by his father.
THE
2012
Sarah Case received her Doctor of Philosophy in mechanical engineering from Carnegie Mellon University in May 2024.
Alexis Mallett and her husband, Jordan Barclay, welcomed their son, Carter James Barclay, into the world on April 9, 2024.
Gabrielle Berry completed her Doctor of Dental Surgery at The Ohio State University with magna cum laude honors.
Zoe Case recently received a Master of Science in higher education administration from Oxford University in Oxford, England.
2015
Carolyn Faller has been a paralegal at Legal Aid Chicago, where she works with the Client Support Services and Housing Practice Groups, with a focus on serving clients impacted by HIV. In the spring of 2024, she was nominated and awarded the Young Lawyers Section of the Chicago Bar Association’s Liberty Bell Award.
2017
Cassie Robbins got engaged to Justin Boggess in July of 2024. They look forward to their June 7, 2025, wedding in Richmond, Virginia!
THE CLASS OF
2018
Abbey Marshall is heading to Space X in Texas after being named Student of the Year during her undergraduate studies at Allegheny College and completing her master’s at The Ohio State University.
Scott Locker has completed Officer Candidates School for the Marine Corps and is currently finishing up The Basic School. Next, he will begin Officer’s Artillery School.
Libby White was honored out of 187 students with the Virlis Fischer Award for Academic Achievement.
The Virlis Fischer Award recognizes a Master of Environmental Management or Master of Forestry student at Duke’s Nicholas School of the Environment for their top academic achievement in the 2024 graduating class. As a research assistant for Duke’s Bass Connections program, White led a field team to estimate wildlife density using camera traps and distance sampling methodologies in Duke Forest and Ivindo National Park in the West African country of Gabon.
THE CLASS OF
2019
Evan Albers submitted a senior honors thesis at the 23rd International Conference on Autonomous Agents and Multi-Agent Systems in Auckland, New Zealand, the largest and most influential conference on agents and multi-agent systems. His paper “Beliefs, Shocks, and the Emergence of Roles in Asset Markets: An AgentBased Modeling Approach” was runner-up for the Best Paper Contest.
Mac Hammett graduated from Denison University and works as a Peace Corps volunteer. He focuses on HIV prevention and risk-reduction capacities in South Africa.
Do you have a new job, recent publication, or did you receive an honor or award? Did you recently marry, have children, or travel? Did you have a mini Wellington reunion with your classmates? The Wellington Alumni Office wants to share your good news with your fellow alumni.
2020 & 2021
Yoshi Parker ’20 and Marcus Stewart ’21 have been performing with a Columbus improv group called Kode Switch. Adenola Atekoja ’20 and Chris Robbins P ’17 ’22 were able to support them by catching a show this summer.
THE CLASS OF 2021
Kethan Mokadam was honored as one of 202 regional winners of the Billie Jean King Youth Leadership Award at the ESPYs. Mokadam mentors youth participants as a part of LiFEsports, a sports-based development program that teaches atrisk youth life and leadership skills.
THE CLASS OF
2023
Robert Richards Remembered
Robert Richards ’91 passed away on May 21, 2024. Richards was a beloved member of the Wellington community who made the most of his time. He was a standout player in soccer and lacrosse. As a senior, he was awarded the Minot Trophy and the Visual Arts Departmental Award for his photography work. Throughout his time in upper school, he was a leader in student council and served as the class president his senior year.
Amy (Richards) Burgess ’93 fondly recalls going to Wellington with her brother, “Rob was a proud graduate of Wellington. But for Wellington, Rob would not have found lacrosse, a sport he loved and continued to be involved with into adulthood. I am
grateful that Rob and I shared many experiences during our overlapping time at Wellington. From special events like ski trips and sporting events to the mundane like upper school break time in the Commons, I cherish, now more than ever, fond and lasting memories of those experiences.”
After Wellington, Richards graduated from Dickinson College and embarked on a successful 20-year career in the reinsurance and managed care industries, working with clients from start-up stages to established industry leaders. In 2017, he joined Mattress Concierge, a respected provider of high-end mattresses to luxury establishments, and later acquired the company in 2020.
Vincent Kerler conducted research through the Penn Undergraduate Research Mentoring Program, a 10-week opportunity from the Center for Undergraduate Research and Fellowships. As a second-year physics major at the University of Pennsylvania, Kerler spent his summer running simulations to identify crystal structures and material compositions that could reduce reflections and lost power, thereby enhancing the performance of mechanical waves in wireless communications devices like cell phones.
Richards was incredibly proud of his children, Weston and Greyson. He loved sharing in their various activities and accomplishments.
Our thoughts are with his daughter, Weston Richards; his son, Greyson Richards; parents, R.L. and Barbara B. Richards P ’91 ’93; his sister, Amy (Richards) Burgess; and his brother, John Richards.
KATHERINE KRISTEL ’25