Winter 2026
Selene Sergott ’37 nimbly stays alive during a rousing Gaga Ball game on the MS/US playground. In this first-day-of-school tradition, girls in pre-kindergarten, kindergarten and first grade team up with their Senior Buddies to play before the All-School Opening Assembly.
Winter at Agnes Irwin is a season of deep engagement. The rhythms of the academic year are now fully established, and all around campus, students are immersed in important work that matters. Our girls and young women are asking hard questions, taking creative risks and channeling intellectual energy in ways that make our school hum. This commitment to learning is what distinguishes an Agnes Irwin student, and it is a point of pride for everyone associated with our school.
This education doesn’t happen on its own. Rather, it relies on students bringing their curious, creative, thoughtful selves to class each day. It also depends on faculty and other adults in the school being mentors and knowing each girl deeply. We take our responsibility just as seriously as students take theirs. Faculty and staff think constantly about how to better inspire and support our students and about how else we can prepare them for the world off-campus.
This issue of Agnes Irwin Magazine highlights recent results from such behind-the-scenes work and conversations.
One story, for example, examines educational delivery in these times that is embraced by our faculty, “Teach for the Unknown.” This principle recognizes that students need preparation not just for college but also for a world we cannot yet imagine. This world will demand adaptability, creativity, and resilience—skills that can be learned and practiced from an early age.
With this awareness, faculty are reshaping Agnes Irwin’s instruction in many disciplines. As Julie Diana, our director of curriculum, learning innovation and libraries, puts it: “We want girls to engage actively, make discoveries, face friction, and struggle a little—because that’s learning at its best.”
Research findings from our Center for the Advancement of Girls (CAG) have encouraged faculty to give students more agency over their learning, including through open syllabi in certain classes. Middle School English, to cite one example, allows girls to literally choose their own adventure story as they become familiar with informative, narrative, and persuasive writing.
CAG research was also central to an Upper School change in 2024 that removed cell phones from the school day in order to protect student mental health. Upper School Director Joy Prince shares that, a year later, results have been enormously promising, allowing girls space for “collaborating on schoolwork, engaging in conversations, and simply enjoying one another’s company.”
The same spirit of thoughtful change informed work between the Athletics Department and the Development Office toward upgrading two athletic fields. This led to the dedication, in October, of the renovated Carter and Phelps fields.
Of course, the needs of tomorrow must not erase the lessons of the past. Agnes Irwin represents this, too—embracing innovation while continuing to safeguard cherished traditions.
In October, we welcomed seven exceptional alumnae into our Athletic Hall of Fame, celebrating not only these athletes from the 1970s through 2000s but also our community’s investment in educating the whole girl—mind, body and spirit.
In this way, we honor our legacy of 156 years in preparing young women to determine their own future. That is the work of Agnes Irwin, today as always, work that is a privilege to witness and highlight for you.
Warmly,
Sally Keidel Head of School
Katie Morrissey ’26, left, congratulates Zayda Davis ’26 for her correct answer in their Biology II Honors class. This science elective, offered only in the fall each year, focuses on anatomy and physiology, giving students the knowledge and tools to understand how the human body operates in health and disease.
EDITORS-IN-CHIEF
Louise Barr
Director of Marketing and Communications
Scott Butterworth
MANAGING EDITOR
Lily Thompson
CONTRIBUTORS
Brooke Norrett Corr ’95 Senior Director of Alumnae Relations
Erin Dentmon
Joy Prince P’25 ’27
Upper School Director
Rosie Kalis ’16 Alumnae Relations Associate
Marisa Procopio
Elizabeth Weinstein
Abbe Wright ’03
DESIGN
Wedeking | Laun Design
PHOTOGRAPHY
Randie Benedict
Michael Branscom Photo+Film
Zamani Feelings Photography
Matthew Lester Photography
José Sevillano
Ellie Spencer
Social Media Specialist
Bridgett Woody P’27
Associate Director of Marketing
PRINTING
Brilliant Graphics
THE AGNES IRWIN SCHOOL
275 S. Ithan Avenue
Rosemont, PA 19010-1042
Agnesirwin.org • 610 801 1869
FRONT COVER
Clear Eyes, Full Hearts
Sophia Khaye ’33, left, and Sephia Myrick ’33 sport their Grace Notes T-shirts during Math 500 class. Grace Notes is the Middle School’s optional choral program.
BACK COVER
Impeding Gravity
From left, Reagan Cleary ’33, Mia Johnson ’33, and Portland Krekel ’33 focus intently on their marble coaster for Science 5. The challenge is to have a marble travel between two points as slowly as possible.
20 AIS Athletic Hall of Fame
Meet the seven women honored for their outstanding contributions
23 Home Turf
New fields distinguish Agnes Irwin and unlock new athletic potential
26 Embracing the Great Unknown
AIS educators prepare students to navigate their future—come what may 30 Agents for Change
Middle School English encourages student voice by providing agency 32 Looking Up
Upper School policy prioritizes what girls really need
The benefits of an Agnes Irwin education extend over an entire life—or, as indicated here, even over generations. This “class photo” shows current students alongside their mothers and grandmothers who also graduated from Agnes Irwin—nearly 50 Owls in all!
Thank you to the families who gathered in Hamilton Courtyard for this testament to legacy!
Did you know that, through the Pennsylvania Educational Improvement Tax Credit (PA EITC) and the Pennsylvania Opportunity Scholarship Tax Credit (PA OSTC), businesses and individuals in PA can earn a tax credit for up to 90% of certain state taxes when they make a donation to The Agnes Irwin School?
38% of AIS families rely on need-based tuition assistance, which is funded in part by your generosity. These scholarships make a real difference in the lives of students across our school.
To start the process, please visit agnesirwin.org/support-ais.
Individuals who are interested in joining one of Agnes Irwin’s Special Purpose Entities in the 2026-2027 year, please contact Emily Rauch, Associate Director of Development, at erauch@agnesirwin.org or 610-801-1260.
If you are a business applying for the first time, you must submit your application on July 1, 2026.
“It’s time for you to learn,” my mom asserted as I stood eye-level with the stove, my head barely surpassing its top. Suddenly, my tears and the ignition to the stove flame were in a race, in which my tears won. Before she could explain, I retreated upstairs, sobbing, sheltering from the daunting task. Thirty minutes later, I returned still sniffling, but this time ready. At 7 years old, my mom taught me how to use the stove. Today, I know it was not the fire I was afraid of that day. It was the quiet heat of growing up.
Tori Oliver ’27
Hiding behind the fence, Gigi pulled out a cigarette. Gigi lit the match and started to puff. The back of my neck tickled; we shouldn’t be doing this. Fingers shaking, I inhaled. Disgusting! Coughing. Giggles. Puff puff. Cough. “Aren’t you too young to be smoking?” Dr. Spring, mowing his lawn, had spotted us. We scattered. I ran back into my house guilty, terrified, tearful. “What’s wrong?,” my mother asked. I told her. She laughed. “That old smokestack? Did you like it?” “No,” I sobbed. “Good.” Giving me a hug, she left the room. My first lesson in good parenting.
Ann Ramsey, Middle School History Faculty
”Helen, we have to put Ollie down,” my mom said. I just nodded, not really getting what she meant. I was only 6. When I said goodbye to Ollie that morning, I thought I would see him after school. But when I got home, he wasn’t there. “Where’s Ollie?” I asked. “He’s not with us anymore,” my mom said quietly. That’s when it hit me. I started crying, wishing I had actually said goodbye. Ollie wasn’t just a dog, he was my tea party buddy, my friend, and my whole world.
Helen Ligman ’32
In 2022, The New York Times introduced an annual Tiny Memoir Contest, in which writers submit original, personal narratives of no more than 100 words. In 2024, the Sharon Rudnicki Writing Center at Agnes Irwin took up the concept as a schoolwide project. This fall, the center again invited Middle and Upper School students, as well as faculty and staff, to share a small piece of their personal story with the broader Agnes Irwin community. Ninety people submitted memories of excitement, grief, danger, struggle, confusion and anticipation. As a collection, the writings movingly express how, at any age, we all continue to grow up and gain wisdom. Following is a selection of the submissions:
The tears shone like diamonds on my twisted face. I should have been happy for my sister. It was her first communion, but my birthday tomorrow would be overshadowed by her event. “Give Ellie her moment!” my mom hissed, but when Ellie’s 10th birthday came around, she would have a party, while I was forgotten. Nobody understood my undiluted rage. In a haze all day, I was on the verge of tears. I glared angrily at Ellie through swollen eyes. Yet when I woke up, confetti and the smell of birthday cake filled the air. I wasn’t forgotten after all.
Maddie Rock ’32
My focus is on my back, then shoulder, then through my arm and on through my fingertips. Try to release the ball without pain. Nikhil is standing 60 yards away. Maybe I can reach him. We have played catch nearly every day since he was 6. Now he is 15, and throwing has gone from a pleasure, to a duty, to elbow pain that makes me think about death. I let go. The ball flies past the infield, hits the outfield grass and dribbles to a stop, mortifyingly short. He collects it wordlessly, then jogs back to his spot.
Sean McCormick, Upper School History Faculty
This fall, Agnes Irwin’s Teaching, Learning and Innovation team introduced a newsletter, “Owlways Learning,” that advances the school’s commitment to professional development.
Each biweekly issue provides teachers with information about educational techniques, the latest research applicable to K-12 education, updates from the Center for the Advancement of Girls, and more.
Combined with the school’s regular series of Lunch and Learn gatherings, the newsletter keeps faculty abreast of pedagogical developments and intriguing ideas from higher education.
Recent issues have provided information about:
• Encouraging voice and body confidence among girls
• A recent Middle School assembly on outer-space challenges facing humanity
• Guiding students to overcome “learned helplessness”
• Academic subscriptions the school makes available to faculty and students
More than 80 percent of Agnes Irwin teachers hold an advanced degree. Supporting the faculty’s professional growth and engagement is a strategic priority for the school, as well as one of the elements that make AIS a great place to work.
AIS awarded nearly three dozen Summer Growth Grants to more than 100 faculty and staff in the summer of 2025. Summer Growth Grants are intended to encourage institutional, curricular and pedagogical growth and innovation. The projects receiving grants for this summer included:
• A deep dive into reams of research toward a major ongoing project: developing schoolwide Principles of Practice
• A new Middle School elective on 3-D design that makes further use of STEAM tools already on hand
• An update to the Lower School report card that gives parents a better and more consistent understanding of their child’s reading and writing ability
• A revised curriculum for Teen Truth, the school’s homegrown program to develop student mentors to support social-emotional health amongst peers
Altogether, the AIS administration, faculty and staff devoted more than 1,100 hours toward this summer’s projects, an average of more than 34 hours for each one.
Agnes Irwin’s funding of these grants is only one way the school encourages professional growth, alongside underwriting trips to attend and present at conferences and bringing experts in the field to consult with faculty.
Madison Groenen ’32 TINY
I was on a cliff, with big rocks and shiny water. My feet were trembling, as they touched the hard dirt. The life jacket I was wearing was wet, and it smelled like a damp dog. My blistered hands were attached to the zip line. I was as scared as a little boy on Halloween, but when I jumped, it felt like a relief, I felt a great sense of release. When it was time, I let go. I freely fell into the ocean blue water. The water was cold, refreshing and deep. “Can I go again?” I asked.
I hear the horrid sound of the brush scraping over the matted mess that is my hair. Half the cabin sits behind me, just out of sight. Their solemn tone makes me nervous. I feel each strand of hair snap from its cozy socket in my scalp. Ting. Ting. My complete lack of faith in their detangling ability makes matters worse. What if I go home with a bald spot? Then what? Not even the sight of the flowing river can distract me from this torturous experience. By the end, the brush looks like a small mammal.
Charlotte Derk ’29
The sunset spins with colour, blood orange and crimson dripping endlessly. You can’t share a song threeways through wires, so “Champagne Coast” blasts on speaker. I smile as we walk to the shore, a salt-dusted breeze rippling through the stillness of dusk. She drops my hand to brush wind-tousled hair from his eyes, the brightest smile on her face. It’s radiant: it’s unattainable as the sun. I follow behind them, the sky now almost nauseatingly vivid. Finally, they turn. Hand me the camera, I sigh. Through the lens, I see them kissing, silhouette eclipsing the last of day.
Helen He ’27
I dialed the number in the Pennysaver (ask your parents, kids), and when he answered, I confidently assured him, “I only need a room to sleep, a shower, and a stovetop.” He replied, “You’ll love the place then.” I hesitantly pressed him how much, and once we agreed on a rental price, I asked for directions. He asked which direction I’d be coming from. After I told him, he laughed, “Oh it’s easy then, just follow the main road until the intersection, and turn right at the stoplight.”
“THE stoplight?” I asked. “Yeah,” he said. And the adventure was on.
Ellen Bilson, Upper School Science Faculty
The Lower School dining room is back and better than ever, with hot food, sandwiches, healthy salads, and fresh fruit available to choose from each day. And the division has started monthly family-style lunches, in which each table gathers classmates and a teacher to build community and conversational skills.
Trick or Treat!
The annual Lower School Halloween parade featured a wide array of creative costumes. The most popular choice this year? KPop Demon Hunters!
With the Phillies making baseball’s postseason, Agnes Irwin got to celebrate a dress-up day ahead of the team’s first playoff game.
Picture-book author Jonathan Miller spoke to the LS about his creative process, how his imagined illustrations become real, and his books about Sammy the Wonder Dachshund!
As part of its Veterans Day celebration, the division heard from Col. Art Jenkins (ret.), the father of an Upper Schooler. Col. Jenkins introduced his military career and encouraged the girls to join him in making a daily habit of physical fitness.
The third grade traveled to Old City, Philadelphia for an exciting visit to the Arden Theatre.
Parents and students joined faculty and staff for a fun-filled Back to School BBQ on campus.
Ainsley Gardner Stewart ’07 (right, with Ali Monzo of the Center for the Advancement of Girls) was the featured speaker for an assembly focused on the Middle School Leadership Key of Confidence. Ainsley reminded students that confidence comes through perseverance, vulnerability, and a willingness to try.
The eighth grade traveled to New York City and, closer to home, the National Constitution Center, while the seventh grade explored Baltimore.
Middle Schoolers embraced the TED Talks model throughout the fall, with each student giving a well-researched, engaging presentation on an influential woman inventor from history.
Middle School Director Corey Willingham (bottom right) joined Sheryl Sandberg, the founder of Lean In Girls (top left), and Megan Murphy, head of the International Coalition of Girls’ Schools (top right), on a webinar. Their discussion explored how AIS incorporates the Lean In Girls curriculum toward boosting confidence among Middle School girls.
Ninth graders devoted their fall day of service first to learning how and where our food grows. Later, they went to Cradles to Crayons, where they donated 50 bags worth of clothing, books, and shoes.
Seniors brought the energy as students arrived for the first day of school.
Little Owls paired with their big buddies, and the whole school came together for our opening assembly, where Ms. Keidel, Liz Storrer ’26, Sydney Blair ’30, and Eleanor Duckett ’34 all spoke.
Congratulations to the four seniors recognized as National Merit Semifinalists. From left, Isabel Staton ’26, Lane Howard ’26, Kelsey Meyerle ’26, and Grace Meyerle ’26. Eight more seniors were honored as Commended Students.
During Agnes Irwin’s annual French Week, Upper Schoolers led an assembly on French culture and history and presented a quiz competition between advisories.
Making it official: Ninth-grade students signed the Agnes Irwin Honor Code, marking their official entry into the Upper School.
The Hispanic Student Alliance introduced a Food Feria (food fair) that featured tamales, empanadas, pupusas and more. The on-campus event raised $1,049 for ACLAMO’s food pantry.
Six AIS students took part in the eighth annual St. Andrew’s School Model UN Conference. Sarah Kokas ’28 earned recognition as an outstanding delegate, and Alexandra Pierce ’27 was named an outstanding judge.
Since 2020, Dr. Colbert Root has led Upper School students through an English curriculum that teaches critical thinking through a variety of media, from Virginia Woolf’s classic Mrs. Dalloway to the recent Barbie movie. “What I find most enjoyable about teaching,” Dr. Root says, “is working through a really gritty paragraph with the students and challenging them to make it become something of value to yourself and other people. That’s the meaning-making.”
Where did you grow up?
I grew up in a small rural area in western Missouri, right on the Missouri River, an hour east of Kansas City.
What was your first job?
I was a dishwasher at Countryside Family Dining and Bakery, which was a very popular fried chicken place. The bakery was also killer. It was a very wholesome spot.
What was your favorite subject in school?
In high school, I had a really good math teacher, so I was excited about math at the time. When I started college, I actually majored in industrial engineering before switching to English.
What traits are important for a teacher to have?
Generosity, reliability, and an ability to share joy in other people through the things you’re engaging with. My favorite English teachers have all shared this double connection, both with whatever the material is and with the students encountering the material.
What’s your favorite book to teach?
I teach Mary Shelley’s Frankenstein to my 10th-grade classes. It’s a really strong feminist text, and every time I read it, it gets richer.
WHAT’S ONE PIECE OF ADVICE FOR EVERY HIGH SCHOOL STUDENT?
High school is about creating the person that you’re going to have to live with for the rest of your life, so you should try to be conscious of what you’re creating. It’s the Frankenstein problem.
What is the best part of your job?
I love being in the classroom with the kids. I like it when we’re debating or thinking through something. Those 50 minutes just go by in a flash.
Do you have a favorite Agnes Irwin tradition?
I don’t sing myself, but I really like any occasion where we get to hear the Bel Cantos sing.
What’s your favorite spot on campus?
The Upper School library is really great. It feels so good in there—it’s welcoming. You can do work there, but it doesn’t feel stuffy.
Do you have a hidden talent?
No. I have literally one slight capability, and that’s teaching English. Well, and I was okay at the dishwashing job.
How does your morning routine look?
My daughter is in third grade at Agnes Irwin, so we listen to an audiobook as we drive in, then we walk over to the Lower School together.
What do you think the best part of an all-girls education is?
From my perspective, Agnes Irwin is one of the warmest, most affirmative, hardworking educational communities I’ve ever seen. To get to go to school here is a pretty profound and special opportunity.
“I am perpetually surprised by how wonderful Irwin’s girls are to teach. They try hard and want to succeed. The student population is pretty amazing.”
DR. COLBERT ROOT
The Agnes Irwin Repertory Company brought the Tony Award-winning Matilda the Musical to the West-Wike Theatre in November. Matilda and Lavender became best friends, while Miss Honey got her just reward at last amid magic and madcap adventures. Congratulations to the Upper School students and faculty who put on such a fun show!
Matilda the Musical Cast
Matilda: Ava Nast ’28
Miss Trunchbull: Elizabeth Storrer ’26
Miss Honey: Shelby Rhodes ’27
Mr. Wormwood: Mikayla Bellamy ’28
Mrs. Wormwood: Olivia Stroup ’26
Michael Wormwood: Harper Neczypor ’28
Lavender: Farrah Goodson-Guy ’27
Bruce: Allie Bernert ’28
Amanda Thripp: Zandi Gardiner ’26
Nigel: Emma Lee-Wirtz ’28
Eric: Zoe Rudenstein ’28
Tommy: Shea Kelleher (Shipley School)
Alice: Raylin Myers ’27
Hortensia: Mimi Sargent ’28
Ensemble and Multiple Roles:
Sidney Bligh ’29
Emanuela Cacciavillani ’27
Grace Carey ’29
Kaya Davis ’27
Sophia Glickman ’28
Chase Griffin ’26
Helen He ’27
Maddie Jones-Blissard ’27
Saira Kang ’26
Catherine Koslosky ’27
Ariya Kuda ’27
Nina Lee ’28
Caitlyn Liang ’27
Taylor Mitchell ’27
Carolina Rhoads ’27
Nevaeh Sands ’28
Maddie Santoro ’27
Lila Walls ’29
Kingston Williams-Ekpaji (Haverford School)
Blair Withstandley ’29
On Dec. 17, Agnes Irwin brought the spirit of the holiday season into the Laura Thomas Buck ’49 Pavilion for a pair of performances. Musical groups that performed included the Bel Cantos, the Grace Notes, the 8thgrade Handbell Ensemble, and several divisional choirs. Congratulations to all the musicians for providing such a fun-filled sendoff into winter break!
The Upper School Ceramics I class took inspiration from nature and sculpted diatoms, bringing the often invisible into the light this fall. These microscopic algae generate much of Earth’s oxygen; they are said to live in glass houses since their cell walls consist of silicon dioxide.
Head coach Suzanne Olson
Overall record 6-4
Captains Sophie Aliakseyenka ’27, Liz Storrer ’26, Sophie Walkenhorst ’26 2nd place in the Inter-Ac.
Reached semifinals in the PAISAA tournament.
IAAL 1st Team Sophie Aliakseyenka ’27, Bridget Bowers ’27, Beatrice Bullitt ’27, Sarah Koller ’29
IAAL 2nd Team Emerson Cross ’29
JV overall record 9-3
Head coach Nicole Gerdes
Overall record 15-5
Captains Margo Chisholm ’26, Gabby Lee ’27, Kitt Neel ’28, Gwen Schnyder ’26
Third place in the Inter-Ac. Reached semifinals in the PAISAA tournament. Ranked nationally in the top 25. Recorded the most wins in a season since 2015.
IAAL 1st Team Gabby Lee ’27, Kitt Neel ’28, Lucy Jones ’28
IAAL 2nd Team Lily Hark ’28, Margo Chisholm ’26
JV overall record 11-4-1
Head coach Dennis Hohenshelt
Overall record 6-10
Captains Maddy Born ’26, Raelyn Zielke ’27
5th seed in PAISAA Tournament
IAAL 1st Team Leah Ojakovo ’28
IAAL 2nd Team Raelyn Zielke ’27
JV overall record 5-9
Head coach Namit Deshpande
Overall record 8-8-3
Captains Claire Ballinger ’26, Gabby Bongiorno ’27, Jen Kelly ’27, Kelsey Young ’27
Fourth place in the Inter-Ac. Reached semifinals in the PAISAA tournament. Defeated nationally ranked Mercy High School (Conn.), 4-0.
IAAL 1st Team Claire Ballinger ’26, Gabby Bongiorno ’27, Olivia Bongiorno ’28
IAAL 2nd Team Davis Bauman ’28, Hope Chang ’29, Brynn Kozloff ’28, Lyla Sauers ’28
JV overall record 8-3-4
Head coach Steph Hogan
Captains Avery Brennan ’26, Grace Vauclain ’26, Emma Watson ’26 1st Place at Abington Invitational, 2nd Place at Delco Championships, 1st Place at Paul Short (White Race), 2nd Place at Inter-Ac Championships, 3rd Place at PAISAA Championships
Records Emma Watson ’26 ran a school-best 18:47.6 over the 5K Whippets Invitational, breaking a 17-year-old mark held by Courtenay Devlin ’09.
IAAL 1st Team Avery Brennan ’26, Sofia Casey ’26, Emma Watson ’26
IAAL 2nd Team Maggie Dooley ’27, Wynn Hastings ’27
1st Team All-PAISAA Emma Watson ’26
2nd Team All-PAISAA Sofia Casey ’26
NHSTFXCCA All-American Emma Watson ’26
Head coach John Hayburn
Captain Ella Etherington ’26
Records/accomplishments: Head of the Schuylkill
Varsity Quad: 6th place
Varsity Single: 8th, 14th, and 15th places
Junior Varsity Single: 7th, 13th, and 28th places
Hidden River Chase
Varsity Quad: 1st place
Freshmen Double: 2nd place
Varsity Single: 1st, 3rd, 4th and 10th places
Junior Varsity Single: 7th place
Every two years, The Agnes Irwin School commemorates its remarkable legacy in sports by welcoming a new group of sports stars into its Athletic Hall of Fame.
On November 8, the 10th class of Hall of Famers were inducted in an evening reception in the school’s Student Life Center. Head of School Sally Keidel served as MC and invited classmates, parents and friends to the microphone to introduce the honorees. Each of the seven new Hall of Famers was recognized for outstanding contributions to Agnes Irwin’s athletic program. This year’s class played eight different varsity sports for the Owls, with many going on to distinguished collegiate careers as well.
AIS Field Hockey, Basketball, Lacrosse, Tennis and Squash
AFTER IRWIN’S: UNIVERSITY OF PENNSYLVANIA
While A.K. played several varsity sports at Agnes Irwin, she took up golf at age 25. Thus began an extraordinary amateur career. She has won 36 club championships and competed in 16 U.S. Golf Association National Championships, including a runner-up finish in the 2010 USGA Senior Women’s Amateur.
A.K. has been the executive director for 40 years at the Valentine Foundation, which benefits underserved women and girls in the greater Philadelphia area. She also founded and presided for 20 years over Women Golfers Give Back, a nonprofit organization that provides grants to girls’ golf programs in Pennsylvania, New Jersey, and Delaware.
(inducted posthumously)
AIS Tennis
AFTER IRWIN’S: LEHIGH UNIVERSITY
AIS Lacrosse, Field Hockey and Basketball
AFTER IRWIN’S: UNIVERSITY OF VERMONT
Helen played varsity lacrosse all four years for the Catamounts and captained the team her senior year. After graduation, she continued playing at the amateur level as a starting midfielder for the Portland Women’s Lacrosse Club, serving as captain from 2002 to 2005. She also competed in several major tournaments, making the All-Tournament Team at Vail Shootout in 2018. Helen now practices as an orthopedic and sports medicine physical therapist in Portland, Ore. She also coaches lacrosse at Grant High School in Portland, Ore.; in 2025, she was named Oregon’s high school lacrosse coach of the year after her team advanced to the state championship game. She has also completed two marathons, many half marathons, and five IRONMAN 70.3® Triathlons.
Jeanne matriculated to Lehigh University but was slain her freshman year, an immeasurable loss. Today her legacy still burns brightly. The nonprofit Clery Center works to prevent campus crime, and a 1990 law known as the Clery Act requires colleges and universities to report campus crime data, support victims of violence, and publicly outline policies and procedures they have put into place to improve campus safety.
AIS Lacrosse, Soccer and Volleyball
AFTER IRWIN’S: UNIVERSITY OF MARYLAND
As a stalwart in goal, Kirah helped the Terrapin lacrosse team reach the NCAA playoffs all four years. She was an All-Atlantic Coast Conference Tournament selection her junior year.
Kirah returned to Agnes Irwin in 2007 to assist the lacrosse program, serving as head coach in both the 2010 and 2011 seasons.
AIS Lacrosse, Basketball and Soccer
AFTER IRWIN’S: STANFORD UNIVERSITY
Bess started three years in the Cardinal lacrosse midfield, captaining the team in her senior year. A two-time NCAA Academic AllAmerican, she also received the Stanford Coaches Award, given annually to the athlete who “continually puts the team first.”
Today, Bess is the vice president of people at Archive. Previously, she was an executive coach, adviser for a venture investment company, COO for a software firm, and leader at Facebook.
AIS Squash, Field Hockey and Lacrosse
AFTER IRWIN’S: HARVARD UNIVERSITY
Lindsey qualified for the National Junior Women’s Squash Team and helped the U.S. team win gold at the PanAmerican Junior Squash Championship. For the Crimson, she was NCAA Division I’s Rookie of the Year in 2002, and she would earn First Team All-American and All-Ivy honors each year of her college career. She also received the John Harvard Scholar Athlete Award.
AIS Basketball, Softball and Soccer
AFTER IRWIN’S: FRANKLIN & MARSHALL COLLEGE
Megan was a four-year starter in basketball and a three-year starter in softball, captaining both teams in her senior year. She recorded 918 career points, 597 rebounds, 195 assists and 106 steals on the court for the Diplomats.
Megan was an assistant basketball coach for both F&M and Haverford College. She then joined KIPP New Jersey in Camden, where today she is an assistant principal. She is a marathon runner and has volunteered as a Girls on the Run coach.
On a crisp October afternoon, parents, faculty, coaches, alumnae, and student-athletes gathered along Carter Field to applaud the opening of Agnes Irwin’s two new, best-in-class turf fields.
Even more, the ribbon-cutting ceremony heralded a new era in Agnes Irwin athletics, one that signals the program’s ambitions and primes it for unprecedented heights.
Carter Field had been due for a makeover to smooth out its bumpy grass surface. Then, after 10 years of use by the field hockey, soccer, softball, and lacrosse teams, Phelps Field was also due for a new turf. Agnes Irwin
By Abbe Wright ’03
saw the chance not merely to replace both facilities but to improve them.
The school researched options and saw how the fields could distinguish themselves, not only in the highly competitive Inter-Ac league but also one from the other.
Phelps’s new surface is ideal for the pace of soccer and lacrosse, while Carter’s features friction-reducing technology that enables field hockey balls to zoom across the carpet with ease and precision.
The Paris GT Zero turf on Carter is regarded as the premier surface in the world for field hockey, and it’s the choice of the U.S. National Field
“Our
outstanding athletes are able to play on facilities that reflect their exceptional talents and commitment.”
COURTNEY LUBBE, CO-ATHLETIC DIRECTOR
Hockey team. Agnes Irwin is the only independent school in Pennsylvania to have such a field.
“Our outstanding athletes are able to play on facilities that reflect their exceptional talents and commitment,” Co-Athletic Director Courtney Lubbe said at the ribbon-cutting.
The new fields look good, and they sound good. But how do they play?
Junior Gabby Bongiorno said she and her soccer teammates felt an immediate difference playing on the new Phelps turf for the first time this fall.
“It’s a lot softer, and the ball travels really smoothly along the surface,” she said. “I feel faster on it.”
Junior Piper Rodgers, who plays field hockey and lacrosse, said Carter’s new surface similarly “speeds up ball movement. It allows us to further develop our skills, because it makes you have better ball control and handle passes that are coming at you quickly.”
The capital investment of installing two turf fields was significant— and possible only because of donations by the Agnes Irwin community to the FOR THE WIN campaign.
“It shows that people are recognizing how much work we put in,” Piper said of the philanthropic gifts.
One such donor was Emily Wilson Cunningham ’63, who played field hockey, basketball, and lacrosse at Agnes Irwin and was awarded the White Blazer as the outstanding athlete in her senior class.
The experience of playing athletics at AIS, Emily said, brought not only success but also great self-satisfaction. The opportunity to help today’s athletes find that same feeling was highly motivating. But the real thrill, she added, was the way the project turned out.
“Just seeing that field—it’s totally different than when we were playing. I’m very, very proud of what they all did there,” Emily said.
Piper Rodgers cites an extra benefit of the campaign: With AIS no longer traveling off-campus to Radnor Memorial Field for practices or games, “my friends are able to come to home games. It feels really nice to have more spectators and feel the love shown for us.”
That excitement was evident on Nov. 7, when Agnes Irwin/EA Day packed spectators around both fields and the adjacent tennis courts. “The whole community being able to go from the soccer game to the field hockey game to tennis, all in one spot, was so nice,” Piper reflected.
Coach Lubbe pointed out, “Sports at Agnes Irwin play a big role in creating community, in building character, teaching respect, and reinforcing the school’s core values. Having two turf fields on campus opens the door for more participation in our field sports and more access to top quality facilities for students of all grade levels at AIS.”
Bravery and resilience are further qualities that student-athletes will learn in competition. “You’re going to face adversity as an athlete, learn how to work together, to strategize and compete or overcome a loss,” she added.
But the Owls typically experience even more triumph and accomplishment.
“Every year, between 15 and 25 percent of the graduating class will be recruited college athletes,” Coach Lubbe noted. “So when the girls are playing at that high of a level, if we can match their ability, their skill, and their excellence with the facilities they deserve, we’re positioning them to be more successful.”
Lucy Jones, a sophomore field hockey player, agreed. “I think being an athlete at Agnes Irwin really shows what Irwin’s girls are made of. I find it admirable to watch everybody hustle, everybody cheer each other on, everybody giving 110% effort, even in a practice drill,” Lucy said.
“It just shows the character of every Agnes Irwin girl, and that’s then reflected in the classroom–giving that effort, putting the extra work in, and helping others with projects or homework.”
“I’d say playing on these fields has created a deeper sense of pride in our school,” Gabby Bongiorno mused. “The energy on the soccer team has shifted, and it feels like we have something even more to play for; our school invested in us, let’s live up to that legacy.”
By Elizabeth Weinstein
Dr. Elizabeth Rossini recalls often a saying from educator and author Arthur L. Costa: It’s not what students know that matters; it’s what they do when they don’t know that matters.
This way of thinking—of helping learners navigate unfamiliar situations—has become core to Agnes Irwin’s pedagogy, embodied in one of its guiding principles, “Teach for the Unknown.”
Rossini and her faculty colleagues see this rallying cry as reflecting both Agnes Irwin’s strategic plan, which calls the school to intellectual curiosity and courageous leadership, and the urgency of readying students to navigate a complicated, evolving world as adults.
“A big part of our work is thinking carefully about what we’re preparing our students for,” explained Rossini, AIS’s Assistant Head of School. “What is their future going to look like? To understand that, we pay attention to what’s happening both in education and outside of it, globally. We look at the skills students will need.”
These competencies now propel Agnes Irwin’s curricular planning. Rossini described the curriculum framework used with teachers as “freedom within structure,” an arrangement she likened to a “big, beautiful sandbox with all the tools you need, but it has a frame that keeps the sand in.”
Today’s educators are living—and innovating—through what Rossini calls a liminal, or hinge, moment. In addition to the typical pressures youth face in school and at home, Generation Alpha has come of age alongside fast-evolving artificial intelligence, environmental consequences of climate change, and uncertain geopolitics.
“Things are changing so rapidly; I sometimes describe it like swimming in a lake,” Rossini said. “A lake is different from an ocean— there’s muck on the bottom, cloudy water, lots of plants. You can’t see what’s ahead. That’s
what designing learning feels like right now.”
AIS encourages faculty to wade into the lake and dive ahead with confidence in their ability to face any moment head-on, “for which our teachers are well-equipped and committed,” she added.
“We have to acknowledge the context our students are living in today: the mental health crisis, the influence of social media, the constant presence of phones and TikTok,” she said. “We’re trying to prepare girls academically within an environment that is affecting young people in significant ways.”
For Rossini, teaching for the unknown means making sure “our students have the voice, the confidence, and the grit to face a never-before-seen, complex, messy problem. I want them to see something unfamiliar and not shy away from it. I want them to think, ‘I’ve got this’—and then pull from their tool belt whatever skills they need.”
Championing much of the work are members of Agnes Irwin’s Teaching, Learning and Innovation team: Julie Diana and Jake Greenberg. They work collaboratively with faculty to cultivate classrooms where students can wrestle with open-ended problems, revise thinking, and explain reasoning to one another, teachers, and even outside audiences.
Diana, who has been at AIS for 23 years, became interested in metacognition after a session at a school library conference. “I began thinking about how to help students reflect on the research process, and that interest eventually expanded into other areas of teaching and learning,” she said.
“A lot of what students experience now doesn’t look like what school was designed for,” Diana said. “Technology is changing rapidly; cognitive overload is real; students are
Agnes Irwin’s Portrait of a Graduate: Intellectually curious Balanced Collaborative Globally and communityminded Self-directed Creative Brave
overwhelmed by information and expectations. We want girls to engage actively, make discoveries, face friction, and struggle a little—because that’s learning at its best. Those moments build agency.”
For Greenberg, who came to AIS in 2022, the biggest shift he’s experienced is “understanding that the future is inherently uncertain. We used to think we could prepare students for a fairly predictable set of expectations. Now technology, AI especially, is developing so fast that the future feels less like a path and more like an evolving landscape.”
Meanwhile, he added, “Students are conditioned to ‘check boxes’ for college. They think success means hitting certain markers. But the world they’re entering may reward something very different. Part of teaching for the unknown is helping them unlearn helplessness and learn how to approach questions without obvious answers.”
Shaping the TLI team’s efforts, Greenberg said, is Agnes Irwin’s Portrait of a Graduate, which lists seven essential outcomes for its students: “These are the core skills students need to succeed in a rapidly evolving world, and the Portrait of a Graduate gives us common language to map those skills onto curriculum and assessments.”
AIS also calls upon a set of interdisciplinary tools developed over years: Its leadership curriculum helps students understand who they are, what they have to say, and how to thrive in community with others.
The girl-centered principles from the Center for the Advancement of Girls emphasize voice, choice, clarity, relevance, balance, and connection.
And the AIS Principles of Civil Discourse teach students how to communicate better with those who hold different beliefs.
“Students need to feel that who they are, at their core, matters more than their achievements,” Rossini said. “We can be unapologetically academic and unapologetically caring.”
AIS classes have shifted from a teacher-centered model of education toward a student-centered one: Gone are the days of a “sage on the stage,” rows of desks, and lots of lectures.
A Thanksgiving Balloon Parade unit in second grade brings together social studies, library research, robot programming in the iWonder Lab, and collaborative art design. Combine these disciplines with youthful creativity, and there’s no predicting the marvelous balloons that will take flight.
“We want girls to engage actively, make discoveries, face friction, and struggle a little—because that’s learning at its best. Those moments build agency.”
JULIE DIANA
And in the Middle School, seventh-graders’ input determines the subject of an elective, with the teacher then building a lesson plan to develop the takeaway competencies each student will need. The course is never the same twice.
Innovation in the classroom, in other words, doesn’t always mean new technology or tools.
“Much of the innovation in schools is structural and hard to show,” Diana said. “It’s in how a teacher runs discussion-based classes or how students solve problems collaboratively with multiple methods, instead of following one formula. Even changing the classroom layout, with students at whiteboards and the teacher in the middle, fundamentally shifts who does the thinking.”
Upper School science teacher Manjuli Gupta asks her sophomores in Honors Chemistry to conduct a full research review on a scientific topic of their choice that has not been covered in class. The students then present their findings to classmates. For many, the assignment will be their first deep exploration of a wholly new area.
“Students push themselves to become content experts,” Gupta said. “The project demands critical thinking, interdisciplinary research and time management—all highly transferable skills, no matter what fields they pursue.”
The updated curriculum also brings forward other skills, such as greater confidence, collaboration, and willingness to take intellectual risks, Greenberg noted.
For instance, a popular fifth-grade project, the Robot Petting Zoo, has students design and program cardboard animals using block coding and sensors. But struggle and frustration are part of the process, too.
The goal, explained computer science teacher Ashley Powers, is to build “a tolerance for ambiguity and setbacks. We talk about ‘failing forward’—using what we learn from missteps to make an even better product.”
EMBRACING
These principles of what is commonly called “design thinking” come up again and again as a student moves through the AIS curriculum.
Mary-Tyler Upshaw, STEAM specialist and robotics coach for the Lower and Middle schools, says her students “begin to understand that iteration, testing, improving, and trying again are not just allowed but essential.”
When students know that the expectation is to try, revise, and explain their thinking, “they rise to it,” Diana added. “It also makes learning more joyful—they feed off one another’s energy.”
Ultimately, the deliberate design of these learning engagements helps students build the habits they’ll draw on when the path ahead is unclear.
“We’re doing innovative work with our students,” Rossini said, “but even more importantly, we’re helping them develop the agency they need to navigate the unknown.”
By Marisa Procopio
I chose to read “The Boy in the Striped Pajamas,” by John Boyne, a book about the Holocaust, which
I was very
interested in.
And I think
when you read a book with a topic that you want to know about, it gives you more confidence in writing about it. —Evelyn Ford ’30
Reading lists, handed from teacher to student, have been central to education over centuries, a tradition so entrenched that one might easily take it for granted.
But what if, rather than their teachers, students were allowed—encouraged, even—to choose the books for a class to read and learn? Would it end in tears and anarchy? Or would the class become livelier, more engaged and excited by the work ahead?
Research conducted by Agnes Irwin’s Center for the Advancement of Girls provides a strong case for student agency, finding that this is how girls learn best. So the Middle School made a change: In English classes, student selections now outnumber those chosen by teachers.
“The years from age 9 to 14 are so important in developing your identity and clarifying your values as an individual, and how they interplay with the values of your school, your faith community, your family, your neighborhood,” said Director of Middle School Corey Willingham. “How you make sense of that is often through writing.”
Reading often informs one’s writing style and voice, she added, yet the prior English curriculum didn’t offer students enough “opportunities to make choices in the classroom about what they learn and how they learn it.”
“What we’re combating is a culture of compliance,” Willingham said. “Handing over the reins to the girls and saying, ’You’re in charge of this. Persuade me on anything,’ instead of having it be teacher-directed, helps girls practice this sense of agency.”
The curriculum updated in 2024-2025, and Middle School English teachers say they’ve noticed a new spirit in the classroom: When students get to select a topic for writing, each step of the process—engagement, effort and results—becomes elevated.
“We could immediately see more interest in the subject,” said sixth- and seventh-grade teacher Maya Teredesai. “It’s helping students get at something they can really argue. I see them exploring their voice more and taking more risks when they get to choose the topic.”
Middle School English emphasizes many forms, including informative, narrative and persuasive writing. One of Teredesai’s projects, for instance, challenges students to entice their classmates to read a beloved book. Each submission is then posted on a bulletin board—a youthful version of Goodreads.
“Purpose is what’s often guided my lesson-planning,” Teredesai said. “But I’m much more mindful about passion now, too—about students figuring out their own voice, gaining independence from their teacher.”
For his persuasive writing assignments, seventhand eighth-grade English teacher James A. Bolden, Jr., offers students prompts, and the girls take it from there. The class discusses the relevance of evidence, forming a thesis statement, and advancing an argument to a logical conclusion. Along the way, students build trust in their ability and develop more self-esteem.
“If you came in thinking you were not a strong writer, we’re going to dispel that notion, because it is not true,” Bolden said. “Students become more confident as writers and as critical thinkers.”
Critical thinking also comes to bear in peer editing, in which classmates examine one another’s writing and provide encouragement and suggestions. While the practice helps writers hone their point, it also benefits the reader, through exposure to more voices and ways to communicate through writing.
“If a student sees that another student can do something at a very high level, they think, ’I can do that too,’ ” Bolden said.
As they take the reins, Middle School students are seeing their skills evolve and believing themselves capable of powerful works.
“It’s been a challenge to write. Writing is hard, but I think that I have definitely improved,” said seventh-grader Elsa Reese ’31. “By the end of this year, I will be—well, I’m hoping to be—this amazing English student.”
Learning to write compellingly “can be about a small topic that you do in class, but it can turn into something big, something that’s going to be important,” said seventh-grader Ellie Doerner ’31. “And maybe one day, you’ll be writing articles that people all around the world will see, persuading them to do something good.”
If you’ve visited AgnesIrwin.org recently, you have probably noticed some changes. We’ve updated the website and refreshed our branding, putting our outstanding students at the forefront—just as they are every day on campus.
This work began by asking our community in various settings, What makes Agnes Irwin special? One theme emerged above all: Agnes Irwin knows girls.
When people visit the all-new AgnesIrwin. org, that message now comes forward to visitors more clearly than ever.
This “Be Known” messaging relies on telling and showing how each Agnes Irwin girl is invested in, embraced fully, and seen wholly as she is—and allowed to decide how she wants to be known.
Communicating the Agnes Irwin story with clarity and pride also calls on consistent visual elements: Photographs and videography that depict campus life, more consistent use of the school’s navy and gold colors, bolder typography that stands out, and a new graphic palette featuring fabric textures and frames.
The Agnes Irwin School is valued for its empowering, supportive all-girls environment, one where gaining knowledge of the world and of oneself go hand in hand.
Our new brand proudly proclaims this message and celebrates the students, alumnae, and faculty and staff who are at the center of everything we do.
and we’re letting the world know.
No one knows girls like AIS.
Our brand helps ensure the world knows our school as a national leader in all-girls education. The words and images work together to present the story of a place where girls succeed because they are known.
A frame to keep focus where it belongs—on Agnes
Eye-popping photography that emphasizes the student
A bold font conveying the strength of our community
Every aspect of the Agnes Irwin brand was carefully considered. Our suite of custom illustrations share the heart of Agnes Irwin and add a touch of whimsy.
Wellies
Maypole
Celebrating our legacy as a day school for girls since 1869
Inspired by the yellow pairs donned by Lower Schoolers when they explore the creek
Lamp of Learning
Our classic symbol, signifying the pursuit of knowledge
Depict the evolution of the uniform from Lower School through Upper School and the pride of donning each piece
Aubrey is known as a creative powerhouse! From her signature style to her captivating voice, she commands the stage as an emcee and speaker—always using her talent to be a vibrant, positive force in the community.
“It’s tailored. It’s fresh, and it has an eye toward the future, but it’s rooted in real tradition. We have elements that are unmistakably Agnes Irwin. It’s feminine without relinquishing the strength and power that goes along with being an Irwin’s girl.”
BRIDGETT WOODY
ASSOCIATE DIRECTOR OF MARKETING
To establish the “Known For” visual branding, Agnes Irwin’s marketing and communications team worked with Ologie, a woman-founded firm that specializes in working with universities and independent schools.
A steering committee of AIS leaders and board representatives was deeply involved throughout the discovery process. Student, parent, alumnae, faculty, and trustee interviews provided valuable insights for creating language and visuals that are true to the Agnes Irwin experience.
With the new brand in hand, marketing and communications began incorporating it into the AgnesIrwin.org website. At the same time, the department worked with Agnes Irwin faculty and staff to update web pages that introduce the school’s robust academic, athletic, arts, and student life programs.
Visit the new AgnesIrwin.org to see how girls are thriving through being known, learning more about themselves and the world, and dreaming of what they will one day be known for.
By Joy Prince, Upper School Director
rather than interacting with their peers face-to-face.
These patterns kept showing up among Agnes Irwin’s Upper School students, especially how frequently the girls would pull out smartphones and mobile devices while passing between classes, during lunch, and at other unstructured moments.
We recognized it was time for a change—one made for and with students, rather than to them. So in 2024, Agnes Irwin addressed the growing dynamic we were seeing around tech devices.
Our goal was not to take something away but to give Upper School students something meaningful: the gifts of time, focus, and connection.
Sarah Leonard, Dean of Students, and Ali Monzo, Director of Programs, Center for the Advancement of Girls, led Upper School faculty and staff through a discussion process grounded in research. They also guided a thoughtful pilot that removed cellphones from
Agnes Irwin established a new policy for the Upper School for the 20242025 school year: Students would put away their phones at the start of the school day, collecting them at the end of classes.
As the new policy took effect, we noticed girls collaborating on schoolwork, engaging in conversations, and simply enjoying one another’s company. Now, in our second year with this arrangement, we see them gravitating toward the puzzles and card games we placed in common areas.
The daily ritual around 8:20 a.m. has become something to behold. There’s a bit of organized chaos, full of chatter and motion, as devices are dropped off in a central cellphone caddy on the way to class. In the beginning, students jokingly described the caddy as “phone jail,” but we now see the ease with which they have made this routine their own.
Students have described feeling a sense of freedom—freedom from
social media, constant notifications, and the pressure to stay digitally connected during the school day.
I smile when I think of a parent who heard of our pilot program and commented, “You know, they can do everything on their laptops that they can do on their phones.”
I replied, “That’s true, but they’re much less likely to walk down the hallway with an open laptop watching video clips, or doing TikTok dances throughout the day.”
I don’t mind a fun TikTok dance now and then, but they are much better suited for after the school day has ended.
This fall, the AIS Parents’ Association opened the doors to Owl’s Kitchen, a new video series.
Each episode shows an AIS family making a recipe they find meaningful. The preparation not only feeds the soul but also creates new points of connection within our community. Dishes featured thus far have included turkey hash, aloo gobhi, and Jollof rice.
Along with the episodes, recipe cards allow others to try out these foods in their home kitchens.
More than 50 local retailers took part this year in AIS’s seasonal event Owlidays. Shoppers enjoyed substantial discounts on their purchases, while ticket sales benefited appreciation events for Agnes Irwin faculty and staff.
The festivities kicked off Nov. 12 with a cocktail party at The Barn at Valley Forge Flowers at which Head of School Sally Keidel greeted shoppers with warm holiday wishes. Special thanks are due to this year’s Owlidays co-chairs: Sarah Hall P’37, Betsy Lanphier P’34, ’36, and Kat Stewart P’37.
Fall was the season for a series of alumnae gatherings along the Northeast. In Philadelphia, New York, Greenwich, Conn., and Boston, Agnes Irwin women reunited to enjoy community and conversation.
ALUMNAE EVENT CALENDAR
February – June 2026
WASHINGTON, D.C. BRUNCH
Sunday, March 8 11 AM
District Winery 385 Water Street SE Washington, D.C.
ALL-CLASS ALUMNAE COCKTAIL PARTY
Friday, May 1 6-8 PM
The Agnes Irwin School 672 Conestoga Road Villanova, PA
REUNION WEEKEND 2026
May 1-3
Celebrating classes ending in 1 and 6 Visit agnesirwin.org/alumnae
New York City Alumnae Reception, Nov. 18 at Osteria Cotta, New York, NY 1. New York City alumnae gather at Osteria Cotta. 2. Maria Duckett ’98, Brooke Norrett Corr ’96, Blair Sieff Kimmel ’96, and Kathleen Lamperez ’96. 3. Meghan Fahey ’18 and Taylor Gaviula ’15 smile for the camera. 4. Phe Somani ’15, Taylor Gavula ’15, Caroline Buck ’17, Charlotte Buck ’15, and Curry Richman ’15. 5. Assistant Head of School Elizabeth Rossini, Sue Riva ’91, and Head of School Sally Keidel. 6. 2006 alumnae having fun in NYC. L to R: Alison Moser, Christie Clothier, Emma Bazilian, and Lexy Pierce. 7. Angelika Kligos ’13, Ellie Holmes ’15, Elizabeth Camerota ’15, and Hadley Smith ’13. 8. Tanya Jones ’93, Claire Hilger ’93, Liz Denglinger ’82, and Amanda Earl ’03. 9. Lila Barker ’17 and Riley Powers ’17 catch up with Assistant Head of School Elizabeth Rossini.
1. Ludmilla Crowther Hallowell ’07 welcomed a baby boy, James, in October. 2. Chris Berry Welsh ’78 went on a life-changing journey to Bhutan and Thailand with Nancy Krause Copeland ’76 in April 2025. Here they are in the traditional Bhutanese Kira at the Paro Festival. 3. Mary Stokes Drayton ’44 celebrated her 100th birthday with daughters Ellen MacElree deVegh ’67, Diana MacElree ’68, and Mary MacElree Propper ’74. 4. Sophie Rudolph ’09 celebrated at her baby shower in New York City in September. Left to right: Mary Cauffman Hastings ’74, Eliza Hastings Deadrick ’09, Christie Clothier ’06, Julia Pierce ’09, and Sarah Sorenson Foster ’09. 5. Lynn Reicher Coombe ’79 retired from Nike after 14 years with the company. In April, she moved to Park City, Utah. “I am loving the beautiful weather and breath-taking views! The mountains are magnificent, and my townhouse overlooks the Jordanelle Reservoir. Jamie, my oldest son, is living in Telluride, CO, and working for the mountain, Telski, as a senior accountant. Cory, my youngest son was married in 2023, and is in his 5th year as the Head Assistant for Men’s Basketball at the University of Redlands, in California. Cory and his wife Brigitte are expecting a baby girl in early July. If you find yourself out west near Park City, I’d love to reconnect with my former classmates and Irwinites.” 6. Bridget Chakey ’14 married Corey Richards (The Haverford School Class of 2015) at Radnor Hunt on October 18, 2025.
1. Kate Pierce ’04 celebrates her wedding to Jeff Bender in Vero Beach, FL, on June 7, 2025. 2. May-Lin McEvoy ’12 is living her dream of being a pastry chef in Manhattan and was honored earlier this year with the employee-voted Silver Spoon award at Union Square Cafe. 3. Daphne Elek Scullin ’88, Sally Schoettle Randolph ’58, and Robin Scullin ’83 reconnected while visiting family visiting family at Beaumont at Bryn Mawr. Sally taught both Daphne and Robin science at AIS in the ’80s. 4. In May of 2025, Alex and Danielle Kays Garcia ’05 welcomed their third child, Paul Teofilo. Paul is joined by his two siblings, Samuel (5) and Gabriella (3), at his baptism in November. 5. Kelly Farley ’13 married Robert Huntington Bolling at Christ Church Christiana Hundred on June 21, 2025, with a reception at Longwood Gardens. The couple honeymooned in Croatia and lives in Fitler Square.
1. Mike and Katherine Hauler Lewis ’09 welcomed their daughter, Maya Jean, to the world on August 29, 2025.
2. Erin Lanahan Pascarella ’00 and Elizabeth Hansen Gross ’00 both presented at the Association for Healthcare Philanthropy’s international conference in October 2025. 3. Emily Elizabeth, daughter of Maryellen Guinan Walker ’02.
2004 Kate Pierce to Jeff Bender
June 7, 2025
2007 Hallie Lincoln to Ian Ivens
September 6, 2025
2012 Mackenzie Lucas to Garrett Howard October 11, 2025
2013 Kelly Farley to Robert Huntington Bolling June 21, 2025
2014 Bridget Chakey to Corey Richards
October 18, 2025
2015 Marin Bloise to Trey Hanley
September 13, 2025
2003 To Nicholas Devlin and Abbe Wright, a girl, Louisa Wright
December 10, 2025
2005 To Austin and Anita Sellers Helfrich, a boy, Rolie Thomas
September 4, 2025
To Alex and Danielle Kays Garcia, a boy, Paul Teofilo
May 14, 2025
To Gus Skartados and Katherine Morsbach, a girl, Louisa Marie
October 11, 2025
2007 To Daniel and Ludmilla Crowther Hallowell, a boy, James Crowther
September 22, 2025
2008 To Benjamin Moser and Madeline Winter, a girl, Elizabeth “Libby” Harrity
November 20, 2025
2009 To Mike and Kate Hauler Lewis, a girl, Maya Jean
August 29, 2025
To Kevin Johnson and Sophie Rudolph, a girl, Lisle Eleonora
November 27, 2025
2011 To Ryan and Nancy Taylor Holmes, a girl, Matilda Taylor
November 26, 2025
2012 To Austin and Emily Cyr Miller, a girl, Poppy Barbara August 31, 2025
1941 Camilla Thompson Williams
November 11, 2025
1948 Mary Stewart Borie
September 27, 2025
1959 Pauline Marshall San Roman May 16, 2025
1975 Helen Nemir Hanson
September 3, 2025
1983 Maria Cancelmo
August 4, 2025
1987 Gwendolyn Campbell
September 14, 2025
1993 Alicia Dillihay Suber
June 8, 2025
2023 Anais-Jaxton Suber
November 25, 2025
The Classes of 1972 and 1974 join the Agnes Irwin Community in remembering Priscilla MacNeal, mother of Cathy ’72 and Madeleine ’74 and a teacher at Agnes Irwin for nearly three decades.
Priscilla coached hundreds of Owls through assemblies, plays, and theater classes as a drama teacher. But her love for Agnes Irwin first developed as a parent.
Priscilla volunteered in the thrift shop, as a class parent, and as head of the Parents’ Council. She joined the AIS faculty in 1974—after her daughters had graduated—as a part-time replacement, launching a 27-year teaching career.
Priscilla died in December 2024 at age 92. Her survivors include her husband, Ed MacNeal, and their daughter, Catherine (Cathy) MacNeal ’72; their daughter Madeline (Mado) Creed MacNeal Torres ’74 died in 2019. The entire Agnes Irwin community remembers Priscilla with admiration and gratitude.
The eminent scientist, whose study of primate behavior transformed humanity’s understanding of animals, died Oct. 1, 2025 at the age of 91. Dr. Goodall devoted her professional life to the study of chimpanzees in the wild, basing her research in Tanzania. After stepping back from field work, Dr. Goodall met often with young people, encouraging them to pursue their own dreams and interests, including through science.
Her commitment brought her in 2015 to the Agnes Irwin campus, where she joined Lower School and Middle School students for separate presentations. She also spoke to the entire AIS community about her scientific observations and findings in an evening presentation.
The opportunity to meet and hear personally from a living legend made for a day that would never be forgotten.
Middle and Upper School Open House
Wednesday, April 15
Touring Tuesdays
March 10, April 21 and May 12
Share your Agnes Irwin story with a family member or friend who is looking for an exceptional school for their daughter. Visit agnesirwin.org/admissions
SAVE THE DATE!
May 1–3, 2026
Celebrating classes ending in 1 and 6
Visit agnesirwin.org/alumnae
Do you prefer your magazine in print, PDF format or both? Tell us here!
