MAGAZINE CONTRIBUTORS
Emma Allen ’26
David L. Baad
Kam Bakewell
Rebecca Brady
Ruth Burke
Lindsey Cullins, Ed.D.
Katy Dailey (EDITOR)
Bernadette Gerace Asia Hawkins ’13
Mary Hernandez
Justin Powell (EDITOR)
Jackie Robertson (EDITOR) Denis Stokes
EXECUTIVE LEADERSHIP
David L. Baad
HOBSON
Ruth Burke
ESDPA ASSOCIATE
Rebecca Brady
CHIEF ACADEMIC
Lindsey Cullins, Ed.D.
Jonathan Chein
Tracey Shirey
Mary Hernandez
Denis Stokes
CHIEF
Bernadette Gerace CHIEF
Elizabeth
Significant research has determined that productive and happy adults live lives of purpose. ESD 2030 will ensure that the people and programs required to achieve this goal are meaningfully interwoven so that every learner and teacher at ESD will thrive for generations to come. For children to successfully transition into living lives of purpose as adults, they need:
The skills and dispositions to be successful in a complex world.
Exposure to a variety of academic disciplines that stimulate intellectual interests and possible life-long vocations.
A moral compass that enables them to make decisions among competing alternatives in a way that positively impacts both themselves and their communities and leads to living an ethical life.
The goals of ESD 2030 are designed to maintain the existing strengths of the school while improving the quality and scope of programs delivered to students.
• Provide a compensation and benefits package that attracts and retains the best to work here.
• Create a best-in-class teaching environment through mission-driven innovative programming, outstanding professional development experiences, and leadership opportunities.
• Allow faculty to work with a talented and motivated student body possessing a broad range of backgrounds and perspectives.
• Instill the skills, dispositions, and virtues to find purpose and lead fulfilled lives.
• Integrate real-world intellectual experiences that assist students‘ discovery of purpose.
• Expose learners to a best-in-class faculty.
• Help students develop personal academic narratives that differentiate them from other high school graduates and college applicants.
• Provide meaningful interactions with the greater Dallas community, thereby exposing all grade levels of students to a wide range of industries and people.
• Encourage students to discover passions, habituate virtues, set deliberate goals, and unlock their motivations to learn and make an impact through our purpose discernment platform.
• Deliver high-quality teaching, a reservoir of future leaders, and institutional strength and continuity.
• Deepen our ties to the DFW community and strengthen our reputation as a community leader whose alumni meaningfully contribute to making Dallas a great place to live.
• Attract mission-appropriate employees and students who actively engage in teaching and learning the skills to build communities of belonging.
• Enhance our financial sustainability and long-term competitiveness by significantly adding to our endowment.
Through the unparalleled journey of our school’s first 50 years, ESD developed a spectacular campus and a balanced, whole-child education rooted in our Episcopal Identity. It is Our Time to Soar and focus on our people and programs by attracting and retaining the very best teachers and students possible while simultaneously sustaining and further developing our programs that ignite lives of purpose. To an even greater degree, ESD’s graduates will be prepared to go out from our classrooms, into our communities, and stand out in the world.
2024-25 will be remembered as one of the most pivotal in school history as we celebrated our 50th anniversary and announced the Our Time to Soar endowment campaign. This past year allowed us to honor so many who were instrumental in building the school we all enjoy today. We have had many chances to witness and marvel at our current students as they learn, act, and play. We have had many opportunities to dream about the future and imagine the ESD of 2030 and beyond. We are fortunate to be at ESD in this moment, and all we have seen this year has been an affirmation of this community.
On March 8, 2025, at the highly successful ESD Parents Association auction, I was honored to announce the Our Time to Soar endowment campaign for The Episcopal School of Dallas. Under the leadership of co-chairs Lori and Jerry Jones Jr., P’24, ’26, Katherine and Eric Reeves P’20, ’31, and Lauren and Stephen Swann ’93, P’24, ’27, ’29, we have set an ambitious goal of adding $50 million to our endowment in support of implementing ESD 2030, our board-approved strategic plan. The funds will go toward creating and sustaining our curriculum initiative, ESDistinction, attracting great teachers to ESD, and building a community of belonging so crucial to the flourishing of young people.
I am thrilled to say that the initial reaction to our fundraising requests has been overwhelming. During the quiet phase of the campaign, we raised over $37 million. After the launch of the public phase, we raised an additional $5 million, bringing our total to $42.1 million toward our goal. These commitments have allowed us to start four of our eight planned curriculum networks, develop our purpose and impact discernment platform, grant three straight faculty raises that are well beyond the inflation rate, and create new sources of student assistance that ensure every child can fully participate in school activities. There is still plenty of work to be done, but we are off to a great start!
As we began our work in 2021, leading to the creation of ESD 2030, crucial to our planning was grounding our future in the Mission, Founding Tenets, and
Episcopal Identity that have defined ESD from its beginning. Our emphasis on purpose and belonging takes its inspiration from our oft-repeated phrase that “every child is made in the image of a Loving God.” The universal purpose we wish to instill in our graduates is to go forth to make the world better for those around them. In this issue of The Crest, you will see tangible examples of how our teachers are inspired to reach this goal. You will also see how we take great care to build a community of belonging, aiming to ensure that each child feels a sense of connection with a trusted adult.
There are many of you we have celebrated this year who have contributed abundant time, wisdom, and resources to ESD. Our sincere hope is that as you read the articles in this edition of The Crest, you will see echoed all that has made ESD so great in the past. We also hope that you will share our optimism for the next 50 years. ESD is at an important inflection point. We are in a position of extraordinary operational strength, and we have a resonant mission so vital to the flourishing of young people. We have leadership, from the board to the administration to the faculty and staff, that is in complete alignment. Come join us in making ESD one of the finest independent schools in the country. It is Our Time to Soar
Onward and Upward,
David L. Baad
The
Ann and Lee Hobson Family Head of School
Daily Chapel and Eucharist are the cornerstone of ESD. From our earliest moments gathered around a campfire and stone altar with Founding Rector and Headmaster The Reverend Canon Stephen B. Swann to today’s worship services in All Saints Chapel, our Episcopal Identity has never waivered.
Since the first day of school in 1974, when ESD’s first students surrounded a campfire in Galveston, Outdoor Education has been essential. Today, the tradition continues as we offer a well-rounded Outdoor Education Program, allowing students to make connections with classroom learning experiences through place-based experiential learning in nature.
Michele Truman earned the first Grub Day during the 1976-77 school year by naming all 84 students. This year, to earn a free dress day (aka Grub Day), Wynn ’29 and Virginia ’31 Wheeler named all 346 middle school students and teachers.
Established in 1978, the Pass It On ceremony invites the graduating senior class to reverently pass their light, the spirit of ESD, to the incoming freshman class, welcoming them to the upper school.
ESD’s school ring has no dates and knows no boundaries between classes; it simply connects its bearer to all graduates. The three crosses represent daily worship (religio), sound learning (erudito), and character (disciplina). It is modeled after the family ring of The Reverend Canon Donald Henning, ESD’s first Board of Directors Chair and beloved mentor to The Reverend Canon Stephen B. Swann. When Father Henning died, he bequeathed the ring to Father Swann as a gesture of his devotion to our school’s mission.
From the first graduating class in 1980 to today’s 45th graduating class of 100 students, our mission of igniting lives of purpose through the development of an educated conscience remains the same.
The first Lower School Christmas Service took place in 1976. Like that first service 50 years ago, students and families gather in chapel to celebrate the Christmas season with student lectors and musical offerings.
A holiday staple since 1980, this event brings middle and upper school students together with musical performances and readings by faculty and student lectors.
From the beginning, ESD’s performing arts program has provided an environment for an increased understanding of self, artistic and creative talents, and our relationship to other people and the world.
Lower school students travel throughout the Dallas community, and fourth graders go to Austin, for hands-on learning and community service projects. Middle school students travel to Washington, D.C., Colorado, the Texas Hill Country, and Galveston in support of curriculum, to build leadership skills, and to foster community. Upper school students have the opportunity to study abroad and travel with various ESD clubs.
At ESD, we believe service to others is one of the highest callings, and students of all ages participate in an enriching community service program. Our program provides students with age-appropriate service opportunities and encourages the idea that every act of service, big or small, is important.
All divisions participate in a week of festivities culminating in a communitywide event that includes alumni, followed by the homecoming football game.
Created in 2018 by student leaders, this rite of passage serves to strengthen the bond between divisions as eighth graders present rising fifth graders with a lapel pin for their new uniform blazers, officially welcoming them to middle school.
This lower school Easter tradition started in 2022 as a service project for our Primer Pals. A bare cross is decorated with flowers to symbolize the new life and resurrection of Jesus and offers a tangible symbol of hope and love to our youngest Eagles.
Our Founding Tenets, represented in the three crosses of the School Crest, religio, daily worship; eruditio, scholarship; and disciplina, training within a community of learners, have continued to direct our mission to ignite a life of purpose in each student through the development of an educated conscience.
Founding Belief
the annual community picnic celebrated our 50th school year with a special Eras Tour hands-on exhibit, complete with community member docents from every decade.
Honoring
Faculty, staff, and students from all divisions gather in Stoffel Commons at the beginning of the school year for the opening convocation worship service, including the beloved all-school singalong to “This Little Light of Mine.”
our past
as we look toward the future.
the time capsule sealed beneath the School House Pods during the 1997-98 school year by sixth-graders was unearthed on September 24, 2024, by the 2024-25 sixth-grade class. Special guests included members from the sixth-grade class who created the time capsule with their classmates and Father Swann. The class of 2031 thoughtfully collected memorabilia and future predictions to be sealed in the new time capsule for the next 25 years.
school
was updated in celebration of our 50th anniversary.
We threw it back to 1974 at our lower school carnival to kick off the school year in September. The ESD Carnival is our one and only annual ESD Parents’ Association event specifically for the lower school community. A huge thank you to our ESD 74 Carnival Co-Chairs, Jessica Asaff and Lauren de Castro, for making this year’s event a huge success as we threw it back to celebrate the year we were founded! Six hundred ESD community members filled the campus and enjoyed inflatables, games, food, and more. Thank you to all of our parent volunteers and sponsors. It would not have been such a success without every one of you.
Conceived by former Assistant Head of School Rebecca Royall, the keystone society was established in 2015 and is composed of former ESD faculty and staff members with over five years of service. All faculty and staff meeting this threshold and departing in good standing receive membership in the group.
On December 5, 2024, a small group gathered to celebrate ESD’s 50th Anniversary with an evensong and reception. As part of the evening, our commemorative book Faith Works Wonders: The Episcopal School of Dallas Celebrating 50 Years was unveiled.
Faith has been the foundation of The Episcopal School of Dallas for 50 years. Indeed, it was by faith back in 1974 that a 29-year-old priest, The Reverend Stephen B. Swann, accepted the challenge to start a new Episcopal school in Dallas, Texas. “In spite of all the obstacles, it never once occurred to me that ‘no’ would be an option,” Father Swann recalled years later. “Faith was the essential ingredient in all my actions and the actions of those who agreed to help start The Episcopal School of Dallas.”
a chapel talk series in celebration of our 50th anniversary honored Father Swann and our founding by inviting back alumni speakers, along with past faculty and staff, and even included a Family Feud-style game of ESD Traditions run by Middle School Student Council.
Available for purchase through The Eagles Nest.
This year's recordbreaking auction , Studio ’74 Giddy Up & Boogie Down, raised over $1.3M thanks to the incredible generosity of our community.
Thank you to our 202425 ESDPA President Caitlin Hyatt, auction co-chairs Cassy Sands and Lauren Stewart, show chair Ashlyn Damm, and to all the volunteers, donors, sponsors, underwriters, attendees, students, faculty, and staff for making our 50th Anniversary Auction one for the history books!
alumni weekend 2025 was a bootscootin’ groovy good time. In conjunction with the annual auction, alumni gathered over the weekend to celebrate our 50th anniversary, the 0’s and 5’s class reunions, and other special alumni events.
A key element in developing an educated conscience is stepping outside one’s perspective to understand life as it exists for others. At ESD, students learn the value of kindness, servitude, selflessness, and integrity from an early age. As they progress through their time at ESD, they become more informed, aware, and action-oriented, seeking to implement positive change in their communities. Through purpose-driven initiatives, students engage in community service learning, volunteerism, philanthropic projects, and partnership engagements that prepare them for meaningful lives.
ESD’s Community Service Learning program focuses on five key issue areas: housing stability, food security, quality health, education equity, and environmental sustainability. These areas stem from student interest, the Dallas County equity report, and the UN Sustainable Development Goals for 2030.
“Divisional work is designed to mirror ESDistinction,” explained Courtney Phelps, Director of Community Service Learning. “We begin with awareness in lower school, explore root causes in middle school, and apply solutions in upper school.”
In lower school, students connect classroom lessons with service activities. Third graders, for example, lead an annual food drive for North Dallas Shared Ministries food bank. They participate in a shopping trip, budgeting for three meals for a family of four, and deliver donations. This experience teaches financial literacy, needs versus wants, and philanthropy. Early childhood students express kindness and gratitude through thank-you letters to staff, while Primer collects birthday supplies for homeless youth through The Birthday Party Project. Even at a young age, students realize they can make a difference.
Middle school students are introduced to structured service learning, emphasizing the five core issue areas. Students connect global goals to local issues, conduct advisory conversations, and engage in simulations that build empathy. Seventh graders, for instance, explore housing stability and homelessness, discussing types of homelessness and the availability of affordable housing. Before visiting shelters, they hear from nonprofit leaders and participate in an escape room simulation that highlights the challenges of overcoming homelessness.
As students mature, they take the initiative by organizing drives, leading campuswide service projects, and visiting nonprofits. They also present their community service experiences in chapel and conduct leadership interviews with nonprofit leaders and ESD faculty to foster servant leadership.
In upper school, students apply their knowledge and experiences to meaningful service. Freshmen begin by reflecting on their values, passions, and the impact they wish to make. They engage in direct service by volunteering and designing individual service projects. “We want them to connect service to their own values,” said Phelps. “Their passion and purpose should drive their engagement.” Freshmen complete a “passions and values” project, envisioning
how they might impact a chosen issue.
Sophomores focus on advocacy, using their voices to promote a cause through campaigns, public service announcements, town hall presentations, or educational initiatives. They execute their service plan throughout the year and present their work during a special programming day in February, educating their peers and faculty while enacting a call to action.
Middle and upper school students participate in advisories, small peer groups led by faculty or staff, to collaborate on studies, projects, and personal development. These groups play a crucial role in community service learning at ESD, allowing students to engage in open dialogue, share perspectives, and learn from one another.
“As they advance, we ask deeper questions,” Phelps explained. “How effective is their work? Should the issue be addressed at a political level? What responsibility do they have? They discuss these questions with their peers, learning how to advocate for their passions and build consensus with their advisory groups.”
Junior year marks a significant milestone as students participate in the Junior Philanthropy Project. Each advisory group selects a nonprofit aligned with one of the five core issues and works closely with the organization throughout the year. Students analyze how nonprofits allocate financial resources, conduct site visits, and interview development teams to understand financial stewardship within the sector. Their findings culminate in a presentation to the junior class in April.
A highlight of this project is the $5,000 annual grant provided by The Puckett Family Endowment, generously founded through the Dallas Foundation to provide for programming that promotes servant leadership and community service. Each advisory determines how to allocate these funds to the student's chosen nonprofit. Their research, engagement, and advocacy influence whether their organization is selected for the Senior Class Service Capstone Project.
Senior Class Service Capstone
Senior year brings the culmination of students’ service learning experiences. The entire class commits to one organization for their Senior Class Service Capstone, integrating direct service, advocacy, and philanthropy. As part of the Senior Capstone, students must:
• Volunteer directly with their chosen organization
• Host a fundraiser to provide financial support
• Organize an in-kind drive to collect high-need items
Through these efforts, students transition from learners to leaders, demonstrating their capacity to enact meaningful change.
At every stage, ESD students not only engage in service but also connect their work to broader societal goals. By fostering selflessness and purpose, ESD ensures that students carry these values into adulthood, equipping them with the skills and resources necessary to effect significant change.
“My greatest reward is shaping lifelong change-makers,” Phelps said. “I’m teaching students not just to help but to think critically about the root causes of issues. By planting the seed for lifelong service, we empower them to positively impact communities in countless ways.”
In honor of ESD’s 50th anniversary and our individual and collective highest calling, serving others, the ESD community came together to serve the greater Dallas area on Saturday, March 29, 2025. On this day, hundreds of ESD community members served seven local service organizations that offered a variety of activities for Eagles of all ages.
40 volunteers joined our friends at Chapel Hill Elementary to host and participate in a family-friendly event where students and their families led carnival-style games designed to foster school spirit, teamwork, and a sense of community. ESD volunteers served as game facilitators and cheerleaders to create a joyful atmosphere that celebrated the school’s culture and climate.
125 volunteers brought joy to children experiencing homelessness through the magic of a birthday celebration. They assembled birthday party favor bags and decorated birthday cards.
24 volunteers assembled Easter baskets for distribution to homeless children and families, prepared for a support group for youth in
efforts to benefit individuals without a home in Dallas County.
40 volunteers helped provide support to individuals in the comprehensive housing program to help them realize dignity and achieve independence.
clients, who are not only provided with emergency housing but also much-needed hope for a plan and a path forward.
As we look forward to the third year of our ESD 2030 strategic plan, I am excited to share how our financial strategy is ensuring a bright future for our students.
We will take a moment to assess what we have achieved and summarize ongoing supporting projects. As part of creating this plan, the school prepared a financial forecast to ensure that the initiatives outlined in the plan and the timing of implementation were financially feasible. ESD continues to be in a strong financial position, with a continuous commitment to prudent cost control and best practices in financial oversight and governance. The following describes specific financial areas of the plan:
• Increased faculty salaries to meet target ranges, ensuring we attract and retain the best educators,
• Cost to implement and develop a fully functional ESDistinction,
• Increased student aid and maintenance of tuition affordability, which makes ESD accessible to a wider range of families,
• Cost to implement facilities improvements, and
• Increased capital maintenance reserve fund, with a goal of growing to $7.5 million.
Thanks to the generous support of our community, our endowment is projected to grow from $37 million in FY 2023 to $86 million by 2030, which will help support key initiatives. The endowment distribution to ESD is approximately $1.4 million in 2025, and is set at 4% of the rolling 12-quarter average value of the Trust's investments. The endowment draw represents 3% of ESD’s annual operating revenues.
ESD 2030’s goals include attracting and retaining top-tier educators from across the country and establishing a compensation program that is among the best of our peer institutions. Over the last two years, we have increased faculty salaries in alignment with our financial forecast. We continue to invest in professional development for all employees, with an annual budget of approximately $500,000. We modified our retirement plan to automatically enroll employees, requiring them to actively opt out if they choose not to participate. We also offer 1:1 employee contribution matching, ranging from 5% to 8%, depending on years of service, to help our employees build strong retirement savings. These compensation initiatives demonstrate our commitment to valuing our educators.
One of the strategic plan's primary goals is to develop ESDistinction: A Curriculum of Purpose. This curriculum will help students discover their passions and develop the skills they need to succeed, furthering our mission of igniting lives of purpose. We are thrilled to announce that we launched two curriculum networks ahead of schedule. To support our efforts, we restructured the oversight of the curriculum and faculty growth with an emphasis on implementing ESDistinction. By 2030, eight networks are anticipated to be in place, with two additional networks launching in 202526 in the areas of engineering and art design. The investment in 2026 for ESDistinction is approximately $160,000 and budgetarily aligns with ESD 2030.
A key strategic initiative of the campaign is to increase the budget for costs that fall outside of tuition or beyond the classroom costs. These activities outside the classroom range from sports
By Mary Hernandez Chief Financial Officer
to fine arts and beyond. They can be a substantial part of a family’s budget, making it difficult for students to participate in certain activities. During this year, we surveyed the faculty and staff to obtain a comprehensive list of these costs. We are using this information to evaluate our policies for the most equitable distribution of funds. The campaign will help ESD raise the budget each year to eventually grow to $400,000 by 2030, and we are on track to reach that target. This will ensure that all students have access to enriching extracurricular activities.
The ESD campus is a beautiful space for students to do their best learning. To maintain the campus, we have a capital reserve fund to plan for future replacements of key infrastructure, including roofing, vehicles, ventilation and air conditioning systems, technology, and athletic facilities. This fund is over $5 million in fiscal year 2025, with a goal of growing to $7.5 million. This summer, we are replacing the chapel roof, various HVAC units, and the track and turf at Jones Stadium. These projects are possible as a result of years of careful planning and discipline in setting funds aside in the capital reserve account for these replacements.
Thank you for your continued support of our strategic initiatives. Our successes thus far have positioned us for continued achievement. Please join me in celebrating the leadership of the ESD Board, the Endowment Trustees, the executive leadership team, and the faculty and staff’s ongoing work to fully develop our goals. At the heart of this work is the reason for our great efforts, which is to further our mission of igniting lives of purpose in our students. I look forward to our continued work for The Episcopal School of Dallas and to see our plans continue to develop.
as of December 14, 2024
the Episcopal School of Dallas is beyond excited to introduce a new staff member, but this employee looks a little different—he has four legs and really big paws! Lukas Edward Henry will be joining ESD as a certified therapy dog. Lukas has experienced a warm welcome from students, faculty, staff, and families as he joins ESD’s efforts to support our students’ emotional wellness.
Davidson, Bogel, Milner Director of Campus Security Jody Trumble has spent more than a year training and preparing Lukas to complete his certification and testing as a therapy dog. Lukas started his therapy dog training at nine weeks old. Through the Alliance of Therapy Dogs (ATD), a nationwide training program, Officer Trumble completed an application, background check, certified tests with trainers, and three supervised field tests.
During Lukas’ field tests, he visited Home Depot, which provided an active environment with multiple noises and various types of interaction. He also made two medical visits to rehabilitation hospitals for elderly individuals. The ATD-certified trainers monitored Lukas through all these field tests, eventually reviewing his performance, signing off on his certification, and accrediting Lukas as a therapy dog.
Research from Frontiers in Veterinary Science suggests that implementing therapy dogs into educational environments can
reduce high stress levels, ultimately leading to more positive emotions in individuals, better engagement in learning material, and stronger student social interactions. Dr. Cara Holmes, Simpson Family Director of Emotional Wellness and Learning Support Services, affirms that integrating a therapy dog into ESD can provide emotional support and comfort to students by promoting a nurturing environment.
“Lukas radiates calmness and joy,” said Dr. Holmes. “He lives on campus, and his regular visits to classrooms integrate him into the community.”
Officer Trumble further explained Lukas’ involvement with ESD by illustrating a walk across campus. “If it takes me five minutes to walk across campus, then it would take me 30 minutes with Lukas because of how many times the kids will stop us to love on him,” she said.
Officer Trumble and Dr. Holmes agree that Lukas will positively impact the ESD community by decreasing stress, making people smile, helping people make bonds, instilling confidence in students, and fostering strong social skills in younger students. Yet the best part of our newest addition is that students get to have a relationship with Lukas and know him as their own.
At first glance, he may look like a Bernese mountain dog, but Lukas is definitely an Eagle at heart!
“Lukas radiates calmness and joy,” said Dr. Holmes. “He lives on campus, and his regular visits to classrooms integrate him into the community.”
idway through the spring semester, ESD's upper school is experiencing a remarkable transformation. The introduction of the nocellphone policy, implemented at the beginning of January, has yielded overwhelmingly positive results, fostering a renewed sense of community and student engagement.
The policy’s core objectives, as articulated by Clark Family Head of Upper School Matt Peal and Assistant Head of Upper School Max Augé, are to enhance student interaction, promote a sense of belonging, and minimize distractions. “In essence, it increases student belonging and encourages being present in the moment,” Augé explained.
“Kids are engaging with one another and getting to know each other outside of the classroom,” Peal added. “My goal, simplistically, is to remove as many distractions for our kids as possible so they can fully engage in school life.”
The policy’s positive impact has been undeniable. “It’s been wildly effective,” Peal asserted. Augé echoed this sentiment, saying, “It’s been so highly effective that noise levels from all lounges have increased because kids are talking to each other.”
Peal described the experience as “invigorating” and “rejuvenating,” noting the eye-opening nature of the change for students. “They were naturally skeptical and expectedly frustrated, but if you were to ask them now and they answer sincerely, they would be grateful and appreciative,” he said.
Student feedback supports Peal’s assessment. An upper school student shared that since they have had their phone, they have been “pretty addicted to it.”
“I used to think that I really couldn't live without it, but in reality, it's best that I don't have it all the time,” the student said.
“When I am without my phone, my brain slows down, and I feel more at peace and far less worried about what others are doing or thinking." This sentiment encapsulates the positive shift experienced by many students.
“If we had a hallmark, a thing to hang our hat on, it would be community,” Peal said. “The new no-cellphone policy encourages, nurtures, and facilitates community.”
The ESD upper school’s successful implementation of the no-cellphone policy serves as a testament to the power of fostering genuine human connection in an increasingly digital world.
by emma allen '26
in the midst of the busy ESD campus, junior Jaden Young was looking for solace last year where he could complete his work in a quiet, spacious environment. Halfway through the first semester, he finally found what he was looking for: a safe haven in the Academic Enrichment Center. “The AEC gave me a quiet space to do my work with or without the help of teachers,” Young said. “It also provided me with whatever materials I required at the time.”
The Academic Enrichment Center (AEC) was founded by upper school learning support counselor Ashley Beck and former Clark Family Head of Upper School Henry Heil. The initiative stemmed from a desire to offer easily accessible tutoring for students. “We wanted to provide in-house tutoring by our faculty who know our curriculum and expectations,” Beck said. “We wanted to level the playing field and let everyone have the opportunity to get additional help and support during their study halls.”
The center is located in room 213, upstairs in the main schoolhouse overlooking the study commons. Students in middle and upper school can stop by the center for assistance from ESD’s teachers. Middle school students are able to work with middle school learning specialist Adam Jones every morning from 8:00 - 8:30 a.m. to complete homework or ask questions. Upper school students may work with whichever staff member is working during the period they come in. The AEC schedule is attached to the daily upper school “heads up” email from Assistant Head of Upper School Max Augé. Along with the support of ESD staff, students in the National Honors Society volunteer to tutor for the center. “I will have faculty members on their off periods and National Honors Society students staff AEC during the upper school schedule,” Beck said. “Students during their study hall can just stop by, no appointment needed [and] no cost to get support.”
When the AEC was first created in the 2022-23 school year, staffing was limited, and it was a trial concept. Going into its third year, the growth in both staff and students has led to expansion of the space and overall growth of the facility. “This will be the start of our third year,” Beck said. “Two years
“I think it is a beautiful extension of who we are and what we do.”
– Tolly Salz, English Department Chair
ago, when we started it, it was kind of bare bones and not staffed as much.”
English department Chair Tolly Salz played a major role in the increase of AEC staff members by involving the English department for additional support. “[Salz] has her entire English department signed up to help staff the AEC,” Beck said. “She is a great partner with me and understands how valuable and important this resource is for our students.”
The English department was quick to agree on becoming AEC staff. Salz believes that teachers have the responsibility to maximize the support for ESD students. “We had several people at the very beginning who signed up,” Salz said. “And then this year, [the English department] had a conversation, and it means so much to us that every single person wanted to do it.”
As more students learned about the center, an increasing number utilized the resource. The first year saw around 99 tutoring sessions. Last school year, the number of tutoring sessions had jumped to about 300. “With that growth, we were enabled to enlarge the space and buy this fancy furniture,” Beck said. “Students can charge their laptops and print in here now while they’re in here to get support.”
The AEC also assists senior students with their college applications. During the fall, the center will be a resource for seniors navigating the complex process of college admissions. “Lots of seniors popped in to get support on their college application essays from our own English department at no cost,” Beck said. “Seniors used it the first couple months, when I had it stuffed with English teachers quite a bit.”
Through its growth and the dedication of its staff and supporters, the AEC has become a useful resource for students, helping them to achieve their academic goals and prepare for their future endeavors “I absolutely love [the AEC],” Salz said. “I think it is a beautiful extension of who we are and what we do.”
By Rebecca Brady Chief Academic Officer
Students visit the Dallas Federal Reserve to gain firsthand knowledge of the role the reserve plays at both the local and national level.
We are grateful for the strong support in our community for the initiatives of ESDistinction:
A Curriculum of Purpose, and proud of the progress that we are making. We have been fortunate to create four (of the eventual eight) Curriculum Networks and our Director of Purpose and Impact position over the past few years. Through cultivating the skills, dispositions, and virtues for students to discover purpose and lead fulfilled lives, we clearly align our curriculum to our mission. Our Curriculum Network Coordinators are working to integrate real-world experiences to assist students' discovery of purpose, including meaningful opportunities within the greater Dallas community, exposing students to a wide range of industries and people. Our Director of Purpose and Impact, has been working with faculty to develop ongoing, intentional reflective practices that help students discover, explore, and cultivate purpose.
Our commitment to growing faculty leadership opportunities remains strong. ESDistinction positions are funded through named endowments. Our leadership in support of ESDistinction includes the Education and Student Life Board Committee; Dr. Lindsey Cullins, Director of Academic Innovation and Faculty Growth; Claire Reddig, Director of Purpose and Impact; Amy Livingston, Business Curriculum Network Coordinator; Adam Walsh, Leadership, Government, and Public Policy Network Coordinator, and to be announced leaders of three additional networks rolling out soon: 2D Art, Design, and Content Creation; Engineering, Architecture, and Real Estate; and Computer and Data Science. There is also a committed faculty committee that meets twice a month to move forward ESDistinction initiatives.
As we grow and align our curriculum to ESDistinction priorities, we have a supportive structure in place at the divisional level with two new positions: Amy Henderson, Assistant Head of Upper School for Academics, and Sarah Havins, Assistant Head of Middle School for Academics.
Our ESDistinction Committee has grown from six people to an engaged group of 30 faculty members across all three divisions working on operationalizing the strategic priorities of ESDistinction. We have defined the D.I.S.T.I.N.C.T. skills that will lead ESD students to success, now and in the future:
The student maps out a plan/prototype for creating, generating, or producing a tangible product in a discipline.
The student understands the resources necessary to their work and can explain their importance and their usefulness.
s ynthesize
The student connects multiple disciplinary ideas using universal themes and concepts.
t hink critically
The student reflects on the necessity and the importance of their research, project, and interest, and sees its usefulness.
The student researches and uses the information, resources, and skills necessary to complete the project.
The student reformulates and adapts to the resources, needs, demands, and possibilities.
c ommunicate
The student explains, expresses, and shows their work using multiple modalities.
The student uses their work as a tool for advocacy, education, information, and communication of ideas to the local and global community.
Endowment announcements can be found at esdallas.org/donor-stories
Learn more about ESDistinction.
as we map out our curriculum networks , we consider purpose, big ideas and goals, experiences of discovery, exploration, and cultivation, community connections, D.I.S.T.I.N.C.T. skills, and dispositions related to each high-interest field.
Claire Reddig, Director of Purpose and Impact, has designed a scope and sequence for discovering purpose, including designing a portfolio that will follow ESD students from lower school to graduation. The portfolio showcases students' reflections through answering age-appropriate prompts related to passion and purpose. Reddig has collaborated with chaplains and advisors to grow reflection on our middle school chapel programming, and she is inviting guest speakers into our conversations about passion and purpose. Reddig is collaborating with our Department of Marketing and Communication to add a special feature to News You Can Use that will help guide families in continuing the conversation about purpose at home.
Adam Walsh, Leadership, Government, and Public Policy Network Coordinator, has posted weekly discussion points around Current Events for the community and organized student trips to Southern Methodist University (SMU) for the Tate Lecture Series Student Forum, which provides unique opportunities for student interaction, faculty discourse, and community debate with world changers including General Charles Bolden Jr., renowned anthropologist and activist Jane Goodall, and former Secretary of State Condoleezza Rice. He has organized on-campus speaker events, including a discussion with Lt. Gen. Steve Shepro, retired Deputy Chairman of the NATO Military Committee. He has taken students on local excursions to the George Allen Courthouse to observe a mock jury selection put on by the Dallas Bar Association, to the University of Texas-Austin to visit the school of Civic Leadership, and to SMU’s Tower Center for Public Policy, and has connected students to leadership opportunities including Girls’ and Boys’ State, judicial internships in Dallas, and the National Student Leadership Conference.
In our second year, the Mock Trial Team competed in two tournaments: the Red Raider Invitational and the Dallas Bar Regional Competitions. The team won two matches this year, showing great progress and momentum. Our Speech and Debate Team is heading for a banner year. Arya Ajith ’26 took two bids home from the Lone Star District Tournament, qualifying
”The best schools have mission-driven programs and talented, engaged educators who administer and benefit from them. Building on our already strong teaching and learning foundation, the next step in elevating The Episcopal School of Dallas is making sure we have the resources to create a comprehensive and scaffolded curriculum that reflects our mission and to attract the best possible people to work and to learn here. This is the final piece needed to make ESD a school of national renown.”
– Dave Baad, Hobson Family Head of School
her for the National Speech and Debate Association National Tournament this June. She won first place in Original Oratory. Ajith will also attend the NIETOC Championship in May in the same category. Our team qualified for more Texas Forensic Association State Tournament events than we have for the past three years. Ajith made it to semifinals in Congressional Debate and Original Oratory. Pranavi Talasila ’27 qualified for Congressional Debate and made it to the quarterfinals in Poetry. Combined, our team earned nearly 1,000 NSDA points this season, a 500% increase from last year.
Amy Livingston, Business, Entrepreneurship, and Marketing Network Coordinator, has partnered with ESD alumni and parents on another successful Shark Tank. Thanks to generous support, the winners of the Shark Tank now have the chance to build out their businesses through our EagleSpark Incubator. Members of the EagleSpark Board include ESD alums Victoria Knight ’12 and Kyle Waldrep ’12, ESD parent and board member Lisun Kung, ESD parent Brad Berkley, and Preston Munster. Livingston, Rett Detwiler ’25, and Tyler Brausa ’26 attended the SMU Southwest Venture Forum in January and continue to work through independent study to build out their business plans. Additionally, Livingston has connected students to the SMU Caruth Institute for Entrepreneurship Women in Venture Capital Event and Wharton Global Youth programs.
ESDistinction is forging a dynamic path forward, ensuring that ESD students will not only succeed but also lead lives of meaning and significance as they become impactful leaders. With a robust framework of engaged faculty, innovative programs, and real-world experiences, we are cultivating a generation of students equipped to navigate the complexities of the future with clarity and conviction.
Teacher attrition in the U.S. remains a pressing issue, with public schools experiencing a 16% turnover rate in 2021-22 and private schools facing an even higher rate of 18%. According to the National Center for Education Statistics, 63% of private school departures were driven by low salaries, inadequate benefits, and challenging classroom conditions. While national and state attrition rates continue to remain in the teens, ESD’s attrition rate for teachers has declined from 8.4% in the 2022-23 academic year to 7.5% in 2023-24.
As part of its commitment to excellence, ESD 2030 recognizes that great teachers are the foundation of great schools. To attract and retain top educators, ESD prioritizes a competitive compensation and benefits package that reflects the value of their expertise and dedication. Additionally, ESD 2030 fosters a best-in-class teaching environment by offering mission-driven, innovative programming, exceptional professional development, and leadership
succinctly. For others, this realization occurs in a singular moment of clarity. Paige Frenzel, a secondgrade teacher in the Lower School says, “I had the opportunity to substitute for a day, which happened to be the Veteran’s Day Chapel. I was so touched by the program and how much the students respected those who spoke. That day gave me insight into the culture of ESD, and I knew it was a place that I wanted to be.” This deep respect for tradition, character development, and service resonates profoundly with those seeking a meaningful educational environment.
ESD’s reputation as an institution that prioritizes the holistic development of its students is another compelling draw. “I was interested in working at ESD because of the importance placed on the development of the whole child, its reputation in Dallas, and the positive and supportive work environment,” says Allison Darnell, who serves as the Assistant Head of Middle School. The school’s ability to foster intellectual curiosity while nurturing character and community creates a distinct educational atmosphere, one where teachers feel empowered to grow alongside their students.
THE AMERICAN EDUCATION SYSTEM IS facing an unprecedented exodus of teachers, threatening the stability of schools nationwide. In 2023 alone, approximately 51,000 educators resigned from their positions, while an alarming 35% of teachers report plans to leave the profession within the next two years. This crisis is compounded by a staggering 36,500 teacher vacancies, leaving schools scrambling to fill classrooms with qualified professionals.
The issue of teacher retention is deeply rooted in stagnant wages, rising workloads, and waning job satisfaction. An economic strain, paired with the escalating demands of the profession, has led to a significant decline in morale nationwide. Post-pandemic, teacher satisfaction has plummeted to an abysmal 12%, highlighting the mounting frustration and disillusionment within the field.
opportunities. Educators also benefit from working with a diverse, motivated student body, enriching the learning experience and reinforcing the school's commitment to academic and personal growth.
For those who come to work at ESD, the decision is rarely just about employment it also is about purpose, belonging, and the pursuit of excellence in education. Drawn by a shared mission, a profound sense of community, and an unwavering commitment to the whole child, ESD employees find themselves not merely joining a school but becoming part of something far greater.
Many educators are initially captivated by ESD’s core values, recognizing an institution that genuinely embodies its mission. “I believed in the mission of the school,” Tolly Salz, Upper School English teacher, shares
For some, the path to ESD was guided by personal experiences and relationships. Dena Geier, Lower School PE teacher and program director for swimming, shares, “Originally, I came to ESD because my husband worked as an athletic trainer. After years as a stay-at-home mom, I began subbing at the lower school, where I fell in love with the PE program and saw what a quality program looks like.” Others arrived at ESD after life-changing moments. Devonie Coble, who teaches second grade, offers her reason for coming to ESD: “I was working at Walnut Hill Elementary when we experienced the devastating impact of a tornado. In the aftermath, the ESD community reached out with incredible support, demonstrating compassion, service, and love. Witnessing that selfless commitment inspired me to become a bigger part of the ESD community.”
Beyond its strong sense of mission and support, ESD offers educators an exceptional professional environment—one that fosters intellectual exploration, leadership, and creativity in teaching. Small class sizes, abundant resources, and an engaged student body allow faculty to elevate their instruction. Scott Goetsch, who has taught middle school science at ESD for 27 years, remembers when he first came to ESD: “When I visited the campus, I realized I would have small classes and the resources to teach my science class with a lot of labs, demonstrations, and projects. That differentiated ESD from other schools I had job offers from.” The ability to innovate and inspire within a well-supported framework is a rare and invaluable opportunity.
Perhaps most significantly, ESD cultivates a culture of true belonging. ESD educators do not merely work here; they find purpose, fulfillment, and a professional home. Executive assistant Kamaile Anderwald shares her reason for coming to ESD: “ESD found me when I needed it most. I was
looking for a place that wasn’t just a paycheck. I wanted to help people and be a part of something with meaning.”
For ESD educators, it is not just a workplace—it is a home, a calling, and a place where they can grow alongside their students. Educators at ESD are deeply committed to the school’s mission, supported by a strong community, and inspired by students who approach learning with passion and curiosity. This unique combination creates an environment where faculty feel valued, challenged, and fulfilled, making ESD a place they choose to stay.
Many teachers are drawn to ESD’s core belief that every student is created in the image of a loving God. “Being able to work in a school and draw upon this foundational belief makes every day with students worth it,” shares Tolly Salz. “I love watching them grow—not only while they are here, but beyond, as they realize their full potential and continue to develop in heart, mind, and soul.” This shared mission fosters a sense of purpose among teachers, reinforcing their commitment to shaping young lives.
ESD’s culture of support is another defining factor in why educators remain. Faculty members describe their colleagues as family, a source of strength and encouragement that extends beyond the classroom. Middle school science teacher Mariam Fadel says, “While I have only been here for almost three years, I stay at ESD because of the incredible partnerships I have with students, parents, and colleagues. These relationships encourage growth for all of us, when we are willing partners. Collaboration is second nature to me, and it’s easy to find kindred spirits who share a deep appreciation for the impact we have on our students, the community, and this school. Being part of ESD feels like part of what I have been called to do. I am grateful to have an opportunity to guide our students, and partner with their parents, as they explore and
ESD found me when I needed it most. I was looking for a place that wasn't just a paycheck. I wanted to help people and be a part of something with meaning.
navigate the waters of middle school and find their future passions and purpose.” Whether through professional growth opportunities, leadership encouragement, or simply the camaraderie of a dedicated team, ESD provides an environment where all employees can thrive. Kristi Rayburn, administrative assistant for the middle school, explains what keeps her at ESD: “The people! I truly consider the faculty and staff my second family, and the students are wonderful as well. That strong sense of connection and school spirit is what makes ESD such a special place.”
Beyond the relationships among faculty, ESD’s students provide a constant source of inspiration. Upper School history teacher Tim Woodward says, “Students aren’t afraid of big challenges. When faced with a problem, they dive in with passion and energy, ask thoughtful questions, and use resources wisely. Their passion to learn helps me bring a similar energy each day.” The school fosters an academic environment where
curiosity, creativity, and resilience are celebrated. Small class sizes, engaged parents, and the trust placed in teachers to tailor their instruction further enhance this experience. “It truly feels like a family here. I love the sense of community. The parents are supportive and we have phenomenal students. I have never felt so valued as a professional. I am able to achieve a work-life balance that I never have had before,” shares Tanya Snook, a middle school design lab teacher in her first year at ESD.
For many, ESD is more than just a workplace it also is a community that extends into their personal lives. “I arrived a newly married kindergarten teacher and am now 11 years in as the Primer teacher and mom to a rising fourth grader. It has been an absolute dream,” says Melissa Campbell, Lower School primer teacher. Many faculty members have chosen to enroll their own children at ESD, a testament to the school’s nurturing and enriching environment. “The support my son receives from his teachers and the relationships he’s built here mean so much to both of us. I feel truly blessed to have him here with me every day.”
Ultimately, ESD’s dedication to fostering both student and faculty growth, its deep sense of community, and its unwavering mission create a place where educators don’t just work–they belong. The sense of meaning, woven through faith, community, and a commitment to educational excellence, is what makes ESD a place where great teachers thrive.
cara p. holmes, ph.d. Simpson Family Director of Emotional Wellness and Learning Support Services
tracey shirey, m.ed. (Anonymous) Endowed Head of Lower School
jody trumble Davidson, Bogel, Milner Director of Campus Safety amy cuccia, m.ed. Carmen and Don Godwin Family Associate Head of Lower School
On Saturday evening, March 8, 2025, at Gilley’s Dallas, nearly 700 ESD guests were gathered for the annual Parents Association Auction with added reason this year, celebrating the school’s 50th anniversary. In addition to the usual—an auction and an evening to behold—the school announced Our Time to Soar : A Campaign for The Episcopal School of Dallas.
With a working goal of raising $50,000,000 for endowment, campaign co-chairs Lori and Jerry Jones, Jr., Katherine and Eric Reeves, and Lauren and Stephen Swann announced that $37,000,000 had already been secured in cash and pledges.
Foundational to the success of all campaigns are: 1.) a compelling, widely tested, and approved case for support, and 2.) campaign leadership, beginning with the chairs and coupled with the breadth and influence of its cabinet members, both of which place a resounding checkmark alongside this campaign’s case for support and its leadership.
Our Time to Soar focuses singularly on building endowment for people and programs in three key areas:
• Great Teachers Make Great Schools: endowment for increasing faculty compensation, moving ESD average salaries to be in line with top independent schools in Dallas, Houston and Atlanta
• ESDistinction: Curriculum of Purpose: vanguard academic programming fostering student discernment of purpose for each student along their ESD educational path
• Community and Belonging: endowment to offset supplemental student fees, allowing full participation for each student
There is an understanding that well-run colleges, universities, and independent schools are always, one way or another, in the midst of a fundraising campaign. And while there are two stages to a campaign, the silent phase and the public phase, suffice to say that with 74% of the goal raised, ESD is silent no longer.
The public phase of the campaign will continue in earnest throughout the 202526 academic year, with a number of events large and small already planned. Each event, along with the opportunity for one-on-one visits with ESD gift officers, will provide opportunities for families to learn more about giving and other ways in which to be involved.
Meanwhile, we give thanks for those who have already given to this endowment campaign, positioning The Episcopal School of Dallas to stake further claim to its place among the finest independent schools in the United States. With all the promise the future holds for ESD, it might just be fair to claim it's Our Time to Soar!
With gratitude,
Denis M. Stokes Chief Advancement Officer
Stokes Chief Advancement Officer
Our Time to Soar: A Campaign for The Episcopal School of Dallas is an ambitious and singularly focused effort to add significantly to our endowment in support of people and programs. The working goal for the campaign is $50,000,000 for endowment, historically marking the school’s 50th anniversary, 1974-2024. When successful in reaching our campaign goal, ESD will have strengthened its position among the best-resourced independent schools in Dallas. In short, ESD will stake further claim to being among the finest independent schools in the United States.
Builds on a proven college preparatory curriculum with the foundational premise that each of us is made in the image of a loving God for the universal purpose of making the world better for those around us. The Beginner-grade 12 educational journey to discerning one’s individual path of purpose is about discovery, exploration, and cultivation. Through a critical dimension of experiential learning, ESDistinction will expose students to different intellectual experiences—e.g. public policy, health sciences, business and entrepreneurship, science technology, and computer science, among others— that will ignite their life’s journey.
Provides permanent endowment funds to recruit, develop, and retain exceptional teachers, which will equate to compensation on par with Dallas and regional leading independent schools.
Provides tuition assistance and additional funding so that each student has access to a full ESD experience.
We are extremely grateful for our visionary campaign co-chairs, Lori and Jerry Jones Jr., Katherine and Eric Reeves, and Lauren and Stephen Swann, for the tremendous leadership for the Our Time to Soar campaign.
Our campaign co-chairs, along with leadership and generosity from the campaign cabinet, have helped ESD chart an ambitious course to raise $50,000,000 to enhance our endowment.
CAMPAIGN CHAIRS
Lori and Jerry Jones Jr. P’24, ’26
Katherine and Eric Reeves P’20, ’31
Lauren and Stephen Swann ’93, P’24, ’27, ’29
HONORARY CHAIRS
Nita and Cullum Clark P’15, ’17, ’21
Jennifer and John Eagle P’03, ’16, GP’35, ’38
Ann and Lee Hobson P’18, ’21
Nancy Perot and Rod Jones P’08, ’19, GP’38, ’39
Suzanne and Patrick McGee P’15, ’18
Caren Prothro GP’15, ’17, ’21
Allison Stemmons Simon
CAMPAIGN CABINET
Elaine and Neils Agather P’05, ’08, GP’38
Lauren and Francois Bellemare ’05 P’39
Karen and Steven Boulware P’35, ’37
Angela and Robert Buchholz P’10, ’12
Ana and Don Carty P’12, ’17, GP’33
Vicki and Bob Chapman P’05, GP’39
Kelsey and David Davidson ’05 P’37
Mary Adair and Dee Dockery P’17, ’20
Monica and Joe Eastin P’24, ’26, ’29
Stacy and Chris Elliston ’88 P’22, ’25
Katharine and Bill Felder P’06, ’09
Natalie Godwin ’94 P’27, ’30
Shelby and Travis Goff P’35, ’37
Whitney and Jay Grogan P’24
Sarah and Frank Hamlin P’15, ’18, ’23
Caroline and David Hundley P’05, ’10, GP’36
Emily and Will Hundley ’05 P’36
Archana Ellath and AJ Kumaran P’26, ’30
Laura and Rick Lear P’24, ’26 , ’28, ’31
Louise and Charles Marsh ’95 P’28
Amy and Drew McKnight P’26, ’28
Bradley Agather ’05 and Coley Means P’38
Jennifer and Walker Royall P’26, ’28, ’29
Cheryl and Andrew Schoellkopf ’97 P’29, ’31, ’33
Ginny Searcy P’23, ’24
Ellis and Stephen Thomas P’33, ’35
Kacy and Carter Tolleson P’25
Anne Clayton and Bunky Vroom P’32
CiCi and Gien Weinmann P’07, ’09, ’11
To celebrate the school’s 50th year anniversary, on March 8, 2025, we publicly launched, Our Time to Soar: A Campaign for The Episcopal School of Dallas. Thanks to the unwavering support of more than 200 individuals and families, we have raised more than $42,000,000 toward our goal. This is a phenomenal achievement. With the next 50 years in sight, we have a pivotal opportunity to grow ESD’s endowment into a lasting source of strength. A well-funded endowment will enable ESD to address the evolving needs of our students and faculty, advance curriculum innovation, and secure the school's position among the best-resourced independent schools in the nation.
To fulfill our promise for the next 50 years and beyond, we must build the financial foundation that allows us not just to sustain our excellence but to elevate it. That foundation is our endowment.
The National Association of Independent Schools best practices cites a correlation between high-performing schools and financially strong schools, each sharing in common an endowment that is at least two and a half times its operating budget. When ESD started the quiet phase of our endowment efforts, our ratio was less than one to one. ESD’s endowment, modest in relation to those of our direct competitors
and regional schools to which ESD aspires, bares itself most conspicuously in average teacher salaries, and far less so on student programing, hence the Great Teachers Make Great Schools focus on teacher salaries.
By growing our endowment, we will narrow that gap by increasing faculty compensation, and in turn, we will continue to attract, develop, and retain exceptional teachers. Every ESD student today and for generations to come will be the beneficiary of experts in the craft of teaching, who will inspire students on their way to becoming mature expressions of who each was created to be. We build a future where the quality of an ESD education is matched by the strength of its foundation.
With an additional $50,000,000 in endowment, we will lay further claim to being among the great schools while protecting the timeless and noble work of ours—igniting lives of purpose.
Upon the successful completion of the campaign, ESD will have strengthened its position among the best-resourced independent schools in Dallas.
Current ESD parents Kelsey and David Davidson Jr., Lindsey and Edward Bogel, and Kailey and Jake Milner have created an endowment fund in support of ESD campus security. The fund and gift in support of Our Time to Soar: A Campaign for The Episcopal School of Dallas provides permanent funding by endowing and naming the Director of Campus Security.
Jody Trumble, ESD’s Director of Campus Security, is in her ninth year at the school. Prior to ESD, Jody served in the United States Air Force with rank of Staff Sergeant, then joined the police force of Burleson, Texas, from where she was called back to active duty after September 11, 2001. For almost 17 years she served the city of Burleson, during which time she was honored several times for her leadership.
This gift is unique to ESD because of three families joining together to support something important but also because of the multiple connections among the couples. David Davidson Jr. and Edward Bogel are ESD alums, members of the class of 2005, while each couple are current parents with one Pre-K’er, two Kindergarteners, and one second grader among them.
Ellis and Stephen Thomas have established The Thomas Family Endowment, which bestows an annual Faculty Teaching Award. Through the generosity of this gift, the Thomas family empowers ESD to recognize teachers’ talent and achievement as outstanding among the best in the field of education.
After arriving in Dallas, Ellis and Stephen Thomas carefully considered the available choices for their children’s education. ESD's academic reputation, faith-centered mission, and community aligned with their criteria. Furthermore, the amazing experiences of their children with their teachers affirmed Ellis and Stephen's choice to send their children to ESD.
In a conversation with Ellis and Stephen, they said “Competitive pay and top-tier teacher retention is an asset for the school. The importance of qualified, caring teachers in the Lower School is a primary motivation. Providing a classroom environment where a child feels happy, safe, and valued fosters learning, builds confidence, and allows students to thrive. Capable teachers who care about their students not only academically, but socially and emotionally—the whole child— are the foundation of a meaningful educational experience and partnership for parents.”
Giffen Weinmann, former ESD Board Chair, and his wife CiCi have established the Weinmann Family Endowment, demonstrating a profound commitment to the school's strategic plan and the future of its students.
As the proud parents of three ESD graduates, CiCi and Giffen are appreciative of their daughters’ educational experiences at ESD and the solid foundation it provided. Their investment underscores a shared feeling that exceptional education is the cornerstone of a thriving community. A key focus of this generous gift is to bolster teacher compensation,
recognizing the pivotal role educators play in shaping the lives of students.
The Weinmann Family Endowment will endow a distinguished teaching award in the Upper School.The award will recognize a faculty member who consistently demonstrates exceptional commitment to the highest standards of teaching. It celebrates an educator who not only imparts knowledge but also inspires a lifelong love of learning, fosters a supportive and inclusive classroom environment, and empowers students to reach their full potential.
As the school's top fundraising priority, The ESD Fund delivers critical, unrestricted support to the operating budget, impacting each student’s experience every day. These annual gifts allow ESD to be nimble in addressing changing needs. All community members are invited to contribute to the health and success of ESD through The ESD Fund.
The ESD Fund will again be led by Kate and Ryan Kneipper ’99, P ’31, ’34, who return as co-chairs for the 2025-26 school year. Be on the lookout for information in early September about The ESD Fund.
“After an unprecedented year of giving, we're thrilled to have a chance to engage and encourage the entire community to come together to make an even bigger impact.”
– Kate and Ryan Kneipper ’99, P’31, ’34
Are you ready to make a difference? Scan to help us achieve another record-breaking year.
It serves as a permanent investment and is essential for ESD’s future financial stability and sustainability
invested to provide future security savings account
needed to increase with the growth of the school
investment over time maximizes financial stability
What is The ESD Fund? As the school's highest fundraising priority,
The ESD Fund is our initial appeal to the entire ESD community. These annual gifts from alumni, parents, faculty, and friends provide vital unrestricted funds, making up 5% of the school's total budget, and are utilized within the same year they are given.
Why is participation important?
Your participation in The ESD Fund is a deeply meaningful endorsement of ESD's mission and the impactful education we deliver. By making a gift that is personally significant, you're demonstrating the profound value you place on the ESD experience for your family.
The school’s budget relies on these annual gifts, which are critical for funding ESD’s day-to-day operations
accessible now for immediate needs checking account
needed for operating costs not covered by tuition
all gifts, whether large or small, make a big impact
THE ESD FUND: Every Eagle, Every Day frequently asked questions
What is the difference between The ESD Fund and other fundraising efforts hosted by the Parent Association?
Every contribution to ESD is vital and directly supports the diverse programs and initiatives that enrich our school community. The ESD Fund stands out as our primary fundraising focus; it provides flexible, annual operating support that is essential for our day-to-day excellence. Although donations to groups like the Parents' Association and Booster Club are incredibly helpful for special projects and community building— and count toward your total giving— they are distinct from and do not contribute to your participation in The ESD Fund.
To learn more about the different ways you can support ESD, please visit esdallas.org/giving.
a night of gratitude and recognition
The annual Society ’74 event, held on April 30, 2025, and hosted by Head of School Dave Baad, served as an opportunity to thank the dedicated donors to The ESD Fund and endowment, and recognize the vital role of volunteer leaders in the ESD community.
James Elbert Stone Altizer
Wyatt Walter Ayres
Josephine Alice Bank
Thomas David Barrow
Owen Michael Bellson
Dario Benaglia
Tristan Blackwell
Elle Aurelia Brennan
Alexander Xavier Bromberg
Tessa Cabrales
William Campbell
Landen Erik Capetillo
Campbell Fielder Carothers
Matthew James Charlton
Vivian Chen
David Hutchins Chipman
Sarah Maria Chiste
McKenzie Anne Clancy
Katherine Grace Clark
Jessica Jane Coit
John Hazlewood Cronin
Tatum Eva Kathryn Croucher
Everett Joseph Detwiler
Matthew Michael Durante
Brooke Alyson Ebner
Carolina Maria Elizondo
Jake Edward Elliston
Ella Grace Ferguson
Ella Callaway Floyd
Aubrey Ann Fomin
Dana Marie Friedrich
Emma Charlotte Garrison
Jessie Kay Geier
Jacob Gierkey
Alexander Mead Gillikin
Fernando Adrian Gomez-Quinonez
Austin Grey Goodiel
Declan George Graham
Jett James Guy
Sebastian Guzik
Lyle Louese Hawkins
Jamie Elizabeth Henderson
Caitlin Irene Hills
Logan Gray Hope
Katelyn Lorene Hurt
Jacob Elwood Infante
Zachary Javaherian
James Parks Jones
Roman Aleksandar Jovanovic
Arbaz Rizwan Khalid
Mohammad Ayaan Raza Khan
Katherine Reynolds Kornman
Connor Kowalewski
Sarah Campbell Lane
Vaughn A. Langston
William Kent Lanyon
Jane Aubrey Leopard
Cindy Yin Lin
Ritvik K. Maridi
Robert Berry Massoud
Cheney Marisa Mathes
Robert Luke Mauser
Addison Mayer
Phoebe Anne McMillan
Sofia Nicole Mercado
Elizabeth Miller
Brady Alexander Miltenberger
Benjamin Thomas Moorman
Milam Joseph Olson
Brady Robert Osterstock
Jane Elizabeth Pennington
Ryder Perez
Ethan Hunter Pham
John Preston Provost
Nina Rastin
John Richards Ray
Caroline Bach Rochon
Alden Rodgers
Ivy Luisa Runyon
Sophia Nicole Sardina
John Matthew Schindel
Lauren Marissa Shushi
Brooklyn Grace Singer
Emily K. Singleton
Sophia Auld Stager
William Alexander Stahl
Addison Grace Stibbens
Wren M Tan
Evan Bradley Terra
Clara Lynne Tolleson
Charlotte Claire Traylor
William McKinley Walters
John Ryan Weinmeister
John Waggoner Willingham
Daniella Woodhouse
Abigail Linh Wooley
Andrew Christopher Wysk
Zaen Shoaib Zaidi
Parmida Zandinejad
Mae Christina Zimmer
earned in merit scholarship offers by the 100-member class as self-reported by May 9
$11.3M hours of community service collectively performed by 100% of the class in upper school 11,224 college-bound athletes AP artists presented 10 17 of the class completed AP exams from 32 AP courses 100%
chapel services attended by each member of the class over four years 600+ of the class members were accepted to fouryear colleges 100%
442 acceptances to 118 colleges and universities
MEMBERS OF THE CLASS WILL MATRICULATE TO:
Auburn University
Baylor University
Benedictine University
Bentley University
Binghamton University
Blinn College
Boston College
Brown University
Clemson University
Dartmouth College
Florida State University
Hampden-Sydney College
Houston Community College
Indiana University-Bloomington
Massachusetts Institute of Technology
Mercer University
North Carolina State University at Raleigh
Northwestern University
Oklahoma Baptist University
Oklahoma State University
Pennsylvania State University
Pomona College
Rice University
San Diego State University
Southern Methodist University
Stanford University
Texas A&M University
Texas Christian University
Texas State University
Texas Tech University
The University of Alabama
The University of Texas at Austin
The University of the South
University of Arkansas
University of Florida
University of Georgia
University of Mississippi
University of North Carolina at Chapel Hill
University of North Georgia
University of Notre Dame
University of Oklahoma
University of Southern California
University of Washington
Vanderbilt University
Wake Forest University
Washington and Lee University
Wellesley College
Yale University
At the 2024-25 Closing Convocation, The Episcopal School of Dallas honored 38 faculty and staff members who collectively have contributed 418 years of service to the school.
Our three retiring faculty and staff members were honored for their contributions to education and the ESD community.
Dave Baad, Hobson Family Head of School, honored this year’s retirees, Lisa Rusnak, Francy Fullbright, and Megan Bourgeois. Rusnak retires after 21 years of teaching middle school language arts, Fullbright retires after 12 years as an upper school substitute teacher, and Bourgeois retires after two years as an upper school language arts teacher.
In addition, retired Chief Academic Officer and Assistant Head of School Rebecca Royall gave Rusnak the Royall Cross Award for her 20+ years of service at retirement.
From campus to community, ESD alumni gathered throughout the year to relive memories and create new ones.
Alumni Weekend events began on Friday, March 7, with on-campus events at ESD. Friday’s events began with our annual Alumni Discussion Panel for the junior and senior classes. This year’s panel featured Amanda O’Neill Cacheris ’05, Jack Vander Linden ’10, and Saniha Aziz ’15. The panel was moderated by Head of School, Dave Baad. The events on campus concluded with Campus Tours, our annual Alumni Chapel, and a cocktail reception. On Friday evening, the Alumni Association hosted a pre-reunion dinner for the ESD Class of 2020 since their senior year and activities were cut short due to the pandemic. On Saturday, March 8, we hosted an AllAlumni Social and 0s and 5s Class Reunion Parties at Gilley’s.
In May, The Alumni Association and ESD Booster Club hosted the annual Spring Swing Tournaments for golf and tennis. With the help of our tournaments committee and generous sponsors, over $25K was raised in support of the Mary Elizabeth Williams ’82 Endowed Scholarship and the Booster Club Athletic Tuition Assistance Fund.
COMMITTEE MEMBERS
Grant Baldwin ’99 P’31
Ted Bangs ’11
Traci Clancy ’96 P’25
Chase Erickson ’03 P’36,’37
Mark Goode ’02 P’37
Alumni Board of Directors President
Ryan Kneipper ‘99 P’31,’34
Greg Langston P’18,’19,’22,’25
Marshall Lefferts ’14
Michael Trenary ’00 P’32,’34
Lee Vendig ’89 P’27,’34
David Walton P’30,’33
Booster Club President
GOLF CART SPONSOR
Edward Bogel ’05 P ’35,’37, David Davidson Jr. ’05 P ’37
DB2RE
UNLIMITED DRINK CUP SPONSORS
Brian Rawson ’96 P'26,'29
Rawson Law
PLLC
Andrew Schoellkopf ’97 P'29,'31,'33
Bread Zeppelin
RECEPTION SPONSOR
The Erickson Family
HOLE SPONSORS
Katherine and Derek Williams P’34,’34 Techscape
Grant Baldwin ’99 P’31 and Geniant
Ryan Kneipper ’99 P’31,’34 and UBS Private Wealth Management
Robert Reese ’01 P’31,’32 and Veld Landcare
Keely and Lee Vendig ’89 P’27,’34
The Erickson Family
American Motorcycle and The Luecke Family
Hayley and Tommy Crowell ’00 P’31,’34,’35
Michael Dareth and Michael Trenary ’00 P’32,’34
Kyle Dixon P’35 and Boyd, Shackelford, Barnett & Dixon
Robert Lara P’35 and Three Architecture LLC
The Cohen Family
The Alumni Association hosted the 14th Annual Eagle Laureate Dinner on Saturday, May 3, in the Daryl Johnston Family Dining Commons. Janis Hefley and Linda McSwain were honored as this year’s Inspirit Accolade Award Honorees, with introductions done by ESD alumni Gray Malin ’04 and Lauren Chapman Bellemare ’05 P’39, respectively. Carol Bergman and Jenny Winton ’82 were inducted into the Keri Scholtz Hall ’87 Convocation for twenty years of service to ESD.
As a favored ESD tradition, the Alumni Association hosted Alumni Lessons & Carols on December 21, 2024, with an all-alumni choir and alumni and former faculty readers.
On October 4, 2024, The Alumni Association hosted its annual Alumni Homecoming Tailgate in conjunction with the all-school 50th anniversary Homecoming Celebration. During the homecoming football game, members of the classes of 1994 and 1999 who won the reunion giving challenge, along with the Alumni Board President, Mark Goode ’02 P’37, presented the check of cumulative alumni giving for the 20232024 school year to Hobson Family Head of School, Dave Baad. Pictured from left to right: Mark Goode ’02 P’37, Jonathan Dewbre ’99, Ryan Kneipper ’99 P’31,’34, Jamie Allen Sowa ’94 P’27,’30, Grant Baldwin ’99 P’31, Natalie Godwin ’94 P’27,’30, Jeff Axley ’94 P’29,’30, and Hobson Family Head of School, Dave Baad
In celebration of ESD’s 50th Anniversary and Women’s History Month, the ESD Alumni Association hosted its first Women’s Networking Breakfast and Panel Discussion in March. The event was hosted at Haynes and Boone, LLP, and featured alumni panelists Cristina Bird Lynch ’06 P’38, Lili Clark ’15, Arzu Molubhoy Jamal ’08, Jamila Jenkins ’13, Allison Kramer Ratner ‘09, and Capera Ryan ’94 P’38. ESD moms from the ESD Parents’ Association were in attendance, along with students from ESD’s Women's Studies Organization affinity group.
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Established in 2021 by ESD alums Trey Scardino ’16 and Stephen Swann ’93 P’24,’27,’29, the Eagles Real Estate Club hosts quarterly meetings to connect ESD alumni and parents working in the real estate industry. The January 29 meeting, hosted at ESD, featured keynote speaker, alumni parent Frank Scardino P’16,’17, Head of Dallas Market at WTW.
In November 2024, The Alumni Association hosted its annual Alumni Athletic Games for womens and mens soccer and mens lacrosse the day after Thanksgiving.
Saniha Aziz ’15
Emma Cabrales ’18
President-Elect
Jennifer Williams Craft ’87
Traci Langley Clancy ’96 P’25*
John Carter ’99 P’33,’36
Hannah Bickel Ferguson ’95 P’25’28
Carlyn Ray ’00
Michael Trenary ’00 P’32,’34*
Mark Goode ’02 P’37
President
Chase Erickson ’03 P’36,’37
Lauren Speyer Baldwin ’04*
Lauren Chapman Bellemare ’05 P’39*
Past-President
Preston Evans ’05*
Libby Laughlin Wood ’15
Jarrett Link ’05 P’38
Ronnie Thompson ’06
Sami Zaidi ’07
Ted Bangs ’11
Becca Genecov ’11*
Ellie Skochdopole Wolfe ’11
Jamila Jenkins ’13*
Matt Ornstein ’13
Vice-President
Marshall Lefferts ’14
Lili Clark ’15
Whitney Webb McKenna ’16*
Sara Good ’98 (Austin, TX)
Robert Reese ’01 P’31,’32
Wendy Topletz Seely ’04
Nick Egan-Lovitt ’09
Victoria Knight-Rivero ’12
Lindsay Gerard ’13
Trey Scardino ’16
Keller Casey ’19 (New York, NY)
This year, we are incredibly proud to recognize Charlotte North '17 as our first recipient of the Distinguished Alumni Award. Charlotte has made an exceptional and unique impact in the world of lacrosse. She graduated from Boston College, where she was a Tewaaraton Award winner and received a B.S. in Sociology and an M.S. in Sports Administration. Beyond her extraordinary on-field achievements, including gold medals with the USA National Team and USA National Box Team, Charlotte exemplifies purpose through her entrepreneurial endeavor, Ocho Lacrosse, and her dedication to coaching and mentoring young athletes to develop critical life skills through sports. Her consistent high-level performance under pressure, strong leadership abilities, and commitment to community through volunteer work with organizations like Bridge Lacrosse further underscore her unique impact and inspiring life of purpose. Currently, Charlotte is an ESPN lacrosse analyst and plays professionally for the Boston Guard. As captain for the Boston Guard, she helped lead the team to their inaugural Women's Lacrosse League championship win.
A celebration to honor Charlotte's achievements and recognition as our first recipient of the award will be held during the 2025-2026 school year.
ESD’s Distinguished Alumni Award recognizes an individual who has lived a life of purpose and made significant contributions to their field, whether professionally, militarily, or through community service. This award is designed to honor the accomplishments of our alumni and to inspire the next generation of Eagles to exemplify the mission of ESD. The Alumni Association is responsible for gathering nominations from the ESD community on an annual basis. The nominations are reviewed by ESD Alumni Board, which is responsible for selecting the final recipient of the award. The Distinguished Alumni Award may be presented to one recipient per calendar year, but may not necessarily be awarded on an annual basis. The criteria for the award includes: Has this individual made a truly exceptional impact in their professional field? Has this person lived a Life of Purpose exemplifying ESD’s mission? Has this person achieved something unique in their field or community? the esd alumni association distinguished alumni award
1 On 9/28/24, in Dallas, Texas, Jack Blair ’13 married Hannah Stettner.
2 On 8/3/24, in Napa, California, Harry Hull ’15 married Katherine Orsini.
3 On 8/24/2024, in Jackson, Wyoming, Matthew Kelley ’15 married Sydney Smith.
4 On 1/13/24, in Cancun, Mexico, Andrew Leffler ’12 married Carly Brooks.
5 On 11/2/24, in Fort Worth, Texas, Jack Neuhoff ’17 married Ambir Chadwick.
6 On 5/18/24, in Paris, France, Brock Neurohr ’15 married Ashley Deatherage.
7 On 4/27/24, in Chevy Chase, Maryland, David Saustad ’13 married Miranda Richard.
8 On 3/9/24, in Dallas, Texas, Whitney Webb ’16 married Hunter McKenna.
9 On 5/3/24, in Dallas, Texas, Margaret Oden ’11 married Brandtley Wilson.
10 On 10/07/2024, in Rethymno, Crete, Greece, Anna Cosby ’05 married Joseph Weiler.
11 On 11/11/2024, in Puerto Vallarta, Mexico, Wendy Topletz ’04 married Trevor Seeley.
12 On 11/16/24, in Dallas, Texas, Emily Wilson ’16 married Spencer Oster.
13 On 12/7/24, in Aspen, Colorado, Elizabeth Canon ’11 married Mike Hartnett ’11. births
15 On 12/22/23, Landen Kerr Blouquit ’10 and Romain Blouquit welcomed their baby, Alfie Blouquit.
16 On 6/14/24, Nicholas Bouelle ’07 and Allison Boulle welcomed their baby, Celine Boulle.
17 On 9/30/24, Hillary Turner Calandro ’09 and Chris Calandro welcomed their baby, Chloe Calandro.
18 On 1/4/24, Abigail Rivera Crowe ’15 and Rae Crowe ’15 welcomed their baby, Lillian Crowe.
19 On 9/12/24, O.J. DeSouza ’02 and Jennifer DeSouza welcomed their baby, Isabelle DeSouza.
20 On 7/30/24, Bentleigh Barnett English ’11 and Brent English welcomed their baby, Thomas English.
21 On 1/12/24, Meredith Perot Garvey ’13 and Robert Garvey welcomed their baby, Leah Garvey.
22 On 8/12/24, Christina Kelly Hamilton ’12 and Lane Hamilton welcomed their baby, Summer Hamilton.
23 On 11/30/24, Caroline Oden Hartwell ’14 and Hunter Hartwell welcomed their baby, Charles Hartwell.
24 On 2/23/24, Lauren Carrozza Huffines ’11 and Sam Huffines welcomed their baby, Gwendolyn Huffines.
25 On 12/3/24, Hal Hundley ’10 and Bridget Hundley welcomed their baby, Blaire Hundley.
26 On 3/8/24, Leigh Kozlow Karro ’11 and Miles Karro welcomed their baby, Wilson Karro.
28 On 10/8/24, Jarrett Link ’05 and Caroline Link welcomed their baby, Elizabeth “Lally” Link.
29 On 3/21/24, Happy Carlock Madden ’11 and James Madden welcomed their baby, Trixie Madden.
30 On 1/26/24, Rhett Miller ’07 and Morgan Miller welcomed their baby, Anderson Miller.
31 On 10/23/24, Will Nelson ’06 and Blair Nelson welcomed their baby, Margot Nelson.
32 On 2/3/24, Caroline Brasch Noonan ’10 and Patrick Noonan ’10 welcomed their baby, Hudson Noonan.
33 On 11/2/24, Larson Lynn Pickens ’15 and Nolan Pickens ’13 welcomed their baby, Porter Pickens.
34 On 8/24/24, Shane Reddell ’12 and Reagan Reddell welcomed their baby, Lucas Reddell.
35 On 9/14/24, Taryn Solomon Russell ’06 and Michael Russell welcomed their baby, Michael “Jay” Russell.
36 On 4/9/24, Megan Boyd Schroeder ’09 and Jordan Schroeder welcomed their baby, Boyd Schroeder.
37 On 5/11/24, Christopher Sheffey ’08 and Kristen Sheffey welcomed their baby, Madeleine Sheffey.
38 On 12/8/23, Dr. Jessica Hinojosa Ph. D. ’06 and Andrew Smith welcomed their baby, Jade Hinojosa Smith.
39 On 6/10/24, Natalie Chavez ’10 and Chris Michael welcomed their baby, Emory ChavezMicheal.
News to share? We’d love to hear it. The information included here was taken from your submissions.
14 On 1/22/24, Alyssa Overbeck Autterson ’10 and Cody Autterson welcomed their baby, Rowan Autterson.
27 On 5/30/24, Caroline Low Lamar ’11 and Trafford Lamar welcomed their baby, Ford Lamar.
40 On 9/12/24, Lexi Baltazar ’07 and Suleymaan Choudhry welcomed their baby, Romie Choudhry.
2024-25 ESD
Capera Ryan ’94
Stephen J. Swann ’93
Candice M. Hicks-Coleman
Ryan H. Kneipper ’99
Mark Goode IV ’02
Collin K. Comer ’94
Chris E. Elliston ’88
Charles Marsh ’95
Jay Lipscomb
Jim Skochdopole
Diana Newton
Lisun Kung
Margaret Spellings
J. Puckett
Drew McKnight
Ginny Searcy
Mary Adair Dockery
Kit Sawers
Walker Royall
Jerry Jones Jr.
Ayesha Haq
Dr. Madhukar Trivedi
Giselle Montagna
Brendon Riley
AJ Kumaran
Joe Eastin
Katherine Reeves
Caitlin Hyatt
The Reverend Chris Girata
William Ampofo
Thank you for your dedication.
