from the
HEAD OF SCHOOL
Dear Families and Friends, At Grace-St. Luke’s, we hold several key tenets about education to be true: We believe in nurturing the whole child, we believe in the value of play as the work of the child, we believe in our preschoolto-8th grade structure, and we cherish our Episcopal identity. We also firmly believe in the importance and value of coeducation, the theme of this Anchor issue. The coed environment is important for many reasons. For starters, it builds confidence. Students educated in a single-gender environment oftentimes feel uncomfortable or unsure of themselves when interacting with the opposite gender. However, in a coeducational environment such as GSL, students learn from an early age how to play and work together. These early interactions help them become skilled in the give-and-take of ideas with both boys and girls and are able to develop healthy friendships across gender lines. Walk into any GSL classroom and you will see boys and girls collaborating on a complicated puzzle or exploring a science experiment together. Such experiences of working together help develop a healthy respect for friends who are both girls and boys. Since respect is foundational for all healthy relationships, our students are practicing and developing this skill from an early age. Whether they are collaborating to build a structure in a preschool classroom or working together to determine the Spirit Week themes, GSL students have multiple opportunities to develop, practice and demonstrate respect for all their classmates as peers and equals. Coeducation also helps break down gender stereotypes. Through work together, students begin to see past the stereotypes and learn to see what is unique about each individual. As a faculty, we see every student as an individual learner, and our students come to know that about each other as well. Finally, I want to share with you one of my favorite GSL memories. As part of the Spain trip a few years ago, we spent a day in Barcelona. We toured the famous Camp Nou soccer stadium and training grounds, visiting the locker rooms, playing fields, and team store. Later that day, we traveled across town and took a bike tour of the Old City, gliding through the buildings and cruising past the lovely beaches and waterfront area. When we returned to our hotel on the outskirts of Barcelona, the kids all grabbed the soccer jerseys they had bought earlier and ran down to the beach. They played soccer until it was dark, all fully engaged and equally participating. Our girls and boys weren’t afraid to compete and laugh together. They simply took time to celebrate the wonderful day. It was a magical moment, made possible because the boys and girls knew how to work together, play together and celebrate together.
CONTENTS
3
BOARD PRESIDENT LETTER
4
PRESCHOOL FACULTY
6 8 9 10 12
LOWER SCHOOL LITERACY & LEADERSHIP MEET THE NEW HEAD OF MIDDLE SCHOOL CLASS OF 2017 LEGACY 8TH GRADERS
COED BY CHOICE
16
SUMMERFEST
17
TWINS MAKE HISTORY AT GSL
18
ANCHORS AWAY ALUMNI UPDATES
21
SIBLING SAINTS
24
DEVELOPMENT
27
FAREWELL TO A DIVISION HEAD AND FRIEND
ABOUT THE COVER: Alumni siblings Ann and John Burruss share their thoughts on the benefits of a coed school. Learn more about the Burruss family, including their parents and John’s two children - both current GSL students - on page 21.
This kind of experience happens all the time at GSL, and it happens because we create an environment – through our philosophy, our structure, our culture and our coeducational nature – where each child is known and loved. The world for which we prepare students is one that is coed, and students are anchored and prepared by their experiences at GSL to navigate that world successfully. Sincerely,
Thor Kvande Head of School
2 • THE ANCHOR • SPRING 2017
Editor: Brenda Berry Contributors: Allison Cates, Sherry Emerson, Megan Ford, Thor Kvande, Shelly McGuire, Kate Shelton, Denise DuBois Taylor, Jeff White and Kimberly White Cover Photo: Trey Clark
The Anchor is a publication of Grace-St. Luke’s Episcopal School. Articles are published at the discretion of the school. Comments and questions should be directed to Brenda Berry, Director of Communications, at bberry@gslschool.org.
from the
BOARD PRESIDENT Dear GSL Families, Friends and Alumni, If you haven’t seen “the tunnel” following a GSL athletic team victory, you have missed a moment that will make you smile. After a game, the students form a tunnel and the athletes run through while everyone cheers. In my observation, this is a tradition unique and authentic to GSL. It’s one of the many things I am really going to miss when my kids graduate. What makes our tunnel so special? It is coed. There are boys and girls lined up together to cheer on their fellow students. There’s no awkwardness as they enjoy the accomplishments of their peers. I spent a lot of time watching basketball over the winter, and it is truly wonderful to see the boys celebrating and supporting the girls and the girls celebrating and supporting the boys. Our tunnel is also intergenerational with kids from a wide range of grades participating. GSL is coeducational by design. On any given day, you will find boys and girls participating in theater productions together, completing science experiments side-by-side, and playing tag at recess in coed groups. These daily interactions prevent one gender from seeing the other as just that – other. At GSL, students share experiences, The tunnel develop friendships, and learn to work together with students of the opposite sex from day one. Our gifted faculty members do not teach to a particular gender; they employ their skills to meet students’ learning preferences and styles. The greatest benefit of a coed school is the ability to provide a real-world learning environment. We are coed for a coed world. As my children, who are boy/girl twins, prepare to graduate from GSL, I am grateful for their coed experience. Current research supports learning in a coeducational environment, as does my own anecdotal experience. My kids have friends of the opposite sex and are able to work and socialize with different types of people. The coed foundation at GSL prepares our graduates for both the single sex and coed high schools that await them. The coed environment enables boys and girls to become creative problem solvers, confident lifelong learners, and responsible citizens in their communities and the world. Boys and girls are Lukers for Life together. Warmest Regards,
Allison Cates President, Board of Trustees Grace-St. Luke’s Episcopal School
BOARD OF TRUSTEES
GRACE-ST. LUKE’S EPISCOPAL SCHOOL 2016-2017 Allison Cates, President Doug Duncan, Vice-President Scott Crosby, Secretary Melanie Schrank, Assistant Secretary Matt Morice, Treasurer Bubba Halliday, Assistant Treasurer Hugh Fraser Liz Keough John McQuiston Lauri Prather Anneliese Watts
Ryan Gibbs Debbie McCanless Ruth Patton Victoria Van Cleef Ken Woodmansee
Thor Kvande, Head of School The Rev. Richard Lawson, Rector Virginia Rowland, Senior Warden Christina Ross, Parents’ Association President
SPRING 2017 • THE ANCHOR • 3
PRESCHOOL
PRESCHOOL FACULTY PROVIDES THOUGHTFULLY CONSTRUCTED EXPERIENCES When Head of Preschool Cynthia Burnett toured the preschool two years ago during her job interview, one thing that stood out to her was the preschool teaching staff’s commitment to early childhood education. Today, Burnett is proud to call them members of her team as they continue to demonstrate a genuine and enthusiastic approach to their work. “Teachers at Miss Lee’s provide students with an environment where they can be curious, creative and inquisitive about the world around them,” Burnett said. “The preschool teachers understand what it means to teach students with developmentally-appropriate curriculum.” Burnett said that while many attributes make the preschool teachers outstanding educators, a few things truly stand out. She explained that GSL preschool teachers: • acknowledge what children do and say in a positive manner, creating a can-do environment, • encourage their students daily, going beyond praise to acknowledge their students’ efforts and persistence, • model and demonstrate positive ways of approaching problems and behaviors with good attitudes, sharing with students the appropriate ways to handle peer conflicts, • provoke children’s thinking through the Question of the Day, which then extends into their daily activities, and • incorporate creativity in their instructional approaches, providing students with materials, activities and ideas that let them express who they are.
Head of Preschool Cynthia Burnett was featured in an article written for SAIS (Southern Association of Independent Schools), one of the organizations by which GSL receives accreditation. In the article, Burnett talks about her transition from the classroom to administration. You can read the article by visiting sais.org and searching for the headline of the article, How Do You Grow a Leader?
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PRESCHOOL FACULTY BY THE NUMBERS
19
11.3
All Preschool teachers’ average number of years at GSL*
4.7
14
JK lead teachers’ average number of years at GSL
Little Lukers lead teachers’ average number of years at GSL*
JK assistant teachers’ average number of years at GSL
100%
of Preschool lead teachers hold Bachelor Degrees
1.7
Little Lukers assistant teachers’ number of years at GSL*
10.7
PK assistant teachers’ average number of years at GSL
18
PK lead teachers’ average number of years at GSL
* The introduction of the Little Lukers program in 2013 lowers the average.
Jonathan, proud dad of Aideen, captures this memorab le moment during a special Valentin e’s Day breakfast in the PK Daring Dinosaurs classroom.
SPRING 2017 • THE ANCHOR • 5
LOWER SCHOOL
LITERACY & LEADERSHIP
Lower School’s Megan Ford Provides Academic Support & School-Wide Leadership It’s a little after 8 a.m. as Megan Ford finishes carpool just in time to learn that a second grade student needs to call home due to an unexpected illness. From here she goes to an administrative team meeting, immediately followed by 30 minutes of small group work with three first graders. After a meeting with Head of Lower School Tom Sauter to work on the agenda for an upcoming division meeting, she finds her way to her classroom to check email and tackle her to-do list for the day.
An Explanation of the Five Essential Components of Reading
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And that’s just a Tuesday morning. This is typical for many independent school employees, where wearing multiple hats is all but a prerequisite. Ford, Lower School Dean of Students, pulls this off seamlessly, all while balancing what she calls her “hybrid role” as both teacher and administrator. The “teacher” part of Ford’s role focuses primarily on monitoring student academic progress in Lower School and creating action plans for students with academic needs. A teacher by trade, Ford is passionate about early literacy. Now in her eighth year at GSL, Ford has spent her career in early childhood and early elementary education, including six years as a first grade teacher and three as an SK teacher. “At the early childhood and early elementary age, literacy is key to everything else a child learns,” Ford said. “When a child learns to read, s/he opens the door to math concepts, science experiments, and historical knowledge. Literacy skills are the singlemost important thing children need to learn during these early years in school.”
3 4 5
Phonemic Awareness: The ability to hear, identify and manipulate individual sounds, or phonemes, in spoken words. Phonics: The relationship between letters or letter combinations in written language and the individual sounds in spoken language. Fluency: The ability to read with appropriate speed, accuracy and proper expression. Vocabulary: Understanding and correctly using a variety of words. Comprehension: Understanding what is spoken and read.
In the Lower School, these skills are assessed in students from SK-2nd grade three times a year using DIBELS® (see sidebar). Students in 3rd and 4th grade take the ERB (Educational Records Bureau) assessment, which shows each child’s achievement in areas such as reading, vocabulary and mathematics. “The outcomes from DIBELS® and the ERBs, along with ongoing teacher assessments, help identify students who are on track, students who are ready for additional challenges, and students with slight deficits in specific areas who need additional support,” Ford explained. “I work closely with teachers to help identify which students might benefit from working with me in one of my small groups. I work with some students for the entire year and others for just a short time period. Similarly, teachers create small groups within their classrooms according to their students’ academic needs at any given time. “The important thing for families to know is that even if their child doesn’t require additional support, we have a system in place that allows us to meet the needs of a diverse range of students.” The other, newer part of Ford’s job is her role as an administrator. In addition to working with Sauter side-by-side on virtually all administrative planning and decision-making, she also serves on GSL’s administrative team. “I like being a part of the broader discussions,” she said. “I am a stakeholder in many different ways at GSL: I’m a parent, a teacher, and now an administrator. I can pull from a few different perspectives. For example, classroom teachers have the hardest job in the world. In my administrative role, I strive to be an advocate for teachers every day. I try to represent a teacher’s point of view during admin-related discussions. After all, it is the teachers who deliver the incredible experiences that help define what it means to have a GSL education.” Yes they do – with Megan Ford right alongside them.
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DIBELS ® Overview DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) are concise measures used to assess the acquisition – and monitor the development – of early literacy and reading skills. The assessments are individually administered at GSL for students in SK-2nd grade three times a year: at the beginning, middle and end of the school year. This year, Megan Ford administered all individual assessments for students in SK and 1st grade, while Tom Sauter administered the assessments for 2nd grade students. Once completed, Sauter and Ford provide teachers with the results for each student and their classroom as a whole. Teachers then use the results to make decisions regarding lesson plans and differentiated instruction.
DIBELS ® in Action
As Edward reads a list of nonsense words, Ford tracks his progress.
2nd Graders Inspired to Serve Earlier this school year, 2nd grade toured the Grace-St. Luke’s Church Food Pantry. This visit inspired the classes to create a service learning project. In December, students stitched up stockings and made shape-themed cards. They filled the stockings with small toys and other fun treats. The homemade stockings were then delivered to the GSL Church Food Pantry to give to the children of the families who visit the pantry. After their work was complete, one student declared, “My heart is so full!”
Sewing Club’s Stuffed Animal Vet Clinic Students in Mrs. Plumley’s Sewing Club shared their talent through its Stuffed Animal Vet Clinic. All GSL students were encouraged to bring in their well-loved stuffed animals in need of a little TLC. The Sewing Club students then repaired, re-stuffed, and loved on the stuffed animals, returning them to their owners just one day later.
Edward remains focused as he reads through a fluency passage.
All smiles as Ford and Edward celebrate a job well done.
SPRING 2017 • THE ANCHOR •7
MIDDLE SCHOOL
DIVERSE EXPERIENCES PAVE WAY FOR LEADERSHIP Ellen Hendry Brings Unique Background to Post as Head of Middle School
Following a nationwide search, Ellen Hendry has been named GSL’s new Head of Middle School, effective July 1. She will take over for Mike Boyer, who recently announced his family’s decision to move north (see more on page 27). Hendry didn’t start out with an academic career in mind. This lifelong Memphian and Hutchison graduate headed to Virginia (Hollins College) before migrating farther up the East Coast. Her professional experiences began first as a White House Intern during Jimmy Carter’s presidency, then as a writer with Time, Inc. in NYC, followed by several business-related jobs in New York, New Jersey, and Connecticut. After ten years away, she returned to her hometown with a broadened perspective on the corporate world - plus a Canadian husband (Ian) and two children. What a difference a decade can make! By 2008, Hendry’s interests had evolved from writing and business to the world of academia. She had received a second college degree (an MFA in Creative Writing from the University of Memphis) and had five years of teaching at GSL under her belt. Since then she has continued to expand and strengthen her academic experience as a teacher of English, world history, and Bible; as a sponsor of the Honor Council, Honor Society, GSL European trips, Eco Club, Expressions literary magazine; as a coach of cheerleading and the swim team; as a leader/member of numerous committees focused on diversity, strategic planning, English curriculum and more. Most impressively perhaps, she has made many valuable contributions to the school as the Dean of Students, a job she has held for seven years. “I have a variety of things in my professional toolbox that have often come in handy in my work as a teacher and administrator,” said Hendry. “On a personal level, I’ve been in the work world, juggling a job and child care. I can relate to the majority of our parents.” Most importantly, Hendry is dedicated to the academic and social-emotional well-being of hundreds of students. For her, this is more than a job, it’s an interaction that she genuinely loves. “One of the best parts of working with middle schoolers is witnessing the way they have of looking at the world. They are unfiltered, optimistic, and so full of possibilities. The hardest thing is when you see a child who is hurting. Like any parent, you know it will pass, but they don’t know that yet, so we need to be here for them. Still, the majority of our kids on a daily basis are a happy majority. As one student said to me not long ago, ‘Wouldn’t it be great to live in a world where trampolines were in every hall?’ That’s the spirit I love.” Both Hendry’s son Bryce ’02 and daughter Natalie ’05 graduated from GSL, providing her with a first-hand understanding of what parents face as their children grow up. A lifelong Episcopalian, Hendry and her family have a close and active association with Grace-St. Luke’s Episcopal Church, where she has served as a Eucharistic Minister. This involvement has provided keen insight into the overall GSL culture. Another advantage to Hendry’s new appointment is that she has worked closely with Boyer for six years. Her knowledge of the day-today demands and responsibilities of the job, her relationships with faculty and staff, and her personal connections with GSL’s students and families combine to ensure that her transition from Dean to Head of Middle School will be relatively seamless and smooth. And when the position gets especially demanding, Ellen Hendry can always rely on the many resources carefully stored in her professional past for additional insight and practical application - resources that first developed at the White House, were fine-tuned in the Northeast, and were ultimately blended into the perfect medley for GSL’s middle school. The only thing missing is the trampoline.
Mike Boyer on Turning the Middle School Leadership Over to Ellen Hendry “Ellen defines all of the qualities that we value at GSL. With her appointment, I couldn’t be more excited for the future of the middle school. I’m not at all surprised that we searched the country and found the best candidate right in front of us. Ellen is, quite frankly, an extraordinary person and a transformative educator. From the moment I arrived, Ellen has been actively involved in every middle school decision. I’ve always counted on her judgment and thoughtful input, and she’s truly one of the most talented listeners that I’ve ever met. I’m confident that Ellen will push the middle school to even greater heights in the near term and long term future. It’s been an honor working with her. I’ll miss her very much as both a colleague and as a friend.”
8 • THE ANCHOR • SPRING 2017
GSL’S CLASS OF 2017
Elliott Wilson
Hood Cochrane Thomas Fisher Sam Lakey Reese McMullen Colin Scifres George Sentilles
Joseph Barnes Holden Brown Leo Campbell Stephen Cates Chip Eason Griffin Hood Paul Jones Mason Love Miller Pisahl Dempsey Terhune Max White
Georgia Brown Julia Comes Abby Fogerty Avery Schaffer Lauren Stephens Emma Throndson
2017
Congratulations to the Class of 2017! We wish you the best of luck as you begin your high school journey in August. You will be greatly missed!
Katie Bennett Frances Cates Maxine Engel Sophie Mansour Macy Pisahl Eve West
Gray Nix Mary Gara Nix Eva Claire Pounders
Vivi Sharp
Cooper Hough Emilio Lachica
Grace Garrett
Grace Goodfellow Madeleine Hays
Easton Waddell - Undecided
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LEGACY 8TH GRADERS The GSL Class of 2017 has four eighth grade legacies. As they prepare for high school, we asked them to share their favorite things about GSL. The same was asked of their alumni family members. Many thanks to these families for continuing the Saints tradition!
HOOD COCHRANE GSL ‘17
Favorite Class: I have equal affection and appreciation for all my classes and teachers at GSL. Favorite Extracurricular: Definitely basketball. My team is playing in the championship game today on a chilly, early February night. If I answered this question in the spring or fall, I may have said track or cross country. Favorite GSL Memory: The 7th grade Chicago class trip What You Will Miss the Most: The great sense of community and living less than one mile from school
father
HERB COCHRANE GSL ‘81
Favorite Class/Teacher: My favorite class was creative writing with Eddie Gamble. There are so many memorable teachers: Betty Wilson, Clare Griggs, Debbie Callahan, Barbara Daush, Gladys Griffin, Mr. Perdue, Nick Scully and Coach Lass. Favorite Extracurricular: After thoroughly enjoying the football season in 9th grade, I was “asked” to join the choir. It was a little out of character for me to be on the front page of The Messenger singing in the choir. Well, that did not last long. Once puberty kicked in and my voice awkwardly changed, Coach Lass found me an alternate extracurricular activity for 6th period. Favorite GSL Memory: Definitely the 9th grade Chicago class trip. Going to Coach Lassandrello’s parents’ house for a pizza party. Touring the Museum of Science and Industry.
JULIA COMES GSL ‘17
Favorite Class: Math Favorite Extracurricular: Playing sports at GSL Favorite GSL Memory: The 7th grade trip to Chicago and staying in a hotel room with Eva Claire and Abby What You Will Miss the Most: My friends and teachers
mother
MEG PATTERSON COMES GSL ‘80
Favorite Class/Teacher: Barbara Daush, Nick Scully, Debbie Callahan, Eddie Gamble, Coach Lass, Gladys Griffin, Richard Ellis and Clare Griggs. If I could go back to 7th, 8th and 9th grades at GSL, I would. I truly loved and respected all my teachers and, in return, felt that they loved and cared for me (and everyone else). They made learning fun and interesting. They inspired me to teach, to love, nurture, and challenge young children, and to work hard. Favorite Extracurricular: Basketball, volleyball, and softball Favorite GSL Memory: Our girls/boys junior high basketball trip to Disney in the Bullet. Mrs. Callahan, Coach Lass, Mr. Scully and Mrs. Daush braved the week-long trip (with a bus-load of adolescents) to Orlando during the Christmas holidays. We played games on the way to Orlando and on the return trip.
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EVA CLAIRE POUNDERS GSL ‘17
Favorite Class: Math Favorite Extracurricular: Volleyball Favorite GSL Memory: Chicago class trip What You Will Miss the Most: My classmates and teams
mother
TIFFANY WHITE GSL ‘85
Favorite Class/Teacher: Coach Pop Favorite Extracurricular: Lock-ins Favorite GSL Memory: Space camp and dances in the gym
AVERY SCHAFFER GSL ‘17
Favorite Class: 8th grade history class, Ms. Thompson Favorite Extracurricular: Volleyball Favorite GSL Memory: When Mason got the hair tie stuck in Mr. Boyd’s ceiling What You Will Miss the Most: I am going to miss seeing my close friends every day.
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BILLY SCHAFFER GSL ‘84
Favorite Class/Teacher: Mrs. Pat Gray, my fourth grade teacher, was my all-time favorite. During the summer, her son Christopher and Brian Kellett and I would ride bikes to her house, swim in her pool, and eat homemade cookies. Mrs. Gray had a special way of knowing when I needed a smile or a pat on the back. Both of my daughters cycled through her classroom before her retirement! Favorite Extracurricular: Donkey basketball was one of my favorites. With real donkeys (see the photo to the right!). My wife doesn’t believe me and had no patience to peruse my old yearbooks, but it really happened. I certainly enjoyed running laps around the block thanks to Coach Lass and Coach Callahan. I have fond memories of our class trip to New Orleans and the World’s Fair. I hate for my daughters to know this, but Brian Kellett and I had great fun while visiting the principal’s office on a regular basis. Favorite GSL Memory: Making life-long friendships. Literally, most of my close friends were made during my time at GSL. Now, many of my friends also have children at GSL.
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FEATURE
COED
For decades, proponents of both coeducation and single-sex education have cited research to support their preferred school model. But in 2011, a report supporting coeducation published by a team of neuroscience and child development experts really grabbed the attention of many in the world “Being at a coed of academia. In this report, “The Pseudoscience school is like a soup. of Single-Sex Schooling,” the authors state that Some ingredients are the there is “no well-designed research showing same, some are different. But that single-sex education improves students’ 1 in the end, when you mix academic performance.”
by Choice
them all together, you end
What researchers - and GSL students - say about the benefits of a coed school by Brenda Berry
This report — along with dozens of other up with a really great soup.” sources — supports what GSL believes: A coed Andrew Jones, school is the best option for students from 6th Grade Student preschool through middle school. The impressive research done by neuroscientists and psychologists is fascinating; however, what you may find even more interesting is how GSL students articulate the benefits of a coed school from their perspectives. Sixth grade GSL student Andrew Jones, for example, shared his thoughts in the form of a simile. “Being at a coed school is like a soup,” he said. “Some ingredients are the same, some are different. But in the end, when you mix them all together, you end up with a really great soup.”
THE BENEFITS OF A COED SCHOOL Coed Schools Prepare Students for a Coed World From preschool through 8th grade, GSL provides students with a strong educational and moral foundation to prepare them for today’s global and interactive world. As students move through their academic journey and into careers, they will be naturally surrounded by both genders. Just as children in preschool are taught how to share, be kind, and take turns, teachers at GSL are intentional about emphasizing the importance of respecting and working with all people — including those of the opposite sex — beginning at two years old. Researchers with the American Council for Coeducational Schooling (ACCES) say that students should be taught to focus on school work in a coed setting, just as they will be expected to work in a coed environment. They go on to say that coed schools allow students to interact with the opposite gender and to develop skills similar to those they will need in the workplace.2
WHAT MIDDLE SCHOOL STUDENTS SAY: “I’ve learned how to be friends with girls and boys. That’s normal at a coed school just like it’s normal in our world. It helps prepare us for later in life when we’ll work with both males and females.” – Anna Smith, 5th grade “At a coed school, you learn to develop relationships with the other gender. If you went to a single-sex school through high school, it would be hard to work with girls. We are learning a lot now so we know to interact with each other later in life.” – Cutter Gallagher, 6th grade “GSL prepares you for the real world. It’s almost like a real-world simulator. Our experiences today prepare us for later on in life.” – Max White, 8th grade
1
Bigler, Rebecca S., Eliot, L., Fabes, R.A., Halpern, D.F., Hanish, L.D., Hyde, J., Liben, L.S., and Martin, C.L. “The Pseudoscience of Single-Sex Schooling.” Science. 23 September 2011.
2
School Achievement. ACCES. Retrieved from https://thesanfordschool.asu.edu/acces/evidence-based-answers/school-achievement (24 January 2017).
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Students Learn From More Perspectives When Both Genders Are Involved Whether it’s a typical classroom setting, a group project, or an elective course, students at GSL are learning through various experiences from their teachers, as well as the students around them. The coed setting broadens a student’s understanding of how things are viewed, interpreted and understood from various perspectives. A 2008 school desegregation statement of research prepared for the U.S. Supreme Court states that in order to be successful, children must learn to live and work with others who are different. Girls and boys will be more successful when they can use a combination of skills traditionally associated with each gender.3 This can be accomplished when boys and girls are given the chance to learn skills and different perspectives from each other in a coed environment.
WHAT MIDDLE SCHOOL STUDENTS SAY: “At a coed school, there are more points of view, more perspectives. At a single-sex school, boys can offer their opinions, but with girls in a classroom, you learn from completely different points of view.” – Henry Duncan, 5th grade “At a coed school, you get more perspectives, because boys and girls think differently.” – Sophia Epsy, 6th grade “Often times, teachers will put girls and boys together in groups. Some schools may divide groups by gender, but at GSL, we are intentionally put in situations to work together.” – Felix Campbell, 7th grade
Coed Schools Promote Collaboration Collaborating with members of the opposite sex in academics, athletics and all other cocurricular activities gives girls and boys the ability to express their thoughts and perspectives with confidence and poise, preparing them for high school, college and careers. A single-gender pilot program in California showed that when students don’t have opportunities to collaborate, it is evident when they do eventually interact. Their interactions tend to be less comfortable and there are often misunderstandings due to the lack of experience with the opposite gender. One day, men and women will have to work together. Creating opportunities for boys and girls to collaborate early in life will benefit both genders, leading to mutual respect.4
WHAT MIDDLE SCHOOL STUDENTS SAY:
Fourth graders collaborate on a pulley and lever project during a science lesson on simple machines.
“I think a coed school matters because you’re going to interact with the other gender your entire life, so I think you learn to do this with great communication skills being in a coed school.” – Emma Couch, 6th grade “A coed school gives you a broader understanding of how people will act in the real world. You won’t see all types of people in one school, but a coed school will give you a better idea of how to work with many more different people.” – Ethan Cupples, 7th grade “I think coed group work really helps because you don’t see each other by gender, you see each other as group members. What we learn at a coed school will really help as we work together throughout life.” – Frances Cates, 8th grade
3
Orfield, G., Frankenberg, E., & Garces, L. M. “Statement of American social scientists of research on school desegregation to the U.S.
4
Datnow, A., Hubbard, L., & Woody, E. “Is single gender schooling viable in the public sector? Lessons from California’s pilot program.”
Supreme Court in Parents v. Seattle District and Meredith v. Jefferson County.” Urban Review, 20. 2008. pp. 96-136. Final Report. 2001.
Mrs. Webster and Mr. Kvande successfully use their different perspectives to guess the drawing during a faculty vs. student Pictionary matchup at Celebration.
SPRING 2017 • THE ANCHOR • 13
FEATURE continued
Coed Schools Promote Respect and Equality In an interview with the American Psychological Association, Diane Halpern, author of Sex Differences in Girls and Boys said, “School is preparation for adult life. How can boys and girls learn how to interact as equals in the workplace if they have no experience interacting as equals in school?”5 Segregation of any type supports the myth that there are fundamental differences between groups of people.6 In an article titled “Why Coeducation Matters,” author of Pink Brain, Blue Brain Lise Eliot stated, “If we really want women and men to be equal partners in both the home and workplace, they need to be raised and educated in a truly gender-inclusive way, where both sexes learn through repeated experiences how to respect, collaborate with, and lead each other.”7
WHAT MIDDLE SCHOOL STUDENTS SAY: “I never feel pressured as a female that I must hang out with only girls. I can hang out with boys if I want to. At a coed school we are developing friendships with each other in a way that is natural and reflects the real world.” – Lucy Hettinger, 7th grade “At a coed school you learn how to suggest ideas that appeal to a broader audience. You also learn how to work with others and see them as equals.” – Lauren Stephens, 8th grade
“Mix It Up at Lunch” Fifth and sixth graders enjoyed this two-day lunch that encouraged them to form friendships across grade levels. Students selected their favorite interests – such as Christmas, art and sports – and were grouped with students who share similar interests, regardless of gender or grade level.
5
Novotney, Amy. “Coed versus single-sex ed.” Monitor on Psychology. February 2011. Retrieved from http://www.apa.org/monitor/2011/02/coed.aspx
6
Bigler, Rebecca S., Eliot, L. “The Feminist Case Against Single-Sex Schools.” Slate. 31 October 2011.
7
Eliot, Lise Ph.D. “Why Coeducation Matters.” The Independent School Magazine Blog. 11 May 2015. Retrieved from http://www.nais.org/Independent-Ideas/Lists/Posts/Post.aspx?ID=421
Retrieved from http://www.slate.com/articles/double_x/doublex/2011/10/the_single_sex_school_myth_an_overwhelming_body_of_research_show.html
14 • THE ANCHOR • SPRING 2017
Coed Schools Reduce Gender Stereotypes “Gender stereotypes are beliefs about the characteristics or attributes of a group.”8 Research shows that children are aware of gender stereotypes as young as two years old. Many factors influence a child’s understanding of gender stereotypes, including society, family, and school. In 2013, a team of researchers found that students, when segregated, tend to conform to gender stereotypes. This team published a report about the role schools play in teaching children about gender differences. In this report, they conclude that educators who “…promote cross-gender interaction expose pupils to counter-stereotypic models, and discuss and teach challenges to gender stereotyping, optimize their pupils’ developmental outcomes.”9 Neuroscientist and Author Lise Bigler comes to the same conclusion in her book Pink Brain, Blue Brain. She states that “…coed classes are ultimately a better environment for deflating stereotypes of the opposite sex, just as any stereotype withers when you get to know people as individuals.”10
WHAT MIDDLE SCHOOL TEACHERS SAY: “I support coed schools for many reasons. The most important reason I support them is that they prepare our girls and boys for the real world. By becoming comfortable with the opposite sex and developing friendships, stereotypes melt away. Both sexes can express their views around each other and develop respect for the opposite sex. I believe this makes for future healthier relationships on every level.” – Lyn Forsyth, Middle School Math Teacher “The main benefit I see in the classroom is the confidence the coed environment creates in students for both boys and girls. The other gender is not a mystery. Students learn how to function, work with, and challenge each other. They learn to express their points of view to the opposite sex. Exposure and collaboration allow them to learn from each other intellectually and socially. It mirrors the real world!” – Sarah Ranson, Middle School History Teacher
Learning Contemporaneously at GSL At GSL, starting at 2 years old and continuing into the teenage years, students work together. They compete together, win together. They celebrate together. They serve together. They stumble, laugh, learn, grow, pray…together. All of this, together in GSL’s coed community, provides students with a social-emotional foundation that supports them as they grow into responsible, confident, compassionate, well-rounded citizens. For 70 years, parents have made the choice to send their children to GSL, a coed school that prepares students for a coed world. The children, as we’ve learned, happen to agree with this choice. From the evidence-based data to the candor of GSL’s young minds, one thing is clear: Coed school experiences do have a positive impact on students for the rest of their lives. In short, a coed school combines all the right ingredients for a bowl of really great soup.
Students worked, laughed, succeeded and celebrated – together – at Air & Space Day. 8 9
10
Halim, May, L. and Ruble, Diane. “Gender Identity and Stereotyping in Early and Middle Childhood.” Handbook of Gender Research in Psychology. Springer Science+Business Media., LLC. 2015. p. 500. Bigler, Rebecca, PhD, Hamilton, Veronica, Hayes, Amy R. “The Roles of Schools in the Early Socialization of Gender Differences.” Encyclopedia of Early Childhood Development. December 2013. Retrieved from http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/2492/the-role-of-schools-in-the-early-socialization-of-gender-differences.pdf Eliot, Lise Ph.D. Pink Brain, Blue Brain. Houghton Mifflin Harcourt Publishing Company. 2009. p. 312.
SPRING 2017 • THE ANCHOR • 15
SAME GREAT PROGRAM, “BRAND” NEW LOOK GSL
If you know GSL’s Assistant Athletic Director Emily Merrell, you know that she puts her heart and soul into her work. So it should come as no surprise that she is the person behind the success of SummerFest.
SummerFest 2017
As the Director of SummerFest, Merrell, who is also known at GSL by her third role - Mom to sons Ty and Sam - leads with a balance of high-energy, easy-going management that fits right in with the fun, laid back days of summer. As she reflects on the program’s growth and recent branding changes, she can’t hide her excitement.
June 5 - August 4
“When I took over management of SummerFest, I was encouraged to transform it,” said Merrell, who is in her seventh year as the SummerFest Director. “I created booklets, individualized the weeks, and really worked hard to diversify the program offerings.” Boys & Girls
“That moment, coupled with the pure joy seen on the faces of children, is why I love what I do. I just simply love it.”
GSL
SummerFest 2017
READING
SWIMMING
SEWING
“I love what we came up with,” Merrell said with a smile. “It really depicts the laid back feeling of summer while highlighting the incredible programs offered during SummerFest. There is something magical about SummerFest. The kids feel it, too. Last summer, I had a child give me a big hug on a Friday. She said she was hoping her mom would send her to more SummerFest camps.
8
GAMES
With all that done, Merrell was ready for the next item on her list: Position SummerFest, 4 -13 which has been offered at GSL for more than 30 years, to stand out from theAges competition. Rising JK - Grade This year, Merrell worked with Brenda Berry, GSL’s director of communications, to create a new SummerFest logo along with new marketing materials that capture the essence of the fun summer days children experience at GSL.
CHESS MATH
HIPSPORTS LEGOS MINECRAFT
HOP THEATRE
ART
& SCIENCE
Emily poses with son Ty as she www.gslschool.org proudly wears a cardboard tiara made for her by some of the kids in cardboard camp during SummerFest 2016. Thinking back to that day, Emily said, “That was the best birthday I ever had. Such a good day!”
June 5 - August 4 Boys & Girls
READING
SWIMMING
SEWING
Ages 4 -13 Rising JK - Grade 8
CHESS MATH
GAMES
MINECRAFT LEGOS HIPSP ORTS
HOP THEATRE
ART
& SCIENCE
www.gslschool.org
16 • THE ANCHOR • SPRING 2017
The SummerFest 2017 @ GSL program booklet highlights the programs available this summer, which include Minecraft madness, weird science, sports, cartooning, and dance with Mr. Robert, founder of the nationally known dance crew M Town Image. To view the entire SummerFest program, visit gslschool.org, Choose GSL, SummerFest.
17 SETS OF TWINS MAKE HISTORY AT GSL Since August, faculty members have been seeing double from preschool through middle school. That’s because GSL has 17 sets of twins enrolled this year, making up 6.5 percent of the overall student population. This is the largest number of twins ever enrolled in the same academic year at GSL, according to school records.
Pictured: 31 of the 34 students who make up the 17 sets of twins at GSL during the 2016-17 school year.
GSL Twins by Division PRESCHOOL: 4 SETS
LOWER SCHOOL: 8 SETS
MIDDLE SCHOOL: 5 SETS
PK
SK
5TH
JK
3RD
8TH
4TH
GSL Twins by Gender Two Boys: 3 sets
Boy & Girl: 10 sets
Two Girls: 4 sets
SPRING 2017 • THE ANCHOR • 17
ANCHORS AWAY alumni updates ‘81
Ken Woodmansee, current member of GSL’s Board of Trustees, was named Senior Vice President at Burson Campaigns, a division of Burson-Marsteller.
‘03
McCauley Williams & Justin Brooks, owners of The Tapbox, are bringing draft beer to Memphians, one tap at a time. Their rolling, mobile beer garden specializes in selling cold draft beer at events and private parties all over Memphis. Learn more at thetapbox.com.
‘11
Connor Truitt, Dub Sorrells, David Scharff, Pierce Jones and Max Simpson gathered at MUS during Christmas break for a college-aged alumni reunion. All five GSL alumni graduated from MUS, Class of 2015.
‘12
While home from Clemson University for the holidays, Aynsley Hartney enjoyed lunch with her former 2nd grade GSL teacher Brenda Hawkins (now retired). Marshall Bartlett, owner and operator of Home Place Pastures, recently expanded his operations to include a new USDA-inspected processing facility. He also opened a retail outlet for his products in Como, Miss. Ryan Masson will play the main character in his first feature film, Involution. The movie, directed by Pavel Khvaleev, will be shot in Russia. Austin Nauert was asked to judge the 2016 Indie Memphis film Indie Grants. Nauert works at SXSW (South by Southwest) as a film conference programmer and is also a part of the Film Festival programming team.
‘13
Riggs Markham (CBHS ‘17) was named a National Merit Finalist by the National Merit Scholarship Program. Andres Campos, Skylar Hannifin, Riggs Markham, Bailey Pletz and Connor Rasberry were named to the Brother J. Stephen O’Malley National Honor Society chapter at Christian Brothers High School.
‘14
Tess Emerson, a junior at St. Agnes Academy, was inducted into the Bill Cate Rho Kappa National Social Sciences Honor Society and the National Spanish Honor Society. Last year, she was admitted to the National English and Mu Alpha Theta societies.
WE WANT TO CELEBRATE YOU! Please share your latest news - accomplishments, marriages, new jobs, births of children, and more! Email your information and photos to Associate Development Director Sherry Emerson at semerson@gslschool.org.
18 • THE ANCHOR • SPRING 2017
ALUMNI CORNER Attention 8th Grade Parents, Grandparents & All GSL Alumni:
It’s Time to Immortalize!
‘14
Grace Lee, a model with Meka Models, was the face for Memphis Fashion Week this year. She appeared on the cover of the March 2017 issue of 4Memphis magazine.
Do you have a child or grandchild who is graduating this year? Did you attend GSL? Did you have a favorite teacher or coach at GSL? You can make a lasting tribute with the purchase of a plaque for GSL’s Alumni Corner!
David Rhea received an invitation to apply for Stanford High School Summer College, a program where exceptional high school students, ages 16–19, take Stanford undergraduate courses and earn college credit. Lasy year, Rhea represented Tennessee in New York City after winning the All-Star Southeastern Model UN delegate award. He was also awarded Lausanne’s Top Capstone writing award. Most recently, Rhea took second place in the Memphis-area Shakespeare competition.
It’s the perfect gift - honoring a special person with a permanent place on the GSL campus. You may order online: www.gslschool.org/giving/alumni-corner or contact Denise Taylor for assistance: dtaylor@gslschool.org 901-278-0200
SPRING 2017 • THE ANCHOR • 19
More Information Coming Soon! 20 • THE ANCHOR • SPRING 2017
SIBLING SAINTS
by Denise DuBois Taylor
Reflections on the Advantages of a GSL Coeducation
Writer’s Notes: I grew up with brothers, so boys were not totally alien to me (annoying, funny, maddening, sweet, but never alien). We were close in age, so oftentimes, their friends were also my friends. Still, one doesn’t have the same kind of relationship with siblings as one does with neighbors, classmates or work associates. Those associations are built through outside interactions – like the kinds offered in the coed environment of a school – like GSL. While exploring the idea of an article about gender diversity and the benefits of coeducation, an idea arose: What better way to illustrate “the coed advantage” than through the eyes of those who have experienced it, and what better way to do that than through the perspectives of a brother and sister? This led us to the Burruss family, loyal Lukers for nearly 30 years.
Who’s Who There are many families who have sent their sons and daughters to GSL because they value - prioritize - a coed education. The Burruss family is one of them, now with its third generation as members of the GSL community. • Dr. George and Alice Burruss have been associated with GSL School since the 1980s as active parents, board members, and as President of the Parents’ Association. Now they continue their affiliation as grandparents. • Their daughter, Ann Burruss Prascher ’98 (St. Mary’s ’02), is a professional educator and reading specialist who has worked at GSL, Bodine School, and now has a private practice tutoring many students throughout Memphis. Ann is the current Chair of the GSL Alumni Association and is married to a fellow Luker, Will Prascher ’01, a CPA and tax accountant. • Ann’s brother, The Reverend John Burruss, graduated from GSL in 1995 (CBHS ’99). He is an Episcopal priest and serves as the Canon for Sustainable Ministries for the Episcopal Diocese of West Tennessee. His wife, Anne Cook Burruss, is a school counselor at MUS. Their son Jack is a Perky Penguin (JK) and their daughter Bailey is a Jolly Giraffe (LL).
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SIBLING SAINTS continued
The Voices of Experience The Anchor: Why did you choose GSL for your children? George: We wanted them to have a coed experience during their formative years. We felt that high school would be the time to separate the sexes, so there would be fewer distractions as they matured. Alice: We were already members of the church (Grace-St. Luke’s), and we lived in the neighborhood, but we also wanted our kids in a coed environment. The coed experience – and the GSL experience, in particular – helped our children see themselves as equals. Gender diversity is very important to individuals, families, and to the entire community. GSL recognizes this. In fact, this diversity enables GSL’s students to enjoy genuine and fully-developed equality in a way that is exactly what the world needs today. John: I want my children to thrive and grow to reach their potential as creative individuals and learners. I want my son to respect women, to see women in leadership roles, and to learn how to have positive friendships with people of the opposite sex. I want my daughter to learn how to be a leader in a coed environment, to be confident speaking her mind, to stand up for herself and not be intimidated by boys. The Anchor: How do you think attending a coed school was a positive experience? John: For me, it broadened my worldview to be influenced by peers of the opposite sex. The valedictorian of my class was a female student (now a law school professor). It was helpful, although I don’t know if I realized it at the time, to see examples of powerful and strong female leaders. I think there is great value in cultivating a diverse learning environment to create a counter-cultural narrative to our historically patriarchal society. Ann: There are lots of positive aspects of a coed environment – some obvious, some subtle. I had friends at St. Mary’s who had only attended all-girl schools. For most of my classmates, this was not a big deal, but there were definitely more than a few who were ill-at-ease or awkward or even anxious about being around guys. GSL not only prepared me for the academic rigors of St. Mary’s, it provided me with an overall social education. I liked the coed socialization, and many of the 27 people in my GSL class – male and female - are still my close friends today. We are still like one, close-knit family. John: When I was a senior in high school, I would pick Ann up at St. Mary’s and joked how much I would have liked to attend school there. Just keeping the coed idea going! The Anchor: Continuing this line of thought, John, were you comfortable with girls as friends? John: Yes, I was comfortable with girls as friends, although I was relegated to the friend zone more than I would have liked in high school. Most of my social time in high school was with friends from GSL, from youth group, and from my neighborhood. The Anchor: Is there a “Coed Advantage”? John: My philosophy regarding education is that every child is unique and you find a place where your child will thrive and grow. For my children, that is a coed school, specifically Grace-St. Luke’s, and Anne and I have chosen this school for our children because of the values of the school. I know that my children will continue to respect the dignity of every human being, continue to learn how to be loving and compassionate, and will be challenged to become curious and creative. I do think a coed advantage is that it helps instill these values that we find so important. Ann: As an educator, I have seen the comparatively smooth transition GSL students have as they enter high school. They are comfortable in their own skin. They are secure in who they are. And they are eager to be out in the world with all kinds of people.
22 • THE ANCHOR • SPRING 2017
The Anchor: How is GSL similar and different than it was when you were a student here? John: Still to this day, some of my closest friends are classmates from GSL. I felt a deep sense of belonging, much more so than with my high school and college experiences. I get the feeling that most students today still embody the sense of rootedness in the GSL family, and I suspect that the connection to the school is as strong as ever. As far as being different, the facilities are significantly nicer these days. The Anchor: Diversity is the buzzword of the day, but it is not always used in terms of gender. What does diversity mean to you? John: I think places that especially aim to be diverse usually are already ahead of the game in this regard, including with attention to gender. Although, when I was a youth minister, one of the young people in my group wrote an article for her school paper calling out the leadership for being all men. She noticed that at the school graduation, the representatives on stage were all men, and this was a progressive school that prided itself on diversity. However, her school did print the story and made concerted efforts to be more representative of the student body. Now the leadership team at that school includes more women. Ann: I think gender diversity is something we often take for granted, but this is changing. There are so many studies out now that have reviewed and analyzed the coed experience and have been able to quantify the benefits in very tangible ways. Diversity of all kinds enriches everyone, and this includes that part of our population that is one half female and one half male. The Anchor: As grandparents, what are your final thoughts about this conversation? Alice: The GSL School experience was remarkable on so many levels. It was certainly convenient for us to have both of our children in the same school, but there was more. They were well-prepared academically. Their spiritual foundation was strong. The school’s honor system and set of values were in line with our personal beliefs. In addition to the coed aspect, GSL offered other forms of diversity, too… cultural, religious, economic…it’s Midtown! But what we especially like now is coming back to campus – like on Grandparents’ Day – and we see some of the same teachers who taught Ann and John, and now they are teaching Jack and Bailey! And if the teachers have retired, some of their children are working at the school and/or their grandkids are students. It’s an extended family from generation to generation.
A Coed School for a Coed World Every family is different, and each child within a family is different. A coed education sets a high standard for boys and girls to achieve success together. Just like the school’s old advertising slogan used to say, GSL is a “Coed School for a Coed World.” Just ask the Burruss family. They know it’s true, first-hand.
Photos by Trey Clark
SPRING 2017 • THE ANCHOR • 23
THERE’S MORE TO DEVELOPMENT THAN THE ANNUAL FUND By Denise DuBois Taylor When most people think of the GSL Development Department, they almost immediately associate it with the Annual Fund (a.k.a. the Annual Giving Campaign). Indeed, the Annual Fund is a major part of the Development Department’s purpose, raising money needed to supplement tuition income to help the school balance its budget. Every few years, the department also spearheads a capital campaign to expand or upgrade the campus, but…that’s just part of the picture. The three-member team (Denise DuBois Taylor, Sherry Emerson and Kate Shelton) oversees virtually all major fundraising efforts at GSL. This is especially important when offering guidance and assistance to the Parents’ Association’s many fundraisers, most notably the annual Anchor Auction. The Development Department is also responsible for event planning (a specialty!), including but not limited to the Lead Donor Cocktail Party, the ever-popular Grandparents’ Day, and the Lisa Lassandrello 5K Memorial Race.
Denise DuBois Taylor Director of Development
Sherry Emerson Associate Director of Development
Kate Shelton Development Associate
What’s more, the Development staff directs the Alumni Association, which includes updating and maintaining all alumni records, planning special get-togethers each year, and organizing the hugely popular all-class reunion - the next of which is scheduled for May 2018. So if you think the GSL Development Department only asks for money for the Annual Fund, think again! Its goal is to assist the entire GSL population to help the school thrive. It’s a partnership that works with families and community to ensure that GSL continues to be one of the region’s finest educational institutions – and running the Annual Fund is just the beginning.
Grandparents’ Day is the Development Department’s largest event of the year, welcoming roughly 500 people on campus each year.
Alumni (the over-21 crowd) gathered at Loflin Yard in downtown Memphis last fall.
24 • THE ANCHOR • SPRING 2017
Speaking of the Annual Fund…
Annual Fund Nears End of ‘16 - ‘17 Campaign Goal: $250,000 Dollars Raised So Far (unrestricted): $267,641 Parent Participation: 65% Goal #1: Dollars! The generosity of GSL’s supporters – especially parents, grandparents, and alumni – continues to be solid and dependable, enabling the board of trustees, faculty, and administrative team to continue developing and expanding the school’s student services: enhancing the curriculum, attracting and retaining the best teachers, providing advanced faculty training, increasing financial aid, and maintaining and improving facilities, among other things. All of this takes money, and tuition doesn’t cover it all. This is why the Annual Fund is such a vital part of an independent school’s financial planning.
Annual Fund Chairs Suzanne & Erick New with Garner (6th grade) & Gregory (4th grade)
Goal #2: Participation! The Annual Fund is a program that benefits every single student. Every one! So it’s important that as many parents as possible contribute what they can. We aim for a participation rate of at least 75% and we hope to see more and more alumni, grandparents, and other friends donate as well. The Annual Fund drive runs through the end of our fiscal year in July, so there is still time for everyone to join in. Whether it’s $10, $25, $100 or more, gifts of any size are welcome and allow all families to be a part of the team. Remember: Donors of $500 or more are invited to party! More than 200 of GSL’s supporters donate $500 or more to the Annual Fund, earning them the designation of “lead donor.” One of the benefits of giving in this category is receiving an invitation to the annual Lead Donor Cocktail Party, truly one of THE most fun events of the year. It’s not too late to earn an invitation!
The P.A. Connection Under the enthusiastic and hard-working leadership of this year’s P.A. President Christina Ross, the GSL Parents’ Association dove into the 2016-17 school year with gusto! Dozens of dedicated parents agreed to serve on the board or chair the association’s numerous events, while many more volunteers rolled up their sleeves to make the year as fun as it was profitable.
Trivia Night has already been scheduled to return next year.
In January and February, the P.A. organized the Father-Daughter Dance, the Mother-Son Event, the Italian Dinner, and hosted its annual Appreciation Luncheon (and mini-massage) for the faculty and staff. An exciting new event was also introduced: the first-ever Trivia Night. It was such a success, it has already been added to next year’s calendar of events (Save the Date: February 9, 2018)!
Of course, the Anchor Auction in April is the P.A.’s biggest annual event. The Hard Rock Café on Beale was the venue this year, attracting hundreds of Grace-St. Luke’s families and raising tens of thousands of dollars for Teacher Wish Lists. In addition to all these fun - and fundraising - activities, the Parents’ Association is also behind the Luker2Luker program, providing support to GSL families in times of difficulty. In other words, the P.A. – your P.A. – is the very essence of what a caring community should be. It epitomizes outreach, celebration, and inclusiveness. The Parents’ Association makes GSL a better place. The Class of 2017 served up a sell-out 8th Grade Italian Dinner this year.
SPRING 2017 • THE ANCHOR • 25
12th ANNUAL LISA LASSANDRELLO 5K REMEMBRANCE RACE Beautiful blue skies and cool temperatures welcomed more than 750 registered participants to the GSL campus for the 12th annual Lisa Lassandrello 5K on January 28, 2017. This race, co-hosted by GSL and St. Agnes Academy-St. Dominic School, is held in memory of former employee Lisa Lassandrello, who worked for GSL for 19 years until her death in 2004 after a brave, year-long battle with cancer. All proceeds from the Lisa 5K benefit Grace-St. Luke’s Episcopal School, St. Agnes Academy-St. Dominic School, and WINGS Supportive Care Division of the UT/West Institute for Cancer Research. Thank you to all of our participants and loyal sponsors who helped make this event possible.
GOLD SPONSORS
SILVER SPONSORS
Breakaway Running Coca-Cola
Kappi & Tom Beazley Barbara & Mike Daush
Eclectic Eye Kroger
Gail & Eddy Herbert InsideOut Gym
Montgomery Martin Contractors, LLC Scott Edwards - Cosmetic and Family Dentistry
Knowledge Tree Nancy & Bill Taylor
Sodexo State Farm - Clifton Wilson Tri-State Truck Center, Inc.
Ken, Marci, Mary & Will Woodmansee Linda & Bill Woodmansee Scott, Courtney, Ella & Lily Woodmansee
GIVING MADE EASY
Kroger Community Rewards
Whenever you shop, anytime of year, remember: These retail outlets offer cash-back rewards to GSL!
Lands’ End School Reward Program
Sign up online to designate GSL to receive a percentage of proceeds from all your Kroger purchases. This can add up to thousands of dollars annually! It only takes a few minutes to register. GSL’s number is 81326.
With Lands’ End’s School Rewards Program, GSL can receive up to a three percent cash-back reward from our total uniform purchases. GSL’s Preferred School Number is 900096512.
Designate GSL on your Kroger Card at
Sign up & designate GSL at
www.krogercommunityrewards.com
www.landsend.com/school
Please note: Even if you have identified GSL in the past, Kroger requires that you redesignate the school on an annual basis.
26 • THE ANCHOR • SPRING 2017
Go shopping and give to GSL! It’s easy, costs nothing extra, and it benefits our little “Saints!”
AmazonSmile If you shop on Amazon, simply switch over to AmazonSmile! When you shop on AmazonSmile, you can select GraceSt. Luke’s School as your designated charitable gift recipient. (You must select a recipient before you can browse or shop.) For eligible purchases, the AmazonSmile Foundation will donate 0.5 percent of the purchase price. Designate GSL on AmazonSmile at
www.smile.amazon.com
GSL Says Farewell to a Division Head & Friend After six years as the Head of Middle School at GSL, Mike Boyer announced in January that he accepted the Middle School Head position at Miami Valley School, a wellregarded independent school in Dayton, Ohio, effective July 2017. Those who know Mike know that he is - first and foremost - a family man. This new position places him and his family closer to his eldest son in college. “It is hard to put into words what Grace-St. Luke’s means to me,” Boyer said. “The relationships I have developed will last a lifetime. My family and I are excited for our new adventure. It will keep us all close to each other, and that is a top priority for my wife and me. But this transition is definitely bitter sweet. I am cherishing these final days at GSL with my colleagues and friends. My family and I will always proudly share that we are Lukers for Life.” In addition to his devotion to family, Mike is valued for many other traits as well. “Mike is one of the warmest, most sincere, and empathetic individuals I know, and he has a great sense of humor,” said Head of School Thor Kvande. “Whether talking sports, school leadership philosophy, or dissecting a difficult decision, Mike always brings a level of humanity to each discussion that is engaging and inspiring. He has been a pleasure to have on staff and to work with as part of the leadership team at GSL.” Thor went on to recognize the innovations and enhancements Mike brought to GSL, from jousting at Field Day to bringing in community speakers to inspire our students. “Mike has made such a mark, not only on our school but on our hearts,” said Ellen Hendry, Middle School Dean of Students and Boyer’s recently-announced replacement for Head of Middle School. “I will dearly miss his positive, caring spirit and zest for life, and I will always be grateful for these last six years working with him, side-by-side.” That commitment and hopeful spirit shared by Boyer at GSL for so many years will now be taken to a new part of the country, where he will continue to make a difference in the lives of more very lucky people.
Lower School Head Tom Sauter and Preschool Head Cynthia Burnett share their thoughts about Mike as they say goodbye to a fellow division head. I’ve appreciated Mike’s positive attitude, his humility, his honesty, his concern for others, and his commitment to students, parents, and staff. I’ve known Mike, not only as a colleague, but also as a friend. I’ve called on him numerous times for a ride to the airport, to help haul furniture, or for advice. My wife and I will miss Mike and his family. They are good people who have blessed and enriched my life. -Tom Sauter, Head of Lower School Mike is a wonderful colleague. When I started at GSL, he was very helpful and supportive. He never failed to offer his help, whether it was school-related or personal. He is the great encourager. Mike’s fun sense of humor can always be counted on to keep our meetings upbeat. He will indeed be missed! -Cynthia Burnett, Head of Preschool
In Memoriam Bobbie Moore SK Assistant Teacher 1969-2004
Earlier this year, GSL was saddened by the loss of Bobbie Moore, a beloved teacher, friend and co-worker. She was a valued presence at GSL for 35 years. SK teaching team, Libby Shannon and Cindy Sorrells, had the pleasure of working with Bobbie Moore for many years. They recently reflected on what made this woman so special. “What stood out to me about Bobbie was her honesty,” said Libby Shannon, who worked with Bobbie for 19 years. “She had high moral standards, a strong work ethic, and she expected the same out of each child she taught.”
1991 Yearbook Photo of Bobbie Moore
“My son, Dub, was in Bobbie’s class as a kindergartener,” said Cindy Sorrells. “I always felt he was in great hands, as Bobbie had such high expectations for each of her students. She was funny and honest at the same time.”
SPRING 2017 • THE ANCHOR • 27
Non-Profit U.S. Postage PAID Permit No. 927 Memphis, TN
Grace-St. Luke’s Episcopal School 246 S. Belvedere Memphis, TN 38104 www.gslschool.org
Reese & Miss Kappi ~ Then & Now
2008 Reese and Miss Kappi smile together on the Preschool playground back when Reese was a Perky Penguin in JK.
2017 Reese and Miss Kappi reunite on the Preschool playground in March, just a few months before Reese graduates from GSL and heads to high school.