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GORDON ALUMNI CONNECTION Spring 2011
A LETTER FROM HEAD OF SCHOOL RALPH L. WALESOver <strong>the</strong> years, I have seen how <strong>Gordon</strong>’s work on diversity, inclusion and multiculturaleducation pays off as I listen to our graduates in high school, college and beyond.Without question, <strong>the</strong> most persistent piece of feedback from high school teachers is that <strong>Gordon</strong>students have <strong>the</strong>ir own voices. <strong>The</strong>y are both articulate and comfortable—and respectful—in saying what <strong>the</strong>y believe. <strong>Gordon</strong> graduates are applauded for <strong>the</strong>ir capacity to keep a realdiscussion going when o<strong>the</strong>r students may be preoccupied with what o<strong>the</strong>rs will think about<strong>the</strong>ir comments.If you’ve grown up as a thinker at <strong>Gordon</strong>, you are ready to talk, debate, defend your position,grow your understanding, and, yes, maybe even change your point of view. You know who youare and what you believe. You understand, in a full and meaningful way, a range of different pointsof view and you seek and expect classrooms w<strong>here</strong> <strong>the</strong> discourse is dynamic. Fundamentally,you have <strong>the</strong> interest and <strong>the</strong> capacity to take what you are learning and apply it to <strong>the</strong> worldyou live in.<strong>Gordon</strong>’s current use of multicultural education is just one chapter of <strong>the</strong> continuing traditionof open, frank conversation in <strong>the</strong> classroom, and <strong>the</strong> school’s willingness to challenge youngpeople to express <strong>the</strong>ir own opinions while respecting <strong>the</strong> views of o<strong>the</strong>rs.I hope you enjoy reading <strong>the</strong> examples of <strong>Gordon</strong>’s multicultural education in this <strong>issue</strong> of <strong>the</strong>Alumni Connection.Thank you for your continued support of <strong>Gordon</strong> <strong>School</strong>.Sincerely,Ralph L. WalesHead of <strong>School</strong>
Class of 2011Class of 20092OO4Johnnie Carr, friend of Rosa Parks and successorof Martin Lu<strong>the</strong>r King, Jr. and <strong>the</strong> President of<strong>the</strong> Montgomery Improvement Association,leads students in a workshop.Students meet with Charles Black, leader of<strong>the</strong> Atlanta Student Movement.2OO5While at Spelman College, students meet with<strong>the</strong> school’s President Dr. Beverly Daniel Tatum.Humanities teacher Lynn Bowman presents<strong>the</strong> trip at <strong>the</strong> National Association ofIndependent <strong>School</strong>s National Conference.Class of 2011Class of 2011Class of 20072OO7Joanne Bland, one of <strong>the</strong> youngest marcherson Bloody Sunday was featured on <strong>the</strong> frontpage of <strong>the</strong> New York Times alongside BarackObama, Hillary Clinton and Bill Clinton on<strong>the</strong> streets of Selma, Alabama just three weeksafter <strong>the</strong> Class of 2007 stood in that same spot.2OO8Students produced a video documentary onkey cities in <strong>the</strong> civil rights movement using<strong>the</strong> Ken Burns words-and-still photo approach.2OO9<strong>The</strong> Flavors of <strong>the</strong> South eighth grade finalpresentation is reinvented as an art show,with students responding to <strong>the</strong> trip throughpaintings, collage and sculpture as well as<strong>the</strong> written word.Participants from <strong>the</strong> first trip (in 2002) enter<strong>the</strong>ir senior year in high school. For many,<strong>the</strong> memories of <strong>the</strong> trip will play a part in <strong>the</strong>process of college interviews and applications.2OO6Students identify <strong>the</strong>mselves as participants inan ongoing struggle for justice by adding <strong>the</strong>irnames to <strong>the</strong> new Wall of Tolerance at <strong>the</strong>Sou<strong>the</strong>rn Poverty Law Center.Students meet with <strong>the</strong> legal teams behind <strong>the</strong>Bobby Frank Cherry case that <strong>Gordon</strong> studentswitnessed on <strong>the</strong> 2002 trip.Class of 20112O1O<strong>The</strong> stop at Spelman College includes a visitwith Spelman freshman Alix Bowman ’05.Joanne Bland, Selma activist and participantin <strong>the</strong> Bloody Sunday march, comes to <strong>Gordon</strong>to serve as Commencement speaker.2O11<strong>The</strong> group meets with students andadministrators at Atlanta Charter Middle<strong>School</strong>, co-founded by Pulitzer Prize winnerDouglas Blackmon, who had spoken at <strong>Gordon</strong>in April 2010.Class of 20115
FACULTY SPOTLIGHT SEAN HAMERSean has been teaching seventh grade mathand science at <strong>Gordon</strong> for four years. He isa seventh grade advisor, a facilitator for <strong>the</strong>Middle <strong>School</strong> student affinity group program,and <strong>the</strong> girl’s field hockey and basketballcoach.Sean is a graduate of UMass Boston and earnedhis Masters of Education in Middle <strong>School</strong>Math and Science Education from <strong>the</strong> LesleyUniversity/Shady Hill <strong>School</strong> Teacher TrainingProgram. He has also received his Mastersin Private <strong>School</strong> Leadership from TeachersCollege-Columbia University. Sean’s twochildren Sekou (4th) and Nala (K) are <strong>Gordon</strong>students.What led you to <strong>Gordon</strong>?Although I was originally an engineering major,I ended up focusing much of my time onworking with at-risk youth in Boston. When myson, Sekou was born I realized that I wanted toteach. I earned my M.Ed. degree while teachingat Shady Hill <strong>School</strong> and focused my practiceon teaching Middle <strong>School</strong> math and scienceas it connected to my engineering background.I began my career at Charles River <strong>School</strong> inDover, MA and later made connections with EricPolite, <strong>Gordon</strong>’s former Diversity Director whicheventually led me to this opportunity at <strong>Gordon</strong>.How do you include a multicultural perspectivein your practice?In order to facilitate thoughtful discussionsaround multicultural <strong>issue</strong>s a sense of trust mustbe established between <strong>the</strong> teacher and students.Many of <strong>the</strong> topics we discuss in my classchallenge preconceptions and care needs to betaken when sharing different perspectives.I work hard to set clear community expectationsin <strong>the</strong> beginning of <strong>the</strong> year so that studentshave <strong>the</strong> confidence to state <strong>the</strong>ir opinionsand feel supported when <strong>the</strong>y make mistakes.My philosophy is to guide students towardunderstanding ra<strong>the</strong>r than directing <strong>the</strong>m. I amsupportive and <strong>the</strong>re to provide explanationand clarity but not tell <strong>the</strong>m that <strong>the</strong>ir opinionis right or wrong.My approach to <strong>the</strong> curriculum is to teach<strong>the</strong> skills necessary to understand <strong>the</strong> contentbut to also put my instruction into a relevantcontext. Math and science lend <strong>the</strong>mselves tounderstanding and analyzing <strong>issue</strong>s of equity,justice and inclusion. I challenge my studentswith examples of real world problems so that<strong>the</strong>y can employ <strong>the</strong>ir math and science skillsand become aware of <strong>the</strong> world around <strong>the</strong>m.What are some examples of your math andscience curriculum that have a multiculturalperspective?For <strong>the</strong> past two years we have connected <strong>the</strong>math curriculum to <strong>the</strong> current economic crisis.We look at credit use and why it is such achallenge for Americans. During one project,I assign each student a credit profile (thatincludes a credit score, number of children,income level, etc.), and have <strong>the</strong>m figure outwhat rates and monthly payments <strong>the</strong>y wouldreceive for a home and car loan. As a class wediscuss why people qualify for different loanrates and <strong>the</strong> equity behind that.By looking at credit scores, home loans andinvestments students learn <strong>the</strong> math behindfiguring out compound and simple interestloans and rates. Students learn to record <strong>the</strong>irdata by using excel and data manipulationskills. In <strong>the</strong> end, <strong>the</strong>y learn new math conceptsalong with an understanding of how peopleare impacted by credit.With science, we look at our study of biologyand genetics through <strong>the</strong> lens of equity, race,power and privilege. We study blood typingand blood diseases and how various diseasesare connected to racial and cultural history.We also talk about access to resources inscience and medicine. We discuss how certaincountries are limited by socio-economicdifferences and <strong>the</strong>refore have less access toresources. Students are able to gain a globalperspective by gaining an understanding ofpopulations around <strong>the</strong> world.What do you hope for your students?I hope that my students will continue to thinkdeeply about <strong>the</strong>ir connection to <strong>the</strong> worldaround <strong>the</strong>m. I want <strong>the</strong>m to strive to becomeglobal citizens by developing an awareness andunderstanding of o<strong>the</strong>rs and <strong>the</strong>ir perspectives.6
FACULTY SPOTLIGHT ERIC KRAVITZEric has been teaching eighth grade math andscience at <strong>Gordon</strong> for sixteen years. He is agraduate of Brown University and earned hisMaster of Arts in Teaching Ma<strong>the</strong>matics atProvidence College.Eric is an eighth grade advisor, serves as aninstructor for <strong>the</strong> Teacher Residency Programteaching a course on standards-based Ma<strong>the</strong>maticsinstruction, was <strong>the</strong> faculty Boardrepresentative and coaches <strong>the</strong> Middle <strong>School</strong>tennis team. He also teaches as an adjunctprofessor at CCRI. Eric’s wife, Samanthateaches fifth grade at <strong>Gordon</strong> and <strong>the</strong>ir childrenSophie (2nd) and Gabriel (K) are current students.What led you to <strong>Gordon</strong>?While at Brown I volunteered at Hope High<strong>School</strong> and really enjoyed it. I decided to stayin Rhode Island after Brown and was attractedto <strong>Gordon</strong>’s small class sizes, its hands-onapproach to teaching and learning and <strong>the</strong>flexibility teachers have with designing <strong>the</strong>irclassroom curriculum. I have found teachingat <strong>Gordon</strong> to be incredibly rewarding and Icontinue to enjoy <strong>the</strong> relationships I have withmy students and <strong>the</strong>ir families.How do you include a multiculturalperspective in your practice?Multicultural teaching to me is just good teaching.It is important to understand <strong>the</strong> student asan individual, embrace <strong>the</strong>ir perspectives andincorporate <strong>the</strong>m into <strong>the</strong> classroom curriculumand employ different teaching methods to meet<strong>the</strong>ir learning styles. I also find that developingcurriculum with a real world context allowsstudents to make personal connections to <strong>the</strong>material <strong>the</strong>y are learning which fosters <strong>the</strong>irunderstanding and engagement.What are some examples of your math andscience curriculum that have a multiculturalperspective?<strong>The</strong> eighth grade service learning projectallows opportunities for students to connect<strong>the</strong>ir Algebra classes to <strong>the</strong> information <strong>the</strong>yare learning about in <strong>the</strong>ir service learningplacements.Every year, <strong>the</strong> eighth graders have <strong>the</strong> opportunityto experience first hand <strong>the</strong> agencies,schools and individuals that help o<strong>the</strong>rs createchange and growth in <strong>the</strong> Rhode Island. Whilein <strong>the</strong>ir placement <strong>the</strong>y are asked to reflect on<strong>the</strong> population <strong>the</strong> agency serves and identify<strong>the</strong> <strong>issue</strong>s at hand (hunger, poverty, languagebarriers, unemployment, etc.).<strong>The</strong>y use <strong>the</strong>ir algebraic knowledge to ga<strong>the</strong>rreal world data, find relationships and represent<strong>the</strong>ir findings through algebraic equations andgraphs. <strong>The</strong> students present <strong>the</strong>ir findingswhich always results in a meaningful classdiscussion about race, class and gender.In science we do an in-depth, hands-on studyof water including looking at <strong>the</strong> distribution,uses and importance of water personally,locally and globally. We specifically focus on<strong>the</strong> water around <strong>Gordon</strong>’s campus and <strong>the</strong>unit begins with students mapping out <strong>the</strong>school’s water resources (<strong>the</strong> stream and <strong>the</strong>pond).Once <strong>the</strong> maps are completed <strong>the</strong> studentstake weekly samples and test <strong>the</strong>m for salinity,conductivity, nitrate, alkalinity, pH, dissolvedoxygen, temperature and transparency.Students learn <strong>the</strong> importance of measurement,precision and accuracy, testing hypo<strong>the</strong>sesand identifying and controlling variables.At <strong>the</strong> end of <strong>the</strong>ir study, <strong>the</strong> students compile<strong>the</strong>ir data using <strong>the</strong>ir algebraic skills and sendit to www.globe.gov, as do students from overone hundred o<strong>the</strong>r schools. This shared dataallows students and researchers to performstudies that reach far beyond <strong>the</strong>ir ownbackyards.We also discuss <strong>the</strong> way <strong>the</strong> environmentaffects <strong>the</strong> quality of water and how certaincountries and areas of <strong>the</strong> world have limitedsupplies of water and what that means in termsof access and quality.What do you hope for your students?I hope that my students are confident with who<strong>the</strong>y are when <strong>the</strong>y leave <strong>Gordon</strong> and that <strong>the</strong>ycontinue to be thoughtful and caring citizens.7
TEACHER RESIDENCY PROGRAM<strong>Gordon</strong> welcomed six graduate students to<strong>the</strong> first Teacher Residency cohort in May 2010.<strong>The</strong>y immersed <strong>the</strong>mselves in <strong>the</strong>ir courseworktaking classes taught by several of <strong>Gordon</strong>’sfaculty including <strong>the</strong> Psychology of Learning,taught by Dr. Kim Ridley and <strong>the</strong> Foundationsof Education: Perspectives of Social Justicetaught by Program Director Lynn Bowman andHead of <strong>School</strong> Ralph Wales.During <strong>the</strong> summer, <strong>the</strong> residents worked withmentors in a summer enrichment program forEnglish Language Learners sponsored by <strong>the</strong>Providence Public <strong>School</strong> system. <strong>The</strong>y alsodeveloped and implemented science lessonsat <strong>the</strong> Save <strong>the</strong> Bay summer camp under <strong>the</strong>guidance of <strong>Gordon</strong> science teachers BlinnDorsey and Jacqui Ketner.This fall, <strong>the</strong> first residency cohort entered<strong>Gordon</strong>’s classrooms and worked alongside<strong>the</strong>ir assigned cooperating teacher for <strong>the</strong>entire semester. In January, <strong>the</strong> residents had<strong>the</strong> opportunity to intern with master teachersat Paul Cuffee Charter <strong>School</strong> in Providence.<strong>The</strong> residents are now in <strong>the</strong>ir final placementat <strong>Gordon</strong> and are assigned to a new classroomand cooperating teacher. <strong>The</strong>ir practical teachingexperiences continued to be supported byrigorous coursework of understanding standardsbasedma<strong>the</strong>matics, literacy, multiculturalchildren’s literature, art and a seminar taughtby <strong>Gordon</strong>’s faculty. This inaugural class of sixresidents will graduate in May with an M.A.T.in Elementary Education from Roger WilliamsUniversity and a Rhode Island teacher certificationin grades first through sixth grade.Lynn Bowman, Director of <strong>the</strong> TeacherResidency Program recently reflected on <strong>the</strong>impact of <strong>the</strong> program.This first year has been very exciting. Ourexpectations on <strong>the</strong> benefit of <strong>the</strong> programto <strong>Gordon</strong> students and faculty have cometo fruition. Students have two adults in <strong>the</strong>irclassrooms that are focused on <strong>the</strong>ir learning;providing more individualized attention andcreating exciting new lessons while bringing<strong>the</strong>ir own unique backgrounds and intereststo <strong>the</strong> classroom.We made great effort in preparing ourcommunity on embracing graduate studentsin our classrooms and school community.Because of this our residents were able tohave an easy transition entering our classroomsas a teaching partner.We also are so grateful for <strong>the</strong> response wehave received for next year’s cohort. We have75 inquiries and 30 applicants. We have beenconducting tours and interviewing candidates.An ideal size for a cohort is between 10-12students so we are well on our way to fillingano<strong>the</strong>r class for next year.For more information on <strong>the</strong> Teacher ResidencyProgram please contact Kim Mongeon atkmongeon@gordonschool.org or Lynn Bowmanat lbowman@gordonschool.org.8
Speaking about stereotypes on amazon.com<strong>The</strong> Courage of Sarah Noble is a NewberyMedal winning novel that third gradersread during <strong>the</strong>ir study of <strong>the</strong> Europeancolonization of North America.<strong>The</strong>y <strong>the</strong>n critique <strong>the</strong> book, whichunwittingly offers several case studies in<strong>the</strong> stereotypical representations of NativeAmericans.Of <strong>the</strong> 316 customer reviews of this bookon amazon.com only one mentioned <strong>the</strong>stereotypes. Now <strong>the</strong>re are several, thanksto <strong>Gordon</strong>’s third graders.A Kid’s Review from amazon.comThis review is from: <strong>The</strong> Courage of Sarah Noble (Paperback)This book is about Sarah and her fa<strong>the</strong>r who travel to New Milford, CTin 1707. Sarah hears of <strong>the</strong> local Native Americans living nearby. But <strong>the</strong>only Native Americans she meets are Tall John, his wife—”a squaw”—and his kids. I find this weird because it seems that <strong>the</strong>y are <strong>the</strong> onlynative families <strong>the</strong>re, when I know that native families lived in villageswith o<strong>the</strong>rs. It is bad to call your wife a squaw because it is like <strong>the</strong>ydon’t have a name. But nowadays people know that it is offensive tocall people that.I think this book is very interesting, even though <strong>the</strong>re was a lotof stereotypical thinking about <strong>the</strong> Native Americans. For example,“<strong>The</strong> Indians came creeping in like brown field mice, <strong>the</strong>ir brown bodiesreflecting <strong>the</strong> light.” <strong>The</strong> book makes native people sound like shinymice. But back <strong>the</strong>n (1954) many people were not sensitive to <strong>the</strong>Native American’s feelings.If you read this book, you should not believe <strong>the</strong> way that <strong>the</strong> bookdescribes Native Americans. I think that Alice Dagliesh did teach me thatwhen you get to know someone, your perspective changes about <strong>the</strong>m.A third grader at <strong>the</strong> <strong>Gordon</strong> <strong>School</strong>9
Campus NotesJulia AlvarezTHEATRE PERFORMANCES<strong>The</strong> Middle <strong>School</strong> performed <strong>the</strong>ir productionof Nicholas Nickleby, based on an adaptationof Charles Dickens’ <strong>The</strong> Life and Adventuresof Nicholas Nickleby this March. This year’sSpring Lower <strong>School</strong> selection will be aproduction of Honk! Jr., which was performedat <strong>Gordon</strong> in 2002.KARLA HARRY VISITING AUTHORJulia Alvarez, poet, educator, author and socialactivist, was this year’s Karla Harry VisitingAuthor. She worked with <strong>Gordon</strong> students insecond through eighth grade this Novemberin <strong>the</strong>ir writing workshops. This is <strong>the</strong> fourthVisiting Author sponsored by <strong>the</strong> Karla HarryVisiting Author Fund, established in 2007 tohonor <strong>the</strong> memory of <strong>Gordon</strong>’s beloved librarian.Julia Alvarez has written work for every agegroup, including <strong>the</strong> novels Saving <strong>the</strong> World,How <strong>the</strong> García Girls Lost <strong>The</strong>ir Accents andIn <strong>the</strong> Time of <strong>the</strong> Butterflies as well as work foryounger readers like Return to Sender and <strong>the</strong>Tia Lola stories. She also has pursued agricultureas a tool for social change, living on anorganic farm in Vermont and establishing, withher husband, a sustainable farm-literacy centerin <strong>the</strong> Dominican Republic, <strong>the</strong> country w<strong>here</strong>she was raised. She has taught at MiddleburyCollege since 1988, currently serving as writerin-residence.Above: Sarah Whinery and Adrian Stone ’08Right: Sherry Romanzi ’10 and Emma Ruhl ’10HIGH SCHOOL ALUMNI BREAKFAST<strong>The</strong> December high school breakfast providedalumni from classes 2007-2010 an opportunityto reconnect with <strong>the</strong>ir <strong>Gordon</strong> classmates andteachers prior to <strong>the</strong> school’s winter assembly.Julia’s honors have included being a finalist for<strong>the</strong> National Book Critics award, winning <strong>the</strong>F. Scott Fitzgerald Award for OutstandingAchievement in American Literature, and beingnamed Latina Magazine’s “Woman of <strong>the</strong> Year.”10
GENESIS CENTER VISITS<strong>Gordon</strong>’s Modern Language Departmentinvited <strong>the</strong> Genesis Center to campus to helpwith <strong>the</strong> eighth graders oral history project.<strong>The</strong> eighth graders were paired in teams tocapture first-hand accounts of <strong>the</strong> GenesisCenter visitor’s own history and immigrationto <strong>the</strong> United States. <strong>The</strong> Genesis Center and<strong>Gordon</strong> <strong>School</strong> have strong ties to one ano<strong>the</strong>ras every year <strong>the</strong> Center serves as a placementfor <strong>the</strong> eighth grade service learning project.Genesis CenterKirsten HassenfeldBRITT NELSON VISITING ARTISTKirsten Hassenfeld was this year’s Artist inResidence. She worked with Middle and Lower<strong>School</strong> students in <strong>the</strong>ir art classes and electivesthis January and February.Kirsten is best known in Rhode Island for her2009 solo exhibition at Brown University’sBell Gallery. Her work consists of large-scaleornate constructions, made of paper and mixedmedia, described as “dreams on <strong>the</strong> edge ofvanishing,” drawing inspiration from classicalarchitecture, precious gems, crystal formationsand <strong>the</strong> decorative arts.This is <strong>the</strong> fourteenth Artist in Residencesponsored by <strong>the</strong> Britt Nelson Fund, establishedin 1998 to support <strong>Gordon</strong>’s commitment tohands-on arts education.WILLIAM WARNER VISITSArchitect and Designer William Warner (right)visited <strong>Gordon</strong> this fall with his team of designersto show <strong>the</strong>m <strong>the</strong> work he created at <strong>the</strong>school. Mr. Warner designed <strong>the</strong> originalcampus at Maxfield Avenue, as well as severalkey additions. He shared that <strong>the</strong> original stallsin <strong>the</strong> Lower <strong>School</strong> bathrooms were made ofslate and remained unpainted and served asblackboards (complete with shelves holdingchalk). He also created <strong>the</strong> bronze plaque thatnow hangs in <strong>the</strong> front of <strong>the</strong> school with 1960sBoard Chair Otto Hoffer’s well known quote:Mind and heart should be treated with equalcare.William Warner11
ALEXANDER HEITZMANN ‘02Alex is a Software Development Engineer at<strong>the</strong> Microsoft headquarters in Redmond, WA.He attended Milton Academy ’06 and BrownUniversity ’10.What led you to computer science?A general interest in computers and <strong>the</strong> factthat both my parents work in <strong>the</strong> field led meto take my first computer science course atMilton. Once I began to explore <strong>the</strong> disciplineI realized that it seemed to combine <strong>the</strong> bestaspects of o<strong>the</strong>r subjects and hobbies that Ihave always enjoyed. For example, ever sincemy fa<strong>the</strong>r introduced me to woodworking Ihave gotten great satisfaction from taking anabstract idea and bringing it to life.<strong>The</strong> creativity that goes into a woodworkingdesign, <strong>the</strong> problem solving required to overcomestructural and functional problems, and<strong>the</strong> pleasure of seeing <strong>the</strong> finished piece areall present in computer science as well, with<strong>the</strong> added benefit of <strong>the</strong> materials being muchmore malleable than wood.What is your role at Microsoft?I work with a team of around 80 people ona product called Silverlight, a platform forcreating rich internet applications and mediaexperiences. Our highest profile customer isprobably Netflix, which uses <strong>the</strong> Silverlightmedia player. My job is to design and implementnew features that expand <strong>the</strong> capabilitiesof <strong>the</strong> platform, and to fix <strong>issue</strong>s that our testteam or customers have discovered.How did your <strong>Gordon</strong> experience prepare you?<strong>Gordon</strong> fostered an amazing sense of independenceand open-mindedness. I always feltencouraged to pursue interests that fell outside<strong>the</strong> typical curriculum, and my perspectives onall sorts of <strong>issue</strong>s were frequently challenged.<strong>The</strong> Civil Rights Trip is a perfect example of thisculture. Having <strong>the</strong> opportunity at thirteen togo out into <strong>the</strong> world and meet <strong>the</strong> people andsee <strong>the</strong> places that we had been learning aboutin school was an eye-opening experience. Itshowed me <strong>the</strong> importance of being attunedto social <strong>issue</strong>s and <strong>the</strong> many viewpoints thatsurround <strong>the</strong>m, and played a large role ingiving me <strong>the</strong> confidence to make adventurousdecisions like attending Milton Academy as aboarding student and eventually moving across<strong>the</strong> country to work for Microsoft.Are <strong>the</strong>re any teachers from <strong>Gordon</strong> thatstand out for you?All of my <strong>Gordon</strong> teachers had an obviouspassion for being educators. <strong>The</strong>y alwaysseemed willing to work with <strong>the</strong>ir students asindividuals, and several of <strong>the</strong>m went aboveand beyond to help me with extracurricularprojects or weak areas. Some of my strongerrecollections are from Mr. Dorsey’s class.On one occasion I expressed an interest in<strong>the</strong> quadratic formula; Mr. Dorsey brought ina book to give me about its history, and wentover <strong>the</strong> derivation with me after class. Laterthat year I was allowed to tackle <strong>the</strong> Rubik’sCube for credit on an open-ended project(which turned out to be a big win on thoselong bus rides on <strong>the</strong> Civil Rights Trip!).Ms. Bowman and Mr. Wallace were immenselyhelpful in showing me how to think criticallyand express my opinions and convictions withconfidence, skills without which I doubt Iwould have been successful at Milton. And ofcourse, I think everyone enjoyed Mr. Kravitz’sclass, which I remember as an engaging andunique experience, thanks to activities like ourexcursions to <strong>the</strong> <strong>Gordon</strong> pond and mock trialsheld over important <strong>issue</strong>s.ReflectionsLooking back, it seems like <strong>the</strong>re was anice, straight road leading me from <strong>Gordon</strong>,to Milton, to Brown, to my current job atMicrosoft. <strong>The</strong> reality, of course, is that everydecision point was filled with uncertainty.As students, we are constantly given <strong>the</strong> opportunityto change course, whe<strong>the</strong>r it be by takingnew classes, choosing an entirely new school,or reinventing ourselves and forming newrelationships. Personally, I have to thank myparents for being nothing but supportive, buteven if you are fortunate like me in that regard,when you are given <strong>the</strong>se amazing opportunities<strong>the</strong> pressure to always make <strong>the</strong> rightchoice can weigh heavily on you.Choosing a high school was <strong>the</strong> first major,life-changing decision that I had to make formyself, and along with my parents, <strong>the</strong> teachersat <strong>Gordon</strong> helped me to reflect honestly aboutw<strong>here</strong> I had been, what I had accomplished,and what was important to me going forward.Throughout my academic career, that lessonabout <strong>the</strong> value of serious introspection hasguided me through big decisions and perhapsmore importantly, through <strong>the</strong> little ones: tospend lunch cramming for a test or to eat witha friend, to play intramural flag football or towork on a paper for a research group.<strong>The</strong>se little compromises between pushing toprepare for <strong>the</strong> future and enjoyment of <strong>the</strong>present may be individually inconsequential,but in aggregate <strong>the</strong>y can make all <strong>the</strong> difference.I feel extremely fortunate to have found a pathto a successful career without missing out ona whole host of amazing experiences along<strong>the</strong> way.Future PlansI hope to go back to school sometime in <strong>the</strong>next few years for a graduate degree. I find thatI get restless doing one thing for an extendedperiod of time, and I think that going back toschool will be a nice change of pace. It mayalso give me <strong>the</strong> opportunity to focus on someskills that I may need to create a start-up, asI hope to do one day.12
CATHERINE MCCONNELL ’02Ca<strong>the</strong>rine is participating in <strong>the</strong> Teach forAmerica program and teaches special educationat <strong>the</strong> <strong>The</strong>a Bowman Preparatory Academy,a Public Charter <strong>School</strong> in Washington, DC.She attended Moses Brown ’06 and BrandeisUniversity ’10.What led you to Teach for America?My passion for social justice and volunteerismwas fostered at <strong>Gordon</strong>. My service learningproject began my interest in studying educationalreform and inequality. I was placedin a Portuguese immersion classroom at <strong>the</strong>International Charter <strong>School</strong> in Pawtucket, RI.I realized how fortunate I was and learnedfirst-hand that not everyone has access to a<strong>Gordon</strong>-like education. It was <strong>the</strong>n that I felt aresponsibility to share <strong>the</strong> foundation I receivedat <strong>Gordon</strong> with o<strong>the</strong>rs—particularly children.At Brandeis, I majored in Studio Art andminored in Environmental Studies and Peaceand Conflict and Coexistence Studies. I alsobecame active in <strong>the</strong> Student Peace Alliance,a student-run group that advocates for <strong>the</strong>U.S. Department of Peace. I eventually helpedto establish Girl Group, an organizationfocused on empowering teenage girls living ina women’s homeless shelter in Waltham, MA.<strong>The</strong> Teach for America program was alignedwith my personal experiences and professionalgoals. I signed onto a two year commitmentand right now I am teaching ninety specialeducation students in an inclusive seventhgrade classroom.How did your <strong>Gordon</strong> experience prepare you?My Civil Rights Trip defined my <strong>Gordon</strong>experience. It helped me understand whatacademic excellence looks like—fun, engaging,hands-on and thought provoking. <strong>The</strong> conversationsI had with my <strong>Gordon</strong> classmates andteachers about race and inequality taught mehow to listen and value o<strong>the</strong>rs perspectives.Meeting <strong>the</strong> people who were pivotal to <strong>the</strong>civil rights movement and standing in <strong>the</strong> placesw<strong>here</strong> history occurred was life changing.I distinctly remember <strong>the</strong> Without Sanctuary:Photographs and Postcards of Lynching inAmerica exhibit. This was an emotional displayof photographs and postcards taken as souvenirsof <strong>the</strong> lynching acts that occurred during <strong>the</strong>civil rights movement. <strong>The</strong> minute I saw <strong>the</strong> firstphotograph, I was overcome by emotion andhad to leave.Ms. Bowman and Ms. Foley sat with me andjust listened; <strong>the</strong>y didn’t question my emotionsor put my feelings into categories of right orwrong. Instead <strong>the</strong>y challenged me to takethose emotions and focus <strong>the</strong>m into makingpositive changes in <strong>the</strong> world around me.Are <strong>the</strong>re any teachers from <strong>Gordon</strong> whostand out for you?My <strong>Gordon</strong> teachers had an enormousimpact on my life in particular, Ms. Bowman,Mrs. Chatellier, Mr. Kravitz, Mr. Dorsey, Ms.Foley and Mr. Finks. <strong>The</strong>y collectively helpedshape how I feel and see <strong>the</strong> world. I’vealways wanted to emulate <strong>the</strong>ir teaching stylesespecially <strong>the</strong> genuine way <strong>the</strong>y connectedwith <strong>the</strong>ir students.I try to channel <strong>the</strong>m on a daily basis whenI’m teaching my students. I work hard to understandmy students as individuals and provide<strong>the</strong>m with <strong>the</strong> instruction and care that <strong>the</strong>yeach need to be successful learners.What are you learning in your first year of<strong>the</strong> program?Overall I have had a challenging experiencewith Teach for America. Coming into thisprogram, I really wanted to make a differencein <strong>the</strong> achievement gap that exists fromeducational inequality.T<strong>here</strong> are so many problems that my studentsface on a daily basis, such as homelessness,that as a teacher, I do not have <strong>the</strong> power to fix.It is very hard to teach well if your students’basic needs aren’t met. It has taken a lot toaccept that.I have learned to redefine my success as ateacher and am proud of <strong>the</strong> personal andgenuine relationships I have with my students.I love when my students sit next to me at recessand say things like “you would be a greatmom” or that <strong>the</strong>y enjoy my class. I am glad<strong>the</strong>y feel safe and recognized in my classroom.I feel that is when I am making <strong>the</strong> most impact.But I still have a desire to go beyond thatrelationship and make more of a difference.Future PlansAs part of <strong>the</strong> Teach for America program, I ampursuing my Masters Degree in Special Educationat George Mason University. I am learninga great deal about behavioral strategies, differentiatedinstruction and assessment practicesfor students with special needs.I came into Teach for America with a plan thatI would teach for three years and <strong>the</strong>n get anMFA in art education. After a year of teaching,my idea of what’s important and w<strong>here</strong> mytime is best served has changed. Focusing mycareer solely on <strong>the</strong> arts doesn’t sound asimportant to me when I have students inseventh grade reading at a first grade level.Eventually I want to become more involvedwith educational policy. Teaching lets me seefirst hand that change is happening but I wantto add one more layer to that. I want to be apart of <strong>the</strong> larger picture and make a real differencein stopping <strong>the</strong> perpetuity of educationalinequality.13
class notesG O R D O N A L U M N IC O N N E C T I O N3OsMartha Livingston ’36 was recently featuredon <strong>Gordon</strong>’s website singing <strong>the</strong> old <strong>Gordon</strong><strong>School</strong> song. <strong>View</strong> it at www.gordonschool.organd on <strong>the</strong> school’s Facebook page.5OsKatharine Langdon ’50 writes: “I am busy andinvolved in Northampton, MA doing cancerconnection, Hospice, singing and substituteteaching in a Preschool. I just completed a cdof children’s music which includes many of<strong>the</strong> songs we learned at <strong>Gordon</strong>. If any alumniare interested in purchasing a cd for <strong>the</strong>irgrandchildren or children please email me atkitdlangdon@comcast.net.”60sRosalind Rustigian ’65 (pictured above withfaculty member Eric Collins) visited <strong>Gordon</strong>this February to accept <strong>the</strong> Kindergarten classesdonations of mittens to <strong>the</strong> Rhode IslandDonation Exchange Program.Barry Nelson ’66 and his wife Linda werefeatured this summer in an article in <strong>the</strong> BostonGlobe. <strong>The</strong>y have been riding a tandem bicyclefor over 15 years and have been tandemparticipants in <strong>the</strong> Pan Mass Challenge, a 200mile fundraising bikeathon which raises moneyfor cancer research and treatment at DanaFarber. This past August, Barry and his wife rodeseparately along with 5,197 o<strong>the</strong>r riders raisingover 30 million dollars for cancer research.7OsAlexandra Morgan Oliver ’74 writes: “I amalmost at <strong>the</strong> two year anniversary of AlexandraMorgan’s Animal <strong>School</strong> in Warren, RI. Weoffer dog daycare, social boarding, groupclasses and private lessons, and lots of animalrescue.”Douglas B. Shire ’76 ran this year’s BostonMarathon to raise funds for <strong>the</strong> MassachusettsEye and Ear Infirmary, w<strong>here</strong> he works on aproject developing an implant that will restorevision to <strong>the</strong> blind (www.bostonretinalimplant.org). He makes his home in Ithaca, NY withhis wife Jody Kessler, a singer-songwriter andinterfaith minister. He also has a son Logan (18)and a daughter Aurora (16).Rachel Thorne Germond ’77 writes: “I movedfrom Chicago in June 2010 to Norfolk, VAand am teaching at Old Dominion Universityand setting choreography. I recently performedand taught <strong>the</strong>ater and dance at DuocUCUniversity in Santiago, Chile which was veryenjoyable and inspiring.”8OsKaplan Mobray ’86 was <strong>the</strong> guest speakerat <strong>the</strong> AISNE Middle <strong>School</strong> Student of ColorConference at Milton Academy this February.He also performed on <strong>the</strong> saxophone at thisyear’s NFL Super Bowl Weekend Player NetworkingEvent in Miami.9OsKa<strong>the</strong>rine Trafton ’91 writes: “I am teachingsixth grade math and science in Olympia, WA.In November I earned my National BoardTeaching Certification. Ano<strong>the</strong>r major accomplishmentthis year was going car free startinglast January. Now I bike, bus, or carpoolw<strong>here</strong>ver I go. I’ve had <strong>the</strong> distinct pleasureof seeing classmates Nola Riedel Kopfer ’91and Lily Shuey ’91 and <strong>the</strong>ir children this year.”Georgia Hunter Farinholt ’92 and her husbandRobert spent New Year’s Eve on CopacabanaBeach in Rio. <strong>The</strong>y enjoyed taking part in <strong>the</strong>local traditions—dressing in white, tossingflowers into <strong>the</strong> sea to honor Iemanjá, <strong>the</strong>Goddess of <strong>the</strong> Water, and jumping seven timesover <strong>the</strong> surf for good luck.Ian Perkins Tracy ’95 and his wife Annewelcomed <strong>the</strong>ir daughter, Lark Virginia Tracyon April 3rd. Lark joins her older sister Lilianand bro<strong>the</strong>r Ian “Perk” (photo above).Laura Dunn ’96 is attending <strong>the</strong> businessschool at Columbia University.Rob Glancy ’97 writes: “Karl Dunkelman ’97married Meagan Kuntz (of Orlando, FL) inNaples, Florida on April 30th. Noah Davis ’97and myself served as groomsmen and BenPapps ’97 was an usher.”Sareh Rajaee ’97 is studying quantitative andbiostatistics research at Harvard <strong>School</strong> ofPublic Health after recently graduating fromBrown University’s Medical <strong>School</strong>. She willstart her residency this July in general orvascular surgery.Andrea Weisman ’97 writes: “I am a clinical<strong>the</strong>rapist in Taunton, MA and also working onmy LICSW, which I hope to have by spring.14
S P R I N G 2 0 1 1Adam Freedman ’98 is pursuing his Ph.D at <strong>the</strong>Massachusetts Institute of Technology in Civiland Environmental Engineering.Libby Goddard ’98 spent last winter in LakeTahoe working as a children’s ski instructor atSquaw Valley, before heading back to graduateschool. She just started <strong>the</strong> first year of herPh.D in English Literature at <strong>the</strong> University ofMiami. One of her fellow collegues is JosephMendes ’97.Yi Liu ’98 started business school at StanfordUniversity this fall.OOsAndrew Gernt ’00 is living in Washington, DCand working as a staff assistant for Senator JackReed.McCurdy Miller ’00 is <strong>the</strong> Assistant Director of<strong>the</strong> Annual Fund at Portsmouth Abbey <strong>School</strong>.Courtney Spellman DeStefano ’01 (picturedabove with her bro<strong>the</strong>r Michael ’06) is inher last semester of her master’s program forModern Irish History at Boston College.John Harwood ’01 is <strong>the</strong> Coordinator of VideoRelations for <strong>the</strong> University of Rhode IslandWomen’s Basketball team.Jake Lippincott ’01 started chronicling his experienceliving and teaching English in Tunisiaon his blog http://methalif.blogspot.com.Jake and his experiences were featured in <strong>the</strong>Providence Journal this January. His interest in<strong>the</strong> political atmosp<strong>here</strong> began at HampshireCollege, from which he graduated in 2009,and wrote a <strong>the</strong>sis about politics in Iraq.Ash Wall, III ’01 is living in Washington, DCand working as a staff assistant for SenatorSheldon Whitehouse.Ethan Wolston ’01 writes: “I am traveling withmy girlfriend through Chile. We are headedsouth to Patagonia, <strong>here</strong> in Chile first beforeheading north to Bolivia (for <strong>the</strong> secondmonth). Besides that I am still living in Bend,Oregon. Last summer I took a different fire jobup in Alaska, working for <strong>the</strong> Chena Hotshotsfire crew. I am planning on working in Alaskaagain next summer on <strong>the</strong> same fire crew.”Kevin Korb ’02 is working on an organic farmin Massachusetts and focusing on <strong>the</strong> importanceof sustainable living.Jonas Mikolich ’02 accepted a job post graduationat Coyote Logistics, a 3PL logistics firm inChicago. As an account manager he will beworking with <strong>the</strong> sixth fastest growing privatelyowned company in <strong>the</strong> country. He will begraduating from Lake Forest College this Maywith a double major in Spanish and Economics.James Pinkham ’02 teaches Upper LevelHistory electives and coaches football andwrestling at <strong>the</strong> Forman <strong>School</strong> in Litchfield,CT. He is also a dorm parent and works withLaura Jenks ’96.Hea<strong>the</strong>r Liu ’03 writes: “I interned at Christie’sin New York during my winter break fromColby. I worked in <strong>the</strong> 500 Years of DecorativeArts Europe exhibit which included furniture,carpets, sculpture, and ceramics. I am now inmy last semester at Colby and am planning myown art exhibit at <strong>the</strong> Colby Museum of Art inMay. I will be showcasing several of my steelrod pieces that are inspired from plant forms.”Jamie Macdonald ’03 will graduate this Mayfrom <strong>the</strong> University of Denver. He has enjoyedhis experience and has been a member of <strong>the</strong>Men’s Varsity Lacrosse team since his freshmanyear.Gray Coale, beloved mo<strong>the</strong>r of Sam Coale ’96,passed away on February 25th after a courageousbattle with pancreatic cancer. She was a memberof <strong>Gordon</strong>’s Head’s Advisory Council andworked to streng<strong>the</strong>n <strong>the</strong> school’s connectionswith alumni and <strong>the</strong>ir parents.Reflecting on her passing, Ralph Wales said,“Gray Coale embodies <strong>the</strong> spirit of <strong>Gordon</strong>:loving, open, positive and progressive. This is aprofound loss to <strong>the</strong> world of people in Gray’ssp<strong>here</strong> since all of <strong>the</strong>m, no doubt, were regularlyaffirmed by her. We must carry her spirit with usin our work and our worlds.”Donations can be made to <strong>the</strong> Gray E. CoaleMemorial Garden at Swan Point. Please makechecks payable to Swan Point Cemetery and sendto 585 Blackstone Blvd., Providence, RI 02906.Ben Freedman ’01 is this year’s commencementspeaker. After <strong>Gordon</strong>, Ben attended MosesBrown ’05 and Bowdoin College ’09. He spentsix months after his college graduation inJerusalem attending a Judaic studies program andserved as a research assistant at <strong>the</strong> WashingtonInstitute for Near East Policy. Currently, Ben isworking at <strong>the</strong> Pentagon as a project analystfor <strong>the</strong> Task Force for Business and StabilityOperations in <strong>the</strong> Department of Defense.<strong>Gordon</strong>’s 2011 Commencement ceremony willtake place on Wednesday, June 8th at 5:30 pm.15
Allie Ziino ’03 writes: “I graduated from <strong>the</strong>University of Delaware a semester early so I’mofficially done and plan to walk during <strong>the</strong>graduation ceremony this May. I am workingfor Bethany Christian Services, a christian fostercare and adoption agency, in <strong>the</strong>ir olderchild adoption program. I am also applyingto graduate schools in <strong>the</strong> Philadelphia andBaltimore areas for my masters in Social Work.And last, but certainly not least, I am engagedand planning my wedding for May 2012.”Philippe Dwyer ’04 studied in Italy this Januaryand February as part of his art class on paintingtechniques of <strong>the</strong> Middle Ages and Renaissanceat RISD. <strong>The</strong> course took him to Florence,Venice, Siena and Rome.Hope Macdonald ’04 is enjoying her third yearat RISD w<strong>here</strong> she is an Apparel major.Amanda Gaynor ’05 writes: “I am currently asophomore at Wellesley College majoring inPolitical Science and Spanish. I am part of <strong>the</strong>oldest a cappella group on campus called <strong>the</strong>Wellesley College Widows of which I am both<strong>the</strong> secretary and <strong>the</strong> choreographer. This yearI am also a resident advisor. This winter breakI also went on a Wellesley sponsored programto Barcelona, Spain to study its art, history,and culture in-depth and first hand.”Susannah Wales ’05 a sophomore at HamiltonCollege participated in a field research trip inOctober to <strong>the</strong> Slocan Valley in British Columbia.<strong>The</strong> trip was led by Hamilton’s AssistantProfessor of Anthropology, Nathan Goodaleand was focused on ga<strong>the</strong>ring film interviewswith <strong>the</strong> local people regarding <strong>the</strong> presenceof aboriginal people in <strong>the</strong> Slocan Valley.Tavie Abell ’06 was one of twenty TulaneUniversity students to earn <strong>the</strong> Conference USAAcademic Medal, for outstanding performancein both academics and athletics.Michael DeStefano ’06 is enjoying his first yearat <strong>the</strong> University of New Hampshire takingcourses in science and medicine with hopesof concentrating in dentistry.Sarah Fraza ’06 was inducted into Phi EtaSigma, an honor society for first year studentsat <strong>the</strong> University of Rhode Island in March.Jesse Frieder ’06 is a freshman at BostonUniversity and a member of <strong>the</strong> Men’s VarsityTennis team.Jazmyn Johnson ’06 is taking classes at <strong>the</strong>Community College of Rhode Island and hasdesigned her first jewlery line, Jazzmytaz.Lindsey Stokes ’06 is enjoying her freshmanyear at Connecticut College and is a memberof <strong>the</strong> Women’s Varsity Crew team.Tiernan Barry ’07 a senior at Portsmouth Abbeywas named to <strong>the</strong> Honor Roll for <strong>the</strong> fall term.She also earned <strong>the</strong> Girl’s Varsity Field Hockeytrophy award for her performance on <strong>the</strong>athletic field this fall along with an EasternIndependent All-League selection.Sarah Cantor ’07 a senior at Wheeler <strong>School</strong>earned <strong>the</strong> Coaches Award for her performanceon <strong>the</strong> Girl’s Varsity Tennis team.Becca Carney ’07 a senior at Wheeler <strong>School</strong>won a commendation for <strong>the</strong> Committee on<strong>the</strong> Status of Women at <strong>the</strong> UPENN Ivy LeagueModel United Nations Conference.Mackenzie Cater ’07 a senior at Wheeler<strong>School</strong> has been named as a candidate by<strong>the</strong> Commission on Presidential Scholars and<strong>the</strong> US Department of Education for <strong>the</strong> USPresidential Scholars program. She has alsobeen named as a finalist for <strong>the</strong> 2011 NationalMerit Scholarship Competition.Maya Chin ’07 a senior at Wheeler <strong>School</strong>earned a Scholastic Art Portfolio Award.Dana Engle ’07 and Liza Green ’07, seniorsat Moses Brown, were named to <strong>the</strong> ProvidenceJournal All-State Field Hockey Team.Ben Fine ’07 (photo above) is in a Sundaymorning tennis league at Center Court inSeekonk, MA. <strong>The</strong> league had a tournament inNovember. Unfortunately for Ben, he made <strong>the</strong>finals only to face his former <strong>Gordon</strong> teacher,Mr. Kravitz!Noah Fox ’07 a senior at Wheeler <strong>School</strong> hasbeen named as a candidate by <strong>the</strong> Commissionon Presidential Scholars and <strong>the</strong> US Departmentof Education for <strong>the</strong> US Presidential Scholarsprogram. He has also been named as a finalistfor <strong>the</strong> 2011 National Merit ScholarshipCompetition. Noah recently won a commendationfor <strong>the</strong> Committee on <strong>the</strong> Status ofWomen at <strong>the</strong> UPENN Ivy League ModelUnited Nations Conference.Jesse Handler ’07, a senior at Cranston EastHigh <strong>School</strong>, has been named valedictorian ofher class.Jonathan Pine ’07 is attending <strong>the</strong> <strong>School</strong> ofEthics and Global Leadership in Washington, DC.Arianna Riva ’07 a senior at Wheeler <strong>School</strong>was nominated as a National Merit Finalist.Andrew Sgarro ’07 a senior at PortsmouthAbbey was named to <strong>the</strong> fall term Dean’s List.He was <strong>the</strong> student speaker at <strong>the</strong> school’schurch assembly in January and talked abouthis experiences as a triplet and <strong>the</strong> importanceof individuality.Katie Sgarro ’07 a senior at Portsmouth Abbeywas named to <strong>the</strong> fall term Dean’s List. Shealso earned an Eastern Independent All-Leagueselection for her performance on <strong>the</strong> Girl’sVarsity Soccer team.16
Tori Sgarro ’07 a senior at Portsmouth Abbeywas named to <strong>the</strong> fall term Dean’s List. Shealso earned an Eastern Independent LeagueHonorable Mention selection for her performanceon <strong>the</strong> Girl’s Varsity Soccer team.Jessie Litwin ’08 debuted her first single EveryGirl in Town on iTunes in January.Sarah Steingold ’10 (on right in photo above)a freshman at Moses Brown was <strong>the</strong> freshmanwinner at <strong>the</strong> High Point Swim Meet held atBay <strong>View</strong> Academy this winter.Don’t forget to join<strong>Gordon</strong>’s Facebookpage and reconnectwith your classmates,view archived photosand learn aboutupcoming events.Email SiobhanSheerar Welsh atswelsh@gordonschool.orgwith any class notesand photos. We willshare <strong>the</strong>m withyour classmates inour next <strong>issue</strong>.Hailey Walker ’08 took first place with her oilpainting at <strong>the</strong> Small Independent <strong>School</strong>s ArtLeague Annual Show.Becky Kerner ’09 is <strong>the</strong> goalie for Wheeler<strong>School</strong> Varsity Girl’s Lacrosse team. Starting inSeptember 2011 she will join <strong>the</strong> 18 Wheelersperformance ensemble. This summer s<strong>here</strong>turns to Tanzania’s Nor<strong>the</strong>ast Region onMt. Kilimanjaro to tutor English in a rural highschool.Sarah Sienkiewicz ’09 a sophomore atPortsmouth Abbey was named to <strong>the</strong> fall termDean’s List.YOUNG ALUMNI Reunion ALUMNI FROM CLASSES 2OO7-2O1O ANDTHE CURRENT EIGHTH GRADE ARE INVITED BACK TO GORDON ON SATURDAY, JUNE4TH FROM 5:30 PM-7:30 PM.Randy Alsabe ’10 received highest honors atClassical High <strong>School</strong> this fall. He also playedfootball and basketball.Maddy Berkson ’10 a freshman at ClassicalHigh <strong>School</strong> earned All-America status byplacing 12th in a field of 276 with her time of14:45 in <strong>the</strong> Youth Girls (13-14) race at <strong>the</strong>USATF National Junior Olympic Cross CountryChampionships in Hoover, Alabama this fall.This race featured 2,400 runners from across<strong>the</strong> country. Maddy also won <strong>the</strong> 1500 and1000 meter at <strong>the</strong> Girl’s Winter Track and FieldState meet in February.Ami Coulibaly ’10 was named to <strong>the</strong> Dean’sList at Choate Rosemary Hall for <strong>the</strong> fall term.She also won <strong>the</strong> Coaches Award for herperformance on <strong>the</strong> Junior Varsity Volleyballteam and is <strong>the</strong> starting point guard for <strong>the</strong>Junior Varsity Basketball team.Come celebrate WITH YOUR GORDON TEACHERS ANDCLASSMATES AND ENJOY DANCING WITH DJ OOCH, ATHLETIC COMPETITIONS ANDTREATS FROM SPIKE’S HOTDOGS.rsvpTO SIOBHAN SHEERAR WELSH AT SWELSH@GORDONSCHOOL.ORG.
GORDON SCHOOL45 Maxfield Avenue East Providence RI 02914www.gordonschool.orgNon-Profit Org.U.S. PostagePAIDPermit #365Providence, RISave <strong>the</strong> DatesCJ BUCKLEY EXPERIENTIAL LEARNING EVENTThursday, June 2nd, 5:30 pmThis night provides an opportunity for family and friends to honor CJ Buckley ’00and to hear <strong>the</strong> current eighth grade present <strong>the</strong>ir service learning projects.Andrew Stachiw ’01 and Eighth Grade Faculty member, Gabe Burnstein will be<strong>the</strong> guest speakers.Par-tic-i-pate(v) to take part. to have a part or share in something.Be a part of <strong>Gordon</strong> <strong>School</strong>’s success this year.YOUNG ALUMNI REUNIONSaturday, June 4th, 5:30-7:30 pmThis annual reunion invites back <strong>the</strong> four most recent graduating classes (2007-2010) along with <strong>the</strong> current eighth grade to celebrate <strong>the</strong>ir time at <strong>Gordon</strong>.2011 COMMENCEMENTWednesday, June 8th, 5:30 pmCome back and congratulate <strong>the</strong> members of <strong>the</strong> Class of 2011 as <strong>the</strong>y graduatefrom <strong>Gordon</strong> <strong>School</strong>. This year’s commencement speaker is Ben Freedman ’01.Make a gift to <strong>the</strong> Annual Fund.Participate today!www.gordonschool.org/giveCLASS OF 2001 TEN YEAR REUNIONWednesday, June 8th, 8:00 pmMembers of <strong>the</strong> Class of 2001 are invited to celebrate <strong>the</strong>ir ten year reunion withfamily and friends at Local 121 Restaurant in downtown Providence.