Custom Class: post-landing-hero

There are unofficial rules a new head of school is expected to follow when arriving on campus: Listen. Focus on relationships. Learn the culture. And don’t make too many decisions while doing the first three. 

Of course, rules change if your first year happens to occur within a global pandemic.

This has been a year full of decisions. I've tried to get the balance right of making calls when they need to be made and listening when I need to listen.—Head of School Mick Gee

“This has been a year full of decisions,” said Mick Gee, who is completing his first year as Rowland Hall’s head of school this June. “I've tried to get the balance right of making calls when they need to be made and listening when I need to listen. That's been a bit of a dance.”

In fact, Mick’s input on Rowland Hall’s COVID-19-related decisions started before he officially did. Though his role was scheduled to begin on July 1, 2020, Mick began closely collaborating with former Head of School Alan Sparrow in March 2020, not long after the World Health Organization declared COVID-19 a pandemic.

“Every time there was a decision that the school was making that Alan felt would have impact beyond his tenure, he would run it by me,” said Mick. “He was open and enthusiastic about me being involved in conversations, because I was going to inherit the decisions that were made.”

Because of this, Mick was often doing double duty at Rowland Hall and Allendale Columbia, the Rochester, New York, independent school he previously led, and it became rapidly clear as the weeks passed that the pandemic would continue to be the focus of his first year at Rowland Hall. By the time he arrived in Utah in summer 2020—joining his wife, Amy, and daughter, Madeleine ’21, who had moved to Salt Lake City ahead of him—Mick had a good grasp of how Alan had been guiding the Rowland Hall community and was able to jump right into discussions about the probability of offering in-person learning in the fall. Much of those weeks, Mick remembered, were spent wading through a constant stream of new information about the virus.

“There was a new article coming out every week: kids can catch COVID, kids can transmit it; kids can't catch it, kids don't transmit it as much,” said Mick. “We had somehow to pick our way through that.”

Head of School Mick Gee chats with a student at the 2021 Lower School Science Share.

Mick chats with a student at the Lower School Science Share on May 7. A former physics and chemistry teacher, Mick relied on scientific data when making decisions for this school year, with a focus on student well-being.

It was a time marked by fear, and though the Rowland Hall community was hopeful that classes could be safely held in person, people understandably wondered if that was too risky. Faced with a flood of questions and opinions, and knowing that no decision the school made could be risk-free, Mick, a former physics and chemistry teacher, put his trust in science. Alongside his administrative team and a cadre of medical experts from the Rowland Hall community, he led the charge of weighing the many risks—from probability of spread to the harm distance learning was doing to students’ mental health—through the lens of the most recent sound scientific data, and with an eye toward what was best for students. He accepted that there was no way to make every person happy.

“It's a compromise. I can't remember a decision where everybody felt good. There's always risk and there's always uncertainty,” Mick said. “If we just made decisions based on what's best for COVID protection, we would have closed the school for a year. But we knew that was not going to be the best thing for the mental health of kids. It was not going to be the best way to support families.”

And while Mick understood and trusted in the science behind these decisions, he acknowledged that it was a challenge to ask people to make major changes to their school days—like filling out daily health screenings, wearing masks, and staying home with even mild symptoms—before he had a chance to get to know them.

“I didn't really have a relationship with people, and I’m asking them to do things that are far from normal,” Mick remembered. “I hadn’t had a chance to deposit anything in the goodwill bank, and I was making withdrawals.”

But the Rowland Hall community was willing to extend that credit to Mick, agreeing to adhere to the school’s health and safety guidelines to ensure that students could be on campus in some capacity. From the Upper School athletes who wore masks while competing to the families who chose to forgo holiday travel, Mick knows that every person in the Rowland Hall community played a role in the school’s ability to remain open all year.

We can plan the best possible protocols, but if the students didn't buy in, if the parents and community didn't buy in, then it really wouldn't matter. How we've responded as a school to create an environment where kids have been able to go to school every single day is pretty remarkable.—Mick Gee

“Every single person stepped up,” he said. “It's hard, but everybody fell in with the philosophy and made it possible.”

Mick knows how easily the year could have gone in another direction. He’s heard firsthand from administrators who struggled with families’ willingness to take precautions outside of school, leading to community spread and necessitating continued distance learning, with some schools unable to open until as late as April 2021. He remembered fully understanding these struggles while on a call with 100 other heads of school, where he realized that only 12 of the attendees were sitting in offices on campus.

“We can plan the best possible protocols, but if the students didn't buy in, if the parents and community didn't buy in, then it really wouldn't matter,” he said. “How we've responded as a school to create an environment where kids have been able to go to school every single day is pretty remarkable.”

With the benefit of hindsight, Mick is especially grateful for Rowland Hall’s choices, and the community’s actions, as each passing week seems to confirm how critically important in-person learning is to student well-being. By early April, Rowland Hall was fortunate to be able to end its hybrid-learning model, opening full in-person learning to all interested students (while continuing to support those who have chosen to finish the year learning remotely). And though things are still far from normal, this decision—alongside increasing vaccinations, which most faculty and staff, and some students over the age of 16, have received—has helped make a difference in students’ mental health. It’s also allowed for the careful reintroduction of certain spring events, which has benefited adults including Mick, who’s been able to safely increase his in-person interactions with students. During this year’s Battle of the Classes, for instance, Mick, a lifelong athlete, joined faculty and staff in a kickball match against seniors, then enjoyed a pick-up game of cricket with a group of middle schoolers. He said letting kids get to know him in these casual settings makes a difference.

Mick Gee playing kickball with students during Battle of the Classes 2021.

Mick enjoys a game of kickball against seniors on April 20. Rowland Hall has been able to carefully reintroduce activities this spring, benefitting students as well as faculty and staff.

“Being out there is probably worth 10 Zoom meetings,” said Mick. “You see students in the hall and you just played sports against them—it's different in the way they see you. It's a game changer, really.”

Moments like these are, of course, what Mick pictured during his first year at Rowland Hall, but he doesn’t let the pandemic demands that took their place bother him. Rather, he’s tapped into his lighthearted personality to find joy in the everyday and to keep this year’s challenges in perspective. “I never really take myself too seriously,” he said. “I think you can do all of this stuff—make all these hard calls—but you have to have fun doing it. That seems a silly thing to say in a year where so many people have suffered, but there has to be levity and joy in the work, and a sense of humor.”

Mick’s also using this year’s experiences to help him make decisions around the future of Rowland Hall, emphasizing the importance of understanding how schools’ decisions truly affect students—a skill that he believes schools have had to sharpen this year and one that shouldn’t be abandoned in favor of the education status quo.

“‘What's the best thing to do for kids? How is this decision going to impact students?’ That's the criteria for making decisions,” said Mick. “I think every school in the country will tell you, ‘Of course, we do that all the time,’ and they do not. That is one thing I think that we can do more of, and we've learned this year.”

I think it's a misconception to think everything was better before COVID. This year has taught many schools, including ours, that you can change quickly, and pivot, and make decisions that are extremely impactful.—Mick Gee

In addition, Mick wants to continue to encourage the ingenuity teachers showed throughout the pandemic. He noted that many have found ways of presenting a variety of subjects, from math and English to arts and PE, in ways that better serve how today’s students learn.

“I think it's a misconception to think everything was better before COVID,” said Mick. “This year has taught many schools, including ours, that you can change quickly, and pivot, and make decisions that are extremely impactful. And knowing that we can get through that and be successful where, frankly, not every school has succeeded, builds a bit of confidence.”

That confidence seems to be reflected in the larger Rowland Hall community, as evidenced by re-enrollment figures. Mick views families’ enthusiasm to sign on for another year as an indication that, though not everyone may have agreed with all of the decisions made this year, they believe in Rowland Hall’s capability to support students and families through crises, while still delivering a top academic program.

“Our re-enrollment has gone really well—that's a sign that people are reacting to what they've seen and experienced this year,” said Mick. “So that feels really good.”

But even with ongoing community buy-in, Mick won’t be taking it easy. He’ll be spending much of next year revisiting his pre-pandemic to-do list, especially when it comes to building relationships with students, families, faculty, and staff. “There's lots of people who don't really know me,” he said. “That's going to continue to be a work in progress.”

And even though he’s had to shift some of his year-one priorities to year two, Mick is excited about what lies ahead: he sees the 2021–2022 school year as a second chance to experience what traditionally makes up a head of school’s first year.

“I feel like I almost get a second lease of life because I get to do my first year all over,” he said. “I feel super lucky to be here and to be part of all we've done this year—and we're not done. I'm always like, ‘What's next?’ And, luckily, there's always plenty next.”

People

A Year Full of Decisions: Head of School Mick Gee Reflects On Experiencing His First Year during a Pandemic

There are unofficial rules a new head of school is expected to follow when arriving on campus: Listen. Focus on relationships. Learn the culture. And don’t make too many decisions while doing the first three. 

Of course, rules change if your first year happens to occur within a global pandemic.

This has been a year full of decisions. I've tried to get the balance right of making calls when they need to be made and listening when I need to listen.—Head of School Mick Gee

“This has been a year full of decisions,” said Mick Gee, who is completing his first year as Rowland Hall’s head of school this June. “I've tried to get the balance right of making calls when they need to be made and listening when I need to listen. That's been a bit of a dance.”

In fact, Mick’s input on Rowland Hall’s COVID-19-related decisions started before he officially did. Though his role was scheduled to begin on July 1, 2020, Mick began closely collaborating with former Head of School Alan Sparrow in March 2020, not long after the World Health Organization declared COVID-19 a pandemic.

“Every time there was a decision that the school was making that Alan felt would have impact beyond his tenure, he would run it by me,” said Mick. “He was open and enthusiastic about me being involved in conversations, because I was going to inherit the decisions that were made.”

Because of this, Mick was often doing double duty at Rowland Hall and Allendale Columbia, the Rochester, New York, independent school he previously led, and it became rapidly clear as the weeks passed that the pandemic would continue to be the focus of his first year at Rowland Hall. By the time he arrived in Utah in summer 2020—joining his wife, Amy, and daughter, Madeleine ’21, who had moved to Salt Lake City ahead of him—Mick had a good grasp of how Alan had been guiding the Rowland Hall community and was able to jump right into discussions about the probability of offering in-person learning in the fall. Much of those weeks, Mick remembered, were spent wading through a constant stream of new information about the virus.

“There was a new article coming out every week: kids can catch COVID, kids can transmit it; kids can't catch it, kids don't transmit it as much,” said Mick. “We had somehow to pick our way through that.”

Head of School Mick Gee chats with a student at the 2021 Lower School Science Share.

Mick chats with a student at the Lower School Science Share on May 7. A former physics and chemistry teacher, Mick relied on scientific data when making decisions for this school year, with a focus on student well-being.

It was a time marked by fear, and though the Rowland Hall community was hopeful that classes could be safely held in person, people understandably wondered if that was too risky. Faced with a flood of questions and opinions, and knowing that no decision the school made could be risk-free, Mick, a former physics and chemistry teacher, put his trust in science. Alongside his administrative team and a cadre of medical experts from the Rowland Hall community, he led the charge of weighing the many risks—from probability of spread to the harm distance learning was doing to students’ mental health—through the lens of the most recent sound scientific data, and with an eye toward what was best for students. He accepted that there was no way to make every person happy.

“It's a compromise. I can't remember a decision where everybody felt good. There's always risk and there's always uncertainty,” Mick said. “If we just made decisions based on what's best for COVID protection, we would have closed the school for a year. But we knew that was not going to be the best thing for the mental health of kids. It was not going to be the best way to support families.”

And while Mick understood and trusted in the science behind these decisions, he acknowledged that it was a challenge to ask people to make major changes to their school days—like filling out daily health screenings, wearing masks, and staying home with even mild symptoms—before he had a chance to get to know them.

“I didn't really have a relationship with people, and I’m asking them to do things that are far from normal,” Mick remembered. “I hadn’t had a chance to deposit anything in the goodwill bank, and I was making withdrawals.”

But the Rowland Hall community was willing to extend that credit to Mick, agreeing to adhere to the school’s health and safety guidelines to ensure that students could be on campus in some capacity. From the Upper School athletes who wore masks while competing to the families who chose to forgo holiday travel, Mick knows that every person in the Rowland Hall community played a role in the school’s ability to remain open all year.

We can plan the best possible protocols, but if the students didn't buy in, if the parents and community didn't buy in, then it really wouldn't matter. How we've responded as a school to create an environment where kids have been able to go to school every single day is pretty remarkable.—Mick Gee

“Every single person stepped up,” he said. “It's hard, but everybody fell in with the philosophy and made it possible.”

Mick knows how easily the year could have gone in another direction. He’s heard firsthand from administrators who struggled with families’ willingness to take precautions outside of school, leading to community spread and necessitating continued distance learning, with some schools unable to open until as late as April 2021. He remembered fully understanding these struggles while on a call with 100 other heads of school, where he realized that only 12 of the attendees were sitting in offices on campus.

“We can plan the best possible protocols, but if the students didn't buy in, if the parents and community didn't buy in, then it really wouldn't matter,” he said. “How we've responded as a school to create an environment where kids have been able to go to school every single day is pretty remarkable.”

With the benefit of hindsight, Mick is especially grateful for Rowland Hall’s choices, and the community’s actions, as each passing week seems to confirm how critically important in-person learning is to student well-being. By early April, Rowland Hall was fortunate to be able to end its hybrid-learning model, opening full in-person learning to all interested students (while continuing to support those who have chosen to finish the year learning remotely). And though things are still far from normal, this decision—alongside increasing vaccinations, which most faculty and staff, and some students over the age of 16, have received—has helped make a difference in students’ mental health. It’s also allowed for the careful reintroduction of certain spring events, which has benefited adults including Mick, who’s been able to safely increase his in-person interactions with students. During this year’s Battle of the Classes, for instance, Mick, a lifelong athlete, joined faculty and staff in a kickball match against seniors, then enjoyed a pick-up game of cricket with a group of middle schoolers. He said letting kids get to know him in these casual settings makes a difference.

Mick Gee playing kickball with students during Battle of the Classes 2021.

Mick enjoys a game of kickball against seniors on April 20. Rowland Hall has been able to carefully reintroduce activities this spring, benefitting students as well as faculty and staff.

“Being out there is probably worth 10 Zoom meetings,” said Mick. “You see students in the hall and you just played sports against them—it's different in the way they see you. It's a game changer, really.”

Moments like these are, of course, what Mick pictured during his first year at Rowland Hall, but he doesn’t let the pandemic demands that took their place bother him. Rather, he’s tapped into his lighthearted personality to find joy in the everyday and to keep this year’s challenges in perspective. “I never really take myself too seriously,” he said. “I think you can do all of this stuff—make all these hard calls—but you have to have fun doing it. That seems a silly thing to say in a year where so many people have suffered, but there has to be levity and joy in the work, and a sense of humor.”

Mick’s also using this year’s experiences to help him make decisions around the future of Rowland Hall, emphasizing the importance of understanding how schools’ decisions truly affect students—a skill that he believes schools have had to sharpen this year and one that shouldn’t be abandoned in favor of the education status quo.

“‘What's the best thing to do for kids? How is this decision going to impact students?’ That's the criteria for making decisions,” said Mick. “I think every school in the country will tell you, ‘Of course, we do that all the time,’ and they do not. That is one thing I think that we can do more of, and we've learned this year.”

I think it's a misconception to think everything was better before COVID. This year has taught many schools, including ours, that you can change quickly, and pivot, and make decisions that are extremely impactful.—Mick Gee

In addition, Mick wants to continue to encourage the ingenuity teachers showed throughout the pandemic. He noted that many have found ways of presenting a variety of subjects, from math and English to arts and PE, in ways that better serve how today’s students learn.

“I think it's a misconception to think everything was better before COVID,” said Mick. “This year has taught many schools, including ours, that you can change quickly, and pivot, and make decisions that are extremely impactful. And knowing that we can get through that and be successful where, frankly, not every school has succeeded, builds a bit of confidence.”

That confidence seems to be reflected in the larger Rowland Hall community, as evidenced by re-enrollment figures. Mick views families’ enthusiasm to sign on for another year as an indication that, though not everyone may have agreed with all of the decisions made this year, they believe in Rowland Hall’s capability to support students and families through crises, while still delivering a top academic program.

“Our re-enrollment has gone really well—that's a sign that people are reacting to what they've seen and experienced this year,” said Mick. “So that feels really good.”

But even with ongoing community buy-in, Mick won’t be taking it easy. He’ll be spending much of next year revisiting his pre-pandemic to-do list, especially when it comes to building relationships with students, families, faculty, and staff. “There's lots of people who don't really know me,” he said. “That's going to continue to be a work in progress.”

And even though he’s had to shift some of his year-one priorities to year two, Mick is excited about what lies ahead: he sees the 2021–2022 school year as a second chance to experience what traditionally makes up a head of school’s first year.

“I feel like I almost get a second lease of life because I get to do my first year all over,” he said. “I feel super lucky to be here and to be part of all we've done this year—and we're not done. I'm always like, ‘What's next?’ And, luckily, there's always plenty next.”

People

Explore School Stories

Rowland Hall beginning schoolers tackling mathematical thinking while building with blocks.

Blocks are everywhere in the Beginning School.

Every classroom has shelves full of them, available for students to build whatever their imaginations desire. If you go into a classroom while school is in session, you’ll likely have to step over at least a couple walls or towers as you maneuver the space. In doing so, you are stepping right into the middle of a math lesson.

“We use the blocks to teach math concepts like half and whole and fractions,” said kindergarten lead teacher Melanie Robbins. “We start with a student exploring with blocks and expand that experience by asking questions and exploring new ways to look at things.”

Research shows that an early focus on math helps not only with mathematical cognition later, but also with overall learning throughout a child’s education.

Math isn’t a subject that you normally think of being taught in an early childhood setting. For decades the focus has been on literacy for younger children. Research shows that an early focus on math helps not only with mathematical cognition later, but also with overall learning throughout a child’s education. It’s something kindergartener Aria S. seems to realize, even though she’s only six. “I love math because it helps organize your brain,” she says. “It clears your brain and makes it so you can think easily.”

The ways math is taught in early education don’t look like what you might imagine. Yes, if you ask the students if they are learning math they will say they are, and will tell you all about addition and subtraction, how one plus one equals two, and the differences between working with “big” numbers and “small” numbers. What they won’t mention, though, is that they are being taught that math is all around them, in every part of their daily lives—that’s because it’s so naturally woven through the curriculum.

“We are a math community. We do math workshops, but we also use the language of math when we go on shape walks, or during dramatic play time,” Melanie said. “We do so much of our math through stories. It allows math to fluidly enter their brains.”

A preschool girl playing with building blocks.

Teaching math through storytelling also allows the students to teach each other. In one recent lesson students listened to a story about a baby’s adventure as he explored his backyard. While they listened, they drew maps of where the baby went, how his movement formed shapes, and how far he traveled. Then they compared what they had each drawn.

Teaching math through storytelling also allows the students to teach each other.

“We look at how everyone thought about it differently,” Melanie said. “The students explain their thinking, and other students can collaborate and expand on concepts. It brings a joyful energy to math.”

While communal lessons are a cornerstone of teaching, there is also value in the smaller teachable moments. “We as teachers are always looking at how our students are exploring and how we can expand those experiences with questions,” said Melanie. “It’s about giving them choice and voice in how they learn and retain those lessons. We are intentional with our actions, but we are teaching in a way they aren’t thinking, ‘We’re doing math right now.’”

That brings us back to the blocks. As the kids get them out to build the city of the day, they are talking about their design ideas and who or what will live there. But they are also talking about how many blocks they will need to complete the various parts, and how to brace those blocks so they won’t fall down easily. It’s play, but math is also at work.

“The block building piece of the Beginning School is very mathematical,” said Melanie.  “You can always identify Rowland Hall students by their block-building abilities.”

STEM

Rowland Hall's 2021–2022 debate team after winning their second consecutive 3A state championship.

For this year’s debate team, there may be one thing that feels better than claiming Rowland Hall’s second consecutive region and state titles.

Doing it in person.

After two years of online-only competition, debaters from across the state were able to gather in person once again for the 2022 regional and state tournaments. After numerous Zoom-room competitions, said Mike Shackelford, Rowland Hall debate coach, these in-person gatherings were a welcome change.

"A return to in-person debate was rejuvenating,” said Mike. “Sure, it meant more planning and earlier mornings—but it also meant pep talks and motivational speeches, real-time collaboration, bonding and playing together between rounds, and supporting one another by watching final rounds as a group. It allowed our students to be truly seen and heard by their opponents, judges, and their teammates." And it was especially exciting for the team members who hadn’t yet experienced in-person debate events. “They didn't even know what they were missing,” said Mike.

Sophomore Zac Bahna was one of these students: he experienced his first year of competition—where he placed third in Foreign Extemporaneous Speaking at state—on Zoom, and now understands the contrast between the two settings.

We were able to foster an environment in which everyone was willing to help each other out and push each other to succeed.—Zac Bahna, class of 2024

“The in-person experience is a lot different but more fun,” said Zac, who, with fellow sophomore and partner Harris Matheson, took third place in this year’s Public Forum event. “You get to talk to debaters from other schools and hang out with your teammates between rounds. Although last year’s debate season was still a great experience, the team felt more isolated and disconnected when we were all debating from our own homes. The state tournament was one of the first times that I could really feel the good energy of a team environment.”

That energy makes a difference for Rowland Hall not only because the team plays up a division into the 3A classification, pitting them against larger schools, but also because they had to spend a lot of time preparing for individual speech events—an area they don't practice during the regular season—to be competitive.

“It was so awesome to see so many Rowland Hall debaters come together and push themselves to compete in different events than they normally would and work together to achieve a common goal,” said Zac. “We were able to foster an environment in which everyone was willing to help each other out and push each other to succeed.”

As a result, the team walked away from the state tournament with their second consecutive 3A state title (their total score, 108, was 33 points higher than the second-place team) and an impressive list of performances:

  • Senior Samantha Lehman took first place in National Extemporaneous Speaking, an event in which debaters are given a domestic affairs question and have 30 minutes to research, write, and deliver seven-minute speeches.
  • Senior teammates Ella Houden and Kit Stevens took first place in Public Forum, an event that includes short speeches interspersed with three-minute crossfire sections, on the topic of the pros and cons of organic agriculture. Senior Samantha Lehman and junior Micah Sheinberg as well as sophomores Zac Bahna and Harris Matheson closed out the top three spots, giving them a co-championship.
  • Junior Layla Hijjawi and sophomore Joey Lieskovan took first place in Policy, an event in which teams advocate for or against a policy change resolution, for their take on the best proposals for water resource protection. Juniors Ruchi Agarwal and Julia Summerfield also went undefeated in this event, giving them the co-championship, while senior George Drakos and sophomore Gabe Andrus, as well as sophomores Marina Peng and Logan Fang, tied for third place—a clean sweep of the top four spots! (Learn more about how debaters across the state, including Rowland Hall students, prepared for this topic in The Salt Lake Tribune.)
  • Freshman Aiden Gandhi took fifth place in Lincoln-Douglas, a solo debate event, for his speech on journalistic ethics.
  • Junior Zachary Klein took third place in Foreign Extemporaneous Speaking, an event in which debaters are given a foreign affairs question and have 30 minutes to research, write, and deliver seven-minute speeches.
  • Freshman Andrew Murphy took fifth place in Student Congress, a competition in which students lead and participate in a simulation where they debate different pieces of national legislation.
  • Junior Micah Sheinberg took fourth place in Impromptu Speaking, an event in which debaters are required to prepare and deliver speeches on a random topic, with only one to two minutes to prepare.

Samantha Lehman also made school history by being the first Rowland Hall student to win an individual state championship in three different debate events over her high school career. The senior said the accomplishment showed her that she can successfully debate on both national and state levels—and reminded her of what she’s learned over four years.

Debate has made me more confident in my voice.—Samantha Lehman, class of 2022

“Debate has made me a more confident person,” said Samantha. “I’ve always been willing to put myself out there, but debate has made me more confident in my voice, in my ability to convey ideas. I know how to speak to a specific audience, to use my research skills and cater arguments to different groups. I know how to speak efficiently and clearly, in a way that’s not pedantic. I know more about the world: criminal justice issues, arms sales, international relations, water, climate change—subjects you would never find out just in school and reading the news.”

This perspective was echoed by ninth grader Aiden Gandhi, who emerged as a team phenom in his novice season, taking fifth place in Lincoln-Douglas at his first state tournament.

“The season allowed me to grow and learn about topics and ideas that I never would have explored otherwise,” said Aiden. And though he is thrilled about the accomplishments of this year, he’s even more excited about his personal growth. “I think I am most proud of achieving the growth that I did this year in debate. It means that I will be better equipped for next year and future debates.”

It’s this kind of attitude, found across the team, that promises continued excellence for Rowland Hall Debate. Even after graduation, said Samantha, she’ll be keeping an eye on the team—she’s that excited about what lies ahead. Zac and Aiden, also looking forward to what's in the team’s future, have already promised to contribute to ongoing success by challenging themselves and their teammates, cultivating a positive and fun environment, and building community.

“I am excited for the opportunity that next year's season brings to connect, grow, and improve,” said Aiden.

Debate

Rowmark ski racer Elisabeth Bocock is one of the newest members of the US Ski Team.

Congratulations to junior Elisabeth Bocock, who this week was nominated to the US Ski Team.

Rowmark and US Ski Team ski racer Elisabeth Bocock

Elisabeth is one of 42 athletes nominated to the US Alpine Ski Team and one of three athletes who will be joining the women’s Development Team (D-Team) for the first time for the 2022–2023 competition season. (Athletes qualify for the team in the spring based on selection criteria, and the official team is announced in the fall once nominees complete physical fitness testing and medical department clearance.) She is the youngest addition to the D-Team and the only new member from the state of Utah.

“It was unreal,” said Elisabeth of the moment she received the call from US Ski Team Coach Chip Knight congratulating her on her season and confirming her place on the team. “It was what I’ve been hoping for basically my whole life.”

She’s not kidding. Thanks to her family’s love of skiing, Elisabeth has been involved with the sport for as long as she can remember: she clipped into her first pair of skis at age two, and some of her earliest memories include traveling with her family to Colorado to watch the World Cup—an experience that inspired her first dreams of joining the US Ski Team. “Seeing people on the team there was super exciting,” she remembered. “It made me want to be a part of that.”

It was unreal. It was what I’ve been hoping for basically my whole life.—Elisabeth Bocock, class of 2023, on being nominated to the US Ski Team

It also didn’t hurt that Elisabeth has three older siblings—brothers Scottie ’18 and Jimmy, and sister Mary—who were early naturals on the slopes and whose ski racing journeys inspired her own competitive drive. Elisabeth began racing for the Snowbird Ski Team at age six, and she joined Rowmark Ski Academy at age 13—a move she credits for preparing her to excel in both racing and academics, and where she’s had an exceptional career. In the 2021–2022 season alone, Elisabeth had five podium finishes in elite-level FIS races and is currently ranked first for her age in the US in slalom, giant slalom, and super-G, and second in the world in giant slalom.

“What is so impressive about Elisabeth objectively earning a spot on the US Ski Team is that her season was filled with setbacks,” said Foreste Peterson, Rowmark Ski Academy’s head women's FIS coach. “Whether it was having to quarantine from COVID exposures, or the many hard crashes she took that left her concussed, bloody, bruised, and banged up, she was knocked down time and time again. Yet, she bounced back every time, better than before, and always with a smile on her face. It was truly a pleasure to work with Elisabeth this year, and I so look forward to seeing what her future holds.”

And while Elisabeth’s riding the high of simply making the US Ski Team, she’s also enjoying an additional perk not available to every athlete in her position: the knowledge that this new experience will include her older sister (and role model), Mary, who was nominated to the US Ski Team last spring. “I’m super excited to work together in a different atmosphere,” said Elisabeth. “Mary’s been a real inspiration to me and has shown me what it takes to get to where I need to go.”

We can’t wait to see where she goes next. Congratulations, Elisabeth—we’ll be cheering you on!

Rowmark

Jodi Spiro's third graders are making an environmental difference at Salt Lake City private school Rowland Hall.

Change may be slow, but it’s worth the wait.

This life truth was recently made clear to Jodi Spiro’s third graders, a group of students passionate about doing their part to save the earth—particularly when it comes to limiting the amount of garbage that’s dumped into the environment, a topic they’ve discussed often this year.

“We knew there was a problem, then we watched this video of how much trash ends up in rivers and oceans, and we thought it was really sad,” said class member Helena A. “We saw this island made out of trash—it’s bigger than Texas.”

“It feels like people don’t really care about what they’re throwing out,” added classmate Declan M.

And it really bothered the third graders to imagine Rowland Hall contributing to the problem—especially in one specific way: even though the school had returned to a traditional serving line at lunch (during the pandemic, individually packaged meals were delivered to classrooms), the dining hall hadn’t shifted back to using metal cutlery. The students knew the use of plastic utensils had to be creating a lot of waste, so in October they visited the dining hall to get an idea of just how much. The third graders began by counting the number of plastic utensils that fit into the dining hall’s cutlery dispenser, then determined how many times that dispenser was filled. They were shocked to learn that the McCarthey Campus was tossing around 900 plastic forks, knives, and spoons each week.

We realized how much we were throwing away and we wanted to know why, and we wanted to change it.—Third grader Declan M.

“We realized how much we were throwing away and we wanted to know why, and we wanted to change it,” said Declan.

And though the students were anxious to make those changes right away, Jodi knew they would need the support of campus partners, including Sage Dining Services, Rowland Hall’s lunch provider, which she knew was probably using plastic cutlery for a reason. Jodi saw the moment as an opportunity for her class to not only understand the reasoning behind that decision, but to learn how to respectfully present their request to reverse it.

“The way you go about something is the way you’ll get lasting change,” she told the class. “You’re going to get better buy-in from everybody if you’re respectful.”

So the class began by writing persuasive letters to explain their concerns and to propose their solution, which they sent to Julia Simonsen, food service director for Sage, in November. They received a prompt response explaining that there was indeed a reason behind the use of plastic cutlery: students had been throwing away the dining hall’s metal cutlery, as well as reusable cups and even lunch trays. This was its own problem—the dining hall simply couldn’t afford to keep replacing these items. The third graders realized that, in order to address their cutlery concerns, they would first have to tackle another waste issue. So they made Julia an offer: they would teach lower schoolers how to properly use lunchroom materials if Sage agreed to bring them back. Julia agreed.

With their end goal in mind, the third graders jumped into making plans for educating fellow students both on the proper use of cafeteria materials and on limiting what they sent to the landfill. They knew they would have to talk to every Lower School class, so they divided into teams, with each team choosing the grades they wanted to present to and the approach they thought best for that age group, such as a slideshow, a game of Kahoot!, or a Book Creator story. They also teamed up with staff and faculty members Emily Clawson, Mary Anne Wetzel, and Collin Wolfe to create a TikTok video demonstrating these skills, which they played for every class.

@rowlandhall1867

Jodi Spiro's third-grade class is on a crusade to make our school more environmentally friendly, and their first stop is the dining hall. After seeing how many plastic utensils were being thrown away, the students knew they had to take action. They urged the school to bring back metal cutlery, reusable cups, and compost buckets. Even at such a young age, these students are authentically learning and making a difference not only for our school, but for the world. Great job, third graders!

♬ original sound - Rowland Hall

Rowland Hall third graders demonstrate where to discard leftover milk, how to separate trash from compostable materials (which are then used by the Lower School’s Garden Club), and where to return utensils, cups, and trays.


These class presentations were another chance for the third graders to tap into their respectful dialogue skills: they had to present their material in ways that didn’t place blame on anyone and inspired students to want to help. “We wanted to make sure everyone understood the problem,” explained Helena. “We showed them what’s been happening and what they can do.”

And the presentations made an impact. From first to fifth grade, students expressed a desire to help fix the dining hall’s dual waste problems through their daily actions. “I didn’t really know that I could actually convince people this well of what's been happening in the cafeteria,” said Declan. “It felt really good.” Fellow third graders in Matthew Collins’ and Katie Schwab’s classes even created posters to help remind students to pay attention when disposing of items on their lunch trays, which are helpful resources as students continue to build these habits.

From her perspective, Jodi was thrilled to see not only how other classes responded to her students’ hard work, but how the experience also built the students’ confidence. She said her class loved being seen as experts on a subject and answering their peers’ questions; after each presentation, they returned to the classroom beaming and asking to talk to more people. “I think it brought out parts of themselves that they probably didn’t even expect,” she said.

They learned change is slow, but change is possible, and to be persistent: just because you want something to change doesn’t mean it’s going to follow your timeline.—Jodi Spiro, third-grade teacher

It also showed them that hard work on a cause you believe in is worth it. When the reusable cutlery and cups returned to the dining hall after April break, the moment was more than just the culmination of a nearly school-year-long goal; it was a strong reminder of how young learners can help address problems that seem insurmountable—such as waste in the environment—and truly make a difference.

“It’s so easy to get overwhelmed with the bigness of it,” said Jodi, “but the students learned you can start with something small and in your control, like what’s happening in our school. They learned change is slow, but change is possible, and to be persistent: just because you want something to change doesn’t mean it’s going to follow your timeline.”

They also learned that making good choices add up and that, often, being the change you wish to see in the world starts by simply making a small decision to do something.

“Don’t be a problem starter,” summarized Jodi. “Be a problem solver.”

Ethical Education

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