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Jeanne Zeigler didn’t plan to be a teacher. She also didn’t plan to stay in Utah. In 1981 when she arrived here to stay with her brother, an administrator at a small school called Rowland Hall, she thought she was just passing through on her way to a grand western adventure that did not involve small children. Luckily for us, that’s not how things worked out.

“I always thought there must be something more interesting I can do, something more original since two out of three of my brothers were teachers and my dad was a teacher,” Zeigler said, with her trademark twinkle in her eye. “Then I met a wonderful teacher named Barbara Rabin, who made teaching children look like the very best way to spend the day. The rest is ‘herstory.’”

It has to start with the relationship you create with the kids. Everything comes from that.—Retiring Teacher Jeanne Zeigler

What a story it has been. Jeanne has worked with students at Rowland Hall in several different capacities. She was an aide in kindergarten. She ran the after-school program. She’s taught first, second, and third grade. No matter what role she was in, though, Jeanne always made sure to build a special bond with each and every student. “It has to start with the relationship you create with the kids,” she said. “Everything comes from that.”

Those relationships are what her students, and their parents, remember years later. Liza Gilbert recalled that Jeanne started building a relationship with her son Henry ’16 even before he entered her classroom in 2006. “She sent a postcard to Henry before he started school, and it said ‘I can't wait to find out all about you,’” Liza said. “I feel like that really captures Jeanne and her teachings. She just has this wonder about every child.”

Not only has Jeanne made a point of getting to know every child, but she let her students know about her. She has made sure she is not someone they can only picture in a classroom between the hours of 8 am and 3 pm. “I loved that Jeanne took all the kids to her house because when my daughter was young she always wondered where her teacher lived,” said Pamela Henderson. Her daughter Meghan ’13 had Jeanne as a teacher for both first and second grade. “Meghan is 24 now and living in New York City, but Jeanne is still her (and my) favorite teacher.”

Lower School Principal Jij de Jesus said the way Jeanne interacts with her students builds a foundation of trust.

Lower School Principal Jij de Jesus said the way Jeanne interacts with her students builds a foundation of trust. “With that foundation, she’s able to help them reach goals they may not have even imagined. She shows her students education isn’t just about her leading and them following—it’s a collaboration.” 

For the past two years, Jeanne has been collaborating in the classroom co-teaching third grade with Erika McCarthy. The less-demanding work schedule has provided a welcome segue into retirement. “The last two years have really allowed me to discover that there's a whole big world out there,” she said. “Now I plan to ride my bike, hike, knit, volunteer, and learn some new things.”

Jeanne isn’t completely leaving Rowland Hall though. In the coming year she will be serving on the Board of Trustees. She is especially excited to help with the Capital Campaign tasked with raising money for the new middle and upper school buildings on the Steiner Campus. Head of School Alan Sparrow thinks it’s an ideal fit for Jeanne to be a guiding force in the future of the community.

I want Henry to always remember how he felt as one of Jeanne's students. She just had a way of making him feel loved and happy and so he became a happy learner.—Parent Andrea Matlin

“Throughout my tenure I have counted on Jeanne as an advisor and counselor. She has given me wonderful insights into the school and helped me focus on where our school could get better,” he said. “Jeanne has been a terrific member of our community in that she can see well beyond what she needs for her own classroom or even division and promotes what's good for the whole school.”

Jeanne will be an enduring part of Rowland Hall’s legacy. She is not only in the hearts of her students, but in their rooms as well: Andrea Matlin said her sixth-grade son, Henry, still has a photo of him and his third-grade teacher on his home desk. “I want him to always remember how he felt as one of Jeanne's students,” Andrea said. “She just had a way of making him feel loved and happy and so he became a happy learner.

We wish Jeanne much happiness of her own in her retirement. We know that she will be spending a lot of time marveling at the sunset from the porch of her cabin in Boulder, Utah. We know that she will be reading and re-reading the many books from her two book clubs. We hope she gets to enjoy time on her wished-for scooter (while wearing a helmet, of course). We are all so happy that she became a teacher in Utah, and a teacher at Rowland Hall. 

retirement

Jeanne Zeigler's Unexpected Teaching Adventure

Jeanne Zeigler didn’t plan to be a teacher. She also didn’t plan to stay in Utah. In 1981 when she arrived here to stay with her brother, an administrator at a small school called Rowland Hall, she thought she was just passing through on her way to a grand western adventure that did not involve small children. Luckily for us, that’s not how things worked out.

“I always thought there must be something more interesting I can do, something more original since two out of three of my brothers were teachers and my dad was a teacher,” Zeigler said, with her trademark twinkle in her eye. “Then I met a wonderful teacher named Barbara Rabin, who made teaching children look like the very best way to spend the day. The rest is ‘herstory.’”

It has to start with the relationship you create with the kids. Everything comes from that.—Retiring Teacher Jeanne Zeigler

What a story it has been. Jeanne has worked with students at Rowland Hall in several different capacities. She was an aide in kindergarten. She ran the after-school program. She’s taught first, second, and third grade. No matter what role she was in, though, Jeanne always made sure to build a special bond with each and every student. “It has to start with the relationship you create with the kids,” she said. “Everything comes from that.”

Those relationships are what her students, and their parents, remember years later. Liza Gilbert recalled that Jeanne started building a relationship with her son Henry ’16 even before he entered her classroom in 2006. “She sent a postcard to Henry before he started school, and it said ‘I can't wait to find out all about you,’” Liza said. “I feel like that really captures Jeanne and her teachings. She just has this wonder about every child.”

Not only has Jeanne made a point of getting to know every child, but she let her students know about her. She has made sure she is not someone they can only picture in a classroom between the hours of 8 am and 3 pm. “I loved that Jeanne took all the kids to her house because when my daughter was young she always wondered where her teacher lived,” said Pamela Henderson. Her daughter Meghan ’13 had Jeanne as a teacher for both first and second grade. “Meghan is 24 now and living in New York City, but Jeanne is still her (and my) favorite teacher.”

Lower School Principal Jij de Jesus said the way Jeanne interacts with her students builds a foundation of trust.

Lower School Principal Jij de Jesus said the way Jeanne interacts with her students builds a foundation of trust. “With that foundation, she’s able to help them reach goals they may not have even imagined. She shows her students education isn’t just about her leading and them following—it’s a collaboration.” 

For the past two years, Jeanne has been collaborating in the classroom co-teaching third grade with Erika McCarthy. The less-demanding work schedule has provided a welcome segue into retirement. “The last two years have really allowed me to discover that there's a whole big world out there,” she said. “Now I plan to ride my bike, hike, knit, volunteer, and learn some new things.”

Jeanne isn’t completely leaving Rowland Hall though. In the coming year she will be serving on the Board of Trustees. She is especially excited to help with the Capital Campaign tasked with raising money for the new middle and upper school buildings on the Steiner Campus. Head of School Alan Sparrow thinks it’s an ideal fit for Jeanne to be a guiding force in the future of the community.

I want Henry to always remember how he felt as one of Jeanne's students. She just had a way of making him feel loved and happy and so he became a happy learner.—Parent Andrea Matlin

“Throughout my tenure I have counted on Jeanne as an advisor and counselor. She has given me wonderful insights into the school and helped me focus on where our school could get better,” he said. “Jeanne has been a terrific member of our community in that she can see well beyond what she needs for her own classroom or even division and promotes what's good for the whole school.”

Jeanne will be an enduring part of Rowland Hall’s legacy. She is not only in the hearts of her students, but in their rooms as well: Andrea Matlin said her sixth-grade son, Henry, still has a photo of him and his third-grade teacher on his home desk. “I want him to always remember how he felt as one of Jeanne's students,” Andrea said. “She just had a way of making him feel loved and happy and so he became a happy learner.

We wish Jeanne much happiness of her own in her retirement. We know that she will be spending a lot of time marveling at the sunset from the porch of her cabin in Boulder, Utah. We know that she will be reading and re-reading the many books from her two book clubs. We hope she gets to enjoy time on her wished-for scooter (while wearing a helmet, of course). We are all so happy that she became a teacher in Utah, and a teacher at Rowland Hall. 

retirement

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soccer team

What he’s been reading, what he'd do if he weren’t an educator, and why he wants to know what you hope for

In June, Board Chair Jennifer Price-Wallin announced the appointment of Michael “Mick” Gee as Rowland Hall’s next head of school. A native of the UK, Mick has over 20 years of leadership experience in independent schools and currently serves as the head of Allendale Columbia School in Rochester, New York. While Mick won’t begin his headship here until July 1, 2020, his wife, Amy, and daughter, Madeleine, became Salt Lake City residents in August so Madeleine could join Rowland Hall’s class of 2021.
 
We caught up with Mick while he was fishing at the Finger Lakes in New York during the summer. Read on to learn more about what he’s been reading, what work he might do if he weren’t an educator, and why he wants to know what you hope for. 

This Q&A has been edited for length and style.


We know you are an avid soccer player. What role does soccer play in your life?

With soccer, I love the competitive element. I love the team sport. I love the camaraderie, and I love playing the game.

I think if I was asked to describe myself, I would say athlete first rather than teacher. Or, it would be close. I come from a football-mad country, and I’ve been playing since I was eight, competitively. There are two things I do that, when I’m doing them, I don’t think about anything else. Fishing is one, and soccer is the other. 

With soccer, I love the competitive element. I love the team sport. I love the camaraderie, and I love playing the game. I think I got better as I got older, too, even though I played at a pretty high level when I was 18. Now I play with the over-30 and over-40 guys, which keeps the challenge up for me. I’ve played in competitive leagues in Nottingham, London, Pittsburgh, and Rochester, and hopefully next, Salt Lake City. 

If you didn’t work in education, what kind of work would you do?

If I wasn’t going to be a professional soccer player—and I think those days are gone—I like the idea of professional DJing as well. There’s a guy called Pete Tong who runs the BBC Radio 1 dance show, DJing all over the country. That’s a great job. I like the technical, scientific side to it. 

Growing up, I wanted to be a veterinary surgeon—also a technical, scientific career.

Tell us about your funniest memory from your days as a classroom teacher.

This round-bottomed glass flask fell off of the reflux, bounced off the desk and the bench, kicked over the flame and poured right onto me, setting my trousers on fire.

True story: I was teaching chemistry in England when I first started out, in a public school, with classes of 28 students. When you're teaching chemistry, the lab safety requires extra attention. One of the rules was that you couldn’t sit down during labs, so if anything spilled, you could quickly get out of the way.

So with one class of eighth graders—not the most forgiving crowd— I was demonstrating a fractional distillation (separating different alcohols from each other by boiling point). As I was doing it, I asked the class, “What’s one of the rules? Is there anything I’m doing wrong?” And one of the kids said, “Yeah, you’re sitting down. You can’t get out of the way.” As he said it, this round-bottomed glass flask fell off of the reflux, bounced off the desk and the bench, kicked over the flame and poured right onto me, setting my trousers on fire. The kids thought it was set up, like a way of teaching them a lesson. Then when they saw the look of panic on my face, they realized.

I'm lucky because alcohol burns off before the material burns, so I had a few seconds to recover. But I was running around with my trousers on fire because I didn’t do what I told the kids to do. 

It wasn’t really funny at the time, but it’s funny now. 

Gee family

Immediately above: Head-elect Mick Gee and wife Amy Gee with daughter Madeleine, center, a member of Rowland Hall's class of 2021.
Top of page: Mick is still an avid soccer player. Here he is (front row, third from left) with his 1983–1984 sixth form college soccer team, which made it to England’s final four.

I’m interested in giving kids a chance to really flourish in something, and maybe not do as much of the must-do stuff.

What’s the last book you read that impacted you strongly, and why?

The End of Average by Todd Rose. The premise of the book is essentially that we teach to the middle, we teach to the average, and it's a pretty prescriptive curriculum, right? We don't give kids or adults the chance to dive into things because we tell them you have to do four years of that subject and three years of this and two years of that. Every school does it. So what I’ve been trying to do in education in the last few years is explore what we can do instead of what we must do. I’m interested in giving kids a chance to really flourish in something, and maybe not do as much of the must-do stuff. 

What is one piece of great advice you received as an educator? Who gave it to you, and why did it resonate?

One that’s stuck with me came from Tom King, who was the head of school at Sutton Centre, a community-based school near Nottingham. The kids at that school were on top of you, and they were from really disadvantaged backgrounds, and at times, they were dangerous. I once had to disarm a kid who came into my class with a baseball bat. It was an interesting environment.

Tom King always talked about being good on the stairs. And what he meant by that was: you have to be able to deal with the unknown. You can be brilliantly planned, but if you’re not good on the stairs, you’re not going to succeed. And the kids won’t respect you just because you’re the teacher—you have to earn their respect. You have to talk to them on their terms and you have to show them that you care about them. You always have to earn people’s respect: you do it as a teacher, you do it with opposition soccer players, you do it as a coach. 

About one year out from officially becoming the head of Rowland Hall, what is one question you’d like to pose to our community?

Ultimately we’re in the hope business, and we have more control of building that hope at independent schools.

The question I asked the search committee during my semifinalist interview was: what do you hope for? I wonder about that. We have our polished marketing materials and curriculum guides, but, what do we hope for our graduates? I keep thinking about that because I have a daughter who is going to graduate from Rowland Hall, and so I wonder what the people at the school hope for her, and how those hopes match up with her own. 

I think we don’t ask ourselves that enough—we talk about what we’re going to teach, and we look for a good college, and so on. But ultimately we’re in the hope business, and we have more control of building that hope at independent schools. So when our graduates walk out the door of Rowland Hall, what do we hope for? Probably everything, I imagine.

Community

At the Intersection of Homelessness, Healthcare, and Humanity

Rowland Hall alumnus Jeff Norris lives his purpose treating and advocating for underserved populations as the medical director of Father Joe’s Villages in San Diego When Jeff Norris ’03 applied to medical school, the admissions office at the University of Utah called him in for a rare second interview. He had submitted a personal statement focused on the connection between medicine, public health, and social justice, and that intersectional approach raised some eyebrows.
 
Admissions officers asked Jeff if he was sure he wanted to go to medical school, and not study public health or social work. But he assured them: he knew he wanted to be a clinician who worked with, and advocated for, underserved populations.

Jeff credits Rowland Hall with launching his career trajectory. In high school, under the mentorship of then-faculty member Liz Paige, he volunteered with Amnesty International and prepared and served food at local youth groups. The positive experience of serving others and making an impact—and relevant content in history and psychology courses—got the wheels turning in Jeff’s brain: “I started reflecting on my role in the world and how I could try to do something to make a difference for others. What is my purpose for being here?”

Jeff's self-described “deliberate and diligent” approach to his career—melding his interests in science and social justice, being motivated by a desire to give back to the world—has been nothing short of a success.

The service and activism Jeff began at Rowland Hall carried through his years as an undergraduate at the University of Wisconsin-Madison, as a med student at the University of Utah, and as a Family Medicine resident at the University of New Mexico in Albuquerque. His self-described “deliberate and diligent” approach to his career—melding his interests in science and social justice, being motivated by a desire to give back to the world—has been nothing short of a success: in 2016, Jeff became the medical director of Father Joe’s Villages, an award-winning nonprofit that provides integrated services to people experiencing homelessness in San Diego.
 
Jeff’s day-to-day work requires a breadth of skill, knowledge, and tenacity: he estimates he spends about 40 percent of his time treating patients and the other 60 percent engaged in clinic administration, fundraising, and advocacy—including ensuring that state and federal legislation supports nonprofits like his. He serves on a number of boards, including a large network of clinics with over 100,000 patients in the San Diego area. For Jeff, it’s about more than staying connected and representing the interests of Father Joe’s Villages. “It is being present in the community to advocate for the needs of not just those experiencing homelessness, but underserved populations more broadly.”


At the clinic he leads—which serves walk-ins along with residents of Father Joe’s Villages and people receiving assistance from other local agencies—Jeff focuses on decreasing the barriers his patients face in getting adequate care, and staying on the cutting edge of what they need in order to improve their health. “The challenges our patients face are pretty unique, compared to most patient populations,” he said. “Their lives are very chaotic, and they have a lot going on medically, psychiatrically, behaviorally, socially…in all senses.” A significant portion of his time is spent managing programs to deliver medication-assisted treatment for opioid use disorder (OUD)—drugs such as buprenorphine (suboxone) or naltrexone—and for alcohol abuse. 

At the clinic he leads, Jeff focuses on decreasing the barriers his patients face in getting adequate care, and staying on the cutting edge of what they need in order to improve their health.

Among the most recent and cutting-edge programs Jeff and his team at Father Joe’s Villages are running is the Street Health Program, which launched this spring and is already impacting lives for the better. As the name suggests, the initiative involves going out into the streets and providing healthcare directly to people experiencing homelessness. So far, they’ve reached a number of people who’ve avoided or been underserved by traditional healthcare. One example: a man who had been using heroin for 30 years and had never before been interested in treatment. Pending a grant, the street health team hopes to treat patients with OUD at the first point of contact. In the meantime, they wrote a prescription for this particular patient because, as Jeff said, “it was the right thing to do.”
 
One of the long-term goals of the Street Health Program is to develop rapport with individuals so that they will visit the clinic for treatment. Additionally, the launch has created quite a buzz throughout San Diego, so Jeff hopes other clinics and treatment centers will consider similar programs (which do already exist in other large metropolitan areas like New York and San Francisco). “It can’t just be us,” he said. “There are enough folks experiencing homelessness that we certainly cannot meet the need unilaterally.”
 
Jeff is rightly proud of his advocacy work and the impact his clinic makes on a daily basis, and he speaks passionately of the need for everyone to recognize the homelessness crisis—not just in San Diego, but also in Salt Lake City and urban areas throughout the country. While rising housing costs and relatively stagnant wages are the two primary drivers of the problem, Jeff doesn’t discount the power of the individual to make a difference, whether through volunteering, donating goods, or elevating the dialogue to fight the stigma against those experiencing homelessness.
 
When he’s not working, Jeff stays active outdoors, taking advantage of all that San Diego’s famously temperate climate has to offer. He also prioritizes time with his family: two-year-old daughter Alex keeps Jeff and wife Sonia Ponce—a practicing cardiologist—quite busy.
 
Rowland Hall’s Director of Ethical Education Ryan Hoglund is not at all surprised that Jeff is making a difference in the lives of others. He recalled how, as a high school student, Jeff was always highly engaged and motivated to serve, often being the last to leave a volunteer event. “Jeff always treated those he served with dignity and compassion,” Ryan said. “It is wonderful to see him intently living his purpose, in the intersection of bettering human relationships as a way to improve healthcare.”
Jeff always treated those he served with dignity and compassion. It is wonderful to see him intently living his purpose, in the intersection of bettering human relationships as a way to improve healthcare. —Ryan Hoglund, director of ethical education

Just as Jeff credited Rowland Hall for sparking his interest in a life of service to others, Mr. Hoglund credits Jeff for setting an example of genuine student leadership at the school. And, to the student leaders today, Jeff sends these words of encouragement: “Figure out what gives you energy and makes you feel like you're contributing to the world in some positive way, then grab that bull by the horns and don’t let go of it. That’s where you're going to be able to make a difference, to be satisfied with who you are and what you're doing in this world.”

 

All photos courtesy of Father Joe's Villages.

 

Alumni

Smiling debaters bite their award medals.

The debate season is the longest of any activity in high school—for some Rowland Hall debaters, it didn’t end until late last month. After another fine regular season winning local and regional tournaments, a variety of exceptional debaters set a new standard for competitive excellence in our three postseason tournaments.

State

Rowland Hall “plays up” a division into the 3A classification. Ria Agarwal ’20 won the title in the solo event, known as a Lincoln-Douglas debate. Additionally, two duos—Jacque Park ’21 and Auden Bown ’21; and Ty Lunde ’21 and Maddy Frech ’21—closed out the final round of policy debate, making them co-champions.

National Speech and Debate Association (NSDA) Nationals

The NSDA is the largest speech and debate association in the country. The qualifying tournament for Nationals is a special double-elimination competition where everyone in the district (from Logan to Lone Peak) debates each other until only two entries remain. Those two entries qualify to Nationals in June. This year, Peter Chase ’20 and Steven Dotorman ’20 along with Ben Amiel ’20 and Justin Peng ’20 outlasted the competition to control the two Nationals qualifications in policy debate. Cas Mulford ’19 and Zoey Shienberg ’20 qualified in public-forum debate. The outstanding placements, along with other wins from younger debaters, resulted in a district championship for the school.

Debaters stand with third-place trophy at Tournament of Champions.

From left, Sydney Young ’19 and Adrian Gushin ’20 with their third-place trophy at TOC.

The Tournament of Champions (TOC)

The TOC is considered the most prestigious debate tournament, especially for students interested in debating in college. The tournament is held every year in Lexington, Kentucky, and university representatives from around the country attend to scout and recruit talent. Only the top 68 teams in the country are invited to participate. To be eligible, debaters must have placed in at least two different national tournaments during the regular season. This year, six of our students qualified: Celia Davis ’19, Steven Doctorman ’20, Adrian Gushin ’20, Ben McGraw ’19, Sydney Young ’19, and Robin Zeng ’19. This is the second-highest number of students Rowland Hall has ever sent to the TOC. Building on that momentum, students had tremendous success at the tournament. Only six Rowland Hall teams have ever made it to the elimination rounds of the TOC, and all of them lost in the quarter-finals. Sydney and Adrian broke the “quarters curse” and made it to the semifinals, finishing in third place overall. “This performance is legendary,” praised Mike Shackelford, our debate coach since 2007. “It’s the best finish in Rowland Hall history.”

Over their seven-month season, these debaters heard judges give them over 500 decisions, both for and against us. But one decision was unanimous: the Rowland Hall Debate program had another incredible season, thanks to our hardworking students the sage leadership of Coach Shackelford.

Debate

Beginning School Principal Emma Wellman Reflects With Gratitude on First Year

Rowland Hall’s Beginning School is a cozy, welcoming place buzzing with the distinctive energy of active, engaged students. “One of my very favorite things is that on any given day in the Beginning School you can almost always count on getting to walk around and see young children working together at something they care deeply about,” said Emma Wellman, who just finished her first year as the division’s principal. “They are experimenting and they are failing. They are problem-solving and working through tension and conflict together, and making a mess, and being too loud—and it’s just the best ever.”

They are experimenting and they are failing. They are problem-solving and working through tension and conflict together, and making a mess, and being too loud—and it’s just the best ever.—Beginning School Principal Emma Wellman

Emma joined Rowland Hall from the University of Chicago Laboratory Schools, known colloquially as Lab, where she most recently served as interim director of the Extended Day Program. After five years at Lab as both a teacher and an administrator, working with hundreds of children from ages three through 13, she was ready for a more intimate experience in the next chapter of her career. “I wanted to work at a place where I could know all the children and the families,” she explained. “And I wanted to work with professional teachers—people who have chosen it for their life’s work and were really committed and dedicated deep thinkers.”

From day one, Emma has been sure of her choice. “Every day this school year, I have woken up and felt huge gratitude that I get to be part of this community,” she said. “There is a deep respect for young children as people and as learners, and that’s really important to me. The teachers are genuinely interested in who these little people are and what is happening in their minds and in their hearts.”

Emma’s own commitment to students and the wider Rowland Hall community meant that the top item on her first-year agenda was connecting with students, parents, faculty, and staff because those relationships would set the foundation for success. She wanted to know the students, and their families, by name. “An early goal for myself was knowing all of the names of the children—and I did that by Back to School Night,” she said.

She went into Beginning School classrooms to discover each team’s curriculum, learning style, and personality, as well as how faculty members like to be supported. A self-described developmentalist, she also engaged her professional background to help provide age-appropriate activities and lessons. “I believe all people are becoming,” she said, stressing the importance of actively engaging children at their level so they discover how to learn—and enjoy the journey.

Emma has seen this approach working in the Beginning School. She described watching a kindergartener experimenting with how to make a ball roll from one end of a complicated ramp structure to the other. “It was really tricky, this route he had made, with lots of hills and so forth,” she explained. The setup required him to continuously step back to examine the design and to make adjustments, from the height of slopes to the size of the ball.

“It went on for a long, long time—and then he got it to work, and that was amazing. So exciting! Then he got it to work another time, and his comment was, ‘After it works it’s boring,’” she laughed. “And I just thought, ‘Oh my gosh, I hope you hold onto that for the rest of your life,’ that the process of figuring it out is the good stuff.”

Moving into her second year at Rowland Hall, Emma wants to build upon the work already underway. She’ll enrich the relationships she built this year and continue to give students developmentally appropriate opportunities. Over the summer, she’ll take what she has learned from students, families, and teachers and map out a community-centered plan for 2019–2020 that will include enhancing outdoor play spaces; strengthening the snack policy that prioritizes healthy, nutritious, whole foods; reflecting on the school’s accreditation self-study; thinking deeply about parent communications; and soaking in knowledge from Alan Sparrow—whom Emma describes as “a wise and wonderful leader”—during his final year as head of school.

Whatever the next year holds, it’s clear that Emma will be fully focused on supporting Rowland Hall’s youngest students as they discover their love of learning and start to think critically, take risks, solve problems, and collaborate with others. “This is the stuff of learning,” she said.

People

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