Custom Class: post-landing-hero

Bernard Geoxavier is a proud Trekkie.

“Don't feel afraid to say I'm a huge Star Trek fan,” he laughed.

The Upper School assistant principal has been a fan of the sci-fi television program since he was a kid, and over the years he’s grown to especially admire the writing of Gene Roddenberry, creator and producer of the original series as well as Star Trek: The Next Generation.

“Gene Roddenberry's writing is infused with a boundless sense of hope, optimism, rationality, and reason in the face of whatever challenge may be in front of you,” Bernard explained.

Bernard’s reasons for admiring Gene Roddenberry’s writing probably aren’t surprising to members of Rowland Hall’s Upper School community. During his first year as assistant principal, Bernard has infused the Lincoln Street Campus with his own unique blend of optimism, energy, and can-do attitude—he even has his own characteristic methods for spreading positivity, like enthusiastically greeting students as they arrive at school, a coffee in his hand and a boombox blaring by his side. This optimistic outlook has been especially welcome during a year marked by unprecedented challenges and global uncertainty. And while Bernard acknowledges that, like anybody, he struggles with what he calls his pitfalls and valleys, one of the major threads running through his life is a conscious effort to stay positive.

Bernard Geoxavier cheering the class of 2020 during the graduation parade.

Spreading joy: Bernard has been one of the class of 2020's biggest cheerleaders—at the May 30 graduation parade, he was stationed at the start of the route, where he waved pom-poms, hollered seniors' names at the top of his lungs, and handed out Otter Pops.

“One of the Star Trek taglines I hold onto is that pessimism is not a survival trait,” he said, noting that he applies this principle in his approach to helping students channel their energy towards finding solutions in a world where cynical, and even defeatist, attitudes can consume people. He believes one of the strengths of Rowland Hall is the combined effort among faculty and staff to connect with students and help them find solutions, whether to personal problems or global issues. 

We're in education because we know we're on this greater journey to get better as people, as a species—to counteract those negative forces.—Upper School Assistant Principal Bernard Geoxavier

“We're in education because we know we're on this greater journey to get better as people, as a species—to counteract those negative forces,” Bernard said. He likened choosing to stay positive and to find solutions, even when the odds seem stacked against you, to how a gazelle behaves when hunted by a lion. “It isn’t like, ‘Well, you caught me. I guess I'll just lay down and give up.’ It's going to run, because as long as it has that ability and that drive, there's the chance that it's going to make it.”

Bernard wants students to acquire this outlook and learn these skills early in life so they will be better prepared to deal with disappointments and challenges. He also believes helping students in this area will assist them in making sense of the trials of today—and that it may play a role in their career and volunteer choices. As someone who came of age during 9/11—and who chose to enlist in the Army National Guard because of it, a service he still embraces today—Bernard understands how world events play a role in how people choose to give back to society. 

“I think you're going to see the same spike of ambition and drive in public service in this generation,” Bernard remarked. “As I grew up and saw young men and women risking a lot to be in conflict zones, our students are seeing young men and women risk everything for others' health. I wouldn't be surprised if we'll see a renewed sense of dedication to community and a drive to go into the sciences or public health.”

Bernard said he is inspired by the Rowland Hall students who are using this time in history as an opportunity to look for ways to make a difference. Like the generations who came before them who also faced enormous challenges, he believes these students will rise above negativity to make the world a better place.

May they live long and prosper.

People

Pessimism is Not a Survival Trait: Bernard Geoxavier on Inspiring Optimism

Bernard Geoxavier is a proud Trekkie.

“Don't feel afraid to say I'm a huge Star Trek fan,” he laughed.

The Upper School assistant principal has been a fan of the sci-fi television program since he was a kid, and over the years he’s grown to especially admire the writing of Gene Roddenberry, creator and producer of the original series as well as Star Trek: The Next Generation.

“Gene Roddenberry's writing is infused with a boundless sense of hope, optimism, rationality, and reason in the face of whatever challenge may be in front of you,” Bernard explained.

Bernard’s reasons for admiring Gene Roddenberry’s writing probably aren’t surprising to members of Rowland Hall’s Upper School community. During his first year as assistant principal, Bernard has infused the Lincoln Street Campus with his own unique blend of optimism, energy, and can-do attitude—he even has his own characteristic methods for spreading positivity, like enthusiastically greeting students as they arrive at school, a coffee in his hand and a boombox blaring by his side. This optimistic outlook has been especially welcome during a year marked by unprecedented challenges and global uncertainty. And while Bernard acknowledges that, like anybody, he struggles with what he calls his pitfalls and valleys, one of the major threads running through his life is a conscious effort to stay positive.

Bernard Geoxavier cheering the class of 2020 during the graduation parade.

Spreading joy: Bernard has been one of the class of 2020's biggest cheerleaders—at the May 30 graduation parade, he was stationed at the start of the route, where he waved pom-poms, hollered seniors' names at the top of his lungs, and handed out Otter Pops.

“One of the Star Trek taglines I hold onto is that pessimism is not a survival trait,” he said, noting that he applies this principle in his approach to helping students channel their energy towards finding solutions in a world where cynical, and even defeatist, attitudes can consume people. He believes one of the strengths of Rowland Hall is the combined effort among faculty and staff to connect with students and help them find solutions, whether to personal problems or global issues. 

We're in education because we know we're on this greater journey to get better as people, as a species—to counteract those negative forces.—Upper School Assistant Principal Bernard Geoxavier

“We're in education because we know we're on this greater journey to get better as people, as a species—to counteract those negative forces,” Bernard said. He likened choosing to stay positive and to find solutions, even when the odds seem stacked against you, to how a gazelle behaves when hunted by a lion. “It isn’t like, ‘Well, you caught me. I guess I'll just lay down and give up.’ It's going to run, because as long as it has that ability and that drive, there's the chance that it's going to make it.”

Bernard wants students to acquire this outlook and learn these skills early in life so they will be better prepared to deal with disappointments and challenges. He also believes helping students in this area will assist them in making sense of the trials of today—and that it may play a role in their career and volunteer choices. As someone who came of age during 9/11—and who chose to enlist in the Army National Guard because of it, a service he still embraces today—Bernard understands how world events play a role in how people choose to give back to society. 

“I think you're going to see the same spike of ambition and drive in public service in this generation,” Bernard remarked. “As I grew up and saw young men and women risking a lot to be in conflict zones, our students are seeing young men and women risk everything for others' health. I wouldn't be surprised if we'll see a renewed sense of dedication to community and a drive to go into the sciences or public health.”

Bernard said he is inspired by the Rowland Hall students who are using this time in history as an opportunity to look for ways to make a difference. Like the generations who came before them who also faced enormous challenges, he believes these students will rise above negativity to make the world a better place.

May they live long and prosper.

People

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Rowland Hall community members unload donations for the Navajo Nation in the wake of COVID-19.

Since 2016, the schools and families of Utah’s Navajo Nation communities in Bluff and Montezuma Creek have graciously embraced teaching and connecting with Rowland Hall students and faculty during Upper School Interim and beyond.

They’ve invited us into their homes, shared their traditions, and even traveled to our school for race-relations workshops, strengthening our nation-to-nation ties. In the wake of COVID-19, Rowland Hall finally had a chance to give back. Our students, families, and dozens of alumni affiliated with Navajo Nation projects in past years rallied to collect three truckloads of resources for hard-hit Navajo families and schools.

Donations included 68 art kits for elementary-aged kids, enough art supplies to cover curriculum needs for all Whitehorse middle and high schoolers, 52 gift certificates, 200 homemade masks, five donation checks, and various household items—from toilet paper and feminine hygiene products, to cleaning supplies and pet food.

In mid-May, a small-but-mighty contingency of Rowland Hall folks made the trek down to Bluff: Director of Arts Sofa Gorder and her children, Jules Framme (fourth grade) and Solenne Framme (kindergarten); Director of Community Programs Allison Spehar and her daughter, Chiyoko Spehar (eighth grade); and alum Yuan Oliver Jin ’18. The group met administrators from local schools and the executive director of We Are Navajo, and they worked together to sort through every single donation and help get it to the best place. Donations included 68 art kits for elementary-aged kids, enough art supplies to cover curriculum needs for all Whitehorse middle and high schoolers, 52 gift certificates, 200 homemade masks, five donation checks, and various household items—from toilet paper and feminine hygiene products, to cleaning supplies and pet food. In addition to We Are Navajo and the White Horse students, donations went to the Rural Utah Project and to emergency medical technicians volunteering in Bluff.

Junior Elena Barker had been eager to visit the Navajo Nation for Interim this spring—she would’ve worked on art projects with kindergarteners. After the pandemic hit, she and her family sprang into action, donating art supplies for kids and gift cards to help Navajo seniors attend summer programs at a college in Price. “I wanted whatever we did to make kids smile,” Elena said, “or allow kids to explore different aspects of education that they are interested in.”

Sofia and Allison gave a sincere shoutout to the approximately 100 community members like Elena who put hard and fast work into making this happen. “Our effort does not go unnoticed,” Allison said. “There is so much gratitude from our partners on the Navajo Nation. And, in reality, it barely scratches the surface of the kind of support this community deserves as a part of our state and country.” The COVID-19 pandemic has highlighted and magnified institutional inequities, Sofia explained. “While there is so much more work to be done, this very moment is one that shows the true utility in authentic partnerships between communities that are vastly different, but that share boundaries.”

While there is so much more work to be done, this very moment is one that shows the true utility in authentic partnerships between communities that are vastly different, but that share boundaries.—Director of Arts Sofa Gorder

Junior Katie Kern—who visited the Navajo Nation for Interim in 2019 and would’ve gone again this year—echoed Allison and Sofia’s sentiments. “The people that I met in the Navajo Nation are simply good people who don't deserve what is going on right now,” Katie said, recalling how she loved dancing with the middle schoolers there, and meeting fellow high schoolers. “When good people go through something like this and resources become scarce, people need to come together and do what they can to provide some comfort.”

And we were able to provide some comfort, Sofia reiterated, due to our several years spent building trust and relationships. “Without these relationships, I am almost positive we would have seen less effort from our current and past students, and much less efficiency in getting the collected supplies to the right places and to the right people in a timely manner.”

Allison and Sofia gave a special thanks to the following community members who helped to make this happen through work and donations: Middle School Administrative Assistant Andrea Beckman; Brian, Karey, and Elena Barker; Martin, Krista, and Katie Kern; junior Samantha Paisley; parent Jacqueline Wittmeyer; Upper School Principal Ingrid Gustavson and family; and Director of Ethical Education Ryan Hoglund.

Interested in helping from home? Consider donating to the Rural Utah Project or We Are Navajo.

Ethical Education

Dulce Maria Horn driving through the senior parade.

Senior social justice advocate Dulce Maria Horn feels an innate pull to help the Latinx community, and in her stirring words, to ultimately “change the policies which entrap the comunidad I love so dearly.”

This deep passion to spur change has put Dulce on a seemingly unstoppable upward trajectory—and one that’s further bolstered by an impressive series of scholarship awards this spring. 

In April, Dulce learned she’d won the Rotary Club of Salt Lake City’s $5,000 scholarship, which Rotarians give to one senior from each Salt Lake City high school. In addition to the Rotary honor, the American Civil Liberties Union of Utah announced in May that Dulce (along with senior classmate Ria Agarwal) won a $3,500 Youth Activist Scholarship for 2020. The senior also won a John Greenleaf Whittier Scholarship from Whittier College, where she plans to major in global and cultural studies starting in the fall. Whittier will be a crucial step toward Dulce’s longer-term goal: becoming an immigration lawyer and working with unaccompanied, undocumented minors to provide emotional and legal support.


In the above ACLU Utah video, Dulce explains what being a civil liberties activist means to her: using the power that we have "to fight for all rights, for all humans, regardless of any barriers."

The work that I do helps me to feel that I am actualizing the justice immigrants deserve, due to the fact that we are a historically and continually marginalized community.

Dulce is Latina and bilingual, and her life story is central to her work: she was adopted and came to Salt Lake City from Guatemala at six months old. She grew up in what she called a predominantly White, upper-middle-class world, and from a young age, she’s used her advantages to help others: “Due to my relative privilege and outlook on life, I pressure myself to support my family and community,” Dulce wrote in her Rotary essay. “The work that I do helps me to feel that I am actualizing the justice immigrants deserve, due to the fact that we are a historically and continually marginalized community.”

The Rowland Hall lifer developed an activist mindset early on: she was only eight years old when she started volunteering for Safe Passage, a nonprofit that aids families who are making a living from Guatemala City’s garbage dump. In eighth grade she volunteered as a teacher’s assistant at Horizonte Instruction and Training Center, helping Spanish-speaking adults learn English. And in 2018, she began volunteering for immigrant rights nonprofit Comunidades Unidas (CU), where she’s worked on Latinx community empowerment—including voter registration—and accrued several awards for her efforts. Accolades aside, Dulce finds the greatest rewards in the work itself: in the people she meets, and the progress she makes.

Through her work, Dulce met Vicky Chavez—an undocumented mother entering sanctuary with her two daughters. An unbreakable bond ensued. “Vicky’s daughters are no longer clients or friends; they are my sisters."

One anecdote is particularly emblematic of what drives Dulce. In 2018, through her work on deportation cases with the SLC Sanctuary Network, Dulce met Vicky Chavez—an undocumented mother entering sanctuary with her two daughters. Since Dulce is especially interested in helping children, she opted to work with Vicky’s kids. An unbreakable bond ensued. “Vicky’s daughters are no longer clients or friends; they are my sisters,” Dulce wrote in her Rotary essay. “Immigrants deserve fair and just laws and regulations that uplift rather than harm. No Ban. No Wall. No Remain in Mexico. No Separación.”

Rowland Hall Director of Ethical Education Ryan Hoglund praised Dulce’s breadth of work and, in the case of the Rotary scholarship, explained what gave her an edge in an impressive applicant pool. “Dulce's engagement with the asylum-seeking community in Salt Lake expands the definition of service to include community activism. The Rotarians were so impressed by Dulce embracing an ethic of inclusion and working tirelessly on an issue from many angles,” Ryan said. The senior, he added, embodies a genuine concern for humanity and the conditions faced by the most vulnerable among us. “For those not even recognized legally to request a redress of grievance, Dulce is a powerful and compassionate voice.”

Thanks to Rowland Hall, I am one of the only people (and most certainly the youngest) to have roles in public speaking in my activist circle.

Though Rowland Hall had little to no impact on Dulce’s unique and extensive activism journey, she credits her school for giving her a solid foundation in public speaking. Through her work at CU and beyond, Dulce has made speeches galore, spoken at press conferences and on radio shows, and led workshops and classes. “I have no fear of public speaking, whether it be in front of the press or a tiny workshop. Rowland Hall helped greatly with this,” she said, adding she still remembers reciting poetry in second grade and giving a speech about a famous role model in third grade. “Thanks to Rowland Hall, I am one of the only people (and most certainly the youngest) to have roles in public speaking in my activist circle.”

For now, Dulce looks forward to continuing to fight for immigrant rights during her college years, and she’s happy that her scholarships will help her pay for Whittier. But true to her personality, Dulce is quick to shift the focus off of her as an individual, and onto the greater struggle: activists often work in silence and with little recognition, she said, trying to keep immigrants healthy and their families united. There are many others who are equally worthy: “Thousands of people deserve a scholarship for their hard work to keep immigrants safe.”

students

Upper School history teacher Nate Kogan in his classroom.

Each year at division commencement ceremonies, Rowland Hall proudly honors faculty who have demonstrated exceptional teaching and mentoring.

Cary Jones Faculty Mentor Award 2020

The Cary Jones Faculty Mentor Award is presented to one faculty member at Rowland Hall each year who demonstrates excellence in teaching, serves as a mentor to others, and contributes to the Rowland Hall community. This award was established through an anonymous gift to the school in honor of Mr. Jones' dedication to the faculty when he was the chair of the Board of Trustees.

Kate Taylor with a student.

Upper School English teacher Kate Taylor cares—about her students, her peers, and her community. Kate has been called a quiet encourager, who is aware of all of her students and who shows a specific sensitivity to those who feel they are on the margins. She is devoted to representing a variety of voices in her curriculum, helping students see themselves and learn about diverse perspectives through texts; she also gives students opportunities to better understand the lived experiences of characters, as well as to connect with the Salt Lake community, through service and engagement. Kate has further served Rowland Hall as faculty advisor to the Gay-Straight Alliance, and she led the faculty and staff Inclusion and Equity Committee, spearheading school-wide initiatives like the highly successful Dinner and Dialogue series and advocating for curriculum review schoolwide. After stepping down as co-chair of the committee, this year Kate took on the role of mentor to the new Justice, Equity, Diversity, and Inclusion (JEDI) student group, helping them develop curriculum for their peers. One of her colleagues summed up Kate’s work by writing, “Kate's passion for a more just and inclusive world inspires me daily.” 

For her dedication to making our school a more just, inclusive, and thoughtful community, Rowland Hall proudly honors Kate Taylor with the Cary Jones Faculty Mentor Award.

Sumner Family Faculty Awards

The Sumner Family Faculty Award is given each year to an outstanding faculty member in each division who has demonstrated a love for teaching and excellence in their field. The award symbolizes the Sumner family's high regard for Rowland Hall's faculty and unparalleled commitment to the school for three generations. Congratulations to the following 2019–2020 recipients.

Beginning School: Mary Swaminathan, 3PreK assistant teacher

Mary Swaminathan in her classroom.

Mary is a deeply kind and caring human who loves, respects, and enjoys young children. She works hard to know each student and their family, and she has a particular talent for connecting with the quietest learners. She is also a wonderful teammate, sharing all classroom work with her teaching partner and lending an extra helping hand to her colleagues. But it is perhaps Mary’s authenticity, sincerity, and willingness to be vulnerable that is most remarkable about her. She helps the Beginning School team stay connected with the magnitude of their work with very young children. This spring she sent a thank-you note to a student that included eight short sentences describing the child. The parent wrote to the school, “I cannot express to you how meaningful this gesture is to our family. For her to take the time to reflect on my son’s positive qualities and to know him so well is such a gift to his development and self-worth as a child.”

Lower School: Kathryn Czarnecki, art teacher

Kathryn Czarnecki with students.

Kathryn is a creative, compassionate, and supportive teacher who welcomes students into a happy, inclusive, and lively classroom where they are free to explore, innovate, and make mistakes. She has a natural enthusiasm with children, respecting and honoring each of them as learners, and does an excellent job keeping them excited and engaged—for example, by playing music (typically in line with the themes covered in class) to inspire creativity. Students love spending time with her so much that they frequently ask if they can have lunch in her classroom. Kathryn is also a wonderful colleague and teammate. She collaborates well with grade-level teachers and is always open to their ideas, helps to provide a cordial and collegial team relationship, and is a great listener.  Anyone who has taught with her will tell you that she is fun, patient, creative, and extremely humble.

Middle School: Tyler Tanner, Mandarin Chinese and publications teacher

Tyler Tanner in his classroom.

Tyler is a respected teacher within the Middle School community, where he has taught a multitude of classes, including this year’s entrepreneurship class, the first of its kind in the Middle School. Modeling continued professional learning and growth, Tyler started the year by flipping his classroom in a way that allowed students to become more self-directed in their learning. (Who knew this would be so beneficial with the closure of campus?) Tyler also stepped up this year to coach sixth-grade basketball, and even managed to complete the yearbook from afar—while still capturing the essence of school life. Tyler loves to share his passions and skill set with students, and he is not one to shy away from a challenge. He believes strongly that success comes from hard work, a value he looks to instill in his students.

Upper School: Nate Kogan ’00, history teacher and History Department chair

Nate Kogan in his classroom.

Nate has willingly and gracefully served Rowland Hall in countless ways. In the past two years alone, he’s served as department chair, Self-Study Committee chair, Hiring Committee lead, new faculty mentor, jazz band member, and US History teacher. Nate is a model of lifelong learning. The pursuit of his PhD while teaching is a distinguishing example, but his constant pursuit of knowledge can be noticed everyday. He's genuinely curious about students’ research questions and quick to adopt new technology (a skill that’s been a boon during distance learning). Nate is a natural leader, stepping into the role of department chair as if he had been doing it for years and immediately advocating for colleagues and looking for ways to elevate their strengths. One said of him, “Nate supports his colleagues the way he supports his students; offering clear guidance while also respecting one's autonomy.” Another said, “I can't underestimate how much I've benefited from his support, guidance, and motivation this year.”

People

Lower School music teacher Cindy Hall in the classroom.

Kate Nevins, 4PreK lead teacher, retires after 23 years of incredible service to the Rowland Hall community. Kate is an educator of the highest quality, and she will be remembered for her strong commitment to young children and their families. Kate was also instrumental in developing Rowland Hall’s 4PreK program, utilizing her strong Montessori background and training to create the excellent program in place today. “I am flooded with wonderful memories as I reflect back on the hard work and joy that went into building the Beginning School,” Kate said. “I have watched the Beginning School transform and flourish into a top-notch preschool. It is an institution that I am so proud of and for which I have so much respect and love.”

It has been a privilege to teach my passion, to have the lifelong friendships I have made, and to be part of the lives of the amazing young adults we have here at Rowland Hall.—Christine Thomas, Upper School Spanish teacher

Christine Thomas, Upper School Spanish teacher, retires after 21 years at Rowland Hall. Christine will be remembered for her kindness, patience, energy, impeccable professionalism, and humility. She has a special gift for treating each student and colleague as an individual to be seen, supported, and appreciated. “It has been a privilege to teach my passion, to have the lifelong friendships I have made, and to be part of the lives of the amazing young adults we have here at Rowland Hall,” Christine said. “I look forward to seeing former students and colleagues in the years to come.”

Cindy Hall, Lower School music teacher, retires after 18 years of service. Cindy taught Rowland Hall first through fifth graders in the Orff Schulwerk tradition and was essential in bringing about annual events like the Lower School holiday program. She also led the Lower School Chorus and was a member of the Caring Committee. Cindy combined her musical expertise with an innate knack for understanding each child, helping all students develop their unique voices as musicians. The joy, creativity, and community she inspired transcended the music classroom, touching not only students, but also faculty and staff. As she looked back at her time at Rowland Hall, Cindy reflected, “I treasure my friendships; the many bright-eyed, talented, and creative students I have taught; and the encouragement and trust that allowed me to develop as a music educator.”

Margaret Chapman, kindergarten lead teacher, retires after 15 years at Rowland Hall. She leaves behind a substantial legacy, having supported nearly 300 kindergartners and their families as well as mentored more than half the current division (and at least as many former team members). She will be remembered for her constant encouragement, her good humor and warmth, and her desire to deeply understand and celebrate each of her students. “I can honestly say that I have spent the last 15 years in my dream job,” Margaret said. “The Rowland Hall community is a part of my family. I have always felt supported and encouraged by the administration and the families with whom I have worked, and it has been a joy and a privilege to be entrusted with the early education of their children.”

Anni Schneider, science consultant, retires after five years at Rowland Hall, where she taught environmental science and physics in the upper and middle schools. Anni will be remembered for her love of science and the outdoors, her dedication to collaborating with students and energizing them about local environment and community issues, and her role as a positive, supportive, and collaborative faculty member. Anni has been grateful for the chance to watch her students grow: “My seniors this year were eighth graders in 2015 when I accepted a long-term sub position that turned into a post-retirement dream job,” she said. “I have a tremendous amount of respect for the dedicated, creative, and caring teachers, staff, and administration at Rowland Hall. Thank you for the rich opportunities and lifelong friendships you have provided!”

Thank you for the rich opportunities and lifelong friendships you have provided!—Anni Schneider, science consultant

Mike Roberts, Middle School English teacher, is embarking on a new opportunity after 21 years of teaching, advising, coaching, and supporting Rowland Hall students, families, and colleagues. Mike’s passion for middle school and his subject matter, his creativity and innovation, and his generosity will be greatly missed.

Sarah Button, fifth-grade teacher, is retiring from teaching and moving to Lincoln, Nebraska, after 19 years at Rowland Hall. Sarah also taught second and third grade during her time in the Lower School and has been a pillar in our community. She was on the forefront of many impactful initiatives and further served the school in numerous capacities, including as leader of the Strategic Planning Implementation Committee and as an ombudsperson.

Dave Kerwynn, Rowmark Ski Academy coach, is leaving the school after 16 years. Ker made a profound impact on each of his athletes, and his global experience, vast knowledge and passion for ski racing, and straightforward, no-nonsense coaching style have been the hallmarks of his Rowmark career.

Jazmin Adamson, third-grade teacher, is moving on to a new opportunity in real estate after 13 years at Rowland Hall. A compassionate, patient educator, Jazmin shepherded countless students through their first year upstairs (a rite of passage for eight- and nine-year-olds as they move to the second floor of the Lower School building), Rube Goldberg machines, and biography reports.

Linda Tatomer, Lower School specialty principal, is leaving Rowland Hall after eight years to spend time with family. In addition to her role as specialty principal, Linda also taught in the Middle School and served as Lower School assistant principal. She has made countless contributions to Rowland Hall, and her dedication, care, selflessness, and desire to help and support others will be missed dearly.

Hadley Smith ’05, director of financial aid and assistant director of admission, will be moving to Joshua Tree, California, to embark on a career in home design and building after five years at Rowland Hall. Hadley has been an invaluable member of the admission team, offering equitable and compassionate guidance to families seeking tuition assistance, supporting all aspects of the admission process, and furthering socioeconomic diversity.

Makayla Hall, associate director of admission for the McCarthey Campus, will be moving to Philadelphia, Pennsylvania, with her family after two years to Rowland Hall. Makayla was essential in developing relationships with prospective and current families and played an important role in furthering diversity and inclusion initiatives.

Brian McCloud, Middle School physical education and wellness teacher, is leaving Rowland Hall after two years to complete his clinical mental health counseling and sport psychology degrees at the University of Utah. Brian has positively impacted our community through his dedication to building relationships with students and colleagues, and his support of our programs.

Lauren Samuels ’11, Rowmark Ski Academy FIS assistant coach and academic liaison, left Rowland Hall after one year to attend graduate school at the University of Oregon Portland. Lauren’s intellect, thoughtfulness, and experience as both a Rowmark/Rowland Hall and US Ski Team alumna made a strong impact on Rowmark’s U19 team, both on and off the hill.

Bill Tatomer will be transitioning to a part-time role teaching Middle School aviation and coaching Upper School basketball in the 2020–2021 school year. During his time at Rowland Hall, Bill has worn many hats: serving as assistant principal for Mary Jo Marker, teaching math and US History, designing numerous aviation courses, and chaperoning eighth graders on their annual Washington, DC, trip. He has much to offer our community, so we are excited he is staying on.

People

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