Custom Class: post-landing-hero

When Rowland Hall’s youngest students face academic or social-emotional challenges, Chuck White and Lori Miller are there to lift them up.

What strategies will help a third-grade student stay focused during class? How can a group of children on the playground resolve a conflict? How do you support the emotional needs of a first grader who has just lost a pet? What are the best ways to challenge a nine-year-old reading at a middle school level?

In Rowland Hall’s beginning and lower schools, we encourage a growth mindset with an intentionally crafted student-support program to evaluate and nurture each child’s development.

If you’re a parent, there’s a good chance you’ve grappled with questions like these. As children develop throughout their preschool and elementary years, unexpected challenges often arise—and those challenges can turn into learning opportunities and positive outcomes for students. In Rowland Hall’s beginning and lower schools, we encourage a growth mindset with an intentionally crafted student-support program to evaluate and nurture each child’s development. If you haven’t already, you should get to know the powerhouse duo leading this effort: Chuck White and Lori Miller.

Meet Lori

Lori Miller has always loved reading. She grew up in a small town without a public library, so when the bookmobile came by every two weeks, Lori and her sister would check out seven books apiece—the maximum allowed—and each read one book per day until the bookmobile came again. During a visit to her college’s career center, Lori watched a short film of a teacher helping children learn to read and knew immediately: that’s what she wanted to do. Lori recalled thinking, “I love to read so much, and if I can give that gift to other kids, that’s exactly what I want to do.” And for the next 15 years, she taught first grade—the age at which most children learn to read.
 
Throughout her career, Lori has worn a variety of educational hats: elementary school principal, literacy-intervention specialist, and director of curriculum and instruction. She earned a master’s degree in gifted education from Utah State University and an administrative certificate from the University of Utah. When the position of academic support counselor at Rowland Hall opened up in 2007, Lori jumped at the chance to join a community she’d always admired. “I knew it was an amazing place,” Lori said, “and I really felt I could make a difference here.”

Lori spends her days on the McCarthey Campus serving three core constituencies: students, teachers, and parents. She oversees reading assessments and helps teachers ensure that all students are meeting benchmarks in reading, writing, and math. If there are any red flags for learning differences, she can observe the student, offer strategies to differentiate instruction, and develop a support plan, which may include tutoring. “I feel like a shepherd, with my little flock,” Lori said. “I’m just making sure they are all heading in the right direction.”

I feel like a shepherd, with my little flock. I’m just making sure they are all heading in the right direction. —Lori Miller

The joy Lori derives from her job is most evident when she speaks about visiting the kindergarten writer’s workshop. “It’s like a watching a miracle, to see how they’re figuring it out,” she said. “They have something they are excited about, and they want to put their ideas into words, and they have to think: How do I do that?” It’s a vital step in literacy development, Lori explained, since writing and reading work as opposite processes in a young brain: the former involves encoding one’s own thoughts into sounds and symbols, and the latter is a decoding process that starts with symbols on the page. “It’s really awesome,” she said.

Meet Chuck

In Chuck White’s office, one bookshelf is full of small figurines, dolls, and gadgets that, he explains, are part of an engagement strategy. Students can bring in a small toy from home and exchange it for something off his shelves. “It’s about making them feel welcome and comfortable in the counselor’s office,” he said.

Chuck joined the Rowland Hall community in 2008, one year after Lori arrived. School counseling is a second act for him, having spent 25 years working for Information and Referral Center—now 211 Utah—a private nonprofit that connects people who need help with the appropriate programs and agencies. Seeking more face-to-face interaction, and citing his love of education, Chuck earned his master’s degree in school counseling from Utah State University, then spent a few years working in the Salt Lake City School District before landing at Rowland Hall.

A significant portion of Chuck’s time is spent in the Lower School classrooms, teaching social-emotional learning (SEL) through the Second Step curriculum. “We teach skills,” Chuck explained, “such as how to look at and understand another person’s feelings, or how to control strong emotions, or how to be an effective problem-solver.” These lessons begin in 4PreK—where they are delivered by assistant teachers, under Chuck’s tutelage—and continue all the way through fifth grade. The language and approach evolve as children age, but the concepts remain the same.

Chuck reaches every Lower School student through chapel service as well, where he introduces a virtue of the month such as kindness, service, and respect—all to reinforce core values and encourage good behavior. Those virtues can be individualized, too: “We try and find various ways of helping kids own that virtue, understanding that it may mean something different for one student than another,” Chuck said. He and Director of Ethical Education Ryan Hoglund also recently created the Kindness Club, a voluntary opportunity for Lower School students to practice kind acts, often anonymously.

Like Lori, Chuck is always a resource anytime a student needs individual support. “I can provide a listening ear, help set goals or strategize, or just check in on them,” he said. He loves being able to witness the growth of students during their Lower School years. “It’s a real privilege, and an honor.”

The Whole Child

As the two faculty members devoted full time to student support in the beginning and lower schools, Chuck and Lori think often about a core component of Rowland Hall’s mission: educating the whole child. For Lori, that means considering the social, emotional, and academic components of being part of a learning community, and how they must effectively combine in order for a student to succeed. Chuck agrees: “A child cannot do well academically if they are not doing well emotionally or socially.”

Chuck and Lori often work as a team—along with division principals, teachers, and parents—to support a student in need. Chuck’s SEL curriculum teaches resilience and strategies to deal with academic challenges, too. He gave an example of how he might approach a struggling student: “If you’re at your desk feeling super frustrated because you’re not understanding the math piece in front of you, what do you with that frustration? You can give up, which is one strategy, which is not good learning. Or you can flip the script and say, ‘Yeah, I am feeling frustrated. Maybe I need to get some help.’ That’s controlling your strong emotions. That’s you being in control.”

Chuck and Lori focus on the whole child, for each individual child—which means everything from identifying early signs of dyslexia to running a support group for children of divorced parents to helping classroom teachers recommend books to foster a love of reading.

Beginning School Principal Emma Wellman joined the Rowland Hall community last summer, and she already marvels at the work Chuck and Lori do for students and faculty—particularly how they problem solve. “There’s love and respect for children at the foundation, always,” she said. “It’s really about figuring out what does this individual person need to be his or her best learning self, and how can we match what we're doing with what that learner needs.”

Chuck and Lori focus on the whole child, for each individual child—which means everything from identifying early signs of dyslexia to running a support group for children of divorced parents to helping classroom teachers recommend books to foster a love of reading. Working with a diverse group of children with different academic, social, and emotional needs is part of what makes the job so rewarding, though. “Kids with all kinds of learning differences thrive at our school,” Lori said.

The Big Picture

Director of Ethical Education Ryan Hoglund is passionate about SEL, citing the many benefits to student performance and long-term success, including a significant economic impact that extends far beyond the field of education. Furthermore, research has shown that every minute spent on the social-emotional development of children translates to increased instructional time.

We’re in an environment where you have these two amazing individuals who get kids off the sidelines and back in the game. —Ryan Hoglund

Rowland Hall recently solidified its long-term commitment to SEL, adding a bullet point to the strategic plan about integrating social-emotional learning in support of Goal 1, enhancing the student learning experience. For Ryan, having the resources to keep children on track when they face inevitable challenges—at any point in their education—is part of what differentiates independent schools. "We’re in an environment where you have these two amazing individuals who get kids off the sidelines and back in the game,” he said.

Chuck said he’s grateful to be in a place where it’s part of the culture to talk about supporting the whole child, and where there’s a robust professional-development program to keep staff and teachers at the top of their game. When it comes down to it, the daily motivation is simple for Chuck, Lori, and most educators: they hope to impact children’s lives for the better.

“We want each of our kids to maximize their potential and their skills,” Lori said, “because that will unlock a lot of doors for them.”

People

Support Superstars

When Rowland Hall’s youngest students face academic or social-emotional challenges, Chuck White and Lori Miller are there to lift them up.

What strategies will help a third-grade student stay focused during class? How can a group of children on the playground resolve a conflict? How do you support the emotional needs of a first grader who has just lost a pet? What are the best ways to challenge a nine-year-old reading at a middle school level?

In Rowland Hall’s beginning and lower schools, we encourage a growth mindset with an intentionally crafted student-support program to evaluate and nurture each child’s development.

If you’re a parent, there’s a good chance you’ve grappled with questions like these. As children develop throughout their preschool and elementary years, unexpected challenges often arise—and those challenges can turn into learning opportunities and positive outcomes for students. In Rowland Hall’s beginning and lower schools, we encourage a growth mindset with an intentionally crafted student-support program to evaluate and nurture each child’s development. If you haven’t already, you should get to know the powerhouse duo leading this effort: Chuck White and Lori Miller.

Meet Lori

Lori Miller has always loved reading. She grew up in a small town without a public library, so when the bookmobile came by every two weeks, Lori and her sister would check out seven books apiece—the maximum allowed—and each read one book per day until the bookmobile came again. During a visit to her college’s career center, Lori watched a short film of a teacher helping children learn to read and knew immediately: that’s what she wanted to do. Lori recalled thinking, “I love to read so much, and if I can give that gift to other kids, that’s exactly what I want to do.” And for the next 15 years, she taught first grade—the age at which most children learn to read.
 
Throughout her career, Lori has worn a variety of educational hats: elementary school principal, literacy-intervention specialist, and director of curriculum and instruction. She earned a master’s degree in gifted education from Utah State University and an administrative certificate from the University of Utah. When the position of academic support counselor at Rowland Hall opened up in 2007, Lori jumped at the chance to join a community she’d always admired. “I knew it was an amazing place,” Lori said, “and I really felt I could make a difference here.”

Lori spends her days on the McCarthey Campus serving three core constituencies: students, teachers, and parents. She oversees reading assessments and helps teachers ensure that all students are meeting benchmarks in reading, writing, and math. If there are any red flags for learning differences, she can observe the student, offer strategies to differentiate instruction, and develop a support plan, which may include tutoring. “I feel like a shepherd, with my little flock,” Lori said. “I’m just making sure they are all heading in the right direction.”

I feel like a shepherd, with my little flock. I’m just making sure they are all heading in the right direction. —Lori Miller

The joy Lori derives from her job is most evident when she speaks about visiting the kindergarten writer’s workshop. “It’s like a watching a miracle, to see how they’re figuring it out,” she said. “They have something they are excited about, and they want to put their ideas into words, and they have to think: How do I do that?” It’s a vital step in literacy development, Lori explained, since writing and reading work as opposite processes in a young brain: the former involves encoding one’s own thoughts into sounds and symbols, and the latter is a decoding process that starts with symbols on the page. “It’s really awesome,” she said.

Meet Chuck

In Chuck White’s office, one bookshelf is full of small figurines, dolls, and gadgets that, he explains, are part of an engagement strategy. Students can bring in a small toy from home and exchange it for something off his shelves. “It’s about making them feel welcome and comfortable in the counselor’s office,” he said.

Chuck joined the Rowland Hall community in 2008, one year after Lori arrived. School counseling is a second act for him, having spent 25 years working for Information and Referral Center—now 211 Utah—a private nonprofit that connects people who need help with the appropriate programs and agencies. Seeking more face-to-face interaction, and citing his love of education, Chuck earned his master’s degree in school counseling from Utah State University, then spent a few years working in the Salt Lake City School District before landing at Rowland Hall.

A significant portion of Chuck’s time is spent in the Lower School classrooms, teaching social-emotional learning (SEL) through the Second Step curriculum. “We teach skills,” Chuck explained, “such as how to look at and understand another person’s feelings, or how to control strong emotions, or how to be an effective problem-solver.” These lessons begin in 4PreK—where they are delivered by assistant teachers, under Chuck’s tutelage—and continue all the way through fifth grade. The language and approach evolve as children age, but the concepts remain the same.

Chuck reaches every Lower School student through chapel service as well, where he introduces a virtue of the month such as kindness, service, and respect—all to reinforce core values and encourage good behavior. Those virtues can be individualized, too: “We try and find various ways of helping kids own that virtue, understanding that it may mean something different for one student than another,” Chuck said. He and Director of Ethical Education Ryan Hoglund also recently created the Kindness Club, a voluntary opportunity for Lower School students to practice kind acts, often anonymously.

Like Lori, Chuck is always a resource anytime a student needs individual support. “I can provide a listening ear, help set goals or strategize, or just check in on them,” he said. He loves being able to witness the growth of students during their Lower School years. “It’s a real privilege, and an honor.”

The Whole Child

As the two faculty members devoted full time to student support in the beginning and lower schools, Chuck and Lori think often about a core component of Rowland Hall’s mission: educating the whole child. For Lori, that means considering the social, emotional, and academic components of being part of a learning community, and how they must effectively combine in order for a student to succeed. Chuck agrees: “A child cannot do well academically if they are not doing well emotionally or socially.”

Chuck and Lori often work as a team—along with division principals, teachers, and parents—to support a student in need. Chuck’s SEL curriculum teaches resilience and strategies to deal with academic challenges, too. He gave an example of how he might approach a struggling student: “If you’re at your desk feeling super frustrated because you’re not understanding the math piece in front of you, what do you with that frustration? You can give up, which is one strategy, which is not good learning. Or you can flip the script and say, ‘Yeah, I am feeling frustrated. Maybe I need to get some help.’ That’s controlling your strong emotions. That’s you being in control.”

Chuck and Lori focus on the whole child, for each individual child—which means everything from identifying early signs of dyslexia to running a support group for children of divorced parents to helping classroom teachers recommend books to foster a love of reading.

Beginning School Principal Emma Wellman joined the Rowland Hall community last summer, and she already marvels at the work Chuck and Lori do for students and faculty—particularly how they problem solve. “There’s love and respect for children at the foundation, always,” she said. “It’s really about figuring out what does this individual person need to be his or her best learning self, and how can we match what we're doing with what that learner needs.”

Chuck and Lori focus on the whole child, for each individual child—which means everything from identifying early signs of dyslexia to running a support group for children of divorced parents to helping classroom teachers recommend books to foster a love of reading. Working with a diverse group of children with different academic, social, and emotional needs is part of what makes the job so rewarding, though. “Kids with all kinds of learning differences thrive at our school,” Lori said.

The Big Picture

Director of Ethical Education Ryan Hoglund is passionate about SEL, citing the many benefits to student performance and long-term success, including a significant economic impact that extends far beyond the field of education. Furthermore, research has shown that every minute spent on the social-emotional development of children translates to increased instructional time.

We’re in an environment where you have these two amazing individuals who get kids off the sidelines and back in the game. —Ryan Hoglund

Rowland Hall recently solidified its long-term commitment to SEL, adding a bullet point to the strategic plan about integrating social-emotional learning in support of Goal 1, enhancing the student learning experience. For Ryan, having the resources to keep children on track when they face inevitable challenges—at any point in their education—is part of what differentiates independent schools. "We’re in an environment where you have these two amazing individuals who get kids off the sidelines and back in the game,” he said.

Chuck said he’s grateful to be in a place where it’s part of the culture to talk about supporting the whole child, and where there’s a robust professional-development program to keep staff and teachers at the top of their game. When it comes down to it, the daily motivation is simple for Chuck, Lori, and most educators: they hope to impact children’s lives for the better.

“We want each of our kids to maximize their potential and their skills,” Lori said, “because that will unlock a lot of doors for them.”

People

Explore Our Most Recent Stories

Lauren Samuels ’11

Lauren Samuels ’11—a Rowland Hall graduate who competed for Rowmark Ski Academy her senior year and two postgraduate years—served as the youngest panelist on a July 15 U.S. Ski & Snowboard virtual discussion on how to remedy the glaring lack of racial diversity in snowsports.

Lauren, who identifies as Black and multiracial, spoke candidly about how systemic racism and discrimination impacted her skiing career, and how the industry might better foster a love of skiing among people from more diverse backgrounds. Excerpts featuring Lauren—a newly named member of the U.S. Ski & Snowboard’s Diversity, Equity, and Inclusion Committee—are transcribed below. 

Though the COVID-19 outbreak cut the 2019–2020 ski season short, Rowmark was grateful to have Lauren return (if only briefly) in a new capacity: FIS assistant coach and academic liaison. This fall, she’ll head to the University of Oregon to start a graduate program in sports product management, and plans to pursue a career in the outdoor industry.

Lauren has a rich history in ski racing. While enrolled in Rowmark, she spent much of each season traveling as an invitee with the U.S. Ski Team. She’s a J2 National Super-G champion who also raced in the U.S. Nationals and World Juniors championships. After Rowmark, she attended the University of Utah and competed as a member of their prestigious alpine ski team. She captained the team her senior year when the Utes won the 2017 NCAA National Championship.

We’re proud to call Lauren an alum, and we'll be referencing and building on discussions like this one as we redouble our commitment to equity, diversity, inclusion, and antiracist work.

Lauren Samuels ’11 ski racing

Lauren Samuels ’11 ski racing for Rowmark in Park City back in January 2012.

Transcription of Excerpts Featuring Lauren

In addition to Lauren, these excerpts feature moderator Henri Rivers, the president of National Brotherhood of Skiers and the CEO, president, and founder of Drumriver Consultants; and Forrest King-Shaw, a coach and staff trainer at Squaw Valley/Alpine Meadows Teams.

[49:28]

Not until I joined the National Brotherhood of Skiers and went to my first summit did I see another skier of color besides my dad and my brother.

Henri Rivers: Lauren, I’m going to go to you first. And I really want you to be honest with us. Has racism and discrimination altered or shortened your career as an athlete?

Lauren Samuels: This question is hard to answer. Altered, absolutely. Shortened, possibly. 

Henri: I don’t want to put you on the spot like that because I understand where you’re coming from, I do. If you want to answer, you can, but we could rephrase it.

Lauren: I’m open to speak about it, it’s just tough to talk about. But I would say in regards to altering, it’s more what Schone and you, Henri, spoke about. I was already exposed to skiing because of family. I grew up skiing, learned how to ski when I was two. But once I got into the more—I mean really, even at the grassroots level, my home club, not seeing other people who looked like me, [having] that lack of comfort and support. And I was lucky to be involved with NBS, the National Brotherhood of Skiers, from a young age, where we had other athletes who were older than me and better than me that I could look up to. But not until I joined NBS and went to my first summit did I see another skier or ski racer of color besides my dad and my brother. In the topic of shortening my career, again, that’s hard to say, but I think possibly that shortened my career. 

I had the highest vertical jump on record when I tested at 15 years old on the development team and immediately I was told, ‘That's just because you're Black.’

Some language I was faced with at any level, specific stories with the U.S. Ski Team, being disrespected or being told that I wasn't working hard enough even though I would show up to our physical testing and break records. I had the highest vertical jump on record when I tested at 15 years old on the development team and immediately I was told, “That's just because you’re Black.” And then I continued on, [being told] I'm not working hard enough, but my fitness and everything shows that I am working hard enough. These are things that, that’s racist language—as much as no one said I’m not working hard enough or it’s just because I’m Black that [I’m] not making it to the next step. But I do believe there is some ingrained racism in our sport, and in the people in our sport, and in the highest levels as well.

Henri: It’s hard to even comment on that because I’ve watched you grow up. I’ve watched you as such a spectacular racer and I'm really sorry to hear that you had to go through that. Do you think having coaches—and I know it’s also a gender thing as well—but do you think that having coaches (male and female) of color would have helped you adjust to some of the things that you were exposed to?

I was told I had to braid my hair to ski downhill because it's the fastest, most aerodynamic style. Maybe if I had a coach who had an experience similar to mine, they would've come up with other ideas or not judge me for not braiding my hair.

Lauren: Yeah, I think it's more, again, about that comfort and belonging there. There comes a big relief, at least on my shoulders, when there’s another person of color on the hill that day. And it’s as minor as that: I know there’s someone else here who will stick up for me or speak out if something does happen or go that way. And same with being able to relate on other things. My hair: I can't braid my hair—it doesn't really braid—but I was told I had to braid my hair to ski downhill because it's the fastest, most aerodynamic [style]. Well, maybe if I had a coach who had that experience similar to me, they would come up with other ideas or not judge me so hard for not braiding my hair. It's things like that that I think a coach of color and female would help with, but I don't even want to say that it has to be a Black coach or look exactly like me. Does that answer your question?

Henri: Yeah, it does. Wow, you know, I take a deep breath because you know I have young racers as well and they will start experiencing those things. That is why we’re here, that is why we’re having this discussion, so that we can stop this type of thinking and these thought processes because they are unfounded, they’re unnecessary, and they hurt young people. Lauren is a young racer that should not have to experience these things. But this is what we continually do year after year after year. We need to stop the cycle. Forrest, my question for you, same question I had for Lauren. Has racism or discrimination altered or shortened your career (I know it has) with [U.S. Ski & Snowboard or Professional Ski Instructors of America]?

Forrest King-Shaw: Well, it hasn’t shortened my career, that's for sure. It’s altered it, oh, absolutely. And before we go too deep into this I wanted to comment on a couple of things Lauren said. I have two daughters that ski race and if you knew the discussions I had with them about helmets, that was something I had to figure out. I'm a man and had to learn how to be a better man by raising daughters. So I think there’s a parallel here. You don’t have to be in our circumstance. You don't have to be whatever gender or whatever ethnicity to be better at understanding what people have to carry.

Getting more kids and athletes from all aspects of diversity will expand our talent pool and make it better.

[1:06:46] 

Henri: Lauren, what do you think the U.S. Ski Team or [U.S. Ski & Snowboard] can do to develop more athletes of color? Have you ever thought about that? Is there anything that you think they could do a little different that would help attract or bring in—you know, that’s a hard question to ask because the snow industry, it’s a difficult sport to get into, but what do you think? Have you ever had any thoughts about that?

Lauren: Yeah, I’m going to kind of piggyback on what Forrest said about how it’s the outward-facing portion of your association, your organization, and that outreach, and partnerships with organizations like Winter4Kids and with [Share Winter Foundation]. I’m going to speak about one that I know purely off of location, it’s within a mile of my house: the Loppet Foundation. They are getting kids from inner city Minneapolis out skiing and on the snow, and they focus on nordic skiing. And I think starting at that grassroots level is really, really important. And like Forrest said, if your first experience isn't great, you're not coming back. But this is more about getting the new athlete, the new member, to love skiing in one way or another. If they dont love skiing they're not going to work their way up and be a coach. Or even at a later age, if you get exposed to skiing when you're 20, 30, whatever it is, if you don't love it, you're not going to stay involved in the sport. And again, really, it's a lot of the same as [what Forrest said]. That interaction between the elite level and the younger or less elite level, between the current athletes on the U.S. Ski Team and reaching out and connecting with those younger kids. Or even coaches, newer coaches to the sport, feeling like you matter, feeling like you can make it to that next level, to that next step, whatever it is. It doesn't have to be the elite track, but it can be. And I don't think that should be disregarded that getting more kids and athletes from all aspects of diversity will, one, expand our talent pool, and make it better.

rowmark

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 Dr. 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 division. 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: Dr. 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 is noticeable every day. 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

You Belong at Rowland Hall