Post on 28-Mar-2016
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Gordon a lumni connect ion S p r i n g 2 0 1 2
Dear Gordon Friends,
We hope you have been enjoying our What Matters video series at www.gordon-
school.org/whatmatters. It has given us a wonderful opportunity to showcase
the extraordinary teaching and learning that takes place in our classrooms each day
and the lasting impact it has on our students and graduates.
This issue of the Alumni Connection celebrates our teachers and alumni who are
carrying out the school’s mission in their work today. Gordon’s Teacher Residency
Program is in its second year and several of our cooperating teachers share reflections
on their work with mentoring aspiring classroom teachers. Also highlighted are alumni
who are using the foundation they received at Gordon to forge successful relation-
ships and cooperative partnerships in their professional careers.
I am excited to announce the upcoming launch of the Gordon School Alumni Mobile
Community. This application is compatible with the iPhone, iPad, iPod Touch and
Android. It will feature an interactive alumni directory, a school news feed, events
page and social media connections. To learn more about this exciting venture visit
www.gordonschool.org/mobilecommunity.
I do hope you enjoy this issue. As always, Gordon School is enormously grateful for
the continued support we receive from our alumni and their families.
Stay in touch.
Sincerely,
Siobhan Sheerar Welsh
Associate Development Director
The Teacher residency ProgramA t G o r d o n S c h o o l A n d
r o G e r W i l l i A m S U n i v e r S i t y
The eight residents of the 2012 cohort began
their studies last summer with three intense
courses led by Gordon faculty: Foundations
of Education, taught by Lower School Literacy
Specialist and former first grade teacher
Minna Ham; Psychology of Learning and
Development taught by Director of Diversity
and Multicultural Practice Kim Ridley; Multi-
cultural Children’s Literature taught by librarian
Suzanne Fox and third grade teacher Noelle
Walters. Residents also had an opportunity to
see theory turned into practice as they observed
mentor teachers in Gordon classrooms in late
May and June.
This fall, the residents entered Gordon class-
rooms and worked alongside their cooperating
teachers for the entire semester. In January,
the residents had the opportunity to intern
with master teachers at Paul Cuffee School in
Providence.
The residents are now in their final placement
at Gordon and are assigned to a new classroom
and cooperating teacher. Their practical teach-
ing experiences continue to be supported by
rigorous graduate level coursework in standards-
based mathematics, literacy, multicultural
children’s literature, art and a seminar taught
by Gordon’s faculty.
This talented and energetic group of aspiring
teachers has brought their diverse experiences,
backgrounds and passion for teaching into our
classroom community this year. The students,
teachers, and families they have worked with
know the benefits of having another dynamic
educator focused on students’ social, academic
and emotional growth.
1
meet the 2011-2012 reSidentS
t r A c e y c l A r k e
Gordon Placements: Noelle Walters, third
grade (fall), Pat Jennings, fourth grade (spring)
I have been teaching for several years, but this
year I was reminded so often of why I do this.
I just love kids—the energy they have, the way
their minds work and the fact that every day
is different. Mostly, I love the fact that the little
interactions between a teacher and a young
student can make big differences in their lives,
whether they involve lessons, teaching, a high
five or a conversation.
c o U r t n e y d e A n G e l i S
Gordon Placements: Andrew Barrett, fifth
grade (fall), Cendhi Arias, second grade (spring)
Over this past year, I have learned that I enjoy
working in all of the grades. I don’t prefer one
grade over another; they are all wonderful in
their own ways.
S e t h G i l b e r t S o n
Gordon Placements: Shai Pina, fifth grade (fall),
Linda Mullin, first grade (spring)
I have become aware of what I can bring to
the classroom and the effect it can have on my
students and colleagues. I have also learned
that there is always room to improve my
practice and incorporate innovative lessons
and strategies for my students to connect more
deeply with the material they are learning.
c A i l i n h e A r d
Gordon Placements: Cendhi Arias, second
grade (fall), Rosemary Colt, third grade (spring)
Through this program I have learned that
the first and most important step in being
an effective teacher is building meaningful
relationships with each and every student.
m e G k e e f e
Gordon Placements: Greg Carson, sixth grade
(fall), Janet Burnham, first grade (spring)
As I entered this program I expected to enjoy
working with the younger grades the most, but
I found that I love working with older students
just as much.
m i k e m A r n e l l
Gordon Placements: Pat Jennings, fourth grade
(fall), Greg Carson, sixth grade (spring)
I am extremely happy that I have chosen this
profession. Every day I have the opportunity to
guide students in their pursuit of learning and
I feel fortunate to have the chance to see them
grow.
l i S A m c G o U G h
Gordon Placements: Kate Mercurio, second
grade (fall), Shai Pina, fifth grade (spring)
This year I have learned so many ways of
being thoughtful in teaching and in life. This
experience has transformed my thinking, and
I am excited to carry this thinking with me on
my life journey in and out of the classroom.
m e A G h A n S c h l o S S t e i n
Gordon Placements: Diana Reeves, third grade
(fall), Samantha Kravitz, fifth grade (spring)
I have learned to trust my instincts and to
always listen to my students.
For more information about the Teacher Resi-
dency program visit www.gordonschool.org/
residency or contact Program Director, Lynn
Bowman at lbowman@gordonschool.org.
2
3
Greg Carson has spent his entire professional
career teaching at Gordon, starting in 1999
as a third grade teacher. He spent five years
teaching fourth grade and seven years teaching
sixth grade and is also a cooperating teacher
for the Teacher Residency Program. Greg
graduated from Keene State College with a B.S.
in Elementary Education with a concentration
in Special Education, as well as a M.Ed. from
Providence College in School Administration.
His daughter Emma is currently a student in
Gordon’s nursery class.
What led you to Gordon?
I was attending a friend’s birthday party in
central Massachusetts just as I was completing
my student teaching. I struck up a conversation
with his mother, Carol Crout, who was a
beloved second grade teacher at Gordon. She
spoke passionately about the work that Gordon
was doing and encouraged me to apply for
the third grade opening, which I eagerly did.
After meeting with Maryanne Pieri, Director
of the Lower School, and other Lower School
teachers, I immediately felt drawn to all aspects
of the school’s work and the way it lived its
mission. It was a child-centered school that
was bold and innovative in its work with
children. Gordon was in the early stages of
formalizing its commitments to racial diversity
and multicultural education, and having the
opportunity to incorporate this work into my
practice would prove to be both a challenge
and a place of very meaningful professional
and personal growth.
What is your role as a cooperating teacher
in the residency program?
For the better part of a semester, I coach and
guide a resident through all of the varying
responsibilities required of a teacher. Residents
are valued members of our teaching commu-
nity, and it’s very important to establish a
climate in the classroom where students and
their families view us as partners in teaching
our students.
What do you enjoy about being a
cooperating teacher?
The impact of the Teacher Residency Program
on Gordon students is significant, with respect
to students’ emotional, academic, and social
development. I’ve also benefited enormously
from the “why” questions that residents are
so adept at asking. For example, they may ask
why I grouped students in a specific way for
one lesson, but in an entirely different way
for another. I love these questions, as I some-
times find them professionally affirming for the
part of my practice I do instinctively. However,
these questions can also prompt some changes
that strengthen my teaching practice and over-
all work with students.
Finally, I feel pride that the residents I’ve
worked with can take the lessons and learning
from their time in my classroom and venture
off into their own full time teaching positions.
Earlier this week I exchanged emails with a
resident I worked with last spring, as she was
looking for some support with an astronomy
unit she’s preparing for. It meant a lot to me
to know that she’s succeeding in her own
classroom and is still willing to use me as a
resource.
What do you appreciate about Gordon?
Without hesitation, I most appreciate the fact
that relationships are the foundation of our
school—relationships with students, families,
colleagues, and alumni. I get to know my
students and their families in very meaningful
ways. Conversely, students and their families
get to know teachers in meaningful ways that
allow for openness and honesty that everyone
benefits from. Our profound commitment to
thoughtful multicultural teaching and learning
is something that I appreciate about Gordon.
I’ve seen the results in our graduates; they
leave as confident and empowered members
of a community who are willing to take
leadership roles in tackling difficult social
justice issues.
What is your fondest memory of your
Gordon teaching experience so far?
It would be the relationships I’ve built and
sustained with students and residents over
the years. Hearing the successes of my former
students brings me a lot of joy and pride that
stays with me, particularly if I’m able to talk
with them or exchange an email. I can honestly
say that I look back on each group of students
I’ve taught at Gordon with sincere fondness.
What do you hope for your students and
your teaching residents?
I hope my students and teaching residents
are able to reflect back on their time at Gordon
and recognize specific moments and the
cumulative learning that were fundamental
in their later successes. I hope they understand
themselves on many levels and possess the
confidence and skills to continue to grow
personally and academically.
f A c U l t y S p o t l i G h t
greg carson
4
Shai Pina has taught fifth grade at Gordon for
eight years. She is a cooperating teacher for
the Teacher Residency Program and facilitates
the Middle School Common Ground program.
Her husband, Jason, serves on the Board of
Trustees and their children Kayla (8th) and
Myles (K) are Gordon students. Shai graduated
from Rhode Island College with a B.A. in
Education and Mathematics
What led you to Gordon?
I was teaching at the Meadowbrook School in
Weston, MA and attended the AISNE People of
Color Conference where I met Gordon’s former
Diversity Director, Eric Polite. I was not only
impressed by his work at Gordon but also the
school’s strategic intention to increase racial
diversity—from the student body and faculty to
developing and implementing a multicultural
curriculum at all grade levels. I was looking at
Gordon not only for a teaching position but also
as a place for my family and when I interviewed
I knew it was the right school for all of us.
What is your role as a cooperating teacher
in the residency program?
I mentor a resident for half a year and welcome
them into my classroom as a teaching partner.
It is important for my students and their families
to know there are two teachers in their class-
room which allows for more individualized
instruction and fosters different perspectives.
My responsibilities include modeling best
practices, supervising and assessing the
residents’ professional growth and mentoring
them to their next step of having their own
classroom.
Lynn Bowman, Director of the Residency
Program also has the team of cooperating
teachers meet to share their experiences and
build our skills as mentors. It is not often that
I get to meet with my colleagues, share our
ideas with one another and affirm our roles as
mentor teachers. It has been edifying to build
new relationships with my colleagues.
What do you enjoy about being a cooperat-
ing teacher?
Being a cooperating teacher has given me
the opportunity to reflect, assess and affirm
my teaching practice. When you have some-
one observing you every day, it makes you
reflect on your practice; “Why do I teach this
lesson this way?”, “Is there anything I can do
differently?” The residents also bring their
own perspective, creativity and ideas to my
curriculum. Every day I learn something new
from them and that strengthens my own practice.
Having another teaching partner in my class-
room allows for more individual instruction
from one on one lessons to small group work.
The students can experience a range of learn-
ing experiences and understand the material
in a deeper way.
I also see my students benefiting from having
an additional teacher in their classroom.
Students connect to different people and having
a resident in the classroom gives them an
opportunity to build a trusting relationship with
another adult.
What do you appreciate about Gordon?
In addition to the school’s emphasis on racial
diversity, I appreciate Gordon’s focus on
individualized instruction. Being a mother of
two Gordon students and also a teacher, I see
the benefit of small class sizes and how they
lend themselves to individual growth and
confidence. Students at Gordon are encouraged
to find their voice, to believe in themselves and
to take ownership of their convictions. Recently
a group of seventh graders expressed an inter-
est in revitalizing the school newspaper. The
teachers helped their idea come to fruition and
The Gordonian is now written and published
monthly by a group of Middle School students.
What do you hope for your students?
I hope students leave my class with the tools to
be successful life-long learners. We can’t even
imagine the jobs that will be available to them
when they graduate college and I want them
to feel prepared to enter a diverse workforce,
holding onto the skills they learned at Gordon.
I also want my students to have the confidence
to go out into the world and seek the truth and
know that the truth can be found in various
ways.
f A c U l t y S p o t l i G h t
shai Pina
5
Tricia Kelly has taught Modern Language at
Gordon for three years. She is an instructor for
the Teacher Residency Program. Two of her
children, Madison (7th) and Connor (5th), are
Gordon students. Tricia earned her B.A. from
Washington University in St. Louis, an M.A.
from Boston University and an Ed.D. from
Teachers College Columbia University.
What led you to Gordon?
My husband grew up in Rhode Island and
we were looking to move here in 2008. Prior
to that we were living in Belgium for my
husband’s job. I began searching for teaching
positions and saw a posting on Gordon’s
website for a Spanish teacher.
I was very impressed by the school’s commit-
ment to multicultural curriculum. It has allowed
me to focus on extending my teaching of the
Spanish language and provide my students with
community partnerships and experiences that
allow them to step beyond the memorization
of the language and provide a window into its
practical use.
What partnerships have you established at
Gordon?
Our eighth grade Spanish classes are focused
around a year long study on immigration. Their
classroom work helps them understand the
struggles immigrants face when living in a
country where they don’t speak the language.
What is the course you teach for the teacher
residency program?
The course involves a seminar on strategies for
English language learners (ELL) and fieldwork
in an urban classroom. We partner with CVS
Highlander Charter School in Providence.
Residents observe and work with elementary
students individually and in small groups. The
class raises awareness of issues facing English
language learners and provides them with
practical strategies for ELL instruction.
What do you hope for your students?
I hope my students continue to be interested in
both the Spanish language and in the diverse
cultures where Spanish is spoken. I would like
them to carry the compassion and respect they
have for others who are also learning a new
language. I hope that the study of modern
languages opens their eyes to possibilities for
work, cross-cultural relationships and travel
experiences around the world.
This year, the eighth grade Spanish classes
have partnered with the Rhode Island Family
Literacy Initiative (RIFLI), a free, first step liter-
acy program for adults and their children based
at public libraries throughout Rhode Island.
RIFLI offers English as a Second Language (ESL),
citizenship preparation and computer instruc-
tion as well as children’s programming, student
resource and support.
Each eighth grade student is assigned a pen-pal
at the RIFLI and they write letters to them in
Spanish. Their pen-pals respond back to them
in English. The students make connections
immediately with their pen-pals about their
shared struggle of learning a new language
and the application of its grammatics and
pronunciation.
In seventh grade, the students engage in a
semester-long study of Guatemala. We partner
with Maya Works, a fair trade nonprofit organi-
zation that promotes economic development
for Mayan women and their families by sup-
porting a marketplace for their handcrafted
goods. The students organize a Maya Works
sale for the entire school community. After the
sale, they send the proceeds to Maya Works as
well as handwritten letters in Spanish to each
artist letting them know the success of the sale.
f A c U l t y S p o t l i G h t
Tricia Kelly
Gordon Middle School MuSicianS
naMed all-State
In November, seven Gordon students passed
the audition for the Rhode Island Music
Educator’s Association Junior All-State Music
Festival, including a seventh grader who will
serve as first chair in the orchestra. Approxi-
mately eight hundred seventh, eighth and ninth
graders from throughout the state also audi-
tioned. The Junior All-State Performance was
held on Sunday, March 25th.
Gordon proGraM earnS national
attention
Kindergarten teacher and Lower School
Common Ground Coordinator, Julie Parsons,
and Director of Diversity and Multicultural
Practice, Kim Ridley co-authored an article
on Lower School Common Ground for
Independent School Magazine. The article,
Identity, Affinity and Reality: Making the Case
for Affinity Groups in Elementary School,
appears in the winter 2012 issue. It is also
online at www.nais.org/publications
Middle School Fall theater
perForManceS
The Middle School performed two simulta-
neous productions this fall: You Can’t Take
It With You, by Moss Hart and George S.
Kaufman, and Arsenic and Old Lace by
Joseph Kresselring. Each play’s cast provided
the stage crew for the other. The arrangement
provided the student actors an opportunity
to experience theater both as a performer
and as a crew member.
hiGh School aluMni BreakFaSt
The December high school alumni breakfast
provided graduates from classes 2008-2011
an opportunity to reconnect with their
Gordon classmates and teachers prior to the
school’s winter assembly. Pictured from left
to right: Meghan Wales ’10, Jonah Parker
’10, Nate Bresnick ’10, Will Lupica ’10,
Manny Guerzon ’09, Emilie Chung ’10,
Dani Michaud ’11 and Graham Watkins ’08.
6
head’S adviSory council
The Head’s Advisory Council led by Co-Chairs
Sally Lapides and Annie White ’87 met this fall
and discussed the school’s marketing efforts.
The conversation was led by Trustee, Robin Boss
and Head of School, Ralph Wales. The Council
which consists of fifty alumni and parents of
alumni shared their ideas for strengthening
Gordon’s message of providing an academic,
racially diverse and child-centered education.
campus notes
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claSS oF 2012 civil riGhtS trip
The Class of 2012 traveled to Georgia and Alabama in February for the 11th annual Civil Rights
Trip. They met with several civil rights veterans including FBI Investigator, Ben Herren,
Dr. Gwendolyn Patton, and they visited historic sites such as the Edmund Pettus Bridge and
the Southern Poverty Law Center.
The Civil Rights Trip is funded by the Bready-Lapides Eighth Grade Educational Trip Fund which
was established through the generosity of Richard Bready (parent of Arika ’02 and Max ’03)
and Sally Lapides (parent of Ian ’99 and Emmett ’03) and the Class of 2003 Museum Admissions
Endowment Fund.
karla harry viSitinG author
Award-winning children’s book author April
Pulley Sayre was this year’s Karla Harry Visiting
Author. Sayre is the author of over fifty-five
non-fiction books for children and adults. Her
books, known for their lyricism and scientific
precision, have been translated into many
different languages. She is best known for pio-
neering literary ways to immerse young readers
in natural events via creative storytelling and
unusual perspectives. In 2008, she accepted
the Theodor “Dr. Seuss” Geisel Honor Award,
given by the American Library Association for
her book, Vulture View. It was also named a
finalist for the 2008 AAA/Subaru SB&F Prize for
Excellence in Science books.
colleGe aluMni GatherinG
Mackenzie Cater ’07 (UC Berkeley), Ben Fine
’07 (Brandeis University), Dylan Neel ’07
(Harvard University) and Lauren Rosalanko ’07
(George Washington University) returned to
Gordon in January to share their experiences
on college life with this year’s eighth grade
class.
FiFteenth viSitinG artiSt announced
Jim Reynolds will be Gordon’s fifteenth Britt
Nelson Visiting Artist, working with second,
seventh and eighth graders from April 9th to
April 20th. He is a RISD graduate who uses a
repousse technique with metal and focuses his
work on creating images from nature.
Reynolds will present his work to all three
divisions of the school while he is here, and he
will give a public talk on the evening of April
18th at 7pm in the Activity Room. All are
welcome to attend.
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Andrew is also the co-founder of Toolbox for
Education and Social Action (TESA), a worker-
owned cooperative that develops and
distributes interactive resources for economic
and social change. Andrew attended Milton
Academy ’05 and Hampshire College ’10.
how was Co-opoly created?
My Hampshire classmate, Brian Van Slyke,
had the idea of creating a board game that
would teach people about the unique benefits
and challenges of cooperatives, and introduce
them to this alternative economic model. He
began working on it during our sophomore
year in college, and almost four years later,
we had a full on board game. After Hampshire,
we decided to come together for TESA, and
Co-opoly was the first major product we
designed and produced.
In Co-opoly: The Game of Cooperatives,
players must collaborate to found and run a
democratic business. In order to survive as
individuals and to strive for the success of their
co-op, players make tough choices regarding
big and small challenges while putting their
teamwork abilities to the test. This is an
exciting game of skill and solidarity, where
everyone wins—or everybody loses. By play-
ing Co-opoly, players discover the unique
benefits, challenges and operations of the
cooperative world—as well as the skills
needed to participate in a co-op.
When it came to the production of Co-opoly
we focused on making the game independently.
Our business, Toolbox for Education and
Social Action (TESA), which facilitated the
creation of Co-opoly, is committed to using
local, sweatshop free, union or cooperatively
made and environmentally sustainable materi-
als when possible in the manufacturing of its
resources.
Co-opoly is the only board game made Fair
Trade that we have been able to find. Every
single game piece was made in the United
States. We used recycled materials and found
the only US based dice company, which is in
Kentucky. Just to give you a glimpse into the
cost of doing things ethically: the dice were the
smallest component of the game, and had we
ordered them from China they would have
cost between $40-$70, including shipping,
whereas to have the dice produced in Kentucky
they cost $750. Again, that is the smallest
component, so you can extrapolate from there.
Despite the costs, it was obvious for us in terms
of ethical production versus cost efficiency,
as it was of vital importance to us that those
making the game were treated well, and that
the game was produced ethically.
As we produced Co-opoly independently and
asked a lot of manufacturers to do things they
had never done before, we received all the
different parts for Co-opoly unassembled, and
only five days before we had to start shipping
them out. We reached out to a network of
friends and volunteers who helped us assemble
over one million moving parts into one-thousand
Co-opoly board games. It was an amazing
experience, having everyone together assem-
bling boards, game pieces and packing boxes.
It was a true testament to what cooperatives in
their very natures are—communities of sharing.
Our goal with TESA and the resources we
create is to be able to share the importance of
democratic and participatory education, while
teaching lessons of democracy, economic and
social change. We are very proud of our early
success as we have sold Co-opoly to people on
every continent in the world (except Antarctica)
including destroyed and re-forming businesses
in Christchurch, New Zealand, youth groups in
India, and cooperatives in Peru.
What is toolbox for education and Social
Action?
Brian and I were very close at Hampshire, as
our work and activism overlapped frequently.
After Hampshire, and after I got my Massachu-
setts teaching license, Brian and I decided to
begin working together again, so we formed a
worker-owned cooperative and incorporated
in the state of Massachusetts.
The mission of TESA is to create democratic
educational resources that cultivate people’s
abilities to make social and economic changes
in their communities. We build and distribute
our own materials as well as work with other
organizations to develop educational resources
for their needs.
In addition, TESA has designed resources on
cooperatives, and serves as a place to practice
cooperation and build educational tools for the
co-op community. Our most recent partnership
is with the South Bronx Green Worker Cooper-
atives (GWC), who incubate environmentally-
friendly worker-owned co-ops in the South
Bronx, one of the most impoverished areas in
New York City. GWC and TESA are creating a
democratic education curriculum for GWC’s
Cooperative Academy, training the teachers,
and designing the entire arc of the program.
A l U m n i S p o t l i G h t andrew Stachiw ‘01A n d r e W S t A c h i W ‘ 0 1 h e l p e d c r e A t e A n d p r o d U c e C o - o p o l y : The game
of cooPeraTives, a board game released This fall ThaT Teaches Players abouT cooP-
eraTives and how They Provide a viable oPTion for economic and social change.
9
We are also developing a new game that looks
at community organizing, and we are creating
an interactive history series that we hope to
eventually compile into an alternative text-
book. A lot of our work is with cooperatives
right now, and we work with all kinds of
organizations that are striving for economic
and social change.
What do you enjoy about working in a
cooperative business?
It is very empowering to own your own
business, and that is at the heart of worker-
owned cooperatives. The idea of worker co-ops
is one member, one vote, one share—that is,
it doesn’t matter how much you invest into
the business, financially everyone is an equal.
When you feel empowered and have real own-
ership, you want to take more responsibility,
and you want to go to work every day.
Furthermore, because there is that level of
equality, we share the burden and the benefit,
and on a lighter note, we also have the flexi-
bility to leave early, or work from home, or
decide to work over the weekend. Sometimes
there is nothing better than being your own
boss.
how did your Gordon experience shape
who you are today?
Gordon is all about cooperation. Its philo-
sophical day to day practice pushes individual
success but also places great emphasis on
community. This focus helped me see the
potential in cooperative working environments,
and allowed me to be able to take the initiative
to be my own boss, and to push myself to do
better. So much of the educational research
shows that the earlier schools start doing what
Gordon has been doing for years, the better off
we are as learners, thinkers, and doers, so to
that extent, I have no idea where I would be
without Gordon.
As someone who has taught, I have learned to
appreciate the work that goes into curriculum
design. Moreover, as I continue to teach and
develop curriculum, I continue to be in awe of
how advanced and developed Gordon’s edu-
cational philosophy is—hands-on, experiential,
democratic, and driven by a positive, empow-
ering mission. Gordon has always been a pace
setter, and sometimes we don’t realize how far
ahead Gordon is until they rest of us start doing
things that Gordon was doing years ago.
how would you describe yourself today?
I like to think of myself as an educator, perhaps
not in a formal school setting, but certainly
in how I live my life and the work I engage in.
We are in a time where change is crucial,
broad, extensive, and systemic, so I definitely
want to be a part of that change—that is what
drives me.
What do you hope for the future?
I never thought I would own a business. I am
thrilled to have this opportunity. I would like
to continue to work in education with kids and
focus on designing and instructing curriculum
with an emphasis on social and economic
change. I also would like to see TESA grow as
a resource for communities and educational
institutions. Furthermore, I am excited to start
working on resources that look at US history,
as it is under fire all over the country, and if we
erase the terrible elements of our past from the
history books that will only make us that much
more susceptible to repeat those mistakes.
To purchase a Co-opoly game and to find out
more about Toolbox for Education and Social
Action visit coopolygame.com or toolboxfored.
org
10
how was Anniemulz created?
My business partner, Michael Toney and I
met in our first class at Northeastern and our
friendship started immediately. We realized
that we both had the desire to start our own
business and would have tons of conversations
about ideas and businesses. Since Michael was
a graphic design major at Northeastern, we
decided to use his talents to create a clothing
line and I began writing up a business plan.
We created the AnnieMulz label in January
2009 and focused on creating a brand that
provided fresh, individual style for all people.
AnnieMulz is a play on words and a person-
ification of the word animals and based on
the concept of Natural Law. We decided upon
a grassroots effort to spread the word about
AnnieMulz.
One weekend we ventured to Newbury Street
and set up a folding table with the help of my
grandfather’s old dolley and a load of our first
run of t-shirts. We figured if we sold one t-shirt
and talked to one hundred people we would
measure that as successful. By the end of the
day, we had sold twenty-five t-shirts and talked
to over 1,000 people. We knew were on to
something.
In the spring of 2010, we submitted our
business to IDEA Northeastern’s Venture Accel-
erator, a program that provides mentorship and
funding with a focus toward helping to launch
sustainable or investment-ready businesses.
Of fifty-five businesses, AnnieMulz was among
the five finalists chosen.
We made a twenty minute presentation to
about one hundred people including an
advisory board of Northeastern professors and
the University’s investment commitee. Our
platform was a plan to open up a pop-up store
on Newbury Street. Our company was selected
as the top business and we were awarded
$10,000 in gap funding.
When were you able to open your pop-up
store?
Knowing that the $10,000 award would not
be enough for us to open a store, we had to
get creative. I leaned on the entrepreneurship
course I was taking at Northeastern where I
had just reviewed a case study on cooperative
business models. I thought it would be a great
idea to pull together other businesses with
like-minded missions and have a store front
that could benefit all of us.
We collaborated with three other brands:
Born to Purple, The Collective and George
Guest, all up and coming young lifestyle
companies in Boston and opened our pop-up
store, Concrete Jungle in the summer of 2010.
The store was a launching pad for all of us and
served as a good example of how innovators
can work together to accelerate past the grey
area of launching a business and move directly
into establishing a more well-known brand
presence in Boston and beyond.
Concrete Jungle was a great success and
attracted the fragmented underground culture
of Boston. It even brought us local and national
attention including visits from Boston Celtics
player Glenn Davis, The Wayans Brothers,
and Mos Def.
When we closed the doors of Concrete Jungle
in the Summer of 2010, we had sold over
$50,000 worth of merchandise in the ten
weeks of our store’s lifespan. That is really
when Michael and I realized our brand selling
power was viable.
What is in the future for Anniemulz?
Last spring, we were awarded another round
of gap funding from Northeastern and we plan
to use it toward taking the next step in devel-
oping the AnnieMulz brand. We are focusing
on gaining greater visibility through targeted
marketing, taking our product to the next level
by creating a sample line of tailored goods
featuring detail oriented button-downs, and
attending major trade shows to increase our
network. My goal is to make AnnieMulz
a staple in the Boston fashion scene and a
recognizable name in the fashion industry as
a whole.
how did your Gordon experience shape
who you are today?
Gordon is a community focused on ideals.
We were taught to see one another as individu-
als and connect with each other despite our
differences.
Mrs. Bowman, my Humanities teacher, pushed
me to think more deeply about issues in politics
and the world and her class was structured as
an open forum which challenged us to come
up with own answers and opinions. Her class
helped me become more aware of different
ideas, opinions and perspectives. I continue to
rely on these skills in my professional life as a
business owner.
My competitive nature was nurtured in
Gordon’s athletic program. Coach Vince, my
basketball coach, taught me the skills to be a
leader. He always emphasized the importance
of team play and being supportive of your
teammates. I will never forget those lessons.
What do you hope for the future?
I am working hard to grow AnnieMulz into
a conscious brand. I hope to take time
to discover myself, travel the world and spend
quality time with my family and friends.
A l U m n i S p o t l i G h t Matthew osofisan ‘02mAttheW oSofiSAn ’02 iS the co-creAtor of AnniemUlz, a successful aPParel comPany ThaT has been Profiled in Style BoSton,
BoldfacerS.com , BoSton metro, and complex magazine. maTThew aTTended moses brown ’06 and norTheasTern universiTy ’10.
To learn more
about AnnieMulz,
visit anniemulz.com
11
What is the role of the independent diplomat
(id) organization?
Independent Diplomat is a global non-profit
diplomatic advisory group that provides
advice and assistance on political strategy,
international law, and media to marginalized
governments and populations. ID also seeks
to empower those with the most at stake to
participate in decision-making in the
diplomatic system.
how did you become involved with
independent diplomat?
After I completed my masters degree at Kent,
I joined Human Rights First (HRF). I worked
closely with the Board of Directors and one
member became my mentor. As I was leaving
HRF, my mentor introduced me to Independent
Diplomat.
I was looking to branch out from a focus
on human rights alone to more broad based
political work. I was immediately taken with
ID’s mission of providing advice and assistance
to governments and groups that need it the
most. It struck a deep chord for me, as the need
for this unique service was quite clear. Five
years ago, I began consulting on a part-time
basis and gradually gained more responsibility
until two years ago, when I was appointed
Managing Director.
What is a recent project that assisted another
country with their political struggle?
We have been working with the democratically-
elected government of Somaliland on diplomatic
strategy. Somaliland is seeking to integrate
itself better into the region and to attract more
development assistance, trade and investment
to help lift its people out of poverty. It is also
seeking recognition as an independent state.
In 1991, after the fall of the Barre regime
and the total collapse of the Somali Republic,
Somaliland resolved to re-constitute itself
as an independent state. Since then, it has
established peace and sustainability and held
parliamentary and presidential elections.
Somaliland therefore stands in stark contrast to
south-central Somalia, which remains a failed
state without an effective government, plagued
by a series of disastrous humanitarian crisies.
Somaliland has met the established criteria
for recognition as a State. It has a permanent
population, a defined territory, a functioning
government and capacity to enter into other
relations with other states in the international
community. Its achievements have won
widespread praise and its case for recognition
has been favorably assessed by the African
Union Commission, the conflict prevention
NGO International Crisis Group as well
as the security and development think tank
The Senelis Council.
how did your Gordon experience shape who
you are today?
The school’s values and methods helped me to
develop a solid toolkit for this approach, and
the curriculum encouraged its use and devel-
opment in diverse ways. Whether in gym class
or math, students were challenged to learn
and were held accountable for the opinions
they had and the choices they made. With an
emphasis on discovery and problem solving,
the world beyond the classroom was exposed,
and we engaged with it.
These elements built a foundation not only of
concrete knowledge, but also a confidence of
application. Today, broad interest in the world
beyond the four walls of any given room I’m
in is paramount, and I feel fortunate and well-
equipped to navigate my life, with a personal
aim of adding value.
A l U m n i S p o t l i G h t Susanna emmet ‘95SUSAnnA emmet ‘95 iS the mAnAGinG director At independent diplomAt ( id) in new yorK. susanna received an llm in inTernaTional
law from The universiTy of KenT, a ba from The new school in social and hisTorical inquiry and is a graduaTe of The TafT school ‘99.
Are there any teachers or classes from your
Gordon experience that stand out for you?
My seventh and eighth grade experiences stand
out for me, and had, I believe, a significant
bearing on who I am and what I do today. In
a fundamental way, these years were focused
on engagement in the world.
One course was based simply on the daily
newspaper, which we learned to read and
discuss; another—’memory maps’—required
us to spend the year studying the geography
of the world, continent by continent. At the
end of the year, we were given a blank piece
of poster board and had to draw the world,
including its countries, cities, rivers and
mountains from memory.
In a third class we pretended to play the stock
market, where we had to defend our invest-
ments against ethical criteria. At the end of
our eighth grade year we embarked on our
community service project. I taught adult
immigrants basic life skills for getting by in
their new surroundings.
I can trace many of my adult interests and
accomplishments to these years; it tied knowl-
edge to action in the dynamic world, and
demonstrated the value of civic engagement.
What are your plans for the future?
While my work at Independent Diplomat and
in the field more broadly has been incredibly
rewarding, I am reflecting on how I might
contribute to other interests and build new
skills, expanding my experience. In particular,
I am considering going into education.
photo above: Susanna and her Gordon classmate, liza trafton ’95
f e A t U r e S i n c l U d e :
• Alumni directory integrated with LinkedIn
• Real-time class notes
• Gordon School news feed
• Alumni Connection available to read
• Register for upcoming alumni events
• Facebook, Youtube, Flickr and more
f r e q U e n t l y A S k e d q U e S t i o n S :
W h A t d e v i c e S S U p p o r t t h e
G o r d o n S c h o o l A l U m n i
m o b i l e A p p l i c A t i o n ?
The free app has cross-platform
capabilities and is currently available for
the iPhone, iPad, iPod Touch, and Android devices.
Blackberry currently does not support the application.
W h e n c A n i d o W n l o A d t h e m o b i l A p p ?
You will receive an email from Gordon School with a link to the
application for the iPhone and Android in the next coming weeks.
In order to have access to the application please make sure to update
your new email address by contacting alumni@gordonschool.org.
d o i n e e d A U S e r n A m e A n d p A S S W o r d t o l o G i n ?
To use the application, you’ll need to sign in with your email address
and name. You will then be prompted to verify the terms of use for the app
through an email sent to you. After you initially enter your username and
password, the app will remember the information. If your email is not
accepted, please contact alumni@gordonschool.org to verify your email on file.
l e A r n m o r e A t W W W . G o r d o n S c h o o l . o r G / m o b i l e c o m m U n i t y
12
sTay connecTed
A d A m f r e e d m A n ‘ 9 8
Ph.D. Candidate
Civil & Environmental Engineering, MIT
c r y S t A l S p e n c e ‘ 0 2
Senior Marketing Analyst
American Express
G r e G o r y k A t z e n ‘ 9 9
Psychology Research Graduate Student
Columbia University
GORDON SCHOOLwhat matters
G o r d o n S c h o o l A l U m n i m o b i l e
c o m m U n i t y
The Gordon School alumni community will soon
be in the palm of your hand. No matter where
you are you will be able to connect with your
classmates and keep up to date with Gordon
School news and alumni events.
directory local class notesnewsSocial events
13
Watch the video series at
www.gordonschool.org/whatmatters
n o e l b A r l o W ‘ 0 3
Harvard University ‘11
Filmmaker
v i v i A n l i U ‘ 0 8
Senior, Middlesex School
S t e p h A n i e p e r e z ‘ 0 4
Senior, Tufts University
All-American Lacrosse Player
GORDON SCHOOLwhat matters
alumni from classes 2008-2011
and the current eighth grade are
invited back to Gordon on Saturday,
June 9th from 5:30-7:30 pm.
come celebrate with your Gordon
teachers and classmates and enjoy
dancing with dJ ooch, athletic
competitions and treats from Spike’s
Junkyard dogs.
rSvp to
alumni@gordonschool.org.
2012 young alumni reunion
video series
9Os
Benjamin Haig ’90 is developing an oyster
farm in New Zealand.
Stephanie Greenbaum ’91 is engaged to Todd
Goldberg, with plans for a summer wedding.
Kathryn Trafton Hudson ’91 writes: “I earned
my National Board Certification as an Early
Adolescent science teacher. This past July, I
married my sweetheart Kelly at her aunt and
uncle’s house in Washington State. My mother
and sister Liza ’95 arranged a celebration
for Kelly and I which was attended by Nola
Riedel Kopfer ’91.” (photo 3 )
Georgi Vogel Rosen ’94 writes: “I’m living in
Brookline, MA and was recently appointed to
the town’s commission overseeing civil rights
and intergroup relations. This March I’m head-
ing to the United Arab Emirates as part of a
delegation of American Jewish women. I’ll
be co-presenting a workshop about online
grassroots advocacy at a women’s leadership
conference there, and we also will spend some
time meeting with UAE officials and touring
both Abu Dhabi and Dubai.”
Georgia Hunter Farinholt ’92 and her husband,
Robert welcomed their son Wyatt on
November 23rd, just in time for Thanksgiving.
(photo 4 )
Nicholas Foley ’96 practices law in New York
at Cravath, Swaine & Moore; he recently
moved to SoHo.
Rob Glancy ’97, Emily Bresnahan-McRae ’97,
Gia Garzone ’97 and Andrea Weisman ’97
enjoyed a mini reunion of the class 1997
at the new Abyssinia Restaurant on Wickenden
Street in Providence. They all enjoyed
reminiscing and catching up on all things
class notes
14
8Os
Melissa Maynard Leger ’83 writes: “I am
currently the Director of Recruiting at Stanford
Law School, living in the San Francisco
Bay Area, and enjoying my family and the
sunshine—my husband Stephen, and two
children, Sam and Madeleine (photo 1 ). I
remember my times at Gordon as not only
instrumental in making me who I am today,
but surely some of the best of my life. I would
love the opportunity to reconnect with as many
of my classmates as possible (Thank you Face-
book)! Hope everyone is healthy and happy
on Maxfield Avenue!”
Susanna Rhodes Beckwith ’84 and Gordon’s
Annual Fund Co-Chair Kitty Douglas were in
Washington, DC lobbying the RI delegation
on behalf of Reach Out and Read, a national
pediatric literacy program. While they were
there, they ran into Ash Wall ’01 who is
working on Capitol Hill. Susanna serves as
the Executive Director of Reach Out and Read
and Kitty Douglas is the Programs Coordinator.
(photo 2 )
Todd Greenbaum ’87 lives outside of San
Francisco with his wife Assia, and two children,
Amaya (4) and Kenzo, who turned one on
February 16th. Todd is the Senior Product
Manager for Adobe Pass for TV Everywhere.
Wensday Greenbaum ’89 was the featured
actress in a PSA for the City of Providence’s
www.sweetdeceitpvd.com campaign to raise
awareness about candy flavored tabacco prod-
ucts targeting children which is still airing on
every television station in RI. Her vintage jazz
band The Corillions won Best Jazz Act 2011
in the Motif Music Awards.
Ethan Ruby ’89 and his wife, Julie welcomed
thier second son, Bowen Lee Ruby, on
September 9th. Their oldest son Asher is now
21/2 years old.
3Os
John T. Spicer ’38 writes: “We are grateful to
have retired to a corner of Vermont where
community still plays a part in the lives of most
of us natives, as well as us folks from some-
where else. Tropical storm Irene has been
the most recent example of people coming
together, to help with recoveries of all kinds.
Vermonts river valleys were extremely hard hit
by floodwaters which should be a part of future
preparations. Visitors to our river valley will
be surprised to see the devastation and the
recovery efforts.”
4Os
William B. Greenough, III ’42 writes: “We
enjoyed attending the Gordon 100th! Miss
Childs was the pivotal teacher of my education
including high school, college and medical
school. She let me keep the class alligator on
vacations and gave me a whalebone with
scrimshaw.”
5Os
Sara Blanchard ’50 writes: “Cliff and I are
happily entrenched in our Naples Paradise
with an occasional trips ‘across the pond’
or in the Caribbean for cruise. I am singing
up a storm, wading through Bach’s Mass in
B Minor, for one! A joy to which we look
forward to coming North for Grandfriends’
Day in May to keep tabs on what Ali and
Drew Blanchard (6th and 7th) are doing.”
Ann R. Langdon ’56 writes: “Our second grand-
daughter, Georgia Ann Rico turned one this
November. We spent Thanksgiving with 37
members of Drew’s family in Savannah, GA.
We also celebrated 5th, 35th and 70th birthdays
plus a 45th wedding anniversary by taking the
family to Hawaii. Drew is now a professor
emeritus at Yale and retired from Morrison
Foerster. Liz is doing standup comedy in NYC
and catering. Dr. Alison is about to start her
own practice in El Paso. Ann is chugging along
trying to determine where best to devote her
energy.”
1
2
3
4
G o r d o n A l U m n i c o n n e c t i o n
Gordon! They hope to make this a monthly
gathering and invite any other 97ers in the
area to join them.
Yi Liu ’98 will graduate with an MBA from
Stanford University School of Business this June.
Ben Foley ’99 works as a film editor for
Customplay LLC and lives in the sun at Delray
Beach, Florida.
OOs
Claire Lewis ’01 writes: “I am in the middle of
my first year of medical school at Mount Sinai
in East Harlem, NY. I am thankful for my
Gordon expereince as it has definitely helped
me navigate the world and gave me the skills
to digest knowledge and synthesize new ideas
from all that I am learning in my medical school
coursework. Special thanks to Mr. Kravitz
and his incredible edible cell lesson in seventh
grade. The photo above (5 ) is of myself and my
brothers, Max ’02 and A.J. ’98 from our recent
family trip to Rio de Janiero.”
Caroline Greene Hunt ’01 writes “Life out
west is still wonderful. I am living in a small
ski town and working at a Youth Center. It’s
a great place to hike, ski, enjoy the sunshine
and then help some youngsters connect to
their worlds.”
Kelly Allen Kujawski ’01 and her husband
Nathaniel, welcomed their son Ethan James
Kujawski on Decemeber 30, 2011 at 6:04 am.
He weighed a total of 6 lbs and was 19 inches
long. Kelly and her husband are thrilled to be
new parents and are having an amazing time
with their son. (photo 6 )
Crystal Spence ’02 was promoted to Senior
Analyst, Charge Card Product Management
at American Express in New York. Crystal leads
an in-depth analysis of portfolio performance
to identify opportunities to increase profitability
and growth.
Sarah Engle ’03 is currently living in New York
and working as an Assistant Buyer at Blooming-
dale’s. She also works as an SAT instructor for
Kaplan. (photo 7 is of Sarah and her sister Dana
’07 at Sarah’s graduation from Brown
last May)
Jamie Macdonald ’03 is teaching history and
coaching lacrosse at the Viewpoint School in
Calabasas, CA.
Eric Margulies ’03 and his brother, Jake ’98 are
happily pursuing their personal, academic and
professional interests. Eric is living in Chicago,
IL and Jake is living in Boulder, CO.
Bethany Pine ’03 graduated Magna Cum Laude
from Brandeis University in May 2011, major-
ing in history and education. She is currently
employed at the Lincoln School teaching
nursery and coaching Middle School girls’ field
hockey, basketball and lacrosse.
David Bresnahan-McRae ’04 is entering his
senior year at the Elliot School of International
Affairs at George Washington University. He
spent last fall semester sudying in Cairo and
traveling in Morocco and Turkey.
Liam Miner ’05 writes: “I just completed a five
month study abroad program in Buenos Aires.
The photo above is from Calafate in Southern
Patagonia. I am standing in front of one of
Argentina’s largest glaciers, Perito Moreno.”
(photo 8 )
Maggie Sawdy ’05 a junior biology major at
Smith College is spending her spring semester
in Kenya and Tanzania, learning about wildlife
management in a school for field studies
program.
15
e v A n S p i r i t o ’ 0 2
r e m e m b e r e d
S t a r t W h e r e y o u a r e ,
W i t h W h a t y o u h a v e
a n d M a k e S o M e t h i n G o F i t .
n e v e r B e S a t i S F i e d .
—george washington carver (the quote chosen
by the faculty for evan at commencement 2002)
Evan Spirito ’02 passed away in
November after a courageous battle
with lung cancer. He entered Gordon
in Middle School from The Henry
Barnard School and quickly became
an essential member of the Gordon
community.
Evan’s quick wit, kindness and athletic
talents were admired by his friends
and teachers. He possessed the natural
ability to embrace and draw out the
best qualities of those around him which
made him a sought after friend and
teammate.
The Evan Spirito ’02 Scholarship Fund
has been established by the Spirito family
to celebrate and honor Evan’s legacy.
This fund will support a student with
financial need with preference given
to a boy from Henry Barnard who
demonstrates the wonderful qualities
that Evan brought to Gordon.
For more information, or to make
a contribution, please contact
Director of Development,
Kerrie Donahue at (401) 434-3833 x117
or at kdonahue@gordonschool.org
6 7 8
5
S p r i n G 2 0 1 2
Lauren Benoit ’08 a senior at Lincoln School,
was named to the 2011 Providence Journal
All-State Tennis Team and the All Division I-
North Singles First Team.
Alexa Bourque ’08 a senior at Moses Brown
was named to the 2011 Providence Journal
All-State Field Hockey Second Team and the
All Division I Second Team.
Zoe Foulkes ’08 a senior at Wheeler School
was named to the All Division I Honorable
Mention Field Hockey Team.
Lucy Green ’09 a junior at Moses Brown
was named to the 2011 Providence Journal
All-State Field Hockey Team and the All
Division I First Team.
1Os
Maddy Berkson ’10 a sophomore at Classical
High School placed sixth with a time of
5:02:77 in the girls high school invitational
mile at the U.S. Open Track & Field, which is
part of USA Track & Field Visa Championship
Series. Maddy also received highest honors on
the school’s honor roll.
Audrey Chisholm ’10 a sophomore at Classical
High School was named to the school’s honor
roll this fall and was a member of the girl’s
volleyball team. (photo 8 )
Allie Fuller ’10 and six other students attending
St. George’s School in Newport, RI were
selected for the Fall 2011 Geronimo crew.
Geronimo is a 69-foot cutter-rigged sloop
designed specifically as a classroom at sea.
On their voyage south from Newport, RI to the
Bahamas they covered close to 2,000 nautical
miles and enjoyed some great sailing—many
of their passages were completely under sail.
They traveled through 11 states, anchored in
29 different locations (including the Statue of
Liberty) and tacked 112 times. While in the
Bahamas, they sailed south to the Exumas and
on to Georgetown. Highlights included
snorkeling in Thunderball Grotto and Rocky
Dundas, swimming with nurse sharks at Com-
pass Cay and feeding the swimming pigs. They
proceeded north into the Bight of Eleuthera
for a few stops before moving on to Harbour
Island where they spent time tagging sea turtles
(photo 9 ). Back on campus for the winter term
Allie’s sea legs have been adjusted for compet-
itive squash. As tri-captain of the girl’s JV
squash team she plays in the number two spot.
Blake Johnson ’11 a freshman at Classical High
School was named to the school’s honor roll
this fall. Blake and her sister Jazmyn ’06 are
hosting a cable access television show for
teens on Cox Rhode Island channel 18.
Arden Morris ’11 and brother Owen ’11
traveled to Paris in December. Their mom
Allison’s 400 lb bronze “Still Life of Three”
commissioned by Gordon Parents Frances
and Guy McLeod, was exhibited in the 150th
anniversary of the Paris Salon Nationale Beaux
Arts and the Caroussel du Louvre. (photo 1 0 :
Arden and Owen reading the Warren Times
Gazette under the Eiffel Tower)
Jamie Pine ’11 a freshman at Lincoln School,
took the state doubles tennis title in the Rhode
Island Interscholastic League title match.
She was also named to the All Division I-
North Doubles First Team. Jamie was one of
the athletes featured on NBC’s Varsity Life in
October.
Sachie Springwater ’11 a freshman at Classical
High School, was named to the All Division II-
North Singles First Team. She received honors
on the school’s honor roll this fall.
Nick Lee ’06 is a sophomore at the College of
the Holy Cross.
Dana Engle ’07 is a freshman at Trinity College
and a member of the Women’s Varsity Field
Hockey team.
Ben Fine ’07 is a freshman at Brandeis
University and a member of the Men’s Varsity
Tennis team.
Nick Mirza ’07 is a freshman at Macalester
College and is enjoying his classes, and the
internationally diverse student body. He is still
happily and enthusiastically playing the drums.
Dylan Neel ’07 is a freshman at Harvard
University. He is rowing crew for Harvard,
and writing for the Harvard College Global
Health Review. He is also enjoying playing
on the club tennis team.
Seth Neel ’07 is a freshman at Harvard
University. He is playing on Harvard Men’s
Varsity Squash team. He hopes to major in
mathematics.
Jonathan Pine ’07 writes: “I am currently
taking classes at George Washington Univer-
sity where I intend to major in political science
with a minor in communications. Along with
taking classes, I have continued my work on
Capitol Hill with Congressman David Cicilline.”
Lauren Rosalanko ’07 writes: “I am enjoying
George Washington University and being
in Washington, DC. There are so many oppor-
tunities. I am in the School of Business and
currently working with two marketing profes-
sors in developing a case study to be used in
GW business classes in the spring. I love going
to different parts of the city on the weekends
and finding new restaurants and places to see.”
Danielle Benoit ’08 a senior at Lincoln School,
was named to the 2011 Providence Journal
All-State Tennis Team and the All Division I-
North Singles First Team.
16
8 9 1 0
GORDONYour gift to the Annual Fund provides essential support for the school’s
talented faculty, exceptional academic programs, and student opportunities.
Join the many parents, grandparents, alumni, parents of alumni, faculty, staff,
and special friends in making a gift to the Annual Fund. It’s the best way to
show your belief in a Gordon School education and will positively impact
the present-day and future of the school.
Give online today at www.gordonschool.org/give.
getting a move on the annual Fund
45 maxfield avenue east Providence ri 02914 www.gordonschool.org
non-Profit org.
u.s. Postage
PaidPermit #365Providence, ri
save the dates
2 0 1 2 c o m m e n c e m e n t
Wednesday, June 13th at 5:30 pm
Come back and congratulate the members of the Class of 2012
as they graduate from Gordon School.
For more information about these events or to RSVP
please contact A l U m n i @ G o r d o n S c h o o l . o r G .
c J b U c k l e y e x p e r i e n t i A l l e A r n i n G n i G h t
Thursday, June 7th at 5:30 pm
This night provides an opportunity for family and friends to honor CJ Buckley
’00 and to hear the current eighth grade present their service learning projects.
y o U n G A l U m n i r e U n i o n
Saturday, June 9th at 5:30-7:30 pm
This annual reunion invites back the four most recent graduating classes along
with the current eighth grade to celebrate their time at Gordon.