Vision EMag January 2018 Issue 4

e MAGAZINE
VIRGINIA ASSOCIATION OF INDEPENDENT SCHOOLS
ISSUE 4
January
2018

e MAGAZINE
CONTENTS
2
3
5
7
9
11
From the Desk of the Executive Director
Browne Academy Faculty and Staff
Explore Diversity
Inclusion at the Hebrew Academy
of Tidewater
A Team Bound in Covenant
Who belongs? Who decides?
A Pledge to Support, Involve, Address,
and Value
Editorial Advisory Board
Jennifer Harter, Assistant Director of Marketing
and Communications, St. Catherine’s School
Cathy Campbell, Director of Content Strategy
and English Faculty, Highland School
Interested in writing an article for an upcoming
Vision? Contact: Kim Failon, Director of Communications,
VAIS, at kimfailon@vais.org
CONNECT. COLLABORATE. LEAD.
ISSUE 4
January
2018

To pass the time back in the Spring,
while I waited for the ground to
thaw so that my garden beds could be
turned, I decided to work on a puzzle
in my sunroom. I chose one with 1000
pieces and 26 uplifting and encouraging
phrases about life. The work was mostly
solo, except for the company of my
dog, Dudley, who lay faithfully by my
side while I worked. Sometimes I’d play
background music, but mostly I worked
the puzzle in quiet solitude, allowing
my mind to wander and reflect on the
phrases as they came together.
As it turns out, it wasn’t only the
phrases about life that I pondered, but
also how working the puzzle can reinforce
lessons on leadership. Lessons like…
1. A thousand pieces can seem
overwhelming when the box is first
unsealed. The first step I take is to turn
each piece over and then get them
organized into colors so that I know
what I’m working with. There’s probably
a technical puzzle term for what I call
“knobs” and “divots,” but whatever it is, I
pay attention to those, too.
In leadership, a problem to be solved can
have many intricate parts, some of which
may easily fit together, while others must
be turned and adjusted. Appreciate the
components of the problem and realize
that if they are identified as part of
the whole, they likely hold value in the
search for a solution.
From the Desk of the
Executive Director
Betsy Hunroe, Executive Director, VAIS
2. After I organize the pieces, I like to
separate out the edges and assemble
the border to frame what will go
inside. When the border is finished, it’s
time to work on smaller portions of
the inside, perhaps by color or design.
In leadership, it’s a good idea to understand
the framework of what you hope to
accomplish, and then methodically fill in the
pieces until the full vision is realized.
3. Sometimes I need to walk away from
the puzzle for a bit to clear my mind,
or sit in a different chair, or stand on a
different side of the table for a better
vantage point. I noticed that the
lighting in the sunroom at different
times of day also had an effect on
the colors of the pieces. I found it
amazing that one of the first pieces
I would see when I observed from a
different angle, or in different lighting,
was the very one I was looking for.
In leadership, it’s important to gather
and embrace new perspectives. It’s
important to shine the brightest light
on a situation. New viewpoints and
full illumination can often make all the
difference toward finding a solution.
These ideas don’t apply just to leadership
but also, remarkably, to the focus
of this edition of Vision: Inclusion.
What priority do we, as educators, place
on teaching our students to appreciate
and value the myriad perspectives
represented in our communities?
We are not limited by the walls of our
school buildings and perimeters of our
playgrounds and fields in our ability to
directly affect individuals. Do we realize
and honor the potential impact that we
have on our greater society when those
individuals carry the message outward,
and work to make that happen?
Do we create open space for dialogue
and reinforce our students’ skills of
listening, observation, and empathy with
which they can understand others?
I invite you to puzzle with me
on how we can effect change. We
begin with ourselves and our own
centeredness. And then we open our
hearts and minds to those of others.
Ultimately, piecing together our ideas,
we make all the difference.
And every moment counts when
we do so.
2

Browne Academy Faculty
and Staff Explore Diversity
Bethany Weinstein, Communications Manager
Browne Academy, Alexandria
Diversity is one of Browne Academy’s four core values, so it is an innate part of
the school’s tapestry. Head of School Peggy Otey knows the importance of this
natural diversity but also understands that it is a dynamic characteristic that should
receive ongoing attention. Mrs. Otey said that, “as educators, we have the awesome
responsibility to make sure we value and understand cultural differences within our
community. Our world is connected – if we are raising children to be open minded
and culturally proficient, we need to be as well.” Therefore, during teacher work
week, Browne Academy faculty and staff participated in diversity training as part of
the school’s professional development program.
Generous donations from the emotional appeal at last year’s Browne Academy
Auction paid for the training. Rodney Glasgow, president of The Glasglow Group
and an in-demand speaker and facilitator on the subjects of diversity, equity, and
social justice, led the day-long session.
To prepare for Mr. Glasgow’s training, Mrs. Otey assigned her staff summer
homework. She asked everyone to read Blindspot: Hidden Biases of Good People. The
book challenged readers to recognize their own hidden prejudices (many of which
are subconscious products of a person’s experiences). It also offered suggestions on
how to counteract these biases.
After reading the book, Dara Manning, who teaches fifth grade math and English,
commented, “What struck me more than anything is that stereotypes about your own
people affect your view of and behavior toward yourself.” Mrs. Otey’s take away from
the book was that “there is always a need to deepen the understanding (of hidden
biases). Each staff member’s challenge was personal – a look at yourself and how your
beliefs and experiences craft the way you respond to other people in your life.”
Mr. Glasgow’s training aligned with the messages of the book, focusing on
recognizing biases, both hidden and apparent, and learning to mitigate incidents
of bias that might occur. Engaging his audience, Mr. Glasgow led multiple handson
exercises throughout the day.
Going into the training, participants had certain expectations. Fourth grade
teacher Allison Coveney felt challenged in the sense that she was new to the
Browne community and did not have the history with the school that many of her
colleagues had. However, she said that it was “interesting to be an observer (during
the training), because it helped me get a feel for what I would experience.”
Actually, Ms. Coveney’s experience went beyond simply observing. She
reflected, “I grew up in the Bronx and went to a historically black college. I needed
to come back to the middle in a way that I have not done before. Having been
raised with African-American lawyers and doctors, I do not think of them as a threat
or negative. I have had to come out of my own bubble and share more of myself. I
realized that I have had my guard up but feel Browne is a place where I can be more
open about myself. Having the platform to share was helpful.”
Information literacy specialist Maggie Marshall “thought the training was going
to be lecture based. It was refreshing to have activities to aid in the process of our
understanding of diversity. I was not expecting to feel as uncomfortable as I did,
but to learn and grow sometimes you need to feel uncomfortable.”
One activity asked participants to write down their personal “bump,” which is a
moment, event, or person that changes someone’s normality. (After experiencing
the bump, a person might see the world differently. Mr. Glasgow explained that
the moment can be positive or negative. For instance, a student might realize she
3

loves math or has a good voice, thereby
altering what classes or enrichment
activities she pursues going forward.)
Participants then moved about
the room, pairing off to share their
experiences.
In another exercise, Mr. Glasgow
hung signs, each naming an identifier,
such as religion, family structure,
gender, and age. He asked attendees
various questions (What is the most
important thing to you? What do
you not worry about? What is most
concerning to you?) and had them
answer by standing by the sign that
was the most relevant to them for that
question. Lower school music teacher
Brittany Brandt found this activity
extraordinarily informative. She said,
“There were some generalizations, but
mostly you couldn’t have predicted
the results. Everyone is the product of
their experiences and it proved how
much we can’t limit or predict what
someone is thinking or feeling based on
our own experiences. Thinking in this
way can have a tremendous effect with
our students. We may miss something
about a student because we don’t find
it important. Opening up the boxes that
we may have unintentionally placed
students in opens up not only our own
windows but ones for our students.”
Mrs. Otey agreed that the sign
exercise was enlightening, particularly
when attendees had to stand under the
sign with which they, personally, most
related. “It really made me think about
how I identify myself,” she said.
Mrs. Marshall also found the
identifier activity useful. “I found it
interesting to see what sign everyone
ended up standing under during
the activity. It helped me gain a
better perspective of my colleagues’
backgrounds and why they feel the way
they do about certain themes.”
Reading Blindspot and participating
in the diversity training not only allowed
self-reflection, but also impacted Browne
Academy’s teachers in their classrooms.
For instance, Ms. Coveney said, “It is now
at the forefront of my brain to appreciate
and accept all children for who they are. I
am more cognizant in my teaching about
treating children differently, and I ask
myself whether I am more comfortable
with girls or children of color because of
who I am.”
The diversity training prompted
changes in how Mrs. Marshall manages
the library. In the process of ordering
new books, she now takes students’
opinions and diversity into account.
“If the students do not see themselves
or their culture represented, they will
have a harder time feeling at home in
their environment. I want to make the
Browne Academy library a place where
the students see themselves in the
literature they read and research they
conduct. The diversity training inspired
me to take a look at our library and
see if it’s meeting our students needs,
socially, academically, and culturally.”
Following Mr. Glasgow’s session, Mrs.
Brandt also re-evaluated her classroom
mentality. “One of my goals this year
is to keep questioning and exploring
with my students. I hope to get to
know them more than on a superficial
level and to continue questioning
my own perception, perspective, and
experiences. I’ve been intentional in
discovering the hidden curriculum I’m
teaching. What are the biases found in
history or in text books? How do I adjust
that for my students to make my class a
more meaningful experience?”
Third grade teacher Robyn Laha
commented, “Hard conversations need
to be had. I grew up in a not-verydiverse
environment. Over my years at
Browne, I’ve been exposed to people of
different upbringings, backgrounds and
ethnicities. The longer I have been here,
the more open and less intimidated I
am about talking about differences in
culture and backgrounds. Everyone is
unique in their own wonderful way.”
Echoing Ms. Laha, Mrs. Marshall
summarized, “Every little thing – each
diverse thing – makes everyone who
they are.”
Mrs. Otey was pleased at how
engaged the faculty and staff were
with the professional development.
“So many took to heart the importance
of the work we are doing. Personally,
I definitely am thinking about things
differently, consciously considering
what I am saying or doing and whether
there is a hidden bias. The Blindspot
book and diversity training had a
profound impact on me.”
Those eager to dig deeper into
diversity on campus will not be
disappointed. Mrs. Otey promises that
reading Blindspot and participating in
Mr. Glasgow’s training were “just the
beginning.”
4

Inclusion at the Hebrew Academy of Tidewater
Carin Simon, Admissions Director, Hebrew Academy of Tidewater, Virginia Beach
There is a Jewish Proverb,
“Who is wise? The one who learns from every person.”
Many consider a private school education to be an
experience of homogeneous education, but within every
group of students there is always a range of student abilities.
At the Hebrew Academy of Tidewater (HAT), our goal is to
create a caring community so that students feel comfortable
asking for help and accepting that help from teachers and
fellow students. Many of our “mission appropriate” students
may thrive at our school, but have a specific learning disability
or attention issue that makes learning more difficult for them
in specific subjects. In these cases, we look at the student’s
needs and design inclusion strategies in order to set the
student up for success. We emphasize that all students have
a variety of strengths and a variety of weaknesses, and we all
learn from each other.
Having small class sizes of fewer than 20 students per class
at HAT, teachers are able to offer differentiated instruction.
Students can be seen working one on one with a teacher as
other students work independently on their classwork. Our
project based learning approach allows students to work in
groups to explore, create and discuss ideas for an assigned
project. Students of all ages work together and learn from
each other. As a result, students feel motivated and excited
about their work.
At HAT, we understand that young children need to
fidget. Their little bodies are not made to sit still for hours at
a time. How do we compete with ensuring that our students
are learning all that is expected of them? HAT classrooms
are equipped with enhancements, such as, bouncy chairs,

left: HAT students hard at work at stand up desks.
far left: Maureen Sullivan, Student Support
Specialist at HAT, works with a group of children
Carin Simon
stationary bikes to use while seated, a
standing desk, and a cord that attaches
to a desk for resting one’s feet. Students
are seen throughout the school
utilizing these tools. When students are
comfortable in their classroom, they are
able to focus better on their classwork.
Teaching students self help skills is
key in any classroom with a variety of
skill levels. Teachers provide visual aids
on the board to help students follow
directions, and opportunities for partner
work allow students to collaborate
and alleviate the pressure of “getting
everything right”. Students are taught
study skills such as how to break up
work into chunks and study a little bit
each night when a test will be given at
the end of the week.
Invariably, inclusion can mean more
than basic learning accommodations.
HAT has a wonderful Student Support
Specialist on staff. When a teacher has a
concern about a child’s performance, he/
she will speak with our Students Support
Team to determine accommodations that
can be made for successful learning. Our
Student Support Specialist meets each
day with a list of students to help provide
extra support. Sometimes they need
extra tutoring, help with organization
or ongoing classroom assistance. She
ensures that each student’s educational
needs are met in the classroom.
Behavior problems in children often
stem from school anxiety. Students
have all sorts of worries which can
impact both behavior and academic
performance. Last year, HAT introduced
a mindfulness program with the
students. They started the school day
with a short yoga class to calm their
minds. These classes were followed
by a lesson on social and emotional
skills using the Second Step Program.
Teaching children how to communicate
their worries along with giving them
strategies when worries arise has proven
essential to student success.
When a student receives an
evaluation with recommended therapies
and accommodations, the Hebrew
Academy makes it their responsibility
to do everything that they can
within their capabilities to make the
accommodations for the students.
Teachers are trained in accommodations
to meet the needs of the student, and
parents are encouraged to seek out the
recommended support therapies. It is an
important school and parent partnership.
Currently, we have students who receive
outside therapies for dyslexia, speech,
and occupational therapy.
At the Hebrew Academy, we believe
it is our responsibility to provide the
best education to our student body.
Every student is unique and has his/her
own individual learning style. We strive
to provide learning accommodations
and opportunities for inclusion in the
classroom whenever possible to meet
the needs of each of our students.
6

A Team Bound in Covenant
Cynthia Grier Lotze, Co-President, Virginia Diversity Network,
and Upper School English Teacher, St. Catherine’s School, Richmond
Many of us in the independent school community began this year inspired by
thoughts borrowed by Trinity School Head John Allman from Rabbi Jonathan
Sacks in Sacks’ book, The Home We Build Together. Allman and Sacks are interested
in our commitment to community less as articulated by the definition of contract
and more as encompassed by the word covenant. Both see a covenant as a moral
commitment, sustained not by letter of law or by self-interest, but by loyalty,
fidelity, faithfulness. Contract is about entitlement, Allman summarizes, covenant
is about fulfillment. Drawn to inclusion and equity work by that same spirit of
a promise fulfilled, the Virginia Diversity Network (VDN) is a group of dedicated
teachers and administrators, all with full-time positions in Virginia independent
schools, who have joined with VDN to support a more covenant-based approach
to inclusion in independent school education. We are deeply convinced of the
importance of schools that include, support, and ultimately retain students,
faculty, and staff of underrepresented groups. But doing so requires more than
awareness and concern – inclusion demands explicit goals, priorities set in direct
pursuit of these goals, and a true openness to the difficulty of institutional change.
Inclusion work’s initiatives can be challenging both to understand and to
execute: how does one pursue equity as opposed to equality? True inclusion over
simple tolerance? What is the best way to investigate the bias in an institution
and reverse trodden paths so that students, faculty, and staff of underrepresented
groups are both welcome, actually admitted or hired, and then supported? These
endeavors are and are not, as some institutions like to have it, everyone’s work. To
limit inclusion to everyone’s work dilutes the importance of the targeted, concrete
skills needed to create an inclusive school; it bespeaks a merely general concern
on the part of a school to demonstrate to its underrepresented students, faculty
and staff that their roles are both special and crucial. And in most independent
schools, underrepresented people are, by definition, special. In making inclusion
work general, however, we deny that underrepresented people, and a school’s
support of them, are crucial to the balanced life of a school. Truly acknowledging
the importance of varied socioeconomic backgrounds, of people of color, people
with disabilities, and the LGBTQ+ community in a school involves the hard work
of covenant over contract, because, as any harried head of school will tell you,
many independent schools’ efforts to hire and retain faculty of color don’t seem
to be working, and students of diverse ethnicities, backgrounds, abilities, and
sexual orientations feel they don’t hear their stories told in the classroom, and
they don’t see their identities reflected in the identities of their teachers. At VDN
schools can drop off our map when one person committed to inclusion leaves the
school or when the position of diversity director, if the school has one, is either
so limited by internal politics or so overloaded by duties, that person burns out
and is unsuccessful. Schools, as a result, can tell themselves diversity directors
7

don’t work, that it’s everyone’s work,
that it’s an extra, or that the work
simply causes trouble. The schools in
our network look to VDN not only for
professional development workshops
and programs, but for a space for honest
dialogue about the reality of identity
work and inclusion in our schools
and a belief that a central location for
these efforts in a school matters to
true forward movement in creating
an inclusive community. An inclusion
team has the charge of asserting these
concrete needs, directing the power
and resources to see out those needs’
concrete execution.
To move past hand wringing
demands commitment over mere
concern, demands a team of people
devoted to bettering their school
who are given the power to suggest
and implement changes at every
level – from board selection to hiring,
from admissions to curriculum. Any
independent school worth its weight
in accreditation paperwork has a line
about diversity in its mission statement.
Whether it’s an assertion about a diverse
student body or a claim of support for
diverse perspectives in the classroom,
we must ask: how are we in Virginia’s
independent schools tangibly achieving
these core elements of our schools’
missions? Wouldn’t a true dedication to
diversity first be articulated as inclusion
not diversity, which is just the look of
a school, not its feel? Then, second,
use every best practice in inclusion
scholarship, as we demand of all other
disciplines, to bring our schools in line
with the values articulated in those
carefully worded mission statements? A
clear, concrete articulation of a school’s
commitment to inclusion comes in
maintaining a team of people whose
exclusive job it is to support a life of
equity and justice on campus. And that
team’s covenant with the school? It puts
into action clear plans in that spirit of
the law that makes adherence to the
letter of the law meaningful. Virginia
independent schools must do these
things if we indeed value diversity:
Hire underrepresented faculty, but go
above and beyond to understand and
provide support for the extra demands
put on a teacher who might be the
only person of color, the only gender
nonconforming person, or the only
out lesbian serving students of similar
identity. Admit underrepresented
students, but disturb the complacency
of our curricula and show those children
they matter at the most foundational
levels of our schools’ educational
philosophies. Hire faculty of color, queer
faculty, and faculty with disabilities, so
every student can envision a future as
an intelligent, dynamic adult whose
expertise and identity are valued in the
workplace. And, hire a team devoted to
ensuring that all this comes to fruition,
a team bound in covenant, people
called to making a home for others and
devoted to the soul of our schools.
Inclusion demands
explicit goals, priorities
set in direct pursuit of
these goals, and a true
openness to the difficulty
of institutional change.
8

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Who belongs?
Who decides?
Mary Riser, Retired Head of School
James River Day School, Lynchburg
In middle school, popularity is a harsh mistress, and the definition of
cool is inscrutable to most adults. (Is it wealth, athleticism, fashion
sense, charisma, precocious behavior, wit, early physical development
of adult characteristics, or something else entirely that confers social
power in puberty? Kids know it when they see it as surely as chickens
in the barnyard know the pecking order.) Because young adolescents
spend so much time worrying about their social status, teachers who
can make their classrooms more inclusive are more likely to be effective
teachers. Students who feel safe and valued have more mental energy
left for attending to the lesson.
9

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Mary Riser
Teachers can’t truly make popularity
something students leave at the door.
What teachers can do, however, is to
work to ensure that each student in the
class has an equal voice and an equal
seat at the table. The teacher in the
classroom is the one who has the power
to decide who belongs, during that class.
How is it possible for a teacher to level
the social playing field in the classroom?
1. Control the seating so that the more
socially powerful children don’t always
get to sit with their friends. Make sure
that the less socially powerful children
are not pushed aside.
2. Control the conversation so that the
more socially powerful children don’t
dominate the discussion, don’t always
get called on first, aren’t allowed to
hang back and socialize with their
friends during instruction, and aren’t
allowed to show off, distracting
instruction.
3. Ensure that the less socially powerful
children have chances to make
meaningful contributions without
feeling singled out or propped up by
the teacher.
4. Build strong relationships with each
student individually. Know the talents
and passions of every student and
acknowledge them equally.
5. Immediately stop any mean teasing.
Sometimes it’s quite difficult to tell if
teasing is mean, but err on the side
of stopping anything that feels like it
might be unkind or exclusive.
Oh my, what a tall order! Teachers
need to have deep awareness of subtle
social cues. They need to know their
own prejudices for or against certain
types of students. They need to make
a sincere effort to connect with all
their students. They need to develop a
spider sense for mean teasing that can
be as subtle as an eye roll or a turned
shoulder. How can teachers develop
these skills?
As a teacher and then teacher supervisor
in Virginia independent schools for
30 years, I was always on the lookout for
presentations, programs or books that
could help teachers develop these extremely
important skills. I have found one
program that I know can deliver the skills
that teachers need: LivingSideBySide®,
created and refined over the past 40
years by an organization called Legacy
International (http://www.legacyintl.org/
livingsidebyside/). The program has had
great success in Kyrgyzstan in areas of
ethnic tension, and I am volunteering for
Legacy International to help bring the
training to teachers in the United States.
Current research supports the need
for social/emotional learning as a necessary
part of student academic success.
(www.aspeninstitute.org/publications/
evidence-base-learn/) I am excited to
introduce American schools to a program
that will result in improved social/emotional
skills for teachers and students.
LivingSideBySide® first trains teachers
to develop skills in the areas of personal
awareness, dialogue, collaboration, inclusivity,
respect for diversity, leadership, and
community building. After teachers are
trained in these skills, they then facilitate
this training for their students, with guidance
from a mentor. The training builds
capacity in the teachers and THEN the students.
Teachers who receive the training
bring their new skills into the classrooms
for the benefit of their students and entire
school community.
10 ision

A Pledge to Support, Involve,
Address, and Value
Molly Pugh, English Department Chair, Co-Director of Equity and Inclusion
Episcopal High School, Alexandria
Like so many schools across Virginia,
Episcopal High School (EHS) strives to
enroll students of diverse backgrounds,
ethnicities, localities, and beliefs. But
when students accept our invitation
to attend the school, we enter into a
contract with them – a contract that
defines inclusion at EHS. We believe that
the invitation to join EHS is an empty
one without our pledge to support,
involve, address and value students for
what they are, where they come from
and what they bring to our community.
We will all say the wrong thing at
some point. The impact of our words
or actions will sometimes diverge from
our intent. There will be times when
we don’t welcome someone to dance
even though we brought them to
the party. At EHS, the Office of Equity
and Inclusion (OEI) recognizes these
inevitabilities, and seeks to educate
and inspire, invite and include. We
work to equip adults and students
alike with the ability and motivation
to follow up when something doesn’t
go right, to ask questions from a place
of caring, to learn from mistakes, to
practice conversations before going for
the real thing, and to make empathy
one of Episcopal High School’s valued
traditions.
Empowered particularly by
administrative support and faculty
enthusiasm, the OEI engages across all
areas and constituencies at Episcopal
High School. We provide programming
for faculty and staff, from workshops
in the summer, to casual brown bag
lunches hosted by our office, to a
yearly SEED course. Last year we
created workshops around the difficult
conversations generated by the election
and coached faculty to facilitate these
workshops. This year, we continue that
work by demonstrating opportunities
to make topics of diversity, equity and
inclusion essential in every classroom,
and we shared teaching resources for
all academic subjects on the events
in Charlottesville and around the
state and country. We support our
faculty’s attendance of workshops
and conferences around the country,
including The NAIS People of Color
Conference (POCC), and we scaffold
their engagement with the community
upon their return.
For our students, we provide
opportunities both formal and informal
to engage with current events, to
consider deep questions, to practice
difficult conversations, and to learn
more about themselves and others.
At the beginning of the academic
year, our student leaders (about 120
students ranging from club treasurers to
senior monitors) attended a week-long
leadership training summit on campus.
Three of the six days of programming
were dedicated to topics of equity
and inclusion. We also encourage
student attendance at conferences and
workshops off campus, including the
the NAIS Student Diversity Leadership
Conference (SDLC), Diversity in the DMV
and other events sponsored by the
Virginia Diversity Network. We sponsor
cultural awareness and education clubs
that welcome all students and attempt to
engage the whole community. Getting
regularly scheduled programming, safe
spaces and catered meals for our six
(soon to be seven) affinity groups has
also been an important initiative. Now
we have over 100 students regularly
attending these monthly gatherings and
enjoying time with students and faculty
members who identify as a member of
the affinity group.
Another important event sponsored
by the OEI brings alumni, along with
some board members and parents,
together with our faculty, staff and
students. The Martin Luther King, Jr. Day
Symposium is a day of programming
that seeks to highlight and reflect
upon King’s values and varied, nuanced
interests. Sessions have included or
will include a panel of black alumni
reflecting on their experiences at EHS,
a teacher-led workshop on Muhammad
Ali, an experiential tour of slavery’s
places and practices in Alexandria led
by a City Councilmember, an alumna’s
presentation of her research into the
communities surrounding EHS in the
19th century, a workshop on the biology
of implicit bias and its implications, and
a school-wide service event. We want
this celebratory, inclusive day, along
with the empathy and thoughtfulness
it inspires and represents, to become
one of Episcopal High School’s valued
traditions.
It is a privilege to do such work.
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Special Thanks
to the 2017-18 VAIS Strategic Partner
www.creative-va.com
6802 Paragon Place, Suite 525, Richmond, VA 23230
VAIS.ORG / ph: (804) 282-3592
VAIS.ORG VAIS.org VAIStweets