Duke School Under the Oak Magazine, Fall 2020

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<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />

FALL <strong>2020</strong><br />

A Tribute to <strong>the</strong> <strong>Oak</strong> Tree<br />

The story of <strong>Duke</strong> <strong>School</strong>’s<br />

“under <strong>the</strong> oak” tradition<br />

Head of <strong>School</strong><br />

Transition<br />

<strong>Duke</strong> <strong>School</strong> says farewell to<br />

Dave Michelman and welcomes<br />

Lisa Nagel as Head of <strong>School</strong><br />

2019-20 Dragon<br />

Fund Report<br />

Celebration and recognition<br />

of <strong>the</strong> Honor Roll of Donors

Our Mission & Core Values<br />

WHAT WE DO<br />

Inspire learners to boldly and creatively shape<br />

<strong>the</strong>ir future.<br />


Learner-Centered<br />

Learners are <strong>the</strong> center of a dynamic and<br />

collaborative learning, inquiry and discovery<br />

process.<br />

Active Inquiry<br />

Intellectual curiosity through project-based<br />

learning propels learners to explore multiple<br />

paths to creative solutions.<br />

Inside this Issue<br />

Bold Thinkers<br />

A deep love of learning and respect for our<br />

community forms bold, critical thinkers for life.<br />

WHY WE DO IT<br />

To prepare <strong>the</strong> next generation of problem<br />

solvers for our complex world.<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />


WRITER<br />




<strong>Duke</strong> <strong>School</strong> publishes <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> annually for<br />

its alumni, parents, grandparents and friends. If<br />

you would like to add someone to our mailing list,<br />

please email communications@dukeschool.org.<br />

We also welcome news about alumni for future<br />

publications; please email alumni@dukeschool.org<br />

with this information.<br />

Lucy Bradshaw<br />

Candy Thompson<br />

Nancy Joyce<br />

Laura Thompson<br />

Irecka Smith<br />

Sarah Dwyer<br />

Lisa Nagel<br />

4<br />

6<br />

10<br />

11<br />

12<br />

14<br />



Meet <strong>Duke</strong> <strong>School</strong>’s new Head of<br />

<strong>School</strong>, Lisa Nagel.<br />


Jane Ann McCullough, retired teacher,<br />

shares <strong>the</strong> story behind UTOT.<br />



Nicole Thompson reflects on what<br />

UTOT means to <strong>the</strong> community.<br />



Teachers Maureen Dwyer and Miriam<br />

Ornstein use a Glowforge to create<br />

storytelling figures.<br />



Emily Chávez updates <strong>the</strong> community<br />

on <strong>Duke</strong> <strong>School</strong>’s equity and social<br />

justice work.<br />


<strong>Duke</strong> <strong>School</strong> GSA students organize<br />

<strong>the</strong> school’s participation in <strong>the</strong> 2019<br />

Durham Pride Parade.

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18<br />

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<strong>Duke</strong> <strong>School</strong> hosts a special<br />

concert in collaboration with North<br />

Carolina Central University’s Vocal<br />

Jazz Ensemble.<br />



Dave Michelman retires after 14<br />

years as <strong>Duke</strong> <strong>School</strong>’s head of school.<br />




Debbie Marshall, retired teacher,<br />

reflects on her career in education<br />

and 29 years at <strong>Duke</strong> <strong>School</strong>.<br />




Rebecca Feinglos Planchard ’03<br />

answers questions about her <strong>Duke</strong><br />

<strong>School</strong> experience and her<br />

professional career.<br />

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38<br />



Mat<strong>the</strong>w E<strong>the</strong>rington presents a virtual<br />

“Coffee House” series for <strong>the</strong> <strong>Duke</strong><br />

<strong>School</strong> community.<br />



Brian Horton creates mask ear savers for<br />

health professionals.<br />


Alumni Ava Claar and Rachel Pellom ’20<br />

turn baking into a fundraising enterprise<br />

benefiting Durham’s Interfaith Food<br />

Shuttle.<br />



<strong>Duke</strong> <strong>School</strong> alumni—now parents of<br />

<strong>Duke</strong> <strong>School</strong>ers, share why <strong>the</strong>y are a<br />

family of Dragons.<br />



Isaiah Bryant ’10, addresses <strong>Duke</strong><br />

<strong>School</strong>’s Class of <strong>2020</strong>.<br />

27<br />

28<br />

31<br />


OF COVID-19<br />

<strong>Duke</strong> <strong>School</strong> innovates and<br />

accommodates for increased health<br />

and safety.<br />



Teachers share why <strong>the</strong>y believe<br />

in <strong>Duke</strong> <strong>School</strong>.<br />


Jenny Murray shares how <strong>Duke</strong> <strong>School</strong><br />

project work persists during<br />

a pandemic.<br />

40<br />

43<br />

55<br />


DRAGON<br />

Celebrating <strong>the</strong> destinations of 2016<br />

and <strong>2020</strong> grads.<br />

DUKE SCHOOL’S 2019-20 DRAGON<br />


Celebration and recognition of <strong>the</strong><br />

Honor Roll of Donors.<br />


2019-20 FIRE & WIND DRAGON<br />


Celebration and recognition of <strong>Duke</strong><br />

<strong>School</strong> sponsors.<br />

ON THE COVER: The former oak tree on <strong>Duke</strong> <strong>School</strong>’s campus—affectionately called UTOT (under <strong>the</strong> oak tree). The tree became a regular<br />

ga<strong>the</strong>ring place for students and faculty as well as <strong>the</strong> magazine’s namesake. Photo Credit: Molly Cronenwett, <strong>Duke</strong> <strong>School</strong> Parent

<strong>Duke</strong> <strong>School</strong> Welcomes<br />

Lisa Nagel, Head of <strong>School</strong><br />

<strong>Duke</strong> <strong>School</strong> welcomes Lisa<br />

Nagel as our new Head of<br />

<strong>School</strong>, succeeding Dave<br />

Michelman, who held that<br />

post for 14 years.<br />

Lisa spent <strong>the</strong> last 22<br />

years at St. Anne’s <strong>School</strong><br />

in Annapolis, Maryland—<br />

eight years as head and<br />

14 years as associate<br />

head. Her experience, values and initiatives at<br />

St. Anne’s aligned closely with those of <strong>Duke</strong><br />

<strong>School</strong>—fostering a progressive and projectbased<br />

curriculum, cultivating a community of<br />

equity and inclusion, and maintaining fiscal<br />

responsibility while building for <strong>the</strong> future.<br />

During <strong>the</strong> spring, not only was Lisa was trying<br />

to complete her work at St. Anne’s, she was<br />

also involved in crafting <strong>the</strong> COVID-19 coping<br />

strategies at both schools.<br />

“It was very energizing, and it was comforting<br />

too. I felt very fortunate, when <strong>the</strong> entire world<br />

was struck by this pandemic, to be able to have<br />

<strong>the</strong> perspective of two places to help position<br />

me,” Lisa said.<br />

Relocating from Annapolis to Durham added<br />

yet ano<strong>the</strong>r complication. “I could not believe<br />

that I purchased a house from a virtual tour,”<br />

she said. “But I wanted to get in and get settled<br />

and wanted Lucy [one of her daughters] to be<br />

settled.”<br />

After accepting <strong>the</strong> position in October 2019,<br />

Lisa wrote, “I am honored and thrilled to join<br />

this nationally renowned, vibrant teaching<br />

and learning community. I was struck by <strong>the</strong><br />

shared, focused commitment to <strong>Duke</strong> <strong>School</strong>’s<br />

bold mission and <strong>the</strong> caring, happy tenor<br />

throughout <strong>the</strong> school. In dialogues with faculty,<br />

administration, students, trustees, and parents,<br />

<strong>the</strong> descriptors I ga<strong>the</strong>red about <strong>Duke</strong> <strong>School</strong><br />

came to life everywhere I turned: connected,<br />

dynamic, powerful, smart, and full of heart.”<br />

Assuming this new role in <strong>the</strong> midst of a<br />

pandemic has been especially challenging.<br />

Lisa sees developing resilience as a critical skill,<br />

particularly in <strong>the</strong>se uncertain times. “But we<br />

can't develop that skill unless we first feel safe,<br />

cared for, and a sense of belonging,” Lisa said.<br />

“What <strong>Duke</strong> <strong>School</strong> and its faculty, staff and<br />

families has done so well is provided a sense<br />

of welcome … shown itself as <strong>the</strong> au<strong>the</strong>ntic,<br />

caring community that I first met and became<br />

acquainted with last fall,” Lisa said. “And so, it<br />

provided an opportunity not only to face <strong>the</strong><br />

challenges that were coming at us all day by<br />

day, but also to feel secure enough and have<br />

a sense of ‘settledness’ so that we could really<br />


face challenges, but also look for opportunities<br />

in this time.”<br />

Originally from Ohio, Lisa graduated from<br />

Oberlin College and received her master’s<br />

degree in education from John Carroll University.<br />

She is joined in Durham by her wife, Emily, and<br />

<strong>the</strong>ir two children—Lucy, now a ninth grader<br />

at Cary Academy, and Valerie, a freshman at<br />

American University.<br />

“I am honored and thrilled to join this nationally renowned, vibrant<br />

teaching and learning community. I was struck by <strong>the</strong> shared, focused<br />

commitment to <strong>Duke</strong> <strong>School</strong>’s bold mission and <strong>the</strong> caring, happy tenor<br />

throughout <strong>the</strong> school.” ~Lisa Nagel<br />


A Tribute to<br />

<strong>the</strong> <strong>Oak</strong> Tree<br />

When Jane Ann McCullough taught European<br />

history to her sixth-grade classes, she started<br />

with <strong>the</strong> dawn of human civilization. So perhaps<br />

it’s fitting that <strong>the</strong> story of <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Tree—<br />

<strong>Duke</strong> <strong>School</strong>’s outdoor learning and ga<strong>the</strong>ring<br />

space whose namesake tree was taken down<br />

earlier this year—begins long before <strong>the</strong> school<br />

was founded.<br />

Once upon a time, <strong>the</strong> land at <strong>the</strong> corner of<br />

what is now N.C. Highway 751 and Old Erwin<br />

Road was wooded. European settlers in <strong>the</strong><br />

area cleared large sections of woodland for<br />

farms. They built houses, barns, and o<strong>the</strong>r<br />

structures from <strong>the</strong> felled trees and grew crops<br />

in <strong>the</strong> fields. Occasionally, a mature hardwood<br />

tree was spared to shade a farmhouse during<br />

<strong>the</strong> hot summer months.<br />

In <strong>the</strong> 1930s, during <strong>the</strong> Great Depression, <strong>the</strong><br />

farm field on which <strong>Duke</strong> <strong>School</strong> now sits fell into<br />

disuse. Over <strong>the</strong> next 60 years <strong>the</strong> woodland<br />

returned, obscuring <strong>the</strong> area’s agricultural past.<br />

For Jane Ann, this past was a learning<br />

opportunity. After a brief stint at <strong>Duke</strong> <strong>School</strong><br />

in <strong>the</strong> late 1980s, she returned in 1992 to help<br />


lead <strong>the</strong> inaugural sixth grade at <strong>the</strong> newly<br />

opened middle school on Old Erwin Road.<br />

“One of <strong>the</strong> suggestions made to me was that<br />

we had an opportunity to track succession<br />

forest,” she said.<br />

With <strong>the</strong> help of graduate students from <strong>Duke</strong><br />

University’s forestry department, coordinated<br />

by a <strong>Duke</strong> <strong>School</strong> parent, Jane Ann ga<strong>the</strong>red<br />

information and insight—including decadesold<br />

aerial photographs of <strong>the</strong> area—to help her<br />

students learn how to read <strong>the</strong> history in <strong>the</strong><br />

land just outside <strong>the</strong>ir classroom.<br />

“What <strong>the</strong>y told me to look for is, when a field<br />

first starts to go back to forest, <strong>the</strong>re’s certain<br />

plants that begin to take hold,” she said.<br />

“There’s a succession of plants, and among<br />

those, yellow pine will start to grow in <strong>the</strong> field.”<br />

Fast-growing pines are <strong>the</strong> first trees to emerge<br />

in formerly open fields. Once <strong>the</strong> pines start to<br />

die off after about 65 years and enrich <strong>the</strong> soil<br />

below, hardwood trees growing in <strong>the</strong> pines’<br />

shadows begin to take over. “From farm fields<br />

back to mature hardwood forest is about 150<br />

years,” Jane Ann said.<br />

Based on this natural timeline, <strong>the</strong> woods<br />

around <strong>Duke</strong> <strong>School</strong> appeared in <strong>the</strong> 1990s<br />

to be about halfway through <strong>the</strong> 150-year<br />

succession forest cycle.<br />

So what was a massive, mature red oak tree<br />

doing amid all of <strong>the</strong> much younger growth?<br />

“We talked about it, and we said <strong>the</strong>re was good<br />

evidence to show that tree might have been a<br />

young tree left by <strong>the</strong> house,” Jane Ann said.<br />

“It definitely at some point early on was left,<br />

because by <strong>the</strong> time we arrived it was already<br />

an old tree.”<br />

Jane Ann and her students were able to confirm<br />

this <strong>the</strong>ory as <strong>the</strong>y explored <strong>the</strong> area around<br />

<strong>the</strong> tree, which was estimated to be about 100<br />

years old. They located <strong>the</strong> remains of <strong>the</strong> old<br />

farmhouse and <strong>the</strong> dump site where items from<br />

<strong>the</strong> house were discarded.<br />


The woods held o<strong>the</strong>r lessons, too. Jane Ann<br />

taught her students to recognize patterns in <strong>the</strong><br />

forms and life cycles of <strong>the</strong> plants in <strong>the</strong> forest.<br />

They built primitive shelters with fallen sticks<br />

and leaves. They scouted wood to make arrows<br />

and knives with stone heads shaped by a local<br />

expert. They also traced <strong>the</strong> ma<strong>the</strong>matical<br />

Fibonacci sequence in <strong>the</strong> spiraling scales<br />

of pinecones.<br />

“This was <strong>the</strong> heart of <strong>Duke</strong> <strong>School</strong>,” Jane<br />

Ann said. “You explored an idea by getting as<br />

close to <strong>the</strong> real thing as you could and being<br />

immersed in it, and <strong>the</strong>n making things.”<br />

and think about what it must have been like to<br />

have lived <strong>the</strong>re, both as an Indian and <strong>the</strong>n as<br />

an early settler,” Jane Ann said. “It got us out<br />

of <strong>the</strong> classroom. I think that was <strong>the</strong> biggest<br />

attraction about it—it was a classroom out<br />

in nature.”<br />

UTOT became a place of shared teaching and<br />

learning. Jane Ann’s sixth graders investigated<br />

<strong>the</strong> woods around <strong>the</strong> oak tree and brought<br />

<strong>the</strong>ir discoveries back to UTOT to present to<br />

<strong>the</strong>ir peers. “One of <strong>the</strong> things that I’ve always<br />

been grateful for is I learned as much as <strong>the</strong>y<br />

did,” Jane Ann said.<br />

After a few years, Jane Ann arranged for a raised<br />

wooden platform to be built under <strong>the</strong> large<br />

red oak. The platform served <strong>the</strong> dual purpose<br />

of guarding against ticks and poison ivy as well<br />

as defining <strong>the</strong> borders of a classroom without<br />

walls or desks. It became known as <strong>Under</strong> <strong>the</strong><br />

<strong>Oak</strong> Tree, or UTOT.<br />

“UTOT made it possible to be outside and have<br />

<strong>the</strong> trees around you, <strong>the</strong> wind in your face,<br />

Over time, UTOT “became sort of an outside<br />

ga<strong>the</strong>ring spot for o<strong>the</strong>r classes to use for o<strong>the</strong>r<br />

purposes,” Jane Ann said. What started as a<br />

convenient location for observing a succession<br />

forest came in many ways to embody <strong>Duke</strong><br />

<strong>School</strong>’s mission of hands-on learning.<br />

“We were so strongly involved with <strong>the</strong><br />

integrated program,” Jane Ann said. “So when<br />

I taught science, I was also exploring history<br />


with [<strong>the</strong> students] in every way that I could. All<br />

of that became integrated.”<br />

UTOT evolved to include a stage and an<br />

assortment of benches for classes and<br />

extracurricular meetings. Alumni often<br />

gravitated to UTOT when <strong>the</strong>y revisited <strong>the</strong><br />

school. After <strong>Duke</strong> <strong>School</strong> moved its Lower<br />

<strong>School</strong> to <strong>the</strong> Old Erwin Road campus and<br />

constructed a new Middle <strong>School</strong> in 2009,<br />

UTOT hosted assemblies and events for <strong>the</strong><br />

entire preschool to eighth grade community.<br />

Eventually, school officials realized that <strong>the</strong> red<br />

oak tree was approaching <strong>the</strong> end of its life.<br />

Crews removed <strong>the</strong> tree in December 2019.<br />

But parts of <strong>the</strong> tree still remain. Lower school<br />

students can climb, balance, and play on <strong>the</strong><br />

large sections of limbs recently added to <strong>the</strong>ir<br />

playgrounds. Cross sections of <strong>the</strong> trunk also<br />

were saved. Once <strong>the</strong>y dry, students will be able<br />

to count <strong>the</strong> tree’s rings and create timelines<br />

marking important years in state and national<br />

history. Visitors to UTOT can sit amid smaller<br />

red oak trees—possibly offspring of <strong>the</strong> original<br />

tree—on a new bench honoring retired Head of<br />

<strong>School</strong> Dave Michelman.<br />

Even without its namesake oak, UTOT will<br />

continue to represent <strong>Duke</strong> <strong>School</strong>’s philosophy<br />

of shared learning and community. The spot<br />

will still host weekly middle school meetings,<br />

whole school ga<strong>the</strong>rings, project culminations,<br />

graduations, and o<strong>the</strong>r special events.<br />

For Jane Ann, who left <strong>Duke</strong> <strong>School</strong> in 2003,<br />

and is now a volunteer elementary school<br />

teacher in Saratoga Springs, N.Y., exploration is<br />

UTOT’s greatest legacy.<br />

“You become what you do,” she said. “If you go<br />

out and you’re outside in nature, you’re going<br />

to train a part of your brain that you could not<br />

have achieved <strong>the</strong> same results with inside a<br />

classroom.”<br />

“That beautiful tree—that was just magical,”<br />

she said.<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong>, June 2019<br />


A Familiar Meeting Place: <strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />

By Nicole Thompson, Lower <strong>School</strong> Director<br />

My favorite <strong>Duke</strong> <strong>School</strong> memory is one that<br />

I get to recreate each year. On <strong>the</strong> morning<br />

of <strong>the</strong> Eighth Grade Graduation, we have a<br />

whole school ga<strong>the</strong>ring <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Tree<br />

(UTOT). The highlight for me is when <strong>the</strong> eighth<br />

graders walk <strong>the</strong>ir kindergarten buddies to <strong>the</strong><br />

assembly. The visual is fantastic—middle school<br />

giants holding hands with some of our smallest<br />

Dragons, guiding <strong>the</strong>m one last time.<br />

UTOT is a treasured, honored spot on campus.<br />

Since middle schoolers started visiting <strong>the</strong> spot<br />

more than 20 years ago, <strong>Duke</strong> <strong>School</strong>ers have<br />

enjoyed classes, conversations and assemblies<br />

under <strong>the</strong> arms of <strong>the</strong> great oak. Because of this<br />

relationship, we were all sad when we realized<br />

that <strong>the</strong> red oak was coming to <strong>the</strong> end of its<br />

natural life cycle and for safety reasons needed<br />

to be taken down.<br />

North Carolina, one for Durham, and one for<br />

<strong>Duke</strong> <strong>School</strong>. Once <strong>the</strong> timelines are complete,<br />

we hope to install <strong>the</strong>m at UTOT.<br />

The crew did additional work to <strong>the</strong> site for <strong>the</strong><br />

next iteration of life at UTOT. The team was<br />

able to cut back brush and some small pines<br />

to open up space for three red oaks that were<br />

fighting for light beside <strong>the</strong> stage. It is possible<br />

that those three oaks are <strong>the</strong> offspring of <strong>the</strong><br />

old oak. At least I know that’s what I want<br />

to believe!<br />

As we discussed <strong>the</strong> old red oak, we learned<br />

a lot about its history. Tree experts shared that<br />

<strong>the</strong> tree was likely about 100 years old. Jane<br />

Ann, a former teacher, let us know that it had<br />

once shaded a farmhouse and that alums would<br />

often ga<strong>the</strong>r at <strong>the</strong> tree when <strong>the</strong>y returned<br />

to campus.<br />

When crews came in over <strong>the</strong> winter break in<br />

2019 to remove <strong>the</strong> noble—yet tired—tree,<br />

<strong>the</strong>y were able to preserve three large slices<br />

of <strong>the</strong> trunk. While it may take a few years,<br />

<strong>the</strong> plan is to let <strong>the</strong> pieces dry and <strong>the</strong>n have<br />

students create timelines on <strong>the</strong> discs—one for<br />

10 UNDER THE OAK<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong>, June 2019

Storytelling: The Discovery Through Project Work<br />

By Maureen Dwyer & Miriam Ornstein, Preschool Teachers<br />

Young children are naturally inquisitive about <strong>the</strong><br />

world around <strong>the</strong>m—what <strong>the</strong>y can see, touch,<br />

smell, taste, and hear. Fostering that innate<br />

curiosity through project work, we provide<br />

children a variety of tools to develop and<br />

represent <strong>the</strong>ir growing knowledge. Recently,<br />

we were able to utilize some new technology to<br />

augment <strong>the</strong>se tools and project work.<br />

At a tech-focused professional development<br />

session at <strong>the</strong> beginning of <strong>the</strong> 2019-20 school<br />

year, we learned about <strong>Duke</strong> <strong>School</strong>'s newly<br />

acquired Glowforge 3D laser printer, along with<br />

some ways it might support student learning.<br />

That session sparked an idea for us and led to<br />

some brainstorming and design-thinking with<br />

Innovation Director, Katie Ree, and Technology<br />

and Innovation Specialist, Dan Divis— centered<br />

on designing and creating a sturdy laser-cut doll<br />

of each child in our class. After a few iterations,<br />

we came up with <strong>the</strong>se awesome storytelling<br />

figures!<br />

The children used <strong>the</strong> figures, along with small<br />

loose parts and dollhouse miniatures, to create<br />

stories about our project topics. The storytelling<br />

materials were quite popular throughout our<br />

projects, with children choosing to work with<br />

<strong>the</strong>m daily, both individually and in small groups.<br />

The storytelling work supported children's oral<br />

language and literacy development, inspired<br />

creativity, and enabled <strong>the</strong>m to create meaning<br />

and effectively communicate <strong>the</strong>ir learning.<br />

“One day me and my mom finished dinner and<br />

<strong>the</strong>n we were still hungry. And <strong>the</strong>n we decided to<br />

make pies. We made a chocolate pie with whipped<br />

cream on top. The crust was made out of graham<br />

crackers. We put it in <strong>the</strong> pie safe so it could cool off<br />

safely. And <strong>the</strong>n we made ano<strong>the</strong>r pie...And <strong>the</strong>n we<br />

put it in <strong>the</strong> pie safe. And <strong>the</strong>n we closed it, and after<br />

a few whiles it was cool. And <strong>the</strong>n we ate <strong>the</strong> pies all<br />

up. They tasted very good.”<br />

~Lia ‘29, Pie Project Expert<br />


Through <strong>the</strong> Lens of<br />

Equity and Social Justice<br />

By Emily Chávez, Director of Equity and Justice<br />

Three years ago a team of <strong>Duke</strong> <strong>School</strong> parents,<br />

faculty, staff, and board members created<br />

FIRE, <strong>Duke</strong> <strong>School</strong>’s Strategic Plan, focused<br />

on Future orientation, Innovative approaches<br />

and students, Results that are impactful, and<br />

Equity and justice. Within <strong>the</strong> equity and justice<br />

focus, three strategies were outlined (see <strong>the</strong><br />

box below). In August of 2019, <strong>Duke</strong> <strong>School</strong>'s<br />

leadership announced my appointment as<br />

<strong>the</strong> new director of equity and justice, whose<br />

responsibility is to guide <strong>the</strong> implementation of<br />

<strong>the</strong>se strategies and to embed an equity and<br />

social justice lens into all <strong>the</strong> work we do.<br />

Strategy 1: <strong>Duke</strong> <strong>School</strong> recognizes that some barriers to becoming more<br />

diverse, equitable and just may be systemic, unconscious, or cultural and thus<br />

difficult for members of <strong>the</strong> <strong>Duke</strong> <strong>School</strong> community to recognize and change.<br />

<strong>Duke</strong> <strong>School</strong> will work to identify and change those systemic barriers.<br />

Strategy 2: For <strong>Duke</strong> <strong>School</strong> to create an equitable and just culture, employees,<br />

board members and parents should have a deep understanding of systemic<br />

racism. Hence, <strong>Duke</strong> <strong>School</strong> will require that all members of <strong>the</strong> board and all<br />

employees attend racial and equity training and will offer training to all parents<br />

who wish to participate.<br />

Strategy 3: For <strong>Duke</strong> <strong>School</strong> to be truly just and equitable, it must meet <strong>the</strong><br />

needs of a wider socioeconomic spectrum. Hence, <strong>Duke</strong> <strong>School</strong> will commit to<br />

extending its socioeconomic reach through expanded summer programming<br />

and working with teachers who teach a wide socioeconomic range of students.<br />

The school will determine how or if it can meet <strong>the</strong> needs of a wide range of<br />

socioeconomically diverse students in its core academic year program.<br />

Recently, we have found ourselves in a global<br />

pandemic that has amplified social, political,<br />

and economic disparities around us. About six<br />

months ago, <strong>the</strong> murder of 46-year-old George<br />

Floyd by a white police officer in <strong>the</strong> middle of a<br />

Minneapolis street sparked outrage across <strong>the</strong><br />


country and <strong>the</strong> world. Daily protests emerged,<br />

first in Minneapolis and <strong>the</strong>n quickly in all fifty<br />

states and in over fifty countries around <strong>the</strong><br />

world. There are estimates that upwards of<br />

15 million people took part in protests in <strong>the</strong><br />

U.S. during <strong>the</strong> month of June alone. Summer<br />

<strong>2020</strong> saw calls to break <strong>the</strong> cycles of white<br />

supremacy in all forms and areas of society,<br />

calls for institutions and individuals to look<br />

at <strong>the</strong>mselves deeply and<br />

honestly, and calls to change<br />

many of our laws, policies, and<br />

practices that reinforce <strong>the</strong><br />

conditions of injustice.<br />

We find ourselves in a time of<br />

transformation.<br />

While <strong>Duke</strong> <strong>School</strong> educators<br />

have been in <strong>the</strong> process of<br />

reimagining school for this<br />

fall, we also find ourselves in<br />

a moment of opportunity that<br />

calls us to reimagine how we<br />

talk, teach, and learn about<br />

race and racism as well. In<br />

July, I led an optional fourweek<br />

class called <strong>the</strong> Race and<br />

Racism Study and Reflection<br />

Program for faculty and staff.<br />

This allowed us to dive deeper<br />

into <strong>the</strong> work outlined in<br />

FIRE’s equity and justice Strategy 2. Ten faculty<br />

and staff participated (on top of engaging in<br />

distance learning professional development<br />

that all faculty completed!). We looked at <strong>the</strong><br />

labor exploitation and cultivation of wealth that<br />

is at <strong>the</strong> foundation of this nation, racism as a<br />

visceral experience, racism across borders, and<br />

“I am proud to<br />

say that at <strong>Duke</strong><br />

<strong>School</strong> we have<br />

a faculty which<br />

is committed<br />

to bringing<br />

our values of<br />

diversity, equity,<br />

and social<br />

justice into <strong>the</strong><br />

classroom. Our<br />

educators do this<br />

in big and small<br />

ways.”<br />

race in <strong>the</strong> context of education. Participants<br />

examined <strong>the</strong>ir own experiences of race,<br />

privilege, and marginalization, and considered<br />

how <strong>the</strong>y would bring <strong>the</strong>ir reflections into <strong>the</strong>ir<br />

curriculum and pedagogy this fall.<br />

My work draws on years of work of those before<br />

me—faculty, staff, parents, and students—who<br />

implemented initial reform measures through<br />

changes in <strong>the</strong> things we do,<br />

think, and say. I am proud to say<br />

that at <strong>Duke</strong> <strong>School</strong> we have a<br />

faculty which is committed to<br />

bringing our values of diversity,<br />

equity, and social justice into<br />

<strong>the</strong> classroom. Our educators<br />

do this in big and small ways.<br />

Over <strong>the</strong> course of <strong>the</strong> current<br />

school year, I will have an<br />

opportunity to share some of<br />

<strong>the</strong> ways we are thinking about<br />

our equity and justice values,<br />

practices, and initiatives, and to<br />

highlight some of <strong>the</strong> excellent<br />

work of our faculty, staff, and<br />

students in this regard.<br />

These efforts have gained new<br />

urgency and relevance. Living<br />

social justice is a daily practice,<br />

one that calls us to listen both<br />

to o<strong>the</strong>rs and to ourselves.<br />

I invite every one of us to do this with one<br />

ano<strong>the</strong>r in community this year—even through<br />

distance—and as we do so, to center <strong>the</strong> needs<br />

of our children—young people who will one<br />

day lead us and our world.<br />


Dragon Pride<br />

A Look Back to <strong>Duke</strong> <strong>School</strong>’s Participation<br />

in <strong>the</strong> 2019 Durham Pride Parade<br />

On September 28, 2019, almost 200 <strong>Duke</strong><br />

<strong>School</strong> students, alumni, family members, staff<br />

members and friends joined <strong>the</strong> Durham Pride<br />

parade at <strong>Duke</strong> University’s East Campus. This<br />

was <strong>Duke</strong> <strong>School</strong>’s second year taking part in<br />

<strong>the</strong> annual parade, and<br />

<strong>the</strong> first year that students<br />

from <strong>the</strong> school’s Gender-<br />

Sexuality Alliance (GSA)<br />

helped coordinate <strong>the</strong><br />

school’s participation.<br />

“It seemed like a really<br />

nice opportunity to have<br />

<strong>the</strong> students take on a<br />

leadership role,” said<br />

Middle <strong>School</strong> Counselor<br />

Rachel Wer<strong>the</strong>imer.<br />

GSA members—guided by<br />

Rachel, Ben Felton, Middle<br />

<strong>School</strong> language arts and project teacher, and T<br />

Land, <strong>Duke</strong> <strong>School</strong> parent—began planning in<br />

spring 2019 how <strong>the</strong> school would participate<br />

in Pride.<br />

On <strong>the</strong> day, <strong>Duke</strong> <strong>School</strong>’s group marched<br />

alongside Equality NC thanks to T’s connections<br />

with <strong>the</strong> organization. To make <strong>the</strong> event even<br />

14 UNDER THE OAK<br />

more exciting for <strong>Duke</strong> <strong>School</strong> marchers, <strong>the</strong><br />

GSA prepared sign-making materials and<br />

packed goodie bags with rainbow-colored<br />

dragon stickers, temporary tattoos, crayons and<br />

candy.<br />

“Part of doing<br />

this work is<br />

teaching students<br />

that <strong>the</strong>y have<br />

voices, that <strong>the</strong>y<br />

can be activists,<br />

that <strong>the</strong>y can<br />

make change<br />

happen...”<br />

The GSA includes students who<br />

are committed to helping make<br />

<strong>Duke</strong> <strong>School</strong> a more inclusive and<br />

welcoming place for LGBTQIA+<br />

individuals, regardless of <strong>the</strong>ir<br />

own identities. To see those<br />

values celebrated on a large scale<br />

at Pride can be very exciting,<br />

Rachel said.<br />

“I think for students—particularly<br />

students who are in GSA and<br />

for whom those values are really<br />

central and something <strong>the</strong>y’ve<br />

prioritized in <strong>the</strong>ir life—seeing<br />

that all around <strong>the</strong>m … is very affirming,”<br />

she said.<br />

By marching with <strong>Duke</strong> <strong>School</strong>’s group, students,<br />

staff, and families also are “choosing to be part<br />

of <strong>the</strong> position that <strong>Duke</strong> <strong>School</strong> has, that we<br />

are an inclusive school and we want to show<br />

those values,” said Ben.

Although <strong>the</strong> COVID-19<br />

pandemic canceled <strong>the</strong><br />

parade in <strong>2020</strong>, <strong>the</strong><br />

GSA advisors say <strong>the</strong><br />

group is excited about<br />

participating in Pride in<br />

<strong>the</strong> future.<br />

“Part of doing this work<br />

is teaching students that<br />

<strong>the</strong>y have voices, that<br />

<strong>the</strong>y can be activists, that<br />

<strong>the</strong>y can make change<br />

happen,” said Ben. “I<br />

think to have something<br />

like <strong>the</strong> Pride parade to<br />

anchor <strong>the</strong>m to it is very<br />

inspiring and proof that<br />

<strong>the</strong> work that <strong>the</strong>y’re<br />

doing here in school<br />

really does have impacts<br />

and matters.”

A Special Collaboration with NCCU<br />

By Megan Whitted, Music Teacher<br />

“At last…”<br />

Hearing <strong>the</strong>se words sung by <strong>Duke</strong> <strong>School</strong><br />

students Lillian Bamberger and Caroline Welty,<br />

accompanied by <strong>the</strong> North Carolina Central<br />

University (NCCU) Vocal Jazz Ensemble, filled<br />

me with joy! It was <strong>the</strong> culmination of a year’s<br />

worth of vibrant musical collaboration.<br />

In February of 2019, <strong>the</strong> NCCU Vocal Jazz<br />

Ensemble performed at a <strong>Duke</strong> <strong>School</strong> Whole<br />

<strong>School</strong> Ga<strong>the</strong>ring, and afterward, vocal<br />

jazz students met with <strong>Duke</strong> <strong>School</strong> chorus<br />

students to share what <strong>the</strong>y loved about jazz.<br />

I recall alumnus Andrew Murgitroyd ’19 being<br />

especially excited as he was in <strong>the</strong> process of<br />

making his own recording of jazz standards.<br />

Shortly after <strong>the</strong> concert, <strong>Duke</strong> <strong>School</strong> Assistant<br />

Development Director Corey Savage had <strong>the</strong><br />

idea for a Black History celebration concert<br />

featuring <strong>the</strong> NCCU ensemble and our own<br />

Lower and Middle <strong>School</strong> choruses. After<br />

a number of conversations with ensemble<br />

director Dr. Lenora Helm Hammonds, we made<br />

plans for a February <strong>2020</strong> concert.<br />

“People get ready…”<br />

I attended a lecture by Dr. Hammonds at <strong>the</strong><br />

North Carolina Museum of Art on <strong>the</strong> life and<br />

music of Nina Simone which inspired some of<br />

our song choices for <strong>the</strong> concert. Our soloists<br />

began rehearsals in September and our fifth<br />

and sixth grade chorus worked on jazz vocal<br />

technique with ensemble alumna, Tyra Scott,<br />

for two weeks in October.<br />

By January <strong>2020</strong>, more than forty <strong>Duke</strong> <strong>School</strong><br />

chorus members had learned two songs to sing<br />

along with <strong>the</strong> NCCU Vocal Jazz ensemble—“I<br />

Wish I Knew (How It Would Feel To Be Free)”<br />

and “People Get Ready,” featuring our own<br />

steel pan percussionists. <strong>Duke</strong> <strong>School</strong> soloists<br />


“I really enjoyed working with<br />

<strong>the</strong> musicians at NCCU because I<br />

learned more about Black music<br />

history, and I learned jazz singing<br />

techniques. I loved getting a<br />

chance to sing with and learn<br />

from that talented and supportive<br />

group!”<br />

~Brooke Murgitroyd ‘21<br />

Lillian Bamberger, Hazel Bouille, Genevieve<br />

Harris, Mahaugony Howard, Brooke Murgitroyd,<br />

Shariah Warren, and Caroline Welty rehearsed<br />

with <strong>the</strong> Vocal Jazz Ensemble in February. Shariah<br />

recalled a bit of advice that Dr. Hammonds gave<br />

to her during <strong>the</strong> rehearsal, “To sound better you<br />

have to open your mouth!”<br />

After one of <strong>the</strong> rehearsals, NCCU students<br />

invited us to sit in on a rehearsal with Dr. Ira<br />

Wiggins, <strong>the</strong> head of <strong>the</strong> Jazz Studies program at<br />

NCCU. We danced and sang along as <strong>the</strong> group<br />

performed Motown hits!<br />

“Signed, Sealed, Delivered…”<br />

On February 27, <strong>2020</strong>, singers from NCCU and<br />

<strong>Duke</strong> <strong>School</strong> arrived in our Middle <strong>School</strong> Gym<br />

dressed in concert black and <strong>Duke</strong> <strong>School</strong>/<br />

NCCU maroon to sing and play music toge<strong>the</strong>r.<br />

It truly was a joyous celebration for everyone in<br />

attendance and a gratifying culmination for us all!<br />

“The opportunity that we had<br />

with NCCU to perform in a<br />

concert was incredible. Between<br />

our practices, our performances,<br />

and just simply warming up or<br />

talking, we all learned so much<br />

and really progressed as singers<br />

and performers. I feel so lucky and<br />

am so grateful to have had this<br />

opportunity. Thanks to everyone<br />

involved!”<br />

~Caroline Welty ‘21<br />

“I think my favorite part about<br />

singing with NCCU was <strong>the</strong><br />

experience of being able to sing<br />

with professionals and listen to<br />

<strong>the</strong> differences of <strong>the</strong>ir voices and<br />

what I could do to improve mine. I<br />

also loved learning about different<br />

music from different cultures, and<br />

how singing becomes a career.<br />

It gave me a chance to envision<br />

what my life could be.”<br />

~Genevieve Harris ‘22<br />


Honoring A Dragon: Dave<br />

In 14 years, <strong>the</strong> planet Venus travels around<br />

<strong>the</strong> sun almost 23 times, and Jupiter a little<br />

more than once. Four cohorts of <strong>Duke</strong> <strong>School</strong><br />

students can start preschool as 3-year-olds and<br />

graduate from eighth grade.<br />

below capacity. Attrition, student and staff<br />

diversity, and academic and extracurricular<br />

offerings all had room to improve. There were<br />

also financial challenges compounded by <strong>the</strong><br />

Great Recession.<br />

For Dave Michelman, who retired as head of<br />

school in June, 14 years was also enough time<br />

to help <strong>Duke</strong> <strong>School</strong> transform<br />

physically, demographically, and<br />

culturally.<br />

Dave joined <strong>Duke</strong> <strong>School</strong> during<br />

<strong>the</strong> 2006–07 academic year, after<br />

serving as head of Chesapeake<br />

Academy in Arnold, Maryland.<br />

He said <strong>the</strong> school’s reputation<br />

for progressive, project-based<br />

education “seemed like a great<br />

fit,” as did its location in Durham.<br />

“It was <strong>the</strong> fact that it was studentcentered,<br />

that teachers saw<br />

students as learning partners, that <strong>the</strong> projects<br />

were engaging and not predetermined, and<br />

it was a place that really respected children,”<br />

Dave said of what attracted him to <strong>Duke</strong> <strong>School</strong>.<br />

“I loved <strong>the</strong> culture and <strong>the</strong> feel of <strong>the</strong> school,<br />

<strong>the</strong> fact that students were really excited about<br />

<strong>the</strong> work <strong>the</strong>y were doing.”<br />

<strong>Duke</strong> <strong>School</strong> faced several challenges early in<br />

Dave’s tenure. Student enrollment often was<br />

Additionally, Dave noticed a lack of school<br />

culture, due in large part to <strong>the</strong> lower and<br />

middle schools being housed<br />

on separate campuses. “To me,<br />

<strong>the</strong>re didn’t seem to be a very<br />

deep sense of school spirit and<br />

identity among <strong>the</strong> students,” he<br />

said.<br />

Over <strong>the</strong> next 14 years, Dave led<br />

<strong>Duke</strong> <strong>School</strong>’s growth in all of<br />

<strong>the</strong>se areas.<br />

With support from <strong>the</strong><br />

school’s Board of Trustees<br />

and Development Office, <strong>the</strong><br />

endowment increased fivefold<br />

and philanthropic investments in <strong>the</strong> school<br />

grew. Applications for Admissions now far<br />

exceed <strong>the</strong> school’s enrollment. The Educators<br />

Institutes promote <strong>Duke</strong> <strong>School</strong>’s project-based<br />

learning approach and expertise to teachers<br />

worldwide.<br />

Dave attributes some of this growth to shifting<br />

how <strong>the</strong> school presents itself to potential<br />

students and families.<br />


Michelman Retires from <strong>Duke</strong> <strong>School</strong><br />

“The school learned to speak about itself<br />

and its program more confidently, ra<strong>the</strong>r than<br />

apologetically,” he said. Unique features of <strong>the</strong><br />

school, such as calling teachers by <strong>the</strong>ir first<br />

names and not giving grades, were framed<br />

in terms of promoting partnerships among<br />

students and teachers and assessing student<br />

performance with best practices.<br />

multiple student bands, Lower and Middle<br />

<strong>School</strong> choruses, and a drama program with<br />

two plays a year.<br />

“I believe that, when we talk about creative and<br />

critical thinkers, one way to allow that to happen<br />

is through a robust arts program,” Dave said. “It<br />

just lends itself to creative and critical thinking.”<br />

“I think we became really<br />

clear that this is who we are.<br />

We’re proud of who we are,<br />

and if it meets <strong>the</strong> needs of<br />

your family, great! And if it<br />

doesn’t, that’s also great,”<br />

Dave said.<br />

Dave oversaw <strong>the</strong> capital<br />

campaign to consolidate<br />

<strong>the</strong> Lower and Middle<br />

<strong>School</strong>s on <strong>the</strong> Old Erwin<br />

Road campus in 2009. He<br />

fur<strong>the</strong>r encouraged <strong>the</strong><br />

development of <strong>the</strong> <strong>Duke</strong> <strong>School</strong> identity with<br />

a rebranding campaign, a new school song,<br />

and <strong>the</strong> adoption of <strong>the</strong> school poem, Jack<br />

Prelutsky’s Once They All Believed in Dragons.<br />

The school’s programmatic offerings<br />

transformed as well. During Dave’s tenure,<br />

<strong>Duke</strong> <strong>School</strong> expanded its extracurricular<br />

opportunities and arts instruction significantly.<br />

The performing arts program now includes<br />

“The school is<br />

still challenging<br />

students in<br />

engaging<br />

ways—and<br />

hopefully better<br />

than it did when I<br />

arrived—that’s my<br />

point of pride.”<br />

Among <strong>the</strong> many changes, Dave<br />

said, “<strong>the</strong> fact that <strong>the</strong> school<br />

now thinks about diversity and<br />

equity and justice near <strong>the</strong> top of<br />

<strong>the</strong> metrics it uses when making<br />

a decision is something that I’m<br />

very excited about.”<br />

In addition to attracting and<br />

retaining more diverse families<br />

and faculty, <strong>the</strong> school’s<br />

diversity and inclusion initiative<br />

encourages discussions about<br />

bias and equity in all areas of<br />

school life. “Teachers have been very thoughtful<br />

about how to have a curriculum that really<br />

reflects <strong>the</strong> world we live in and opening up a<br />

world so students can see it in its reality,” Dave<br />

said.<br />

The school also expanded its focus on service<br />

and advocacy, largely inspired by <strong>the</strong> ideas<br />

in Sara Ahmed and Smokey Daniels’s book<br />

Upstanders. “If students aren’t having <strong>the</strong><br />


opportunity to actually make a difference, it<br />

disempowers <strong>the</strong>m, and <strong>the</strong>y’re not seeing <strong>the</strong><br />

complex world,” Dave said.<br />

Dave’s time at <strong>Duke</strong> <strong>School</strong> wasn’t without a final<br />

challenge. In March, <strong>the</strong> COVID-19 pandemic<br />

forced <strong>the</strong> school to shift to distance learning<br />

with just a few days’ notice.<br />

“There were many o<strong>the</strong>r decisions that needed<br />

to be made quickly, some of which had a large<br />

scope,” Dave said. “Having a strong board and<br />

Leadership Team, we were able to make <strong>the</strong>se<br />

decisions using <strong>the</strong> same approach we have<br />

used for years.”<br />

That way involves evaluating how best to<br />

support <strong>the</strong> school’s mission; help <strong>the</strong> social<br />

climate among faculty, staff, students, and<br />

parents; and allow <strong>the</strong> school to be financially<br />

sustainable, Dave said. “As long as those<br />

three filters are met, <strong>the</strong>n you know it’s a good<br />

decision.”<br />

As teachers shifted to online instruction, Dave<br />

recorded video messages and organized virtual<br />

assemblies to “continue to create <strong>the</strong> sense<br />

of community.”<br />

Dave is exploring several options for <strong>the</strong> next<br />

chapter of his life after <strong>Duke</strong> <strong>School</strong>, including<br />

consulting and leadership coaching in <strong>the</strong><br />

education and nonprofit sectors, as well as<br />

working with a company promoting cultural<br />

understanding among American and Chinese<br />

students. He and his wife, Claudia, plan to<br />

remain in Durham to be close to family, including<br />

<strong>the</strong>ir three grandchildren.<br />

Through his time at <strong>Duke</strong> <strong>School</strong>, Dave said<br />

he is most proud that <strong>the</strong> school remains a<br />

place that challenges students, gives <strong>the</strong>m<br />

agency, encourages persistence and empathy,<br />

and helps <strong>the</strong>m understand <strong>the</strong> importance of<br />

equity and justice.<br />

“I think <strong>Duke</strong> <strong>School</strong> does that as well as any<br />

school,” he said. “That’s what it’s about. It’s not<br />

about number of students. It’s somewhat about<br />

diversity, because I don’t think you can do all that<br />

without diversity. It’s not about <strong>the</strong> endowment.<br />

Those are important for a school, but to me,<br />

<strong>the</strong> fact <strong>the</strong> school is still challenging students<br />

in engaging ways—and hopefully better than it<br />

did when I arrived—that’s my point of pride.”<br />


Everything I Needed to Know<br />

I Learned in Kindergarten<br />

Beloved kindergarten teacher Debbie Marshall retired last June after 29 years at <strong>Duke</strong><br />

<strong>School</strong>. Who better to reflect and share experiences with her than a former student and<br />

rising star in <strong>the</strong> world of early childhood education, Rebecca Feinglos Planchard ’03?<br />

A Teacher’s Perspective:<br />

Rebecca: What first drew you to becoming<br />

a teacher?<br />

would I have done if I had felt like I had lots<br />

of choices?”<br />

Debbie: I was a child of <strong>the</strong> ’50s and ’60s.<br />

Basically, we had two or three options as girls:<br />

teacher, nurse, secretary, or some variation. I<br />

guess that was sort of always in my head. But I<br />

loved kids. I babysat all <strong>the</strong> time as a teenager.<br />

In <strong>the</strong> summers, <strong>the</strong> folks at my church would<br />

ask me to do <strong>the</strong> 3- and 4-year-olds class in<br />

Bible <strong>School</strong>. I remember being very relaxed<br />

doing that. One of <strong>the</strong> summers we visited<br />

friends, and <strong>the</strong> dad came over to me and said,<br />

“You are really good with kids.” That stuck with<br />

me. Now, I kind of wish that I could have grown<br />

up in an era like this because I wonder, “what<br />

Rebecca: But I think it seemed to work out<br />

pretty well for you.<br />

Debbie: I can truthfully say that this was never<br />

just my job. It was my passion.<br />

Rebecca: I know I felt that as a kid in your<br />

class. There’s no doubt about that. How have<br />

you seen kindergarten change over your 29<br />

years?<br />

Debbie: The first thing that changed<br />

curriculum-wise was <strong>the</strong> introduction of reading<br />


writing workshop and math workshop—going<br />

from being play-based and centers. We<br />

grappled with that a lot. I felt good about what<br />

we did academically; but being able to have<br />

ano<strong>the</strong>r lengthy period of time in those centers<br />

is where you’re doing all that social-emotional<br />

work, sharing <strong>the</strong> blocks or sand or whatever.<br />

So that was tricky—always trying to find enough<br />

time in <strong>the</strong> day.<br />

The thing that I’m most concerned about, in<br />

terms of what has changed, is children come to<br />

you for direction on<br />

what to do all <strong>the</strong><br />

time. They finish<br />

this and say, “what<br />

do I do now?”—<br />

always needing<br />

someone else to<br />

help <strong>the</strong>m out with<br />

that. We obviously<br />

have to have<br />

things for <strong>the</strong>m<br />

to do. Have <strong>the</strong><br />

materials around—<br />

cardboard, tubes,<br />

paint, markers<br />

or crayons or<br />

whatever—and<br />

just let <strong>the</strong>m<br />

struggle with it for a little bit. Don’t solve “I’m<br />

bored.” Let kids figure it out <strong>the</strong>mselves. That’s<br />

how you get innovators and creative thinking!<br />

Rebecca: Yes! It seems like my entire<br />

experience in <strong>the</strong> classroom my first year was<br />

that tension of being held accountable through<br />

testing—paper-based testing <strong>the</strong> district<br />

required me to give. As soon as I learned that<br />

those paper-based tests in kindergarten didn’t<br />

have a negative repercussion for anyone, I was<br />

like, “Oh, forget that. Let’s learn for <strong>the</strong> sake<br />

of learning.” I changed every piece of our<br />

curriculum and just thought through “What are<br />

<strong>the</strong> values that we want to instill in our kids?<br />

What’s <strong>the</strong> culture that we want to cultivate?<br />

And <strong>the</strong>n how do we want to work toge<strong>the</strong>r and<br />

individually to solve problems?”<br />

Debbie: The things I’ve always felt that need<br />

to come out of kindergarten are things like<br />

perseverance, fearlessness, empathy, resilience,<br />

self-reliance, being<br />

comfortable taking<br />

risks—and to be OK<br />

with failure. I don’t<br />

use <strong>the</strong> word failure<br />

a lot, but I say to<br />

kids, “Sometimes<br />

we do things and<br />

it doesn’t work<br />

and we get upset.<br />

But that doesn’t<br />

mean we didn’t<br />

learn anything.” My<br />

job is to create an<br />

environment where<br />

<strong>the</strong>y feel safe and<br />

secure in doing that.<br />

Rebecca: What kept you at <strong>Duke</strong> <strong>School</strong>?<br />

Debbie: Every year is an adventure. You know,<br />

you get this different group of kids and <strong>the</strong>y<br />

have different interests. So, you never know<br />

exactly what’s going to happen. I trust myself<br />

more than I did when I was less experienced.<br />

So being able to take cues from <strong>the</strong> kids and<br />

learning alongside <strong>the</strong>m makes it really exciting.<br />

And <strong>the</strong>n I guess <strong>the</strong> o<strong>the</strong>r thing would be<br />


<strong>Duke</strong> <strong>School</strong>’s commitment to professional<br />

development. It is remarkable. I feel like <strong>Duke</strong><br />

<strong>School</strong> does more than any place I can imagine<br />

in terms of keeping us on <strong>the</strong> cutting edge of<br />

what is happening in progressive education.<br />

It’s phenomenal! Then, <strong>the</strong>re’s <strong>the</strong> collegiality<br />

among <strong>the</strong> staff. Everybody will share<br />

everything! You have a new idea, you share it<br />

with your colleagues. I think we have grown to<br />

feel that by sharing what we are learning, trying<br />

and finding success with everybody else, makes<br />

us all better. I think it puts us in a unique place<br />

in <strong>the</strong> community.<br />

Debbie: This is this is what I think I’ve learned:<br />

There is no end game in teaching. I’ve been<br />

back to graduate school twice in my career.<br />

The last time I started graduate school at <strong>the</strong><br />

age of 60, and every time I’ve done a graduate<br />

program, it has been “I’ve got to find <strong>the</strong><br />

answer. The answer is here.” And it’s not. It is<br />

not a finite field. There is no end. It is always<br />

going to be evolving. And you always have to<br />

just grow and change. This is <strong>the</strong> place where<br />

you just keep growing and you get better and<br />

better each time. But it never stops. So be a<br />

lifelong educator and a lifelong learner.<br />

Rebecca: I really want to hear your words of<br />

wisdom for me.<br />

Rebecca: Mic drop. That’s great advice,<br />

Debbie. I’m keeping that in my pocket.<br />

A Former Student’s Perspective:<br />

Debbie and Rebecca continue to “talk shop”—sharing memories<br />

and examining education in today’s world.<br />

Debbie: What do you remember about<br />

kindergarten?<br />

Rebecca: I remember <strong>the</strong> classroom being<br />

so big. We came in and walked down <strong>the</strong>se<br />

little stairs to get to <strong>the</strong> room. And it was<br />

huge in my eyes. I remember you being so<br />

kind. I feel like I remember snuggling in <strong>the</strong><br />

loft with my classmates. But this is where I get<br />

emotional—I don’t remember a whole lot about<br />

<strong>the</strong> kindergarten year in school. This is <strong>the</strong> sad<br />

thing. I remember going in for show and tell<br />

and I decided that my “tell” to <strong>the</strong> kids in my<br />

class was that I couldn’t hug my mom because<br />

she was getting radiation <strong>the</strong>rapy.<br />

Debbie: That is <strong>the</strong> thing that defined your<br />

year in kindergarten for me. I don’t think I’d<br />

ever taught a child who had to deal with that.<br />

Rebecca: And we should say out loud…<br />

My mom was diagnosed with brain cancer in<br />

December of that year.<br />

What do you remember about talking to my<br />

parents? Because I assume that <strong>the</strong>y would<br />

have wanted to sit down with you, or at least<br />

had a phone call about it.<br />

Debbie: I remember your mom talking to me<br />

at a conference and telling me about how she<br />


felt and <strong>the</strong> oncoming of this illness. I think<br />

mostly it was hoping that I could make her feel<br />

like you were in a really safe place—that we<br />

would do everything we could to support you<br />

whatever came along. We were not making you<br />

a centerpiece of sympathy, but we were letting<br />

you be five-year-old Becki. You and your family<br />

probably helped me grow in some ways that<br />

became helpful with o<strong>the</strong>r kids that require <strong>the</strong><br />

same sort of “let <strong>the</strong>m feel what <strong>the</strong>y feel.”<br />

Now, I would really like to<br />

hear about your job right now<br />

because you have jumped<br />

several levels from working<br />

with five-year-olds to being<br />

<strong>the</strong> governor’s daily buddy.<br />

Rebecca: It’s been quite<br />

<strong>the</strong> journey! I came home to<br />

be <strong>the</strong> senior early childhood<br />

policy advisor for <strong>the</strong> North<br />

Carolina Department of<br />

Health and Human Services.<br />

We work very closely with<br />

<strong>the</strong> governor’s office, but I<br />

advise <strong>the</strong> DHHS secretary,<br />

Dr. Mandy Cohen. Prior to<br />

COVID, I was focused on our<br />

birth-to-age-eight work. The<br />

governor and I—my work—released an early<br />

childhood action plan for <strong>the</strong> state, and we’re<br />

now going to think about what it means in a<br />

post-COVID world.<br />

We are in a place where we have set extensive<br />

public health guidance for what it means to<br />

operate a school in person and <strong>the</strong> safety and<br />

health requirements. It is <strong>the</strong> hardest thing I’ve<br />

ever done. And I would have told you before<br />

COVID that teaching was <strong>the</strong> hardest thing I’ve<br />

ever done.<br />

“The things I’ve<br />

always felt that<br />

need to come out<br />

of kindergarten<br />

are things like<br />

perseverance,<br />

fearlessness, empathy,<br />

resilience, selfreliance,<br />

being<br />

comfortable taking<br />

risks—and to be OK<br />

with failure.”<br />

Debbie: It seems like you have <strong>the</strong> most<br />

overwhelming job ever because it seems like all<br />

of this is <strong>the</strong>n rooted in equity and justice. And<br />

without all of that being in place, how is it going<br />

to change in public schools?<br />

Rebecca: That is <strong>the</strong> one<br />

good thing that has come out<br />

of COVID—every problem that<br />

was happening before COVID<br />

is magnified times a thousand.<br />

We are staring at inequity by<br />

race, by ethnicity, in our state<br />

right now. We’re watching it<br />

happen and you can’t ignore it<br />

anymore. What this gives us an<br />

opportunity to do is reimagine<br />

education, to reimagine<br />

early childhood education<br />

in particular, to reimagine<br />

healthcare. We got telehealth<br />

working in a period of weeks.<br />

Our state has been trying to<br />

integrate that for years, and just<br />

when necessitated, we made<br />

it happen. Same idea for y’all<br />

as teachers—we’re doing remote instruction?<br />

Here we go. Let’s do it. Same with our work<br />

right now—no idea how to get meals delivered<br />

to kids across our state when all of our schools<br />

are closed? Let’s use school buses to deliver<br />

<strong>the</strong>m. If this is fostering such an opportunity to<br />

break down systems that were destructive, <strong>the</strong>n<br />

let’s change <strong>the</strong>m. There’s nothing out of play<br />

right now. We can reinvent whatever we want.<br />


I wanted to tell you what <strong>Duke</strong> <strong>School</strong> meant to<br />

me and why I love <strong>Duke</strong> <strong>School</strong> so much.<br />

I was so well served by <strong>the</strong> school. I feel like I<br />

think <strong>the</strong> way that I think and that I work with<br />

people <strong>the</strong> way that I do because of my time<br />

at <strong>Duke</strong> <strong>School</strong>. I love creative approaches to<br />

problem solving. I think that is really rooted in<br />

my preschool through eighth grade education.<br />

But <strong>Duke</strong> <strong>School</strong> taught me how to be a<br />

thinker, fundamentally.<br />

<strong>School</strong> was also a very safe place for me when<br />

so much of my childhood at home was really<br />

hard—really, really, hard. And that’s not to say<br />

that my fa<strong>the</strong>r didn’t create <strong>the</strong> most loving<br />

environment that he could. But having someone<br />

with brain cancer deteriorating in front of you as<br />

a child, and that’s all you know, for eight years<br />

… home was a hard place to be. <strong>School</strong> was my<br />

happy place every day, every year.<br />

I never felt like I couldn’t be myself at <strong>Duke</strong><br />

<strong>School</strong>. I just felt so embraced by every<br />

classmate, every teacher. And that approach<br />

to being able to feel free to be myself, free to<br />

think and approach problem solving <strong>the</strong> way<br />

that I wanted to, <strong>the</strong> way that made sense<br />

to me, that <strong>the</strong>re was no wrong way I could<br />

approach something at <strong>Duke</strong> <strong>School</strong>—that’s<br />

so empowering to kids. That has set me up for<br />

everything else. And I feel like without <strong>Duke</strong><br />

<strong>School</strong>—without that education—I don’t know<br />

that I would have that at all.<br />

Debbie: That is definitely music to our ears at<br />

<strong>Duke</strong> school—even more now that we are in <strong>the</strong><br />

21st century where everybody is talking about<br />

design-thinking, innovation, and all of those<br />

things. You go back and I think <strong>the</strong> basis of it is<br />

where we were to begin with.<br />

Rebecca Feinglos Planchard ‘03<br />

After graduating from <strong>Duke</strong> <strong>School</strong> in 2003, Rebecca Feinglos<br />

Planchard attended Durham Academy and <strong>Duke</strong> University.<br />

She taught kindergarten and was an instructional coach<br />

for Teach for America in Dallas, Texas, for four years. She<br />

earned a master’s degree in public policy from <strong>the</strong> University<br />

of Chicago while also serving as an early childhood policy<br />

associate and communications consultant in <strong>the</strong> Chicago<br />

mayor’s office. She is now a senior early childhood policy<br />

advisor for <strong>the</strong> North Carolina Department of Health and<br />

Human Services.<br />


Transitioning in<br />

Light of COVID-19<br />

As <strong>the</strong> COVID-19 pandemic evolved swiftly, so did <strong>Duke</strong> <strong>School</strong>’s<br />

transition to distance learning. The school moved all students to<br />

distance learning from March through June—<strong>the</strong> remainder of<br />

<strong>the</strong> 2019-20 school year. With few days notice, teachers altered<br />

curriculum plans to ensure that <strong>Duke</strong> <strong>School</strong>ers would complete<br />

<strong>the</strong> school year toge<strong>the</strong>r—persevering as “<strong>the</strong> next generation<br />

of problem solvers for our complex world.” The community<br />

worked tirelessly to remain flexible, responsive, and innovative.<br />

In doing so, <strong>Duke</strong> <strong>School</strong>’s Leadership Team developed a mission<br />

and main objectives for distance learning. The team’s first and<br />

foremost priority was “to have students feel engaged, curious,<br />

and safe while practicing inquiry and exhibiting agency as <strong>the</strong>y<br />

used technology and o<strong>the</strong>r resources from <strong>the</strong>ir environment.”<br />

In August, <strong>the</strong> <strong>Duke</strong> <strong>School</strong> community officially welcomed Lisa<br />

Nagel as head of school, who released <strong>the</strong> school’s Return to<br />

<strong>School</strong> Plan—outlining safety precautions and protocols that<br />

allowed families, faculty and staff to return to campus this fall.<br />

Dedicated to developing <strong>the</strong> best curriculum for all students,<br />

both on-line and on-campus, <strong>the</strong> school began its <strong>2020</strong>-21<br />

school year with concurrent On-Campus and Bridged Distance<br />

Learning Models.<br />


Who We Are: From <strong>the</strong> Desk<br />

of <strong>Duke</strong> <strong>School</strong> Teachers<br />

““<strong>Duke</strong> <strong>School</strong> is <strong>the</strong> greatest place for preschoolers to learn and grow through<br />

enriching experiences. In my 27 years of teaching, I truly believe that projectbased<br />

learning is <strong>the</strong> optimal way for young children to absorb knowledge.<br />

Project based learning affords children <strong>the</strong> opportunity to learn through<br />

tangibility, solve real-world problems, ask questions to gain knowledge, and be<br />

curious about <strong>the</strong> world around <strong>the</strong>m. Even during <strong>the</strong>se unprecedented times,<br />

<strong>the</strong>re is no place where I would ra<strong>the</strong>r be and teach!”<br />

~Renee Smith, Preschool Teacher<br />


““<strong>Duke</strong> <strong>School</strong> provides a nurturing and warm<br />

environment for students to grow and become<br />

bold, independent thinkers. I deeply value <strong>Duke</strong><br />

<strong>School</strong>’s commitment to meeting <strong>the</strong> needs of<br />

students both academically and emotionally.<br />

The curriculum is very engaging and addresses<br />

<strong>the</strong> needs of different learning styles. The<br />

project-based learning allows students to<br />

form questions and explore multiple ways to<br />

problem solve. The students are <strong>the</strong> center of<br />

<strong>the</strong> learning at <strong>Duke</strong> <strong>School</strong>. Each and every<br />

day <strong>the</strong> campus is full of active engagement,<br />

discovery, and collaboration.”<br />

~Janeia Knox, Lower <strong>School</strong> Teacher<br />

““It’s great to teach at a school where teachers are<br />

entrusted with so much autonomy and creative<br />

control in <strong>the</strong> classroom. The freedom to be<br />

innovative with curricular choices is empowering,<br />

and it feels in step with <strong>the</strong> progressive, labschool<br />

mentality that is at <strong>the</strong> heart of DS. This<br />

has always been something I’ve valued about<br />

working here and especially now, when everything<br />

is so new and different. The flexibility to try new<br />

ways of teaching, while being supported by <strong>the</strong><br />

administration to make choices that best meet<br />

<strong>the</strong> needs of students and teachers, is one of <strong>the</strong><br />

many unique and meaningful qualities that DS<br />

possesses.”<br />

~Ben Felton, Middle <strong>School</strong> Teacher<br />


Photo Credit: Dillon Ross,<br />

Middle <strong>School</strong> Teacher<br />

““One of <strong>the</strong> silver linings of teaching through a<br />

pandemic has been <strong>the</strong> awe and gratitude I feel<br />

each day as I watch every member of <strong>the</strong> <strong>Duke</strong><br />

<strong>School</strong> community live out our values.<br />

After giving up summer vacation time to learn<br />

more about distance learning, teachers meet<br />

weekly to plan a dual distance and on-campus<br />

program with adaptations for social distancing,<br />

disinfecting materials, and masking.<br />

Students continue <strong>the</strong>ir deep inquiry and<br />

collaboration as a seventh grader sits at his<br />

computer in Pod C and gives feedback to a<br />

friend learning at his kitchen table. And first<br />

graders continue to ask important questions<br />

as <strong>the</strong>y chat with a guest scientist over Zoom<br />

about <strong>the</strong>ir Rock Project.<br />

The results of our equity and justice work fill<br />

<strong>the</strong> buildings during <strong>the</strong> presidential election<br />

as students learn about voter suppression<br />

and gerrymandering, and eighth graders work<br />

alongside <strong>Duke</strong> University Infectious Disease<br />

researchers collecting data for a study to find a<br />

safe and cost-effective way to help schools stay<br />

open during a pandemic.<br />

Last of all, each day I observe <strong>the</strong> agency<br />

and commitment we hold dear as everyone<br />

pitches in to do tasks we never imagined.<br />

The day begins as administrators and specials<br />

teachers, <strong>the</strong>rmometers in hand, spend an<br />

hour cheerfully greeting students in carline. As<br />

I hear my office doorknob rattle at 9 a.m., I yell<br />

out a greeting to my friends on our custodial<br />

staff who are keeping me safe through ano<strong>the</strong>r<br />

round of disinfecting. Parents chat under tents<br />

as <strong>the</strong>y pack special treats for teachers. And<br />

parent Board members and physicians meet<br />

with Leadership Team members every Tuesday<br />

evening to plan for <strong>the</strong> physical and financial<br />

health of <strong>the</strong> school.”<br />

~ Kathy Bartelmay, Curriculum Director<br />


Project Work in a Pandemic<br />

By Jenny Murray, Middle <strong>School</strong> Director<br />

<strong>Duke</strong> <strong>School</strong> has a long history of student<br />

investigations and inquiries—project work.<br />

A project is an in-depth investigation of a<br />

real-world topic worthy of student time and<br />

attention. Through <strong>the</strong> years, many <strong>Duke</strong><br />

<strong>School</strong> projects have been repeated as <strong>the</strong>y<br />

have become touchstones and<br />

traditions that students look<br />

forward to year after year.<br />

But just as it has in <strong>the</strong> real<br />

world, <strong>the</strong> pandemic has<br />

changed everything about<br />

how we do things and nothing<br />

about why we do <strong>the</strong>m or what<br />

is truly important in school and<br />

in life.<br />

While some tried and true<br />

projects have engaged<br />

students in familiar studies<br />

this year, <strong>the</strong> pandemic and <strong>the</strong> election have<br />

brought different real-world topics and issues<br />

to our doorstep and into our classrooms. There<br />

are real-world and real-school problems that<br />

need to be solved, and our students are ready to<br />

learn and practice valuable skills and strategies<br />

to address and solve <strong>the</strong>m. Students have<br />

helped design <strong>the</strong>ir outdoor classroom spaces<br />

to help keep school doors open for on-campus<br />

“Protocols due to <strong>the</strong><br />

current pandemic<br />

may have changed<br />

<strong>the</strong> vehicles for<br />

project work, but<br />

<strong>the</strong> reasons for<br />

student inquiry have<br />

never been more<br />

important.”<br />

learning and designed virtual and physically<br />

distant games to play at recess. Students<br />

have also studied electoral politics, voting law<br />

history, and campaigns in order to understand<br />

and make meaning out of our current political<br />

landscape. Additionally, eighth grade students<br />

are studying viral transmission,<br />

ga<strong>the</strong>ring data, and working<br />

with researchers from <strong>Duke</strong><br />

University as part of our COVID<br />

Surveillance Study.<br />

Whe<strong>the</strong>r real-world projects,<br />

tried-and-true favorites or<br />

current event-related issues<br />

to be solved, projects at <strong>Duke</strong><br />

<strong>School</strong> remain an important<br />

part of our curriculum.<br />

Projects engage students<br />

through questioning, research,<br />

collaboration and iteration<br />

through presentations to au<strong>the</strong>ntic audiences.<br />

Protocols due to <strong>the</strong> current pandemic may<br />

have changed <strong>the</strong> vehicles for project work, but<br />

<strong>the</strong> reasons for student inquiry have never been<br />

more important. Students need to practice and<br />

grow intellectual and personal autonomy if<br />

<strong>the</strong>y are to become independent learners and<br />

problem solvers for our complex world.<br />


Virtual Performances to Connect,<br />

Showcase, and Learn<br />

By Mat<strong>the</strong>w E<strong>the</strong>rington, Performing Arts Teacher<br />


through <strong>the</strong><br />

arts<br />


our students through<br />

performance<br />


how to present in a live<br />

online broadcast<br />

In April, a new kind of performance emerged<br />

connecting our <strong>Duke</strong> <strong>School</strong> community. The<br />

Virtual Coffee House Concert was born amid<br />

<strong>the</strong> social isolation of COVID-19. Each Friday at<br />

noon, students and families came toge<strong>the</strong>r on<br />

Zoom to share music, magic, and drama.<br />

This was a new arena for us all. I had no idea<br />

how this would develop, but it felt good to<br />

engage our artistic selves and share some<br />

humanity in a time of crisis. Students from all<br />

grades stepped up to collaborate, rehearse<br />

and perform. There was something meaningful<br />

here and we started gaining a steady audience<br />

as <strong>the</strong> weeks progressed. Pretty soon, we<br />

were able to expand our program with a<br />

Lower <strong>School</strong> Special, hosted by our very own<br />

“Musical Megan,” a Family and Faculty week, a<br />

Strings week, and a showcase of some original<br />

songs from our halted stage musical production<br />

There’s No Place Like Home.<br />

I learned some nifty Zoom tech tricks, an app<br />

called Acapella which allowed us to collaborate<br />

on video and, perhaps most importantly, I learned<br />

just how much we need artistic expression in<br />

our lives, especially during tough times. I was<br />

bowled over by our students, our families,<br />

and our faculty who tried something new and<br />

pushed <strong>the</strong>mselves beyond comfortable to<br />

support our community each week.<br />


Problem Solving Beyond <strong>Duke</strong> <strong>School</strong><br />

<strong>Duke</strong> <strong>School</strong>’s makerspace is all about problem<br />

solving. With <strong>the</strong> school operating in distance<br />

learning in April due to COVID-19, Director of<br />

Technology Operations and Innovations Brian<br />

Horton began considering how <strong>the</strong> school’s<br />

growing collection of machinery<br />

and shop tools could serve <strong>the</strong><br />

community during <strong>the</strong> pandemic.<br />

engraved with <strong>the</strong> <strong>Duke</strong> <strong>School</strong> logo to donate<br />

to UNC. The Glowforge cut 50 to 60 ear savers<br />

in about 15 minutes. Despite that speed, it took<br />

some time to tweak <strong>the</strong> template file, add <strong>the</strong><br />

<strong>Duke</strong> <strong>School</strong> logo and test <strong>the</strong> process. Once<br />

cut, each hook also needed to have<br />

its heat-resistant paper coating<br />

peeled away.<br />

“I was thinking, OK, well we’ve got<br />

a laser cutter, is <strong>the</strong>re something<br />

we could make using that?”<br />

he said.<br />

Brian found a template for<br />

adjustable “ear savers” offered<br />

by Glowforge, <strong>the</strong> laser cutter’s<br />

manufacturer. The small, S-shaped<br />

hooks hold <strong>the</strong> loops of a surgical<br />

face mask away from <strong>the</strong> wearer’s<br />

ears for a more comfortable fit.<br />

To make <strong>the</strong> rigid ear savers more<br />

comfortable, Brian warmed <strong>the</strong><br />

newly cut hooks on <strong>the</strong> heated bed<br />

of one of <strong>the</strong> school’s 3D printers.<br />

He <strong>the</strong>n shaped <strong>the</strong>m into curves<br />

using a large roll of duct tape that<br />

he said was “just about <strong>the</strong> size of<br />

<strong>the</strong> back of somebody’s head.”<br />

“It was great, having something to<br />

do that could help in some way,” he<br />

said.<br />

“Once I looked at <strong>the</strong> file and <strong>the</strong> materials we<br />

had on hand, I realized we could make a lot<br />

of <strong>the</strong>se—and it doesn’t take very long to do<br />

that,” he said.<br />

Director of Development, Dr. Kenneth<br />

W. Chandler, and Assistant Director of<br />

Development, Corey Savage, helped arrange<br />

to donate <strong>the</strong> ear savers to medical personnel<br />

at <strong>the</strong> University of North Carolina (UNC)<br />

Department of Emergency Medicine. After that,<br />

Brian said, “I turned out as many as I could.”<br />

Over two days, Brian created 300 ear savers<br />

In normal times, <strong>the</strong> makerspace’s laser cutter,<br />

3D printers, saws, sander, woodworking tools<br />

and electronic components support student<br />

projects and teachers’ classroom needs. The<br />

Glowforge has created pieces for students’<br />

architectural designs, miniature wooden cutouts<br />

of preschoolers and a custom projector mount,<br />

among o<strong>the</strong>r things.<br />

“Sometimes you just run into really weird<br />

problems,” Brian said. “Having <strong>the</strong> ability to<br />

make something quickly to solve that problem<br />

is incredibly empowering.”<br />


Finding Purpose in a Pandemic<br />

Alumni Ava Claar and Rachel Pellom ’20 turn baking into a fundraising<br />

enterprise benefiting Durham’s Interfaith Food Shuttle.<br />

While many of us bemoaned <strong>the</strong> “lost” summer<br />

of <strong>2020</strong>, recent <strong>Duke</strong> <strong>School</strong> graduates Ava<br />

Claar and Rachel Pellom ‘20 turned <strong>the</strong>ir<br />

pandemic-imposed staycations into a “Baking<br />

for Change” enterprise that netted over $4,100<br />

benefiting Durham’s Interfaith Food Shuttle.<br />

“I've always wanted to do something like this<br />

to help,” said Ava. “It was this whole idea of, ‘I<br />

have been provided with this time under very<br />

unlikely circumstances. So, what am I going to<br />

do with it to make a difference and make an<br />

impact?’”<br />

Inspired by her cousin who launched a similar<br />

baking fundraiser, Ava recruited her friend Rachel<br />

as her baking partner. Toge<strong>the</strong>r <strong>the</strong>y baked and<br />

delivered over 60 loaves of sourdough, banana,<br />

and pumpkin breads and blueberry yogurt<br />

pound cakes to neighbors, friends and family<br />

during <strong>the</strong> month of July. Customers donated<br />

directly to <strong>the</strong> “Baking for Change” fundraising<br />

page on <strong>the</strong> Food Shuttle website.<br />

“It was a lot of baking … and a lot of trips to <strong>the</strong><br />

grocery store,” added Rachel.<br />

Choosing an organization to help was<br />

challenging as <strong>the</strong>y both are passionate about<br />

many causes.<br />

“It was really hard to narrow it down to one,” said<br />

Ava. “Now more than ever, people need food,<br />


especially during <strong>the</strong> coronavirus, and it will<br />

help underprivileged kids and underprivileged<br />

families. So, that is why I felt very confident<br />

picking that organization.”<br />

The girls were already familiar with <strong>the</strong> Interfaith<br />

Food Shuttle, participating in <strong>the</strong> organization’s<br />

Backpack Buddies program as first graders at<br />

<strong>Duke</strong> <strong>School</strong>.<br />

“I remember helping pack backpacks in<br />

first grade—bringing cans of soup and little<br />

macaroni and cheese packages, putting <strong>the</strong>m<br />

in bags and donating,” said Rachel. “The Food<br />

Shuttle is helping a lot of people who are having<br />

a hard time with <strong>the</strong>ir jobs, working from home,<br />

and providing for <strong>the</strong>ir families. I think it was a<br />

good decision.”<br />

<strong>the</strong> money going to go? How are we going to<br />

keep track of this? How will we contact people?<br />

How do people contact us?”<br />

Communication—with clients and each o<strong>the</strong>r—<br />

was key, and one area where <strong>the</strong>y believe <strong>Duke</strong><br />

<strong>School</strong> trained <strong>the</strong>m well.<br />

“In <strong>Duke</strong> <strong>School</strong> you're taught to communicate<br />

with people and be friendly and nice. It was<br />

definitely awkward to go up to those random<br />

people's doors, but I think it would be so much<br />

more awkward if we hadn’t gone to a school<br />

where conversation and openness are a main<br />

focus,” said Ava.<br />

The girls will consider future service ventures as<br />

<strong>the</strong>ir schedules permit, and <strong>the</strong>y expect <strong>the</strong>ir<br />

<strong>Duke</strong> <strong>School</strong> ties to undoubtably play a role.<br />

It was a learning experience in many ways.<br />

Rachel and Ava gained valuable business<br />

knowledge by setting up a business email<br />

account, building a webpage, and managing<br />

<strong>the</strong>ir orders and deliveries in a spreadsheet.<br />

“I didn't realize how much work it was—not just<br />

baking, but organizing,” said Rachel. “Where's<br />

“If I were to do this again, I would definitely, like<br />

right out of <strong>the</strong> gate, contact <strong>the</strong> <strong>Duke</strong> <strong>School</strong><br />

community because I know that people in this<br />

community are thoughtful and <strong>the</strong>y really do<br />

care,” said Ava. “If we want to do something<br />

like this, we can fall back on <strong>the</strong>m and <strong>the</strong>ir<br />

generosity to try and make a difference and<br />

make a change.”



In 2017, <strong>Duke</strong> <strong>School</strong> enrolled its first child of an alumna, Elizabeth Frazier, daughter<br />

of Usha Haynes Frazier ’91. The number of dragonlings has now increased to 10<br />

for <strong>the</strong> <strong>2020</strong>-21 school year. We are honored that our alumni value <strong>the</strong>ir <strong>Duke</strong><br />

<strong>School</strong> experiences so much that <strong>the</strong>y want <strong>the</strong> same for <strong>the</strong>ir own children.<br />

Elizabeth ’28 wears her mom’s <strong>Duke</strong> <strong>School</strong> shirt, and William ’97, wears his<br />

commemorative graduation shirt!<br />

“<strong>Duke</strong> <strong>School</strong> impacted my life in such a deep<br />

way that when I had a child of my own it was<br />

important that she be given <strong>the</strong> opportunity to<br />

experience <strong>Duke</strong> <strong>School</strong> herself. <strong>Duke</strong> <strong>School</strong><br />

provided me with a safe environment and<br />

lifelong friends as well as a solid educational<br />

foundation. Personally, I always wanted my<br />

middle and high school experiences to live up<br />

to my <strong>Duke</strong> <strong>School</strong> years. For my daughter,<br />

I wanted her to learn how to think for herself,<br />

value her abilities, and never view learning as<br />

a chore. <strong>Duke</strong> <strong>School</strong> accomplishes that with<br />

amazing and adaptive teachers, open culture,<br />

and immersive projects in which I never even<br />

realized <strong>the</strong> details I was learning. One of my<br />

class projects helped me to realize my passion<br />

for customer service which has since become my<br />

career. While it has been decades since I got to spend my days at <strong>Duke</strong> <strong>School</strong>,<br />

I remain grateful every day for <strong>the</strong> teachers and <strong>the</strong>ir approaches to learning<br />

that have given me <strong>the</strong> tools to address life’s challenges head-on.”<br />

~Usha Haynes Frazier, <strong>Duke</strong> <strong>School</strong> Class of 1991<br />

Elizabeth ’28<br />


“Choosing <strong>Duke</strong> <strong>School</strong> for my son Linus (and soon his<br />

bro<strong>the</strong>r Peter) was one of <strong>the</strong> easiest choices I have ever<br />

made. I feel so lucky to see him thriving at <strong>the</strong> same school<br />

that gave me so much of my start in life. When I remember<br />

my own time at <strong>Duke</strong> <strong>School</strong>, I remember teachers who<br />

made me feel like I was special, who opened my eyes to<br />

<strong>the</strong> breadth of <strong>the</strong> world, nurtured my love of stories, my<br />

love of science, and helped me learn how to share and<br />

be kind to o<strong>the</strong>rs. And more than that, <strong>Duke</strong> <strong>School</strong> was a<br />

community of safety, caring and vision, and it still is today.<br />

Things about <strong>the</strong> school have changed, and <strong>the</strong> buildings<br />

are different, but <strong>the</strong> fiber of <strong>the</strong> place—a progressive<br />

school where gifted teachers nurture <strong>the</strong> good in each<br />

individual child—remains <strong>the</strong> same. <strong>Duke</strong> <strong>School</strong> is a place<br />

that recognizes that a school is not an amalgam of outcomes and test scores. It's a deeply<br />

philosophical project, to raise <strong>the</strong> next generations of thinkers, leaders, and upstanders. The<br />

project continues.”<br />

~Dr. William Jeck, <strong>Duke</strong> <strong>School</strong> Class of 1997<br />

Linus ’29<br />

“I spent 10 years at <strong>Duke</strong> <strong>School</strong> through eighth grade<br />

graduation. This time shaped much of who I am today. <strong>Duke</strong><br />

<strong>School</strong> encouraged a love of learning, an ability to critically<br />

and creatively solve any problem and a pride in being a<br />

well-rounded, whole person. Even more important is how<br />

<strong>Duke</strong> <strong>School</strong> teaches <strong>the</strong>se values. The process is truly a<br />

community effort, where students, teachers and parents<br />

work toge<strong>the</strong>r to achieve <strong>the</strong>ir goals: to learn by doing, to<br />

have fun toge<strong>the</strong>r while learning and to encourage each<br />

o<strong>the</strong>r to be <strong>the</strong> best possible people we can be.<br />

Why would you not want your children to be part of <strong>the</strong><br />

<strong>Duke</strong> <strong>School</strong> community?”<br />

~Benjamin Edell, <strong>Duke</strong> <strong>School</strong> Class of 1995<br />

Ace ‘28 and Luke ‘30<br />


A Special Message to<br />

<strong>Duke</strong> <strong>School</strong> Grads<br />

Speech by Isaiah Bryant ‘10<br />

Photo Credit: AY Bryant,<br />

<strong>Duke</strong> <strong>School</strong> Alumni Parent<br />

I'd love to start by thanking Jenny and Dave for<br />

inviting me to share this very special day with<br />

all of you.<br />

This is a momentous day and so congratulations<br />

to you, Class of <strong>2020</strong>. This is your very first<br />

graduation of many, and <strong>the</strong> beginning of a<br />

new chapter for each of you. I wanted to briefly<br />

share with you some of <strong>the</strong> things that I've<br />

carried with me, being in your seat a decade<br />

ago.<br />

After graduating from <strong>Duke</strong> <strong>School</strong> in 2010, Isaiah<br />

Bryant attended Jordan High <strong>School</strong> and <strong>the</strong> North<br />

Carolina <strong>School</strong> of Science and Ma<strong>the</strong>matics. He<br />

went on to study bioma<strong>the</strong>matics, bioinformatics,<br />

and computational biology at Brown University and<br />

graduated with a B.S. degree in 2018. He is now a<br />

product business analyst at Sema4 in New York, NY.<br />

definitely not making bricks—<strong>the</strong>y have<br />

machines for that.<br />

As we are all aware, <strong>Duke</strong> <strong>School</strong> is a privileged<br />

place with a great many things to offer—<br />

excellent teachers, fantastic curriculum, great<br />

friends. But, I wanted to focus on something<br />

today that has helped me in particular, which is<br />

<strong>the</strong> power of a project.<br />

For some of you, this will be your ninth year<br />

showcasing your curiosity through projects.<br />

And for some of you, it's <strong>the</strong> end of your first.<br />

But for all of you, it certainly will not be <strong>the</strong> last.<br />

I remember some of my favorite <strong>Duke</strong> <strong>School</strong><br />

projects over <strong>the</strong> years. I had a chance to<br />

explore <strong>the</strong> butterfly lifecycle in real time.<br />

I stepped into <strong>the</strong> shoes of a brick mason as<br />

part of <strong>the</strong> Williamsburg project. And I used my<br />

eighth grade project to learn how to play <strong>the</strong><br />

Spanish flamenco guitar.<br />

Today though, I'm not a professional guitarist.<br />

I'm not a butterfly entomologist, and I'm<br />

And while I learned several things about music,<br />

nature and history, <strong>the</strong> most important things I<br />

learned from those projects are <strong>the</strong> things that I<br />

didn't even know I was learning.<br />

Those are <strong>the</strong> abilities that you've been working<br />

so hard toward: <strong>the</strong> ability to ask <strong>the</strong> questions<br />

that you're curious about—whe<strong>the</strong>r it's an<br />

investigation into something new or applied to<br />

a problem that you found; <strong>the</strong> ability to plan<br />

a way to answer those questions; <strong>the</strong> ability<br />

to seek help when you get stuck; <strong>the</strong> ability to<br />

do something with <strong>the</strong> answers you discover;<br />

<strong>the</strong> ability to share those answers and those<br />

solutions with those around you; and most<br />

importantly, <strong>the</strong> ability to reflect about <strong>the</strong><br />

process and make it better in <strong>the</strong> future.<br />

It's those skills that are <strong>the</strong> ones that I've taken<br />

with me from <strong>Duke</strong> <strong>School</strong> along <strong>the</strong> way. And<br />

since, I've been working on projects that have<br />

been <strong>the</strong> most important to me—projects with<br />


<strong>the</strong> goal of helping to get each patient <strong>the</strong> right<br />

treatment at <strong>the</strong> right time.<br />

This was a journey that actually began in high<br />

school. My eyes were first opened to <strong>the</strong><br />

possibility that we could be using computers<br />

to help answer biological questions, and health<br />

questions, when I spent part of my junior year<br />

learning how to code to support <strong>the</strong> research<br />

I was doing. That was a project.<br />

Just this past year, I wanted to<br />

discover how I could change my<br />

job to be more connected to<br />

<strong>the</strong> things that I was interested<br />

in, and that would help me grow<br />

<strong>the</strong> skills I wanted to grow. That<br />

was a project.<br />

Now my days are spent working<br />

with my team to try and build<br />

apps that help scientists and<br />

doctors interpret <strong>the</strong>ir patients’<br />

DNA and find <strong>the</strong> best treatments<br />

that will work for <strong>the</strong>m. Those<br />

are all projects.<br />

And it's not just <strong>the</strong> big things.<br />

At <strong>the</strong> end of last year, I set out<br />

to learn how to make <strong>the</strong> perfect buttermilk<br />

biscuit. And believe me, it did involve a lot of<br />

research and maybe even an Excel spreadsheet.<br />

And as I've gotten better, my family has been<br />

thankful for <strong>the</strong> sharing portion of <strong>the</strong> project.<br />

This is all to say, <strong>the</strong> projects you embark on after<br />

<strong>Duke</strong> <strong>School</strong> may be large, <strong>the</strong>y may be small,<br />

<strong>the</strong>y may be personal or focused outwards, but<br />

into each of <strong>the</strong>m you'll carry your experiences<br />

that you've had here off of Erwin Road.<br />

Finally, I want to share an experience that made<br />

me think of all of you. This Tuesday, I had <strong>the</strong><br />

opportunity to be in New York City to march<br />

with thousands of o<strong>the</strong>rs for justice and changes<br />

to policing. At <strong>the</strong> end of <strong>the</strong> day, 15,000 of us<br />

ga<strong>the</strong>red in Bryant Park to listen to speeches<br />

from organizers.<br />

As we kneeled, a young woman stood up above<br />

<strong>the</strong> crowd and began by introducing<br />

herself over <strong>the</strong> loudspeaker. She said,<br />

“My name is Nupol Kiazolu. I'm 19<br />

years old and I'm <strong>the</strong> president of Black<br />

Lives Matter of Greater New York.”<br />

At just 19, she was able to lead a<br />

group of thousands marching through<br />

<strong>the</strong> city. This organization and <strong>the</strong>se<br />

marches are her projects, and <strong>the</strong><br />

skills and tools that you have been<br />

cultivating are powerful.<br />

So while this year is full of big and<br />

unexpected new challenges, you've<br />

already shown that you can be flexible<br />

in <strong>the</strong> face of <strong>the</strong>se challenges—<br />

finishing your eighth grade projects<br />

and your classes over Zoom.<br />

And as you move on to high school, whatever<br />

you choose as your next project—whe<strong>the</strong>r it's<br />

organizing for something in your community,<br />

researching a topic that fascinates you, writing<br />

an album or a play, or just making <strong>the</strong> best<br />

buttermilk biscuits possible—each of you is<br />

graduating with all <strong>the</strong> tools you need to put<br />

your mind to it and make it a reality.<br />

So, thank you and congratulations to you, <strong>the</strong><br />

Class of <strong>2020</strong> <strong>Duke</strong> <strong>School</strong> Dragons.<br />



Congratulations, <strong>Duke</strong> <strong>School</strong>’s Class of <strong>2020</strong>!<br />

Please keep us updated on your continued success at <strong>the</strong> following high schools:<br />

Carolina Friends <strong>School</strong> (5)<br />

Cary Academy<br />

Cedar Ridge High <strong>School</strong> (4)<br />

Chapel Hill Senior High <strong>School</strong><br />

Chatham Hall<br />

Durham Academy (6)<br />

Durham <strong>School</strong> of <strong>the</strong> Arts (2)<br />

Dwight <strong>School</strong><br />

East Chapel Hill High <strong>School</strong> (7)<br />

Eno River Academy<br />

Jordan High <strong>School</strong> (6)<br />

Leesville Road High <strong>School</strong><br />

Riverside High <strong>School</strong> (8)<br />

Saint Mary’s <strong>School</strong><br />

Trinity <strong>School</strong> of Durham and<br />

Chapel Hill (3)<br />

Woodberry Forest <strong>School</strong><br />

Woods Charter <strong>School</strong><br />

JOIN US!<br />

Join <strong>Duke</strong> <strong>School</strong>’s Alumni<br />

Facebook and LinkedIn<br />

Group—forums for<br />

reconnection with former<br />

classmates while keeping<br />

in touch with <strong>Duke</strong> <strong>School</strong>.<br />

<strong>Duke</strong> <strong>School</strong>’s Class of <strong>2020</strong> Graduation Car Parade.<br />



Congratulations, <strong>Duke</strong> <strong>School</strong>’s Class of 2016!<br />

We wish you much success at <strong>the</strong> following colleges and universities:<br />

Appalachian State University<br />

Brown University (3)<br />

Colorado College<br />

Columbia University<br />

Davidson College<br />

<strong>Duke</strong> University (3)<br />

Elon University<br />

Guilford College<br />

Johns Hopkins University<br />

Muhlenberg College<br />

North Carolina State University<br />

NYU Shanghai<br />

NYU Steinhardt<br />

Oberlin College and<br />

Conservatory<br />

Pennsylvania State University<br />

Savannah College of Art and<br />

Design<br />

Skidmore College<br />

Texas Christian University<br />

Tulane University<br />

Tufts University<br />

University of Colorado Boulder<br />

University of North Carolina<br />

at Asheville<br />

University of North Carolina<br />

at Chapel Hill (4)<br />

University of South Carolina<br />

UWC Atlantic College<br />

Wake Forest University<br />

Virginia Polytechnic Institute and<br />

State University<br />

<strong>Duke</strong> <strong>School</strong>’s Class of 2016 Reunion.<br />


“<strong>Duke</strong> <strong>School</strong> is such a magical place. My daughter has learned much<br />

of her kind and generous nature from being a part of this community. We<br />

are honored to be at <strong>the</strong> school and it is <strong>the</strong> least we can do. I especially<br />

love <strong>the</strong> school bringing back a sense of normalcy in this trying time.”<br />

~Tia Black, <strong>Duke</strong> <strong>School</strong> Parent<br />

Jana ‘23<br />

“Our family supports <strong>Duke</strong> <strong>School</strong> because we believe in <strong>the</strong><br />

school’s mission and recognize that tuition alone is not sufficient to<br />

support all goals and needs. This has been brought in focus during<br />

<strong>the</strong> COVID crisis, when quick pivots to enable safe learning<br />

required resources. We feel confident that <strong>Duke</strong> <strong>School</strong> uses<br />

donations meaningfully and responsibly.”<br />

~Ethan Basch & Joy Goodwin, <strong>Duke</strong> <strong>School</strong> Parents<br />

Eliza ‘23

<strong>Duke</strong> <strong>School</strong> 2019-20<br />

Annual Report<br />

Tuition/Fees<br />

88.7%<br />


Net Tuition & Fees<br />

This income is derived from student tuition, The Learning<br />

Center and certain fee charges.<br />

Net Fund Raising<br />

4.3%<br />

Auxiliary Programs<br />

6%<br />

O<strong>the</strong>r<br />

1%<br />

Auxiliary Programs<br />

This is income from all camps, after school programs and<br />

educator workshops.<br />

Net Fund Raising<br />

This category embraces our fund-raisers and Dragon fund net<br />

figures.<br />

Salaries/Benefits<br />

73.5%<br />


Classroom Resources<br />

and O<strong>the</strong>r Admin Costs<br />

16.1%<br />

Debt<br />

1.5%<br />

Facilities<br />

3.8%<br />

Auxiliary Programs<br />

5.1%<br />

Salaries & Benefits and Classroom &<br />

Administrative Costs<br />

These categories include all expenses related to instructional<br />

and academic activity, including faculty and staff salaries and<br />

benefits, programmatic expenses, student support services,<br />

classroom materials and supplies, media centers, professional<br />

development, technology and laptops, and special programs.<br />

All included are expenses related to <strong>Duke</strong> <strong>School</strong> Admissions,<br />

Marketing and Communications, Human Resources, Business,<br />

and Development Offices, etc.<br />

Facilities<br />

This category includes all costs related to operations and<br />

<strong>the</strong> repair and maintenance of school-owned facilities and<br />

grounds. It includes: utilities, waste removal, supplies, repair<br />

and maintenance of campus buildings, grounds, streets, fields<br />

and related machinery and equipment.<br />

2019-20 Campaign Highlight:<br />

$326,625 Total Giving<br />

(including <strong>the</strong> Dragon Fund<br />

and fundraising events)<br />

*Data is based on a June <strong>2020</strong> year-end forecast.<br />

<strong>Duke</strong> <strong>School</strong>’s distribution of income and expenses<br />

were impacted due to COVID-19. If you have any<br />

questions about this budgetary information, please<br />

contact Russell Rabinowitz, director of finance and<br />

operations, at russell.rabinowitz@dukeschool.org.<br />

Debt Service<br />

This category represents <strong>the</strong> payment of interest and principle<br />

on outstanding tax-exempt revenue bonds. The bonds are used<br />

to finance <strong>the</strong> costs of construction, improvement, renovation,<br />

furnishing, and equipping <strong>the</strong> existing school.<br />

Auxiliary Programs<br />

This is income from all camps, after school programs, and The<br />

Educators Institute at <strong>Duke</strong> <strong>School</strong>.<br />


“I give because <strong>Duke</strong> <strong>School</strong> is my home!” ~Michelle Reich,<br />

<strong>Duke</strong> <strong>School</strong> Alumni Parent & Middle <strong>School</strong> Teacher

2019-20 Honor Roll of Donors<br />

Board of Trustees<br />

Advancement Committee<br />

Ben Abram<br />

Lawrence Baxter<br />

Garry Cutright<br />

Christopher Gergen<br />

Richard Griffin<br />

Clint Harris<br />

Elizabeth Hays<br />

Trina Jones<br />

Corey McIntyre<br />

Florence Peacock<br />

Gary Pellom<br />

Monica Rivers<br />

Bimal Shah<br />

Julie Shermak<br />

Craig Spitzer<br />

Vicki Threlfall<br />

Jeff Welty<br />

Alison Windram<br />

Yousuf Zafar<br />

Patricia Ashley<br />

Omar Bell<br />

Sarah Doran<br />

John Gardner<br />

Florence Peacock<br />

Gary Pellom<br />

Craig Spitzer<br />

Vicki Threlfall<br />

Alex Tolstykh<br />

Alison Windram<br />

1947 Society<br />

20 Years<br />

Kathy Bartelmay and Roger Perilstein<br />

Lee and Libby Buck<br />

<strong>Duke</strong> University Medical Center<br />

Harris Teeter<br />

Hui Li and Fan Yuan<br />

Debbie Marshall<br />

Bob Robinson and Marya McNeish<br />

Jane Shears<br />

Candy and John Thompson<br />

Marki Watson<br />

15 Years<br />

Elaine Cameron<br />

Keith DaSilva and Kay Kohring-DaSilva<br />

Emily Feldman-Kravitz and Richard<br />

Kravitz<br />

Carolynn Klein<br />

Chris Marshall and Moira Smullen<br />

Jenny and Craig Murray<br />

Emily and Lee Taft<br />

Melanie and Lars Trost<br />

Becca and Julian Wooldridge<br />

10 Years<br />

Tanya Chartrand and Gavan Fitzsimons<br />

Rachel and Jonathon Cummings<br />

Eman Elmahi and Husam Hasanin<br />

Jeanne Gatling<br />

Annie and George Genti<strong>the</strong>s<br />

Jane and James Hales<br />

Leslie Hamilton<br />

Robin Hardie-Hood and Thomas Hood<br />

Beth and Jeff Harris<br />

Clint and Kylie Harris<br />

Elizabeth and David Hays<br />

Mary Beth Hes and Honza Hes<br />

Amy and Jamie Lau<br />

Carla Horta and James Leo<br />

Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />

Susan Sugarman and David Kirsch<br />

T Land<br />

Joy Martin and Ben Philpot<br />

Dave and Claudia Michelman<br />

Gary and Carelyn Monroe<br />

Beth and Ed Murgitroyd<br />

Miriam Ornstein and David Luks<br />

Gary and Kirstin Pellom<br />

Russell Rabinowitz<br />

Katie Ree<br />

Michelle and Brian Reich<br />

Naz Siddiqui and Casey Jenkins<br />

Kim Spancake and Drew Snider<br />

Nicole Thompson<br />

Mary Townsend and Jon Stiber<br />

Alison and Soren Windram<br />

5 Years<br />

Natalie and Chris Aho<br />

Mr. and Mrs. Robert Anderson<br />

Love and Ian Anderson<br />

Meytal Barak and Micky Cohen-Wolkowiez<br />

Lawrence and Sharon Baxter<br />

India and Ryan Bayley<br />

Geoff Berry<br />

Tia and Martin Black<br />

Dr. and Mrs. Dan Blazer, II<br />

Kristin and Steve Bradley-Bull<br />

Lucy and Tom Bradshaw<br />

Laurie Braun and John Taylor<br />

Dayna Brill<br />

Joel and Beverly Brown<br />

Susan Cates and Scott Warren<br />

Dr. Kenneth W. Chandler<br />

Robyn and Jamie Claar<br />

Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />

Heidi and Jason Cope<br />

Lisa Criscione-Schreiber and Eric Schreiber<br />

Linda Cronenwett and Shirley Tuller<br />

Rachel and Jonathon Cummings<br />

Kiersten and Clint Dart<br />

Mrs. Lynn Delicio<br />

Mrs. Penny Dietz<br />

Elise Dunzo<br />

Maureen Dwyer<br />

Foley Dyson<br />

Sarah Ellestad and Ron Przybycien<br />

Eman Elmahi and Husam Hasanin<br />

Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />

Emily Feldman-Kravitz and Richard Kravitz<br />

Ben Felton<br />

Mr. and Mrs. John Gardner<br />

Katie Garman and Tom Becker<br />


General Mills Box Tops for Education<br />

Victoria Goatley<br />

Brian Greene<br />

Hea<strong>the</strong>r and Bret Greene<br />

Richard Griffin and Lisa Kern Griffin<br />

Tery and Michael Gunter<br />

Dr. Vasudha Gupta and Dr. Bhupender<br />

Gupta<br />

Jennifer Harris<br />

Mary and Stephen Harward<br />

Wendy and Paul Henderson<br />

Daniel Heuser<br />

Sunshine and Joel Hillygus<br />

Kerry Holbrook<br />

Diane Hom and Chris Larson<br />

Beatrice Hong and Ziad Gellad<br />

Brian Horton<br />

Sandra and Peter Jacobi<br />

Nancy and Timothy Joyce<br />

Lisa Kahan and Duncan Higgins<br />

Cara and Ravi Karra<br />

Richard and Lisa Kern Griffin<br />

Susan Sugarman and David Kirsch<br />

Claire and Matt Koerner<br />

T Land<br />

Jodie LaPoint and Chris Weymouth<br />

Ms. Ann Lawrence and Mr. Steve Leinwand<br />

Charlotte Lee and David Siegel<br />

Ca<strong>the</strong>rine Linford<br />

Jian Liu and Jia Li<br />

Mr. Steve Markey<br />

Julie Marshall<br />

Mollie and Chad Ma<strong>the</strong>r<br />

Ms. Brenda Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Kristin and Corum McNealy<br />

Beth and Tim Miller<br />

Meghan Morris<br />

Sari Palmroth and Ram Oren<br />

Florence and James Peacock<br />

Natalie and Emiliano Corral<br />

Kelly and Jeff Powrie<br />

Tina and Mitch Prinstein<br />

Linda Raftery and Phil Spiro<br />

M.C. Ragsdale and Karen Popp<br />

Katie Ree<br />

Grechen and Jonas Sahratian<br />

Whitney and John Sandor<br />

Erin and Todd Sarver<br />

Richard Scher<br />

Gita Schonfeld and Marvin Swartz<br />

Claire and Mark Scullion<br />

Mr. and Mrs. Robert Selder<br />

Julie Shermak and Steve Goodman<br />

46 UNDER THE OAK<br />

Lisa Simmons<br />

Irecka Smith<br />

Renee and Joseph Francis Smith<br />

Darryl Spancake<br />

Rona and Craig Spitzer<br />

Jinda and Kevin Stoll<br />

Dr. and Mrs. Edward Sugarman<br />

Jessica and Albert Sun<br />

Dr. and Mrs. Robert Sun<br />

Stephanie and Nathan Vandergrift<br />

Linda Vargas<br />

Jeff Welty and Lori Etter<br />

Rachel Wer<strong>the</strong>imer<br />

Megan Whitted<br />

Kia Williams<br />

Jen Wu and Shane McSwain<br />

Yousuf Zafar and Fatima Rangwala<br />

3 Years<br />

Timothy Adams<br />

Chandra and Taro Aikawa<br />

Amazon Smiles<br />

Mr. and Ms. William Andrews<br />

Grace and Mattie Beason<br />

Grace Bell<br />

Omar Bell<br />

Rachel Brewster and James Mulholland<br />

Leslie Bryan<br />

Cathy Bryson and Kelly Bruce<br />

Mara Buchbinder and Jesse Summers<br />

Natalie Cappadona<br />

Lisa Connelly and Charles Vance<br />

Jen Crawford Cook and Steve Cook<br />

Garry and Keisha Cutright<br />

Mrs. Gail Daves<br />

Eddy Davis<br />

Tracie DeLoatch<br />

Dan Divis<br />

Sarah Doran and Amanda Patten<br />

Melissa and Josh Eggleston<br />

Dan Epperson<br />

Dr. Anabelle Estrera and Dr. Clemente<br />

Estrera<br />

Ben Felton<br />

Meghan Fitzpatrick<br />

Grainne Fitzsimons and Aaron Kay<br />

Louise and Sean Flynn<br />

Gisela Fosado and Nick Buchler<br />

Jing Fu and Wangming Ye<br />

Christopher Gergen and Hea<strong>the</strong>r Graham<br />

Mr. and Mrs. Barna Gibson<br />

Pam and Russell Goin<br />

Elizabeth and Taylor Greganti<br />

Dr. Timothy Harward and Dr. Mary Harward<br />

Karen Heller and Colleen McLaughlin<br />

Lauren Hiner<br />

Leah and Joe Houde<br />

Elizabeth Howell<br />

Ms. Diane Hundley<br />

Tonya Hunt<br />

Janeia Knox<br />

Jin Yi Kwon and Larry Moray<br />

Judith Landrigan<br />

Jodie LaPoint and Chris Weymouth<br />

Mr. and Mrs. Greg Lau<br />

Marin Levy and Joseph Blocher<br />

Ca<strong>the</strong>rine and Matt Luedke<br />

Venetha Machock<br />

Lucia Marcus<br />

Maria Mar Martinez Pastor and Jorge<br />

Marques Signes<br />

Octavia Mat<strong>the</strong>ws<br />

Corey and Kelly McIntyre<br />

Mr. and Mrs. Hugh Mulholland<br />

Susanna Naggie and Chuck Gerardo<br />

Anne and Phil Napoli<br />

Megan and Ben Neely<br />

Ilana Osten and Jason Liss<br />

Shital and Nilay Patel<br />

Monica and Prince Rivers<br />

Marya McNeish and Robert Robinson<br />

Dillion Ross<br />

Moira Rynn and Al Caltabiano<br />

Leah Sansbury and Trip Boyer<br />

Vanessa and Jacob Schroder<br />

Mrs. Jane Scocca<br />

Theresa and Dave Scocca<br />

Bimal and Rina Shah<br />

Michael J. Szott<br />

Christina and Clay Thomas<br />

Laura Thompson (‘98)<br />

Alex Tolstykh and Rick Sanchez<br />

Stephanie and Nathan Vandergrift<br />

Jill and Ben Weinberger<br />

Mr. and Mrs. Donald Weinberger<br />

Lauren and Mike West<br />

Mr. and Mrs. Andrew Widmark<br />

Sean Wilmer and Hea<strong>the</strong>r Clarkson<br />

Nikita and R.J. Wirth<br />

Stacy Young and David Brown

“We give because we want to make a difference”<br />

~Ca<strong>the</strong>rine Linford & Jennifer Harris, Preschool Teachers

Giving Clubs<br />

Founder’s Club<br />

($10,000+)<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club<br />

($5,000-$9,999)<br />

Hull Avenue Club<br />

($2,500-$4,999)<br />

Erwin Road Club<br />

($1,000-$2,499)<br />

Dragon’s Club<br />

($500-$999)<br />

Maroon Club<br />

($250-$499)<br />

Donor’s Club<br />

(Up to $249)

Giving Clubs<br />

Founder's Club ($10,000+)<br />

Anonymous<br />

<strong>Duke</strong> University Medical Center<br />

Christopher Gergen and Hea<strong>the</strong>r Graham<br />

Richard Griffin and Lisa Kern Griffin<br />

M.C. Ragsdale and Karen Popp<br />

Sanchez-Tolstykh Family<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club ($5,000-$9,999)<br />

Anonymous<br />

Regi and Michael Bradley<br />

Cathy Bryson and Kelly Bruce<br />

Sarah Doran and Amanda Patten<br />

Elizabeth and David Hays<br />

Moray Family<br />

Tina and Mitch Prinstein<br />

Vanessa and Jacob Schroder<br />

Julie Shermak and Steve Goodman<br />

Hull Avenue Club ($2,500-$4,999)<br />

Ben ('99) and Sophia Abram<br />

Patricia Ashley and Chris Newgard<br />

Lawrence and Sharon Baxter<br />

Joel and Beverly Brown<br />

Susan Cates and Scott Warren<br />

Tanya Chartrand and Gavan Fitzsimons<br />

Joy Goodwin and Ethan Basch<br />

Robin Hardie-Hood and Thomas Hood<br />

Gary and Carelyn Monroe<br />

Beth and Ed Murgitroyd<br />

Mark and Claire Scullion<br />

Bimal and Rina Shah<br />

Naz Siddiqui and Casey Jenkins<br />

Craig and Rona Spitzer<br />

Melanie and Lars Trost<br />

Jeff Welty and Lori Etter<br />

Yousuf Zafar and Fatima Rangwala<br />

Erwin Road Club ($1,000-$2,499)<br />

Anonymous (6)<br />

Susan and Bill Andrews<br />

Sumi Ariely<br />

Karen and Tom Baker<br />

Kathy Bartelmay and Roger Perilstein<br />

Omar Bell<br />

Laurie Braun and John Taylor<br />

Breitfeld Family<br />

Libby and Lee Buck<br />

Dr. Kenneth W. Chandler<br />

Garry and Keisha Cutright<br />

Mrs. Gail Daves<br />

Erica Field<br />

Amanda and Ken Gall<br />

Katie Garman and Tom Becker<br />

Jeanne Gatling<br />

Mr. and Mrs. Barna Gibson<br />

Clint and Kylie Harris<br />

Mr. and Mrs. Joel Huber<br />

Ms. Diane Hundley<br />

Eric and Emily Iverson<br />

Judith Landrigan<br />

Mollie and Chad Ma<strong>the</strong>r<br />

Dave and Claudia Michelman<br />

Beth and Tim Miller<br />

Jeanine and Bill Miller<br />

Jenny and Craig Murray<br />

Susanna Naggie and Chuck Gerardo<br />

Mariana Olvera and Albert Whangbo<br />

Shital and Nilay Patel<br />

Florence and James Peacock<br />

Gary and Kirstin Pellom<br />

Russell Rabinowitz<br />

Moira Rynn and Al Caltabiano<br />

Mr. and Mrs. Robert Selder<br />

Connie and Truman Semans<br />

Martha and Blair Sheppard<br />

Katie and JD Simpson<br />

Susan Sugarman Kirsch and David Kirsch<br />

Candy and John Thompson<br />

Triangle Ecycling<br />

The Vandergrift Family<br />

Widmark Family Fund of Triangle Community<br />

Foundation<br />

Alison and Soren Windram<br />

Nikita and R.J. Wirth<br />

Dragon's Club ($500-$999)<br />

Anonymous (6)<br />

Mrs. Placide Barada<br />

Grover Bur<strong>the</strong>y ('98)<br />

Robyn and Jamie Claar<br />

Kay and Keith DaSilva<br />

Jeremiah and Christina Dodson<br />

Meghan Fitzpatrick<br />

Vasudha and Bhupender Gupta<br />

Melanie Hatz-Levinson and Howie Levinson<br />

Hugh Hobbs Jr. and Elaine Hobbs<br />

The Houde Family<br />

Trina Jones<br />

Cara and Ravi Karra<br />

Denise Kassab and Rafael Dix Carneiro<br />

Jian Liu and Jia Li<br />

Shannon and Sam Mallery<br />

Corey and Kelly McIntyre<br />

McKinney Matching Gift Program<br />

Kristin and Corum McNealy<br />

Jamaal ('94) and Michelle Mayo<br />

Megan and Ben Neely<br />

Vicky Parente and Ben<br />

Wildman-Tobriner<br />

Linda Raftery and Phil Spiro<br />

Lindsay and Mat<strong>the</strong>w Rein<br />

David and Pegeen Rubinstein<br />

Jinda and Kevin Stoll<br />

Lipi and Sunil Suchindran<br />

Emily and Lee Taft<br />

Mary Pat and Ken Templeton<br />

Linda Vargas<br />

Dr. and Mrs. James Wayne<br />

Stacy Young and David Brown<br />

Maroon Club ($250-$499)<br />

Anonymous (14)<br />

Casey and Neil Bagchi<br />

Emily Bahna and Ram Neta<br />

Ms. Diane Bailey<br />

Dr. Linda Basch and Dr. Sam Basch<br />

Grace and Mattie Beason<br />

Dr. and Mrs. Dan Blazer, II<br />

Rachel Brewster and James<br />

Mulholland<br />

Penelope Dempsey Dietz<br />

Julia DiPrete and Jason Keith<br />

Jackie Dzau and Aaron Lentz<br />

Cat Goyeneche and Steve Marks<br />

Robyn Gunn and Will Dean<br />

Harris Teeter<br />

Karen and Colleen<br />

Heller-McLaughlin<br />

Beatrice Hong and Ziad Gellad<br />

Kralic Family<br />

Jodie LaPoint and Chris Weymouth<br />

Ann Lawrence and Steve Leinwand<br />

Liss Family<br />

Judith Lynch<br />

Caroline Mage and Josh Schoedler<br />

Goldis Malek and Boris Reidel<br />

Debbie Marshall<br />

Maxon Family Foundation<br />

Mr. and Mrs. Robert McCorkle<br />

Hetal and Abhi Mehrotra<br />

Vicki and Gilbert Muller<br />

Kelly and Jeff Powrie<br />

Monica and Prince Rivers<br />

Rosen Family<br />

Whitney and John Sandor<br />


Lisa and Eric Schreiber<br />

Moira Smullen and Chris Marshall<br />

Kim Spancake and Drew Snider<br />

Vicki Threlfall and Molly O'Neill<br />

Fabi and Ron Unger<br />

Rebecca Walsh and Jim Shah<br />

Mr. and Mrs. Donald Weinberger<br />

Sean Wilmer and Hea<strong>the</strong>r Clarkson<br />

Donor (Up to $249)<br />

Anonymous (26)<br />

Timothy Adams<br />

Natalie and Chris Aho<br />

Chandra and Taro Aikawa<br />

Amazon Smiles<br />

Kathleen and Robert Anderson<br />

Anderson Family<br />

Maribel Aristy<br />

Sarah and Kenneth Bausell<br />

Geoff Berry<br />

Tia and Martin Black<br />

Logan Blaylock<br />

Mr. Ed Blocher and Ms. Sandy Powers<br />

Jennifer and Lee Bollinger<br />

Boyer Family<br />

Mrs. Lana Bradley<br />

Kristin and Steve Bradley-Bull<br />

Lucy and Tom Bradshaw<br />

Dayna Brill<br />

Lauren Brinkley-Rubinstein and Eric<br />

Rubinstein<br />

Mrs. Brenda L. Brown<br />

Leslie Bryan<br />

Lynn Brynes<br />

Mara Buchbinder and Jesse Summers<br />

Christine Caffarello<br />

Elaine Cameron<br />

Maria Cassinelli-Bernstein and Fernando<br />

Bernstein<br />

Emily Chavez<br />

Meihua Chen and Denis Kalenja<br />

Natalie Cappadona<br />

Mr. and Mrs. Dick Claar<br />

Lisa Connelly and Charles Vance<br />

The Cope Family<br />

Natalie and Emiliano Corral<br />

Emma Cromwell<br />

Linda Cronenwett and Shirley Tuller<br />

Kiersten and Clint Dart<br />

Eddy Davis<br />

Mrs. Lynn Delicio<br />

Tracie DeLoatch<br />

Dan Divis<br />

Mr. and Mrs. Keith Dodson<br />

Patricia Dodson<br />

Dr. Marc and Patricia Dorio<br />

50 UNDER THE OAK<br />

Maureen Dwyer<br />

Sarah Dwyer<br />

Foley Dyson<br />

Mr. and Mrs. David Easterling<br />

Eman Elmahi and Husam Hasanin<br />

Dan Epperson<br />

Dr. Anabelle Estrera and Dr. Clemente<br />

Estrera<br />

Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />

Kelly Farrell and Tobe Sexton<br />

Emily Feldman-Kravitz and Richard Kravitz<br />

Ben Felton<br />

Elizabeth and David Finley<br />

Louise and Sean Flynn<br />

Jing Fu and Wangming Ye<br />

Mr. and Mrs. John Gardner<br />

Ms. Carol Garth<br />

General Mills Box Tops for Education<br />

Annie and George Genti<strong>the</strong>s<br />

Cindy Glass<br />

Brian Greene<br />

Emily Greene<br />

Hea<strong>the</strong>r and Bret Greene<br />

Elizabeth and Taylor Greganti<br />

Tery and Michael Gunter<br />

Jane and James Hales<br />

Beth and Jeff Harris<br />

Jennifer Harris<br />

Mary and Stephen Harward<br />

Mr. and Mrs. Larry Hawley<br />

Wendy and Paul Henderson<br />

Mary Beth Hes and Honza Hes<br />

Daniel Heuser<br />

Sunshine and Joel Hillygus<br />

Lauren Hiner<br />

Jennie and Ryan Hobbs<br />

Kerry Holbrook<br />

Diane Hom and Chris Larson<br />

Carla Horta and James Leo<br />

Dana Howard<br />

Neva Howard and Shahar Link<br />

Elizabeth Howell<br />

Jenny and Cameron Howell<br />

Morgan Hundley<br />

Tonya Hunt<br />

Tekla Jachimiak and Thomas<br />

Bro<strong>the</strong>rs<br />

Sandra and Peter Jacobi<br />

Abby and William Jeck ('97)<br />

Jasmine and Nathan Johnson<br />

Mr. and Mrs. G. F. Jonas<br />

Mr. and Mrs. Mark Jotwani<br />

Roshna and Ed Keen<br />

Amy and Rob Kingsley<br />

Grace Kirkland<br />

Hélène and Alexander Kirshner<br />

Carolynn Klein<br />

Janeia Knox<br />

Koerner Family<br />

T Land<br />

Amy and Jamie Lau<br />

Mr. and Mrs. Greg Lau<br />

Nicoleta Lazar<br />

Charlotte Lee and David Siegel<br />

Lynn Leubuscher and Chris<br />

McLaughlin<br />

Marin Levy and Joseph Blocher<br />

Mary Lewis and Curtis Stiles<br />

Hui Li and Fan Yuan<br />

Ca<strong>the</strong>rine Linford<br />

Kate Lloyd<br />

Locopops<br />

Carolina and Craven Lowe<br />

Mr. and Mrs. Tim Lowe<br />

Stacy Lubov and Jeffrey Bryan<br />

The Luedkes<br />

Venetha Machock<br />

Mr. Ken Magura and Dr. Connie<br />

Magure<br />

Lucia Marcus<br />

Mr. Steve Markey<br />

Maria Mar Martinez Pastor and Jorge<br />

Marques Signes<br />

Brenda G. Mat<strong>the</strong>ws<br />

Octavia Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Amy and Scott McAllister<br />

Mr. Don McKinney<br />

Paulette Mehas<br />

Chiara Melloni and Pierluigi Tricoci<br />

Dr. Paula Mitchell and Dr. Ed Haynes<br />

Jennifer Moore<br />

Meghan Morris<br />

Tori Morton<br />

Mr. and Mrs. Hugh Mulholland<br />

Will Newman ('07)<br />

Miriam Ornstein and David Luks<br />

Melody Peaks<br />

Sirisha Perumandla and Gopinath<br />

Kotla<br />

Edie and Gary Poole<br />

Katie Ree<br />

Michelle and Brian Reich<br />

Bob Robinson and Marya McNeish<br />

Dillion Ross<br />

Kerry and Andrew Ross<br />

Kara and Andy Rudd<br />

Grechen and Jonas Sahratian<br />

Elizabeth Sasser and Kelly Sasser<br />

Corey Savage<br />

Paula Scatoloni and Andy Ovenden

Richard Scher<br />

Barb and Don Schoene<br />

Gita Schonfeld and Marvin Swartz<br />

Mrs. Jane Scocca<br />

Theresa and Dave Scocca<br />

Diba Shams<br />

The Shaw Family<br />

Jane Shears<br />

Lisa Simmons<br />

Ann Skye and Jami Norris<br />

Irecka Smith<br />

Janet and Roy Smith<br />

Renee and Joseph Francis Smith<br />

Trent Smith ('14)<br />

Darryl Spancake<br />

Mrs. Helene Spitzer<br />

Mr. Steve Stephenson and Ms.<br />

Regina Hugo<br />

Mr. and Mrs. Ted Strader<br />

Dr. and Mrs. Edward Sugarman<br />

Michael J. Szott<br />

Mr. and Mrs. John Templeton<br />

Ann and Josh Thaden<br />

Christina and Clay Thomas<br />

Juliana Thomas<br />

Laura Thompson ('98)<br />

Mary Townsend and Jon Stiber<br />

Dr. and Mrs. Prabhakar Vaidya<br />

Sharia Warren<br />

Marki Watson<br />

Rachel Wer<strong>the</strong>imer<br />

Lauren and Mike West<br />

Megan Whitted<br />

Kia Williams<br />

Kourtney and Jefferson Williams<br />

Maurice Williams<br />

Jane and John Winch<br />

Becca and Julian Wooldridge<br />

Laura and Duncan Work<br />

Sarah and Edwin Yarbrough<br />

Event and <strong>School</strong> Sponsors<br />

Batchelor, Tillery & Roberts LLP<br />

Bull City Family Medicine and<br />

Pediatrics<br />

The Durham Hotel<br />

Gordon Asset Management<br />

The Happy Tooth Foundation<br />

Indulge Catering<br />

King’s Red & White<br />

New Hope Animal Hospital<br />

Triangle Ecyling<br />

The Umstead Hotel and Spa<br />

Gifts in Kind<br />

Dr. Kenneth W. Chandler<br />

The Cheesecake Factory<br />

Ann Christensen and Allen Duffer<br />

Matt Duffer (‘99)<br />

Ross Duffer (‘99)<br />

Elise Dunzo<br />

Sharon and Neil Freedman<br />

Jennifer and Michael Gilchrist<br />

Tina and Mitch Prinstein<br />

Laura and Chris Sample<br />

Holly and John Williams<br />

Gifts In Honor of Aftercare Workers<br />

Stacy Bailey and Matt Russell<br />

Laurie Braun and John Taylor<br />

Julia DiPrete and Jason Keith<br />

Erica Field<br />

Grainne Fitzsimons and Aaron Kay<br />

Robyn Gunn and Will Dean<br />

Karen Heller and Colleen McLaughlin<br />

Leah and Joe Houde<br />

Mr. and Mrs. Joel Huber<br />

Cara and Ravi Karra<br />

Denise Kassab and Rafael Dix Carneiro<br />

Roshna and Ed Keen<br />

Caroline Mage and Josh Schoedler<br />

Tiffany Mat<strong>the</strong>ws<br />

Megan and Ben Neely<br />

Vicky Parente and Ben<br />

Wildman-Tobriner<br />

Tina and Mitch Prinstein<br />

Jen Rogers and Mike Allingham<br />

Jinda and Kevin Stoll<br />

Nikita and R.J. Wirth<br />

“I give because I appreciate <strong>the</strong> impact of a <strong>Duke</strong> <strong>School</strong> education!”<br />

~Will Newman ‘07, <strong>Duke</strong> <strong>School</strong> Alumnus & Middle <strong>School</strong> Teacher

Gifts were made in honor of <strong>Duke</strong> <strong>School</strong> Faculty, Staff, Students and<br />

<strong>the</strong> overall <strong>Duke</strong> <strong>School</strong> Community by <strong>the</strong> following:<br />

Natalie and Chris Aho<br />

Love and Ian Anderson<br />

Mr. and Ms. William Andrews<br />

Dr. Linda Basch and Dr. Sam Basch<br />

Omar Bell<br />

Mr. Ed Blocher and Ms. Sandy Powers<br />

Joel and Beverly Brown<br />

Grover Bur<strong>the</strong>y<br />

Natalie Cappadona<br />

Tabitha Combs and Tom Craven<br />

Mrs. Gail Daves<br />

Mrs. Lynn Delicio<br />

Mrs. Penny Dietz<br />

Mr. and Mrs. David Easterling<br />

Meghan Fitzpatrick<br />

Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />

Beth and Jeff Harris<br />

Mary and Stephen Harward<br />

Kerry Holbrook<br />

Elizabeth Howell<br />

Mr. and Mrs. Mark Jotwani<br />

Kay Kohring-DaSilva and Keith DaSilva<br />

T Land<br />

Judith Landrigan<br />

Mr. and Mrs. Greg Lau<br />

Mary Lewis and Curtis Stiles<br />

Stacy Lubov and Jeffrey Bryan<br />

Mr. Ken Magura and Dr. Connie Magure<br />

Maria Mar Martinez Pastor and Jorge Marques Signes<br />

Ms. Brenda Mat<strong>the</strong>ws<br />

Octavia Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Jeanine and Bill Miller<br />

Mr. and Mrs. Hugh Mulholland<br />

Mr. and Mrs. Gilbert Muller<br />

Edie and Gary Poole<br />

Linda Raftery and Phil Spiro<br />

Jen Rogers and Mike Allingham<br />

Mr. and Mrs. Robert Selder<br />

Diba Shams<br />

Janet and Roy Smith<br />

Renee and Joseph Francis Smith<br />

Trent Smith (‘14)<br />

Simon Summer<br />

Marki Watson<br />

Maurice Williams<br />

Cam and Finn Aho<br />

Ethan and Percy Anderson<br />

Noah and Ariel Andrews<br />

Eliza Basch<br />

Aiden and Olivia Bell<br />

Ben and Sam Blocher<br />

JE, Milly, Louden and Oliver Sandor<br />

Dave Michelman<br />

7th Grade Poets<br />

Emily Taft and Eman Elmani<br />

Caroline and Jack Greganti<br />

Amelia Hart<br />

Alex and Tori Houde<br />

Tallulah Easterling<br />

Julie Marshall<br />

Neta Ariely<br />

Tori Morton<br />

Jane and Grechen/Jennifer and Ca<strong>the</strong>rine<br />

Dave Michelman<br />

Cameron, Jenny and Elizabeth Howell<br />

Mia and Mason Jotwani<br />

Dave Michelman<br />

Diversity and Equity at <strong>Duke</strong> <strong>School</strong><br />

Ilaria, Hero and Petra Bayley<br />

Alexis and Natalie Lau<br />

Reed Stiles<br />

Rudy Lubov<br />

Amelia Rein<br />

John Marques<br />

Nia Stroud<br />

Nia Stroud<br />

Nia Stroud<br />

Nia Stroud<br />

Amelia Miller<br />

Evelyn Grace Brewster Mulholland<br />

Oliver, Everett, Alena Sun<br />

DS teachers and employees<br />

Claire and Adriane Spiro<br />

Rowan and Reese<br />

Chloe and LIly Gilchrist<br />

Hannah and Sienna Khandani<br />

Casey Smith<br />

Trent Smith and DS Class of 2014<br />

Renee Smith<br />

Grace Bell<br />

Lauren West<br />

Kia and Kity Williams<br />


The following donations have been made in memory of<br />

loved ones, special friends and former Dragons:<br />

Grace Bell<br />

Geoff Berry<br />

The Cheesecake Factory<br />

Elise Dunzo<br />

Eman Elmahi and Husam Hasanin<br />

Meghan Fitzpatrick<br />

Cat Goyeneche and Steve Marks<br />

Melanie Hatz-Levinson and Howie Levinson<br />

Kerry Holbrook<br />

Venetha Machock<br />

Steve Markey<br />

Meghan Morris<br />

Natalie and Emiliano Corral<br />

Tisha Powell-Wayne and James Wayne<br />

Richard Scher<br />

Emily and Lee Taft<br />

Juliana Thomas<br />

Andy Barada<br />

Love<br />

Mark Dunzo<br />

Mark Dunzo<br />

Edward "Big Ed" Jackson<br />

Norma and Frank Carmody<br />

Mama Ging and Gran<br />

Gene Levinson<br />

Edward "Big Ed" Jackson<br />

Edward "Big Ed" Jackson<br />

Claudia Markey<br />

Edward "Big Ed" Jackson<br />

Judy Byck<br />

Brenda Reed Powell<br />

Milton Scher<br />

Mary Scott Hoyt<br />

Fabio Arciviegas<br />

2019-20 Class Parent Participation<br />

100<br />

90<br />

80<br />

70<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

0<br />

PS K 1st 2nd 3rd 4th 5th 6th 7th 8th<br />

Dragon Fund is accepting international currency! <strong>Duke</strong> <strong>School</strong>’s Development Office encourages<br />

families to donate unused foreign currency (paper) and apply it to <strong>the</strong> school’s Dragon Fund.<br />

Please contact us at (919) 493-9968 for more information and to give!<br />

We make every effort to ensure <strong>the</strong> accuracy of information contained in <strong>the</strong> annual<br />

Honor Roll of Donors. If you have a question about a listing, please contact a<br />

member of <strong>the</strong> Development Office at (919) 493-9968.<br />


Special Thanks to <strong>Duke</strong> <strong>School</strong>’s<br />

2019-20 Fire & Wind Dragon Sponsors!<br />

children<br />

adults<br />





PAID<br />


PERMIT # 112<br />

Follow us @<strong>Duke</strong><strong>School</strong>1<br />

Photo Credit: Jen Cook,<br />

<strong>Duke</strong> <strong>School</strong> Parent<br />

In April, <strong>Duke</strong> <strong>School</strong> launched a DS Cares Grant—an initiative to help support families who<br />

were impacted financially due to COVID-19. Since <strong>the</strong>n, <strong>the</strong> <strong>Duke</strong> <strong>School</strong> Cares campaign has<br />

expanded to include video messages of appreciation to all essential workers, a showcase of our<br />

family-owned businesses, and a DS Cares website for <strong>the</strong> school’s latest COVID-19 news and<br />

updates. Although <strong>Duke</strong> <strong>School</strong> looks a little different this year, <strong>the</strong> heart of who we are remains<br />

<strong>the</strong> same. Thank you for your continued support.

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